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Unit 7 105

UNIT 7

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25 views

Unit 7 105

UNIT 7

Uploaded by

ercan koşar
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Student Book pages 88–89

Learning objective
Students will be able to ask about when people do
things.
1 Listen, point and repeat. 149
Focus attention on the ‘What time is it?’ poster in exercise 2. Choose a student and ask What
can you see on this ‘What time is it?’ poster? (Clocks showing different times). Ask different
students to point to a clock and to tell you what numbers they can see, for example, one, twenty,
forty-five, and so forth. Play the recording so students can listen, point to the
clocks and repeat the times. Play the recording a second time for students to point and say the
times again.
2 Listen and say. 150
Tell students that they are going to hear someone asking questions about the clocks. They need
to listen, find the clocks the person is talking about and say the times.
Play the recording, pausing after each item for students to point to the correct clock in exercise
1 and say the corresponding time.
Audio transcript
1 Look at the red clock. What time is it?
2 Look at the green clock. What time is it?
3 Look at the yellow clock. What time is it?
4 Look at the white clock. What time is it?
5 Look at the black clock. What time is it?
6 Look at the blue clock. What time is it?
ANSWERS
1 one twenty 2 one forty-five
3 one fifteen 4 one fifty
5 one thirty 6 one o’clock
Optional activity
Daily routine clock.
Students will take turn by picking numbers and then they will talk about time and routine.

Workbook pages 78–79


1 Look, read and circle.
Students look at the information in the chart and circle
the correct words in the questions.
ANSWERS
1 morning 2 evening 3 afternoon 4 morning
5 evening 6 afternoon
2 Look at 1. Write.
Students look at the chart in exercise 1 and complete the
questions.
ANSWERS
1 morning 2 in the evening
3 do in the afternoon 4 do you do in the evening
3 Look, read and tick  or cross .
Students look at the chart, read the sentences and put
a tick in the box if a sentence is correct and a cross if a
sentence is incorrect.
ANSWERS
123456
4 Write about you.
Students look at the pictures and write sentences about
their own routines.
ANSWERS
1 I play / don’t play with friends on Tuesday.
2 I watch / don’t watch TV on Wednesday.
3 I read / don’t read comics on Thursday.
4 I do / don’t do homework on Friday.
5 I go / don’t go to school on Saturday.

Lesson 2: Words and grammar


106 Unit 76 Listen and follow. Then sing.  153–154 
Ask students to look at the song. Draw attention to thewords in colour. Explain that
the song has two verses, but only one appears in the book. The second verse is
thesame as the first, but the coloured words are replaced by those of the same colour
on the right.
Play the video or recording of the song so students can listen and follow the words.
Play the song again for students to sing along.If you wish, ask the students to close
their books. Play the karaoke version of the song so students can sing the words from
memory.
3 Look, read and circle.
Students look at the pictures and circle the correct words
in the sentences.
ANSWERS
1 gets 2 doesn’t go 3 doesn’t do 4 goes

3 Look, listen and follow. Play the game.


Point to each of the pictures and ask students at random to say what daily routine
activities they can see and whattimes they can see.Tell students that they are going to
hear people playing a game. They must listen and follow the conversation intheir
books.
Play the recording so students can listen and follow. Ask students to point to the
correct picture.Students then play the game in pairs, taking turns to choose a picture.
Their partner asks What time is it?
Students tell their partner the time shown in their chosen
picture. Their partner then makes a sentence about thedaily routine activity shown in the
picture, for example, It’stime to (brush my teeth)!
Walk around the classroom, helping where necessary.
Make a note of any problems to address with the class.
4 Look, listen and learn.  151
Play the recording so students can listen to and follow the questions and answers.
Tell the class that we use get up / don’t get up in sentences with I, but we use gets up /
doesn’t get up in sentences with he she. Write the headings I and he / she on the
board.

Write some more known verbs on the board under the correct headings to show the class
how we form verbs differently in the third person.

Ask students to work in pairs, taking turns to read the


questions and answers.

Look and write.


Ask students to look at the pictures and say what daily routine activities they can see
and what times they can see.

Point to Ava and ask When does Ava brush her hair?
Encourage students to find the answer in the chart.

Read out the first sentence with the example answer. Show the class the word in the
box that has been crossed out. Ask students to make a positive sentence about when
Ava brushes her hair (Ava brushes her hair at eight o’clock.). Give students sufficient
time to complete the activity in their books. They look at the table and complete the
sentences, using the words in the box.

Students can check answers in pairs, then work in their


pairs taking turns to read out the completed items.
ANSWERS
1 doesn’t brush 2 brush 3 has 4 have

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