my favourite objectives€¦ · 8/4/2017 · the present simple with adverbs of frequency reading:...
TRANSCRIPT
1
Objectives
Grammar:The present simple with adverbs of frequency
Reading:Reading a blog post about a schoolboy’s day
Listening:Listening to a conversation in a library
Speaking:Asking for and giving information to fill in aform
Writing:Writing personal information
LESSON 1 SB page 1
Outcomes: • To welcome the students to their new class
• To introduce the Student’s Book to the students
• To talk about brothers and sisters, and favourite school subjects
• To read a blog post about Tarek’s school day and answer questions
• To carry out an internet search about blogs
Before using the book:
• Introduce yourself and say Good morning/afternoon to the students. Encourage them to reply in the same way.
• Write the title of the unit All about me on the board and ask the students to tell you what they think this means and what they will study in the unit. Confirm any correct answers.
• Draw a simple family tree on the board to elicit the words brother and sister.
• Tell the students a little bit about yourself, for example, I’ve got a brother and a sister.
• Ask three or four students Have you got any brothers and sisters? and encourage them to answer Yes, I
have. I’ve got … or No, I haven’t. Ask them to say how many brothers and sisters they have. If there are any students who don’t have any brothers or sisters, teach I’m an only child.
• Elicit the names of school subjects that the students already know in English and write a list on the board. Tell the students My favourite subject is (maths). Ask three or four students What is your favourite subject? and encourage them to answer My favourite subject is …
& SB Page 26
Mod
ule
1
1
Answer these questions
1 What time does Tarek get up?
2 What does he wear to school every day?
3 How often does he go to school by bus?
4 How many lessons does he have?
5 What does he enjoy learning about on the internet?
Ask and answer
1 Have you got any brothers and sisters?
2 What is your favourite subject?
1
2
3
Objectives• Grammar The present simple
with adverbs of frequency
• Reading Reading a blog post about a schoolboy’s day
• Listening Listening to a conversation in a library
• Speaking Asking for and giving information to fill in a form
• Writing Writing personal information
UNit
1
Internet search
What is a blog? What is a blog post? Who can write a blog?
Lesson 1
ArabicEnglishgeographyGermanhistorymathssciencesocialstudies
artcomputerstudiesmusic
ReadTarek’sblogpost.Whatishis favourite subject?
cP1-2
PROUD TO BE EGYPTIAN
I am twelve and live in Cairo in a big apartment with my parents, my sister Manal and
my brother Magdy.
Home OlderpostsAbout
1 October 2015
A day in my life
7 a.m. I am a student at preparatory school. My mother wakes me up early. I wash, get dressed and eat breakfast. I wear blue trousers and a school T-shirt. 7.30 a.m. My father sometimes takes me to school, but I usually go by bus.
7.45 a.m. I arrive at school. I always talk to my friends before school starts.
8.15 a.m.–2.15 p.m. We have nine lessons a day. On Thursday we study Arabic, English, German, maths, science, social studies, art, music and computer studies. Computer studies is my favourite subject, but we don’t often have it.
3.15 p.m. I get home. After lunch, I do my homework and then I watch television. I also surf the internet. I love learning about history and geography.
9 p.m. I go to bed. Tomorrow is Friday. We never go to school on Fridays.
What do you usually do on a school day? How often do you do computer studies? Write and tell us!
1 October 2015
cOMMeNt
1 Ask and answer
1 Draw attention to the Objectives box on page 1, which refers to the objectives of the unit, and explain in Arabic if necessary.
2 Now tell the students to read the first question in exercise 1, which they heard earlier. Remind the students to use I’ve got … to answer the question.
3 Elicit how to answer the question. Then put the students into groups of three or four to ask and answer the question.
4 Ask the students to look at question 2 and the words in the box. Check understanding of
UNIT
1 All about meSB pages 1–5 WB pages 1–3
2
the subjects, translating them into Arabic if necessary. Ask the students to repeat each word after you several times to practise pronunciation.
5 Remind the students to use My favourite subject(s) is/are … The students then practise asking and answering the question in their groups.
6 Put the students into different groups to practise asking questions 1 and 2. Go round and monitor while they are working, helping where necessary.
7 Finally, invite different students to tell the class about their brothers/sisters and favourite subject(s).
Answers:
Students’ own answers.
