SACL S BOOK Vi Express PublishingCOM TEACHER’S BOOK Elizabeth Gray - Virginia Evans laos Express PublishingIntroduction to the Teacher DESCRIPTION - SYLLABUS potent ‘© Welcome is a three-level course at primary level for children learning English for the first time. Its syllabus is based on graded structures and vocabulary. Welcome enables pupils to use English effectively and ensures that they have fun while learning. Welcome develops all four skills (reading, writing, listening and speaking) through a variety of communicative tasks and everyday dialogues. It recycles vocabulary and grammar regularly, ‘* Welcome 3 consists of six modules of three units each. Each unit contains material for two lessons of about 50 minutes each. Welcome 3 also includes eight Culture Clips which provide an insight into the culture and customs of the United Kingdom, Welcome 3 and its components may be covered in a total of about 90 teaching hours. COMPONENTS acetal © The Pupil's Book presents new words, grammar structures and functions in a clear way. The language is, presented in context through lively dialogues or enjoyable texts. A variety of functional exercises, songs and games helps pupils practise the new language in an enjoyable way. Dialogues, texts, songs and other listening activities are on the CD or cassette. The fact that it is modularised enables Pupils to explore themes efficiently and thoroughly ‘* The Pupil’s Book is accompanied by The Welcome. Weekly booklet where the writing tasks are given in the form of articles for a magazine. The pupils can cut the individual articles out and hand them in for correction by the teacher. Alternatively, the teacher ‘can take the booklet home every time he/she has to correct a writing task. The Workbook consists of 6 modules of 3 units each. The first and the second unit of each module are two- page lessons, while the third unit is a four-page lesson. Each module provides material for further practice under the headings of Vocabulary, Grammar, Reading and Writing and Listening. The Workbook aims to consolidate the language points and grammar structures that appear in the Pupil's Book with various exercises. t can either be used in class or set for homework. Eighteen progress tests, one per unit, are included at the end of the Workbook. They may be used to assess pupils’ progress. Teachers are advised to cut the progress tests out of the pupils’ workbooks at the beginning of the school year and store them in a file or a folder. You can hand them out any time you want to assess pupils’ progress. © The Teacher's Book gives stop-by-step lesson plans, the answers to the exercises for both the Pupil's Book and the Workbook, the answers to the Progress Tests, the answers to the tests from the Test Booklet and a marking scheme for each test. It also contains extra ideas on how to presentipractise new words and grammar structures, as well as tapescripts of the listening activities. * The Test Booklet includes six photocopiable assessment tests in two versions. * The Picture Flashcards include all the pictures necessary to present and revise new vocabulary. * The Class CDs or Cassettes include all the recordings for the listening activities in the Pupil's Book and the Workbook. ‘© The Pupil’s CD or Cassette includes all vocabulary, dialogues, texts and language ‘twisters’, all of which are necessary for home study. Pupils have the chance to listen to these recordings as many times. as they want to improve their pronunciation and intonation. * The Multimedia CD Rom includes exercises for pupils to reinforce their language skils, ‘The Video Cassette brings the characters to life and enables pupils to learn while having fun (CHARACTERS. potatt Welcome 3 finds Oscar in Edinburgh where he has moved with his family. There, he meets some new friends, Lia, Carmen and Kamal, and together they work as reporters for their school magazine, The Welcome ‘Weekly. Pupils will also be entertained by the characters’ friend, Professor McDuff, an eccentric professor whose inventions have hilarious results.HOW TO USE THE PUPIL'S BOOK pon ‘There are 18 units divided into two lessons of two pages each. Each unit provides work for a minimum of two 50- minute lessons. TYPICAL LAYOUT OF A UNIT @ new vocasuary Each unit starts with the presentation of new words (Gc). Each word is presented through a picture 20 that pupils understand the meaning. Presentation with books closed. Note: Pin up relevant flashcards one at a time. Point to each and model the wordiphrase. Pupils listen, then repeat, chorally and/or individually. Point to flashcards in random order and elicit new vocabulary from pupils. Pupils’ books open. Play the cassette, Pupils listen and repeat. Avoid using pupils’ mother tongue to translate new words. Use miming, classroom objects or picture flashcards instead, whenever this is possible. Presentation with books open. Play the cassette. Pause between each word. Pupils repeat, chorally and/or individually ‘Show pupils flashcards in random order. Pupils say the new wordiphrase. DIALOGUE PRESENTATION & READING COMPREHENSION Each dialogue is preceded by a listening activity. Ex. 2 is usually a lead-in question or a listening task which pupils have to perform before reading the dialogue. In this way, pupils familiarise themselves with the dialogue (Ex. 8), practising their listening comprehension at the same time. Note: * Read and explain the instructions. Read the question(s) and elicit possible answers. ‘© Ask pupils to look at the pictures in Ex. 3 and guess what the dialogue is about. © Play the cassette once or twice, while pupils complete the task © Check pupils’ answers. All dialogues cover themes within a child's area of interest and focus on developing pupils’ listening and reading skils, * Play the cassette with pauses between each exchange. ‘* Pupils listen and follow the lines and repeat, cchorally and/or individually, Check pupils’ pronunciation and intonation. Pupils read the dialogue aloud in pairs. You can ask pupils concept questions about the dialogue after pupils have acted out the dialogue in pairs, Each dialogue is followed by a reading comprehension exercise (EX. 4). * Read and explain the instructions. ‘* Read the questions, gapped text, ete and elicit possible answers, ‘* Ask pupils to read the dialogue in Ex. 3 again silently and do the task © Check pupils’ answers. @ conmunscation ‘The practice section of each unit usually begins with a structuralfunctional exercise which recycles vocabulary and grammar structures/patterns presented in the dialogue. This exercise is recorded so that pupils acquire the correct pronunciation and intonation. Pupils memorise these patterns. Play the cassette once or twice with pauses between each exchange, Pupils listen, follow the lines and repeat, chorally and/or individually. @ reansree Pupils use the structures presented before to act out similar dialogues in pairs. Pupils do the exercise orally Time permitting, the dialogues can be written in pupils’ notebooks in class.— In the second lesson of each unit, there is a further ‘communication exercise which practises patterns from the dialogue or is an extension for further practice. © coauma Useful grammar tables present structures from the dialogue. Always present grammar structures on the board, as explained in each lesson plan in the Teacher's Book. Pupils practise grammar structures in the exercises that follow the table, first orally, then in writing in class. Encourage accuracy in spelling and punctuation in all writing exercises. Welcome 3 also recycles grammar structures from the previous levels. They are presented clearly in reminder boxes and should be covered as explained in each lesson plan. @ omnes In this section pupils practise and activate structures and vocabulary presented in each unit in lively and ‘competitive activities. The games, for individuals, pairs or teams, are explained clearly with examples so that pupils will have no difficulty in understanding how to play. Clear instructions for each game are given in the lesson plans inthe Teacher's Book. Always explain the game to pupils, before playing PROFESSOR McDUFF In the first unit of each module there is an entertaining story with Professor McDuff and the characters, Oscar and Lia. Pupils are given the chance to have fun while practising the vocabulary and the pattems of the unit as well as completing a listening comprehension task. © wane eroxccrour «rw wen) Each unit finishes with a piece of writing. This could be a project or a realistic piece of writing. In both cases, pupils, are given a text which serves as a model to produce a short piece of writing. Pupils do the exercise orally, then, are assigned it as written homework. Pupils write their text in the space provided in The Welcome Weekly booklet, attach or draw pictures, then cut out the page and hand itn to be corrected. Pinning up pupils’ project, ‘work in class will make them feel proud of what they have achieved. At the end of the school year, teachers can select the best pieces of writing and produce their class's “special issue” of The Welcome Weekly. SPECIAL FEATURES OF THE THIRD UNIT IN EACH. MODULE ‘The unit starts with the presentation of new vocabulary followed by an article written by one of the characters, a reporter on The Welcome Weekly. The article is followed by various tasks such as comprehension questions, listening or matching activities. The rest of the unit recycles the vocabulary and the grammar structures that have been presented in the module. = Articles Pupils listen to and read an article adapted to match pupils’ needs and ability. They are articles from the school magazine, The Welcome Weekly, written by fone of the characters. The article is recorded and preceded by a listening task so that pupils can practise listening as well as reading. — Exercises The Teacher's Book provides clear instructions on how each exercise should be taught. The aim of the third unit is to provide further practige in all tour skills. — Twister This is a regular exercise on sounds in English. Play the cassette, focusing pupils’ attention on the sound presented each time, then pupils practise, chorally and individually. In the Teacher's Book there isa list of words offering further practice of the sounds presented in the exercise. — Songs Each Modular Revision and Assessment finishes with a song aiming to practise patterns and vocabulary taught within the module. © Go through the song and invite pupils to guess the missing words. Play the cassette for pupils to check their guesses. Read the song and explain any unknown words. Play the cassette again. Pupils listen and sing along with the recording, following the words. Note: In songs where the missing words rhyme with the words underlined in bold, invite children to come up with all the possible rhyming words. Write them on the board. Play the cassette and continue as outlined above._ MODULAR.REVISION AND ASSESSMENT SECTIONS There are six Modular Revision and Assessment sections in the Pupil’s Book, one after each module. The Modular Revision and Assessment sections serve as preparation in class for the corresponding tests in the Test Booklet. Pupils familiarise themselves with the layout and content of the tests which are divided into four sections: Vocabulary, Grammar, Communication, Reading & Writing. There are six