11-13: To present vocabulary for free time activities (Draw Ss' attention to the pictures and play the

recording. Ss listen and repeat chorally or individually. Check Ss' pronunciation.)

To listen for specific information (Explain the task and play the recording. Ss answer the question what
they are doing. Check Ss' answers)

To personalize the topic (Ask Ss to look at the pictures on the page again and complete the sentences.
Ask various Ss to read their sentences out to the class.)

11-15: To present/practice vocabulary for furniture, parts of fixtures to look at the pictures on p, 26.
(Explain pictures show the inside of the house Elicit what the house looks like. Ss' attention to the
pictures and the items. Ss time to match the words to the Play the recording for Ss to check their
answers. As an extension, play the recording again for Ss to repeat chorally or individual.

To present There is/There are (Explain that we use there ¡s/there isn't to talk about the existence of
something in the singular and there are/there aren't for the plural. Explain that the words there is/there
are change order in questions to become ls there/Are there. Present the form of short answers (Yes,
there is/are. / No, there isn't/aren't)'. Explain that we use some and any for plural items. We use in
affirmative sentences and any in negative sentences and questions. Read the examples in the table
aloud and elicit other examples from various Ss')

11-17: To introduce and predict the content of a text. Ask Ss to look at the title and the picture on p. 27.
Ask Ss to say what they think the text is about (an unusual house). Ask Ss to say what they think it is like
living in a house like the one in the picture. Play the recording. Ss listen and follow the text in their
books. Explain/Elicit the meanings of the words in the “Check these words box”. To read for specific
information. Allow Ss time to read the text again and complete the task, then check Ss' answers. To
expand on and personalize the topic. Explain the task and brainstorm with 5s for ideas. Encourage Ss to
use words from the Check these words box in their answers. Allow Ss time to write their sentences.
Then ask various Ss to read their sentences aloud. To personalize the topic. Explain the task and read the
example sentences aloud. Write the three headings (number of rooms, furniture, garden) on the board
and brainstorm with Ss for ideas. Give Ss time to write their sentences. Then ask various Ss to read their
sentences to the class.

11-17: Students work on their workbook. Page 14 exercise 1 to 5. Students did exercises to reinforce
what they learned.

11-20 To present vocabulary for appliances Draw Ss' attention to the pictures and play the recording. Ss
listen and repeat chorally or individually. Check Ss' pronunciation. Allow Ss time to write sentences
about what items they have got/haven't got in their houses. Ask various Ss to read their sentences to
the class. ffi.üto introduce and predict the content of a text. Direct 5s' attention to the title and the

pictures, Ask Ss to say what they think the text is about, Ask: Where is'out of this world'?

Why are these items in space? What could a house out of this world be like? Play the recording. Ss listen
and follow the text in their books. Then elicit three things Ss can remember from the text.

Explain/Elicit the meanings of the words in the Check these words box. To check comprehension of the
text and personalise the topic. Allow 5s time to read the text again. Have a class discussion about the
questions in the rubric and ask various Ss to share their thoughts with the rest of the class.
11-21: :To present plurals. Explain that when we talk about more than one thing, we usually add -s to
the noun. e.g.desk-desks Read the examples in the table aloud and focus Ss' attention on the different
plural endings. Then read the theory for irregular plurals. Drill Ss by saying some nouns in the singular
aloud (e,9, potato, cup, dress). Ss say the relevant plural form (i.e, potatoes, cups, dresses), Ask Ss to
find examples of plural forms in the text. To practise forming plurals. Allow Ss time to complete the task.
Check Ss'answers on the board. As an extension, ask Ss which answers irregular plurals.

11-22: To present This/That-These/Those. Ss close their books. Present this/that - these/those. Point to
a book close to you and say: This is a book, Write it on the board. Point to a book far away from you and
say: That is a book, Write it on the board. Present the plural forms in the same way. Ss open their books.
Read the examples in the table aloud. To practise ThislThat - These/Those. Read the example aloud.
Then point to various things near you and far away from you in the classroom. Ask various Ss to tell what
you are pointing to using this/that - these/those. Ss work in pairs and do the same. Ss take turns to point
and say. Ask several pairs of Ss to perform the task for the class. To practise ThislThat -These/Those.
Explain the task and give Ss time to complete it, then check Ss' answers. Teacher give the printed
materials to students. Students stick them on the notebooks. Then they say the 3 examples.

