48 I Тeacher’s Book
Susan’s Story
17. Finally, read the rhyme to the class, overemphasising stressed words. Explain where Aberdeen is and then get students to repeat it line by line after you. Ask for volunteers to read the whole rhyme. Again, take the opportunity to emphasise sentence stress. Round of by asking students if they are like the boy from Aberdeen. Do they know anyone like him? Part C
1. Students can circle eight comparatives and superlatives in exercise 1 (the first is done). Answer colder, nicer, hottest, loveliest, bigger, smallest, happier, older As an extension, get them to make some sentences using these words. Put students into teams – the first team to make eight correct sentences wins.
2. Explain the meaning of lucky to students. Point out the difference between lucky and happy. Ask students if they are lucky. In what ways? Do they have a lucky number? What is it and why? Go through how to find your lucky number in exercise 2. Use the example when explaining and then demonstrate again with your birthday. Give them a minute to work out their lucky numbers. 3. Now, as a class, read out the captions in the chart. Check understanding of popular, famous, rich, study, long life, around the world, trophies. Tell students what your lucky number is (based on the earlier calculation) and that now you can be a fortune teller. Pretend to look into your crystal ball and read your fortune using ‘going to’ and the chart. For example, if your lucky number is 3, tell students: I’m going to be a policeman. I’m going to be happy. I’m going to have lots of friends. Ask them if they think this will come true.
4. Give students time to tell a partner what awaits them in the future. Point out that students need to add the verb to be in the first two columns. Monitor and check correct use of ‘going to’. This could also be done as a mingle exercise with students walking around the classroom, telling others about their future. 5. Ask students to sit with a partner. Get their partners to tell them a relative’s birthday and then tell them to predict the future by going through the lucky number process again. This time they’ll be using ‘He/She is going to...’. 6. Exercise 3 is a game, again practising going to, for the whole class. Before playing, ask a student to read out the speech bubbles and remind students how we make a going to question. Work through the instructions given in the textbook.