MAGICAL Teacher's Guide - Book - Page 175
New
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Teach the new vocabulary using the word cards: evening, night, weekend.
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Explain that these words can also be used as expressions of time in the Present Simple, in
addition to the ones they learned in a previous lesson. They can describe how often you do
something. Give the examples: every evening, every night, on the weekends.
Have pupils point to and read each new word in their Course Books on page 120.
Vocab Activity
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Do the activity to review and practice the vocabulary (show the word cards): afternoon, always,
evening, morning, never, night, often, sometimes, usually, once, twice, weekend.
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Review the vocabulary using the word cards before doing the activity. Remind pupils that we use
expressions of time to help describe actions in the Present Simple.
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Tic Tac Toe (VA #30)
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Draw a 3x3 grid on the board (making 9 squares). Write one expression of time using the
vocabulary in each square (e.g., every night, often, once a week, etc.)
Divide the class into two teams. Play Tic Tac Toe, but in order to place an X or O on the board, the
team (or a volunteer from the team) must say a sentence using the given expressions of time,
e.g., I do not go to sleep at ten o9clock every night, I ride my bicycle to school once a week., etc.
Repeat until one team gets three in a row to win the game.
Repeat with a new gameboard to practice different expressions of time.
Course Book pages 120-121
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Remind pupils to use the Focus on Form section on the page to help them with the following tasks.
Course Book page 120, task 6
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Have pupils choose do not or does not to complete the sentences.
Course Book page 120, task 7
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Have pupils match the positive sentences in column A with a negative sentence in column B.
Course Book page 121, task 8
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Have pupils complete the sentence in the negative form according to the picture. Use the example to
demonstrate.
Course Book page 121, task 9
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Have pupils use the table to help them write five negative sentences in the Present Simple.
Workbook pages 154-155, (alternative pages 280-281)
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Have pupils complete the tasks. Review the instructions for each task before allowing pupils to work
on their own or with a partner/small group.
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When pupils are finished, check answers.
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Alternative: Refer less-able pupils to practice using the Focus of Form Alternative pages in the back of
175
UNIT 3 / PART 4