2 Read Tarek’s blog post. What is his favourite subject?
1 Ask the students to quickly look at the blog. What is the name of the blog? (Proud to be Egyptian) What is the name of this blog post? (A day in my life) What kind of information do they think they will find in the text? (a description of Tarek’s school day) Draw their attention to the tabs at the top of the blog post and explain that people can read Tarek’s earlier blog posts by clicking on the Older posts tab. If they want to answer Tarek’s questions at the end of his blog post, they can click on the Comment button at the bottom. Explain that usually people need an email address in order to post a comment in a blog.
2 Tell the students to look at the question for exercise 2. Ask them to scan the text to find the answer. Remind them what scan means (reading quickly to find specific information).
3 Check the answer orally as a whole class.4 Ask if there are any students whose favourite
subject is also computer studies.
Answers:
computer studies
3 Answer these questions
1 Ask the students to read the questions. Tell them that the information they need is in the text in exercise 2. Remind them that this time they will need to read the text more slowly, but they
should not worry about any words they don’t know the meaning of at this point.
2 The students read the text and find the answers. 3 When they have finished, ask them to check their
answers with a partner before checking them orally as a whole class.
4 Ask the students to read the text again and underline any words they don’t know. Tell them to try to guess their meaning, using the context to help them. Then check the meanings of the words as a whole class.
5 Ask the students whether Tarek’s school day is similar to their own. Ask them to explain what is similar or different.
6 For extra practice you could have them write a short comment in reply to Tarek’s questions at the end.
Answers:
1 He gets up at 7 a.m.2 He wears trousers and a school T-shirt.3 He usually goes to school by bus.4 He has nine lessons a day.5 His favourite TV programmes are about history and geography.
: Internet search
1 Ask the students to close their books and elicit (in Arabic if needed) the parts of Tarek’s blog (banner, heading, date, older posts, comment button, etc.). Then ask them to open their books and look at the questions in the Internet search box.
2 Now tell the students that they are going to do an internet search to see what they can find out about blogs. This can be done in class if there are enough resources, or as homework. Tell the students to type the questions (one at a time) in the Internet search box of a search engine.
3 When they have carried out their research, ask the students to report their findings to the rest of the class. Was there anything that surprised them?
4 As a further activity, the students could find some blogs they are interested in following, or they could find out more about how to write a blog.
3
L E S S O N 2 S B p a g e 2 W B p a g e 1
Outcomes: • To use the present simple with adverbs of
frequency
• To ask and answer questions using How often…?
1 Underline the verbs in these sentences. Circle the adverbs of frequency
1 Before the students open their books, draw a line on the board. Write never at the end of the line on the right. Elicit which adverb goes at the other end of the line and write it (always). Ask the students if they can think of any words that go in between (usually, often, etc.), and where they should go on the line. You could invite different students to write the words on the board. Leave the line on the board for now.
2 Ask the students to open their books and look at the example in exercise 1. Tell them that there may be more than one verb and adverb in each sentence.
3 The students copy the sentences into their copybooks and complete the exercise in pairs. Then invite different students to tell you the verbs and adverbs in each sentence.
4 Ask the students to look carefully at the underlined verbs. Ask them what tense the sentences are. Elicit any rules they already know about the present simple.
5 Now ask them to look at the Grammar box and read the rules for the present simple. Ask different students to find an example of each rule in the sentences above. Repeat this activity with the adverbs of frequency. Ask which adverb isn’t in any of the sentences (occasionally).
6 Ask the students to compare the line of adverbs they drew together on the board with the order of the adverbs in the Grammar box.
Answers:
1 My father sometimes takes me to school, but I usually go by bus.2 I always talk to my friends before school starts.3 We don’t often have it.4 We never go to school on Fridays.5 What do you usually do on a school day?6 How often do you do computer studies?
& SB Page 2
Underlinetheverbsinthesesentences.Circletheadverbsoffrequency
1 My father sometimes takes me to school, but I usually go by bus.
2 I always talk to my friends before school starts.
3 We don’t often have it.
4 We never go to school on Fridays.
5 What do you usually do on a school day?
6 How often do you do computer studies?
Thepresentsimple• We use the present simple to talk about things that are always
true, habits and routines.
• With he/she/it, we add -s / -es / -ies to regular verbs.
• We use don’t/doesn’t to form the negative.
