Full blast 2 teachers book

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Teacher's Book Class CDs IWB Teacher's resource CD/CD-ROM study companion. Interleaved teacher's. Book. Workbook teacher's edition. Interactive .. SAMPLE PAGES FROM FULL BLAST 2 - STUDENT'S BOOK sample. Class CD Second Semester Second Semester Tests Full Full Full Blast 2. Full Blast 2. Model lesson. Blast 2 Blast 2 Interactive Teachers Manual Students Book .

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Full Blast 2 Teachers Book

ISBN: Author: H.Q. Mitchell. Binding: Soft cover. Level: A1-A2. Publisher: MM PUBLICATIONS. Language: English. Ages: years. Full blast 2 Full Blast tr's manual- m1 full blast 4 teacher book. mtn-i.info 2 .. - Duration: Join Us On Facebook: Primary Teachers. To βιβλίο αγγλικών Full Blast 2 Teacher's Book των εκδόσεων MM Publications συγγραφέας H.Q. Mitchell.

All the lessons are built for the teacher, and include a thorough explanation of the concepts, routines, and procedures. The lessons are easy to follow so they can be taught by a wide range of educators, not just seasoned literacy professionals and phonics specialists. For those unfamiliar with teaching phonemic awareness and phonics, the guides include incremental professional development for each lesson. All Blast students start with Lesson 1 and complete all 25 units. The scope and sequence explicitly covers the foundational skills needed to help students with basic reading skills. Students will learn how to master words with cvc, digraphs, trigraphs, two-sound blends, common long vowel spellings, and the vowel-consonant-e spelling pattern. Students also learn how to apply functional strategies to successfully read multisyllabic words with ease. Blast targets the skills needed to build confidence with decoding skills in order to become accurate and fluent readers. Blast has 25 units which are comprised of 5 lessons per week.

Each to complete the course will vary according to factors project is meant to be done when the module has such as school organisation, class size, learner ability and been completed, hence providing an opportunity for motivation. Furthermore, students gain confidence and a sense of achievement as they use the language they have acquired in a creative manner. This section enables the recordings of the listening tasks of the tests.

It also enables teachers to see whether any The tests can be printed in their original form. However, remedial work is necessary. There are also This section familiarises students with basic vocabulary, carefully graded tasks, as well as communicative, oral and grammatical structures and functions. Lastly, at the end of each module there is a revision section for consolidation.

The students are Modules an overview therefore provided with further practice of the structures Each module consists of a cover page, 5 two-page taught in each module. The lessons focus equally on lexis, Students audio CD grammar, language functions and communicative skills. The FREE Students audio CD includes the vocabulary, In the first four lessons, the target language vocabulary, dialogues, texts, listenings, pronunciations and the grammar, functions is presented and practised culture and cross-curricular pages from the Students extensively.

In all five lessons, the four basic skills reading, Book and is meant to give Ss extra practice at home. The listening, speaking, writing and micro-skills are developed Students audio CD tracklist can be found at the end of the in an integrated manner.

In the fifth lesson, there is special Workbook. Furthermore, the round-up pages at the end of each module thoroughly Teachers Manual revise the functions, grammar and vocabulary that have The Teachers Manual contains: been taught in the preceding lessons through exercises, An introduction.

Now I can section also included offers students a unique Each lesson includes tables of the functions, structures opportunity for self-evaluation. Lastly, the culture or the and vocabulary introduced and useful notes for teaching. Answers The cover page is the first page of the module. Ss are to all exercises, transcripts of the listening exercises and introduced to the topic of the module through a the aims for every activity in the Students Book are also discussion.

Then they are asked to locate five pictures in included. The third section of the cover page is a set better understanding of the vocabulary and grammatical of learning objectives. Students read about what they will structures or forms introduced and provide them with an learn in the module, which increases motivation and helps opportunity for further practice. Background notes on different topics which aim at providing teachers with useful information about the Vocabulary texts appearing in the Students Book.

