Tuesday, 27 September 2016



 Sequence Two:  Reading and Writing.

By the end of this unit, pupils should be able to:
-read and respond to an e-mail.
-write an e-mail.
-describe a place and people’s regular activities.
-use the simple present tense – frequency adverbs: rarely, seldom, …
-use degree adverbs and reflexive pronouns (myself, yourself, …)
-use prepositions of place: in, in the north...


Anticipate: (p 8)
1.     Put numbers 1-6 in the right boxes to say which icon in the screenshot  below you have to click on so as to:

Aim: to help learners read icons in a computer screenshot.

Key:    (a – 3) – (b – 1) – (c – 6) – (d - 4) – (e - 5) – (f - 2)


2.     Look at the screenshot below and read aloud the sender’s and recipient’s e-mail addresses:
3.      Aim: to enable learners to ask for and give information about electronic addresses.


Key:
              Sender’s e-mail address:     [from]kirsi@hotmail.com
              Recipient’s e-mail address:  [to]    Amel@yahoo.fr


4.     What do you think the e-mail above is about? Who is the sender? What country is he/she from?

Aim: to make predictions about what will come next in an e-mail message on the basis of information contained in an e-mail box screenshot.


Key:
 I think it is about a correspondence with a keypal. Its sender is Kirsi. He/she is not from Algeria.







Read and Check: (p 41)

1.     Read the e-mail and choose the best answer:

Aim: to answer a set of comprehension questions.

Ø  Kirsi is:          a.  Algerian           b. Finnish               c. English
Ø  Kirsi wants to corresponds with Amel:
a.       In order to visit Algeria
b.      To introduce herself
c.       So as to know more about Amel and Algeria
Ø  Kirsi always goes to school by bus:
a.       In order not to be late
b.      To become a journalist
c.       So as to meet her schoolmates
Ø  Kirsi………….gets up early:        a. never                 b. generally              c. always
Key:
Ø  Finnish (b)
Ø  So as to know more about Amel and Algeria (c)
Ø  In order not to be late (a)
Ø  Generally (b)



2.     Read the e-mail below and answer these questions:

Aim: to answer a set of comprehension questions.

Key:
a.      She is Finnish / she is from Finland.
b.      She wants to correspond with Amel to know more about Amel and her country.
c.      She takes the bus to school so as not to arrive late.
d.     She lives in the countryside because it is a little village where all the inhabitants know one another.
e.      She rarely goes out on weekends.













3.     Find the meaning of each of the underlined words in the text above. Use the words in sentences of your own:
4.      Aim: to encourage the learners to guess the meaning of new/ difficult words from context.


Key:
word
meaning
sentence
Training
the process of learning the skills you need to do a particular job or activity
New staffs receive a week's training in how to use the computers.
Relax
to  become less active and more calm and happy, or to become less stiff:
After work she relaxed with a cup of tea and the newspaper.
Housewife
a woman whose work is inside the home, doing the cleaning, cooking, etc., and who usually does not have any other job
My father is a doctor but my  mother is a housewife
Belongs
to be someone's property:
You shouldn't take what doesn't belong to you
Pets
an animal which is kept in the home as a companion and treated affectionately:
They have several pets - a dog and two rabbits
saunas
a room or small building, often with wood fixed to the walls, which is heated to a high temperature, usually with steam:
We have/go for/take a sauna



3.  Match each word with its corresponding synonym / definition:
Aim: to encourage the learners to identify the meaning of new/ difficult words from context.


Words
Synonyms / definitions
1.Training
2.Relax
3.Housewife
4.Pets
5.Belongs
6.Saunas
a. woman whose occupation is looking after her children
b. is the property of
c. tame animals kept as companions
d. practical exercise
e. special rooms heated to a very high temperature
f. rest, calm down
Key:
                   (1 – d)       (2 – f)       (3 – a)         (4 – c)        (5 – b)         (6 – e)












Discover the Language: (p 10 – 11)

1.     Listen to your teacher read the frequency adverbs below and learn to pronounce them:

Aim: to familiarise the students with frequency adverbs and their pronunciation and make the learners aware of the difference in degree among the frequency adverbs included in the chart.


Key:
word
pronunciation

word
pronunciation
Never
Occasionally
Seldom
rarely
/ nevə /
/ə‘keɪʒnəlɪ/ 
/‘seldəm/
/‘reəlɪ/         

Sometimes
Often
Usually
Always
/‘sʌmtaɪmz/
/ɒfn /
/juːʒəlɪ /
/ɔːlweɪz /



2.      Draw the chart above on your copybook in a vertical position. Then read the text again and list Kirsi’s regular activities from the least to the most frequent:
3.      Aim: to make learners pick out the sentences which contain the frequency adverbs and to place them on the chart.





She rarely goes out on weekends.


She generally gets up quite early.
She always goes to school by bus.
 
Key:
     0%   never

             Occasionally
             Seldom
             Rarely

             Sometimes

             Often

             Usually

100%   always



4.      Now spot the position of the frequency adverb in each of the sentences in your chart. What conclusion can you draw?

