Good food 2
DIFFERENTIATED LEARNING Pair confident students with less confident students. Ask the less confident students to test their partner on irregular verbs. Referring to the Irregular verbs on page 159, they ask their partner questions, e.g. What’s the past of ‘bring’? How do you spell it? 1 Students complete the exercise. If necessary, students can refer to the irregular verb section on page 137. Check answers in open class, eliciting the pronunciation of the irregular verbs. Answers 1 A 2 C 3 A 4 B 5 B 6 C 2 Students complete the exercise individually. Walk around the class, helping if necessary. Students compare their sentences in pairs. Invite volunteers to share their answers in open class. Answers 1 What did you eat for breakfast this morning? 2 Where did you go with your friends last weekend? 3 Did you eat any new foods last week? What did you have? 4 What languages did you learn last year? 5 Did you go to bed late last night? What time did you get into bed? 3 As an example, ask a confident student: What did you eat for breakfast this morning? Then divide the class into pairs to do the speaking activity. After the exercise, students share any interesting information they learnt about their partner. Answers Students’ own answers DIFFERENTIATED LEARNING Pair confident students with less confident students and have the confident students ask the questions first. This way the less confident students have a chance to hear the questions before having to formulate them. Alternatively, elicit the questions from the class before students start to ask and answer. 4 Ask students what they can see in the photo ( pancakes with fruit ). They complete the exercise. Students compare their answers in pairs before you check their answers in open class. Answers 1 did (you) do 2 went 3 didn’t eat 4 ate 5 got 6 didn’t know 7 saw 8 thought 9 had 10 didn’t leave 11 told 12 said Me In pairs, students discuss the questions.
Research In pairs or groups, students research to answer the questions. Homework Workbook Unit 2: Listening, page 16 GRAMMAR 2 Past simple: irregular verbs Student’s Book, page 25 Lesson aims • Focus on past simple irregular verbs • Understand the use of the auxiliary did for negative statements and questions in the past • Practise using irregular verbs to talk about the past • Discuss interesting restaurants LEAD-IN Play The memory game : Yesterday, I went to the shops and bought … with the class. Students stand up. Start by saying Yesterday, I went to the shops and bought some fresh fish . Nominate a confident student to repeat the sentence and add a food item to the list, e.g. … some fresh fish and some small tomatoes . Continue round the class with students repeating all the food items in the list and adding an item of their own. If a student forgets one of the items, they have to sit down. Encourage students to play the digital game for extra practice. Grammar in context Refer students to sentences 1 and 2 from Clare and Simon’s conversation in the previous lesson, and ask them to choose the correct words. Elicit that go is an irregular verb, and its form changes to went in the past. Check their answers and ask students to read the information in the Remember box. Encourage them to study the Irregular verbs on page 159. Remind students that they can find more information in the Grammar reference, Unit 2, page 137. Answers 1 Did 2 went LANGUAGE NOTE Some irregular verbs can be organised into groups that behave in a similar way, e.g. • verbs where / ɪ / changes to /æ/, e.g. begin > began , drink > dr a nk , sw i m > sw a m • verbs where the past form ends in / ɔː t/, e.g. buy > b ought , teach > t aught , think > th ought • verbs where /i ː / changes to /e/, e.g. k ee p > k e pt , m ee t > m e t , sl ee p > sl e pt Highlighting similarities between irregular verbs can help students remember them.
Homework Workbook Unit 2: Grammar 2, page 15
If your students can access the On-the-Go Practice, assign Unit 2 Grammar practice to them online.
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