magic tour 5 teacher s book

The wide variety of tasks for listening and reading activities helps to raise Ss’ motivation for learning English.. The texts themselves and the tasks accompanying the text are aimed at

Р е ц е н з е н т ы:

заведующий кафедрой иностранных языков с методикой преподавания Брест!

ского государственного университета им А.С Пушкина кандидат

педагогических наук, доцент Л.Я Дмитрачкова; учитель английского языка Жодинской белорусской гимназии В.Н Токарева

ISBN 978!985!06!1663!0

Книга для учителя является составной частью УМК «Английский язык 5 класс» для учреждений, обеспечивающих получение общего среднего образова!

ния, с повышенным изучением иностранного языка.

УДК 372.881.111.1.046.14 ББК 74.268.1Англ ISBN 9789850616630 © Издательство «Вышэйшая школа», 2008

А64

Unit 2 A Zoo in My Suitcase (Animals and Places) 38

Unit 9 Have a Nice Holiday

Photocopiable Materials 171

• This is the first book in the series of English coursebooks for Belarus Magic Tour.

It is for the schoolchildren in the fifth year and contains enough material for 104

45!minute periods, grouped in 9 units The Magic Tour series of coursebooks for the lower secondary school is a logical continuation of the Magic Box series of

coursebooks for the primary school

General approach and principles

• The lower secondary course, as well as the primary course, follow the communica!tive approach and teach communication by communication We believe that learn!ing happens in the process of interaction and teaching should create a need to com!municate in different situations Thus, in the 5th Year textbook we have attempt!

ed to create real life situations, which will enable students to develop their com!munication skills in the foreign language

• We develop all!round communicative competence, focusing on linguistic compe!tence (lexical, grammatical, phonological) and sociolinguistic competence (mark!ers of social relations, simple politeness conventions, discourse, learning strategiesand intercultural awareness)

• We see learning as a cognitive process Emphasis is given to tasks that allow learn!ers to experience a variety of cognitive activities

• Learning should have a communicative purpose The task should require students tocommunicate and put the language to active use The communication emphasismeans that students are always given the opportunity to exchange information – aninformation gap is created When students focus on a meaningful, communicativetask, the language learning process becomes more motivating and effective

• The communicative approach implies that meaning takes precedence over form

This means that throughout Magic Tour we equip learners with the language they

need to create meaning

• We have taken an integrated approach to teaching and learning, developing listen!ing, speaking, reading and writing in conjunction

• We teach English through English Therefore most of your communication in thelesson including instructions and explanations should be in English

• We follow the principle of personalisation as children get great motivation and satisfaction from talking and writing about themselves The course offers manyopportunities for students to do this in English

• Learning English is a developmental process; that is why we view the textbookmaterials not only as a means of teaching English, but as a means of developingSs’ attention, memory and thinking

• Magic Tourattempts to bring together the best elements of local and internationaltextbooks, modern and traditional approaches The authors have tried to achieve abalance between a teacher!friendly and learner!centred textbook

• The syllabus integrates topics with communicative areas (functions), languageareas (vocabulary, grammar and pronunciation), skills development, learning tolearn strategies and cross!cultural and cross!curricular links

Structure and components

• There are 9 units in the 5th year textbook, each representing a topic The topics are:

1 Summer Magic (My summer holidays)

2 A Zoo in My Suitcase (Animals and places)

3 My Fair Land (Belarus)

4 Magic Kingdom (Myths and mysteries)

5 As Busy as a Bee (Housework)

6 Are You a Foodie? (Food)

7 Bells and Breaks (School)

8 World of Wonders (Books and films)

9 Have a Nice Holiday (Hobbies and holidays)

• The units are supplemented with ‘Reading for Pleasure’ texts, which have an emo!tional and moral message for Ss

• The coursebook also contains 9 tests – one for each unit

• There are four projects in the coursebook, one in each term.

• The coursebook has been designed to cover the three hours per week programme In

case the school has only two hours of English per week, the flexible structure of the

book enables the teacher to omit some of the coursebook materials without under!

mining the integrity of the coursebook The sections to be omitted in this case are:

reading for pleasure, tests, projects and one lesson in each unit (The recommended

lessons are: Unit 1, lesson 8; Unit 2, lesson 8; Unit 3, lesson 9 ; Unit 4, lesson 8: Unit

5, lesson 9; Unit 6, lesson 9; Unit 7, lesson 9; Unit 8, lesson 9; Unit 9, lesson 9) The

coursebook will then cover the two!hours!per!week programme

• The Teacher’s Book (TB) opens with the Student’s Book (SB) unit maps which

present the content of the SB and helps to orient the teacher

• Each unit is preceded with unit objectives – what Ss should have achieved by the end

of the unit

• The TB presents the syllabus, followed by lesson maps and lesson briefs

• Each lesson map contains a box with the four main aims of the lesson – practical,

educational, developmental and instructional The map also includes two other

boxes: 1) Focus box and 2) Materials and Preparation box The Focus box gives the

teacher information on the main focus of the lesson – the communicative area,

grammar or vocabulary The Materials and Preparation box highlights the main

materials and preparation tips for each lesson The large and detailed Procedure

box contains notes on the lesson stages and the suggested timing for each stage,

states the aims and classroom management mode of each activity

• Lesson briefs are not detailed lesson plans They only comment on those stages of

the lesson, which could present difficulties either for the teacher or for the stu!

dent In the lesson briefs we give advice on how to deal with the most difficult

moments of the lesson, suggest variations of lesson activities, give keys, tape!

scripts and suggested answers The lesson briefs for Unit 1 are more detailed than

those for the rest of the book It is done to give the teacher all the support and help

possible with the new book and to enable the teacher to get accustomed to the way

the SB materials are treated in the TB

• We recommend all teachers – both beginners and experienced ones – to make use of

the TB materials while preparing for a lesson as they are very important for getting

the best use of the book Failure to refer to the lesson maps or lesson briefs might

mean that some highly significant message of the coursebook could be overlooked

and its value undermined

• The Student’s Book (SB) also contains an overview of the syllabus – the content

map It contains materials for lessons, conveniently presented on double pages;

reading for pleasure texts, project pages, a glossary of active vocabulary and a

grammar appendix

• The Activity Book is black and white It contains exercises for homework There are

three exercises for each lesson in the AB The first two of them are for all students

Ex.3 is meant for the most capable and motivated students and the teacher can

choose whether to assign it for homework or not

• The Cassette contains all the listening material for the SB, including pronunciation

activities, texts for listening and ‘Reading for Pleasure’ texts

Skills (Listening, Reading, Speaking and Writing)

• Each lesson includes either listening or reading (activities on receptive skills) and

ends up with speaking or writing (activities on productive skills) Listening and

reading materials are not only intended for listening and reading in their own

right They can also be a vehicle for introducing the new grammar or vocabulary of

a lesson The wide variety of tasks for listening and reading activities helps to raise

Ss’ motivation for learning English

• Each reading or listening activity can be subdivided into three logical steps: Pre!,

While! and Post! stages Each of the stages has its own purpose and prepares Ss for

better understanding of the text and better internalization of the input It is there!

fore very important to follow the order of the stages suggested in the textbook and

not to omit any of them Even when reading and listening texts are used for intro!

ducing the new vocabulary or grammar, they are preceded by a pre!listening or

• We recommend that you stick to the time limits suggested in the lesson briefs and

do not spend too much time on any activities If the aim of an activity is stated asskimming, it means the Ss should do the activity quickly So the teacher has to setthe time limit for this activity and observe it Otherwise the skimming activity willturn into an intensive reading activity, disrupt the lesson flow and fail to developwhat it was supposed to develop

• Speaking activities vary as far as Ss’ participation and classroom management areconcerned They can be meant for pairs, groups and whole class and can take theform of a monologue, a dialogue or a conversation Games, role!play, creative tasksmake lessons interesting

• Writing is both creative and non!creative, but is almost always personalised: Sswrite about themselves Sometimes writing is combined with grammar in the so!called ‘grammar diary’ activity (see below) This activity is designed to help Ssinternalise grammar structures better and more easily

• Reading aloud is very rare Teachers should not substitute reading aloud for other

reading activities as reading aloud is not communicative and hinders comprehen!sion Pronunciation can be checked during speaking activities

Language and Communicative Areas

• The functions (communicative areas) and vocabulary, grammar and pronunciation(language areas) were selected according to the communicative needs of Ss, theCouncil of Europe framework for language teaching and the Belarusian school syl!labus for the lower secondary school

• Communicative areas are highlighted in the Focus box, Procedure box and Unit

objectives They are the functions giving life to the vocabulary and structures ofthe textbook

• Pronunciation materials (including work on stress, rhythm and intonation) are

recorded by native speakers They are motivating and fun

• The Active vocabulary of the textbook is presented in meaningful contexts with the

help of visuals, definitions and listening and reading texts, which enable the stu!dents to guess the meaning of the new words from the context Practice, games andcommunicative situations help to activate and practice the new vocabulary

