CONTENTS THIRD TERM PREPARATION CAMBRIDGE

TEACHER Nela Popa

Speaking

U8. The pupils work in pairs talking about the jobs they would and wouldn’t like to do
using a variety of adjectives to give reasons. I encourage them to use too and enough
whenever possible, to practice the grammar covered in the previous unit. The students
role-play their favourite jobs.

U9. The learners use will and won’t to make predictions about will happen to them and
their friends in the future. Questions beginning with What, Where and When and
questions to do with cost and asking for contact details.

U10. The students will give a brief talk about their favourite TV show, music, bands or
books. The pupils who are listening have to take notes about what they hear and must
be prepared to ask questions afterwards.

Review 3

U11. I ask the children to discuss how good they think they are at communicating,
explaining the difference in meaning between argue, speak, say, tell, talk, shout, ask
and chat. Then, the pupils do a quiz in pairs.

U12. The learners work in pairs talking about their lifestyles, helping them with suitable
vocabulary. Then, the pupils look at some pictures and, in pairs, write mini dialogues for
each one. When they have finished, I ask them to act out their dialogues in front of the
class, helping with pronunciation if necessary.

Writing

The students have to write within 40 words a short message, note, email or dialogue.
Correct common mistakes in emails.

Complete the gaps: I tell students that the gaps they have to complete focus on
grammatical structures and vocabulary, and will all be words that they should know;
emphasizing the point about spelling.

The students write a questionnaire containing 6-10 questions, making sure that the
pupils write the past participle correctly.

Reading

Reading to understand the detail and main ideas of a text or short text with gaps. Each
space means there is a missing word and they have to choose the right answer.
Reading to find the right sort of word, e.g. a preposition like ‘for’ or ‘since’, or a verb
form like ‘keeping’, ‘keep’ or ‘kept’. Reading and finding the right answer for everyday
conversations. Reading and using vocabulary correctly. Sentences on the same topic
or which are related to a story. Each sentence has a missing word and the students
have to choose the best word (A, B, or C) to complete the sentence.

Vocabulary
Professions and jobs: job, work, judge, dentist, firefighter, butcher, baker, farmer,
surgeon, mechanic, pilot, nurse, plumber, police officer, shop assistant, chef, vet, tour
guide, journalist, cleaner, scientist, author, etc.

Going away: tour, flight, hotel, luggage, passport, identification, journey, trip, ticket,
suitcase, tent, suncream, tie, tights…

Vocabulary about going out: circus, play, festival, exhibition, concert, opera, cinema,
ballet… Adjectives: exciting, terrible, colorful, brlliant, favourite, excellent, famous,
amazing, etc.

Vocabulary about feeling unwell: have flu, have a cold, toothache, sore throat,
headache, hurt, sunburn, cough, backache, rash, runny nose, my eyes are dry and
watery, broken leg, sick, awful, terrible, miserable, yourselves, herself, themselves,
ourselves, yourself, himself, myself…

Grammar

Going to and will: ‘I can’t find my backpack.’ ‘I'll help you with it.’ / My friend is going to
move to Italy. His parents bought a house there.

The uses of just, yet and already, pointing out the position of these words within the
sentences. Review of the present perfect, for/since and have/has

Explaining that may and might are interchangeable and both are used to tal about
possibility. I tell the students to look at the verbs following may/ might and ensure that
they are aware that the for of tis verb does not change.

Listening

I stress the importance of reading the questions before the listening starts, reminding
them about distractors. I also encourage students not to choose an option as soon as
they hear a word or words, but to listen to the complete sentence. In addition, I point
out that some of the answers are paraphrased, so they may not hear the exact words
in the list of options.

Listening to practise pronunciation.

Listen and comment words in the popular song “I have a dream” by Abba and “Feeling
good” by Nina Simone. The songs are recorded twice in order to give time to the
children to pick up phrases and words and to better memorise them. Then we comment
them all together in the class, writing the words on the blackboard.

Listening in complete the gaps: In this task I ask the students what kind of information
they expect for each gap, e.g. a number, time, place, etc.

Listening to learn to look carefully at the pictures and to identify the differences and
similarities between them.