02 starter unit

7/26/2019 02 Starter Unit

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Aims

To revise basic functions: introducing oneselfand others, asking and answering about age andtalking about likes.

To revise vocabulary about adjectives to describepeople, animals and things, clothes and schoolsubjects.

To revise can, have, there is/areand presentsimple for routines.

Initial phase Introduce yourself to the class and ask some new

members their names.

Revise the alphabet: do some spelling dictation

on the board. Start with simple English names,

eg John or Jason and then move on to longer

names, eg Margaret, Geraldine, Theodore.

Core

Introductions

1 Ask the class to look at the picture and identifythe three teenagers.

Answers

The girl on the left is Megan and the two teenagers onthe right are her friends. Hes Dan and shes Rita.

Use these sentences to revise possessive

adjectives: my,your, his, her, its, our,your

and their. Write the corresponding possessive

adjective for each personal pronoun on theboard. Elicit a few examples.

2 1.02 Give the class two minutes to read thesentences and play the track for students to

circle the correct words. Then play sentence by

sentence and check their answers.

Audioscript/Answers

Megan Hi, Im Megan. Im 15. My hobbies are reading and

listening to music. This is my friend Dan.

Dan Hello. Im Dan. I like playing computer games and

going to the cinema.

Rita Hi. Im Rita. Im 14. I love sport. My favourite sport isswimming.

Megan We all live in Reading, a town near London. Its a

great place.

Phases extra Use the sentences in exercise 2 to revise thesefunctions:

1 Asking and answering somebodys age.

2 Talking about favourites.

3 Expressing likes.To do so, tell the class about yourself and elicita few examples. For further practice, you may whisper acelebritys name into a students ear for the classto make questions that he/she will answer as ifhe/she were the celebrity.

3 Invite students to work in pairs and to taketurns to introduce themselves by saying their

name and surname, where they live and what

they like doing in their free time. To make thisactivity more fun, they can pretend to be one of

the teachers.

Avoid correcting their mistakes unless they

are considerably important. Otherwise, just

take down notes and comment on group

errors once the activity is over.

Vocabulary

4 Ask students to match adjectives 16 with theiropposites. Check orally and ask which of thoseadjectives they can use to describe the people

in the picture.

Answers

2 d; 3 e; 4 b; 5 f; 6 a

Phases extra Elicit more pairs of opposites, eg interesting/boring, friendly/unfriendly, strong/weak,smart/silly.

Invite students to use different adjectives todescribe celebrities they are well acquainted with,eg TV characters, singers, sportspeople, etc.

5 Invite students to circle the odd one out. Do thefirst orally as an example for them to understand

what they have to do. Check their work orally

and elicit the reasons for their choices.

Answers

1 chemist (it is a shop while the other options are clothes);2 mountain (it is a landscape feature, the others are buildings

in a city); 3 football (it is a sport, the others are schoolsubjects); 4 snow (it is an element, the others are seasons ofthe year); 5 knee (it is a part of the body, the others are partsof the face only); 6 sofa (it is a piece of furniture, the othersare parts of a house)

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6 Ask students to work in pairs to add atleast one more word to each group. Check their

work orally.

Possible answers

1 shoes, boots, skirt, cap, sweater; 2 restaurant, caf, theatre,beauty salon, supermarket; 3 PE, IT, language, literature,

biology, maths; 4 eyebrows, eyelids, eyelashes, ears, chin;5 bedroom, living room, dining room, balcony, garden

Phases extra One way of challenging students to improvetheir fluency and pronunciation is by encouragingthem to read aloud. Practise reading the differentgroups of words fast. Take the chance to correctpronunciation if necessary. Invite students to work in groups of fourand give them three minutes to write as manysentences as possible using the adjectives in

exercise 4 and the nouns in exercise 5. Once thetwo minutes are over, check their work. Thewinner is the group with more correct sentences.Make sure each member of the group reads atleast one sentence.

Grammar

7 Use the sentences from the previous extraactivity to revise the verb to bein its

affirmative, interrogative and negative form.

Do the same with haveand has.

Proceed in the same way with the present

simple for routines. Write a few examples on

the board to systematize. Once you have made

sure students understand the differences, give

the class three minutes to correct the mistakes

in the sentences.

Have students discuss their work with their

classmates. Check orally. Ask different students

out to the front to write the correct sentences.

Remember to elicit the reasons for their

corrections.

