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    28 views114 pages

    Inspiration Builder 4 Teachers Resource Pack

    Uploaded by

    Valeria Poleopulo

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
    Flag for inappropriate content
    of 114
    inspiration Teacher's resource pack a ec Cente care Pee een Deo Breanne’ rT Ane ae Cea Builder AY EVGA GIO ddd ddd ration Teacher’s resource pack Hannah Fish Nilgun Demirkaya Bernadette Harvengt Michael Kedward Nick Mclver ‘Susannah McKee Agnieszka Mulak Wayne Rinaerr | Adatn Trim MACMILLAN nem me [ uncunad Foous Temenos [wreracnow [eau Focus sans | West neue inant [hata | ay os, cots be otra ‘eons towed | tet tvs innit | Onesie | Pa Skea rg Steer owt | coe Tsoi ns] e+ powsorient——| eg ant | Pa Fi sg ‘ope te conclne aati Berea Re eom | Mg y | whee cae | Saha ng ‘Shatar me cy sua oe ‘zation en nt hy eu Sauros ain | Fas van a sca son Dank vay Teo any | one cape | Sang ry tome se ‘ae nnn | Patrons wm | ovate | Pat Sain ‘ora rs cinoma Teva iii | Penpeetsngn at | Aarepactaon | Pa sae fe Sirs ren ‘Wier | Rew ee acga | Sone alee Rowden | Narane mae Faery | Pas sae Tgtewou? | Peiptea sepeong | Ontirare | Oberings | Sara ia le Wace | Rate mabiay ean | Stree | Pale on re wee i seca | Sm [ear merene | Grameen | rometm |e rag aa wert | Wa aa | Baw Sarge | ang Tele oe | Fase me, Ten teaaso | Bans Pe. nn Boncta nips | vasa en a ae amas ~[seree [Gaiters [Omvems | Pavawae | Satay aa apex or Caio | Soe seme Basar | oy wai awe is same soos Tamneies | Raveoninm tnnpret | Jnswwang | Pans | Reama aekna Tagen | areca te peee| Ge aaalvags | War ore Teac | Paseo 7 ‘Bae Sara Ties. | Soxderdtont wave | Sardgme | Snalimes | Sau Stan Giica—| Uteawos aimee | Uma | Waves | haves wey ‘sapuyaurgee ar Spat | Kun pst wwe commns, | wisi | Pa eae bi fiat warded tse ors Tees | Pes warevane | Sayan | Pa Tag So eT nm me Am mmm ono wen Am mm “| [eae aT [aa aoe [oe Safe [ae ay orm ares [Se =n Thebestanpkat | must ahem ed ent howe | Gp danse | Gee ‘Seer mumnane iiaierim [meer [Simeon [sae | a gee [mums [Sake = [aoe lee pa ico [Sama [emp [a Zaman es eae ae |e he : aca nee ee | (ea ; saree = FC pal Lemme Fy Kec ened oma Tanneiiad aioamenras | imtoo a aie [| a a aa ae ea [eee [wae =a ll Es in ‘oon [Sw [aa aaa [ere | amass aa rs iy — Slated 7 se? Recall ea aa Busnes aia [rena eal ana | cena [pam oe wor aa = aa aaa a ma a Sona [oe aia ‘sar ea | a a — mae sm | ew | oo =a Se nae" | aaa “= “asco = ee HHH OG WWW WWW Wd ddd ddd Introduction This resource pack contains 53 es of photecopibleelarnom ative for elementary studens, They have been write by vay of entrbuos ro many pars ofthe world. The mae desist be sed with Insptaton Students Nok 4 andes in wih the ngage ander pc feich estan. However, can ao ke sed independently ofthe book ther ia content lst which nea which lnguage nd hl eng practised in each sty The resource pack cmt wide range of scves card ges ernowrds, lly, gees, board ames. aswell as norman gpa ipa setvdes anda yaresy of personled ash. The sents workin pis oF gps to practic speaking, eng or wring al Each sty consists fone double page spe x0 that he mate en be sen at glance Oe one side she worksee, snd oppose thi 2 se of telhe noes. The notes expan the peo cui. the languages prac the spproximate tng 2y por pepration need And step by te ncn or sing the ma A you ar esing lspetion Stade Book 4, exch spread cormsponds toon of he lessons. Sosnetimes there ae two photecopibles or each lesson, tessons 1-3 nthe Students Book normally ‘omespond toa stint practising grammar oF ocular (or smetines pronto) and Lesson # (erated Sil) wl ten have kis focus The ist we activites in each ei othe researc book pate the gemma nd vocabulary the whole wtf the Stents Book. There, Accviy Iw eae Leon I of the coursebook, Acvty 240 Les 2 Asin 310 Lesson 3, and Aetiiy 410 Lason 4 Atty 5 practises pra from the whole ui and Aetvity§pracies Yocshaly fom the whole unit here is more than one photocopier each eso, they wl be [Bhled sab Some ofthe worksheet re photocopied a the re nd dsubted every ste. Others, sch a8 card games, requ cating wp afer beng Using the material inthe classroom: some ‘common prebleme ‘tH os ont >) Sorenson Jie stents dont undersand wht they | esupposed ote dong ot only wll te cy tal, they wl ge bred ond ecame drupe good en deonstate the sty with one p/p pss andr get the student epeat. aco yu wat hey hink theyre doing efor hey start es they cen do 30 inter own guage Obes yeu wl nel to rae your langue appropitey (ny msi Yoo mach nol hon >) iter dng per and group worse This fen happers when they ae up lender to ep Keep the ie level down Estab eran ground es from he ver begining =a ind of ode of condct which could te decided gether So teicher find ha ving pia set weed can wk wll Tak wibemsiou siyyouueding | theses mh ey ln fr the, nro eae cee un ty gp abe ‘tse wie ns at foxy cee ins spring oa vol re ga nhc s s S 5 S| s S| 5 S| 5 © & 5 5 = 5 5 s & s 5 5 = hb ok id ww BUSES ew W Kenn deed ‘How do decide on the compostion ofthe wef forthe song ood 0 mix the ables. A Tot wl