Adverbsoffrequency• We use adverbs of frequency to say how often we do things.
always usually often sometimes occasionally never
***** **** *** ** * 0
Completethesentenceswiththecorrectadverbsoffrequencyandthepresentsimpleoftheverbinbrackets
1 We …................…... tennis. (play) ****
2 You …..…...... to the radio. (listen) **
3 My grandparents …..…...... a computer. (use) *
4 Amal …..…...... hard for her exams. (study) *****
5 The bus …..…...... near my house. (stop) 0
6 My brother …..…...... TV. (watch) ***
Ask and answer questions with How often … ?
1 you/get up/at seven o’clock?
2 your father/cook/lunch?
3 your friends/watch DVDs?
4 your teacher/drive to school?
5 it/rain in the summer?
6 you and your friends/play tennis?
2
usually play
1
2
3
1UNit
GR
AM
MA
R B
OX
Lesson 2
I usually get up at seven o’clock.
How often do you get up at seven o’clock?
Workbookpage1
2 Complete the sentences with the correct adverbs of frequency and the present simple of the verb in brackets
1 Ask the students to look at the example and say why the sentence has been completed with the adverb usually (the example is followed by four asterisks (*), which matches usually in the Grammar box above).
2 Ask the students to complete the exercise in pairs, using the corresponding adverb and the present simple form of the verb in brackets. Remind them to pay particular attention to the third person he/she/it forms.
3 Check the answers as a whole class.
Answers:
2 You sometimes listen to the radio.3 My grandparents occasionally use a computer.4 Amal always studies hard for her exams.5 The bus never stops near my house.6 My brother often watches TV.
4
3 Ask and answer questions with How often… ?
1 Ask the students to look at question 1 in exercise 3. Say How often … ? and elicit the rest of the question, using the prompts.
2 Write How often … ? on the board and answer the question yourself, then elicit the meaning of How often … ?
3 Ask two students to read out the question and answer shown in the speech bubbles. Then ask the question to a student in the class. Tell him/her to give an answer that is true for them, choosing one of the adverbs from the Grammar box. This student then asks the question to another member of the class. Repeat with several students.
4 The students work in pairs, asking and answering each question. Go round and monitor while they are working, helping where necessary.
5 Invite pairs of students to ask and answer the questions for the class.
Answers:
2 How often does your father cook lunch? Students’ own answers3 How often do your friends watch DVDs? Students’ own answers4 How often does your teacher drive to school? Students’ own answers5 How often does it rain in the summer? Students’ own answers6 How often do you and your friends play tennis? Students’ own answers
. WB Page 1
All about me
1 Read and match1 c We sometimes draw or paint. a maths
2 We learn about numbers. b geography
3 We often use the internet. c art
4 We read about cities and countries. d history
5 We learn about the past. e computer studies
2 Complete the sentences so that they are true for you1 I am a student at school.
2 I always wear for school.
3 We have lessons a day.
4 On Thursday, we study 5 I usually get home at
3 Answer the questions with an adverb of frequency
always usually often sometimes occasionally never
1 How often do you have English on Monday?
2 How often do you walk to school?
3 How often do you play tennis?
4 How often do you do your homework in the evening?
5 How often do you help your mother in the house?
Mod
ule
1
UNIT
1
1
1 Read and match
1 Ask the students what they do in art to elicit the verbs draw, paint, etc.
2 Then ask them to look at the example and check that they understand what to do.
3 The students complete the exercise individually and check their answers in pairs. Then check the answers as a whole class.
Answers:
2 a 3 e 4 b 5 d
2 Complete the sentences so that they are true for you
1 Look at the first sentence with the students. Ask them what information should go in the gap (the name of the school they attend). Do the same for the other sentences.
2 The students complete the sentences so that they are true for them. Go round and monitor while they are working, helping where necessary.
5
Answers:
Students’ own answers
3 Answer the questions with an adverb of frequency
1 Elicit the adverbs of frequency that the students practised in the Student’s Book (always, usually, often, sometimes, occasionally, never).
2 Tell the students to complete the task alone or in pairs. Remind them to answer using full sentences in the present simple. Go round and monitor while they are working, helping where necessary.
3 Invite different students to read out their answers to the class.
Example answers:
1 I occasionally have English on Monday.2 I never walk to school.3 I occasionally play tennis.4 I always do my homework in the evening. / I sometimes do my homework in the afternoon.5 I usually help my mother in the house.
