Abram33
10-10-2016, 10:45 PM
unit 3 lesson 1SSON 1 At the weekend
Outcomes
• To talk about weekend activities
• To read emails about Tarek’s and Hassan’s
weekend activities and to answer questions
Before using the book:
• Write the title of the unit At the weekend on the
board and ask the students to tell you what they
think they will study in the unit connected to the
topic. Confirm any correct answers.
• Brainstorm a list of weekend activities. Ask them
to work in teams and set a time limit.
• Ask the teams to read out their lists, and ask
which of the activities they enjoy doing most at
the weekend.
1 Ask and answer
1 Draw attention to the Objectives box on page
11, which refers to the objectives of the unit, and
explain in Arabic if necessary.
2 Ask the students to look at the pictures in
exercise 1 and ask them to decide which of the
activities in the box these represent.
3 Invite different groups to tell the rest of the
class which of the activities they do. Encourage
them to give as much information as possible
about each of the activities they take part in, for
example, who they go with, how they get there,
where they go, etc.
2 Read the emails. Which of the activities in
exercise 1 are Tarek and Hassan going to do?
1 Ask the students to look at the texts quickly and
ask what kind of texts they are (emails).
2 Ask them what they think the emails might be
about, and then ask them to read the question
and scan the texts quickly to find the answer.
3 Check the answers as a whole class.
3 Are these sentences true (T) or false (F)?
1 Ask the students to read the sentences. Tell them
that they are going to read the emails in exercise
2 again and say whether the sentences are true
or false according to what Tarek and Hassan say.
Ask them to look at the first sentence and say
why it is false, referring to the appropriate part
of the text.
2 Point out that they should write T or F in each
box, as in the example.
3 The students read the text and find the answers.
When they have finished, ask them to check their
answers with a partner before checking them
orally as a whole class, inviting the students to
correct the sentences which are false.
4 Ask the students to read the text again and
identify any words they don’t know. Tell them
to try to guess their meaning, using the context
to help them. Then check the meanings of the
words as a whole class
********************************
L E S S O N 2
• To use future forms going to and will
• To talk about plans for the weekend
1 Underline the future forms in these sentences
1 Ask the students what they can see in the picture
(the countryside). Ask What can you do in the
countryside? (go for walks, have a picnic etc.)
2 Ask the students to read the first sentence and
look at the underlined verb form. Ask What do
you think ‘going to’ means in this sentence? (a
future plan which we are sure will happen).
3 Ask the students to copy the sentences into their
copybooks and underline the other examples of
going to.
4 Go through the going to sentences, eliciting
meanings (sentences 2 and 5 — going to for
future plans).
5 Ask the students to look at sentences 3 and 4.
Ask What do you think the future form is in
these sentences? Ask them to underline will +
infinitive.
6 Discuss each sentence as a class in a similar
way, discussing the meaning of will in each case
(sentence 3—will to ask for something, sentence
4—will for predictions).
7 Elicit the structures of the future forms (will/will
not + infinitive without to; going to + infinitive
without to). Point out that will not becomes won’t
when it is contracted.
8 Ask the students to read the Grammar box
and to make an extra sentence for each of the
grammar points in pairs. Then ask them to read
them aloud for the rest of the class to check
2 Write sentences with going to or will
1 Elicit the differences between going to (for future plans and when we’re certain that something is going to happen) and will (for predictions and when we decide to do something at the moment of speaking).
2 Ask the students to look at the picture and ask
What’s going to happen? (the boy is going to crash).
3 Ask the students to work in pairs to complete
the exercise, referring to the Grammar box if
required. Go round and monitor while they are
working, helping where necessary.
4 Invite different students to read out the
sentences. Write their answers on the board and
encourage the rest of the class to correct errors
3 Talk about next weekend
1 Ask the students to read the speech bubbles.
Model the activity with different students.
2 Students then work in small groups to discuss
their plans for next weekend. Encourage them
to use going to and will and to ask each other
questions, as in the example. Go round and
monitor while they are working, helping where
necessary.
