First Discoveries
Lesson Plans
UNIT 7
Going Out
© 2010 Edusoft Ltd.
First Discoveries
UNIT 7 Going Out
Listening > Have Fun!
Pre-Computer
● Write the title of the component, Have Fun!, on the board and elicit from students what this means.
Ask students what they do to have fun – do they go out to the movies? Do they watch football
games? Do they go to parties?, etc.
● Tell students that in this component they will watch a video clip in which Tom wants to go out with
his friends.
● Explain that we use I’m sorry when we want to decline an invitation politely and Sounds good when
we want to accept an invitation. Write some questions on the board such as Do you want to see a
movie? Do you want to go to a café? Do you want go shopping? Ask students to practice declining
and accepting invitations in pairs. Encourage them to give reasons for declining, for example, Sorry,
I have an English test. Sorry, I am going dancing. Sorry, I have tickets to the movies., etc.
● Explain that we use the expression How was…? to talk about past experiences. Ask students
questions such as How was dinner last night? How was your vacation? How was your English
lesson? Give students the option of answering Great or Terrible. (There is no need to teach the
past simple tense for this.)
● Draw students’ attention to how the words can and can’t are pronounced. Give examples I can’t
come out tonight, but I can come out this weekend.
● Practice pronunciation of words with the sound /ei/, featured in the pronunciation focus for this
component – game, late, wait, hey, rained.
Computer Focus
● Have students answer the following questions:
Who does Tom talk to? (Liz, Sam and Laura)
Why can’t Laura get into her apartment? (her roommate has her key)
Who goes out with Tom? (Laura)
Post-Computer
● Check students’ answers to the computer focus questions.
● D
iscuss the video clip. As it turns out, Tom’s friends don’t enjoy their evenings out and Tom finds a
new friend in the neighbor.
● Make enough copies of the handout as you have pairs of students. Divide the class into pairs.
Ask the students to cut out the sentences and put them into the correct order to make two different
dialogues. Then have the students role-play the dialogue, taking turns to be the two friends.
Key 1. Do you want to go out to eat? 2. Are you going to a football game?
Sounds good. Yeah, I have tickets to the big game tonight.
Do you like Italian food? Oh. Can I come?
I love Italian food! Sorry. I’m going to the game with Ben.
Great. Let’s go. Well, have fun.
120 TEACHER’S NOTES © 2010 Edusoft Ltd. English Discoveries Online
First Discoveries
UNIT 7 Going Out
Listening > Have Fun!
1. Make two dialogues from the sentences.
I love Italian food! Sounds good.
Do you want to go out to eat?
Great. Let’s go. Sorry. I’m going to the game with Ben.
Do you like Italian food? Well, have fun.
Oh. Can I come? Yeah, I have tickets to the big game tonight.
Are you going to a football game?
2. Role-play the dialogues with a partner.
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First Discoveries
UNIT 7 Going Out
Speaking > What Do You Want to Do
Tonight?
Pre-Computer
● Tell students that they are going to watch a short video clip of a phone conversation between two
friends who are deciding to go out. Write the following questions on the board: What do you want
to do tonight? Where do you want to meet? When do you want to meet? and make sure students
understand them.
● Go around the class and ask students What do you want to do tonight? Write their answers on
the board. You can also write some prompts on the board such as see a movie, go dancing, study
English, go out with friends, watch a football match, etc.
● Explain that we use Let’s to make suggestions. Write some examples on the board such as, Let’s
visit a friend. Let’s have coffee. Let’s see a movie.
● Review the target vocabulary of the component: to do, to see, movie, restaurant, new, to meet,
apartment.
Computer Focus
● Have students answer the following questions:
What does Liz want to do? (see a movie)
Where does Liz want to meet Steve? (at her apartment)
Post-Computer
● Check students’ answers to the computer focus questions.
● Go around the class and ask students what they want to do this weekend. See how many different
answers they can come up with. Write their answers on the board.
● Make enough copies of the handout as you have pairs of students. Divide the class into pairs
and have the students use the handout to help them role-play the dialogues making plans to go out.
Students take turns being the different friends.
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First Discoveries
UNIT 7 Going Out
Speaking > What Do You Want to Do
Tonight?
Going Out Role-Plays
Role-play 1
Student A
You want to go out tonight. Ask your friend (Student B)
what he/she wants to do.
Use the questions below to help you:
What do you want to do tonight?
Where do you want to meet?
When do you want to meet?
Student B
Your friend (Student A) wants to go out tonight.
Answer his/her questions.
Use the phrases below to help you:
Let’s see a movie.
Let’s meet at my apartment.
About 7.00 pm
Role-play 2
Student A
Your friend (Student B) wants to go out this weekend.
Answer his/her questions.
Use the phrases below to help you:
Let’s go to a restaurant.
Let’s meet in the center of town.
About 8.30 pm
Student B
You want to go out this weekend. Ask your friend
(Student A) what he/she wants to do.
Use the questions below to help you:
What do you want to do this weekend?
Where do you want to meet?
When do you want to meet?