depend onthe ‘characters ofthe sens, at an Be dncouraging for the es conden stats a work with very omainant people. Asa ule of hun, make sre you change he parsgroup leno dha they do ot become bored or exasperated by ea oer ‘Genel speaking fers beter Kewl fen ‘eprom the acy hak where possible ve no ‘more than seven n each grup, and thee five ty be Beer for many cs ‘be found in many commerallyaalbe "pplementry matron he webnte (Gowvemacilicengishcomfaspttion, “Tere so ard an fast ere Sometimes canbe ents to work oper sng, ‘you more mew help he wesber ones, Somednes Haven wok of miter salable which hey ca be geting on ith. Ceomord puss ahd sword saves re sell things to ake na te Teling actives where the dens wre ‘he caret word ext fa plere The can “Thats poly Benue tye not wed oi Always epi why you ae doing the actin, and vin the ae ae Doe che ty dg on 00 Tong keep ae 0 the ting Very seeporand ays gv someon of feedback athe en wher ie edack on ther progress, bev, Tangsge of one communicative sicee of the stint Ifthe acy has some Kind of sre, se end eodat wl not eas The re ‘wasting her me Ate ving stp he aia al he tents low what theyre dng, your ole m mantorng ‘he acti i een to accel outcome The teacher mst beprepaed to acl 5 source a you have wken notes during he leson of snakes o ap inthe stants knowledge, some the most impevtant areas en then Be pon the nad and eked ater the acs: Aertel some teaches ke o ake st stakes (ot ‘eenoning names, of ute), photocopy tem tnd the theses to workin pa oy fo ‘orc then. Metorag thao o othe Studens works ery valuable espet of learner tosining Working a and groupe willow you ‘hee he stents ca ely ee he language you ave taught che ness cone stuaon, nd al ive you a8 epponny to do arher tevin neo fate eng wit guage a ging eae — ‘rm alo be prepared oheep ow profile ad teeth stent ton with hey ate to Become scsi ndegendet lames, Wile they ae ‘momtring, ore teehee to ake nates 0 ress whic need vesting, o on areas in whi here are ‘bows papa the ste nec en in. ‘haven't got enough time toon opou cate: _ ‘wc eto dep 9? Hy prvi the stds ih scroll be ‘ely each them fallow iaacn! Renner thf he oing tpl ens wb doe eee I yeu keep te rcs, ra ene ope we he ‘Sh mason be wed oe a oro share wither wach oar sl To Sk sh er ge it ae tk Che omo cri nt ee Food search Wordsearch and questonnae “review ae pacts vrs nat usualy use in catia ams basics itso usual used in comuous es Fea, sear, tng Pcoy one worksheet foreach pa ang at i at. ter Unit Lesson 1 15-20 mines 1 Divide the class ito two groups, A and B. Give worksheet A to each student in roup A and worksheet B to etch student in soup. 2 Explain chat the students have a wotdsearch containing six verbs which are not generally used in continuous forms. Remind the students that these tend to be ‘ers deseribing states o senses. Explain that there are also three oes ction ‘ers inthe wordsearch which canbe sed in continuous forms. They should title these verb (shown in grey how in the Key) 3 Ask the students o find their vers a8 quickly as possible and use the corrct frm of each to complete one ofthe questions on tht worksheet, The verbs ean be found in any dtection~ across, down, diagonlly and backwards 4 Quickly confirm the answers for the gaps with group A and then group B, 5 Ask the students to work with a student fom he ther group. Tell them to ask and answer each others questions. Remind them aot show each other their papers, so tht they pacts listening sil Re AAA «7 he H/y) Ns € Wi xb Cte tes Mae? ETT A Me| 6 0 At consist 2 disagree 3 contains 4 want 5 disiled 6 fee! BL include 2 remember, aste 3 chink + lack Sater TAM MADMAAAMAAR AAA ADADMANDAAA AMO OO momma ‘What dos your vous mea of 2 Doyou sgt or vith people sso ay we foul eat animal? ‘Do you reafood bel to ee whit he fod efor buying? ‘Ave thes 0 ood which you tein, buthaet yer tied? ‘Ave there ay food which you > In the par bot now love? 6 Wheayou —— dor depeened it thee fod ou eto improne yourmood? Ifyou had your wa resort, which dhe would you ‘the menu? the ie you ste anew ores food? Hw dit 2 Doyou aloud served in school should be helo oul here be wake food to? 4 Doer yous dit vtsmine and ‘mineral odo you et hey? 5 Doesie re y0uifood ie produce inthe loc aor far any ‘cttanetor a Maina arate ces repre Gadget crossword Communicate cessed To ive cet of gts oa pane to compete a sswo Use of fr + ern to desert a uncon; page vocab ary Speaking, wig Z_Polocony one worse At to ech pl of ster ditt hat. Ji Lesson 2 20-25 mes 1 Give a definition ofan mps player eg got for storing, carying and listening to music files. Ask the stents to guess the gadget nase Tell the students that they are going to write some definitions of otber agdgets to make crossword cles, Divide the students into two groups, A and B Give «copy of Crossword ‘Ato each student in group A and Crossword D to each stadeet in ou 5. Explain that group A has the clues going acoss and B those going down. They will have co explain these words othe other hal of the las, The students in both groups form pairs within thelr