• Grammar is approached in a new way We do not start with rules First Ss are

exposed to a new structure Then they analyse it formally, work out the rules forthemselves and activate the structure Finally they proceed to the practice stage

It is therefore highly important to follow the recommendations in the TB on how totreat grammar In the textbook there are the so!called ‘Grammar Focus’ activities.They are supposed to teach Ss to analyse the structure they have been exposed toand to avoid rote learning Thus grammar is treated communicatively The schemefor the communicative treatment of grammar is: communicative situation >analysis > communicative situation

• The Grammar Diary helps to personalise structures by passing them through thefilter of Ss’ experience and feelings We recommend that Ss start a specialnotebook for the Grammar Chart, Grammar Diary and any grammar notes they arelikely to make It is therefore advisable to ask Ss in advance to bring their grammarnotebooks to school each time they are supposed to make notes or to write grammardiary entries

Classroom Management

• Classroom management models (whole class, group work, pair work and individualwork) differ from activity to activity You should follow the recommendations in

the TB as far as classroom management is concerned Teachers should not under

any circumstances replace individual work, pair work or group work by whole classwork

• Ss must get accustomed to reading and understanding instructions themselves,without the teacher’s help It might present difficulties at the first stage, wherethe teacher’s support will be indispensable, but then will become easier and willdefinitely contribute to students’ development

• Pair work and group work seem difficult to control, but they are very purposeful.They relax Ss, giving them courage to speak, promote classroom cooperation,stretch STT (student talking time) and develop communicative skills It is best to

vary the students in groups in order to obtain different combinations of personali!

ty and ability levels During a pair or group activity the teacher should move

around the classroom helping or monitoring Ss’ work

Error Correction and Evaluation

• Tests can be done in class or at home as a progress check

• Creative tasks and project work should be differently evaluated compared with

other tasks

• Teachers should watch for the accuracy or fluency focus in the TB briefs Some

tasks, especially at the introduction and activating stages, need closer teacher

control and more intervention on the part of the teacher Error correction is

obligatory at these stages On the other hand, the activities, which are aimed at

developing fluency and encouraging Ss to speak, should not be constantly

interrupted by the teacher On the whole errors may be tolerated provided Ss show

progress in eliminating them You can make a note of frequent errors and work on

them in the next class

• There is plenty of evidence in language acquisition research that most errors go

away when the learner is ‘ready’ (i.e when he/she has properly internalised a ‘rule’

or language system) and not when the teacher wants them to go away! If you keep

on drawing attention to the ‘rules’, recycling them whenever possible, your

students will gradually become more accurate and fluent in English If you build up

too negative and critical attitude to errors, Ss will become over!anxious and

reluctant to experiment with their English

New Concepts

• ‘Reading for Pleasure’ lessons are very specific due to the type of tasks involved.

The emphasis is not on the language – vocabulary, pronunciation or structures

The texts themselves and the tasks accompanying the text are aimed at developing

Ss’ taste for reading, their reading comprehension, their ability to read between

the lines, Ss’ cultural and language awareness and at enlarging their passive

vocabulary

• The texts can be read either in class or at home They are not meant for reading

aloud or retelling unless it is somehow pointed out in the SB or TB Therefore fol!

lowing the teacher’s notes is of great importance

• The texts were chosen to recycle the language material learned during the unit

However in the texts Ss can sometimes encounter words and structures they are not

familiar with yet Do not make Ss memorise them as these words and structures are

supposed to develop Ss’ passive, not active vocabulary The pronunciation of these

words can be checked and corrected while Ss are working on the text and doing the

tasks Encourage Ss to look the new words up in their dictionaries or to work out

their meaning from the context

• The ‘Reading for Pleasure’ lessons provide Ss with an opportunity to do the cross!

language comparison and analysis and to see the difference between word!for!word

translation and real understanding of a text The ‘Reading for Pleasure’ classes are

highly communicative as the language is treated not as an aim but as a vehicle for

delivering the author’s message

• Evaluation of the Ss’ performance should be done according to their contribution to

discovering the author’s message and mistakes should be tolerated

• The concept of ‘Project Work’ is not absolutely new to the teachers of English.

However, teacher’s notes on how to prepare for and how to present a project shouldn’t

be neglected Ss’ effort put into their projects should be properly evaluated too

Projects do not have the language side only; they are made of many different

components – logical organisation of the content, visual aids, presentation skills,

Ss’ experience, imagination, diligence and creativity If the teacher sets to assess

all these factors, they should first teach their Ss how to organise the content, how

to include the visuals, how to present the project, etc Both the teacher and the

students should have criteria for the evaluation of the project We can only check

what has been taught

• Tests also check what has been taught The tests in the ‘Magic Tour’ test reading,

Assigning and Checking Homework

• Written homework exercises can be found in the AB There are three of them: ex.1and 2 – for all Ss and exercise 3 – for motivated Ss However it is not the only way

to provide students with homework Chants and rhymes, poems and songs learned

in class can become Ss’ homework as well They can be learned by heart or used as abasis for students!produced conversations, chants, poems and songs On the onehand these textbook materials are rich in active vocabulary and structures; on theother, they are motivating and fun This combination makes such homework usefuland interesting Texts for reading included in the SB can serve as models for Ss’stories, descriptions, narratives, etc Moreover an inventive teacher can think ofassigning any other homework provided it is manageable for Ss and effectively sup!plements the textbook materials

• Written homework is checked by the teacher in accordance with the instructions ofthe Ministry of Education Any oral homework assigned by the teacher can bechecked at the beginning of the class instead of, before or after the warm!up activ!ities suggested in the TB Teachers should never substitute checking homework forother activities for if they do, they won’t be able to cope with the textbook pace.Thus, preparing for each lesson, teachers should think of the most effective andleast time!consuming ways of checking homework

Enjoy our Magic Tour!

ACKNOWLEDGEMENTS

The authors would like to thank all those who made this project possible

Our deepest gratitude goes to Rod Bolitho, Assistant Dean of INTED (the College of

St Mark and St John, Plymouth, UK) for advice, encouragement and inspiration

Our special thanks to N P Baranova, Rector of Minsk State Linguistic University,

whose help and support were extremely valuable to us

We highly appreciate the initiative and guidance through all the stages of the proj!

ect provided by N.V Demtchenko, Director of the Centre for Linguistic Education,

MSLU

We would also like to give our thanks to P.K Babinskaya, Vice!Rector of Minsk

State Linguistic University whose helpful comments and constructive criticismhave enhanced the book

Our gratitude also goes to Robert Fletcher, Klim Matiukhov, Sasha Martynov,Lena Boris, Clare Bataglia, Elena Novichenok for help in preparing and trying thepilot materials

We owe particular thanks to our families for their patience, understanding andsupport

Unit 1

S

SU UM MM ME ER R M MA AG GIIC C

UNIT OBJECTIVES

By the end of the unit Ss will

• be able to express past habits, which are not true any longer by means of used to;

• be able to distinguish between must and should;

• be able to exchange personal information within the limits of the topic (interests,

likes and dislikes, past habits);

• be able to use the active vocabulary of the topic Summer Magic;

• have learned about camp activities and rules of behaviour on a hike;

• be able to fill in the Individual Registration Form;

• have developed their learning to learn skills

• to recycle grammar within the limits of the

subtopic (the verb to be in the Present

Simple, cardinals and ordinals)

• to enable Ss to give personal information in

a formal way

• to develop attention and accuracy in giving

personal information in writing

• to encourage Ss to share feelings and atti!

tudes

MATERIALS AND PREPARATION

• cassette with the recording of theinterview

• individual registration forms

• slips of paper for the game

• slips of paper for the 'Find someone who'activity (optional)

FOCUS Grammar

• the verb to be in the Present Simple

• cardinals and ordinals

o

N S t a e & T i m i g E x P u r o e C l a s r o m m a a e m n t

INDIVIDUAL REGISTRATION FORM FIRST NAME Nick SURNAME Mc Gregor

DATE OF BIRTH May, 15 AGE eleven

INDIVIDUAL REGISTRATION FORM FIRST NAME Vasilyok SURNAME Grinevich

DATE OF BIRTH 23rd November AGE ten

CONTACT ADDRESS 25, Bogdanovich Street, flat 46, Minsk

Lesson Brief

1 Warm-up

• If this is the first time you are teaching the class

and you do not know Ss, introduce yourself

and ask Ss their names, ages, hobbies and

interests You can warm up your Ss by means of

a rhyme, a limerick, a short poem or a tongue!

twister

• “Alphabet” activity: each student gets a letter

of the alphabet The Ss’ task is to introduce

themselves using their letter For example: I'm

Ann I’m an agronomist I’m angry I like ants.

I don’t like apricots.

