Task 1
• Revise habits & states.
• Students study the example sentences &
complete the rules. Answers: Present Simple
habits and states
Present Continuous
now / this week / these days Task 2
• Students match the pictures with the
days and then tell each other what Indigo is doing in the pictures and what day of the week it is.
• Refer them to the example first.
• Ask students: ‘Which tense do we use to say what Indigo is doing in the pictures?'
(Present Continuous), ‘Which tense do we
use to say what Indigo does on a certain day?' (Present Simple).
Present Simple vs. Present Continuous
Answers:
b. In picture b she's buying milk so it's Monday because on Mondays she goes to the supermarket.
c. In picture c she's watching a film at the cinema with her friends so it's Friday because on Fridays she goes out with friends.
d. In picture d she's reading a book in the library so it's Tuesday because she goes to the library on Tuesdays.
e. In picture e she's playing basketball so it's Wednesday because on Wednesdays she goes to the sports centre.
• Alternatively, one student says what
Indigo is doing in the picture and the other student finds the day it is. e.g. A: She's playing volleyball. B: So it's
Wednesday because on Wednesdays she goes to the sports centre.
WB Tasks 4 & 6-7, pp. 24-25
Task 3
• Explain what action & state mean. • Students read the example sentences &
complete the Grammar table.
• They can refer to the Grammar
Appendix p. 164 to check their answers. Answers:
an action: a /d a state: b /c
We normally don't use the Present Continuous with state verbs. Task 4
• Remind students of the meaning of
verbs they might not remember.
Answers:
Action Verbs: study, visit, draw, dance, drive
State Verbs: love, hate, want, know, need, like, understand
Task 5
• Students use verbs from the previous
task to write what people say in the pictures.
• Students compare their sentences with
their partners' & then read them out in class.
• Accept all possible answers
Answers:
1.I don't understand Portuguese 2.I don't know the way / Excuse me, do
you know the way (to the museum)? 3.I want a hamburger, please
4.What are you doing?/Do you want to go to the cinema?
5.I love you/her!
SPEAKING SB page 24 Aims and Objectives
To involve students inparallel use of L1 & L2
To integratespeaking with reading & listening
To providepractice in using the Present Simple to narrate events / tell a story
Vocabulary
get married to, move to, record, moments, new member, help each other, team, get a tan, feel good, lie under the sun
• Divide students into As & Bs. • Students A look at page 142 and
Students B at page 144 in the Appendix.
• Ask students to imagine that they are
talking to an English-speaking friend about a book. They should say a few things about the story and if they think it's interesting.
• Explain that they shouldn't translate
word for word but use their own words.
• Ask students: ‘Which tense do we use when we tell the story of a book?' Elicit /
revise that we use the Present Simple.
• Explain the words in the box. • Give students some time to prepare.
Go round the class and help.
• When students are ready, they tell
each other about the books.
• Go round the class & assist when
necessary.
• When students finish, you can ask
them if they think the book they heard about is interesting. Ask them to say why.
WB Task 5, p. 24 & Tasks 8-9, pp. 25-26 Introduction: Workbook Writing NEXT LESSON: see Aids p. 8
PROJECT SB page 24 Aims and Objectives To involve students inusing - the language of the unit in a new
context
- the Internet to find information about an author
To encouragework across the
curriculum (ICT, Modern Greek, Art) To fosterlearner cooperation & autonomy
To integrateall four skills
• Read the steps of the project with the
class and check for any difficulties.
• Divide the class into groups.
PLAN A
• If there is a computer lab at the school
and there is access to the Internet, you can ask the ICT teacher to help the students.
• You can give students the following
URLs: http://www.jacquelinewilson http://www.kidstartrandonhouse.co.uk http://www.teenreads.com http://www.cc.uoa.gr/ptde/epet/Author/lis t.html
• Students should first search for the
author they are interested in and then follow the links to find reviews of his / her books.
• They read some blurbs, decide which
book they want to present and take notes.
• Students can choose different books in
• When they decide which book(s) to
present, they should work all together to prepare their presentations.
• Here are some ideas:
students can visit
http://www.haef.gr/chilias/greek/lit/books where they can see other children's presentations and get some ideas speak from notes & perhaps show a picture of the book cover, which they can print from the website or draw write a short blurb for the book and
read it to the class
write their texts on the computer and then print them
make a power point presentation and show it to their classmates in the computer lab (the ICT teacher can help them).
Students present their books in class.
PLAN B
• If there's not a computer lab in the
school, students can bring different books in Greek or in English to class.
• They can visit the school library / a
public library in their area to find books or bring books from home.
• Collect all the books and give each
group one or two books they have not read.
• Ask them to read the blurbs and
decide which book they want to present to the class.
• Tell them to prepare their presentation
in their group (they can speak from notes, write a text, draw a picture etc.)
• When students are ready, they present
the books in class.
Evaluation of the project
You can give students the following table to evaluate the project.
Introduction: Reading
SELF-ASSESSMENT SB pp. 25-26 Introduction: Self-assessment NEXT LESSON: see Aids p. 26
I spoke in English I used the language
I learnt in this unit Using the Internet
helped me I found a lot of interesting books in the library I enjoyed working in my group
Aids
o Dictionaries (Lesson 1- Reading EXTRA!)
o Ask students to bring empty packages or labels of food products (Lesson 1- Reading EXTRA! Project)
o Ask students to bring song lyrics (Lesson 2 - Song time - EXTRA! Project)
o Ask students to bring catalogues from companies & stores (Lesson 3- Project)
Language Vocabulary Grammar Curriculum Suggested Functions Link Link Link /Themes lesson
schedule
- Expressing - Vocabulary -Nouns & Links to: 4 teaching an opinion related to quantifiers Home Economics periods - Expressing food & -must / Culture 1. Cover page,
quantity healthy diet mustn't / Music & Reading, - Expressing don't have to Maths 2.Vocabulary
obligation, (obligation / ICT Link
prohibition prohibition / Art (Tasks 4-6) &
& lack of absence of Vocabulary Link
obligation obligation) Themes: 3. Grammar Link Space 4. Project System
Civilisation &
- Expressing - Adjectives - must / culture, 4 teaching emotions describing may / Quality periods - Making guesses feelings might Quantity 1. Song time - Giving advice (speculation) 2. Listening - Giving reasons - should / & Speaking
shouldn't 3.Reading
(advice) 4. Grammar Link & Writing
- Comparing & Vocabulary Comparative 5 teaching contrasting related to & superlative periods - Suggesting - computer / forms of 1. Reading & - Agreeing / video games adjectives Vocabulary Link
disagreeing - shopping 2.Listening
3. Grammar Link (Tasks 1 & 2) 3. Grammar Link & Speaking 4. Project 5. Self- assessment
TEEN Matters!
Unit 3
Lesson 1 Food for thought! Lesson 2 Your problem sorted! Lesson 3 We’re on a shopping spree!COVER PAGE SB page 27 Vocabulary Junk food, cool, stuff Introduction: Cover Page
Answers: 1.C 2. A 3.B