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My daily life

Lesson

Objectives

Key language
Verbs: present and past tense of regular and
irregular verbs (like, chase, catch, chew, lie,
wear, play).
Nouns: chart, homework, meat, vegetables,
bath, ball, shoes, sofa.
Adjectives: personal, younger.

Linguistic competence.

To make a personal chart.


To express daily routines, likes and
dislikes using the present simple
tense.
To compare activities in the past and
present using the past and present
tenses.
To develop reading and listening
skills.
To practise using adverbs of
frequency correctly.
To talk about daily routines.

Verbs: get up, get dressed, have breakfast,


go to school, leave school, do homework, do
the dishes, tidy your room, go to bed.
Nouns: homework, school, night, pool.
Adverbs of frequency: usually, never, often,
always, hardly ever, sometimes.

Linguistic competence.
Learning to learn
competence.

To develop reading skills and learn


about different types of clocks.
To revise time vocabulary.

Measures of time: second, minute, hour,


day, month, year, century.
Verbs: measure, use, make, begin, appear,
depend, develop, appear.
Nouns: invention, Egyptians, clock, sundial,
tomb, pharaoh, hourglass.
Adjectives: different, precise, better,
electric, analogue, digital.

Linguistic competence.

To understand and tell the time in


English.
To practise listening and speaking
skills.
Curricular link: Social Science.

Expressions related to time: What time do


you ? Its ... oclock. Its quarter past ,
etc.
Verbs: get up, go to school, have lunch, do.
Nouns: lunch, lunchtime.

Learning to learn
competence.

To revise be and regular verbs in


the past tense.
To revise vocabulary from Comet 5.
Curricular link: Social Science.

Verbs: be in the past tense (was / were)


and regular verbs in the past tense (lived,
destroyed, fished, watched).
Nouns: people, tribe, sea, river, fruit, tree,
earthquake, region, painter, sculptor,
architect, inventor, microwave oven, park,
night, bed.
Adjectives: original, early.
Shops: pet shop, clothes shop, grocers,
stationers, bakery, shoe shop.

Learning to learn
competence.
Linguistic competence.

Basic competences

Unit 0

17

My daily life

Lesson 1
Objectives
To make a personal chart.
To express daily routines, likes and dislikes using the
present simple tense.
To compare activities in the past and present using the
past and present tenses.
Key language
Verbs: present and past tense of regular and irregular
verbs (like, chase, catch, chew, lie, wear, play).
Nouns: chart, homework, meat, vegetables, bath, ball,
shoes, sofa.
Adjectives: personal, younger.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Understand and create a variety of spoken and written
messages in a foreign language, suitable to the
situation and the purpose of communication.
Materials
Class CD, Pupils Book, Activity Book, A4 sheets of
paper, coloured pencils (exercise C).

Warm-up

Invite volunteers to tell the class about what they did in


the summer holidays.
If you have any new pupils, invite them to stand up and
introduce themselves to the rest of the class. Encourage
them to tell the class something about themselves.
Ensure that the class has their Pupils Books closed, then
write the following jumbled sentences on the board:
1. football / like / playing / I
2. TV / like / dont / I / watching
3. do / after / I / my / always / school / homework
4. school / Saturday / never / on / have / I
Instruct the pupils to put the words in the correct order to
make sentences. Check answers by inviting volunteers to
come to the front and to write one of the sentences on
the board.
Answers: 1. I like playing football. 2. I dont like watching
TV. 3. I always do my homework after school. 4. I never have
school on Saturday.
Encourage the rest of the class to say if the sentences are
true for them and if not, to say why.
18

Unit 0 Lesson 1

Write the heading Me on the board with the following


sentence starters:
I like
I dont like
I always
I never
Instruct the pupils to write four sentences about
themselves using the starters. Then, ask them to compare
sentences with their partner.
Invite volunteers to read their completed sentences.
Encourage discussion about any interesting points they
may have written about. For example: Student: I like
karate. Teacher: Really! When do you do karate?

