🔙 Quay lại trang tải sách pdf ebook Sách Giáo Viên Tiếng Anh 7 Tập 1 Ebooks Nhóm Zalo BỘ GIÁO DỤC VÀ ĐÀO TẠO HOÀNG VĂN VÂN (Tổng chủ biên) – NGUYỄN THỊ CHI (Chủ biên) LÊ KIM DUNG – PHAN CHÍ NGHĨA – VŨ MAI TRANG LƯƠNG QUỲNH TRANG – NGUYỄN QUỐC TUẤN Với sự cộng tác của DAVID KAYE TẬP MỘT (Tái bản lần thứ nhất) NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON Unit 1/My Hobbies 1 CONTENTS ,1752'8&7,21 .............................................................................................................................................................III 81,7 0< +2%%,(6 ........................................................................................................................................6 81,7 +($/7+ .....................................................................................................................................................16 81,7 &20081,7< 6(59,&( .....................................................................................................26 5(9,(: .................................................................................................................................................................................36 81,7 086,& $1' $576 ....................................................................................................................38 81,7 9,(71$0(6( )22' $1' '5,1. ..................................................................48 81,7 7+( ),567 81,9(56,7< ,1 9,(7 1$0 ..................................................58 5(9,(: .................................................................................................................................................................................68 II INTRODUCTION INTRODUCTION TIẾNG ANH 7 is the second of four-level English language textbooks for Vietnamese students in lower secondary schools learning English as a foreign language (EFL). It follows the systematic, cyclical, and theme-based syllabus approved by the Ministry of Education and Training in January 2012, which focuses on the use of language (pronunciation, vocabulary, and grammar) to develop the four language skills (listening, speaking, reading and writing). THE COMPONENTS OF THE TEXTBOOK The complete learning set of TIẾNG ANH 7 consists of THE STUDENT’S BOOK, THE TEACHER’S BOOK, THE WORKBOOK and THE CD. THE STUDENT’S BOOK The Student’s Book contains: • Book map: Introducing the basics of each unit • 12 topic-based Units, each covering seven sectionsto be taught in seven 45-minute lessons • Four Reviews, each providing revision and further practice of the previous three units, to be dealt with in two periods • Glossary: Giving meaning and phonetic transcription of the new words in the units THE TEACHER’S BOOK The Teacher’s Book gives full procedural notes for teaching diff erent parts of each unit. The answer keys to the exercises in the Student’s Book and the transcriptions are also given in the Teacher’s Book. THE WORKBOOK The Workbook mirrors and reinforces the content of the Student’s Book. It off ers: • Further practice of the language and skills taught in class • Four additional tests for students’ self-assessment. THE CD • The CD provides recorded scripts of all listening exercises and dialogues. THE COMPONENTS OF EACH UNIT There are 12 main units in the Student’s Book. Each unit has seven sections and provides language input for seven classroom lessons of 45 minutes each. These 12 richly illustrated, cross-curricular and theme-based units focus on off ering students motivation, memorable lessons, and a joyful learning experience. At the beginning of each unit there are explicit learning objectives that clearly state the main language and skills to be taught in the unit. SECTION 1: GETTING STARTED This section occupies two pages and is designed for one 45-minute lesson in class. It begins with a conversation followed by activities which introduce the topic of the unit. It then presents the vocabulary and the grammar items to be learnt and practised through the skills and activities of the unit. SECTION 2: A CLOSER LOOK 1 A Closer Look 1 presents and practises the vocabulary and pronunciation of the unit. The active vocabulary of the unit is given in an interesting and illustrated way so that it is easy III INTRODUCTION for students to memorise. Two or three sounds, which frequently appear in the unit, are targeted and practised in isolation and in context. There are different exercises focusing on intensive practice of vocabulary and pronunciation. A grammar item may also be included in this section. SECTION 3: A CLOSER LOOK 2 This section deals with the main grammar point(s) of the unit. The new language point is presented in a short text or a talk/interview. There are grammar tables and exercises which are well illustrated to help students remember and use the grammar items eff ectively. The ‘Remember’ boxes appear wherever necessary and help students to avoid common errors. A Closer Look 1 and A Closer Look 2 cover three pages and mainly give language focus and practice of receptive skills. A Closer Look 1 and A Closer Look 2 are each designed to be taught in one 45-minute lesson. SECTION 4: COMMUNICATION Thissection is designed to help students use the functional language in everyday life contexts and to consolidate what they have learnt in the previous sections. It also gives students opportunities to learn and apply to their lives the cultural aspects of the language learnt. The communication section provides cultural information about Viet Nam and other countries in the world. The vocabulary is clearly presented in boxes wherever it is needed. SECTION 5: SKILLS 1 Skills 1 and Skills 2, each covers one page and is designed to be taught in one 45-minute lesson. Skills 1 comprises reading (receptive skill) and speaking (productive skill). 5HDGLQJ This activity aims to develop students’ reading abilities. In order to make the activity achievable, the reading text is often based on the vocabulary and structures that students have previously acquired. The reading always links with the topic of the unit and isinteresting and relevant to the students. Important new vocabulary is introduced in the text and practised in a follow-up activity. The reading also provides input for the speaking that follows. 6SHDNLQJ This activity aims to provide further practice which supports students in their production of spoken English. The activity usesthe recently introduced itemsin combination with previously learnt language in new contexts. SECTION 6: SKILLS 2 Skills 2 is composed of listening (receptive skill) and writing (productive skill). /LVWHQLQJ The listening activity follows the oral practice in the Speaking section. The listening provides students with an opportunity to listen to the language that they have practised orally and trains them to listen for general and specifi c information. :ULWLQJ Thissection focuses on developing students’ writing skills. There is a writing tip or a guideline which is very useful to help them to write eff ectively. The result of the writing activity must be a complete piece of writing (ideally it is marked by the group/ class/ teacher). SECTION 7: LOOKING BACK & PROJECT This section covers two pages and should be dealt with in one 45-minute lesson. Looking Back recycles the language from the previous sections and links it with unit topics. Various activities and exercises are designed to help students consolidate and apply what IV INTRODUCTION they have learnt in the unit. Through the students’ performance in this section, teachers can evaluate their study results and provide further practice if necessary. The Project helps students to improve their ability to work by themselves and in a team. It extends their imaginations in a fi eld related to the unit topic. The teacher can use this as an extra-curricular activity (for groupwork) or as homework for students to do individually. REFERENCE ON SKILLS AND LANGUAGE TEACHING 1. TEACHING READING Reading is the fi rst of the four language skills that receives special attention in Tiếng Anh 7. - The reading activities in Tiếng Anh 7 aim to help students develop sub-skills such as skimming for gist and scanning for details. - In developing readingskills, studentsare taughtto read aloud. This providesan opportunity for students to practise their pronunciation and intonation. - Explanations should be given to students when they do not understand the meaning of a word. Some reading strategies such as focusing on familiar words, guessing unfamiliar words in context, etc. should be taught to students. - Before teaching the text, the teacher should encourage students to guess what the text is about, what new words will appear in the text, etc. 2. TEACHING SPEAKING There are two forms of speaking in Tiếng Anh 7: spoken interaction and spoken production. The fi rst refersto the ability to ask and answer questions and handle exchanges with others. The second refers to students’ ability to produce language appropriately and correctly. Speaking activities should include: - Pronunciation is practised through dialogues, games, rhymes and songs. Through these forms, students practise the stress, rhythm and intonation patterns of English in a natural way. It is crucial to provide students with lots of models and to build up their confi dence with acceptance of approximate correct pronunciation. - Repetition helps students to memorise vocabulary and ‘chunks’ of language. Repetition and classroom routines build up an expanding repertoire of English that helps students understand and respond to a situation as a part of communicative interactions in class. One strategy is to provide lots of opportunities for students to practise with a secure feeling through choral repetition of action rhymes and games. It is also important to establish classroom routines(such as greetings and saying goodbye) at the beginning and the end of the lessons. Asking for permission, saying common classroom expressionssuch as: I don’t understand. Could you say it again, please? May I ask you a question? or answering a question, I don’t know. I think/guess ..., and Perhaps ... are important language tasks for students to practise daily. - Pair work/ group work and class presentations help students to talk freely in a language situation related to the topic of the unit. They also make students feel secure and promote their confi dence in speaking. Error correction should be done cautiously by the teacher. When students are talking, teachers should notstop them to correcttheir mistakes. Mistakesshould be analysed and only common errors should be highlighted afterwards and corrected collectively. 