PRACTICAL ENGLISH ELEMENTARY (a1 a2)

PRACTICAL ENGLISH ELEMENTARY (a1 a2) Home sweet home I can do it In the picture Shopping for clothes The working day What I like We usually make a contraction with the singular form when we speak There’s a chair. We cannot make contractions with the plural form. (We don’t say: There’re shelves.) We usually make contractions for short negative answers: No, there isn’t. We cannot make a contraction for a short positive answer Yes, there is. (We don’t say: Yes, there’s)

HEAAADERLOGORIGHT GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1-A2) HOME SWEET HOME QrrkoD Scan to review worksheet Expemo code: 17ML-A291-U8K Warm up Match the words and pictures of furniture that you have in your home a chair a desk a lamp a mirror an armchair a table a wardrobe shelves Which thing(s) you sit on? keep things in or your on? homework at? use at night? FOOOOTERRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons use to get ready in the morning? 1/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) HOME SWEET HOME Listening Listen to Andy’s house tour and write the furniture he talks about in order, 1-8 furniture room Listen again and write the name of the room next to the furniture Look at the picture of Andy’s house Which other rooms have lamps, armchairs and shelves? FOOOOTERLEFT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 2/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) HOME SWEET HOME Language point Study the sentences below • There are two armchairs in this room • There is also a lamp because I like to read in the evenings We use there is/there are to say something exists in a place Cross out the incorrect answers about the sentences: We use there is/there are with singular nouns We use there is/there are with plural nouns We can make questions and short answers like this: • Is there a lamp in the kitchen? Yes, there is / No, there isn’t • Are there shelves in the living room? Yes, there are / No, there aren’t We also often use preposition phrases with there is/are to explain where something is: • There is a mirror in the room next to the bed • There are shelves on the right/left • There is a table behind/in front of the sofa We usually make a contraction with the singular form when we speak - There’s a chair We cannot make contractions with the plural form (We don’t say: There’re shelves.) We usually make contractions for short negative answers: No, there isn’t We cannot make a contraction for a short positive answer - Yes, there is (We don’t say: Yes, there’s) Read all the sentences out loud Pay attention to the pronunciation FOOOOTERRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 3/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) HOME SWEET HOME Practice Read what Andy said on his house tour and write the missing words You can look at the picture to help Listen again to check your answers Hello, I’m Andy and I’d like to show you my house Please come in! Let’s start in the living room There one two armchairs in this room - I always sit in this one and my wife sits in that is also a lamp because I like to read in the evenings This is the kitchen and we also use it as a There are two chairs as well Now let’s go to the from home There there are There is a big table here in of the window My wife is a lawyer and she works a big desk for her computer and the desk where she keeps her books and papers Finally, I’ll show you our bedroom 10 to the bed there is a mirror and the right there is space for our clothes in a big wardrobe Speaking Work in A/B pairs to practise the vocabulary and grammar from this lesson in a picture dictation A and B will each look at a different picture First A will describe his/her picture to B B cannot see A’s picture; he/she has to listen and draw the room from the description B can also ask questions After minutes, stop and check, and then change places Example: A: This is a bedroom There is a big bed on the left B: Is there a lamp next to the bed? A: No, there isn’t There are shelves next to the bed a plant FOOOOTERLEFT a picture a rug a sofa Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 4/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) HOME SWEET HOME Picture A FOOOOTERRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 5/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) HOME SWEET HOME Picture B: Extra practice/homework Choose the best answer to complete the sentences about a room There is a big bed at / in / of the room There are / be / is shelves on the left It / There / This is a clock on the wall There is a desk after / left / next to the bed There is a desk on a / side / the right There is a chair in front for / of / to the desk Are / Does / Is there an armchair? No, there aren’t / haven’t / isn’t an armchair in the room FOOOOTERLEFT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 6/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) HOME SWEET HOME Extension Read this pronunciation information