Beruflich Dokumente
Kultur Dokumente
Introduction
Trigs website
Grammar One
Vowels
i
i
u
u
a
a
Consonants
tea
happy
sit
ten
sad
car
dog
ball
book
actual
fool
cup
bird
away
pay
so
cry
now
boy
dear
chair
sure
Grammar One
p
b
t
d
k
d
f
v
s
z
put
best
tell
day
cat
good
cheese
just
first
van
three
this
sell
zoo
ship
Aims
To revise and test students knowledge of subject
pronouns, possessive pronouns, the present
simple tense, yes/no questions, a, an and some
and have got
To introduce the characters in the stories the
Bell family with Chip the dog and Trig the alien,
and Nick and Jennys friends, Tom and Amanda
Presentation
1 Direct students attention to the picture of the
Bell family. Ask them to read the text and listen
whilst you play the listening track.
2 Ask some comprehension questions, e.g. How
many people are there in the Bell family? (Four.)
Has Nick got a brother? (No, hes got a sister.)
Who is Amanda? (Jennys friend.), Whos got
blond hair? (Jenny and Tom.), etc. Check that the
students understand chases.
3 Ask students some questions about their
brothers and sisters/friends/hair colour/pets,
etc., using be and have got to consolidate the
vocabulary, e.g. Have you got any brothers and
sisters? Is (name of person in class) your sister?
(in order to elicit, No she isnt, shes my friend).
Grammar One
Partner game
Worksheet 1
You will need one copy of this worksheet for each
student in your class. Some pair or group work is
involved, and each small group will need a dice.
www
Trigs website
Presentation
1 Before students open their books, start the
lesson by asking the class Do you like sport? What
sports do you play? Build up a list of different
sports on the board.
2 Tell students to open their books. Ask What sport
does Tom play? Play the listening track and let
students listen, read and answer the question
(Tom plays football.). Check students understand
practise, gym, outside and match.
Grammar lesson
Go through the rules for question formation and
ask students to give examples of questions with
what, where and when, etc. from the text. Elicit
examples of possible questions with why and
who.
Look at the prepositions part of the grammar
lesson and elicit more examples for each
category: in + month, on + day, at + time, etc.
Make sure every student gives you one example.
Put students into pairs and ask them to read
the conversation aloud. They should change
Toms information for real information
about themselves and the sports they play.
Alternatively, they can invent new information.
Grammar One
Partner game
Worksheet 2
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Presentation
1 Ask students to look at the illustrations and read
the text whilst you play listening track 5. Then
play the listening track again and ask students
to listen and repeat. Check students understand
careful, fast, hit, jump, dustbin and oh dear.
2 Ask students to close their books and play the
listening track a third time. Pause after each
verb and invite the students to complete the
phrases for you, e.g. Trig, when you go ... (Stop
the listening track here and elicit the word
skateboarding). Be careful. Dont ... (Stop the
listening track here and elicit the phrase go fast).
Grammar lesson
Go through the rules for forming imperatives with
the class. Ask students to identify all the positive
imperatives in the texts (be careful, jump off),
then all the negative imperatives (Dont go fast,
Dont hit the dustbin). Check students understand
what a warning is and ask them to tell you which
phrase in the dialogue is a warning (be careful).
Read through the list of free time activities with
go and -ing with the class. Ask students if they
can think of any more, e.g. ride go riding, jog
go jogging, swim go swimming, skate go
skating, climb go climbing. Go through the
spelling rules.
Ask the students to tell you the rule for when
to use play to talk about free time activities and
when to use go + -ing. We normally use play to
talk about ball sports and games, but go + -ing
for most other types of physical activity. (Note
that there are some activities that we use do
with, e.g. do ballet, do karate, do yoga.)
Grammar One
Partner game
Worksheet 3
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Presentation
1 Look at the map of Merton with the students.
Explain that the town is on the river Mer (point
to the river), from which it probably gets its
name. Also point out the names of the different
streets Bridge Street, Mill Street, Park Street so
that students will recognize them when they are
referred to in the listening track.
