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At The End of Unit 1 Students Will Be Able To Recognize

At the end of Unit 1, students will be able to recognize, solve, and use past simple and past continuous tenses, adventure vocabulary words, and pronunciation of link words. They will practice these skills through listening to a story about a lucky discovery, reading a short adventure story, and having a speaking activity where they discuss meeting plans and apologies in pairs. For writing, students will follow guidelines to write their own short story.

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annie aneesch
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72 views

At The End of Unit 1 Students Will Be Able To Recognize

At the end of Unit 1, students will be able to recognize, solve, and use past simple and past continuous tenses, adventure vocabulary words, and pronunciation of link words. They will practice these skills through listening to a story about a lucky discovery, reading a short adventure story, and having a speaking activity where they discuss meeting plans and apologies in pairs. For writing, students will follow guidelines to write their own short story.

Uploaded by

annie aneesch
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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At the end of Unit 1 Students will be able to recognize, solve and use the followings:

• Grammar: Past Simple and Past Continuous


• Vocabularies: Verbs describing actions & Adventure words Pronunciation:
Link words

• Listening : A lucky discovery


 Look at the exercise title and make sure that students understand the
meaning of (make a) discovery.
 Look at the picture and tell students that the boy's name is Mark Taylor. Ask:
Who's he talking to? (A reporter.) What's he talking about? Introduce some of
the key words from the listening (for example, coins, dig, gold).

• Reading: A short adventure story


 Look at the picture and ask students to predict what type of story this will be
(adventure story).
 Ask them to say what they can see in the picture and use it to revise known
words (for example, plane, lake, forest, trees, survive). However, don't
introduce any of the new vocabulary at this stage.
 Read out the question and ask students to read the text through quickly to
find the answer. Tell them not to stop and worry over new words when they
come to them. They should just try to get a general idea of what happened.
Explain that it will be easier to understand the details when they know what
the story is about.

• Speaking:
 Explain the task and ask students to look at the questions. Elicit some
suggestions for a meeting place and for reasons why the meeting doesn't take
place as planned.
 In pairs. students discuss the questions and write their conversation together.
Ask them to include an apology and a suitable response.
 Pairs practise their conversation. Encourage them to put their written 'script'
aside if they can.
 Invite some pairs to perform their conversation.

• Writing: A short story


Read out the instruction for the writing task. Explain that the story can be about
something that really happened or about an imaginary event.
Read through the Writing guide with the class. Using the examples for paragraph 1,
invite students to suggest a situation, and write up brief notes on the board.
Then brainstorm to gather as many ideas as possible for the 'problem' in paragraph
2. Write up all the ideas in note form on the board as students suggest them. It
doesn't matter if some of these aren't very suitable for a story the aim is to get the
students thinking.
Select one of the problems and ask students to develop the idea. What happened,
exactly?
Finally, ask for some suggestions about the ending. What happened to solve the
problem?
Now direct students to the questions and ask them to plan their own story. They
should think of their answers to the questions and make notes.
Students follow the Writing guide to write their story. using the notes they have
made.
In pairs, students read their stories aloud.

Explain the meaning of the word shape.

Focus on the five pictures and read out the names of the shapes. Ask students to
repeat. Students decide individually which shape is their favourite.

Don't let them take this too seriously - the personality test' is really just for fun and
certainly shouldn't be taken as serious scientific research.

This exercise can be started in class and completed for homework.

Tell students that they are going to write a text for their own Web page. They should use Daniel's
Web page as a model, organising their material under the same headings.

Read through the Writing guide with the class.

Focus on the questions under the five topic headings in the Writing. You may want to elicit example
answers for some of the more difficult questions.

Ask students to plan their text by choosing topics and writing brief answers to the questions. Ask
them to add information as suggested in the Writing guide.

Students expand their notes into short paragraphs. Some students may want to use all five topics,
while others may choose only three or four.

Remind students of who Brett is.


Play the recording. Students listen to get a general idea of what Brett says.
Ask students to say the names of any places or buildings that they heard in the recording. Don't
confirm or correct their answers at this stage.
Before looking at the text, read through the questions

with the class.

Point out to the students that the aim here is to find

particular information in the text. They aren't expected to understand the whole of the text.
Instead, they should look for the part which contains each piece of information and then read to
extract it.

Make suggestions How about taking a boat trip?

Respond to suggestions:
“That's a nice idea.”

Describe a place you know: There aren't enough cafés.

Say what you like and dislike about a place I think it's boring here.

A typical day

This exercise can be started in class and completed for homework.

Introduce the topic. Make it clear that students can write about an imaginary situation if they want
to.

Read through the Writing guide with the class. Draw attention to the link words that make a 'bridge
between one event and the next.

Ask students to make notes in answer to the questions in the exercise.

Students organise their notes and add details as suggested in the Writing guide.

Ask them to check their story. Encourage them to read each other's work in pairs and to suggest
corrections or improvements to their partner.

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