group, tn these pais, they plan and weite definitions for cach word on thei halfof the crossword. Remind them to use for» gerund When they have finished their definitions, tll the students to change Partners and work with student from the other group. They take tans to ask for and give each other the definitions, but may not look at each ‘others crossword. Remind the students that some ol che words ay be compound nouns, formed ftom two wonlstopther ‘When they have finished, the students shoud compare their crosswords to check they have completed them correctly PARA AD RAR AAA AAA Vatcing and cating cards To pracse dcng betwen gerund i ii nd to ead and match pole ns dics, Veto + gue rine acing, soaking Proeopy oe wares foreach pr ol sudo and cut up 2 nda ‘fer Ui 1 Lesson 3 16-20 minutes 1 Secthe context by asking the students if they have read problem pages in ‘magazines or om the Internet. Flic typical problem wypes they have read 2. Give the six problem cards to each pate of studs. Explain that they comme from an internet chatroom problem page. Ask the sudensto read and discus the advice they might give each person 3. Now give each par the six advice cars which vere posted on the website Ask them to read and idem which advice goes with which problem 4 Get clas Feedback on which advice goes with each problem If pats disagree, ask them why they think their answer is correct {5 When the matching pars have been confirmed, tell the students to decide Whether the infinave or gerund shouldbe used i cach sentence in the vice, 6 Check the correct answers withthe whole class The students could write their own alternative advice for one ofthe problems | snd read this to other students, who identify which problem was being sires, Donit risk losing her friendship, You need rfid yourself single guy instead (anna, 16) Try joining a club to meet new people, but do’ expect to meet the gn of your dreams immediately! (iat, 16) You've got to stop comparing yourself to her und jst enjoy being yoursel (simon. 14) Be very caf. Mf you do decd 1 meet him, avoid going alone and choose a busy public place (Watia, 17) Don’ pretend tobe happy in your relationship i yout not. Be honest and choose tobe with one or the ater, not both, ‘vicky, 16) Tiyou want to keep going out with her, promise contact her a east tice 3 week Goseph, 16) PANT TDADAAM TARANTO OTT TAMA ho OM Mon A a a a a wi 3 a a a ad a Problem Help im in ove with my best ens boyfend (Geren 15) ont i sng fe her ienehip, “ou nee to fed youse a sie a tend (3) (ona. 6) ‘Ady ete ave ot gest sends adm the only singe one! ‘What edd do? (Cris 15) “Ty joints jon a cb to mest new peopl, but dort expect mesg to meet te gr of your reams ‘edi (ra, 16 Tso jealous of my best fiend Why is She so much more popular and cenkdet thane! (28) (Ace, 14) Youve git to sto comparing te cempre yoursellto her and just enjoy Bigho be youre. (Giron, 4) Tem «boy on the Internet He Tesi my fy seems nie and wants | tomeetp bur mma it cared (16) Be very are f you do decide eetngto meet him, aod gang Bo alone choose a as pub pace. (ara, 17) ve been going cu wth ry aend for sb month but il fen tin |] spouting expend and he to sec ber sain G2) anes 16) DDont pretend being be happy in yourrelsionstp youre not Be honest ad choose Benge be with cone oF the other not bat dg 16 ae ruta tance wom an ‘you wart 0 hep going po out sth hecpromise cantcingo contact herat last tice a wee (oseph. 6) Correct me aging atty To pac entng and conetng wreng format, Bile assarge groups actualy fc, aye rt that, onthe conta cab en ranma trom nit suing, steing Protocony ane verse for each group and cut tint 12 tps Afar Ut + Leson 1S:minues 1 To demonstrate the activity ve the students a sentence containing inconet information, eg, Manchester s the captal city of England. Ask them to coret the information, reminding them ofthe expressions for onrectng information: actualy infact, ex 2 Divide the etdents ito groups of 12 Give eac student one ofthe cand from the worksheet with the answer folded over. They shoul! not Show ito othe students, Tell them tha heir sentence contains {ncomec information about grammat or Vocabulary from the Students Book uni. They should ty to identify cand thn check their answer by unfolding the paper 8 Thestudents chen mingle with the other members oftheir group, each reading ou thei incorrect information fo anotéer stent, who ries 0 Temi and corte she error. Remind them not to show the ands co tach other, They should, however, tll oder students if they have Corrected the sentence appropratly or not. Ire other student doesn, Correct the sentence appropelasy they shosld el them the answer tosing actly of fact = the answer 4 Continue the seit unl all dhe students in each group have had a hance to sty and have thelr sentences comected by each other. mom mmm mm £ é & z : é OOOO OW Ww be le dr bs pele enst ane chparenot usualy sed “continous forms isnt sea fe coneruous formas eis Ststanver tant ond peter noweer se 0). Abies 3 8a fo opening tins. | Nn bea gen we est wer Infact. onlya savepan and