Look, listen and read - Pearson English Language Teaching (ELT)

Transcription

Hi, William!
Where are you?
What are you doing?
1
Look, listen and read.
Hi! I’m playing tennis with Eddie.
We’re at Sportsworld City. Nina’s here, too.
She’s swimming. Do you want to come?
2
Who’s speaking?
I’m phoning
William.
6
I’m
swimming.
We’re playing
tennis.
I’m talking
on my mobile.
Disney elements © Disney
Help them to construct the conversation, using the
model you have written.
• Pupils work in pairs and create new conversations,
following the model on the board, but using their own
names and different sports.
LESSON 1
Lesson aims
To say what people are
doing at the moment
New target language
I’m phoning …
kicking the ball, painting
Recycled target language
Where are you? What
are you doing?
dancing, playing tennis,
running, swimming
Colours
Receptive language
Do you want to come?
I’m talking on my mobile.
Put colour in your life.
very bright
Warm-up
• Write the names of the English Adventure children on
the board: William, Sonia, Eddie and Nina. Say: Who
am I? I’m ten. I’ve got two sisters and a big brother. I’m
in Class 6A. My new friend is Sonia. (Nina.)
• Tell the class: You are William. Pupils refer to their book
to find the information about him. Elicit three or four
sentences, e.g. I’ve got a new bike. Do the same for
Sonia and Eddie.
PB page 6
1 Look, listen and read
• Play Recording 8 while pupils follow in their books.
Ask: Where’s William? What’s Nina doing? etc.
PB page 6
AB page 6
1 Match
• Pupils draw lines to link the pictures to the words.
AB page 6
2 Complete
• Pupils complete the speech bubbles with sentences
beginning I’m …
KEY 2. I’m kicking the ball. Or I’m playing football.
3. I’m singing.
AB page 6
3 Listen and complete
• Give pupils time to read the colours and the words of
the song. Play Recording 9 two or three times,
pausing for pupils to complete the text. Then check
pupils’ answers by asking individuals to read out the
missing words.
• They should not do the colouring until they’ve checked
their answers, so that their colouring is correct.
RECORDING 9
Put colour in your life.
Put colour in your day.
Colour Sportsworld City,
Pink and grey.
Yellow for the O’s,
Blue for W,
T, P and D
A very bright green.
Red and brown
for S, C and I,
Orange and black
for the R and Y.
• Play the song again for pupils to join in and sing with
the recording.
2 Who’s speaking?
• Read each sentence aloud and ask pupils to repeat.
Then help pupils to decide who is speaking.
OPTIONAL ACTIVITY
KEY Sonia, Nina, Eddie and William, William
Check pupils have red, yellow, green, blue,
orange and black coloured pencils. Say: Show me
a red pencil? etc. Pupils hold up the correct
pencil. Write on the board: SWIMMING. Pupils
copy in big letters in their notebooks.
Practice
• Encourage pupils to guess what sports you can do at
Sportsworld City. Mime actions for: I’m running, I’m
swimming, I’m cycling, I’m playing football, I’m playing
tennis. Elicit the sentences and write them on the
board. Pupils repeat.
• Write on the board:
Sonia: Hi, William. Where are you? What are you
doing?
William: Hi. I’m at Sportsworld City. I’m playing tennis.
Do you want to come?
Sonia: Yes, please.
Ask the class to read the conversation after you, line by
line.
• Rub out the words: William and playing tennis, then
ask the class to imagine that Sonia is phoning Nina.
Colour dictation
Read out these sentences, pausing after each
sentence for pupils to colour the letters: 1. Black
for G. 2. Red for the M’s 3. Yellow for the I’s. 4.
Green for N. 5. Blue for S. 6. Orange for W. Pupils
compare their coloured letters. Go round and
check that pupils have coloured the letters
correctly.
T6
3
Listen and read.
Hi! I like playing badminton but
I don’t like playing basketball.
I like dancing, too, but I don’t like
running. And I like swimming in the
sea, but not in the pool.
4
5
What’s Sonia saying?
3
7
3
7
3
7
3
7
What do the children like doing?
Sonia and William
like painting.
Eddie and Nina
like reading.
na
i
N
ie
d
Ed
m
a
lil ia
ni
o
W
S
Nin
a
Ed
die
Wi
llia
m
Son
ia
7
LESSON 2
Lesson aims
To talk about what you
like and don’t like doing
New target language
I like –ing. I don’t like
–ing.
cycling, dancing, flying a
kite, painting, playing
badminton, snorkelling
climbing, playing
basketball, playing
football, reading,
running
Receptive language
in the sea, in the pool
Materials
Small pieces of paper
with activities written on
them: dancing, painting,
playing basketball,
playing football, playing
tennis, running,
swimming and other
action verbs that your
pupils know.