L E S S O N 3 S B p a g e 3
Outcomes: • To ask and answer about a picture
• To listen to a conversation in a library and complete a form
• To listen and complete a form using personal information
• To ask and answer about personal information to complete a form
& SB Page 3
Lesson 3
FUN
CTIO
NS
BOX
Ask and answer
1 Look at the picture. Where is Rania?
2 What do you think she wants to do?
3
1UNit
1
What’s your first name/surname?
How do you spell that?
Can you repeat that, please?
What’s your date of birth?
What’s your phone number/address?
Is that correct?
What books do you like?
Completingaform
Firstname:
Surname:
Dateofbirth:
Address:
Telephonenumber:
Favouritebooks:
Copytheforminyournotebook.Ask,answerandcompletetheforminpairs
Listenandcheck
Listenagainandcompletetheform
Rania
4
2
3
Librarycardapplicationform
What’s your first name?
Rania
1 Ask and answer
1 Ask the students to look at the picture on page 3 and to answer questions 1 and 2. Do this as a whole class. Do not confirm whether their ideas are correct at this point.
2 Listen and check
1 Tell the students that they are going to listen to the people in the picture, and they should check whether their answers to the questions in exercise 1 were correct.
2 Play the recording. The students listen for the answers. Check the answers as a whole class.
3 Ask the students whether they like going to the library and why/why not.
Tapescript
Assistant:Goodmorning!What’syourfirstname?Rania: Goodmorning.It’sRania.Assistant:Andyoursurname?Rania: It’sBadrawi.Assistant:Howdoyouspellthat?Rania: B-A-D-R-A-W-I
6
Assistant:OK.Isthatcorrect?Rania: Yes,itis.Assistant:Andwhat’syourdateofbirth?Rania: It’sthe13thofMay2002.Assistant:OK.Now,what’syouraddress?Rania: 14NorthStreetAssistant:Andyourphonenumber?Rania: Four-four-zero-eight-nine.Assistant:Canyourepeatthat,please?Rania: Four-four-zero-eight-nine.Assistant:Here’syourcard.Youcantakeoutbooks, DVDsorCDs.Youcanalsousethe
computerinthelibrary.Whatbooksdoyou like?
Rania: Ilikebooksaboutothercountries.Assistant:We’vegotlotsofthose!
Answers:
1 She is in a library.2 She wants to join/use the library.
3 Listen again and complete the form
1 Ask the students what you have to do if you want to join a library. Then refer them to the Library card application form in exercise 3, and ask them to read it.
2 Tell the students that they are going to listen to the recording of Rania and the library assistant again, and fill in the form as they listen.
3 Play the recording for the students to listen and complete the form. Then ask the students to check their answers in pairs before playing the recording again for them to check.
4 Check the answers as a whole class.
Answers:
Surname: BadrawiDate of birth: 13 May 2002Address: 14 North StreetTelephone number: 44089Favourite books: books about other countries
4 Copy the form in your copybook. Ask, answer and complete the form in pairs
1 Tell the students that they are going to complete the form in exercise 3 for themselves. Ask them to copy the form into their copybooks.
2 Now ask the students to look at the application form and elicit the questions they need to ask in order to complete the form for someone else. Then ask them to read the questions in the Functions box to confirm.
3 Before the students start asking and answering the questions, you may like to revise the English alphabet for spelling purposes, as well as saying telephone numbers and dates (for example, we can say zero or oh for 0 in telephone numbers, and It’s the thirteenth of May, for example, for dates).
4 The students work in pairs asking and answering the questions and filling in the form in their copybooks about their partner. Tell the students that they can invent the information if they wish.
5 When the forms are completed, ask the pairs to show them to their partner to check details and spelling.
Answers:
Students’ own answers
L E S S O N 4 S B p a g e 4 W B p a g e 2
Outcomes: • To read about three boys
• To ask and answer about friends and favourite subjects
• To discuss being kind to others
7
& SB Page 4
4
Readandmatch
Now ask and answer
1 What is your favourite subject?
2 What do you like doing?
3 Who are your friends?
4 What are they good at?
5 What do they often do?
Completethesentenceswithalways or never
2
1
My name’s Tamer. I’m 11. I like English, but art is my favourite subject. I like painting in my free time. I live in a village called El Sabaa Abar, near Ismailia.