• “Find someone who” activity: each student gets

a slip of paper with a task on it The tasks

include active vocabulary and structures

learned by the Ss in the primary school, which

are connected with the Ss’ summer experience

and cover the new topic For example: Find

someone who

likes summer

went to a camp in summer

went to the sea in summer

played a lot of sport in summer

read more than five books in summer

learned a new game in summer

helped their grandparents in summer

is taller now than last year

made new friends

has a new pen!friend

spoke English in summer

2 Speaking

• Do ex 1 Write the title of the book “Magic Tour”

on the board Explain the meaning of “tour.” Say:

“When you make a tour you visit differenttowns, countries and places Compare with theRussian word 'турне’ When on a tour you usual!

ly stop at some places for a while What stops arethere in this book? Tell Ss to look through thebook and complete the list of the unit titles

• Ask Ss: ”Which of the “stops” is the most inter!esting for you and why? Elicit the answers

• Recycle ordinals Ss have already learned ordi!nal numbers in the previous forms They shouldpresent little difficulty except for pronuncia!tion Drill the pronunciation of the final sound[?] in chorus

• Do ex 2 Refer Ss to the pictures of the childrenand ask them to do a prediction activity and sayeverything they can about the children Elicitpossible answers

• Then ask Ss to make questions using the words

in the bubbles to get more information about thechildren This activity can be done in pairs or as

a whole class

• When they finish, get them to ask you theirquestions and answer the questions about Rosie.You should postpone answering your Ss’ ques!tions about Nick and Vasilyok, explaining thatthey will be answered in ex.3 (see infomationabout Rosie on p 37)

Ex 3b)

5 Speaking

• Ex 5 is a game For the game write four head!

ings on the board: name, from, age, job.Elicit

possible answers: names in English, names of

4–5 countries, five or six ages, five or six jobs –

doctor, teacher, driver, pilot, worker Focus on

the first instruction Demonstrate by writing

examples on four pieces of paper and showing

them to the class Tell Ss to choose things them!

selves and write them on separate pieces of

paper Then divide the class into groups of four.Tell them to put the pieces of paper in fourgroups Explain instructions b, c and d Theymix up the pieces of paper in each group Thenthey choose one piece of paper from each one.Finally, they find out about the other people inthe group While Ss are doing the exercise, goaround the class and help them out when neces!sary When Ss have finished, ask them to tell theclass about the people in their group

Tapescript 1:

– Hello, welcome to Pulawy International summer

camp My name’s Anna Malkowska I’m a camp

staff member I’d like to ask you a few questions.

First, what’s your name, please?

– Vasilyok Grinevich.

– Vasilyok Grinevich Nice to meet you, Vasilyok.

Could you spell your name please?

– Yes, of course It’s V – a – s – i – l – y – o – k, and

– Where are you from?

– I’m from Minsk It’s in Belarus.

– Oh, I see And could I have your address, please.

– Yes, sure I live at 25, Bogdanovich Street, flat 46.

– 25 Bogdanovich Street, flat 46 What’s your post

code, please?

– It’s 220117.

– All right What’s your telephone number?

– It’s 224)51)23.

– Thank you very much Have a nice time in our

camp I hope you’ll make a lot of new friends here.

– Are you from England, Nick?

– No, I’m from Scotland I live in Edinburgh with

my parents and my sister Rosie.

– What’s your contact address?

– It’s 17, Princes Street, Edinburgh, my post code

• Write the questions and answers from the inter!

view on the board, for example: What’s your

name? Where are you from? I’m from Scotland.

• Let Ss listen to the questions and answers fromthe interview again

Tapescript:

1 What’s your name? – What is your name?

2 Where are you from?

3 I’m from Scotland – I am from Scotland

• Turn to L1 (the mother tongue of your Ss) Say:

“Мы сегодня на уроке слышали и произноси!

ли такие предложения: I’m from Minsk Howold are you? My name is Nick Послушайтевнимательно: I am, you are, they are, he is, she

is, it is Какие глаголы мы используем в этихпредложениях?” Elicit the answers Say: “Всеэти глаголы имеют одну неопределенную фор!

му, которая в английском языке называетсяInfinitive Какая у этих глаголов неопределен!ная форма?” Elicit the answer: be/to be

• Draw the scheme on the board:

am – ( I )

Be are – ( we, you, they, my friends)

is – ( he, she, it, my friend )

• Ask Ss to give examples illustrating each form

of the verb be Then have them to fill in their

grammar chart

E L P M I

LE ES SS SO ON N 2 2 A A C CA AM MP P D DA AY Y

Lesson Map

Procedure

• For ex 6a, ask Ss to make up questions to inter!

view their teacher Welcome any questions

Remember: this is your Ss’ first English class of

the year When they are ready with their ques!

tions, look through them to check that they are

reasonably correct and comprehensible

• Try to give them genuine and interesting person!

al information about yourself This will encour!

age them to feel that English is a real vehicle of

communication and not just a class subject

• Variation:

This activity can be done in groups Divide the

class into groups of 4!5 Ss each Make sure that

there are good speakers in each group Each group

prepares at least 6 questions If you wish, you may

organize this activity as a competition The group

which makes up questions faster than others wins

• Divide the class into pairs Refer them to

ex 7

• Ss should interview each other With fluent,confident Ss the exercise can be extended for alonger time – they can devise their own ques!tions, with a less experienced class it may lastfor 4!5 minutes

Short of time?

If you are short of time, omit ex 5 Youcan play this game some other time – forrevision or as a warm!up

6 Round-up

• Evaluate Ss’ performance

• Give the home assignment

AIMS

• to introduce new vocabulary and to recycle

the Present Continuous within the limits of

the subtopic

• to familiarize Ss with summer camp activi!

ties in different countries

• to develop analytical thinking, attention and

memory

• to promote team spirit and positive attitude

to time management

MATERIALS AND PREPARATION

• cassette with the recording of the radioannouncement

• demonstration clock

FOCUS Active vocabulary

• hiking, camp fire, put up a tent, trip, boardgames

Lesson Brief

1 Warm-up

• Write the following chant on the board:

It’s seven sharp.

Wake up! Get up!

The dawn is breaking,

The camp is waking.

The birds are singing,

The bells are ringing.

• Have Ss work with the chant Let them listen to

the chant, then practise word stress by stamping

for stressed syllables

• Finally, get Ss to learn the chant Delete each

second line in the chant Set time limit –

• Play the recording Get the Ss to match the

description with the pictures

Tapescript:

1 Look! The children are on a hike The boys are

putting up a yellow tent The girls are sitting

around the camp fire

2 Nick is going on a trip He’s travelling to a big

town near the camp.

3 It’s raining The children can’t go out They

can’t play football, they can’t go hiking, but they

can play board games Look! They are playing a

board game.

«Key:

1 – a; 2 – c; 3 – b.

Stage 2:

• Say Hiking I like hiking I like walking in the

forest, listening to birds, picking flowers I like

going hiking, because I can be with my friends,

we can march and sing songs together Do you

like hiking? Would you like to go on a hike? Did

you go hiking in summer?

• Ask several students to repeat the word ’hiking’

after you

• Then say: When you go hiking, you sometimes

sleep in the forest You must put up a tent in the

forest to sleep there Put up a tent You must put

up a tent together with your friends Camp lead)

ers teach children to put up tents Do you know

how to put up a tent?

• Ask several students to repeat ’put up a tent’

after you Then go on: On a hike, after you put up

a tent, you can have a camp fire in the evening.

Camp fire Camp fires are fun! It’s great to sit

around the fire, sing songs, tell stories and laugh.

• Ask several students to repeat ’camp fire’ after you

• Say: When it’s cold or it’s raining, you can’t go

on a hike You stay at home You can watch TV, play computer games or play board games Board game You play a board game on a small board You put the board on the table and play I like board games Do you like board games?

• Ask several students to repeat ’a board game’

after you Then say: Trip In summer many chil)

dren go on trips They travel from one place to another In summer I went on a trip to Poland Did you go on a trip in summer?

• Ask several students to repeat ’a trip’ after you.Stage 3:

• Refer Ss to the active vocabulary box at the bottom

of the page Ask Ss to read the words in the box.1) hiking 2) camp fire 3) putting up tents 4) trip 5) board games

hiking

• Refer Ss to ex 2 Ask them to look through thenames of the camps and say which of them is inPoland and which – in the USA Elicit theanswers

• Tell Ss to look through the camp programmesand match the camp names and the programmes

«Key:

1 – B; 2 – A.

• Ask Ss to choose a camp they would like to go toand say why they have chosen it

• Demonstrate the task by expressing your own

choice: I’d like to go to the American camp

because lake trips are fun I’d like to go there because hiking is fun.

• Refer Ss to ex 3 Go over the instructions andmake sure Ss understand what they have to do

• Think of a camp and activity yourself and saytwo sentences about them using the PresentContinuous

• As Ss try to guess what part of the day it is, givethem clues to help guide them Then divide theclass into pairs and let each S take a turn at

«KEY TO THE SYMBOLS

ВСПОМОГАТЕЛЬНЫЙ

Что такое V ?

(If the children have difficulty in explaining, say: “По!английски “глагол” – verb.

Отсюда – буква “V” Write the word verb on the board Underline the letter V or

use colour to highlight it.)

Что такое Ving? Когда мы добавляем окончание ing к глаголу? Приведите при!

thinking of a camp and activity If S1 is wrong,

S2 has to say: ’Sorry, no Try again.’

