Active English Teacher's Guide for SB1 Unit 4 by Alston Education

With Audio CD

ACTIVE ENGLISH

TEACHER’S GUIDE

Active English is a five-level English course that takes learners from Beginner to Intermediate level (A1 to B1+ of the Common European Framework).

ISBN

Empowering Minds • Improving Lives

978-981-4370-29-5

9 789814 370295

Nigel Reid, Gabriela G. Rujana, and Julieta Núñez

Components Student Book Student Audio CD Teacher’s Guide (includes answer key, worksheets, and tests) Class Audio CD Online Classroom Resources

TEACHER’S GUIDE

Key Features Clear learning sequences that promote generic and communicative competencies Integrated approach that develops students’ listening, speaking, reading, and writing skills Language concepts introduced through a wide range of interesting themes relevant in today’s world Controlled pace and careful recycling of grammar and vocabulary for effective learning Opportunities and support for differentiation in mixed-ability classrooms Numerous activities that promote collaborative learning Interesting Get Active assignments that motivate students and provide communicative and task-based learning experiences Vocabulary Booster that expands students’ vocabulary bank and encourages independent learning Useful study tips such as Recall, Learning Tip, and Writing Tip

Nigel Reid Gabriela G. Rujana Julieta Núñez

TEACHER’S GUIDE

With Audio CD

Nigel Reid Gabriela G. Rujana Julieta Núñez

TEACHER’S GUIDE

With Audio CD

CONTENTS

Published by Alston Publishing House Pte Ltd 745 Lorong 5 Toa Payoh, #01-07, Singapore 319455 enquiry@alstonpublishinghouse.com www.alstonpublishinghouse.com © 2013 Alston Publishing House Pte Ltd All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of the copyright owner. First published 2013 ISBN 978-981-4370-29-5 Publisher: Sim Wee Chee Editorial Team: Ann Teo, Melissa Pang, Tay Huizhen Design Team: Melissa Lee, Stephanie Gracia Printed in Singapore

About Active English

Lesson Plans

Introduction iv About the Student Book v About the Teacher’s Guide viii Facilitating Get Active x Teaching in a Mixed-Ability Classroom xii Facilitating Peer Assessment xiv

Let’s Go Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Unit 9

Scope and Sequence

xvi

1 5 15 25 35 45 55 65 75 85

Photocopiables Writing Rubrics Get Active Rubrics Worksheets Tests Answer Keys

95 96 97 106 115

INTRODUCTION

ABOUT THE STUDENT BOOK

Active English is a five-level English course that takes learners from Beginners to Upper-Intermediate level (A1 to B1+ of the Common European Framework). A distinctive feature of Active English is the controlled pace and quantity of new language concepts introduced to students throughout the series. By allowing both teachers and students to focus on bite-sized portions of language, learners are given sufficient time to fully absorb the information presented. As a result, students develop a deeper understanding of language concepts. The short, specific activities interspersed throughout each unit aid in classroom management and create a positive learning environment. Active English also encourages active participation. Students are given opportunities to be involved in every lesson through a variety of communicative group activities as well as interesting hands-on assignments in the Get Active section. The Get Active assignments imitate the natural process of language acquisition. Through these assignments, students learn to make real life connections, take ownership for their learning, and develop decision-making skills. The tasks are also thoughtfully designed to take into account mixed-ability classes and teachers’ resources.

Let’s Go!, the starter unit, activates students’ prior knowledge. It also reviews classroom language and key conversational phrases for effective communication.

Let’s Go! t e AlphAbe to help you SoundS of thletters in the alphabet. Write a note under each letter nds of the d. Listen to the sou the letters alou sound. Then read remember the

e and read the

Rr Vv

peRSonAl pRo

nounS

A. Look at the picture and read the pers onal pronouns alou d.

You ... It ...

A. Write your nam

Units 1 to 9 cover the four language skills (listening, speaking, reading, and writing) in an integrated and communicative manner. Students are guided in a natural way toward acquiring meaningful and useful communication skills.

tner. Find out how B. Talk to a par partner’s name.

letters aloud. .

My name is

u do yo How name? your spell

I…

They ...

to spell your

She ...

He ... We ...

A-N-N-A H-I-L-L

B. Look at each

picture and wri

te the correct pers

onal pronoun.

The authors’ goals are to set up an active system of communicative English mastery in the classroom and provide a positive language acquisition experience for teachers and students.

C. Work with a

partner. Complet

Personal Pronoun I

e the chart with Name(s)

your names and

names of your

classmates.

You He She They We

Let’s Go!

Around My City

UNIT

Unit Opener Each unit starts with a visual introduction of the topic. Attention is drawn to the use of key language structures in a real-life scenario.

, how do Excuse me post e I get to th office?

I don’t know.

It’s Go straight. library between the . and the bank

Before We Start

Preview Activities in this section activate students’ prior knowledge and introduce background knowledge necessary for the unit.

Preview What famous places are there in your city?

• What is the name of your city? ities/towns? • Do you have family members in other c Where are they?

I live in London. My city has many famous places!

River Thames

Lead-in questions for discussion help students relate the topic to their daily lives.

Hyde Park

Buckingham Palace

Wembley Stadium

Theatre Royal

Trafalgar Square 55

Active English 1

6.1

Vocabulary Visual presentation of vocabulary helps students understand new words quickly. Vocabulary items are also presented in manageable lexical groups. Once presented, these words are carefully recycled throughout the rest of the series to ensure retention and familiarity.

I’m at the library.

ou?

Fill in the blanks

ositions.

with the correct prep

ar the bank. the post office. It is ne that street. nd shops nts a aura rest 2. There are ar. Camry Road. It is f s ital i hosp 3. The the movie theater. e 4. Let’s watch a movi

supermarket

restaurant

Imperatives

ions. ives to give instruct

in the ks with the words A. Fill in the blan d only once. box. Use each wor

We use imperat

Negative

Affir mat ive shopping mall

post office

bank

es.

e the correct plac

B. Listen and writ

Open the door.

ation and circle the

Listen to the convers

correct answers.

Hill Street

This section develops students’ listening skills through a variety of situations. Questions are designed to train students to listen for details accurately.

Restaurant

Mountain Stree

Ace Road

Shopping Mall

Pacific Road

Hospital

Post Office

Supermarket

Movie Theater

Start

ure above and give B. Look at the pict . below to help you

directions to get

5. 6. 7.

3. Turn left.

Go straight.

Active English 1

Unit 6: Around My

Questions

These tips broaden students’ knowledge of key concepts.

Grammar

How do I get to the stadium?

These tips contain useful advice for improving students’ writing skills, such as the correct use of punctuation, writing formats, and writing styles.

6.2

Getting Around

A. Listen and repe

at.

Reading

along ✓

beside

unit summary

✓

Asking for directions • Excuse me, how do I get to the … ?

oss from

•

What other prepositions of place do you know?

Place

I usually ride a bic ycle to school. Sometimes, I take a train.

1. Is Tracy’s town big

es in Tracy’s town?

Bank

Post Office

3. Who are Tracy’s n

eighbors? Restaurant

4. When does Mrs. L

ee go to the super

t to school?

Active English 1

River

ect answers.

First Street

5. How does Tracy ge 58

Park

2. What are the plac

and circle the corr

Well Road

the questions.

A. Look at the map

market?

Hospital

Stadium

Supermarket

Where is the supermarket?

Shopping Mall

The bicycle is across from the house.

1. p o s t

Giving directions (imperatives)

Getting around

• Go straight.

•

• take a train

•

p e

Describing location of places

• on

4. p

•

5. b

•

Hyde Park is a very big and beautiful park. There are trees, flowers, and a lake. There is a famous Speakers’ Corner, too. People have picnics at the park.

• 05 • 27 C

How to get there: Take a train to Hyde Park Corner station on the Piccadilly Line.

ODE

a r

/40

Score:

g m

s p

8. m o v i e t h

9. s t a d

Review

The exercises in these pages revise the concepts taught in the unit. It can be done in class or as homework.

Fill in the blanks with a suitable word. (8

P B

Checklist

eat dinner

Check (✔)

I can ...

What I Do There

SM PO

2. movie theater 3. library

2. I can ask for and

4. park

3. I can name differe travel.

give directions. nt ways to

ions to 4. I can use preposit ple, places, describe where peo or things are.

marks)

Legend B – bank H – hospital MT – movie theater P – park PO – post office R – restaurant S – supermarket SM – shopping mall

S R MT

Jenny: Hello. Tim:

Hi, Jenny. I’m lost! Where is the restaurant?

Jenny:

Where are you?

Tim:

I’m 1.

Jenny: Walk 3.

the hospital 2. the street. Turn 4.

ont of me.

Grey Street. There is a park in fr at the bank.

What do you see?

beside the bank. Am I near the restaurant? I see a 5. to your left. The restaurant is between the Jenny: Yes, you’re not far. Walk along the road. Look . and the 7. 6. the post office. Thanks, Jenny! Oh! Yes, there it is! It is 8. Tim:

Tim:

Have a Break

Find the answer to this puzzle.

XQQME

(Hint: The answer is in this unit.)

Jenny: You’re welcome! Unit 6: Around My City

Active English 1

Vocabulary Booster

Present your travel guide.

Hyde Park

map. B. Tim calls Jenny for help. Look at the

•

City

Step 6

(9 marks) are names of places. Fill in the missing letters.

booster

It’s besid e the hospital.

Unit 6: Around My

Write sentences to describe the place. You can also write about what people do there and how to get there.