My friends are Yasser and Ali. Yasser is 11, too, but Ali is 12. Yasser is very good at sports. He loves karate. He plays in a football team, too. Ali is good at languages. He speaks English very well. He often talks to his cousin in England.
1UNit
Lesson 4
What is your favourite subject? My favourite
subject is …
3
1 We are …..…....... kind to new students.
2 We …..…….. laugh at each other.
3 We …..…….. share things with each other.
4 We …..…….. say unkind things.
5 We …..…….. listen to each other.
6 We are …..…….. helpful.
7 We …..…….. hurt people.
8 We …..…….. ask the teacher for help.
Yasser Ali Tamer
a b
c
always
Amal isn’t happy. She’s new, and she doesn’t know any students in the class. How can we help Amal?
Now Amal likes her new school and has new friends. Everybody is friendly.
Workbookpage2
Tools For Life
1 Read and match
1 Ask the students to look at the photos of the boys in exercise 1. Ask them to describe what they think the boys are doing (talking to friends on the phone, painting, doing karate).
2 Tell the students that they are going to read about the boys, Yasser, Ali and Tamer, and check whether their guesses were correct. Then ask them to match the names with the pictures, according to the description.
3 Check the answers as a whole class.
Answers:
a Ali b Tamer c Yasser
2 Now ask and answer
1 Ask the students to read the questions 1–5. Then elicit from the class the beginnings of the answers to the questions, as in the example in the speech bubbles (i.e. My favourite subject is … , I like … , My friends are … , They are good at … , They often …).
2 The students work in pairs to ask and answer the questions. Tell them to answer the questions so that they are true for them.
3 Invite pairs of students to ask and answer the questions for the class.
Answers:
Students’ own answers
3 Complete the sentences with always or never
1 Ask the students to look at the Tools for Life box. Ask them to look at the first picture, point to Amal (the first girl on the left in the first picture) and ask What’s wrong with Amal? Then read out the text under the picture.
2 Invite the students to make suggestions for helping Amal. Then point to Amal in the second picture (in the centre) and read the text under it.
3 Ask the students to tell you what the difference is between always and never. Then ask them to read sentences 1–8 and work in pairs to complete each sentence with one of the adverbs. Remind them that either adverb is possible, but that they should think about what would make Amal (or a new student at their own school) happy.
4 Ask different students to read out the sentences. 5 Hold a short class discussion about why it is
important to be kind to new students and others.
Answers:
2 never 3 always 4 never 5 always 6 always 7 never 8 always
8
. WB Page 2
1 Finish the following dialogue with these words:
sports phone spell surname birth
Man: What’s your 1 surname ?
Boy: It’s Badrawi.
Man: Can you 2 that, please?
Boy: B-A-D-R-A-W-I
Man: Thank you. What’s your date of 3 ?
Boy: It’s 7 September 2003.
Man: And what’s your 4 number?
Boy: It’s 02-20023856.
Man: What 5 do you like?
Boy: I like football.
2 Supply the missing parts in the following mini-dialogues:1 a What is your favourite subject?
b ………………………………..………………………………..…………………………
2 a ………………………………..………………………………..…………………………?
b My best friends are Omar and Hamza.
3 a ………………………………..………………………………..…………………………?
b Omar is very good at sports. Hamza is good at languages.
3 Complete the sentences with the correct verbs
ask hurt laugh listen say share
1 We never laugh at other students.
2 We always things with each other.
3 We never unkind things to other students.
4 We always to each other.
5 We never people.
6 We always the teacher for help.
Mod
ule
1
UNIT
1
2
1 Finish the following dialogue with these words:
1 Ask the class to recall the questions they asked in order to complete the library card application form on page 3 of the Student’s Book, and the answers they gave.
2 Ask the students to identify where the man and boy are in the picture in exercise 1 (in a library). The students complete the task in pairs. Then check the answers as a whole class.
3 Invite several pairs to read out the dialogue, paying attention to the pronunciation of letters in spellings and reading telephone numbers and dates.
Answers:
2 spell 3 birth 4 phone 5 sports
2 Supply the missing parts in the following mini-dialogues:
1 Ask the students to read the first item and suggest an answer. Give them time to write their own answers so that they are true for them.
2 Ask the students to read the next item and explain that this is an answer to a question. Ask what question is. Tell them that they have to write the question on the line.
