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WARM-UP

1. Game "Anagrams Race"

Divide the class into two teams. Each team makes up an anagram for any food word, e.g., ‘chenkit’ (kitchen) or any other words. The other team should unscramble the anagram.

Play two or three rounds.

PRESENTATION

2. a) Listen and repeat (p. 17, ex. 1).

Pre-reading: Revise the verb ‘to be’ in singular and plural, in present and past. Make some sentences with all the forms.

Ask pupils to look at the pictures.

Say the words.

Drill each new word two or three times.

Write these words down into pupils’ vocabularies.

Do choral and individual repetition of every word.

Stick the pictures of these words on the board.

Ask pupils to write the words near the pictures.

Monitor the activity and help where necessary. If you like, make sentences with these words.

b) Say.

Read the examples and find the verb ‘to be’ in present and past. Ask pupils to say if they are singular or plural.

PRACTICE

3. Listen and read (p. 17, ex. 2).

While-reading: Read the text. Ask pupils to read the sentences in silence after you. You can translate difficult sentences into the native language. Pronounce the words clearly.

Do choral and individual repetition of difficult words. Follow the same procedure three or four times.

Then pupils read the text themselves in a chain. Do choral and individual repetition if it is necessary again.

Post-reading: Ask the questions: “What is the text about? What river is the town situated? What things are there in the town?” and “What do people say about their town now?”

4. Say true, false or don’t know (p. 17, ex. 3).

Pair work: Ask pupils to read the sentences in the exercise.

Tell them that they are going to agree or disagree with the sentences.

Pupils read and choose the correct sentences.

Monitor the activity and help where necessary.

If pupils don’t understand the meaning of some words, translate them into the native language.

Key: 1. False. 2. True. 3. False. 4. True. 5. False.

READING AND WRITING

5. Work in pairs. Take turns to ask and answer the questions about Colchester (p. 18, ex. 4).

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

Monitor the activity and help where necessary.

Do choral and individual repetition.

Ask pupils to read and practise their part in the dialogue for a few minutes. Go round helping.

One or two pairs read or act out the dialogue.

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

Repeat with several different pupils.

Transfer: Encourage pupils to make their own answers too.

Ask pupils to write some sentences into their exercise books.

6. a) Look, read and say (p. 18, ex. 5).

Read the sentences and compare the verb ‘to be’ in present and past tenses. Do choral and individual repetition if it’s necessary.

Monitor the activity and help where necessary.

Stress the verb ‘to be’ in every sentence.

b) Complete the sentences about your town (city, village). Use the words: is, are, was, were.

Stick the table “The verb to be” on the board and revise the forms of the verb in present and past, its singular and plural forms.

Ask pupils to read the sentences and fill in the gaps with the words ‘is’, ‘are’, ‘was’ and ‘were’. Pay pupils’ attention to the word ‘ago’.

Key: 1. is; 2. are; 3. are; 4. were; 5. were.

ENDING THE LESSON

7. Game "Flash!"

Show each flashcard to the children in turn very quickly by holding it at the sides between your thumb, index and second finger and “flashing” it or turning it round very quickly. Children look and guess what it is. Re-cast and introduce the word in English as appropriate.

Home work

Read (p.17, ex. 2 ).

Further practice

Use Workbook tasks at the lesson or at home.