You are on page 1of 3

Theme / topic

Vocabulary, functions,
language structures

Speaking
teach students to
speak about likes
and to give reasons
and try to persuade
others
Listening
Teach students how
to listen for specific
information and main
idea
Reading
teach students to
identify the
sequence of events
teach students to
read for specific
details

Full-fat, rotten, salty/savoury,


tasteless, tough, artificial,
difficult to prepare,
expensive, unhealthy
minimum, mild

Ls learn vocab then use it in pairs to describe food to partner.


Ls practice dialogue with partner following a model from
listening.
In pairs Ls talk about food likes and dislikes.
In groups Ls discuss setting up a snack bar in their school.

Arm, wrist, ill, finger, sick,


stomach ache, headache,
toothache, temperature

Ls listen to 4 people talking about physical problems.


Ls listen to a song about emotions happiness.

Amusing, boring, interesting,


annoying, terrifying, awful,
brilliant, disturbing, fantastic,
horrible, enjoyable,
frightening

Ls read article on emotions and fear and identify the purpose


of each paragraph and how they are linked.
Ls also answer questions on specific parts of the text.
Ls form adjectives from nouns.

Grammar
teach students to
use the present
perfect and simple
past

Lang. functions:
To speak about something
that happened in the recent
past

Ls work on a form filled in when joining a health club focussing


on the tense. Ls discover uses of the tense in the health club
form.
Ls practise the tense in writing by carrying out various
exercises.
Ls are divided into groups and given a board game (C) around
using the
present perfect simple or simple past tense.
Ls read a news article (C) and do various tasks focussing on
the tenses.

Week 1 of Unit 8.4

Learning
Objectives

Activities

Inte
racti
on

In groups, Ls speak about three exciting or interesting


experiences they have had. (In Matrix Ls are required to write).
Ls brainstorm ways of planning a narrative piece of writing (C).
Students then read a model narrative text (C) and carry out
various tasks (C).

Writing
teach students to
write a narrative

Week 2 of Unit 8.4

Literature
teach students to
write
about plot in fiction

Learning
Objectives

Theme / topic
Vocabulary, functions,
language structures

Speaking
teach students to
speak about likes

Language functions:
To express a preference
To talk about the recent past
To narrate an event

Listening
Teach students
how to listen for
specific
information

I adore, I detest, I cant stand, I


like, I dont like, I really like

Reading
Teach students to
read for gist and

Activities

Following a reading comprehension on living in extreme


places, Ls talk about preferences about where they live and
compare and contrast.
Ls talk about news stories from Matrix and from real life
using the correct form of the present perfect or the past
simple.
In pairs Ls talk about events that happened in the recent past
using the model provided on Matrix.
Ls listen to two dialogues one on expressing likes/dislikes,
one on persuading others to agree with you.

I think we should. But dont


you think..I suppose.. How
about
Ls read article on living in extreme places.

Inte
racti
on

for detail
Grammar
teach students to
use the present
perfect and simple
past
Writing
teach students to
write an informal
email with
narrative aspects

Lang. functions:
To speak about something that
happened in the recent past
To speak about something that
happened as a specific point in
the past
Language functions:
To sympathise, to change the
subject, to thank someone for
writing, to end a letter, to
explain why you are writing.

Ls discover contrastive uses of the present perfect and simple


past tense in relation to reading comprehension on extreme
places.
Ls practise using the appropriate tenses in writing by carrying
out various written exercises.
Ls practice the tenses in speaking (see above).
Ls read model informal email relating to health.
Ls carry out various exercises focussing on formal and informal
words and phrases.
Ls learn to use success criteria as a checklist for writing.