Vocabulary each lesson. The Class CD includes all the recorded material from the sections in the Students Book where the symbol Students are further helped to learn vocabulary with the appears. All the dialogues The topic of the listening task is always related to the topic have been specially designed to familiarise students of the lesson. A variety of spoken text types and task with spoken English in a variety of different real-life formats have been employed through which important situations and they can be dealt with as both reading listening micro-skills are developed.

The focus is on and listening activities. The dialogues are accompanied about the possible answers using the prompts given, such by a wide range of comprehension activities, such as as pictures, tables, etc. Elicit answers comic strips, e-mails, signs and notes, quizzes, magazine from students and ask them to justify their answers. Then, articles, surveys, etc.

The texts cover a broad range if necessary, play the CD again and clarify any points that of motivating and contemporary topics and provide have not been understood. The texts have been Students are further helped to develop their listening skills carefully selected not only for their language content with the inclusion of useful advice given throughout the but also for their interest and appropriateness to the book in the form of tips.

The texts and tasks aim at the development of reading Speaking micro-skills with the emphasis on reading for gist and Speaking tasks provide students with further practice for specific information. Teachers should use the pre- of the vocabulary, structures and functions presented reading questions provided in the Teachers Manual and progress smoothly from controlled to freer practice. In the Teachers emphasis is placed on communicating for a particular Manual there are also post-reading questions which purpose.

Students usually work in pairs or groups and give students the opportunity to expand on the topic perform a variety of real-life tasks guessing games, of the text and use the new vocabulary to talk about role plays, surveys, memory games, information-gap themselves. By doing so, the amount of time students speak is increased significantly and cooperation among Students are further helped to develop their reading skills students is encouraged. In addition, pair and group work with the inclusion of useful advice given throughout the help to lessen students communicative stress.

Verbal book in the form of tips. In pair work involving information Grammar exchange, each of the two students is provided with The aim is to present grammar gradually buildingblock different information found in a special section at the strategy. In the grammar section, the formation of the back of the book.

Though this arrangement may be structure dealt with each time is presented through clear impractical, it is necessary so that the effectiveness and and straightforward tables, while its usage is illustrated communicative value of the tasks are not compromised.

The grammar is presented in more detail in the Grammar Reference Writing section at the end of the Students Book and is further Writing is perhaps one of the most difficult skills for practised in the speaking and writing activities.

The students to master. How many 3. How much. Choose a student and talk about one of the differences. Choose some pairs to say the differences. KEY Choose some pairs to say the differences. Picture A Picture B glass of milk bottle of milk bananas in the fridge bananas on the table carrot on the table carrot in the fridge cup of coffee cup of tea.

Write Allow Ss time to write the sentences. Now I can Get Ss to tick the points they feel confident about. For the points they are unsure of, they should refer back to the relevant sections in the module. Rhyming Corner 21 Draw Ss attention to the title of the rhyme. Ask Ss to guess what the rhyme will be about. Accept all answers. Ask Ss to read through the rhyme without worrying about the gaps. Ask Ss to read through the words in the box. Ask Ss to try and complete the rhyme with the words in the box before listening to it.

Play the CD and have Ss listen to the rhyme carefully and check their answers. Check the answers with the class and explain any unknown words. Ask different Ss to recite the rhyme. Ask Ss if they like reading rhymes and initiate a short discussion. Background note The record for the biggest falafel ball in the world is To fry a falafel ball that big you need 40 litres of oil! Ask Ss to look at the title of the text and the pictures and tell you what the text is about.

Play the CD and have Ss follow in their books. Tell them to underline any unknown words at the same time. How do you cook falafel? Where is falafel popular? All over the Middle East. What kind of food is falafel today? A kind of street food or fast food snack. Explain any unknown words and choose Ss to read the text aloud. Ask Ss if they have similar dishes in their country and generate a discussion. You could also talk about other snacks or fast food. Ask Ss what they can see and elicit an answer a boy watching fireworks.

