03
02 2A GRAMMAR AND VOCABULARY
REVISION Lesson 1
habit so we use used to/would. 4 – It’s a stative verb so
OVERVIEW we use Past Simple or used to. 6 – We don’t use would
with be when it means was/were. 7 – The family didn’t
Duration: 40 minutes do this repeatedly so we use Past Simple. 10 – Action only
happened once so we use Past Simple).
Objectives:
• All language-related objectives from Unit 3.
Resources:
TIP
• SB pages 46–47; Use of English page 192; Word List If you divide the class into groups and ask them to discuss
pages 44–45 the grammar rules, you should find the stronger Ss can
• WB: page 37 explain the language to the struggling Ss. This is good
• Online resources: Use of English Checkpoint revision for them and it is helpful for the struggling Ss, too.
WARM-UP | 3–5 minutes USE OF ENGLISH | 5–10 MINUTES
(T–S, S–T) Get Ss to brainstorm the grammar and vocabulary 1 (T–S, S–T) Exercise 5. Tell Ss to read the whole text
they have learnt in this unit. Write these on the board. Ask Ss to before answering and decide what type of word goes in
come up with sentences using the grammar and vocabulary. each gap. (2 past tense word 3 time word 4 expression of
time 5 Past Perfect formation 6 preposition 7 article 8 past
tense word). Have Ss work individually to complete the
TIP activity. Model the activity using the example given. Check
answers as a class.
A fun way to do revision in class is to play a game, such
2 (T–S, S–S, S–T) Exercise 6. Refer Ss to the rubric. Tell Ss that
as Pictionary for vocabulary or Charades for grammar.
they must use the word in bold to change the sentence
Taboo is a great game which can be used to revise any
without changing the meaning. Model the activity using
language point.
the example given in item 1 and do item 2 with the class.
Give Ss some time to complete the activity individually.
VOCABULARY AND GRAMMAR | Check answers in pairs and as a class.
20–25 minutes
WRAP-UP | 1–2 minutes
(T–S, S–T) Ask Ss what they enjoyed about the lesson and what
TIP they learnt from it.
This section can be done as a mini-test. Give Ss twenty
minutes to complete the exercises and then check HOMEWORK
answers in pairs and as a class. Ask them to look back Refer Ss to Use of English Unit 3 SB on page 192. You could
through the unit to find the correct answers to any also give WB Unit Vocabulary Practice page 37 as homework.
mistakes.
1 (T–S, S–T) Exercise 1. Ask Ss to complete the activity
CONTINGENCY PLAN
individually. Model the activity using the example given Refer to TB page 64 for extra activities.
in item 1. They can refer to the unit if necessary. Check
answers as a class. Model and drill pronunciation of
problematic words.
2 (T–S, S–S, S–T) Exercise 2. Ask Ss to complete the activity
individually and check answers as a class. In pairs, ask Ss
to make up their own sentences with the alternative word
choices, e.g. 1 I don’t like fizzy drinks like lemonade.
3 (T–S, S–S, S–T) Exercise 3. Elicit how to form the Past
Simple, Past Continuous and Past Perfect tenses. Write
the sentences on the board. Have Ss complete the activity
in the same pairs. Model the activity using the example
given. Check answers as a class.
4 (T–S, S–S, S–T) Exercise 4. Put Ss into new pairs. Elicit the
rules for used to and would. Ask Ss to make sentences
with used to and would. Write them on the board. Have
Ss complete the activity in their pairs. Model the activity
using the example given. Check answers as a class. Ask
Ss to say why the incorrect answers are wrong. (1 – it’s a
© Pearson Education Limited 2020 High Note 3 1