3 Invite different groups to talk about their plans
for the rest of the class to listen
1 Choose the correct words
1 Elicit any new vocabulary that the students
remember from the lesson.
2 Ask them to read the example and explain that
they have to choose the correct word to complete
each sentence.
3 The students complete exercise in pairs. Then
check answers as a whole class
2 Complete these sentences with the correct
form of going to or will
1 Elicit the rules for going to and will.
2 Ask the students to complete the exercise
individually before checking their answers with
a partner.
3 Invite different students to read out each
completed sentence.
3 Answer the questions
1 Ask the students to read the questions and invite
several students to answer them orally.
2 The students then complete their answers.
Remind them to think about whether they need
to use going to or will.
3 Ask the students to read their partner’s entences
and invite different students to tell the rest of the
class about him/her
***********************************
Lesson3g e 1 3
• To ask and answer about spending time with
friends
• To listen to a telephone conversation and answer
questions
• To practise phoning to make arrangements
• To carry out an internet search about telephones
lines in Egypt
1 Ask and answer
1 Ask the students to look at the picture and ask
What game is this? (Chess). Can you play?
2 Ask the students to read the two questions and
tell them that they are going to discuss them in
small groups.
3 When they have finished, invite different
students to tell the class about someone in their
group.
4 Find out how many students do similar activities
with their friends, and who does the most
interesting or unusual activities.
Listen to a telephone conversation. What are
Huda and her family going to do?
1 Tell the students that they are going to find out
what Huda and her family are going to do at the
weekend.
2 Play the recording for the students to listen and
answer the question.
Tapescript
Mrs Sabri: Hello.
Huda: Hello, Mrs Sabri. Is Salma there, please?
Mrs Sabri: Who’s speaking, please?
Huda: This is Huda.
Mrs Sabri: No, I’m sorry, Salma isn’t here at
the moment, Huda. She’s visiting her aunt.
Huda: When will she be home?
Mrs Sabri: I think she’ll be home at about half
past five. Can I take a message?
Huda: Yes, can you ask her to phone me, please?
Mrs Sabri: Yes, of course.
Huda: Thank you very much. Goodbye, Mrs Sabri.
Mrs Sabri: Goodbye, Huda.
(sound of phone ringing and being answered)
Ali: Hello, Ali speaking.
Salma: Hello, Ali. This is Salma. May I
speak to your sister, please?
Ali: Yes, just a moment, please.
(calling) Huda! Salma wants to talk
to you. (pause)
Huda: Hi, Salma! Thank you for calling back! What are you going to do on Saturday?
Salma: I’ll probably stay at home and read my book. Why? Are you going to do anything?
Huda: Yes, we’re going to have a picnic in
the park. Do you want to come?
Salma: Oh, yes, I'd like that! Thank you.
What time shall I come to your house?
Huda: We’re going to leave at about twelve o’clock.
Salma: OK. I’ll be there at quarter to twelve.
Huda: See you then!
3 Listen again and answer the questions
1 Ask the students how many conversations
they heard (two). Ask why there were two
conversations (because Salma wasn’t at home).
2 Ask the students to read through the questions
and then play the recording
4 Practise phoning to make arrangements to
do some of the following activities
1 Ask students to work in small groups to think
of phrases which are used on the telephone, for
example, May I speak to …, please?
2 Then ask them to read the phrases in the
Functions box. Play the recording again and ask
them to listen out for the phrases.
3 Ask the students to look at the examples in the
speech bubbles, and draw their attention to the
list of activities.
4 Students work in small groups to practise
making arrangements by phone. To help their
listening skills, you could ask them to sit back
to back on their chairs, so they can’t see each
other’s faces.
5 Monitor as they are working, helping where
necessary. Remind them to use the phrases from
the Functions box.
6 Invite different groups of students to act out their phone conversations
Internet search
1 Ask the students what they know about the
invention of the telephone and when it might
have first been used in Egypt.
