get set go 5 teachers book

CONTENTS SYLLABUS page INTRODUCTION • Aims of this level • Components of the course • Pupil’s Book activities suggested procedures page • Teaching tips LESSON NOTES page TESTS page 63 ANSWER KEY TO TESTS page 77 WORDLIST page 78 Oxford University Press Oxfor d U n ive rsity Pr ess, Gr e at C lar e nd o n S tr ee t Oxf o rd 0X 6DP Ox fo rd New Y ork A t h e n s A u c k l a n d B a n g k o k B o g o t a B u e n o s A i r e s C a l c u t t a C a p e T o w n C h e n n a i D a r e s S a l a a m D e l h i F l o r e n c e H o n g K o n g Is t a n b u l K a r a c h i K u a l a L u m p u r Mad rid Me lb o ur ne Mex ico C ity Mu mba i N a ir o bi P ar is S ao P au lo S ing a po re T aip e i T okyo T or on to W ars aw an d assoc iat ed c o mpa n ies in B er lin Ib a d an OXFOR D a n d OX FORD ENG L ISH ar e tr a de marks of O xfor d U n ivers ity Pr ess ISBN 19 435117 © Oxf or d U n ivers ity Pr ess 99 First pu b lish ed 97 F ou rt h impr ess io n 19 9 All r igh ts r eserv e d N o p art of t his p ub lica t io n may b e re pr od uc ed , st or ed in a r etr ieva l syst e m, or tr ans mit te d, in a ny f or m or by any mea ns, e lectr o nic , m e c h a n i c a l , p h o t o c o p y i n g , r e c o r d i n g , o r o t h e r w i s e , w i t h o u t t h e p r i o r w r i t t e n p e r m i s s i o n o f O x f o r d U n iv e r s i t y P r e s s w i t h t h e s o l e e x c e p t i o n o f p h o t o c o p y i n g carr ied out under the d it ions d escrib ed b e lo w Th is bo ok is so ld su b ject t o t h e co nd itio n t h at it s h all no t, by w ay o f t d e o r o th er wis e, b e le n t, r eso ld hire d ou t, or ot h erw is e circu lat ed wit ho ut t he pu b lish er ’s p rior c o nse nt in a ny f or m o f b ind in g o r cov er ot h er t h an t t in w h ich it is p ub lis he d an d w ith o ut a similar co n dit io n inclu din g t h is co n dit io n being imposed on t he subs equent purchas er Photocopying ] h o p u b lis h er gra n ts p er missio n f or t h e p h ot oco py in g of th os e p a ges mark ed 'p h ot oc op iab le accor d in g t o t h e f ollow ing c on d it io ns In div idu a l pu rch ase rs may mak e c op ies f or t he ir o wn us e or f or use by classes th ey te ac h Sc h oo l p urc has ers ma y make co p ies fo r use by the ir s ta ff a n d stu de n ts, b ut t h is p er missio n d oes no t ext e n d to a dd it io n a l scho o ls or br anc h es U nd er no c ircu ms ta nc es may a ny p art of t h is b ook be ph ot oc op ie d fo r res ale Illustr at io ns by D avid L ock, T o ny Mor r is Des ign e d a n d typ ese t by Ox pr int D es ig n Oxf or d Prin te d in Ho n g K o ng SYLLABUS Unit Language Unit 13 household jobs | holidays past tense Did you have a good holiday? Yes, I/we did No, I/we didn't I/he/she/we/they (went to the seaside) Did he/she (stay in a hotel)? Yes, he/she did No, he/she didn’t What's your (address/telephone number)? My address is (16 Park Road) He/She’s (ten) He/She’s got (two brothers) the Inuit present perfect What has (Minnie) done with the (ringmaster's hat)? (She)’s taken (it) She's put (it on her head) Has she (taken his whip)? Yes, she has No, she hasn't 15 I4 clubs present perfect/past simple theme parks Who (jumped into the water)? Have you ever (been to a theme park)? Yes, I have No, I haven't When did you go? I went (two years ago) What did you do? I (saw lots of TV characters) offers world facts job s money/ possessions q story 10 clothes II dinosaurs |2 at the dentist’s Shall I (carry your bag) (for you)? Thank you (very much) I'll (open the door) (for you) It's all right I'll (open it) school rules 16 describing scenes 17 messages 18 sickness superlative adjectives How (long) is the (longest) (river) in the world? It's (six thousand, six hundred and seventy kilometres) (long) I'll/He'll/She'll (be late) tomorrow I/He/She won't (get up at five o'clock) Will you/he/she go to school? Yes, I/he/she will No, you/he/she won't I/She/He might/might not (play tennis after school) n daily activities 20 prepositions of movement The woman fell off the bridge She fell into the water 21 thefts childhood (Seismosaurus) was the (biggest) dinosaur It was (bigger) than (Tyrannosaurus) (Tyrannosaurus) wasn’t as (big) as (Seismosaurus) How much (Cola) does (Helen) (drink)? Not much A lot How many (sweets) does (she) (eat)? Not many A lot You shouldn't (drink) too (much) (Cola) You should (use toothpaste) I/You have to /don't have to lay the table Do you have to (clean your shoes)? Yes, I No, I don't Does (Bill) have to tidy his bedroom? Yes, he does No, he doesn't He's done that present simple/past simple They burn coal because there isn't any gas or electricity