sfviegpanare chen ‘semen pedometer na gooerocoutg “the ver tis anys flowed bythe genuna. ‘Answer, ‘tally tcandefolbwedt thelnfiniiveorthe | gerund i Answer, ‘Actua, i’sustanagectie,renouniserah. | ‘etal, vey oe Yesagoinchina E ae ” 1 1 Serence completon and detaton review the use of snared gar Pars Geran and itive ting, speaking, toning alacgy ore worksheet foreach tute, te it 15-20 minutes “Tel the students that they are going to complee some sentences about theniselves and ther opinions, using either the infinitive or the gerund. ‘necessary, revise examples of when each form is used withthe whole dacs fis, Give each student a copy ofthe worksheet folded so that only the Me half i ible. Give them about five minutes to complete the gaps with an lafinitiveor gerund. Remind them to make trve sentences about themselves. Make sure that they do not show tei paper to anyone ese Ask the students to unfold the other half ofthe paper. Explain that they ace going to dicate jst the phrases they have writen im the gaps in the Me hall toa partner, eg, doing sport. Hoveever they should say the phases ina random order rather than following the order 1-10. Thee Partner must Haten, guess which question was completed by which phase and wite st in the comesponding gap i the My patne section. 44 Pathe students in pairs and tell them fo take tres co complete the '5 When the students have finished dictating the phrases to each other, they should show each other thelr worksheets and see if thee guesses match the originals, oom mm me & 1 When f'n on holy, | reat enioy vant before 30 te ely napy after _ Is one ofthe things that | od most iu. remember when tsa cis {When | ris scoot, probably chose | sometimes fee nervous before ‘An important moment in my ife was when | decided 1 ink tata good way to make money is by abways makes me ugh etre Is one ofthe tings that nashe ‘nas mos iu Hote remembers en avs nen hale finishes schoo, ene eobaby case Hesse sometine feats nervous betore An important moment in hisher fe was when Welsh decided HefSe thinks that a good way to make money is by sways makes her tugh ements esate ane eee ces esto Variation Draw it! raving vocabulary tes Troe and pac worabulry ole clssarge groups cabulery Speaking istning Protocay one worksheet ct upto 6 cards. Pl the cafe con nth thee rou, runs, vets and aces. Ge one maker pon an several age les of paper to each grou of et stents, to t+ 5-20 mines 41 Explain to the students chat they wil be reviewing vocabslary from Students Book Unit 1. They have wo draw petares of a noun, verb oF adjective and thei cam-mates have to gues he word more ulckly than the other teams. 2 Demonstrate the sctvty by drawing a picture on the boatd to represent one ‘ofthe vocabulary ems from the worksheet. Choose one ofthe more dilficale tems, eg sprinkle to skow how these canbe represented visually “sk the students to guess the word 3 Divide the students into groupe of sbovt eight, each wid a supply of large pieces of paper and a marker pen 4 One student from each team comes tothe font ofthe class, One of thems randomly chooses a vorabulay iris from thethree piles (noun, ver oF tdjective) and shows ico the ouber nominated stadents, With confident Students, you could insist that they choose a eb ov adjective. Amacunce > the whole clase whether the mystery word i aos, verb of adjective {5 All he nominated students race hack to thei wn tama and draw this samme socabulary item as quickly and clearly as poss ble, They can ose pleses, {ymbols, mbes, arows, hit should not mise or use wntten of spoken ‘words, Team members show out thie guesses The ist team to correctly ess the word wins two points for their team 66 The winning team has 10 seconds to produce» sentence Including the word they have just guessed, to win afurher bonus point 7 Repeat with » new student from each group ard ancther word ‘The gate could be played with the words shove through mime instead of pictures. Some ofthe worde are more suitable for miming than others, st trould be better for you so choose the lems and pve to the nominated student from cach group, instead ofa random selection, TOM mmm mmm mmm mm on i om i ! i ' i i ! i { i A winter wonderland Irforaton gap Te compet tert bout to Harbin ie lantern feta by ask 2 parte quests. Pais Present pec cominuns wh fr and sie, question frmalon Speaking Photocopy on wrkhee flr sach pa of sunt and eu it ha ‘tern 2 Lesson 1 20 mines 11 show the students the photograph of the Harbin ce lantern festival a the bottonn ofthis page and ell thera what 8 Tell hem to discus in pies what, they would like to know about the festival. Do seme open class feedback and Dt some oftheir questions on the Board Explain that stadents A and B wil have the same plece af writing about the festival but that they have different pieces of information missing Tell hem that Aas the information i ising and vice versa ‘ite on the board Harbin s tke capital of province and elicit dhe questi Which province is Harbin the capital of? Wrive Won the board Divide the stents nto two groups, Aand B. Give