Unit 1 Unit 1A

INTRO Answer key:

By the end of this unit, Ss will be able to use the verb to be Vowels: a,e, i, o, u
in simple questions and answers, and they will be able to Consonants: the other letters.
express the type of jobs orally, and Also, they will be able to
introduce themselves. Part 2
A The numbers write various numbers on the board and
WARMER ask Ss which number is sixteen, seventy or eight. Ask Ss
to show them first. Later, ask Ss to say some numbers and
Greet Ss and ask questions to warm them up and focus
you write them on the board. Purposely write some numbers
attention on you. If this is the first lesson of the semester, you
wrong and wait for Ss to correct you. For instance, when
can start with introducing yourself and asking Ss to introduce
Ss say fifteen, write 50 and wait to be corrected. After
themselves. You can Also, put them in pairs to introduce
this introduction, inform Ss that they are going to hear
themselves to each other. Then, they can introduce their
a recording and as they hear it, stop the recording and
partners to class. This will act like a good icebreaker since Ss
practice the numbers.
probably will not have an idea about their classmates in the
B Play the recording twice and ask Ss to fill in the blanks
very first lesson.
as they hear the recording. Walk and monitor Ss as they do
the practice.
Extra first class activities:
• Ask all Ss to stand up and get in front of the board. answer key:
Tell Ss to group according to their eye colors. By doing ___3____ ___91____ ___18____ ___82____ ___20___
this, Ss will look at each other and remember their faces. three ninety one eigh teen eighty two twenty
Also, you can enhance the icebreaking games by asking
them to line up in alphabetical order by their first names/ ___70____ ___36___ ___64____ ___59___ ___45__
last names. seventy thirty six sixty four fifty nine forty five
• Ss sit in a circle. One student introduces him/herself 43 83 67 94 50
and says a fact about him/herself. The next student fourty three eighty three sixty seven ninety four fifty
must remember the first student’s name and fact and
add his/her own name and fact. The third student must 28 19 84 27 5
remember the first two and add his/her own. It continues twenty eight nineteen eighty four twenty seven five
around the circle until the final student (or teacher!)
must remember all of the Ss names and facts. (Example: C Have Ss work in pairs and read the numbers on pictures by
Student 1- My name is Tina and I love cats. Student 2- turn. Do not do error correction, just walk around and let Ss
Her name is Tina and she loves cats. My name is Andre do pair correction.
and I need some coffee.)
• You can create a material that asks Ss’s favorite color,
music band, place to go on holiday, city, etc. and have
them fill it individually and inform them that you will WARM UP
put these papers in a time capsule. At the end of the
semester, bring the papers and distribute to Ss to make A Direct Ss attention to the pictures and check their
them see the changes they had during the semester. knowledge of different professions. Ask them what they will
want to have as a profession.

Example:
INTRO
T: What is your favourite job?
Part 1 S: Fashion Blogger.
Direct Ss’s attention to the alphabet and ask them anyone
T: Wow, it is one the new jobs that come with the internet.
knows how to pronounce these letters. Ask them if there
What is your second favourite job?
is any Ss that knows any other languages. If there is, ask
him/her to compare the pronunciation of some letters in that S: Writer.
language and his/her native language. Then, inform Ss that T: Oh nice, so what do you want to be when you finish
they are going to hear a record where they can practice the school?
alphabet. S: Maybe a blogger.

