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0% found this document useful (0 votes)
164 views135 pagesWelcome 2 TB
Uploaded by
YuliaCopyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
Elizabeth Gray - Virginia Evans
Foals.
Express Publishing Introduction to the Teacher
Description - Syllabus - Components
Welcome is a two-level course at primary level for
dren learning English for the first time. its syllabus
= based on graded structures and vocabulary.
meicome enables pupils to use English effectively
2° ensures that they have fun while learning.
wecome develops all four skills (reading, writing,
istening and speaking) through a variety of
communicative tasks and everyday dialogues. It
cycles vocabulary and grammar regulary.
welcome 2 consists of fourteen units. Each unit
contains material for three lessons of about 50
minutes each.
Components at each level
Pupil's Book presents new words, grammar
suctures and functions in a clear way. The language
S presented in context through lively dialogues or
enjoyable texts. A variety of functional exercises,
songs and games help pupils practise the new
wage in an enjoyable way. Dialogues, texts,
songs, rhymes and other listening activities are on
me CD or cassette.
The Workbook consists of 14 units of four pages
ach. Each unit is divided into five sections:
Vocabulary, Grammar, Communication, Listening
and Reading & Writing. The Workbook aims to
consolidate the language points and grammar
structures that appear in the Pupil's Book with various
xercises. It can be used either in class or for
homework
‘The Teacher's Book gives step-by-step lesson plans
and the answers to the exercises for both the Pupil's
Sook and the Workbook. It also contains extra ideas
on how to present new words and grammar
structures, as well as four photocopiable assessment
tests in two versions and tapescripts of the listening
activities.
© The Picture Flashcards include all the pictures
necessary to present and revise new structures and
vocabulary.
© The Class CDs or Cassettes include all the
recordings for the listening activities in the Pupil’s
Book and the Workbook. They also include a
recording of the play so that the pupils are given a
model of the pronunciation and intonation of the
language used,
‘© The Pupil’s CD or Cassette includes all vocabulary,
dialogues, texts, pronunciation twisters and the play,
all of which are necessary for home study. Pupils
have the chance to listen to these recordings as
many times as they want to improve their
pronunciation and intonation.
‘* The Multimedia CD Rom includes exercises for
pupils to reinforce their language skills.
Characters
Welcome 2 follows the exploits of the characters in
Welcome 1, accompanied by their mischievous genie,
Masid. Various other lively characters appear such
Hilda and Doris, the gossiping neighbours and Masid’s
colourful family
How to use the Pupil’s Book
There are 14 units divided into three lessons of two pages
each. Each unit provides work for a minimum of three 50-
minute lessons.
Ww Welcome 2
AQ NEW VOCABULARY: EX. 1
Lesson 1 starts with the presentation of new words for the
lesson. Each word is presented through a picture so that
pupils understand the meaning,
Presentation with books closed.
© Pin up relevant flashcards one at a time.
* Point to each and model the word/phrase.
© Pupils listen, then repeat chorally and individually.
* Point to flashcards in random order and elicit new
vocabulary from pupils.
© Pupils’ books open. Play the cassette. Pupils listen
and repeat.
Note: Avoid using pupils’ mother tongue to translate new
words. Use miming, classroom objects or picture
flashcards instead, whenever this is possible.
Presentation with books open.
© Play the cassette.
© Pause between each word.
* Pupils repeat chorally and individually
© Show pupils flashcards in random order. Pupils say
the new word/phrase.
JX DIALOGUE PRESENTATION: EXS. 2 & 3
Each dialogue is preceded by a listening activity
Ex. 2 is usually a lead-in question or a listening task
which pupils have to perform before reading the
dialogue. In this way pupils familiarise themselves
with the dialogue (Ex. 3), practising their listening
comprehension at the same time.
‘* Read and explain the instructions.
‘+ Read the question and elicit possible answers.
‘* Ask pupils to look at the pictures in Ex. 3 and
‘guess what the dialogue is about.
* Play the cassette once or twice, while pupils
complete the task.
'* Check pupils’ answers.
All dialogues cover areas of interest within the
knowledge of children and focus on developing
pupils’ listening and reading skills.
© Play the cassette with pauses between each
exchange.
* Pupils listen and follow the lines and repeat
chorally and individually.
Check pupils’ pronunciation and intonation.
Pupils act out the dialogue in pairs,
Note: You can-ask pupils concept questions about the
dialogue after pupils have acted out the dialogue
in pairs.
Kk
CONIROLED PRACTICE OF STRUCTURES. EX. 4
Each dialogue is followed by a structural exercise which
recycles vocabulary and grammar structures presented in
the dialogue.
Presentation with pupils’ books closed.
* Pin up relevant flashcards one at a time
Present the structure orally.
Write it on the board.
Pupils repeat chorally and individually.
Repeat with the rest of the flasheards,
Wipe the example off the board.
Point to the flashcards in random order.
correct answers from pupils.
Pupils’ books open.
Read the example.
Pupils practise the structure of the example with all
pictures.
Presentation with pupils’ books open.
© Read the example.
Pupils repeat chorally and individually.
Individual pupils practise grammar structures with
the rest of the pictures.
* Pupils’ books closed.
© Show pupils relevant flashcards in random order.
© Pupils practise the grammar structures.
GRAMMAR
Useful grammar tables present structures from the
dialogue. Always present grammar structures on the
board, as explained in each lesson plan in the Teacher's
Book. Pupils practise grammar structures in the exercises
that follow the table first orally, then in writing in class. In
all writing exercises encourage accuracy in punctuation.
SAC canuantesnon
All useful communicative patterns presented in the
dialogue are further exploited so that pupils may have
more practice and be able to use them appropriately
‘These patterns are recorded so that pupils acquire the
correct pronunciation and intonation. Pupils memorise
these patterns.
* Play the cassette once or twice with pauses between
each exchange. Welcome 2
© Pupils listen, follow the lines and repeat chorally and
raividually.
‘= 2upils read and act out the dialogue in pairs.
FE ransrer
=a= lesson ends with a free-practice exercise. Pupils use
= sructures presented before to act out dialogues, or
‘Tate sentences orally about themselves. Pupils do the
=excse orally. Time permitting, the dialogues can be
ster in pupils’ notebooks in class.
Lesson 2 )
FE haw vocaBuiany: &X1
Tre sresentation of the new words follows the same
===™ as Lesson 1, Exercise 1.
“HE ouLosue PRESENTATION: EXS. 2. & 9
- Each dialogue is preceded by a listening activity,
hich can be found in the Teacher's Book. It is
sually a lead-in question or a listening task which
upils have to complete before reading the dialogue.
Tris way pupils familiarise themselves with the
salogue (Ex. 2), practising their listening
comprehension at the same time.
‘© Write the listening task on the board
‘* Explain the task.
‘© Ask pupils to look at the pictures in Ex. 2 and
guess what the dialogue is about,
* Play the cassette once or twice, while pupils
complete the task.
