Pre-PC2

old

?how

areyou

where

?do

liveyou

have

?do

petsyou

Put the words in the correct orderPut the words in the correct order

sports

?what

canyouplay

night

?what

you

did

lastdo

In pairs, ask and answer the questions.

How old are you?

Where doyou live?

What sports can you play?

What did you do last night?

any

Do you anyhave pets?

Billy is curious about Mandy’s last holidays.Match his questions to her answers.

Where did you go? Where did you go?

When did you go?When did you go?

How did you get there?How did you get there?

Who did you go with?Who did you go with?

What did you do there?What did you do there?

To Fiji.

Last month.

By plane.

Family and friends.

Lots of things.

To Fiji.To Fiji.

Last month.Last month.

By plane.By plane.

Family and friends.Family and friends.

Lots of things.Lots of things.

What about your friends’ last holidays?Interview a friend and find out! Then, swap roles.

What’s behind the blocks?

? ? ?

? ? ?

Do you like watching TV?

How often do you watch it?

_ _ _ _ OO __ _ _ _ OO _

S_ _ _ _ _ _ _ _ S_ _ _ _ _ _ _ _

Guess the types TV programmes below.

_ _ _ W_ _ _ _ _ _ _ _ _ _ __ _ _ W_ _ _ _ _ _ _ _ _ _ _

D _ _ _ _ _ _ _ _ _ _D _ _ _ _ _ _ _ _ _ _ _ _ _ N _ _ __ _ _ N _ _ _

F_ _ _ F_ _ _

Which one is your favourite?

Which one do you love / enjoy / hate watching? Talk to a friend.

Soap opera Film The weather report

Documentary Cartoon The news

What are they?They’re cartoon characters.

Who’s your favourite cartoon character? Why? Talk to a friend.

Put the words in the correct columns.

Physical description

??

?

Personality

crazy stronglazy

TallThinStrongShortFatWeak

TallThinStrongShortFatWeak

thintallbraveinteresting short fat

funnyweak silly

LazyFunnyCrazyInterestingBraveSilly

LazyFunnyCrazyInterestingBraveSilly

Play GUESS WHO!

He / She’s tall and strong, brave and funny. Who is he / she?

Complete the sentences about cartoon characters. Then, guess who he/she is.

PLAY!

I don’t have friends at school.

I have problems with my sister.I have secret laboratory.

Hi, my name’s __________.?

I always wear a black t-shirt.I don’t have a girlfriend.

I have really fast moves!

Hi, I’m _________________.?

I like solving mysteries.

I love eating hot dogs.I enjoy laughing at villains at the end.

Hey, I’m _______________.?

I don’t like doing exercises.

I enjoy watching TV all day long. I love eating lasagna.

Hello, I’m ___________.?

I love going bowling with my friends.

I enjoy walking Dino, my pet.

I don’t like fighting with Barney.

Hi, I’m ___________.?

We don’t have brothers.

We have enemies in Townsville.We have an archenemy: the ‘Crazy Monkey’

? Hi, we’re ___________________.

Create and draw a cartoon character you’d like to watch on

TV. Don’t forget to mention:

his/her name (and nickname)where he/she liveswhat he/she does

who his/her friends areWhat is special about him/her

Slide 2 Warmer: Body-Letters Game•The goal of this game is for sts to make capital letters with their bodies.•Divide sts in pairs. Ask sts to stand side by side.•Call out different letters of the alphabet. •Each set of pairs makes each letter by connecting their bodies in different ways. They are to invent the way to do this. •In this game, it is fine to copy another pair’s way of making a letter. The important thing is the speed with which the letters are made.•Give only five seconds for pairs to make their letters. Say: “E” … 1-2-3-4-FREEZE, “T” … 1-2-3-4-FREEZE etc. •Sts must freeze and be silent at the end of each letter, or they won’t hear the next letter. Even if they haven’t finished making a letter, they must freeze on the fifth count. •TIP: If you wish to make the game more challenging, put three pairs together to make three letter words. Each pair forms one letter. Let one team spell out a word for another team to make.

Slide 3 Ask and answer the questions•Tell sts to look at the jumbled words in the speech bubbles. Elicit questions in the correct order. •Click to check. Model pronunciation. Ask for repetition. •Model the activity. Play the the role of the interviewee. Tell sts to interview you using the questions on the slide. Answer their questions using simple but complete sentences. •Gauge sts’ understanding of can/can’t and the past simple. If necessary, take this opportunity to briefly revise the use of these structures. •In pairs, sts interview each other. Monitor and make note of sts’ mistakes.

Slide 4 Billy & Mandy - HolidaysIn pairs, sts read questions and match them to the answers in the right column. Read questions and elicit answers from sts. Monitor and correct pronunciation whenever necessary. Click to check. In pairs, sts ask each other about their holidays using the questions on the board.Monitor and help with vocabulary when necessary.

Slide 5 What’s behind the blocks?Tell sts they must guess the object that is hidden behind the blocks. Click to remove one block at a time. Elicit guesses every time you remove a block until sts guess correctly. (A TV).Click to show questions and have sts discuss in pairs. Model activity by telling sts to ask you the questions. Use expressions of frequency and if necessary revise the use of once/twice/three times a day/week/month.

Slide 6 Guess the TV programmesAsk What types of TV programmes do you know? and elicit a few contributions. Refer sts to the letters and explain that they are the first letters of a type of TV programme. Elicit words. Click to check and drill pronunciation.Click to show questions. Sts discuss in pairs. Monitor and help with vocabulary when necessary.

Slide 7 The Pink Panther – Cartoon charactersDraw sts’ attention to the names on the slide. Click to show question. Elicit answer from sts and click to check. As sts may know the cartoon characters’ names in Portuguese, elict / teach how to pronounce the names in English.Click to show question. Sts talk in pairs about their favourite cartoon characters.Monitor and help with vocabulary when necessary.

Slide 8 Physical description / Personality.Ask What words can we use to talk about physical description and personality? Elicit a few contributions. Click to show words. Drill pronunciation. In pairs, sts discuss in which column each word should go – physical description or personality. As you check, point to the each word and elicit pronunciation. Praise or correct sts on the spot accordingly. If sts pronounce it correctly, there is no need for you to repeat the word. Then, point to the columns and ask Physical description or personality? Elicit answers from sts. Click to check.TIP: In order to avoid TTT, simply point to the words and let the sts do the talking as much as possible. Make use of body language, mime, gestures and facial expressions rather than words. Click to show link and explain game. In pairs, St A describes one of the cartoon characters in the picture and St B guesses who the character is. Model the exchange using the example on the slide. Describe a character and ask sts to guess who it is. Encourage sts to use vocabulary they have already seen. Avoid teaching new vocabulary at this point as the game is meant to revise and consolidate lexis.

Slide 8 Game TimeDivide group into two teams. Tell sts they have to guess the cartoon character being described. Team gets a point for each correct answer. There are three slides for each team.Slides 9 to 15: Click to show questions. Team read sentences and guess who the cartoon character is. Click on thunderbolt to see a picture of the cartoon character. Click on slide to see the name of the cartoon character.TIP - Classroom management: When playing games with large groups, first choose a team representative. Explain that the members of the team must first discuss the answer among themselves and that the final answer must come from the team representative. Make it clear that you will only accept answers from him or her.

Slide 16 Cartoon ProjectHand out paper sheets. Click to show instructions. Encourage sts to use their imagination and create cartoon characters. In pairs, sts make an outline of the characteristics and information about their cartoon character. Then, each one draws their own version. When students are finished, encourage them to present their characters to the class. Then, pin their work on the notice board.