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Date
Period
Class
Unit: 2 Lesson: 1 SBP: 6 WBP: 5
Learning objectives:
Grammar
Linking words (conjunctions)
Functions
Make small talk
Listening
Listen for gist and for detail
Reading
Read for gist and detail and to guess the meanings of unknown words
Critical thinking
How to understand when things are not important
Writing
A narrative
Teaching Aids:
SB – WB – Computer - Data Show.
Warm up:
Asking the students to tell me any information they know about the novel, “Gulliver’s Travels” and the author Jonathan Swift.
Procedure:
SB. Ex.1:
Check the meanings of these words in your Active Study Dictionary.
- Introducing the students to the words in the box and telling them I am going to say the first
and the last letter of each word and they have to tell me what word it is.
- Helping the students with any problems they have with the pronunciation of the words.
- Getting the students to look up the words in their Active Study Dictionary.
- Asking them to work in pairs. Student 1 says a word and Student 2 explains what it means in
English.
SB. Ex.2:
Read these sentences about the writer Jonathan Swift. Can you choose the correct answer?
- Asking the students to read the sentences.
- Telling them to choose what they think is the best answer.
- Going through the sentences with the class and finding out which answers the students
chose.
- Then they correct the work themselves in the next part.
SB. Ex.3:
Listen to a talk about Jonathan Swift and check your answers.
- Telling the students that they are going to listen to a radio presentation about Jonathan Swift.
- Explaining that this is a chance for them to correct the answers they gave in the previous exercise.
- Playing the tape twice.
- Going through the answers with the students.
SB. Ex.4:
Listen again and complete these sentences.
- Telling the students to read all the sentences.
- Telling them that I am going to play the tape again and they must listen carefully and
complete the sentences.
- Playing the tape twice.
- Organizing the students to work in pairs and asking them to compare their answers.
-Going through the answers with the students.
SB. Ex.5:
The sounds of English
- Asking the students to look at the two lists of words.
- Asking them to read the words aloud and helping them with any difficulties in
pronunciation.
- Playing the tape and telling the students to listen and repeat.
- Organizing the students to work in pairs and explaining the activity to them. Student 1 reads
out a word from row 1 and Student 2 reads out a word from row 2 that has the same sound.
SB. Ex.6:
Read and complete this conversation.
-Telling the students to read through the whole conversation.
- Asking the students to think about which words they need to complete the conversation and
telling them to write the words in.
- Putting the students in pairs and telling them to compare their answers.
- Playing the tape and getting the students to check their answers.
- going through the answers with the students.
- Telling the students to practise reading out the conversation in pairs.
WB. Ex.1:
Match these words a-f with their meanings 1-6.
- Telling the students to look at the words in the first column.
- Revising the pronunciation of the words with the class and telling the students
that I am going to call out a letter from a to f, and they must call out the word next to that
letter in the column.
- Correcting any problems with pronunciation as I go along.
- Continuing in the same way with all the words.
- Telling the students to read the sentences in the second column.
- Explaining that the students must write the letter next to each
word in column 1 beside the correct definition for that word in column 2.
- Putting the students in pairs and getting them to compare their answers.
- Going through the answers with the class.
WB. Ex.2:
Complete these sentences with words from Exercise 1.
- Asking the students to read through the sentences first and helping them with any unknown
vocabulary.
-Telling the students to use words from Exercise 1 to complete the sentences.
- Putting the students into pairs and asking them to compare their answers.
- Going through the correct answers with the class.
WB. Ex.3:
What would you say in these situations?
- Asking the students to look at the picture on the right.
- Asking them to say what they can see happening in the picture.
- Explaining that the students must read the sentences and then decide what they would
say in each situation.
- Making sure they fully understand the situations.
- Asking them to write down their ideas.
- Telling the students to work in pairs and compare their ideas.
- Going through the answers with the class.
Date
Period
Class
Unit: 2 Lesson: 2 SBP: 7 WBP: 6
Learning objectives:
Grammar
Linking words (conjunctions)
Functions
Make small talk
Listening
Listen for gist and for detail
Reading
Read for gist and detail and to guess the meanings of unknown words
Critical thinking
How to understand when things are not important
Writing
A narrative
Teaching Aids:
SB – WB – Computer - Data Show.