London

Grey Street

6. supermarket

1. The bank is ( alon g / across from / b etween ) the hospi tal. 2. The hospital is ( a cross from / betwe en / beside ) the r estaurant and the 3. The shopping mal supermarket. l is ( beside / alon g / between ) the m ovie theater. 4. I walk ( across fro m / beside / along ) the river in the p ark every day. 5. Collins Road is ( a long / across from / between ) the po st office and the s tadium.

Step 5

Rev iew A. The following words

in the chart.

5. post office

Movie Theater

Find pictures of the famous/beautiful plac e and paste them onto the poster paper. You can also design your work on a computer.

Unit 6: Around My City

B. Talk to a par tner . Look at the map and talk about the places. Replace the words in blue .

Collins Road

readinG

Read and answer

park.

Step 4

POST

in m 1. I can name places neighborhood.

1. restaurant

catch a bus

Choose a city. Do research on the f amous/beautiful places in the city. Look for four to five places. Each group me mber will find out more about each place.

2012

do in Look at the example and write what you each of these places. Do not use words from

The car is beside the

Step 3

Active English 1

this unit.

drive a car

Work in a group of four or five.

•

vocabulary

The houses are al ong the river.

• Step 2

W RITING TIP

•

The red house is b etween the blue house and the green house.

•

Remember to use ”a” or ”the” when you write about places.

Look at the examples and write your notes

ride a bicycle

My neighbors are Mrs. Lee and Mr. Davis. Mrs. Lee is old. She catche s the bus to the su permarket every Friday. Sometim es, I help her to get on the bus. Mr. Davis has a car. H e drives the car to w ork.

Active English 1

ng / beside / acr

hospital

river hospital supermarket park, shopping mall

✓

•

• •

between

✓

•

post office

6.4

I take a train to school .

How do you get to school? take a train

ce—between / alo

park

the places in Stanley’s city.

across from

•

movie theater

Stanley’s city has

This summarizes the grammatical concepts in the unit with a graphic organizer. Students also get to check their understanding of the unit.

RECALL

Prepositions of Pla

B. Talk to a par tner . Ask about how you get to diff erent places. Replace the wor ds in blue.

Reading passages cover a wide range of text types, including texts for information, social interaction, and literary expression. The texts progress in a steady manner from controlled to authentic materials throughout the series.

Grammar

supermarket

writinG restaurant post office stadium movie theater

Places in a city •

Go straight. Turn left/right. You have to take a train / catch a bus.

Look at the chart and write about

Recall Students are asked to make connections with what they have previously learned.

Let’s review! Fill in the boxes below.

•

It is along … . It is between the … and the … . It is beside the … . It is across from the … .

Around My City

vocabulary

Step 1

Answers

Excuse me, where is the bank?

Unit Summary

Learning Tip

Students are invited to infer grammar rules from the presentation of example sentences and visual charts. The teaching of grammar concepts is focused and manageable. Concepts are presented in a variety of ways, such as charts, images, and models.

City

A travel guide introduces famous or beautiful places to visit. Create your own travel guide!

Ways to get to places

Writing Tip es

Get active A Travel Guide

It is across from the restaurant.

Part A.

t. Use the sentenc

to the ”Finish” poin

1. Go straight.

Turn right.

the

your book and

Excuse me, where is the bank?

The guided writing exercises help students to confidently produce good writing.

your name and age on

5. Please form.

Use imperative carefully. Some imperatives can sound impolite in English. Use “please” to make them sound polite, . e.g., Please listen

o? s and Kate want to g 1. Where do Jame al estaurant / Hospit Movie Theater / R te? d Ka es an Jam are 2. Where eet Street / Green Str Pacific Road / Hill te going first? d Ka es an Jam are 3. Where nt upermarket / Restaura Shopping Mall / S

Green Street

TIPs

in the library. g? ! Do you hear somethin

3. Don’t LEARNING

Finish

listeninG

Don’t come.

Come.

Writing

me that book. ! That house is big!

Give

Don’t sit.

Sit.

6.3

Replace the words in blue. Use the words in the box to help you.

read

write listen

look open

give talk

Don’t go.

Go.

Listening

me. Don’t write your na r. Don’t open the doo

Write your name.

These learner-based tasks allow students to apply the vocabulary, grammar, and language skills that they have learned in the classroom meaningfully. The tasks also encourage students to develop generic competencies.

Speaking tasks reinforce what students have learned. Practicing pre-taught concepts encourages language accuracy and confidence. The series also provides many opportunities for students to engage in verbal discussion sPeakinG Talk to a partner. Ask and answe in other sections. r about places.

1. I’m

hospital

Get Active

Speaking

on/at

venue est Road, on Fifth A on the street, on W e bank e supermarket, at th at the library, at th

at.

A. Listen and repe

are y

ce— Prepositions of Pla

vocabulary Places

Where

Grammar

This section encourages students to expand their vocabulary and learn independently.

Have a Break

Checklist

This section is for independent student work. It includes a variety of short authentic texts such as jokes, puzzles, and trivia. It is meant to be light and humorous for students’ enjoyment and does not require classroom time.

This section helps students to develop a clear sense of their abilities and knowledge.

vii

ABOUT THE TEACHER’S GUIDE The lesson plans in this book are carefully planned to accomplish specific teaching goals and objectives. They correspond to the pages in the Student Book.

UNIT Active English 1

Grammar: e / across Prepositions of place—between / along / besid from Materials to prepare: d a bus • Pictures of a train, a bicycle, a car, an • A cup and an eraser (or any two small objects) • A blindfold

Warm-up (5 minutes)

• Review what was taught in the previous lesson. town and • Ask students to draw a simple map of a city or label the places in it. turns to • Get students to work in pairs. Tell them to take their ask and give directions to the places labeled on partner’s maps.

6.2 Getting Around

A. Listen and repeat.

B. Talk to a partner. Ask about how you get to different places. Replace the words in blue.

Vocabulary (10 minutes) laces in • Tell students that they will learn ways to get to p a city. ar, and a • Show students pictures of a train, a bicycle, a c t. bus. Have them name the four types of transpor • Have students look at the pictures in the book. s in Part • Play Track 37 and have students read the phrase A as they listen. each phrase • Play Track 37 again and get students to repeat aloud. nt. • Model the dialogue in Part B with a stude ey get • Have students work in pairs to talk about how th around the city.

Park

No, it isn’t. 2. What are the places in Tracy’s town?

houses.

3. Who are Tracy’s neighbors?

Restaurant

Her neighbors are Mrs. Lee and Mr. Davis.

The bicycle is across from the house.

Bank

Hospital

Stadium

Post Office

Where is the supermarket?

Supermarket

Shopping Mall

It’s beside the hospital.

She goes to the supermarket every Friday.

5. How does Tracy get to school?

She usually rides a bicycle to school. Sometimes, she takes a train.

Unit 6: Around My City

Active English 1

• Tell students to read page 60 to prepare for the lesson.

) the hospital. 1. The bank is ( along / across from / between side ) the restaurant and the supermarket. 2. The hospital is ( across from / between / be een ) the movie theater. 3. The shopping mall is ( beside / along / betw iver in the park every day. 4. I walk ( across from / beside / along ) the r een ) the post office and the stadium. 5. Collins Road is ( along / across from / betw

4. When does Mrs. Lee go to the supermarke

UNIT

Myself

Hello, Mr. KoKinos

uses.

ing ho

interest

Class:

WORKSHEET

s five gh. It ha eps! ers) hi st Read the dialogue. (21 met to climb 68 uds 70 feet the Clo use is top, you need in ho e se the d. Th A Hou Please introduce get to Englan is Mr. Kokinos. He is a new teacher in our school. use in throoms. To Mrs. Morales: Good morning, students. This ba a tall ho This is ms and three yourself. You can also ask Mr. Kokinos some questions. bedroo from? you are Where Joel. Hi, Mr. Kokinos. My name is Joel:

Worksheets for all units can be found at the end of the book. These worksheets consist of reading passages. They can be used to challenge students to improve their reading comprehension skills and vocabulary.

Hi, Joel. I’m from Greece. Mr. Kokinos: is only Mr. Kokinos? house ne Hi, Mr. Kokinos. I’m Mary. What is your nationality, Mary: l. The yo el cana indow! Ever use use ng Si e ho w th Hello, Mary. People from Greece are called Greeks. e is Mr. Kokinos: , along length of on people in th nd A Smal la Where is Greece, Mr. Kokinos? e e Hol Nice to meet you, Mr. Kokinos. My name is Connie. e is in e. That is th small. Do th Connie: ry all hous wid Italy and Turkey. This sm es (1 meter) cause it is ve Hello, Connie. Greece is in Europe. Greece is near Mr. Kokinos: be ch it in 39 look at Mr. Kokinos, what is the name of your city? cabins Joel: stops to s furniture? are log , and n’ childre . There Swed en It’s the capital city of Greece. It is old and beautiful. g cabins ay,Mr. Kokinos:. They Athens. Cabin make lokraine, Norw all but strong to s A Log ee Are you married, Mr. Kokinos? U from tr in Russia, uses are sm Mary: d oo a boy. use w ese ho es. People Yes, Mary, I am. I have two children—a girl and Mr. Kokinos: People countries. g cabins. Th in cold plac y e lo in man still live in ople who liv What does your name mean, Mr. Kokinos? Connie: Canada good for pe ry “red.” . ve means It Mr Kokinos: are book a note ds in Joel: What subjects do you teach? e wor of thes nings I teach Math and History. Mr. Kokinos: e mea th te . Wri ry na dictio a in ords ined w underl up the ? A. Look d have tions. Englan es qu e use in wer th e tall ho B. Ans does th s ep st many ? 1. How Holland e is in e? ch hous all hous 2. Whi the sm is ? e id w g cabins Write the meanings of these words in a notebook. 3. How have lo A. Look up the underlined words in a dictionary. untries co ch 4. Whi ? aces sh 1 B. Answer the questions. cold pl Why? e Engli od for uses? • Activ e is go ese ho e Ltd t hous use Pt e of th 1. Where is Greece? shing Ho 5. Wha e in on n Publi t to liv sto an Al w © you 2. What is the capital city of Greece? 6. Do 3. What does Mr. Kokinos’ name mean?

