Year 7
Lesson 49
Emma’s been at her
friend’s house.
Keywords
Using going to to talk about plans and
intentions
Using the present perfect with present
result
Contents
Aims
Learning goals:
Skills: Listening and
writing
living room, sofa, chairs,
cupboard, shelves
paint
Completing a text with numbers
Language Analysis
In English, the comma is used to separate the thousands from the hundreds and tens (as in 3,060,900
or 2, 549 for example). This is to make larger numbers easier to read. A full stop (.) is used as the
decimal point (as in 2.780). In continental Europe the opposite is the case, whereby full stops are used
to separate whole, large numbers and the comma is used as the decimal point ( for example, 6.000 and
4,980).
When reading phone numbers in English we read each digit separately. The figure 'O' is called oh. If two
successive figures are the same, in British English you would usually use the word double.
The Present Perfect tense has a number of uses.
One of those is to show the present result of a past action
I’ve lost my keys.
The keys were lost at some time in the past but the result, the fact that he can’t get into his house, is in
the present.
Mike’s broken his leg. He can’t go to school now.
A dog has eaten my homework. I don’t have it
We use the going to structure when we have the plan or intention to do something before we speak. We
have already made a decision before speaking, as in the following examples where the decision was
made before we spoke.
I have won $1,000. I am going to buy a new TV.
We're not going to see my mother tomorrow.
When are you going to go on holiday?
The time is not important, it is later than now, but the attitude is that the event depends on something in
the present situation that we know about. Going is mainly used to refer to our plans and intentions or to
make predictions based on present evidence. In everyday speech, going to is often shortened to gonna,
or even ma (I’mma) especially in American English, but it is never written that way.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Procedure
Lead-in
Key:
Ask students which room Emma and her mum
are in. Ask them to look at the picture and label
the furniture.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Main input
Audio:
Emma’s mum: I think this living room is looking
old. We need to decorate it.
Emma: I agree. What are you going to do?
Emma’s mum: I’m going to paint the walls purple
and I’m going to put some pictures on the walls.
I’m going to buy a new sofa and I’m going to paint
the chairs.
Emma: My cousin Neil can help too – he’s a
decorator!
Emma’s mum: Good idea! I’ll phone him. And I
want to tidy up the place so I need someone to
make some shelves.
Emma: I’m going to be in town today with my
friends so I can look at paint colours if you like!
Emma’s mum: OK, see if you can get a paint
colour sheet.
Emma: OK!
Key:
Emma and her mother are going to decorate the
living room. Ask students to listen and match the
questions with the answers.
What is Emma’s mum going to do? She’s going to
decorate the living room.
What colour is she going to paint the walls? She’s
going to paint the walls purple.
What is she going to buy? She’s going to buy a
new sofa.
What is she going to do to the chairs? She’s
going to paint them.
Who is she going to phone? She’s going to phone
her cousin Neil. He’s a decorator.
What’s Emma going to do? She’s going to look at
paint colours and get a paint colour sheet in town.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 1
Audio:
Emma’s mum: I think this living room is looking
old. We need to decorate it.
Emma: I agree. What are you going to do?
Emma’s mum: I’m going to paint the walls purple
and I’m going to put some pictures on the walls.
I’m going to buy a new sofa and I’m going to paint
the chairs.
Emma: My cousin Neil can help too – he’s a
decorator!
Emma’s mum: Good idea! I’ll phone him. And I
want to tidy up the place so I need someone to
make some shelves.
Emma: I’m going to be in town today with my
friends so I can look at paint colours if you like!
Emma’s mum: OK, see if you can get a paint
colour sheet.
Emma: OK!
Ask students to listen and choose True or False.
Key:
Extension
Emma’s mum’s not going to change anything in
the living room. False
Practise eliciting short answers from students
asking them questions:
Emma’s mum’s going to paint the walls blue.
False
Is Emma’s mum going to paint the walls blue?
No, She isn’t
Is Emma’s mum going to ask her cousin to help?
Yes, She is.
Is Emma going to be in town today?
Yes , She is. etc.
She’s not going to put pictures on the walls. False
Emma’s mum’s going to ask her cousin to help.
True
Emma’s going to help her mum decorate. True
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 2
Audio:
Emma: Hello?
Neil: Hi Em! It’s Neil – how’re you doing?
Emma: Great! How’re you?
Neil: Really well! Is your mum in? She phoned
me to ask me about decorating her living room.
Emma: No, she’s not here, can I help?
Neil: Yeah, can you take down some details for
me?
Emma: Sure, I’ve got a pen.
Neil: Well, I can paint the room for her and my
price is £200.
Ask students to listen and choose the correct
options from the drop down menu.
Emma: OK.
Neil: She asked me to find out the price of a new
sofa at Hadley’s and it’s £435. They can bring it
on 30 February if she orders next week.
Emma: Great.
Neil: And my friend, who builds shelves, says the
price is £400. And he can start on 23 February.
His phone’s number’s 663486. Please ask her to
phone him.
Emma: OK, I’ve written it all down and I’ll tell
mum when she gets home.
Neil: OK, thanks Em, bye!
Emma: Bye! See you soon!
Key:
Neil is a decorator.
Neil and Emma know each other well.
Emma’s mum is out.
Emma writes down the information.
Neil has a friend who will build the shelves.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 3
Audio:
Emma: Hello?
Neil: Hi Em! It’s Neil – how’re you doing?
Emma: Great! How’re you?
Neil: Really well! Is your mum in? She phoned
me to ask me about decorating her living room.