The Olympic Games are the biggest sporting event in the world. Ask Ss:. Where is the boy? How old is he? Do you think he likes the fireworks? Use Ss L1 when necessary. Talking about dates Expressing likes and dislikes Who is this fte for?

When is the fte? On Saturday 25th April, at 10am. If Georges dad can take Months him to the fte. What does Kareem want to know? What he can bring Other words with him. Any ideas? As you know See you Whats the date? KEY Warm-up 1. On Saturday 25th April at 10am. On Hayworth Road. A barbecue at Jims house. Its March. Jim and Kareem. Ask Ss to describe what Post-reading they can see a school and games in a school field.

If necessary, explain the word fte. Background note Do you like school ftes? A fte is an outdoor event usually organised to make What do you usually bring to school ftes?

People can play games to Do you usually have fun? Ask Ss to tell you what they think the text is an invitation to a school fte.

Play the CD and have Ss follow in their books and check their predictions. Draw Ss attention to the questions.

Get Ss to do the activity in pairs or small groups and go round the class helping them when necessary. October 10 March 3 July 7 February 2 Explain to Ss that they should include all this information in their invitations. Play the CD again and have Ss repeat what they hear. Refer Ss to the invitation in activity 1. Allow Ss some time to write their invitations.

Choose some Ss to read out their invitations. Optional activity Say the name of a month and ask a student to tell you which month comes before and after it.

Go round the class asking Ss. Whats the date today? Ask another student: Whens Eid ul-Fitr this year? Refer Ss to the three reading texts and ask them to underline the sentences which contain any of the verbs in the table Do you like having fun?

Do you like taking part in competitions? I dont really enjoy playing sports outside. Ask Ss to tell you what they notice about these verbs They are used to express likes or dislikes and are followed by the -ing form.

Point out that these verbs can also be followed by a noun, e. I like milkshakes. Have Ss do the activity and check answers. Jack loves listening to the radio. The children enjoy making biscuits. My brother hates doing his homework. I dont like playing tennis. Stacey enjoys going shopping. Present Progressive affirmative negative Get Ss to do the activity in pairs and go round the class helping them when necessary. A to help Ss make predictions about the Seasons content of the reading activity based on spring summer autumn winter visual prompts to give Ss practice in reading for gist Other words to present vocabulary, structures and annual celebrate celebration fast finish friendly functions in the context of a TV programme go down happen have a race hill laugh about an event million over more than scream sculpture slide n Draw Ss attention to the TIP and explain it.

Ask Ss to look at the TV sets and tell you about the at the moment have a great time season of the year and the weather its winter, its cold, Whats the weather like? Ask Ss to look at the TV sets and tell you what they can see a man reporting for a TV channel, an athlete taking Warm-up part in a skiing race, a snowman.

Draw Ss attention to the title of the lesson and ask them Elicit answers but do not correct Ss at this stage. Play the CD and have Ss follow in their books and check Explain to Ss the words rain and shine by relating them their answers. Tell them to underline any unknown to the respective weather conditions of rain and sun.

Point out to Ss that usually the rain has negative Check the answers with the class. Every year we travel to Cuba, rain or shine. Ask Ss to give you the equivalent expression in their L1. Help them deduce the meaning of any unknown words from the content of the corresponding pictures. Explain to them that these are the seasons of the year. KEY winter 4 summer 2 spring 1 autumn 3. Play the CD again and pause so that Ss can repeat what they hear.

Ask Ss to read through the examples that follow and draw their attention to the verbs in bold. Explain to them Do the Winter Games take place every year? Yes, they do. Over 1. If necessary, demonstrate the use Games? A ski race. What does this years mascot look like? Refer Ss to the texts in the reading activity and ask them friendly snowman. Theyre taking pictures of it. Lets see whats happening. Refer Ss to the Grammar Reference pp. Post-reading Aim: He is eating. Do you have any similar weather-related celebrations in your country?

Progressive affirmative negative If necessary, play the CD again. Draw Ss attention to the first table. Explain to them that this is the Present Progressive affirmative form of the B.

