Teacher's Edition overview 3.2
IS IT REALLY A CHAIR?
Introduce the lesson Display a picture of a living room from your house or from the internet. Point to the furniture and ask Ss: What is this? See how many words they know. Repeat with a kitchen, bedroom, and bathroom.
1
VOCABULARY: Furniture
A
1.31 Present the vocabulary Play the audio, pausing after each word so Ss can repeat.
C
talk about furniture
Review Ss use the words from exercises 1A and 2A to describe furniture in a room of their home. Allow Ss a few minutes to prepare before they start speaking. Monitor and provide feedback at the end of the activity. PAIR WORK
• OPTIONAL ACTIVITY Ss watch the video. Ask: Do you and Sara talk about the same room and furniture?
Introduce the lesson instructions provide activities or questions to help teachers lead into a new lesson or section.
REAL STUDENT
• Do the task. Ss complete the chart. Review the answers as a whole class.
Hello. This is my living room. This is a winged chair. This is a floor lamp. This is a curtain. And here we have television and table.
Answers Bedroom: bed, desk, bookcase, television/TV, rug, lamp Living room: chair, table, desk, bookcase, couch, television/ TV, rug, lamp Dining area: chair, table, rug Kitchen: chair, table, refrigerator, rug, sink Bathroom: shower, rug, sink
B
LESSON OBJECTIVE ■
SMARTPHONE ACTIVITY Go back to the pictures you showed or drew at the beginning of this lesson. Point to some of the furniture and say the names. • Ask Ss to draw or show a picture on their smartphone of a room in their house and share similar information. Circulate and monitor as they talk. Listen for pronunciation.
As Ss share information, circulate and monitor for pronunciation. Listen for the use of the in sentences. PAIR WORK
Answers
Real student scripts can be used in class.
Answers may vary.
EXTRA ACTIVITY
C Direct Ss to page 167 to complete the vocabulary exercises. Teacher’s tips for vocabulary exercises are on page T-156.
2
Play furniture bingo. For details of how to play this game, see the worksheets and the accompanying teacher’s notes in Presentation Plus. Make furniture anagrams. Ss scramble words and test other Ss.
LANGUAGE IN CONTEXT
A As a class, ask Ss to identify the furniture in the picture. Explain that the illustration is one part of an advertisement for “smart” furniture; the desk / bed couch / table are not shown.
Give simple spelling tests on paper; for variation, Ss read the words aloud. Search online for a word search maker to create a furniture vocabulary search game.
• Ask volunteers to read the adjectives. Check Ss’ understanding.
Extra activities and smart phone activities provide more ways to practice the unit’s language.
• Point to the pictures in 1A above. Ask Ss to say what adjectives they think describe the furniture.
Suggested answers cool, funny, great, interesting, new
Vocabulary support prepares teachers to answer challenging vocabulary questions from students.
B Ss complete the task individually before sharing their answers with the class.
Answers 1 bedroom 2 living room / dining area 3 living room / dining area
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GRAMMAR: It is
D
Introduce the lesson Write these sentences on the board. It’s new. / It isn’t new. / Is it new? • Explain the terms positive, negative, and question, and ask Ss to identify which sentence is which. Use symbols (+) (–) (?) to identify them.
• Try to pair weaker Ss with stronger Ss. • Allow Ss time to write their sentences. • Ask Ss to check their sentences with their partner. • Elicit some examples sentences from Ss and write them on the board, correcting as you go.
• Ask Ss to write two negative and positive sentences and two questions in pairs.
Answers
• Elicit some answers and write them on the board.
Answers may vary.
A Present the grammar Read the grammar box as a class. Explain that in questions, the verb and pronoun change places. Answer questions. • Display one of the rooms from the previous lesson. Check understanding of short answers by pointing to an item and asking Is it [a chair]? Elicit the answers, Yes, it is. or No, it isn’t. Repeat. Then point to an item and prompt Ss to make a question, e.g., Is it a couch?
4
FIND IT
2 Is it …?
B
Answers 1 It’s, d 2 Is it, b 3 It’s, a 4 Is it, c a It’s b it’s not, It’s c it’s not, It’s d Is it
FAST FINISHERS Ask Ss who finish quickly to check their work for mistakes or write two more sentences.
Review the task instructions give teachers advice on how to conduct feedback.
• Ss work alone. They think of design ideas based on the prompts or their own ideas. They can either draw them or search for pictures on their smartphone. Monitor as Ss work to offer ideas or help.
Answers 1 thing
SPEAKING
A Review Before Ss start, show your own design for a piece of furniture on the board. Draw a table. Say: This is a table. Elicit the question: Is it a table? Respond with Yes, it is. Review the prompts to be sure Ss understand them.
• Before Ss circle the answers, explain that they can refer to the examples in the box on the right.
B Do the task Ss complete the sentences individually before checking their answers with a partner and then the class.
Grammar support prepares teachers to answer challenging grammar questions from students.
PAIR WORK Before Ss begin, display a picture you have used of a room. Model sample sentences for Ss. The chair is boring. The chair isn’t old.
PAIR WORK Monitor as Ss discuss their pictures. Listen for errors in grammar and pronunciation.
• When Ss have finished, ask volunteers to show their ideas to the class. Encourage other Ss to ask questions. Give feedback.
Fast finishers and mixed ability activities offer ways to adapt Student’s Book tasks to support learners of different levels.
EXTRA ACTIVITY Play grammar tic-tac-toe. Fill the squares with grammar words is, isn’t, are, aren’t and pronouns he, she, it, we, they. For full details on how to play this game, see the worksheets and the accompanying teacher’s notes in Presentation Plus.
C Direct Ss to page 155 to complete the grammar exercise. Teacher’s tips for grammar exercises are on page T-153.
Clearly marked answer keys can be spotted quickly.
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