A Play the recording twice and ask Ss to listen and repeat Instruct Ss to answer the questions with a partner. (Be sure
the pronunciation of the consonants and vowels carefully. that Ss have partners. If one student is alone, you can work
with them or form a group of three.) Monitor Ss by walking
B The Alphanet Play the recording one more time and ask Ss around the classroom and listening to each pair for a few
to put the letters in order. seconds. Correct any obvious mistakes where appropriate,
but try to remain a silent listener. Constant correction
C Elicit the meaning of consonant and vowel by giving discourages Ss from risk-taking, which is important in
examples. You can divide the board into two and write “vowel” learning a new language. Non-verbal cues from you, such as
on one side and “consonant” to the other side. You can give nodding of the head and smiling can encourage Ss who may
examples like; A,e,o, are vowels whereas b, v, c are consonants. be intimidated by having a teacher listening nearby.
2
Unit 1A Unit 1
Extra activity: Extra activity:
Print out some pictures of people that have different Get three different colored cardboard and classify them
professions and stick them to the different corners of the as nouns, “verb to be” and objects. Cut rectangular
class. Ask Ss to stand up and walk around to check the shaped pieces for each colour. On the nouns category,
different professions. After they come together in front write some nouns and pronouns like I, you, he, flower,
of the board, ask Ss what their favorite job is and walk to Ahmet, etc. Then, write am, is, are on the second.
the part of the class that has certain profession picture. Lastly, write some object names on the object category
Ask other groups how many of Ss there are that choose like book, student, teacher, etc. Lay the cardboards on
that certain profession. When the other groups answer, the table and ask Ss groups to pick some cards. After
enhance the exercise by asking the second favorite, the they pick, ask them to make meaningful sentences by
least favorite professions and so on. combining their cards. Ss should ask which student has
what and make meaningful sentences. After everybody
makes sentences, have them read aloud. If there are
VOCABULARY mistakes and, confusion let the student groups solve
them. By doing this, Ss will get to know each other
A Direct Ss attention to the pictures. Instruct Ss to match better and practice verb to be.
the pictures to the verbs and check in pairs. It’s a good idea
for Ss to check their answers in pairs when possible as it After you introduced the” verb to be” to the Ss by doing the
promotes S-S interaction and builds their confidence. extra activity above, you can give details and more examples
Elicit the answers and check. Teach the meaning of any by pointing out the chart in the book.
new words. Make Ss notice the verbs and other words they
collocate with. Drill the pronunciation together and then A Ask Ss to read the sentences and fill in the gaps with the
individually. Remember to highlight the stress on the words forms of verb to be. Have Ss work in pairs and do peer check.
when necessary.
Answer key:
21 is
Answer key:
2 A: is B: is / is
Pictures on top; 3 A: are B: am / am
First: 4 Second: 1 Third: 7 Fourth:3 4 is / is
Pictures on bottom; 5 are / are
6 is / is
First:2 Second:5 Third:6

Teaching tip:
B In this exercise, Ss are going to form sentences by using
Ss can be encouraged to bring dictionaries to the classes the given prompts. Have them work individually and monitor
or you may suggest Ss to keep an extra vocabulary Ss and do error correction if it is needed.
notebook where Ss write the synonyms/ antonyms/
collections or usage of the targeted vocabulary.
Answer key:
1 Ashley is 38 years old. She is a tailor. She is short.
B In this exercise, Ss need to remember and repeat the job She is English.
types by seeing images of job types. Have Ss work in pairs to 2 Lucas is 15 years old. He is a student. He is tall. He
find the correct answers that are shown in the pictures. Elicit is French.
answers from one or two pairs. Ask if other pairs had different 3 Susan is 18 years old. She is a secretary. She is
answers. Let Ss do crosscheck. blonde. She is not English, she is
American.
Answer key: 4 Hiroto and Yamato are 45 years old. They are twins.
They are not Chinese, they are
1.c 2.b 3.a 4. b
Japanese.
5 Giovanni is 48 years old. He is a manager. He is tall. He
is not Spanish, he is Italian.
GRAMMAR
6 Clara is 25 years old. She is a writer. She is not blonde.
In this part, Ss are going to learn and practice of “verb to be”. She is not Belgian, she is French.
By the end of this part, Ss will be able to use “verb to be” in 7 Stelios is 32 years old. He is a teacher. He is tall. He
affirmative, negative sentences and questions. is Greek.
8 Esref is 24 years old. He is a worker. He is strong. He
is Turkish.