photocopiable assessment tests, in two versions. On the last page of each test, there is an Evaluation table where teachers can note their pupils’ performance as well as write comments. _ CULTURE CLIPS This section provides an insight into the culture and customs of the United Kingdom. They are interesting and informative texts accompanied by various exercises. They can be covered throughout the school year. Each Culture Clip finishes with the Zoom in exercise. This is an optional exercise in which pupils are given the opportunity to explore their own culture. How to deal with the Zoom in exercises Read the instructions and explain the task. Pupils, individually or in groups, gather information and pictures. e Pupils produce a short piece of writing and hand it in to be corrected. Spend some time going through the pupils’ work and pin some of it up in class. _ WORKBOOK After completing each unit, pupils turn to the Workbook. The Workbook contains extension activities relating to the units in the Pupil’s Book. The first two units of each theme in the Workbook provide further practice of the corresponding units in the Pupil’s Book, while the third one recycles the whole module. On the last page of each module there is a picture dictionary, In a Word, containing the most important words presented and practised in the module. Each module in the Workbook provides practice under the headings of Vocabulary, Grammar, Communication, Listening and Reading & Writing. Some of the exercises can be covered in class and others may be assigned as written homework. The Workbook contains colourful illustrations, providing the pupils with additional clues to complete the extra activities. It also contains eighteen Progress Tests, each covering one unit. The Progress Tests may be used to assess pupils’ progress. HOW TO ASSIGN AND CHECK PUPILS’ HOMEWORK pore? At the end of each lesson plan there is a suggested homework assignment. Always write the assigned homework on the board so that pupils can copy it into their notebooks. Ask pupils to use the Pupil’s CD or Cassette to practise further and improve their pronunciation and intonation. Note: The suggested homework at the end of each unit should be divided between Lessons 1 and 2 and adapted to suit the abilities of individuals within the class. Homework is always checked before the presentation of a new lesson. — How to check new words/structures: Pin up relevant flashcards. Point to each one and elicit answers from pupils. — Copying exercises: Reward and encourage the use of clear handwriting. — How to check dictation: e Dictate various words/phrases. Pupils write them in their notebooks. e Show pupils flashcards. Pupils write down the relevant word. Correct pupils’ dictation. If pupils have made spelling mistakes, write down these words and ask pupils to write them again two or three times. Encourage pupils by praising their efforts and/or putting stickers on their dictation papers. — How to check role play activities: Pupils act out relevant exchanges in pairs. It is advisable to use flashcards wherever possible. Check pupils’ pronunciation and intonation.Contents ‘A. Pupil's Book Module 1 so a Unit 1 Welcome to Edinburgh! Unit 2 Meet my friends! Unit 3 Meet our pets! Modular Revision and Assessment 1 20 Module 2 : Unit 4 Round the ClOCK! nnn 22 Unit What tine does the game start? =... 25 Unit 6 A summer of adventure! venous 28 Modular Revision and Assessment 2 31 Module 3 onc a 32 Unit 7 Shail | make the biscuits? 33 Unit 8 Burns Night! 37 Unit 9 The Indian Summer Festiva... 40 Modular Revision and Assessment 3 4 Module 4 45 Unit 10 Forever famous! 46 Unit 11. It looks very old! a) Unit 12 A day to remember! a) Modular Revision and Assessment 4 58 Module 5... a 59 Unit 18 You've got alot to lea! 60 Unit 14 | wonder what's happened! 64 Unit 15 Our precious planet. 67 Modular Revision and Assessment 5 70 Module 6 ocsnnnnnsnninneninnionnnansnanine TY Unit 16 I'm sure you'll have a great summer! ... 72 Unit 17 | think I'l go bungee jumping! ne 76 Unit 18 Working holidays! 79 Modular Revision and Assessment 6 83 Culture Clip 1 a4 Culture Clip 2 85 Culture Clip 3 86 Culture Clip 4 87 Culture Clip 5 88 Culture Clip 6 89 Culture Clip 7 90 Culture Clip 8 a1 B. Workbook Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9 Unit 10 Unit 11 Unit 12 unit 13 Unit 14 Unit 15 Unit 16 Welcome to Edinburgh! 92 Meet my fiends! vunnnsnninnn Meet our pets! .. 2 Round the clock... 9 What time does the game start? 94 A summer of adventure! Shall make the biscuits? .. Bums Night! The indian Summer Festival... Forever famous! It looks very ola! ‘A day to remember! You've got a lotto learn! | wonder what's happened! Our precious planet! I'm sure you'll have a great summer... 99 Unit 17 | think Pi go bungee jumping! .. Unit 18 Working holidays! Key to Further Practice Key to Progress Tests C. Tapescripts Pupi’s Book 105 Workbook... snnnnnnnnnnnnnsns 109 D. Test Booklet Key Modular Test 14... sennns 115, Modular TeSt 1B oonsninnnnnnnennnnnnns 16 Modular Test 24 17 Modular Tet 2B ons seen 118 Modular Test 3 119 Modular Test 38 120 Modular Test 4A .. . sens VOL Modular Test 48 122 Modular Test 5A .. soon VOB Modular Test 58 124 Modular Test 6A .. 125 Modular Test 6B nnn 126Module 1° (nits 1-3) a In this module the pupils will > read... about Oscar's meeting with Lia ‘a description of a family photograph about Oscar's first meeting with new friends Eddy's letter to Oscar Oscar's reply to Eddy Oscar's article about unusual pets and choose a suitable pet for individuals Tre above will be exploited through the following sctivity types: = reading for specific information (scan a text) — completing gapped texts ~ completing a summary — identifying and correcting false information — answering open-ended questions and identifying the structure of a text taking notes and using them to talk about a text matching information to a text > listen to a dialogue about Oscar's first day in Edinburgh ‘© an exchange about Lia's family the first episode presenting Lia's eccentric friend, Professor McDuff * a dialogue about Oscar's first day as a reporter for The Welcome Weekly a dialogue about Lia's cousin, Rachel descriptions of people's (unusual) pets LEXICAL AREAS family members nationalities and countries jobs and related vocabulary physical features personality traits animals The above will be practised and consolidated through the following activity types: ~ picture recognition ‘multiple matching tasks selection from sets of visual prompts and justification of choice solving clues to complete a crossword puzzle guessing games New Places, Fresh Faces! 7 Go? Cee y) / The above will be exploited through the following activity types: = gap filling — answering multiple choice questions — matching > learn how to... * introduce themselves and others © talk about nationaities * talk about people's jobs * communicate personal information * introduce and greet other people * talk about people's appearance and character * extract information * describe animals © distinguish between and pronounce /ea/, fi * use the appropriate intonation # compare and contrast items ‘The above will be practised by employing the vocabulary and grammar taught, using guided and tree-speaking activities such as: monologues role play — palr-work = team work (games) >» write © a description of a family photograph © aletter about a new friend © a description of a pet/an animal GRAMMAR FOCUS present simple of the verb “to be” uestion words (who, what, where, when, why, whose, how) personal pronouns possessive pronouns and adjectives possessive case the verb “have got” plurals this/these ‘The above will be practised and consolidated through the following activity types: gap filling (choice of correct verb forms) multiple choice questions error correction multiple choice cloze textOremus introducing oneself and members of the family Structures | am (I’m) from the UK. | am British. - Who's the vet? Whose is the coat? It’s the vet's. It’s hers. ae parents, niece, nephew, grandparents, surname, nationality, hairdresser, reporter, engineer, actor, vet, scientist, test tube, helmet, mike, hairdryer, husband, wife “Communication Hello! My name’s Lia McDougall. — Oh, hi! I’m Oscar White. Nice to meet you! Writing (Project) describing a photograph of your family PRESENTATION 1. Listen and repeat. wy FLASHCARDS 1 - 2 Pupils’ books closed. Pin up flashcard No 1. Point to Lia and say her name. Tell pupils that the flashcard shows Oscar’s new friend and her family. Point to each person and say the appropriate phrases (Lia’s parents, Lia’s brother,...) Pupils repeat, chorally and/or individually. Pin up flashcard No 2. Explain that Oscar and his family have moved to Edinburgh, Scotland. This year they will meet QOscar’s new friends! Pupils’ books open. Play the cassette. Pupils repeat, chorally and/or individually. LISTENING & READING 2. Listen, read and fill in. Explain the task. Play the cassette. Pupils listen and fill in the missing words. © park edog e°USA e day Welcome to Edinburgh! (pp. 6 - 9) 3. Now, listen again and read. Play the cassette. Pupils listen and follow the lines. Play the cassette again with pauses for pupils to repeat, chorally and/or individually. Check pupils’ pronunciation and intonation. Pupils read out the dialogue in pairs. 4. Read and write yes or no. Read the sentences. Elicit the word “surname” by giving an example e.g. My name is Linda Smith. Smith is my surname. Explain to the pupils that they have to read the dialogue silently again and write yes next to a correct sentence and no next to an incorrect one. Allow pupils some time to go over the dialogue in Ex. 2 and do the task. Check pupils’ answers. 2 no 3 no 4 yes PRACTICE 5. Listen and repeat, then talk with your friend. Play the cassette. Pupils listen and follow the lines. Play the cassette again with pauses for pupils to repeat, chorally and/or individually. Check pupils’ pronunciation and intonation. In pairs, pupils introduce themselves using the dialogue they listened to as a model. (Suggested answer) A: Hello! My name’s Bob Gilmour. gy” Oh, hi! I’m Alicia Cresswell. Nice to meet you! ~ Pupils’ books closed. Say, then write on the board: “Lam (I’m) from the USA.” Pupils repeat, chorally and/or individually. Underline the words in bold. Elicit the form of the verb “to be”. Remind pupils of the short form. Present the interrogative and negative in the same way as the affirmative. Pupils’ books open. Read the sentences in the reminder box. 6. Read and fill in: am, is or are. Read the example. Explain to pupils that they have to read the sentences and fill in the gaps with the verb “to be”. Pupils do Ex. 6 first orally, then in writing in class. 2 are 5 are, are 8 are, are 3 Are 6 Is 9 am 4 is 7 is 10 are% «# Pupils’ books closed. Say, then write on the board: "am from Britain, | am British. | am from the UK.” Pupils “peat, chorally andor individually. Ask pupils to tell you * they can see any difference (the use of the). Explain ‘rat we usually do not use the before countries and sdjectives describing nationalities with the exception of Te UK and the USA (because they are groups of countries). Pupils’ books open. Read the sentences in Te reminder box. Do a quick drill to remind your pupils tthe nationalities. 