If one word finishes in a consonant sound and the next word starts with a vowel sound, we link them together: There’s_a chair This makes them sound like one long word Practise this dialogue in pairs and pay attention to contractions and linking How fast can you speak? • A: Is there_a mirror_in your room? • B: Yes, there_is There’s_ a mirror_in my room, next to the bed • A: Are there shelves too, in your room? • B: Yes, there_are There_are shelves_on the left, for my books • A: Is there_an_armchair_in your room? • B: No, there_isn’t There’s_a chair_in front_of the desk • A: Is there_ a lamp so you can work_at night? • B: Yes, there_is_a lamp But_I go out_at night! FOOOOTERRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 7/7 HEAAADERLOGORIGHT TEACHER MATERIALS · ELEMENTARY (A1-A2) HOME SWEET HOME Transcripts Listening Andy: Hello, I’m Andy and I’d like to show you my house Please come in! Let’s start in the living room Andy: There are two armchairs in this room - I always sit in this one and my wife sits in that one There is also a lamp next to my chair because I like to read in the evenings Andy: This is the kitchen and we also use it as a dining room There is a big table here in front of the window There are two chairs as well Andy: Now let’s go to the study Andy: My wife is a lawyer and she works from home There is a big desk for her computer and behind the desk, there are shelves where she keeps her books and papers Andy: Finally, I’ll show you our bedroom Andy: Next to the bed, there is a mirror and, on the right, there is space for our clothes in a big wardrobe Practice Andy: Hello, I’m Andy and I’d like to show you my house Please come in! Let’s start in the living room Andy: There are two armchairs in this room - I always sit in this one and my wife sits in that one There is also a lamp next to my chair because I like to read in the evenings Andy: This is the kitchen and we also use it as a dining room There is a big table here in front of the window There are two chairs as well Andy: Now let’s go to the study Andy: My wife is a lawyer and she works from home There is a big desk for her computer and behind the desk, there are shelves where she keeps her books and papers Andy: Finally, I’ll show you our bedroom Andy: Next to the bed, there is a mirror and, on the right, there is space for our clothes in a big wardrobe FOOOOTERAPPENDIXRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons i HEAAADERLOGORIGHT TEACHER MATERIALS · ELEMENTARY (A1-A2) HOME SWEET HOME Key Warm up mins Work with the whole class to match the words and pictures Drill the pronunciation - note that shelves has one syllable Mirror /’mIr@/ is a tricky word; note that the final r is not pronounced Pose the follow-up questions one by one and nominate a student to answer each question a wardrobe an armchair a lamp a mirror a chair a desk shelves a table Answers: You sit on a chair and an armchair; you keep things in a wardrobe or on a shelf; you your homework at a desk or table; you use a lamp at night; you use a mirror to get ready in the mornings Listening 10 mins The listening text recycles furniture vocabulary and introduces the names of rooms as well as the language point If your class is very low level, they can use the picture to support their listening from the beginning, rather than waiting until the follow-up questions The house tour is also used in the Practice stage Students will listen twice The first time, they are recycling furniture vocabulary from the Warm Up Play the recording and then go over the answers Before listening for the second time, ask students to recall the names of the four rooms on Andy’s tour They then listen again to check Finally, pose the follow-up questions, again nominating one student to answer each one Make sure students are using accurate pronunciation in all their answers Answers: armchairs and lamp (living room); table and chairs (dining room/kitchen); desk and shelves (study); mirror and wardrobe (bedroom) Students may also say there is a bed in the bedroom We can also see lamps in the study and bedroom, an armchair in the study, and shelves in the living room and kitchen Language point 10 mins Have students focus on the sentences It may be helpful to use students’ L1, if your class is monolingual, especially to explain the concepts of singular/plural, and the meaning of the preposition phrases Common mistakes for students at this level include mistakes with singular and plural forms and prepositions; students may also confuse there are with they are Drill the students in the example sentences in the language point - other pronunciation features of the target language are explored in the optional extension stage there is there are Practice 10 mins Explain the task, which is a gap-fill exercise using the transcript of Andy’s house tour to review vocabulary and grammar from the lesson so far Students can work alone to complete the text, using their memory and the pictures from the previous exercise