Unit 2 We’re going home Grammar Present Continuous（课件）-2024-2025学年KET剑桥英语

In this lesson, you are going to learn: To talk about different kinds of home; To use the present continuous; To tell the time; To different types of text and their corresponding features; Some skills to do KET reading part 1 1 Grammar - Present Continuous Grammar part time required: about 35 mins Warm-up/Lead-in： Steps: 1 T: We can do a lot of things at a party. For example, we can sing, dance, take a selfie or eat. Do you want to know what people are doing at Jake’s surprise party. Let’s see. 2 Are these things true (T) or false (F)? 1 Emily is eating a sandwich. 2 Jenny is writing an email. 3 Jarred is singing. 4 Suzy is wearing sunglasses. 5 Simon is enjoying the party. 6 Jake and Rachel are dancing. 7 Martin isn’t taking a selfie. T F T T T F F P15—Ex.1 Lead in Steps: 1 Show Ss the picture. Different people are doing different things at Jake’s surprise party. 2 Let Ss find Emily. Ask the question: Is Emily eating a sandwich? (-No.) Is the first sentence true of false? (-false) 3 Tell that Ss should do the rest of the exercise as fast as possible. Judge if these things true or false. Write T or F. 4 Check the answers with the class. If the answer is true, sit well. If the answer is false, stand up. Guided questions: 2) Is Jenny writing an email? What is she doing? She is reading. 3) Is Jarred singing? 4) Is Suzy wearing sunglasses. 5) Is Simon enjoying the party? What is he doing? He is standing at the door. How is he feeling? He seems to be worried. 6) Are Jake and Rachel dancing? 7) Is Martin taking a selfie? 3 1 Emily is eating a sandwich. 2 Jenny is writing an email. 3 Jarred is singing. 4 Suzy is wearing sunglasses. 5 Simon is enjoying the party. 6 Jake and Rachel are dancing. 7 Martin isn’t taking a selfie. Present Continuous 1 We use the present continuous to talk about things that are happening now / usually happen. 2 We form the present continuous with to be / to have and the –ing form of the verb. Explanation of Present Continuous uses Steps: 1 Guide students to observe the words in green boxes and tell them they will learn a new tense this class. 2 Tell that it’s present continuous. 3 Guide students to choose the correct option in red to complete the rules. 4 How do we spell the Present Continuous Tense when we add -ing to the verb? 4 Spelling Rules Most verbs Verbs ending in a silent –e Verbs with one syllable, ending in one vowel and one consonant Verb with two or more syllables, ending with one vowel and one consonant -ing double the last consonant and add -ing watch - watching find - finding write - writing come - coming put - putting run - running double the last consonant and add –ing if the last syllable is stressed. begin - beginning prefer – preferring forget - forgetting add –ing when the last syllable is not stressed open - opening listen – listening add to the verb take off , then add -ing -e Present Continuous spelling rules Steps: 1 Have Ss look at the examples ‘watch – watching; find - finding ’, and conclude that for most verbs, add –ing to the base verb. 2 Have Ss look at the examples ‘write – writing; come - coming ’, and conclude ‘When the verb ends with a silent e, drop the e and add –ing.’ 3 Have Ss look at the examples ‘put – putting; run - running ’. Look at the verb put. How many syllables does it have? (-one) Letter u says /ʊ/; it’s a vowel. Letter t says /t/; it’s a consonant (e.g /k/, /p/, /b/, /t/, /d/). Verb ‘put’ has one syllable and ends with one vowel and one consonant. The verb ‘run’ also has one syllable and ends in a vowel and a consonant. Guide them to conclude that ‘For short, one-syllable verbs, that end with vowel + consonant (VC), we must double the last consonant and then add –ing.’ 4 Have Ss look at the examples ‘begin – beginning; prefer – preferring; forget - forgetting’. Do the three words end with a vowel and a consonant? Yes. But here is a little bit difference. How many syllables does each word have? ( begin-2; prefer-2; forget-2) These three words has more than one syllable. Is the last syllable stressed? be-gin, pre-fer, for-get. Yes, remember, the last syllable is stressed. How to make the present continuous form? Double the last consonant and add –ing. 5 Have Ss look at the examples ‘open – opening; listen – listening’. They have more than one syllable, ending with one vowel and one consonant. However, is the last syllable stressed? O-pen, lis-ten. No. When the last syllable is not stressed, just add –ing. 6 Review the spelling rules. 