PB page 7
5 What do the children like
doing?
• Ask pupils to look at the pictures in the grid and
identify the different activities. Pupils find out what
each character likes doing by looking at the pictures
across or down in the chart. For example, Eddie likes
reading, cycling and playing badminton.
• Read aloud the sentences in the speech bubbles, and
ask pupils to repeat.
• In pairs, pupils make sentences about the children.
Remind them (in L1) to make sentences about pairs of
the children who both like the same thing.
AB page 7
4 Listen and match
• Play the first sound effect of Recording 11, then pause.
Ask pupils: What’s he doing? (He’s swimming.) Pupils
write the correct number in the box next to the
sentence.
• Play the rest of the recording. Pupils listen and order
the sentences.
KEY He’s running. – 3, She’s cycling. – 5, He’s
swimming. – 1, She’s playing football. – 2, He’s
snorkelling. – 4
Warm-up
• Ask different individuals to come to the front of the
class. Give each one a piece of paper with an activity
written on it to mime. The rest of the class ask: What
are you doing? The pupil who’s miming replies I’m
dancing. etc.
PB page 7
3 Listen and read
• Play Recording 10 two or three times while pupils listen
and read. Use the first two pictures in Activity 4 to
check that pupils understand the meaning of
badminton and basketball.
• Ask individual pupils to read what Sonia says. Remind
pupils of the use of but to join two different ideas.
Practice
• Write on the board: I like –ing and I don’t like –ing. Ask
pupils to think of a true sentence about themselves,
using swimming, playing badminton, playing
basketball, dancing or running. In a chain drill round
the class, each pupil says a sentence beginning I like or
I don’t like.
PB page 7
KEY 2. I like dancing but I don’t like running. 3. I like
climbing but I don’t like cycling. 4. I like snorkelling but I
don’t like flying a kite.
AB page 7
5 Complete and write
• Tell pupils (in L1) to look at the chart then complete the
‘You’ line for themselves.
• Pupils read aloud Nina’s sentence and then write
sentences for William, Eddie, Sonia and themselves.
OPTIONAL ACTIVITY
Make sentences
Ask (in L1) for volunteers to draw simple pictures
on the board of sports or activities from Lesson 2.
Point to a picture on the board, e.g. cycling and
say the name of a pupil. The pupil must say a
sentence about cycling I like cycling or I don’t like
cycling. If you wish, make this a team game and
award one point for a correct sentence.
4 What’s Sonia saying?
• Ask: What’s Sonia saying? Elicit the sentence for the
first two pictures from the class I like playing
badminton but I don’t like playing basketball.
• Pupils work in pairs, taking turns to speak as Sonia.
T7
6
1
Atlantis, The Lost Empire. Listen and read.
Milo is in Atlantis with Kida.
2
Are you good at
fixing things, Milo?
Look at this.
It’s fantastic!
But it doesn’t work!
No, I’m not.
Why?
3
What are you
doing?
4
Milo pushes the blue light on the
Atlantean Fish and ...
Look! It’s flying!
I’m reading this.
I am good at reading
old languages.
5
8
Where is it going?
6
Oh, no! I’m not good
at fixing things!
LESSON 3
AB page 8
Lesson aims
To follow a story; to talk
about things you are
good at
New target language
good at, not good at
flying, fish
climbing, reading,
running
Receptive language
fixing things, reading old
languages
Atlantean, fantastic
Warm-up
• Write these jumbled words on the board. Tell pupils
that only the last three letters ing are in the correct
order. Pupils work in pairs unjumbling the words:
1. c c y l i n g (cycling) 2. t p i n a i n g (painting)
3. g n i s i n g (singing) 4. n n r u i n g (running)
5. a r d e i n g (reading) 6. l l s n o e k r i n g
(snorkelling)
• Pupils use the words to say sentences beginning I like
or I don’t like.
PB page 8
6 Listen and read
• Pupils look at and talk about the pictures, using English
as much as possible. The story features characters from
the film Atlantis. Encourage pupils to say what they
know about the film and the characters, Milo and
Kida. Pupils will need to know that the strange
Atlantean Fish is a kind of robot.
• Play Recording 12 once for overall understanding.
Check that pupils understand the meaning of fixing
things. Ask: Is Milo good at fixing things? (No). Ask
three or four pupils: Are you good at fixing things?
Encourage individuals to give examples of things they
have fixed (using L1).