“behind.”

Movie Theater

types of

e Hom

Name:

ses Hou

fferent

at di a look

l House

nt. • Model the dialogue in Part B with a stude escribe • Get students to work in pairs and take turns to d the position of each place on the map. ositions • Encourage students to make use of the new prep t to,” and and those they learned in Unit 5, e.g., “on”, “nex

B. Talk to a partner. Look at the map and talk about the places. Replace the words in blue.

Class Boosters are great short activities and can be used at any point in class Conclusion (5 minutes) after lesson concepts are introduced. These fun activities and games provide greater flexibility with lesson time, encourage student participation, and extend or reinforce learning. First Street

There is a supermarket, a restaurant, a shopping mall, and a park.

I usually ride a bicycle to school. Sometimes, I take a train.

River

1. Is Tracy’s town big?

I am Tracy. I live in a small town. My town has a supermarket, a restaurant, and a shopping mall. It has a park, too. The park is near my house. It is across the street. My house is on Key Road. It is between two My neighbors are Mrs. Lee and Mr. Davis. Mrs. Lee is old. She catches the bus to the supermarket every Friday. Sometimes, I help her to get on the bus. Mr. Davis has a car. He drives the car to work.

Audio scripts are provided for easy reference.

The car is beside the park.

The houses are along the river.

answers. A. Look at the map and circle the correct

catch a bus

drive a car

Read and answer the questions.

What other prepositions of place do you know?

xt.

the te

Let’s ha

A. Tell them • Direct students’ attention to the map in Part roads. to look at the names of the places, street, and each • Ask students to circle the correct preposition in sentence by referring to the map. • Go through the answers. The red house is between the blue house and the green house.

reading

beside / across from

ride a bicycle

take a train

Read

Between. dentify the • Ask students to look at the other pictures and i preposition in each picture. Along. Beside. Across from. h • Have students look at each picture and read eac sentence. ith more • Demonstrate the use of the new prepositions w ith. examples of places that students are familiar w with • Highlight to students that “and” is usually used the first “between.” Get students to underline “and” in sentence. e meaning • Highlight to students that “beside” has the sam the to as “next to.” We can also say, “The car is next park.”

I take a train to school.

How do you ol? get to scho

Getting Around

e they • Ask students to recall what prepositions of plac know. ts) to review • Use a cup and an eraser (or any two small objec it 5. the prepositions “in,” “on,” and “under” from Un and • Demonstrate the use of “next to,” “in front of,” “behind” with two students. ns of • Tell students that they will learn more prepositio place. them what • Get students to look at the first picture and ask they think the new preposition is.

RECALL

grammar

Prepositions of Place—between / along /

vocabulary

tin teres

Pre-teaching takes place before most sections. It consists of optional steps that provide additional support for students. Pre-teaching helps students to focus on understanding language structures or new vocabulary before looking at the Student Book.

Collins Road

Each lesson plan begins with a Warm-up and closes with a Conclusion. To maintain students’ attention and interest, the lesson plans are divided into short, manageable sections.

Functions: Describing how we get around in a city Describing locations of places car, catch a Vocabulary: take a train, ride a bicycle, drive a bus

Trust Walk (Giving Directions): Students can do this ill activity in pairs or in small groups. One student w /her be blindfolded. The other student(s) will lead him ly. For through a maze by giving verbal instructions on example, Go straight. Take five steps. Turn right. ging a few Note: You can create a simple maze by re-arran chairs in the classroom.

SHEE

K WOR

/ Prepositions of Place—between / along beside / across from

CLASS BOOSTER

he places • As a pre-reading activity, ask students to name t near their homes. a girl’s • Tell students that they will read a description of town. , • Explain any words that students may not know e.g., “neighborhood” or “neighbors.” rbs • Draw students’ attention to the use of the adve “usually” and “sometimes.” I usually If I take a train almost every day, I can say that take a train. I If I take a train on some days only, I can say that sometimes take a train. ge as they • Play Track 38 and have students read the passa listen. te the • Play Track 38 again and get students to comple comprehension questions. • Go through the answers.

Well Road

6.2

Name:

Grammar (15 minutes)

Reading (15 minutes)

UNIT

Class

4. What is Mr. Kokinos’ marital status? 5. What subjects does Mr. Kokinos teach?

•

Active English 1

6.3 1. hospital 2. excuse 3. hungry 4. between

• Have students look at the boy and identify his name. Stanley. • Tell them that they will write abou t Stanley’s city. • Get students to look at the chart. Help students understand the chart by asking som e questions. What are the places? What are the prepositions of place? Where is the restaurant? • Help students with the first senten ce as a guide. • Get students to read the Writing Tip. Remind them to use “a” or “the” when writing abo ut of a place, e.g., “a restaurant.”

(Stress on the first syllable) (Stress on the second syllable) (Stress on the first syllable) (Stress on the second syllable)

CLASS BOOSTER Where is It? (Reinforcing Imperat ives): Get students to work in pairs and t ake turns to politely ask for directions from the classroo m to different parts of the school, e.g., cafeteria, compute r lab, or library. For example, “Excuse me, how do I get to the library?“ “Go straight. Turn left. It is beside the cafeteria.”

Warm-up (5 minutes)

• Review what was taught in the prev ious lesson. • Ask students to name some of the p laces in their city or town. • Ask for volunteers to describe the locations of these places using prepositions of place.

Speaking (15 minutes)

• Go to a student and say loudly, “W hat’s your name?” The student should answer. • Now go to another student, smile and say what’s your name?” The student shou , “Excuse me, ld answer. • Explain that in the first example, t he question may sound impolite to some. • Tell students that in the second ex ample, the phrase “excuse me” makes the question so und polite. • Highlight to students that in writi ng, a comma (,) is added after the phrase “excuse me.” We a lso pause briefly after the phrase when speaking. • Model the dialogue in speech bubbl es with a student. • Get students to work in pairs. Tell t hem to take turns to ask and answer the given question s. • Ask for volunteers to present their questions and answers to the class.

6.3

sPeaking Talk to a partner. Ask and answer about places. Replace the words in blue. Use the words in the box to help you.

Excuse me, where is the bank?

• Get students to complete the exer cise. • Ask for volunteers to present their writing

to the class.

get active A Travel Guide

Step 1

Answers

How do I get to the stadium?

It is between the … and the … . It is beside the … . It is across from the … . Go straight. Turn left/right. You have to take a train / catch a bus.

supermarket park movie theater

restaurant post office stadium movie theater

Pronunciation

• Tell students that they will learn about word stress. • Play Track 61. Help students to ide ntify the stress in each word (which syllable the stress is on). • Play Track 61 again. Discuss the an swers with the class.

along ✓

• restaurant • movie theater

beside

between

✓ ✓ ✓

river hospital supermarket park, shopping mall

Stanley’s

city has a restaurant, a post office, a stadium, a movie theater, a river, a hospital, a supermarket, a park, and a shopping mall. The restaurant is along the river. The post office is beside t he hospital. The stadium is across from the supermarket. The movie th eater is between the park and the shopping mall.

• park

• catch a bus

hospital

• supermarket

Work in a group of four or five.

Step 3

Choose a city. Do research on the famous/be autiful places in the city. Look for four to five places. Each group memb er will find out more about each place.

Step 4

Find pictures of the famous/beautiful place an d paste them onto the poster paper. You can also design your work on a computer.

Step 5

Write sentences to describe the place. You ca n also write about what people do there and how to get there.

Step 6

Present your travel guide.

Remember to use ”a” or ”the” when you write about places.

London

Active English 1

Hyde Park

2012

• 05 • 27 C

POST

ODE

Hyde Park is a very big and beautiful park. There are trees, flowers, and a lake. There is a famous Speakers’ Corner, too. People have picnics at the park. How to get there: Take a train to Hyde Park Corner station on the Piccadilly Line.

Unit 6: Around My City

Pronunciation consists of specific notes on building phonetic awareness to help students articulate clearly. The phonetic transcription in this series is based on the International Phonetic Alphabet (IPA). viii

Active English 1

Name:

up work.

Test 1 (Unit s 1 to 3)

Website resources for student s: • Places to visit—“Best of the World http://travel.nationalgeographic.co 2012”: m/travel/besttrips-2012/ • Examples of travel photos: besttravelphotos.tumblr.com

Vocabulary

ile. (6 marks)

These links are also available onlin e in the Teachers’ Resource Center at www.online-activeenglis h.com

Conclusion (5 minutes)

• Tell students to complete the exer cises in Review for homework. Answers will be checke d in the last lesson of the unit (6.5). • Tell students to work on Get Active for homework. They will have time to finish their work in the next lesson.

Tests are located at the end of the book. A total of three tests are included and they cover content taught in Units 1–3, 4–6, and 7–9 respectively.