3. TEACHING LISTENING Through listening, students become familiar with the sounds, rhythms and intonation of English. When listening to English, students are actively engaged in constructing meaning and making sense of what they hear, using their knowledge and the clues provided by the context. It is very important to teach studentsto be aware of the purpose, the content, and intonations of the listening text. V INTRODUCTION Before listening, teachers should motivate and engage students in the listening activity; encourage them to predict the listening content; and introduce to them the new language or vocabulary which occurs in the listening text. The listening activity should aim to help students understand spoken English and develop sub-listening skills such as listening for gist and listening for details. 4. TEACHING WRITING The writing activity aims to develop students’ basic writing skills in English. Its emphasis is on providing writing techniques for a particular genre (e-mail, an informal letter, a webpage for example) as well as practising the spelling of familiar vocabulary and sentence patterns. Teaching writing can be divided into three stages: before writing, while writing and after writing. - Before writing helps students understand why they write and provides them with the language input to express their ideas in English. - While writing helps students work independently under the teacher’s guidance and supervision. - After writing helps students consolidate their writing skills through a follow-up activity such as completing a final draft, copying the draft into students’ notebooks or on a clean sheet of paper. Students focus on neatness, spelling, punctuation, use of words, sentence structures, and organisation of the writing. 5. TEACHING PRONUNCIATION Teaching pronunciation consists of teaching phonetics (sounds in isolation and in context), rhymes, chants, and songs. With the knowledge of phonics learned in previous years, students are able to improve their speaking and reading skills because they can identify the spelling and pronunciation patterns of listening texts and decode them quickly. Teachers focus students’ attention on the letter(s) and its/ their sound(s) in words, and model the new sounds a few times for students to repeat. In teaching pronunciation it is advisable that the teacher should engage the students by using varied techniques including: ° Visual aids (flashcards, pictures, etc.) ° Miming ° Letter/ sound focus and repetition ° Line by line repetition and clapping ° Focus on syllables ° Pair/ group practice, performance 6. TEACHING VOCABULARY Teaching vocabulary helps students understand, memorise and use words appropriately in their specifi c contexts. Students at lower secondary level still learn 'chunks' of English which combine vocabulary and grammatical patterns in an unanalysed way. Therefore, it is crucial to give students plenty of time to practise, memorise, recycle, and extend their vocabulary and grammar in meaningful contexts. Regular recycling of vocabulary helps students recognise the same words embedded in diff erent contexts and activities again and again. When teaching vocabulary, it is important to help students recognise, practise and memorise vocabulary. These can be done by using visual aids, by allowing students to listen and repeat the word, by explaining their meanings, using definitions, pictures, flashcards, and translation if necessary, and finally, by getting students to practise, using the word with a range of spoken or written activities which can be done individually or in pairs. INTRODUCTION VI 7. TEACHING GRAMMAR Teaching grammar helps students use correct grammatical patterns to express their ideas in specifi c contexts. Grade 7 students of Englishalready know some Englishgrammar based on formulaic sequences and a lot of grammar points met in the context of dialogues, readings, chants, rhymes, stories and songs they have learnt in primary schools and grade 6. One way to enable students’ language awareness is drawing their attention to specifi c language patterns or features of grammatical forms and, if necessary, comparing or contrasting these with corresponding patterns and formsinVietnamese. The appropriate techniquesto be used to teach students are: - Focusing students’ attention on the new grammatical patterns in the texts. - Providing models for studentsto practise the new grammatical item in a spoken or written activity, using the cued pictures or prompts in their books. - Reinforcing the new grammatical item with a variety of spoken and written activities. 8. SEQUENCING Studentsshould be given clear instructions about whatthey are expected to do and say. The following are some suggested teaching procedures. - Whole class. Elicit/ Teach the focus language (words, phrases or structures). Then write them on the board. - Model. Perform the focused materials yourself with a confi dent student or ask a pair to demonstrate in front of the class. Help and guide them to interact in a reasonably structured manner. This will enable the freer stage of independent pair work/group work that will follow. - Pairs/groups. Students practise in pairs or groups. Monitor the activity and off er help if necessary. - Performance. Ask a confi dent pair or some volunteers to perform the task for the rest of the class. - Whole class. At the end of the activity, there should be some writing/ speaking (productive) activities to reinforce or consolidate students’ understanding. It is noted that all of the procedures written in this book are only suggestions. Teachers may adapt these or design their own ones to suit their students and real teaching contexts. INTRODUCTION VII 7 %22. 0$3 Reading Listening VIII Unit 1: My Hobbies Unit 2: Health Unit 3: Community Service REVIEW 1 Unit 4: Music and Arts Unit 5: Vietnamese Food and Drink Unit 6: The First University in Viet Nam REVIEW 2 BOOK MAP - Reading for specifi c information about an unusual hobby - Reading for specifi c information about number of calory take-in - Reading for specifi c information about young people doing community service - Reading for specifi c information about a type of traditional art - Reading for specifi c information about typical traditional food and drink - Reading for specifi c information about the history of Van Mieu – Quoc Tu Giam - Listening for specifi c information about one’s hobby - Listening for specifi c information about health problems and advice - Listening for specifi c information about the volunteer work of a student - Listening for specifi c information about the life of an artist - Listening for specifi c information about types of traditional food and drink - Listening for specifi c information about the biography of a most famous teacher Speaking Writing Language Focus - Talking about types of hobbies - Talking about calories used for everyday activities - Talking about how to contribute to community activities - Asking and answering questions about music - Talking about ways to make a kind of food/drink - Talking about making arrangements for a trip to the Temple of Literature - Writing about one’s hobby - Writing about health advices - Writing about community services/ volunteer work - Writing an informal letter of invitation - Writing a letter describing someone’s local food/drink - Writing about a historic place - Presentsimple and future simple: review - Verbs of liking + V-ing - Sounds: /ə/ and /з:/ - Compound sentences - Imperatives with more and less - Sounds: /f/ and /v/ - Past simple and present perfect: review - Sounds: /g/ and /k/ - Comparisons: (not) as … as, the same as, diff erent from - Express agreement: too/either - Sounds: /ʃ/ and /ʒ/ - Nouns (countable/uncountable) - How much/How many? - a/an, some, any ... - Sounds: /ɒ/ and /ɔ:/ - Passive voice - Sounds: /tʃ/ and /dʒ/ IX BOOK MAP 8QLW 0< +2%%,(6 THIS UNIT INCLUDES: *(77,1* 67$57(' 0\ IDYRXULWH KREE\ VOCABULARY Hobbies Action verbs PRONUNCIATION Sounds: /ə/ and /з:/ GRAMMAR Present simple and future simple: review Verbs of liking + V-ing COMMUNICATION Describing hobbies Giving opinions about hobbies Listen and read. Nick: Hi Mi, welcome to our house! Elena: Come upstairs! I’ll show you my room. Mi: Wow! You have so many dolls. Elena: Yes. My hobby is collecting dolls. Do you have a hobby? Mi: I like collecting glass bottles. Elena: Really? That’s very unusual. Is it expensive? Mi: Not at all, I just keep the bottles after we use them. What about doll collecting? Is it expensive? Elena: I guessso, but all of my dolls are presents. My parents, and my aunt and uncle always give me dolls on special occasions. 