Presentation
Predict
Ask the class to open the Pupils Book at page 2 and display
the picture in the On-line Digital Book if available. Ask
questions to focus their attention on what the story is about.
For example: Where are the children? (In the classroom),
What can you see in the classroom? (The board, a window,
pupils, a teacher, desks, a rubber, etc.)
Ask the Predict questions. Accept any answers at this stage,
but guide pupils to the fact that the teacher is reading
something to the pupils. Ask: What is the teacher doing?
(Reading something to the pupils), What are the pupils
doing? (Listening), How do the pupils feel? (surprised).

Class CD Track 1: Listen and read.


Teacher: Ive got all your personal charts that you did for
homework. Lets read one out without saying the
name. You have to guess who it is. Remember, its
a pupil in this class. Lets begin. This personal chart
hasnt got any pictures. Who am I? I always eat
meat and I never eat vegetables.
Teacher: I like chasing cats I dont like having a bath
When I was younger, I liked to catch balls and
chew shoes, and now I always lie on the sofa
Teacher: Wait a minute! Who wrote this? Who is Max?
Kym: I did. I didnt know I had to write about me ... I
wrote about my dog!
Tell them to compare answers in pairs and then review in
open class.
Answers: 1. They wrote a personal chart. 2. It describes
things a pupil doesnt normally do. 3. Max is a dog.

B Look at the pictures and complete Kyms personal


chart.

A Listen and read.


Ask the pupils to read the story quickly to check if they
predicted correctly. Set a time limit of three minutes and
explain that they will be able to read the story again later.
When they have finished, ask them to compare answers
with a partner.
Answers: 1. The teacher is checking the pupils homework.
2. The student is standing up because the teacher is asking
her about her homework.
Write the following questions on the board. Tell the pupils
to copy them in their notebooks:
1. What did the pupils do for homework?
2. What is strange about the homework the teacher reads?
3. Who is Max?
Instruct the pupils to read and listen to the story and to
answer the questions in their notebooks. Play Class CD
Track 1.

Check that the pupils can name the objects in the six
pictures (jeans, dress, soft toy/teddy bear, tomato,
hamburger, tennis).
Tell them to look at the Kyms personal chart and to work
in pairs to complete the information using the pictures.
Ask for volunteers to read out the answers.
Answers:
My names Kym.
I always wear jeans.
I never wear a dress.
I like tomatoes.
I dont like hamburgers.
When I was younger I played with my teddy bear/soft toy.
Now I play tennis.
Now talk about Kym.
Tell the class to look at their answers and complete the
two speech bubbles in open class: Kym always wears
jeans, when she was younger she played with her teddy
bear.
Invite volunteers to give more information, paying
attention to the formation of sentences in the third person.

Unit 0 Lesson 1

19

C Make a personal chart about yourself.


To review vocabulary for this activity, ask the pupils to
work in pairs to think of two more objects related to
each picture. For example: jeans (shorts, T-shirt), dress
(skirt, top), teddy bear (toy cars, building blocks), tomato
(carrots, lettuce), hamburger (sausages, chips), tennis
(skating, football).
Ask them to report back with their new words and write
them on the board under the headings Clothes, Toys, Food
and Activities.
Instruct the pupils to copy the personal chart from exercise
B on sheets of A4 paper in landscape format and to draw
a box on the right-hand side.
Tell them to draw a picture of themselves in the box and to
complete the chart with information about themselves, but
not to write their names on the chart for the moment.

Wrap-up
Who am I?
Once the personal charts are complete, they can be
displayed on the walls around the classroom.
Ask the pupils to circulate and read the different charts
and look at the pictures to guess who they belong to.
Alternatively, the teacher could read out sentences from
different charts while the class listen and guess who they
belong to.

Extra practice
Fun personal charts
Remind the pupils about the story on page 2, where a
pupil made a personal chart for her pet dog.
Tell the pupils to work in pairs to make another chart for a
pet, a cartoon character or a celebrity.

20

Unit 0 Lesson 1

Activity Book page 4


1 Complete the text using the words in the box.
Instruct the pupils to read the words in the box
carefully and ask them to say which word is different
from the others (meat is a noun, not a verb).
Tell them to use these word to complete the text
about Bradley.
When they have finished ask them to check the
answers in pairs and then review in open class.

