1 1 A world of AnimAls Objectives Suggested answers 1 dogs/cats/birds FUNCTIONS asking and answering about past holidays; 2 dogs/cats/birds talking about ability in the past; describing a 3 horses/snakes/rabbits/sheep/cows/birds picture; sequencing (in a story) 4 students’ own answers GRAMMAR past simple: irregular verbs; past simple 5 students’ own answers (negative and questions); could / couldn’t 6 horses/dogs/cats/sheep/cows VOCABULARY verb and noun pairs; adjectives 7 Horses/Dogs/Cats/Rabbits/Tigers 8 snakes/cows/elephants/gorillas/birds 9 rabbits/sheep/cows/birds Student’s Book page 102–103 2.39 Look at the photos on page 103 and elicit 3 READING answers from individuals. Write students’ ideas on 1 Books closed. As a warm up, elicit or explain: pet , and the board to refer back to once they have read the ask students: Do you have any pets at home? What’s article. Students read and listen to the article to get the name of your pet? You may like to answer the an overall understanding of what the article is about. question yourself to get them started. Tell them about Allow students to compare answers with a partner any animals you have now or had when you were before a whole-class check. During feedback, refer a child. Listen to some examples in open class. Ask: to students’ ideas on the board. Ask: Who guessed Which pet has the funniest name? correctly? Books open. If there is an IWB (interactive 4 Give students a minute to read through the whiteboard) available in the classroom, this activity instructions and sentences. Check/clarify: horse would best be done as a heads-up activity with the ride , ran away , scared , fell off . Students work with a whole class. Display the photos on the IWB. Say: partner to decide which key information they need bear , and nominate a student to call out the correct to look out for in the article. Students read the article letter on the board. The rest of the class agree or and complete the exercise. As they read, encourage disagree with the answers. Alternatively, students do them to underline the parts of the article that support the activity in pairs before checking answers with their answers. During whole-class feedback, ask the whole class. Say the words for students to repeat students to refer to the text and to explain why they and check pronunciation. Pay particular attention to chose their answers. the variety of different vowel sounds in the words. Answers Practise these by saying just the vowel sounds and asking students to respond with the name of an 1 have a nice horse ride animal that contains that sound. 2 difg erent horses 3 it 4 Tonk Answers 5 fell ofg 2 I 3 D 4 L 5 C 6 J 7 K 8 A 9 G 10 E 6 Erin and Tonk 11 H 12 F 7 saved 2 In open class, ask students: What are the plural forms of the animals in Exercise 1? Ask them: Which of the animals has an irregular plural form? (sheep). Check/ clarify: countryside . Ask students to work individually Animals and us to complete the sentences. Point out that there are various possible answers for each question. When 1 Read through the four sentences in open class. In the majority of students have completed the exercise, pairs, students discuss the question and agree on an divide the class into pairs or small groups for answer. During feedback, listen to some of their ideas students to compare their answers. Listen to some of and their reason for choosing their answer. their answers in open class as feedback. Suggested answer B 93
2 Give students two minutes to read the sentences and Answers check understanding. Students work individually to 3 came complete the exercise. Monitor and help with any 4 fell 5 found questions. 6 got 3 SPEAKING Divide the class into pairs for students to 7 gave discuss their answers. Monitor to encourage students 8 went to give reasons for their answers if possible. Avoid 9 knew interrupting to correct errors as the focus of this 10 made 11 saw task is on fluency, not on practice of structures or 12 took lexis. During feedback, listen to some examples in open class and encourage further debate on some of the issues. Have a show of hands to see if there’s Fast finishers something that everybody in the class agrees or Ask students to write true sentences about themselves disagrees with. using the irregular verbs in the past simple. Listen to some examples afuer feedback. Optional extension Write the following animals on the board: 2 Look at the verbs in the list in open class. Draw cow fish dog horse cat tiger students’ attention to the irregular verb list on snake rat rabbit pig page 128 in the Workbook to help them find the In open class, ask: Which ones do we keep as pets? Which ones past simple form of the verbs. Students work with do we eat? What do we use the animals for? a partner to complete the exercise. Check answers Ask students to work in pairs or small groups to decide which in open class. Point out the verb and noun pairs: to is the most important animal and why. take a photograph , to get a present . Say the past simple forms for students to repeat. As feedback, listen to some of their ideas and have a show of hands to decide on which are the most important animals. Answers 0 came Student’s Book page 104–105 1 saw, took 2 ran, fell 3 got, gave GRAMMAR 4 wrote, forgot 5 ate, drank Past simple: irregular verbs 1 Books closed: As a lead-in, write the following verbs on the board: help , start , like , worry , hate , crash . Ask Be aware of common errors related to the form and students to work with a partner to write down the spelling of irregular past forms, go to Get it right on Student’s Book page 126. past simple form of the verbs and to remember the rules concerning regular verbs in the past simple. Allow students to look back to page 97 if they are Past simple (negative) not sure. Check answers in open class. Ask students: Which tense was used in the article 3 Look at the example in open class and clarify that as on page 103? (past simple). Read through the two the information was false, the verb has been changed example sentences and elicit the two verbs in the from positive to negative. Students work in pairs to past simple ( put , ran ). Students work with a partner correct Sentences 1 and 2. to look back at the article and find the past simple Answers forms of the verbs in the table. Stronger students may like to try to complete the exercise from memory 1 Tonk didn’t want to move. 2 Erin didn’t stop to think. before looking back at the article to check their answers. Students complete the rule with a partner before Check answers in open class. Elicit or explain that a whole-class check. Point out that we usually use not all verbs are followed by -ed in the past simple, the contracted form didn’t when speaking. Clarify and that we call these verbs irregular verbs. Point out the formation of the negative using the answers to that there are no rules for the formation of irregular Exercise 3 and give further examples if necessary. verbs in the past simple; they need to be learned Ask students to work with a partner and think of two individually. Say the verbs and past simple forms examples of their own. Listen to some of their ideas. for students to repeat and check pronunciation. Pay particular attention to the different vowel sounds Rule between infinitive and past simple forms. 1 base 2 the same 3 the same 94
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