For weaker classes, you may use the extra exercises in class,
or they may be assigned as homework.
3
 Unit 1 Unit 1B
A Ss in pairs will ask about their partner’s family members
LISTENING and their occupations. Give Ss 5 minutes to be prepared and
ask them to start a conversation by using the given prompts.
In this part, Ss will hear three different dialogues where
Walk around and monitor Ss as they are doing the exercise.
people introduce themselves. As Ss hear they should fill in
You can do verbal error corrections as you monitor them. You
the gaps.
can encourage Ss by joining their conversation and ask extra
questions.
A Have Ss listen to the records twice. Inform Ss that they
should fill in the gaps as they hear the record. After Ss
finished listening, give them 1 minute to peer check their Answer key:
answers, then check the answers together.
A: Hello, Selin.
B: Hi Berk. What is your father’s/ mother’s name?
Answer key: A: My mother’s name is Ayşe and my father’s name is
Selim.
Conversation 1 B: Is your mother a teacher?
is / am A: No, she is not. She is a lawyer. Is your mother a
is doctor?
am B: Yes, she is a doctor. Is your father a writer?
A: No, he is not. He is a mechanic.
Conversation 2 B: Oh, good. Is your sister an engineer?
is / am / am
am / is
am

Conversation 3
is Teaching tip:
is
The very first classes can be easy for Ss and exercises
is
can be done in a short time since Ss do not know each
is / is
other well and they maybe be volunteer to speak up. So,
the first week, you can do many icebreaker exercises,
B Inform Ss that they are going to hear the recording one and it will be helpful if you bring extra exercises for
more time and decide if the given sentences are true or false. almost each activity. Also,, you can benefit from the
Let Ss read the sentences first, then play the recording. Ask
extra exercises on the Blackswan’s e-class.
Ss to complete this exercise individually and check their
understanding by walking around and checking their answers.

Answer key: 1.F 2.T 3.F 4.F 5.T UNIT 1.B

SPEAKING
INTRO
In this exercise, Ass are going to introduce themselves to
each other by using the given prompts. Ss will role play of a By the end of this unit, Ss will be able to use subject
situation where they meet at a conference. pronouns and possessive adjectives while introducing their
A Give Ss 5 minutes to be prepared and pair them with family members verbally and Also, they will be able to shoot
different students and ask them to role-play the situation. a video where they introduce their family members.

Answer key: WARM UP

Student A: Hello, I am James Turner. What is your name?
Student B: Hi, my name is Eva Denisova. Nice to meet you. Direct Ss attention to the title of the unit. Elicit what Ss think
I am from Russia. Where are you from? the unit might include.
Start a conversation by talking about your family and family
A: Oh, great. I am from England. Nice to meet you, too.
members. Ss’ attention will be directed to you after you talk
How do you earn a living?
about yourself. Then, ask Ss if they have a small or a big
B: I am a writer, What do you do?
family, who are the members of their family, they got sisters
A: I am a doctor. What a great conference, right. or brothers. Ask them if they know any popular or historical,
B: Yes, it is. fictional family like the Kardashians or the Simpsons. Talk
about this topic collectively for a while and then skip to the
vocabulary part.
DISCUSSION TIME
Answer key:
In this exercise, Ss are going to practice asking and answering There is a family in the picture. They look happy. I have
questions. Have Ss work in pairs and inform them that they a small family. I have no sisters or brothers. I like big
should ask as many questions as they can about his/her families. I want to have sisters.
family members and their professions.
4
Unit 1B Unit 1
Extra activity: SPEAKING
Prepare a PowerPoint presentation which includes In this activity, Ss briefly introduce themselves and their
famous historical, popular, fictional, etc. family photos families.
and divide Ss into three groups. Ask them to guess
the name of the families. When you show a picture of A Give Ss 2 minutes to be prepared and ask them to introduce
a family ask extra questions like “What is his name?, themselves and talk about their families in pairs. Since Ss
who is the sister of him?, who is the father?” and you have done this before, this time, do error corrections and ask
can give extra points for each team when they answer extra questions while walking around and monitoring them.
the extra questions to heat up the game. You can show
celebrities’ families, historical people’s families, well-
known actors/ actress’s families. Answer key:
My name is Melisa. My father is a lawyer, and my mother
is an engineer. I have a sister. She is a student. I have
Teaching tip: two uncles and an aunt. My aunt is a mechanic, and my
uncle is a teacher. My other uncle is a student.
Ss have different learning styles, so it is important to
include opportunities for Ss to learn the same material
in a variety of ways. Some Ss will be very eager to get up GRAMMAR
and move while others would prefer sitting and listening.
In this part, Ss are going to internalize the form and usage of
subject pronouns and possessive adjectives.
VOCABULARY
Introduce the form and usage of subject pronouns first.
Mention that a subject pronoun of a sentence is a person or
A Direct Ss attention to the pictures. Instruct Ss to match a thing that performs the action. Give some examples like
the pictures to the family members and check in pairs. It’s a “I,it,we, you” etc. Write sample sentences on the board and
good idea for Ss to check their answers in pairs when possible ask what subject pronoun could be used instead of the noun.
as it promotes S-S interaction and builds their confidence.
For example, write:
Elicit the answers and check. Teach the meaning of any new
words. Drill the pronunciation together and then individually. Write :”Ayşe is a mechanic.” on the board and ask what can
Remember to highlight the stress on the words when we use instead of Ayşe. Emphasize “she” after you get the
necessary. answer. Write more exercise if it is needed. Do not clean the
board as it may help Ss to recall the form and usage as they
are doing the other exercises.
Answer key:
father – mother / uncle- aunt After you introduce the subject pronouns, introduce the
sister – (ME) – brother / cousin - cousin possessive adjectives and clarify what they are by saying.
We use possessive adjectives to show who owns something.
They are followed by nouns.
B In this part, Ss are going to classify family members under
the categories of male and female.Inform Ss about how they
Highlight the chart on page 15, and ask Ss to give verbal
do the exercise and have them work individually. After they
example sentences by using the subject pronoun and
finished the exercise, make them do peer check.
possessive adjectives.