5 Write the –ing forms (present participle) of these verbs. 1 walk 2 talk 3 go 4 hold 5 spend 6 cry 7 sleep 8 run 9 hop 10 jump 11 dance 12 stop 13 begin 14 forget 15 hope 16 enjoy 17 drive 18 rise 19 open 20 play walking talking going holding spending crying spending running hopping jumping dancing stopping beginning forgetting hoping enjoying driving rising opening playing Exercise – handout 4 Steps: 1 Let students work in pairs and finish the exercise. 2 Check answers. 3 Award the top three students who do it quickly and correctly. 6 Present Continuous Positive forms I am (’m) eating. You / We / They are (’re) He / She / It is (’s) Positive: Subject + + . am/is/are V-ing Positive forms: Steps: Have students notice the symbol of eating. Tell them in the sentence, a –ing form of the verb is missing. Let them guess which verb the symbol shows. The answer is ‘eating’. T shows three positive sentences of present continuous. Have Ss look at pronouns, have them notice the pronouns are subjects. Have Ss look at the red words in bold. Have them notice the red words are the present tense of the verb be. Explain that they can use the short forms of the verb be. Have Ss look at the green word, have them notice the green word is the –ing form of a verb. T shows the positive sentence pattern. 7 Negative forms I eating. You / We / They He / She / It / am not ’m not / are not aren’t / is not isn’t Negative: Subject + + + . not Present Continuous V-ing am/is/are Negatives Steps: T shows the first negative sentence of present continuous. Let Ss fill in other blanks. Have Ss look at pronouns, have them notice the pronouns are subjects. Have Ss look at the orange words in bold in negative sentences. Lead them draw the conclusion we make negatives by putting not (or n't) after am, is or are: Have Ss look at the green word, have them notice the green word is the –ing form of a verb. T shows the negative sentence pattern. 8 Question forms I eating? you / we / they he / she / it Am Are Is Present Continuous – Question forms Question forms: Is / Am / Are + subject + v-ing + ...? Question forms Steps: 1 Have Ss complete the question forms with am, is, are. 2 Have Ss notice the personal pronouns are subjects. 3 Have Ss notice We make questions by putting am, is or are in front of the subject. 4 Have Ss notice we put v-ing after the subject. 5 Show the sentence pattern. 9 Short answers Yes, I he / she / it we / they No, I he / she / it we / they am. is. are. am not. isn’t. aren’t. Present Continuous – Short answers Short answers: Yes, subject + am / is / are. No, subject + am not / isn’t / aren’t. short answers Steps: 1 Have Ss complete the answers with yes. 2 Let Ss notice the short answers with yes pattern. 3 Have Ss complete the answers with no. 4 Let Ss notice the short answers with no pattern. Special attention should be given to ‘No, I am not.’, instead of using ‘amn’t’. Or we can say ‘I’m not’. 10 Complete the sentences with the present continuous form of the verbs in brackets. Use short forms. 1. My parents (not see) a film. They (go) shopping. 2. I (write) an email to my cousin in France. 3. Tom (run) to school because he’s late. 4. Maria (not wash) her hair. 5. They (not play) football in the garden. aren’t seeing ’re going ’m writing ’s running isn’t washing aren’t playing P108—Ex.1 Exercise Steps: 1 Tell Ss complete the sentences with the present continuous form of the verbs in brackets. Use short forms. 2 Students do the exercises. 2 Check answers. 11 Correct the sentences. 1. He is sleeping. (play) He isn’t sleeping. He’s playing. P16—Ex.3 Exercises Steps: 1 Ask questions: Is the boy sleeping? What is he doing? 2 Tell students they should correct the sentences by using the verb in the bracket. They can use short forms of to be. 12 Correct the sentences. 2 She is writing. (read) She isn’t writing. She’s reading. 3 She’s watching TV. (listen to music) She isn’t watching TV. She’s listening to music. 4 They’re laughing. (cry) They aren’t laughing. They’re crying. P16—Ex.3 Exercises Steps: 1 Do the exercise 2. 2 Ask a volunteer to give the answer. 3 Do the exercise 3. 4 Ask a volunteer to give the answer. 5 Do the exercise 4. 6 Ask a volunteer to give the answer. 13 Listen and choose the correct answers. 1 Is he running? A Yes, he is. B No, he isn’t. 2 Are they dancing? A Yes, they are. B No, they aren’t. 3 Is she typing? A Yes, she is. B No, she isn’t. 4 Is he playing？ A Yes, he is. B No, he isn’t. 5 Are they singing? A Yes, they are. B No, they aren’t. A B A B A P16—Ex.4 Exercise 4. Steps: 1 Make sure the students understand all the verbs in the questions. Point out they will hear sounds and not a conversation. 2 Play the recording for the first time. 3 Let students work in pairs and check answers with partners. 4 Check answers with the whole class. 5 For question 2, ask what sound they heard. (People swimming in a pool.) For question 4, ask what sound they heard. ( a boy or a man snoring) 6 If needed, play the audio again. 14 Complete the questions. Write true answers. 1 you sleeping? 2 you sitting down? 3 your friends sitting near you? 4 your teacher helping you? 5 it raining? Are No, I’m not. Are Are Is Is P16—Ex.5 Exercises Steps: 1 Show the first sentence as an example. 2 Have students finish the questions first and check answers. 2 Let students write true answers. 3 Ask them work in pairs and take turns to ask and answer the questions. 15 Game: Make me say this. No, I am not. (OR No, I’m not.) Are you sleeping? No, I am not. CARD Game rules - optional 1 Put the kids into groups of three or pairs. 2 Give one set of cards for each group (seen in teaching material 2). Every group will get the following cards with ‘Yes, I am.’ ‘Yes, he is.’ ‘Yes, she is.’ ‘Yes, they are.’ ‘Yes, it is.’ ‘Yes, we are.’ ‘No, I am not. (I’m not)’ ‘No, he isn’t. (he is not)’ ‘No, she isn’t.’(she is not.) ‘No, it isn’t. (it is not)’ ‘No, we aren’t. (we are not)’ ‘No, they aren’t. (they are not) ’ There are 12 kinds of cards in total. 3 The members of the groups deal out the cards evenly. 4 The object of the game is to ask each other questions by using present continuous in order to elicit exactly the answers on the cards. e.g. a person A with the card “No, I am not.” asks a question: “Are you sleeping?” If the answer is “No, I am not.” the first person can get rid of the card. 5 Then the other person B asks a question and tries to get the exact answer on the card. Students take turns ask and answer. 6 The winner of the game is the one who can discard first or who has the least cards. 7 Set a time limit: 5 minutes. T walks around the classroom to provide help. 8 At the end, award the winners with points. 16 Wh-questions: + + + ? Present Continuous – Wh-questions V-ing question words I’m teaching. What am I doing? She is looking at me. They are sitting in the classroom. Who is she looking at? Where are they sitting? am/is/are subject Wh-questions Steps: Tell Ss they will learn present continuous Wh-questions. Students read the first question. Let them answer. T answers. Give the example: I’m teaching. The question word ‘what’ question asks for information about sth. Students look at the second question and the answer. Explain that ‘who’ question asks for information for a person. Students look at the third question and the answer. Explain that ‘where’ question asks for the place. How do we make a  wh question? Have students notice the question words. These wh question words are at the beginning of the sentence. Have students notice verb be. ‘Am/is/are’ comes after the question words. Have students notice the green words-pronouns. Those pronouns are subject. Subjects comes after verb be. Have students notice the v-ing forms. They are placed after the subjects. 17 Make the following Wh-questions. 1. I’m having a cup of tea. What are you doing? 2. She is cooking lunch. What ? 3. We are talking to Mary. Who ? 4. My sister is sleeping on the sofa. Where ? 5. My friends are going home. Where ? is she doing are you talking to is your sister sleeping are your friends going 6. Tom is watching a film What ? 7. She is phoning her mother. Who ? is Tom doing is she phoning Handout 5 18 What is different? Ask and answer questions. A B P16—Ex.6 Exercise: Steps: 1 Show students picture A. Ask the questions: 1) How many people are there? Who are they? 2) What is David doing? –David is singing. 2 Show students picture B. Ask the questions: 1) Who are they? Are they the same people as those in picture A? 2) What is David doing? –David is reading. Are they doing the same things? 19 What is different? Ask and answer questions. Work in pairs. Student A look at the picture on Page 149. Student B look at the picture on page 150. What’s David doing in your picture? David is ... What’s David doing in your picture? David is ... Exercise: Steps: 1 Tell that Ss need to describe the differences between picture A and picture B. 2 Students pair up. Ask Student A look at the picture on Page 149. Student B look at the picture on page 150. 