2 Teach or revise the names of the different places
in the town. Drill the pronunciation thoroughly
(students repeat after you).
3 Play the listening track whilst students listen and
read. Ask them to point to the different places in
the map in their books as they are mentioned.
Walk round the class while the listening track is
playing, checking that students can recognize
the words and find the places. Check that
students understand bench.
Grammar lesson
Go through the rules for using there is/theres,
there are, some and any with the class. Drill the
pronunciation, particularly weak forms of there
are and theres a.
Grammar One
Team game
Worksheet 4
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Presentation
1 Hold up the picture of Jennys bedroom on page
20 so the whole class can see it. Point to each of
the labelled items of furniture and say the word.
The students repeat after you.
2 Tell the students to close their books and use the
furniture in the classroom (or draw on the board)
to help you drill the vocabulary. Point to items
and ask Whats this? or Is this a ... or a ...?
3 When you are sure that students know the
vocabulary for furniture, tell them to open their
books again and look at the text about Jennys
bedroom. Play the listening track whilst they
listen and read the text.
4 Check students understand clean and tidy (you
might like to introduce the opposites dirty and
untidy at the same time). Ask for or choose a
volunteer, or volunteers, to read the text aloud to
the class. As they do so, the other students could
look at the illustration in their books and point to
each item of furniture as it is mentioned.
Grammar lesson
Partner game
Worksheet 5
Grammar One
www
Trigs website
Test 1
A downloadable test that covers all the material
in units 15 is available. Once your students have
completed revision 1, it is a good time to ask your
students to complete this test.
Presentation
1 Look at the illustration with the class. Elicit the
fact that its a hot day (Ask Is it a cold day? or
Whats the weather like?) Then play the listening
track whilst students read the text and listen.
Grammar lesson
Go through the formation and use of can in the
Grammar lesson with the students. Ask the class
Can Jenny swim? (Yes, she can.) Can Zoe swim?
(Yes, she can.) Can Trig swim? (No, he cant.). Then
ask different students in the class Can you swim?
Draw students attention to the pronunciation of
the weak form of can in questions, and contrast
with the pronunciation of the strong form in
short answers (Can you swim? Yes I can). Drill
the weak form thoroughly with the class have
students listen and repeat individually and in
chorus so that they are comfortable with using
it themselves and sound natural.
Explain that the construction Lets is used to
make suggestions, and go through the examples
with the class. Teach the students some phrases
for responding to a suggestion, such as Yes, OK.
and Yes, good idea!
Grammar One
Team game
Worksheet 6
You will need one copy of this worksheet for every
pair of students in your class.
www
Trigs website
7 Trig is helping
Present continuous
Aims
Presentation
Grammar lesson
Go over the spelling rules and drill the forms
thoroughly, getting the class to repeat after you
in chorus and individually, substituting work with
other verbs for variety. This will help to anchor
the form in the students memories and gives
supported pronunciation practice that will help
them to have more confidence when they speak.
Make sure students understand that they should
use the long form of be in positive short answers,
even in spoken English, and the short form for
negative answers, e.g.
Yes, I am. (not Im) but No Im not.
Yes, you are. (not youre) but No, you arent.
Yes, he is. (not hes), but No, he isnt.
Explain that the present continuous is used
to talk about things that are happening now,
this moment. Use the class to help you build
up a list of things that are happening now this
moment in the classroom, e.g. Were having an
English lesson, were learning about the present
continuous, etc.
Grammar One
Class game
Worksheet 7
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Presentation
1 Focus the students attention on the text and
illustrations. Play the listening track through
whilst the students read and listen. When you
have played the listening track through once, ask
Wheres Trig? Wheres Chip? and elicit appropriate
answers revising prepositions of place from the
previous unit.
Grammar lesson
Go through the object pronouns and the rules for
using them with the students.
Tell the students to close their books or cover the
text and play the listening track again. Stop the
recording just before each subject pronoun and
try to elicit it from the students, e.g.
Listening track Trig and Chip are hiding. Can you
see ...
You [Stop the recording here, encourage students
to say the next word.]