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UNIT 7 Going Out
Reading > Movie City
Pre-Computer
● Tell students that they are going to read the program for a local movie theater. If possible, bring in
some examples from the local newspapers. Make sure that students understand the word movie and
point out that Movie City is the name of the movie theater.
● The ad mentions many numbers (address, phone number, length of movie, times of movie). You may
want to re-enter numbers and telling the time. Point out to students that hr is an abbreviation for hour
and min is an abbreviation for minute. Write the abbreviations on the board. You can demonstrate
minute and hour with a picture of a clock, or by drawing a clock on the board.
● T
he name of the first movie is "Evening in London". Make sure that students are familiar with the
times of the day: morning, afternoon, evening. You can show pictures and draw a clock on the board,
indicating the time, to help students understand. You can teach London by showing a picture of it.
● T
he name of the second movie is "The Girl Next Door". You can teach girl by showing pictures, and
next door by showing two houses side by side and saying that they are next door to each other.
● Teach tickets by showing students actual tickets (from any form of entertainment performance) or
pictures of tickets.
Computer Focus
● Have students answer the following questions:
What week is the ad for? (May 15-21)
How long is "Evening in London"? (1hr 40min)
How do you get tickets? (call or visit website)
Post-Computer
● Check students’ answers to the computer focus questions.
● Elicit from students the kind of information that is in an ad for a movie theater: the name, address,
telephone number and website of the movie theater, the names of the movies, the times of
performances, how to get tickets, the length of the movie, the names of the movie stars in the movie,
a brief description of the movie or a recommendation. Bring in ads for movies and have students
identify the information.
● Make enough copies of the handout as you have pairs of students. Divide the class into pairs and
ask students to read the ad for Movie City. Make sure students understand the ad. Then ask them to
read the descriptions of the movies and match them to the right movie. Explain that one description
does not match any of the movies in the ad. Students should then discuss which movie they would
like to see. Encourage them to tell the class their choices and justify their answers.
As an extension activity, have students design their own movie ad, using the handout as a model.
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First Discoveries
UNIT 7 Going Out
Reading > Movie City
1. Read the ad for Movie City. Match the movies to the descriptions below.
Movie City Movies
for Week of
103 Main Street, Springfield, NY, 11375
August 1-8
a b c
A Police Officer in
New York The Big Red Ball
Dancing
Shoes
2hrs 10mins 1hr 20mins 1hr
Showtimes: 12:30, Showtimes: 2:00, 4:00, Showtimes: 12:30,
3:15, 5:45, 8:15, 10:40 6:00, 8:00, 10:00 3:15, 5:45, 7:00
For tickets, call: (305) 578 2457 or visit our website: www.moviecity.com
1. A great movie for small children. The big red ball helps Clara make new friends.
2. A romantic love story. Two students meet at a party and fall in love.
3. A
movie for all the family. The Coleman family goes on holiday to Australia.
4. An action movie. A day in the life of Fred, a police officer in New York.
2. Decide with a partner which movie you would like to see.
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UNIT 7 Going Out
Writing > Tom’s Email
Pre-Computer
● Tell students that in this component they are going to read an email from Tom to Laura, suggesting
they go out. Point out that Tom and Laura are friends and elicit from students what Tom is likely to
write in his email: where they might go, where they will meet and at what time.
● Review the conventions used in writing personal emails, such as: email address, subject line,
greeting, opening, closing, sign-off. Invite students to write these details as headings on the board in
the form of the layout of an email.
● Remind students that we use Let’s to introduce a suggestion and elicit some examples such as, Let’s
visit a friend. Let’s have coffee. Let’s go out to eat in a restaurant. Let’s study English together.
● Explain that we often start informal emails with the question How are you?
● Explain what the word tonight means. You may want to use this opportunity to re-enter times of the
day – morning, afternoon, evening, night and today and tomorrow. The time 6:00 is mentioned. You
may want to use this opportunity to re-enter telling the time.
● Teach the vocabulary necessary for the component: movie, to meet, apartment, go together.
Computer Focus
● Have students answer the following questions:
What does Tom want to do? (go to a movie)
Where does Tom want to meet Laura? (at his apartment)
When does Tom want to meet Laura? (6:00)
Post-Computer
● Check students’ answers to the computer focus questions.
● You may want to develop a discussion on the advantages of sending emails, as opposed to calling on
the telephone or the differences between personal emails and more formal emails written to a person
you don’t know.
● Make enough copies of the handout for all your students. Give each student a copy. Read Greg’s
email with the class and make sure students understand it. Tell students to imagine that they are Sam
and to answer Greg’s questions.
126 TEACHER’S NOTES © 2010 Edusoft Ltd. English Discoveries Online
First Discoveries
UNIT 7 Going Out
Writing > Tom’s Email
1. Greg wants to go out with his friend Sam. Read Greg’s email and write Sam’s
answer.
To: Sam Smith
Subject: Let’s Go Out!
Hi Sam,
How are you?
Let’s go out tonight! What do you want to do? What time do you want to go out?
Where do you want to meet?
Best wishes,
Greg
To: Greg Jones
Subject: Re: Let’s Go Out!