Answer key:
A Ask Ss to read the sentences and fill in the gaps by using
Female: mother, aunt, sister the given words. Have them work in pairs and check their
Male: father, uncle, brother answers later. Remind Ss that there will be extra words that
do not need to use.

Extra activity:
Answer key:
Ask Ss to draw caricatured version of their family
members in a family tree. Distribute colourful papers 1- your, they, their, her, his
and pens to Ss and tell them to make a family tree by 2- my, your, my, your
themselves. Give Ss 15 minutes to complete the activity 3 – your, your, my, his, your
and Also, ask them to categorize the family members 4 – your, my, her, my
as male and female by adding their names too. Let Ss
interact with each other, walk around, ask help from
other Ss. This will help to bound a S-S interaction and
B Direct Ss to read the sentences and circle the correct
option. Monitor Ss and check if they need help. In feedback,
Also, enable Ss to do kinaesthetic activities.
write the problematic or wrong answers on the board and ask
the whole class to correct them, remind them the form again.

5
 Unit 1 Unit 1C

Answer key: Answer key:

1 Her / her 6 My / her 1. aunt 2.brother 3.carpenter
2 His / She 7 My / I 4.mechanic 5.lawyer 6. engineer 7. mother
3 My / his 8 Her / My
4 He / his 9 My / I
5 Our / our 10 They / their VIDEO BLOG ENTRY
Explain Ss what a video blog is in detail and how they can
READING upload their videos on www.blackswaneclass.com

In this exercise Ss are going to fill in the gaps by using subject

A Inform Ss that they are going to shoot a video where they
introduce their family members. As one student will be in
pronouns and possessive adjectives.
the video, his/her partner can shoot the video and if they
A Direct Ss to the picture and ask them to read Kenny’s bio have interest or talent, they can edit their videos too. So,
and his family members. After Ss read the short paragraph, one student will introduce his/her family by using the given
have them work in pairs and fill in the gaps with given subject prompts.
pronouns.
e.g..
Answer key:
Hello. My name is Kenny. I am from China. I am a doctor. Hello, I am Berna and this is my family.
My mother is a lawyer and my father is a teacher. I have
a brother. His name is Brian. He is 17 and he is a student. This is my father. His name is Bekir. He is a worker. This is
I have a sister too. Her name is Kate. She is 23 and she my mother. Her name is Esra. She is a housewife. There is
is an engineer. my sister Eda, she is in her room. She likes reading. She is a
student. She is 19 years old. My father is 49 years old and my
mother is 50 years old. I love my family.