2g. T: Poland T: Greece St: Polish $3: Greek T: Italy T: USA $2: Italian S4: American etc 7. Ask and answer, then write. pe nasveanos 3-2 upils’ books closed. Pin up flashcard No. 3. Say, then site: “Is he from Poland?” Elicit the answer: "No, he isn’t 2's from the UK. He's British.” Pupils repeat, chorally andjor individually. Pin up the rest of the flashcards on ce board and write the prompts below them. In pairs, -upils ask and answer, as in the example. Wipe the -xamples off the board. Point to flashcards in random der. Pupils ask and answer practising the patterns resented. Pupils’ books open. Read out the example, ‘ren pupils do the exercise orally and then in writing in pass. 3. A: Is she from France? No, she isn’t. She's from Greece. She's Greek. Is he trom Turkey? Yes, he is. He's Turkish. Are they from the USA? : Yes, they are. They're American. > Is she from China? No, she isn't. She's from Spain. She's Spanish. PP Or o> Extension: Pin up flashcards Nos 3 - 8 on the board. Pupiis, ‘all you the nationality of the person you name. 2g. T: Ahmet. St: He's Turkishitrom Turkey. etc Game. Choose a nationality. The rest of the class tries to guess the correct nationality. Prepare slips of paper with a different nationality written sn each of them. Read the example. Explain the game. ‘vite a pupil to the front. Let him/her choose one of the slips. The rest of the class guess the pupil's nationality by asking questions. The pupil who guesses correctly takes the next turn. (Suggested answers) $2: Are you Turkish? ‘Are you Greek? $1: No, I'm not No, I'm not $3: Are you Polish? ‘Are you French? $1: No, I'm not. Yes,lam. etc 8. Look and write: hairdresser, reporter, engineer, actor, vet, scientist. SW ruscasos 9 Pupils’ books closed. Pin up flashcards Nos 9 - 14, Tell pupils thatthe flashcards show different jobs. Point to each ‘one and say the appropriate word (e.g. engineer, scientist, ..). Pupils repeat, chorally andlor individually. Pupils’ books open. Pupils look at the pictures and write the words. Check pupiis’ answers by asking “What's, Rose's job?/ What does Rose do?” 2 scientist 4 actor 3 vet 5 reporter 6 hairdresser @ Pupils’ books closed. Write the following questions (on tne board, Who is that man? He's my father. What's your name? Jane. Where are you from? _I'm from Spain. When is your birthday? I's on 4th July. Whose is this pen? _ It's mine. Why are you unhappy? Because | can't find my favourite T-shirt. How are you? Im fine, Underline the words in bold and elicit the meaning of the question words. Pupils’ books open. Read the words in the reminder box. 9. Look and match. Then, ask and answer. Explain the task. Pupils match the objects to the jobs by OD> DED> GFOY DPMP DEOE 10. Read and choose. Read the example. Explain that pupils have to read the questions and choose the best reply. Pupils do the task. Check pupils’ answers, 2c 38 4C 5A 6C 1. Listen and write the names. Explain to the pupils that they listen and complete the missing names of Lia's relatives. Play the cassette twice if necessary. Pupils do the task. Check pupils’ answers. 2 Alec 3 Marian 4 Rowan § Lisa * Now, look again and circle. Read the example. Tell pupils to look at Lia's family tree again and circle the correct alternative in sentences 2-6, Pupils do the task. Check pupils’ answers. 2 parents 3 husband 4 aunt 5 sister 6 daughter 12, Listen, look and fill in. ‘Ask pupils to look at the pictures in Ex. 12. Explain that Lia is going to invite Oscar to visita friend of hers, an eccentric, professor. In this episode they will eam his name, age and address. Tell pupils to follow the pictures as they listen. Explain that they will have to listen carefully and fil in the missing information in the table. Play, the cassette twice if necessary. Pupils do the task. Check pupils’ answers Age: 45 Job: Scientist Address: 5, Strange Street * Now, ask and answer about the professor. Refer pupils to the information about Professor McDuft. Explain that they will have to use it to talk about him. Ask two pupils to read the short dialogue. Then, pupils ask and answer questions in pairs. (Suggested answers) What's the professor's surname? His surname's McDuff How old is the professor? He's forty-five years old. What is the professor's job? He's a scientist. What's the professor's address? Ws 5 Strange Street. 22 Be BF OE Extension: Ask pupils questions about their family. e.g. T: What's your aunt's first name? St: (My aunt’s name is) Susan. etc y Pupils’ books closed. Say, then write on the board: “John and Kelly are English. They have got a house in London. Their son, Tom, lives with them. The car over there is theirs." Pupils repeat, chorally and/or individually Underline the words in bold. Elicit the form and use of the personal pronouns (subject and object), possessive adjectives and possessive pronouns. Drill your pupils. eg. T: John T: Look at John. St: He $1: Look at him. T: Mary and Ann: Look at Mary and Ann. 82: They ete $2: Look at them. etc Repeat the procedure with the possessive pronouns anc. adjectives. Pupils’ books open. Read the sentences in the reminder box.WRITING 13. Look, read and choose. upils look at the picture in Ex. 13. Explain that they have read the text and fil in the gaps with one of the three sternatives given below. Allow pupils some time to do ‘Te task. Check pupils’ answers. 28 6c 3A 50 7c 14. Project. Foint out that pupils can use Ex. 13 as a model. Refer zapils to The Welcome Weekiy booklet. After pupils have bone Ex. 14 orally in class, assign it as written homework. Meel my friends! (np. 10 - introducing and greeting other people, talking about people's appearance and personality GSemcs What are these? They're micel - He's got short wavy hair. He's very friendly and helpful een curly hair, wavy hair, straight hair, moustache, beard, quite tall, editor, magazine, friendly, helpful, unusual, shy, kind ‘Communication Lisa, meet my friend Jack! Pleased to meet you! Pleased to meet you, too! ~ What does Mr Finlay look like? He's short and slim. He's got wavy brown hair, a beard and a moustache. = What's he like? He's very friendly and helpful CU Karan) writing a letter describing a new friend (Suggested answer) This is a picture of my family. Look at us! My | parents are called Mary and Gregory. My mother ~ is an engineer and my father is a pilot. George is. my big brother. He Is sitting next to my | grandmother. Her name's Christine. Lisa, my sister, is standing behind me. We are outside our ‘summer house. It's near London. | ‘Suggested Homework Copy: 2:3 exchanges from Ex. 3 Reading aloud: Ex. 3 Dictation: Ex. 1 Act out: Ex. 5 Project: Ex. 14 Workbook: do some exercises in class, assign the rest as written HW 13) [2 Check pupils’ HW. PRESENTATION 1. Listen and repeat. Se nasncatos 1-4 Pupils’ books closed. Pin up flashcards Nos 1-3 one at fa time. Point to each flashcard and say the appropriate words. Pupils repeat, chorally and/or individually. Explain that they show different types of hair. Pin up flashcard No 4. Point to the moustache and the beard and say the appropriate words. Pupils repeat, chorally and/or individually. Pupils’ books open. Play the cassette. Pupils repeat, chorally and/or individually.USTENING & READING 2. Listen and choose. Explain the task. Read sentences 1 and 2 and the possible choices. Play the cassette. Pupils listen and choose the correct answer. 1b 2a 3. Now, listen again and read. Play the cassette. Pupils listen and follow the lines. Play the cassette again with pauses for pupils to repeat, chorally and/or individually. Check pupils’ pronunciation and intonation. Pupils read out the dialogue in pairs. 4. Read again and write. Read the example. Explain that pupils have to read the Gialogue again and fil in the missing words. Allow pupils ‘some time to go over the dialogue in Ex. 3 and do the task. Check pupils’ answers. 2 editor 3 friendly 4 pets 5 animals PRACTICE af o 5. Listen and repeat, then talk with your friend. Play the cassette. Pupils listen and follow the lines. Play the cassette again with pauses for pupils to repeat, chorally and/or individually. Check pupils’ pronunciation and intonation. In groups of three, pupils act out similar dialogues using the dialogue they listened to as a model. (Suggested answer) A: (Maria), meet my friend (Anna). B: Hil Pleased to meet you! C: Pleased to meet you, too! GRAMMAR Pupiis’ books closed. Say, then write on the board: “table”. Elicit the plural: “tables”. Pupils repeat, chorally and individually. Undertine the suffix «8. Elicit how the plural is formed (by adding -s). Follow the same procedure for the rest of the rules. Pupiis repeat the words, chorally and/or individually. Do a quick dri eg. T: mouse St: mice T: foot S2: foot Pupils’ books open. Read out the grammar table. 6. Say the plurals of these words. Pupils read the words and form the plural orally in clase 1 bikes 4 watches 7 houses 2 hats 5 drawers 8 parties 3 children 6 fridges. 9 shelves Extension: Divide the class into two teams, A and B. Inv~: 2 pupil from each team to tell you the plural of a wo: The team with the most points is the winner. eg. T: bike TAS1: bikes T: 1 point T: hat TBS1: hats T: 1 point ete 7. Read and correct. Explain the task, Pupils read the letter and correct 7: mistakes first orally and then in writing in class. Ches> pupils’ answers. 2 children 3. brothers 4 pets 5 geese 6 leaves 8. Look, ask and answer. ‘Ask two pupils to read the two examples. In pairs, pupis look at the pictures and do the exercise orally in class, 3 A: What's this? 6 A: What's this? B: It’s a horse, B: It's a hippo. 4 A; What are these? 7 A: What are these? B: They're sheep, B: They're oxen 5 A: What are these? 8 A: What's this? B: They're fish, B: It's a duck. @ Pupils’ books closed. Say, then write on the board: ~ have got (I've got) dark hair.” Pupils repeat, chora'y and/or individually. Underline the words in bold. Elicit tre form of verb “have got.” Present the interrogative anc negative in the same way as the affirmative. Pupils’ b open. Read out the sentences in the reminder box.9. Look and say. HE ruasticanos 5 - 9 apis’ books closed. Pin up flashcard No § on the board. Say, then write: “Oscar's got short fair hair and blue eyes.” pls repeat, chorally andor individually. Pin up the rest of ‘Fe flashcards on the board and write the prompts below ‘Fem, Individual pupils talk about the pictures. Wipe the zaample off the board. Point to flashcards Nos § - 9 in ‘=ndom order. Pupils talk about the people. Pupils’ books 20en. Read the example, then pupils do the exercise orally nas, Oscar's got straight fair hair and blue eyes. Kamal's got short dark hair and brown eyes. Fiona's got straight red hair and green eyes. Mr Finlay's got wavy brown hair, a beard and a moustache. Carmen's got curly dark hair and brown eyes. tension: Invite pupils to talk about their partners. 