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WARM-UP

1. Game “Poster Bingo"

Children draw a grid with six squares and draw a picture or write the name of one thing they can see on the “My City” poster in each square. When children are ready, say the names of different things on the poster in random order.

Children listen and write a cross on the picture or word if they have included it in their grid. The first child to write a cross on all six words in their grid calls “Bingo!” and is the winner.

PRESENTATION

2. Make as many questions as you can and answer them (p. 24, ex. 1).

Ask pupils to read a question and the answer to it.

Pupils read chorally.

Pair work: Then ask pupils to look at the table and make as many questions as they can and answer them in pairs.

Go round helping. You can ask pupils to write the sentences down.

Do choral and individual reading of questions. Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

PRACTICE

3. Complete the sentences. Use the Present Simple or the Past Simple tenses (p. 24, ex. 2).

Ask pupils to make sentences using the verb ‘to be’ and Present Simple or Past Simple of regular and irregular verbs.

Pair work: Pupils read the sentences silently to themselves or they work on them together in pairs. Pupils match suitable forms and fill in the gaps. If it is necessary, translate the words into the native language.

Then they read the sentences aloud.

Ask some bright pupils to write the sentences or the chosen words on the board too.

Key: 1. was; 2. cooks; 3. lives; 4. went; 5. were; 6. is.

4. Work in pairs. Take turns to ask and answer the questions (p. 25, ex. 3).

Pair work: Ask pupils to read the questions and answer in pairs.

Repeat with different pupils, but this time let pupils choose partners to act them out with.

Transfer: Encourage pupils to make their own questions and answers too. Ask pupils to write some sentences into their exercise books if you have enough time.

READING AND WRITING

5. Read Mary’s letter. Write six questions Susan asked her (p. 25, ex. 4).

Tell pupils to listen to the letter. Read the text.

Read it again and pause after each sentence. Read every sentence dramatically and tell pupils to repeat after you.

After reading: Ask pupils “Who writes this letter? Is Mary a pupil? When is her birthday?”

Pupils answer.

Ask pupils to read the texts one by one.

Ask pupils to write six questions Susan asked Mary.

Monitor the activity and help where necessary.

6. Read and complete the text. Then write. Use was / wasn’t / were / weren’t (p. 26, ex. 5).

Ask pupils to complete the sentences using the verb ‘to be’ in past using the following forms was / wasn’t / were / weren’t.

Pair work: Pupils read the sentences silently to themselves or they work on them together in pairs. Pupils match suitable forms and fill in the gaps. If it is necessary, translate the words into the native language.

Then they read the sentences aloud.

Ask pupils to read the sentences in a chain. Ask to translate difficult sentences into the native language.

Monitor the activity and help where necessary.

Key: 1. wasn’t; 2. were; 3. were; 4. weren’t; 5. were; 6. were;

7. was.

ENDING THE LESSON

7. Game “QuickFlash"

Take the flashcards (use the verbs of this unit) and hold them facing you so that the pupils can’t see them.

Tell the pupils that they are going to see a flashcard for a very short time. They must call out the word.

Choose a flashcard, reveal it for a few seconds only and ask “What’s this? What are the children doing?”

Pupils call out the word. Choose a pupil to select the next card and ‘flash’ it to his / her friends.

Continue until you have practised all the words.

Home work

Read (p. 25, ex. 4).

Further practice

Use Workbook tasks at the lesson or at home.