6 Unit 1/My Hobbies Mi: Your dolls are all very diff erent. Elena: Yes, they’re from all over the world! Nick: I don’t know why girls collect things. It’s a piece of cake. Mi: Do you have a diffi cult hobby, Nick? Nick: Yes, I enjoy mountain climbing. Mi: But Nick, there are no mountains around here! Nick: I know. I’m in a mountain climbing club. We travel to mountains around Viet Nam. In the future, I’ll climb mountainsin other countries too. 2EMHFWLYHV By the end of this unit, Ss can: • pronounce the sounds /ə/ and /ɜ:/ correctly in isolation and in context • use lexical items related to hobbies • use the present simple, the future simple and verbs of liking + V-ing correctly and appropriately • describe and give opinions about hobbies • read for specifi c information about an unusual hobby • listen to get specifi c information about a hobby • write a paragraph about a classmate’s hobby *(77,1* 67$57(' 0\ IDYRXULWH KREE\ ,QWURGXFWLRQ G Before Ss open their books, ask Ss what they like doing for pleasure in their free time. Summarise Ss’ answers and ask them what all these activities are called. Elicit the word ‘hobbies’ from Ss. Write the unit title on the board ‘My Hobbies’. Let Ss open their books and start the lesson. Ask Ss to look at the picture on page 6 and answer the questions below: • Can you guess who they are? • Where are they? • What can you see on the shelf? What may the hobby be? Ss answer question 1, then T should introduce Elena, Nick’s sister. Quickly write Ss’ answers to questions 2 and 3 on the board. Play the recording. Ss listen and read. Ask Ss if their guesses on the board are correct. Unit 1/My Hobbies 6T Look out! 'It’s a piece of cake' is an idiom. Do you know what t it means? Can you guess its meaning from the conversation? Can you think of any other idioms? Remember, idioms usually have a diff erent meaning than the normal meaning of each word. D Are the sentences below true (T) or false (F)? T F 1. Elena’s room is on the fi rst fl oor. 2. There are a lot of dolls in Elena’s room. 3. Mi has the same hobby as Elena. 4. Elena’s grandparents usually give her dolls. 5. Nick thinks mountain climbing is more challenging than collecting things. Listen and repeat. cycling arranging fl owers taking photos skating cooking playing the guitar bird-watching playing board games gardening Choose the words/phrases in that match the pictures below. Write them in the spaces. 1. 2. 3. E Answer the following questions. 1. When does Elena receive dolls from her family members? 2. Are her dolls the same? 3. How does Mi collect bottles? 4. Does Mi think collecting bottles costs much money? 5. Has Nick climbed mountains in other countries? Work in pairs and complete the tables below. Do you think the hobbies in are cheap or expensive, easy or diffi cult? Cheap hobbies Expensive hobbies Easy hobbies Diffi cult hobbies Can you add some other hobbies to the lists? Game: FIND SOMEONE WHO . . . D In three - fi ve minutes, ask as many classmates as you can about which hobbies from they like. Use the question 'Do you like …?' Example: A: Do you like gardening? B: No, I don’t. E In the table below, write your classmates’ names beside the hobbies they like. The student with the most names wins. Find someone who likes … 4. 5. cycling arranging fl owers taking photos skating cooking playing the guitar bird-watching playing board games gardening 6. 7. 8. 9. 7 Unit 1/My Hobbies Look out! Have Ss guess the meaning of the idiom 'It's a piece of cake' from the conversation. Explain that it means ‘a thing that is very easy to do’. Ask them if they know any other idioms. T may give them some simple idioms: as easy as pie/ as ABC = very easy, or very easily; all of a piece = all at the same time, etc. D Ss work independently. Ask them to read the sentences and decide if they are true or false. Allow them to share answers with a partner before discussing as a class. Elicit the answers from Ss. Have them correct the false sentences. Write the correct answers on the board. Key: 1. F (They go upstairs to her room.) 2. T 3. F (Mi’s hobby is collecting glass bottles.) 4. F (Her parents, aunt and uncle) 5. T E First, ask Ss to answer the questions orally without reading the conversation. Call two Ss to the board and write their answers. Ask Ss to read the conversation and check their answers. Confi rm the correct answers. Key: 1. She receives dolls on special occasions. 2. No, they aren’t. 3. She keeps the bottles after using them. 4. No, she doesn’t. 5. No, he hasn’t. Ss listen to the recording and repeat the words/ phrases. Have some Ss practise reading the words/ phrases out loud. Ss work individually to match the words/ phrases from with the pictures. Have them compare their answers with a partner. Ask for Ss’ answers. Give feedback and confi rm the correct answers. Key: 1. playing board games 2. taking photos 3. bird-watching 4. cycling 5. playing the guitar 6. gardening 7. cooking 8. arranging fl owers 9. skating Ss work in pairs and complete the table. Write their answers on the board. This is an open exercise, so accept all Ss’ answers. T may ask them to explain their answers. Have Ss add more words to the table. Suggested answers: Cheap hobbies Expensive hobbies playing board games, gardening, bird-watching, collecting old bottles, … taking photos, cycling, playing the guitar, cooking, arranging fl owers, collecting watches, … Easy hobbies Diffi cult hobbies playing board games, gardening, bird-watching, collecting old bottles, taking photos, … playing the guitar, cooking, arranging fl owers, making short fi lms, … Set a time (three-fi ve minutes) for Ss to do this activity. They ask their classmates to complete the table, using 'Do you like…?' The student with the most names wins. He/She hasto read aloud the names on the list. Unit 1/My Hobbies 7T $ &/26(5 /22. Vocabulary Match the correct verbs with the hobbies. Some hobbies may be used with more than one verb. Do you know what a keyword is? Work in pairs and write down keywords to describe the hobbies in the table below. You can use the words in the sentences from to help you. Hobbies Keywords A B melody, songs . . . listening to music 1. go 2. do 3. collect 4. play 5. take 6. watch a. TV b. bottles c. photos d. mountain climbing e. horse-riding f. the piano g. gymnastics h. badminton i. camping j. dolls gardening fishing painting swimming Look out! Keywords help you understand a a text quickly and take good notes! Learn how to identify them and keep Fill in each blank in the sentences with one hobby or one action verb from the box below. Hobbies Action Verbs listening to music gardening fishing painting swimming listen plant catch swim paint 1. I like ______. There is a pool near my house, so I go there four times a week and _________. It is fun because you can play in the water and keep fit at the same time. 2. I always _________ to Ngoc’s songs. I love the sweet melodies. At home I have to use my headphones because my parents don’t like loud noise. ______ is my favourite hobby. 3. I love being outdoors with the trees and fl owers. There isasmall gardenbehind my house. I ______ fl owers and vegetables there. I like ______ a lot. 4. My father and I share the same hobby. At weekends, we usually go to a small lake in Ha Tay. It’s exciting when you can ________ some fish for dinner. We love ______! 5. My sister’s favourite hobby is ______. She is very creative and she __________ very well. I like the colours in her pictures. 8 Unit 1/My Hobbies practising. Game: THE KEYS TO MY HOBBY! 1. Work in groups. 2. Each student thinks of a hobby and says the keywords out loud. 3. The rest of the group triesto guess whatthe hobby is. One point is given for each correct guess. 4. The student with the most points is the winner. Example: A: water, grow, fl owers, vegetables B: Is it gardening? A: Yes, it is. $ &/26(5 /22. Have some Ss repeat the words/ phrases indicating the hobbies they learnt in the previous lesson. Move on to this lesson which focuses on hobbies, action verbs, and the sounds /ə/ and /ɜ:/. 9RFDEXODU\ Have Ss read the action verbsin columnAand matchthem withthe suitable words/phrasesin column B. Remind them that a verb can go with more than one word/ phrase. Ss work in pairs to compare their answers before giving T the answers. Check and confi rm the correct answers. Key: 1. d, e, i 2. g 3. b, c, j 4. f, h 5. c 6. a Ss work in pairs to do this activity. Have Ss read all the sentences carefully to make sure they understand the sentences. Ss share their answers. Write the correct answers on the board. Key: 1. swimming, swim 2. listen, Listening to music 3. plant, gardening 4. catch, fishing 5. painting, paints Ask Ss if they know what a keyword is. Explain that a keyword helps Ss understand a text quickly and it is usually a noun, a verb, an adjective or an adverb. Model the way to locate keywords for 'listening to music'. Have Ss look at sentence 2 in activity and read out the keywords. In pairs Ss do the same. Ss can add more wordsto the table. Call on Ss from diff erent pairsto go to the board and write the words. This activity can also be organised as a competitive game. The pair with the most words is the winner. Key: Hobbies Keywords listening to music melody, songs, headphones, noise, rhythm, lyrics … gardening trees, fl owers, garden, plant (v/n), vegetables, grow, fruit … fishing lake, exciting, catch, fish, water, boat … painting creative, colours, pictures, artist, painting … swimming pool, fun, water, keep fit, swim … Ss work in groups to play the guessing game. One student is the group leader who records other Ss’ points. One student is the group secretary who writes down other Ss’ hobbies. When time is up, call on some group secretaries to share the group's hobbies. Unit 1/My Hobbies 8T Pronunciation /ә/ and /з:/ Listen and tick ( ) the words you hear. Repeat the words. bird-watching answer away neighbour burn singer hurt heard birth common $ &/26(5 /22. Grammar The present simple and the future simple: review Listen again and put the words in the correct column. /ә / /з:/ Listen to the sentences and tick /ә / or /з:/. Practise the sentences. /ә / /з:/ 1. His hobby is collecting toy cars. 2. My sister has a lot of photos. 