UNIT 8

OBJECTIVES
Language: Pupils should be able to:

• make promises (using ‘will’)

• express spontaneous decisions (using ‘will’)
• express obligation (using ‘have to’)
• make predictions about what can happen (1st
conditional)
• write a short dialogue
• read aloud with appropriate intonation and expression,
fluency and accuracy
Intercultural Pupils should:
aspect: • be able to enjoy, appreciate and interact with foreign
children’s literature (“Eat your peas’ by Kes Gray and
Nick Sharrat)
Learning Pupils should be able to:
strategies:
• use a K W L chart
• make deductions and form language rules based on
context and language samples
• explain grammar rules in their own words
SUCCESS INDICATORS ADEQUACY INDICATORS
• Listening: To be able to: • future with ‘will’
- identify specific information in • 1st conditional
an oral text about a known topic. • vocabulary about house chores
- comprehend short stories • storytelling activities (stage 3)
• Speaking: To be able to : • acting out dialogues
-express simple • modal verbs
predictions/hypotheses • present simple and adverbs of
-talk about habitual events frequency
• Reading: To be able to:
- find specific information in short
texts
- read aloud with appropriate
intonation and expression, fluency
and accuracy
• Writing: To be able to write a
short dialogue.
• Learning Strategies: To be able
to:
- deduce rules on the function of
language based on samples of
language use
 - understand the meaning of
unknown vocabulary based on
context
• Intercultural skills: To respect
and appreciate other cultures
(literature, cuisine)
NEW LANGUAGE
Production modal verb: have to
future with ‘will’
1st conditional: ‘If + present simple – will + infinitive’
vocabulary about house chores: tidy, feed, look after, water (v),
make the bed
other vocabulary: peas, factory, pudding, extra, rocket, Brussels
sprouts, promise (v)
Comprehension spotless, not yet

RECYCLED modal verbs: should, must, can

LANGUAGE action verbs (e.g. run, jump, cook, go, visit, play, do
homework, wash dishes)
present simple and adverbs of frequency (always, never, often,
usually, sometimes, once/twice/ three times a
day/week/month/…)
‘How often?’
future with ‘going to’
MATERIALS mini-whiteboards, Audio CD for Year 6, photocopiable
materials, storybook “Eat your peas”, PowerPoint presentations
from www.schools.ac.cy
TIME 4 x 40 minutes

LESSON 1

PROCEDURE

INTRODUCTION / • Pupils sing a song of their choice and/or present on any

PRESENTATION pending or continuing projects.

• The teacher shows ONLY THE FIRST slide from

PowerPoint lesson 1 - presentation (www.schools.ac.cy )
which illustrates people doing chores around the house
and asks pupils to say what the people are doing thus
reviewing vocabulary already learnt e.g. cook, wash
dishes, do homework)
 • The teacher says they will learn more jobs/chores people
do at home.

S/he presents a K W L chart and reminds pupils how it

works. Pupils work in groups of 4-5 to write on small
pieces of paper or sticky notes what house tasks/chores
they already know. They then place the sticky notes under
K (what we know). The teacher goes through some of
them and praises the pupils about what they already know.

Pupils work again in their groups and write on sticky notes

what they would like to learn as regards new vocabulary
for tasks/chores around the home. They can write these in
Greek and then place their sticky notes under W (What I
want to learn). The teacher goes over the notes written by
the pupils and says they will try to learn everything
they’ve included in their notes.

Tip 1: Remember to work with set time limits, e.g. 1 minute for
each stage. Traditional or digital timers can be used to keep
pupils aware of time.

Tip 2: You may also try completing individual K W L charts by

asking each pupil to draw the chart at the back of their books or
in their exercise book. They can then complete each stage in their
book/exercise book. It is again imperative that pupils work to set
time limits so no time is wasted.

• The teacher shows the rest of the slides of the PowerPoint

and gradually introduces the new and recycled vocabulary
asking pupils to repeat new words and phrases and discuss
how often they do these tasks, e.g.:

Teacher: What is he doing? Does anyone know?