• Play the recording again, pausing it to check
comprehension, especially It doesn’t work and old
languages. After Picture 6, ask: Is the Atlantean Fish
working now? (No, it isn’t.) Is Milo good at fixing
things? (No, he isn’t.)
6 Write the sentences
• Do the first sentence with the class. Point out that the
first word in the sentence I begins with a capital letter.
Pupils then work individually, unscrambling the other
two sentences.
KEY 1. I am good at reading old languages. 2. But it
doesn’t work. 3. Milo pushes the blue light.
AB page 8
7 Write 3 or 7
• Read the headings in the chart with the pupils. Explain
(in L1) that Don’t know means that we do not know
the answer from the information given in the story.
• Pupils work individually or in pairs, referring back to the
story in the Pupil’s Book and writing the ticks and
crosses in the chart. Check pupils’ answers by asking
pairs of pupils to say each question and answer, e.g.
Maria, ask Anna the question.
KEY old languages? – yes, climbing? – don’t know,
reading? – yes, running? – don’t know, fixing things? –
no
AB page 8
8 Draw U or P
• Explain the activity briefly in L1. Pupils have to read
each sentence and decide whether the person saying it
is happy or sad. They should draw happy or sad faces
in the circles, accordingly.
KEY 1. The Atlantean Fish is fantastic. U 2. It doesn’t
work! P 3. I’m good at languages! U 4. Oh, no! I’m
not good at fixing things! P.
OPTIONAL ACTIVITY
What are you good at?
Write and draw on the board: U I’m good at …
P I’m not good at …, and write six or seven skills.
Ask pupils to repeat the words after you fixing
things, reading, climbing, dancing, singing,
painting, running.
Pupils work individually, writing four sentences
and drawing a face for each sentence. Go round
and monitor the activity, helping pupils to correct
any errors. Pupils then read each other’s
sentences.
Consolidation
• Divide the class into two groups to be Milo and Kida.
Play the recording, pausing it for each group to repeat
their lines. Read the part of the narrator yourself.
• Pupils work in pairs, reading out the dialogue and
taking turns to be Milo and Kida.
T8
7
Listen to William’s dream.
It’s Saturday morning.
I’m playing football with my brother in the park. I’m
kicking the ball. I can hear a voice …
‘Wow! You’re fantastic! You’re really good at football!’
Who is it? Well, it’s David Beckham! He’s running
and he’s kicking the ball, too! I’m playing football
with my hero!
Have you got a dream?
8
What are you good at? Throw the dice, choose and mime!
painting
playing tennis
singing
listening to music
reading
playing football
flying a kite
dancing
running
talking on my mobile
cycling
swimming
I’m Ringo Phono, the mobile king.
I’m speaking, I’m singing.
Ring, ring, ding-a-ling.
9
• Play Recording 14 several times. Encourage pupils to
join in.
LESSON 4
Lesson aims
To talk about what
people are good at.
New target language
hero, heroine
listening to music
good at
kicking the ball
Sports and leisure
activities
Receptive language
Materials
dream, park
I can hear a voice
really
Dice; magazine photos of
celebrities, ideally David
Beckham, Venus Williams
and Ricky Martin.
Consolidation
• Draw a man’s face – to look like David Beckham, if
possible – or stick up your magazine photo of
Beckham. Write: David Beckham, you’re fantastic!
You’re really good at playing football. Ask pupils to
repeat the sentences after you.
• Write the names of other famous people who are good
at different things. Pupils then draw the people and
write sentences about them, using good at.
AB page 9
9 Read and complete
• Focus on the photo of Sonia and explain (in L1) that
she is describing a dream she had. Read the text aloud,
pausing at each gap to help the class to choose a word
from the bubble. Ensure that everyone understands
that heroine is the feminine form of hero.
• Pupils complete the activity in writing.
Warm-up
KEY 2. running 3. good 4. at 5. running 6. playing.
• Ask pairs of pupils to come to the front of the class.
Whisper an activity to each pair in turn and ask them
to mime it. Ask the rest of the class: What are they
doing? Answer: They’re playing tennis. etc.
Presentation
• Write the names of celebrities on the board, e.g. David
Beckham, Venus Williams and Ricky Martin. Show
photos of them if possible.
• Ask: What’s David Beckham good at? (He’s good at
playing football.) Elicit sentences about Venus Williams
and Ricky Martin She’s good at playing tennis. He’s
good at singing.
PB page 9
• Focus on William’s ‘dream bubble’. Play Recording 13
twice for pupils to listen and read.
• Ask comprehension questions: Is William playing
football with his brother? (Yes.) Where are they? (In the
park.) What day is it? (Saturday.) etc.