2 Ask them to look at the Internet search box. Ask
them to carry out an internet search to find out
when Egypt first had telephone lines.
3 Ask the students to report their findings to the
rest of the class.
4 Ask how often they use the phone and who they
call
Lesson 4
• To read about Wadi al-Hitan and answer ?
• To use critical thinking skills to discuss the
importance of protecting ancient sites
1 Match the words and the pictures
1 Ask the students to read the title of the reading
text and look at the photographs. Ask Where is
this? What do you know about it?
2 Pre-teach fossil and ask the students whether
they have ever seen one and what they know
about fossils.
3 Ask them to read the introductory paragraph.
Then ask them to cover the paragraph and tell
you what they remember.
4 Ask the students to read the whole text. Then ask
What does UNESCO do? Draw their attention to
the explanation, if they have not already read it.
5 Ask the students to look at the three pictures
Ask What can you see? Then draw their
attention to the words in the word bank, and ask
them to match the words and pictures.
Check the answers as a whole class.
Ask Have you ever seen a whale? Have you seen
a skeleton? Where can you see these things? (in
the ocean, in a museum). Ask them why they
think whale bones were found at Wadi al-Hitan.
Explain that there was an ocean there millions of
years ago.
2 Answer the questions
1 Ask the students to read the questions and try to
answer the questions in pairs without referring
back to the text. Invite them to share their ideas.
2 Ask the class to read the text again more
carefully and to find the answers to the
questions. Remind them not to worry about any
unfamiliar words at this point.
3 Invite different students to give their answers,
and to point to the part of the text where they
found the information.
4 Ask the students to read the text again and
identify any words they don’t know. Tell them
to try to guess their meaning, using the context
to help them. Then check the meanings of the
words as a whole class.
3 Critical thinking
1 Put the students into small groups to discuss the?.
2 Monitor as they are working, helping where necessary.
3 Invite different groups to share their ideas,
before holding a short class discussion about the
importance of protecting ancient sites.
4 Ask the students which other ancient sites they
have visited and why they were important. Ask
what they saw and did there, and what is being
done to protect the sites.
Suggested answers:
1 Yes, because we can learn a lot about animals
from the past by looking at the fossils and
skeletons.
2 We can stop too many tourists visiting
them. We can help to stop air pollution which
may damage the sites.
3 Yes, because they are all important./No, because
they do not have enough money to protect all of them
1 Listen and choose
1 Ask the students to look at the sentences and
options to prepare them for listening.
2 Play the recording while the students listen and
choose the correct options. 3 Check the answers
Tape script
Girl: My name is Mayar and this is my school. It’s got twenty classrooms and two laboratories. We have a big library at the end of the corridor, next to the computer room
2 Match the words and their meanings
1 Ask the ss to look at the picture and elicit the word fossil. Then ask them to look at the example.
2 Students then match the words and definitions.
3 Check the answers as a whole class
3 Complete the sentences with words from ex 2
1 Ask the students to look at the example sentence.
2 Allow time for the students to complete the rest
of the sentences with words from exercise 2.
3 Invite different students to read out the
completed sentences.
4 Complete the following dialogue
1 Ask the students to look at the picture and elicit
phrases for making arrangements on the phone.
2 Then ask them to look at the dialogue and the
example, and explain that they have to complete
the dialogue by writing the correct phrase.
3 Check the answers as a whole class.
+++++++++++++++++++++++++++++++++
Lesson 5
• To review and practise the vocabulary and
structures of the unit
• To practise using informal language in an email
to a friend
Before using the book:
• Write At the weekend on the board and ask
the students what they have learned in this unit.
Brainstorm a list of topics, vocabulary and
grammar points.
• Tell the students that they are now going to
complete the review section for this unit, to see
what they can remember.
1 Match to make weekend activities
1 Elicit the weekend activities that the students
have discussed in the unit.
2 Then ask the students to match the verbs with
the phrases, as in the example.
3 Invite different students to read out each
complete phrase.
2 Complete the sentences with the correct
form of going to or will
1 Ask the students to give you some example
sentences using going to and will, and check that
they are using them correctly.
