Lesson
use questions like: What was the last birthday party you went to? What games did you play there? What games can you play on the playground or in the park or outside in your garden? 2. Number the conversation in the park in the correct order. Listen and check. 109 27 Ask students to read the conversation and to put it in a logical order. Allow students to compare answers, but do not give them feedback yet. Allow students to listen to track 27 twice and check their answers. Then ask students to show you the numbers from top to bottom using their fingers. You can further reinforce the new vocabulary by asking students to raise their hands if they enjoy being the seeker more than they like to hide, and if they like chocolate icing. Differentiated Instruction For this activity you can use the Think-Pair-Share strategy to allow students thinking time and to benefit from working in pairs. 3. Work in pairs. Look at the words in bold in Activity 2 and use them to complete the chart with relevant information. In this activity, students will record key words and ideas in a diagram. Before you ask students to complete the dialogue, ask them to summarize the information form the dialogue orally; e.g.: What are they going to play? Where? Who? How? Then ask them to work in pairs and underline the answers in the text and then copy them onto the diagram. 4. Read this text which describes the game. Complete it with the underlined words from Activity 2 to connect ideas. 109 This activity will allow students to examine the use of connectors. Ask students to work in pairs and to complete the text with the underlined words. You can write these clues on the board: First, then, next; If A / B…; because + reason; That way (result). 5. Take turns to describe a game and guess which game it is. First allow students to prepare individually by making notes they can use to describe a game. Tell them to ask you for vocabulary if needed. Then put students into groups of four or five and ask them to describe their games and guess what game it is.
Lesson
1 Work in pairs. Discuss the questions. a What games do you like to play at birthday parties? b What games are best played outside?
2 Number the conversation in the park in the correct order. Listen and check. 27 109
1
Let’s eat cake and then play something. Why don’t we play hide and seek here in the park? Can’t someone else be the seeker?
That sounds great. It will be a lot of fun because the park is really big. Why don’t you count up to 50 . That way we will have enough time to hide . Will you be the seeker ? I can start if you want. Up to what number should I count? Great! Now, let’s eat cake! It’s got chocolate icing !
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3 Work in pairs. Look at the words in bold on Activity 2 and use them to complete the chart with relevant information.
Play what?
Play where? in the
Who? will be the seeker
How? Count to while others
4 Read this text which describes the game. Complete it with the underlined words from Activity 2 to connect ideas. 109
First the seeker closes their eyes, while the others hide.
they open their
the seeker nds you, it is your turn
eyes and look for the people who hid.
to be the seeker.
, everyone gets a turn to hide and seek. It’s a you don’t want the seeker to nd you rst.
good idea to hide far away,
5 Take turns to describe a game and guess which game it is.
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Achievement Understand expressions used to accept or reject requests. Teaching Guidelines • Activate previous knowledge. • Examine use of words and expressions that connect ideas. • Record key words and ideas in a diagram to record relevant information. Development What games do you no longer play or what new games do you play? Ask students how their game preferences have changed or how these were different when they were small children. You can give some personal examples; e.g.: I used to like Monopoly when I was small, but now I don’t like it very much . Monitor and show interest in students’ answers. 1. Work in pairs. Discuss the questions. In this initial stage, students’ previous knowledge will be activated. Elicit an example or two of games students like to play at birthday parties and then ask students to work in pairs and come up with their own list. Monitor and provide translations for games where needed. If students find it difficult to think of games,
106 Unit 8 • Activity Book p. 78
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