2 Look at Toms personal chart and then write


about him.
Draw the pupils attention to Toms personal file. Read
the information aloud and ask pupils to point to the
photos that relate to the information you are reading.
Invite volunteers to tell you as much as they can about
Tom.
Encourage pupils to compare Toms likes, dislikes and
hobbies with their own.
Instruct pupils to work in pairs to write a complete
description on the lines below the table.

Lesson 2
Objectives
To develop reading and listening skills.
To practise using adverbs of frequency correctly.
To talk about daily routines.
Key language
Verbs: get up, get dressed, have breakfast, go to
school, leave school, do homework, do the dishes,
tidy your room, go to bed.
Nouns: homework, school, night, pool.
Adverbs of frequency: usually, never, often, always,
hardly ever, sometimes.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Learning to learn competence
Understand and manage ones own learning process
and develop meta-cognitive strategies.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Revise adverbs of frequency
Explain to the class that they are going to play the
hangman game with words which describe how often
things happen. Draw lines on the board representing the
letters in the words: always, usually, often, sometimes,
never, hardly ever.
Tell pupils to put up their hands to suggest a letter. Write
the letter in place if it is in the word, or write it on one side
if it isnt. Play the game until the pupils have discovered all
the adverbs of frequency.
Ask pupils to work in pairs to put the words in order from
least to most frequent.
Answers: (0%) never, hardly ever, sometimes, often, usually,
always (100%).
Review answers in open class and then check that the
pupils can pronounce the words correctly.
Invite volunteers to tell the class about how often they do
different activities using the adverbs of frequency.

Presentation
A Do the chant and write the missing words in your
notebook.
Ask pupils to open the Pupils Book at page 4 or display
the pictures in the On-line Digital Book if available.
Ask the pupils to look at the pictures and work in pairs to
think of a sentence to describe each one. Explain that they
can look for clues in the chant.
Review possible answers in open class and write the pupils
suggestions on the board.
Possible answers: (from top to bottom, left then right)
do my homework, go to sleep, go to the pool / go
swimming, read a book, eat sweets, get the flu / have a cold.
Instruct pupils to copy the chant in their notebooks and to
leave a line for the missing words. Then, tell the pupils to
listen to the chant and write the missing words. Play Class
CD Track 2 once.
 lass CD Track 2: Do the chant and write the
C
missing words in your notebook.
My daily life
I always do my homework
Im usually on time for school
I often read a book at night

Unit 0 Lesson 2

21

I sometimes go to the pool


I hardly ever eat sweets
And I never get the flu!
Ask the pupils to compare answers with their partner, then
play Class CD Track 2 again and check answers with the
whole class.
Answers: always, usually, often, sometimes, hardly ever, never.
Now answer questions about yourself using these
words.
Demonstrate the activity by asking different pupils the
example questions. Make sure that they answer using
an adverb of frequency. For example: I always do my
homework, I sometimes tidy my room.
Instruct pupils to work in groups of three and to continue
asking questions about other activities. Circulate and note
down any mistakes they make.
Invite volunteers to report back with the differences they
found in their group. For example: Ana never goes to the
cinema, but I often go to the cinema.
To round up, write the common mistakes you heard on the
board and ask the class to correct them for you.

B Write a chant about your daily life.


Tell the pupils that they now have to write a chant about
their own daily lives. Invite different volunteers to say one
line they would like to include in their chant. This can be a
line from the chant in activity A that is true for them, but
encourage them to think of new lines if possible. As pupils
write, circulate and help where necessary.
Instruct the pupils to read their chants to their partners
and then invite new volunteers to read their chants to the
whole class.

Wrap-up
Remember the chant
Tell the class to close the Pupils Book. Explain that you
are going to say the chant, but they have to help you by
saying the missing word each time you pause.
Say the chant and pause before the last word in each line.
Repeat the chant a second time and pause before the last two
words. Finally, repeat the chant, omitting the last three words.

Extra practice
Missing words
Ask the class to close their books again. Write the last
word of each line of the chant on the board. Tell them to
work in pairs to reconstruct the chant.
22

Unit 0 Lesson 2

When they have finished ask them to open the Pupils Book
at page 4 and check their answers.