• Walk round while they are working to give any

help that is needed Make sure they use the

Present Continuous, describing the activity

3 Listening

• Refer Ss to the camp programmes again and say

that a day is divided into three parts – morning,

afternoon and evening Ask them What are the

morning (afternoon, evening) hours?Elicit the

answer: The morning hours are from 6 o’clock

till 12 o’clock

• Do ex 4a If necessary, remind Ss of the

rules for telling the time in English Use a

demonstration clock

• Do ex 4b Ask Ss to look through the time!table

and find out what day of the week it is

Hello, everybody This is our time)table for

Thursday Are you ready? Here we go Listen and

look Get up time in our camp is 7.45 Breakfast

begins at half past eight Please don’t be late Your

clean)up time begins at a quarter past nine Then

you will have two hours of fun Fishing starts at a

quarter to ten Don’t forget about lunch at half

past twelve After lunch you’ll have time for a s leep

from a quarter past one to a quarter past three.

Then it’s time for fun again On Thursday it’s

cooking Polish food Dinner is at half past five.

After dinner you’ll play board games I’m sorry to

say but at half past nine as usual you should start

getting ready for bed These are the rules Get ready for sleep after a hard day Lights out at ten o’clock.

Good)bye for today Enjoy your day Join me again for the Radio Keep)fit programme tomorrow

at this time Bye)bye!

• Direct Ss to ex 5

• Divide the class into pairs Ask them to look atthe times shown on the clocks and find the cor!responding activities in the daily schedule

• Ss then work in pairs asking each other ques!tions and answering them

• Monitor and note down any serious mistakes.Write them on the board and encourage Ss tocorrect them

4 Grammar

• On finishing doing ex 4, analyze the PresentContinuous to formulate rules and to create ascheme to symbolize and to represent this gram!mar phenomenon

• Have your Ss to open their grammar chart

• Turn to L1 (the mother tongue of your Ss) Say:“Мысегодня на уроке слышали и произносили такиепредложения: The children are swimming He isplaying a board game I am putting up the tent.What are the children doing now? Послушайтевнимательно: The children are swimming, he’splaying, I’m speaking, etc Все это – примеры упо!требления времени, которое по!английски назы!вается the Present Continuous Вы используете этовремя, когда хотите рассказать о том, что проис!ходит сейчас, т.е в момент речи или на вашихглазах Посмотрите на таблицу Найдите квад!рат, в котором находится the Present Continuous.Как вы его нашли? С помощью таблицы скажите,какие еще времена есть в английском языке.Сколько их? Посмотрите внимательно на схемуthe Present Continuous Кто может ее расшифро!вать? (Почему вы так думаете?)”

am are is

Ving

LE ES SS SO ON N 3 3 S SU UM MM ME ER R C CA AM MP PS S A AR RE E A AL LW WA AY YS S F FU UN N

Lesson Map

• Then, after your Ss have illustrated the use of

the Present Simple with their examples have

them fill in their grammar chart

5 Speaking

• Do ex 6

• Divide the class into groups Ask Ss to prepare a

mime for three or four camp activities

• Each group in turn shows their mimes The

other Ss watch and try to guess Then say, for

example, “You are putting up a tent.”

• Make sure Ss use the Present Continuous tense

6 Round-up

• Evaluate Ss’ performance

• Give the home assignment

Prepare cards with jumbled questions for the next lesson.

am are

is Ving

I they he

I they he

am are is

I am reading They are reading

is Ving

I they

AIMS

• to introduce new vocabulary, recycle and

analyze the Present Simple within the limits

of the subtopic

• to develop listening and speaking skills

• to develop cognitive strategies (analyzing)

• to promote cooperation in the classroom

MATERIALS AND PREPARATION

• cassette with the recording of the con!versation

• cards with jumbled questions

• pictures of different camps (optional)

FOCUS Active vocabulary

• language

Grammar

• the Present Simple

!

Lesson Brief

1 Warm-up

• Ask your Ss the following questions: Do you like

summer? What do you usually do in summer?

What did you do this summer? Do you go to sum)

mer camps?What do you think children usually

do in summer camps? Elicit the answers

• Say: Children like chanting in camps too.

• Have the children work with the chant

• If Ss have difficulty understanding “swinging

hammocks”, you can refer them either to the

picture or to Russian for the meaning of the

word “hammock” (pronounce the word in

English several times and ask them what

Russian word it reminds them of; draw their

attention to the spelling of the word) If you use

a picture of a hammock, illustrate “swinging”

with a gesture, a picture or simply translate it

• Ask Ss: What is a chant good for? Elicit the

answers – (for marching, dancing, reading,

swimming, playing games, etc.)

• Get Ss to learn the chant Set the time limit –

2 or 3 minutes

• Refer Ss to the picture in the book and ask them

what else children do in summer camps Elicit

the answers

2 Vocabulary

• Ask Ss what kind of summer camps there are

• Present the new vocabulary:

Language – country language

Russia RussianEngland EnglishBelarus BelarusianPoland Polish

Draw Ss’ attention to the use of the article:

Russian – but the Russian language, English – but

the English language, Belarusian – but the

Belarusian language.

Invite Ss to repeat the word ’language’ after you

in chorus and individually

• Ask Ss: What language do people speak in Russia?

What languages do they speak in Belarus?etc

• Do ex 2a Ask Ss: Do you know any other kinds

of summer camps? Can you add them to the mind)map?They might be able to name some ofthe camps If they have problems help them by

saying that there are such camps as a tourist

camp, a day camp, a family camp.

• Refer Ss to ex 2b Give them a few minutes toread the advertisements

• Do the first example with the class Then letthem work either individually or consult inpairs

• Check their answers on the board

• Do ex 4a Say: You are going to listen to a con)

versation between Vasilyok and Barbara

• Play the recording right through without stop!

ping Then ask Ss: Does Barbara want to go to

the camp?Elicit the answer (No, she doesn’t.)

• When doing ex 4b with slower Ss – play the tapetill they can hear the first mistake Correct the

o

N S t a e & T i m i g E x P u r o e C l a s r o m m a a e m n t

1 W a r m - u p

) n i m 5 ( n o i t a i

s a l c e l o h w

2 V o c b u l a r y ( 8 m i n ) 2 t o i n t r d u e n e w o c b u l a r y

c i p t e h t f o y r a l u b c o e h t e t a i t c a o

t inadi rivwidouraklwork

3 L i t e n i n g ( 0 m i n ) 3 , 4 t o p r a c t i e il s t e n i n g f o r g i s t a n d s p c i f i c

n o i t a m r o f n

i iwnhdoivl eidcul aalswork

4 G r a m m a r ( 0 m i n ) 5 , 6 t o r c y c l e a n d a n a l z e t h e P e e n t S i m p l e w h o l e c l a s

k r o w l a u d i v i d n i

k r o w r i a

5 S p e a k i n g ( 0 m i n ) 7 t o d e v e l p s p e a k i n g s k ll s ( d i a l g u e ) a i r w o r k

6 R o n d - u p ( 2 m i n ) Ò Â t o e a l u a t e S s p e f o r m a n e

k r o w e m o h n g i s a o

Procedure

The camp starts on the first Sunday in July 2 –

Polish food.

• Do ex 4c Then get Ss to read the lines from the

conversation and check themselves

Tapescript:

B: Hello?

V: Hello, can I speak to Barbara, please?

B: Speaking.

V: Oh, it’s you This is Vasilyok here.

B: Oh, hi, Vasilyok How are you?

V: Fine, thanks Listen, Basya, I’ve got an article

about a summer camp It’s a language camp.

B: A language camp? Where is it?

V: It’s in Pulawy.

B: Where?

V: In Pulawy It’s in your country, in Poland.

B: I see Are you going there this summer?

V: Yes, and I’d like you to go with me.

B: Me? But you know I like music, not languages.

V: Right, but you can sing English songs there.

B: Let me see… When does it begin?

V: On the first Saturday in July

B: And what do children do in a language camp?

V: Lots of things They have two English classes a

day, they eat English food and have a lot of fun.

B: What kind of fun?

V: Dancing, going hiking, singing songs around the

camp fire, playing board)games, you know…

B: Well, …it sounds nice, but I don’t know.

V: Come on, you’ll like it.

B: Erm, … I’ll ask my Mum and then call you back, OK?

V: All right then Call me back tomorrow Bye!

B: Bye.

4 Grammar

• Write the questions and answers from ex 4c onthe board

– When does it begin?

– On the first Saturday in July.

– Well, and what do children do in a language camp?

– Lots of things They have two English classes a day, they eat English food and have a lot of fun.

• Have your Ss open their grammar chart

• Turn to L1 (the mother tongue of your Ss) Say:

“Мы сегодня на уроке слышали и произноси!

