Introduction unit 1 Introduction unit

• 
Focus attention on the pictures. Ask: 
What are these things? 
and elicit answers. 
KEY
Left to right, top row 
eraser, cupboard, pencil case, ruler
Left to right, bottom row 
pencil sharpener, shelf, 
exercise book, bin
Exercise 2 
w
 
1.10
 
page 7 
• 
Students listen to and read the dialogue to find the 
answer to the question. Then ask:
Has Olivia got a coloured pen? 
(no)
What has she got? 
(coloured pencils)
What colours? 
(red, blue, green, brown – lots of colours)
KEY
Olivia’s pencil case is at home.

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Introduction unit 
5
 
 
Introduction unit 
4
Exercise 7
page 7 
• 
Hold up a pencil and ask: 
What is this?
Then point to an 
object in the room that everyone can identify, but that is not 
near you. Ask: 
What is that?
Write 
this
and 
that
on the board.
• 
Go through the 
Learn this!
box together and then ask 
students to find the demonstrative pronoun in the 
dialogue in exercise 2.
KEY
Is that your pencil case?
Exercise 8
page 7 
• 
Model the exercise with a confident student. Point out 
that the answer to both 
Is this … ?
and 
Is that … ?
is 
Yes, it 
is 
/
No, it isn’t
. Similarly, the answer to 
Are these … ?
and 
Are 
those … ?
is 
Yes, they are 
/
No, they aren’t
.
• 
Students do the exercise in pairs.
For further practice of 
this 
/ 
that 
/
 these 
/ 
those
:
Grammar Builder ID 
page 122 
11
 1 
those
2 
This
3 
this
4 
That
5 
Those
6 
These
Lesson outcome
• 
If you are using the Classroom Presentation Tool, first do the 
lesson closer to review what has been covered in this lesson.
• 
Ask: 
What have you learned today? What can you do now? 
and elicit answers: 
I can use articles and demonstrative 
pronouns correctly.
Exercise 3
page 7 
• 
On the board, write: 
the chair
, 
the books
, 
a pen
, 
an exam
. 
Ask: 
Which words are articles?
Elicit 
the
, 
a
and 
an
, and 
underline them. 
Which word is plural?
Elicit 
books
.
• 
Students read the 
Learn this!
box. Ask: 
What other article 
can we use with plurals?
Elicit 
some
.
• 
To check understanding, ask a student: 
Have you got a 
pencil?
When the student says 
yes
, say: 
Please show me the 
pencil.
On the board, write 
a pencil
and 
the pencil
.
• 
Ask: 
When do we use ‘a’?
(when we mention something for 
the first time) 
When do we use ‘the’?
(when we mention it 
for the second time)
• 
With a 
weaker class
, do the exercise together. 
Stronger 
classes
can do the exercise in pairs.
KEY
Have you got a pencil and an eraser? I’ve got a pencil, but 
I haven’t got an eraser. The pencil is on my desk. Have you 
got a coloured pen? No, but I’ve got some coloured pencils.
Exercise 4
page 7 
• 
Model the examples with a confident student. Students 
then work in pairs.
• 
Ask a few pairs to demonstrate their questions and 
answers for the class.
For further practice of articles 
the, a 
/ 
an
,
 some
:
Grammar Builder ID 
page 122 
9
 1 
a
2 
an
3 
some
4 
some
5 
an
6 
some
 
7 
an
8 
a
9 
a
10 
some
10
 1 
a, a, the, the
2 
some, a, The, The
3 
an, some, 
The, the
4 
some, an, The, the
Exercise 5
page 7 
• 
On the board, write:
 
 exam
(an);
 
 class
(a);
 
 
students
(some). Elicit the articles.
• 
Students do the exercise individually.
KEY
1 
an
 2 
some
 3 
an
 4 
some
 5 
an
 6 
some
 
7 
some
 8 
some
 9 
a
 10 
some
 11 
a
 12 
a
Exercise 6
page 7 
• 
Students do the exercise individually.
KEY
1 
a, a, The, The
 2 
some, The, the, the
3 
an, a, The, the
4 
some, some, the
 5 
a, a, some, The, the
Extra activity
• 
Play a game. Put students in small groups. Students put 
three or four items, e.g. erasers, pens and pencils, on a 
desk in front of them.
• 
They take turns holding up an object and saying what it 
is, e.g. 
I’ve got an eraser
. The other students say, 
Yes, you 
have
or 
No, you haven’t
. 
You’ve got a pen.
• 
Students listen out for the correct use of articles. They 
should use plurals too, e.g. 
I’ve got some pens.

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Document Outline

• WEB Sols3e Elem TB 8
• WEB Sols3e Elem TB 9
• WEB Sols3e Elem TB 10
• WEB Sols3e Elem TB 11
• WEB Sols3e Elem TB 12