* Check pupils’ answers.
* Play the cassette with pauses between each
exchange.
* Pupils listen and follow the lines and repeat
chorally and individually
* Check pupils’ pronunciation and intonation.
* Pupils act out the dialogue in pairs.
‘ch dialogue in Lesson 2 is followed by a reading
prehension exercise,
‘+ Read and explain the instructions.
Read the questions and elicit possible answers.
* Ask pupils to read the dialogue in Ex. 2 again
silently and do the task.
* Check pupils’ answers.
Vv
CONTROLLED PRACTICE OF STRUCTURES: EX. 4
Exercise 4 follows the same pattern as in Lesson 1,
Exercise 4.
GRAMMAR, COMMUNICATION, TRANSFER
New structures and communicative patterns are
presented and practised as in Lesson 1
This lesson revises the vocabulary and the grammar
structures that have been presented in the first two
lessons of each unit. Itis laid out differently to the previous
lessons. The lesson starts with a text-based exercise
followed by various tasks such as comprehension
questions, listening or matching activities
The project work in lesson 3 provides essential writing
practice for the students. Here, they get the chance to use
the structures and the vocabulary they have learned from
the whole unit. The lesson ends on a fun note by playing
games and singing lively songs adapted to the needs and
the knowledge of the pupils.
— Text-based exercise
Pupils listen to and read a text adapted to match,
pupils’ needs and ability. The text is also recorded so
that pupils can practise listening as well as reading
— Exercises
The Teacher's Book provides clear instructions on how
each exercise in Lesson 3 should be taught.
— Project
The text itself serves as a model for pupils to produce
a short piece of writing, as described in the Project
exercise. Pupils do the exercise orally, then are
assigned it as written homework. All projects work with,
the Photo File Section at the end of the Pupil's Book.
Pupits write their text in the space provided in the
Photo File Section, attach or draw pictures, then cut
out the page and hand it in to be corrected. Pinning up
pupils’ project work in the class will make them feel
proud of what they have achieved so far.
— Twister
This is a regular exercise on sounds in English. Play
the cassette focusing pupils’ attention on the sound
presented each time, then pupils practise chorally and,
individually. In the Teacher's Book there is a list of
words offering further practice on the sounds
presented in the exercise, Welcome 2
— Games
In this section pupils practise structures presented in
lessons 1 and 2 in lively and competitive activities. The
games, for individuals or pairs, are show clearly with
examples so that pupils will have no difficulty in
understanding how to play. Clear instructions for each
game are given in the lesson plans in the Teacher's
Book. Always explain the game to pupils before
playing,
— Songs
Each unit ends with a song aiming to practise pattems
and vocabulary taught within the unit.
© Play the cassette.
Pupils listen and follow the words.
Read the song and explain any unknown words.
Pupils repeat chorally and individually.
Play the cassette again.
Pupils listen and sing along with the recording,
following the words.
Revision Units and Tests
al
‘There are four revision sections in the Pupil’s Book set out
in the following way:
Revision 1: Units 1, 2 and 3
Revision 2: Units 4, 5 and 6
Revision 3: Units 7, 8, 9 and 10
Revision 4: Units 11, 12, 18 and 14
The revision sections serve as preparation in class for the
corresponding tests in the Teacher's Book. Pupils
familiarise themselves with the layout and content of the
tests which are divided into four sections: Vocabulary,
Grammar, Communication, Reading & Writing.
There are four photocopiable assessment tests, in two
versions each, at the back of the Teacher's Book followed
by marking schemes.
Happy New Year,
poe Saint Valentine’s Day
There are two extra units at the end of the book. These
units are to be covered as a lead-up to the respective
celebrations.
Play
nw
Also included at the end of the Pupil's Book is a short play.
This provides pupils with the opportunity to bring to life the
characters in Welcome 2, by taking on roles and acting
‘out a short story which also recycles language and songs
already taught. In the Teacher's Book there are stage
directions for those teachers who wish to put on an end-
‘otyear performance. The dialogue is also on CD or
cassette, giving the pupils a model to emulate. Hand
Puppets at the back of the Workbook can be cut out and
used while pupils practise the play in class.
Workbook
Aiter completing Lessons 1, 2 and 8 of each unit, pupils
turn to the Workbook for Lesson 4. The Workbook
contains extension activities relating to the units in the
Pupil's Book. Each unit in the Workbook is divided into
Vocabulary, Grammar, Communication, Listening,
Reading & Writing. Some of the exercises can be covered
in class and others may be assigned as written
homework. The Workbook contains colourful ilustrations,
hand puppets and stickers, providing the pupils with
additional tools to complete the extra activities.
How to assign and check pupils’
homework
At the end of each lesson plan there is a suggested
homework assignment. Always write the assigned
homework on the board so that pupils can copy it in their
notebooks. Ask pupils to use the Pupil's CD or Cassette to
practise further and improve their pronunciation and
intonation.
Homework is always checked before the presentation of a
new lesson.
— How to check new words/structures:
Pin up relevant flashcards. Point to each and elicit
answers from pupils.
— How to check copying:
Collect pupils’ notebooks and correct their copying,
putting emphasis on the importance of clear
handwriting, Welcome 2
— How to check dictation:
* Dictate various words/phrases. Pupils write them in
their notebooks.
‘+ Show pupils relevant flashcards. Pupils write down
the relevant word.
Correct pupils’ dictation. If pupils have made spelling
mistakes, write down these words and ask pupils to
‘erte them again two or three times. Encourage pupils
Sy praising their efforts and/or putting stickers on their
Sctation papers. Stickers are provided in the
Workbook.
— How to check role play:
Pupils act out the relevant exchanges in pairs. It is,
22visable to use flashcards wherever possible. Check
upils’ intonation and pronunciation. Contents
A. Pupil’s Book
Unit 1 Welcome back! paces! @
Unit 2 Number six, Hill Street! se
Unit 3 Trick or treat...
Unit 4 Avery special day! 24
Unit § At the market! 29
Unit 6 | don't like Science! It's boring! nun 34
Unit 7 I want to be a firefighter! 39
Unit 8 Cows are fatter than goats! 4
Unit 9 I've got a sore throat!
Unit 10 I was a happy baby! ..
Unit 11. What happened to you? 58
Unit 12. Cavemen and dinosaurs! 63
Unit 13 Fun food! orcas OB
Unit 14. We're going to go camping! ....nene 73
Play: Pudding Lane
B. Workbook
Unit 1 Welcome back!
Unit 2 Number six, Hill Street! ..
Unit 3 Trick or treat! ...
Unit 4 Avery special d 84
Unit 5 At the market! oo 84
Unit 6 I don't like Science! It's boring! 5
Unit 7 I want to be a firefighter! 85
Unit 8 Cows are fatter than goats! 1 86
Unit 9 I've got a sore throat! 86
Unit 10 | was a happy baby! .. 87
Unit 11. What happened to you? 87
Unit 12 Cavemen and dinosaurs! 87
Unit 13. FUN f00d! neuen Stare 8
Unit 14 We're going to go camping! 88
C. Tapescripts
Pupil's Book
Workbook...