B Ask Ss to complete the sentences individually. Give them

2-3 minutes. When they are finished let them do peer check.
UNIT 1.C

Answer key: INTRO

1 father
2 Kenny’s By the end of this unit, Ss will be able to ask for and give
3 sister directions and Also, they can talk about their nationality and
4 lawyer other people’s nationalities.
5 doctor
WARM UP
C Allow Ss time to read through the texts and ask them to fill Direct Ss attention to the title of the unit. Elicit what Ss think
in the gaps with the given words individually. Have students the unit might include.
check their answers with a partner. In feedback, check and
elicit answers. Ask Ss if they know about their family history. Elaborate
the conversation by giving different historical facts about
Answer key: certain families’ history. For example, you can mention The
I – I – My – I – I – They – My – They – you Ottoman family and where they were descended from. Then
ask Ss if they know where their parents are from. Ask them
if they know their great grandparents and if they have any
WRITING information about them. Also,, you can mention the language
families if Ss seem eager to talk about this topic. Collectively,
In this part, Ss are going to complete words and Also, write a talk about this topic for 10 minutes.
reply letter to the letter on the reading part.

A This will be an easy and quick task for Ss to complete. Answer key:
However, after they complete the words individually you can I am from İzmir and my father is from Greece and my
ask Ss to create more words that have missing letters and mother is from Cyprus. I can speak Turkish, English and
ask their partners to guess the word. You can Also, ask Ss Greek.
to prepare more words with missing letters and write them
on different papers. After they are finished, you can collect
the papers and distribute the papers to different Ss to do the
exercises.

6
Unit 1C Unit 1
Teaching tip Teaching tip:
For good classroom management with mixed ability There are many quiz making/playing websites on the
groups, you can group Ss who have different abilities, internet like Kahoot and Quizlet. You can prepare a
you should give clear instruction especially for weaker Kahoot quiz (www.get.kahoot.com) about the flags of
Ss, do not over correct weak Ss but let them get help countries or you can just show the quizzes that are
from their friends. Lastly, you should set different goals already prepared. So as to play Kahoot Ss will need
for each student to make them feel accomplished in the their mobile phones and internet connection and by
areas that they feel confident. entering the code of your quiz, Ss will be able to answer
the questions. The faster they answer the questions the
more points they will get. This exercise will help Ss to
VOCABULARY interact with the lessons visually. Also,, most of the
Ss can be distracted by their mobile phones, checking
In this part, Ss are going to internalize the names of the
unrelated topics on their mobiles phones and Kahoot
countries, nationalities and the languages that are spoken
game can prevent them doing so and joining the class
there.
with their mobile phones instead.

A Elicit the meaning of “nationality” by giving examples from C Have Ss work in pairs and answer the questions. Tell them
the chart on the book. Project/ draw the chart on the board
to take turns and both answer and ask questions. You may
and fill in the gaps together. Elicit the answers from Ss. If Ss
add more questions like “Which language does Baldin speak,
are already familiar with most of the vocabulary, you may
what is his nationality?” etc.
add extra country names.