2 Then ask them to read the example sentence and
check that they understand what to do.
3 The students complete the exercise individually
and check their answers in pairs. Then check the
answers as a whole class.
3 Complete the dialogue with the phrases
1 Ask the students to look at the phrases and ask
what they relate to (telephone conversations).
2 The students complete the dialogue using the
phrases.
3 Check the answers as a whole class and then
invite different pairs of students to read out the
dialogue.
Writing skills
1 Ask the students to think about the language
that is used in emails to friends. Ask Is it formal
or informal? (informal). Elicit phrases for
beginning and ending emails to friends.
2 Ask them to read the Writing skills section and
look carefully at the examples of each feature of
informal writing and elicit further examples of
each feature if possible
Read the two emails. Which is the best email
to send to a friend? Why?
1 Elicit the features of informal emails.
2 The students then read the two emails and
discuss them in pairs, deciding which is the best
one to send to a friend.
3 Check the answer as a whole class and
encourage students to explain why the email
they chose is the best one.
Answers:
Email a, because it is more friendly and less formal.
2 Rewrite the second email using informal
language and contractions
1 Ask the students why they wouldn’t send the
second email to a friend, and ask them to point
out the more formal language features (Dear,
long forms, Yours).
2 Ask them to rewrite the email using the same
information but in a more informal way.
3 Ask confident ss to read out their new emails
Hi Amir,
Thanks for your email. I’d love to go to the park
with you. What time does the bus leave? I’m going
to a museum this afternoon, but I’ll be home at
about six o’clock. Phone me then. Imad
3 Write an email to a friend. Tell him/her about
your plans for the future
1 Tell the students that they are going to write an
email about next weekend or next summer. Ask
them to choose one to write about.
2 Ask them to look at the points and to plan their
writing before they start.
3 They should write their answer in their copybooks. Go round and monitor while the students work, making suggestions where necessary. When they have finished, ask them to exchange their emails with a partner to read and check the spelling and grammar.
4 Finally, invite different students to read out their
Outcomes
• To talk about weekend activities
• To read emails about Tarek’s and Hassan’s
weekend activities and to answer questions
Before using the book:
• Write the title of the unit At the weekend on the
board and ask the students to tell you what they
think they will study in the unit connected to the
topic. Confirm any correct answers.
• Brainstorm a list of weekend activities. Ask them
to work in teams and set a time limit.
• Ask the teams to read out their lists, and ask
which of the activities they enjoy doing most at
the weekend.
1 Ask and answer
1 Draw attention to the Objectives box on page
11, which refers to the objectives of the unit, and
explain in Arabic if necessary.
2 Ask the students to look at the pictures in
exercise 1 and ask them to decide which of the
activities in the box these represent.
3 Invite different groups to tell the rest of the
class which of the activities they do. Encourage
them to give as much information as possible
about each of the activities they take part in, for
example, who they go with, how they get there,
where they go, etc.
2 Read the emails. Which of the activities in
exercise 1 are Tarek and Hassan going to do?
1 Ask the students to look at the texts quickly and
ask what kind of texts they are (emails).
2 Ask them what they think the emails might be
about, and then ask them to read the question
and scan the texts quickly to find the answer.
3 Check the answers as a whole class.
3 Are these sentences true (T) or false (F)?
1 Ask the students to read the sentences. Tell them
that they are going to read the emails in exercise
2 again and say whether the sentences are true
or false according to what Tarek and Hassan say.
Ask them to look at the first sentence and say
why it is false, referring to the appropriate part
of the text.
2 Point out that they should write T or F in each
box, as in the example.
3 The students read the text and find the answers.
When they have finished, ask them to check their
answers with a partner before checking them
orally as a whole class, inviting the students to
correct the sentences which are false.
