Unit 4 Unit 4A

INTRO Extra activity:

By the end of this unit, Ss will be able to use everyday verbs As a simple review or to understand what the Ss know
and simple present tense, they will be able to express daily in general, write down 3-4 present simple sentences,
routines orally, and Also, they will be able to pronounce one word on index cards or half-sheets of paper. For the
certain words correctly. verbs, write the infinitive, then add a few cards with only
the letter –s. For example, you might have a sentence
like this:
WARM UP
She like s listening to music in the morning
Direct Ss attention to the title of the unit. Elicit what Ss think
the unit might include. Make enough cards for each student to have one or two.
Be sure to include do, does, and not. Instruct the Ss to
A Tell Ss to look at the picture and ask questions about the stand up and form sentences with their cards at the front
animals that they see. Give them 2-3 minutes to think and of the class. This can Also, be used as a review at the
ask about their favorite animals. Elicit answers later. end of the unit.

Teaching tip: A Ask Ss to read the sentences and circle the correct verbs
in each sentence. When eliciting answers, ask Ss why they
As Ss think about their favourite animals, you can assign pick those forms of verbs. This will make them aware of their
some Ss to stand up and imitate the animal they like. reasons to choose those certain verbs. Also, it will give other
Rest of the class make guesses and find which animal is Ss the perspective to think about their own answers.
that. There might be shy students. As a teacher, you can
go first and imitate your favourite animal to let them see
that it’s perfectly normal to do it. Answer key:
1.drives 2. go 3. water 4. goes
5. play 6. exercises 7. read 8. watches
VOCABULARY – daily routine verbs
B Direct Ss to fill in the gaps. Monitor while they compare
A Direct Ss attention to the pictures. Instruct Ss to match answers to check if they need help. In feedback, elicit
the pictures to the verbs and check in pairs. It’s a good idea answers.
for Ss to check their answers in pairs when possible as it
promotes S-S interaction and builds their confidence.
Answer key:
Elicit the answers and check. Teach the meaning of any 1. plays 2. does 3. work 4. go
new words. Make Ss notice the verbs and other words they 5. get 6. love 7. study 8. listen
collocate with. Drill the pronunciation together and then
individually. Remember to highlight the stress on the words C Explain the task first. You can answer one question
when necessary. together to show them they need to pay attention to the
subject pronouns when choosing the correct word.

Answer key: 1. e 2. d 3. c 4. b 5. e
Answer key:
1. do 2. does / does 3. do / live 4. does / take
B Tell Ss to work on their own and fill in the blanks with
5. do / don’t / like
the words in exercise A. Monitor Ss when they are doing the
exercise and help when necessary. Tell them to compare
answers with partners. Elicit answers. Teaching tip:

Answer key: You can assign Ss to read out dialogues because it will
make them familiar with the new grammatical structures
get up has breakfast takes shower and pronunciation of new words. Hearing themselves
brushes her teeth takes a shower reads a book speaking in another language might be intimidating,
goes to bed that’s why it is good to make them practice as much as
possible.

GRAMMAR
LISTENING
In this part, we aim to teach certain grammar structures with
different activity types. A Tell Ss to read the definitions of new words before
Revise the present simple tense briefly to understand listening. Direct them to the pictures and ask them if they
what Ss already know. At this level, Ss should be able to know anything about wolves. You can write what they say
use present simple tense accurately in general. For weaker on the board. Later on, you can inform Ss that they are going
classes, spend more time on revision. For stronger classes, a to listen to a text about the daily routine of wolves. Play the
simple review exercise should suffice. recording once and ask Ss to fill in the blanks as they listen.
Elicit answers. Play the recording again if Ss want to hear it
again.
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Unit 4B Unit 4
Answer key:
live / hunt eat play clean want reads UNIT 4.B
Teaching tip: INTRO
According to the level of your class, you might need to By the end of this unit, Ss will be able to use the structures
play the recording more than twice. While listening, you of ‘can/can’t’ to be able to express abilities and inabilities
can Also, tell them to read the dialogue silently to get in written form, and Also, they will be able to discuss the
a good understanding of how the pronunciation works. abilities and inabilities.

B Allow Ss time to read through the sentences and WARM UP

the dialogue. Tell them they will answer the true / false
questions. Have students check their answers with a partner.
A Direct Ss attention to the picture in which there are wild
and domestic animals both. How many of them are familiar
Explain the unknown words in the dialogue if the Ss have any
to Ss? Check their knowledge of vocabulary for animals. Ask
questions. In feedback, check and elicit answers.
Ss whether they have pets or had before. Ask them which
animals can be petted. Then ask Ss their opinions about pets.
Answer key: Lead Ss to the questions. Encourage them to talk to their
1. F 2. T 3. T 4. F 5. T 6. F partners. Monitor and help when necessary. Elicit answers
from a few pairs later.