29. Frank's got shor curly hair and blue eyes. 10. Now, look again and write: have, has, haven’t or hasn’t. Pupils look atthe pictures in Ex. 9 again, Then, they fin Te sentences with have, has, haven't or hasn't 2 have 8 has 3. hasn't 4 has 5 haven't 6 has 7 hasn't 11. Listen and choose. ‘4Sk pupils to look at the pictures in Ex. 11 and have some cicture discussion: e.g. “What does the girl in picture A ‘20k like?" etc. Explain the task to pupils. Play the cassette, twice if necessary. Pupils listen and choose the ture which shows Rachel. correct picture: B * Now, look again and describe the pictures. Sead the example and explain the task. Pupils look at the tures and describe the people. In picture A, the woman is short and slim. She's got short curly dark hair and big brown eyes, In picture B, the woman is tall and slim. She's got long fair hair and big brown eyes. In picture C, the woman is tall and slim. She's got short wavy red hair and big blue eyes. 12. Listen and repeat. Play the cassette. Pupils listen and follow the lines, Play the cassette again with pauses for pupils to repeat, chorally and/or individually. Check pupils’ pronunciation and intonation. * Now, talk with your friend. In pairs, pupils act out dialogues about Miss Faber, Mr Green and Mrs Shilton, using the visual prompts for each person and the dialogue they listened to as a model ‘What does Miss Faber look like? She's short and slim. She's got curly dark hair and glasses. What's she like? ‘She's quiet and shy. What does Mr Green look like? He's tall and slim, He's got straight fair hair and biue eyes. What's he like? He's clever and kind, o> PP OP What does Mrs Shilton look like? She's tall and fat. She's got short straight hair and brown eyes. What's she like? She's friendly ang funny. Be o> Be Game. Walk around the room, ask your classmates and fill in their names. Explain the game to pupils. Pupils walk around the room and ask their classmates: “Has your father got glasses?’ etc. Pupils fll n the names, then report to the class. WRITING pow 13. Read and correct. Explain that this is a letter from Eddy to Oscar. Read the first sentences of the letter and the example and explain the task. Pupils read the letter and correct the mistakes first orally and then in writing in class. Check pupils’ answers. 2. No! Mrs Giffen is tall and slim, No! Cindy's got a new computer. No! Lin's got a new baby brother. No! Eddy's new pet is a python No! Wendy's new e-mail friend is called Tomek. ¥14. Read and answer the questions. Write one-word answers. Ask pupils to look at the letter and say who it is from. Read the questions and explain the task. Pupils read the letter and answer the questions. 2 Scotland 3 red 4 green ¢ Now, read again and label the paragraphs. Explain the task. Allow pupils time to go over the letter and number the paragraphs. a 3rd paragraph c ist paragraph b 2nd paragraph Then, go through the letter and explain the theory of letter writing (i.e. write the first name after Dear, indented paragraphs, closing the letter with Love and their first name). 15. Put it in Writing. Point out that pupils can use the letters in Ex. 13 and Ex. 14 as models. Refer pupils to The Welcome Weekly booklet. After pupils have done Ex. 15 orally in class, assign it as written homework. _ Dear Pamela, (Suggested answer) Greetings from San Francisco! How are - in Edinburgh? I've got some new frieadel One of them? is ‘called Andy Howard. He's eighteen years old and he's American. He's tall and slim. He's got straight dark hair and brown eyes. Andy is very quiet and shy and he loves animals. He's got a parrot called Perky! He's a really nice friend. I hope one day you can come to San Francisco and meet him! Say hello to everyone. I miss you, tool Suggested Homework Copy: 2-3 exchanges from Ex. 3 Reading aloud: Ex. 3 Dictation: Ex. 1 Act out: Ex. 5, Ex. 12 Put it in Writing: Ex. 15 Workbook: do some exercises in class, assign the rest as written HW oOuPhWHN —UDIE = arac | talking about pets, animals, their habitat, etc consolidation of units 1 and 2 @ Ee iguana, glass, hedgehog, cage, spike, tarantula, sand, hairy legs, worm, caterpillar, tortoise, look after, get around, strangers, nuts, shiny consolidation of units 1 and 2 describing your pet competition #> Check pupils’ HW. PRESENTATION Listen and repeat. -$ Fasricars 1-5 = oils’ books closed. Pin up flashcards Nos 1 - 5. Point wz each flashcard one at a time and say the appropriate words. Pupils repeat, chorally and/or individually. Explain tat they show different animals. Pupils’ books open. Play me cassette. Pupils repeat, chorally and/or individually. LISTENING & READING 2. Listen and write the names: Iggy, Terry, Harriet. =.sols read the example. Explain the task. Play the zassette. Pupils listen and write the names. Check pupils’ a Swers. b Harriet c Terry Meet our pets! (pp. 14 - 17) 3. Read and answer. Pupils go through the questions. Explain to pupils that they have to read the article again and answer the questions. Allow pupils some time to go over the text and do the task, first orally and then in writing in class. Check pupils’ answers. 2. eight 3 Kamal 4 inthe garden 5 (They can) swim 6 at night 4, Read again and fill in. Then, talk about Iggy, Harriet and Terry. Explain the task and read the example. Allow pupils some time to read the article in Ex. 3. Copy the table on the board and complete it by eliciting the missing information from the pupils. Pupils use the notes to talk about Iggy, Harriet and Terry. Then, pupils complete the table in their books. Food Appearance leaves and fruit long green body - four short legs small head long tail worms and caterpillars small round body with spikes on it white hair on her stomach eight long hairy legs insects eight eyes (Suggested answers) Iggy is Kamal’s pet iguana. He’s got a long green body, four short legs, a small head and a long tail. He eats leaves and fruit. Harriet is Maggie’s pet hedgehog. She’s got a small round body with spikes on it. She has got white hair on her stomach. She eats worms and caterpillars. Terry is Dana’s pet tarantula. He’s got eight long hairy legs and eight eyes. He eats insects.ges 5. About you: ask and answer. In pairs, pupils ask and answer the questions about themselves. Make sure the pupils understand the questions. Walk around the classroom while the pupils do the task, providing any necessary help. Pupils report back to the class. (Pupils’ own answers) Game. In teams, make questions for your teacher’s answers. Read the example and explain the game. Divide the class into two teams. Say a sentence and teams, in turn, make an appropriate question. Each correct question gets one point. The team with the most points is the winner. e.g. T: My name’s Paco Gonzales. TAS1: What’s your name? T: Good! 1 point T: I’m fine, thanks. TBS1: How are you? T: Good! 1 point. etc Prompts: I’m Italian./She’s thirty years old./ My birthday’s in March./I'm an engineer./My pet’s called Sparky./Bob’s got curly hair and green eyes./Ann’s kind and friendly./It’s my brother’s car./It’s a present for my friend./He’s from Poland. 6. TWISTER Listen and repeat. Play the cassette. Focus pupils’ attention on how ea is pronounced. /eo/ as in bear ea canbe pronounced: ‘ : /t/ as in sea Pupils listen and repeat, chorally and/or individually. Check pupils’ pronunciation and intonation. Extension: Write the following list of words on the board: Read the words aloud and the pupils repeat, chorally and/or individually. Point to various words in random order. Individual pupils say the words. 7. Talk with your friend and find the odd on< out. Read the example and explain the task. In pairs, pupils fin: the odd one out. Pupils justify their answers. (Suggested answers) B Pictures 1, 3 and 4 are for the head. Picture 2 is for the neck. C Pictures 2, 3 and 4 are drinks. Picture 1 is food. D Pictures 1, 2 and 3 are fruit. Picture 4 is a vegetable. E Pictures 1, 2 and 4 are farm animals. Picture 3 is a wild animal. 8. Look, read and complete the puzzle. Point to the different animals and elicit the word for eac~ one. Explain the task. Make sure that the pupils understanz the difference between Across and Down. Pupils read tre descriptions and complete the puzzle. Check pupits answers and write them on the board. 9. Which is the best animal for these people? Read and choose. Explain the task. Explain that there are two extra animas which they do not need to use. Pupils read the four tex and match each person to an appropriate animal. Allow pupils some time to do the task and then check ther answers. Alternatively, ask pupils to read only the firs’ sentence for each person and invite guesses on whic> animal is more suitable for them. Then, allow pupils some time to do the task before they report back to the class Ask for justifications. Toa 2d 3 f 4cWRITING > re-wach the words: strangers, nuts and shiny. “2. What pet have they got? Listen, look and choose. += pupils to look at the pictures and tell you which zimals they are. Explain the task. Play the cassette. pis listen and follow the lines. Pupils listen and choose «= each person's pet is and fil in the blanks. Check 3.08’ answers. A goose B parrots C tortoise “1. Read and write: Snowy, Speedy, and Peter and Polly. ead the example. Pupils read the texts again and complete ‘pe sentences withthe right name(s). Check pupils’ answers. 2 Peter and Polly 6 Speedy 3 Snowy 7 Peter and Polly 4 Snowy 8 Speedy 5 Peter and Polly 12. Project. Point out that pupils can use any of the texts in Ex. 10 as a ‘model. Refer pupils to The Welcome Weekly booklet. After pupils have done Ex.12 orally in class, assign it as written homework. (Suggested answer) ‘My petis called Holly. She is black and white. She has / ‘got four legs and a long tall. Her favourite food is ‘meat. Holly ikes bones, too! She guards our house. Strangers are afraid of her. Holly is a fantastic pet! What is it? & ‘Suggested Homework Copy: 5-6 lines from Ex. 3 Reading aloud: Ex. 3 Dictation: Ex. 1 ‘Act out: Ex. 4 Project: Ex. 12 Workbook: do some exercises in class, assign the rest as written HW oanens20 Nodular Rev ision Units 1 - 3 (pp. ion and ses E M18 0) (Assign these exercises as written HW after you have explained each exercise. Check pupils’ answers in the nex lesson. Pupils are then prepared for the test.) A 1 Laura 4 Diana 7 Cathy 2 Sally, George 5 Mike 8 Diana, Henry 3 Henry 6 Nick B 1 It’s a tarantula. 6 She’s a scientist. 2 He’s an engineer. 7 He’s a hairdresser. 3. It’s an iguana. 8 It’s a tortoise. 4 It’s a hedgehog. 9 He’s areporter. 5 She’s a vet. 10 It's a goose. Cio ec BO 7A 9 C 2B 4 B 6 B 8 A 10 A Dif 2a 3 e 4c 5 b E 1 is 4 is 7 has got 10 has got 2 hasgot 5 are 8 is 3 has got 6 havegot 9 is F 1. sheep 5 mice 9 sweets 2 ducks 6 watches 10 leaves 3 tortoises 7 children 4 parrots 8 babies G 1 meet you 4 ishe 2 meet you, too 5 clever and kind 3 does he look H Domingo 18 Spanish Two reporter l curly, moustache, beard, wavy clever, quiet, kind, friendly, shy, helpful J 1 (It’s) fantastic. 2 (It’s) Marie-Angela. 3 (She’s) fifteen. 4 She's tall and slim. She’s got long fair hair and brown eyes. 5 (She’s very) kind and clever. K (Suggested answer) - Dear Sue, Hi! It's great here in Rome! The people are very friendly and the weather is fantastic, toc! I've got a new friend. He's called Antonio. He's nineteen years old. He's tall and slim and he’s got straight dark hair and brown eyes. Antonio is very friendly and helpful: He loves sports, too! His favourite sport is soccer. _ Say hello to everyone. Now | know Note: Help pupils evaluate their knowledge of the taro= language in this module by ticking the correct colur Encourage pupils to tick the box which best describe: their progress. You may wish to revise certain arex depending on pupils’ weaknesses. If there is time, esv pupils which parts of the module they enjoyed the mes and why. What’s missing? Read and find the rhyminc words. Then, listen and check. Go through the song and encourage pupils to tell ya. words that rhyme with the ones underlined. Then, play 7 song. Pupils listen and write. Check pupils’ answers. 