4 Ask the students to read the text again and
identify any words they don’t know. Tell them
to try to guess their meaning, using the context
to help them. Then check the meanings of the
words as a whole class
********************************
L E S S O N 2
• To use future forms going to and will
• To talk about plans for the weekend
1 Underline the future forms in these sentences
1 Ask the students what they can see in the picture
(the countryside). Ask What can you do in the
countryside? (go for walks, have a picnic etc.)
2 Ask the students to read the first sentence and
look at the underlined verb form. Ask What do
you think ‘going to’ means in this sentence? (a
future plan which we are sure will happen).
3 Ask the students to copy the sentences into their
copybooks and underline the other examples of
going to.
4 Go through the going to sentences, eliciting
meanings (sentences 2 and 5 — going to for
future plans).
5 Ask the students to look at sentences 3 and 4.
Ask What do you think the future form is in
these sentences? Ask them to underline will +
infinitive.
6 Discuss each sentence as a class in a similar
way, discussing the meaning of will in each case
(sentence 3—will to ask for something, sentence
4—will for predictions).
7 Elicit the structures of the future forms (will/will
not + infinitive without to; going to + infinitive
without to). Point out that will not becomes won’t
when it is contracted.
8 Ask the students to read the Grammar box
and to make an extra sentence for each of the
grammar points in pairs. Then ask them to read
them aloud for the rest of the class to check
2 Write sentences with going to or will
1 Elicit the differences between going to (for future plans and when we’re certain that something is going to happen) and will (for predictions and when we decide to do something at the moment of speaking).
2 Ask the students to look at the picture and ask
What’s going to happen? (the boy is going to crash).
3 Ask the students to work in pairs to complete
the exercise, referring to the Grammar box if
required. Go round and monitor while they are
working, helping where necessary.
4 Invite different students to read out the
sentences. Write their answers on the board and
encourage the rest of the class to correct errors
3 Talk about next weekend
1 Ask the students to read the speech bubbles.
Model the activity with different students.
2 Students then work in small groups to discuss
their plans for next weekend. Encourage them
to use going to and will and to ask each other
questions, as in the example. Go round and
monitor while they are working, helping where
necessary.
3 Invite different groups to talk about their plans
for the rest of the class to listen
1 Choose the correct words
1 Elicit any new vocabulary that the students
remember from the lesson.
2 Ask them to read the example and explain that
they have to choose the correct word to complete
each sentence.
3 The students complete exercise in pairs. Then
check answers as a whole class
2 Complete these sentences with the correct
form of going to or will
1 Elicit the rules for going to and will.
2 Ask the students to complete the exercise
individually before checking their answers with
a partner.
3 Invite different students to read out each
completed sentence.
3 Answer the questions
1 Ask the students to read the questions and invite
several students to answer them orally.
2 The students then complete their answers.
Remind them to think about whether they need
to use going to or will.
3 Ask the students to read their partner’s entences
and invite different students to tell the rest of the
class about him/her
***********************************
Lesson3g e 1 3
• To ask and answer about spending time with
friends
• To listen to a telephone conversation and answer
questions
• To practise phoning to make arrangements
• To carry out an internet search about telephones
lines in Egypt
1 Ask and answer
1 Ask the students to look at the picture and ask
What game is this? (Chess). Can you play?
2 Ask the students to read the two questions and
tell them that they are going to discuss them in
small groups.
3 When they have finished, invite different
students to tell the class about someone in their
group.
4 Find out how many students do similar activities
with their friends, and who does the most
interesting or unusual activities.
Listen to a telephone conversation. What are
Huda and her family going to do?
1 Tell the students that they are going to find out
what Huda and her family are going to do at the
weekend.
2 Play the recording for the students to listen and
answer the question.
Tapescript
Mrs Sabri: Hello.
Huda: Hello, Mrs Sabri. Is Salma there, please?
Mrs Sabri: Who’s speaking, please?
Huda: This is Huda.
Mrs Sabri: No, I’m sorry, Salma isn’t here at
the moment, Huda. She’s visiting her aunt.
Huda: When will she be home?
Mrs Sabri: I think she’ll be home at about half
past five. Can I take a message?
Huda: Yes, can you ask her to phone me, please?