SPEAKING VOCABULARY – pets/domestic and wild animals.

A Explain Ss that they will talk to their partners about their
daily routines. Direct Ss to the prompts given. Monitor when A Direct Ss attention to the pictures. Instruct Ss to match
they are having conversations. Help with vocabulary when the pictures to the verbs and check in pairs.
necessary. Elicit the answers and check. Teach the meaning of any new
words. Drill the pronunciation together and then individually.
Extra activity: Remember to highlight the stress on the words when
necessary.
If you want to, you can turn this exercise into a
kinesthetic game. Ss can walk around the room asking
each question to a different person. This way, they can Answer key:
feel like they are having casual conversations with their A. 1-c, 2- a, 3- e, 4- b, 5- d
friends. You can help them to ask follow-up questions. B. 1-d, 2- e, 3- c, 4- a, 5- b

PRONUNCIATION Extra activity:

A Play the recording. Ss listen to the pronunciation of the You can put Ss in pairs and tell them to cover the animal
sentences and notice the reduction of do and does. Play the names. Then each student points to an animal asking
recording again if needed. Elicit answers. ‘what is this?’, the other student says the correct names.
This goes on for a few turns until you feel they have had
enough. Monitor and help when necessary.

Answer key: B Direct Ss to the exercise. They will fill in the blanks with
1. I don’t like getting up early. the words given. Let them work on the exercise for a while
2. Sue does not want to buy a new bag. because those are descriptions of animals. Some Ss might
3. I do not watch T.V. in the evenings. not be knowledgeable about animals. Walk around the
4. Tim doesn’t have a car. classroom and oversee how Ss are doing. Later, tell Ss to
compare their answers to their partners’. Check the answers
IDIOM/PROVERBS as a class. If Ss have a problem with the new vocabulary in
the sentences, explain what they mean to the class.
A Ask Ss if they know any idiom related to cats in their
native language. Elicit answers to see if they can make any Answer key:
connections when they look at the picture of a cat in a bag
on the page. Then, inform them that they are going to hear a 1. elephants 2. dogs 3. cat 4. lion
recording where they will hear an idiom. After listening, ask 5. zebras 6. fish 7. birds 8. bears
them to work in pairs and guess the meaning of the idiom
GRAMMAR
Answer key:
In this part, we aim to teach certain grammar structures with
let the cat out of the bag means:
different activity types.
a. to let someone know a secret
Revise how expressing ability/inability works briefly to
understand what Ss already know. 29
 Unit 4 Unit 4C

Teaching tip:
WRITING
Ask Ss what they can do and what they cannot do. Then
divide the board into two and ask questions like; “Can A Ss will write a short paragraph about an animal’s abilities
a dolphin fly?”, “Can a tiger swim?”, Can a cat jump?” and inabilities. Then they complete the task and check it in
and get their answers. Write their answers on the board. pairs. Monitor while they are engaged in their work. Help
Then explain Ss that “can” has different meanings. when necessary. In feedback, ask some Ss to read their
paragraphs out loud.
According to how Ss respond, spend more or less time
revising and lead them to the explanations about how to use Teaching tip:
can/can’t. Ask them what they understand.
Writing exercises usually cause stress in the class, even
A Ask Ss to read the sentences and circle the correct words if it is a short one. To keep it at minimum, tell Ss that
in each sentence. Give them some time to think. Let them they can always cooperate with their classmates. You
compare answers in pairs. Elicit answers. should Also, help them when they are stuck but avoid
being there whenever a student can’t come up with an
idea or a sentence. Encourage them to do their best first
Answer key: and then ask for a teacher’s help. This would create a
positive attitude towards writing tasks.
1. can’t / can’t 2. can 3. can’t 4. can’t / can 5. can

B Direct Ss to fill in the gaps. Monitor while they compare DISCUSSION TIME
answers to check if they need help. Elicit answers.
A Ss will work in pairs. Allow them some time to prepare a
dialogue with the given prompts. They will ask and answer
Answer key:
questions about the abilities of animals. Using their notes,
1. can 2. can’t 3. can’t 4. can / can’t they will write their dialogue. Monitor their work and help
5. can’t 6. can 7. can’t 8. can when necessary.
B Once Ss are ready, encourage them to discuss the
READING questions given using their notes and dialogues. Walk around
the classroom and listen to their conversations. Don’t forget
A Direct Ss to the picture and ask them what they know to reinforce their speaking abilities by occasionally saying
about bats. Hear some answers. Focus on the new vocabulary words like ‘good job’, ‘well-done’, etc.
and ask them how those words might be related to the bats.
Check the meanings together as a class.

