2 I FEEL HAPPY Objectives words that support their answers. - PDF document

2 I FEEL HAPPY Objectives words that support their answers. Students work individually to complete the exercise, then check FUNCTIONS talking about feelings; asking questions; their answers with a partner before feedback in open expressing likes and dislikes class. GRAMMAR to be (negative, singular and plural); to be (questions and short answers); object pronouns Answers VOCABULARY adjectives to describe feelings; positive and A Andrea B Nicky C James D Ryan negative adjectives Student’s Book page 20–21 Mixed-ability Stronger students can cover the texts so they are only READING listening to the audio, while weaker students can listen and read. 1 As a warm-up, ask individual students: Are you happy? Write: I am happy when … on the board. 4 Read through the sentences in open class. Point out With books closed, divide the class into pairs and the adjectives in the example sentence and sentences ask each pair to think of three different ways to end 3–5 and check/clarify: worried , bored , angry , happy . the sentence. Give an example of your own to get Ask students: How do you feel … before an exam? them started if necessary. Monitor and help with any (worried), … on a rainy Sunday afternoon? (bored), difficult vocabulary. Listen to some of their ideas in … when your phone doesn’t work? (angry). Also draw open class. attention to the negative form of to be ( isn’t ) in Ask students to open their books. If there is an IWB sentences 4 and 5. Students then read the texts in (interactive whiteboard) available in the classroom, more detail to complete the exercise. Encourage them this activity would best be done as a heads-up to underline the parts of the texts that support their activity with the whole class. Say: on a plane , and answers. Students compare answers with a partner. nominate a student to point to the correct photo on During whole-class feedback, ask students to refer to the board. The rest of the class agree or disagree the text and to explain why the false sentences are with the answers. There may be some pictures incorrect. that students disagree about, so remind them that Answers each word should only be used once and that they should try and work out the best answer through 1 F – She is at the beach. 2 T elimination. Alternatively, students do the matching 3 F – Ryan is not very happy. activity in pairs before checking answers with the 4 F – The bus driver is angry. whole class. Again, ask the rest of the class to agree 5 T or disagree with answers. Answers Fast finishers 2 F 3 C 4 B 5 A 6 D Ask students to find at least ten adjectives (there are fifu een) in the texts. 2 SPEAKING Students work in pairs to test each other about the photos. They take turns to nominate a photo for their partner to remember without looking at the answers. Monitor the activity, and finish the activity when most pairs have gone through all the Welcoming a new classmate images. 1 If there is an IWB available in the classroom, this 1.25 Tell students they are going to read and 3 activity would best be done as a heads-up activity listen to four text messages from people who are with the whole class. Look at the picture and read each in one of the places in Exercise 1. This is an the text in the thought bubble. Students answer the introductory reading of the texts, so tell students questions in pairs before checking answers with the it is not necessary to understand every word. They whole class. should concentrate on the task and look for specific 29

Answers Answers 1 Emily is at school. A 5 B 2 C 6 D 1 E 7 F 9 G 10 H 3 I 4 J 8 2 She is worried and sad. 3 She doesn’t know where her friends are. 2 Give students a minute to read through the sentences. Check/clarify: awful (draw a line with good at the top 2 Read the instructions and look at the example. Check and bad at the bottom, then write awful below bad ), students understand the difference between smile at broken (pretend your phone isn’t working). Students and laugh at (perhaps using mime). Ask students to work with a partner to match the pictures with the complete the exercise individually and do not give sentences. Check answers. answers at this stage. Answers Answers 2 E 3 B 4 D 5 C 6 F 1 2 3 4 5 3 SPEAKING Read the example sentences for students Fast finishers to repeat and check pronunciation. Divide the class Ask students to write adjectives to say how they would feel in the six places in the photos on page 20. into pairs. Students compare their ideas with their partner. Monitor to deal with any errors and to check 3 SPEAKING Students work in pairs and describe how all students have the correct answers. Check answers they feel in the different situations. Listen to some of in open class. 4 SPEAKING Students work in pairs to think of further their ideas in open class as feedback. examples of ways to help Emily on her first day. Mixed-ability Monitor and help with vocabulary. Listen to some Ask stronger students to think of further situations and ask examples in open class as feedback. each other how they feel. For example: A: You’re at the beach. Optional extension B: I’m hot. Ask students to work in small groups and create a poster showing what you should or should not do on a new student’s first day. Give students a simple example on the Optional extension board of how this might look, perhaps with two columns, Divide the class into small groups for students to test each one showing things that are OK and the other things that are other on the adjectives. Students take turns to mime one not OK. Encourage students to use their imaginations and to of the adjectives. Their partner has to respond, e.g. You’re present the information in an interesting way, using colours, cold. Ask students to volunteer examples in open class as symbols and drawings if necessary. If there is space, display feedback. the posters on the walls of the classroom for students to circulate and look at each other’s work. This could be done as a digital poster if students have access to computers. Workbook page 21 Student’s Book page 22–23 GRAMMAR to be (negative, singular and plural) VOCABULARY 1 Ask students to read the sentences and then look back Adjectives to describe feelings at the text on page 21 to complete them. Stronger 1.26 With books closed, give students one students may be able to complete the sentences 1 without looking back at the text. Check answers. Ask minute to work in small groups and write down as students to point out the singular and plural forms. many adjectives as they can remember from the texts on page 21. Ask the team with the longest list to Answers write their adjectives on the IWB and ask the rest of 1 aren’t 2 isn’t the class to add to the list. Students open their books and work with a partner to Elicit which word we use to form negatives ( not ), complete the exercise. When students have completed then complete the rule in open class. Draw students’ the exercise, play the audio for students to check attention to the contraction of am in I’m not as their answers. Play the audio again and get students opposed to the contraction of not in aren’t and isn’t . to repeat the words after the recording in order to Also point out that there is no space between are and check pronunciation. Point out that we do not stress n’t in aren’t and is and n’t in isn’t . Check that students the e in worried , bored and tired . Also pay attention to can pronounce isn’t and aren’t correctly. the different vowel sounds in angry and hungry , and to the pronunciation of ir in thirsty . It is important Rule that students focus on different vowel sounds at this 1 not 2 isn’t 3 aren’t early stage of their learning, before errors become ingrained and more difficult to correct. 30