the students ingroup A the Acard and the students in group B the B cad, Tell them to work with another person inthe group. Tel the students that beloce they can find out tar missing information they 1st write allie oftheir questions. Monitor 0 aller help and to check the correct formation of questions {When the students have written their questions ll them to ind @ new porener from the other group so that A and B students ae working together Explain that they now have to aek and anewer the questiens and write the answers to their questions ia the appropeate gaps. Monitor lo correct any mistakes, 7. When the students have finished ascing and anavering questions ak them 0 compare their pleces of writing to make sre they are the same 18 Ask the students to turn over their papers and se: how many of che questions on the boaed from Step 1 they ean answer. a 2 as oe oes os a Harbin isthe capital city of Hllongiang province inthe rorinof China, The winter months are ‘extremely cold in Harbin and often reach temperatures of (1) | Mowever, the city has been celebrating its frozen winter climate since 1963 ky holding an ice festival. This 10% akes place every year and visitors have been coming o tre annual eval for 3) ____. The festival begin in January and lasts for approximately one month Thee are two main sections to the festival which accur on opposite ses 6 the Songhua Re ‘The saller section consis of beautifully carved snaw scuptues, Ariss fom all aver he world have been presenting thei workin this section since (5) __~~_ Teams of ass ‘fom diferent counties ener their snow sculptures into a competion to win the tile of snow sculpture ats ofthe year. The campetiton has heen running nce 1995 and hae ben entered bya variety of nations including Finland, Canada and Germany The main section ofthe festival consists of 7) ___ made fiom block of ce. There ) you ean enter and are trains you can sito, bridges you can walkover ad look around. These amazing Ife-szed constructions are lit up by coloured lights which twinkle in the cold dark sky. For over a month the city is brought to lifes it embraces the cold of Harbin isthe capital ciy of Hellongiang province in the north of China. The winter months | sre extemely colin Harbin and ote reach temperatres of 0%. However the cy has bueen celebrating is frozen winter climate since (2) by holding an fe esta This now takes place every year and vistors have been coming othe annual festival fr the last 21 years. The festival begins in January and lass for approximately (4) = || There are two main sections tothe festival which accur on apposite sides ofthe Songhua River ‘The smaller section consis of beautifully carved snow seulpttes. Att from all over the word have been presenting their wor in this section since the annual festival began. Teams of artists from diferent counties ener their saow sculptures ito a competition to win the tite of snow sculpture artis ofthe year The competition has been runing since (6) and as been entered by a variety of nation including Finland, Canada and Germany. ‘The main section ofthe festival consists of huge structures made rom blocks of ice There ae (®) you can ston, bridges you can walk over and castes you can enter ard look around. These amazing life-sized constructions ate lit yp by (10) which twinkle inthe cold dark sk. For over a month the city is brought to life a it embraces the old of winter Runner and writer race funing Gettin gap To doa detaton of tn sees nga, ha gaps and scu. Am mm mM Paes Present perfect sole nd ontrucus ™ seeing m Polacoy one workshost ard cu to 10 ste, [arnt 2 Lesson 2 20 res mm 1 Stick the 10 seips 1 worksheet around the classroom, Wire on the board | an the new Bond moviethis week (work) and elit how this would be distated (——_ = spacey. fll tp; () = brackets) 5 fg space onthe new Bond movie this week fll tn workin bracket. BE 3 Explain tha the activity i a race. The students wil work in pairs to dicate 10 sentences, with one stent asthe runner and one se the writer 4 Demonstrate what the runner will do by running w a stip, reading i running back to stident and dicating Ito them Tell he students that, & they must dictate exactly what appears on each sop including the number, Explain that che runner must not write and the water must nos move for & their seat, : 5. Putte students i pats and as them to decide who wil be the runner and i who wall be the writer. When they have al decid, start the race Seta time E Limit of five minates, After five minutes, stop the race and declare a winsing pair. & 7. Now go back tothe example on the board and ask the students che vesb should be pu into the present perfect simple or continuous. Write have been ot Working in he space. Tell the students to do the same for their 10 sentences. = 8 When all the pairs have finished, check the answers in clas. 9 Finally ak the students to discuss in theis pairs waether the sentences are true or false for them and to give some more deta about each one. Ask pis to give Fedback tothe class Variation The runner could make a