Pupil A: He is watering the plants.
Teacher: Right. He is watering the plants. Let’s all say it
together.
Pupils (all): He is watering the plants.
Teacher: Do you water the plants?
Pupil A: Yes, I do.
Teacher: Great! It’s good to help. Who else waters the
plants?
(pupils raise their hands)
How often do you water the plants? Once a
week? Twice a week?

The new and recycled vocabulary is written on the board

as it is introduced. The teacher also writes key phrases
such as the question ‘How often do you …?; and adverbs
 of frequency (once, twice, three times a week / never /
every day / etc.).

Tip: After all the vocabulary has been presented, pupils can
repeat the vocabulary using rhythm (e.g. in the form of a rap
song) or in funny ways (e.g. like they’ve done a lot of chores and
they’re very tired, etc.).

PRACTICE • Pupils do activity 3 in their Pupil’s Books (Listen, look

and learn). They can also suggest other house tasks/chores
and the teacher can write these on the board.

• The teacher shows the first picture of the text in activity 1

(PowerPoint - introduction) and asks pupils to discuss the
picture (Who can they see? Where are they? What’s
happening? How does Jamie’s mother feel? How does
Jamie feel? What should Jamie do?).

• The teacher asks pupils if they have to do specific

tasks/chores around the house. S/he can start with
her/himself and write an example on the board, e.g.:

I have to wash the dishes after lunch.

I have to feed my cat twice a day.

The teacher takes the opportunity to clarify the meaning of

‘have to’ and then asks pupils to share their own examples
(e.g. I have to do my homework every day. / I have to go
to bed at 9:00. etc.).

Note: There are small and subtle differences between ‘must’ and
‘have to’. The main difference being that ‘have to’ implies there
are some external obligations making the action necessary. In the
case above, the external obligation is the arrangement pupils
have at home; the obligations and responsibilities they have taken
on and that are expected of them by their parents.

• Pupils listen to the text (activity 1) with their books closed

to find out the answers to the questions discussed.
• Pupils discuss their answers and then listen again while
following in their books.
• Pupils answer the questions in activity 2.
PRESENTATION • Pupils underline the instances of ‘have to’ in the text and
discuss why Jamie ‘has to’ clean his room (maybe it’s too
messy, maybe they are expecting visitors, etc.).
• The teacher writes on the board sentences with the modal
verbs the pupils already know, e.g.:

You can take your cat to the vet.

You should take your cat to the vet.
You must take your cat to the vet.
You have to take your cat to the vet.

Pupils discuss the differences in meaning between can /

should / have to / must. In the above examples the modal
verbs function in the following ways:

can = expresses ability or an option

should = expresses advice
must = expresses necessity felt by the speaker, e.g. the cat is
very sick
have to = expresses an external obligation e.g. the speaker thinks
the cat has to be taken to the vet in order to prepare its
travel documents (if a cat is being taken abroad)

• If there is time, the teacher can ask pupils to work in pairs

or individually and write their own examples of can /
should / must / have to in their exercise books or picture
dictionaries under an entry entitled ‘modal verbs’.

Alternatively, the teacher writes more examples on the

board to be analysed and discussed, e.g.:

I can visit my friend.

I should visit my friend.
I must visit my friend.
I have to visit my friend.

PRACTICE • Pupils work in pairs using their mini-whiteboards. The

teacher shows PowerPoint presentation (lesson 1 –
practice) and pupils select the right answer for each slide,
e.g.:

I think she has a temperature. She ______go to the doctor.

 a) can b) should

This is a hospital. You _________ be quiet.

a) must b) should

Pupils raise their whiteboards to share their answers

before the answer is revealed on the screen. The teacher
invites pupils to explain why the particular answer is
correct.

• Pupils do activities 1 and 2 in their Activity Books.

• Pupils can work with the following extension activities:

- update their portfolios

- prepare an entry in their picture dictionary on ‘House
chores’ OR ‘modal verbs’.
- use PowerPoint or other tools to create activities with
modal verbs. These activities can be used in the
beginning (review) or end (evaluation) of the
following lessons or uploaded on the school website
for their classmates to use for extra practice.
- prepare a crossword puzzle using vocabulary about
house chores, e.g. He is ______ the car. It’s very dirty.