Then they can check answers in pairs, before listening one final time to the tour Go FOOOOTERAPPENDIXLEFT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons ii HEAAADERLOGORIGHT TEACHER MATERIALS · ELEMENTARY (A1-A2) HOME SWEET HOME over the answers with the class and elicit that we can make contractions with There is in and If you have time, students can then work in pairs to read the tour out loud, to re-enforce the pronunciation NOTE: If students are finding this difficult, skip the speaking stage and the extra practice/homework exercises in class for additional support are There dining room front study is behind shelves Next 10 on Speaking 13 mins In this stage, students will be able to activate the vocabulary and grammar from the lesson in a speaking activity Go over the instructions for the activity, the examples and the words to help, which introduce four more items to be found in the pictures in this activity There will also be a clock, which students should know from a previous lesson in the course plan How to manage a picture dictation: if you are teaching face to face, assign A/B roles and hand out pictures, making sure that As and Bs not see each other’s pictures You could ask students to move chairs (or at least move in their chairs) to maintain secrecy If you are teaching online, you could assign A and B roles and then ask B to switch off their video (maintaining only audio) while you display A’s picture on the screen A could use their phone to take a photo of the picture and then you can place A and B in pairs in a breakout room or similar to talk and draw You would repeat this procedure for B Monitor students while they speak to check that they are following instructions and support/correct as appropriate If you have time, round off the activity by displaying both pictures and asking students to formulate some sentences about their partner’s picture Alternatively, ask students to display the pictures they have drawn and get them to comment on each other’s drawings using the target language Answers: students’ own answers Extra practice/homework mins to explain These exercises can be assigned for homework or used instead of the speaking activity if the class needs more support If you use these in class, you could extend the activity by asking students to formulate more sentences about the lamp, picture and any other items they recognise in the picture If you use these for homework, make sure that you mark the exercises in a future class, or collect them from students and mark them yourself outside class If you prefer, you can make the answers available to students and they can check their own answers ANSWERS: in are There next to the of Is isn’t Extension 10 mins These exercises are designed as a cooler activity if you have time in your lesson This pronunciation activity will improve students’ speaking and listening skills Go over the point about linking and then drill the dialogue line by line, emphasizing the links Then students can read the dialogue in pairs, focusing on the contractions and linking They can switch roles after a couple of readings Encourage them to find the rhythm and pick up speed - this should be easy because linking promotes faster speaking This activity also supports practice of the tricky FOOOOTERAPPENDIXRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons iii HEAAADERLOGORIGHT ELEMENTARY (A1-A2) THE WORKING DAY Optional extension English is a musical language! We make our voices go up (rise) or go down (fall) to show what we’re saying Questions with yes/no answers have a rising intonation in English - our voices go up at the end Try saying these questions with this intonation Do you work hard? Do you get up early? Does your sister go to bed late? Does your family eat dinner at seven? Are you Spanish? Is he your brother? Am I the winner? Are they your parents? Practise in pairs – take turns to ask a question with the correct intonation and give a short answer FOOOOTERLEFT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 6/6 HEAAADERLOGORIGHT TEACHER MATERIALS · ELEMENTARY (A1-A2) THE WORKING DAY Key Warm up mins Call attention to the pictures and set the context Work with the whole class to match the words and pictures Drill the pronunciation Then nominate students in the class to answer the three follow-up questions Accept any sensible answers teacher student shop assistant nurse police officer journalist doctor actor/actress Questions: Doctor, nurse, police officer, shop assistant, teacher Journalist, student and maybe teacher (online) Doctor and possibly actor Listening/reading 10 mins Go over the instructions - students will work with the text twice The first time they are listening for main idea They should be able to answer the question without understanding all the vocabulary The second time, students are reading to recover detailed meaning First, go over the text and elicit/explain the meaning of any unknown words This task also revises telling the time from a