LEGENDARY Teacher's Guide - Book - Page 41
response, and elicit: Yes, I have a pencil. / No, I don't have a pencil.)
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Repeat with several words to practice the chunks and vocabulary.
Say: Talk to a friend.
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In pairs, have the pupils take turns asking each other “Do you have…?” and answering “Yes, I
have… / No, I don’t have…”
Course Book
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Say: Open your Course Books to page 18. Look at #1.
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Before listening, point to each child and read their names together with the
pupils: Tom, Andy, Jamal, Anne.
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Say: Let's listen and find out what each kid has.
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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.
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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:
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What does Tom like? (Elicit: Tom likes pets.)
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What does Tom have? (Elicit: Tom has a fat cat.)
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Repeat to ask about each child.
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Look at #2.
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Say: Look at the boys and girls in #1. What do they have? Let's say the sentences.
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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).
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Have pupils create sentences about the children by using the table. Call on different pupils to
read 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.
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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.)
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GETTING READY / PART C