english plus 2 teachers book

, ,,, VOCABULARY Family I can talk about my family Aims • Learn voca b ulary for family relationships Starter unit • Ask and answer personal questions about family Warm-up (2 minutes) • With books closed, write the word family on the board Unit summary r- - - - - - - ; - - - ·_,;;, _ _-_'.::,I~:I Ask individual students: How many people are there in your family? Who are they' Elicit words fo r family members and write them on the board Communicati on I can Exercise ~ 1.02 talk ab9u t my f~mily • In a weaker class, students use their dictionaries to check the meaning of the words, then match them In a stronger class, students can try to this in pairs from memory exchange personal information talk about schoolwork • Once students have listened to the CD and checked their answers, model and drill the pronunciation of any word s which are new to students talk about school Vocabulary - - Core voca~u~ry: iI!U"1§9ij*' Fam ily: aunt, brother, child, cousin, daughter, father, granddaughrer, grandfarher, grandmorher, grandparenr, grandson, husband, morher, nephew, niece, parent, partner, sister, son, twin, uncle, wife - - Scho ol: English exercise, French exam, geography book, history notes, ICT homework, maths teacher, music room, PE clas~cienc~.!E!!oratory, etc _ _ _ _ ' -~.- ~ father brother uncle grand fathe r S husband son grandson nephew Exercise • Look at the photos with the clas s and discuss the people shown in ea ch one • Allow students time to read the texts Once they have chosen the answers individually check them as a class ; I '!1~"fJ9*;1 Language focus be + subject pronouns children sons daughters brothers grandmother sisters mot her husband's Possessive 's have gor there are - is,_ there - Exercise ; Key competen ces Social and civic competences: Asking about families J (page 4) ' Communicative competence'Talking about schoolwork (ea'l.e~ _ _ _ _ , • Encourage students to give reasons for their choice of word that does not match ./ (;1~"i'''J*L' grandmother (the others are male) nephew (the others are fema le) daughter (the others are adults) Exercise • Read through the key phrases and check understanding • Model and drill pronunciation of the questions if necessary • When students have asked and answered in pairs, ask some students to report back to the class on their partner's family In a stronger class, get students to ask further questions Optional activity: Vocabulary Ask students to write three sentences about their family: two true and one false Students walk around the room, reading their sentences to other students The other student guesses which sentence is false Social and civic competences This activity w ill help you r students to interact with other students in the class in a cooperative manner I More practice Wor.kbook page 40 Starter unit Exercise Aims o Learn and practise the use of be + subject pronouns to ask and answer question s and give personal information o Learn and practise the use of the possessive about possessions sto talk Look at the example with the class, and elicit one or two more possible questions o o Students write their questions, then ask and answer o Walk around the class monitoring accuracy Warm-up (2-3 minutes) o With books closed, ask a student: How old are you?Write the question on the board and underli ne are o Elicit the answer (I'm fourteen.) and write it on the board Underline the verb 'm o Ask another student: How old is ?Write the answer on the board (He / She is fourteen.) and underline the verb is o Focus on the underlined verbs and elicit that they are all forms of the verb be Students' own answers We use an apostrophe after a plural Exercise Answers in stu dents' own language In spoken English, My cousin's house (one cousin) and My cousins' house (more than one cousin) sound the same LANGUAGE NOTE Exercise When students have completed the table, check answers, then model and drill pronunciation of the sentences o isn't For objects, we often use a compound noun (the door handle) or we can use of (the rap of the box) We always use full forms in questions: 15 he fourteen? Are they happy' Exercise Clarify that students should write each sentence in three forms Students complete the sentences individually In a weaker class, this could be pairwork 're S s Possessive is only used for people and animals, but not for objects: the boys leg NOT file reoIE', 1t:9 Is LANGUAGE NOTE In spoken Eng lish, we usually use contracted forms of be in affirmative sentences when we use a pronoun When we use a noun, we often use the full form of be: They're in France My cousins are in France Hes English The teacher is English o 's Students can work in pairs to translate the sentences o 'm are S 're You aren't in my class It isn't a nice day I'm not fourteen years old Your cousins aren't in France We aren't partners Exercise o S Remind students to think about whether the '5 refers to one person or more I like Keira's ir Is th at David and Jul ie's mother? It's my grandmother's birthday My paren ts' car isn't here What are your frie nds' names? Exercise o Tell students to read through all the sentence halves before they start to match them o Check answers before students ask and answer in pairs lb How old are you? 2h Where are you from? 31 Who's your favourite singer' 4gWhen's your birthday' Sd What time's the next class' 6a What are your parents' names? 7c How are you today? 