Activity Book page 5


3 Put the letters in the correct order to make
frequency words.
Ask pupils to give an example of a frequency word
(often, always, etc.).
Explain that the words in exercise 3 are all frequency
words, but the letters are not in the correct order.
Ask pupils to find the example frequency word they
suggested.
Instruct the pupils to read the remaining frequency
words and write them correctly in their notebooks.
When they have completed the activity, invite
volunteers to make a sentence with each one.

4 Ask two classmates these questions and


write their answers in the spaces. Remember
that they must use never, sometimes, often,
always, hardly ever or usually.
Ask two pupils the first question: How often do your
homework? and encourage them to answer making a
complete sentence with a frequency word. Write their
answers on the board ...
Tell the pupils to work in groups of three and ask the
other two classmates all the questions and to write
their answers in the spaces correctly.
Now read their answers to the class.
When they have finished, invite volunteers to read out
their classmates answers to the rest of the class.

5 Circle the word that doesnt rhyme in each


group.
Instruct the pupils to read the words on each line
carefully and circle the word that does not rhyme in
each group.
Encourage the pupils to say the words aloud. When
they have finished ask them to compare answers in
pairs, then review in open class.

Lesson 3
Objectives
To develop reading skills and learn about different
types of clocks.
To revise time vocabulary.
Key language
Measures of time: second, minute, hour, day, month,
year, century.
Verbs: measure, use, make, begin, appear, depend,
develop, appear.
Nouns: invention, Egyptians, clock, sundial, tomb,
pharaoh, hourglass.
Adjectives: different, precise, better, electric,
analogue, digital.
Basic competences
Linguistic competence
Listen to spoken texts as a source of knowledge and
entertainment.
Identify the basic linguistic structures, the intonation
and the pronunciation of the foreign language.
Materials
Class CD, Pupils Book, Activity Book, A4 paper.

Warm-up
Odd one out
Write the following lists of words on the board:
1. minutes, January, hours, days
2. clock, table, time, chair
3. better, water, faster, slower
4. sand, stones, hour, rocks
5. different, wear, make, use
Ask the pupils to work in pairs to decide which is the odd word
out in each line and to explain their answers.
Check answers with the class.
Answers: 1. January (the others are periods of time). 2. time
(the others are objects). 3. water (the others are comparative
adjectives). 4. hour (the others are solids). 5. different (the
others are verbs).

Presentation
A Say the time words in order, from the smallest to
the biggest.
Ask the class to open the Pupils Book at page 5 and display
the picture in the On-line Digital Book, if available. Tell them to
work in pairs to put the time words in order.

Check answers in open class. Make sure that the pupils


can pronounce the words correctly, especially the vowel
sound in month (// as in up), and the word stress in
seconds, minutes and centuries.
Answer: seconds, minutes, hours, days, months, years,
centuries.

B Read the text and put the pictures of the


different clocks in chronological order.
Ask the pupils to look at the pictures and to predict what
the text is about (the history of clocks).
Elicit and/or explain what chronological order means (the
order of things, events or people in time or history).
Ask the pupils to read the text quickly and order the
clocks in pairs. Set a time limit of five minutes. Then check
answers in open class.
Answers: c, a, d, e, b.
Write the following questions on the board:
1. What is the name of each clock?
2. Who invented the mechanical clock?
3. When did the electric watch first appear?
Tell the pupils to read the text in detail and answer the three
questions. With weaker classes, let pupils work in pairs.

Unit 0 Lesson 3

23

Check answers with the class. Refer to the relevant


sections of the text and explain vocabulary when
necessary.
Answers: 1. a) water clock, b) digital watch, c) sundial, d)
hourglass, e) mechanical watch. 2. Chinese inventors. 3. In
the 20th century.

C Answer the questions.


Tell the pupils to work in groups of three and ask and
answer the questions.
To reinforce vocabulary and continue the discussion, ask
follow up questions. For example: Where are the clocks
in your home? Do you know anybody that has got a
mechanical watch? Why is it important to arrive on time?
Help the pupils with the language they need.

Wrap-up
Discussion
Ask pupils to say what other functions watches have got
these days (some have alarms, some have timers and
stopwatches, some show times in different countries,
some work underwater, etc.).
Ask them what other things in their homes have got clocks
(mobile phones, computers, DVD players, microwave
ovens, etc.).

