HW5e_Beginner_Photocopiables_Unit_06.pdf

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Unit 6
Grammar
SB p54
5th edition
A day in the life
Worksheet A
Jim
Beginner
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
4.00 p.m.
11.30 p.m.
7.30 a.m.
8.30 a.m.
Yes, he does.
Tosh
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
7 a.m.
No, he doesn’t.
3.00 p.m.
Stefan
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
Fatima
gets up
has breakfast
goes to work
eats lunch
leaves work
7.30 a.m.
Yes, she does.
4.30 p.m.
11.30 p.m.
6.30 a.m.
7.30 a.m.
6 p.m.
goes to bed
Katrin
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
Soo
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
12.30 a.m.
Yes, she does.
9.00 a.m.
Worksheet B
Jim
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
7.30 a.m.
Yes, he does.
7 a.m.
Tosh
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
11 p.m.
Yes, he does.
7.30 a.m.
Stefan
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
Yes, he does.
5 p.m.
No, he doesn’t.
Fatima
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
midnight
8 a.m.
Yes, she does.
8 a.m.
Katrin
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
10.30 p.m.
Yes, she does.
No, she doesn’t.
Soo
gets up
has breakfast
goes to work
eats lunch
leaves work
goes to bed
No, she doesn’t.
5.30 p.m.
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179
Unit 6
Grammar Teacher’s notes
SB p54
5th edition
A day in the life
Aim
Beginner
Pre-activity
(10 minutes)
To ask and answer questions about daily
routines
Language
Present Simple
The time
Skills
Speaking and Listening
Materials
One copy of the worksheet cut in half per
pair of students
1 8. 00 a.m.
2 Yes, she does.
3 9. 00 a.m.
4 No, she doesn’t.
5 5. 30 p.m.
6 midnight
•
Explain that these are the answers to questions about one of your
friend’s days. Tell students that
a.m.
stands for
in the morning,
and
p.m.
stands for
in the afternoon/evening.
•
Ask students what the first question is, e.g.
What time does he/she get
up?
Invite students to guess what the other questions could be, e.g.
Does he/she have breakfast/a shower?
•
Put students in pairs and get them to ask and answer the questions.
Remind students to use the preposition
at
with the time and
midnight,
but
in
with
the morning/afternoon/evening.
•
Write the following answers on the board.
•
Students are going to complete role cards about the daily routines of
Procedure
(20 minutes)
six people.
•
Put students in pairs. Give Students A Worksheet A, and Students B
Worksheet B.
•
Students take turns to ask questions to find out the missing information
for each person on their worksheet. They should write this information
on the cards.
•
In their pairs, students then take turns to choose a person from their
worksheets. The other student asks questions to find out who that
person is, e.g.
What time does he/she leave work?
When they think they
know who the person is, they should say, for example,
I think it’s Soo.
Extension
(15 minutes)
•
•
Either:
Tell students to choose a person they know and to write three
sentences about that person’s daily routine.
Ask students to exchange texts and to check their partner’s work and to
correct any mistakes. Alternatively, display these texts on the classroom
wall. Give students time to read each other’s paragraphs.
Or:
Students work in pairs to think of a famous person (e.g. a famous
sportsperson or politician). They should imagine and write down a daily
routine for this person (this will be an imagined routine).
Put students in pairs. They take turns to ask and answer questions to try
and guess who the person is. Encourage them to be as imaginative as
possible.
•
•
180
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Unit 6
Vocabulary
SB p58
5th edition
True or false?
Beginner
sometimes
works
stay
never
usually
never
works
always
never
usually
restaurant
always
always
sometimes
early
late
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usually
lunch
Photocopiable
181
Unit 6
Vocabulary Teacher’s notes
SB p58
5th edition
True or false?
Aim
Beginner
Pre-activity
(5 minutes)
To practise collocations describing everyday
activities by playing a true or false card game
in groups
•
Write a few sentences about yourself and your friends or family on the
Language
Collocations, e.g.
play the piano, have a
shower, listen to music
Adverbs of frequency -
never, sometimes,
usually, always
board, using the target language. Include some true and some false
statements (e.g.
I always drink coffee in the mornings. My sister Angela
never has dinner at home. My dad plays football on Saturdays.).
•
NB If it is not appropriate for you to write about yourself, write what you
know or guess about the students (e.g.
Felipe plays football.)
or more
general sentences (e.g.
Children eat a lot of chocolate.).
•
Ask students to discuss which sentences they think are true or false.
Then allow them to check with you to see if their guesses were correct.
Skills
Speaking and Listening
•
Students work in groups of three or four. Each group has a set of cards,
Procedure
(25 minutes)
Materials
One set of cards for each group of three or
four students
which they divide equally between them. (There will be one card left
over for groups of four.)
•
Students take turns to put down a card and make a sentence using the
ideas on the card. It should be about themselves, their classmates, or
their family and friends. It can be a true or false sentence.
•
If the other students think the sentence is true, they leave it on the
table, and it is the next person’s turn. If someone thinks it is false, they
can challenge by saying
I think that’s false.
If the sentence was false, the
student who made the sentence has to take the card back. However, if
the sentence was actually true, the challenger has to take the card.
•
The first student to have no cards left in their hand is the winner.
Extension
(15 minutes)
•
Write:
A normal week for me and my family
on the board. Ask students to
write a short paragraph about themselves and their family members,
describing what they do in a normal week. Remind them to use the
correct Present Simple forms, including -s for
he/she.
Encourage them
to use the collocations and adverbs from the lesson. Ask them to
include one thing which is false.
•
When you mark the writing, as well as giving feedback on grammar and
vocabulary, guess which fact is false.
182
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Unit 6
Communication
SB p59
5th edition
A holiday camp
Worksheet A
Friday
Breakfast
11 12 1
10
2
9
3
8
4
7 6 5
Beginner
Saturday
11 12 1
10
2
9
3
8
4
7 6 5
Sunday
Breakfast
Breakfast
French lesson
Music lesson
11 12 1
10
2
9
3
8
4
7 6 5
Swimming lesson
11 12 1
10
2
9
3
8
4
7 6 5
11 12 1
10
2
9
3
8
4
7 6 5
Lunch
11 12 1
10
2
9
3
8
4
7 6 5
Lunch
Lunch
Baseball match
Football match
11 12 1
10
2
9
3
8
4
7 6 5
Dance competition
Dinner
Dinner
Dinner
Worksheet B
Friday
11 12 1
10
2
9
3
8
4
7 6 5
Saturday
Breakfast
11 12 1
10
2
9
3
8
4
7 6 5
11 12 1
10
2
9
3
8
4
7 6 5
11 12 1
10
2
9
3
8
4
7 6 5
Sunday
Breakfast
Breakfast
French lesson
11 12 1
10
2
9
3
8
4
7 6 5
Music lesson
Swimming lesson
Lunch
Lunch
11 12 1
10
2
9
3
8
4
7 6 5
Lunch
Baseball match
11 12 1
10
2
9
3
8
4
7 6 5
Football match
Dance competition
11 12 1
10
2
9
3
8
4
7 6 5
Dinner
Dinner
Dinner
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