B Allow Ss time to read through the text and ask them to UNIT 4.C
choose the correct option written in italics individually. Have
students check their answers with a partner. Explain the
unknown words in the texts if the Ss have any questions. In INTRO
feedback, check and elicit answers.
By the end of this unit, Ss will be able to use frequency
Answer key: adverbs, and they will be able to express daily routines orally,
Many people think that bats are strange animals because and Also, they will be able to write about daily routines.
they sleep upside down. This position is unusual but it
is a very practical choice. By sleeping upside down, bats WARM UP
can / can’t protect themselves in sleep. If something
attacks them during sleep, they can’t / can just drop and
start flying. Most birds can / can’t start flying so fast and A Direct Ss attention to the word ‘habit’ and to the picture
hunters catch them in their sleep. full of everyday activities. Check their understanding of
the word ‘habit’ and allow them some time to discuss the
questions with their partners. Monitor their conversations.
C Allow Ss time to read the texts again and answer the
questions. In feedback, check and elicit answers.
Teaching tip:
Answer key: In these kind of exercises, you can choose Ss from
different pairs and have them ask/answer the questions.
1. b 2. c 3. a This would allow you to hear more than a few answers
and Also, Ss wouldn’t feel bored making the dialogue
again with the same partner.
Teaching tip:
It’s a good idea to activate Ss knowledge of the topic
of reading or listening passages. One way to do this
VOCABULARY – frequency adverbs
is by having a short discussion. For this passage you
might ask Ss about vampire movies (which are very A Direct Ss attention to the bar chart. Instruct Ss to study
popular nowadays) and the similarities between bats the bar chart in pairs.
As a class, check the meaning of the frequency words in their
and vampires. This would start a fun and informative
native language if necessary. Drill the pronunciation together
discussion among Ss.
30 and then individually.
Unit 4D Unit 4
Extra activity: LISTENING
It might be a good idea to let Ss find a few daily routines always usually often sometimes rarely never
that they do in the frequencies given. Tell them they Jane Tim Jane Tim Jane Tim Jane Tim Jane Tim Jane Tim
don’t need to write full sentences. It would be enough wake X X
if they can come up with actions only. For example; up
early
always=brush teeth, often=go out, etc. Then you can ask have X X
‘what do you always do?’, each student would tell you break-
fast
their own answer. You can make a list on the board as
take a X
‘always, usually….’, and write the actions under each shower
in the
category. morn-
ing

wash X X
B Give students time to do the activity. Remind them that your
hands
before
there is no right or wrong answer. Walk around them to meals
oversee their work and to help if necessary. After they are brush X X
your
done, ask Ss if they notice that frequency adverbs come teeth
before the main verb. You can have them write it on their go to X X
books. bed
early

GRAMMAR Teaching tip:

Here Ss will learn about how to express frequencies. Go over You can put the class in three or four teams and turn this
the explanations with class. Emphasize the use of “once = into a race. After you play the recording twice, you can
one time twice = two times” and draw their attention to that elicit answers. The team with less wrong answers wins
it goes like “three times, four times, etc.” the race.
A Ask Ss to read the words and put them in the correct
order. Then let Ss check answers with their partners. Assign a SPEAKING
few Ss to read their sentences. When there’s a problem with
the sentences, ask Ss to tell you the correct version, and you
A Explain Ss that they will talk to their partners about their
morning routine. Direct Ss to the prompts given. Monitor
can write the sentence on the board.
when they are having conversations. Help with vocabulary
when necessary.
Answer key:
1. George usually drinks coffee at breakfast. Extra activity:
2. How often do you visit your parents? After Ss finish the exercise, you can put them in pairs with
3. Jenny never watches horror films. different partners and have them ask/answer questions.
4. We play basketball in the park once a week. This would give them a variety of classmates to talk to.
5. How often does Fred travel abroad?
6. The Simpsons clean their garden twice a month.
VIDEO BLOG ENTRY
B Lead Ss to read the chart and make sentences. Monitor A Inform Ss that they are going to shoot a video interviewing
while they compare answers to check if they need help. In a family member or a friend, asking his/her daily habits. First,
feedback, you can assign Ss to come to the board and write they ask the person they will interview to fill in the table.
their answers. Using the table, they should write eight to ten questions.
Later on, they will interview their partner and upload the
recorded video on www.blackswaneclass.com
Answer key:
1. Dave never helps his mother clean the house.
2. Dave always brushes his teeth.
3. Dave hardly ever goes to the cinema. UNIT 4.D
4. Dave usually reads books.
5. Dave often does his homework. INTRO
6. Dave seldom plays video games.
7. Dave sometimes listens to music.
8. Dave usually goes to the theatre. By the end of this unit, Ss will be able to use wh-questions
9. Dave rarely watches TV. in simple present tense; they will be able to read about
tornados and express their knowledge of natural disasters
in written form.

