- •1 Class. To introduce the idea of town and countryside.
- •2A Individual, group. To practise listening for specific information.
- •2B Individual / Pairs. To practise listening for specific information.
- •2C Individual / Pairs. To practise listening for specific information.
- •3 Pairs. To practise talking about the places in their area and the new vocabulary.
- •4 Homework. To practise writing about the places where Pp live and why they like living
- •1A Individual, class. To introduce the names of some of the most popular sights of London.
- •1B Pairs, class. To introduce active vocabulary.
- •2A Pairs, class. To practise readig for specific information.
- •2B Pairs, class. To personalise the information about London.
- •3A Individual, class. To pracise listening for specific information.
- •3B Individual. To practise using direction adverbals.
- •4A Class. To raise Pp’s awareness of the different forms of superlatives.
- •4B Individual / Pairs, class. To practise the superlative forms of and adjectives.
- •5A Class. To practise talking about sights.
- •5B Homework. To consolidate the material of the lesson.
- •Lesson 3 where dreams come true
- •1A Individual, pairs. To revise topic vocabulary.
- •1B Individuals, pairs. To practise reading for information.
- •1C Pairs. To practise saying where they would like to live and why.
- •2A Class, individual, pairs. To listen for specific information.
- •2B Class, individual, pairs. To practise listening and reading for specific information.
- •3A Pairs, groups. To revise word order in questions and practise asking questions.
- •3B Pairs, groups. Practise asking questions.
- •5 Homework. To practise writing about the places where Pp would like to live.
- •1A, 1b Class. To introduce topic vocabulary. To practise reading for specific
- •Information.
- •1C Individual, class. To practise reading for detailed information.
- •2 Class. To get Pp to notice different structures used to talk about buildings and places.
- •3 Individual. To practise talking about buildings and places.
- •4 Homework. To practise writing, focusing on describing a city / town / village.
- •1A Class. To introduce new vocabulary.
- •1B Class. To develop reading for gist.
- •1C Individual. To prctise expressing attitude and opinion.
- •2A Class, individual. To practise listening for details.
- •2B Individual, class.To practise speaking about desires.
- •2C Individual, class.To practise expressing opinions and reasons.
- •3 Pairs. To practise talking about preferences.
- •4 Homework. Written consolidation.
- •1 Class. To practise reading for information.
- •2 Groups. Board game Moscow for kids.
- •1 Listening
- •1 Preparation
UNIT 8 TOWN AND VILLAGE
LESSON 1 WHERE DO YOU LIVE?
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Communication objectives Pp will be able
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Vocabulary New Active: village, city centre, sights, traffic, lots of space, things to do Passive: lock a door, go for walks, go round with, safe place, church, cathedral Revision: town, city, island, go shopping, go skateboarding, restaurant, shop, park, museum, cinema, place Structures Revision: structures, questions and answers there is… / there are… I like living in / on … because…
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Skills development Pp will practise
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1 Class. To introduce the idea of town and countryside.
The photos of different sizes help Pp to understand the concept visually.
Elicit the meaning of the words village, city, town. Check the understanding of the difference between city and town. Explain the difference if it is required. City is a large important town, especially one with a cathedral and university.
You can tell Pp about places like Thetford and Melford.
Thetford [transcription] is a small English town situated in Norfolk, East Anglia, UK. Thetford has its origins as an important Anglo-Saxon town during the 9th to 11th centuries.
Melford is a small village in Suffolk, England. The long main street of old buildings, now shops, is dominated by 15th century Holy Trinity church.
Answer key: 1d 2 c 3b 4a
2A Individual, group. To practise listening for specific information.
Tell Pp that they are going to listen to the interviews where children are talking about the places they live and why they like their home places.
Ask Pp to name the places where the children live. Pp look at the photos of ex.1, listen to the interviews and name the places. Check with the whole class.
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Tapescript: | |
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Interviewer: |
Why do you like living in your place? |
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Lisa: |
I like living in London because I like going to the city centre. It’s nice to go round with friends. There are lots of sights, cinemas and things to do. I like it because it’s a big city and there are lots of shops and restaurants and there are places like the Science Museum, which is very exciting. It’s a place where you can do lots of experiments and find things out. It’s really fun and you can learn lots of things. And then there is the Leisure Complex. I saw a firework festival last year, which was brilliant. |
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Damon: |
I like living in Melford because I can go for walks there, because I can walk in the fields there and meet lots of people with dogs. People don’t lock their doors because the village is a safe place. |
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Niamh: |
I like living on the island because… Well, that’s kind of hard to say because I’ve lived on Holy Island all my life so it’s difficult to compare it with somewhere else. There isn’t much TV because aerials don’t really work. We have lots of space to go and to see the animals and birds and I enjoy this space very much. |
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Matthew: |
I like living in Thetford because… |
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people are really friendly there and in the shops you sometimes meet all your friends. I like the school I go to and I have lots of friends there. There isn’t much traffic there so I like going skateboarding. And because it’s a very beautiful town with lots of old churches. |
Answer key: 1 Lisa lives in a city (London). 2 Damon lives in a village (Melford).
3 Niamh lives on an island (Holy Island). 4 Matthew lives in a town (Thetford).
2B Individual / Pairs. To practise listening for specific information.
Tell Pp that they are going to listen to the intervews again and tick in the table. Read the phrases with Pp and introduce the new vocabulary.
Play the tape. Pause if nessesary.
Ask Pp to work in pairs and check their answers.