previous unit in the course plan Students can read the text and answer the questions alone and then check answers in pairs before you check with the whole class If a sentence is false, ask students to correct it to make it true Finally pose the follow-up question to focus attention on some common collocations with get If you have time, students can listen to and read the text at the same time Alice is a teacher - she loves children and doesn’t work in the summer True/false: F - She goes to work 45 minutes after she gets up F - She takes a shower in the evening F - She works hard, for long hours and is very tired T - She has a long summer holiday, as a teacher T - She sometimes goes to bed at 12 and wakes up at Phrases in the text with get: (get up, get to work, get home) Language point 10 mins Have students focus on the sentences, explanation and table It may be helpful to use students’ L1, if your class is monolingual, to explain routines (things we the same way on most days) Nominate students to answer the questions 1-4, to clarify the rules of this form Although there is only one verb ending to remember, students very often forget to add the final -s in both speaking and writing It is also very important for students to be adept with do/does and have/has, as these forms double duty in questions, negatives and short answers and, later on, formation of present perfect Drill some/all of the target language in the table with the students Please note that present simple questions with question words (when, why, how, etc) will be covered in the next unit He/she/it (3rd person singular) require an -s or -es ending FOOOOTERAPPENDIXRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons i HEAAADERLOGORIGHT TEACHER MATERIALS · ELEMENTARY (A1-A2) THE WORKING DAY When we add -es, we are adding a vowel sound and that increases the number of syllables Fin-ish becomes fin-ish-es It is actually impossible to pronounce finishes as a two syllable word! Although these two words have a similar spelling pattern, the pronunciation is different Does /d2z/ has the same vowel sound as up, while goes /g@Uz/ has the same vowel sound as phone No, we use does/doesn’t for he/she/it and do/don’t for all other subjects Practice 10 mins Do the first sentence as an example with the whole class Numbers and require students to make a question with you and all answers are based on the text Students work alone and then check answers in pairs, before going over the answers with the whole class If you have time, extend the task and provide extra practice with other subjects by getting students to ask YOU (the teacher) the questions and giving your own answers (for example: Do you get up at six? Yes, I do/No, I don’t) and/or by asking students the questions and getting them to answer NOTE: If students are finding this difficult, skip the speaking stage and the extra practice/homework exercises in class for additional support Does Alice get up at six? Yes, she does Do you make coffee at work? Yes, I Does Alice work for six hours? No, she doesn’t Does Alice take a shower after dinner? Yes, she does Do you go to bed early? No, I don’t Do teachers work hard? Yes, they Does Alice work in the summer? No, she doesn’t Do teachers love children? Yes, they Speaking/writing 13 mins In this stage, students will activate the vocabulary and grammar from the lesson in a speaking activity Go over the instructions/examples for the activity and elicit how to say the times in numbers and Set up A/B pairs and give students a few minutes to work alone to think about how to make questions for their partner - they don’t need to write the questions Then students can speak in pairs Monitor and support students as necessary Finally, students can write a short paragraph about their partner’s daily routine Early finishers can read and check each other’s work for mistakes Round off the session by asking a few students to report what their partner told them or by correcting any errors with the target language that you noticed while monitoring the speaking and the writing, including pronunciation Collect the texts for marking later Extra practice/homework mins to explain These exercises can be assigned for homework or used instead of the speaking activity if the class needs more support If you use these for homework, make sure that you mark the exercises in a future class, or collect them from students and mark them yourself outside class If you prefer, you can make the answers available to students and they can check their own answers lives write gets up leaves don’t have get finishes doesn’t get home Does she work 10 cook 11 go to bed FOOOOTERAPPENDIXLEFT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons ii HEAAADERLOGORIGHT TEACHER MATERIALS · ELEMENTARY (A1-A2) THE WORKING DAY Optional extension 10 mins These exercises are designed as a cooler activity if you have time in your lesson In this activity, students can work on pronunciation to improve their speaking and listening