decision sbou she tense as they tea each stip and dictate the setence in ts completed form. The witercan then check the tense {have Been leaning English for five yeas, {have always wanted to be im sta {have visite more than ghee diferent counties ia my lie, have been living/have lived in my town since { was bom a T have been doing my hobby for ver five yeas, T have eaten spy food many times, have been playing/have played volleyball since lw a child {have read more than two books this yar "have een supporting my favourite football tear for more than two yeas, have been tothe einema osce this month a wi ud wd Www dy ay ad oy o English for Five years. (learn) always —___to be a film star. (want) more than three different counties in my life. (visit) | in my town since T was born lve) my hobby for over Five years (dd) al spicy Feed many times. (eat) volleyball since E was 0 child. (ploy) more then twe beaks this yea. (read) ny favourite football team for more than two years. (support) to the cinema once this month (co) Verb families Car gene Treviso vr ors by laying card game, Srups Avion over forms Soneting Phaacoy one wrksee reach group of our stirs act nto cards, ‘ter Uni 2 Lesson 3 15 minutes 1 Elicit che vers see, som, cen and seeing write them on the boa and dal the pronunciation of each 2 Tell the maces chat they are g and exphin the rules "The students play tm groups of four. Al cand are deal so that each student has eight car. The students have o collet families, whch consist ofthe four vet forms on the board (infinitive, past simple, pst pariipe present parle). The studen's tke tars to ak each other for cards. Ecc an example question and write it on the board, eg. Have you got ‘seeing? (es, Thave. No, haven). ~The students can only ak for members of a verb family f they already have one member of that family Tf he student asked has got the card, they must give that card co the student who asked for i The sient who won the cad can now Ihave another go. If the sedent asked! hast ot the can the student wo asked fri loses thet go. Play now pases to he student on the right of the lst person that layed Play continues ike this wn all the families have been collected ~The winner i the stadent withthe most fami 3 Demonstrate using two students 44 Divide the cass into groups of fou, hand out a et of eads to each group, and ask Unem to begin playing, Monitor and make a note of any pronunciation problems that occa. 5. When the groups have finished playing, get feedback by asking each g20up who was the winner ng 10 play a gee called Ver families’ Variation Pronunciation can be included inthe game. When a student asks another student fora verb, the group can decide if their pronunciation is cotest or not fi isnot correct, they lose their go, Monitor t check pronunciation and conliez the groups devision 4 4 3 a a q aq 3 qa 3 a a 3 a 3 a a 3 3 3 3 = ww A tale of old Japan Plt soy Tota story sig picts, Pals Neral language Speaking Phuoeopy oe writes foreach pa of stunts ard cu up he ces. tr Ui 2 Lesson 4 20 mints 11 Tell the students that shey ae going to tell a stoyin pais. Write she tide The hes and the Envious Neighbour onthe board and check the students understand the vocabulary 2 Pat the students i pairs and ask them to use the eto predict what happens in he story 3 Get feedback in open class by asking a few pairs for thei ides. 4 reseach the words hollow (Wee), tried eet (verb) and wart. 5. Give each pats set of pietute cards and ask them fo pt them into the correct onder to complete the story Get feedback from th pals to check they all have the correct onder {Now ask the students wo sll the sory im pairs, Tl them 10 take turns to tll he story ofeach pete 7 When they have finshed, read them the real sory sa they ca check how close they were. {8 Finally ask them to retell the story i thelr pales trying to stay a8 close tothe rel version as possible, [Asa way of practising the past perfect students can be asked to tll he story in reverse. They sat atthe end ofthe story and use pst perfect sentences to move backwards until they reach the beginning. (Once upon a ume there was 2 man who was walking in the mountains at dusk. Asi got dark he was forced to take shelter in a hollow tae, ln the mide ofthe night a group of elves gathered atthe tee and the man was erie, Aer sometime the ‘elves began to feast and drink, sng and dance. Forgetting is esr the man came out ‘of his hiding place to join in the party The nent day the elves told the man tha hey Iiked him very mich and wanted him to return, To ensue he would return they took 4 wart that grew on his forehead asa guarantee. The man was very happy because he had had a wonderful night and got rid of hie wart, He cold ll his fiends abou his s00d Tuck and they congratulated him. However, one of his neighbours also ad ar he wanted to get id of and rather than being bxppy was envious of is Frc That nigh? he went to find the ollow wee and the eves, At micnight the eves came and started singing and dancing as before. When thy sw the neighbour they thought iwas