8 What are you good at?
Throw the dice, choose and
mime
• Demonstrate the activity. Throw the dice and say the
number, e.g. It’s number four. Choose one of the
activities for four, e.g. dancing and mime it. Pupils
identify the activity and say You’re good at dancing. In
pairs, pupils do the same.
PB page 9
Draw and write
• Pupils draw their dream in the empty bubble. Go round
and look at their drawings. Ask individuals: Where are
you? What are you doing? Pupils then write their
answers to the questions.
AB page 9
11 What are they saying?
• Ask one of the pupils to read out the sentence for
picture 1. Pupils then write the other sentences.
KEY 2. I’m good at dancing. 3. I’m good at cycling. 4.
I’m good at playing basketball.
OPTIONAL ACTIVITY
Anagrams
Give pupils 30 seconds to look at the words in
Activity 7 on page 9 of the Pupil’s Book. They
should then close their books.
Write 5 or 6 of the words on the board with
jumbled letters, e.g. g i n i k k c (kicking),
o e h r (hero), t a s n f a t c i (fantastic),
o o l l f t b a (football), a p k r (park),
t h e r r b o (brother).
Pupils work in pairs, putting the letters in the
correct order.
Ringo Phono
• Focus on the picture of Ringo Phono. Explain briefly in
L1 that throughout the book, pupils will hear Ringo say
sentences to highlight different sounds in the English
language.
10 Have you got a dream?
7 Listen to William’s
dream
PB page 9
AB page 9
T9
9
Listen and sing.
Sportsworld City Song
I’ve got tickets for Sportsworld City,
Come with me and Nina and Eddie.
Tennis, swimming and basketball,
There’s running, climbing and cycling, too,
Running, climbing and cycling, too.
I’m good at cycling
And swimming, too,
I like playing football
With my friends and with you.
I’m good at running
And basketball,
And I like climbing
I like climbing
What are you
good at?
10
What are you doing?
I’m
What do you like doing?
I like
I’m good at
I’m good
at running.
swimming.
playing football.
cycling.
snorkelling.
running.
climbing.
reading.
painting.
disco dancing.
flying a kite.
LESSON 5
Lesson aims
To sing a song; to make
questions and answers
using the grammar of
this unit
New target language
What do you like doing?
What are you doing?
friends, school
I like …
Sports and leisure
activities
Receptive language
tickets
• Pupils complete the verse with sports and activities that
are true for them. Tell them they need not use sports
words: they can use words like painting, reading,
listening to music. Monitor as pupils write their verse.
Ask individuals to read their verse to the class.
AB page 10
12 Write
• Pupils have to consider each of the activities listed in
the wordbank and decide whether it’s something they
would do at a sports centre, such as Sportsworld City,
or at school, – or at either.
• Draw overlapping circles on the board and do some
examples orally with the whole class, writing words in
the appropriate circles. Then ask pupils to complete the
activity individually or in pairs.
AB page 10
13 Read and answer. Then ask
a friend
Warm-up
• Pupils work in pairs. Give them two minutes to write
down as many sports and activities as they can
remember from this unit.
• Ask pupils to complete the ‘me’ column, telling them
to draw a happy face if the answer is Yes, I do, and a
sad face if the answer is No, I don’t.
• Pupils then ask you questions about these activities,
e.g. Do you like cycling? Answer: Yes, I do or No, I
don't. Ask other pupils to come to the front of the
class to be asked about the activities they like.
• Pupils work in pairs, asking and answering questions
like the children in the photograph, and completing the
‘my friend’ column with happy or sad faces.
PB page 10
9 Listen and sing
• Encourage pupils to use the present continuous tense
to describe what the children are doing in the picture,
e.g. They’re playing tennis. The boy is climbing.
• Play Recording 15 once while pupils listen and read –
then again for the class to listen and sing. Ask pupils to
find and read aloud sentences in the song beginning I
like. Do the same for sentences beginning I’m good at.
Check that they remember the meaning of the two
expressions.
PB page 10
Grammar Time
• Focus on the questions and answers. Ensure that the
class understands the meaning of the different
questions. Focus on grammatical form, especially the
different auxiliaries in the questions, are and do. Ask
pairs of pupils to ask and answer questions for the
class to hear.
OPTIONAL ACTIVITY
Classroom notes
Write this model on the board: Do you like
______ ing?
Give each pupil a small piece of paper. Ask them
to write a question based on the model, using any
activity they like. Early finishers can write a second
question, beginning either Have you got … or
What’s your favourite …
Pupils sign the note with their name, fold it and
drop it into a bag or a hat.