Extra practice
True of false
Write the following true or false sentences on the board:
1. You cant use a sundial at night.
2. The Egyptians made better water clocks than Arab
inventors.
Tell the pupils to find out if the sentences are tru or false
by reading the text. Check answers with the class.
Answers: 1. true, 2. false.
Instruct pupils to work in pairs to write three more true or
false sentences about the text in activity B on a piece of
paper.
Tell pupils to swap their sentences with another pair and
decide whether the sentences are true or false. When they
have finished tell them to check their answers with the
other pair.
Round up by asking different groups to read out one
of their sentences. Ask the class to listen and say if the
sentences are true or false.

24

Unit 0 Lesson 3

Activity Book page 6


6 Complete the sentences using the words in
the box.
Ask pupils to read the words in the box and say what
they have in common (they are all time words). Ask
them which is the shortest period of time (seconds)
and which is the longest (century).
Tell them to complete the sentences below using the
words in the box.
To review, read out the sentences and invite volunteers
to say the missing words.

7 Circle the correct word to complete the


sentences.
Explain that all the sentences in the exercise are about
measuring time.
Tell the pupils to work independently and to choose
the correct word in each sentence. When they have
finished tell them to compare answers with a partner.
Tell pupils to read the text on page 5 of the Pupils
Book to check their answers.

8 Complete these sentences with some or any.


Review the use of some and any by asking the pupils
to make sentences about objects in the classroom.
Encourage them to make positive and negative
sentences and questions.
Tell them to look at the sentences in the exercise and
decide if they are positive, negative or questions and
then complete with some or any.
Ask volunteers to read their sentences aloud.

Lesson 4
Objectives
To understand and tell the time in English.
To practise listening and speaking skills.
Curricular link: Social Science.
Key language
Expressions related to time: What time do you ? Its
... oclock. Its quarter past , etc.
Verbs: get up, go to school, have lunch, do.
Nouns: lunch, lunchtime.
Basic competences
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Apply newly acquired knowledge to new contexts
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Missing letters game
Draw the following lines on the board. Explain that each
line represents a letter in the six words that make up the
question.
_ _ _ _ / _ _ _ _ / _ _ / _ _ _ / _ _ _ / _ _?
(What time do you get up?)
Tell the class that they can guess 10 letters to discover the
hidden question. Ask for volunteers to guess letters. If
they are correct put them into the spaces in the words. If
they are incorrect write them on one side of the board.
When the class has used its ten guesses ask them to try
and guess the question.
Ask different pupils what time they get up and what they
do before they come to school. Encourage them to use
the adverbs of frequency in their answers.

Presentation
A Use the sentences in the box to complete the
dialogue.
Tell the class to open the Pupils Book at page 6 and
display the picture in the On-line Digital Book if available.
Invite volunteers to say the times in the box.
Ask them to look at that photo. Ask: What is the girl
holding? (a clipboard) What are they doing? (a school
project / a survey). Highlight the dialogue and ask: What is
the survey about? (routines / times).

Instruct the pupils to work in pairs and read and complete


the dialogue using the words in the box.
Listen and check your answers.
Play Class CD Track 3 and ask the pupils to listen and
check their answers.
Class CD Track 3: Listen and check your answers.
Helen: What time do you get up?
Andy: At quarter past seven.
Helen: What time do you go to school?
Andy: At half past eight.
Helen: What time do you have lunch?
Andy: At two oclock.
Helen: What time is it now?
Andy: Its lunchtime!
Play Class CD Track 3 again and then review answers.
Answers: At quarter past seven. / At half past eight. / At
two oclock.

B Match the times to the clocks.


Highlight the group of clocks and say: Its half past one. Ask
pupils to find the correct clock (clock 1).
Then, instruct them to match the remaining times to the
clocks.

Unit 0 Lesson 4

25

Check answers by asking one pupil to read the time and a


different pupil to say which clock it matches to.
Answers: 1. Its half past one, 2. Its four oclock, 3. Its a
quarter past twelve, 4. Its a quarter to eleven, 5. Its five to
six, 6. Its five past one, 7. Its ten past ten, 8. Its twenty-five
past seven.

