Page 46 - Penta Book's Publisher Catalogue 1

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Secondary & Adult

strategies to
support lower– 2b • Check the answers with the class. • Check the answers with the class.
performing Ss KEY KEY B Read again. Which notice from Grammar Portal to Grammar
1. e 2. f 3. a 4. d 5. g 6. b 7. c
1. b 2. d 3. a 4. c 5. e
Conditional Sentences Type 1
Conditional Sentences Type 1
Read 1 has Mike seen? Which
M
AI
D D AIM: to give Ss practice in identifying specific OPTIONAL ACTIVITY notice is Tina looking at?
information in a text Chain Story • If Peter scores a point, he will NOTE unless = if not
• Have Ss do the activity. win the tournament. • Unless you drive
• Check the answers with the class. • Write the following Conditional Sentences Type 1 on the C Look at the highlighted • If you’re interested in space, me to school, I’ll
be late.
you must visit this museum.
expressions in the dialogue
KEY board: and match them with their • Call me if you miss the bus. • If you don’t drive
When I get home, I will do my homework. As soon as I do
1. T 2. F 3. T 4. F 5. T my homework, I can…. meanings a-e. • We may not go to the beach if me to school, I’ll
• Have one student continue the story by completing the it’s windy. be late.
• Explain any unknown words and choose several Ss to sentence. Then another student continues the story. 1. Why the long face?
read the dialogue aloud.
suggested answers Over to you • Tell them to try to use as many time clauses as they can. 2. Take it easy. Time Clauses (Present – Future)
• The chain story ends when all students have had a turn.
AIMS: to give Ss the opportunity to elaborate Pronunciation 3. She hasn’t got a clue. • We’ll play a game after we have dinner.
to activities where on the topic of the lesson A CD1 24 4. That’s a piece of cake! • Dad will go shopping before he goes to work.