Present Progressive affirmative form we form it with the Ask Ss to repeat each word and tick the sound they present tense of the auxiliary verb be am, are, is and hear. If necessary, play the CD again. Point out to Ss that m, re and s are the short forms of am, are and is respectively. KEY Draw Ss attention to the second table. Ask Ss what they notice about its formation we form it with the negative form of the present tense of the 6 Write auxiliary verb be am not, arent, isnt and the main verb Aim: Point out to Ss that while arent and isnt are the short their current actions forms of are not and is not respectively, the short form Ask Ss to read through the prompt and elicit examples of am not is m not.

Draw Ss attention to the rule about how the Present Allow Ss some time to write their sentences. Progressive is used. Make sure that they understand the Choose Ss to read out their sentences. Tell them to underline any unknown Talking about endangered animals words at the same time.

Talking about fundraisers Check the answers with the class. Ask Ss to tell you the equivalent Animals word in their L1. Hes putting up a poster. He is working on a flyer. They need it for the school put up save send e-mails sports centre train v fundraiser. No, Phrases he isnt. Ali is. A cat. Why is he looking at a picture of a cat?

Because its cute. What animals can they have on the flyer? Endangered Warm-up animals. Point out how the question word Why? Choose Ss to act out the dialogue in groups. Help Ss deduce the meaning of unknown words by relating them to the content of the corresponding pictures. Have Ss guess the meaning of the phrase endangered animals and ask them the question in the rubric.

Background note Endangered animals are animals which may soon not exist because for various reasons there are very few now alive. Ask Ss to identify the characters in the picture Tom, Bill and Ali. In pairs, have Ss take turns to ask and answer Check the answers with the class. Go round the class helping Ss when necessary. KEY Choose some pairs to ask and answer their questions 1. Lee, training for the match 3. Have you ever taken part in a fundraiser?

If necessary, play the Have you ever helped organise a fundraiser? CD again in order to clarify any questions Ss may have. Has your school ever organised a fundraiser? If so, for what purpose? KEY What kind of fundraiser would you like to organise? Saturday 20th, picture of a dolphin, 8pm, Are you playing Ask Ss to read through the tables.

Im making the poster for the Progressive, followed by short answers positive and fundraiser. Kevin I see. Can I have a look? Ask Ss what they notice about the formation of the Ray Of course. Do you like it? The fundraiser is on main verb with the ending ing. Saturday, right?

Point out to Ss that in short answers we use only subject Kevin Yeah, but Saturday is the twentieth. OK, thats easy to change. Kevin Now, youve got a picture of a tiger and a whale Refer Ss to the dialogue in the reading activity and ask but why have you got a picture of a rabbit them to underline examples of the question form of there?

Whos Kevin Yeah, but it isnt an endangered animal. Put a working on the flyer? Ray Ive got a picture of a dolphin, here. Now, what time does the questions begin with the question words What, Who and match begin?

Ray At seven oclock, I think.

(PDF) Full blast 1 tests | В.А. Бурдюг - mtn-i.info

Ray Right. Anything else? Im not sure about the Refer Ss to the Grammar Reference pp. Kevin Yeah, its not 10 euros. I think its 15 euros. Put Check the answers with the class. Ray Good idea. Aregetting 2. Isdoing, is talking 5 Speak 3. Areputting questions about peoples current actions Ask Ss to turn to the appropriate pages and read through the speech bubble. Choose a student and play the guessing game.

Choose some pairs to play the guessing game in class. Distinguishing between habitual actions and things that Check the answers with the class. They get together and clean up an area in the city. Yes, they can. They can build things to help nature. They can also go on a nature walk.

Warm-up Explain any unknown words and choose Ss to read the Aim: Help Ss deduce the meaning of the word celebrate by Post-reading telling them, e. Lets celebrate Earth Day. If necessary, Aim: Would you like to take part in Earth Day? Play the CD and have Ss follow in their books and check their answers.