Class:

Test 3 (Un it

Test 2 (Un it

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marks e chart with th e mon ths of 1. Ja the ye nuary / 100 m ar. (11 lu arks mn. (1 marks) ter la 2. 5 marks 4. D. Fill in the fami b ) ler stove ly tree. (7rumark s) History Name: 5. bank sink 3. 7. Gender: movie pen theate 6. r t 8. BAr . Sp Age: 10. Places ell ouret frigera eraser in Scho tor the ordi ol na sw Nationality: 1. 9. l im numbe ming Music 11. 2.Things in a rs. (3 mpool arks) cafeteria Classr Marital status: superm oom ar 12. ket School Telephone number: Subjec ts Things in a H ouse 3. 4. B. Mat Places B. Fill in the char 5. ch the in Tow t with the correct verbs n country or national (7 marks) to the C. Use ity. 1. take correc the wor • t transp ds or in the t. (4 m Country • a bi bo ar ks x ) to Nationality cycle match soccer 1. China the jobs playerC. Nam 2. driv 6. me e • to the six thin 7. saelesp people erson gs in a . (6 mar 2. 1. play classr repo • a bu ks) E. Fill in the blan soccer rter oom. (6 English s ks with pilot marks) “a” or “an.” (10 2. 3. ride 3. France markre doctor s) po rt a stor • y police 1. officer 4. 3. see apple• a ca pa tients American r 4. fly 4. catc 2. 5. Poland a plane shirt h • Gram 5. sell m 3. 6. Japan th arD ings heel• a tra A. Fill . Nam in 6. patro in the e six th 4. 7. Germany blanks l the st ings in uncle reets with “i E. Re 1. I alw a hous ad the n,” “on, ays jog e. (6 m 5. nten se ” or ar ks jacke “at.” (6 1. I ha C. Name the body ces an ) t 2. Scho ve Gym the even marks) parts. (9 marks) d fill in ol starts ing. 2. I ha 6. in the gy the sc mnasiblou ve Hist B he se . dule. 3. We Fill in um ory in th eight o’ (22 marstudy 3. Ther th 1. clock in e aftern every Friday 7. (6 marks e blanks. U ks) e is Ar af 4.oo the mor oon ev cap t every se each ) 4. Ever night. 2. ery Tues tern Wn.e usua ning. Tuesda word in y Monda 6. day an y morni 8. y, W the bo 5. I ha in un d Thursd lly play board ng ginbook ednesd inter estin x once 5. ve Mat der on th ga ay e classr It usua in th mes ay, and h in the only. lly e 6. I ha oo 7. be cl Fr ra m as tw id 9. in . af sroom. s een al ve M tern T-shirt ay, there 6. Thursd 1. The ong be is ay 7. I play usic in the au oon ever En water is . Decem glish in y Monda side ditoriu be soccer10. Fr th r. 3. y id e across an ay morning m geershirt at the s, I go 2. She from y Thursd d Wednesday soccer oranev at thjoegging si ts libraryin. the field ev ay mor in the cl the cup. park. ning. ery Satu 4. assroo 3. The F. Match the adje m. ay mor shop is ctives to theird Monda Mary an ning. r oppo sites 8. (5 marks) a.m. C. d John 4. Ther 1. short y • Tues Ci . e is a ca day • sad rcle the co t rrect an from th Wed place 1.neTh 5. He e hous 2. fat swers. sdeyay( • is e. watTh (6 marks • young chur/ sd wat ) ayches the dog. 2. Pier p.m. 6. Ther 3. ugly ) teFr leid re ( go • visi e are pe ayon ev the um / goes • slim ncils erySa brella. ) to scho evtu place 3. Tony enrd inay 4. old g. ol • at ( ch 8:00 a. eck / ch Sunday • tall m. 4. We ecks ) hi the tabl ( listen 5. happy • s emai e. 5. / listens l on wee • beautiful ) to mus 5. The kends. boys ( pl ic ever y day. ay / play 9. 6. I alw s ) socc er ever ays ( ta y Sund lk / talk ay. s ) to m y grandm other. © Alston Publishing © Alsto © Alsto House n A. Fill in your prof

Answer keys for the exercises in the Student Book are included in the thumbnails for quick and easy reference.

Name:

Briefing

Note: This Get Active assignment is gro

• Encourage students to be as creati ve as possible in designing their travel guide. • Give students time to begin work o n the assignment. Remind them to fill in the boxes in Step 1. Explain that this step will help them review the voca bulary necessary for the assignment. • Remind students to bring the mat erials they need to the next lesson, as they will be given s ome time to work on the assignment. Explain that they w ill have to present their travel guides in the last lesson of the unit (6.5).

W RITING TIP

[Answers may vary.]

Step 2

the places in Stanley’s city.

across from

• shopping mall

• ride a bicycle • drive a car

post office

writing Look at the chart and write about

Places in a city • stadium

• take a train

It is along … . Excuse me, where is the bank?

• Engage their interest by talking ab out the cities they have lived in, visited, or would like to vi sit. • Divide students into groups of four or five. Distribute the Get Active Rubrics. • Explain the rubrics and steps to the class. • Direct students’ attention to the sa mple work shown in the book. • Remind them to include the same type of information for each place in their travel guide.

Let’s review! Fill in the boxes below.

Ways to get to places

Get Active (10 minutes)

• Show students travel guides from places you have visited and explain what a travel guide is . • Briefly talk about the places (using the vocabulary from the unit if possible) in the guide. • Use the map in a guide (or draw a map on the board). Label some places on the map. The n ask students, “Where is the … ? ” • Tell students that they have to ma ke a travel guide for a city of their choice.

A travel guide introduces famous or beautiful places to visit. Create your own travel guide!

It is across from the restaurant.

Questions

UNIT

Writing (15 minutes)

AUDIO SCRIPT (Track 61)

Functions: Asking for and giving directions Describing locations of places Get Active objectives: Students are to create a travel bro chure about a city of their choice. They will apply research sk ills and use language for description and for giving directio ns. They may use a word processing program to design the travel guide. Materials to prepare: • Travel guides from places you have visited • Get Active Rubrics (see pag e 96)

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English

FACILITATING GET ACTIVE Near the end of every unit, students work independently or collaboratively on Get Active assignments. Get Active assignments: 1. help students develop key skills and generic competencies that prepare them for their future workplaces, e.g., research, presentation, problem-solving, critical thinking, and information and communication technology (ICT) skills; 2. develop soft skills such as teamwork, time-management, and initiative; 3. are very versatile and can be applied to mixed-ability classrooms; 4. help students to take responsibility for their own learning; and 5. are learner-centered tasks that allow students to tap into their own knowledge, experience, and interests to freely express their ideas and opinions in English.

Starting the Project Briefing the Students 1. Make sure that the expected project outcomes are fully understood by students. 2. Rubrics are provided at the end of this book. If necessary, review the rubrics with students beforehand. Knowledge of expectations greatly helps to ensure that students understand the criteria for doing well. 3. Provide students with the necessary resources if they ask for help. Additional resources for Get Active are available from www.online-activeenglish.com. 4. Capture students’ attention by relating the task to their environment whenever possible. For example, bring up current affairs, local news, or school events in discussions to engage students' interests. It is also helpful to elicit students’ personal responses to the topic. Time Allocation 1. We suggest using three lessons for Get Active: one lesson for briefing, one for students to work on the task, and the last lesson for presentation. However, you may wish to allocate time for Get Active or Review in a way that works best for your class. 2. For group projects, students may need more class time in their groups to organize their project materials and presentation. The Review section can be completed as homework. 3. For individual projects, students may need less class time as they can prepare their project materials outside of the classroom. They can work on the Review section in class.

Monitoring and Motivating Students 1. Students learn more when they are given positive feedback and advice on how to improve. Move among students to provide encouragement, guidance, and support for the assignment. It is also important to check their understanding of the rubrics so that they can work toward the right direction. 2. Another way to help students is to conduct whole-class discussions and progress reports. This can motivate students to plan and prepare for each lesson in advance. 3. Encourage students and guide them in some of their decision-making processes. Some useful prompts include: • That’s a good question. What solution do you suggest? • Tell me more. • What do you need to do now? • What is the next step? • How is this related to the assignment? 4. Students tend to ask about the assessment value of an assignment and how it will contribute to their final grade. Help them to understand the value of the assignment with these questions: • Are you proud of your work? • How could you have improved it? • What do you need to improve it? These questions help students reflect on their work. They also provide feedback and instructional support about the time, resources, and concepts used in the assignment.

Outcomes and Assessment 1. It is very important not to give students the answers to all of their questions as it hinders the problem-solving process. 2. It is essential to allow learners of different abilities to approach the task in their own ways. (See page xii: Teaching in a Mixed-Ability Classroom.) 3. Conducting peer assessment is one effective way to conclude the section. It is very helpful to ask students to assess each other as this allows them to understand and process the task in different ways. (See page xiv: Facilitating Peer Assessment.)

Group Work 1. Groups are more effective if they consist of members with a range of proficiency levels. 2. Pay attention to the dynamics of each group. Groups with problems in terms of active communication, mutual respect, or organization will require more instructional support. (See page xii: Teaching in a Mixed-Ability Classroom.) When executed successfully, these assignments will help to transform your classroom into a center of exploration, cooperation, and understanding.

Model Successful Outcomes 1. Model the target language that students are learning. Simple models are provided in the Student Books for students who require more guidance, but do make it clear that no one is to copy the models. Invite students to exercise their own knowledge, experience, and opinions in their work. Challenge them to exceed expectations. 2. Collect outstanding works and show them to new students. Point out the qualities that make these works excellent. Students will be motivated to evaluate their own work and create better quality work.

Active English 1

TEACHING IN A MIXED-ABILITY CLASSROOM Some students may require more attention while others may already have a higher level of language proficiency. The activities in Active English are designed to suit students with a wide range of abilities.