Warm up:
Asking the students to tell me any information they know about the novel, “Gulliver’s Travels” and the author Jonathan Swift.
Procedure:
SB. Ex.1:
Linking words (conjunctions)
Read these sentences from the listening text.
- Telling the students to read through the words in the box and checking that they use
correct pronunciation.
- Asking them to read through the sentences and then to choose the
correct word from the box to complete each sentence.
- Playing the tape and getting the students to correct their work by listening to the sentences.
SB. Ex.2:
Now match the linking words you added to Exercise 1 with their meanings. Check in your Active Study Dictionary.
- Telling the students to read all the sentences and explaining that each sentence refers to a word from Exercise 1.
- Telling the students to choose the correct word from Exercise 1 for each sentence.
- Putting the students into pairs and asking them to compare their answers.
- Going through the answers with the class.
SB. Ex.3:
Rewrite these sentences in your exercise books using one of the linking words.
- Asking the students to read the sentences.
- Asking the students to look at the example and explaining that they must use a word from
the box to join each pair of sentences in the same way.
- When they have completed the exercise, I will put the students into pairs to
compare their answers.
- Going through the answers with the class.
SB. Ex.4:
Complete these sentences with your own ideas.
- Telling the students to read through the sentence beginnings first and then to complete them
with their own ideas.
- Asking some of the students to read out their sentences. If others in the class have written
the same sentences, they should stand up.
WB. Ex.1:
Choose the correct linking words in these sentences.
- Telling the students to read through the sentences carefully.
- Asking them to look at the example and explaining that they must choose the correct linking
word for each sentence.
- Going through the answers with the class.
WB. Ex.2:
Match to make sentences using linking words.
- Asking the students to look at the exercise in the book.
- Telling them to read the sentence beginnings in column one and then the sentence endings in
column two.
- Explaining that they have to match each sentence beginning with a sentence ending.
- Putting the students into pairs.
- Student 1 reads a sentence beginning from column one and Student 2 reads the
sentence ending from column two.
WB. Ex.3:
Complete these sentences with a linking word.
- Telling the students to read through all the sentences.
- Telling the students to look at the example and explaining that, for each sentence, they must
write in a linking word.
- Going through the answers with the class.
Date
Period
Class
Unit: 2 Lesson: 3 SBP: 8 WBP: 7
Learning objectives:
Grammar
Linking words (conjunctions)
Functions
Make small talk
Listening
Listen for gist and for detail
Reading
Read for gist and detail and to guess the meanings of unknown words
Critical thinking
How to understand when things are not important
Writing
A narrative
Teaching Aids:
SB – WB – Computer - Data Show.
Warm up:
Asking the students to tell me any information they know about the novel, “Gulliver’s Travels” and the author Jonathan Swift.
Procedure:
SB. Ex.1:
Check the meanings of these words in your Active Study Dictionary.
- Writing the five words in the box on the board.
- Pointing to the words and asking the students to pronounce them.
- Asking the students to look at the words in their Active Study Dictionary and making sure
they know what the words mean.
- Asking the students to come to the board to mark the main stress on the words with more
than one syllable.
SB. Ex.2:
Read this part of Gulliver’s Travels and answer these questions.
- Asking the students to read the text about Gulliver’s voyage to Lilliput and helping them
with any vocabulary they can’t understand.
- Telling the students to read the questions in Exercise 2.
- Telling them to look at the example and explaining that the students must write the
answers to the remaining questions.
- Putting the students into pairs and telling them to compare their answers.
- Going through the answers with the class.
SB. Ex.3:
Choose the correct meanings of these words from A, B or C.
- Reading the three words with the class and explaining that the students must choose the
correct meaning for each word from the three alternatives given for each, A, B or C.
- Going through the answers with the class.
SB. Ex.4:
Read the story again. Are these sentences True or False? Correct any false
statements.
- Telling the students to read the sentences and decide if they are true or false.
-Telling the students to look at the example and explaining that they must mark the sentences True or False and correct the false sentences.