1 you 2 forever 3 care Then, play the song again. Pupils listen and sing.Module 2, (Units 4-6) Work and ig ——"f Jiu = this module the pupils will ... C Fee ) ) lessonsiclasses in a leisure centre a brochure about Camp Sunrise O wz) * information about Camp McCullen * what individual people need to buy for their © about how Kamal starts his day leisure activities ‘© about Tony La Bianco's job and daily routine ‘© an interview about a person’s daily routine The above will be exploited through the following activity * about a typical Saturday in Carmen's life types: * about Oscar's meeting with Jack Michaels —undetlining multiple choice questions ® an artic about sumo wrestiing — _identiying true or false information ‘+ Kamal's note of invitation to Carmen gap filing * Carmen's article about Camp MeCullen — fnatching choosing an appropriate title > learn how to “= above will be exploited through the following activity * talk about means of transport -ompleting a summary * communicate personal information choosing a fit for a text * talk about their daily routines ‘natching the questions and answers of an interview * exchange information using their general completing a text using one-word answers knowledge of animals “eading for specific information (scan a text) * tell the time < write... * an exchange about Oscar's dog, Rocky * a Professor McDutf episode about what they usually do on Saturdays * Lia and Oscar's experience at a basketball match a note of invitation to a volleyball match * a description of sumo wrestling * a brochure for Camp Adventure GRAMMAR FOCUS LEXICAL AREAS present simple © everyday activities adverbs of frequency ‘© sports and free-time activities © the verb “can’ © prepositions of time | Te above will be practised and consolidated through following activity types: ‘The above will be practised and consolidated through the following activity types: | — matching tasks |= matching words to their definitions = _ gap filing (writing the correct form of verbs in brackets) = choice of correct word (collocations) Using visual prompts to express abilty or lack of ability | — joining sentences with “before” and “afterRound the clock! (pp. 22 - 25) UbDIeCctiVEe 216 oat talking about habits and hobbies, daily routines and means of transport What time do you get up? — How do you get to school? | usually go to school on my rollerblades. — | always go jogging in the afternoon. BOT. 18 rollerblades, make the bed, do the washing-up, go shopping, catch the bus, go jogging, get dressed, styling salon, complain, groom, underwater a a @ How do you get to school? | usually go on my rollerblades, but sometimes | go by bus. - | never go jogging in the afternoon. What about you? | always go jogging in the afternoon. — What time do you get up? | get up at 6:30 every morning. $2 og ié i writing about what you usually do on Saturdays _ PRESENTATION 1. Listen and repeat. wy FLASHCARDS 1 - 2 Pupils’ books closed. Pin up flashcard No 1. Explain that these are all everyday activities. Point to each activity and say the appropriate phrase. Pupils repeat, chorally and/or individually. Pin up flashcard No 2 and say the appropriate word. Pupils repeat after you. Pupils’ books open. Play the cassette. Pupils repeat, chorally and/or individually. _ LISTENING & READING 2. Listen and underline. Read the sentences and the two alternatives and explain the task. Play the cassette. Pupils listen and underline the correct alternative. Check pupils’ answers. 1 6:30 2 dad 3. Now, listen again and read. Play the cassette. Pupils listen and follow the lines. Pia the cassette again with pauses for pupils to repazi. chorally and/or individually. Check pupils’ pronunciata and intonation. Pupils read out the dialogue in pairs. 4. Read again and write. Read the example. Explain that pupils have to read te dialogue again and fill in the missing words. Allow puoi some time to go over the dialogue in Ex. 3 and do the tasi Check pupils’ answers. 2 dad 3 8:30 4 car 5 iguana 6 fru PRACTICE 5. Listen and repeat, then talk with your friend. Play the cassette. Pupils listen and follow the lines. Piz the cassette again with pauses for pupils to repeat, choral and/or individually. Check pupils’ pronunciation ar intonation. In pairs, pupils act out similar dialogues using T+ prompts given and the dialogue they listened to as a moo=: (Suggested answers) 2 A: How do you get to school? B: | usually go on my bike, but sometimes | go c car. 3 A: How do you get to school? B: | usually go on foot, but sometimes | go by te: 4 A: How do you get to school? B: | usually go on the school bus, but sometimes go by train. Extension: Ask pupils to tell you how they usually get :: school. y Pupils’ books closed. Say, then write on the board: get up at 6:30 every morning.” Pupils repeat, chorally and < individually. Underline the words in bold. Revise the form and the use of simple present. Explain that it is used to talk abo— things we do every day (routine). Present the interrogative the short answers and the negative in the same way as the affirmative. Point out that we need do to form the first and second person singular and does to form the third person singular. In plural we use do to form all persons. Revise thesnort forms, Explain that the short forms of do net and does ‘ot are don't and doesn't. Pupils’ books open. Read out the sentences in the reminder box. Drill your pupils. Say some verbs and ask pupils to form the third person singular. Check eir spelling, (Suggested verbs: play, go, wash, like, finish, 40. etc) Extension: Drill your pupils. +9. T: I wear glasses. You St: You wear glasses. He 82: He wears glasses, T: Do you like fish? She 83: Does she lke fish? T: They ‘84: Do they like fish? T: I don't work on Sundays. You $8: You don't work on Sundays. T: He 6: He doesn’t work on Sundays. etc 6. Read and write. sk pupils to look at the picture in Ex. 6. Elicit the man's. 0, Have a discussion on what a “pet hairdresser” usually 208s. Explain that pupils should fil in the gaps using the Smple present of the verbs in brackets. Allow pupils some ame to do the task, frst orally and then in writing in class. creck pupils’ answers. 2 has 7 cuts 12 likes 3. gets 8 styles 13. donot complain 4 has 9 start don't complain 5 catches 10 finish 14 grooms 6 works 11 says + Now, choose the best title Fead the three allerativ les and explain the task. Pupiis “ad the text again and tick the most appropriate tite. creck pupils’ answers. Answer: B A stylish job! 7. Listen and tick (7). 48k pupils to look at the pictures in Ex. 7 and have some ‘ecture discussion: e.g. "Where is Rocky in picture 1A?", ‘wnat is Rocky eating in picture 28?" etc. Explain the task = pupils. Play the cassette, twice if necessary. Pupils, sien and tick the correct boxes. 2A 38 48 * Now, ask and answer. ‘Ask two pupils to read the short dialogue in the example. Then, pupils, in pairs, ask and answer questions about Rocky, (Suggested answers) 2 A: What does Rocky like eating? He likes eating carrots. Who's Rocky's best friend? His best friend is Sally/a seal called Sally. What does Rocky like doing in the park? He likes playing with his ball e > Oe OP 8. Read, talk with your friend and underline. Explain the task to pupils. In pairs, pupils discuss what the right answer may be and underiine it, 170 4 cant 7 atnight 2 swim 5 1 8 12 3 can 6 don'tusually eat * Now, check your answers with your teacher. Individual pupils read out the sentences with what they think is the correct alternative. Check pupils’ answers. 9. Read and match. ‘Ask pupils to look at the picture. Point out that it shows an interview. Read the gapped dialogue and explain the task. Allow pupils some time to read the dialogue and the answers on the right and match each question to the correct answer. Check pupils’ answers. 2d 3f 4a Se 6c * Now, interview your partner. Explain the task to pupils. In pairs, pupils ask and answer the questions about themselves. Walk ardund the classroom while the pupils do the task, providing any necessary help. Pupils report back to the class. (Pupils’ own answers) 10. Read and write: make, do, have, go. Read the example. Explain to pupils that they have to read the phrases and fil in the gaps with the correct verb, Pupils do Ex.10, first orally and then in writing in class. 2 make 3 do 4 go 5 have 6 do 8 7 go goExtension: 1) Drill your pupils. e.g. JT: ashower S1: have a shower T: my homework S2: do my homework T: jogging S3: go jogging 2) Ask pupils to make sentences about themselves using the phrases they practised. @ Pupils’ books closed. Say, then write on the board: “We always go shopping on Saturdays.” Pupils repeat, chorally and/or individually. Underline always. Present and explain the meaning of the adverbs of frequency by giving more examples and using all the adverbs of frequency. Explain that we use these adverbs to show how often we do things. Also, explain the position of adverbs of frequency (before the main verb). Do a quick drill: Say/Write a sentence and an adverb of frequency on the board. Pupils say the sentence using the adverb of frequency. e.g. T: Igo to school on foot. (always) S1: | always go to school on foot. T: | have a shower in the evening. (usually) $2: | usually have a shower in the evening. etc Prompts: He catches the bus./They go jogging./I have lunch./Does she go shopping on Tuesdays?/Do your friends eat ice cream?/They don’t do their homework in the morning./ Elephants don’t live for 80 years. Say, then write on the board: “We always go shopping on Saturdays.” Pupils repeat, chorally and/or individually. Underline on. Explain that we use on with days. Present the prepositions of time used with different parts of the day in the same way. Draw pupils’ attention to the combination “on Monday morning”. Do a quick drill: e.g. T: Sunday S71; on Sunday T: the evening S2: in the evening T: noon S3: at noon, etc Suggested cues: Friday night, the afternoon, Tuesday, Wednesday evening, midnight, etc Pupils’ books open. Read out the sentences in the reminder box and the adverbs of frequency. \24 11. Read and put a tick (VY), then talk w> your friend. Explain the task. Pupils tick the boxes about themse’.= Ask two pupils to read the short dialogue in the exarz« In pairs, pupils look at the table they have completec = do the exercise orally in class. (Pupils’ own answers) 12. Listen and choose. Ask pupils to look at the pictures in Ex. 12 and have s2-» picture discussion: e.g. “What time is it in picture ~ “Where is Oscar in picture 1?”. Explain the task to puz Play the cassette, twice if necessary. Pupils listen =- choose the correct answer. Check pupils’ answers. 1b 2a 3 b Extension: Invite pupils to give you a summary o* >: episode. 13. Listen and repeat, then talk with your friend. Play the cassette. Pupils listen and follow the lines. >= the cassette again with pauses for pupils to reo== chorally and/or individually. Check pupils’ pronuncizz: and intonation. In pairs, pupils act out dialogues using > prompts given and the dialogue they listened to as a moz= (Pupils’ own answers) __ WRITING 14. Look, read and write. Explain the task. Pupils read the text, look at the pictu= (graphs) and complete the gaps with the correct advert > frequency or preposition of time. Check pupils’ answe= 3 In 6 In 9 often 4 usually 7 always 10 usually 5 sometimes 8 On Extension: Ask concept question about Carmen’s Saturc= e.g. What does Carmen do when she gets up? Who acz she help? Does she make the beds? What does s= do in the afternoon? etc 15. Project. Point out that pupils can use the text in Ex. 14 as a moc Refer pupils to The Welcome Weekly booklet. After puoi have done Ex. 15 orally in class, assign it as wro= homework.