Tests
Test 1 A/B 104
Test 2 A/B .. 110
Test 3 A/B .. 119
Test 4 A/B .... 128 1 - Welcome back! (p;
~atonalities, describing appearances
Where is he from? - He's from Spain. He's
ish! - I've got something for you! - It's
‘om France! - What's Manuel like? - He's tall
20d slim. He's got dark hair and brown eyes.
France, French, Mexico, Mexican, Spain,
nish, Turkey, Turkish, Greece, Greek,
=o/and, Polish, USA, American, Britain, British,
umping beans, a bottle of perfume, e-mail
Tessage, handsome, tall, short, dark hair, fat,
eautiful, fair hair, slim, New York, Rome, Paris,
Madrid
een
Talking about presents and their origin,
zescribing appearances
#ating an e-mail message to anew friend
Lesson 1 (pp. 4 - 5) )
J Vocabulary: France, French, Mexico, Mexican,
Spain, Spanish, Turkey, Turkish, Greece, Greek,
Poland, Polish, USA, American, Britain, British,
jumping beans, a bottle of perfume, e-mail
message, welcome back
1 Language focus: Where is she from? - She's
‘rom Spain. She's Spanish!
J/ Grammar: the verb "to be” (affirmative, interrogative,
negative) (longishort forms)
PRESENTATION
Listen and repeat.
HK RasHcarps 1-1
=.c1's’ books closed. Pin up flashcards Nos. 1 - 8. Tell
v's that the flashcards show different countries and
cnalities. Point to each one and say the appropriate
word(s) (France - French, Mexico - Mexican, ...). Pupils,
repeat, chorally and individually. Pin up flashcards Nos.
9 - 11, Point to each one and say the appropriate
word/phrase. Pupils repeat, chorally and individually.
Pupils’ books open. Play the cassette. Pupils listen and
repeat, chorally and/or individually.
USTENING & READING
2. Listen and write.
Since this is the first lesson for Welcome 2, invite pupils
to identity the characters in the dialogue by asking
questions.
eg. T: Look at picture 1. Who are they?
P1: Cindy, Lin, Eddy, Oscar and Wendy.
T: Who's standing at the door?
P2: Wendy. etc.
Read sentences 1 and 2 and explain the task to the
pupils. Play the cassette. Pupils listen and write the
correct country to complete the sentences.
1 France 2 Mexico
3. Now, listen again and read.
Play the cassette. Pupils listen and follow the lines. Play
the cassette again with pauses for pupils to repeat,
chorally or individually. Check pupils’ pronunciation and
intonation. Pupils read out the dialogue in pairs.
PRACTICE
4, Look and say.
“Rcruasiicaros 12 - 17
Pupils’ books closed. Show pupils flashcard No. 12.
Point to the girl and ask: “Where is she from?” Pin up
flashcard on the board. Write the question on the board
and pupils repeat, chorally and individually. Then, say
and write: “She’s from Spain. She’s Spanish!” Pupils
repeat, chorally and individually. Pin up flashcard No. 13.
Point to the boy and ask: “Where is he from?" Write the
question on the board and pupils repeat, chorally and
individually. Then, say and write: “He's from France. He's
French!” Pupils repeat, chorally and individually. Pin up
flashcards 14 - 17. Point to each flashcard. Pupils ask
and answer about the people's nationalities. Write the
question and answer on the board below each
corresponding flashcard. Explain that Spain, France,
Vv eee Cicer
a)
Mexico, Poland, Turkey and Greece are names of
countries, while Spanish, French, Mexican, Polish,
Turkish and Greek show nationality. Pupils, in pairs,
ask and answer for flashcards 12 - 17. Wipe the
sentences off the board. Point to the flashcards in
random order. Pupils, in pairs, ask and answer about the
people’s nationalities. Pupils’ books open. Read the
example, then pupils do the exercise in pairs or as rolling
questions.
2 A: Where is he from?
B: He's from France. He's French!
3A: Where are they from?
B: They're from Mexico. They're Mexican!
4 A: Where is she from?
B: She's from Poland. She's Polish!
5 A: Where is he trom?
B: He's from Turkey. He's Turkish!
6 A: Where are they from?
B: They're from Greece. They're Greek!
GRAMMAR
Revise the atfimative, negative and interrogative forms of the
verb "to be”. Point to yourself. Say: ‘Yim from..." write Lam on
the board, Point toa pupil and say: "You're from..." Write you
are on the board. Do the same for all persons, singular and
plural. Pupils look at the board and read out the affirmative
form of the verb “to be”. Show pupils how short forms are
made. Follow the same instructions to present the negative
and interrogative forms of the verb "to be". Pupils’ books open.
Individual pupi's read out the grammar table.
Extension: Pupils make sentences about themselves, their
classmates and classroom objects using various forms of the
vert “to be".
eg. P1: Imnine years old.
2: She's British
3: Isitapen? ete.
5. Read and write: am, is, are.
Pupils look at the picture. Elicit from the pupils the names
of the characters in the picture and where they are from.
Explain that they have to read the text and fill in the gaps
with the verb “to be”. Pupils do the exercise orally, then
in viiting in class.
2am 3 are 4is 5 is
6. Ask and answer, then write.
Read the example, then ask two pupils to read the
example again. Consolidate the nationalities of the
people in the pictures. Pupils do items 2 - 4 orally in pairs,
then in writing in class.
2B: No, they aren't. They're Brit
3 B: No, he isn’t. He's American.
4B: No, they aren't. They're Polish.
7. Listen and repeat, then talk with your
friend.
Play the cassette. Pupils listen and follow the lines. Play
the cassette again with pauses for pupils to repeat,
chorally and individually. Pupils act out simitar dialogues
Using the visual prompts and the model dialogue given.
(Pupils’ own answers)
‘Suggested Homework
Copy: 4 exchanges from Ex. 3
Reading aloud: Ex. 3
Dictation: Ex. 1
Act out: Ex. 4, Ex. 7
7)
(4 Vocabulary: handsome, tall, short, dark hair, fat,
beautiful, fair hair, slim, New York, Rome, Paris,
Madrid, of course
Language focus: What's Manuel like? - He's tall
and slim. He's got dark hair and brown eyes. -
Whose is it? - It's Manue!’s!
Grammar: the verb “have got” (affirmative,
interrogative, negative - long/short forms),
possessive case
|41 Check pupils’ HW.