Differentiation by Learning Styles When you present new target language or teaching points to students, do take into account different learning styles. Some students learn best by seeing (visual), others respond to what they hear (auditory), and others by movement (kinesthetic). For example, you can present new vocabulary with visual aids. Try placing these around the classroom for students to find and process. You can also have students repeat or sing the words. To help these different learners, the lesson plans in Active English present a variety of methods employing visual (images), auditory (music, online videos, discussion), and kinesthetic (moving around the room to complete tasks) elements. Additional visual aids are available online at www.online-activeenglish.com.

Differentiation by Task Having open-ended tasks or tasks at varying levels of difficulty helps students to learn in a way that is appropriate for their level.

Get Active The Get Active assignment in every unit is open-ended, allowing learners of all abilities to make an attempt at producing the target language that they have learned. For example, advanced students might be able to produce full essays for their assignments, while weaker students might demonstrate their understanding with drawings, charts, or even models. The outcome need not be purely “academic.”

Role-play and Simulation You can also create your own open-ended tasks by creating relevant scenarios for role-play. These role-play sessions do not require too much preparation and can take place at any time. Role-playing also tends to be a fun experience for students, as this allows them to enjoy the learning process. Any role-play scenario that you plan should have two essential components: 1. the specific target language that you want students to use, and 2. a purpose (a problem to solve or challenge that they must complete). This will allow all students the opportunity to practice specific target language at a level that is appropriate to their ability. For example, when reviewing adjectives, you can create a simple scenario of a party. Provide students with the target language that you want them to use on small cards, e.g., ”beautiful,” ”tall,” etc., and have students move around the room describing themselves and other people at the party. Additional ideas and materials for role-play are available online at www.online-activeenglish.com.

Differentiation by Learning Support Groups Learning support groups is a strategy that can be used at any time during a lesson.

Classroom Participation To maximize students’ learning, insist that only English is spoken in class. It is also a good idea to deliberately (but discreetly) ask the weaker learners for the answers during your feedback sessions. It helps them feel more confident and ready to progress.

Pair Work and Group Discussions In Active English, students are given many opportunities to work both independently and collaboratively (in pairs, in groups, and as a class).

Recent research indicates that increasing the level of students’ enjoyment helps to promote learning. Therefore, for this section, it is important to allow for a variety of outcomes from students in a classroom with mixed abilities. It is also important to acknowledge students’ efforts through praise and recognition.

Try to create a comfortable environment in which students are not afraid of making mistakes or of not being able to speak perfectly. Do explain to students that they need not be overly concerned about accuracy at the start of their learning. It is normal to make mistakes when learning a language.

Worksheets

Dynamics of Pairing and Grouping

Photocopiable worksheets at the end of this book can be used for advanced classes/students. Additional practice is available online at www.online-activeenglish.com for weaker students.

Closely monitor weaker students whom you have identified. It is a good idea to ensure that they have been placed with stronger students. This helps prevent weak learners from using their native language instead of English when grouped together. At the same time, stronger learners will usually speak more confidently and take pride in tutoring their peers. In turn, weaker learners will be more receptive to the explanation made by their peers and both will have the chance to learn from each other through practice. With longer tasks, it is important to monitor group dynamics closely to ensure that weaker learners are actively participating.

Class Boosters Class Boosters can be used to reinforce, extend, or consolidate learning.

Traffic Light Feedback System Another idea is the “traffic light” system, which helps teachers to monitor their learners’ understanding. Prepare some colored cards before the lesson—red, orange and green—and give them to each student. At key points, ask them to quickly rate their understanding of specific questions by holding up the appropriate color cards in response to your questions: green for “yes, it’s easy,” orange for “not sure,” and red to signal “don’t understand.” This will help in giving you insights needed for regrouping students appropriately or targeting your support toward those who need it, thus maximizing learning.

xii

Active English 1

xiii

FACILITATING PEER ASSESSMENT Assessment is fundamental to the teaching and learning process. Three main types of assessment are summative, formative, and peer assessments. 1. Summative assessment generates a final grade at the end of a unit or course. Active English tests and worksheets are useful for facilitating summative assessment. 2. Formative assessment takes place throughout the course and helps you to understand the progress students have made and what you need to do in order to help them do even better. 3. Peer assessment is a fun and creative strategy that can be used as a quick form of formative assessment in the classroom.

The Benefits of Peer Assessment There is no better way to learn than to teach. Students will feel empowered when they can exercise judgment and this makes them feel more responsible for their learning. Weaker students in a mixed-ability classroom tend to respond well to the challenge of grading the work of stronger students and are likely to learn a great deal about the assignment from seeing the language used in an authentic way. Students develop a greater awareness of language use through the use of critique and by editing other students’ work. Students develop skills related to learning. Seeing another student attempt a task that they themselves have previously worked on gives students a greater perspective on the work and an understanding of their own strengths and weaknesses. Peer assessment is a very efficient use of classroom time. With peer assessment, it is possible to evaluate the entire class’ work in the time that it would take to grade or evaluate one single task.

The Sandwich Model One way of teaching students to give constructive feedback is to use the sandwich model. Constructive corrections are sandwiched between positive compliments. Positive compliment Constructive correction Positive compliment

For example, “Jane, you have very good ideas. You can improve further by paying more attention to your punctuation. I can also see how you have put in effort to organize your writing. Well done!” This model can also be applied to teacher feedback.

Characteristics of Good Feedback Help students understand that all good feedback given during peer assessment will conform to most (if not all) of the following:

1. Be specific and relevant to the task.

2. Use a serious and neutral tone.

3. Address issues that can be changed.

4. Be descriptive and detailed.

5. Provide solutions and alternatives.

In Active English, opportunities for peer assessment are mainly found in Writing, Get Active, and Review. Rubrics for Writing and Get Active can be found at the end of this book. The rubrics can be modified to cover a variety of tasks. Students’ results from peer assessment can be used as part of their overall grades for the course. 4. Ask students to try it out. Once students have an understanding of what is expected during peer assessment, they can first practice peer reviews in a group, before moving on to one-on-one peer assessment with fellow students. At this stage, monitor students closely and review their performance, providing guidance where appropriate.

Introducing Students to Peer Assessment Here are four steps in guiding students toward effective peer assessment. These steps can be introduced gradually over a number of tasks. You may want to go through these steps with students only at the beginning of the course, then simplifying the process as they become more experienced. 1. Explain the task. With a written task, explain the variety of possible answers or ideas that might be included within a good answer. With a speaking task, suggest some language structures that could be used. 2. State and explain the criteria for assessment. Ensure that you provide all students with a copy of the rubrics or checklist for reference and explain the criteria for assessment to them. 3. Model constructive feedback. Choose a written or spoken sample appropriate to the task, using the ones provided in the book or one you or your students have produced. Using this sample, model the feedback process by highlighting strengths, weaknesses, and points for improvement, with comments corresponding to the rubrics. Emphasize the need for evaluation to be done in a constructive way. If the evaluated work is done by one of the students, keep it anonymous at this stage because critical feedback targeted at a particular student may undermine his/her confidence. xiv

Active English 1

SCOPE AND SEQUENCE Units

Let’s Go page 1

Myself

Language Functions

Vocabulary

Pronouncing letters in the alphabet, numbers, and colors Using personal pronouns Greetings and closing a conversation Using classroom language

The alphabet Numbers Colors Basic phrases Classroom language

Introducing oneself and others Asking for and giving personal information (name, nationality, age, marital status, and vocation)

Countries and nationalities Personal profiles

Introducing and describing family members and relationships Describing possession Describing people and things

Family members and relationships Adjectives

Identifying different clothes and accessories Identifying parts of the body Describing someone’s dressing and physical appearance

Grammar

Who I Am

My Family page 15

Fashion Fun page 25

School Life Where I Live

page 35

Home

page 45

Around My City

Reading

Reading (Worksheets)

Speaking

Pronunciation

Writing

Get Active

Personal pronouns

Personal pronouns and the verb “to be” (contractions, negative sentences, questions, and short answers)

Listening for specific information: a dialogue among three classmates introducing themselves to one another

Reading and transferring information: a dialogue between two deejays about a celebrity

Reading for details: a dialogue between a new teacher and his students

Asking for and giving personal information

Rising and falling intonation

Completing a description of a classmate Writing about a favorite singer or actor

Possessive adjectives and nouns The verb “to have” (negative sentences, contractions, questions, and short answers)

Listening for specific information: a description of family members

Reading for details: a description of a family

Reading and transferring information: a description of families around the world

Introducing and describing oneself and others

th sounds

Completing a description of a Individual work: favorite family member making a family Describing a family in a photo tree

Things we wear Parts of the body

Singular and plural nouns Articles—a/an/the Question words Conjunction—and

Listening for specific information: a dialogue between a couple buying new clothes

Reading for details: a red carpet interview

Reading for understanding: an explanation of dress codes

Asking and answering questions

Sounds of the letter “i”

Completing a description of a shop’s poster Describing the clothes of two teenagers

Individual work: defining a personal fashion style

Identifying school subjects and facilities Identifying classroom items Describing one’s school Describing where things and people are in relation to oneself

Things in the classroom School subjects Days of the week

“There” and the verb “to be” Demonstratives—this/these, that/those (contractions, negative sentences, questions, and short answers)

Listening for specific information: an interview with an international student

Reading for details: a comic strip about a school

Reading and comparing: a description of high school in Japan

Describing a picture of a classroom

Sounds of the letter “a”

Describing one’s school Transferring information about a schedule

Group work: designing a dream school

Identifying rooms and items in a house Describing the location of things and places Describing a home

Around the house Things in the house

Prepositions of place—in/on/ under/next to/behind/in front of

Listening for specific information: a description of a house

Reading for details: a description of the Buckingham Palace

Reading for details: a description of different types of houses

Asking for the Sounds of the letters location of items “oo” in a room

Transferring information from an advertisement of a house for sale Writing about one’s home