Why did the Inuit keep dogs? They kept dogs to pull their sledges They used ice to build igloos (Helen) has to (get up early on schooldays) (She) mustn't (be late for school) (She) doesn't have to (go to school on Saturdays) We have to/don't have to (wear uniform at our school) Is there anyone/anything (in the cupboard)? Yes, there is There's someone/something (in the cupboard) No, there isn't There's no one/nothing (in the cupboard) indirect speech (present) What does (Helen) say? (She) says [that] (she) (feels sick) question tags: negative (present) (Adam)'s (sick), isn't (he)? You're (bored), aren't you? (He)'s got (a cough), hasn't (he)? You've got (a cold), haven't you? (He) likes (soup), doesn't (he)? You like (biscuits), don't i? you/' present perfect with for and since How long have we had bank notes? We've had bank notes for about 1200 years I've had my bike for two years Is this (jumper) (big) enough for (Helen)? Yes, it is No, it isn't It's too (small) for (her) Why can't (Adam) (wear his jumper)? (It's) too (dirty) (It isn't) (clean) enough (to wear) Language 22 story 23 famous people 24 past continuous I/He/She was/wasn't(sleeping) at (ten o'clock last night) They were/weren't (eating) Was he/she (watching TV)? Yes, he/she was No, he/she wasn't Were you having dinner at six o'clock? Yes, I was No, I wasn't past continuous + when + past simple Was Minnie (playing) when Bill (got home)? Yes, she was No, she wasn't She was (watching TV) Could you (talk) when you were (one)? Yes, I/we could No, I/we couldn't When I was (three), I could/couldn't (count) past continuous + when/When + past simple (The dog was chasing a bird) when (he heard the trumpet) When (the dog heard the trumpet), (he looked up) question tags: negative (past) What nationality was (Charlie Chaplin)? (He) was (British), wasn't (he)? Yes, (he) was (He) (died in 1977), didn't (he)? Yes, (he) did INTRODUCTION AIMS OF THIS LEVEL This book aims: • to build upon and develop the basic knowledge of • • • • English which pupils gained earlier in this course to teach pupils to understand and use basic English structures and vocabulary to help pupils develop confidence in listening, speaking, reading and writing English to make learning English meaningful, by focusing on topics and vocabulary of interest to this age group to make learning English enjoyable, through songs, stories, games and communicative activities This level is based around songs, rhymes, stories and activities carefully matched to the interests of young pupils, and is suitable for use with large or small classes COMPONENTS OF THE COURSE This level consists of the following components: Pupil’s Book The Pupil’s Book introduces all the language structures and vocabulary in the course and contains dialogues, stories, songs, rhymes, games and oral practice activities Most of the work in the Pupil’s Book is oral At the foot of every page in the Pupil’s Book is a small parrot, telling you which page in the Workbook corresponds with that Pupil’s Book page Workbook The Workbook gives extra practice of the language taught in the Pupil’s Book as well as providing reading and writing practice It also includes simple summary tables, to check and revise new structures taught in the corresponding Pupil’s Book unit and two pages of tables and notes on pages 108-109 For every page of the Pupil’s Book there is a page of Workbook exercises These can be done either in class or at home upon completion of the corresponding Pupil’s Book page There is also a Revision section in the Workbook after every four units Pupils can the exercises in these sections as both revision of the previous four units and as preparation for a test (which is in the Teacher’s Book) A final revision section (Revision 7) revises material from the entire Pupil’s Book and can be used upon completion of the course Cassettes The Cassettes include all the vocabulary teaching, stories, songs and rhymes from the Pupil’s Book Teacher’s Book The Teacher’s Book gives teaching notes for each page of the Pupil’s Book and Workbook These are divided into steps The teaching notes begin with: • the structure/language which the page focuses on • any new vocabulary items which feature on the page • any materials needed, including page references for the Pupil’s Book and Workbook plus activity references for the Cassettes (e.g Cassette PB page 1:2 is activity number two on Pupil’s Book page one) They then go on to provide: • detailed step-by-step teaching notes for each activity • answers, where appropriate • optional steps, where appropriate • a list of Workbook exercises (with answers, where appropriate) from the