I

adverb of frequency main verb (notée) I

object

After breakfast she often goes shopping

4 order ideas a Underline these sentence beginnings in the article. Put them in the correct order.

b Talk about what you do on Saturdays with a partner. Use the sentence beginnings.

5 use your ideas

Work in pairs. Use the chart in exercise 1 to make notes about another person.

Writing task a Write an article about your person for display on the classroom walls.

b Read other people's articles. Guess who they are about.

goto self-assessment p.61 vocabulary diary p. 63

aim to improve organization of sentences and ideas writing task an article about daily routines think about the topic

• Focus students on the pictures, then tell them to read the article about one of the people.

••»• For exercise lb, focus students on the use of the third person by writing 11 she gets up at... on the board. Elicit the correct pronoun, then draw attention to the headings in the chart and ask if they complete it for I or she. Let them do the exercise in pairs, then check it as a class.

answer key b 1 shower, 2 her teeth, 3 has bread, 4 goes to the gym, 5 goes out with friends write about daily routines

• If students do this alone, it will show you if anyone is having problems with understanding or writing; this is an information-transfer exercise, so if students have understood both parts of exercise 1, there should not be any significant problems.

answer key

1 any children, 2 gets up, 3 nine o'clock, 4 has a shower, 5 has bread, 6 goes shopping, 7 goes to, 8 goes out, 9 watches a DVD, 10 goes to bed spell check

• Use the following procedure for exercise a: find the verbs in the chart, cover the text, spell the words with a partner, write the words without looking at the text, check the words in the text.

• For exercise b, write the two regular endings on the board and ask the class for an example of each spelling pattern. Let students continue in pairs, before checking as a class using the board. Encourage students to copy the verbs into their notebooks.

guidance notes

Find, cover, spell, write, check is a very useful procedure for learning spellings. Categorizing words according to their spelling (e.g. -es, ~s verb endings) also helps to raise students' awareness of regular spelling patterns.

regular: -es: he / she brushes, goes, watches; -5: he / she gets, loves, likes

3 order sentences

• On the board, write three sentences about Chi, beginning Later, In the evening, J usually go. Then copy the grid and complete it together with the five sentences. Point out that the general time marker can go at the beginning or the end of the sentence. Also draw attention to the time in sentence 1 (at seven o 'clock) and explain that the time usually comes after the main verb. Tell students not to write the sentences into the grid at the moment. They can do the exercise orally with a partner.

• For exerdse 3b, ask students to write out the complete sentences using capital letters and full stops. They can work in pairs or alone before comparing with a partner.

answer key

1 On Saturdays, Mike gets up at seven o'clock. / Mike gets up at seven o'clock on Saturdays.

2 He always goes running in the morning. / In the morning, he always goes running.

3 Then he has breakfast with his family.

4 He goes to work after breakfast. / After breakfast, he goes to work.

5 On Saturdays, he usually finishes work at one o'clock. / He usually finishes work at one o'clock on Saturdays.

order ideas

• For exercise 4a, tell students to find the time markers in the text and order them according to the text. Explain that the order depends on the context.

• Start exercise 4b by telling the class about your own Saturdays using the prompts. Monitor while students are talking, and focus on word order in feedback. This will help raise awareness of accuracy when they are doing the writing task.

guidance notes

Students will probably be familiar with these time markers but they may not have seen them used together in context. This exercise will raise awareness of their use as words and phrases that can be used to sequence a chronological text. It is possible (but not necessary) to put commas after then and later.

answer key a 1 On Saturdays, 2 Then, 3 After breakfast, 4 Later, 5 In the evening use your ideas

• Tell students to write about somebody they know.

• Remind students to use exercise 2 as a model for the writing task. If students write about their partner, tell them not to write their name, so that the class can guess who ihe text is about.

five reading

1 think about the topic a Match the types of sauce (1-3) to the types of food (a-c).

b Work in groups. Discuss what types of sauce (1-3) people eat with these types of food.

rice pasta eggs stir fries bacon chips seafood

2 find information

Read the three texts and check your ideas. Find other food you can eat with these sauces.

Tomato ketchup

We are very proud of our tomato I

ketchup. It has the best ingredients j and a delicious tomato taste. |

It is ideal with fish and chips, 1

or eggs and bacon. If you are not 1

happy with this ketchup, write to us I

l and we will give you your money back. 1

/NC5REDIENT5 1

tomatoes, vinegar, sugar, sait, spices, celery, garlic |sj STORAGE |

Keep your ketchup In the fridge. |p

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