Giao an Solution IntroUnit 1Unit 2

Exercise 4 - Monitor as ss do the task individually, then check as a class and write answer on the board. Key:[r]

(1)

INTRODUCTION

Part A: Everyday English SAYING HELLO

I OBJECTIVES:

After this lesson, students will be able to:

- introduce themselves

II. LANGUAGE CONTENT:

1 Functional English: introduce yourself Listening: short dialogues

3 Vocabulary: letters and numbers Speaking: introduce yourself Topic: people

III. TECHNIQUES: - Play role

IV. TEACHING AIDS: - Textbooks, chalks, board

V. TIME: 90 minutes

VI. PROCEDURES:

Steps Teacher’s activities Students’ activities

Lead-in - Ask ss to work in groups and write down as many English words as they can remember in one minute

- Ask ss to read out a word from their list

- Work in groups and write down English words they know

- Read out the word Exercise - Draw ss’ attention to the photo on page

- Ask ss: “How old you think the boy is? How old is the girl?”

(2)

- Help ss with comprehension if necessary, by saying for example: How old is he / she? Fifteen, sixteen, seventeen or eighteen

- T could write the numbers on the board when speaking

- Answer the question

Exercise - Ask ss read and listen to the dialogue

- Ask ss: “So, how old is Ben? How old is Francesca?”

- Ask few ss: “How old are you?”

- Read and listen to the dialogue

- Answer T’s questions

Exercise - Play the alphabet for ss to listen to, then model it for them to repeat in group of – letters

- Point out the easily confused G and J

- Suggest some abbreviations which the ss may know and which may be used as mnemonics: for example DJ or GPS

- Repeat chorally and individually

Exercise - Ask ss work in groups of

- Play the tape twice, pause after each name

- Play the tape as many times as ss need

- Ask ss to show their worksheet on the board

- Ask ss to say each letter aloud

Transcript: Russell Crowe, Catherine Zeta Jones, Whitney Houston, Roger Federer

- Work in groups

- Listen to the tape and write the name of the famous people

- Read aloud the letter

Exercise - Ask ss to work in groups

- Ask ss to think the names of up to three famous people

- Ask ss to read aloud the names

- If the other group can guess this name, they

- Work in groups

(3)

will get one bonus

Exercise - Play the tape for ss to listen to

- Model pronunciation for them to repeat in group of –

Transcript: 1 – 23, 30, 40, 50

- Listen to the number

Exercise - Ask some weaker ss to read aloud the numbers from to 20 and say them in reverse

- Ask anyone who makes a mistake has to pay a forfeit, for example, say the name of an English song, say the name of three countries where English is spoken

- Say the numbers from to 20

Exercise - Ask ss to work in groups

- Play the tape twice

- Pause after every name has been spelled

- Ask ss to show their answer

Key:

1 Name: Siobhan Name: Dafydd

Age: 15 Age: 15

2 Name: Abdullah Name: Katharine

Age: 17 Age: 16

- Work in groups

- Listen to short dialogues

- Write the names and ages

- Show their answer to the T

Exercise - Ask ss to work individually

- Ask ss to compare their answers in pairs

- Check the answers before class

Key: 1b, 2d, 3a, 4c

- Work individually

- Check answer with their friends

Exercise 10 - Ask ss to work on the pronunciation of the questions

- Play each one several times and ask ss to repeat and pay attention to the following

- Practice speaking the questions

(4)

features: Each question is one tone unit, which means it should be pronounced “like one word” without stopping

- In each question, there is a stressed word – the one that carries the key meaning: What’s your name? How old are you?

- Ask ss to practice the question intonation Exercise 11 - Ask ss to work in pairs and the task 11

on page

- Encourage ss to try without writing the dialogues out in full

- Help ss practice the phrases, not insist if they find it hard to everything orally

- Work in pairs

- Practice speaking as required

Exercise 12 - Ask some pairs to act out the dialogue

- Give feedback: praise good performance and correct a few mistakes (especially concerning pronunciation or the language from this lesson)

- Some ss act out the dialogue in front of the class

- The others watch their friends’ performance and give some comments Further

practice

- Ask ss to say the alphabet around the class backwards

- Whoever makes a mistake (gives the wrong letter or pronounces it incorrectly) must pay a forfeit Here are some ideas for what ss to for forfeits:

1 Say three English names used by men / women

(5)

2 Say the name of a country in English Say the names of two cities in Britain Say two titles of songs in English Say the title of a film in English

Consolidation - Ask ss: “What have we talked about today?

- Elicit introductions of saying hello or saying how old you are

- Ask ss to repeat the alphabet and count from to 20

- Draw ss’ attention to the lesson statement: “I can introduce myself.”

- Answer T’s question

- Say the questions and the answers

- Repeat the alphabet and count from to 20

Homework:

- Learn by heart new words, numbers from to 20

- Study the structures

- Do workbook on page

INTRODUCTION

Part B: Grammar

BE, POSSESSIVES AND PRONOUNS

I. OBJECTIVES:

- say someone’s possessive

1 Grammar: be, possessives, pronouns Reading: a short personal profile

(6)

III. TECHNIQUES: - Group works, pair work

IV. TEACHING AIDS: - Textbooks, chalks, board

VI. PROCEDURES:

Lead – in - Ask a few ss the question: “How old are you?”

- Introduce the lesson: the today’s lesson will be on the conjugation of the verb to be

Exercise - Draw ss’ attention to the photo Say something like: “See – this is Ben from lesson A”

- Ask ss to read the text and answer the questions

- Check answers with the whole class

Key: T, F, F

- Look at the photo

- Read the text and exercise

Exercise - Remind ss that be is the infinitive

- Ask them to so the tasks

- When checking, ask for equivalents of the forms in the ss’ own language

- Point out the short answers and emphasize that they are used a lot

- Contractions (short forms) of the verb to be are presented here and used throughout the book Point out to ss that contractions are

- Do the task individually

(7)

almost always presented in fluent speech and informal writing and that the use of the full form sounds unnatural

Exercise - Ask ss to the task individually

- Ask them to complete the sentences so that they are true about them

- Help with any languages that needs explaining

- Go over answers with the whole class, where two different answers are possible

Key:

1 am / am not are / aren’t are

4 is / isn’t aren’t is / isn’t am / am not is / isn’t

- Do task individually

- Complete the sentences

- Encourage ss to ask T when they don’t understand the requirement

Exercise - Ask ss to look at how questions are formed

- Ask ss to work in groups and the task

- Model the first question for class

Key:

1 Are you 15 years old?

2 Is Ronaldinho your favorite footballer? Is our teacher in the classroom?

- Do task in groups

(8)

4 Are we from Hungary?

5 Is Julia Roberts your favorite actress? Are you thirsty?

7 Are your friends at home?

Exercise - Do the first two or three questions in open pairs (two ss ask and answer and the rest of the group listens)

- Insist on answer in the form Yes, I am / No, I’m not + the correct information as opposed to just yes and no

- Ask ss to in pairs

- Ask some ss circulate and monitor

- Watch T the model

- Work in pairs and practice

Exercise - Explain what possessive adjectives are

- Ask a few ss questions like, “Is this your pen? No, it isn’t Oh, is it his?” with gestures to indicate your meaning

- Work individually

- Complete the table

- Check answers with their partners

Exercise - Demonstrate the meaning of demonstrative pronouns using objects in the classroom, for example: This is my bad These are chalks

- Check understanding by eliciting some examples from the class

- Ask ss why they have used this, that, these, those

- Pronunciation /ᵭ/ can be produced by putting the tip of the tongue against or even between the teeth

Key:

- Read the Learn this! Box

- Look at the pictures and write questions

- Check with the whole class

- Practice the

(9)

1 Are those your books? Are these your trainers? Is that your bike? Is this your CD?

5 Are these your pencils?

Consolidation - Ask ss: “What have we talked about today?”

- Briefly revise the conjugation of to be

- Draw ss’ attention to the lesson statement: “I can ask and answer questions

- Review the lesson

Homework:

- Learn new structures

(10)

INTRODUCTION

Part C: Grammar and Vocabulary HAVE GOT

I. OBJECTIVES:

- talk about possession

- describe people

- write a short description

1 Grammar: have got

2 Vocabulary: personal appearance Listening: short dialogue

4 Speaking: talk about what people have got and what people look like Writing: a short description of a family member

6 Topic: people:

III. TECHNIQUES: - Play role

- Question - answer

IV. TEACHING AIDS:

- Textbook, chalks, board, pictures

VI. PROCEDURES:

Lead – in - Show T’s own picture and say: “This is my sister

- Ask ss: “Have you got sisters or brothers?”

(11)

- Write on the board have got and say this is the topic of the lesson

Exercise - Tell ss they are going to hear a conversation between Ben and Francesca

- Focus ss’ attention on the picture and ask them to read the task

- Play the recording once

- Allow a moment for everyone to finish answering

Key: 1 hasn’t has haven’t

- Listen to the recording a conversation between Ben and Francesca

- Read the task silently

- Choose the correct answers of task

Exercise - Ask ss to complete task individually

- Ask ss write their answers on the board

- Explain that ‘ve and ‘s are short forms of have and has

- Point out that nearly all forms are the same, just one different Which one?