C Do a class survey. Ask your classmates these


questions.
Write the heading A class survey about routines on the
board. Ask the pupils to suggest questions for the survey
and write two or three of their examples on the board.
Read the questions in exercise C and tell them to listen
and repeat them with you. Focus on sentence stress and
intonation.
Tell the class to close their Pupils Books and then write the
following prompts on the board:
1. What time / go to bed / Friday night?
2. What / do / Saturday morning?
3. What time / get up / Saturday and Sunday?
4. What time / have breakfast / Sunday?
5. What / do / Sunday?
Explain that the pupils can use these prompts to help them
to ask at least four different classmates the questions. Tell
pupils to write the answers in a table in their notebooks.
As the pupils are speaking, walk around the classroom and
note down any common mistakes that you hear.

Wrap-up
Reporting back
Ask different pupils to report back with any interesting
things they found out about their classmates. Ask
additional questions about interesting topics that emerge.
To wrap up, write the common mistakes that you heard
during the survey activity on the board. Tell the pupils to
work in pairs to correct them.

Extra practice
Survey conclusions
Write the following sentence starter on the board: Most
pupils go to bed at
Tell the pupils to work in pairs and to compare their
surveys and write a sentence for each of the five questions.
For example: Most pupils go to bed before eleven oclock
on Friday night.
Ask for volunteers to read out their conclusions to the class.

26

Unit 0 Lesson 4

Activity Book page 7


9 Listen and number the clocks.
Explain that the pupils are going to listen to six
different times and that they must match them to the
clocks.
Play Class CD Track 4.
Class CD Track 4: Listen and number the clocks.





1. I get up at a quarter past seven.


2. School starts at 8 oclock.
3. We have a break at 10 past 10.
4. We have lunch at ten to two.
5. School finishes at half past five.
6. I get home at a quarter to six.

Listen again and write the times for each clock.


Tell the pupils to listen again, but this time to write
down the times in the spaces. Play Class CD Track 4
twice.
Tell pupils to compare answers in pairs and then
review in open class.

10 Do the crossword.
Explain that all the sentences are about telling the
time. The missing words in each sentence are the
answers to the crossword.
Tell the pupils to work with a partner to complete the
crossword. Remind them that if they dont know the
answer to one clue, to move onto the next and return
when they have more letters on the grid.

Lesson 5
Objectives
To revise be and regular verbs in the past tense.
To revise vocabulary from Comet 5.
Curricular link: Social Science.
Key language
Verbs: be in the past tense (was/were) and regular verbs
in the past tense (lived, destroyed, fished, watched).
Nouns: people, tribe, sea, river, fruit, tree, earthquake,
region, painter, sculptor, architect, inventor,
microwave oven, park, night, bed.
Adjectives: original, early.
Shops: pet shop, clothes shop, grocers, stationers,
bakery, shoe shop.
Basic competences
Learning to learn competence
Develop learning experiences based on cooperative
work strategies.
Linguistic competence
To implement the rules of the linguistic and nonlinguistic strategies to create spoken texts suitable for
each communicative situation.
Materials
Class CD, Pupils Book, Activity Book.

Warm-up
Revision of irregular plurals.
Write: 1 book > 2 _ _ _ _ _ on the board, and elicit the
answer: 2 books.
Write the following words on the board and explain that
they have irregular plurals:
child
> _ _ _ _ _ _ _ _
man
> _ _ _
woman > _ _ _ _ _
person > _ _ _ _ _ _
fish
> _ _ _ _
Tell the pupils to work in pairs and write the plural of each
of the words in their notebooks. Tell them to use their
dictionaries if necessary.
Check answers by asking different volunteers to write an
answer on the board.
Answers: children, men, women, people, fish.
Check that pupils can pronounce the plurals correctly,
especially women /wmn/ and people /pi:pl/.