Answers

1 Dan and Megan are friends. 2 Ritas favourite sport isswimming. 3 Megan lives with her parents in Reading.4 Rita doesnt like tennis. 5 Dan and Rita dont go to the sameschool. 6 Does Dan like playing football? 7 Has Megan gotany brothers or sisters? 8 Beth is Dans best friend and hisgirlfriend too.

Phases extraGive the class one minute to memorize thesentences in exercise 7. Ask questions, eg Who isDans friend? What is Ritas favourite sport?Does Megan live with Dan? What sport doesntRita like?

8 Revise question words and as you explain, writeon the board: What ? A pencil. How old ?

23. Where ? On the table. Who ? Mary.

Why ? Because When ? On Tuesday.

Then have students circle the correct words

and check their work orally. Practise reading

the questions chorally. Encourage the correct

intonation showing students how the voice

falls at the end of a Wh-question. You may also

have students compare with their L1.Answers

1 What; 2 How; 3 Where; 4 What; 5 Who; 6 Where

9 Have students work in pairs and take turnsto ask and answer the questions in exercise 8

as if they were somebody else, eg a character

from a TV series or a well-known film. As they

do so, circulate monitoring their work, but

avoid correcting unless the mistakes are really

significant.

Possible answers

A What is your name?B Im Dr Spencer Reid, from Criminal Minds.A And how old are you, Dr Reid?B Im 29.A Where do you live?B I live in Virginia, in the USA.A What are your hobbies?B I like reading about quantum physics.

10 Ask students to look at the words in the boxand write U for the uncountable nouns or C

for the countable ones. Check orally.

Answers

bread U; apple C; tomato C; money U; chocolate U/C; water U;fruit U/C; milk U; juice U; grape C

Some nouns can be countable oruncountable depending on the context,eg How many coffees would you like?(C); Is there any coffee in the jar? (U);Ive bought you a box of chocolates.(C); I dont like chocolate. (U).


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11 Give the class two minutes to add at least fivenouns to each group in exercise 10. Check their

work orally.

Possible answers

U: Coke, tea, whisky, beer, sugar, marmalade, butterC: book, desk, table, mouse, dog, pencil, backpack

12 Write these words on the board: pencils,chairs, coffee and Coke. Ask the difference

between the first two and the last two nouns.

Elicit examples of countable and uncountable

nouns. Remind the class that we usesomeand

anywith uncountable nouns and with plurals.

Provide a few examples. Invite the class tocomplete the sentences with is/isntor are/

arent. If necessary, systematize the use of

there isand there arefor existence.

Check their work orally. Write the answers on

the board to avoid mistakes.

Answers

1 arent; 2 isnt; 3 is; 4 isnt; 5 are

Phases extraHave students describe their ideal bedroom using

thereis/isntand thereare/arent.

13 Revise the interrogative form of to be, havegotand canshowing students that we formit by changing the word order. Contrast with

present simple questions, in which the use of

auxiliaries is required. Then invite the class to

write questions using the words given. Check

their work on the board.

Answers

1 Can you swim in the sea? 2 Does your best friend likechocolate? 3 Have you got any pets? 4 Is there a computerin your bedroom? 5 Are there any good shops where you live?6 Can you speak French accurately?

14 Have students practise reading the questions inexercise 13 fluently and modelling intonation:

Yes/Noquestions require rising intonation.

Then invite students to work in pairs and take

turns to ask and answer the questions in

exercise 13. As they do so, circulate monitoring

their work. Challenge students by asking them

to add a seventh question.

Classroom language

15 Invite students to read questions 17 and findthe answers in pairs. Check their work orally

and make sure they understand what the

questions mean.

Answers

1 e; 2 g; 3 f; 4 c; 5 d; 6 b; 7 a

Phases extraGive the class two minutes to write down otherclassroom language questions, eg Whats forhomework? What page are we on? Can yousay that again, please? Once the two minutes areover, check their work orally.

Closing phaseDivide the class into two teams and play a dictation

competition.

Invite one student from team A and one student

from team B out to the front and take turns to

dictate sentences.

Explain that every student that comes to the front

starts with ten points but each mistake means one

point off. Once the competition is over, count the

mistakes and calculate each teams score.

Here are some sentences you may dictate: Ritas

favourite sport is swimming. Dan and Rita dont go

to the same school. I know Megan hasnt got any

brothers or sisters. Beth is Dans best friend and his

girlfriend too. My best friend doesnt live here. He

lives in Oxford. Ive got a modern computer in my

bedroom.

Workbook pages 3 & 4

02 starter unit

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