Key: has have Have hasn’t haven’t

- Complete task

- Write answers on the board

- Answer (he / she / it has)

Exercise - Ask ss to read the example

- Do the first two sentences with the whole class as a model

- Check any unknown vocabulary first and a few exam together

Key:

1 He’s got a bike

2 He hasn’t got a computer

- Do task on page

- Watch T’s models

- Write sentences on their exercise notebooks

(12)

3 He has got a pet

4 He hasn’t got an MP3 player He’s got a skateboard He’s got a watch

7 He’s got a mobile phone He hasn’t got a DVD player Exercise - Ask ss to work in pairs

- Ask ss to use the things in exercise to ask and answer

- Call some pairs to perform in front of the class

- Correct their pronunciation

- Work in pairs

- Ask and answer with partners

- Some pairs perform in front of the class

Exercise - Ask ss the meaning of the adjectives in the table

- Point out the order of adjectives

- Write these examples on the board: He’s got long black hair; She’s got short curly hair. He’s got straight, fair hair.

- Ask ss to put these three adjectives in the right order before the word hair: She’s got wavy / dark / long hair Answer: She’s got long, wavy, dark hair.

- Ask ss to describe the first photo

- Ask ss to talk about the remaining ones in pairs

- Circulate and monitor, help with sentence building and pronunciation

- Give the meaning of the adjectives

- Put the adjectives in the right order

- Talk about the first photo

(13)

- Ask few ss to describe the photos to the whole class

- Give feedback: praise good sentences, correct in target language (has got and the appearance words)

Exercise - Ask ss to practice speaking with their partners

- Encourage them to use the words on the table on exercise

- Act out in front of the class

- Correct their mistakes if necessary

- Practice speaking with their partners

- Act out in front of the class

Exercise - Remind ss of the language they can use in writing the description

- Tell ss it is also possible to say; “Her eyes are black His hair is long and dark.”

- Ask ss to write a description at home

- Encourage ss to include a photo with the description

- Tell the language is used in writing the description

- Write a description at home

Consolidation - Ask ss: “What have we talked about today?

- Elicit have got and appearance

- Ask everyone to say one word they learned from the lesson

- Draw ss’ attention to the lesson statement: “I can describe people.”

-Homework:

- Write a description at home

(14)

(15)

INTRODUCTION

Part D: VOCABULARY

TIME, DAYS MONTHS AND SEASONS

I. OBJECTIVES:

- ask for and tell the time

1 Vocabulary: time, days, months, seasons

2 Speaking: talk about time, days, months, seasons Functional English: ask for and tell the time

III. TECHNIQUES: - Group work, pair work

- Game

VI. PROCEDURES:

Lead – in - Write the date on the board, first as numbers then as words, e.g., 15/09/2010 (Wed) – Today is Wednesday, the fifteenth of September two thousand and ten

- Read aloud what you have written

- Write the time, first as numbers, then as words, e.g.; 8.30 – It is half past eight

- Inform the class of the lesson topic: It

(16)

would be good to have a calendar with the names of the days and months in English on the wall in your classroom

Exercise - Ask ss to open their books and look at the clocks

- Play the recording once for ss to listen and then again, pause after each time for them to repeat

- Open their books

- Listen to the recording

- Repeat

Exercise - Ask ss work in pairs to task

- Explain the requirements

- Play the recording once, then again, pause after each time

- Ask ss to write each time on the board in numbers

Key: 1/ 4.00 2/ 7.40 3/ 10.05

4/ 6.30 4/ 10.40 6/ 3.15

- Do task in pairs

- Write the time

Exercise - Allow a moment for ss to read the instructions, the dialogue and the words in the box

- Explain the requirements if necessary

- Check the answer by getting a pair of confident ss to read out the dialogues

Key: Excuse time to

4 very Welcome

- Language note – Saying the time: To say a time when the minutes are not multiple of

- Read the instruction

- Listen and complete the dialogue

(17)

five, the word minutes must be added E.g.: It’s two minutes past ten

Exercise - Ask ss to practice the dialogue from exercise in open pairs several times

- Ask them to work on intonation

- Ask them to talk about the times in this exercise

- Circulate and monitor

- Work in pairs

- Practice speaking dialogue form exercise

Exercise - Ask ss to look at the task and read the instructions

- Ask them to pick out a few words which are days of the week and a few which are months

- Work on the exercise in pairs

Exercise - Play the part of the recording with the days of the week

- Play it through for ss to check their answer, pause after item for ss to repeat

- Point out the silent letters in Wednesday

- Check answers

- Repeat the items

- Practice pronunciation

Exercise - Give ss a minute or two to look at the pictures

- Ask them to match the pictures with the seasons

- Work individually

- Match the pictures and the seasons

Exercise - Play the recording and check ss’ answers to exercise

- Ask ss to repeat the seasons chorally and individually

Optional activity:

- Bring four big photos showing the four

- Repeat the seasons chorally and individually

- Pay special attention to the pronunciation of the Au in autumn

(18)

seasons (cut out of calendars) and attach them to the board with magnets

- Ask four ss to come and write the names of the seasons on the board under the photos Exercise - Ask ss to work in pairs

- Ask them to discuss the months and seasons

- Ask twelve ss to come to the board and write the names of the months under the names of the seasons

- Work in pairs

- Discuss in months

- Play game

Exercise 10 - Ask ss to work in pairs

- Practice speaking by asking and answering the questions of task 10

- Check some pairs

- Call some pairs to act out in front of the class

- Work in pairs

- Practice speaking

- Elicit time or days of the week, months and seasons

- Ask seven ss to say the days of the week in order, then twelve to say the months in order

- Draw ss’ attention to the lesson statement: “I can ask the time and talk about the month of the year.”

(19)

Homework:

- Learn days, months

(20)

Unit 1: MY NETWORK

Part A: Vocabulary and listening FAMILY and FRIENDS

I. OBJECTIVES:

- talk about family and friends

- describe a social network

1 Vocabulary: family members

2 Listening: description of a social network Grammar: possessive ‘s singular and plural Speaking: talk about family and friends Topic: family life and relationships

- Textbook, chalks, board, pictures V TIME: 90 minutes

VI. PROCEDURES:

Lead – in - Ask ss to close their books

- Inform the class of the lesson objectives by saying: “Today’s topic is family.”

- Write family on the board

- Ask: “Do you know any words for members of the family / people in the family?”

- Close books

- Find as many words related to family as possible

(21)

- Give some prompt: “For example, ‘mother’ or…”

- Write words ss say on the board around the word family

Exercise - Ask ss to fill in the chart individually or in pairs

- Elicit the fact that the word cousin is the same for boys and girls

Key:

A: aunt, daughter, granddaughter, grandmother, mother, niece, sister, wife

B: brother, father, grandfather, grandson, husband, nephew, son, uncle

cousin is in both groups

- Fill in the chart

- Be able to use dictionary

Exercise - Play the recording once

- Pause after each item for ss to repeat chorally and individually

- Point out the final –r in mother, father, sister, etc is completely silent

- Repeat chorally and individually

Exercise - Play the words for ss to hear

- Model the pronunciation yourself

- Ask a few ss to repeat

Key: mother, husband, son, uncle, brother, grandson

- Listen to the words

- Observe T’s model

- Repeat

Exercise - Play the recording once for ss to check their answers

- Play it again and have ss repeat the words individually

- Listen and check answers

(22)

- Ask ss to pay attention to the pronunciation of /ᴧ/

individually Exercise - Write on the board: “my uncle’s wife”

- Ask: “Who’s my uncle’s wife?”

- Allow a minute for ss to study the Learn this! box

- Write on the boars: “my dad’s car” and “my parents’ car”

- Point to the apostrophe in the different positions, and say: singular – plural

- Ask ss to complete the puzzles

Key: uncle uncle cousin mother (or aunt) niece brother

- Answer: Aunt or Your aunt

- Study Learn this! box

- Complete the puzzles

- Check with their partners

Exercise - With a weaker class, specify: “Write or questions.”

- With a stronger class, provide a model like this: “Who is my father’s granddaughter’s mother?” Start with the whole class – two or three ss ask a question each, the whole class answer

- After that, ask ss to ask and answer in pairs

- Ask ss to go to Vocabulary Builder (part 1): Student’s book page 128

Key:

1 1 brother grandmother niece husband aunt grandson

- Answer: you – for a girl; or your wife – for a boy; or your sister, or your brother’s wife

- Work in pairs

- Do exercise in

(23)

7 nephew Cousins

4. That’s Jane’s skateboard John is at his cousins’ house Have you got Mark’s MP3 player? The dog’s ball is under the tree What’s Maria’s phone number? Where are the students’ books? There are Peter’s pens

10 That’s my grandparents’ house

Exercise - Draw ss’ attention to Laura’s network The “ME” in the middle is Laura; she has classified the people in her life into three different categories: school, family, free time

- Ask ss: "Would your categories be the same or different?”

- Help ss to put their ideas into words

- Play the recording

Key:

Volleyball team: Hannah Music group: Molly

Favorite teachers: Mr Baker Friends: Pete; Amy’s cousin, Jake Family: Mark and Lucy, Sam

- Look at the picture on page

Exercise - Ask ss to draw a network of the people they meet regularly

- Allow more time and possibly display the results on the walls

(24)

- Ask ss to it at home Exercise - Provide a model first

- Put – names of real people from real network on the board and encourage ss to ask: “Who’s…?”

- Write the names your family and friends use normally

- After speaking, ask ss to go to Vocabulary Builder (Part 2): Student’s Book page 128 Key:

5.1 noses watches boxes videos

5 tomatoes stories Leaves

6. foot – feet; tooth – teeth; child – children person – people; man – men; woman – women 7.2 These potatoes and tomatoes are

delicious potato, tomato

3 Where are those men and women from? man, woman

4 She’s got big eyes, and beautiful, white teeth eye, tooth

5 The children’s dictionaries are in the classroom child, dictionary

6 Have you got nephews and nieces? nephew, niece

7 The glasses are on the shelves in the kitchen glass, shelf

- Look at T’s network

- Ask about T’s network

- Practice speaking

- Do exercise on

(25)

8.1 babies feet Watches

4 keys sandwiches Knives

7 children

- Elicit: family

- Ask: “Can you give me some words for family members?”