the man fiom the night before and were very bappy tse hr, To thank him for zeruraing they took the wart they had kept as 4 guaranee an stuck itm the neighbours forehead next othe other one. The envious neighbour was very wnbsppy tind went home crying with wo watts instead of one Right or wrong? vestoneate To make guesses about lassmtes an to check if they a cat by aking esting (as mingle Present pret simple rt contowous; pas pute sila an coins Specking Protocopy ane worksheet for 2a student torn 2 20 mes G1” elicit things tha you play suchas musical instruments, board gates sand sports. Ask the stadent o guess something that you play snd how Tong you have been playing 2. Write a model sentence onthe board, 6... has pleying {for years, and ask one student to makes fll sentence ‘rie the Cxample sentence om the board. Ast the students what tense the sentences. Point out thatthe deed line i forthe students name, 8 Show the students «copy ofthe worksheet and explain that they need to make guesses about 12 oftheir classmates, Explin that they ned to use four ciferent tenses present pefect simple and continuous and pas perfect simple and continuous, If necessary, let some example 4. Give each student a worksheet and monitor to check the corect tenses 5 When the sudents have completed their worksets, point tothe ‘example sentence on the boatd and ask a stadent to ask you the appropriate question How long hev you been playing? Give the answer and show the students where om the workshest to mark if hele guesses ae corect or not. Hit ome question foreach of the fr tenses to check the formation is correct. {Explain that the students should now ask each ather questions to find ‘out if their guesses were corrector no. Ask the students to stand up and come tothe font of the class to ask each ocr thelr questions, 7 When the students have finished, ask them to sit down and get feedback in open class by asking some students to share thet correct, auesses with the rest of the clase 1 ALStep 5 the suudems could be asked to write cut the 12 questions they need to ask their classmates. This would enable you to check thei question formation, 2 This activity could be done In pais or stall groups fa whole class mingle not appropriate WOW OW Ww playing 2) a ad been before hese 3 hss oun in Esnops ‘went to bed lastnight hele hous 4) when studying or eet 5) belo wes 10 lee had — to more chan one school bisher hair colour is, 2 has — foe ow yor collecting 8) by the tie — wis M4 hese had —_ partie jo, % a ing to dino snc ast year, 10) before wat ID hehe ever a book UD) before nn ad dels ight hehe _ been 12) by the te nn ht ese ad more chan one pet anil vepaton Where's the stress? Ste sess maw To fhe ou trough & maze using wards wih he sme tess ptm. Pats Pevew von and sal stress ‘Speco, pronunciation Pretocapy one wokshoat fr ech pa of students. sec Ut 2 15 mies 1. Wirite the words artist, professor and accountant onthe board and ase the students which sylale im each word is suesed. Mark the stressed syllable om the board (artist, accountant, profess) Show the students the word maze and tell hem hat they need to find thelr way through the maze frou start to fnish Explain that they will ‘work in pars and race agtnst the athe pats. Explain thatthe stucents cin only move dough circles that contain sword where the second sllable is stressed. They cannot move Giagonally. only hovizoatally and vercaly and cannot jump a circle Do the fis move, from material to expec, a a lass to check woderstanding. Prt the students in pais and give each para worksheet face down on the desk: Wher everyone is ready tell them to arn over ther ‘worksheets and begin. The fis pai o find thei way through the maze [5 the winner Tell the students that they should say the words to exch ‘other to help them determine which syllable is stressed. ‘When al the pairs have finished, go through the correct route a5 clss to check everyone found the correct path [Alter Sep 5 the teacher could dail the words fom the route through =, themaze =.) 2 Alter Step 5 the teacher could change the pairs and ask the students «2 7" Saplain the meaning ofthe words from the routs through the maze. 3 Aller Step 5 the teacher could ak the stodentso tll @ story sing all the words from the route through the maze, Key materia, expect, location, contain, adventure, discovery, creat, profession, ppear activity, asange, equipment, inside, diect,Secome, experience, suppose amazement, ative, spaghets, depend, abroad, prepare, ‘commercial, important, side YHOO W WW WWW ee WWW ded Jeopardy Tourderstané detntins of wos and find th cet wor hale cassrouns ir ee Spec ctocoy oo worksheet nd cut he answers i 10 card. Pat the cards nthe pila, ne for ea poi Keep the quesion spate ‘nec unt 2 rites ‘Explain that the students ae going to play a gam of Jeopardy, They ‘vill hea the answer to a question and have ase the questi Demonstrate by saying A busines that helps pepl find work. Elicit the question What's am agency? Tell he students thatthe words are all. do with T, films or the ats Explain that