READY Teacher's Guide - Book - Page 97
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Read the text together with the pupils.
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Review the word “instructions” through the context of the text (use L1 if needed to explain the
meaning). Remind pupils that -tion makes the sound /shun/. Explain that when saying the word, the
emphasis is on the second syllable: in-STRUK-shunz.
After reading, ask pupils what Alex’s mother wants him to do (make dinner), and how she want him to
do it (cook the rice, cut the vegetables, etc.)
Ask pupils to give a personal response: Do you know how to cook dinner? What do you know how to
cook?
Course Book page 59, task 12
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Have pupils choose yes or no according to the text messages.
Course Book page 59, task 13
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Have pupils choose There is or There are to complete the sentences.
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Have pupils match each sentence to the correct picture.
Course Book page 59, task 14
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Have pupils complete the sentences and write sentences about their home in their notebooks. Have the
pupils choose There is or There are and add an additional word/words to complete the sentences.
Workbook pages 70-73
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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.
Wrapping Up
Reflection
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Remind the pupils of the different topics and words that were covered by showing them the word cards.
Elicit the words: bowl, dishes, drawer, fork, glass, knife, mug, normal, only, plate, refrigerator/fridge,
spoon, stove, whenever.
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Ask pupils what these words have in common. Elicit: kitchen, things for food, etc.
Ask pupils (encourage responses in English and emphasize the target vocabulary in the pupils' answers):
Do you enjoy cooking? What is something that you want to know how to make?
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UNIT 1 / PART 5