3 Have them write the question for items 2 and 3. Go round and monitor while they are working, helping where necessary. Check answers with the whole class.
Answers:
1 My favourite subject is (English).2 Who are your best friends?3 What are your friends/they good at?
3 Complete the sentences with the correct
verbs
1 Ask the students to look at the verbs in the box (they are all from the Problem solver box on page 4 of the Student’s Book).
2 Elicit the We form of each verb in the present simple (it stays the same as in the box).
3 Ask the students to complete the task, reminding them to use each verb once only. Then ask them to check their answers in pairs before checking the answers as a whole class.
Answers:
2 share 3 say 4 listen 5 hurt 6 ask
REVIEW S B p a g e 5 W B p a g e 3
Outcomes: • To review and practise the vocabulary and
structures of the unit• To practise using capital letters correctly
Before using the book:
• Write All about me on the board and ask the students what they have learned in this unit. Brainstorm a list of topics, vocabulary and grammar points.
• Tell the students that they are now going to complete the review section for this unit, to see what they can remember.
9
& SB Page 5
Writing skillsUsecapitallettersfornames,monthsandplaces:
My name is Dalia Sabri. My birthday is 11th August. I live in Luxor, in Egypt.
Nowyoucan…•talkaboutschoolsubjects
•usethepresentsimple
•useadverbsoffrequencytosayhowoftenwedothings
Completethesesentenceswiththecorrectformoftheverbsinbrackets
Writesentencesaboutyourdayusingadverbsoffrequency
alwaysusuallyoftensometimesoccasionallynever
artsciencemathsmusiccomputerstudies
1 We …..…….. at seven o’clock for school. (get up)
2 My sister …..…….. to university every morning. (go)
3 …..…….. your father …..…….. to work? (drive)
4 Baher …..…….. often …..…….. the bus to school. (not take)
Readandmatch1
2
3
1UNit
1 What’s your first name? a M-O-H-S-E-N
2 What’s your address? b It’s 03 5058469.
3 What’s your phone number? c It’s Fawzi.
4 How do you spell your surname? d 103 Ahmed Mahfouz Street, Alexandria.
Review
•askandanswerquestionstocompleteaformMatch the questions and answers4
Workbookpage3
•talkaboutyourselfandyourfriendsHerearesomeanswers.Whatarethequestions?
1 My favourite subject is English.
2 I like playing tennis.
3 Munir and Nabil are my best friends.
4 They are good at maths.
5
a b
dc
e
5
get up
c
1 Read and match
1 Elicit the school subjects that the students learned in this unit.
2 Ask the students to say what they can see in pictures a–e in exercise 1 (a = a test tube, b = a laptop, c = a canvas and paints, d = a musical score, e = a mathematical equation), and which subjects they may represent.
3 Then ask the students to look at the subjects in the box and match them with the pictures. (The answer to the maths problem in picture e is 8 divided by 15 = 0.533.)
4 Check the answers as a whole class.
Answers:
a science b computer studies c art d music e maths
2 Complete these sentences with the correct form of the verbs in brackets
1 Ask the students to tell you when the present simple is used in English. Ask them what
happens to verbs after he/she/it (the verbs take s at the end).
2 The students complete the task individually and then check their answers in pairs. Invite different students to read out the sentences and ask the other student to say whether they are right, correcting them if necessary.
Answers:
2 goes 3 Does, drive 4 does not, take
3 Write sentences about your day using adverbs of frequency
1 Brainstorm the adverbs of frequency from Lesson 2. You could draw a line on the board, this time leaving it blank and inviting different students to come to the board and write the adverbs in the correct place along the line.
2 Ask the students to read the instruction for exercise 3. Ask them to write one sentence per adverb. Allow them time to complete the task individually. Go round and monitor while they are working, helping where necessary.
3 Invite different students to read out their sentences.
Answers:
Students’ own answers
4 Match the questions and answers
1 Ask the students to cover the left hand column in exercise 4 and look at the answers in the right-hand column. Elicit the question for each answer.
2 The students then read the questions and match them with the correct answer, as in the example.
Answers:
2 d 3 b 4 a
5 Here are some answers. What are the questions?
1 Ask the students to look at the sentences and tell them that these are answers. Ask them to work in pairs to write the questions. Go round and monitor while they are working, helping where necessary.