Mrs Sabri: Yes, of course.
Huda: Thank you very much. Goodbye, Mrs Sabri.
Mrs Sabri: Goodbye, Huda.
(sound of phone ringing and being answered)
Ali: Hello, Ali speaking.
Salma: Hello, Ali. This is Salma. May I
speak to your sister, please?
Ali: Yes, just a moment, please.
(calling) Huda! Salma wants to talk
to you. (pause)
Huda: Hi, Salma! Thank you for calling back! What are you going to do on Saturday?
Salma: I’ll probably stay at home and read my book. Why? Are you going to do anything?
Huda: Yes, we’re going to have a picnic in
the park. Do you want to come?
Salma: Oh, yes, I'd like that! Thank you.
What time shall I come to your house?
Huda: We’re going to leave at about twelve o’clock.
Salma: OK. I’ll be there at quarter to twelve.
Huda: See you then!
3 Listen again and answer the questions
1 Ask the students how many conversations
they heard (two). Ask why there were two
conversations (because Salma wasn’t at home).
2 Ask the students to read through the questions
and then play the recording
4 Practise phoning to make arrangements to
do some of the following activities
1 Ask students to work in small groups to think
of phrases which are used on the telephone, for
example, May I speak to …, please?
2 Then ask them to read the phrases in the
Functions box. Play the recording again and ask
them to listen out for the phrases.
3 Ask the students to look at the examples in the
speech bubbles, and draw their attention to the
list of activities.
4 Students work in small groups to practise
making arrangements by phone. To help their
listening skills, you could ask them to sit back
to back on their chairs, so they can’t see each
other’s faces.
5 Monitor as they are working, helping where
necessary. Remind them to use the phrases from
the Functions box.
6 Invite different groups of students to act out their phone conversations
Internet search
1 Ask the students what they know about the
invention of the telephone and when it might
have first been used in Egypt.
2 Ask them to look at the Internet search box. Ask
them to carry out an internet search to find out
when Egypt first had telephone lines.
3 Ask the students to report their findings to the
rest of the class.
4 Ask how often they use the phone and who they
call
Lesson 4
• To read about Wadi al-Hitan and answer ?
• To use critical thinking skills to discuss the
importance of protecting ancient sites
1 Match the words and the pictures
1 Ask the students to read the title of the reading
text and look at the photographs. Ask Where is
this? What do you know about it?
2 Pre-teach fossil and ask the students whether
they have ever seen one and what they know
about fossils.
3 Ask them to read the introductory paragraph.
Then ask them to cover the paragraph and tell
you what they remember.
4 Ask the students to read the whole text. Then ask
What does UNESCO do? Draw their attention to
the explanation, if they have not already read it.
5 Ask the students to look at the three pictures
Ask What can you see? Then draw their
attention to the words in the word bank, and ask
them to match the words and pictures.
Check the answers as a whole class.
Ask Have you ever seen a whale? Have you seen
a skeleton? Where can you see these things? (in
the ocean, in a museum). Ask them why they
think whale bones were found at Wadi al-Hitan.
Explain that there was an ocean there millions of
years ago.
2 Answer the questions
1 Ask the students to read the questions and try to
answer the questions in pairs without referring
back to the text. Invite them to share their ideas.
2 Ask the class to read the text again more
carefully and to find the answers to the
questions. Remind them not to worry about any
unfamiliar words at this point.
3 Invite different students to give their answers,
and to point to the part of the text where they
found the information.
4 Ask the students to read the text again and
identify any words they don’t know. Tell them
to try to guess their meaning, using the context
to help them. Then check the meanings of the
words as a whole class.
3 Critical thinking
1 Put the students into small groups to discuss the?.
2 Monitor as they are working, helping where necessary.
3 Invite different groups to share their ideas,
before holding a short class discussion about the
importance of protecting ancient sites.
4 Ask the students which other ancient sites they
have visited and why they were important. Ask
what they saw and did there, and what is being
done to protect the sites.