For better pronunciation, repeat the vocabulary with Ss and Answer key:
make sure that Ss are able to produce the sounds accurately. 1. Jane is from The USA.
2. Baldin is from Italy.
Answer key: 3. Turgut and Gülay are from Turkey.
Country Nationality Languages 4. Gaby is from France.
Turkey Turkish Turkish
England English English EVERYDAY ENGLISH
The USA American English
In this part, Ss are going to use some certain expressions of
China Chinese Chinese
asking for and giving directions.
India Indian Hindi
Elicit the meaning of given certain expression by role
Mexico Mexican Spanish playing. You can act out like a tourist or you can use your
body language. Then, repeat and make Ss internalize the
B Ss will work in pairs and match the country names with the expressions.
flags. Give Ss 2 minutes to complete the exercise.
e.g..
A: Is there a bus stop near here? How do I get there?
Answer key: B: Yes, there is. You should take the second left and go ahead
1.c 2.a 3.e 4.f 5.b 6.d for a while and it is next to the city hall.
A: Oh, thank you.
A Ask Ss to read the sentences and match them with the
Extra activity: pictures in the book. Give Ss 2 minutes to fulfil the exercise
You can divide Ss into four groups and play guessing and then let them do peer check.
the name of the country from its flag game. For weaker
classes, you can prepare a presentation where there Answer key: 1. e 2. c 3. f 4. b 5.d 6. a
are options and ask Ss to guess the correct option. For
stronger classes, you may ask each group to write the
country’s name after they see the picture of a flag. You
B Inform Ss that they are going to fill in the gaps with the
given sentences. For this exercise, Ss need to do pair work or
may check their spelling and give points accordingly.
they can do cross-check. Let Ss do the exercise and ask them
to read what they write aloud the questions by themselves
before they do peer check. Ask them if it sounds meaningful
and accurate.

Teaching tip:
While working on daily expressions, try to make as many
drills as you can with Ss. Pronouncing the expressions
aloud and several times will help Ss to internalize the
usage.
7
 Unit 1 Unit 1C

Answer key: 1. b 2.d 3.a 4.f 5.c 6.e SPEAKING

In this activity, Ss work with a partner and role play of a
C Have Ss work in groups. Ask them to sit together and work situation where they ask for and give direction by using The
on the map to answer the questions. Ask them to both ask New York City map.
and answer the questions in turns. Walk around and monitor
A Give Ss 2 minutes to be prepared and ask them to have a
Ss as they fulfil the activity. Give them extra time to be
dialogue with their partner by using the given prompts. Walk
benefited from peer learning. After Ss finished, ask the given
around and monitor Ss as they are talking, interact with the
questions and more CCQ questions.
Ss groups and ask extra questions for checking understading.

Answer key: Answer key:

1. No there is no hospital in the town. A: Hi, How can I go to Central Park?
2. No, there is no school in the town. B: So, you are here at Brooklyn Bridge and you should
3. The cinema is between the city hall and the restaurant. take the third left and turn right. You will see the Central
Park. You will go ahead and pass Lower East Side, Big
4. There is a city hall opposite of the cafeteria.
Apple, and Skyscraper.
5. The library is on the second left, right after the A: Oh, Thank you. What is there the opposite of the
clothes shop. It is before the hotel. Central Park?
B: There are Upper East Side Buildings.
A: Thank You so much.
Teaching tip:
You can ask Concept Checking Questions at the end of Extra activity:
the grammar part. Rather than asking direct questions
like “Did you understand the usage of asking for Ask Ss to form groups of 4-5 and distribute them big
and giving directions?” you can give some example papers and colourful pens. After they are settled, inform
sentences and you can ask questions like below. Write them to draw a city map. This city map can be their
this sentence on the board or verbally ask by using the town’s map or an imaginary one. Give them 15 minutes
map on the exercise C. “The hotel is next to the cafeteria, to draw and tell them this city needs a library, a bridge,
right? “ They will say no and you want Ss to correct you schools, restaurants, etc. After they are done, tell
by saying “ No, the cafeteria is across the city hall.” groups to swap their maps. Visit each group and assign
And you can continue by asking '' How can I go to the them some locations to go from a beginning point. Let
cafeteria from the hotel, then?'' etc. them talk for 10 minutes. While they are talking, walk
around and monitor Ss.
LISTENING Alternatively, you can bring one big map to class to play
a game in which Ss will try to find which place is being
In this exercise, Ss are going to fill in the gaps by using the described by a volunteer student. Ask one Ss to come
given words as they hear. Also,, Ss will infer the meaning on board and tell him/her where she/he will go from a
from the listening part and decide if the sentences are true certain starting point.
or false. e.g.
He/she may start by saying “ I am at the library now
A Inform Ss that they are going to hear two different
and I turn left, go ahead and pass the school and
conversations between two people which of whom is asking
go across the bridge…” As the student is trying to
for directions and the other is answering. Give Ss 1 minute to
describe where he/ she goes, the rest of the class
scan the text and play the recording twice. As they hear, they
will guess where she/he is going. You can make Ss
should fill in the gaps. After they are finished, let them do
repeat this game until they practice enough.
peer check and answer.