Students them
Alternatively, read the text aloud, or get a
student to read the text aloud, and stop just
before the subject pronouns to allow the class to
produce them.
Partner game
Worksheet 8
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Grammar One
Grammar lesson
Presentation
1 Focus students attention on the picture and play
the listening track whilst they listen and read
the text. Check for understanding of vocabulary,
particularly lose, photograph and pony. If
students ask you about one(s), tell them that it is
used here to avoid repeating the word horse too
many times.
Grammar One
Class game
Worksheet 9
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
10 Can I go out?
Can for permission; must for necessity
Aims
To teach the use of can to ask for, give and refuse
permission
To teach and practise must + base form to
express necessity
Presentation
1 Focus the students attention on the text and
illustrations. Play the listening track whilst the
students read and listen.
2 Ask the class: Can Nick go to the cinema? Try
to elicit the response No, he cant from the
students. (If they only answer No, make it clear
that this is the correct answer, but indicate that
you want them to say more.)
Grammar lesson
Go through the explanations of can for
permission and must for necessity. Then ask the
students what Nick must and mustnt do (he
must tidy his room, he mustnt go out when hes
got a cold).
Draw students attention to the form of both
verbs, particularly the fact that neither takes an
s in the third person, nor uses do as an auxiliary
verb to form questions and negatives. Drill the
example sentences, getting students to listen
and repeat them after you.
Get the students to practise reading the dialogue
in pairs, one student taking the part of Mrs Bell,
whilst the other is Nick. With a strong class,
ask them to do this a second time, substituting
go the cinema and tidy your bedroom with
different activities.
Grammar One
Partner game
Worksheet 10
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Test 2
A downloadable test that covers all the material
in units 610 is available. Once your students have
completed revision 2, it is a good time to ask your
students to complete this test.
Presentation
1 Focus students attention on the illustration and
ask them to tell you quickly all the different types
of food they can see in the kitchen. Accept any
correct answers that they produce, but dont
worry if they dont use some correctly yet.
2 Play the listening track whilst the students read
and listen. Ask some comprehension questions
to check understanding, e.g. What do Jenny and
Nick want to do? (Make a cake.) Have they got any
milk? (No.) How many eggs do they need? (Two.)
3 Remind students of the difference between
countable and uncountable nouns. Explain that
uncountable nouns are things that come in a
mass which you can only quantify (count) in
terms of units of weight or measurement or
of the number of containers that will hold the
mass. All liquids milk, water, juice, etc. are
uncountable, as well as other materials such
as rice, flour, sugar the sort that you put in
containers rather than hold in your hands.
Abstract nouns, such as time, information,
advice, and money are also uncountable. (You
cant hold them in your hand either because they
are abstract concepts.)
4 Check students understand the concept of
countable and uncountable by saying aloud the
names of the different food items in the text and
asking the class have to call out whether each
one is countable or uncountable. If they hesitate,
ask Can you hold it in your hand?
Grammar lesson
Go through the rules for the use of some, any,
much and many with the class and drill the
examples thoroughly.
Grammar One
Team game
Worksheet 11
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Presentation
1 Focus students attention on the illustration. Say
This is Nicks bedroom is it tidy or untidy? Elicit
that it is untidy and ask how often students think
he tidies his room. Tell students they are going to
hear the listening track to find out.
2 Play the listening track whilst students listen
and read the text. Elicit that the answer to the
question How often does Nick tidy his bedroom?
is Once a year. Check students understanding of
vocabulary in the text and explain busy.
Grammar lesson
Go through the adverbs of frequency with the
class. Drill the pronunciation and explain that
often can be pronounced either with or without
the t sound both are correct.
To check students have understood the meanings
of the adverbs of frequency, draw a vertical line
on the board. Put a dot at the top, bottom and
middle of the line and write 100% next to the
dot at the top, 0% at the bottom and 40% in the
middle. Add two more dots to represent 95% and
75% and write in the figures. Tell the class that
this line is a diagram of the adverbs of frequency.
Ask them if someone does something 0% of the
time, which adverb do we use to describe this.