EVALUATION • Pupils revisit their K W L chart (either the one they

formed as a class or individual ones they may have in their
exercise book or textbooks). They write down what they
learnt today as regards vocabulary about house chores. If
pupils included vocabulary under ‘W’ (want to know)
which was not introduced in this lesson, the teacher can
offer the vocabulary at this stage and encourage the pupils
to add it to their picture dictionaries.

• The teacher sticks word labels with the modal verbs

around the classroom (must, should, can, have to). A
group of volunteer pupils comes to the front of the
classroom. The teacher reads out sentences with the modal
verb missing. The volunteer pupils decide which is the
modal that is missing and move to stand next to it, e.g.:

It’s a red light. You __________ stop the car.

 After pupils decide where to go and stand i.e. next to
which modal verb (can, should, must, have to), they
explain why they chose the particular modal verb to stand
next to.

The rest of the pupils then use their mini whiteboards to

write their decision and raise their whiteboards to share
their answer before the right answer is revealed by the
teacher.

Tip 1: There may be more than one correct answer, depending on

context. It is, therefore, important to hear how pupils interpreted
each sentence before correcting their answers or give all the
answers which could be right and explain why, e.g.

It’s late. I ____________ to go home.

It’s late. I should go home. – can be correct, if this is a feeling

from the speaker i.e. s/he feels they have to get up early so they
should go to bed soon.

It’s late. I have to go home. – can be correct, if the parents have

set a specific time for the child to go home.

Tip 2: Depending on your pupils, you can only use two options
each time (e.g. can / must - must / should, etc.) to make it easier
for pupils to distinguish the right answer.

LESSON 2

REVIEW • Volunteer pupils take turns to come to the front of the

classroom. The teacher whispers in their ear one of the
action verbs learnt. Pupils then mime the action for the
class to identify. The actions should include new and
recycled verbs (e.g. look after baby/pet, do homework,
wash dishes, run, jump, play piano/basketball, watch TV).

• The teacher asks pupils how often they do specific house

chores and writes a sample question (e.g. How often do
you water the plants?) and key words (every day,
once/twice, a week/a month) on the board to support
pupils.
 • The teacher makes statements and pupils decide if the
statement is True or False and indicate this by showing a
thumbs up or down, e.g.:

Teacher: I cook every day.

Pupils indicate true or false by doing thumbs up or down.
Teacher: Mmmm,… it’s true. Well done. What about
this? I wash my car once a week.

Pupils can also take turns to make statements about

themselves using action verbs and adverbs of frequency.
The rest of the class listens and decides if a statement is
True or False.

PRACTICE • Pupils do activity 4a in their Pupil’s Book. It’s a listening

activity.
Pupils first look at the table in activity 4a to familiarise
themselves with what they are looking for. They can also
make predictions about what the answers are going to be.
Pupils then listen and carry out task 4a.

After 4a, pupils then listen again to carry out activity 4b

which is a True/False activity.

The transcript is as follows:

Jamie: My mum is upset with me. She says I have to

clean my room every Saturday.
Minas: Don’t worry Jamie, It’s OK. We all do it. I clean
my room every Saturday, too. I also look after my
pets every day. I feed them and make sure they
have fresh water.
Chloe: We all help Jamie. You should help, too. I always
wash the dishes after lunch. You never help me!
Jamie: I do help. I water the plants every Wednesday and
every Saturday.
Yasmin: Come on you guys. You really don’t help very
much. I wash the dishes every day, I also clean
my room every Saturday and I water the plants,
too! I water the plants every Sunday.
 • Pupils do activity 5 (Pupil’s Book). They first fill in the
table about themselves (i.e. activity 5a - how often they do
things) and then ask two friends so that they can complete
the task in activity 5b.
An example of the question form should be written on the
board to help pupils. The teacher monitors the activity by
moving about and listening in to the pupils’ interactions.

Pupils then report to the class. They can use the model in
5c and take a minute to prepare before they report back.

