HI cambridgeill cambridge english unit 8 specil places

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UNIT 8

UNIT 8

Specil places

Specil places

Pronunciation /ɜ:/ and /ɔ:/

Speaking Talk about what your room is like

Lesson profile

of it yet

Warmer

Organise the class into two teams: A and B Team A asks Team B a question using one of the verbs and Team B answers Award one point to Team A for a correct question and one point to Team B for

a correct answer Rub the verb off the board if the question and answer are correct

Warmer

8 Specil places

8 Specil places

VocabUlary and reading

1 Encourage the students to answer the questions in small groups Invite a brief class discussion on which of the students know these books, which have read the books in their own language and whether anyone has seen the films or TV adaptations In Unit 18, students will read a review of Charlie and the Chocolate Factory For students who aren’t familiar with Roald Dahl, widen the discussion to talk about other books and authors that they know and like

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8 Specil places

VocabUlary and reading

2 Before the students do this exercise, ask them to cover the words in the box and look at Roald Dahl’s room again Challenge them, in small groups, to name as many things in the photo as they can in three minutes Begin the activity as a class, e.g desk, chair, wall … Then ask them to find the words in the box among the things in the picture (a–i)

a photographs b cupboard c drawings d armchair

e lamp f shelf g drawer h carpet i blanket

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8 Specil places

VocabUlary and reading

3 Before the students read the article, encourage them to predict what Roald Dahl used the room for and also to say why they think he used it Set a maximum time limit (no more than five minutes) to encourage the students to read the article quickly

With a mixed ability class, if the students are unable to find the

answer in five minutes, tell them to read the first sentences in

the second paragraph (It was a small room …) again, as this will

give them the answer

Mixed ability

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8 Specil places

VocabUlary and reading

Fast finishers can now do Exercise 4 and Exercise 5 There is a fast finisher activity for Exercise 5

Fast finishers

Answer

He wrote his books/stories in this room

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8 Specil places

VocabUlary and reading

4 Ask the students to circle the verbs when they find them Encourage stronger students to write the past simple forms first, before they look at the article again, and then to read the article to check their answers

8 Specil places

8 Specil places

VocabUlary and reading

5 Use the picture of Roald Dahl’s room to pre-teach desk and board

(on the armchair) Encourage the students to try to answer the questions before they read the article again If appropriate, remind them to underline their answers in the text

8 Specil places

8 Specil places

VocabUlary and reading

FAfter checking the answers, invite reactions from the class, e.g What do you think of Roald Dahl’s room? Would you like your own room where no one went? Why? / Why not? Do you write on your  knees or do you use a desk? Do you always write in pencil? 

Answer

Answers 1 It was inside a small hut in his garden

2 No one

3 He sat in an old armchair

4 Scissors, photos and other things, and a lot of pencils

5 Because he always wrote in pencil

6 He used a blanket / He put a blanket over his legs

For example:  

Roald Dahl’s room was inside a large hut

His family went inside the hut

Then organise the class into small groups with one fast finisher in each one The fast finisher reads a sentence and the others have

to correct it, for which they get a point Point out that they can correct it by using the negative, e.g His family didn’t go inside the hut

8 Specil places

8 Specil places Grammar someone , anyone , etc

Alternative treatment: you may prefer the students to find the example sentences in the article first (Exercise 7) and then to deduce the meaning (Exercise 6)

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8 Specil places

6 Instead of asking the students to do the matching immediately, you could first ask them to cover a–c and to look at 1–3 and say what each group has in common: 1 they are talking about people, 2 places and 3 things or objects Note that nowhere has not been included here because

it is at B1 level and a little more difficult to use correctly

Answers

1 c 2 a 3 b

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8 Specil places

7 With a weaker class, it may be necessary to tell the students to look for sentences with no one, somewhere and anything Check that they have understood the meaning of these words by asking questions, e.g