Elicit never. Invite different students to come
up to the board and write the other adverbs
aways (100%) usually (95%), often (75%) and
sometimes (40%) on the diagram.
For the time expressions, write once, twice, three,
four (five, six, etc.) times in a column, and a day,
a week, a month, a year in another. Write every ...
hour, day, month, year, etc. underneath.
Invite different students in the class to tell you
how often they tidy their room or do the washing
up first using an expression with once/twice or
every and then with an adverb of frequency, e.g.
I tidy my room every week./Once a week I often
tidy my room.
Grammar One
Partner game
Worksheet 12
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Presentation
1 Focus students attention on the pictures. Point
to each of the characters in turn and ask Whos
this? and Whats he doing now/at the moment?
Elicit: Tom hes playing football, Nick hes doing
his homework and Chip hes thinking about Fluff
(or any other possible variants but make sure
that the present continuous tense is used and
formed correctly).
2 Play the listening track whilst the students listen
and read. Check there are no difficulties with
vocabulary (for example talk about) and that
the students understand the whole text. Ask
for three volunteers to read the three different
paragraphs of the text aloud. They should
stop after each verb in bold and the rest of the
class should call out present simple if the verb
is in the present simple tense, and present
continuous if its in the present continuous.
Grammar lesson
Go through the rules for the usage of the present
simple versus the present continuous with the
class. Emphasize the difference between facts
that dont change and repeated habits (present
simple), and things that are happening right
now this moment and are unfinished or ongoing
(present continuous).
Invite different students to give you true
examples about themselves which contrast the
present continuous and what they are doing right
now sitting in class, learning English with the
present simple and habits or repeated actions I
have an English class twice a week, I usually do
my English homework on Friday afternoon, etc.
Grammar One
Partner game
Worksheet 13
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Presentation
1 Focus students attention on the illustration.
Point to the monster and ask Whats that? Elicit
that its a monster and get the students to tell
you anything about it that they can, e.g. colour,
size, teeth. Tell the students they are going to
find out about the monster and play the listening
track whilst they read and listen.
2 Check the students understand all the
vocabulary particularly dark, alone, scary
noise, sharp, crazy, frightened, dream. Ask some
comprehension questions, e.g. Where was Nick
last night? (In an old house.) Was he with his
friends? (No, he was alone.) What made the scary
noises? (The monster.), Was he frightened? (Yes,
he was.). Was it real? (No, it was a dream.) Play
the listening track again if appropriate.
Grammar lesson
Go through the rules for the use of the past
simple and introduce the different forms of
was and were. Draw students attention to
the pronunciation of the weak forms of was
and were in questions, and contrast it with
the pronunciation of the strong form in short
answers, e.g. Was Nick frightened? Yes, he was
and Were the monsters eyes big? Yes, they were.
It doesnt matter if students cant reproduce
the sounds very well themselves, but raising
awareness of them is useful because it helps
students to recognize the forms when they hear
them in connected speech.
Go through the past time expressions and drill
the positive, negative and question forms of was
and were thoroughly with the class.
Grammar One
Partner game
Worksheet 14
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Test 3
A downloadable test that covers all the material in
units 1114 is available. Once your students have
completed revision 3, it is a good time to ask your
students to complete this test.
Presentation
1 Focus students attention on the illustration
and ask What did Trig do last night? Where was
he? Elicit the information that he was in the
bathroom having a bath, but dont worry about
tense forms the students use to express this.
Teach the word bubbles.
2 Ask Where was Jenny last night? Play the
listening track while the students read and listen.
Elicit the information that Jenny was in bed last
night and explain headache, sore throat and
temperature as necessary. Teach the adjective ill,
which the students will need in exercise 1.
3 Ask some comprehension questions Does
Trig like having a bath? (No, he hates it.), Why
was Jenny in bed? (She had a temperature and
a sore throat.) Who had a headache? (Nick.) If
necessary, play the listening track again or ask
students to read the dialogue aloud in pairs.