8e What's your phone number' Are you in my class' Is it a nice day? Are you fourteen years old' Are your cousins in France? S Are we partners? Finished? Exercise o o Remind students to read the sen tences carefully before they decid~ which form to use, to check they understand the text Point out that they also need to work out which subject pronoun is needed to complete the gaps Check answers by asking individual students to read out their sentences I'm not Is she is it He's S Are they we're o Refer fast finishers to the Finished? activity Students can write their paragraphs and swap with another fast finisher to check each other's work for accuracy o Alternatively, students can write a paragraph about someone else in the class This could be turned into a game, wi th the class having to guess who is being described More practice I Workbook page S l anguage focus reference and practice, Workbook page 72 Starter unit 41 Aims • Practise forming compound nouns to with school • Use compound nouns to talk about schoolwork Warm-up (2-3 minutes) • With books closed, ask students what their favourite subjects are at school Elicit some words for school subjects and write them on the board • Ask students what words they know that are related to schoolwork Elicit a few nouns such as exam and teacher and write them on the board • Point out that the nouns on the board can be combined to make compound nouns, e.g maths teacher Exercise • In a weaker ciass, help students to write their questions before they ask and answer They can use these for support as they are talking • Walk around the class and listen as students work Help with pronunciation and check they are using the key phrases correctly • In a stronger class, encourage students to adapt the key phrases further by changing other words in the questions, using compound nouns related to school, e.g Hove we got o history exam today? • Ask some pairs to perform individual questions and answers for the class Optional activity: Vocabulary • Look at the pictures with the class and discuss what students can see Ask students to work in pairs and write three more questions using the key phrases in exercise and the compound nouns in exercise • Al low students time to read through the list of nouns, then check understanding by asking for translations Students can then work in groups of four to ask and answer each other's questions • Look at the example with the class and make sure students understand that they must form compound nouns to match each picture Communicative competence, Sense of initiative and entrepreneurship This activity will help to improve your students' speaking skills It will also help to encourage teamwork in the classroom • While checking answers with the class, point out that the stress in compound nouns usually falls on the first word Drill pronunciation of the compound nouns if necessary • In a weaker class, write examples on the board such as geography / science / homework teacher As a class activity ask students to identify the word that cannot be used to make a compound noun with teacher (homework) Do one or two more examples in preparation for exercise • In a stronger ciass, ask students to think about other possible compound nouns that can be formed from the words in the box, e.g geography / French / English class science class maths exercise l French book music teacher / class ~ PE class ICTroom Exercise • Once students have chosen the correct words, ask them to compare their answers in pairs before you check with the class '!1~~i@ij*' exercise English room homework Optional activity: Vocabulary Divide the class into two teams and tell students they are going to play a vocabu lary game With books closed, ask students to work individually and write three sentences about school using compound nouns Tell them to try to use compound nouns that they think other students will not use Ask individual students from each team to read out one of their sentences in turn If a student has used a compound noun cor rect ly, award a point and write the compo und noun on the board Tell students that when a particular compound noun has been used once, it cannot be used again in the game Continue asking students to read out their sentences until students have no different compound nouns to offer The team with the most points is the winner Communicative competence, Social and sivic competences PE teache r book This activity will help to improve you r students'writing and speaking skills It will also help them to interact with other students in a cooperative manner Exercise • Read through the key phrases with the class Model and drill pronunciation of the questions if necessary • Look at the example with the class before asking students to ask and answer the questions in pairs 42 Starter unit I More practice Workbook page Aims • Le arn affirmative, negative and question forms of have gOT Students' own anS'NE-' rs • Use have got to ask and answer questions about school Exercise • Learn affirmative, negative and question forms of there is, • Write on the boa rd' There [here are • Use there 15, there are to ask and answe r questions about schoo l • Elicit the missing words, then elicit other sentences using rhere is, there are from the class o Warm-up (2 minutes) l'llth books closed, ask ind ividual students Whar classes have you got raday' o • Elicit answers and wr ite have got on the board b LANGUAGE NOTE We use there is w ith singula r nouns and we use there are with plura l nouns Exercise The word order in the question forms is: Is rhereon exam' • In a stronger class, ask students to comp lete the tab les individually In a weaker class, offer support by doing th iS activity as a cla ss on the board The short answers are: Yes, [here is / are No, (here isn't / aren't Check answers by asking ind ividual students to read out sentences from the table o 've hasn't got haven't got Exercise o Remi nd students to read the sentences carefully to check they understand th e context o In a weaker class, allow students to compl ete the sentences in pairs In a stronger class, once students have completed these item s, you cou ld ask them to make the affir mative sentences negative, and vice versa Have LANGUAGE NOTE We use has got, not havegor, for third Iperson singu lar forms: He, gor marhslOday NOT I le ild,e i ~N ilwrAs ",My I We not use do/does with have gor to form negatives and questions: I haven't gar NOT I tia,,'rAd,e flOL Hove you I gor? NOT DOjoU hdoe