(Suggested answer) T am always very busy on Saturdays! In the morning, I. sometimes get up early and go ‘swimming. Then, I usually do my homework. In the afternoon, I visit my friend Paul and we sometimes watch TV together. On Saturday evenings, I always go to the cinema. Then, I have dinner with my parents We usually have chicken. Saturdays are busy, but I enjoy them! ‘Suggested Homework Copy: 3 exchanges from Ex. 3 Reading aloud: Ex. 3 Dictation: Ex. 1 Act out: Ex. 5, Ex. 13, Project: Ex. 15 Workbook: do some exercises in class, assign the rest as written HW What time does the game start? (np. 26 - 25) Cond ing about sports & free-time activities, giving semnions and describing abilities “re basketball game starts at 7:30. - Do you like sewing? Yes, Ido. | think i's great! — Sam can mp. He can swim, too! —| always have breakfast sefore | go to school. — | usually do my homework. Zewling, ice skating, hang-gliding, scuba diving, “artial arts, gymnastics, sumo wrestiing, stew, srestlers, stamp, rinse, stamp, bow Ceca ‘at time does the basketball game start? It rts at 7:30. - Would you like to meet the m? I'd love to. Thanks! = Would you like to bowling? Sorry, | can't. CI Rar anoan) scting an invitation to a volleyball match Sneck pupils’ HW. PRESENTATION 1. Listen and repeat. w Pupils’ books closed. Pin up flashcards Nos 1-8, one at a ‘ime. Tell pupils that the flashcards show diferent sports and activites. Point to each one and say the appropriate words. Pupils repeat, chorally and/or individually. Pupils books open. Play the cassette, Pupils repeat, chorally andjor individually. FLASHCARDS 1 - 6 LISTENING & READING 2. Listen and write yes or no. Read the four sentences. Explain the task, Play the cassette. Pupils listen and write yes or no. Check pypils’ answers. 1 no 2 no 3 yes 4 yes 3. Now, listen again and read. Play the cassette. Pupils listen and follow the lines. Play the cassette again with pauses for pupils to repeat, chorally and/or individually. Check pupils’ pronunciation and intonation. Pupils read out the dialogue in pairs. weExtension: Ask further concept questions on the dialogue. e.g. What does Lia's father do? What can Oscar and Lia do after the game? etc 4. What/Who are they talking about? Read and circle. Read the sentences and explain the task. Pupils read the dialogue in Ex. 3 silently again and circle the correct, answer. Check pupils’ answers, 2 He~Lia’s father 4 him — Jack Michaels 3 It- the game PRACTICE 5. Listen and repeat, then talk with your friend. Play the cassette. Pupils listen and follow the lines. Play the cassette again with pauses for pupils to repeat, chorally and/or individually. Check pupils’ pronunciation and intonation. In pairs, pupils act out dialogues using the TV Guide and the dialogue they listened to as a model (Suggested answers) :- What time does the news start? : It starts at 8:30, ‘What time does the comedy start? : starts at 9:00. What time does the quiz show start? Mt starts at 10:15, ‘What time does the sports news start? It starts at 11:45, @> > O> OE 6. Look and match. ‘Ask pupils to look at the photo collage and explain the task. Pupils match the photos to the words by writing the correct letters in the gaps. Check pupils’ answers. 2F 3 £ 4G 5H 6A 7c 8D * Now, ask and answer. Read the expressions and explain the task. Ask two pupils to read the short dialogues in the examples. In pairs, pupils ask and answer about the sports in the photo collage. Walk around the classroom monitoring pupils’ dialogues and ‘checking pronunciation and intonation. (Pupils' own answers) Extension (Game): Divide the class into two teams. pupil from team A to come to the front and mime a The other team has to guess the sport. Each co™ guess gets one point. The team with the mos ‘Then write it on the board. Pupils repeat, chorally ar individually. Underline can and explain that can is same in all persons. Remind pupils that we use this « to express ability. Present the negative, interrogative =: short answers in the same way as the affirmative Pupils to make sentences about what they can or c2 do. Provide them with prompts if necessary. eg. T: “swim St: I canican't swim. T: play soccer $2: Icanican't play soccer. etc Pupils’ books open. Read out the sentences in the remix: box. 7. Look and say. We resucanos 7-12 Pin up flashcards Nos 7 - 12 on the board. Elici: actions. Then, point to the first flashcard and ask “We ‘can Sam do?" Model the response: "Sam can jum ~ ‘can swim, too!” Do the same for the next flashcard: “Bess can't dance. She can't sing, either!” Explain the use of too affirmative sentences) and either (in negative sentence: Invite pupils to look at the flashcards and tell you whe: characters can or can’t do. Pupils’ books open, ASK‘ pupils to read the short dialogues in the examples =x expiain the task. In pairs, pupils talk about the pict.r using the examples as a model, 2 Todd can't play the piano. He can't cook, either! = S> Or 9> Brad can ride a horse. He can ride a bike, too! Dolly can skate. She can ski, too! 6 A: Gary can't paint. He can’t juggle, either! xe tance Sn pnw vo in on rena aes po tocar aaa wo tone er tone np moe er eae pence aera3 Look and say, then write. BF rstcanns 13-17 => up flashcards Nos 13 - 17 on the board and elicit the :0ns, Write the prompts below each flashcard. Draw iS’ attention to the clocks and ask them which action “zcoens fist. Then, point to the first flashcard and the -mpis and say: ‘l always have breaifast after | have a “ewer!” Underline after. Do the same for the next ‘esneard. Then, individual pupils use the prompts to talk ext the flashcards. Pupils’ book open. Read the example 2c explain the task. Pupils look at the pictures and make seriences using “before” or “after” and the prompts sen, Pupils do the task orally, then in writing in class. 2. always go jogging before | have supper. 3. always brush my teeth before | go to bed. 4 always watch TV after | do my homework. 5 | always cook a meal after | go shopping. ‘sion: Prompt pupils to tell you sentences about ‘selves using “before” or “after”. T: I get dressed... | get up. St: I get dressed after | get up. = Listen and choose the best title. ead the three possible titles for the article and explain the Play the cassette. Pupils listen and follow the lines. 's choose the best title for the text. Check pupils’ ers. ‘Answer: 2 - Japan's National Sport! 2. Read the text and match. :ziain the task. Pupils read the text again and match the ‘¢rs with their definitions. Check pupils’ answers. 2e 3c 4b 5a *. Now, read the text again and correct. sac the example and explain the task. Alow pupils some 76:0 read the tex silently and correct the sentences. Pupils, -rosrtine the sentences containing the answers in the text = do the exercise orally in class. Alternatively, pupils write ‘Ter answers in their notebooks. Check pupils’ answers. 2 Wrong! Sumo wrestlers are usually quite tall and very fat! Wrong! They eat a special stew every day! Wrong! They throw salt in the air! Wrong! They rinse their mouths with water! Wrong! Each match usually lasts about five minutes! 12. Listen and repeat, then talk with your friend. Play he cassette. Pui listen and follow the lines. Play the cassette again with pauses for pupils to repeat, chorally or individually. Check pupis' pronunciation and intonation. In pairs, pupis act out dialogues using the prompts given and the dialogue they listened to as a model. (Pupils’ own answers) WRITING 13, Read and fill in. Explain the task, Allow pupils some time to read the advertisement and Kamal's note to Carmen and fil in the phrases with the correct information. Check pupils’ answers. 215 © burger © So’clock 14, Read again and answer the questions. Pupils read the note again and answer the questions, first orally and then in writing. Check pupils’ answers, 1. He's got two tickets for the soccer match tonight. 2 Itstarts at 7:30. 3. He wants to meet her outside the stadium. 4 They can go for a burger. 15. Put it in Writing. Point out that pupils can use the note in Ex. 13 as a model. Refer pupils to The Welcome Weekty booklet. After pupils have done Ex. 15 orally in class, assign it as written hornework. (Suggested answer) Dear Tim, | Tye got two tickets for the volleyball match - tonight. Tt starts at 6:30. Would you lie to come with me? We can meet outside the stadium at 6:001 We can go for a pizza after the match!” Call me and let me know before 4:30. } Thanks, Sally ‘Suggested Homework Copy: 2-3 exchanges from Ex. 3 Reading aloud: Ex. 3 Dictation: Ex. 1 Act out: Ex. 5, Ex. 12 Put it in Writing: Ex. 15 Workbook: do some exercises in class, assign the rest as written HWA summer of adventure! (pp. 30 - 33) Greer talking about free-time activities Sem consolidation of units 4 and 5 Vocabulary playing field, gotf, canoeing, fencing, drama, art and crafts Writing (Put it in Writing) writing a brochure for a summer camp [#2 Check pupils’ HW. PRESENTATION 1. Listen and repeat. Me rasicaros 1-6 ye Pupils’ books closed. Pin up flashcards Nos 1 - 6, one at a time and say the appropriate words. Pupils repeat, chorally and/or individually. Pupils’ books open. Play the cassette, Pupils repeat, chorally andjor individually. . USTENING & READING 2. Listen and complete. Read the gapped sentences and explain the task. Play the cassette. Pupils listen and complete the sentences. Check pupils’ answers. 2 drama 1 summer 3 games 3. Read and choose a title for each paragraph. Read the titles and explain the task. Make sure pupils Lnderstand there is one extra ttle which they do not need to.se. Alow pupils some time to read the tex silently and choose a title for each paragraph. Check pupils’ answers. 2A 3D 4 € (Bisnotneeded) 4. Read again and fill in. Then, talk abou: Camp McCullen. Explain the task and read the example. Allow . ‘some time to read the article in Ex. 3. Copy the tab: the board and complete it by eliciting the miss information from the pupils. Pupils use the notes tc about Camp McCullen. Then, pupils complete the in their books. ‘Camp MoCullen volleyball, hockey, soccer, golf, tens, sailing, canoeing fencing lesson the drama group or the Art and Crafts class When pupils complete the task, ask them to give yo. ‘summary of what someone can do at Camp McCulier (Suggested answer) ‘At Camp McCullen you can piay volleyball, hocke soccer, golf and tennis. You can go sailing a canoeing. You can take a fencing lesson. You cx Join the drama group or the Art and Crafts class PRACTICE 5. About you: ask and answer. In pairs, pupils ask and answer the questions acm. themselves. Make sure the pupils understand the questcr= Walk around the classroom while the pupils do the 125 providing any necessary help. Pupils report back tc ~> cass. (Pupits' own answers) 6. Match and say. Read the example. Explain the task. Pupils match r= words in the two columns. Check pupils’ answers, 29 4a 6b Bc ge 5h 74 Extension: Ask pupils to use the words/phrases © sentences of their own.Read and write: do, go, play. e2c the example, Explain to pupils that they have to read 1re sports and hobbies and fill n the gaps with the correct. = Pupils do Ex. 7 first orally, then in writing in class. 