READY Teacher's Guide - Book - Page 204
Have pupils stand in a line to create sentences. Say a sentence and have the pupils who hold the
correct cards stand at the front of the class. For example: (You) (are) (eat)(ing). / (You) (are) (not)
(sleep)(ing).
Say a new sentence by changing either the pronoun or the verb form. Play a few times to have pupils
practice building sentences, especially focusing on combining the correct form of the verb in a
Present Progressive sentence.
Course Book pages 146-147
Course Book page 146, task 1
•
Have pupils look at all the new words from Unit 3. Have pupils find words from the unit that fit the
criteria and write them in their notebooks.
Course Book page 147, task 2
•
Have pupils choose the correct word to complete each cluster.
Course Book page 147, task 3
•
Have pupils work with a partner. Have pupils take turns choosing a character from the picture and
describing them so their partner guesses who they are thinking of. Have one partner ask, for example:
“Is she laughing?” and the other partner answers “Yes, she is. / No, she is not.” Have pupils check if their
partner understands what they are asking/answering. Have the partner continue to ask questions until
they can guess the character correctly.
•
Demonstrate the dialogue with the class before having the pupils complete the task with their partner.
Remind pupils to use the Present Progressive question form (on page 124) and the words from the unit
to help them.
Workbook pages 180-188
•
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.
•
When pupils are finished, check answers.
Extramural Activity
•
Create a Book Buddies program with a local preschool or first grade class at a different school. In this
program, older pupils read a story and do a project with the younger pupils.
•
Divide the 6th grade pupils into pairs. Each pair of 6th grade pupils is matched with a pair of younger
pupils. Have each pair of 6th grade pupils chose a storybook, practice reading it aloud, and plan a simple
project connected to the story.
•
Schedule several sessions with the teacher of the younger pupils.
UNIT 3 / REVIEW
204