Presentation
A Help Kym to choose the correct word in these
sentences.
Tell the class to open the Pupils Book at page 7 and display
the picture in the On-line Digital Book, if available. Ask
pupils if they recognise the girl. Explain that she is Kym,
the girl from the story in Lesson 1, and that she is revising
language from Comet 5.
Ask the pupils if they can remember any of the topics they
learnt about in Comet 5.
Suggested answers: comets, dolphins, the Greenwich
meridian, adventure parks, Australian Aboriginals, Leonardo
da Vinci, shopping, volcanoes, etc.
Encourage pupils to say as much as they can about each one.
Tell the pupils to look at sentence 1. Ask them if the word
people is singular or plural. Elicit the first answer, then tell them
to complete the remaining sentences working on their own.
Ask pupils to compare answers with their partner, then
review the answers by asking different pupils to read out the
completed sentences.
Answers: 1. were, 2. lived, 3. fished / collected,
4. destroyed, 5. was, 6. have, 7. went / played, 8. didnt.
Check that the pupils understand the vocabulary in the

Unit 0 Lesson 5

27

sentences by asking questions. For example: What do


you do with a microwave oven? What happens in an
earthquake? etc.

B Write a list of three things you can buy in each shop.


Tell the class to close their Pupils Books and then write
the heading Shops on the board. Read out the six shops
in exercise B: a pet shop, a clothes shop, a grocers, a
stationers, a bakery, a shoe shop and ask pupils to write
them in their notebooks.
Instruct pupils to compare the words with their partner
and then open their Pupils Books to check the spellings.
Ask the pupils to think of things you can buy in a pet shop
and list them on the board. Instruct them to work in pairs
to think of three things for each of the other shops and
then list their ideas on the board.
Suggested answers:
a pet shop: dog, cat, pet food.
a clothes shop: shirt, dress, jacket.
a grocers: sugar, milk, tomatoes.
a stationers: notebook, pen, rubber.
a bakery: bread, cake, croissant.
a shoe shop: shoes, boots, sandals.

C Copy and cross out the word that doesnt belong


in each group.
Ask pupils to look at the first line of words and explain
that one word is different and doesnt belong with the
others. Elicit the correct answer and ask pupils to explain
why it is different.
Tell the class to copy the words in their notebooks and
cross out the word that doesnt belong. Ask different
pupils which word is different and to explain their answers.
Answers:
1. map (the others are geographical areas).
2. valley (the others are all natural disasters).
3. cave (the others are all bodies of water).
4. shelter (the others are professions).
5. robot (the others are forms of transport).

Wrap-up
Vocabulary game
Invite a volunteer to come to the front of the class and
to sit with his/her back to the board. Write a word from
lesson 5 on the board.
Tell the class that they have to describe or give a definition
of the word so that the pupil at the front can guess the
word. When the pupil has guessed the word correctly,
repeat the game with a different volunteer.
28

Unit 0 Lesson 5

Extra practice
Questions for Kym
Tell the pupils to work in pairs to write another exercise
for Kyms homework. Explain that they can choose one of
the three types of activity from lesson 5:
A. Choose the correct word.
B. List three things.
C. Cross out the word that doesnt belong.
Instruct pupils to write their exercises in their notebooks
and then give them to another pair to answer.

Activity Book page 8


11 Read the answers and write the questions.
Give the pupils practise at inventing questions by
focussing on the type of information in the answer
and if the verb is in the past or present tense. For
example: I get up at 07:00 am (The information is a
time and the verb is in the present tense. Therefore
the question is: What time do you get up?)
Instruct pupils to work in pairs and read the answers
carefully and to write a suitable question.
Ask volunteers to read the questions and answers aloud
and let the rest of the class say if they agree or disagree.

12 Read and match.


Explain that all the sentences are about natural
disasters that they studied last year in Comet 5.
Tell the pupils to read the sentence halves carefully and
match them to make complete sentences.
Ask volunteers to read the complete sentences aloud.

Activity Book page 9


Do the My daily life quiz!
Instruct the pupils to look at the quiz.
Ask them to read the sentences in the box and choose
the correct option to fill the gaps.
Correct the quiz in open class.
Use your dictionary.
Ask pupils to work in pairs with a dictionary to answer
the questions.
Choose and circle. Give examples.
Ask pupils to choose the best option for each question.
Remind them to give examples of what they can do.
Invite volunteers to say which is their favourite part of
the unit and why. They will then ask the question they
have prepared for you.