3&4 3&4

Reading and Writing

Skills Revision

2 Exam Spot Write 60–80 words

In this lesson
about something that happened to you.
1 Exam Spot Look at the picture and read the story. Use these questions to help you.
Complete the sentences about the story with one, two,
Lesson aims: three or four words.
1 When did it happen? Describe the scene.
2 What were you doing before it
• Skills practice: Reading,
happened and when it happened?
Writing, Listening A weekend to remember 3 What happened next?
and Communication
4 What was the result?
• Exam practice: CYLET 5 How did you feel?
and PTEYL Last summer I was in … with …
Resources: We were …
Later, I was … when …
• Exam speaking I…
and writing 3&4, p. 182 I felt …
• Tests: Skills Test Units 3&4,
Speaking Tasks Units 3&4 Listening
Two weeks ago, Helen went on an activity weekend with her class
Homework: and two teachers, Mr Jones and Mrs Brown. They stayed in a small 3 Exam Spot 2.40 Betty is
• Workbook Skills hostel called ‘Mountainside Hostel’. It was near a big, beautiful talking to Tom. Listen and write the
Revision 3&4, pp. 40–41 mountain. answers to questions 1–8.
On Saturday, they wanted to explore the area, so Mr Jones said,
‘Let’s go hiking!’ They had a great time and took a lot of photos.
Assessment for Learning They walked a long way, so they got tired.
in this lesson In the evening, they were very hungry. There wasn’t a restaurant
at the hostel, so the students cooked their dinner in the kitchen. It
Setting aims and criteria was nice and modern. There was a microwave oven, a blender and
for success: Warm-up there were three toasters. At nine o’clock, Mrs Brown shouted, ‘Bed
Giving feedback: Warm-up, time! There’s a cycling trip tomorrow, so we must get up early.’
Exercise 1, 3 and 4 In the morning, it was very cold. Helen and her friends were getting 1 Where did Betty go yesterday?
ready when they heard shouting and laughing outside. ‘What’s
Peer learning: Extra activity, happening?’ Helen said to Jenny. They looked out of their bedroom
Chester
Exercise 2 and 5 window. Everything was white. It was snowy! Mr Jones was 2 Who did she go with?
Independent learning: standing in the garden. ‘We can’t go cycling today’, he said, ‘but Her mum, dad and best friend, Sue.
Finishing the lesson we can go to a restaurant for a nice hot meal!’ They went to a very 3 Did she enjoy the trip?
nice restaurant and tried the local food – it was delicious! No, she didn’t.
4 Was the weather good when they
Exam Language Bank were driving to Chester?
1 Mountainside Hostel was near a big, beautiful mountain.
• This lists the key language No, it wasn’t.
from Units 3–4. Here are
2 The students and the teachers wanted to explore the area
on Saturday. 5 What happened to Betty’s
some ideas to help you 3 They got tired because they walked a long way. smartphone? (Hot chocolate went
make the most of it. 4 The boys and girls
cooked (their) because the hostel
dinner all  over it and) the touch screen broke.
• Encourage Ss to be didn’t have a restaurant. 6 Why did Betty and Sue go into
independent learners. They a clothes shop?
5 There were three toasters in the hostel’s kitchen.
tick the words they know 6 They went to bed at nine o’clock because they wanted Because they got bored.
and find the words they are to go on a (cycling) trip
on Sunday. 7 Was Betty’s phone working?
not sure about in Units 3 7 When the girls were getting ready they heard No, it wasn’t.
and 4 in order to remember shouting and laughing outside. 8 What was Betty doing when her
the meanings in context. 8 On Sunday they went to a restaurant and tried parents walked into the café?

• Ask Ss what they remember

the local food . (She was) drinking cola.
from a section. Have them 56
write down as many words
as they can remember Ss to say a word or phrase using the Exercise 1
in 2 minutes. Basketball technique. • This is preparation for CYLET Flyers Reading
• Make a multiple choice test. • Write Skills Revision on the board. Ask what and Writing Part 5.
(Books closed) Write two it means. (Books open) Pairs look and check. • Tell Ss to skim the text and say what it is
words at a time on the board. Tell Ss this lesson will help prepare them for about (a class activity weekend).
Read out a gapped sentence CYLET and PTEYL too. (See the Introduction.) • Ss read the text more carefully and then
(say beep for the gap). the gapped sentences. Ss work individually.
Ss choose the correct word. Lead-in
They compare answers with a partner.
• Fast finishers test each other. • Write this sentence on the board:
• Check answers using the Lollipop stick
Student A: Tell me a useful I was watching TV when mum came home.
technique. Ask Ss to read out the sentences
thing. Student B: … What Ask What tenses can you see? Have different
with the correct missing words and to say
verb do we use with Ss to come to the board to underline the
where they found the answer.
camping? Student A: Go. verbs and say the tenses. Ask When do
• Follow-up: Ask Ss to underline the Past Simple
we use the Past Simple? (for finished actions
in the past) and When do we use the Past and circle the Past Continuous in the text.
Warm-up Ask What word do we use to connect them?
Continuous? (for things that were happening
• (Books closed) Give Ss one and elicit when.
in the past at a particular time) and elicit
minute to study the language
answers. Play a game. Say a verb in its base Answers → student page
bank. Say a category from
form and Ss call out the Past Simple
the word bank and ask different

