Introduction unit 1 Introduction unit

• 
Students write their questionnaires individually.
Exercise 9
page 6 
• 
Students do the exercise in pairs. Remind them to make a 
note of their partner’s answers.
Extra activity
Students think of three or four more questions to ask their 
partner. They can choose activities from the list in exercise 
7 or use their own ideas.
Exercise 10
page 6 
• 
Ask individual students to tell the class about their partner.
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 talk about ability and ask for permission.
 ID
 Grammar
Articles: the, a / an, some; this / that /
these / those
LESSON SUMMARY 
Vocabulary:
In the classroom
Grammar:
Articles: 
the
, 
a 
/
an
, 
some
; demonstrative 
pronouns: 
this 
/
that 
/
these 
/
those
Speaking:
Talking about classroom items
SHORTCUT 
• 
To do the lesson in under 30 minutes, keep the lead-in 
brief and spend no more than 3–4 minutes on exercise 3.
LEAD-IN 2–3 MINUTES 
• 
Ask a student: 
Have you got a pencil? 
Elicit: 
Yes, I have 
or 
No, I haven’t.
• 
Ask a few students about different objects, e.g. pens, 
erasers and calculators.
Exercise 1
page 7