3. When I have free time, I usually go surfing. 4. I love the coloursin their paintings. 5. My friend has an unusual hobby: learning foreign languages. Complete the sentences. Use the present simple or future simple form of the verbs. 1. Ngoc (love) ______ cartoons, but she says she (not/continue) ______ this hobby in the future. 2. They usually (take) ______ a lot of beautiful photos. 3. What (your brother/do) ______ in his free time? 4. I think 10 years from now more people (enjoy) ______ gardening. 5. ______ you (do) ______ morning exercise every day? 6. _____ you still (play) _____ badminton next year? The table below shows the results of Nick’s survey on his classmates’ hobbies. Read the table and complete his report using the present simple. Name Activity Boys Girls Nam Son Binh Ly Hue Watching TV every day every day every day every day every day Swimming x 3 per week x 3 per week Playing badminton every day every day x 4 per week every day Nick’s report I asked some classmates abouttheir hobbies and I gotsome interesting results. Everybody (1. like) ______ watching TV, and they (2. watch) ______ it every day. The three boys, Nam, Son, Binh (3. not love) ______ swimming, but the two girls, Ly and Hue, (4. go) ______ swimming three times a week. Most of them (5. enjoy) ______ playing badminton. Nam, Son and Hue (6. play) ______ badminton every day, and Ly (7. play) ______ the sport four times a week. Only Binh (8. not like) ______ badminton; he never (9. play) ______ it. 9 Unit 1/My Hobbies 3URQXQFLDWLRQ /ә/ and /з:/ Have some Ss read out the words fi rst. Then play the recording. Ask Ss to listen and tick the words they hear. Play the recording as many times as necessary. Key:Audio script: answer away neighbour bird-watching 🖲 answer 🖲 away 🖲 neighbour 🖲 burn singer 🖲 hurt 🖲 heard 🖲 birth 🖲 common burn hurt heard birth common Play the recording again. Ask Ss to put the words in the correct column while they listen. Ss compare their answers in pairs before T checks their answers with the whole class. Key: /ə/ /ɜ:/ away, answer, neighbour, common burn, birth, hurt, heard If time allows, ask Ss to give more examples for each group. Suggested words are: /ə/: teacher, doctor, agree, … /ɜ:/: prefer, fur, mermaid, … Ss do this exercise individually fi rst, then compare their answers with a partner. Check Ss’ answers. Ask some Ss to say the word that has /ə/ or /ɜ:/ in each sentence. Ss practise the sentences. Key: /ә / /з:/ 1 🖲 2 🖲 3 🖲 4 🖲 5 🖲 Audio script: 1. His hobby is collecting toy cars. 2. My sister has a lot of photos. 3. When I have free time, I usually go surfing. 4. I love the colours in their paintings. 5. My friend has an unusual hobby: learning foreign languages. $ &/26(5 /22. *UDPPDU The present simple and the future simple: review Have Ss present the form and usage of these two tenses before asking them to do the exercises. Ss do this exercise individually and then compare the answers with a partner. Check the answers and write the correct answers on the board. Key: 1. loves; will not/ won’t continue 2. take 3. does … do 4. will enjoy 5. Do … do 6. Will … play Ask Ss to look at the table and make sure that they understand it. T may explain that x 3 per week means three times a week. Ss do this activity in pairs. If necessary, T may model the fi rst answer for Ss. Check Ss’ answers and write the correct answers on the board. Key: 1. likes 2. watch 3. don’t love 4. go 5. enjoy 6. play 7. plays 8. doesn’t like 9. plays Unit 1/My Hobbies 9T D Work in groups. Think of some activities (such as listening to music, playing basketball, or going shopping) and make a table like the table in . One student in the group asks the other group members about the frequency they do these activities while another student in the group records the answers. ENow, as a group, write a short report about what you have found out. Use Nick’s report in as an example. I asked some classmates about their hobbies and I got some interesting results. … Verbs of liking + V-ing Look out! We often use the –ing form after verbs of liking and not liking. These verbs are like, love, enjoy, and hate (not like). Example: I like going to the cinema. She hates cleaning the fl oor. Complete the sentences, using the –ing form of the verbs in the box. walk play watch ride talk eat go 1. My dad enjoys ______ his bike to work. 2. My mum doesn’t like ______ fi lms on TV. She loves ______ to the cinema. 3. I like ______ to my friends in my free time. 4. My younger brother loves ______ monopoly with me every evening. 5. They hate ______ noodles. They prefer rice. 6. Does your grandma enjoy ______? Look at the pictures and write sentences. Use suitable verbs of liking or not liking and the –ing form. My cousin, Vy, doesn‛t like cooking. 3. 1. 4. 5. 2. What does each member in your family like or not like doing? Write the sentences. 1. My father likes __________________________________________________________________________. 2. My father hates _________________________________________________________________________. 3. My mother enjoys _______________________________________________________________________. 4. My mother doesn’t like ___________________________________________________________________. 5. My brother/sister loves ___________________________________________________________________. 6. My brother/sister doesn’t like ______________________________________________________________. 10 Unit 1/My Hobbies D Ss do this activity in groups. They should draw a table similar to the one in . The number of columns depends on the number of group members. The activity works best if the number of group members is fi ve or more. If there are fi ve members in a group, a table with fi ve columns is needed. The fi rst column is for the activities. The other four columns are for the rest of the group. One group member asks and records the answers, so his/ her name is not necessary to be included in the table. T should explain that 'frequency' means how often someone does something in a given time frame. Each group completes their table. Remember to set a time limit for this. E Each group writes a short report similar to Nick’s report in . T may give each group a big piece of paper. When the time is up, groups stick their reports on the wall. T and other Ss read and comment. After that the class votes for the best report. Verbs of liking + V-ing Have Ss read the Look out! box. Explain the structure if needed. T may call on some Ss to make sentences with the verbs of liking. Ss do the exercise individually, then compare their answers with a classmate. Call on some Ss to read out the answers. Key: 1. riding 2. watching; going 3. talking 4. playing 5. eating 6. walking Ss do this activity in pairs. First, T may have Ss read the example and explain the way to do this activity. Ss write sentences using the pictures as clues. Call on some Ss to write their sentences on the board. Check and comment on Ss’ sentences. Suggested answers: 1. He doesn’t like eating apples. 2. They love playing table tennis. 3. She hates playing the piano. 4. He enjoys gardening. 5. She likes dancing. Ss do this exercise individually, then compare their sentences with a classmate. Call on some Ss to write their sentences on the board. Ask other Ss for their comments. Correct any mistakes if there are. Unit 1/My Hobbies 10T &20081,&$7,21 Extra vocabulary making pottery carving wood unusual take up sth making models Match the activities with the pictures. making models dancing making pottery carving wood ice-skating B. C. A. D. E. 11 Unit 1/My Hobbies What do you think about the hobbies in ? Look at the table below and tick the boxes. Then, complete the sentences below by writing one reason to explain your choice. boring unusual interesting making pottery dancing ice-skating making models carving wood Look out! When you give your opinion about something, you can use: fi nd sth/doing sth + adj or think (that) sth/doing sth is + adj. 1. I find making pottery _______________ because __________________________. 2. I think dancing is ___________ because _________________________________. 3. I find ice-skating ___________ because _________________________________. 4. I think making models is ___________ because __________________________. 5. I find carving wood _________________ because __________________________. Now, interview a classmate about the hobbies in . Take notes and present your partner's answers to the class. Example: You: What do you think about making pottery?