Angielski punktacja unitu, Notatki z Język angielski

Pobierz Angielski punktacja unitu i więcej Notatki w PDF z Język angielski tylko na Docsity! Teaching notes and key Unit 2 Lesson 2 Student’s blog 1 Type of activity: Writing negative sentences. Organisation: Individual work. Time: 10 minutes. Preparation: Copy one worksheet per student. To use: After Activity 3. INSTRUCTIONS • Elicit the names of the four main characters from the Student’s Book (Zac, Jeff, Lisa, Ruby). Find out what students remember about each person. • Hand out the copies of the worksheet. Go through the rubrics and the example with students. Next, students correct the underlined sentences by writing negative sentences. When they have finished, they compare their answers in pairs. Check the answers with the whole class. • Extension: Students write positive and negative forms of the sentences in Activity 1, using the full form of the verb be. They can either work individually or volunteers can write the sentences on the board. Next, ask the class to correct the underlined sentences on the worksheet by replacing the last word in each sentence – the adjective or noun – with a word that is true for each of the characters, e.g. 1. I’m friendly, 2. She’s helpful, 3. He’s quiet, 4. They’re 9, 5. We’re friends! 6. You’re sporty. Different answers are possible to those as long as they’re based on Activity 1 page 22 of the Student’s Book. KEY 1 I’m not shy. 2 She isn’t sporty. 3 He isn’t funny. 4 They aren’t 10. 5 We aren’t inventors! 6 You aren’t quiet. 2 Type of activity: Matching questions and answers. Organisation: Individual and pair work. Time: 5 minutes. Preparation: One worksheet per student – use the same worksheet as in Activity 1 above. To use: After Activity 3. INSTRUCTIONS • Ask students to match the questions and answers. Elicit the answers. Accept any answers that do not directly come from the text in the Student’s Book, provided students can give a convincing reason for their answer, e.g. Professor Iggy may also be perceived as funny. Encourage the class to answer with full sentences, e.g. Ruby is shy. Students then repeat the activity in pairs, taking turns to read the questions and the answers. • Alternative version: Students first cover the names on the right and answer the questions from memory. Next they uncover the names, do the matching activity and check to see if they gave the same answers as before. KEY 1 c, 2 e, 3 f, 4 a, 5 d, 6 b 3 Type of activity: Sentence completion. Organisation: Individual and pair work. Time: 10 minutes. Preparation: One worksheet per student – use the same worksheet as in Activity 1 beside. To use: After Activity 3. INSTRUCTIONS • Ask students to complete each sentence with one of the adjectives in the box. Discourage them from using the same adjectives in different sentences if possible. Provide a model by giving your own examples orally, e.g. I’m friendly, I’m not shy etc. In sentence 4 students need to write the name of one of their friends. • Put students into pairs (Student A and Student B). Student A reads out the adjectives he or she wrote in a random order. Student B matches a sentence to the adjective, e.g. A: … helpful. B: My English teacher is helpful! When they have completed the task, they swap roles. Teaching notes and key Unit 2 Lesson 3 How much is the ruler? 1 Type of activity: Card game: Dominoes. Organisation: Pair and group work. Time: 30 minutes. Preparation: Copy one worksheet per student. This should be cut up into cards by either the teacher or students. To use: After Activity 6. INSTRUCTIONS • Give a set of cards to each pair of students. Explain that the cards illustrate the classroom objects and furniture from Units 1 and 2. Students shuffle the cards. When you say: Start! each pair lays their cards in a circle, using the full set of dominoes, matching the pictures to the words. Pairs swap places in order to check each other’s circles. • Students then form groups of three. Each group needs three sets of dominoes. The groups shuffle and deal the cards so that each person gets 6 dominoes. The rest of the cards are placed face down in a pile. • Explain the rules of the game. One student lays a domino in the centre. The next student lays a matching card – either the picture to match the word or vice versa. If they do not have a matching card in their hand, they draw new cards from the pile until they have a matching card, which they then place on the table. As they do so, they have to use one of the words on their card in a sentence, e.g. How much is the felt-tip pen? It’s a red ruler. If they are unable to do so, they can ask other players for help but they miss one turn before they can lay their card and say the sentence that has been suggested by another player. The aim of the game is to get rid of all the cards. The first player to do so wins the game. • Students play the game. More than one round may be played. • Extension. Distribute one set of cards so that each student in the class has one domino card. Remove any surplus cards from play. Explain the rules. The person holding the domino with the picture of a (pencil) sharpener stands at the front of the class and makes a sentence: It’s a (pencil) sharpener. If someone has the word that matches a picture, they stand behind the person with the picture card, having first compared cards and made a sentence about the object in their picture. The game continues until a line has been formed. Explain that the game will be timed. Students play the game. Inform students how long the game took. Collect, shuffle and deal the cards again. Ask students to repeat the game with their new cards and try to complete the game in less time than the previous round. KEY The correct arrangement of the cards is shown on the worksheet, forming a zig-zag pattern from left-hand column to right-hand column. Unit 2 Lesson 4 Iggy the Inventor 1 Type of activity: Gap fill. Organisation: Individual work. Time: 15 minutes. Preparation: Copy one worksheet per student. To use: After Activity 2. INSTRUCTIONS • Ask students to name the people and the inventions from the story, e.g. Professor Iggy, felt-tip pens with LEDs. Elicit what they remember about the story, e.g. The new invention is a computer. It’s a dangerous invention. • Hand out the copies of the worksheet. Ask students to complete the dialogues from the story, using the options in the box, as in the example. Point out there are two extra answers. • When the task has been completed, they compare their answers in pairs. Check the answers with the whole class. • Read out the dialogues from the pictures, replacing some words with incorrect ones, e.g. Hey, what are they? They’re schoolbags with LEDs. When students spot a mistake, they raise their hand. Give the class time to correct you. KEY b No, they aren’t. c Yes, it is. e No, I’m not.