- Praise ss who come up with the more sophisticated ones, such as cousin, niece, grandfather, etc

- Draw attention to the lesson statement: “I can talk about people I meet regularly

- Talk about today’s lesson

- Say some words for family members

Homework:

- Learn new words

- Do workbook on page

Part B: Grammar

PRESENT SIMPLE: Affirmative

I. OBJECTIVES:

- use present simple tense: affirmative

- make statements about themselves and their families

(26)

1 Grammar: present simple tense: affirmative

2 Speaking: make statements about themselves and their families

Lead – in - Write on the board: present, past, future Ask ss what these words mean

- Write the sentence I live in Ho Chi Minh City Ask: “Is this present, past or future?”

- Say: “Today, we are going to learn a tense called the present simple

- Look at the board

- Answer, use Vietnamese to say the meaning

- Answer: It’s present

Exercise - Draw ss’ attention to the picture of the Simpson

- Elicit some names of his family members

Key: His dad’s name is Homer His mum’s name is Marge He’s got two sister called Lisa and Maggie

- Look at the picture

- Try to say the name of each member of the Simpson

Exercise - Ask ss to read the text

- Check ss’ comprehension

- Teach new vocabulary

Vocabulary:

- popular (a) - study hard (v)

- programme (n) - power station

- Read the text

- Ask T new words that they don’t know the meaning

(27)

(n)

- lazy (a) - elementary

school (n)

- intelligent (a)

Key: The text mentions Bart Simpson, his parents and his two sisters

Exercise - Draw ss’ attention to the table

- Ask ss to look for the third person singular in the text and see whether it is the same too

- Ask ss to read the box that outlines the use of the present simple

- Look at task

- Look for the third person singular

- Read Learn this! box

- Fast finishers write one more sentence said by a member of the Simpson family

- Ask ss to read aloud and the whole class guess the person who says the sentence

- Check answer as a class

- Ask ss to go to Grammar Builder 1B: Student’s book page 108

Key:

1. watches goes flies

5 does likes

finishes plays

2. watches does finishes goes studies Plays likes Flies

- Write one more sentence

- Read aloud

- Guess the person who says the sentence

- Check answer

- Go to Grammar

(28)

3. My brother loves pizza We go to school by bike My classmates like me

5 His grandmother speaks French My cousins and I play football My friend’s aunt lives in New York

4. reads speak live work drive 6.tTeaches cooks get up

Exercise - Ask ss to repeat the third person forms individually

- Make sure they differentiate between /s/ and /z/

- Explain that the syllable /iz/ is added after /s/, /z/, /ᶴ/, /tᶴ/ after which /s/ would be difficult to either pronounce or hear

- Repeat the third person forms individually

- Listen to T’s

explanation

Exercise - Play the recording – times, depending on ss’ response

- Ask ss to differentiate between just two categories /s/ or /z/ and /iz/

- Ask them to repeat the verb forms

- Insist on correct pronunciation of the final consonant /s/ and /z/ or the syllable /iz/

Key:

/s/ or /z/: does, drives, hates, listens, looks, speaks, stays, tells

/iz/: dances, teaches, washes

- Write the words in the correct group

(29)

Exercise - Point out to ss that some of the forms used will be the third person singular

- Monitor and make sure they understand next door and get up

- Be prepared to explain

- Ask two ss in turn to read the text aloud

- Help with pronunciation, especially of the present simple third person

Key:

1 lives go Walk

4 goes gets up finish listen like Hates 10 thinks 11 Loves

- Do task

- Check answer with their partners

- Read the text aloud in turn

Exercise - Model the activity

- Have one true and one false sentence

- Read sentences to the whole class and ask: “Is this true?”

- Ask ss to work in pairs

- Call some ss to read aloud their sentences

- Check answer with the whole class

- Look at T’s models

- Work in pair and start writing

- Check answer with their partners

Exercise - Ask ss to talk in pairs

- Call some pairs to act out in front of the class

- Work in pairs

- Ask T whether they don’t understand

Consolidation - Ask ss: “What tense have we looked at today?”

- Elicit: The present simple tense

(30)

- Conduct a brief drill, use verbs from the lesson

- Draw ss’ attention to the lesson statement: I can talk about my family and friends

Homework:

- Learn new words

(31)

Part C: Culture THE ROYAL FAMILY

I. OBJECTIVES:

- develop reading and listening skills

- talk about British Royal family

1 Reading: a text about Queen Elizabeth II Listening: interviews

3 Speaking: talk about the British Royal family Topic: culture

Lead – in - Ask ss if they know any names of British kings or queen from history

- Ask for names of contemporary members of the Royal family and anything ss know about them

- Work in groups to find answers

Exercise - Ask ss to look at the photos and the task

Key: Elizabeth Phillip

- Do task

(32)

Charles

4 Camilla Diana William Harry

- Teach new words

Vocabulary:

- marriage (n) - different (a)

- spend (v) - welcome (v)

- stay (v) - be head of (v)

- charity (n) - free time (n)

- Check answers

- Write new words on their notebooks

Exercise - Explain the task to ss

- Point out especially that there is one extra heading, which does not fit anywhere

- Allow ss to compare answer in pairs, then go over them with the whole class

Key:

A Introduction B The Queen’s family

C The Queen’s family D The Queen’s job

E The Queen’s free time

- Do task

- Check answer with partners

Exercise - Ask ss to read the text more carefully and answer questions

- Do the first one as a class

- Explain new words

Key: 1. T

- Do task

(33)

2. T

3. F Prince Philip is the Queen’s husband

4. F Camilla is Charles’ wife

5. F The Queen meets the Prince Minister every week / Tuesday

6. F She goes to the horse races in May and June

Exercise - Ask ss to read the text again

- Let them compare answers in pairs

- Reinforce the words by asking questions about the ss’ own country like “Can you give me the name of a famous monarch? Do you remember which century he / she lived in?”

- Read the text again

- Compare answers

Exercise - Check understanding of the statements and the task

- Play Speaker and ask how many of the opinion listed in the task she expresses

- Follow the procedure for Speaker and Speaker

Key:

They’re a bit boring They’re very expensive I like reading about them They work hard

They aren’t modern

- Ask T what they don’t understand

- Listen to the tape

(34)

They have interesting lives

Exercise - If a student says a sentence that’s true but incorrect, help them correct it

- If a student says a sentence that’s correct but false, ask the class: “Is that true?” and let them try to correct it

- Practice speaking

- Elicit: the Royal Family or the Queen or kings and queens

- Draw ss’ attention to the lesson statement: “I can understand information and opinions on the Royal Family

Homework:

- Learn new words

(35)

Part D: Grammar PRESENT SIMPLE: Negative

I. OBJECTIVES:

- use present simple negative

- specific information (true or false)

1 Grammar: present simple tense: negative

2 Listening: listen for specific information (true / false) Speaking: speak about your habits

Lead – in - Recall something once of the ss said about themselves in exercise 10 in lesson 1B

- Start this lesson by saying something contrary to what he / she said

- Take a look back exercise 10 in lesson 1B

- Say about themselves

Exercise - Draw ss’ attention to the photos

- Ask ss to read and match the names to the photos

- Explain athletic

- Look at the photos

- Do task

(36)

Exercise - Find the first example with the whole class

- Ask ss to continue on their own

- Point out that the only different form is the third person singular with –es, which is the same as –s in affirmative sentences

- Do task

- Check with partners

Exercise - Do the first sentences as a class

- Ask ss to the rest individually

- Check as a class

- Ask ss to pay attention to the pronunciation of these words: science, ice hockey, computer

- Ask ss to go to Grammar Builder 1D, Student’s book, page 108

- Check answer with the whole class

- go to Grammar

Builder 1D, Student’s book, page 108

Exercise - Point to the photos

- Say: “This is Mark This is Sally They’re students.”

- Draw ss’ attention to the table

- Play it again stopping to check answers

Key:

Mark: F T F F T T

Sally: 1 F F T T F T

- Look at the photos

- Do task as listening

Exercise - Ask ss to read the examples

- Do one sentence with the whole class

- Ask ss to continue doing task

- Read the examples

- Do task Exercise - Remind ss that the present simple is used to

speak about regular activities and things that

(37)

are true all the time

- Ask ss to produce at least three sentences each based on their own ideas

Exercise - Ask ss to work in pairs

- Ask ss to report back to the class

- Work in pairs

- Report to the class Consolidation - Ask ss: “What have you talked about

today?”

- Elicit: the present simple negative

- Briefly practice the grammar by saying a few sentences in present simple tense and ask ss for the negative forms

- Draw ss’ attention to the lesson statement: “I can say what someone does and doesn’t do.”

Homework:

(38)

Part E: Reading FAMILY LIFE

I. OBJECTIVES:

- develop reading skill

1 Reading: a text about an unusual family, read for gist and for specific information Speaking: speak about your habits

Lead – in - Ask one or two ss: “How many brothers and sisters have you got?”

- Ask: “Is that a good number of brothers and sisters?”