Hi Greg,
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________,
Sam
2. Exchange emails with a partner and check each other’s spelling and punctuation.
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UNIT 7 Going Out
Vocabulary > Hobbies
Pre-Computer
● Tell students that in this component they are going to learn and practice words and phrases to
talk about free-time activities. Write the word hobbies on the board and explain what it means, if
necessary, by translating it into the students’ native language. Elicit from students any hobbies they
might already know in English and write them on the board. The hobbies taught in this component
are: watching television, studying, reading, dancing, playing football, going out, shopping, going to
the movies.
● Ask students What do you like doing? and ask them to choose three hobbies from the list on the
board. Encourage them to share their answers with the class.
● Have students come up and mime activities and have the class guess what they are miming.
Computer Focus
● Have students answer the following questions about the Prepare screen:
Who is talking? (a woman and a man)
What does the man like doing? (reading and going to movies)
Post-Computer
● Check students’ answers to the computer focus questions.
● Teach students the negative: I don’t like dancing, He/She doesn’t like watching television. Go around
the class and ask each student to tell you one hobby that they don’t like doing. For further practice
of the third person form, ask students about each other, for example, Who doesn’t like going out
to restaurants? You may wish to add other activities that re-enter vocabulary taught in previous
components or are hobbies that students have mentioned, such as cooking, going to the gym,
eating in restaurants, going on vacation.
● Make enough copies of the handout for all your students. Divide the class into pairs and give each
student a copy. Students are going to ask and answer questions and record each other’s answers.
Students should then tell the class about their partner, for example, Maria and I both like shopping.
I like playing football, but Maria doesn't.
As further expansion describe, or have students describe, a fellow student including his/her likes and
dislikes and have the students guess who you are describing.
Take a class poll about which activity students enjoy most (watching television, studying, reading,
dancing, playing football, going out, shopping, going to the movies). They can rate the activities 1-5:
1 = like a lot; 5 = don't like at all.
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First Discoveries
UNIT 7 Going Out
Vocabulary > Hobbies
What Are Your Hobbies?
1. Answer the questions about your hobbies in the “Me” column.
2. Ask your partner the questions and tick (✓) his/her answers in the “My Partner”
column.
Me My Partner
Question
Yes, I do. No, I don’t. Yes, I do. No, I don’t.
1. Do you like watching sport on
television?
2. Do you like studying English?
3. Do you like reading books?
4. Do you like dancing?
5. Do you like playing football?
6. Do you like going out with friends
in the evening?
7. Do you like shopping for new
clothes?
8. Do you like going to the movies?
3. Do you have the same hobbies as
your partner? Tell the class about
your partner.
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UNIT 7 Going Out
Vocabulary > Places
Pre-Computer
● Tell students that in this component they are going to learn and practice words and phrases for
places of work and recreation.
● Although professions are not included in the target vocabulary for this component, the following
professions are mentioned and students should know what the words mean: police officer, cashier,
teacher, doctor, secretary, nurse. The easiest way to teach them is by showing pictures. Hold up
each picture and say the word. Have students repeat the word. Then have students play a mime
game. One student mimes a profession and the other students have to guess the profession.
● Teach the target vocabulary for the component: school, office, post office, bank, restaurant, hospital,
police station, school, supermarket. Show pictures of each of the words and say the word. Have
students repeat the words. Write the words on the board. Then hold up the picture and have a
student come to the board and choose the correct word. You can then ask Where does the doctor
work? etc. You may want to take this opportunity to expand on vocabulary connected with the target
words and ask Where do you buy milk? Where do you have dinner? You can expand on this by
asking Where do you work? Where do your parents work? Are you a student?
Computer Focus
● Have students answer the following questions about the Prepare screen:
In the first screen, who is talking? (a man and a woman)
What is Karen’s profession? (nurse)
In the second screen, where are the people? (on the street)
Post-Computer
● Check students’ answers to the computer focus questions.
● Write the heading Places on the board and elicit from students the places mentioned in the
component. Write a second heading Occupations on the board and elicit from students the
occupations mentioned in the component. Have students list who works in each of the places.
Explain that for some places there will be more than one answer, for example, doctors and nurses
both work in hospitals.
● Make enough copies of the handout as you have pairs of students. Divide the class into pairs.
Students match the responses in B to the statements and questions in A. Then have them role-play
the conversations.
For further expansion, encourage students to choose two or three of the dialogues and expand them.
Encourage them to act out these dialogues in front of the class.
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First Discoveries
UNIT 7 Going Out
Vocabulary > Places
1. Match column B to column A.
A B
I want some cash Do you want to go
1. a.
to go shopping. to the hospital?
2. Let’s go to the supermarket. Yes. I work in the
b. police station in the
center of town.
3. Do you work in an office?
c. Let’s go to the bank.
Excuse me, where’s
4. Sounds good.
the post office? d.
I love Italian food.
5. I have terrible backache!
e. Yes. I’m a secretary.
Let’s go to that new
6. f. No. I’m a student!
Italian restaurant!
Let’s go together.
7. Are you a teacher? g.
I want to send a letter.
8. Are you a police officer? OK. Do you have
h.
your shopping list?
2. Role-play the dialogues with a partner.
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