9 In my life - Macmillan

2 Grammar practice
a) Go over the phrases in the box and point out that some
are positive and some negative. Explain that we say been
to + a place or an event. Students choose three phrases
and complete them with their own ideas to make true
sentences about themselves. Demonstrate the task by
reading out the example.
Mixed-ability classes
For less confi dent students write on the board categories of
words which go with each verb, e.g. eaten + type of food.
b) Students read their sentences to their classmates. If
anyone has the same sentence/s, they should raise their
hand. If you have a large class, do this activity in groups.
Extra activity
Place chairs or sheets of A4 paper in a circle, one chair/sheet
of paper less than there are students in class. Copy the phrases
from Activity 2a onto the board. Students sit on the chairs/stand
on the sheets of paper. A volunteer goes to the middle of the
circle and makes a true sentence about their experience with
one of the phrases on the board, e.g. I’ve never eaten sushi.
Students who share the same experience change seats/stand on
a different sheet of paper. As they are moving, the person in the
middle tries to grab a vacated chair/stand on a vacated sheet of
paper. If they succeed, another person is left in the middle and
they repeat the activity with another sentence. Set a time limit of
fi ve minutes for the game.
Homework suggestions
1 Activity Book pages 20–21, Activities 1–3
2 Students write true sentences for themselves about the
activities in the pictures in Activity 1, e.g. I have never visited a
castle.
LESSON 9b
Introduction
Write the following verbs from Activity 1 on the board: travel,
take, climb, eat, dance, visit, live, be. In pairs, students decide
which verbs are regular and which irregular and write down
their past participle form. Check the answers with the whole
class.
Dyslexia tip: Notes on the board
Make sure that the notes on the board are large and clear
and that dyslexic students can see them well from where
they are sitting. Use different colours for different types of
words or different sentences. Leave the notes on the board
as long as possible so that dyslexic students have time to
copy them.
Study tip
Go over the example lists of verbs. Encourage students to
add verbs in the infinitive and the past participle to the
correct category as they come across them.
3 Pronunciation
[1.33] Explain that there are three ways of pronouncing
the regular verb -ed ending, depending on the final
sound of the infinitive form of the verb: if it is /t/ or /d/,
then we pronounce the ending /Id/, if it is a vowel or a
voiced sound, we pronounce the ending /d/ and if it is a
voiceless consonant, the ending is /t/.
You can ask students to place their finger gently on their
throat and say different consonants; if the vocal cords
vibrate, the consonants are voiced. Play the CD with the
three types of pronunciation of the -ed ending and ask
students to repeat the verbs. Then encourage them to
practise pronunciation of the verbs independently.
Tapescript
see Student’s Book Activity 3
4 Speaking
a) [1.34] Students listen and read the questions and
think about their own true answers. Play the CD. Ask
students to use the pictures to help them understand the
questions.
Tapescript
see Student’s Book Activity 4a
b) In pairs, students ask and answer the questions from
Activity 4a to find out about each other’s experiences.
Demonstrate the task by reading out the example with a
confident student.
Extra activity
Before students begin asking questions, encourage them to
predict their classmate’s answers. They should put a cross (✘)
for no and a tick (✔) for yes beside each question and then
interview their classmate. They get one point for each correct
guess.
Photocopiable activity
Experiences p172; instructions p156
5 Class poll
[1.35] Play the CD again, pausing after each question.
Students put their hands up if their answer is Yes, I have.
Two volunteers count how many students have and have
not had each experience and write the results on the
board as in the example. Find out which experience is the
most common and ask students to justify it, e.g. Most
students have swum in the sea because our town is near
the sea.
Tapescript
see Activity 4a
6 Check your English
Students complete the dialogue with have, haven’t,
ever, or never and compare their answers in pairs. Ask
one pair to read out the dialogue to the whole class.
Extra activity
A volunteer stands with their back to the board. Write one of the
verbs from the lesson on the board, e.g. played. Students make
present perfect sentences with the verb, but replacing the verb
with beep, e.g. I’ve never beep the piano. The volunteer tries to
guess the mystery verb.
Answer key
1 ever 2 never 3 have 4 ever 5 haven’t
Homework suggestions
1 Activity Book page 21, Activities 4–6
2 Students write three questions with Have you ever … to add
to the survey in Activity 4a. They can illustrate the questions. At
the beginning of the next lesson they can use the questions to
interview their classmates.
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