11-24 To practise prepositions of place Explain the task and allow Ss time to complete the text. Check Ss'
answers by asking various Ss to read out the completed text. [Aim-to practise describing position.
Explain the task and read the example exchange aloud. Ss work in pairs and ask and answer questions.
Monitor the activity around the class, and then ask various pairs to act out their exchanges.
Suggested Answer Key
A: Where's the kettle?
B: lt's on the counter,
A: Where's the dishwasher?
B: lt's between the cupboards. etc,

11-27 personalise the topic and prepare for the writing task Explain the task and read the examples. Ss
work in pairs. One S has a blank piece of paper and asks questions about his/her partner's favourite
room, From the information Student A receives, he/she draws Student B's favourite room, After the
drawing is complete, ask each S to describe their partner's room,

Suggested Answer Key

A: What is your favourite room?
B: My bedroom.
A: ls there a wardrobe in your bedroom?
B: Yes, there is,
A: Where is it?
B: lt's between the bed and the desk,
A: What is on the desk?
B: My computer ¡s on the desk. etc.
To write a short text about your favourite room Ss complete the task in class. Alternatively,
assign the task as HW, Encourage Ss to use a variety of prepositions of place in their texts. Ask some Ss
to read their texts to the class. Suggested Answer Key
My favourite room is my bedroom. There is a bed, a wardrobe, a desk and a bookcase in my bedroom.
My bed is next to the window. My desk is between the wardrobe and the bookcase, There is a computer
on the desk and books in the bookcase,

11-28 To introduce the topic and predict the content of a text. Direct S's attention to the title of the
leaflet and the pictures. Ask Ss if they recognize any of the attractions in the pictures. Ask Ss if they know
anything about New York or any of the attractions in the city. Write Ss' ideas on the board. Play the
recording. Ss listen and follow the text in their books.

Suggested Answer Key

New York City is on the east coast of America, There are lot of things to see and do in New York. Tourists
can visit attractions, like the Empire State Building, the Statue of Liberty and the Guggenheim Museum.

To read for specific information. Explain the task and allow Ss time to read the text again. Check Ss'
answers.

11-29 Elicit/Explain the meanings of the words in the Check these words box. To consolidate new
vocabulary. Explain the task and allow Ss time to complete the phrases. Check Ss' answers and ask Ss to
write sentences about the places in the leaflet using these phrases. Tell Ss not to copy sentences directly
from the texts. Encourage them to rephrase information as much as possible. Ask various Ss to read
their sentences aloud.

12-01 To write a short text about tourist attractions. Explain the task and ask 5s to look up information
on the Internet or in encyclopedias/other reference books in groups. Ss write a short text using the
information they collected. Ask various groups to read their texts to the class.

Suggested Answer Key

There are many tourist attracts in Rio de Janeiro. The Christ the Redeemer statue ¡s 39.6 metres tall. It is
on top of Corcovado Mountain with fantastic views of the city. Copacabana beach is also very popular
with tourists. lt is 4 km long. You can visit one of the many restaurants or night clubs on the promenade,
or go to one of many free concerts that take place there.

12-04 To introduce the topic and read for gist Direct Ss' attention to the adverts and ask some Ss to read
them aloud. Ask Ss what the adverts are about' To identify speakers in a situational dialogue Read the
sentences aloud and explain any unknown words/Phrases. Give Ss time to mark who they think says
each sentence. Play the recording. ,Ss listen and follow the dialogue in their books to find out. Check 5s'
answers. To read for specific information. Allow Ss time to read the dialogue again and match it to the
correct advert. Check Ss' answers.

12-05 To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the
synonymous phrases.

Answer Key
What can t do for you? - How can I help you?
How much does it cost? - And how much is it?
That's OK with me. -That's great. To practice asking for and giving addresses Play the recording. Ss listen
and repeat chorally or individually. Explain the task. Ss work in pairs, taking turns asking and
answering questions. Invite various pairs to act out their exchanges in front of the class.

12-06 To pronounce /u:/ and I¡l Model the sound for each symbol' Play the recording. Ss listen and tick
the correct boxes'. Play the recording again for Ss to listen and repeat chorally or individually. To role-
play flat hunting. Explain the situation and draw Ss' attention to advert A. ln closed pairs Ss role-play
dialogues similar to the one in Ex. 2 following the plan. Ss exchange roles. Ask various pairs to act out
their dialogues.

12-08 To present vocabutary for geographical features. Draw Ss' attention to the pictures and play the
recording. Ss listen and repeat chorally or individually. Ask Ss which of the features are in their country
and encourage them to give examples. read for specific information. Explain the task. Give Ss time to
read the text again and to complete the task. Check Ss answers. Explain/Elicit the meanings of the words
in the Check these words box. To identify the author's purpose in a text。Tell Ss that it is important
to consider why sb writes a text. Ask Ss why people write emails to friends to inform), stories (to
entertain), etc. Read the Studyskills box and ask Ss why the author wrote the text.