ли такие предложения: I want to go to a lan!guage camp because I like English He likesplaying board!games I don’t think so Whendoes it begin? What do children do in a languagecamp? Посмотрите на доску, послушайте вни!мательно: I want, I like, He likes, I don’t like,When does it begin, What do children do, etc.Все это – примеры употребления времени, ко!торое по!английски называется the PresentSimple Вы используете это время, когда выхотите рассказать о том, что происходитобычно, каждый день Посмотрите на табли!

цу Найдите квадрат, в котором находится thePresent Simple Как вы его нашли? С помо!щью таблицы скажите, какие еще временаесть в английском языке Сколько их? Посмо!трите внимательно на схему the PresentSimple Кто может ее расшифровать? (Почему

LE ES SS SO ON N 4 4 F FA AIIR RY Y T TA AL LE ES S A AR RO OU UN ND D T TH HE E C CA AM MP P F FIIR RE E

Lesson Map

Procedure

• Then, after your Ss have illustrated the use of

the Present Simple with examples, have them

fill in their grammar chart

• Do ex 6 Distribute the cards with jumbled questions:

1 do / what / at school /the children / do ?

2 begin / does / when / the school year ?

3 why / to learn / do / want / English / you?

4 next year / where / want /to go / you /do ?

5 like / what / you / do?

6 summer camps / the children / do why / go to?

7 they / in summer / do /do / what?

• Do the first question with Ss Then get them to

work first individually and then in pairs (ex.6b)

• Monitor the conversation, help if necessary

5 Speaking

• Do ex 7a Divide the class into pairs Let them

some time for making their own advertisement

for a summer camp

• When they have finished, tell Ss to exchangepairs and invite their new partners to their sum!mer camp

• In a weaker class you can give an example on theboard:

– Do you want to go to my summer camp?

– What camp is it?

– It’s a sports camp

– When does it begin?

– On July, 15.etc

6 Round-up

• Evaluate Ss’ performance

• Give the home assignment

Short of time? – Omit ex 7

• to develop attention and concentration

• to promote group identity and cooperation in

the classroom

MATERIALS AND PREPARATION

• no special preparation

FOCUS Grammar

• the Past Simple

o

N S t a e & T i m i g E x P u r o e C l a s r o m m a a e m n t

B

?

1 Warm-up

• To introduce the subject of the lesson brain!

storm the stories or fairy tales Ss used to read

or to listen to when they were little children

• Ask them: What fairy tales did your parents use

to tell you when you were younger? Do you read

fairy tales now? Ss might remember the fairy

tales about Red Riding Hood, Snow White,

Princess on the Pea, etc

2 Reading

• To eliminate difficulties in the reading do ex 1

This can be done in small groups, or it can be a

dictionary exercise

• Ask Ss to answer the questions

• Give the answers and practise pronunciation

Make sure Ss also remember the following

verbs: ’pull, push, catch.’

• Refer Ss to ex 2 Before reading the text

explain how to find words on the map using

coordinates Get Ss to find the coordinates of

the lake

• Get them to read the text in pairs You may want

to do this exercise as a competition Say that Ss

who find the correct words faster than others

are the winners

• As soon as they are ready ask them the following

questions:

1 When did the girls get up? (early)

2 What was the farmer’s name? (Hedge)

3 What was he doing? (milking cows)

4 Where did the girls go after breakfast? (to the

lake)

5 What did they see in the lake? (a green leaf)

6 Who was on the leaf? (green fairy)

7 What did Jane catch? (the end of the leaf)

8 Where did the fairy live? (under the bridge)

9 Who pushed the leaf into the water? (snake)

10 Who was the fairy’s friend? (a bird)

3 Grammar

• Divide the class into small groups

• Ask Ss to find all the past forms in the text, copy

them out and divide into two groups (they are

supposed to divide the verbs into regular and

irregular)

• As soon as they are ready, ask them why they

have divided them like this (regular and irregu!

lar forms)

• Then ask Ss to divide all the irregular verbs into

three groups according to the pronunciation of

the )ed forms Check as a class.

• Ask Ss to match the verbs from List A with those

• Then direct Ss to ex 4

• The purpose of this activity is to recycle the PastSimple

• Divide the class into pairs Give Ss a fewminutes to prepare their questions Go roundhelping where necessary, and check that thereare no serious mistakes

• Encourage Ss to ask and answer in differentways, so that they could practise as much of thetext language as they can

• You may wish to get one or two pairs to performtheir conversation for the rest of the class

• Refer Ss to ex 5 Analyze the sentences (thePast Simple tense), formulate rules and create ascheme to symbolize and to represent this gram!mar phenomenon Follow the proceduredescribed in Lesson Brief 1, activity 4 Use thefollowing symbols:

– ПОДЛЕЖАЩЕЕ – СКАЗУЕМОЕ / ОСНОВНОЙ ГЛАГОЛ

• Ask Ss to tell the story one by one using the keyverbs

• Then, get Ss to work in pairs and tell each otherthe story with one fact changed They must spotthe lie

5 Round-up

• Evaluate Ss’ performance

• Give the home assignment

Bring early photos of yourself to the next class

Be ready to say what you used to be like andwhat you used to do in your early childhood

V 2

DID

!

• Bring a picture of yourself at the age of five

or six taken somewhere in the countryside To

introduce the topic, recount a pleasant

episode from your childhood and demonstrate

your picture Use chanting intonation,

emphasizing your nostalgia about the past, as

if you are telling a tale For example: When I

illustrate ’to be afraid of’.) Are you afraid of animals? No, you aren’t afraid of animals So

my parents used to take me to a small beauti) ful village for a holiday We stayed on a farm Not far from the farm there was a nice lake.

We used to go there nearly every day I used to play by the lake and swim with my Mum and

my elder sister I used to fight with my sister

in the lake But now we are friendly My father used to go fishing We used to make fish soup on the fire It was very tasty But now I

AIMS

•to introduce and activate used to for habitual

past actions

•to build up a link with social sciences

•to develop thinking (analyzing past and pres!

ent contrastively)

•to develop positive attitude to self

MATERIALS AND PREPARATION

• cassette with the recording of the chant

• early photos of yourself when you were achild

FOCUS Active vocabulary

• used to, fight, be afraid of

Grammar

• used to

o

N S t a e & T i m i g E x P u r o e C l a s r o m m a a e m n t

LE ES SS SO ON N 6 6 W WH HE EN N II W WA AS S A A C CH HIIL LD D … …

Lesson Map

• Ask Ss a couple of questions, for example:

Where did your parents take you when you were

a little child? Elicit the answer: To the sea, to

Minsk, to the forest,etc Then ask them if they

take them to these places now and elicit the

answers

2 Grammar

• The purpose of ex.1 is to present new grammar

material and practise pronunciation of used to.

• Play the recording through once Ss follow the

chant in their books Play the recording again so

that they can repeat it after the speaker to prac!

tise pronunciation of used to

• Then ask Ss to read the poem carefully and find

the answers to the questions Ask them What

structure do we use to talk about past events that

are no true any longer?Elicit the answer

• In ex 2a direct them to the pictures and get

them to say what children used to do when they

were six

• In ex 2b ask Ss to speak about themselves fol!

lowing the example in the book

• Go over the instruction to ex 3a Get Ss to read

the questions and make sure they understand

them Direct them to the picture of Dani Let

them make their predictions

• Encourage Ss to read the text and check their

predictions

• Refer Ss to ex 4 Ask them to look at the chart

and the information in the example

• Ask them to copy the chart and to complete the

information about Dani You might want to do

this in pairs

• Ask Ss to complete the chart with the informa!

tion about themselves Encourage them to be

creative, i.e not just to write the name of the

activity, but to use the adjectives as well

• Encourage Ss to share information aboutchanges in their life with their partners

• For ex 5, which is a guessing game, get Ss towrite about changes in their life on a slip ofpaper Ask them to write their names below

• Write about yourself as well

• Collect all the papers and shuffle them Includeyour own paper too Give the papers back out,making sure that no one has his or her own

• Demonstrate the game by taking the paper youare left with and giving Ss the information

from it For example: When this girl was five

she used to live in Ukraine She used to be noisy, but now she is calm. Then let Ss guesswho it is

• Each S in turn relates the information onhis/her sheet of paper and others try to guesswho wrote it

3 Writing

• Ask Ss to read the example

• Encourage them to write a poem about changes

• Give the home assignment

Tell Ss to bring their early photos and beready to say what they used to be like intheir early childhood and what they used

to do

AIMS

•to practise used to for expressing past habits

• to build up a link with social sciences and

geography

•to develop analytical thinking and Ss’ imagi!

nation

•to develop a positive attitude to family values

MATERIALS AND PREPARATION

• cassette with the recording of the poem andthe text

• Ss should have their photos

• map of the world

FOCUS Grammar

• used to

!

