READY Teacher's Guide - Book - Page 238
can (logically). Give an example to demonstrate: The brave man got off the boat during the storm,
jumped into the waves in the deep sea, and swam until he discovered a wonderful island.
When they are finished, have groups/pairs share their sentence with the class. The group with the
sentence that uses the most reviewed words wins.
Vocabulary
New
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Teach the new vocabulary using the word cards: bright, busy, electricity, engine, expensive, instead,
gas, invent, quickly, railway, slow, smoke, useful.
Ask pupils what these words have in common. Determine that they are words that are associated
with inventions/inventions from the past (Use L1 if needed).
Have pupils point to and read each new word in their Course Books on page 168-169.
Ready to Read with Words I Know – New Phonics Pattern
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Tell pupils that the letters ‘igh’ make the /I/ sound, as in the words: bright, light.
Ask pupils which of these words is a new word they have just learned. Elicit: bright
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Ask: How many parts (syllables) does the word ‘bright’ have? (Elicit: 1)
Say and clap to count the syllables: /bright/ ‘bright’
Have the pupils say and clap the syllables with you.
Elicit other words pupils know with these sounds.
Class Discussion
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Ask pupils the following questions. Encourage responses in English and emphasize the target vocabulary
in the pupils' answers. Reassure pupils that there is not one correct answer.
1. Can you think of something that was invented in the last 10 years? (Elicit some examples, e.g. AI,
cars that don’t need drivers, 3D printers, etc.)
2. Can you think of something that was invented in the last 100 years? (Elicit some examples, e.g. cell
phones, cameras, computers, microwaves, etc.)
3. Do you have an idea for something that you want to invent? What is it?
Vocab Activity
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Do the activity to review and practice the vocabulary (show the word cards): bright, busy, electricity,
engine, expensive, instead, gas, invent, quickly, railway, slow, smoke, useful.
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Vocabulary Auction (VA #28)
Divide the class into teams. Give each team a set amount of “money” (play cash or points).
Display vocabulary words and let the teams bid on words.
Once a team wins a word, they must define it or use it in a sentence to “keep” it. If they cannot,
other teams have a chance to “steal” the word by defining or using it correctly. The team with the
most words at the end, wins.
UNIT 4 / PART 4
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