Answer key: IDIOM/ PROVERB

Conversation 1 Conversation 2
Mexico hospital
In this part, Ss will learn a new idiom; spilling the beans.
close straight
left right
next to
A Ask Ss to read the sample sentences and elicit the
meaning of “spilling the beans” means. Ask them if they know
any similar idiom in their native language. To make them
B Allow Ss time to read through the texts and ask them to internalize the meaning, ask Ss if they have ever spilled the
decide if the sentences are true or false, individually. Have beans and if so, what was the occasion?
students check their answers with a partner. In feedback,
check and elicit answers.
Answer key: 1.a
Answer key:
1–F 2–T 3–F 4–F 5-T

8
Unit 1D Unit 1
B Ss are going to unscramble the letters to make meaningful
words. Give them 2 minutes to complete the exercise. Tell
UNIT 1.D them to complete the exercise individually and do peer check
before answering.

INTRO Answer key:

1. eraser 2. notebook 3. pen
By the end of this unit, Ss will be able to create sentences
with “have got has got” while talking about their personal 4. bag 5. mobile phone 6. pencil
belongings. Also,, they will be able to prepare a postcard in
which they talk about what are there in the city, Rome.
GRAMMAR
WARM UP
In this part, Ss are going to use have got/ has got in affirmative,
Elicit the meaning of “object”, “possession” and “own” by negative sentences and questions.
showing objects around you. Ask Ss to look at the picture on Introduce the form and usage of have/has got first. Mention
the book and require them to say what they see. Ask more that we use have got/ has got to talk about possessions and
questions about Ss’ favourite objects. relationships (family members, friends, etc.) Clarify the usage
in affirmative, negative sentences and questions. Do as many
Answer key: repetitive examples as you can. Enrich the sentences by
1. I see a camera, a mobile phone, a notebook and a pen, eliciting sample sentences from Ss.
glasses and keys.
2. I have a mobile phone, notebook, pen and keys. A In this part, Ss will see the rules/ the usage of have/has
My friend has keys and glasses. got and fill in the gaps with have/has got. Tell them to fulfil
the exercise individually. After they completed, ask them
which sentence is the example of which rule.
Extra activity:
You can show different objects from like a Tamagotchi ( Answer key:
a toy from the 90s, handheld digital pet), barbie, mobile 1. have got 2. have got 3. has got
phone, etc. and ask Ss to guess the name of the object. 4. have got 5. has got
Also,, ask if they have this object or not. Repeat a couple
of times the question form of have/has got. Highlight and B Inform Ss that they need to choose the correct words
emphasize the verb “have”. written in italics. Give Ss 2 minutes to complete the exercise.
Have them do peer check before answering. Emphasize the
Teaching tip: different usage have of have and has.

For good classroom management with mixed ability Answer key:

groups, you can group Ss who have different abilities,
1. has got 2. have got 3. have got
you should give clear instruction especially for weaker
Ss, do not over correct weak Ss but let them get help 4. has got 5. have got
from their friends. Lastly, you should set different goals
for each student to make them feel accomplished in the C Tell Ss to work in pairs and fill in the gaps with have/
areas that they feel confident. has got. Remind them the exercise does not consist of only
affirmative sentences but negative sentences as well as
questions. Give them enough time to complete the exercise
VOCABULARY and elaborate the exercise by asking CCQ at the end of the
grammar part.
A Direct Ss attention to the pictures. Instruct Ss to match
the pictures to the verbs and check in pairs. It’s a good idea Answer key:
for Ss to check their answers in pairs when possible as it
1. A: Have you got a pencil?
promotes S-S interaction and builds their confidence.
B: No, I haven’t got a pencil.
Elicit the answers and check. Teach the meaning of any 2. A: Has she got a boyfriend?
new words. Make Ss notice the verbs and other words they B: No, she hasn’t got a boyfriend.
collocate with. Drill the pronunciation together and then
individually. Remember to highlight the stress on the words
when necessary.
READING
Answer key: 1.f 2.b 3.e 4.a 5.d 6.c In these exercises, Ss are going to scan a text with the aim of
finding have/has got and the vocabulary that are learnt.