2 play 5 ply 8 do 11 go 3 play 6 play 9 play 12 go 490 7 go 10 do cension (Game): give pupils one minute to look at the =roleted exercise, then close their books and in tums 52+ he correct verb-noun collocation. +2 T: scuba diving St: go scuba diving T: table tennis 82: play table tennis etc = TWISTER Listen and repeat. ay the cassette. Focus pupils’ attention on how th can ronounced. 8) asin that ‘tan pronounced: 2 /8/ as in thistle >.0ils listen and repeat, chorally andor individually. Check 2.0118’ pronunciation and intonation, sion: Write the following list of words on the board: er | fa three this | thin the | theatre these | thick then | think 22d the words aloud and the pupils repeat after you, ‘rally andlor individually. Poin o various words in random ser. Individual pupils say the words. me. Mime what you do in your free time. “ne rest of the class try to guess the activity. "de the class into two teams, A and B. Ask a pupil from am A to come to the front and mime a sport or a hobby. .sils from Team B, in tur, try to guess the activity. Each fect sentence gets one point. The team with the most esntsis the winner, =. Ask and answer. two pupils to read the short dialogue. In pairs, pupils -ok at the pictures and do the exercise orally in class. Walk 2und the classroom while the pupils do the task, providing “y necessary help. Pupils report back to the class. Note: The purpose of the question mark is for the pupils to ive their own answer if they fee! that the provided answers are not suitable for them, (Pupils' own answers) 10. What do these people want to buy? Listen and write the letters in the boxes. ‘Ask pupils to look at the pictures in Ex. 10 and have some picture discussion: e.g. “What can you see in picture A?” etc. Read the names of the five people and explain the task. Explain that there are four extra items which pupils do not need to use. Play the cassette, twice if necessary. Pupils listen and match the people to the things they want to buy by writing the letters in the boxes, Check pupils’ answers. 1D 2H 31 4A 5C 11, Read and complete. Explain to pupils that they have to read the three dialogues and complete the gaps with information from the table. Allow pupils some time to go over the table in Ex. 11 and do the task. Check pupils’ answers. 1 Saturdays 2. 11 (eleven) o'clock 3. Wednesdays 4 7 (seven) o'clock 5 Thursday 6 5:30 (half past five) Extension: Upon completion of the task, pupils can act out one of the three short dialogues in pairs. WRITING 12. Look and answer. ‘Ask pupils to look at the text quickly and answer questions 1 and 2. Check pupils’ answers and ask them to give reasons for their choices, ta 2b 13. Read and put the paragraphs in the right order, ‘Ask pupils to read the brochure and order the paragraphs by writing 1, 2 0r3 in each gap. 23,1w 14. Now, read the brochure again and put a tick (V) or a cross (x). Read the example. Explain that pupils have to read the brochure again and tick the correct sentences or cross the incorrect ones. Allow pupils some time to go over the brochure in Ex. 13 and do the task. Check pupils’ answers. 2x 3v 4x 5K bY 15, Choose the best picture for the brochure. Ask pupils which picture is the most appropriate for the brochure in Ex. 13 and give reasons for their choice. Answer: Picture A 16. Put it in Writing. Point out that pupils can use the brochure in Ex. 13 as a model. Refer pupils to The Welcome Weekly booklet. After pupils have done Ex. 16 orally in class, assign it as written homework. (Suggested answer) Camp Adventure ‘The summer camp for youl Camp Adventure is situated on the beautiful | Welsh coast, near Swansea. The camp is open all summer from May to September. Anyone over the age of 14 is welcome. Activities | ‘At Camp Adventure you can enjoy all the following activities + golf + martial arts + fenci + eyeling Every summer is a fun summer at Camp ‘Adventure. Join us and have the time of your lifel Don't delay Get your form today! Ee cre ‘Suggested Homework Copy: 5-6 lines from Ex. 3 Reading aloud: Ex. 3 Dictation: Ex. 1 Act out: Ex. 4 Put it in Writing: Ex. 16 Workbook: do some exercises in class, assign the rest as written HWModular Revision and AsseSsrfen! 2 Units 4 - 6 (pp. 34 - 36) a Assign these exercises as written HW after you have explained each exercise. Check pupils’ answers in the next esson. Pupils are then prepared for the test.) 4 1 ice-skating 3 scubadiving 5 martial arts 2 bowing —4-hang-gliding 3 1 Kangaroos 6 cap 2 lasts 7 tains 3 drama 8 catch 4 boring 9. playing field 5 Artand Crafts 10 rollerblades 21 puts 4 play 7 takes 10 sleeps 2 loves 5 are Bikes 3 has got 6 is 9 are 21 Do 4 likes 7 Do 10 goes 2 does 5 doesnt & stats 11 don't 3 swim 6 sleep 9 drinks Z 1 ater 3 after 5 before 2 before 4 atter F 4 go 3 play 5 play 7 do 2 on 4 at 6 in 8 on 3 1. Ian ride a bike, too! 2 lcan drive a car, too! 3. I can't fly a helicopter, either! 4 Ican't ride a horse, either! 3. Ican speak English, too! = 1 think i's boring 2 Oh, yos. | think it’s great fun 3. Would you like to come 4 Id love to 5 What time does the game start 1 a quarter past seven 2. half past eight 3 car 4 4o'clock 5 soccer Helen J tyes 2no 3 yes 4 no 5 yes 6 no K (Suggested answer) Dear John, Tve got two tickets for the hockey match tonight. Would you like to come? The match starts ‘at four o'clock. We can meet at my house at three. We can go to the cinema after the match. Call me and let me know before two o'clock. Thanks, Now | know Note: Help pupils evaluate their knowledge of the target, language in this module by ticking the correct column. Encourage pupils to tick the box which best describes their progress. You may wish to revise certain areas depending on pupils’ weaknesses. If there is time, ask Pupils which parts of the module they enjoyed the most, and why. Listen and fill in. Go through the song and encourage pupils to tell you which words they think are missing. Then, play the song. Pupils listen and do the task. Check pupils’ answers. 1 day 3 2 supper 4 5 five 6 hope fun fiends ‘Then, play the song again. Pupils listen and sing, 31(Units 7-9) In this module the pupils will ... > read... about shopping for Burns Night - Lia’s letter to Andrew about Burns Night Oscar’s letter to Eddy traditional British recipes Lia’s article about the Indian Summer Festival an article about a festival “La Tomatina” The above will be exploited through the following activity types: — completing gapped sentences — answering open-ended questions — reading for specific information (scan a text) — putting the events of a story in chronological order — completing gapped texts — answering multiple choice questions — taking notes and using them to talk about a text — identifying the structure of a text — finding paragraphs containing specific information > listen to... a dialogue about preparations for Burns Night a dialogue about shopping a Professor McDuff episode a dialogue about the celebration of Burns Night at Lia’s house descriptions of some traditional British dishes ® events at the Indian Summer Festival The above will be exploited through the following activity types: — answering open-ended questions — matching — evaluating visual prompts/underlining — answering multiple choice questions — identifying true or false statements LEXICAL “AREAS food and drink cooking methods other vocabulary related to specific festivals The above will be practised and consolidated through | the following activity types: — picture recognition | - gap filling (collocations) J ‘Celebrations’ Se Sy filling in the missing letters of words checking answers learn how to... talk about offers describe people’s actions (present and futur= discuss future plans order food give advice and talk about their habits give instructions talk about the Indian Summer festival communicate personal information distinguish between and pronounce /av/, |= use the appropriate intonation discuss the differences between two pictures talk about food The above will be practised by employing the vocaci-ii and grammar taught, using guided and free-spezwny activities such as: > The above will be practised and consolidated throu> the following activity types: pair-work role play team work (game) write ... e aletter to a friend inviting him/her to a fancy a= party ® arecipe e an article about “The Big Cheese” GRAMMAR FOCUS present continuous (present and future meaninz some/any/no countable and uncountable nouns much/many/a lot of | containers | a little/a few present simple vs present continuous | should/shouldn’t imperative making short dialogues using prompts multiple choice cloze text | identifying the lexical items not belonging to a gr." | gap fillingBieil: oh arae talking about food and drinks, plans and oreparations 'm making the biscuits. — There are some Sananas in the fridge. — I’m flying to London tomorrow. — Are there any turnips? — There is no butter on the table. - We need a lot of cherries for the pie. - How much cheese do we need? We don’t need many mushrooms from the supermarket. — There are 2, 3 ... cartons of milk. & aig ooet, poem, beef, lamb, steak, cabbage, vegetarian, lettuce, mushroom, cucumber, turnips & aEal@ Shall | make the biscuits? No, it's OK. I’m making the biscuits! — I’m starving. Are there any hot dogs left? No, sorry. How about some lamb? Yes, please! 87 te : @ inviting a friend to a fancy dress party PRESENTATION Listen and repeat. 4 FLASHCARDS 1 - 4 =_oils’ books closed. Pin up flashcard No. 1. Tell pupils ~at the flashcard shows Robert Burns, a Scottish poet. =znt to him and say the appropriate word. Pupils repeat, s-orally and/or individually. Pin up flashcard No. 2 and sey the appropriate word. Pupils repeat, chorally and/or rcividually. Pin up flashcards Nos. 3 - 4, one at.a time, and szy the appropriate words. Pupils repeat, chorally and/or rcividually. Pupils’ books open. Play the cassette. Pupils =oeat, chorally and/or individually. Shall | make the biscuits? (pp. 38 - 41) LISTENING & READING ~ peta 2. Listen and answer. Pupils read the two questions. Play the cassette. Pupils listen and answer the questions. Check pupils’ answers. 1. They’re shopping for Burns Night. 2 Carmen (is making the biscuits). 3. Now, listen again and read. Play the cassette. Pupils listen and follow the lines. Play the cassette again with pauses for pupils to repeat, chorally and/or individually. Check pupils’ pronunciation and intonation. Pupils read out the dialogue in pairs. 4. Read again and fill in. Explain the task and read the example. Allow pupils some time to go over the dialogue in Ex. 3 silently again and fill in the missing information. Check pupils’ answers. 