10
2 Check the answers as a whole class, writing the questions on the board for the students to check.
Answers:
1 What is your favourite subject?2 What do you like doing?3 Who are your best friends?4 What are they good at?
Writing skills
1 Before you start this activity, you may like to revise the upper and lower cases of the English alphabet. For example, you could write the lower case letters on the board and invite different students to write the corresponding capitals.
2 Write your name, birthday and where you work (the school’s name and address) on the board, as in the example in the Writing skills section. Write everything in lower case.
3 Ask the students to tell you what’s wrong with what you’ve written, and ask them where the capital letters should be. Allow them to come and mark the letters on the board.
4 Then ask them to look at the Writing skills section, and elicit further examples. Invite different students to write example sentences on the board, using the correct capital letters.
. WB Page 3
1 Punctuate the following sentences1 my father is from alexandria.
My father is from Alexandria.2 heba’s favourite subject is arabic.
3 khaled’s english pen friend lives in london.
4 fawzi lives at 103 ahmed mahfouz street.
5 what is your favourite city in egypt?
2 Write questions using the words in brackets
1 My first name is Eman. (What?)
What is your first name?
2 My surname is Al-Alfy. (What?)
3 We never go to school on Fridays. (How often?)
4 My friends are Jana and Ritaj. (Who?)
5 I have nine lessons every day. (How many?)
3 Complete the form below. Remember to use capital letters
First name: Surname: Date of birth: Address: Telephone number: Favourite subject:
Mod
ule
1
UNIT
1
3
1 Punctuate the following sentences
1 Ask the students when to use capital letters in English, for example, for names, languages, the first word in a sentence, cities, countries, street names, months and days of the week.
2 Ask the students to look at the photo in exercise 1 and encourage them to guess where it is (Alexandria). Then ask them to look at the example sentence and elicit why Alexandria starts with a capital letter (because it is a city).
3 Ask the students to work in pairs to rewrite the sentences, using capital letters where appropriate.
4 When they have finished, ask different students to tell you which words in each sentence need a capital letter.
Answers:
2 Heba’s favourite subject is Arabic.3 Khaled’s English pen friend lives in London.4 Fawzi lives at 103 Ahmed Mahfouz Street.5 What is your favourite city in Egypt?
11
2 Write questions using the words in brackets
1 Ask the students to look at the first sentence. Explain that they have to use the word in the brackets to write a question that can be answered by the sentence. Check that they understand what to do, and remind them to use capital letters where necessary.
2 The students complete the task individually and then compare answers with a partner. Ask different students to read out each sentence for the class to check their answers.
Answers:
2 What is your surname?3 How often do you go to school on Fridays?4 Who are your friends?5 How many lessons do you have every day?
3 Complete the form below. Remember to use capital letters
1 Ask the students why they might need to fill in a form, for example, to join the library or a sports club.
2 Tell them that they are going to fill in the form with information about themselves. They should pay attention to the capital letters they need.
3 Go round and monitor while they are working, making suggestions where necessary.
4 Ask the students to exchange their work with a partner and check the forms, looking for correct usage of capital letters.
Answers:
Students’ own answers
A s s e s s m e n tSpeaking task
Outcome: to ask for and give information to fill in a formOn the board, write these prompts:first name? surname? address? date of birth? telephone number? favourite subject? good at?Students ask and answer questions in pairs using the prompts, and note down the answers. Assess them on their use of the phrases practised in Lessons 3 and 4.
Reading taskOutcome: to read a website about a schoolboy’s dayUse SB page 1, exercise 2 textWrite the following questions on the board: 1 What does Tarek wear to school? 2 What time does he arrive at school? 3 What does Tarek do before lessons start?4 Does he have computer studies every Thursday? 5 When does he do his homework?
Students read the text again and answer the questions.
Writing TaskOutcome: to write personal informationUse SB page 2, grammar boxWrite these prompts on the board: play tennis, listen to the radio, use a computer, study hard, watch TV
Students write a sentence for each prompt, using an adverb of frequency (from the grammar box) in each sentence.
Listening taskOutcome: to understand a conversation in a libraryUse the recording for SB page 3, exercises 2 and 3On the board, write the following gapped extract from the recording:Here’s your card. You can take out _____,____s or ________s. You can also use the ______ in the library.Play the recording twice, pausing so that students can complete the missing words.