Lesson Brief

1 Warm-up

• To introduce the topic, do ex 1 Get the Ss to

read the poem and try to fill in the missing

words from the box

• Play the recording once and check their

answers Ask one of the Ss to read out the poem

• Get them to listen and repeat the poem after the

recording

• Finally, ask the Ss what they used to dream of

2 Listening

• For ex 2 refer Ss to a map of the world Ask them

to show you where the USA and California is

• Divide Ss into small groups Play the recording

once Get the Ss to discuss which is the best title

for the story Ask each group which title they

have chosen and why

«Key:

“Childhood Dreams”

• Ss go on working in pairs Let them listen to the

text again and then practise asking questions

about animals Dani used to have on a farm

«Key:

15 hens; 9 sheep; 12 geese; 1 cat; 20 ducks; 1 dog;

2 horses; 6 cows; 7 pigs.

Tapescript:

When I was seven I used to live on a farm in

California It was a nice place not far from San

twelve geese and of course a dog and a cat There was a lot to do on the farm I used to collect hens’ and ducks’ eggs, clean the animals’ homes and feed the animals They loved feeding time very much.

My favourite animals were the horses I used to brush them every morning, and they liked it very much I was happy on the farm, but I used to dream

of a large city I used to dream of big shops where I could buy nice dolls I used to dream of a disco club where I could dance with my friends But all I want right now is to see my animals and go to the farm where I used to be so happy.

• Give Ss some time to role!play the conversationbetween Nick and his father

o

N S t a e & T i m i g E x P u r o e C l a s r o m m a a e m n t

TB 7

Procedure

LE ES SS SO ON N 7 7 W WH HA AT T A AR RE E Y YO OU U L LIIK KE E? ?

Lesson Map

• When Ss are ready, get them to take turns to show

the pictures of their own to each other and tell about

what they used to be like and to do in their early

childhood The others in the group make responses

• This is a fluency exercise, so it is best to let Ss

talk freely using their own ideas without cor!

recting them If your Ss lack fluency, they may

use the ideas from ex 3, Lesson 5

5 Writing

• Present the text below on the board in the fol!

lowing way Write the first line on the board

and let Ss look at it for a few seconds Then

delete the sentence from the board and ask them

to write it down

• Proceed sentence by sentence Allow about half

a minute for the writing of each line

• Then get Ss to check with a neighbour and cor!

rect any possible mistakes they notice

• Finally ask one or two Ss to read their text out

Show them the original text on the board for

final correction

• If you have an overhead projector, you can dothe same procedure by covering the line up andasking Ss to write it down

Model Text:

I used to dream of holidays in a camp.

I used to dream of nice toys.

I used to dream of tasty sweets

But all I want right now is a friend who will give

me a helping hand.

• Now ask Ss to write their own text using theprompts

• Ss write their own text according to the model

• When they have finished, ask two or three Ss toread out their texts

6 Round-up

• Evaluate Ss’ performance

• Give the home assignment

AIMS

•to introduce and practise new vocabulary in

the area of personal characteristics

•to develop Ss socio!cultural knowledge

•to encourage Ss to think about other people in

a reasoned and differentiated way

•to raise self!awareness and awareness of others

MATERIALS AND PREPARATION

• cassette with the recording of the conversa!tion

• questionnaire forms or slips of paper for thequestionnaire

FOCUS Active vocabulary

• calm, shy, optimistic, talkative, sporty,bossy, helpful, friendly

y r a l u b c o w e n e u d r t n i o t

y r a l u b c o w e n e t a i t c a o t

c i f i c p s r o f g n i n a c e i t c a r p o t

y r a l u b c o w e n d n a n o i t a m r o f n i

n o i t a m r o f - d r o w h t i w s S e z i r a il m a f o t

k r o w l a u d i v i d n i

s a l c e l o h w

k r o w l a u d i v i d n i

s a l c e l o h w

3 S p e a k i n g ( 0 m i n ) 4

5

g n i v i g d n a r o f g n i k s a ( g n i k a e p s e i t c a r p o t

d n a g n i e r g , n o i t a m r o f n i a n o s e p

) g n i e r g s i d

r h t o g n i b i r s d ( s ll k s g n i k a e p s e i t c a r p o t

) e l p e p

k r o w l a u d i v i d n i

s a l c e l o h w

k r o w p u o r g

4 R o n d - u p ( 2 m i n ) t o e a l u a t e S s ’ p e f o r m a n e

k r o w e m o h n g i s a o

Lesson Brief

1 Warm-up

• To introduce the topic of the lesson, brainstorm

the adjectives for describing people Ask Ss:

What words do we use when we want to describe

a boy or a girl? Elicit the answers: clever, beau)

tiful, tall, short, nice, bad, etc

• Ask Ss to give a brief description of their

friends or classmates For example, What kind

of boy is Nick? Elicit the answers: He is nice He

is clever.

2 Vocabulary

• To introduce new vocabulary, tell Ss a story

about Tom and Jerry

Once upon a time there lived a cat His name was

Tom Like all cats he hadn’t many friends, and he

was not friendly Have you got many friends? Are

you friendly? Yes, you are friendly, it’s not good

when you don’t have friends and you are not

friendly But Tom was not friendly He was afraid

to speak to other cats, he was afraid to speak to

dogs, he was very shy Are you afraid to speak to

boys and girls? Are you afraid to speak to other peo)

ple? You are not So, you are not shy And what

about Tom? He was always calm He liked to sleep

on the sofa and drink milk He liked to read books

and watch TV He didn’t go to school, he didn’t

play games and his life was very calm Is your life

calm? No, it isn’t, because you have to go to school

every day, you have to help your mother and you

have to be very helpful But Tom wasn’t helpful He

couldn’t even clean the mice from the house There

were a lot of mice in his house And they all made a

lot of noise They liked to listen to music, they liked

to dance at night and they were very noisy Do you

dance at night? Do you make a noise when your lit)

tle sister is sleeping? No, you don’t You are not

noisy You are calm children And there was a

mouse whose name was Jerry Jerry was the boss of

the mice He always told other mice what to do He

was really bossy Do you always tell your friend

what he must do? No, you don’t You are not bossy,

you are very helpful But Jerry was bossy And one

day he told Tom to go away from the house And

Tom was not calm any longer He wanted to clean

the mice from the house But Jerry was sporty He

liked to run and to jump, to swim and to ride his

bicycle Do you like to ride your bike? You do So

you are sporty too At first Tom wanted to talk to

Jerry and ask him to go away from the house But

he couldn’t talk much He was not talkative and he

was shy Do you talk much? Are you talkative? So

Tom wanted to catch Jerry and get him away But

Tom was not sporty and he ran after Jerry day

after day but he couldn’t catch him Tom got tired

days There was nobody who could help him The future life was bad for him He had no optimism and

he was not optimistic Do you think your future life will be good? Are you optimistic? Yes, you are But Tom was not optimistic at all And who do you think came to help Tom? Yes, Jerry Jerry had a friend He was a vet ) an animal doctor The doctor was very helpful and he helped Tom Tom was all right now And he made friends with Jerry and all the mice Now Tom is friendly and calm, helpful and opti) mistic, noisy and talkative He is not shy any more

• Invite Ss to repeat the new words from the box(calm, friendly, etc.) after you

• To activate the new vocabulary, do ex 1 eitherindividually or in pairs Check as a class

• Direct Ss to ex 2 Ask Ss to look at the pictures

of the children and make their predictions

• Encourage Ss to read the texts carefully to fill inthe gaps with suitable adjectives from the box

in ex 1 and find answers to the questions in theinstruction They have three tasks: to find thegeneral idea of the texts, to find specific infor!mation and to guess the meaning of the words inthe gaps They should realise that the first onewill help with the second and the third; if theypay attention to overall meaning, they are mostlikely to make sensible guesses about particularitems

• When they have read through the texts careful!

ly get them to answer the questions in theinstruction

«Key:

1 – noisy; 2 – friendly; 3 – bossy; 4 – talkative.

• Go through the adjectives, which Ss have seen sofar in the lesson Ask Ss to say what endings areused (!y / !ful / !tic / !ly / !ative /)

• Tell them to match halves of the words in thechart to make adjectives

• Show one example on the board, for example,beauty + ful = beautiful Ask Ss if there are anychanges in spelling

• Go through the answers with the whole class

• Ask Ss to give other examples of adjectivesmade from nouns

3 Speaking

• Make photocopiable questionnaires If photo!copy is not available, ask Ss to make a question!naire themselves on a sheet of paper Include inthe questionnaire all the active adjectives in thelesson

• Tell Ss to read it and tick the boxes for them!selves

• Practise phrases “I agree with you”, “I don’tagree with you”

• To introduce the topic, brainstorm the activities

that children usually do in a camp

• Ask them to think for a minute and say when

and where they went hiking last and what they

did there Carry on the activity by asking more

questions about hiking, for example: What

things do you usually take when you go on a

hike? Where do you usually sleep when you are

on a hike? What food do you take?etc

• You might also like to tell a short story about yourlast hike and show your pictures to the Ss invitingthem to ask you questions about the hike

2 Grammar

• Refer Ss to ex 1 Get the class to work in pairs

• Tell Ss to look at the picture A and find the name

of the footwear from the box Answer: A –

10 (trainers)

• Give Ss a few minutes to complete the activity

If necessary, they can use dictionaries

• Check the answers round the class Write them

on the board

• Ask Ss to move around the class and find out if

other Ss agree or disagree with his/her self!