Individual work: designing a dream bedroom

Identifying modes of transport and different places in a city Asking for and giving directions Describing one’s neighborhood

Places Getting around

Prepositions of place—on/at/ between/along/beside/ across from Imperatives (affirmative and negative)

Listening for specific information: a couple asking for directions to a place

Reading for understanding: a description of a neighborhood

Reading for understanding: a description of Tokyo city and the small town of Longyearbyen

Asking for the location of places and giving general directions

Word stress on specific syllables

Transferring information about a city Writing a description of one’s neighborhood

Group work: creating a travel guide

Time Months Ordinal numbers

Present simple (negative sentences, questions, and short answers) Prepositions of time—in/at/on Adverbs of frequency

Listening and matching: an interview with a singer

Reading for understanding: a recount of how a teenager spends his vacation

Reading for understanding: a description of Antarctica and why there are seasons

Asking for and giving information on one’s activities

Sounds of the letter “u”

Writing about one’s weekend activities Writing short sentences about activities and their frequency

Individual work: creating a scrapbook page about one’s day

Expressing aspirations Understanding and identifying different jobs and skills Describing activities in progress Expressing ability

Jobs Skills

Present progressive (questions and short answers) Can/Cannot for ability (questions and short answers)

Listening and matching: a live report of a soccer match

Reading for understanding: a Reading for specific dialogue at an audition information: a description of ten dangerous jobs

Asking about abilities and matching them to jobs

Sounds of the letter “c”

Describing a picture of people Individual work: at work researching on an Writing about one’s dream interesting job job

Expressing opinions (likes and dislikes) Ordering food Comparing people and things using comparatives and superlatives

Food Movie genres

Gerunds Like/Dislike Comparatives Superlatives

Listening and transferring information: a couple ordering food at a café

Reading for understanding: a Reading and making description of twins connections: a description of extroverts and introverts

Expressing an opinion

Sounds of the letters “ph“ and “f“

Transferring information from a brochure and expressing personal preferences Writing about one’s hobby

page 5

Listening

Individual work: creating a game character

page 55

Active Days

What I Do

page 65

People at Work

Asking for and giving dates and times Expressing duration Using time expressions Describing activities and their frequency

page 75

Likes and Dislikes

Individual work: researching on bizarre food

page 85 xvi

Active English 1

xvii

Acknowledgements We would like to thank Lic. Elodia Esther Peralta Torres and Mtra. Maria Irma Lerma Nolasco for their inspirational feedback and review of this book.

UNIT

4.1

Warm-up (5 minutes)

Function: Identifying places and items in school

• Tell students that they will be learning about places in a school. • Ask students to look at the illustration and say what they think the people are doing. The boy is asking another student if there is a cafeteria in the school. • Ask students to read the speech bubbles. • Direct students’ attention to the grammar structures in the unit opener. Tell them that we use “there” with the verb “to be” (“is”/”are”). • Explain to students that “Is there ... ?” is used to ask whether a thing, place, or person exists. • Direct students’ attention to the signs for the cafeteria and the office in the illustration. Ask them where they can find similar signs in their school.

Unit Opener

Vocabulary: cafeteria, gymnasium, office, computer lab, library, soccer field, swimming pool, auditorium, board, trash can, computer, desk, chair, scissors, pencil, eraser, ruler, pen Grammar: “There” and the verb “to be” Language structures: There is … . / There are … . Yes, there is. / Yes, there are. Is there … ? / Are there … ? No, there isn’t. / No, there aren’t. Materials to prepare: • Pictures of places in school • Stationery • Labels for “board,” “trash can,” “desk,” “computer,” “chair,” “scissors,” “eraser,” “ruler,” “pencil,” and “pen”

Before We Start

• Introduce your favorite place in school. Show students a picture of that place. My favorite place in our school is the library. What about you? • Show students pictures of other places in your school, e.g., a classroom, and ask which places they like. • Ask students to name some activities that take place in different places in school, e.g., soccer match on the soccer field or graduation in the auditorium.

School Life

UNIT

Is there a cafeteria ?

Yes, there is.

e is it

Wher

It’s over there.

CLASS BOOSTER Our School (Recycling Adjectives): Get students into groups of four or five. Get them to think of words that can be used to describe their school, e.g., “big,” “colorful,” and “new.” Each group gets a point for every suitable adjective they think of. The group with the most number of points wins.

Before We Star t

• What is your favorite place in school? • What do you do in school?

Preview

Do you have these places in your school? Check the circles.

Preview (5 minutes) cafeteria

• Read out the names of the places in school and ask students to repeat after you. • Use each picture to explain each word. • Ask students to check the boxes for the same places that they have in their school.

office gymnasium

library

computer lab

swimming pool soccer field

auditorium 35

UNIT

Active English 1

Vocabulary (10 minutes)

Grammar (15 minutes)

AUDIO SCRIPT (Track 25)

Things in the Classroom Maria: Yi Han: Maria: Yi Han: Maria: Yi Han:

• Stick the labels “board,” “trash can,” “desk,” “chair,” and “computer” on these items in the classroom. • Display some stationery (e.g., scissors, ruler, eraser, pencil, and pen) on a table and label them accordingly. • Have students open their books and look at the pictures in Part A. • Play Track 24 and have students read the words as they listen. • Play Track 24 again and get students to repeat each word aloud.

Maria: Yi Han: Maria: Yi Han: Maria: Yi Han: Maria: Yi Han:

• Model the dialogue in Part B with a student. • Get students to work in pairs. Tell them to take turns to ask and answer questions about the classroom items in Part A.

Listening (10 minutes) • Remind students that we ask questions to get more information. • Explain that we use “there” and the verb “to be” (“is”/”are”) to talk about something that is present. We also use them in both questions and answers. • Tell students that they will listen to an interview with an international student. • Get students to read the questions first and note what to look out for. • Explain any words that students may not know, e.g., “places” or “international.” • Play Track 25 twice and get students to circle the correct answers. • Go through the answers.

“There” and the Verb “to be”

Hi. What’s your name? Hi. My name is Yi Han. How old are you? Where are you from? I’m 18 years old. I’m from China. What are the places in your school? There is a hall, a cafeteria, a library, and classrooms. Are there computer labs? Yes, there are two computer labs, with 100 computers in total. How many students are there in your class? There are 39 students in my class. What do you have in your classroom? There are chairs and desks. Thank you, Yi Han. It’s nice to meet you. You’re welcome. It’s nice to meet you, too.

• Ask students to recall the difference between singular and plural nouns. We use the singular form for only one noun. We use the plural form for two or more nouns. • Remind students that some plural nouns end with “es” or “s” and that “a” or “an” usually comes before singular nouns. • Tell students that there are different forms of the verb “to be” for singular and plural nouns. • Explain that we use “is” for singular nouns and “are” for plural nouns. • Write more examples on the board and prompt students for the correct “to be” verb. The chair is blue. The chairs are blue.

4.1

vocabulary

RECALL

“There” and the Verb “to be”

Things in the Classroom A. Listen and repeat.

grammar

How do we make plural nouns?

A. Fill in the blanks with “there is” or “there are.” computer chair

board

trash can

1. There is

a cafeteria.

2. There are

desks.

3. There is

a board.

Singular

Plural

4. There are

two computer labs.

There is a chair.

There are two chairs.

5. There are

trash cans.

B. Talk to a partner. Point to the items in the pictures and ask your partner what they are.

1. There is a ruler.

4. There are scissors.

2. There is a pen.

5. There are pencils.

3. There are erasers.

[Answers may vary.]

eraser scissors

What is this?

pencil

Questions and Short Answers

It’s a ru

ler.

RECALL Singular

listening

1. How old is Yi Han?

4. How many classmates does Yi Han have?

15 / 18 / 19 2. Where is Yi Han from? China / Japan / Brazil

38 / 39 / 40 5. What is in Yi Han’s classroom? Chairs and desks / Board / Computer

3. How many computers are there? 20 / 2 / 100

6. Are Maria and Yi Han classmates? Yes / No

Active English 1

? Question Is there a computer?

Affirmative Yes, there is.

Negative

Questions and Short Answers • Ask students to recall how we form questions. • Tell students that for questions, we move the verb “to be” to the beginning of the sentence and add a question mark (?) at the end of the sentence. • Explain to students that we use “Is there … ?” to ask whether something exists, is present, or is in a certain location. We use “Are there … ?” for the same purposes for plural nouns. • Point to a pen and ask, “Is there a pen?” Pick up the pen and say, “Yes, there is.” • Ask, “Are there pencils?” Shake your head and say, “No, there aren’t.” • Go through the chart on the different forms of “there” and the verb “to be.” • Tell students that the contraction of “is not” is “isn’t.”

• Direct students’ attention to the picture in Part B. • Get students to fill in the blanks with questions and answers about the picture. • Go through the answers.

How do we form questions?

No, there isn’t.

Plural

Listen to Maria’s interview with an international student and circle the correct answers. 25

• Get students to complete the exercise in Part B. • Go through the answers.

A. Complete the chart below with the plural form.

ruler pen

• Explain to students that we use “There is … ” to show that something exists, is present, or is in a certain location. We use “There are … ” for the same purposes for plural nouns. • Demonstrate with items in the classroom. There is a pen. There are pens. • Get students to fill in the blanks in Part A on their own. • Go through the answers.

• Ask students to complete the chart in Part A with the plural form of the question, affirmative answer, and negative answer. • Remind students that the contraction of “are not” is “aren’t.” • Get some students to share their answers.

B. Look at the picture on the right. Write sentences with “there is” or “there are.”

desk

? Question

Are there computers?