• Pupils work in pairs and practice reading the dialogue in

activity 1 (Pupil’s Book). They focus on reading the text
fluently and with the right intonation and expression. The
teacher monitors the activity and gives feedback on
completion. Feedback should focus on fluency, intonation
and expression but also on cooperation skills.

Volunteer pairs can present the dialogue for the class.

PRESENTATION • Pupils underline the following instances in the text

(activity 1):

OK, I’ll clean my room. (picture 1)

I will clean my room now. (picture 3)
I’ll clean my room. (picture 4)

• The teacher explains that ‘I will’ and ‘I’ll’ is the same

thing and asks pupils to say what they think ‘I will’ or
‘I’ll’ mean. Based on context, pupils should be able to
deduct that ‘will’ refers to the future. Once that is
clarified, pupils are encouraged to discuss how ‘will’ is
different from ‘going to’.
The teacher writes sentences with the two future forms on
the board and asks pupils to say how the two sentences
differ in meaning, e.g.:

I will clean my room.

I’m going to clean my room.

During the discussion, pupils are first encouraged to

remember when ‘going to’ is used and then see if ‘will’ is
 used in the same way. The discussion should conclude that
‘will’ is used:

a) to make a promise
b) to express a decision that’s taken on the spot (i.e. it is
not planned beforehand)

During the discussion examples are written on the

board and the negative form of will is also introduced
e.g. I won’t stay up late. I won’t clean my room.

• Pupils look at activity 6 (Listen, look and learn) and

discuss why ‘will’ is used in those situations (decisions
about the future taken on the spot – not planned).

PRACTICE • Pupils work in pairs using their mini-whiteboards. The

teacher uses a PowerPoint presentation (lesson 2 –
practice). Each slide shows a situation and pupils write on
their whiteboards either what they will do next or a
promise they have to make, e.g.:

A slide shows a man saying ‘I’ve got a toothache’ and a

blank speech balloon. Ideas can be ‘I think I’ll go to the
dentist’ / ‘I think I’ll take an aspirin.’.
Or
A slide shows a woman saying ‘It’s cloudy.’ and a blank
speech balloon. Ideas can be ‘I’ll stay home. ‘, ‘I’ll take an
umbrella.’ / ‘I’ll go by taxi’.
OR
A slide show shows a woman talking to a boy ‘I’m going
to grandma’s. Don’t watch too much TV.’ Pupils need to
complete the blank speech balloon for the boy, e.g. ‘I
promise I won’t watch too much TV.’ Or ‘I promise I’ll
do my homework.’.

Each time, pupils raise their whiteboards and answers are

commented on and shared with the class. No correct
answer is shared on the slides as there isn’t only one
correct answer.

PRODUCTION • Pupils do activities 3, 4 and 5 in their Activity Books. In

activity 3, where modal verbs are concerned, pupils should
be asked to explain their thinking before an answer is
accepted or not. This is important because there is a lack
 of context and pupils may interpret a sentence in a
different way than the teacher, e.g. in 3 h):

I _____ look after my baby brother because my mum is

working in the garden.

‘Should’ could be considered correct, if the pupil feels the

statement as the ‘right’ thing to do.
‘Must’ can be considered correct, if the pupil sees it as a
personal obligation to look after the baby, perhaps because
is a real danger and the necessity to look after the baby
becomes emphasized.

• Pupils work in pairs or groups and play the board game in

activity 7 (Pupil’s Book). The aim is to get to the party so
they need to take decisions on the spot about what they
should do to overcome the obstacles they find. Since
decisions are taken on the spot, they should be expressed
using ‘will’.

Tip: A round of the game can be played with the teacher as one
player and the rest of the class as another player. This will help
pupils understand how it works and play it later with their
partner or group.

• Pupils can work on the following extension activities:

- playing the board game again with the same or a
different group of friends.
- updating their picture dictionary
- updating their portfolio
- acting out the dialogue in activity 1 and making it into
a short video (see project below)
- adapting the dialogue in activity 1 and creating a new
version which they can also act out and turn into a
short video (see project below)

EVALUATION • Exit cards – Pupils write on a sticky note or small piece of

paper one thing they learnt OR a question they have.
Pupils can write their names or choose to be anonymous.
They can either stick the exit cards in a designated area
before they leave the classroom or they put them in a box
or jar.
Pupils can complete their exit card in English or in Greek.
 The teacher can write on the board two sentence starters
and pupils can choose to complete one or both, e.g.
Today I learnt ….
Today I have one question ….