2 poet 4 vegetarian 3 alotof 5 dish PRACTICE prow? 5. Listen and repeat, then talk with your friend. Play the cassette. Pupils listen and follow the lines. Play the cassette again with pauses for pupils to repeat, chorally or individually. Check pupils’ pronunciation and intonation. In pairs, pupils make offers using the prompts given and the dialogue they listened to as a model. (Suggested answers) : Shall | do the washing-up? : No, it’s OK. I’m doing the washing-up! : Shall | cook lunch? : No, it’s OK. I’m cooking lunch! : Shall | clean the house? : No, it’s OK. I’m cleaning the house! : Shall | buy the food? : No, it’s OK. I’m buying the food! or Or WY WYA: Shall | drive the car? B: No, it’s OK. I’m driving the car! g Pupils’ books closed. Write on the board: “Look! He’s making a cake!” “They're having supper now.” Pupils repeat, chorally and/or individually. Underline the words in bold. Elicit the name of the tense, how it is formed and when it is used. Pupils’ books open. Read the sentences in the reminder box. Do a quick drill. Write on the board: “Doris is playing basketball.” Ask pupils to say this sentence substituting “Doris” with the prompts you give them. e.g. 7: the children S1: The children are playing basketball. T: my father S2: My father is playing basketball. etc 6. Listen and number the pictures. Ask pupils to look at the photos in Ex. 6. Elicit the actions. Explain to pupils that they have to listen to certain sounds and number the pictures. Play the cassette, twice if necessary. Pupils do the task. Check pupils’ answers. Don 5, Tom 3, Carl & Roger 2, Sue 4, The Smiths 6 e Now, ask and answer. Ask two pupils to read the short dialogue in the example. Then, pupils ask and answer questions about the people in the photos. (Suggested answers) 2 A: What are Carl and Roger doing? : They’re riding their bikes. : What’s Tom doing? : He’s playing tennis. : What’s Sue doing? : She’s making an omelette/cooking. : What’s Don doing? : He’s driving a car. : What are the Smiths doing? : They’re eating/having dinner. > Dr We WHE WHE WS ~@ Pupils’ books closed. Say, then write on the board: “What are you doing tomorrow night? I’m going to the cinema.” Pupils repeat, chorally and/or individually. Underline the words in bold. Elicit the use of the present continuous with a future meaning. (We use the present continuous to talk about fixed future arrangements.) Pupils’ books open. Read out the sentences in the reminder box. 7. Ask and answer, then write. Pupils look at the pictures in Ex. 7. Ask two pupils to reac the short dialogue in the example. In pairs, pupils act ou! dialogues using the prompts and the example as 2 model. Pupiis do Ex. 7 first orally and then in writing © class. Check pupils’ answers. 2 A: What are you doing on Saturday? : I'm having a party. : What are you doing this evening? : I'm going to the cinema. : What are you doing this weekend? : I'm going swimming. : What are you doing this afternoon? > I'm washing my hair. : What are you doing tonight? : I'm studying for a test. > Dr Opn WP WY WYP Extension: Ask pupils to tell you what they’re doing tris weekend. GRAMMAR Pupils’ books closed. Say, then write: “There is some milk in the glass”. “There are some bananas in tre fridge.” Pupils repeat, chorally and/or individual, Underline the words in bold. Explain that we use some the affirmative for both countable and uncountabe nouns. Present the interrogative and the negative in tre same way. Explain that we use any in the interrogative and negative for both countable and uncountable nouns Point out that we can also form the negative with ne instead of not any. Extension: Choose a leader from the class and tell hir her to imagine a fridge with 5 items inside (eg. mi cheese. tomatoes. Coke. eggs) and write them onast of paper. Then divide the class into two teams and tre teams. in turn. ask the leader questions about what is © the fridge. Tne team which finds most or all of the iter: within 10 questions wins. eg. TAS?: Leader: TBST: Leader: TAS2: Leader: Is there any milk in the fridge? Yes, there is some milk in the fridge. Is there a cabbage in the fridge? No. there isn't a cabbage in the fridge. Is there any cheese in the fridge? Yes, there is some cheese in the fridge etc Pupils books open. Read out the grammar box.3 Listen and put a tick (V) or a cross (X). Soups to look at the picture in Ex. 8 and elicit the =s. Explain the task. Play the cassette, twice if vecessary. Pupils listen and put a tick or a cross in the 2185. Check pupils’ answers ‘tems to be ticked: lettuce, steaks, cucumber, mushrooms, mens, ‘tens to be crossed: cabbage, milk. + Now, ask and answer. '=5+ wo pupils to read the short dialogues in the examples. © zars, pupils ask and answer questions about the food =" in the pictures. (Suggested answers) 3. A: Are there any mushrooms? : Yes, there are some mushrooms. Is there a cabbage? : No, there isn't a cabbage/ No, there is no cabbage. 8: ak B: Is there a lettuce? Yes, there is a lettuce. ‘Are there any onions? ‘Yes, there are some onions, ‘Are there any steaks? Yes, there are some steaks. Is there any milk? No, there isn’t any mik/ No, there's no milk, D> @> OP w> © unis’ books closed. Say, then write: ‘We need a lot of series for the pie.” Pupils repeat, chorally and/or ually. Underline a lot of. Now, write: ‘We need a lot of ‘eur or the cake.” Pupils repeat after you. Undertine a lot of. =o that we use a lot of in affirmative sentences with both =Sartable and uncountable nouns. Present the questions. 22) Ten write; "How many apples do we need", "How ‘much cheese do we need?" Pupils repeat after you. Explain T= how many goes before countable nouns, whereas os much goes before uncountable nouns. Present the “ecazve in the same way. Point out that we use much in ‘=.0'5 add how much or how many, flour ‘How much flour? T: potatoes ‘2 How many potatoes? etc Remind pupils that the short answers to these questions are not many/not much or a lot. Pupils’ books open. Read out the grammar table, 9. Read and choose. Read the example. Explain to pupils that they have to read the dialogue and fill in the gaps with one of the three altematives given. Pupils do Ex. 9 first orally, then in writing in class. Check pupils’ answers by asking them to read out the dialogue in pairs. 10 3A 5C 7A 28 48 6C 8A Vere soe cones me, nen wy: Tee ma Cucumber." “There are 2, 3... cucumbers.” “There is some milk.” “There are 2, 3... cartons of milk." Pupils repeat, chorally and/or individually. Underline the words in bold. Elicit that we use a/an with countable nouns (nouns which can be counted) and some with uncountable nouns (nouns which cannot be counted). Elici/Explain that countable nouns can be used in plural form (cucumber — cucumbers) while uncountable nouns cannot. Tell pupils, that we can use certain nouns with uncountable items to express quantity (nouns of quantity). Elicit/Remind pupils of these nouns, then write them on the board (ar, carton, bottle, slice, tin, packet, etc). Pupils’ books open. Read out the examples in the reminder box. Extension: Drill your pupils. eg. Drill! T: lettuce St: a lettuce T: tumip $2: a tumip T: beef $3: some beef ete Dri 2 T: fish Si: atin of fish orange juice $2: a carton of orange juice etc 10. Circle the odd one out. Read the example. Explain the task and allow some time {or pupils to circle the odd one out. Check pupils’ answers. 2 beef 3 bread 4 cola 5 flour 6 rice Extension: Ask pupils to think of other nouns to make the ‘odd ones out countable (e.g. a kilo of chicken/beef, a can of cola, a packet of flour/rice).11. Listen and repeat, then talk with your friend. Play the cassette. Pupils listen and follow the lines. Play the cassette again with pauses for pupils to repeat, chorally and/or individually. Check pupils’ pronunciation and intonation. In pairs, pupils act out dialogues using the prompts given and the dialogue they listened to as a model. (Suggested answers) A: I’m starving! Are there any sandwiches left? : No, sorry. How about some pizza? : Yes, please. : I’m starving! Are there any burgers left? : No, sorry. How about some beef? : Yes, please. : I’m starving! Are there any sausages left? : No, sorry. How about some chicken? Yes, please. : I’m starving! Are there any potatoes left? : No, sorry. How about some salad? Yes, please. : I'm starving! Are there any biscuits left? : No, sorry. How about some cake? : Yes, please. >PO> POY POY POY OO 12. Listen and underline. Ask pupils to look at the pictures in Ex. 12 and have some picture discussion: e.g. “Who can you see in picture 1?” “What is Professor McDuff doing in picture 2?” Explain the task to pupils. Play the cassette, twice if necessary. Pupils listen and choose the correct answer. Check pupils’ answers. 1 kilt 2 Scottish Note: Check if pupils understand the meaning of the word kilt. 13. Read and answer. Read the questions and explain the task. Allow pupils some time to read the letter silently and answer the questions first orally and then in writing. Check pupils’ answers. 1 Lia 2 Andrew 3 Burns Night 4 On 25th January 5 Alot of delicious foo: 14. Put it in Writing. Point out that pupils can use the letter in Ex. 13 2 model. Refer pupils to The Welcome Weekly booklet. Ate pupils have done ex. 14 orally in class, assign it as wom) homework. (Suggested answer) Soar gan a . We're having a fancy dress party on TP th February. I hope you can join us. The parwy starts at 8 o'clock and finishes at aban midnight . We're preparing a lot of delicious food. Wauiti you like to help us? Don't forget to wear yur fancy dress costume. Everyone should wear « costume at the fancy dress party. Can you brim a CD? Please let me know before Wednesday. Love, . Mery Suggested Homework Copy: 2-3 exchanges from Ex. 3 Reading aloud: Ex. 3 Dictation: Ex. 1 Act out: Ex. 5, Ex. 11 Put it in Writing: Ex. 14 Workbook: do some exercises in class, assign the rest as written HW. OarhWwnhnd —Burns Night! (pp. 42 - 45) Ce aiving instructions on how to prepare a dish, ‘alking about healthy habits Just a few vegetables and a little Coke for me, Diese! - Oscar usually wears jeans. He is wearing a kilt today. - You should exercise every day! Peel them first and then chop them. “ayonnaise, mustard, tuna, slice, boil, pour, ill, chop, mash, peel, mix, tin, packet uct ‘Nhat would you like? Just a few vegetables and 2 litte Coke for me, please! - What shail | do wth these? Peel them first and then chop them. Writing (Put it in Writing) eriting a recipe Sheck pupils” HW. PRESENTATION port Listen and repeat. AB HsHcarns 1-4 'S' books closed. Pin up flashcard No 1 on the board, “21 oupils that the flashcard shows cooking activities. 5m to each one and say the appropriate word. Pupils, =ce2t. chorally and/or individually. Pin up flashcards cs 2 - 4, Point to each one and say the appropriate s displays, food and lots of fun. 3. For two hours. 4 Ripe tomatoes. 5 You can have a swim in the tomato juice. Note: Time permitting, pupils write the answers in notebooks. 12. Read the text again and number the paragraphs. Explain the task. Alow pupils some time to ead the ar in Ex. 1 silently again and number the paragraphs. Cv pupils’ answers. Feelings, comments: 4 Name of festival, place, time: 1 What happens before the festival: 2 * Now, read and tick (v). Explain the task. Allow pupils some time to read the 7: and tick the correct column. Check pupils’ answers. © fight lasts 2 hours Para 3 * you can swim in juice Para 3 © live bands Para 2 © lots of fun Para 2 © pick up aripe tomato Para Then, go through the article and expiain the theo writing an article (.e. write the title of the article, inse~ paragraphs, close the article with general comme= recommendations), 13. Put it in Writing. Point out that pupils can use the text in Ex. 11 as amox Refer pupils to The Welcome Weekly booklet. After have done Ex. 13 orally in class, assign it as homework.