- Announce the topic: “Today we’re going to talk about family life

- Show the big photo on page 12

- Answer T’s question: “There is / there are…”

- “Yes / No”

Exercise - Draw ss’ attention to the photo

- Ask ss to answer questions in pairs

- Discuss questions as a class

- Look at the photo

(39)

- Discuss with partners Exercise - Ask ss to look at the photo on page 12 and

tell that they are going to read about this family

- Ask them to read the text quickly first and answer the three questions in exercise

- Ask them to underline the sentences where they found the information so they can justify their answer with lines from the text

- Check with the whole class, ask for justification

Key: F F T

- Look at the photo on page 12

- Skim the text and answer question in exercise

- Underline the sentences which help them justify answers

Exercise - Ask ss to read the Exam tip first and check if they have understood by asking: “So what should you read first?” What should you read the opinions?”

Key: b b C a b

- Read Exam tip

- Read the text again

Exercise - Ask ss to look for the collocations in the text and note them down in the table

- Ask them to read collocation aloud

- Check their pronunciation

Key:

clean the house get up

come home go to work

cook dinner go to the

supermarket

- Look for the collocations in the text

(40)

do the washing iron clothes drive the children to school make breakfast Exercise - Ask ss to write out the sentences in their

notebooks

- Write out the sentences in their notebooks

Exercise - Ask ss to write their sentences

- Correct selected errors

- Write sentences about three thing they after school

Exercise - Explain the rule

- Give the prize for the student who remembers the longest chain of activities

- Correct errors of pronunciation or in use of the collocations

- Listen to the rule of task

- Elicit: home and family or things we at home

- Ask: “Which words or phrases from today you think will be useful to you?

- Encourage ss to recall collocations rather than single words

- Draw ss’ attention to the lesson statement: I can understand an article and talk about everyday activities

-Homework:

(41)

(42)

Part F: Everyday English INTRODUCING PEOPLE

I. OBJECTIVES:

- introduce people

- talk about family life and relationships

1 Functional English: introduce people Listening: a dialogue; complete sentences Speaking: introduce people

4 Topic: family life and relationships

Lead – in - Ask ss to look at the photo at the top of page 14

- Say: “These are Rachel, Mark and Susan Who are they? Where are they? What you think they’re saying?”

- Explain: “In fact, Susan is a new student.”

- Tell ss they are going to hear a

- Answer: T’s question

- “Students At school”

(43)

conversation between the students in the photo and learn about introducing people

Exercise - Ask ss to read the dialogue and the words in the box

- Explain new words from the dialogue

- Ask ss to task

Key: How this too

4 from got

old

7 doesn’t you

- Find difficult words and ask the meaning

- Do task

Exercise - After ss finish task 1, T play the recording twice – once without stopping, then stopping after each gap to check

- Listen to the recording and check answers

Exercise - Ask ss to practice the pronunciation of key phrases

- Model each phrase

- Ask a few ss to repeat individually and the whole class chorally

- Ask ss to work in groups of three

- Ask them to practice the dialogue

- Call some groups to act out in front of the class

- Correct mistake if necessary

- Practice the

pronunciation of key phrases

- Repeat

- Work in groups

- Practice the dialogue

- Perform in front of the class

Exercise - Ask ss to work individually and task

- Encourage ss not to look back the dialogue

Key: London one, one 18 university 14 12C

(44)

Exercise - Tell ss they are going to hear two more dialogues

- Allow ss a minute to read the instructions and the statements

- Say they will hear the recordings twice

- Introduce the first dialogue by saying: Dialogue 1: Jenny, Alfie and Sam.”

- Explain new words before letting them listen

- Play the first dialogue through, then play it a second time pausing after each answer to check answers to questions -3

- Continue with the second dialogue

Key: T T F T F T

- Prepare to listen

- Read the instruction and statements

- Ask T new words’ meanings

- Listen

- Check answers with partners

Exercise - Ask ss to complete the sentences

- Play the recording

- Ask ss to listen and check answers

Key: new goes, School doesn’t, works this, friend does, same works, teaches

- Do task

- Listen

- Check answers

Exercise - Ask ss to read the instructions

- Explain reply if necessary

- Ask a strong student to the first sentence as an example

- Ask ss to match the remaining sentences

- To check, ask various ss to read the

two Read the instructions

- Ask new words’ meaning

- One strong student first sentence

(45)

line dialogues in open pairs - Check answers with the whole class

Exercise - Explain to ss that in the next exercise they are going to act out a conversation

- Ask them to prepare some information about the characters

- Ask them to complete the sentences in the exercise

- Ask them to practice speaking in groups

- Prepare some

information about the characters

- complete the sentences in the exercise

Exercise - Ask ss work on their conversations

- Circulate and monitor, correct errors and little bits of pronunciation practice if needed

- Ask ss to read their dialogues together at least once before they present them in front of the class

- Ask stronger ss if they could say their dialogues without reading

- Work on their

conversations

Exercise 10 - Ask ss to read Speaking tip

- Ask some groups to present their dialogues

- Check their pronunciation

- Read Speaking tip - Some groups present their dialogues in front of the class

Consolidation - Ask ss: “What did you learn to today?”

- Elicit: to introduce people

- Ask ss to say some phrases they learned in the lesson

- Draw ss’ attention to the lesson statement: “I can introduce people.”

- Answer T’ question

(46)

Homework:

- Do workbook on page 14

(47)

Part G: Writing AN INFROMAL LETTER

I. OBJECTIVES:

- develop writing skill

- write an informal letter

1 Writing: an informal letter Reading: an informal letter

3 Topic: family life and relationships

Lead – in - Inform the class of the lesson topic

- Ask: “Have you ever written a letter? How often? Who to? Have you ever had a pen friend?”

Exercise - Ask ss to look at the letter and the photo

- Ask them to read through the letter quickly

- Ask them what information is included in the letter

- Look at the letter and the photo

- Skim the letter

(48)

- Ask ss to task

- After checking answers with the whole class, discuss the structure of a letter and emphasize the importance of writing in a paragraph

- Point out that each paragraph in Robbie’s letter is about something specific, and explain that the general idea of a paragraph is that it contains one point or one topic

Key: A C A 4.B A C

- Do task

- Discuss the structure of a letter

- Ask ss to read and answer the questions of task

Key:

1 16

2 Manchester Karen 11

5 He takes the dog for a walk and does his homework

6 Karen and Robbie

- Work individually

- Do task

- Check answer with partners

Exercise - Ask ss to read Writing tip

- Tell ss about a letter: “Firstly, letters (or e-mails) are something that most people write

(49)

in real life Secondly, in many exams, candidates are asked to write letters, and one of the first things an examiner will look at is: Does it have an appropriate opening and ending?”

- Teach few more openings and endings: “Hi, All the best, Yours, etc

Exercise - Ask ss to look at the numbers in the box

- Explain or elicit that ordinal numbers are used for dates

- Play the recording for ss to listen and then again for ss to repeat

- Ask them to practice the pronunciation until they are comfortable with it

- Write cardinal numbers on the board, ask ss to say the ordinal number

- Look at the numbers in the box

- Listen to T’s

explanation

- Repeat

- Practice saying ordinal numbers

- Say ordinal numbers Exercise - Ask ss to work in pairs

- Ask them to finish exercise

- Check as a class by having individual students write the numbers on the board

- Work in pairs

- Do task

Exercise - Ask ss to read Learn this! box

- Ask them to listen to the dates

- Play the recording for ss to listen and write the dates

Key:

1 3rd March 2006

2 9th July 2000

- Read Learn this! box

(50)

3 1st August 2020

4 8th May 1972

5 31st October 2007

6 4th September 1995

Exercise - Ask ss to look back at Learn this! box and the answer in exercise

- Do the first one as an example for the class, then ask ss to try saying the dates

- Play the recording for the students to check

- Play it again, pause after each dates for ss to repeat individually and chorally

- Look back at Learn this! box

- Say the dates

- Listen to the dates and check

- Repeat

Exercise - Model the first question for the ss by giving your date of birth

- Ask ss to ask and answer about different dates

- Circulate and monitor to make sure they are saying the dates properly

- Share a few answer as a class by asking the questions in open pairs across the classroom

- Ask and answer about different dates

Exercise - Allow about two minutes for ss to read through the instructions and guidelines

- Make sure they understand what they are asked to write

- Go through the topics and under each paragraph

- Notice common error by writing them bon the board and asking the class to correct them

- Read the instructions and guidelines

(51)

- Ask ss to proofread each other’s first drafts

- Let ss to write a letter at home

- Elicit: informal letters, a typical way to start and finish an informal letter, how to say dates, etc

- Draw ss’ attention to the lesson statement: “I can write an informal letter to a pen friends”

Homework:

- Write an informal letter at home (exercise on page 15)

(52)

GET READY FOR YOUR EXAM 1

I. OBJECTIVES:

- review unit 1: grammar, structure, vocabulary

1 Vocabulary: words related to family life and relationships Listening: a short dialogue, a story

3 Speaking: family, an interview for school magazine Topic: family life and relationships

Lead – in - Explain to ss that these pages help them practice some exam tasks, so that they became familiar with the types of exercises in school leaving exam

- Ask ss to briefly summarize what they have covered in this unit

- Elicit: introduce people, say how old people are, talk about family and friends

Exercise - Ask ss to look at the photo of the boy

- Ask: “How old you think he is?”