/How do you find making pottery? Mai: I think it is ______./I find it _______. You: Why? Mai: Because _______________________. You: Will you take up making pottery in the future? Mai: Yes, I will./I’m not sure. &20081,&$7,21 ,QWURGXFWLRQ Go through the Extra vocabulary with Ss. If Ss do not know any word/ phrase in the box, quickly teach it. - making pottery: making pots, dishes … from clay - making models: making copies of things, usually smaller than the original objects - carving wood: making objects, and patterns by cutting away material from wood - unusual: diff erent from what is usual or normal - take up sth: learn or start to do something, especially for pleasure Ss do this exercise individually and give T the answers. Confi rm the correct answers. If time allows, ask Ss to make one sentence with each picture. Key: A. carving wood B. making models C. ice-skating D. dancing E. making pottery Before Ss do this activity, have them look at the Look out! box. Write some example sentences on the board and underline the two structures. E.g.: I fi nd swimming interesting. find + doing sth + adj They think (that) swimming is interesting. think (that) + doing sth+ is + adj If time allows, call on some Ss to give some examples. Ss work individually and tick the appropriate boxes. Then, they move on to complete the fi ve sentences. T may call on a student to model the fi rstsentence. When Ss finish, have them compare their sentences with a partner. Ask some Ss to write their sentences on the board. Other Ss and T give comments. Ss work in pairs to make conversations as in the example. Ss take turns being the person who asks the questions. This student has to note down his/ her partner’s answers to report to the class later. Call on some Ss to report the answers to the class. Game (extension activity): The purpose of the game is to consolidate the structure and vocabulary the Ss have learnt in this lesson as well as in other lessons. - Ss are divided into two big groups. - T says an activity/ hobby and points at a student from one group. This student has to make a sentence with this activity/ hobby, using the structure in the Look out! box together with a reason. If this student makes a correct sentence, he/ she earns one point. Then, he/ she says an activity/ hobby and points at one student from the other group. Thisstudent makes a sentence, and if it is correct, he/ she gets one point. - The game continues until time is up. If a student cannot make a correct sentence, the group loses one point. - T keeps record of the groups’ points on the board and announces the winner at the end of the game. Unit 1/My Hobbies 11T 6.,//6 Reading Work in pairs. Look at the pictures and discuss the questions below. 1. What can you see in the pictures? 2. What do you think the objects are made of? 3. Can you guess what hobby it is? Now, read about Nick's father's unusual hobby and check your answers. My father has an unusual hobby; carving eggshells. As everyone knows, eggshells are very fragile. My dad can make beautiful pieces of art from empty eggshells. It’s amazing! He started the hobby five years ago after a trip to the US where he saw some carved eggshells in an art gallery. My father did not go to class to learn how to carve. He learned everything from the Internet. Some people say that this hobby is difficult and boring, but it isn’t. All you need is time. It may take two weeks to complete one shell. I find this hobby interesting because carved eggshells are unique gifts for family and friends. I hope that in the future he’ll teach me how to do eggshell carving. 12 Unit 1/My Hobbies Read the text and answer the questions. 1. Why does Nick think his father’s hobby is unusual? 2. Where did his father see the carved eggshells for the fi rst time? 3. How do some people find this hobby? 4. Does Nick like his father’s hobby? Read the sentences below and use no more than three words from the text to complete them. 1. Nick’s father enjoys ____________. 2. He took up this hobby when he came back home from ____________. 3. He learned to carve from ____________. 4. Nick thinks you can learn to carve if you have ____________. 5. Carved eggshells can be used as ___________ for your family and friends. Speaking Nick says that carved eggshells can be used as gifts for your family and friends. In pairs, discuss other uses of these pieces of art. Share your ideas with the class. Work in groups. Take turns talking about your hobbies. Use the questions below, and your own to help. 1. What’s the name of your hobby? 2. When did you start your hobby? 3. Is your hobby easy or diffi cult? Why? 4. Is your hobby useful? Why/Why not? 5. Do you intend to continue your hobby in the future? Who do you think has the most exciting hobby? 6.,//6 5HDGLQJ Ask Ss if they know any unusual hobbies. Elicit answers from Ss. Lead to the lesson. Tell Ss that they are going to read about an unusual hobby. Ss work in pairs. They look at the pictures and answer the three questions. Elicit the answers from Ss and quickly write them on the board. Ss quickly read the text and compare their guesses with the information from the text. Key: 1. a teddy bear, a fl ower, a bird and fl owers. 2. They are made of eggshells. 3. The hobby is carving eggshells. Ss read the text again and answer the questions individually and then compare their answers with a classmate. Ask for Ss’ answers and have them explain their answers. Ss can either paraphrase the original information from the text or read out loud the part of the text where the answer to each question is located. Confi rm the correct answers. Key: 1. He thinks his father's hobby is unusual because eggshells are very fragile and his father can make beautiful pieces of art from empty ones. 2. He saw the carved eggshells for the fi rst time in an art gallery in the US. 3. They find it diffi cult and boring. 4. Yes, he does. Ss try to complete the sentences without reading the text again. Then Ss can underline parts of the text that help them find the answers. Ss share their answers with a partner. Check and confi rm the correct answers. Key: 1. carving eggshells 2. the US 3. the Internet 4. time 5. gifts 6SHDNLQJ Ss work in pairs to discuss the uses of carved eggshells. Encourage Ss to think creatively. Some uses: decorations at home, souvenirs, lights (with bigger eggs), etc. Ss work in groups and take turns talking about their hobbies. Then they vote for the most exciting hobby. Call on some Ss to talk about the most exciting hobby of their group. T can monitor the conversations and note down common errors. If time permits, T can correct the errors with the class. Unit 1/My Hobbies 12T 6.,//6 Listening Do you know anything about collecting glass bottles? Do you think it is a good hobby? Why/Why not? Listen to an interview about hobbies. A 4!Teen reporter, Ngoc asks Mi about her hobby. Complete each blank in the word web with no more than three words. 3. Person who shares 1. Name of the hobby: 2. Started: 0LuV the hobby with Mi: 4. To do this hobby Mi 6. Future: will Writing Writing tip KREE\ 5. Feelings about the hobby: has to: a) collect bottles after use + get them from b) make vases or c) use them as decorations You can use a word web as a way to organise the ideas for your writing. Work in pairs. Ask and answer questions about each other’s hobby. Take notes below. 1. Name of the hobby: 2. When he/she started the hobby: uV 3. Who he/she shares it with: 4. To do this hobby you have to: 6. Future: KREE\ 5. Feelings about the hobby: Now, write a paragraph about your classmate’s hobby. Use the notes from . Start your paragraph as shown below. ______ is my classmate. His/Her hobby is _____________________________________________. 13 Unit 1/My Hobbies 6.,//6 /LVWHQLQJ Ask Ss if they know anything about collecting glass bottles and if they think it is useful. This is an open activity, so accept all answers provided that they make sense. Tell Ss that they are going to listen to an interview about Mi’s hobby. Ss read through the word web. Have Ss guessthe word/ phrase to fi ll in each blank and write their guesses on the board. Play the recording and ask Ssto listen and complete the word web. Ss work in pairsto compare their answers with each other and with the word/ phrase on the board. Play the recording a second time for pairs to check their answers. Ask for Ss’ answers and write them on the board next to their guesses. Key: 1. collecting glass bottles 2. two years ago 3. mother 4. a) grandmother; b) fl ower; lamps; c) home 5. useful 6. continue the hobby Audio script: Ngoc: Today we’re talking about your hobby, collecting glass bottles. It’s quite unusual, isn’t it? Mi: Yes, it is. Ngoc: When did you start your hobby? Mi: Two years ago. I watched a TV programme about this hobby and liked it right away. Ngoc: Do you share this hobby with anyone? Mi: Yes, my mum loves it too. Ngoc: Is it diffi cult? Mi: No, it isn’t. I just collect all the beautiful glass bottles after we use them. My grandmother also gives me some. Ngoc: What do you do with these bottles? Mi: I can make fl ower vases or lamps from them. I keep some unique bottles as they are and place them in diff erent places in the house. They become home decorations. Ngoc: Do you think you will continue your hobby in the future? Mi: Certainly, it’s a useful hobby. It can help save the environment. Ngoc: Thank you, Mi. :ULWLQJ Tell Ss that they are going to write a paragraph about a classmate’s hobby. Ss will use the word web as a way to organise their ideas. Ss work in pairs and interview each other about their hobbies. Ask Ssto take notes on each other’s answers in the word web. If time allows, have some Ss present their friend’s answers or write the answers on the board. Ss write their paragraphs individually based on the information in their word webs. Ask one student to write his/ her paragraph on the board. Other Ss and T comment on the paragraph on the board. Then T collects some writings to correct at home. OR, ask Ssto work in groups and choose one hobby to write about. Give each group a big piece of paper to write on. Ask one or two groups to stick their compositions on the board. Other Ss and T give comments. Ss edit and revise their writing as homework. Unit 1/My Hobbies 13T /22.,1* %$&. Vocabulary Complete the sentences with appropriate hobbies. 1. If you have a lot of bottles, dolls or stamps, your hobby is ______. 2. If you spend time watching birds in nature, your hobby is _______. 