READY Teacher's Guide - Book - Page 114
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Note: Offer an alternative for less strong pupils. Have pupils point out elements in the picture, with a
focus on the new vocabulary words. Say: Point to the farmer., Point to the machine., etc.
Have pupils match the sentence to the element in the picture.
Course Book page 70, task 2
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Have pupils choose the correct word to complete the sentences.
Course Book page 71
Course Book page 71, task 3
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Before listening, have the pupils say what they see in each picture.
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Have pupils listen to the sentences and match each sentence or pair of sentences to the correct picture.
Listening Script Unit 2 Page 71 #3
Do you know where your food comes from?
1 It starts with me. My name is Pedro. I am a farmer.
2 I work in the countryside. I grow fruits and vegetables.
3 On my farm, I use this machine to pick tomatoes.
4 The tomatoes I grow are a special type of small, red tomato.
5 People in the countryside buy my tomatoes at the store. They can also
eat them at restaurants. There are enough tomatoes for everyone to eat.
6 Every year, my family and I open our farm so people can come and visit.
This year, Open Farm Day is on April 6.
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Ask pupils if they want to go to Open Farm Day at Pedro’s farm.
Course Book page 71, task 4
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Have pupils complete the dialogue using the words from the word box. Have pupils read the dialogue in
pairs.
Workbook pages 86-87
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Have pupils complete the tasks. Review the instructions for each task before allowing pupils to work on
their own or with a partner/small group.
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When pupils are finished, check answers.
Grammar
Grammar
Course Book page 72
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Before teaching the grammar form, use the scenario to introduce the new grammar point.
Have pupils look at Pedro’s weekly schedule.
Help Zoya understand Pedro’s weekly schedule. Have pupils complete the dialogue based on Pedro’s
schedule.
Choose two pupils to act out the dialogue the way they completed it.
UNIT 2 / PART 1
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