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 Communication
Skills Revision
3&4 Exercise 4
• This is preparation for CYLET

u.
Exam Language Bank Flyers Reading and Writing
4 Exam Spot Complete the dialogue with Part 2.
answers a–h. There are two extra answers. Going on holiday
ne. • Read out the example and ask
explore an area / a city / a town
go camping Ss why e is correct (because
go cycling Mum says what is wrong).
go hiking Ask different Ss to read out
go on a boat trip the answers and check they
go on a day trip understand all the words.
go on a guided tour Explain meanings if necessary.
go snorkelling
• Give Ss time to complete
go to the beach
try the local food
the activity individually.
Katy: You look upset Mum. What’s wrong? • Check answers using
Mum: 1
e Phrases with get the Lollipop stick technique.
Katy: That’s a shame. Can I see it? get bored get dark get tired
• Follow-up: Ss read the
Mum: 2
f get cold get lost
dialogue in pairs.
Katy: That’s weird. I can’t turn it on. When
did you buy the phone? Useful things
blender microwave oven
Answers → student page
Mum: 3
c DVD player remote control
Katy: Where did you buy it? Extra activity
electric toothbrush smart TV
Mum: 4
b games console toaster • Pairwork: Ask Ss to brainstorm
Katy: Where’s your charger? hairdryer USB stick other gadgets that stop working
Mum: 5
h and write their ideas on the
Katy: Can you plug the charger in and try Using technology
board. Ss role play a dialogue
to turn on the phone? plug in turn on
similar to the one in Exercise 4
Mum: 6
g unplug turn off
but about a different gadget.
a The Wi-Fi wasn’t very good. Smartphones Ask different Ss to perform
b From Smart Phone Store! It was app ringtone their role play to the class.
a special offer. battery touch screen
portable charger Wi-Fi
Exercise 5
c Two weeks ago.
• This is preparation for CYLET/
d It wasn’t cheap.
Requests PTEYL Speaking. Ask two
e I was speaking to Dad when my
smartphone stopped working.
Making requests expert Ss to model the activity
Can you bring me my phone, please? first.
f Yes, of course. Here it is.
Could you give me the key to my room?
g Yes, sure. Great! It’s working now! • Read the questions. Ss talk
Can I have the tablet?
h In the kitchen. Just give me a minute. Responding to requests
in pairs using the Expert envoy
Yes, no problem. / Yes, of course. technique. Ask different pairs
5 Exam Spot Ask and answer the questions Sorry, I/you can’t. I’m using it right now. to report their answers back
in pairs. Not now, sorry. I’m busy. to the class.
1 What did you do on your last holiday?
2 What holiday activities don’t you like Sympathising Finishing the lesson
doing? Why? Asking what happened • Write the headings
3 What are your top three useful things from You look upset/worried. Reading and Writing, Listening,
What happened? / What’s wrong?
Unit 4? Why? Communication on the board.
Reacting to bad news
4 What were you doing when the English Read each out. Ss show self-
teacher walked into the classroom today? I’m sorry to hear that! / Oh, that’s terrible. /
That’s a shame! assessment response cards
5 What can you do well? (, , ). Then they write one
57 sentence about what they did
well in each section and one
about what they could improve.
Extra activity Extra activity
• Pairwork: Ss play a memory game. • Ss read each other’s work again and then
Fast finishers
They say two true and one false sentence say as many things as they can remember
about the text using the Three facts and a fib about their partners’ stories. The students • Ss read the text in Exercise 1
technique. Their partner says which sentence with the most correct statements win. again. They circle the words
is false. in it from the Exam Language
Exercise 3 2.40 Bank.
Exercise 2 • This is preparation for PTEYL Breakthrough,
• Ss study the Exam
• This is preparation for PTEYL Breakthrough, Task 2. Language Bank.
Task 6. • Ask different Ss to read out the questions
• Read out the questions and make sure Ss and ask them to suggest what kind
know what to do. of information they need in the answers.
• Then Ss write individually. They exchange • Play the audio twice.
notebooks and review each other’s work • Check answers using the Lollipop stick
using the Two stars and a wish technique. technique.

Answers → student page

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