Grammar lesson
Go through the rules for the use of the past
simple tense and the time expressions and
thoroughly drill the simple past forms of have.
Have students repeat after you the positive,
negative and question forms and the short
answers. Drilling helps to anchor the forms in
the students memories and also allows them
to practise pronouncing and producing the new
language in a supported way.
Explain that did is used as the auxiliary verb to
form negatives and questions in the past simple
in the same way that do/does is used in the
present simple. Emphasize that did is invariable
(does not change its form), unlike do in the
present simple tense which becomes does in the
third person.
Go through the different expressions with have
a bath, a shower, breakfast, lunch, etc. and check
the students understand what they all mean.
Grammar One
Partner game
Worksheet 15
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Presentation
1 Focus students attention on the illustration and
ask Where were Trig and Dad two days ago? What
were they doing? Elicit the information that Trig
and Dad were working in the garden, but dont
worry about which tense forms the students
use for the moment. Teach/elicit the words
watering can, flowerbed, weed, pull up and water
by pointing to the relevant pictures and asking
Whats this?
2 Ask the students What did Trig do to help Dad?
Play the listening track while the students read
and listen. Elicit the answer that Trig pulled up
the flowers and watered the weeds. Check that
students understand all the vocabulary in the
text you might want to check fill (the watering
can) and water (as a verb). If necessary, play the
listening track again and let students read and
listen a second time.
Grammar Lesson
Got through the rules of formation and use for the
past simple tense with the class, then drill them
thoroughly substituting different verbs for help.
Go through the spelling rules, but remind
students that the form change occurs in positive
sentences only. Remind them that for questions
and negatives in the past simple, the auxiliary
verb did is used, but the main verb in the
sentence stays in the base form.
Teach the meaning of ago and drill the examples.
Grammar One
Class game
Worksheet 16
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Presentation
1 Focus students attention on the illustration
and ask Do you think Nick is happy? Elicit that he
doesnt look happy, then say, Listen and find out
why Nick isnt happy.
2 Play the listening track whilst the students
read and listen. Elicit that Nick isnt happy
because he lost his money, and ask some other
comprehension questions, e.g. What did Nick
buy yesterday? (New wheels for his skateboard.)
Which shop did he go to? (The sports shop.) Did
he lose his money in the sports shop? (No, he
didnt.) Check students understand all the new
vocabulary in the text, e.g. leave, pay, wheel,
spend, present.
Grammar lesson
Elicit that the verbs in bold are in the simple past
form. Explain that these verbs, like many other
very commonly used verbs in English, do not take
the -ed ending, but have an irregular simple past
form. Look at the list of irregular verbs on page
96 with the students and drill the pronunciation
of the past forms particularly bought and
thought.
Remind students that the verb only changes
in the positive form, not in the negative and
question forms where the auxiliary did is used.
Drill went and didnt go with the class getting
them to repeat each form after you.
Put the students into pairs and ask them to read
the text aloud with their partner, one student
taking the role of Nick and the other student
reading Jennys text.
Grammar One
Class game
Worksheet 17
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Presentation
1 Hold up the book so the whole class can see it.
Cover the second illustration and point to the
first. Ask What can you see on the table? (Elicit
some flour, some eggs, milk, etc.), then ask
Whats Trig going to do? Tell the students that we
use be going to for talking about the future.
2 Play the listening track whilst the students
read and listen. Elicit that the answer to Whats
Trig going to do? is Hes going to make a cake.
Check there are no problems with vocabulary
ingredients, surprise and salt may be new items.
Grammar lesson
Go through the rules for use of be going to with
the class and drill the forms thoroughly with the
class. Explain that we use be going to for future
intentions and plans, when we have made a
decision to do something, e.g. Trig knows that its
Mrs Bells birthday, so he decided to make a cake.
Ask the students to tell you what they are going
to do when they get home from school today.
Class game
Worksheet 18
You will need one copy of this worksheet for each
student in your class.
www
Trigs website
Grammar One
Test 4
A downloadable test that covers all the material in
units 1518 is available. Once your students have
completed revision 4, it is a good time to ask your
students to complete this test.