3. If you like playing monopoly or chess, your hobby is ______. 4. If you always buy fl owers and put them in a vase to display in your house, your hobby is ______. 5. If you spend most of your free time making vases or bowls from clay, your hobby is ______. 6. If you enjoy moving your body to music, your hobby is _____. Put one of the verbs from the box in each blank. Use the correct form of the verb. do collect listen play go read 1. My sister ______ to pop music every day. 2. They _____ shopping for food on Sundays. 3. My mum wants to keep fit, so she ______ tennis three times a week. 4. Do they ______ newspapers in the mornings? 5. My grandparents ______ exercise in their free time. 6. It is interesting to ______ tree leaves from diff erent countries. Add hobbies to each of the following lists. Easy hobbies Diffi cult hobbies Cheap hobbies Expensive hobbies collecting labels skating collecting used books collecting cars Grammar Use the present simple or future simple form of each verb in brackets to complete the passage. There are four people in my family. We (1. have) ______ diff erent hobbies. My father (2. like) ______ playing badminton. He (3. play) ______ it almost every day. My mother (4. not like) ______ this sport. She (5. enjoy) ______ walking. Every morning she (6. walk) ______ for about two kilometres. Next year, I (7. join) ______ her. My younger sister (8. love) ______ reading books. There is a big bookshelf in her room. I (9. not like) ______ her books because they are usually picture books. She says she (10. read) ______ other kinds of books when she is older. Write true sentences about yourself. 1. I like ___________________________________. 2. I enjoy _________________________________. 3. I love __________________________________. 4. I don’t like ______________________________. 5. I hate __________________________________. Communication Role-play Work in pairs. Student A is a reporter. Student B is a famous person. I’m a reporter from a magazine. Can I ask you some questions about your hobbies? Yes, of course. Example: A: Good morning. Nice to meet you. B: Good morning. Nice to meet you, too. A: Can I ask you some questions about your hobbies? B: Yes, of course. A: What is your favourite hobby? B: It’s painting. Finished! Now I can ... • use action verbs to talk about many diff erent hobbies • use the presentsimple/the future simple and verbs of liking + V-ing to talk about hobbies • describe and give opinions about hobbies • write about someone’s hobby 14 Unit 1/My Hobbies /22.,1* %$&. Encourage Ss not to refer back to the unit. Ask them to record their answers to each exercise so that they can use that information to complete the self-assessment box at the end of the unit. 9RFDEXODU\ Ss do this activity individually then compare their answers with a partner. Check and confi rm the correct answers. If time allows, have Ss work in pairs to make similar sentences. Then Ss read their sentences out loud for other Ss in the class to guess the hobby. Key: 1. collecting 2. bird-watching 3. playing board games 4. arranging fl owers 5. making pottery 6. dancing Ss do this activity individually then compare their answers with a partner. Check and confi rm the correct answers. Key: 1. listens 2. go 3. plays 4. read 5. do 6. collect Ss do this activity in pairs. Allow them fi ve minutes to add as many hobbies to the table as possible. It can be a competition. The pair with the most hobbies wins and goesto the board to write down their answers. Give feedback. Suggested answers: Easy hobbies Diffi cult hobbies Cheap hobbies Expensive hobbies collecting labels collecting leaves playing board games *UDPPDU skating cooking painting collecting used books collecting leaves painting collecting cars taking pictures travelling Ss do this exercise individually then compare their answers with a partner. Call on some Ss to give the answers. Confi rm the correct answers and write them on the board. Key: 1. have 2. likes 3. plays 4. doesn’t like 5. enjoys 6. walks 7. will join 8. loves 9. don’t like 10. will read Ss do this exercise individually then compare their sentences with a partner. Some Ss write their sentences on the board. Give feedback. &RPPXQLFDWLRQ T may want to brainstorm interview questions on the board with the class before starting this exercise. Remind Ss to use question words and ask about opinions. Ss work in pairs. One student interviews the other about his/ her hobbies. Set a time limit for the interview before beginning. Ask some pairs to act out the interview in front of the class. Vote for the best interview. Finished! Now I can... Ask Ssto complete the self-assessment. Identify any diffi culties/ weak areas and provide further practice. Unit 1/My Hobbies 14T 352-(&7 HOBBY COLLAGE 1. Work in groups of three or four. 2. Take turns talking briefl y about your hobbies. 3. Work together to cut and glue pictures from magazines or draw pictures of your group members’ hobbies. 4. Show and describe your collage to the class. 15 Unit 1/My Hobbies 352-(&7 +REE\ &ROODJH T explains the meaning of the word ‘collage’. It is the art of making a picture by sticking pieces of coloured paper, cloth, or photographs onto a surface. It can also be a picture that you make by doing this. The pictures in the book can serve as examples. Ask Ss to read the four instructions in the book. Make sure they understand what to do. Ask Ss to work in groups to do the project. Ss may use magazines provided by T or bring some from home. Remember to have the 'show and tell' session in the next lesson and vote for the best collage. Unit 1/My Hobbies 15T 8QLW +($/7+ THIS UNIT INCLUDES: *(77,1* 67$57(' *RLQJ RXW RU VWD\LQJ LQ" VOCABULARY Health problems and health tips PRONUNCIATION Sounds: /f/ and /v/ GRAMMAR Imperatives with more and less Compound sentences COMMUNICATION Talking about health problems Giving advice on healthy lifestyles Listen and read. Nick: Hi, Phong. Phong: Oh, hi. You woke me up, Nick. Nick: But it’s ten o’clock already. Let’s go out. Phong: No, count me out. I think I’ll stay at home and play Zooniverse on my computer. Nick: What? It’s such a beautiful day. Come on! You already got enough sleep. Let’s do something outdoors – it’s healthier. Phong: What like, Nick? Nick: How about going swimming? Or cycling? They are both really healthy. 16 Unit 2/Health Phong: No, I don’t feel like it. Nick: You sound down Phong, are you OK? Phong: I do feel kind of sad. I eat junk food all the time, so I’m putting on weight too. Nick: All the more reason to go out. Phong: No, Nick. Plus, I think I have fl u – I feel weak and tired. And, I might get sunburnt outside. Nick: I won’t take no for an answer. I’m coming to your house now! 2EMHFWLYHV By the end of this unit, Ss can: • pronounce the sounds /f/ and /v/ correctly • use lexical items related to health issues • use imperatives with more and less • form compound sentences and use them correctly • talk about health issues and give advice on healthy living • listen to get specifi c information about health problems and advice • write a reply giving advice to someone with a health problem *(77,1* 67$57(' *RLQJ RXW RU VWD\LQJ LQ" ,QWURGXFWLRQ T writes the word ‘HEALTH’ on the board and asks Ss to call out words related to health. If the class is advanced, T can make two lists on the board, healthy and unhealthy. Ss can brainstorm words related to each list. Ask Ss to open their books to the picture. T can ask Ss prediction questions about the picture and generally focus Ss' attention on the topic of the lesson. Questions may include: • What can you see in the picture? • What time is it? • What do you think the people in the picture are talking about? • Who do you think is healthier? Ss answer the questions as a class. T then plays the dialogue and has Ss follow along. Ss may track the dialogue with their fi ngers as they listen to the recording. Unit 2/Health 16T D Can you fi nd a word or expression that means: 1. the name of a computer game 2. I don’t want to 3. feeling sad These people have the wrong advice. Can you match the correct advice (1-5) with the people (a-e)? Exercise 4. becoming fatter 5. I don’t accept it E Read the conversation again. Who wants to do the following things? Nick Phong 1. stay at home 2. play computer games 3. go outside 4. go swimming 5. avoid getting sunburnt D Match the health problems in the box with the pictures. Then listen and repeat. a. spots b. sunburn c. (put on) weight d. fl u e. (an) allergy f. sickness 1 Wear a hat. 2 Wash your hands regularly. 3 Be careful with what you eat and drink. 4 Exercise regularly. regularly. a Wash your hands regularly. b Be careful with what you eat and drink. c Wash your face regularly. 1. 4. 2. 5. 3. 6. 5 Wash your face regularly. Game d Wear a hat. e E Which problems do you think are most common with your classmates? Rank the problems from the most common (1) to the least common (6). Then share with a partner. 17 Unit 2/Health Take a card with a health problem or a piece of advice. Walk around and try to fi nd the person with the card that matches yours. Example: A: I have spots. B: Oh, I’m sorry. My advice is ‘Wear a hat.’ /Yes! My advice is ‘Wash your face regularly.’ D Ask Ss to complete the task individually or in pairs. T can check answers and ask Ss to use each item in a sentence. Key: 1. Zooniverse 2. I don’t feel like it. 3. sound down 4. putting on weight 5. won’t take no for an answer E T asks Ss to read the conversation again and complete the table. T may write the table on the board while Ss are working individually, then correct the exercise as a class by asking Ss to come to the board and tick the correct column. Key: 1. Phong 2. Phong 3. Nick 4. Nick 5. Phong D T asks Ss to look at the pictures. As a class Ss can call out which word they think matches each picture. T asks Ss to write the words below each picture. T plays the recording and Ss repeat. T corrects the exercise with the whole class. Key: 1. e 2. f 3. d 4. c 5. b 6. a Audio script: a. spots b. sunburn c. (put on) weight d. fl u e. (an) allergy f. sickness E Have Ss rank the health problems from the most common (1) to the least common (6) and share with a partner. T encourages Ss to give reasons for their ranking. T asks one student to read through the list of advice aloud. If there is time, before proceeding on with the exercise, T may want to encourage Ss to mimic advice. Eg: Wear a hat. (Ss motion putting on a hat). Ask Ss to complete the matching individually and T corrects as a class. Key: 1. c 2. d 3. e 4. b 5. a Before class T can make cards with problems and advice. T divides the class into two groups and gives one group ‘problem’ cards, and one group ‘advice’ cards. T instructs Ss to walk around the room and read their cards to each other and stand next to the person who has the matching advice or problem card. T can call on some pairs to read their cards aloud. T can repeat the activity as many times as time permits. T may also extend the activity by asking Ss to create a dialogue around the problem/ advice cards. Unit 2/Health 17T $ &/26(5 /22. Role-play the meeting with the doctor. Vocabulary have a have feel cough fl u sick headache stomachache tired sore throat toothache weak temperature earache Look at the pictures. Write the problem below the picture of each patient. Use the cues in , or your own health problems. Hi, Hung. Hi Doctor Thao. I was outside all day yesterday. I feel very hot and my face is red. I see. I think you have a sunburn. 1. 3. Choose a health problem. Work in groups. Tell your group about the last time you had that problem. Example: A: I had fl u two weeks ago. 2. B: Me too! I felt so weak. C: Oh. I had a sore throat yesterday. D: I had toothache. I think I ate too many sweets. Can you extend your conversation? Pronunciation /f/ and /v/ Listen and circle the words you hear. 4. 1. 2. 3. 4. 5. 6. /f/ /v/ Now, read the doctor’s notes about his patients and fi ll in the missing words. Patient 1: She looks very red. She was outdoors all day yesterday. I think she has _________. Patient 2: He keeps sneezing and coughing. I think he has ________. Patient 3: He looks so _______. He can’t keep fat ferry fast fault safe leaf vat very vast vault save leave his eyes open! He’s very hot too – he has a _____________. Patient 4: He ate some seafood yesterday. Now he feels _________. He says he has a ___________ too. Patient 5: He is holding his neck. I think he has a __________. 18 Unit 2/Health Listen and circle the word(s) with the /f/ or /v/ sounds. Then say the sentences. 1. Fast food isn’t healthy. 2. I have felt sick all day. 3. Obesity is a problem – people are getting fatter. 4. Having a healthy lifestyle is important. 5. Too many sweets give you toothache. $ &/26(5 /22. 9RFDEXODU\ T writes have a/an, have, and feel on the board. T asks Ss to read the words from the fi rst column. T writes the words in a word web around have a/ an. T repeats this for the next two columns. Note: Make sure to correct pronunciation error. T may want to drill problem words like ‘stomachache.’ Ask Ss to look at the health problems from Getting Started and put them in the correct column. Have a/an: an allergy, a spot, (a) sunburn, a sickness Have: spots, (the) fl u Feel: sick T should teach the noun ‘patient’ to make sure that Ss are familiar with it. T asks Ss to do the exercise individually. T corrects the exercise as a class. Key: 1. fl u 2. sunburn 3. allergy 4. tired/ weak T asks Ss to complete the exercise individually. T corrects the exercise as a class. Key: 1. (a) sunburn 2. (the) fl u 3. tired, temperature 4. sick, stomachache 5. sore throat T asks one student to come to the front of the class. T models the role-play in the book with the student. Try to make it as fun and dramatic as possible. Then, T divides Ss into pairs. T encourages Ss to think about how each person (Doctor and patient) feels and will act. Ss choose a problem and make a role-play. They may choose more than one. T gives Ss about 5 minutes to practise their role-plays. T then asks some pairs to perform their role-plays for the class. After each role-play, T asks the class comprehension questions about what they just saw. Eg: What was Mai’s problem? What advice did Dr. Thao have? T asks four Ss to model the example conversation. Then, T divides the class into groups and asks Ss to talk about a health problem. T may ask Ss to extend the conversation by trying to fi gure out what the most common health problem is in the group and then report back to the class. 3URQXQFLDWLRQ /f/ and /v/ T may want to start by drilling the sounds /f/ and /v/ and asking Ss to think of any words they know with these sounds in them. T can write Ss' ideas on the board. Then, T says the words in and asks Ss to repeat. Finally, T plays the recording and has Ss circle the words they hear. T may play the recording as many times as necessary. Key: 1. fat 2. ferry 3. vast 4. vault 5. save 6. leave Audio script: 1. fat 2. ferry 3. vast 4. vault 5. save 6. leave T asks Ss to listen to the sentences once and repeat. T then asks Ss to circle the words with /f/ or /v/ sounds. T has Ss listen to the recording again and gives the correct answers to the entire class. Key: 1. Fast, food 2. have, felt 3. fatter 4. having, lifestyle 5. give Unit 2/Health 18T $ &/26(5 /22. Grammar Imperatives with more and less We can use the imperative for direct commands, orders or suggestions. do more exercise eat more fruit/vegetables sleep more wash your hands more eat less junk food sunbathe less watch less TV Look at the article on the Teen Health website. Fill in the blanks to complete their top six health tips. We asked doctors and health experts around the world for their top health tips. Do you want to know how you can stay healthy? Then read on! Home Services Resources Home Services Resources Contact Welcome to Teen Health spend less time playing computer games Look at the pictures. Which health tips from the box above would you give to each of these people? b a d c Top health tips for teens Look at the health tips in the yellow box. Which six do you think are the most important to you and your classmates? Explain why. 19 Unit 2/Health 1_______________ Staying in shape is our most important tip. You can play football, or even go for long walks. It’s OK, but make sure it’s three times a week or more! 3_______________ You are what you eat! So make sure it’s healthy food like fruits and vegetables, not junk food. It can help you to avoid obesity too. 5_______________ There are some great things to watch. But too much isn’t good for you or your eyes. 2_______________ Getting plenty of rest is really important! It helps you to avoid depression and it helps you to concentrate at school. You’ll also be fresher in the mornings! 4_______________ It’s so easy to get fl u. We should all try to keep clean more. Then fl u will fi nd it harder to spread! 6_______________ Many of us love computer games, but we should spend less time playing them. Limit your time to just one hour, two or three days a week, or less. $ &/26(5 /22. *UDPPDU Imperatives with more and less. T can give Ss simple classroom commands. Eg: stand up, sit down, raise your hand, open your book, close your book. Ss do the command as T says it. T writes the word IMPERATIVE on the board and explains to Ss that the imperative can be used for direct commands, orders or suggestions. T asks Ss to read the yellow box. T may want to check Ss' comprehension by asking some comprehension questions. Eg: When I feel tired, should I sleep more or less? What should I do if I am doing poorly in school? What should I do if I want to lose weight? Put on weight? T asks Ss to look at the four pictures and calls on Ss to tell the class what they see. T divides Ss into pairs and asks pairs to give advice to each person in the picture. In more advanced classes, Ss can also give reasons for the advice. T gives Ss two-three minutes to come up with ideas for advice and then T calls on some groups to share with the class. T asks Ss to look at the yellow box again. T asks Ss to think about which six health tips are the most important to teens. Then, T asks Ss to discuss their ideas in pairs or groups of three. T asks a few groups to share their ideas. T takes a quick class for the six most important health tips. T writes them on the board. T asks Ss to read through the Teen Health website individually and complete the headings. T asks Ss if the ideas from the class and the ideas from the website are the same. T may want to encourage class discussion here about why some pieces of advice are more important than others. Key: 1. Do more exercise! 2. Sleep more! 3. Eat less junk food. 4. Wash your hands more. 5. Watch less TV. 6. Spend less time playing computer games. Unit 2/Health 19T Compound sentences Match the beginnings of the sentences with the picture that completes them. When we want to join two ideas, we can link two simple sentences to form a compound sentence. We can do this using a coordinating conjunction like and (for addition), or (for choice), but (for contrast), or so (for a result). Example: Independent clause Coordinating conjunction Independent clause The Japanese eat a lot of rice, and they eat a lot of fi sh too. You should eat less fast food, or you can put on weight. The Americans eat a lot, but they do not do enough exercise. Children do more exercise than adults, so they are more active. a b She should try to relax moreShe does exercise too 1. Nick washes his hands a lot, so … 2. David eats lots of junk food, and … 3. The doctor told Elena she should sleep more, or … 4. My sister plays computer games, but … c d Remember! There is usually a comma (,) after the fi rst independent clause. Make compound sentences by joining the two simple sentences. Use the conjunction given. Remember to add a comma. 