Aim: to observe/study the sentences in order to identify the position of the adverbs of frequency in the sentences in order to draw the rule


Key:  The rule is that frequency adverbs usually occur before the main verb in full affirmative/negative sentences or after the auxiliary.





5.     Take turns to interview each other using the questionnaire below:
6.      Aim: to use questions included in a questionnaire to conduct an interview about regular activities.



Key:
A: Hello, I’m doing a survey about students’ regular activities. Can you help me?
B: Yes, of course.
A:
Well, my first question is what time you get up.
B:
I get up ………………………………………...
A:
How do you go to school?
A:
I go to school ………………………………….
B: Can you please tell me how often you eat in the school canteen?
A: I ……………….eat in the school canteen.
B: My next question is how often you revise your lessons.
A: I revise my lessons……………………………...
B: How long do you study in the morning?
A: My last question is how long you are staying in Secondary school.
B: I am staying in Secondary school until……………………………
A: Thank you for giving me so much of your time. Bye.
B: Thanks. Goodbye.

7.     Now report to the class about your partner’s regular activities:
8.      Aim: to use the notes they have made about their partners’ regular activities to write/produce a short report.


Key:
Hamid generally gets up around 7:00 in the morning. He always goes to school by bus and he studies from 8.30 to 12:00 in the morning. …



9.     Listen to your teacher and learn to pronounce the degree adverbs on the chart below:

Aim: to make learners pronounce and interpret the adverbs of degree

Key:
word
pronunciation

word
pronunciation
Not at all
Not very
A bit
Rather


Quite
Very
Extremely

/kwaɪt / 
/verɪ /
/ɪk‘striːmlɪ/


10.                        Draw the chart above in a vertical position. Then find sentences which have degree adverbs in Kirsi’s e-mail and copy them on your chart:
11.  Aim:  to make learners read the text very quickly and pick out the sentences containing degree adverbs.



It isn’t very big.
Which is a little bit far from my home.
Our house is rather small.
Kirsi is quite a common name in Finland
I generally get up quite early.
Summer is quite beautiful.
It is very nice.
It is very famous for its saunas and lakes.
Winter is extremely harsh.
 
Key:
   0%     Not at all

             Not very
            
             A bit

             Rather

             Quite

             Very

100%   Extremely

12.                        Now spot the position of the degree adverb in each of the sentences in your chart. What conclusion can you draw?
13.  Aim: to make learners analyse the sentences and draw the conclusion.


Key:
The rule is that degree adverbs occur before the adverbs or adjectives that they modify.


14.                        Make dialogues about your country/town using the cues in the table below:

Aim: to consolidate the function of locating a place (e.g., a country or a town) and related language forms.


Key:                                         (Sample Dialogue):
A: Tell me, which continent is your country located in?
B: It is located in Africa.
A: Which country borders it to the west?
B: Morocco. (Or Morocco borders it to the west.) / To the west, it’s bordered by Morocco.
A: What’s its average temperature in summer?
B: It’s more than 30° C.
A: What is it famous for?
B: It’s famous for its beautiful beaches, marvelous southern regions, and historical sights.


Discover the Language: 

1.     Read the e-mail again and answer the questions below:



Ø  How often does Kirsi get up quite early?
Ø  How much famous for its saunas is Finland?
Ø  How often does Kirsi go to school by bus?
Ø  How little is Kirsi’s house small?
Key:
Ø  Kirsi generally gets up quite early.      (frequency adverb)
Ø  Finland is very famous for its saunas. (degree adverb)
Ø  She always goes to school by bus.       ( frequency adverb)
Ø  Kirsi’s house is rather small.              (degree adverb)
Keep in Mind:
a.  Generally” and “always” are frequency adverbs. They state how often something happens or someone does something. They are often used in sentences in the present simple tense, and are placed either before the verb or after the auxiliary.                                                                                                    
                                                                                                                                                                               always
                                                                                                                                             generally   usually
                                                                                    Sometimes   frequently    often
                                                                occasionally
              seldom     rarely
                    never
0%       10%        12%                            40%          50%        55%         60 %       70%        80%               100%

b.      very” and “rather” are degree adverbs. They reveal how much, how little or to what degree/extent something happens. They tell us about the intensity of an action, adjective or another adverb. They often come before the adjective or adverb they modify.                                                                                                    
                                                                                                                                                                       extremely
                                                                                                                              nearly                very                           
                                                                                  quite           almost            
                                                            rather
                   not very       a bit
                    not at all

Task: Put the words in brackets in their right place in the sentences below:
Aim: to make the learners practice the use of frequency and degree adverbs.

a.       He is cheerful. (always)
b.      They arrive late at school. (a bit / usually)
c.       Kirsi is happy. (sometimes / quite)
d.      I follow instructions well. (rarely / very)
        Key:
a.       He is always cheerful.
b.      They usually arrive a bit late at school.
c.       Kirsi is sometimes quite happy.
d.      I rarely follow instructions very well.

Write it Out
Read Kirsi’s e-mail and write a short reply following the plan below:

Aim: to make the learners re-invest what they have learned in the Disover the language rubric to write a reply to the e-mail message that they have read in the Read and check rubric.