PROJECT • Pupils practice the dialogue in activity 1 (Pupil’s Book)

and make a short video. Pupils take turns to video record
each other or there may be designated cameramen/women.
Digital cameras, ipads, ipods, phones or other devices can
be used to make the video.
Before working on the video, pupils should discuss and
agree the points that will be used later to evaluate their
videos. A sample of assessment points can be the
following:

-speaking fluently without long pauses

-not making many language mistakes
-using natural intonation and expression
-acting naturally
-using good props
-not forgetting their lines

Pupils can also opt to video record their own version of

the dialogue, instead of the one in the book. In this case,
they slightly adapt the dialogue, without changing its
overall structure. The dialogue can, for example, be about
homework, instead of about cleaning their room.

In case pupils adapt the text, an additional assessment

point can be added above:
- funny, interesting dialogue

LESSON 3

REVIEW • The teacher tells pupils that they’ve won a prize and that
each pair of pupils will get 100 000 Euro. S/he says s/he
has also won 100 000 Euro and tells pupils what s/he will
do with the money, e.g.:
I think I will travel to the Bahamas.
I think I will buy a new car.

• Each pair writes 3 ideas in their exercise books about what

they will do with the money they’ve won. e.g.

We will buy a zoo.

 We will travel around the world.
We will buy food for poor children.

Pupils’ ideas are shared with the class.

• Pupils present videos they have prepared. If the videos are

not yet ready, volunteer pairs can present their dialogues
and the teacher, or another pupil, can video record at the
same time.

PRE- • Pupils sit in a circle. The teacher asks them if there are
STORYTELLING any house chores their parents tell them they have to do
but they really don’t like doing at all. Pupils share,
although they should not be pressed to do so, if they don’t
want to.

• The teacher says they are going to listen to a story about a

girl, called Daisy, who doesn’t want to do what her mother
tells her. Pupils predict what it is that Daisy’s mum wants
her to do. After various ideas are shared, the teacher
shows the cover of the book. The pupils read the title (Eat
your peas) and predict what the story is going to be about
and whether Daisy will eat her peas in the end.

WHILE- • The teacher tells the story, pausing at intervals to allow for
STORYTELLING the pupils to predict what is going to happen (e.g. What is
Daisy going to say? Is Daisy going to eat her peas now?).
At times the teacher can encourage pupils to use the
story’s context (visual, textual, situational) and make
hypotheses about the meaning of various vocabulary
items. For example, after reading ‘If you eat your peas,
you can have some pudding.’ said mum’, the teacher asks
‘Pudding? What do you think it means? What’s
pudding?’.

Note: In British English, ‘pudding’ is used to mean dessert.

AFTER- • Pupils talk about whether they liked the story, which part
STORYTELLING they liked best, what they thought was funny and whether
they have similar situations at home with food they hate
but they have to eat.
PRESENTATION • The teacher writes on the board:
If you eat your peas, I’ll buy you two elephants.
If you eat your peas, I’ll buy you ten new bikes.
If you eat your peas, I’ll take you to Superland.

S/he asks pupils to say what these sentences mean and

what they notice about how they are formed. Pupils can
also compare these with sentences in the dialogue they’ve
been working with (If you clean your room, we’ll go to
the party.).

Pupils notice the pattern (If + present simple future with

will + infinitive) and deduct that it expresses something
that can possibly happen in the future, if a specific
condition is met.

Note: The first conditional is used to express a real possibility. It

talks about something that will happen, if a particular condition is
met.

PRACTICE • The teacher begins sentences and encourages pupils to

continue, e.g.:

If I have two Euro, I will ____________

If it is sunny, I will _________________

• The teacher gives out sentence strips to each pupil (see

photocopiable materials). Each pupil has half a sentence,
which they don’t show to other pupils. The pupils get up
and walk around to find their partner, i.e. a person whose
half of the sentence matches theirs.