Ask Ss some comprehension questions:. Which city does the photo show? Where do people celebrate Earth Day? All over Canada. Do activities only take place on 22nd April? No, they dont. They also take place during the week that follows. How many trees do people plant? Over What do people do in the countryside? Walk, ride bikes and have picnics.

Play the CD twice and have Ss do the activity. John, do you play tennis in your free time? Yes, I do. Are you playing tennis now? No, KEY Im not. Ryan paints pictures in his free time, but hes not painting now. John Hey, Ray. Whats up? Where are you? Elicit answers and refer Ss to the table. Ray Im in the park. John What are you doing there? Ray Its Earth Day today, you know.

John Thats right. Are you planting trees? Ray Not at the moment. We must clean up the area KEY first. Come and help. What are you doing here? What about the picnic with your family? You do that every Thursday. My parents are busy at Aim: Theyre planting flowers in the presented in the lesson garden.

Mum Thats a nice picture of the Earth, dear. Is it for art class? But thats in April. Talking about celebrations Ted Hi Joe, nice bike. Joe Thanks. Wishes Joe Yes, its for the bike race on Tuesday.

Get well soon! Good luck! Have a nice trip! Joe No, thats on Wednesday. Well, anyway, good luck then! I hope Best wishes Bye for now Dear Hows life?

I hope youre fine See you soon Thats all for now Joe Thanks. Write back soon Yours 2. OK, thank you everybody for being here tonight. And of Other words course a great thank you to all the young artists for their invite prepare surprise pictures. Im just waiting for someone to give me the name of the winner. Ah, here comes Kevin, now. Thanks Kevin. So, lets open this Congratulations John Warm-up Richards from year 7!

Come up here John and get your Aim: Man 1 Are you ready, Neal? Explain to Ss that we say best wishes or we write it at Man 2 Almost. So, have a nice happy and has good luck. Ask Ss to tell you similar phrases in their L1. Man 2 I dont know about that. Man 1 What do you mean? It gets Aim: Ask Ss to look at the pictures and read through the Man 1 Its still a nice city. Man 2 True, but its not like New York.

Man 1 Youre right. Id like to go there, too. Man 2 Maybe we can go together one day. Man 1 Nice idea. If necessary, play the CD again and pause so that Ss can repeat what they hear. Ask Ss to tell you the equivalent phrases in their L1. Check their understanding. Ask Ss to look at the layout of the text and tell you what Choose some pairs to act out the dialogue.

Ask Ss to read through the e-mail. Draw Ss attention to the box containing set phrases for Check the answers with the class. Ask Ss to read through the phrases and the words in KEY the boxes. Kate, How Who is Amina writing to? Shes writing to Sita. On Eid ul-Fitr. Hello, Hows Where is Amina? In Najran. Bye What is the weather like in Najran? Its hot. What are they doing? They are preparing for the Eid ul-Fitr meal. Shes with family and friends.

Theyre talking what they have to write about. Where is her sister? Shes in the kitchen. Shes making Al-Margoog. Who is Aminas mum with? Shes with one of Aminas Allow Ss some time to write their e-mails. Choose Ss to read out their e-mails.

Theyre making dessert. Does Amina know what dessert they are making? Because its a surprise. Do they usually make delicious desserts? What must Amina do when she finishes writing the e-mail? She must go and help. Background note Najran is a city in southwestern Saudi Arabia near the border with Yemen.

It is the capital of Najran Province. It is one of the fastest-growing cities in Saudi Arabia, rising from 90, in to , in Vocabulary Communication 38 A. Internet add: July, etc. June 2. Ask Ss to think of actions that can be easily recognised when mimed. Have Ss come to the front of the class and perform their actions while the other Ss try to guess what they are doing. Write Allow Ss some time to think about what the members of their family are doing at the moment.

Have Ss write five sentences. Rhyming Corner 39 Draw Ss attention to the title of the rhyme. Ask Ss to read through the rhyme without worrying about the correct answers. Ask Ss to guess the correct words before listening to it.