(53)

Exercise - Ask ss to work on the task individually and compare answers in pairs

- Ask one or two ss to read the completed text aloud

- Help with intonation and pausing

Key: got old my

4 the in is

7 studies an at

- Work individually

- Read aloud the text

Exercise - Tell ss they are now going to talk in the same way about their families

- Ask them to prepare some notes

- Ask ss to go on to complete the sentences

- Encourage them to use short forms to create more natural prompts for spoken language

- Ask ss to read their sentences in pairs

- Have a few ss read their sentences to the whole class

- Prepare to talk about their families

- Prepare some notes

- Complete sentences about their families

- Try to use short forms

- Read their sentences in pairs

Exercise - Ask ss to read the Speaking exam task in exercise and the questions in exercise

- Make sure everybody understands that they are going to hear a candidate attempting the exam task in exercise

- Play the recording through once, then play it again, stop after each answer

Key:

1 A sister and a brother

- Read Speaking exam task

- Be ready to listen

(54)

2 At home

3 Her works in an office and her mum in a supermarket

Exercise - Ask ss to correct the errors in pairs

- Discuss Anna’s task with the class

- Ask: “Did Anna speak loudly and clearly? Did she give enough information?”

- Pick out or elicit good points, like when she gives more than was in the questions (ages of brothers and sisters) which is good as long as it’s relevant

Key: 1. I’ve got

2. My brother he is 19

3. Yes, he does

4. My dad works

5. in a supermarket

- Work in pairs and correct the errors

- Discuss with the whole class

Exercise - Ask ss to read speaking tip together before ss to the task

- Ask one of the students to be the examiner and ask the questions

- Play the recording again for ss to write down the three questions asked by the examiner

- Ask ss to Speaking exam task in pairs

- Read speaking tip together

- One student plays role examiner

- Listen to the dialogue again

- Practice speaking in pairs

(55)

- Speaking: an interview

Procedures:

- Supposed that ss are visiting their friends in New York

- Introduce friend

- Say a few words about his / her family

- Say what they are planning to in New York

(The ss start their conversations) Exercise - Read the listening tip with students

- Allow time for ss to read sentences

- Check understanding by asking for ideas about the kind of information that might be missing

- Read the listening tip

- Read sentences

Exercise - Play the recording straight through

- Ask if ss heard anything that matched their predictions

- Play the recording again

- Check answers with the class

Key:

1 nurse

2 hospital (in the town centre) supermarket

4 watched television bus

6 ten thirty flat

- Compare what they heard to their predictions

- Listen again

(56)

Consolidation - Ask ss: “What did we talk about today?”

- Elicit: about an speaking task / give information about yourself

Homework:

(57)

I OBJECTIVES:

- review unit 1: grammar, structure, vocabulary

II LANGUAGE CONTENT:

1. Topic: family life and relationships

III.TECHNIQUES: - Group work, pair work

IV TEACHING AIDS:

VI PROCEDURES:

Lead – in - Introduce the topic by asking: “Have you got Internet friends?” How many? Where they live? How often you chat with them? How often you e-mail them? What you chat and e-mail about? Do you want to meet them?”

Exercise - Draw ss’ attention to the text

- Ask them to read the task

- Point out that they only need to read the text quickly and not very carefully to the task

- Ask ss to read individually and compare

- Look at the text

- Read the task

- Do task

(58)

answer in pairs

whole class Exercise - Ask ss to read the rubric and the six

headings

- Help with any language problems

- Explain difficult words

- Ask ss to read the first paragraph and discuss which is the right heading for it

- Do not give answer at this point

- Repeat the procedure with paragraph 2, 3, and

- Ask ss to underline the parts of the text that are relevant to the answers

- Ask them to read the heading that is left and check that it really is the odd one out

- Ask them to read the whole text with heading to see if it feels right

- Allow up to 10 minutes for task

- Check as a class

- Ask ss to answer the questions posed in the headings, e.g Why ‘friends’ websites seem dangerous?

Key: D B F A C

- Read the rubric and headings

- Ask difficult words they don’t know

- Discuss with partners

- Underline the parts of the text

- Read the heading that is left

- Read the whole text

- Do task

- Check with partners

- Answer: “Because it’s impossible to know that the information on a homepage is true Perhaps the 16 year old girl you talk to online is really a 40-year-old-man Exercise - Ask ss to turn back to the photos on page 6,

and to read the adjectives in the box

- Ask ss what these adjectives describe

- Turn back to page

(59)

- Ask for ideas about which words could be used to describe the photos below and on page 16

- Elicit: long hair, dark hair, curly hair, glasses, blue / brown eyes

Exercise - Ask ss to read the list of adjectives aloud so that ss know how they are pronounced

- Check understanding simply by eliciting translations or by asking questions

- Ask ss individually to choose the three qualities they consider to be the most important in a friend

- Ask ss to compare their choices in small groups

- Read the list

- Ask T if they don’t know the meaning

- Choose three qualities they consider to be the most important

- Compare in groups

Exercise - Ask ss to Speaking exam task in pairs

- Put ss with someone they don’t usually sit with

- Ask ss to describe a person who their partner doesn’t know

- Ask ss to take turns to describe a person and to listen to the description

- Check that ss are correctly using adjectives to describe appearance and personally

Activity:

- Ask ss to imagine you are interviewing a famous person for your school magazine

- Do Speaking exam task in pairs

- Describe a person

- Imagine an interviews

- Practice in pairs

(60)

- Ask them to work in pairs and choose a celebrity and make notes about three things they would like to find out about them

- Ask ss to write their interview with a partner

- T calls some pairs to perform their interviews to the class

Consolidation - Ask ss: “What have we done today?”

- Elicit: a reading task with headings or equivalent and speaking about a friend or equivalent

- Elicit some information about the tasks: e.g how many headings there are in a reading task (one more than the number of paragraphs), or what you have to when describing a person

- Recall the lesson today

Homework:

- Learn new words

- Review vocabulary and structure of Unit

UNIT 2: FREE TIME

Part A: Vocabulary and listening FREE-TIME ACTIVITIES

I. OBJECTIVES:

- talk about their free-time activities

(61)

- listen for specific information

II. LANGUAGE CONTENTS: 1. Vocabulary: free-time activities

2. Listening: short monologues, listening for specific information

3. Speaking: talking about likes and dislikes

4. Topic: sport and leisure activities

III. TECHNIQUES: - Question - answer

- Group work, pair work

- Textbooks, chalks, board, pictures

Lead-in - Write free time on the board, say one true sentence about T’s free time activities

Ex: I read a lot in my free time.

- Write the name of the activity on the board - Ask ss Who else likes reading?

- Add two or three more simple names of popular activities that ss may like and ask: Who likes…?

Ex: football, walking, dancing, drawing… - Add the word activities to the board to complete the title of the lesson: Free-time activities

- Say: Today we’re going to talk about free-time activities

- Answer the questions

Exercise - Have ss open their books and match words to photos

- Encourage them to compare answers in pairs before checking as a class

- Do the task

Exercise - Play the recording once for ss to listen and check their answers

(62)

Steps Teacher’s activities Students’ activities - Pause after each item (a second time) and

ask ss to repeat

- Ask ss to look up any unknown words in their dictionaries

Key:

1 ice skating chess photography swimming computer games rollerblading basketball athletics

- Repeat

- Look up dictionaries

Exercise - Ask ss categories the vocabulary

- Point out that the same word can go into more than one category

- Ask ss some questions that relate to the topic:

Ex: Do you play football at home? Where? Who with? Do you use a normal football? Key - Sample answers:

1 at home: books, chess, computer games, dancing, fashion, films, music, photography outside: athletics, basketball, books, chess, cycling, dancing, football, ice skating, jogging, music, photography, rollerblading, swimming on your own: athletics, books, computer games, cycling, films, gymnastics, ice skating, jogging, music, photography, rollerblading, swimming

4 in a team: basketball, football

Further practice

- Ask ss to go to Vocabulary Builder (part 1) Student’s Book page 129

Key: Exercise 1

1 jogging football cycling gymnastics fashion dancing

- Do exercises on

(63)

Steps Teacher’s activities Students’ activities Exercise 2

1 swimming photography music books films rollerblading basketball chess

Exercise -

Open answers

Exercise - Tell ss they are going to hear four teenagers talking about their interests and favorite free-time activities

- Play the recording once without stopping and check whether most ss have got the answers

- Play just that lesson a second time if everyone has got answers 1, 2, and 3, but some ss are missing

Key:

1 Oliver - music Lauren - cycling Nick - computer games Rachel - gymnastics

- Listen and the task

Exercise - Allow a minute or two for ss to read the exercise and see how many answers they can recall without listening again

- Play the recording once without stopping and check whether most ss have got all the answers

- With a weaker class, play it one more time, pausing after each bit of information relevant to the task

Key:

1 Nick Lauren Rache Rachel Oliver Oliver

(64)

4 Nick Lauren

Exercise - Ask ss to categorize the sports and hobbies according to their likes or dislikes

- In a stronger class, ask them to add one more activity to each group

- Do the task

Exercise - Put ss in pairs or groups of three with other classmates than those they usually work with -not their best friends - so that they find out about the likes and dislikes of someone they don’t know very well

- Do the task in pairs or groups

Exercise - Set up the activity carefully

- Ask ss to list all the activities from exercise in a column, then make four extra columns for I really like, I quite like, I don’t like, I hate

- explain ss are going to stand up and interview everyone in the class to find out how much they like those activities, using “ Do you like…?”

- Explain ss have to mark the number of responses in the appropriate columns so that they can later count them

- When the survey is completed, ss return their seats to write it up

- After finishing the task, ask ss to go to

Vocabulary Builder (Part 2): Student’s Book page 129

Key: Exercise 5

play: basketball, football, tennis

go: cycling, rollerblading, swimming

do: athletics, gymnastics, karate

Exercise 6

Open answers

Exercise 7

1 read go for

- Make the list

- Stand up and interview their partner, using:

Do you like…?