1 How many people went inside the hut apart from Roald Dahl?

2 What sort of place did he need?

3 In the winter, he used a blanket What other things did he need? Now  ask Is ‘no one’ followed by a verb in the affirmative or negative? Point out that we use the verb in the affirmative with the pronouns with no- (no one and nothing) and we use the verb in the negative with the pronouns with any- (anyone, anywhere and anything)

8 Specil places

8 Specil places

Answers

1 No one went inside his hut

2 But all he needed was somewhere to write!

3 He didn’t need anything else

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8 Specil places

8 Encourage the students to look at each sentence first and decide whether it is talking about a place, thing or person Point out that we write no one as two words but all the others (someone, anyone, etc.) as one word

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8 Specil places

Mixed ability

With a mixed ability class, it may be necessary to do this as a

class first, with pens down Then pair up a stronger student

with a weaker one to complete the sentences

Fast finishers

Fast finishers can do Exercise 9 There is a fast finisher

activity for Exercise 9

Answers

1 one 2 thing 3 where 4 thing 5 where 6 one 7 thing

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8 Specil places

9 Point out that in sentences 2 and 3, the students will need to look at the verb If it is negative, they should use anything and if it is affirmative, they should use nothing

Answers

1 anything*

2 nothing

3 anything

4 something (nothing would sound very unnatural with every day)

* In some contexts something might be possible, but at this level encourage the use of any- with questions

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8 Specil places

VocabUlary and reading

Corpus challenge

If you haven’t done this in Exercise 8, point out that if the verb

is in the negative, we use any- and not no- With no-, we use a verb in the affirmative.

Answer

anything

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8 Specil places

PronUnciation /ɜ:/ and /ɔ:/

10 1.52 Ask the students to listen and repeat bird and board

with the correct pronunciation before they put the words in the correct column

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8 Specil places

About you

11 Ask a student to ask you questions about your

room, e.g What does your room look like? What have  

you got in it? Is it tidy or untidy? Base your answers on

the photo Make some notes on the board with your

answers so that the students can see what sort of notes

they should write Allow the students time to write some

notes and then, in pairs, they ask and answer the

questions

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8 Specil places

Extension activity

Give each student two pieces of card On one piece,

they write a description of their room and on the other

they stick a photo (or picture) of their room Display

the pictures and descriptions separately around the

classroom The students then walk around and match

the descriptions to the pictures

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8 Specil places

Cooler

Books closed Test the students’ memory of Roald Dahl’s

room by asking questions about the photo, e.g What  

colour is the armchair? Is the table tidy? What has he got  

on the walls? What has he got on the floor? Where is the

lamp?

With a stronger class, in pairs, the students take turns to

test each other by asking and answering questions about

the photo If the class likes competition, turn this into a

game, awarding a point for correct answers

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8 Specil places

Lesson profile Listening

Teenagers talk abut their special places Vocabulary

A description of a special place; because and so

My special place is the beach

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8 Specil places

Preparation

(optional) Copy the sentences in Exercise 4 onto four

strips of paper/card Make enough for each pair or small

group of students

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8 Specil places

Warmer

Books closed Write My special place is … on the board

Ask the students What do you remember about Roald

Dahl’s special place? Where was it? What did he do

there? Did his family go there too? Now encourage the

students to complete the sentence with their own special

place Brainstorm possibilities onto the board, e.g my

room, a park, my grandparents’ house, a lake and ask the

students Why are these places special? and What do you

like to do in these places?

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8 Specil places

Listening and Vocabulary

1 Ask the students to write the six verbs down the

left-hand side of the page and then to write the nouns next

to the correct verbs Point out that they can use the

nouns with different verbs Fast finishers add at least one

more noun to each verb

pictures computer games, the drums, the guitar, music, songs, stories

a diary, magazines, music, stories

a diary, music, stories

How often do you draw pictures?

Not very often / I sometimes draw pictures when I’m bored

Where do you draw pictures?