Mix up the notes, then let each pupil pick one
from the hat. Pupils read the questions then write
replies. They then return the note to its original
author.
• Pupils then work in pairs, taking turns to ask and
answer questions, like the two children in the
photograph. Go round and monitor the activity, helping
pupils to correct any errors.
Consolidation
• Ask pupils to look again at the song in Activity 9. Write
parts of verse 2 on the board:
I’m good at _______
And ______ too,
I like _______
T10
We are all
special!
10
Listen, read and answer.
I’m an artist.
My hero is
Picasso.
1 What are these people good at?
2 What do you think they like doing?
Fred
I’m a tennis player.
I think Venus Williams
is fantastic.
I like playing
the guitar.
My heroes are
The Beatles.
My hero is
Harry Potter.
I’ve got all
his books.
Tim
I’ve got lots of friends.
My favourite person is
Penélope Cruz. She’s
got lots of friends, too.
Jim
My hero is
Stephen Hawking.
I’m reading his
book about the
universe!
Helen
I love animals.
I like watching
Nature films.
Anne
11
Project Fun!
I like ...
Sue
Emma
Make a poster.
I love ...
I’m good at ...
11
LESSON 6
AB page 11
Lesson aims
To relate the language of
Unit 1 to the real world;
to encourage pupils to
evaluate their progress
New target language
I love …
hero, heroes
I like …, I’m good at …,
I’ve got …
Receptive language
My favourite person is …
tennis player
playing the guitar
about, artist, lots of,
universe
Warm-up
• At the beginning of the lesson, write the words of each
sentence on the board in a jumbled order, e.g. a new
got Maria has bike. Pupils then work in pairs, reading
the words and writing sentences.
PB page 11
10 Listen, read and
answer
• Ask pupils to quickly read the texts. Write the names
on the board. Encourage pupils to use English to say
what each of these people is good at.
• Read aloud questions 1 and 2 so that pupils know
what to listen for. Play Recording 16 twice for pupils to
listen and read. Check that pupils understand the
vocabulary. Work with the first five pictures only. Ask:
What is he/she good at? Then ask: What does he/she
like doing?
• Ask pupils to look at the photos and texts for Helen
and Emma. Contrast the use of I love and I like in
Helen’s sentences. Encourage pupils to imagine what
Helen and Emma are good at and what they like doing.
PB page 11
KEY 2. running 3. snorkelling 4. swimming 5. singing
6. reading 7. cycling 8. playing the guitar.
AB page 11
11 Make a poster
• Look at the example poster with the class. Read out
the three headings. Point out that there are three
pictures of activities for each heading. Elicit sentences
for the pictures.
• Each pupil designs and makes a similar poster on a
large sheet of paper.
15 Write three true sentences
• Elicit two or three example sentences from the class.
Pupils then write three true sentences.
AB page 11
16 Complete
• Complete the fish’s speech bubble with the whole
class, then let pupils complete the remaining bubbles,
working individually or in pairs.
KEY 1. I’m good at swimming. 2. I’m good at climbing.
3. I’m good at running. 4. I’m good at flying.
AB page 11
• Before the lesson, prepare four or five true sentences
about pupils in your class, e.g. Maria has got a new
bike. Clara is good at painting. David hasn’t got a
rabbit. Thomas likes swimming and playing football.
Peter has got two sisters.
14 Label the pictures
• Pupils work individually, labelling the pictures with
words from the wordbank. Circulate and check their
work.
English Adventure
• Explain (in L1) that, at the end of Lesson 6, pupils
evaluate how well they think they have done in the
unit. Remind them Unit 1 has been about things you
like and are good at. Elicit sentences from as many
pupils as possible, e.g. I like swimming. I’m not good
at flying a kite.
• Pupils shade the fan, depending on how well they feel
they can talk about what they like doing and what
they’re good at. Circulate and discuss how pupils have
assessed themselves. If appropriate, do some extra
practice.
OPTIONAL ACTIVITY
Heroes and heroines
Write on the board:
My hero/heroine person is …
She’s/He’s good at …
She/He likes …
She/He’s got …
Give an example, e.g. My heroine is Serena
Williams. She is good at playing tennis. She likes
dancing and listening to music. She’s got a famous
sister, Venus.
Each pupil chooses a famous person that like.
Pupils write three or four sentences about the
person, using the prompts on the board. Go round
and monitor the activity, helping where necessary.
As a whole class or in small groups, pupils then
read out their sentences and show their pictures.
• Pupils refer to the pictures on their posters and write
sentence in their notebooks beginning I like, I love and
I’m good at.
T11

Look, listen and read - Pearson English Language Teaching (ELT)

Transcription

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