 I really like/ I quite like/

I don’t like/ I hate

(65)

2 a photo music play watch a film chess

Exercise 8

1 plays listens go goes does play goes plays watch

Exercise 9

Open answers

Consolidation - Ask ss: What have we talked about today? - Elicit free-time (activities) or equivalent

- Ask ss: What useful words have you learned? (accept any relevant answers)

- Draw the ss’ attention to the lesson statement: I can talk about sports and hobbies.

- Say some activities they have learned

Homework:

- Learn by heart new words

Part B: Grammar

PRESENT SIMPLE: Questions

I. OBJECTIVES:

- use present simple tense: questions

- make a simple interview by asking and answering questions

II. LANGUAGE CONTENTS:

1 Grammar: present simple tense: questions Listening: an interview, matching

3 Speaking: asking and answering questions

(66)

- Question - answer

IV. TEACHING AIDS: - Textbook, chalks, board

Lead – in - Write on the board: What? Who? When? Where? How? Why? and ask: What you think today’s lesson will be about?

- Inform ss the exact topic: Questions in the present simple tense.

- Ask the class for equivalents of the question words on the board

- Explain that present simple questions can begin with a question word or Do/ Does, and that they will see both forms in this lesson

Exercise - Elicit the name of the sport in the photo

- Ask ss to guess the name of this sport

Key:

snowboarding

- Look at the picture

- Try to say the name of the sport

Exercise - Ask ss to close their books

- Explain that they are going to listen to an interview with a teenage snowboarding star

- Pre-teach competition

- Ask ss to listen carefully to the four questions that the interviewer asks

- Ask ss to open their books and exercise

- Play the recording again to check

Vocabulary:

- competition (n)

Key:

1 c a d b

- Close their books

- Listen and the exercise

(67)

- Allow a minute or two for ss to look at the Learn this! box and try to complete it

- Ask ss to read the box that outlines the use of the present simple: questions

Key:

1 Do don’t does Does doesn’t

- Look for the missing words

- Read Learn this! box

Exercise - Read the example aloud

- Do sentence as a class, then ss continue individually

- Check with the whole class If there are errors, explain one more time

The basic form of a question in English is: Do/ Does + Subject + infinitive? Key:

1 Do you go snowboarding?

2 Do yours friends like computer games? Does Wayne Rooney play football? Do you watch a lot of films?

5 Does your best friend athletics? Do you like dancing?

LANGUAGE NOTE - SHORT ANSWERS

Short answers (Yes, I and no, I don’t) are difficult for ss because the auxiliary and does are unfamiliar However, it is important that they don’t omit them since this will make them sound abrupt and impolite

- Pay attention T’s example

- Do the task

Exercise - As ss ask and answer the questions from exercise 4, circulate and monitor

- Chat to fast finishers, asking additional questions or making comments

- Do the task

Exercise - Read the Learn this! box as a class

- Elicit translations of the question words

- Make sure ss write them down unless they clearly know them

(68)

Exercise - Tell ss they are going to hear the second part of the interview with Jed Bright in a moment

- Ask them to read the instructions

- Ask ss to work individually

Key:

1 Where What Who When How

- Listen the recording again

Exercise - Play the recording through once, then play it again stopping after each sentence with a gap in it

- Ask ss to repeat the questions as single tone units with the right intonation

- Use the recording or teacher as a model

- Point out the preposition at the end of a question in Who you live with?

- Ask ss to the optional activity:

In pairs, ss ask the five questions from exercise 7, but give true answers about themselves Model activity by asking a student with good pronunciation to ask T the four questions

- Listen the recording and the task

- Do the optional activity in pairs

Further practice

- Ask ss to go to Grammar Builder 2B: Student’s Book page 110.

Key: Exercise 1.

2 Does, does Does, does Do, don’t Do, Do, Do, don’t Does, doesn’t

Exercise 2.

1 Do you like dancing? Does your mum work?

3 Does your best friend play chess?

- Do exercises on

(69)

4 Do you speak Russian?

5 Do you and your friends go to the cinema? Do you play computer games?

Exercise 3.

Open answers

Exercise 4.

1 How What Who Where When

Exercise

1 Where How Who What When

Exercise 6.

Open answers

Exercise - Ask ss to the matching task in pairs

- Check answers with the whole class, paying attention to pronunciation

- Let ss ask and answer the questions

- Work in pairs

- Ask and answer

Exercise 10 - Make sure ss work with different partners than in the previous pair work exercises, so they don’t end up asking the same people the same questions

- Ask both partners to write questions (five each) on loose sheets of paper

- Do the task in new pairs

Exercise 11 - Ask ss to swap sheets each other’s questions

- Ask ss to prepare to read the interviews aloud

- As ss prepare the interviews, monitor their work so that T can choose the best ones to be presented to the whole class

- Prepare the interviews

Exercise 12 - Ask ss to act out their interviews in pairs

- As pairs act out their interviews, take notes of errors and provide feedback

- Focus on the target language of the lesson

(70)

Consolidation - Ask ss: What did we today?

- Elicit: questions, but accept any response that shows a student learned something, even single new words

- Briefly go over question words

- Draw ss’ attention to the lesson statement: I can ask about people’s hobbies and interests.

- Answer T’s question: The present simple tense

Homework:

- Learn question words

(71)

Part C: Culture SPORT IN AUSTRALIA

I OBJECTIVES:

- develop reading and listening skills

- talk about sports and sportspeople II LANGUAGE CONTENTS:

1 Reading: a text about sports in Australia

2 Listening: a profile of Ian Thorpe, Australian swimmer; true or false Speaking: talking about sports and sportspeople

4 Topic: sports and culture III TECHNIQUES:

- Question - Answer IV TEACHING AIDS:

VI PROCEDURES:

Lead – in - Ask ss to clase their books

- Ask ss: When you think ‘Australia’, what do you think about?

- Explain in the ss’ own language that T means first associations

- As ss produce their associations, help them with language

- Say: Today we are going to talk about sport in Australia.

- Produce their associations

Exercise - Have a map of Australia on the wall for this lesson

- Ask ss to answer the questions about Australian cities and sportspeople

(72)

Key:sample answers

Cities: Sydney, Melbourne, Perth, Brisbane, Adelaide

Sportspeople: Ian Thorpe (swimming), Lleyton Hewitt, Mark Philippoussis (tennis), Shane Warne (cricket), Cathy Freeman (track athletics), Mike Dothan, Troy Bails (motorcycle racing)

Exercise - Draw ss’ attention to the photos

- Ask ss to match the photos with the sports and activities in the box

- Check ss’ work by asking: Does anyone play rugby? Does anyone any martial arts? Does anyone go horse riding?

Key:

1 martial arts netball

3 Australian Rules football cricket

5 rugby hockey horse riding

CULTURE NOT - SPORTS

Australian Rules Football Cricket

Hockey Netball

- Do the task

Exercise - Ask ss to read the text more carefully and answer questions

- Do the first one as a class

- Explain new words

Key:

7. They love sport

8. Because the weather is perfect and there are

- Do task

(73)

thousands of beaches

9. Australian Rules football, rugby and cricket

10. netball, gymnastics and horse riding Exercise - Ask ss if they have learned of Ian Thorpe

- Tell ss are going to hear some information about him

- Introduce the task and make sure ss know they only need to listen for one piece of information at this point

Key: c 2000 and 2004

- Listen the recording and choose the best answer

Exercise - Ask ss to read sentences carefully before listening

- Play the recording as many times as ss need to listen

Key:

1 T F T F T

3 F F

Exercise - Do the exercise together with exercise -when checking the answers to 5, ask why the false ones are false

- Ask ss to the task as a class

Key:

2 He’s got big feet She’s also a swimmer He’s got five gold medals

6 He isn’t interested in other sports

- Do the task

Exercise - Ask ss to think about popular sports and activities in their country

- Let ss agree on ‘top five’ lists of popular sports in groups of or

- Have a class discuss and see if agreement is possible

- Ask ss to the optional activity: + Put ss in pairs or groups of

- Do the task in groups

(74)

+ Make sure there is someone who’s interested in sport in every group

+ In groups, ask ss to think of a European sportsperson

+ Write sentences on the board or worksheet: X is a … (swimmer/football/…) from … (city /country?)

He/She is … years old.

He/She is … (tall/ short/ thin/…)

He/She has got … (how many?) medals. He/She is also interested in …

+ Ask the teams to write as much information as they can about their sportsperson, using some of the structures on the board

+ Allow ss 3-4 minutes

+ Circulate and help with language + All groups read out their profiles

Consolidation - Ask ss: What have we talked about today? - Elicit: Australia/ sport/ sport in Australia; and elicit some facts ss have learned in the lesson

- Draw ss’ attention to the lesson statement: I can talk about popular sports and activities.

Homework:

- Learn new words

(75)

I. OBJECTIVES:

- talk about how often they things

- develop listening and speaking skills

1. Grammar/ Vocabulary: adverbs of frequency

2. Listening: short monologues

3. Speaking: talking about how often we things

III. TECHNIQUES:

- Question - Answer

Lead – in - Ask ss to look at the title of the lesson in the book: Adverbs of frequency

- Write it on the board

- Ask if anyone knows the equivalent of frequency

- Ask if anyone knows adverbs

- Make sure ss understand the meaning

- Elicit either some examples in the ss’ own language or a general explanation

Exercise - Draw ss’ attention to the pictures

- Ask a few ss: Do you go bowling in your free time? Do you go dancing? How often do you go? Who you go with?

