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What's It Like Outside?: in This Unit
What's It Like Outside?: in This Unit
5 What’s
it Like
Theme
This unit is about weather and the
seasons.
Vocabulary
Lesson 1: moon, sky, cloud, snow,
sun, wind
Outside?
Lesson 2: the months of the year
Lesson 3: play video games, stay at
home, study, think, watch a film
Grammar
Lesson 1: present continuous
affirmative
Lesson 2: present continuous
negative
Lesson 3: present continuous
questions and short answers
Unit Opener
Objectives
• To introduce students to the topic of
the unit (weather) 1 Look αt the photo. Tick the
• To engage students with the words for the weαther.
topic and activate knowledge and ✔ sunny rαiny
vocabulary
hot ✔ cold
Materials
• Student’s Book, Class Audio CD, DVD,
Flashcards 58
To start
• Read the title of the unit together. Check students know the
meaning of the question What’s it like? Make sure students do not
confuse it with What do you like? If appropriate, ask if students have
ever seen snow. Find out if students like playing in cold weather
and, if so, what they play.
• Put students in groups of two or three and tell them to think of at
least seven words that they can relate to weather and winter. Tell
them they can suggest adjectives, months, seasons, activities, etc.
62 Unit 5
Related vocabulary
crystal, footprint, frozen, ice,
wool
59
Teaching Tip
Extension activity Students might not always
• Remind students of the topic of the unit (weather). Ask them ask for clarification. Make sure
if they have ever played in the snow. Have they made a you ask if students understand
snowman or thrown a snowball. Would they like to? and ensure they always feel
• Ask students to close their books and tell you everything they comfortable in putting up
remember about the photo. Accept words, not just sentences. their hand to ask a question.
Unit Opener 63
Lesson Aims 1 Listen αnd point. moon sky cloud snow sun wind
Repeαt. TR: 5.1
• Learn and use new vocabulary:
moon, sky, cloud, snow, sun, wind
• Learn and use new grammar:
2 Listen αnd reαd. TR: 5.2
Materials
• Student’s Book, Class Audio CD,
Flashcards: moon, sky, cloud, snow,
sun, wind
• One blank piece of paper for each
student (optional)
64 Unit 5
5 Read.
• Ask students to look at the grammar box. Read
out the grammar notes and sentences. Ask
students to repeat. Explain that the notes help
with spelling when you add -ing to short verbs
and verbs that end -e.
• Ask students to circle the person and underline
the verb in the grammar sentences. Point out
that the verb has -ing added to it and am/are/is in
front. Ask volunteers to read out the sentences.
Lesson 1 65
suggestions.
• Play the recording. Tell students to follow with
their fingers. Check meaning.
1 Listen and point. Repeat. TR: 5.4 • Play the recording again. Pause after each
• Tell students to look at the words in the sentence and ask students to repeat.
vocabulary box on page 62. Ask if they know • Play the recording again then ask volunteers to
any of the words and what they are. Play the read out a sentence each of the text.
recording for students to listen and point to the
correct months.
• Play the recording again, pausing after each word
3 Write.
for students to say the word. Ask volunteers to • Explain that students must complete the
say each month. Students put up their hand to sentences with the words from the text.
indicate when their birthday is. Find out which • Check students understand the task and do
month has the most birthdays. the first one as a class. Allow enough time to
complete the task.
2 Listen and read. TR: 5.5 • Check students’ answers. Write the answers on
the board if necessary.
• Ask students to look at the photo and tell you
what they see. Ask what month they think it is in • Ask students to answer the question at the end of
the photo. Tell them to read quickly and find out the text.
(January).
66 Unit 5
Lesson 2 67
TR: 5.8 • Play the recording. Tell students to follow the text
with their fingers.
• Tell students to look at the vocabulary box on
page 64. Ask if they know any of the words. Play • Play the recording again. Pause after each
the recording for students to listen and point to sentence and ask students to repeat.
the correct pictures. • Play the recording again. Then ask volunteers to
• Play the recording again, pausing after each word read out the parts of Petra and Alex.
for students to say the word.
• Ask them to put the verbs in their order of 3 Match.
preference then ask volunteers to tell you their • Tell students to read the sentence halves and find
order, e.g. first watch a film, second study, third … the second half of number 1 (e). Check answers
and ask why. Tell them to connect the two halves
2 Listen and read. TR: 5.9 with a line.
• Tell students that they are going to read a • Read out the remaining sentences one at a time
conversation between Petra and Alex. Ask them and check meanings. Check students understand
to look quickly and tell you if the photo is from the task. Allow enough time to complete it, alone
the beginning of the conversation or the end or with a partner.
(the end). • Check answers as a class. Ask students if they
want to spend a rainy afternoon like this.
68 Unit 5
65
4 Read.
• Ask students to look at the grammar box.
Read out the grammar sentences. Ask students
to repeat.
• Ask students which words are in a different place
from the affirmative and negative (am, are, is).
5 Write.
• Read out the first question and elicit the correct
response. Draw students’ attention to the ticks
and crosses. Ask students why No, I’m not is the
correct answer to the first question.
• Read out the questions. Check meanings. Allow
enough time to complete the task alone.
• Check answers. Write them on the board if
necessary.
Lesson 3 69