When they find their partner, they sit back at their seats.
They then read out their sentences for the rest of the class.

• Pupils do activities 7 and 8 in their Activity Books.

CONCLUDING • Pupils try out the tongue twister in activity 11 (Pupil’s

ACTIVITY Book) which can be written or projected on the board.

• If there is time, pupils can work together as a group to

create a tongue twister. Pupils note how the tongue twister
 on the board plays with alliteration i.e. the words start
with the same consonant sound (p).

The teacher can start the tongue twister and pupils can
gradually add words to make the tongue twister longer.
Once it is long enough, or considered difficult enough,
pupils can try it out, e.g.:

Teacher: Let’s start with peas. (writes ‘peas’ on the board)

Pupils: pretty peas
Teacher: pretty peas (writes it on the board)
Pupils: pretty peas please
Pupils: pretty peas please, please
Pupils: pretty peas please, please for pretty Penelope
Teacher: Wow! That’s great. Shall we try it out?

Or

Teacher: box
Pupils: big box
Teacher: big box (writes it on the board)
Pupils: big black box
Pupils: Ben’s big black box
Pupils: Ben’s big, black and brown box
Pupils: Ben’s big, black and brown, biscuit box
Pupils: Ben’s big, black and brown, banana biscuit box
Teacher: Fantastic! Now we should try it out!

• Pupils can create their own tongue twister at home and

present it to the class in the next lesson (see project
below).

EVALUATION • Evaluation takes place throughout the lesson through

observation of the pupils’ responses to the various tasks
and to the narration of the story. The teacher writes down
her/his observations or completes relevant checklists as
soon as possible after class,

PROJECT • Pupils can create their own tongue twisters. Tongue

twisters can be presented in poster format, in PowerPoint
presentations, in video format or as audio recordings using
voki.com or other audio recording programmes.
LESSON 4

REVIEW • Pupils practice the tongue twister (activity 11, Pupil’s

Book). They also present any tongue twisters they
prepared themselves in the previous lesson (see
concluding activity) or at home and ask the rest of the
class to try them out.

• Pupils present on the progress of the video project for

activity 1. Once more, if pupils did not have time to video
record their dialogue, the teacher – or other volunteer
pupils – can help by recording the dialogue, while it is
being presented to the class.

PRACTICE • The teacher uses PowerPoint ‘Lesson 4 – practice’

(www.schools.ac.cy ). Pupils work in pairs using their
mini-whiteboards where they write endings for the first
part of the sentences presented on the slides. The teacher
can encourage humour and imagination in the suggestions
offered, e.g.:

If we have a big house, …..

we’ll get a pet dragon.

If we have a pet dragon, ….

we’ll take him to school.

The slides don’t reveal ‘right’ answers as there isn’t just

one ‘right’ answer in these cases.

PRE- • Pupils sit in a circle. The teacher asks them if they

STORYTELLING remember what Daisy’s mother offered her so that she
would eat her peas.
The teacher writes on the board what the pupils mention.
S/he tells them to listen carefully to the story and see if
they found everything.

WHILE- • The teacher tells the story encouraging more participation

STORYTELLING by the pupils. S/he can pause at various times and
encourage the pupils to continue the story, e.g.
Teacher: If you eat your peas, you can have some ….
(points to the picture)
Pupils: pudding
 Or
Teacher: You can go to bed when you want, wash…
Pupils: when you want
Teacher: do what
Pupils: you want
Teacher: when…
Pupils: you want

AFTER- • Pupils name all the things offered by Daisy’s mother and
STORYTELLING check against what they remembered earlier, which is
written on the board.

• Pupils return to their seats and play a memory game in

groups of four or five. The teacher writes the first part of a
sentence on the board (e.g. ‘If you eat your Brussels
sprouts, …). The first pupil in each group begins by
saying the sentence and completing it (e.g. ‘If you eat your
Brussels sprouts, I’ll take you to the cinema.’). The
second pupil continues by adding a point, e.g. ‘If you eat
your Brussels sprouts, I’ll take you to the cinema and I’ll
buy you an ice-cream.’. Each pupil continues by adding a
point and the team gets one point for every pupil who
remembers everything being said and adds a new point,
too.