__ PRESENTATION
1. Listen and repeat.
A
Pe nasucaros 18 - 22
Pupils’ books closed. Pin up flashcard No. 18. Point to
the man and say the appropriate word(s). Pupils repeat,
chorally and individually. Then, point to the boy and say
the appropriate word(s). Pupils repeat, chorally and
individually. Finally, point to the woman and say the
appropriate word(s). Pupils repeat, chorally and
a
a
Vv sawearaily. Explain we use handsome for men and
szmmutful for women and focus on the opposites (short -
‘ail = sim, ...). Pin up flashcards Nos. 19 - 22 and say
me izcropriate word. Pupils repeat, chorally and
sxciweaizily. Pupils’ books open. Play the cassette. Pupils
‘sex ere repeat chorally and/or individually
USTENING & READING
-
~
We the following question on the board : “Is Manuel
kar” Explain the question to the pupils. Tell them they
“| tae to listen and answer the question. Play the
sassen= Pupils listen and follow the lines. Pupils answer
= aueston: “No, he isn't. He's tall” Play the cassette
-==r smn pauses for pupils to repeat, chorally and/or
s<>vcxzily. Check pupils’ pronunciation and intonation,
#288 "ead out the dialogue in pairs.
Now, read again and answer.
#22 Te questions. Explain to the pupils that they have
© ac the dialogue again silently and answer the
auescns. Check pupils’ answers.
=aersen: Pupils can answer the questions in writing in
}00ks in class or at home.
He's fourteen years old.
2 He's from Madrid, Spain
3 Yes, he
+ Yes, he has.
PRACTICE
«Look and say.
7 RASHCARDS 23 - 27
Faziis Dooks closed. Revise numbers 10 - 20 and write
mer on the board. Pupils repeat, chorally and
ally. Pin up flashcard No. 23. Say, then write:
‘ourteen years old and he's from Madrid, Spain.
‘epeat, chorally and individually. Pin up flashcard
Say, then write: “She's twelve years old and she’s,
London, England.” Pupils repeat, chorally and
ually. Do the same with flashcards Nos. 25 - 27.
che example off the board and leave the prompts,
i
Point to flashcards in random order. Individual pupils talk
about each person, practising the structure. Pupils’ books
open. Read out the example. Pupils repeat chorally, then
do the exercise orally in class.
2 She's twelve years old and she’s from London,
England.
3 He's nineteen years old and he's from Paris,
France.
4 She's fifteen years old and she's from Rome,
Italy
5 He's seventeen years old and he's from New
York, USA.
GRAMMAR
Brenasucano ve
Pin up flashcard No. 18. Point to the man, say, then write:
“He has got dark hair!” Pupils repeat, chorally and
individually. Underline He has got and explain the
‘meaning. Point to the girl, say, then write: “She's got fair
hair!” Undertine the short form and explain how this is
formed. Pupils repeat, chorally and individually. Elicit the
affirmative, negative and interrogative forms of the verb
“have got” and write these on the board. Pupils repeat,
cchorally and individually. Pupils’ books open. Read out the
grammar table.
Extension: Ask pupils to make sentences about
themselves and their classmates, practising the forms.
e.g. I have got dark hair. John has got blue eyes.
5. Look, say and write.
Peiasticanos 28 - 21
Point to the pictures of Manuel, Bobo the clown, Greta,
Bill and Bob. Read the description of their appearance.
Choose a pupil to read the example. Explain to the pupils
that they have to write two sentences. In the first
sentence, they have to write about the people's height
and build (if they are fat or slim). In the second sentence,
they have to write about the people's hair and eyes.
Then, pupils do the exercise orally, then in writing in class.
Extension: 1) Pupils’ books closed. Pin up flashcards
Nos. 28 - 31. Pupils look at the flashcards and make
sentences about the people in the pictures.
2) Pupils in two teams. Each team gives a description of
a classmate without revealing his/her name. The other
team has to guess who that person is. The winner is the
team with the most points.
Vv ya mee clue ee ee)
2 Bobo is short and fat.
He has got fair hair and brown eyes.
3. Greta is tall and sii
She has got fair hair and green eyes.
ill and Bob are short and slim.
They have got dark hair and blue eyes.
© (Pupils’ own answer)
6. Read and circle.
Write on the board and say: “Manuel's e-mail”. Undertine
's and explain to the pupils that ’s shows that something
belongs to somebody. Write and say: “He's from Spain.”
Underline ’s and explain that’s is the short form of Is. Read
the example. Explain to the pupils that they have to circle
the correct word. Pupils do the exercise. Individual pupils
read out the sentences.
2 Oscar's, has
3. Masid’s, has
4 Cindy's, is
5 Wendy's, has
7. Listen and repeat, then talk with your
friend.
Be nastcanos 28-31
Play the cassette. Pupils listen and follow the lines. Play
the cassette again with pauses for pupils to repeat,
chorally and individually. Pupils act out the dialogue in
pairs. Then, pupils act out similar dialogues for Bobo,
Greta, and Bill and Bob, looking at the pictures in Ex. 5 or
at the respective flashcards with books closed.
2. A: What's Bobo like?
B: He's short and fat. He's got fair hair and
brown eyes.
3. A: What's Greta like?
B: She's tall and slim. She's got fair hair and
green eyes.
4 A: What are Bill and Bob like?
B: They're short and slim. They've got dark hair
and blue eyes.
* Use flashcards 28 - 31 in the next lesson to practise
Ex.7.
Suggested Homework
Copy: 2 exchanges from Ex. 2
Reading aloud: Ex. 2
Dictation: Ex. 1
Act out: Ex. 4, Ex.7
Lesson 3 (p;
\42 Check pupils’ HW.
» LISTENING & READING
1. Listen, read and circle.
Explain that this is an e-mail message. Ask pupils to look
at the text and say who the e-mail message is from. Play
the cassette. Pupils listen, read and circle the correct
word. Play the cassette again with pauses for pupils to
repeat, chorally and individually. Individual pupils reac
‘out from the text.
2 tweve 3 slim 4 dark 5 red
2. Read again and answer.
Read the questions. Pupils read the text again silently and
answer the questions. Cheok pupils’ answers.
1 She's from Paris.
2 She's twelve years old.
3 She's tall and slim. She's got dark hair
and blue eyes.
4 Danielle’s/Her favourite colour is red.
3. Listen and write a name or a number.
Play the cassette. Pupils listen and fill ina name or a
number.
1 Carlos 2 sixteen/16 3. Spain
4, About you: ask and answer.
Pupils, in pairs, ask and answer the questions about each
other. Make sure the pupils understand the questions.
Walk around the classroom while the pupils do the task,
providing any necessary help. Pupils report back to the
class.
(Pupils’ own answers) Se
Project.
a7 2. that pupils should use Ex.1 as a model. Refer
seat 2 the Photo File Section. After pupils have done
= = zraly in class, assign it as written HW.
Pupits’ own answers)
= TWISTER Listen and repeat.
"tax Te cassette. Pupils listen and repeat. Focus pupils’
"m=tcr on how f and v are pronounced. Check pupils’
seuraticn and pronunciation.
=erso7: Write the following list of words on the board:
‘sce foot vase favourite
tamiy friend very eleven
fare frog visit. every
is fruit five wave
tec seven
Sex te words and pupils repeat chorally and
sciwaially. Point to various words in random order.
smchecaai pupils say the words.