Affirmative

Yes, there are.

Negative

No, there aren’t.

Conclusion (5 minutes)

B. Look at the picture on the right and write questions and answers. Use the words in parentheses to help you. 1. Q: Is there a teacher A: Yes, there is

? (teacher) .

4. Q: Are there computers A: Yes, there are

? (computers) .

2. Q: Is there a student A: Yes, there is

? (student) .

5. Q: Are there books A: No, there aren’t

? (books) .

3. Q: Is there a board A: No, there isn’t

? (board) .

6. Q: Are there chairs A: Yes, there are

? (chairs) . Unit 4: School Life

• Tell students to read pages 38 and 39 to prepare for the next lesson.

UNIT

Active English 1

4.2 Functions: Identifying school subjects and days of the week Describing where things and people are in relation to oneself Vocabulary: English, Art, History, Music, Gym, Math, Science, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, every, day Grammar: Demonstratives— this/these/that/those Materials to prepare: • A calendar • Your class schedule

Warm-up (5 minutes) • Review what was taught in the previous lesson. • Get students to name different classroom items. • Ask students to point out a single classroom item and multiple classroom items, and describe them in complete sentences, e.g., “There is a globe.”/ “There are desks.”

Grammar (15 minutes)

• Model the dialogue in Part C with a student. • Get students to work in pairs. They will take turns to ask and answer questions about their school subjects.

• Demonstrate the use of “this” and “these” with three students standing beside you. This is Diego. These are my students, Bella and Carlos.

• As a pre-reading activity, ask students to imagine a new student joining their class. Get them to talk about the places they can show the new student around. • Tell students that they will read a comic strip of a student, Percy, who shows new students around his school. • Explain any words or phrases that students may not know, e.g., “spaghetti,” “over there,” or “principal.” • Play Track 27 and have students read the comic strip as they listen. • Play Track 27 again and get students to answer the questions. • Go through the answers.

Vocabulary (10 minutes) Subjects and Days of the Week

Subjects and Days of the Week

• Tell students that they will learn about school subjects and the days of the week. • Show students a copy of their class schedule. Have them name their favorite subject and the day it takes place. • Show a calendar page to students. Point to every Sunday in the month and say, “No school.” Write on the board: “There is no school every Sunday.” • Get students to read †he Learning Tip. Tell students that we use “every” to show that something happens regularly. Every Monday, … . / Every Tuesday, … . / Every week, … . • Get students to look at the schedule in Part A. • Play Track 26 and have students look at the schedule as they listen.

A. Listen.

Subjects — — — — —

English History Gym Science English

• Have students look at the exercise in Part A. Ask them whether the noun(s) in each sentence is/are singular or plural.

TIP

We use “this” or “these” to refer to someone or something near us. Singular

1. When does Diego have Science? 2. When does Diego have Art?

Every Monday 3. What subjects does Diego have every Tuesday?

History and Music 4. When does Diego have Math?

This is my friend.

Every Wednesday English and History

do you What subjects onday? have every M

C. Talk to a partner. Ask your partner about his/her school schedule.

Read the comic strip and choose the correct answer.

I have History and English.

1. Ben’s desk (yes) Is this Ben’s desk?

are her erasers.

These

aren’t his scissors.

4. Is

your pen? this These offices are small.

5. 6.

This

Demonstratives—that/those • Demonstrate the use of “that” and “those” with three students standing at the back of the class (far away from you). For example,“That is Pedro.” “Those are my students, Jane and Juan.” • Explain to students that we use demonstratives like “that” and “those” to refer to something or someone far from us. We use “that” for singular nouns and “those” for plural nouns. • Have students look at the first picture and ask them what demonstrative is used here (That). • Have students look at the second picture and ask them what demonstrative is used here (Those). • Ask students to read the sentence under each picture.

is our soccer field.

• Have students complete the exercise by circling the correct demonstrative. • Go through the answers.

library is big.

These are the computers in the computer lab.

3. her favorite subject (no) Those are our English teachers. They are Ms. Griffin and Mr. Avery.

That is Mr. Jackson over there. He is our principal.

CLASS BOOSTER

No, it isn’t. 5. their auditorium (yes)

Is this their auditorium? Yes, it is. 6. our classrooms (no)

Is this her favorite subject?

Are these our classrooms?

No, it isn’t.

No, they aren’t.

What’s in the Classroom? (Reinforcing Demonstratives): Get students to work in pairs. Tell them to take turns to ask and answer questions about classroom items using demonstratives. For example, “What is that?” (pointing to their partner’s schoolbag) “This is my bag.”

C. Talk to a partner. Ask your partner about the things on his/her desk.

What are these?

These are my books.

Demonstratives—that/those

We use “that” or “those” to refer to someone or something far from us.

1. Where do the students have Gym class? a. Gymnasium b. Swimming pool c. Classroom ( a )

AUDIO SCRIPT (Track 26)

These

Is this your ruler?

Yes, it is.

Singular

I have eight subjects. On Monday, I have English and Art. On Tuesday, I have History and Music. On Wednesday, I have Gym and Math. On Thursday, I have Science and English. On Friday, I have English and History. There is no school on Saturday and Sunday!

This

4. your ruler (no)

No, they aren't.

It is the first day of school. Percy shows the new students around.

• Play Track 26 again and get students to answer the questions in Part B. • Go through the answers.

• Model the dialogue in Part C with a student. • Get students to work in pairs. Tell them to take turns to ask and answer questions about the things on their desks.

B. Write questions and answers using “this” and “these.”

2. my scissors (no) Are these my scissors?

reading This is the cafeteria. Every Wednesday, we have spaghetti.

These are my friends.

A. Fill in the blanks with “this” or “these.”

• Ask students to look at the exercise in Part B. Tell them to write questions and answers using the given words, and the demonstratives “this” and “these.” • Go through the answers.

5. What subjects does Diego have every Friday?

No school!

This is the gymnasium. We have Gym class here.

Plural

Every Thursday

Art Music Math English History

and and and and and

grammar Demonstratives—this/these

B. Look at Diego’s schedule and fill in the blanks.

“Every” is used to show how often something happens, e.g., every Sunday.

Name: Diego Monday Tuesday Wednesday Thursday Friday Saturday Sunday

LEARNING

Days

• Explain to students that we use demonstratives like “this” and “these” to refer to something or someone near us. We use “this” for singular nouns and “these” for plural nouns. • Have students look at the first picture and ask them what demonstrative is used (This). • Have students look at the second picture and ask them what demonstrative is used (These). • Ask students to read the sentence under each picture.

4.2

vocabulary

• Tell students to fill in the blanks using “this” or “these.” • Go through the answers.

Demonstratives—this/these

Reading (15 minutes)

2. When do the students have spaghetti? a. Every Tuesday b. Every Wednesday c. Every Friday 3. What are in the computer labs? a. Pens and pencils b. A board and a trash can c. Computers and chairs 38

Active English 1

(b)

(c)

4. Who are the English teachers? a. Ms. Smith and Mr. Griffin b. Ms. Griffin and Mr. Avery c. Mr. Jackson and Mr. Avery 5. Who is the principal? a. Mr. Avery b. Ms. Griffin c. Mr. Jackson

Plural

Conclusion (5 minutes)

Circle the correct answers. 1. ( That / Those ) is their cafeteria.

• Tell students to read page 40 to prepare for the next lesson.

2. ( That / Those ) are blue trash cans. 3. Who is ( this / that ) teacher over there?

( b)

4. Which dress is nice? ( This / These ) or that? 5. ( That / Those ) are his brothers. 6. Look at ( that / those ) man. He is tall!

Those are my friends.

7. Are ( that / those ) your pens in the office? 8. Is ( that / these ) your favorite place? Unit 4: School Life

UNIT

Active English 1

4.3 Functions: Asking and describing a classroom scenario Describing places in school Get Active objectives: Students are to create a poster of their dream school. They will apply research skills, and use language to describe their ideal school and the subjects they want to study. They may use a word processing program to design the poster. Materials to prepare: • Pictures of interesting school facilities around the world • Get Active Rubrics (see page 96)

Warm-up (5 minutes)

1. have 2. Art 3. day

( /æ/ ) ( /ɑ/ ) ( /eɪ/ )

4. father ( /ɑ/ ) 5. favorite ( /eɪ/ ) 6. thanks ( /æ/ )

4.3

sPeaking Talk to a partner. Describe the picture below. Use all the words in the box.

These are students.

this these that those there is there are

• Revise with students how demonstratives are used in questions and answers. • Get students to work in pairs. Tell them to take turns to ask and answer questions about the illustration using the words in the box. • Model sample questions and answers with a student. Is this a table? (pointing to the table) Yes, it is. Is there a trash can? Yes, there is. • Remind students to use all the words in the box in their questions and answers. • Ask for volunteers to present their questions and answers to the class.

This is a mess .

get active A Dream School

There are interesting schools around the world. What do you want in your school? Step 1

Let’s review! Fill in the boxes below.

Places in school • cafeteria

Things in school • desk

Subjects • English

Days of the week • Monday

• gymnasium • office • computer lab • soccer field

• chair • board • trash can • computer

• Math • Music • Art • History

• Tuesday • Wednesday • Thursday • Friday

[Answers may vary.]

W RITING TIP The days of the week and school subjects start with a capital letter.

writing Fill in the blanks to describe your school.

Step 2

Work in a group of four or five. Discuss and do research to get ideas for your dream school.

Step 3

Think of places and things you want in your dream school. Draw or find pictures from magazines or the Internet. Write sentences to describe these places and things.

Step 4

Work together to arrange your pictures and sentences on a piece of poster paper. You can also design your work on a computer.