- Going through the answers with the class.
WB. Ex.1:
- Telling he students to read the clues first and explaining the each clue is a definition for
another word or words.
- Explaining that the students must complete the puzzle by writing in the correct word for
each definition. When they have done this, they will find the vertical word marked by the
column of boxes.
- Putting the students into pairs and telling them to compare their answers.
- Going through the answers with the class.
WB. Ex.2:
Complete these sentences with words from the puzzle.
- Explaining to the students that they must use the words from the puzzle in Exercise 1 to
complete the sentences in Exercise 2.
- Telling them to read through the sentences first and helping them with any difficult
vocabulary.
- Going through the answers with the class.
WB. Ex.3:
Use your Active Study Dictionary to complete these sentences using the correct form of the word in brackets.
- Telling the students to read the four sentences and to look up the words in brackets in their
Active Study Dictionary to find the correct form for each.
- Telling them to write the words in the spaces provided.
- Putting the students into pairs and asking them to compare their sentences.
- Going through the answers with the class.
Date
Period
Class
Unit: 2 Lesson: 4 SBP: 9
Learning objectives:
Grammar
Linking words (conjunctions)
Functions
Make small talk
Listening
Listen for gist and for detail
Reading
Read for gist and detail and to guess the meanings of unknown words
Critical thinking
How to understand when things are not important
Writing
A narrative
Teaching Aids:
SB – WB – Computer - Data Show.
Warm up:
Asking the students to tell me any information they know about the novel, “Gulliver’s Travels” and the author Jonathan Swift.
Procedure:
SB. Ex.1:
Answer the following questions.
- Telling the students to read through all the questions first and helping them with any
difficult vocabulary.
- Explaining to the students that they may need to refer back to the text to answer the
questions.
- Going through the answers to all the questions with the class.
SB. Ex.2:
Read this quotation from the story and answer the questions.
- Telling the students to read the quotation in the box.
- Putting the students into groups and telling them to read the questions.
- Making sure that the students understand all the questions.
- Telling the students to discuss the answers to the questions in their groups.
- Going through the answers with the class.
SB. Ex.3:
Discuss this question in pairs.
- People often argue about silly things. In the story Gulliver highlights the example of arguing
about which end to break a boiled egg.
- Putting the students into groups and asking them to discuss any other ridiculous things that
people sometimes argue about.
- Getting the groups to report their ideas to the class.
Date
Period
Class
Unit: 2 Lesson: 5 SBP: 10 WBP: 8
Learning objectives:
Grammar
Linking words (conjunctions)
Functions
Make small talk
Listening
Listen for gist and for detail
Reading
Read for gist and detail and to guess the meanings of unknown words
Critical thinking
How to understand when things are not important
Writing
A narrative
Teaching Aids:
SB – WB – Computer - Data Show.
Warm up:
Asking the students to tell me any information they know about the novel, “Gulliver’s Travels” and the author Jonathan Swift.
Procedure:
SB. Ex.1:
You are going to talk about a famous writer. Choose a writer you like and make notes to answer these questions.
- Telling the students to read the questions, helping them with any difficult vocabulary and
making sure they understand the questions.
- Explaining to the students that they must think of a writer they like and make notes about
him/her based on the questions in the exercise.
- The students can do this activity as homework.
- Telling the students to write their answers to the questions.
- Moving around the class and helping the students as they work.
SB. Ex.2:
Use the example to make notes about your writer’s life and work.
- Telling the students to look at the example notes about Jonathan Swift.
- Explaining that they are going to use their answers to the questions in Exercise
1 to write notes about their own chosen author in the same way.
- Moving around the class and helping the students with their notes and any
vocabulary they need.
SB. Ex.3:
Work in small groups.
- Putting the students into small groups of four or five.
- Telling the students to take turns to talk to the other members of their group about their
chosen author, using their notes to help them.
- Getting the students to practise on their own first for homework, before they present their
author to their group.
- The other students in the group should listen carefully and think of questions to ask or
comments to add if they also know about the author.
WB. Ex.1:
Find and correct the mistakes in each sentence of this article about Jonathan Swift.
- Telling the students to read the sentences in the article first.