Let's play!
sais cok at the pictures. Read the names of the people
sscwe and consolidate words such as: fat, slim, tall, short,
ames “ar, fair hair and colours. Ask questions such as’
"wre": Sob like?” and elicit correct answer: "He's tall and
| “<5 got dark hair and green eyes." Read the model,
ace. Pupils follow the lines. Choose a pupil. Ask
writer to think of one of the children. Pupils ask
se=sters, as in the example, until they find who it is that
uci thought of. Choose another pupil and continue
me ure.
= Let's sing!
=r Te cassette. Pupils listen and follow the lines. Read
song. Pupils listen and repeat. Play the cassette
s=z=r. Pupils listen and try to sing along with the
eexrg.
‘Suggested Homework
Copy: part of Ex. 1
Reading aloud: Ex. 1
Dictation: numbers 10 - 20
Act out: Ex. 6
Project: Ex. 5
Workbook: do some exercises in class,
assign the rest as written HW.
VW Unit 2 - Number six, Hill Street! (pp. 10 - 15)
Objectives/Targets
giving directions, identifying position of objects
and location of rooms
ES
There's a record shop on the right. - Where's
Cindy's house? - it's on the right, next to the
hotel. - prepositions of place (opposite, next to,
between) - Where's the bedroom? - It's upstairs,
opposite the bathroom.
Weed
go along, tur left, tur right, opposite, next to,
between, map, record shop, bank, station,
supermarket, restaurant, hotel, street, cooker, sink,
drawer, wardrobe, upstairs, downstairs, hall, wall,
dining room
Communication
giving directions and talking about location
ee
inviting a friend to a house-warming party
Vocabulary: go along, tum left, tum right, opposite,
next to, between, map, record shop, bank, station,
‘supermarket, restaurant, hotel, street, new, Oh, dear
Language focus: There's a record shop on the
right. - Where's Cindy's house? - It's on the right,
next to the hotel.
(1 Grammar: There is/are, prepositions of place
PRESENTATION
Listen and repeat.
d
TAC ruasticaros 1 - 5
Pupils’ books closed. Pin up flashcards Nos. 1 - 4 and
say the appropriate words. Pupils repeat, chorally and
individually. Explain the prepositions of place by
demonstrating them with objects and people in class.
Pin up flashcard No. 5 and explain that this is a map of =
street with various buildings. Say the appropriate wore:
and pupils repeat, chorally and. individually. Pupils
books open. Play the cassette. Pupils listen and repea’
chorally and/or individually.
Extension: Pupils can practise the prepositions of place
by asking questions concerning the buildings on the
map.
e.g. P1: Where's the bank?
2: It's between the record shop and the station. etc
LISTENING & READING
2. Listen and put a tick (¥) or a cross (x).
Read sentences 1 and 2. Explain the task to pupils. Play
the cassette. Pupils listen and put a tick for a correc:
sentence and a cross for a wrong sentence.
1x 2v
3. Now, listen again and read.
Play the cassette. Pupils listen and follow the lines. Play
the cassette again with pauses for pupils to repeat
cchorally or individually. Check pupils’ pronunciation anc
intonation. Pupils read out the dialogues in pairs.
PRACTICE
4. You are on Hill Steet! What is there on
the left? What is there on the right? Look
and say.
Perrsicar é
Pupils’ books closed. Pin up flashcard No. 6 on the
board. Present the buildings mentioned on the map.
Then, explain the left and the right side of the street. Ask
pupils: "What is there on the right?” Then say and write:
“There's a record shop on the right.” Pupils repeat.
chorally or individually. Now, point to the supermarket
say, then write: “There's a supermarket on the left
Pupils repeat, chorally and individually. Write the
prompts on the board. Pupils, in turn, look at the map
and the prompts and say where the buildings are.
Pupils’ books open. Read the example, then pupils do
the exercise orally in class.
2 There's a supermarket on the left.
3. There's a restaurant on the left.
4 There's a cinema on the right. 5 There's a station on the left.
= There's a bank on the lett
SEAMMAR
“H zastcano 6
© uc fashcard No. 6. Say, then write on the board:
“rere is a hotel in Hill Street.” Pupils repeat, chorally and
wawazaly. Explain the structure there is and the use of
s zr=vosition in when we talk about streets. Then, say
2c erte the interrogative and negative forms: “Is there a
sxe ex to the station?” “There is not a hotel next to the
sazar." Pupils repeat, chorally and individually. Show
‘Sw Te short forms are made. Then, say and write:
Tere are two houses in Hill Street.” Pupils repeat,
Sority and individually. Explain the structure there are
== sow the interrogative and negative forms of there
we [Link] repeat, chorally and individually. Pupils’ books
===" Irdtvidual pupils read out the grammar table,
SxS: 1) Use flashcard No. 6 to drill your pupils.
wae them with prompts.
crema)
> There's a cinema in Hill Street.
Z nouses)
"2: There are two houses in Hill Street. etc.
2 4st oupils to draw a map of a street. Pupils talk about
mer Tens.
= 27 There's a restaurant next to the station,
2 There's a bank opposite the cinema. etc.
5 Look again, read, and write yes or no.
#08 00k at the picture in Ex. 4 again. Then they read
sre sercences and write yes for a correct sentence and
sm & 2 wrong sentence.
27 3
no 4 yes
= Now, ask and answer.
“= 2.0Ils to look at the picture in Ex. 4 again. Individual
sums “ead out the example. Then, pupils go through the
2572's and do the exercise orally in pairs.
‘Suggested answers)
* A: Is there a bank opposite the cinema?
B: No, there isn’t. There's a supermarket
opposite the cinema
Is there a house between the bank and the
restaurant?
Yes, there is.
Is there a station next to the bank?
No, there isn't. There's a station next to the
supermarket
ee aa 5)
7. Listen, look at the map and write.
Play the cassette. Pupils listen, look at the map and write
the name of the building. Check pupils’ answers.
2 cinema 3. hotel 4 bank
8. Listen and repeat, then talk with your
friend.
FLASHCARD 6
Pin up flashcard No. 6. Play the cassette. Pupils listen
and follow the lines. Play the cassette again with pauses
for pupils to repeat, chorally or individually. Check pupils’
pronunciation and intonation. Pupils then look at the
flashcard and act out dialogues in pairs using the
prompts and the dialogue they listened to as a model.
Note: Use flashcard No. 6 in the next lesson to practise
the patterns.
(Suggested answers)
2 A: Where's the restaurant?
B: It's on the lett, opposite Cindy's house.
3A: Where's the bank?
B: It's on the left, opposite the record shop.
4 A: Where's the hotel?
B: It’s on the right, between Cindy's house and
the record shop.
5 A: Where's the station?
B: It’s on the left, next to the supermarket.
