response, and elicit: Yes, I have a pencil. / No, I don't have a pencil.)▪•Repeat with several words to practice the chunks and vocabulary.Say: Talk to a friend.▪In pairs, have the pupils take turns asking each other “Do you have…?” and answering “Yes, Ihave… / No, I don’t have…”Course Book•Say: Open your Course Books to page 18. Look at #1.•Before listening, point to each child and read their names together with thepupils: Tom, Andy, Jamal, Anne.•Say: Let's listen and find out what each kid has.▪Tell pupils to only listen the first time.1 This is Tom. He likes pets. He has a fat cat.2 This is Jamal. He likes to play. He has a black and white ball.3 This is Anne. She likes to eat eggs in the morning. Look! She has an egg.4 This is Andy. He does not like bananas, but he likes apples. He has a red apple.•Now, play the listening track again and have pupils number the kids in the order they hear them.After each kid, pause the recording and check pupils understanding. Ask:▪What does Tom like? (Elicit: Tom likes pets.)▪What does Tom have? (Elicit: Tom has a fat cat.)▪Repeat to ask about each child.•Look at #2.•Say: Look at the boys and girls in #1. What do they have? Let's say the sentences.•▪Before beginning, remind pupils of the difference between “a” and “an.” Explain that you say“an” before a word that begins with the vowel sounds /a, e, i, o, u/, and for all the rest you say“a” (use L1 if needed).▪Have pupils create sentences about the children by using the table. Call on different pupils toread create different sentences. (Elicit: Tom has a cat. / Andy has an apple. / Jamal has a ball. /Anne has an egg.)Say: Let’s write the sentences.▪•Together with the pupils, write a sentence about each child, describing the pictures in task #1.Ask to check answers: Who has (a fat cat)? (Elicit: Tom has a fat cat.)41GETTING READY / PART C
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