corresponding page of the Workbook In addition to the lesson notes, the Teacher’s Book also contains: • the Syllabus • seven photocopiable Tests, including an end-of- course test, and an Answer Key to the tests • a Wordlist containing all the words from the Pupil’s Book (and the reading text on Workbook page 93) PUPIL’S BOOK ACTIVITIES - SUGGESTED PROCEDURES Cassette-based activities Listen and say (dialogues) The dialogues are all recorded on the cassette They are either about four children - Adam, his sister Helen, his little brother Edward and their cousin Sally - or about Bill, a vet who works at a zoo, Minnie, a monkey Bill rescues, Kate, Bill’s sister, and Mrs Green, his neighbour The dialogues aim to interest and motivate pupils through a variety of realistic but fun situations and through characters that pupils can identify with Start by asking pupils to look at the pictures, briefly discussing (with the whole class) what they 3 think is happening in the pictures You may wish to teach key items of new vocabulary at this point, using the pictures However sometimes you can encourage pupils to use the pictures to guess the meaning of unknown vocabulary Play the cassette and ask pupils to listen and look at the pictures Remember to put the cassette counter at 000 before you start, so that you can easily find the beginning again Play the cassette again as pupils follow the text silently Check understanding: there are sometimes activities in the lesson for this (see Oral Practice activities) You can also use the mother tongue for a quick check, though it is not necessary to translate every word Play the cassette again and ask pupils to repeat chorally Do this several times until pupils are confident After plenty of practice, you can encourage pupils to act out the dialogue There are several ways of doing this: • you can divide the class into groups and ask them to repeat the dialogue together, each group saying the part of one character • you can ask one or two pupils to come to the front of the class and act out the dialogue, with you reading one part yourself • you can ask pupils to practise reading the dialogue in pairs (or in threes, according to the number of characters speaking in the dialogue) • you can ask pupils to come to the front of the class and act out the dialogue either with or without their books depending on how confident they feel Listen, read and say These activities teach new vocabulary Ask pupils to look at the pictures for a few moments first Play the cassette or say the words once or twice while pupils listen, silently reading the words in their Pupil’s Books Play the cassette or say the words again, pausing after each word for pupils to repeat chorally When pupils are confident repeating the words chorally, ask individual pupils to repeat the words Point to the pictures in the book and ask pupils to read the appropriate word from their Pupil’s Books, chorally and then individually Listen and sing Songs and rhymes are very useful in language teaching They are memorable and easily learned, they give practice in the pronunciation and rhythm of English, and they are motivating The songs (and rhymes) are all recorded on cassette You may like to use the cassette at home to learn the song first Play the cassette in class (or teach pupils the song yourself) Play the song several times Pupils join in when they can Gradually turn down the volume of the cassette, until pupils can sing the song unaccompanied While singing, pupils can point to the pictures in the Pupil’s Book, or perform the actions These reinforce meaning and make singing more enjoyable Listen and say (tongue twisters) Tongue twisters aim to give pupils oral fluency practice in the sounds of English, through short memorable phrases They also aim to be fun! The tongue twisters are all recorded on cassette Play the cassette and ask pupils to listen, with their books closed Play the cassette again, while pupils listen and read the tongue twister in their books Ask pupils to say the phrase together slowly As pupils become more confident, ask them to say it more quickly Ask individual pupils to say the tongue twister See who can say it the fastest - without making a mistake! Listen and read The aim of these stories is to provide a simple introduction to reading They are all recorded on cassette Ask pupils to look at the pictures and think about what the story is about and what seems to be happening Play the cassette while pupils listen and read silently Ask pupils to read the story silently Explain the meaning of any new vocabulary, using the pictures or mime where possible Play the cassette again while pupils read the story