6 A: Where's the supermarket?
B: It’s on the left, opposite the cinema,
‘Suggested Homework
Copy: four exchanges from Ex. 3
Reading aloud: Ex. 3
Dictation: Ex. 1
Act out: Ex. 8
Bona
Vv sson 2 (pp. 12 - 13)
(4 Vocabulary: cooker, sink, drawer, wardrobe,
upstairs, downstairs, hall, wall, dining room, come
on, What's the matter? - get out
Language focus: Put the books on the shelf! -
‘Where's the bedroom? - I's upstairs, opposite the
bathroom.
Grammar: personal (subject and object) pronouns,
possessive adjectives, possessive pronouns,
imperative
a
(72 Check pupils’ HW.
PRESENTATION
1. Listen and repeat.
Pr nasiearns 7-14
Pupils’ books closed. Pin up flashcards Nos. 7 - 14 one
by one and say the appropriate words. Pupils repeat,
chorally and individually. Pupils’ books open. Play the
cassette. Pupils listen and repeat chorally and
individually
LISTENING & READING
2. Listen and read.
Write the following question on the board: "Where's
Cindy?” Explain that they will have to listen and answer
the question. Play the cassette. Pupils listen and follow
the lines. Pupils answer the question: “She's in her
bedroom.” Piay the cassette again with pauses for pupils
to repeat, chorally and individually. Check pupils’
pronunciation and intonation. Pupils read out the
dialogue in pairs.
3. Now, read again and write yes or no.
Read the sentences. Explain to the pupils that they have
to read the dialogue silently again and write yes next toa
correct sentence and no next to an incorrect sentence.
Give them time to go over the dialogue and do the task.
Then, check pupils’ answers.
1 yes 20 3
no 4 yes
Extension: Ask pupils questions conceming the pictures
3.
e.g. (picture 1)
T: What have the men got?
Pt: Acooker.
(picture 2)
T: Where are the children now?
2: In Cindy's room.
T: What has Wendy got?
8: Books. etc.
sais
4, Look and say.
Benasiearo 1s
Pupils’ books closed. Pin up flashcard No. 15. Revise the
prepositions of place (on, under, opposite, between
next to) by pointing to various items in the picture. Then
say and write: “There's a cooker between the sink and the
fridge.” Pupils repeat, chorally and individually. Point te
the two baskets. Say and write:"There are two baskets
under the table.” Pupils repeat, chorally and/or
individually. Write the prompts on the board. Ask a pup’
to use the pattern on the board to talk about the location
of the next items. Wipe the example off the boarc
Individual pupils say where the items are. Pupils’ books
‘open. Pupils look at Ex. 4. Read out the example. Pupils
do the exercise orally.
(Suggested answers)
There are two baskets under the table.
‘There's a table opposite the door.
There are two chairs next to the door.
There's a radio on the fridge.
‘There are two pictures on the wall
onsen
GRAMMAR
Point to yourself and say: */". Point to a pupil and say.
“You. Do the same for the rest of the personal subject
pronouns. Write them on the board. Pupils repeat after
you, chorally and/or individually, Present personal
‘object pronouns. Say, then write on the board: “lam
(Mrs Smith). Look at me!” Underline the personal subject
Pronoun, then the personal object pronoun. Explain that
personal subject pronouns are used before verbs while
personal object pronouns are used after verbs. Present
the rest of the personal object pronouns in the same way. =. He is (John). Look at him! etc. Write the personal
sect pronouns next to the personal subject pronouns.
apis read them out, Present the possessive adjectives
= pronouns. Show your book, while saying: “This is
‘my 200k. This book is mine!” Underline the possessive
atiective, then the possessive pronoun. Explain that
aessessive adjectives are used before nouns whereas
gassessive pronouns do not precede anything. Present
‘he rest of the possessive adjectives and pronouns. Write
Rem on the board. Focus pupils’ attention on the fact
(tat there is no possessive pronoun for it. Pupils read
‘Per out. Drill your pupils.
Drill 1 T: 1am Doris. Look at.
Pt: Look at me!
T: Hes a clown, Look at
2: Look at him!
Drill 2 T: This is my computer. This computer is
P1: This computer is mine!
T: These are our books. These books are
P2: These books are ours!
3. Read and circle.
Feac the example. Explain to pupils that they have to
‘zee the correct pronoun or adjective. Pupils do the
=ercise, Individual pupils read out the sentences,
2 them 4 its
3 his 5 him
6 us
7 theirs
Listen and fill in: don’t open, tidy, wash,
water.
evse the use of the imperative. Say: “Stand up!”, “Sit
s=07!", "Don't talk!”. Write the sentences on the board.
cain that we form the negative imperative using don't.
cis’ books open. Read the examples in the scroll.
‘Tren. read the dialogue. Explain that they should listen
= iil n the gaps using the words given.
1 wash
2 Tidy
3 water
4 Don't open
Listen and repeat, then talk with your
friend.
Be RastcarD 16
=r up flashcard No. 16. Play the cassette. Pupils listen
= follow the lines. Play the cassette again with pauses
‘=r Dupils to repeat, chorally and individually. Ask pupils
‘sich rooms are upstairs and which are downstairs.
>.0%S act out dialogues, in pairs using the prompts and
Urea re
I Street! (pp. 10 - 15)
the dialogue they listened to as a model. Use flashcard
No. 16 in the next lesson to practise the patterns.
(Suggested answers)
‘Where's the kitchen?
It's downstairs, next to the dining room.
Where's the toilet?
It's upstairs, next to the bathroom.
Where's the dining room?
I's downstairs, opposite the living room.
\: Where's the bathroom?
: It's upstairs, opposite the bedroom.
Where's the living room?
: It's downstairs, opposite the dining room.
P> BP > BP OP
‘Suggested Homework
Copy: two - three exchanges from Ex. 2
Reading aloud: Ex. 2
Dictation: Ex. 1
Act out: Ex. 4, Ex. 7
REN
[42 Check pupils’ HW.
LUSTENING & READING
pot t
1. Listen, read, and choose: A, B or C.
Explain the task. Play the cassette. Pupils listen, look at
the map and choose the correct route from Martha's
house to Kelly's. Play the cassette again with pauses for
pupils to repeat, chorally and individually. Individual
pupils read out from the text
correct: B
2. Read again and answer.
Read the questions. Pupils read the text again and answer
the questions. Check pupils’ answers
1 It's Kelly's new house.
2 It's number twelve.
3. The supermarket is next to her house.
Vv 3. Listen and draw a line.
‘Ask pupils to look at the picture. Play the cassette. Pupils.
listen and draw lines to show where each building is.
‘Supermarket — between record shop and park
Hotel — next to cinema
Station — next to park
Extension: Practise the following structures with pupils,
T: Where's the restaurant?
P1: Opposite the bank.
T: Where's the record shop?
2: Between the supermarket and the park.
4, About you: ask and answer.
Pupils, in pairs, ask and answer the questions about
themselves. Make sure the pupils understand the
‘questions. Walk around the classroom while the pupils do
the task, providing any necessary help. Pupils report back
to the class.