skills Explain the principle and demonstrate the rising intonation Drill students in sentences 1-8 They can then work in pairs to ask and answer the questions This activity also revises questions and short answers with to be from a previous unit in the course plan FOOOOTERAPPENDIXRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons iii HEAAADERLOGORIGHT GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1-A2) WHAT I LIKE QrrkoD Scan to review worksheet Expemo code: 17ML-A2AA-QA8 Warm up Match the words to complete a phrase Use the pictures to help a a cake go out with b a good book go c make d my homework play e shopping read f the bus spend time g the guitar take h with my family my friends What other activities can you describe with the verbs go, play and take? FOOOOTERRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 1/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) WHAT I LIKE Listening A TV journalist is at a shopping centre He wants to ask people some questions about their free time activities Listen to what two people say and circle the activities they talk about making a cake going shopping doing homework going out with my friends taking the bus playing the guitar cleaning the house taking the train spending time with my family reading a good book Can you remember: Which activities does the man talk about? Which activities does the woman talk about? Listen again and circle the words the speakers use to describe each activity going shopping: love / like / don’t like / hate / prefer taking the bus: love / like / don’t like / hate / prefer taking the train: love / like / don’t like / hate / prefer spending time with my family: love / like / don’t like / hate / prefer making cakes: love / like / don’t like / hate / prefer doing homework: love / like / don’t like / hate / prefer FOOOOTERLEFT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 2/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) WHAT I LIKE Language Point Study the sentences below • What you like doing at the weekend? I love going shopping for new clothes • Do you like taking the bus? No, I don’t I really hate it - it’s very slow I prefer taking the train but it’s very expensive I’m a student so I have homework But I don’t like doing homework • We use love / like / doesn’t or don’t like / hate to talk about how we feel about doing something We use prefer to say we like one thing more than another thing Choose the right phrase to complete the rules: After love/like/hate/prefer we use the -ing form / the infinitive of a verb When we make short yes/no answers, we say "Yes, I like" or "No, I don’t like" / "Yes, I do" or "No, I don’t" We use the adverb really to show strong feelings This word comes before / after the main verb Make -ing forms infinitive verb + -ing spelling rule work / spend I like working / She doesn’t verb + -ing like spending time with her family make / take travel We love making cakes / They verbs ending in -e, remove the don’t like taking the bus final -e and add -ing You love travelling one vowel + one consonant → double consonant + -ing FOOOOTERRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 3/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) WHAT I LIKE Practice Look at the table Then read exercises 1-8, add the correct name and write a complete sentence with the words you are given Example: loves / going shopping / but / not like / doing homework Andrew loves going shopping but he doesn’t like doing homework + like ++ love - don’t like - - hate reading going making doing books shopping cakes homework Andrew + ++ - Neil ++ - + Kate - + ++ Louisa + - ++ Mark - ++ + hates / making cakes / but loves / doing homework likes / reading books / but not like / going shopping likes / doing homework / prefers / reading books really likes / making cakes / but not like / reading books not really like /reading books / but likes / going shopping not like / making cakes / but really hates going shopping FOOOOTERLEFT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 4/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) WHAT I LIKE likes reading books / but prefers / going shopping really loves / making cakes / really hates doing homework Speaking You are going to interview a partner Ask your partner how they feel about the activities on the list and record their answers on the table using this key: ++ love / + like / - don’t like / - - hate Use really (!) to show a strong feeling and record what your partner prefers, if you can Example: Ana, you like taking the bus? I like taking the bus but I really prefer walking go read books shopping Example: My spend time with family homework take bus + + ++ - + walking! ++ -! + - partner’s name: Ana My partner’s name: My new partner told me about: Example: My new partner told me about: Marco Share the information from the table with a new partner Ask and answer questions in pairs and record the new information Example: Does Marco like reading books? No, he really doesn’t