3 Explain that they should ask and answer questions using present continuous. 4 Students find out the differences and have a conversation. 5 Have a group give a presentation. 6 Picture A: Syed is dancing. Lucy and Anna are taking a selfie. Rachel is eating. Picture B: Syed is sleeping. Lucy and Anna are playing games. Rachel is watching TV. 20 In this lesson, you are going to learn: To talk about different kinds of home; To use the present continuous; To tell the time; To different types of text and their corresponding features; Some skills to do KET reading part 1 21 Steps & Exam Tips for Reading Part 1 22 Should you read the text or the three options first? Step 1: Read the text first and think about: What kind of text is it? Where might you see it? Who is it from / for? What is it about? Underline the key words in the text. Step 1 1. Ask students to answer the question: Should you read the text or the three options first in Reading Part 1? 2. Step 1: Read the text first and think about: What kind of text is it? Where might you see it? Who is it from / for? What is it about? Remind students they can underline some key words in the text, e.g. nouns, numbers, etc. (that tell you the main idea of the message) 23 Step 1: Read, think and underline. 1. What kind of text is it? 2. Where might you see it? 3. Who is the message from / for? 4. What is it about? On a phone A notice From Ben; to Mum To tell the time of eating dinner Step 1 – example –handout 7 Exercise 2 - question 1. Ask students to fill in the table (handouts) below the first message. They can work alone or with a partner if they prefer. Whole class check. 24 Reading Part 1 – Step 2 Step 2: Read the three options carefully. Compare each option with the text. Then choose the answer. Text: have dinner – after – finish homework A Ben wants to do his homework in the dining room. B Ben doesn't want dinner before he finishes his homework. C Ben has got a lot of homework and doesn't want any dinner. B: doesn’t want dinner before / finishes / homework ＝ after = not before ✔ Step 2 1 Exercise. Tell students what they should do in the next step. Read the three options carefully. Compare each option with the text. Then choose the answer which best describes the text. Students complete the first one question in the exercise. Set a time limit of 1 minute. Check. Elicit the right option and the reason. ‘after’ and ‘not before’ are different words but they express the same meaning. 25 Questions 1. After choosing an answer, what should you do? A Go straight on to the next question. B Read the chosen option again to check that the meanings match. 2. What should you do with the other two options? A Ignore them. B think about why the other two options are wrong. Questions: 1 After students finish, ask: After choosing an answer, what should you do? - Read the chosen option again to check that the meanings match. What should you do with the other two options? -Think about why the other two options are wrong. 2 Tell students to do the step 3: check and think. 26 Step 3: Check you answer and think about why the other two options are wrong. Reading Part 1 – Step 3 A: He wants to finish homework before having dinner. A Ben wants to do his homework in the dining room. B Ben doesn't want dinner before he finishes his homework. C Ben has got a lot of homework and doesn't want any dinner. ✔ C: He wants to eat dinner after finishing homework. Reading Part 1 – Step 3 Tell what they should do in the last step. Discuss why the other two options are incorrect. 27 Reading Part 1 – Tips Text Option B have dinner – after – finish homework doesn’t want dinner before / finishes / homework Tip 1: Part 1 uses different ways to say the same thing (paraphrase). A word or phrase in the text might have the same meaning as a different word or phrase in the option. Tip 2: Look for words or phrases in the options and the text that have the same meaning. Tips: Look at the example, point out that what makes the task more difficult is that part 1 uses different ways to say the same thing (paraphrase). A word or phrase in the text might have the same meaning as a different word or phrase in the option. Tell that when doing the task, look for words or phrases in the options and the text that have the same meaning. 28 Steps for Reading Part 1 Summary 1 Review the steps for doing part 1 by asking students to tell the details based on the key words. Step 1: Read the text first and think about: What kind of text is it? Where might you see it? Who is it from / for? What is it about? Step 2: Read the three options carefully. Compare each option with the text. Choose the correct answer. Step 3: Check you answer and think about why the other two options are wrong. 