Why is the Al-Janadriyah Festival important? Because it is one of the oldest and most traditional festivals in the Arab world. From the 12th to the 26th of February. The camel races. The King. Ask Ss if they would like to go to the festival or go and watch a camel race and generate a short discussion. Draw Ss attention to the title of the module and the main picture on the page. Ask Ss what they can see and elicit an answer a man doing an exciting activity.

Explain that the phrase What an experience! Have you had any exciting experiences? What would you like to experience in the future? Tell them to underline any unknown Talking about past events words at the same time. At Bills house. Yes, it was. In a museum. Phrases Were they in a small room? No, they werent. They Whats wrong? Was there a big or a small door?

There was a small door. Warm-up Was it open? Some steps. Who was the mummy? Help Ss deduce the meaning of the adjective scared by giving them examples of how and when it is used and What did Tom send Bill? A message. He had a strange dream. Was he scared? Yes, he was. Point out to Ss that were is the Past Simple of the verb be. Ask Ss to guess what the lesson will be about and elicit Choose Ss to act out the dialogue.

Ask Ss to tell you what makes them feel scared and elicit answers. Point out to Ss that they should not worry about any adjectives that they may not know.

Full Blast Student’s Book Level B1+

In this case, they should relate the nouns in the phrases a-g to the content of the corresponding pictures. Explain to them Have Ss do the activity. KEY Have Ss do the activity. Bill, Tom and Ali. They were at a museum. Ancient Egyptian stuff, like mummies. KEY 4. There was a room with a mummy in it. Because the mummy was alive and it was Tom.

Bill and Tom. Post-reading 4 Speak Aim: Draw their attention to the pictures and have them read Do you often have bad dreams? What is the scariest dream you have ever had?

Get Ss to do the activity in pairs and go round the class Has anything similar to what happened to Tom and helping them when necessary.

Bill ever happened to you? Choose some pairs to play the guessing game. Make sure that they havent got any unknown Past Simple of the verb be words. Ask Ss to read through the tables. Draw Ss attention to the prompt and elicit examples of Ask Ss what they notice about the formation of the Past what they have to write about.

Simple of the verb be We use was in the first and third Allow Ss some time to write their sentences. Read out and explain the rule about how the Past Simple is used.

Point out that we use there was before singular nouns and there were before plural nouns. He played football in the Talking about past actions and situations street with his friends all evening. What did Luke stop doing because of the blackout? Past Simple affirmative regular and irregular verbs What did he think of Danny and his friends? Because they played football in the dark and they ask blackout brilliant bruise dark diary sometimes kicked each other instead of the ball.

Sandwiches and fruit. That it isnt bad. If necessary, demonstrate the meaning of the word blackout by turning off the lights and saying, e. There is a blackout! Did Dannys day start like any other day? Yes, it did. What did he do after he got home from school? He did his homework. Who asked him to clean the garage? His dad. Was he happy to help his dad and brother? No, he wasnt. Did he help them in the end? No, he didnt.

Because there was a blackout. T played and wanted and repeat. Play the CD again so that Ss can repeat what they hear. Do you keep a diary? What do you usually write about? Have you ever experienced a blackout? Was it a good or a bad experience?

Do you think you can live without electricity? Make 2 Grammar sure that they havent got any unknown words. Ask Ss to read through the table on the left. Get Ss to do the activity in pairs and go round the class Ask Ss what they notice about the formation of the Past helping them when necessary. Simple of regular verbs It is formed by adding -ed to Choose some pairs to act out the dialogue. Optional activity Draw Ss attention to the spelling irregularities.

Playing the chain game Refer Ss to the Grammar Reference p. Monday the two diary entries started, asked, wanted, happened, or today e. Tuesday after school, a second student played, stopped, played, kicked. Saturday or Sunday , etc. Refer Ss to the list of irregular verbs p.

