Topic 2. Read the beginning of the story and create your continuation. 9 страница

LESSON:   Module 3 Lesson 5 Present continuous: questions • Present simple
and present continuous

School:

Date:

Teacher name:

CLASS:

absent:

R2 S7 S8

Lesson objectives

All learners will be able to:

Learn the question form of the present continuous.

• Write questions using the present continuous.

• Practise using the present simple and present continuous.

With support

Most learners will be able to:

Learn the question form of the present continuous.

• Write questions using the present continuous.

• Practise using the present simple and present continuous.

With little support

Some learners will be able to:

Learn the question form of the present continuous.

• Write questions using the present continuous.

• Practise using the present simple and present continuous.

without support

Time phrases used with simple past and present perfect

Plan

Planned activities

Warm-up (2 minutes)

• Ask students to think back to the listening on page 26. Ask if they can remember the first question that Megan asked Jack. (What are you reading?) Elicit that this is the question form of the present continuous.

Exercise 1

• Once students have matched the questions and answers, ask them to explain what made them choose each one. Clarify that the subject pronouns should correspond in the question and answer.

• Using the example questions and answers, students deduce the rules.

 answers.

1 b     2 c     3 a

Rules

 answers.

1 present continuous     2 be

 LANGUAGE NOTE  In present continuous questions, we use am, is, are before the subject, rather than do / does:
Are you watching TV? NOT Do you watching TV?

Students must remember to use the -ing form of the verb for all persons: Is he going to bed? NOT Is he go to bed?
or Is he goes to bed?

Exercise 2

• Clarify that these are all question forms and that students need to put the words in the correct order.

• In a weaker class, warn students that some of these use question words, and others do not. In a stronger class, allow them to discover this as they do the exercise.

 answers.

1 Is the teacher sitting in a chair?

2 Why are you learning English?

3 Are your parents working?

4 What are your parents doing?

5 Are you enjoying the lesson?

6 Who is talking to your teacher?

Exercise 3

• When you have checked that students formed the questions correctly in exercise 2, ask them to work in pairs. They ask the questions and supply answers that are true for them, or invent information to fit.

 answers.

Students’ own answers.

Exercise 4

• Read through the examples with the class and elicit which is in the present simple and which is in the present continuous. In a weaker class, students can complete the rules in pairs.

 answers.

1 present simple     2 present continuous

Rules

 answers.

1 present continuous     2 present simple

 LANGUAGE NOTE  Ie use the present simple, not the present continuous for things that we do regularly or repeatedly: I get up at seven o’clock every day. NOT I’m getting up at seven o’clock every day.

With adverbs of frequency, we use the present simple: She never goes swimming. NOT She’s never going swimming.

We use the present continuous, not the present simple, for things that are happening now: I’m watching TV at the moment. NOT I watch TV at the moment.

Exercise 5

• Remind students to think about the spelling of the verbs as well as choosing the correct tense while they complete the telephone conversation.

• Ask students to explain their choice of tense when you check answers.

 answers.

1 ’m watching     2 love     3 watch     4 is looking     5 drives    6 are watching

Exercise 6

• Elicit one or two possible questions using the wordpool from the whole class.

• Students write their questions. Make sure that students have formed the questions correctly and chosen the correct tense. In a stronger class, students can do this activity without writing questions first.

• Check some answers with the class, encouraging students to give answers that are true for them.

 answers.

Students’ own answers.

Finished?

• Refer fast finishers to the Finished? activity. Ask them to write about two or three students, then compare answers. with another fast finisher to guess the identities.

 answers.

Students’ own answers.

To describe a past experience from

someone’s else point of view

• Explain the task and allow Ss some time to think

about their answers.

• Ask various Ss to describe the event to the class from the point of view of the customs officer.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

provide more guidance to less able learners in how to structure their relating of the experience task

use thumbs up or down technique in checking reading answers to monitor which learners are finding target information

values links: understanding the perspective of others

challenge more able learners to ask questions about experiences related by other able learners and for these learners to respond in character.

monitoring fluency and accuracy in oral descriptions

LESSON: Module 3 Lesson 6 Making compromises

School:

Date:

Teacher name:

CLASS:

absent:

L5 C9 S4 W2

Lesson objectives

All learners will be able to:

• Listen to a conversation about making compromises.

• Learn key phrases for making requests and compromises.

• Practise making compromises.

With support

Most learners will be able to:

• Listen to a conversation about making compromises.

• Learn key phrases for making requests and compromises.

• Practise making compromises.

With little support

Some learners will be able to:

• Listen to a conversation about making compromises.

• Learn key phrases for making requests and compromises.

• Practise making compromises.

Without support

present perfect and simple past forms and time phrases

Plan

Planned activities

Warm-up (2–3 minutes)

• Ask students if their parents sometimes ask them to tidy their bedroom.

• Ask if they do it immediately or if they want to do it later.

• Ask what usually happens in this situation.

• Elicit or teach the expression make compromises.

Main Activities

C9

S4

W2

Exercise 1

• Students look at the photo and guess what Leah’s mum is saying. In a stronger class, ask students to think about how Leah and her mum are feeling, using the photo.

 answers.

