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& TEACHER FRIENDLY Catherine McBeth klasa Książka nauczyciela 16 Lead-in Get the students to give each other their email addresses and to remember that @ is pronounced as /æt/. Brainy phrases Tell the students to read the email and to find the sentences that contain the Brainy phrases. Answers: I sawBumblebee … In my opinion, it was such agreat film! All the actors weregood … And the film had suchgood special effects – I loved the robots! Would you like to seePokémon: Detective Pikachu with me? It comes out next Saturday and it’s on atthe Odeon Cinema. Shall we meetthere at6 o´clock? It’s anaction comedy which is based on the Pokémon video games. It’s about a man whose father disappears ... Look Point out to the students that the word order is important with soand such: So+ adjective Such+ a/an/zeroarticle + adjective + noun Tell the students that they have 30 seconds to remember the three sentences from the Look box. Put them in pairs. Student A tells the three sentences to student B. Student B listens for any mistakes. Change roles. After exercise3 Fast finishers Tell your students to choose three reactions from exercise 3 that they just said to their partner and write them in their notebook. After exercise5 Extra practice 1 Get the students to stand up and mingle – tell them to invite as many classmates as they can to the film they want to see in 3 minutes. Before exercise6 Extra practice 2 After the students have read the instructions for writing the email in exercise 6, tell them to choose which expression (from the Brainy phrases) they are going to use to: - give their opinion, - invite their friend, - describe the film. After exercise6 Extra practice 3 Tell the students to swap their email with a classmate and get them to check each other’s e-mails. Write the check questions on the board in table format. Students write numbers 1–6 in their notebooks and put a tick or cross next to each number as they answer each check question. Answer the questions. Did he/she … Yes (✓)? No (✗)? 1 use the correct opening and closing statements? 2 write three paragraphs (opinion / invitation / description)? 3 include examples of so, suchand adjectives? 4 use the correct present and past tenses? 5 include vocabulary about films? 6 use any relative pronouns? Dyslexia tip Try to correct dyslexic students’ writing with the students by your side and ask them about why they chose to write what they did. Give them time and help to assess their mistakes with you and then ask them to make corrections to their work afterwards. Be careful to praise what they do correctly, e.g. by drawing smiley faces and try not to focus too heavily on the mistakes. Happy goodbye Play a word chain game. Tell the students to stand up. The student nearest to the teacher says a word associated with films. Then, in turn, each student has to say a different word. Any student who repeats a word has to sit down. Homework Workbook, page 00 Aims Writing: an email Grammar: so, such, such a/an Reading: for general understanding (model text) Functions: giving your opinion, inviting a friend to the cinema, describing a film 1 8 lesson UNIT Writing Książka nauczyciela Zawiera strony z Książki ucznia z nadpisanymi odpowiedziami i kodami QR do materiałów wideo. Zawiera również Audio CDs oraz kody dostępu do Teacher’s Resource Centre, generatora testów i oprogramowania tablicy interaktywnej. Teaching Notes Przydatne wskazówki dla nauczyciela i dodatkowe zadania, które pomogą uczniom lepiej przyswoić nowy materiał. Brainy klasa 7. © Macmillan Polska 2019 PHOTOCOPIABLE UNIT 3 Vocabulary 1&2 1 Correct the sentences by putting the words in italics in the correct sentences. Be careful! One sentence is correct. 1 I’d love to see the most famous hikingof Milan this summer. 2 We need to check out of souvenirsbefore 12:00 if we don’t want to pay more. 3 Jacob and Abigail didn’t go thehotel in Scotland last year, but they’re planning to do it this year. 4 Harry and Chloe never go on the tent because they prefer to organise their holidays on their own. 5 My mum always books flightsat least half a year before we go on holiday because it’s cheaper. 6 They put up package holidaysbefore it started to rain. 7 My parents always tell me not to buy any a B&Bmade of plastic because they are not ecological. 