- Look at the pictures

- Answer T’s questions with their own information Exercise - Ask ss to read the text and match what two

teenagers say about their Saturday with the pictures in exercise

- Play the recording once Check the answers

- Explain: hardly ever = almost never

- Do the task

(76)

Key:

bowling: Jacob dancing: Kristy

Exercise - Draw ss’ attention to the chart and make sure everyone understand it is supposed to show adverbs in order of increasing frequency

- If ss feel difficult, ask they one or two adverbs with the whole class (e.g first and last)

- Play the recording once for ss to listen and check

- Play it again and ask ss to repeat first individually, then chorally

- Say that these words are the adverbs of frequency that are the subject of today’s lesson

Key:

1 never often always hardly ever usually

- Repeat individually, chorally

Exercise - Ask ss to underline examples of adverbs of frequency in the texts in exercise

- In a stronger class, there’s no need to check this exercise by reading aloud, just look over ss’ shoulders as they’re doing it

- Do the task

Exercise - Ask ss to look back at the sentences they underlined in exercise and try to complete the rules

- Allow ss or minutes

- Write these examples on the board I sometimes play tennis at the sports centre. I always go out with friends.

I’m usually in bed before midnight

- Underline the adverbs in one coloumn and the verbs in another, so that their relative position is clearly visible

- Ask ss to discuss the position of adverbs of frequency - after be, but before most other verbs - using the examples and pointing to the

- Read the examples

- Pay attention to T’s explanation

(77)

words

Key:

a after b before

Exercise - Read the example and ask ss to sentences and as a class

- Ask ss to the rest individually

- Check answers as a class

Key:

2 Kristy usually gets up late on Saturday morning

3 Kirsty never has breakfast on Saturday morning

4 Jacob sometimes plays tennis on Saturday afternoon

5 Kirsty never buys a mobile phone on Saturday afternoon

6 Jacob and Kirsty always go out with friends on Saturday evening

7 Jacob is usually in bed before midnight on Saturday night

8 Kirsty is often in the dance club until two o’clock on Saturday night

Further practice

- Ask ss to go to Grammar Builder 2D: Student’s Book page 110.

Key: Exercise 7:

1 I’m never late for school

2 I always speak English in English class I often my homework before dinner I hardly ever read a book in English

5 I sometimes help my friends with their homework

6 I’m usually happy with my exam results Exercise 8:

Open answers

- Do exercises on

(78)

LANGUAGE NOTE - VERB AND NOUN COMBINATIONS

E.g have breakfast, go swimming

Exercise - Pre-teach relatives and to washing up

- Ask ss to read the instructions

- Model the task by asking one or two ss: How often you homework at the weekend?, when the student responds, Always, say: So, write always in column 1.

- Ask ss to report back to the class

Exercise - Before ss start speaking, practice the questions they have to ask: How often you do homework at the weekend?

How often you visit relatives at the weekend.

- Ask ss to write their partners’ answers in column

- Do the task chorally

Exercise - Ask a few ss to tell the whole class 3-4 things they found out about their partners

- Do the task in pairs

Consolidation - Ask ss: What was this lesson about?

- Ask ss to say one adverb of frequency each until you’ve elicited them all

- Draw ss’ attention to the lesson statement: I can talk about daily routines

(79)

Part E: Reading KUNG FU

I. OBJECTIVES:

- know some parts of the body

1. Reading: an interview; true or false

2. Vocabulary: parts of the body

3. Listening: a song

4. Topic: sport and culture

- Question - Answer

Lead – in - Ask ss to take pieces of scrap paper and write down any names of parts of the body they know

- Allow ss 30-60 seconds

- Ask everybody to read one word from their list until there are no more new words

- Tell ss : We’re going to learn more names of parts of the body.

- Write the names of parts of the body

Exercise - Point to the photo

- Ask ss: What sport is this?

- Elicit the name of the sport, and confirm that word used in English is yoga

- Ask ss to label the parts of the body in the

- Look at the photo

(80)

picture (allow the use of dictionaries)

- Monitor ss’ progress and stop after most of them have finished

Key:

1 mouth shoulders 13 back nose chest 14 knees eyes fingers 15 legs head 10 arms 16 feet ears 11 hands 17 toes neck 12 stomach

Exercise - Play the recording for the ss to check their answers

- Play it again for ss to repeat

- Ask ss to pay attention especially to the pronunciation of the final /z/ (not /s/) in arms, eyes, ears, fingers, legs, shoulders and toes, and to the reduced vowel /ə/ in the final syllables in shoulders and stomach

- Listen and check their answers

- Listen and repeat

Exercise - Ask ss to test each other on the words

- Ask ss to work in pairs

- Ask ss to ask and answer, using: What’s this?

 It’s his arm.

- Work in pairs

Exercise - Draw ss’ attention to the photographs

- Ask ss: What is this text about? - Elicit: kung fu, or just martial arts. - Read the introductory paragraph aloud

- Explain that first ss have to read the text quickly and a simple task

- Read the reading tip as a class

- Allow minutes for ss to read the interview and the task

Key:

3 is true

- Look at the photographs

- Read the text and the task

Exercise - Allow minutes for ss to find the five parts of the body in the interview

(81)

- Can make a race to motivate ss

Key:

legs, arms, stomachs, hands, feet

Exercise - Ask ss to read the text a second time, more carefully, and answer more detailed questions

- Make sure dictionaries are available

- As part of vocabulary work, ask a sporty student to demonstrate press- ups!

- When checking the answers, ask ss: Why? Why not? and require ss to quote specific sentences from the text

Key:

1 F F F F T T

- Ask ss to the optional activity:

+ Ask ss: Would you like to train like David? Why? Why not? And try to elicit some reasons why and some why not

+ Explain the meaning of the title : No pain, no gain.

- Read the text again and the task

- Answer T’ questions

- Do the optional activity

Exercise - Remind ss what the structure of a question in present simple is:

(question word) + do/doe + subject + infinitive?

- Circulate and monitor, helping weaker ss

- Go over answer as a class

Key:

1 Where does David come from? What does he study in China?

3 What they/ the kung fu students have for breakfast and for dinner?/ What they eat? Why does he like the afternoon?

5 When they have dinner?

- Read the text again and the task

(82)

FIGHTING: Kung fu fighting was sung by Carl Douglas, a Jamaican singer, in the 1970s Since then there have been several remixes of the song.

- Tell ss they are going to listen to a song about kung fu

- With a stronger class, start with books closed, ask ss to listen and try to hear some words or phrases

- Play the song once, ask for some words or phrases they heard, then proceed to the next step

- Ask ss to read the gapped lyrics and the glossary first, then point out the task

- Play the whole song through once, then play it again stopping after each gap to check

Key:

1 are says fight take are Start knows makes Further

practice

- Ask ss to the optional speaking task

- Ask which ss in the class or have done a sport fairly seriously and intensively

- Ask ss to work in pairs or groups of three

- Ask ss to prepare an interview

- Ask each group or pair to decide if the interview will be about the sportsperson’s usual training routine and lifestyle, or about a camp he/she has been to

- Ask ss look through the questions in the interview with David and in exercise and decide which of them will be relevant to their interview

- Ask interviewers to prepare some questions

(83)

of their own

- Ask interviewers to ask their questions and the sportsperson answers

- Call a few groups or pairs to act out their interviews in front of the class

- Give feedback on strengths and weaknesses

Consolidation - Ask ss: What have we studied today? (accept any relevant answers)

- Elicit: parts of the body

- Ask ss to close their books and say one word for a body part in turn, they mustn’t repeat words that have already been said

- Draw ss’ attention to the lesson statement: I can understand a magazine article about sport.

- Say one word for a body part in turn

Homework:

(84)

Part F: Everyday English GIVING AN OPINION

I. OBJECTIVES:

- talk about likes and dislikes

- develop listening and speaking skills

1. Functional English: phrases to express likes and dislikes

2. Listening: short dialogues; listening for specific information

3. Speaking: talking about likes and dislikes

4. Grammar: object pronouns

5. Topic: people

- Question - answer

Lead – in - Ask ss to close their books

- Ask ss the two questions which will appear in the dialogue in exercise 1: Do you like music? and, Who’s your favorite singer?

- Ask one or two other ss: Do you like (the singer mentioned by the first student)? Which singer you like?

- Say: Today we are going to talk about likes and dislikes.

Exercise - Ask ss to open their books, look at the photos and read the instructions

(85)

- Play the recording and ask the question 1: Who does Jim prefer, Christina Aguilera or Eminem?

Key:

Eminem

Exercise - Ask ss to the exercise individually

- Help weaker ss: if someone doesn’t understand the meaning of one of the phrases, say it to them in a tone of voice showing a critical/ neutral/ enthusiastic attitude

Key: bad

He’s terrible I can’t stand it I hate them It’s awful

quite good

He’s all right She’s not bad They’re Ok

good

I love it She’s great They’re brilliant

- Do the task

individually

Exercise - Play the recording once for ss to check their answers to exercise

- Play it again pausing after each phrase for ss to repeat: first individually, then chorally

- Encourage ss to say the phrases with real, or even exaggerated, feeling: I can’t stand it with disgust, She’s great with enthusiasm, They’re ok with a shrug, ect

- Ask ss to copy the intonation

(86)

Exercise - Monitor as ss the task individually, then check as a class and write answer on the board

Key:

1 her it

- Check answers as a class

Further practice

- Ask ss to go to Grammar Builder 2F: Student’s Book page 110.

Key: Exercise 9.

Open answers

Exercise 10.

1 We don’t know them I can’t find her I don’t like him

4 She hardly ever phones me They never listen to us Do you like it?

- Do exercises on

Grammar Builder 2F: Student’s Book page 110.

