READY Teacher's Guide - Book - Page 117
Course Book page 73, I’m Ready
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Have pupils write their own weekly schedule in the workbook on page 89.
Workbook pages 88-89
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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.
Let's Read
New
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Teach the new vocabulary using the word cards: butter, cream, factory, yogurt.
Ask pupils what butter, cream, and yogurt have in common. Elicit (in L1 if needed): things you eat,
things made from milk
Have pupils point to and read each new word in their Course Books on page 74.
Vocab Activity
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Do the activity to review the vocabulary (show the word cards): butter, cheese, cow, cream, factory,
field, farm, meal, milk, snack, restaurant , type, store, yogurt.
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Review the vocabulary using the word cards before doing the activity.
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Sort Me (VA #11)
Begin by putting two words on the board that will become the categories: places vs. foods.
Divide the class into two teams. Each team sends a pupil to the board to write one of the vocabulary
words under the category. Tell pupils that some words might not fit into the categories.
Teams receive points for each word placed under the correct category. You may choose to give
bonus points for correct spelling.
Course Book pages 74-75
Course Book page 74, task 8
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Before reading, point out that there are arrows between the parts of the text. Ask pupils what they think
the arrows symbolize. Elicit: the process, moving from one step to the next, etc.
Course Book page 74, task 9
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Before reading, have pupils look at the text and make predictions about the type of information in the
text based on the pictures and the text type (informational).
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Say: Look at the text. What do you think the purpose of the arrows is? (Elicit: It shows a process.) (Use
L1 if needed)
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Ask the pupils: What did you eat for breakfast (or lunch) today? Do you know where that comes from?
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UNIT 2 / PART 1