each card eaens diferent points. The more dificult, {questions earn a team three points, The studentsean choose whether to 0 for onc, to or three points fun the gum asa class game show; Divide the cs avo two teams Draw lve to find out which team wll star Let ste starting team choos the umber of points they want to go fr. Readout the fist answer. The tam has to say the corect question. IC they are unable to get the question, che other team can try Award the team that answers correctly the umber of pont far that card Continue unl all the cards have been used wp, The team with the most points the winner “The students could play the game in groups. Give exc group a set of cds and get the stents to nominate one person a dhe quiz maser The Students can cther play individually or in two team wathin thle group. Give the quis master the questions so they can check they ae correct. ‘a section of film which is recorded ‘without stopping fel vmieescivant Hf — ratisontcaione = ‘writen story about imaginary ‘characters and events Wat isa sucio? ‘What is a feature flim? ; ‘ Compare the planets 6 Text completion £ To place edvets nats and cempare vo planets, @ aes & Congarson faders; akerts of eyo easing, speaking Phetacaoy ane worshect for ec pao tates and cut in a er unt 3 Lesson 1 20 irtes B 1 Draw an outline of a space rocket om the board and as fret relate 5 vocabulary eg the nates of planets, orig, Write the words thatthe students "gest within the one & 2. Pre-texch atmosphere (n) barren (adj) crater (n), orbit (probe (2), eky ad), tospin = {2 Whte on the board Neptune i far fom the Sun. As result of his it taes Neptune 165 years o complete ene ar. (credibly, appeximately). Ask the studens to Acide where the adverbs of degzee should go inthe sentences (Neptune i Incredibly far Srom the Sun approximately 165 years to complete one or) 4 Divide the class into ewo groups, A and B Tell roup A that they are going to read about Mercury and group B tha they ae going read about Sarum, but that a number of words have been taken from the text 15 Tell the stents 1o work with a pariner from the same group nd place the 8 adverbs inthe correct place. Monitor and give asstance as required. © When the stadents have finished, ell them to find anew partner ftom zhe other oup. Ask the students to tell hei new partner about their planet. 7, The stugencs then write five sentences comparing the two planes a Mercury Fact File Compared tothe other. Mercury is incredibly small Mercury approximately 58 milion kilmetts fom the Sun ft incredibly close if you compare it This prty explains why Mercury Is shot Temperatires on Mercury can vary greatly “The surface of Mercury i incredibly barren and ti covered with exemely deep Mercury spine at an incredibly slow speed waves at approximately 49 kilometes 2 per second it was discovered that nothing could ever possibly Ive there t Satuen Fact File is approximately 1425 kilometes from the Sun its ings which are largely made up of dust and nck. itis completely made up of gases, and ths meaas that tis incredibly light. you could find an ocean big enough to hold, Sauen would actully fat : it moves a approximately 8.64 kilometres every second because tis incredibly far om the Sun this for more than most ofthe other planets OW ww Wadd a a Compared to the other planets in our Solar Sytem, Mercy is smalls ameter is 4878 klometres which s 006 of the Earths sie Mercury is $8 millon klometres trom the Sun and while this may sound like 3 lng distance eis dose you compare to other distances in 2c. “This explains why Mercury i 2 hot Temperatures on Mercury an vy Howes temperatre i 427°C whl te lowes temperature 2 beter «old 14°C. The surface of Mercry i barren ad iis covered with ‘loop craters which ae 30 deep the the suright never races the boom. Days on Mercury are very long beaure Mercury spin ta slow spec teavel 49 llometres par second and one dy i the same as S865 dys on Eire Aaa rel ofthis one yar on Mercury BB Earth days which meane tae ther ae fewer han ewe dyin each year! “The fist space probe wene to Mercury in 1973. The Mariner probe was sent by the USA and ke was dscovered that nothing could ever Ive there Beaute there Ino water and no atmosphere onthe planet. Mercury has ne moons and 0 eng, Saturn ~ also known athe Ringed Panet~ i te second largest plane in our Solar Syter— ony Jp is ger I 1425 llometres from the Sa aed is bese inown fr 4 ings wich are tide up of due and rock, Saturn is 120,000 ktometres across which means ea nin dimes bigger chin the Earth eis made up of gases. maby hydrogen and helm, and this mets ‘that cis igh. you could find an ocean Big enough to hod Saturn would Aloat. The sterage temperature on Saturn fan extremely cod -170°C ‘One day on Saturn rt for ten and a half arth hous; is because Saturn rates a fast speed ~iemoves at 9464 klometres every second Onthe ‘other hand becaue ici fr fom dhe Sunt eakes Saturn twenty-nine mi 2 fall Earth years to complete an orbit. In 1979 che space probe Pioneer 11 traveled

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