(Pupits’ own answers)
WRITING
5. Project.
Ask pupils to use Ex.1 as a model, then ask some pupils
to do the exercise orally in class. Refer pupils to the Photo
Section and assign the exercise as written HW.
(Pupils’ own answers)
6. TWISTER Listen and repeat.
Play the cassette. Focus pupils’ attention on how b and
P are pronounced. Pupils listen and repeat. Check
pupils’ intonation and pronunciation.
Extension: Write the following list of words on the board:
baby bed park picnic
ball bike Parrot piece
banana biscuit party pink
bank book Pen plant
basket box Pencil plate
bat bread Pet pool
bath bus Piano potato
beach picture
Read the words and pupils repeat chorally and
individually. Point to various words in random order.
Individual pupils say the words.
7. Let's play!
Pupils look at the picture. Choose a pupil as a leader. A>:
him/her to think of a place. Pupils ask questions as in th=
‘example until they find the place the pupil has choser
‘Choose another pupil to be the leader and continue the
game.
8. Let's sing!
Play the cassette. Pupils listen and follow the lines. Reac
out the song. Pupils listen and repeat. Play the cassett=
again. Pupils listen and try to sing along with ti
recording.
‘Suggested Homework
Copy: Ex. 1
Reading aloud: Ex. 1
Dictation: words from Ex. 1 of Lessons 1
and 2
Act out: Ex. 4
Project: Ex. 5
Workbook: do some exercises in class,
assign the rest as written HW
WV 7 Unit 3 - Trick or treat! (pp. 16 - 21)
Sie
| =iking about what people are doing (present
2cxvities), ability, asking for, giving and refusing
emission
continuous (formation and spelling), the
an", | can’t see the trunk. It's too dark! -
open ...? - Yes, of course! - Sorry, no!
wed, hold, afraid, brush, game, film, wolf, noise,
zeecorn, attic, old trunk, dark, high, heavy,
sumpkin, Halloween, costume
need
‘=iking about present activities, talking about
=Dillty, asking for, giving and refusing
zermission
| es for a room
Lesson 1 (pp. 16 - 17) )
= Vocabulary: wind, hold, afraid, brush, game, film,
‘off, noise, popcom, | see, just, someone, something,
Trek or treat
= Language focus: What's he doing? - He's
zimbing the treé
= Grammar: present continuous
PRESEN] [ATION
Listen and repeat.
TR RASHCARDS 1 - 8
*.2¥5 books closed. Pin up flashcards Nos. 1 - 8 and
=» T= appropriate words. Pupils repeat, chorally and
[Link]. Pupils’ books open. Play the cassette. Pupils
str. Ten repeat chorally and/or individually.
LISTENING & READING
porated
2. Listen and write.
Read questions 1 and 2. Play the cassette. Pupils listen and
fill in the missing words.
1 film 2 garden
3. Now, listen again and read.
Play the cassette. Pupils listen and follow the lines. Play
the cassette again with pauses for pupils to repeat,
chorally or individually. Check pupils’ pronunciation and
intonation. Pupils read out the dialogue in pairs.
PRACTICE
4, Look and say.
Prerasscanos 9 13
Pupils’ books closed. Pin up flashcard No. 9 on the
board. Say, then write: "What are you doing?” Pupils
repeat, chorally and individually. Say, then write: “We're
watching a film.” Pupils repeat, chorally and individually.
Pin up flashcard No. 10 on the board. Write the prompt
below it. Ask a pupil: “What are you doing?” The pupil
answers: “We're eating popcom." Do the same for
flashcards 11 - 13. Pupils’ books open. Pupils ask and
answer in turn.
2 What are you doing?
We're eating popcorn.
3 What are you doing?
We're brushing our hair.
4 What are you doing?
We're playing a game.
5 What are you doing?
We're listening to music.
Pupils’ books closed. Say, then write on the board: “/ am
watching a film.” Underline “! am watching” and explain
that this tense is the present continuous, then revise how
it is formed. Point out that this tense is used to describe
actions happening now, at the moment of speaking.
Write next to the first sentence: ‘I’m watching a film.”
Ww . ak eens acai ee A
Explain that this is the short form of the tense. Revise all _using the pictures and the dialogue they listened to as =
the other persons (long and short forms) of the model.
affirmative, negative and interrogative in the same way.
‘Show pupils flashcards Nos. 9 - 18. Ask questions about 2 A: What's he doing?
each flashcard eliciting complete or yes/no answers. B: He's drinking (milk)!
eg. T: (showing flashcard No. 9) What's Lin doing? 3A: What's he doing?
1: She's watching a film. Bi He's running!
T: Is Wendy watching a film, too? 4 A; What's he doing?
2: Yes, she is. etc. B: He's reading (a book)!
Present the spelling rules on the board. Write the verbs
on the board and show pupils the changes in the
formation of the verbs. Pupils’ books open. Read out the | > ‘Suggested Homework
grammar table. Drill your pupils. 1 Copy: four exchanges from Ex. 3
eg. T: 1am watching a film. 2 Reading aloud: Ex. 3
T: You 3. Dictation: Ex. 1
P1: You are watching a film. 4 Act out: Ex. 4, Ex. 7
T: They
2: They are watching a film.
1: Mary
P3: Mary is watching a film. etc. ( Lesson 2 (pp. 18 - 19)
5. Listen and draw a line. 1 Vocabulary: attic, old trunk, dark, high, heavy
pumpkin, Halloween, costume, come in, get, withou:
1 Language focus: | can't see the trunk. It's too dark!
Can | open the window? - Yes, of course! - Sorty, no!
(Grammar: the verb “can”
Pupils look at the picture and read the names. Play the
cassette. Pupils listen and draw lines to match the names
to the characters
vane — wearing a big black hat and dancing
‘Simon — talking on the phone
Donna — wearing a red dress and writing (5 Check pupils’ HW.
6. Ask and answer, then write. .
Pupils ask and answer questions in pairs about the people
in Ex. 5, asin the examples. Pupils then complete the task" ae SENTATION
in writing in class.
3. A: Is Simon talking on the phone? 1. Listen and repeat.
B: Yes, he is.
4 le Donna dinking? Ae rasncanos 14-21
5 i 2 aoe Mi aeons ereet er Pupils’ books closed. Pin up flashcards Nos. 14 - 18 anc
B: No, they arent say the appropriate words. Pupils repeat, chorally anc
individually. Pin up flashcards Nos. 19-21. Point to eact
Extension: Ask pupils questions. one and say the appropriate words. Pupils repeat
e.g. T: Is Toby holding an apple? chorally and individually. Explain that these flashcards
1: No, he isn't. He's holding a candle. illustrate a celebration called “Halloween”, which takes
T: Is Simon writing? place on 31st October. Give some backgrounc
P2: No, he isn’t. He's talking on the phone. etc. information concerning Halloween (children wear
costumes and go around playing trick or treat. They
7. Listen and repeat, then talk with your make lanterns from pumpkins). Pupils’ books open. Play
friend. the cassette, Pupils listen and repeat, chorally and/or
individually.
