READY Teacher's Guide - Book - Page 73
Listening Script Unit 1 Page 37 #3
Zoya: I live in a new house. It is very big. The front of my house is blue. I like a lot
of things about my new house. Alex, do you like your house?
Alex: Yes! I love my house. The front of my house is white. My house has two
floors. It has a brown roof. Birds like to sit on the roof. I also like my
grandparents’ house. Grandmother, tell Zoya about your house.
Grandmother: My house is small. But it is a good size for Grandfather and me.
The front of the house is red, and there are beautiful flowers near the front door.
Our house has one floor. Behind the house, we have a little swimming pool. In
the summer, our whole family comes to visit us and sit by the pool.
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After listening, check the pupils’ answers.
Course Book page 37, task 4
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Have pupils read the clues and choose the correct location from the word box.
Workbook pages 42-43
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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 38
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Use the real-life scenario to introduce the new grammar point.
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Ask pupils to look at the sentences in the Course Book.
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Have pupils look at the picture and help the mother find each of the characters in the house.
Ask pupils: Is it easy to find someone in your house? What do your parents say when they are
looking for you at home?
Read the dialogue with the pupils.
Ask pupils to identify which words in the sentences describe "who." (Elicit: the pronouns.) Remind
pupils that these words are the subjects of the sentences. Use this opportunity to review the singular
and plural pronouns.
Ask pupils to identify which word (besides the subject) in the sentences is not the same in all the
sentences. (Elicit: am, is, are)
Tell pupils that they will learn how to use these words in a sentence (Use L1 if needed).
Introduce the verb to be (positive).
Say that this tense of the verb ‘to be’ does not exist in Hebrew or in Arabic (or in many other
languages,) it is important to stress the point and how important it is in English.
Explain the verb’s meaning by translating the sentences into L1: I am in the kitchen. / I was in the
kitchen. Ask pupils to compare the verb to be with their own language. How are they the same or
different? Use L1 if needed. Point out to pupils that in English, the verb to be, has a form in the
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UNIT 1 / PART 2