He prefers spending time with his family FOOOOTERRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 5/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) WHAT I LIKE Extra Practice/Homework The journalist from Channel News asks another person about their free time activities Choose the best answer to complete the sentences • Journalist: Hello, Channel News What / does you in your free time? • Man: I like play / playing the guitar • Journalist: Do you play alone? • Man: No, I don’t / doesn’t I like playing with my best friend He plays the guitar but he prefers / prefer singing We have a band and we like playing music in bars People like dance / dancing to our music • Journalist: I see Lots of people also like reading Do you like reading? • Man: Yes, I like / • Journalist: What kind of books you like reading? • Man: I really love / love really reading books about music in other countries I love traveling / travelling • Journalist: How interesting! Optional Extension We can also use a lot / not very much to show stronger feelings in sentences with like/don’t like: • Positive sentences: I like making cakes a lot He likes going shopping a lot • Negative sentences: I don’t like making cakes very much She doesn’t like taking the bus very much These words go at the end of the sentence Put the words in order to make sentences Then say which sentences are true for you Change the other sentences to make them true FOOOOTERLEFT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 6/7 HEAAADERLOGORIGHT ELEMENTARY (A1-A2) WHAT I LIKE watching TV / likes / My sister / a lot likes / My family / travelling / a lot relaxing on the beach / don’t like / I / very much very much / I / cooking / don’t like a lot / going to the gym / like / My brother and I doesn’t like / very much / going shopping / My best friend in my class / playing basketball / The other students / like / a lot don’t like / very much / However, they / playing football FOOOOTERRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons 7/7 HEAAADERLOGORIGHT TEACHER MATERIALS · ELEMENTARY (A1-A2) WHAT I LIKE Transcripts Listening Journalist: Hi This is Channel News Can I ask you a question? Young man: Yeah, OK Journalist: What you like doing at the weekend? Young man: Oh, I love going shopping for new clothes Journalist: How you get to the shopping centre? Young man: I take the bus Journalist: Do you like taking the bus? Young man: No, I don’t I really hate it - it’s very slow I prefer taking the train but it’s very expensive Dialogue 2: Journalist: Hi, Channel News here Tell me - what you like doing at the weekend? Young woman: Well, I sometimes go out with my friends But I also like spending time at home with my family Journalist: What you at home? Young woman: I love making cakes Journalist: Wow! Do you anything else at the weekend? Young woman: Yes, I’m a student so I have homework But I don’t like doing homework Journalist: Thanks for talking to us Good luck! FOOOOTERAPPENDIXRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons i HEAAADERLOGORIGHT TEACHER MATERIALS · ELEMENTARY (A1-A2) WHAT I LIKE Key Warm up mins Explain the instructions and work with the whole class to match the two halves of the phrases, using the pictures to support understanding Ask students which activities are normal for them Ask the follow-up question about other verb + noun collocations that students know They will see take the train later on in the lesson Possible answers to the question: go jogging, play football, take the train d 2 c e a g b h f Listening 10 mins Call attention to the introduction and picture to set the context and then go over the instructions For the first listening task, play the dialogue and check answers with the class, including the answers to the follow-up question For the second listening task, students can work in pairs to read through the dialogue and try to remember which words were used Play the recording a second time for them to check This activity introduces the language point, which will be explored in the next stage The man talks about going shopping, taking the bus and taking the train family, making cakes and doing homework The woman talks about spending time with her Listen again: love hate prefer like love don’t like Language Point 10 mins Have students focus on the example questions and answers and the brief explanation It may be helpful to use students’ L1, if your class is monolingual, to explain the meanings of the five verbs Check that the class remembers how to use does/doesn’t and do/don’t for questions and negatives Then work with the whole class to formulate the rules and go over the table about spelling -ing forms Drill the target language in the example sentences with the students This is a good opportunity to revise rising intonation for yes/no questions and falling for question-word questions, which students have studied in an earlier lesson in the course plan the -ing form "Yes, I do" or "No, I don’t" before Practice 10 mins Go over