silently Oral practice activities Ask and answer In these activities, pupils ask and answer questions about pictures or stories in the Pupil’s Book Sometimes the Pupil’s Book gives a list of questions; sometimes it gives an example of the type of questions that pupils must make up themselves Small parrots give examples of what pupils should try to say themselves Learning a language is more interesting and motivating, particularly for young children, if pupils are encouraged to use the language to talk about themselves, their own experiences, interests and ideas Small heads give examples of what pupils can say Go through the examples with the class first Read out the first question and ask pupils to call out the answer Ask the class several questions; pupils reply chorally, and then individually Get one pupil to ask a question and another pupil to answer it Pupils can work in pairs, taking turns to ask and answer questions (See notes on pairwork procedure, page 7.) Personalised activities True or false? In these activities, pupils say whether statements about pictures or stories in the Pupil’s Book are true or false Go through the examples with the class first Read out the first statement Ask pupils to say whether it is true or false Read several statements, the class reply chorally, and then individually Ask one pupil to read a statement and another pupil to reply Pupils can work in pairs, taking turns to read statements and to reply (See notes on pairwork procedure, page 7.) At the end of each unit in the Pupil’s Book there is an opportunity for pupils to use, in a less controlled and more personal way, the language they have learnt and practised in the unit Pupils this through either a writing activity (Your work), a quiz (Your quiz), a game (Your game) or a conversation/roleplay (Your conversation) Your work You might like pupils to the writing activities in their English notebooks, or in special notebooks, or on loose pieces of paper which could then be displayed on the classroom wall In these activities pupils draw a picture and/or write a short text about themselves, the weather, their favourite television programme, their daily routine, a simple diary, etc Pupils will need crayons for some of these Your work activities and for various Workbook exercises If you intend pupils to these in class, remind them at the end of the previous lesson to have crayons with them If your pupils not own crayons, suggest that they borrow or share different colours Explain to public that they are going to produce a Complete the sentences In these activities, pupils complete sentences, based on information given in reading texts or in pictures The Pupil’s Book gives a list of sentence beginnings, and small parrots give examples of what pupils should try to say to complete the sentences Go through the example with the class first Read out the first sentence beginning and ask the class to complete it chorally Read the second sentence beginning and ask individual pupils to suggest possible endings Pupils can work in pairs, taking turns to complete the sentences, and helping each other with suggested endings (See notes on pairwork procedure, page 7.) Ask and answer about you These activities allow pupils to use the English words and phrases they have learned to talk about piece of work about themselves They then look at the example shown in the Pupil’s Book Ask pupils to suggest things they might like to write about, and to call out the words they think they might need Write on the board any words that pupils ask for Pupils think for a few minutes about what they are going to write They then a rough draft of their writing Go round the class helping where necessary Collect the work and mark it Pupils write out a correct, neat version, and perhaps draw a picture This can be done in class time or for homework If possible, display pupils’ finished work in the classroom or somewhere in the school Your quiz These activities encourage pupils to ask and answer questions about themselves and their interests The quizzes are either topic-based, e.g about television, or structure-based, e.g about what pupils did the previous day Go through the first question with the class Ask individual pupils the first question Alternatively, get them to ask each other the first question, perhaps in a chain around the class Give pupils time to read and answer the other questions in the quiz If you want them to write answers, you can ask them to this at home Individual pupils ask questions for their classmates to answer Either alternatively, or as a follow-up step, pupils can work in pairs Partners take turns to ask and answer questions