M m1 resource_activity_unit_1b

Photocopiable © Macmillan Publishers Ltd. 2011

Student’s WorksheetLevel 1

A Play a game. Follow the instructions below.

1 Workingroupsoffour.Divideyourgroupintotwopairs.

2 Placethepicturecardsfacedownonthedesk.Then,chooseacardandturnitover.

3 Bothpairswritethreepetpeevesusingthetargetgrammar.

4 Whenyouhavefinishedyourthreesentences,sayI wish!

5 Reviewyoursentenceswiththegrouptomakesuretheyaregrammaticallycorrect.

6 Thepairwhofinishedfirstshoulddiscusstheircorrectsentenceswiththegroup.

Eating out … In class …

In the car … Our pet peeve …

Pet PeevesUnit 1B

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Level 1

Written by Leanne Gray Design: Jordan Publishing Design Limited Illustration: Janos Janter Photocopiable © Macmillan Publishers Ltd. 2011

Lead-in»Ask the students if they know what a pet peeve is (something that especially annoys you). Give them an example of one of your pet peeves, using the target language, e.g., I wish people wouldn’t take up the whole sidewalk or stand in the middle of doorways. Ask the students if they agree with you. Encourage them to use the target language. Write In a hotel on the board. Ask What are your pet peeves about staying in a hotel? Ask the students to work in pairs to brainstorm pet peeves about the topic using the target grammar. Write their ideas on the board and have a brief class discussion.

●● PutthestudentsintogroupsoffourandspliteachgroupintoPairAandPairB.Giveeachgroupasetof thecut-outpicturecardsfacedownonthedesk.Do notgiveouttheblankcardyet.

●● HavePairAchooseacardandturnitover.ThenexplainthatbothpairshavetowritethreeI wish…sentencesrelatedtothetopiconthecard,e.g.,I wish waiters wouldn’t take your plate away before you have finished.Pointoutthatthesentencesneednotbedirectlyrelatedtothepictures.Theseactasapromptonly.

●● Whenoneofthepairsfinisheswritingtheirsentences,theyshouldsayI wish!Havethemshowthesentencestotheotherpair.Iftheyallagreethatthesentencesaregrammaticallycorrect,askthegrouptodiscusseachone.Encouragetheotherpairtoexpresstheiropinions,e.g.,Definitely! It’s so rude when they do that!If anyoftheirsentencesareincorrect,theturnpassestotheotherpairtoshowtheirsentencesfordiscussion.

●● Explainthatifthepairthatfinishesfirsthasthreecorrectsentences,theywinapoint.However,iftheysayI wish! firstandanyoftheirsentencesarewrong,thepointisgiventotheotherpair.

●● ThenhavePairBturnthenextcardandrepeattheprocess.

●● Monitorwhilethestudentsareplaying,andgivehelpifneeded.Makenotesofanyerrorswiththetargetlanguageandofanyinterestingsentences.

●● Stopplayafterabout20minutes.Thepairwiththemostpointsineachgroupwins.Askgroupsforsomeinterestingexamplestodiscusswiththewholeclass.

●● Usingthelastblankpicturecard,havethestudentschoosetheirownsituationandwritethreeI wish…statementsonthecard.Askthemtoswapthecardswithothergroupsandusethetargetlanguagetodiscussthestatements.

Follow-up●● Takeaclassvoteonthemostpopularpetpeeveforeachofthesituations.

Web homeworkHavethestudentschooseoneofthetopicsfromthecards,oroneoftheirown,andusetheInternettoresearchthetoptenpetpeevesforthattopic.Havethemcomparetheinformationtheyfoundwiththeirclassmatesinthenextlesson.

Objective: to practice writing about and discussing annoying behavior

Time: 30–40 minutes

Skills: writing—writing sentences about annoying behavior speaking and listening—discussing annoying behavior

Vocabulary: phrases for agreeing and disagreeing

Grammar: I wish + would/wouldn’t + verb

Preparation: hand out one set of picture cards per group of four students

Pet PeevesTeacher’s NotesTeacher’s NotesUnit 1B