GRAMMAR PAGE (Page 25)

On this page, students work with the Present Simple and the Present Continuous. I don't know which age these exercises are for but I think it is useful to remind them of the theoryin order to be able to do the exercises correctly. 

Therefore, I have been looking for some pages on internet and I have found one that I think is really interesting because, firstly, you read the grammar, the rules and examples, and then you do the exercises, which become more and more difficult. You can check your answers and have your mistakes explained. 

Children like to use the computer, so they can learn some grammar while thinking that they are playing and not doing boring homework. 

The page is: English Grammar Online … the fun way to learn English!

JOHNNY'S PLAYING FOOTBALL (Page 24)

The activity that the book proposes I don't like so much because it can confused children. I don't think it is a good way to learn grammar because all the words are together and students can be confused because there are also some contractions. So I thought that it would be better this activity:

They have to answer the question and then, listen the song. As the question are very similar to the sentences as the song, they can write the song. We will tell students that the verbal form that we are using is THE PRESENT CONTINUOS!

I'VE BEEN WAITING (page 29)

In this activity I would put the students in groups because in, that way, they can discuss in English and practice the speaking skill. I will hand out one photocopy for each group.

1. They have three different pictures, so they have to imagine what do they think the song is about? So, firstly, they have to put the pictures in order.
2. Then, he must think about the main character and the things that it happens to him. 

3. At in the end, students will listen the song and they will out the lines in order:

• We've been going out dancing almost every night.
• I've been cursing, I've been screaming.
• Maybe she's stood me up.
• I've been waiting for two hours standing here alone.
• It's been raining all the time and my hair is wet.
• I thought she was mine, all mine.
• Now the only thing to do is go back home.
• I've been seeing her for over two weeks now.
• I thought everything was fine.
• I 've been waiting for an hour and she's not here yet.
• I've been trying to call her on the phone.
• Cause for two weeks I 've been dreaming.
• Now I feel fed up.

MY OWN ACTIVITY

We are going to do an activity with a song. We will illustrate the students some pictures of the song and they have to discuss about the content. Then, we will show a video and they can sing with it, because it is the same structure all time so it is easy for them to remember and repeat.

Five little ducks

Went out one day
Over the hill and far away
Mother duck said
"Quack, quack, quack, quack."
But only four little ducks came back.

Four little ducks
Went out one day
Over the hill and far away
Mother duck said
"Quack, quack, quack, quack."
But only three little ducks came back.

Three little ducks
Went out one day
Over the hill and far away
Mother duck said
"Quack, quack, quack, quack."
But only two little ducks came back.

                                                    Two little ducks

Went out one day
Over the hill and far away
Mother duck said
"Quack, quack, quack, quack."
But only one little duck came back.

One little duck

Went out one day
Over the hill and far away
Mother duck said
"Quack, quack, quack, quack."

But none of the five little ducks came back.

Sad mother duck

Went out one day

Over the hill and far away

The sad mother duck said

"Quack, quack, quack."

And all of the five little ducks came back.

 

 

BATTLESHIPS (page 14)

RULES

1. Draw two ships on your map making sure that nobody sees where you have put your ships. You may put your ships inside any square where there is sea (white on the map). Your ships must not cross a line into another square.
2. Work in pairs. The object of the game is to guess where the other player has put the ships and bomb them.
3. To do this, decide which square to bomb and make a word out of the sounds at the side of the map. 
4. If the square that you bomb contains a ship, the other player must say hit. If the square that you bomb is next to a square with a ship in it (including diagonally), the other player must say near.
5. Players take turns to bomb each other's ships and the first person to hit both of the other player's ships is the winner.
6. A player whose ship whose ship is being bombe may challenge the other player to spell the word that he or she is saying; if the other player is unable to spell the world¡, he or she misses a turn.

Examples:

• v - æ--> væn --> VAN
• s - ʊ --> sʊt --> SOOT
• m - aɪ --> ˈmɪsˈfaɪr --> MISFIRE
• l - e --> led --> LED 

I CAN'T HEAR YOU (Page 27)

• Pre-listening activities

Before the song, the teacher will give the students pictures about the song and some vocabulary. The teacher asks the students what they think about the pictures, what they can do and what they can't, they can imitate the pictures... After that, they will have to connect the pictures with the correct vocabulary about it. 

• Activities to do while listening

A sing-along activity. The teacher plays the song three times. The first time, just for listening. The second time is for singing along. The teacher stops the song and students have to repeat what they have heard. The third time, they listen to the song and have to sing alone and imitate what they are singing.

• Post-activities

The teacher divides the class into four groups. One group asks: can you imitate...? to the other groups and they have to imitate it. Each student has to decide what he/she is going to imitate. The other groups have to guess it.

The phrases are:

• Count to three
• Move your toes
• Drink the sea
• Touch the sky
• Raise your hand
• Count to five
• Touch your nose
• Clap your hands