Students’ own answers.

Exercise 2  CD 1.21

• Explain that students are going to listen to the conversation between Leah and her mum to find out what Leah’s mum wants Leah to do.

 answers.

She wants Leah to tidy her room.

Exercise 3

• Students read the key phrases then find them in the dialogue in order to identify who says each one.

• You can ask them to translate the phrases into their own language to check understanding.

 answers.

1 Mum     2 Leah     3 Leah     4 Leah     5 Mum

Exercise 4  CD 1.22

• Refer students back to the key phrases and point out that some of the words are bold. Ask why this might be and elicit that these words are stressed in the sentences.

• Play the CD. Students listen and repeat the phrases using the correct stress and intonation.

• Ask if students know why certain words are stressed.

 answers.

We stress words that carry the most meaning in a sentence.

Exercise 5  CD 1.23

• Allow students time to read through the sentences.

• Play the CD, pausing after each sentence for students to mark the stressed words.

• Play the CD again and ask students to repeat the sentences, emphasizing the stresses.

 answers.

1 article, interesting 2 haven’t, time 3 Dad, kitchen 4 do 5 watching, TV

Exercise 6

• Students work in pairs to practise the dialogue.

• Ask some students to perform their dialogues for the class.

• Encourage them to use the correct stress and intonation.

Exercise 7

• Students work in pairs and invent mini-dialogues using the prompts given and the key phrases. In a weaker class, create these mini-dialogues as a whole-class activity, writing the sentences as prompts on the board.

• Ask some students to perform their dialogues for the class.

• Encourage them to use the correct stress and intonation.

 answers.

Students’ own answers.

Exercise 8

• Refer students back to the dialogue in exercise 1 and focus them on the blue words. Demonstrate how they can invent a new dialogue by changing these words. Do one or two examples if necessary.

• Students write new dialogues in pairs, then practise them.

• Ask some students to perform their dialogues for the class.

• Encourage students to use the correct stress and intonation to make their dialogues sound realistic.

 answers.

Students’ own answers.

Check students’ answers

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

set more and less challenging versions of the writing task

monitoring accuracy, pronunciation and fluency in role play task

Cross-curricular links: languages [features of an article]

ask learners to check each other’s writing using more and less extended versions of a correction code

taking in learners’ writing at the end of the lesson

LESSON: Module 3 Lesson 7 A perfect place to live

School:

Date:

Teacher name:

CLASS:

absent:

L4 R1 S7

Lesson objectives

All learners will be able to:

• Study a model description of an ideal home.

• Learn how to use and, but and because.

• Write a description of an ideal home.

with support

Most learners will be able to:

• Study a model description of an ideal home.

• Learn how to use and, but and because.

• Write a description of an ideal home.

with little support

Some learners will be able to:

• Study a model description of an ideal home.

• Learn how to use and, but and because.

• Write a description of an ideal home.

Without support

basic forms for inviting accepting and declining

Plan

Planned activities

2. Warm-up (3–4 minutes)

• With books closed, write My ideal home on the board.

• Ask students for some ideas about their ideal home. Give them a few ideas to start with if necessary, by saying My ideal home is very big and there’s a swimming pool in the garden.

Main Activities

R1

S7

New theme

Exercise 1

• Refer students to the model text. Point out that the paragraphs are labelled, but do not ask them to read the text at this stage.

• Tell students to read through topics 1–3 and check they understand them before reading the text quickly and matching the paragraphs to the topics.

• Point out that they do not need to understand every word in the text at this stage, they should just read for gist.

 answers.

1 C     2 A     3 B

Exercise 2

• Focus attention on the gapped key phrases in the box.

• Ask students to find the key phrases in the model text and complete them. In a weaker class, ask students to do this in pairs.

• In a stronger class, once they have found the key phrases, ask students to substitute the nouns so they can practise using the key phrases in a different context.

 answers.

1 It’s, near     2 It’s also got     3 can see     4 There’s 5 favourite room    6 like being

Exercise 3

• Refer students back to the text and tell them to study the position and meaning of the blue words carefully.

• In a weaker class, provide more examples of sentence parts for students to link using and, but and because.
In a stronger class, ask them to give you further examples of sentences using these words.

 answers.

1 but     2 and     3 because

Exercise 4

• Tell students to read the sentences carefully to check they understand the context before completing them with the linking words.

 answers.

1 but 2 and 3 because

Exercise 5

• Read the task with the class. Students think and plan their description individually. In a weaker class, help students by brainstorming ideas for different features of a house.

• Students write their descriptions. This can be set for homework. In a stronger class, you could ask students to present their work to the class in a subsequent lesson.

• Tell students to check their work. They should check they have used correct spellings and punctuation, used present continuous verbs correctly, and included and, but and because where appropriate.

• Check Ss’ answers, then elicit other words with the

same sounds from Ss around the class.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check
ICT links
Values links

monitor less able learners in group work and support through further modelling, prompting and drilling

monitor oral production and pronunciation in performed dialogues

cross-curricular links: languages [differences between English and L1]

ask more able learners to read and highlight any errors In the dialogues of other pairs

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