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WARM-UP

1. Game "Disappearing Cards"

Stick from five to seven flashcards “Transport” or “Holidays” on the board. Do choral repetition of the words. Then remove one of the flashcards in the sequence. Pupils chant the whole sequence of the words, including the missing one. Repeat removing another flashcard. Continue till there are no flashcards on the board and pupils are saying the whole sequence from memory. You can also play the game by writing seven words on the board, then rubbing them out one at a time.

PRESENTATION

2. Read and put the sentences in the Present Perfect tense (p. 101, ex. 1).

Ask pupils to read the sentences and write them in the Present Perfect tense or in the Past Simple tense.

Ask pupils not to forget about irregular verbs in past form.

PRACTICE

3. Work in pairs. Take turns to ask and answer the questions in the Present Perfect tense (p. 102, ex. 2).

Pair work: Ask pupils to make the questions in the Present Perfect tense or in the Past Simple tense.

They make questions and ask and answer them.

Pupils may also be asked to write answers in their exercise books and on the board.

Monitor the activity and help where necessary.

Pupils act out the dialogue in pairs.

EXTRA

Game «Abracadabra»

Children play in pairs. Each child lays their cards face down in a row on their desks.

Pupil A points to Pupil B’s first card, pretends to wave a wand and says e.g. “Abracadabra! It’s a river!” Pupil В turns over the card. If it’s a river, they say “Yes!” and leave the card face up. If it isn’t a river, they should say “No!” and leave the card face down.

READING AND WRITING

4. Read and complete the sentences. Use the Present Simple, Past Simple or Present Perfect tenses (p. 102, ex. 3).

Pupils read the sentences and fill in the gaps with the words in the brackets using the necessary grammar form.

Key: 1. told; 2. have done; 3. got up; 4. went; 5. have ... visited.

5. Read and choose the correct item (p. 103, ex. 4).

Ask pupils to look at the sentences and finish them using the correct beginnings.

Pair work: Pupils read the sentences in silent to themselves or they work on them together in pairs. Pupils choose suitable ones. 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.

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

Do choral and individual reading again.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

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

Key: 1. B. 2. A. 3. A. 4. A. 5. B.

EXTRA

Game “Bingo"

Pupils make a grid of six squares. They write a number in each square. Call out numbers at random: if pupils have the number you call out on their grid, they tick it, or cross it off, or cover it with a small piece of paper. The first pupil to tick / cross / cover all six numbers on their grid calls out “Bingo!” and is the winner. This can also be played with words, e.g., school subjects, days of the week, animals, foods, toys, etc.

6. Read, complete and write. Use the prepositions: on, in, at (p. 103, ex. 5).

Pupils read the sentences one by one. Write them down in their exercise books using the prepositions.

Go round helping.

Do choral and individual reading again.

Help with pronunciation and sentence rhythm especially.

Monitor the activity and help where necessary.

Key: 1. at; 2. On; 3. at; 4. on; 5. in.

ENDING THE LESSON

7. Game "Question Tennis"

Divide the class into two teams. Team A asks a question or Team B: Did you read...? or Did (Max) like ...? Team В gives a full answer. They then ask Team A a question. Teams take turns in this way and score points for correct questions and answers.

Home work

Read (p. 103, ex. 5).

Further practice

Use Workbook tasks at the lesson or at home.

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