the table and the example with the whole class Students work alone and then check answers in pairs – they will benefit more from the exercise if they rewrite the whole sentence rather than just adding words to the exercise When you check answers, ask students to read the sentences with the correct stress (positive main verb or negative auxiliary) You should also monitor student writing for errors with capital letters and punctuation The table format will be repeated in the speaking activity VARIATION: if you want to take less time for this exercise, FOOOOTERAPPENDIXLEFT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons ii HEAAADERLOGORIGHT TEACHER MATERIALS · ELEMENTARY (A1-A2) WHAT I LIKE it orally only Students can work in pairs to rehearse their answers and then you can check with the whole class NOTE: If students are finding this difficult, skip the speaking stage and the extra practice/homework exercises in class for additional support Kate hates making cakes but she loves doing homework Louisa likes reading books, but she doesn’t like going shopping Neil likes doing homework but he prefers reading books Mark really likes making cakes but he doesn’t like reading books Kate doesn’t really like reading books but she likes going shopping Neil doesn’t like making cakes but he really hates going shopping Andrew likes reading books but he prefers going shopping Louisa really loves making cakes but she really hates doing homework Speaking 13 mins In this stage, students will activate the vocabulary and grammar from the lesson in a speaking activity with two stages The aim of the activity is to provide a lot of repetition of a range of sentence and question forms Stage 1: go over the instructions and the example Then students can speak in pairs, using you and I pronouns in their questions and answers, and note their partner’s answers in symbols Monitor and support students as necessary Stage 2: students change partners and take turns to ask about the person their partner spoke to in stage 1, using he/she pronouns in their questions and answers They can record the new information in the next row Check answers by asking students to formulate sentences from the bottom row and verifying the information with the person the sentence is about Example - student: Marco doesn’t like taking the bus Teacher: Marco, you like taking the bus? Marco: No, I don’t Correct any errors with the target language, including pronunciation VARIATION: if you’re teaching 1-1, the student can interview the teacher and the teacher can invent fictional answers for a third party for the second stage Extra Practice/Homework mins to explain These exercises can be assigned for homework or used instead of the speaking activity if the class needs more support If you use these for homework, make sure that you mark the exercises in a future class, or collect them from students and mark them yourself outside class If you prefer, you can make the answers available to students and they can check their own answers playing don’t prefers dancing really love travelling Optional Extension 10 mins FOOOOTERAPPENDIXRIGHT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons iii HEAAADERLOGORIGHT TEACHER MATERIALS · ELEMENTARY (A1-A2) WHAT I LIKE These exercises are designed as a cooler activity if you have time in your lesson In this activity, students can add extra meaning to phrases with like/don’t like Go over the information and the first sentence as an example Then give students a couple of minutes to work in pairs to reformulate the sentences as a speaking activity Check answers with the class and then students can return to their pairs to comment on whether the sentences are true or false for them If they are false, students should change the sentences to be true Monitor and support as necessary My sister likes watching TV a lot My family likes travelling a lot I don’t like relaxing on the beach very much I don’t like cooking very much My brother and I like going to the gym a lot My best friend doesn’t like going shopping very much The other students in my class like playing basketball a lot However, they don’t like playing football very much FOOOOTERAPPENDIXLEFT Learn without forgetting! Scan the QR at the top of Page to review the lesson flashcards with Expemo © Linguahouse.com Photocopiable and licensed for use in Đức Phương Nguyễn's lessons iv ... licensed for use in Đức Phương Nguyễn's lessons iv HEAAADERLOGORIGHT GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1- A2) I CAN DO IT QrrkoD Scan to review worksheet Expemo code: 17ML-A29T-RIB... licensed for use in Đức Phương Nguyễn's lessons iii HEAAADERLOGORIGHT GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1- A2) SHOPPING FOR CLOTHES QrrkoD Scan to review worksheet Expemo code: 17ML-B2BJ-J9Q... licensed for use in Đức Phương Nguyễn's lessons iv HEAAADERLOGORIGHT GENERAL ENGLISH · PRACTICAL ENGLISH · ELEMENTARY (A1- A2) THE WORKING DAY QrrkoD Scan to review worksheet Expemo code: 17ML-A2CH-JGZ