A Give Ss 1 minute to scan the text and require them to

underline the words “have/has got”. After they scan the text,
ask them to read it again and ask the gist of it.
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 Unit 1 Unit 1D

Answer key: Answer key:

My name is Dave and I am an American student. I live Dear Pen Pal,
in Turkey and I study Turkish. Every day I bring my bag I am very happy to have a foreign friend! My name is Beth
to school. I put my belongings in my bag. I have got two and I am English. I speak English and I study Spanish
pencils, a notebook, three erasers, and my book. We because I want to live in Mexico. I live with my mother
cannot use pens in school. I haven’t got pens or a mobile and my father. My brother Also, lives in my house and he
phone because we cannot have them in class. is very nice. I have an older sister but she does not live
with us. She has got a job as an engineer and she has got
her own house. I do not see my sister every day but we
B Allow Ss time to skim the text again and circle the objects can talk because I have got a mobile phone.
that Dave has in his bag. This exercise should not take long
and it should be reminded to Ss that they should only skim Please write to me and tell me about you and your family!
the text. It is important that Ss should have scanning skills.
Sincerely, Beth
Answer key: a, b, e, f.

C Again, in this exercise Ss will scan the text and write how B Tell Ss to work individually and write a short letter to
many object Dave has got in his bag. Give them 1 minute to Beth. Remind them they should cover the questions that
finish the exercise and in feedback elicit the answers. are asked in the exercise. Also,, they should mention their
possessions. Give them 10 minutes to complete the exercise
Answer key: and give personal feedbacks.
1. pencil/s 2 4. mobile phone/s 0
2. pen/s 0 5. eraser/s 3 (Suggested) Answer key:
3. notebook/s 1 6. book/s 1 Dear Beth,
My name is Kemal.

I am very happy to write to you. I am Turkish and I speak

Turkish Also,, I am learning English. My family is big. I
D Inform Ss that they are going to make a list of the things
live with my mother, my father, two brothers and my
that they have in their bags. Once they write what they have, grandmother. My father is a nurse and my mother is a
ask them to compare their list with a partner. While they are driver. I have got two brothers. They are students. We
comparing, have them ask questions and answer. have a big house. I have a dog. Its name is Fluffy. I love
my dog. Tell me more about yourself.
(Suggested) Answer key:
Take Care,
A: This is my list. I have got 4 notebooks. Have you got Kemal.
any notebooks?
B: Yes, I have got 2 notebooks. I have got 3 books and a
tablet. Have you got a tablet? E-PORTFOLIO
A: No, I haven’t got a tablet. Have you got any pencils?
In this part, Ss are going to write a postcard imagining that
B: I have got 4 pencils and Also, I have got an eraser. they are in Rome with the help of sample postcard.
A Elicit the meaning of “bazaar”, “weather” and “ancient”
WRITING by giving examples. Ask Ss to read the text and answer the
questions below. Give them 5 minutes to fulfil the exercise.
In this part, Ss are going to complete the letter with given
words and after they see the sample letter, they are going to
write a short letter by covering the given questions. Answer key:
1. Nancy is Kuşadası.
A Elicit the meaning of pen pal. Ask Ss to read the letter of
Beth’s to her pen pal. After they read, Ss will fill in the gaps 2. Yes there is in an old bazaar in Kuşadası.
with the given words. Let them do peer check before they 3. The ancient city of Ephesus is Also, in Kuşadası.
answer. 4. Yes, the beaches are clean in Kuşadası.

B You can give this exercise as homework or if you have

time, you may ask Ss to prepare a postcard at class. Inform
them that, they are hypothetically in Rome, Italy and they
will send a postcard to their friends. You can give some
information about Rome to Ss or you may ask them to search
for information about Rome. Give them 15 minutes to write
a postcard and then, remind them to take a picture of it and
upload the picture on www.blackswaneclass.com

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