Exercise - Explain the CULTURE NOTE -CELEBRITIES

Avril Lavigne Bobbie Williams Eminem

Angelina Jolie

- Illustrate the function of the object pronouns by writing an example on the board, e.g He is great - I like him

They are awful - I hate them

- Ask a few ss the question in the example, What you think of Robbie Williams? - Elicit appropriate responses

- Ask ss to proceed to talk in pairs

- Answer: I can’t stand him!

- Do the task in pairs Exercise - Ask ss to read the instructions and the

three statements

- Play the dialogues once, stopping after each one to check the answer

Key:

- Do task

- Listen

(87)

a 2.b a

Transcript: 1.39

Exercise - Ask ss to try to fill in the gaps without listening again

- When most of them have finished, or have done as much as they can

- Play the recording to check/ complete the answers

- Get ss to repeat the sentences (play the recording stopping in the right place), or model the pronunciation

Key:

1 What OK like really interested Who

- Do the task

- Listen and repeat

Exercise - Explain to ss that they are now going to talk about their favorite hobbies

- Point to the chart and the prompts

- Ask ss to prepare conversations in pairs

- Encourage stronger ss to write prompts or notes rather than whole dialogues

- Prepare conversations

Exercise - Ask ss work on their conversations

- Circulate and monitor, correct errors and little bits of pronunciation practice if needed

- Ask ss to read their dialogues together at least once before they present them in front of the class

- Ask stronger ss if they could say their dialogues without reading

- Remind ss to speak loudly and clearly If they are expressing strong opinions, encourage them to speak with feeling

- Read and explain the Speaking tip

(88)

- Ask some groups to present their dialogues

Consolidation - Ask ss: What did we talk about today? - Elicit: opinions, likes and dislikes or what we like and don’t like

- Ask: Can you remember some phrases which you can use to say you like someone/ something very much? That you don’t like something? That something is not bad? - Elicit as many of the relevant phrases as T can; insist on correct intonation

- Draw ss’ attention to the lesson statement: I can express my likes and dislikes.

- Say some phrases they learned in the lesson

Homework:

(89)

Part G: Writing AN ANNOUNCEMENT

I. OBJECTIVES:

- develop writing skill

- write an announcement

1 Writing: an announcement

2 Reading: announcements, read for specific information Grammar: imperative

4 Topic: people

- Question - answer

Lead – in - Draw ss’ attention to the announcement on page 25

- Say: We’ve got two announcements here. What are they for? What are they telling you to do?

- Elicit: film club, chess club or come to film club, play chess

- Briefly find out by a show of hands who refers chess, and who likes film?

Exercise - Ask ss: Are there any clubs like this near your house? to find out whether any students go to clubs

(90)

individually

- Circulate and help

- After checking the answers with the whole class, ask: Which club would you prefer to go to?

- With a stronger class, the discussion can go on: Why? What kinds of films you like? Do you play chess well? Who you play with?

Key:

film club chess club

1 Thursday at fours o’clock

Tuesday at six o’clock

2 at Lauren’ house in Gino’s Café watch and talk

about DVDs

play chess meet to decide

the next films

have a competition Lauren White Lewis Connor

individually

Exercise - Read the Learn this! box

- Make sure ss understand the meaning of imperative

- Explain in the ss’ own language

Key:

Come (to film club) Call Lauren White Use (your head) Play (chess)

Phone Lewis Connor today

Negative: Don’t wait

- Do the task

Exercise - Ask ss to the task individually or it in pairs

- Ask ss to check with their partners

- Go over answers with the whole class

Key:

- Do the task

individually or in pairs

(91)

1 Come Learn Play Visit

3 Don’t stay Don’t forget Meet

Further practice

- Ask ss to go to Grammar Builder 2G: Student’s Book page 110.

Key:

1 f 4.c e b d a

- De exercise on

Grammar Builder 2G: Student’s Book page 110.

Exercise - Ask ss to the task in pairs

- Allow ss to work with someone with shared interests

- Do the task

Exercise - Circulate and help with any special vocabulary

- Encourage fast finisher to invent more information than the chart require

Key: Sample answers

Notes name of club: Chess club

when it meets: Tuesday at o’clock where it meets: Gino’s Café

what they do: play chess, have a competition

who to phone: Lewis Connor phone number: 07710 767262

website: www.chessatginos.com

- Do the task

Exercise - If ss invents a club in pairs, the writing is better done in class

- Remind ss of the resources they’ve got: the two model announcements, and possibly vocabulary from the rest of unit (free-time activities)

- Encourage creative ss to produce attractive posters to put on the walls

- Do the task

(92)

- Elicit: announcements or clubs; a few phrases that can be used in an announcement

- Draw ss’ attention to the lesson statement: I can write an announcement for a club. Homework:

- Write an announcement at home (exercise on page 25)

(93)

LANGUAGE REVIEW 1-2

I. OBJECTIVES:

- review the vocabulary, the grammar and some structures in unit and

1. Vocabulary: words related to family relationships and free time

2. Grammar: Present simple tense, adverbs of frequency

- Pair work

- Textbook, chalks, board V TIME: 90 minutes

Lead – in - Explain to ss that these pages help them review vocabulary and grammar in unit and

Exercise - Read the exercise’s requirement aloud

- Ask ss to try to remember the family relationships in unit 1, then choose the correct answers

- Ask to the task in pairs

Key:

1 a a b b a

Exercise - Ask ss to review how to write the plural nouns

- Ask ss to work on the task individually and compare answers in pairs

- Ask one or two ss to read these pairs of words aloud

Key:

1 wives potatoes husbands buses

- Work individually

(94)

3 photos families

Exercise - Ask ss to think of the sports and hobbies they have learned

- Ask ss to the task individually and compare answers in pairs

- Ask one or two ss to read these words aloud

Key:

1 basketball ice skating computer games photography gymnastics rollerblading

- Work individually

- Read aloud words

Exercise - Ask ss to review the present simple tense: affirmative

- Ask ss to the task in pairs

- Call some ss to go to the board and write their answers one by one

- Correct ss’ answers

Key:

1 studies watches play live goes gets up

Exercise - Ask ss to review the present simple tense: negative

- Model with the first sentences

- Ask ss to the task individually and compare their answers in pairs

- Call some ss to write their answers on the board

- Correct ss’ answers

Key:

2 She doesn’t sit next to Pete She sits next to Sue

3 I play the piano I don’t play the guitar He doesn’t go swimming He goes cycling They come from France They don’t come

(95)

from Spain

6 She teaches music She doesn’t teach sport He doesn’t speak English He speaks Italian Exercise - Ask ss to complete the questions in pairs

- Ask ss to match the questions with the answers in pairs

- Ask ss to practice ask- answer in pairs

- Calls some pairs to perform in front of the class

Key:

1 Where you live? - f Does he like sports? - c What does she study? - a How you get to school? - d Does she get up early? - b Do you know Lucas? - e

- Complete the questions individually

- Do the matching task in pairs

- Ask and answer in pairs

Exercise - Ask ss to review the positions in a sentence of the adverbs of frequency

- Ask ss to the task individually

- Call some ss write their answers on the board

- Correct ss’ answers Key:

2 She’s hardly ever late for school I often play computer games

4 He never does his homework on the bus It’s usually cold in January

6 School always finishes at quarter past four We sometimes have lunch at school

Exercise - Ask ss to complete the questions for each answer individually

- Ask ss to ask and answer in pairs

- Correct ss’ mistakes and pronunciation

Key:

1 How Have you got

(96)

2 Where are How old is

Exercise - Ask ss to read the lines in this exercise as a class

- Ask ss to order them into the correct dialogue in pairs

- Call some pairs to perform their work in front of the class

- Correct ss’ mistakes and pronunciation Key:

1 c a e b d

- Perform their task

Consolidation - Ask ss: What did we review today? - Elicit: about vocabulary and grammar

Homework:

(97)

I. OBJECTIVES:

- develop reading, listening, speaking and reading skill

1.Topic: people from abroad in the UK

Lead – in - Ask ss to look at the photo of Márton

- Ask ss to guess where he is from

- Say: He’s from Hungary But he doesn’t live in Hungary He lives and works in the UK Our topic today is about the life of people from abroad in the UK

Exercise - Draw ss’ attention to the text

- Ask them to read the task

- Point out that they only need to read the text quickly and not very carefully to the task

- Ask ss to the task in groups

Key:

paragraph - a paragraph - b paragraph - b

- Look at the text

- Read the task

- Do task

Exercise - Ask ss to read the text again

- Ask ss to choose the best answers in pairs

- Check their answers as a class

Key:

(98)

1 c c b b b c Exercise - Ask ss to read these options before listening

- Ask ss to listen and match the people with three of the descriptions below

- Play the recording twice

- At the third time, check ss’ answers

Key:

1 d b a

- Read the options

Exercise - Ask ss to read the questions as a class

- Ask ss to listen and write Márton’s answers

- Play the recording again twice

- Ask some ss to write their answers on the board

- Correct ss’ mistakes

Key:

1 Miskolc Yes, I Yes, two sister U2 10 and 14

- Read the questions

- Do the task

Exercise - Ask ss to work in pairs

- Ask ss to ask their partner the questions in exercise

- Ask ss to take notes while their partners’ answering

- Call some pairs to perform

Key:

Open answers

- Work in pairs

Exercise - Ask ss to imagine they are their partners write a short, informal letter to a new pen friend called Sam

- Ask ss to using their notes from exercise

- Explain that the letter begins with: Dear Sam

Hi! I’m your new pen friend My name’s …. and I’m from …

Key:

Open answers

(99)

Consolidation - Say: Today we know about the life of people from abroad in the UK and review how to write an informal letter.

- Pay attention

Homework:

Định dạng
Số trang	99
Dung lượng	642 KB