- Explaining that there is a mistake in each sentence and asking them to look at the example. - - Telling the students that they must find the mistake in each sentence, cross it out and write
the correct word in the space provided.
- Putting the students into pairs and telling them to compare their answers.
- Going through the answers with the class.
WB. Ex.2:
Now write the article about the writer you discussed in groups.
- Telling the students that they are going to use the notes they made for their talk about a
favourite writer (Student’s Book page 10, Lesson 5, Exercise 2) to write an article.
- Asking them to write a draft article first and explaining that they can use the text about
Jonathan Swift in Exercise 1 on page 8 of the Workbook to help them.
- Asking them to use linking words such as but, if, while, because and although in their
writing.
- When they have completed their first draft, tell the students to check it carefully and correct
any mistakes. They can look up any spellings they are unsure of in their Active Study
Dictionary.
- Telling the students to write a final copy of their corrected article.
- Numbering the articles and displaying them on the classroom walls.
- Telling the students to move around the class and read any five articles and decide which
article they like most.
- Asking the students which articles they liked most.
- Reading one or two of the best articles to the class.
Date
Period
Class
Unit: 2 Assessment
Learning objectives:
Grammar
Linking words (conjunctions)
Functions
Make small talk
Listening
Listen for gist and for detail
Reading
Read for gist and detail and to guess the meanings of unknown words
Critical thinking
How to understand when things are not important
Writing
A narrative
Teaching Aids:
SB – WB – Computer - Data Show.
Warm up:
Asking the students to tell me any information they know about the novel, “Gulliver’s Travels” and the author Jonathan Swift.
Procedure:
Listening Task
Target element: listen for accuracy and revise language from the unit
- Writing the following sentences on the board (without the answers in brackets) and telling the students to copy them.
1 Jonathan Swift was born in 1667 in Dublin, Ireland, when that country belonged to America. (America England)
2 Although he lived his early years in England, he returned to Ireland to go to school and university. (lived spent)
3 While he was working as a secretary, Swift started to paint. (paint write)
4 Gulliver’s Travels was published and was a great success. (was became)
5 Jonathan Swift wrote other stories, but none were as successful as Gulliver’s Travels.
(stories books)
- Explaining that these sentences are taken from the listening passage in Exercise 3 on page 6 of the Student’s Book, but that there is an incorrect word in each sentence I have written.
- Telling the students to listen carefully to the presentation about Jonathan Swift again to find the incorrect word in each sentence.
- Telling them to cross out the incorrect word and write in the correct word.
Speaking Task
Target element: revise and use language based around the story of Lilliput
- On the board, I will write the following basic structure to the story of Lilliput from Gulliver’s Travels.
- Explaining that the students must use the structure to retell the story.
- Organizing the students to work in small groups and to take turns to retell the story to the group.
storm – shipwreck island
found by islanders enemy
tie story
help favourite
steal ships not punish
angry die
friend escape
Reading Task
Target element: revise and expand understanding of the text from the unit
- Writing the following sentences (without the answers in brackets) from the story of Lilliput
on the board.
1 He has been sent by our enemies. (the people of Lilliput)
2 We must capture him and tie him down. (the people of Lilliput)
3 I don’t think we should punish the people from the island of Belfusco. (Gulliver)
4 I can help you to fight against Belfusco. (Gulliver)
5 I am very angry with Gulliver. We should kill him. (the King of Lilliput)
6 I think politicians in England are ridiculous. (Gulliver)
- Explaining that the students must read the sentences and decide who said them:
* Gulliver
* The King of Lilliput or
* The people of Lilliput.
- Telling the students that they can read the text on pages 8 and 9 of the Student’s Book to
help them.
Writing Task
Target element: revise linking words
- Writing the following sentences on the board (without the answers in brackets) and telling
the students to copy and complete them.
1 ________I was tired, I finished my homework before going to bed. (Although)
2 The boy didn’t go to school ________ he was ill. (because)
3 ________ I was watching TV, I did my homework. (While)
4 ________ I have time, I will come and see you tomorrow. (If)
5 Gulliver escaped from the island ________ the king wanted to kill him. (because)
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