5. You never know!
• Ask Ss the questions in the box. Allow them to use L1 AIM: to have Ss differentiate between the //, // • When Jake finishes the comic, he’ll lend it to me.
• We’ll wait here until mum is ready to leave.
and // sounds
oral production is when necessary to encourage lower–performing Ss • Play the recording and have Ss listen for the difference in a. She doesn’t know • I’ll call you as soon as I finish work.
to express their opinion.
anything about it.
pronunciation between sell, easy and shop.
KEY • Elicit the answer that sell has a // sound, easy a // b. Why do you look sad? Match the two halves of the sentences.
sound and shop a // sound.
required suggested answers B CD1 25 c. That’s easy. 1. If I ever meet my favourite a. as soon as she graduates
Have you ever upset a friend? What happened?
d. Calm down.
tennis player,
Last week I borrowed my friend’s hat and I lost it. My
friend was upset because it was a present from his AIM: to give Ss practice in differentiating e. You can’t be sure about from university.
grandfather. between the //, // and // sounds what will happen. 2. I can drive you to the airport b. if you have a sore throat.
Did you do anything to show that you were • Play the recording and pause after each word. 3. My sister wants to get a job c. I won’t speak to her again.
sorry? If yes, what? • Ask Ss to tick the sound they hear. d. after she sees the prices.
Yes, I said I was sorry and offered to buy him a new • Play the recording so that Ss can repeat what they hear. D Read again and write T for 4. Kelly will decide what to buy e. I will ask her for an
hat. • Check the answers with the class. True or F for False. 5. When I reach the top of the autograph.
KEY mountain, f. if you’re in a hurry.
Grammar //: miss, price, upset 1. Ashley is upset g. I’ll take a picture of the view.
AIMS: to present and give Ss practice in using //: realise, organise, reason with Tina. 6. Drink some warm milk
symbols Conditional Sentences Type 1 and Time //: sure, exhibition 2. Mike tells Ashley 7. Unless Jane says sorry,
Clauses
to buy a new
OPTIONAL ACTIVITY Scrabble game.
representing Conditional Sentences Type 1 Tongue Twister 3. People who want Pronunciation
to take part in the
• Ask Ss to read through the first four examples and draw
• Write the following on the board and highlight the //
Listen and repeat. What’s the difference between a, b and c?
tournament have
their attention to the words in blue. Check Ss’ background
and // sounds: She sells shells by the seashore.
knowledge of the use and formation of Conditional • Read the tongue twister aloud and have Ss repeat to do something first. A a. sell b. easy c. shop
the 21 century Sentences Type 1 (we use Conditional Sentences Type 1 after you. Explain any unknown words to them. 4. Both Ashley and Tina B Listen and tick (4) the sound you hear.
st
for things which are probable in the present/future. Also,
are going to take part
we use the Present Simple in the if-clauses while we use
tongue twister in class. Ask them to try and say it as
the Future will / some modal verbs / the imperative in the • Have Ss practise in pairs and have them say the in the tournament. sell // easy // shop //
competencies • Point out to Ss that we use a comma to separate the Speak & Present 5. Tina wants to do miss
fast as they can. The fastest student wins.
main clauses).
something nice
if-clause from the main clause if the if-clause is at the
beginning of the sentence. However, we don’t use a A AIMS: to give Ss practice in using the vocabulary, for Ashley. sure
featured • Draw Ss’ attention to the NOTE and explain it. Point structures and functions presented in this lesson realise
comma if the if-clause is at the end of the sentence.
through a group survey
out that we can use unless in all Conditional Sentences
instead of if…not. Over to you... price
Time Clauses (Present- Future) • Refer Ss to the Speaking Activities section. exhibition
• Ask Ss to read through the time clauses and draw • Draw Ss’ attention to the table and check their Discuss.
their attention to the words in blue. Make sure they understanding. Have you ever upset organise
understand their meaning. • Have Ss work in groups and ask each other questions. a friend? What
• Point out that the words after, before, when, until and • Get Ss to do the activity and go round the class helping happened? upset
as soon as are used to introduce time clauses which are them when necessary. Did you do anything
always accompanied by main clauses. to show that you were reason
• Ask Ss to look carefully at the examples and tell you how B AIMS: to give Ss practice in reporting the sorry? If yes, what?
findings of a survey
the time clauses and the main clauses are formed. Elicit Speak & Present
the answer that we use the Present Simple for the time to develop Ss’ presentation skills
clauses and the Future will for the main clauses. GROUP SURVEY
• Refer Ss to the Grammar Reference. • Ask Ss to read through the speech bubble.
• Have Ss do the activity. • Have Ss report their group’s answers to the class. Go to the Speaking Activities section.
TB 23 23
optional activities to develop useful
skills and promote collaborative learning
Portal to English 3, Student’s Book
Portal to English 3, Workbook
2c A Complete the text with the words in the box. There are two extra
words that you do not need to use.
extra awards dream came out successful company
character animated continue birth
vocabulary
Last month, my friend Derek and I decided to finally follow our 1
and grammar and make our own 2 film. We are both into art, and we enjoy making
animations on our computers, so we decided to make a longer one. We were thinking of making
practice for a film about the 3 of the first dinosaur on Earth. What a brilliant idea,
right?
I thought about our film every night. Sometimes, I imagined that it would be very
each lesson 4 and that Derek and I would win lots of 5
for it. Yesterday I decided to tell my brother about it. ‘Not bad,’ he said, ‘but a film like that
6 last year.’
So, now we’re thinking of a different story. We don’t want to copy somebody else’s idea! Our new
7 is a scientist who wants to travel to the past when dinosaurs were
still living on Earth, and find a way to do research on them.
B Complete the sentences with the correct C Choose a, b or c.
form of make or do.
1. I can’t find the Disney DVD ! Do you know
where it is?
1. For Mother’s Day a. everywhere
tomorrow, I’m going b. anywhere
to c. somewhere
a cake.
2. student in our class watched the
Star Wars film last weekend, and they all enjoyed it.
2. I hope I well in my a. Every
history test! b. Somebody
3. We are an c. Everybody
experiment with electricity in science 3. Your desk is messy. There’s
class today. to put all of these books.
4. Don’t noise! The a. anywhere
kids are sleeping. b. nowhere
5. Don’t worry. You’re going to c. somewhere
lots of friends in
4. loves ice cream! You’re the
your new neighbourhood. only person I know who doesn’t like it.
your new neighbourhood.
a. Nobody
6 6. .
b. Everybody
Can you c. Somebody
me a favour? Will you take this
5. Is there you need from the supermarket?
letter to the post office?
a. any
b. everything
7. I need to c. anything
a decision soon about which
6. I did the project on my own. helped me.
sport to play this year.
a. Everybody
8. You don’t have to win
b. Someone
the competition; just c. No one
your best.
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