Allow Ss some time to write their own sentences as instructed. Hes 14 years old. A local hero. When did the incident happen? Three days ago. Past Simple negative questions Who was Dave with? Words What did Colin have? A new underwater camera. It overturned. Both Dave and Colin. Phrases How did Dave feel about Colin? He felt worried. On a small island in the middle of the lake. Did they call their parents? No, they didnt. Warm-up Why? Because their mobiles were wet.

Did they have anything to eat? When did they return home? The next morning. Who saved them? A fisherman. Ask Ss if they read interviews and what kind of KEY interviews they prefer reading. Because he saved his best friends life. They were in a boat on Milford Lake.

Draw Ss attention to the title and the picture. He wanted to take pictures of a big fish with his Ask Ss who they think the boy in the picture is Dave new underwater camera. Stone , where he is by a lake. Help Ss deduce the 4. Because Colin cant swim. He grabbed him and swam to a small island in the brave. Point out to them that the female is heroine. Ask Ss to tell you what they think Dave Stone has done 6.

Only Colin slept. Draw Ss attention to the verbs in the boxes. Ask Ss to tick the pictures that show what happened. Explain any unknown words and choose Ss to act Language Plus out the interview e. Have you ever done anything heroic?

Have you ever experienced a life-threatening situation? What would you do if you were Dave? Ask Ss to read through the first table. Explain to them that this is the negative form of regular and irregular 47 4 Listen verbs in the Past Simple.

Point out that Ask Ss to look at the pictures a-d. Ask Ss to tell you what each picture shows. Ask Ss to read through the other two tables. Explain to Elicit answers. Ask Ss what they notice about the formation of the questions in the Past Simple we add Did before the KEY subject and the base form of the main verb.

The correct picture is b. Play the CD and have Ss listen to the dialogue again.

Full Blast 2: Workbook

Ask Ss what they notice about the answer to the Check the answers with the class. If necessary, play the question How? CD once more in order to clarify any questions Ss may Point out to Ss that questions beginning with a question have.

T Expressions and point out to them that ago is always used with time expressions to indicate when in the past the action took place. Did I tell you about what happened of questions in the Past Simple What happened? Paul It was horrible. Jim Your brother? Not again. What did he do this Check the answers with the class.

Paul Just listen. After a while, he wanted to play football, so we did. But we were near the lake and KEY the ball went into the lake. Jim Oh no! Paul I was already wet, so I swam to get the ball. Then I started having problems. Optional activity Jim Why? You can swim, right? I didnt watch TV yesterday after school. Did you Jim Of course it was. Its winter. But I screamed No!.

You see, he them to act out a short interview about what they did cant swim well. Point out to them that they Jim Did he call for help at least? A fisherman saw me in the previous lesson.

At the end of the interview, the and came near. Then, he took me to shore, to my class. Jim Were you OK? Jim And the ball? Oh, yeah, its still in the lake. Ask Ss to read through the questions and check their Jim What a shame! Tell them Other words to underline any unknown words at the same time. Ask Ss to give you examples of places where they had What are Jamie and his friends fans of? All sports. Where was the funfair that Jamie went to? In the town centre.

Ask Ss to name funfair rides in their L1. As they mention Does Elsie usually go to funfairs? Were there lots of people at the funfair Elsie went to? Ask students to look at the pictures and the words Yes, it was full of people. What is Kyles favourite funfair ride? The roller coaster. Ask students if they have been on any of these rides Why wasnt the funfair that Kyle went to any good in and if they liked them or not. Because it didnt have a roller coaster. Play the CD and pause so that Ss can repeat the words they hear.

Explain to Ss that years up to are read as two-digit numbers while years from onwards are read as thousands. However, point out to them that years from onwards can be read both ways The year can be read as twenty ten as well as two thousand and ten.

Ask Ss to say the years a-e aloud. If necessary, play the CD a second time and pause so that Ss can repeat what they hear. Ask Ss to make their own sentences. Ask Ss to read through the names and the funfair rides Have Ss do the activity. Play the CD and have Ss do the activity.

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