evaluation If they agree, Ss should put down

“+” in the proper box, if they disagree, they

should put down “–”

• When they have finished, ask Ss which of them

knows him/herself better

•For ex 5 tell Ss to prepare a description of one of

their classmates using the active adjectives in

• Give the home assignment

Short of time? Omit ex 5

AIMS

• to recycle and contrast modal verbs (should,

must)

• to raise Ss’ ecological awareness and famil!

iarize them with a code of behaviour on a

hike

• to develop analytical and logical thinking

• to promote cooperative decision making

MATERIALS AND PREPARATION

• pictures of children on a hike (optional)

FOCUS Grammar

2 G r a m m a r ( 5 m i n ) 1

2 3

g n i d e e h t n i s i t l u c i f i d e t a n i m il e o t

n o i t a m r o f n i c i f i c p s r o f g n i n a c e i t c a r p o t

g n i h s i u g n i t s i d r o f s l u r t u o k r o w o t

n e w t e

b s h o u l d a n d m u s t

k r o w r i a

k r o w l a u d i v i d n i

s a l c e l o h w

3 S p e a k i n g ( 0 m i n ) 4 t o d e v e l p s p e a k i n g s k ll s – d i c u s i n g

, n o i t i b i h o r p d n a e i v a g n i v i g , s m e l b r p

n o i n i p g n i s e p x e d n a s n o i s i c d g n i k a t

k r o w p u o r g

s a l c e l o h w

4 R o n d - u p ( 2 m i n ) t o e a l u a t e S s ’ p e f o r m a n e

k r o w e m o h e h t n g i s a o

!

• to develop speaking skills (semi!guided

monologue)

• to familiarize Ss with the layout of a letter

• to develop attention and memory

• to promote cooperation and sharing emotions

MATERIALS AND PREPARATION

• cassette with the recording of the song andthe conversation

• empty envelopes

FOCUS Grammar

• the Present Simple, the Present Continuous,the Past Simple, used to

L

LE ES SS SO ON N 9 9 G GO OO OD D B BY YE E,, M MY Y C CA AM MP P,, G GO OO OD D B BY YE E!!

Lesson Map

«Key:

B – 8 (first aid kit); C – 1 (tent); D – 2 (backpack);

E – 9 (packed lunch); F – 4 (torch); G – 5

(water-proof jacket); H – 3 (wellingtons); I – 6 (compass);

J – 7 (matches).

• Get Ss to discuss which of the things in the pic!

tures they should take and must take on a hike

and make notes

• Refer Ss to ex 2a

• Get Ss to read the leaflet on hiking carefully and

check their ideas

• Then ask Ss to find in the text five tips and five

rules for hiking and fill in the chart

• Check the answers round the class

• Encourage Ss to find the difference between tips

and rules A tip is a piece of advice and a rule is

an instruction that says what is allowed and

what is not Ss may use L1 when explaining the

difference

• Ask Ss to look at the chart again and say which

verb is used to express advice and which one to

express obligation (a rule)

• Encourage Ss to work out the rules for must and

should Must is usually used for obligation

when it comes from the speaker or giving orders

or instructions while mustn’t is used to express

prohibition rather than to express an absence of

obligation Should is used to express advice

• Ex 3 Direct Ss to the pictures Ask them what

they would say to the children in the pictures –

shouldn’t or mustn’t

«Key:

Picture 1 – Children mustn’t swim without an adult

Picture 2 – Children shouldn’t cut down trees.

Picture 3 – Children mustn’t make a fire in the forest

Picture 4 – They mustn’t drink water from a river

Picture 5 – They shouldn’t drop litter in the place of

a hike.

3 Speaking

• Ex 4 Introduce the situation

• Let Ss look at the illustrations; make sure theyunderstand all the words and can pronouncethem

• Ask how much weight they think a person cancarry on a 25 km march across the forest (3 kg is

a heavy load for a child of 10 !11 in averagewalking conditions.)

• Divide the class into groups of six and ask Ss tobegin making up their lists of things for a group

of six, first individually Warn them theyshould make a list of things in order of impor!tance

• Point out that they can split some of the items(they don’t have to take all the bottles of water

or all the food, for instance)

• When Ss have drawn up their individual lists,get them to join into groups

• Tell Ss that their task is now to exchange ideasusing prompts and draw up one agreed list for

each group Make sure Ss use structures I think

we should take …, I don’t think we should take … ,

I think we must take …

• When they are ready, let each group report tothe whole class on what they have decided Ofcourse, there is no one right answer to the prob!lem

4 Round-up

• Evaluate Ss’ performance

• Give the home assignment

Ask Ss to make envelopes and bring them

Lesson Brief

1 Warm-up (Pronunciation)

• To introduce the topic say that children usu!

ally sing songs in a summer camp Direct

them to the song Get them to read the lyrics

and fill in the gaps with missing words from

the box

• Play the song Check their answers

• Ask Ss how the children feel about the camp

Encourage them to give their reasons

• Encourage Ss to sing the song as a class

2 Listening

• Play the conversation once and ask Ss: Why is

Vasilyok taking Nick’s address?

• Have them to look at the envelope and read the

instructions for writing an address

• Ask Ss to prepare the envelopes they made at

home Advise Ss to use their pencils first till

they are sure they have got the address cor!

rectly Play the conversation for the second

time Pause the recording at appropriate

moments; you will probably want to play the

recording again, until Ss are satisfied that

they have written down all the address

V: Nick, we are leaving our camp tomorrow and I’d

like to have your address Could you give it to

me, please?

N: Oh, yes, sure Are you ready to put it down?

V: Yes, go ahead.

N: Nick Mc Gregor Capital M – small c – capital

G – small r – e – g – o – r 17, Princes Street, Edinburgh E – d – i – n – b – u – r – g – h V: Just a minute 17 Princes Street Edinburgh N: That’s right Scotland Ready?

V: Not yet What’s your post code?

N: Oh, sorry It’s EB 30 9SR.

V: EB 30 9SR Thanks a lot I’ll send you a letter and photos when I come back home I’m so sorry

to leave our camp.

N: So am I By the way, what camp are you going to

go next summer?

V: I don’t know yet And you?

N: I think I’ll come here again I like it very much

• Tell Ss to record their letters using theirclassmates’ advice If you don’t have enoughrecording equipment, ask Ss ’to play’ the si!tuation, holding a pen, a pencil or anythingelse as a microphone and talking into themike Encourage them to record the letter athome, listen to it, compare with their class!mates’ letters, bring the recording to theclass Take pains to listen to your Ss’ record!ings and comment on them It is time!con!suming, but it is worth the effort Recordingyour speech in a foreign language is a goodexercise

to introduce the subject ans to invove SS

in conversation

to tune in the lesson

to develop pronunciation skills

to create a bridge to the following activity

to practise listening for gist and specific information

to practise writing an address

to practise speaking (guided monologue)

to evaluate Ss’ performance

to assign the homework

whole class

individual work whole class

individual work pair work whole class

READING FOR PLEASURE

A

AL LE EX XA AN ND DE ER R W WN NO O U US SE ED D T TO O B BE E R RIIC CH H L LA AS ST T S SU UN ND DA AY Y

Lesson Brief

• You could show your Ss the coins you (your

friends or colleagues) have brought from the

USA (or pictures of coins) to introduce words

like ’quarter, dime, nickel’ You can also draw

pictures of coins on the board

• Encourage your Ss to read the first two para!

graphs of the story and answer the question in

the first box – Who has got more money –

Anthony or Nicolas?

• Have your Ss to read the whole story trying to

answer the other questions in the boxes as they

read After they all have finishead, they could

discuss their answers in pairs and then you can

the whole class check

Information for the teacher

Rosie She is Nick’s younger sister Rosie is 8 She is active and fun, likes games and sports She is tall for her ages She loves adventure stories and detective stories.

AIMS

• to encourage Ss to read in English

• to develop Ss’ soci!cultural knowledge

• to develop Ss’ attention and thinking

• to encourage Ss to be more considerate

MATERIALS AND PREPARATION

• American coins (if possible)

Unit 2

A

A Z ZO OO O IIN N M MY Y S SU UIIT TC CA AS SE E

UNIT OBJECTIVES

By the end of the unit Ss will

• be able to identify and use the Present Perfect with never, ever, already, yet, for,

since, just to speak about their experiences within the time up to now and to

express a past action which has an impact on the present;

• be able to speak about their experiences with the help of the Present Perfect;

• be able to use the active vocabulary of the unit;

• have learned new place names in English;

• have developed their environmental awareness;

• have practised asking for and giving information using the Present Perfect;

• be able to recognize and use sentences with relative clauses;

• have done a project on animals

• to expose Ss to a new grammar structure (the

Present Perfect) within the limits of the new

topic and subtopic (A Zoo in my suitcase:

Faraway places)

• to expand Ss’ geographical knowledge

• to develop Ss’ motivation for learning

• to promote an atmosphere of sharing in the

classroom

MATERIALS AND PREPARATION

• cassette the recording for the lesson

• map of the world

• globe (optional)

• slips of paper for all Ss in the group for thefinal activity

FOCUS Grammar

• the Present Perfect with never

Lesson Brief

1 Warm-up

• During this stage the books are closed Ask your

students some questions related to the topic

The questions to ask:

1 What do you think we are going to talk about

today?