Tip: Model the activity by playing the game yourself with a

group of pupils. After that, each group can work simultaneously
while the pupils in the first group, that modeled the game with
you, can be acting as ‘judges’. One judge in each group can
observe that the game is played right and give points for each
correct sentence made.

• The teacher takes on the role of the mother and the pupils
the role of the child and gradually they build the chant
(activity 9, Pupil’s Book). The teacher can use the
coursebook or gradually reveal each part of the chant on a
PowerPoint presentation as s/he engages the pupils in
predicting what is to follow each time.

Once the complete chant is revealed, pupils can be divided

into two groups and say it again.
 • If there is time, pupils can change the chant and add their
own ideas (e.g. Will you clean your room? Will you eat
your beans? Will you go to sleep?) and rhythm to the
chant.

Reading - introduction

• The teacher says that s/he really likes peas because they
are very good for us. S/he then asks pupils what they
know about peas. Pupils look at activity 10a and work in
pairs or individually to decide if the statements are True or
False.

1st Reading – scanning

• Pupils read the text (activity 10b) in order to find out if

they made the right decision for the statements in 10a. The
teacher sets a time limit for the activity so pupils don’t
spend time on any unknown words but are encouraged to
read for the specific information they are looking for.

2nd Reading – intensive reading

• Pupils read the questions in activity 10c. They then read

the text again, individually and silently in order to find the
answers. The answers are then shared and discussed.

3rd Reading – exploring further

• The teacher, or a pupil, reads the text again, or the

recording is played. The reading pauses at the end of each
paragraph for the pupils to discuss the content. The
teacher can ask further comprehension questions or ask
the pupils if they have any questions either on content or
on vocabulary.

• Pupils do activities 9 and 10 in their Activity Books.

EVALUATION • Pupils complete their self-evaluation form.

PROJECT Option A:
• Pupils use the dialogue they wrote in activity 10 (Activity
Book). They can expand it, or use it as it is, and act it out
as a short skit which can be videorecorded.
 Alternatively, pupils can transfer their dialogue to a digital
storytelling tool which can animate dialogues such as
dVolver or Zimmertwins.com
OR
Act out the dialogue for a short video but use puppets
instead of real actors.

Option B:
• Pupils can practice telling the summary of the story based
on activity 9 (Activity Book). They can work in pairs and
divide the summary in two parts in order to help each
other. Once they are ready to tell the summary, they can
video or audio record themselves talking about the story in
a digital presentation about the book. The presentation can
end with the pupils’ comments about the book and
whether they recommend reading it or not.
PORTFOLIO • Pupils add the new story to their list in their portfolios.
They can also add comments or relevant work they’ve
done about the story.
• Pupils review progress as regards the following targets:
Listening A2: Μπορώ να κατανοήσω κάποιες σύντομες ιστορίες.
Reading A2: Μπορώ να διαβάσω ποίηματα, τραγούδια ή
ρυθμικά ποιήματα.
Μπορώ να βρω συγκεκριμένες πληροφορίες από
ηλεκτρονικά και έντυπα κείμενα.
Μπορώ να κατανοήσω σύντομα κείμενα.
Speaking A2: Μπορώ να μιλήσω για πράγματα που κάνω συχνά.
Writing A2: Μπορώ να γράψω ένα διάλογο.

CROSS- Health Education:

CURRICULAR -Pupils can study eating habits of various cultures.
LINKS -Pupils can study various dishes made with peas in different parts
of the world and, perhaps, try making one.
Photocopiable materials (find your partner game)

If he stays home, he won’t see his friends.

If he has a toothache, he will go to the dentist.

If they go to the bookshop, they will buy a nice book.

If she goes to a restaurant, she’ll have fish and chips.

If it rains, I’ll take an umbrella.

If it is cold, I’ll wear a coat.

If we go to the park, we can play football.

If she goes to London, she will see Big Ben.

If we go to Spain, we can visit Barcelona.