If possible, encourage pupils to suggest other questions for the quiz with presentation texts The skills of reading and listening are developed through activities with a specific focus on one or the other Reading The skill of reading is essentially that of understanding the important points in a text, rather than the ability to read aloud Reading is encouraged through a number of texts, in general longer than in previous levels of the course These are followed by exercises intended to facilitate comprehension of the text, both in the Pupil’s Book and Workbook Tell pupils what they are going to be reading about Look at the pictures with the class Pupils describe what they can see Use the pictures to teach any unknown words Use Your game Games are important in language teaching Because games are enjoyable and exciting, pupils become involved in them The language used in games is meaningful and communicative: pupils are not just using the language ‘because it’s the English lesson’, but because they need it they can’t join in the game without it! There are several different types of game used in the Pupil’s Book: instruction games, guessing games, chain games, etc When playing a game with the class, make sure pupils clearly understand what they have to If necessary, demonstrate the game at the front of the class with one or two pupils Always have a ‘practice game’ first, before pupils start to play the game properly Wherever possible, make the game into a team game, as this makes it more competitive and therefore more exciting Divide the class into teams (trying where possible to make sure that each team has a fair share of more able and less able pupils) Ask pupils for suggestions for team names: A and B, or Elephants and Lions, or Red and Blue, etc Keep a score on the board Your conversation There are three activities of this type They are intended for pupils working in pairs In Unit activity pupils join a club and give personal information about themselves; in Unit activity 10 pupils talk about places they have been to; and in Unit 12 activity they go to the dentist’s Detailed teaching notes are given for each activity Skills work The activity heading Listen and read is used only drawings on the board, examples, alternatives, mime and demonstration in the classroom too If possible, encourage pupils to work out the meaning of unknown words for themselves Read each paragraph of the text to the class Give pupils time to silently read the paragraph Answer any questions about unknown words Pupils the comprehension activities which follow Listening Four listening activities are included They involve pupils in ordering sentences and pictures and choosing answers The activities are all on the cassette but the text does not appear in the Pupil’s Book - a tapescript is included in the Teacher’s Book Each listening text is recorded by one speaker only, so if you not have a cassette player you can read the tapescript to the class Listening to the cassette without written support can be daunting for pupils, but this can be avoided if you prepare pupils for listening before you play the cassette Preparation involves giving them time to read or write sentences or to look at pictures beforehand This encourages them to anticipate what they are going to listen to - listening itself then becomes a matter of matching what is heard to what pupils already know Prepare pupils for listening to the cassette They look at pictures or read sentences or questions Play the cassette Pupils listen and order sentences/pictures or choose answers Play the cassette as many times as pupils would like to hear it Check the answers Play the cassette and pause after each answer is heard, e.g after a sentence from an ordering activity Check the answers with the class If there is a follow-up writing activity, pupils may like to listen to the cassette again TEACHING TIPS Revision It is a good idea to start each lesson with a few minutes’ revision This can recycle something taught in the previous lesson, or earlier in the course This revision stage helps build pupils’ confidence, as they are dealing with familiar, known language Pairwork There are activities in the Pupil’s Book which you can use either with the whole class or with pupils working simultaneously in pairs (You can use each activity in both ways, doing whole-class work first, then following this with pairwork.) There are several benefits to using pairwork in the classroom: it enables pupils to work at their own pace; it enables you to go round the class and help individual pupils where necessary; and, most importantly, it enables every child in the class to listen and speak, to