8 Emma is going to stay at sightsbecause she doesn’t want to spend a lot of money on expensive hotels. 2 Read the blog entry and complete it with the verbs in the box. There are three verbs that do not match any gap. took off came back got off got on arrived set off land leſt got in gets out It was such a long day! We woke up at 5:00 am, ate a quick breakfast and 1 a taxi at 6.30 a.m. We 2 at the port just in time and 3 the ferry. The ferry 4 the port at 7.20 and then we travelled for three hours. Fortunately, I took a book to read and my sister had some magazines. We 5 the ferry at 10.20 and had some time to see the island. In the evening we went to the airport to catch our plane to Rome. The plane 6 at 11:00 p.m. and now I’m on the plane. My parents are asleep, but my sister and I are watching a film. We’re going to 7 in about one hour. I am so excited! I hope that these holidays are going to be perfect! 3 Work in pairs. Tell each other which of the following things you have already done this year and which you haven’t done yet. Add some more information. Use Present perfect and Past simple. E.g.: I have already bought some souvenirs this year. It was last Sunday in Olsztyn. I went there with my parents to visit my aunt. sunbathe put up a tent buy souvenirs stay at a youth hostel book a flight go hiking stay at a B&B go backpacking go on a package holiday travel abroad Teacher’s Resource File ■ Karty pracy do każdego rozdziału utrwalające gramatykę i słownictwo oraz rozwijające umiejętności językowe. ■ Materiały wspierające uczniów z dysleksją. ■ Plansza do gry w Taboo i dwie gry planszowe utrwalające słownictwo. ■ Cztery gry powtarzające słownictwo z sekcji Let’s Learn More. 1 Imię i nazwisko: Klasa: UNITS 1-8 Final Test A Listening 1 3.51 Usłyszysz dwukrotnie rozmowę Sandry i Bena. Uzupełnij luki w zdaniach 1–5 zgodnie z treścią nagrania. 1 Ben is reading the Youth Centre at the moment. 2 Ben wants to do a course in October. 3 did a computer course in the Youth Centre last year. 4 Ben only works in the pet shop this year. 5 Ben is going to the Youth Centre tomorrow. / 10 Vocabulary 2 Wykreśl wyraz, który nie pasuje do danej kategorii. 1 JOBS scientist plumber freezer lawyer 2 ANIMALS owl mirror beaver shark 3 FOOD petrol roll peas stew 4 HOUSE cushion shelf cupboard stale 5 ILLNESSES flu cartridge earache cough / 5 3 Uzupełnij zdania wyrazami z ramki tak, aby utworzyć poprawne wyrażenia. Dwa wyrazy nie pasują do żadnego zdania. watching diving throat mashed stomach touch 1 We had potatoesand pork chops for dinner. 2 He has a sore . He can’t even speak. 3 The tablet has a screen, so you don’t need a keyboard. 4 We went whale in California. It was an amazing trip! / 4 4 Zakreśl poprawną odpowiedź: a, b lub c. 1 At the end of the film, they in love and get married. a take b fall c give 2 We’re planning to a park clean-up next week. a do b make c recycle 3 It’s hot. Don’t touch it. You’ll your hand! a bruise b scratch c burn 4 We can’t talk now. We’re in a . a nerves b rush c turn 5 Remember to backups of your files. a do b enter c make 6 Can you the vegetables into little pieces, please? a chop b add c fry 7 It’s really hot in this room. the radiator off, please. a Take b Turn c Swipe / 7 Functions 5 Do zdań 1–4 dobierz odpowiadające im reakcje a–f. Dwie reakcje nie pasują do żadnego zdania. 1 Why don’t we play some games? 2 I haven’t passed my exam. 3 Do you want a hand? 4 How long does it take to make? a Thanks, that’s very good of you. b About 20 minutes. c I don’t mean to be rude, but are you sure that’s right? d That’s a pity. e Can I ask you something? f I’ll go with that. 1 2 3 4 / 4 Testy Zestaw 99 testów obejmuje: ■ Kartkówki w wersji A i B ■ Testy po każdym rozdziale w wersji A i B ■ Testy kontrolne w wersji A i B ■ Próbny test ósmoklasisty Testy po rozdziale oraz testy kontrolne są dostosowane także do potrzeb uczniów z dysleksją! Generator testów Umożliwia samodzielne tworzenie testów na trzech poziomach trudności. Dostępny na www.macmillaneducationeverywhere.com. Bezpłatne oprogramowanie tablicy interaktywnej Bezpłatne komponenty w wersji online! Teacher’s Resource Centre Gwarantuje łatwy dostęp do nagrań wideo i audio, Teacher’s Resource File oraz Teaching Notes. Wystarczy aktywować kod na www.macmillaneducationeverywhere.com!
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