Step 5

Present your dream school.

In the classro oms, there are comput ers for student s. There is a sofa to relax in betwee n classes .

Pronunciation • Tell students that the letter “a” has three sounds: /æ/, /ɑ/, and /eɪ/. • Demonstrate the sounds and write them on the board. • Play Track 59. Help students to identify the correct sound for each word. • Play Track 59 again. Discuss the answers with the class. 40

Note: This Get Active assignment is group work.

Sunday Best (Recycling Vocabulary): Ask students to work in pairs to play this memory game. The first student starts with “Every Sunday, I wear my purple pants.” The second student follows with “Every Sunday, I wear your purple pants and my mother’s red jacket.” They alternate to and fro, adding on to the previous statement. When one of them forgets the string of phrases, the pair has to move on to “Every Monday, … ,” “Every Tuesday, … ,“ and so on. The pair that maintains with the longest “Every Sunday, …” wins.

• Ask students to look at the picture. Have them identify the place and what the students in the picture are doing. They are sitting in a school field. They are chatting. • Tell students that they will write a description of the places and items in their school. They will also write about the things they do in school. • Get students to recall the vocabulary (places in school, things in the classroom, school subjects, and days of the week) that they have learned so far.

Speaking (15 minutes)

Briefing

CLASS BOOSTER

Writing (15 minutes)

• Review what was taught in the previous lesson. • Ask students what some items in a classroom are. • Point to a few items in the classroom (near and far from you) and ask students which demonstratives they should use to refer to the items.

Get Active (10 minutes)

• Get students to read the Writing Tip. Remind them that school subjects and days of the week are proper nouns. Proper nouns always start with a capital letter. • Get students to complete the exercise. • Ask for volunteers to present their writing to the class.

AUDIO SCRIPT (Track 59)

Website resources for students: • Video tours of different schools: http://www.universitiesinboston.com/harvard-universityvideo-tour/ http://www.soudertonsd.org/newHS/presentations/ tourVideo.cfm These links are also available online in the Teachers’ Resources Center at www.online-activeenglish.com • Show students pictures of interesting school facilities around the world. • Briefly talk about these places and how alike or different they are from your school. • Tell students that they have to make a poster of their dream school. • Engage their interest by talking about the places and things they would like to have, and the subjects they would like to study in their dream school. • Divide students into groups. Distribute the Get Active Rubrics. • Explain the rubrics and steps to the class. • Direct students’ attention to the sample work shown in the book. • Remind them to include the relevant facilities in their school. • Encourage students to be as creative as possible in designing their dream school poster. • Give students time to begin work on the assignment. Remind them to fill in the boxes in Step 1. Explain that this step will help them review the vocabulary necessary for the assignment. • Remind students to bring the materials they need to the next lesson, as they will be given some time to work on the assignment. Explain that they will have to present their posters in the last lesson of the unit (4.5).

Conclusion (5 minutes) a library, and a cafeteria

There are twenty classrooms,

English

I have

Math 40

Active English 1

in our school. In our classrooms,

desks, chairs, and computers

there are

and . It’s great here!

History

every

. There is

Friday

a board

, too.

. My favorite subject is

[Answers may vary.]

This is our dream school.

co mf or ta ble Th er e ar e s. st ud y ro om

• Tell students to complete the exercises in Review for homework. Answers will be checked in the last lesson of the unit (4.5). • Tell students to work on Get Active for homework. They will have time to finish their work in the next lesson.

We want to study Music in our dream school. There is a music room. It has many musical instruments. We can practice our music there. Unit 4: School Life

UNIT

Active English 1

4.4 Function: Identifying subjects and places in school

Have a Break

Get Active / Review (20 minutes)

• This section is for independent student work. It is meant to be light and humorous for students’ enjoyment. • This does not require classroom time unless you wish to place it in your lesson.

Class Work • Ask students to get into their groups and continue working on their Get Active assignments. Check if students have any questions. • Walk around the classroom to check students’ understanding. Provide advice for improvements where necessary. • If time allows, let students work on Review. • Monitor students’ progress, providing guidance when needed.

Materials to prepare: • Bilingual dictionaries, the Internet, or library resources • Craft materials for Get Active, such as poster paper, glue, and markers

Warm-up (5 minutes)

Conclusion (5 minutes)

• Tell students that they will work on Unit Summary. • They will also continue to work on Get Active.

• Tell students to complete their Get Active assignments and prepare for their presentations. • Remind students to complete the exercises in Review. Answers will be checked in the next lesson.

Unit Summary (10 minutes) • Have students turn to Unit Summary. • Have students look at the headings and examples in the chart. • Give students time to complete the chart on their own. • Go through the answers.

4.4

unit summary

Vocabulary Booster (10 minutes)

Look at the examples and write your notes in the chart.

Review

Score:

cafeteria

“There” and the verb “to be”

Near

Far

• there is • there are

• this • these

• that • those

Music

1. We have History

library

every

2. Alice and Tina eat in the 3. They sing in

Music

office

• Is there ... ? • Are there … ?

computer lab

every

trash can

every day.

class.

trash can

office

Affirmative

Negative

6. There are 20 computers in the computer lab .

• Yes, there is. • Yes, there are.

• No, there isn't. • No, there aren’t.

7. We study in the

library

Friday

Monday.

cafeteria

4. Jenna is late. She sees the principal in his 5. Throw it into the Questions

/40

A. Fill in the blanks. Use each word in the box once only. (7 marks)

Demonstratives

• Tell students that they will learn more words related to subjects and people in school. These words can help them with their task for Get Active. • Ask students for an example. If they are unable to come up with one, give them an example. • Give students time to do some research on the related words. They can use bilingual dictionaries. They can also do research online or at the library. • Get students to present their words.

every

Friday

B. Look at the picture below. Write five more questions and answers. (10 marks) 1. Is there a computer?

vocabulary booster Write five words for each category. Do not use words from this unit.

CLASS BOOSTER

Subjects in School

Tell Me More (Sentence Construction): Get students to form sentences with the nouns that they have written. For example, “I like Geography. It tells me about the Earth.“ / ”My coach teaches me how to play basketball.” Check that they use the nouns correctly.

People in School

Geography

coach

Chemistry

janitor

Physics

nurse

Literature

cashier

Home Economics

Active English 1

Checklist I can ...

No, there isn't. 2. Are there desks?

Check (✔)

Yes, there are.

1. I can name different places in a school.

3. Is there a board?

2. I can name things in my school.

4. Are there books?

Yes, there is. No, there aren’t.

3. I can name the days of the week.

librarian [Answers may vary.]

Have a Break 42

4. I can name some subjects in school. 5. I can use “there” in sentences and questions. 6. I can use “this,” “that,” “these,” and “those” to talk about things.

In Cambodia, some people live in floating houses. There are also floating schools. These floating schools even have basketball courts!

5. Is there a trash can?

No, there isn’t. 6. Are there chairs?

Yes, there are. C. Look at the pictures and complete the sentences with ”this,” ”these,” ”that,” or ”those.” (3 marks)

Is that Mr. Jackson?

1. This is my family.

2. Are these your books? Unit 4: School Life

Active English 1

4.5 Function: Describing places in school

Warm-up (5 minutes) • Tell students to get into their assignment groups and prepare to give their presentations.

Get Active (20 minutes) Presentation • Students should have everything ready for their Get Active presentations. • Each group will present their dream school to one or two other groups. Each group should take about five minutes. • Encourage the groups to ask questions about the presenters’ dream school, e.g., “What is your favorite place in this dream school?” • (Optional) Facilitate peer assessment. Ask students to use the Get Active Rubrics to do so. • Monitor students’ progress. • Ask for volunteers to present their dream school to the class. • Get the class to vote for the best dream school.

D. Look at the example. Rewrite the sentences using the words in parentheses. (5 marks) 1. This is a notebook. (notebooks)

4. These dresses are beautiful. (this)

This dress is beautiful.

These are notebooks. 2. Those desks are dirty. (that)

5. These are not my books. (book)

That desk is dirty.

This is not my book.

3. Those are my Chinese friends. (friend)

Review (20 minutes)

6. That office is big. (those)

Those offices are big.

That is my Chinese friend. E.

• Go through the answers with students. • (Optional) Facilitate peer assessment. For details of the implementation, refer to page xiv. • (Optional) Get a few students to present their writing to the class.

Look at the example. Correct the underlined words. (10 marks)

1. This are my classmates.

These

7. My favorite subject is history.

2. I have english every Tuesday.

English

8. I have two pens and five ruler.

are

3. Those books is interesting. 4. Is Pam in the auditorum?

Checklist (3 minutes)

5. The cafeteria are over there.

6. Let’s go to the swiming pool!

swimming

• Get students to complete the checklist.

9. I go to the library every Wedsday.

auditorium

History rulers Wednesday aren’t

10. These isn’t her glasses.

scissors

11. Can I borrow the scissor?

Write about Maria’s school schedule. Use the questions below to help you. (5 marks)

Maria's Schedule Days Subjects

Conclusion (2 minutes)

Monday

• Conclude the lesson by asking students if they have questions about what they have learned in this unit.

English

Thursday Friday

Science

History

Music

Art

Gym

✓

✓ ✓

Tuesday Wednesday

Math

✓ ✓

✓

✓ ✓

1. How many subjects does Maria have? Maria has seven subjects. 2. What classes does Maria have every Tuesday? She has Math and Music classes every Tuesday. 3. When does Maria have English classes? She has English classes every Monday and Wednesday. 4. What classes does Maria have every Friday? She has Science, Art, and Gym classes every Friday. 5. How many History classes does Maria have in a week? She has two History classes in a week. 44

Active English 1