2 Have you got a map of the world at home?

What can you see on it?

3 Have you got any photos of faraway places?

Have you got any photos of animals? What

places? What animals?

4 Have you got a globe at home? Do you often

look at it? Why?

• Ask several students to answer each of your

questions

2 Listening

Tapescript for ex 1:

I’ve always dreamed of faraway places.

I’ve never travelled by plane Up in the sky, planes

are flying I think,“ Who is up there in those

planes? Where are they going? What will they see?”

I whisper strange names of places – Singapore,

Kyushu and Tahiti Have you ever been to Tahiti?

I read place names on the map I’ve never been

there The words change into music – Honolulu,

Bora)Bora, Walla Walla I think, “Who lives there?

What are their houses like? What do they eat?”

Some of my toys are made in China and Japan The

tea I drink is from India My Mom loves coffee

from Brazil My brother’s pullover is from

Scotland On TV I like watching football from

Italy I haven’t been to Italy yet.

I have satellite TV at home I can watch news from

Spain and Germany, France and Russia I like

wildlife programmes I see mountains and rivers,

countries and continents, elephants and giraffes,

kangaroos and koala bears, pandas and monkeys.

I’ve already seen some of these animals in the Zoo.

I have a lot of questions to ask I want to travel

around the world Some day I will go north, south,

east and west But I will come home again.

I often dream of faraway places…

• During the 1st listening Ss are to understand

what Nick’s composition is about (ex.1a)

• During the 2nd listening Ss listen for the names

of animals and places (ex.1b)

• Ss work in pairs telling each other the names of

places and animals they know and don’t know

Monitor the activity, going around the class!

room and listening to Ss Make notes of any

mistakes (ex.1c)

• Correct Ss gently; do not ’rub in’ the mistakes

by being too demanding Ss will have more prac!

tice with the place names in the course of the

lesson and of the unit

• Ex 2a This activity can be done as a competi!tion in a class which enjoys competitions.Divide your Ss into two groups and encouragethem to say the names of places and animalsthey know in turn The group that runs out ofnames first loses the game

3 Pronunciation

• If necessary, let Ss listen to the recording twice

• Help Ss with grouping the place names if theyare not very good at geography They can also

do it in pairs or small groups of three or four

Tapescript:

China, Scotland, the Atlantic Ocean, Chile, Belarus, Great Britain, Brazil, Germany, Italy, Australia, the Indian Ocean, Africa, Asia, Europe, Kenya, North America, France, Russia, the Alps, South America, Tanzania, Canada, Japan, the Andes, Antarctica, the USA, Lithuania, the Himalayas, Latvia, Ukraine, Poland, Turkey, the Pacific Ocean, the Urals.

• When Ss are reading the names of the countries,continents, mountain ranges and oceans, showthem on the map and pronounce the names loud!

ly and distinctly It is very helpful especially ifyour Ss made a lot of mistakes saying the geo!graphical names

4 Reading

«Key to ex.4a:

Chile – South America; London – Britain; Krakow – Poland; New York – America; the Black Sea – Turkey; Euro Disney – France; safari – Africa; kan- garoos – Australia.

• Don’t analyse the form yet Let Ss practice ’I’venever been’ as a lexical chunk (indivisible unit).The form and the function will be discussed inthe next lesson

5 Speaking

• In the game of ex 5 Ss should insert ‘or’ before

• In the speaking activity encourage Ss to use var!

ious verbs from the box – see, be, travel, visit

6 Writing

• Give each of your Ss a slip of paper to write on

• After all the Ss have finished, collect their writ!

ten work and read their dreams to the class Let

other Ss guess

7 Round-up

• Explain any homework exercises you thinkcould be difficult for your Ss

During the next class you will be filling in

a grammar chart Ask your Ss to bringtheir vocabulary or special grammar note!books for the next class

AIMS

• to introduce the Present Perfect with

already, yet, ever and never

• to develop Ss’ awareness of the geographical

position of their country

• to develop Ss’ attention and analytical think!

ing

• to promote cooperation

MATERIALS AND PREPARATION

• cassette with the recording for the lesson

• vocabulary or special grammar notebooks

FOCUS Grammar

• the Present Perfect with ever, never, yet,

e a e t a s S t u p o t

f o n o i t a i c n n o r p e h t h c a e t o

s a l c e l o h w

2 L i t e n i n g ( 7 m i n ) 2 t o i n t r d u e t h e n e w s u b t p i c

n o i t a m r o f n i c i f i c p s r o f g n i n e t s il p l e v e d o t

f o e u f o s s a c w e n g n i z i n g c r e i t c a r p o t

t c f e P t n e e P e h t

h t i w t c f e P t n e e P e h t e u d r t n i o

d n

a y e t

h t i w t c f e P t n e e P e h t e l c y c r o

k r o w l a u d i v i d n i

s a l c e l o h w

3 G r a m m a r ( 4 m i n ) 3

4 5 6

d e m r o f s i t c f e P t n e e P e h t w o h e y l a n a o t

t n e e P e h t f o g n i n a e m e h t u o k r o w o t

, s l p m a x e f o p l e h e h t h t i w t c f e P

s l o m y s d n a s r u t c i p , s m a r g i d

e h t f o s s a c e h t n e w t e b h s i u g n i t s i d o t

g n i t o n e d b r v ( e v h

’ d n a t c f e P t n e e P

) n o i s e s o

t c f e P t n e e P e h t g n i s u n i e i t c a r p s S e v i g o t

h t i w t c f e P t n e e P e h t ll r d o

e n e i r p x e l a n o s e p s S n o d li u b o t

h t i w t c f e P t n e e P e h t g n i s u e i t c a r p o t

y a e l

a a n d y e t

g n i s u e i t c a r p o t y t i n t r o p n a s S e v i g o t

g n i t i r w n i n o s e l e h t f o r a m m a r g e v i t c a e h t

n o s e l e h t f o l a i r t a m e h t e z il a n o s e p o t

s a l c e l o h w

k r o w l a u d i v i d n i

) e l b i s o k r o w r i a (

k r o w r i a

s a l c e l o h w

k r o w l a u d i v i d n i

) g n i k c h c r o f s a l c e l o h w (

4 R o n d - u p ( 1 m i n ) t o a s i g n h o m e w o r k

e n a m r o f e p

’ s S e t a u l a e o t

!

Lesson Brief

1 Pronunciation

• Use the chant at the top of the page to warm up

your Ss Draw their attention to how to read gn,

kn letter combinations Give examples like gnu,

know, knight, knee and knit to give Ss more

practice

2 Listening

• Ex.2a and b You will have to explain ’travel

agent’ for the listening activity

Suggested answer to ex.2a:

If you want to travel to a faraway country you go

to the travel agent first.(…you buy a ticket first)

«Key to ex.2b:

Chile, Brazil, Argentina, China, Japan, Singapore,

India, Australia, Kenya.

• Before the 2nd listening ask your Ss to read the

sentences from ex.2c

Tapescript:

– Can I help you?

– Yes, please I’d like to go to some faraway place.

– Have you ever been to South America?

– I’ve already been to some countries, but not to all

of them yet.

– Well, have you been to Chile yet?

– I’ve already been to Chile.

– OK, have you visited Brazil yet?

– Yes, I’ve already been to Brazil.

– What about Argentina? Have you travelled to

Argentina yet?

– Yes, I have

– Let’s try Asia Have you been to China yet? – Yes, I have I’ve already been to China, Japan, Singapore and India.

– But you haven’t been to Australia yet

– Yes, I’ve been to Australia!

– Wow! You’re a well)travelled boy What about Africa? Have you been to any African countries yet?

– I haven’t been to Africa yet It’s a good idea, I think What can you recommend?

– Would you like to see some wild animals?

– Sure I would I love animals and I haven’t been

to Kenya yet.

– Then, go to Kenya Kenya is great!

– Thank you, I will

3 Grammar

• In ex.3a have Ss to explain the diagram with anarrow Draw their attention to the picturesaccompanying the diagram While commenting

on the diagram you needn’t speak English.Encourage Ss to explain the diagram If theyfail, interpret the diagram yourself Say that itillustrates our experiences within the time ’up!to!now’

• Fill in the missing names in the picture withGrandma Present Perfect Copy the picture foreach student To introduce the picture say thatGrandma Present Perfect has already knittedsweaters for all her favourite grandchildren,but she hasn’t knitted their names on thesweaters yet Ask Ss to help Grandma PresentPerfect with the names of the grandchildren.Fill in the first name yourself: ’never’ It is theword from the last lesson, Ss are familiar with

it This lesson enables Ss to add 3 more names:

’ever’, ’already’ and ’yet’, making it 4 namesaltogether