Emma: No, she’s not here, can I help?
Neil: Yeah, can you take down some details for
me?
Emma: Sure, I’ve got a pen.
Neil: Well, I can paint the room for her and my
price is £200.
Ask students to listen and complete the phone
message with the numbers.
Emma: OK.
Neil: She asked me to find out the price of a new
sofa at Hadley’s and it’s £435. They can bring it
on 30 February if she orders next week.
Emma: Great.
Neil: And my friend, who builds shelves, says the
price is £400. And he can start on 23 February.
His phone’s number’s 663486. Please ask her to
phone him.
Emma: OK, I’ve written it all down and I’ll tell
mum when she gets home.
Neil: OK, thanks Em, bye!
Emma: Bye! See you soon!
Key:
He can paint the room for £ 200.
The new sofa at Hadley’s is £ 435.
They can bring it on 30th February.
Neil’s friend can build the shelves for £ 400.
He can start on 23rd February.
His telephone number’s 663486.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 4
Audio:
Emma’s mum: Did you have a nice time last
night?
Emma: Yeah. We went into town and then to
Jane’s house – everyone was there, it was great.
Emma’s mum: That’s nice. Do you like the new
living room? I see you have painted the cupboard
grey – it looks nice.
Emma: That’s OK. You said you were going to
paint the walls purple, but you have painted them
blue – what happened?
Emma’s mum: Neil painted them (he chose the
wrong paint!), but I think it looks better than
purple.
Ask students to listen and colour. Then move the
furniture to the room.
Emma: Yeah, and you’ve changed the chairs to,
yellow – that’s a good idea. So you’ve chosen a
red sofa. It’s nice.
Emma’s mum: Yes, it arrived yesterday. And
Neil’s friend’s has built the new shelves. Your
dad’s painted them grey.
Emma: Well, it looks loads better than it did!
Key:
- cupboard grey
- walls blue
- wooden chairs in yellow
- sofa red
- shelves grey
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Practice 5
Audio:
Emma’s mum: Did you have a nice time last
night?
Emma: Yeah. We went into town and then to
Jane’s house – everyone was there, it was great.
Emma’s mum: That’s nice. Do you like the new
living room? I see you have painted the cupboard
grey – it looks nice.
Emma: That’s OK. You said you were going to
paint the walls purple, but you have painted them
blue – what happened?
Emma’s mum: Neil painted them (he chose the
wrong paint!), but I think it looks better than
purple.
Ask students to listen and choose the correct
answers.
Emma: Yeah, and you’ve changed the chairs to,
yellow – that’s a good idea. So you’ve chosen a
red sofa. It’s nice.
Emma’s mum: Yes, it arrived yesterday. And
Neil’s friend’s has built the new shelves. Your
dad’s painted them grey.
Emma: Well, it looks loads better than it did!
Key:
Emma’s been at her friend’s house.
Emma hasn’t been to a restaurant.
Emma’s mum hasn’t painted the living room walls
blue.
Emma’s mum’s bought a new sofa.
Emma’s dad’s painted the cupboards grey.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
English to take away
Audio:
Emma: Hi Neil, have you had a good week?
Neil: Yes, I have. What did you think of the new
living room?
Emma: It looks really nice.
Neil: Yeah, it looks great in blue, doesn’t it?
Emma: Yes. Are you going to come back next
week to paint the kitchen too?
Neil: I don’t know. I’m going to be really busy next
week. My customers have asked me to do lots of
jobs.
Emma: Oh well, hope to see you soon!
Key:
Emma: Hi Neil, have you had a good week?
Neil: Yes, I have.
What did you think of the new living room?
Emma: It looks really nice.
Neil: doesn’t it?
Ask students to listen to the dialogue and
complete the sentences. Then instruct them to
practise the dialogue in pairs.
Emma: Yes. Are you going to come back to
paint the kitchen too?
Neil: I don’t know. I’m going to be really busy
next week. My customers have asked me to do
lots of jobs.
Emma: Oh well, hope to see you soon!
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Handout
STUDENT A
Numbers worksheet
Ask STUDENT B questions to complete the sentences with numbers:
1. The Amazon River is 6400 kilometres long.
2. Monaco has a population of population of __________.
3. Mount Kilimanjaro is 5,895 metres high.
4. The Burj Khalifa building in Dubai is __________feet high.
5. Mount Everest 8,850 metres high.
6. The Chinese civilization is almost __________ years old
7. There are 18 holes in a round of golf.
8. There are __________ days in a fortnight.
9. There are 50 states in the US
10. There are __________ bones in the human body
11. There are 365 days in a year.
12. The United Nations has __________ official members.
13. The population of Beijing is 21,150,000 people.
14. Google processes over __________search queries every second.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide
Handout
STUDENT B
Numbers worksheet
Ask STUDENT A questions to complete the sentences with numbers:
1. The Amazon River is __________ kilometres long.
2. Monaco has a population of population of 36,371.
3. Mount Kilimanjaro is __________metres high.
4. The Burj Khalifa building in Dubai is 2,716 feet high.
5. Mount Everest __________metres high.
6. The Chinese civilization is almost 4000 years old
7. There are __________ holes in a round of golf.
8. There are 14 days in a fortnight.
9. There are __________ states in the US
10. There are 206 bones in the human body
11. There are __________ days in a year.
12. The United Nations has 192 official members.
13. The population of Beijing is __________people.
14. Google processes over 40,000 search queries every second.
© Young Digital Planet 2014 – Core Curriculum for English – Teacher’s Guide