be actively involved in the lesson rather than just a passive spectator In large classes it can be more difficult to use pairwork, but not impossible if it is carefully set up You can approach these activities as follows: • First the activity yourself with individual pupils in the class • Then ask two pupils to come to the front of the class and let them the activity while the class watch and listen • Then ask pupils to the activity with their partner • Finally, ask one pair of pupils to the activity (or part of the activity) while the class listen (This is a useful way of encouraging pairs to the activity properly - as no one knows which pair you might ask to ‘perform’ in front of the class later!) understand that they always the same, whenever you give the instruction Work in pairs While pupils are working in their pairs, watch and listen carefully - to make sure they are using English and are doing the activity in hand Pairwork activities work best when they are simple and short Most pupils enjoy pairwork, and if you use pairwork regularly, pupils become used to it and it need not be disruptive or noisy Pairwork will give pupils valuable language practice and will make the lessons more varied and enjoyable Accuracy Don’t worry too much about grammatical accuracy and avoid over-correcting pupils when they make mistakes Correction can reduce confidence and thus lead to a poorer performance Opportunities for recycling language (i.e further practice of previously taught grammatical forms in different contexts and with different vocabulary) will help pupils use the language with greater ease and therefore with fewer mistakes For example, the present simple tense is one of the most difficult structures in the English language which is why it is recycled so often in English courses Mother tongue Pupils should hear as much English as possible However, there are situations when it is useful to use the pupils’ own language For example, you might use it to explain an activity in the Workbook, or the meaning of a song, or how to play a game Try and avoid too much translation If possible, try to explain new words through a picture or mime Individual help Pairwork and Workbook activities provide ideal opportunities for you to give pupils individual help, especially pupils who are having difficulties Walk round the class and see how pupils are coping Try to be positive about the things the pupil can One of the main aims of this course is to give pupils a sense of enjoyment and a feeling of confidence about learning English These are the feelings that pupils carry with them to their next stage of learning Dividing the class into pairs can be very quick and easy; for example, simply let each pupil lean across and pair with the person sitting in the next desk, or turn round in their chair and pair with the person in the desk behind them Pupils will soon come to LESSON NOTES • again and decide if the other sentences are true or false ♦ A N S W E R S true false false true true false Unit S T E P Language • revision of past simple Vocabulary • sand Materials • PB page • WB page • Cassette (PB page 1:1) castle, went cycling Pupil’s Book page Ask and answer Go through the example with the class Pupils read the questions and find the answers in Listen and read Ask pupils to look at the pictures and to tell you who the people are What they know about them? If the course is new to your class, explain that the four children are Sally (speaking in picture 1) and her cousins, Adam (speaking in picture 2), Helen (speaking in picture 4) and Edward (speaking in picture 5) The man in picture is their Dad and the woman in picture is their Mum Tabby (picture 4) and Echo (picture 6) are their pets Play the cassette Pupils listen and silently read the story Pupils silently read the story again the story in Pupil’s Book activity Individual pupils ask questions for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions ♦ A N S W E R S No, he didn’t Yes, she did Yes, he did No, she didn’t Yes, she did No, he didn’t Workbook page Write questions for your friend Pupils write six questions for a friend to answer, e.g Did you have a good holiday? Did you go to the beach ? Answer your friend’s questions Workbook page 1 Complete Adam’s letter to his penfriend Read the first three sentences of the letter with the class and go through the example Pupils complete the letter with the words in the pencil ♦ A N S W E R S got, had, went, stayed, travelled, took, slept, played, went, made Complete the sentences Pupils complete the sentences ♦ A N S W E R S go go stay go go/travel • Unit S T E P Language • practice of past simple Vocabulary no