29 1. Read, think, and underline. 2. Read, compare and choose. 3. Check and think. Reading Part 1 - Practice Hi Steve, I've got the present for Miguel. It cost $12, so can you give me half of that when you see me? Thanks Chloe 1. What kind of text is it? 2. Where might you see it? 3. Who is the message from / for? 4. What is it about? On a computer An email From Chloe to Steve To ask the money Reading Part 1 - Practice Read the texts 2-3 in exercise 2 and complete the table below alone. Remind students to underline some key words that tell them the main idea. Work in pairs and set a time limit of 2 mins. Whole class check. 30 Reading Part 1 - Practice Hi Angela, Our swimming lesson is at 3 o'clock instead of 3:30. Mum can pick us up at 2:50. Don't forget your swimming hat. Dan 1. What kind of text is it? 2. Where might you see it? 3. Who is the message from / for? 4. What is it about? On a phone A text message From Dan to Angela Swimming lesson Reading Part 1 - Practice Read the texts 2-3 in exercise 2 and complete the table below alone. Remind students to underline some key words that tell them the main idea. Work in pairs and set a time limit of 2 mins. Whole class check. 31 Reading Part 1 - Practice Hi Steve, I've got the present for Miguel. It cost $12, so can you give me half of that when you see me? Thanks Chloe Chloe wrote this message because A she wants to borrow money to buy a present. B she needs ideas about what present to buy. C she wants to share the cost of a present. Text: give me –half C: share ＝ ✔ A/B: She has already bought the present. 2 Reading Part 1 - Practice 1. Ask students to do the questions 2-3 in pairs, following the same procedure as above. Set a time limit of 2 mins. 2 Check answers and say why it is correct. 3 Say why the other two options are wrong. 32 Reading Part 1 - Practice Hi Angela, Our swimming lesson is at 3 o'clock instead of 3:30. Mum can pick us up at 2:50. Don't forget your swimming hat. Dan Dan wants Angela to A. take him to swimming classes. B. be ready earlier than usual. C. meet him at the pool. ✔ Text: 3 o’clock instead of 3:30 B: ready earlier than usual ＝ A: Mum can take Dan and Angela to swimming classes. C: They go to the pool together. 3 Reading Part 1 - Practice 1. Ask students to do the questions 2-3 in pairs, following the same procedure as above. Set a time limit of 2 mins. 2 Check answers and say why it is correct. 3 Say why the other two options are wrong. 33 Reading Part 1 - Practice 4 Seavista Restaurant Opening this weekend. Free food for children. A. The restaurant is old. B. The restaurant has great food. C. Guests don’t have to pay for children’s meals. ✔ Advertisement; In a restaurant Text: free C: don’t have to pay ＝ A: opening this weekend B: free food Reading Part 1 - Practice 1 Give students 3 minutes to complete the task (texts 4-6). This is so they get used to doing this quickly. 2 Allow them to check their answers with their partners afterwards so they can peer teach each other. 3 While you monitor, you can find out where they had problems with the language. 4 In open class feedback, ask: what kind of text is it? Where can you see it? 5 elicit the answers from the students to ensure that they understand the paraphrasing and did not just guess the answer. 6 Explain why the other two options are wrong. 34 Reading Part 1 - Practice 5 Toby, Julie’s party starts at 5pm, but we have football then. We can go afterwards at about 6pm. Let me know what you think. Kyle What should Toby do now? A. Tell Kyle if he agrees to go to the party late. B. Find out what time the party begins. C. Ask Julie if he can come to the party. email; On a computer ✔ Text: go afterwards A: go late ＝ B: They know the starting time of the party. C: Toby has been invited to the party. Reading Part 1 - Practice IMPORTANT NOTICE. Class 5C English is in Room 4 today. (2:25 start, as usual) 6 A. This lesson is in a different place today. B. This lesson is not happening today. C. This lesson begins a bit later today. ✔ Text: Room 4 A: different place ＝ B: They know the starting time of the party. C: This class starts as usual. Notice； On a noticeboard What did we learn in this part? 1. Exam facts for A2 Key for Schools Reading Part 1 2. Steps 3. Exam tips 37 , track 12 2018 新东方 77060.93 eng - $$