I draw pictures in my room and at school

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8 Specil places

3 1.54 Encourage the students to have a go at

completing column 2 before they listen again Point out

that the answers are some of the activities in Exercise 1  

Then play the recording again for them to fi ll in any  

missing information

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8 Specil places

Mixed

ability With a mixed ability class, ask the students to

listen for a second time and tick the activities they hear

from Exercise 1 Then play the recording for a third time

and ask the students to complete column 2

At the end of this lesson, the students write about their

own special place, but invite a brief conversation here

about students’ special places and what they like doing

there, using the questions What’s your special place?

What do you like doing there?

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8 Specil places

Answers

2 What they like doing there

Gary: (lying on my bed), reading stories and

sports magazines Alison: sitting under it), writing my diary, listening

to the sound of the windJo: playing the guitar (and singing), writing

(my own) songs

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8 Specil places

Reading

2 if you have copied the sentences onto strips of paper/ card

(see Preparation), ask the students to put them in the correct

order Then tell them to turn their strips face down and do

the exercise again in their books

Mixed ability

With a mixed ability class, do this together as a class by

using large strips of card on the board Focus on the

punctuation and ask the students to fi nd two questions fi

rst and then to fi nd an answer to each question

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8 Specil places

Fast fi nishers

Fast fi nishers practise the conversation in pairs and then

change some of the words, e.g Would you like to come to

my house tomorrow? to make a new conversation

If time allows, they write each line of their new conversation

onto separate strips of paper/card and ask the others to put

the new conversation in order

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8 Specil places

Answers

1 c 2 a 3 d 4 b

How do you know? What’s the answer to this question? How

do you know? What’s the answer to ‘What time …?’

So what’s the third line? What’s the fourth line?

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8 Specil places

Suggested answers

c It’s the fi rst question

a It’s the best answer to the question

d It answers the question above

b It’s the remaining answer and it fi ts

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8 Specil places

6 In Key Reading and Writing Part 3b, students need to complete a

conversation by choosing from a list of eight options Encourage them to read the gapped conversation fi rst Then they should read the sentences A–G and choose the best answer Point out that they should read the line before and after the space, e.g after 1 Jo answers ‘That’s OK’ so F is not correct When they have chosen their answer, they should cross it out Sentence D is used in the example,

so they should cross it out first

When they have fi nished, tell them to read the conversation aloud in pairs to see if it makes sense When checking the answers with the class, ask them to say why they chose each sentence

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8 Specil places

Answers

1 G 2 A 3 C 4 F

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8 Specil places

Fast finishers

Fast finishers work in pairs Student A has the book open

and reads Jo’s part Student B has the book closed and

tries to answer Student A can give Student B some help

with the beginning of Chris’s lines

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8 Specil places

Speaking

7 Tell the students they need to make a conversation where

they make plans for the evening They should use the conversation in Exercise 6 as a model and also the words in the two circles Students may prefer to write their new conversation first before they perform it

Fast finishers

Fast finishers write a new conversation which makes plans for another time, e.g Saturday afternoon, next weekend or the school holidays

Answer

1 because 2 so 3 so 4 because

Encourage the students to use Tom’s description as a

framework for their own writing With a mixed ability class,

write a description together

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8 Specil places

• Write a list of questions on the board:

Where is the room? Is it in a house or somewhere else? Who can go into the room?

How big is it?

What is there on the walls/floor?

What is the furniture like?

What can you see from the windows?

What do you like doing there?

Project

Our dream room

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8 Specil places

• The groups agree on a dream room by deciding on the answers to the questions At home, they could look at pictures of ‘dream rooms’ on the internet to get ideas

Project

Our dream room

• Ask the students to produce either a drawing or a model

of their room (If appropriate, ask the art teacher to help them with this.)

Our dream room

• Each group takes turns to present their room and the class votes on the best ‘dream room.’

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8 Specil places

Copy this table onto the board Organise the students into

small groups and challenge them to write as many correct

sentences in the present or past as they can, using one word

from each column, e.g I often draw pictures when I go to the

beach Allow them about five minutes. 

Cooler