12-11 To practice new vocabulary. Explain the task and give Ss time to complete it,

then check 5s'answers. To describe a picture and practice new vocabulary. Explain the task and refer 5s'
back to the Check these words box. Give 5s time to write their sentences and ask some Ss to read their
complete sentences aloud. To write an informal email about a place.

12-12 To personatise the topic Explain the task and brainstorm with Ss for ideas. Write some of the
ideas on the board. Allow Ss time to write their sentences. Then organise Ss into pairs to read their
sentences to each other. Monitor the activity around the class. Then ask some pairs to read their
sentences to the class.

Suggested Answer Key

I have got a brick house. There are many rooms in my house and we have got heating. There is a hospital
and 4 doctors nearby. It has got a different view from my window every day because my house can't
move. To present vocabulary for shops and products. Draw Ss' attention to the pictures and play the
recording. Ss listen and repeat chorally and individually. Have Ss complete the task. Check answers
around the class.

12-13 To scan a text to predict its content. Write the questions from the rubric on the board. Have Ss
read the questions and then scan the text. students close their books and try to answer the questions
with a partner. Play the recording. Ss listen and follow along to check. To read for specific information.
Explain/Elicit the meaning of the words in the Check these words box. Ss reread the text and answer the
questions. Check answers around the class.

12-15 To present the imperative Have Ss read the theory. Explain to Ss that we form the imperative by

using the infinitive form of the verb without to. ln the negative, don't is added before the verb.

Have one S volunteer go in front of the class. Ss give commands to the S (sit down, stand up,

walk, touch your head, don't move, etc). Allow Ss time to complete the task. Ss check answers with a
partner. To present prepositions of movement. Play the recording. Ss listen and repeat chorally. Make
sure 5s read the text in the information box. Have Ss find examples in the text. To practice using
prepositions of movement. Give Ss enough time to complete the task. Check Ss' answers around the
room.

12-18 To present A/An/ The. Place a pencil on your desk. Ask Ss what is on the desk (There is a pencil on
the desk.) Write the response on the board. Now put more pencils on your desk, one of which is red. Ask
a S to pick up a pencil. Next ask Ss to pick up the red pencil. Elicit why you used the instead of a and
explain that you say the to talk about specific things. Ss read through the theory box and find examples
in the text.

12-20 To practice A/An/The. Elicit from Ss what the difference is between using a and an (an is used
before words starting with a vowel). Remind Ss that there are some gaps that should be left blank. Allow
Ss enough time to complete the task. Check answers. To present pronunciation differences when using
“the”

12-22 To predict the content of a text. Ask Ss to read the first two sentences in the text and ask them
what they think the email is about. Play the recording. Ss listen, follow the text in their books and check
their answers. To read for specific information. Explain the task and give Ss time to complete it.
instruction Ss to underline the sentences in the text which give the information. Check Ss' answers. To
present punctuation. Go through the Writing Tip box and write examples on the board, circling each
punctuation point: My name is Dave. Where is Dave? Dave has got two dogs, a cat, and a hamster. Dave
is a great friend! etc. Ask Ss to find examples in the text in Ex. 1 Elicit L1 equivalents for the rules of
punctuation taught, and make Ss aware of the differences. To practice punctuation, Explain the exercise
and allow Ss time to punctuate the sentences. Then check Ss' answers on the board.

12-25 To present and practice adjectives. Read the theory aloud. Then elicit examples from the text in
Ex. 1. Explain the exercise and allow Ss time to complete it. Then check Ss' answers. prepare for the
writing task. Explain the task and give Ss time to complete it. Ask Ss to write full sentences. Ask various
Ss to read their sentences to the class. To write an informal email about your House. Explain the task
and tell Ss they can use their answers from Ex. 6 and the plan to help them. Ss complete the task in
class. Alternatively assign the task as HW. Point out that Ss should use prepositions of place and a
variety of adjectives to make their texts more interesting. class.

12-26 To present vocabulary for materials Draw Ss' attention to the pictures of the towers. Then explain
the words for the materials. Drill Ss by asking them what different items in the classroom are made
from: (e.g. the window) the desk (wood), the legs of a chair (stee/), etc. Ask Ss what they believe each
tower is made of play the recording. Ss listen and follow the text in the books, and check their answers.
To read for specific information. Explain the task and ask Ss to find the numbers in the text. Ask Ss to
underline them. Give Ss time to read the text again and write what each number refers to. Check Ss'
answers. To practise new vocabulary Explain/Elicit the meaning of the words in the Check these words
box. To personalize the topic Explain the task and brainstorm with Ss for ideas. Ask various Ss their
opinions. the top looks like a spaceship and it takes only 43 seconds to get there. That's really cool! To
make a presentation about a tower or a building.

12-27 Exam day

12-28