WARM UP

A Direct Ss attention to the pictures of natural disasters.

Check their understanding of a “natural disaster” and give an
opportunity for questions. Ask them if they have ever seen a
natural disaster. Let them discuss the questions with their
partners. Elicit answers from a few pairs.
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 Unit 4 Unit 4D

Teaching tip: B Ss will find the correct answer to make meaningful

questions. After they are done, tell them to compare answers
For this kind of unit themes, like natural disasters, you with their partners. Elicit answers. When there are wrong
can show Ss trailers of natural disaster movies if you answers, let Ss self-correct. Give them clues if necessary.
have access to a projector or simply a laptop. This would
give Ss a new perspective to think about which natural Answer key:
is more scary or dangerous. Visual advantage of showing
videos can make classroom discussion more enjoyable 1. c 2. b 3. b 4. a 5. c 6. a 7. b 8. c
for visual learners.

VOCABULARY – natural disasters READING

A Direct Ss attention to the pictures. Instruct Ss to match A Direct Ss’ attention to the picture. Ask them what it is.
the pictures to the verbs and check in pairs. Try to elicit the answer “tornado”. Put Ss in pairs and ask
Elicit the answers and check. Teach the meaning of any new them to answer the questions. Encourage them to explain
words. Drill the pronunciation together and then individually. themselves.
Remember to highlight the stress on the words when
necessary. Answer key:
1- A tornado
Answer key: 2- Yes, it is; because it can destroy cities and kills
1. g 2. b 3. e 4. d 5. f 6. a 7. h 8. c people.

Extra activity: B Allow Ss time to read through the text and ask them
to choose the correct options. Have students check their
For this activity, you can show Ss a world map and ask answers with a partner. Explain the unknown words in the
them to guess where these natural disasters are most texts if the Ss have any questions. In feedback, check and
likely to happen. You can do some research beforehand elicit answers.
for this. Also, you can print the natural disaster names
and stick it on the map (if you bring a paper map). If you
show it online, you can write the natural disasters on Answer key: 1. b 2. a 3. b 4. b
where they frequently happen. This way, Ss would have
a visual memory of natural disaster names and the
related places in the world. C Allow Ss time to read the texts again and find the correct
matches. In feedback, check and elicit answers. If necessary,
give the meanings of the words in Ss’ first language.
B Put Ss in pairs and allow them some time to find the
correct answers. Encourage them to speculate about the
options. Elicit answers and ask them how they have found Answer key: 1. c 2. a 3. d 4. b
the correct answers.

Answer key: 1. a 2. c 3. c 4. a WRITING

A Ask Ss to work in pairs and write a short paragraph about
the things that can be done to prevent the effects of natural
GRAMMAR
disasters. Remind them to use the prompts given. You can
Revise wh-questions with present simple tense briefly to go through the prompts before Ss begin writing. Monitor and
understand what Ss already know. help when necessary.

A Ask Ss to read the explanations and tell you what they Teaching tip:
understand. Go through the explanations Introduce the wh-
questions and ask questions to Ss by using wh-questions It may be a good idea to let Ss compare their paragraphs
from the list. Show objects from the classroom and ask
questions about them. Encourage Ss to ask short questions with their partners. They can share ideas and improve
too. their own paragraphs. This would give them an
Direct Ss to the exercise. Monitor and help them when opportunity to see different paragraphs with different
necessary. Elicit answers. Write the answers on the board or perspectives.
ask Ss to come to the board and write them.
E-PORTFOLIO
Answer key: A Ask Ss to prepare a newspaper article, a graphic /chart
1- How do you go to work? or a poster to describe an imaginary natural disaster. Inform
2- How often does Sandra go shopping? them that they can use pictures or drawings if necessary.
3- Where is the bus stop? Remind Ss that they have to include answers to the specific
4- What time does writing class start? questions given on the page.
5- Why do you get up so early?
6- Whose sister writes novels?
7- Which lesson does your mother teach?

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