Play the cassette. Pupils listen and follow the lines. Play
the cassette again with pauses for pupils to repeat,
chorally and individually. Pupils act out dialogues in pairs
Vv USTENING & READING
pos
= Listen and read.
{te he following statement on the board : “The old trunk
ut she garden.” Ask pupils to decide if the statement is true
TT x ‘aise (F). Play the cassette. Pupils listen and follow the
ies. 2upils answer the question: “False. The old trunk isn't
‘= ihe garden. I's in the attic.” Play the cassette again with
21525 for pupils to repeat, chorally and individually. Check
sams’ pronunciation and intonation. Pupils read out the
skanae in pairs.
3. Now, read again and answer.
exc zne questions. Explain to the pupils that they have
© ed the dialogue again silently and answer the
auestons in their notebooks. Give them some time to go
>= Te dialogue and complete the task. Then check
ms answers.
1 They're playing trick or treat.
2 They're in the old trunk.
PRACTICE
= Look and say.
Wrasucaros 22 - 26
01 books closed. Show pupils flashcard No. 22. Say,
ter write: “I can't see the trunk. It's too dark!” Pupils
==a chorally and individually. Pin up flashcard No. 23
= Te board. Write the prompts below the flashcard.
“1 can't hold the pumpkin. It's too heavy!” Pupils
“ect chorally and individually. Pin up flashcard No, 24
= Te board. Write the prompts below the flashcard. Ask
2 mic! to talk about it. Do the same for the rest of the
tesrcards. Point to various flashcards in random order.
=> Te pupils to talk about the people in the flashcards.
2s books open. Pupils do the exercise orally in class,
\ can't hold the pumpkin. It's too heavy!
I can't climb the tree. It's too high!
| can't wear the dress. It's too big!
2
3
4
5 I can't eat the pizza. I's too hot!
Cc eer ara ee
GRAMMAR
Pupils’ books closed. Write on the board: “! can draw."
“Tom can play the piano.” Pupils repeat after you. Underline
the verb can and explain that itis the same in all persons.
Explain that we use this verb to express ability. Write on the
board and revise the affirmative, negative and
interrogative forms of the verb “can”. Ask pupils to make
sentences about what they can or can't do. Provide them
with prompts if necessary.
eg.T: (swim)
P1: I canican't swim.
T: (play soccer)
P2: Ican|can't play soccer. etc.
Go outside, knock on the door, open it slightly and peep
through. Say, then write: “Can I come in?" Pupils repeat,
chorally and individually. Write below the question: “Yes,
you can!", “No, you can't!” Pupils repeat after you.
Underline the verb “can”. Explain that we can also use
this verb to ask for, give and refuse permission. In pairs,
pupils ask for permission. Provide them with prompts if
necessary,
eg. P1: Can I play with your computer?
P1: Yes, you can./No, you can't.
T: Can come to your house?
2: Yes, you can.|No, you can't.
Pupils’ books open. Read out the table.
etc.
5. Look, say and write.
‘Ask pupils to look at the pictures. Read the example.
Pupils complete the sentences first orally, then in writing
in class.
2 Can 3 Cant
6. Look, read and match.
‘Ask pupils to look at the pictures. Ask pupils questions
eliciting the correct answer.
eg. (picture 1)
T: What's Tom holding?
Pt: A basketball.
T: What's the weather like?
P2:_ It's raining
T: Can he play basketball today?
3: No, hecan't. ett.
Read the sentence for the first picture. Individual pupils read
out sentences (2 - 5) and do the exercise by matching the
sentences to the corresponding pictures.
‘Allow pupils one minute to look at the pictures and the
sentences. Then, ask individual pupils to look only at the
pictures and say the correct sentence.
2D 3A 48 56
ww. _ 7. Listen and repeat, then talk with your
friend.
Play the cassette. Pupils listen and follow the lines. Play
the cassette again with pauses for pupils to repeat,
chorally and individually. Check pupils’ pronunciation
and intonation. Pupils act out dialogues in pairs using the
prompts and the dialogue they listened to as a model.
Note: Explain that when we give or refuse permission, it
is more polite to use: “Yes, of course!” or “Sony, no!”
instead of: “Yes, you can.” or “No, you can't.”
(Pupils’ own answers)
‘Suggested Homework
Copy: two - three exchanges from Ex. 2
Reading aloud: Ex. 2
Dictation: Ex. 1
Act out: Ex. 4, Ex. 7
Lesson 3 (pp. 20 - 21)
| Check pupils’ HW.
LISTENING & READING
1. Listen, read and write.
Explain that this is a notice that can be found on the door
‘of someone's room. Play the cassette. Pupils listen and
write the missing words. Play the cassette again with
pauses for pupils to repeat, chorally and individually.
Then, individual pupils read out from the text.
1 listen 2 watch 3 drink 4 visit
2. Read again and answer.
Read the questions. Pupils read the text in Ex. 1 again and
answer the questions orally. Check pupils’ answers.
1. It's Jake's room,
2. Yes, you can.
3. Yes, you can.
4 No, you can't.
5. No, you can't.
Vv
3. Read and choose.
Read the example. Explain that they will have to cho
the correct answer to the questions given. Pupils do t~
exercise. Check pupils’ answers.
1A 28 38
4, About you: ask and answer,
Pupils, in pairs, ask and answer the questions abo.
themselves. Make sure the pupils understand t
questions, Walk around the classroom while the pupil
the task, providing any necessary help. Pupils report bao
to the class
(Pupils’ own answers)
WRITING
5. Project.
Pupils use the text in Ex.1 as a model and do the exero
orally in class. Refer pupils to the Photo File Section an:
assign the exercise as written HW.
(Suggested answer)
This is Peter's room!!!
Please read this:
In my room you can play computer games but yo.
can't ride a bike! You can watch TV, but you can
eat or drink in here! You can visit me any time (bu:
Not late at night!)
WELCOME!
6. TWISTER Listen and repeat.
Play the cassette. Focus pupils’ attention on how a is
pronounced.
[Link] be pronounced: —/«e/ as in apple
a! as in star
Pupils listen and repeat, chorally and individually. Checs
pupils’ intonation and pronunciation
Extension: Write the following list of words on the board
apple | lamb | star bath
cat man carpet | car
hat hand | vase card
jam cap father guitar exc the words and pupils repeat, chorally and
waiwicually after you. Point to various words in random
a= Individual pupils say the words.
Let's play!
‘Dwar the class into two teams. One team has to make
“ther correct or wrong sentences about the animals in the
curs. The other team has to say if this animal can or
art Go this action. The team with the most points is the
ve
% Let's sing!
es the cassette. Pupils listen and follow the lines. Read
2a Te song. Pupils listen and repeat. Play the cassette
“