Suggested answers:
1 Yes, because we can learn a lot about animals
from the past by looking at the fossils and
skeletons.
2 We can stop too many tourists visiting
them. We can help to stop air pollution which
may damage the sites.
3 Yes, because they are all important./No, because
they do not have enough money to protect all of them
1 Listen and choose
1 Ask the students to look at the sentences and
options to prepare them for listening.
2 Play the recording while the students listen and
choose the correct options. 3 Check the answers
Tape script
Girl: My name is Mayar and this is my school. It’s got twenty classrooms and two laboratories. We have a big library at the end of the corridor, next to the computer room
2 Match the words and their meanings
1 Ask the ss to look at the picture and elicit the word fossil. Then ask them to look at the example.
2 Students then match the words and definitions.
3 Check the answers as a whole class
3 Complete the sentences with words from ex 2
1 Ask the students to look at the example sentence.
2 Allow time for the students to complete the rest
of the sentences with words from exercise 2.
3 Invite different students to read out the
completed sentences.
4 Complete the following dialogue
1 Ask the students to look at the picture and elicit
phrases for making arrangements on the phone.
2 Then ask them to look at the dialogue and the
example, and explain that they have to complete
the dialogue by writing the correct phrase.
3 Check the answers as a whole class.
+++++++++++++++++++++++++++++++++
Lesson 5
• To review and practise the vocabulary and
structures of the unit
• To practise using informal language in an email
to a friend
Before using the book:
• Write At the weekend on the board and ask
the students what they have learned in this unit.
Brainstorm a list of topics, vocabulary and
grammar points.
• Tell the students that they are now going to
complete the review section for this unit, to see
what they can remember.
1 Match to make weekend activities
1 Elicit the weekend activities that the students
have discussed in the unit.
2 Then ask the students to match the verbs with
the phrases, as in the example.
3 Invite different students to read out each
complete phrase.
2 Complete the sentences with the correct
form of going to or will
1 Ask the students to give you some example
sentences using going to and will, and check that
they are using them correctly.
2 Then ask them to read the example sentence and
check that they understand what to do.
3 The students complete the exercise individually
and check their answers in pairs. Then check the
answers as a whole class.
3 Complete the dialogue with the phrases
1 Ask the students to look at the phrases and ask
what they relate to (telephone conversations).
2 The students complete the dialogue using the
phrases.
3 Check the answers as a whole class and then
invite different pairs of students to read out the
dialogue.
Writing skills
1 Ask the students to think about the language
that is used in emails to friends. Ask Is it formal
or informal? (informal). Elicit phrases for
beginning and ending emails to friends.
2 Ask them to read the Writing skills section and
look carefully at the examples of each feature of
informal writing and elicit further examples of
each feature if possible
Read the two emails. Which is the best email
to send to a friend? Why?
1 Elicit the features of informal emails.
2 The students then read the two emails and
discuss them in pairs, deciding which is the best
one to send to a friend.
3 Check the answer as a whole class and
encourage students to explain why the email
they chose is the best one.
Answers:
Email a, because it is more friendly and less formal.
2 Rewrite the second email using informal
language and contractions
1 Ask the students why they wouldn’t send the
second email to a friend, and ask them to point
out the more formal language features (Dear,
long forms, Yours).
2 Ask them to rewrite the email using the same
information but in a more informal way.
3 Ask confident ss to read out their new emails
Hi Amir,
Thanks for your email. I’d love to go to the park
with you. What time does the bus leave? I’m going
to a museum this afternoon, but I’ll be home at
about six o’clock. Phone me then. Imad
3 Write an email to a friend. Tell him/her about
your plans for the future
1 Tell the students that they are going to write an
email about next weekend or next summer. Ask
them to choose one to write about.
2 Ask them to look at the points and to plan their
writing before they start.
3 They should write their answer in their copybooks. Go round and monitor while the students work, making suggestions where necessary. When they have finished, ask them to exchange their emails with a partner to read and check the spelling and grammar.
4 Finally, invite different students to read out their