new words Materials • PB page • WB page Pupil’s Book page 2 Complete the sentences Go through the example with the class Pupils read the story in Pupil’s Book activity again and complete the sentences ♦ A N S W E R S Adam Dad Helen Edward Tabby Echo True or false? Go through the example with the class Pupils read the story in Pupil’s Book activity 1 Pupils work in pairs and exchange Workbooks They then answer their partner’s questions using Yes, I did/No, I didn’t Write about your friend’s holiday Pupils exchange Workbooks again They then read their partner’s answers and write sentences about their partner, e.g My friend had a good holiday She didn’t go to the beach • Unit S T E P Language • practice of past simple Vocabulary • postcards Materials • PB page • WB page Pupil’s Book page Read and match Pupils read the questions and match them with the answers Go round the class helping where necessary Check the answers Individual pupils ask questions for their classmates to answer ♦ ANSWERS lb f d 4a 5c 6e Ask and answer about Sally Go through the example with the class Ask the class several questions Individual pupils answer the questions Individual pupils ask questions for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions holiday Remind them to use didn’t where necessary ♦ A N S W E R S went/didn’t go stayed/didn’t stay went/didn’t go had/ didn’t have played/didn’t play had/didn’t have or ate/didn’t eat went/didn’t go Make sentences about Sally’s holiday Look at the first picture with the class and go through the example Pupils look at the other pictures and make sentences They can either write or say the sentences ♦ A N S W E R S She wrote some postcards She took some photos She went on a boat She played tennis She read a book She went cycling Make sentences about your holiday Make sentences for yourself about the six pictures in Pupil’s Book activity Remember to include some negative sentences, e.g I wrote some postcards I didn’t take any photos Individual pupils make sentences Write marks on the board under / and X as they say their sentence Alternatively, one pupil says a sentence, e.g I wrote some postcards, and other pupils who did the same, raise their hands Count the raised hands and make a note of the score under the / on the board Then ask someone who hasn’t raised their hand to make a sentence This should be I didn’t write any postcards Workbook page Odd one out Pupils read the list of words and decide which word is the odd one out They then underline this word and write it in the column on the right Check the answers with the class Remember that any answer can be considered ‘correct’ if pupils can explain it ♦ A N S W E R S country (the other three words are all places to stay) farm (the other three words are all members of the family) photo (the other three words are all means of transport) beach (the other three words are all sports/hobbies) Write the words in order Pupils put the words in order and write questions Optional: pupils answer the questions in their notebooks ♦ A N S W E R S Where did you go on holiday? Where did you stay? How long did you stay there? How did you go there? Who did you go with? When did you get home? Write about your holiday Pupils complete the sentences about their own • Unit S T E P Language • practice of past simple Vocabulary no new words Materials • PB page • WB page Pupil’s Book page Your quiz Go through the first question with the class Ask individual pupils this question Let pupils answer the questions Individual pupils ask questions for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions Optional: Pupils ask each other further questions about their holidays 10 Ask and answer about your holiday Go through the example with the class Give your own answer Individual pupils then answer this question Individual pupils read the questions in Pupil’s Book activity for their classmates to answer Alternatively, pupils can work in pairs, taking turns to ask and answer questions 11 Your work Pupils read the example Ask pupils to suggest things they may like to write about and words they might need Write these on the board Let pupils think for a few minutes about what they are going to write They then a rough draft of their writing Go round the class helping where necessary Collect the work and mark it Pupils write out a correct, neat version and perhaps draw a picture or attach a postcard or photograph They can this either in class or at home If possible, display pupils’ work in the classroom or somewhere in the school Name 25 marks O Write (5 marks) I ( Why can’t you It’s too high reach the A Yes, I have Here they Not many I don’t like biscuits