1. I want to eat some food. I have a sore throat. (but) 2. The Japanese eat healthily. They live for a long time. (so) 3. I feel tired. I feel weak. (and) 4. You can go and see the doctor. You can go to bed now and rest. (or) 20 Unit 2/Health He doesn‛t do exercise He doesn‛t have fl u Now, complete the second part of the compound sentences. 1. Nick washes his hands a lot, so … 2. David eats lots of junk food, and … 3. The doctor told Elena she should sleep more, or … 4. My sister plays computer games, but … Compound sentences T asks Ss to read the fi rst paragraph of the yellow box and asks: What do we call a sentence made by linking two simple sentences? Answer: A compound sentence. T asks Ss to read the second paragraph of the yellow box and asks again: What does a coordinating conjunction do? Answer: It joins two simple sentences. T divides the class up into three large groups. The fi rst group is ‘Independent Clause 1’, the second group is ‘Conjunction’, and the third group is ‘Independent Clause 2.’ The whole class reads the table aloud. Each group chorally chants their part of the sentence when T calls out the name of their group. Example: T says: Independent Clause 1 Group 1 says: The Japanese eat a lot of rice. T says: Conjunction Group 2 says : AND T says: Independent Clause 2 Group 3 says: they eat a lot of fi sh too. The class repeats this process for the rest of the sentences in the table. Once they have fi nished T asks the class: ‘Where does the comma go in a compound sentence?’ Answer: It goes after the fi rst independent clause. T asks Ss to complete the exercise individually. T corrects the exercise as a class. Key: 1. I want to eat some food, but I have a sore throat. 2. The Japanese eat healthily, so they live for a long time. 3. I feel tired, and I feel weak. 4. You can go and see the doctor, or you can go to bed now and rest. T asks Ss to complete the exercise individually. T corrects the exercise as a class. Key: 1. d 2. c 3. a 4. b T asks Ss to complete the exercise individually. Call on some Ss to read the complete sentences. Unit 2/Health 20T &20081,&$7,21 Listen to the radio show about health facts or Extra vocabulary myth sleeping in sushi vegetarians vitamins Work in pairs. Discuss and write F (fact) or M (myth) for each statement. HEALTH FACTS OR MYTHS? 1. People who smile more are happier, and they live longer. 2. Sleeping in at the weekend helps you recover from a busy week. 3. Eat more fresh fi sh, like sushi, and you will be healthier. 4. Sitting too close to the TV hurts your eyes. 5. Pick up food you drop quickly, and it’s safe to eat. 6. Vegetarians don’t get enough vitamins in their food. myths and check your answers in . Discuss the following in groups. 1. Which sentence are you most surprised by? Why? 2. Do you know any health facts or myths in Viet Nam? Work in groups. Think of some ideas about health that are true. Then think of some that are false. Example: 1. You can avoid some disease by keeping yourself clean. (This is true.) 2. You will turn orange when you eat a lot of oranges. (This is false.) Test another group to see how many of your health myths they can spot. 21 Unit 2/Health &20081,&$7,21 T can pre-teach the vocabulary in the Extra Vocabulary box or can ask Ss to look up the words in their dictionaries. T writes the words Healthy and Unhealthy on the board. The class brainstorms about things that are healthy or unhealthy. T divides the class into pairs and asks them to complete the exercise. T chooses a few groups to share their answers with the class. Encourage them to explain their choices. Key: 1. F 2. M 3. F 4. F 5. M 6. M First, T asks Ss to close their books, listen, and take notes. T plays the recording. Ss then open their books and correct their answers using their notes (or from memory). T then plays the recording again for Ss to check a second time. Audio script: A: So, can we smile more to live longer? B: Yes, that’s absolutely true. A: Does sleeping in help you recover? B: No, false. Waking up at the same time is better. A: Should we eat more fresh fi sh, like sushi? B: No. Sushi is great. But we shouldn’t eat too much. A: And sitting too close to the TV? B: No, it’s not how close you sit. It’s how long you watch TV for. A: How about picking up food we drop. Is it OK? B: No, that’s a myth! You shouldn’t eat it, ever! A: OK, last one. Do vegetarians get less vitamins? B: No, that’s false. You don’t need meat to get your vitamins. Depending on time, T can do this activity in pairs, as suggested in the SB, or by having a quick class poll and follow-up discussion. T divides Ss into groups and has them complete the exercise. T sets a time limit. When the time limit for exercise is fi nished, T puts groups together to quiz one another. In order to keep things organised, each group chooses one spokesperson for the group. The spokesperson can consult his/ her group, but the spokesperson is the only one who can answer. Unit 2/Health 21T 6.,//6 Reading Quickly read the text. Match the correct headings with the paragraphs. agra 1. Just the right amount a a We need calories or energy to do the things we do every day: walking, riding a bike, Speaking Look at the table and discuss the following questions. 1. Why do you think some activities use more calories than others? 2. Which activity uses more calories: gardening or walking? 3. How many calories do you use doing aerobics for 2 hours? 4. What do you think happens when we have too few calories, but use too many calories? 2. Whatis a calorie? 2. What is a calorie? 3. An expert's view n expert'sview b b People should have between 1,600 and 2,500 calories a day to stay in shape. Sports like riding a bike and running use a lot of calories. Sleeping and watching TV use less. Do you think you are eating more or less and even sleeping! We get calories from the food we eat. If we eat too many, we can get fat. If we don’t eat enough, we feel tired and weak. c Dr. Dan Law is a diet expert. He knows exactly how much people need to eat, so many people listen to his advice. His calorie tips? Eat less junk food, and count Activity Calories used per hour sleeping 60 watching TV 75 walking 230 gardening 275 aerobics 330 swimming 460 cycling 590 running 880 Choose two or three activities you like to do. Complete the table about those activities. calories than you need? your calories if you’re becoming fat. Activity Number of hours (per day) Total number of calories Find the following words/phrases in the text. Discuss the meaning of each word/phrase with a partner. Then check the meaning. diet expert tip junk food stay in shape Now answer the following questions. 1. What is a calorie? 2. What happens when we have too many calories? 3. What is a healthy number of calories per day? 4. Which activity uses a lot of calories? 5. Why do people listen to Dr. Law’s advice? 22 Unit 2/Health Present your table to the class. Try to include the following information: - what activities you do; - how long you do them every day; - how many calories you use doing these activities. 6.,//6 5HDGLQJ T writes the word CALORIE on the board. T may translate this into Vietnamese if necessary. T brainstorms with the class any words that they associate with CALORIE. Before Ss start reading, T asks the class if anyone can guess what the reading will be about. After eliciting a few guesses, T asks Ss to complete the exercise. For weaker classes, T may want to put Ss in pairs. T can correct the exercise with the whole class. Key: 1. b 2. a 3. c Put Ss in pairs and have them complete exercise . Ss may use their dictionaries, but should be encouraged to write the meaning of the word as simply as possible and in their own words. T elicits the meanings of the words from diff erent groups. Key: diet (n) – the food that you eat on a daily basis expert – someone who has studied a lot about a subject or topic and understands it well tip – an advice on how to do something quickly and successfully, usually from one's own experience junk food – usually convienience food like Mc Donald, KFC ... stay in shape – be fi t and healthy T asks Ss to complete the activity individually. T then corrects the answers with the class. Key: 1. A calorie is energy that helps us do our everyday activities. 2. If we eat too many calories, we can get fat. 3. To stay healthy you need between 1,600 and 2,500 calories. 4. Sports like riding a bike and running use a lot of calories. 5. People listen to his advice because he is a diet/ nutrition expert. 6SHDNLQJ T draws Ss' attention to the table and explains that the activities are listed next to the number of calories used in one hour. T may ask comprehension questions such as ‘If I do aerobics for three hours, how many calories will I use?’ T puts Ss in pairs, or groups of three and asks them to discuss the questions. Call some groups to present their answers. Ss complete the table individually. Ss share their tables with their groups and, if time allows, with the class. Unit 2/Health 22T 6.,//6 Listening Look at the picture below. Discuss the Writing Look at Dr. Law's advice page. Can you match the problems with the answers? following questions with a partner. 1. What sports do people do in the Olympics? 2. The Olympic sport below is sometimes called ‘the Ironman event’. Why? Listen to the interview with an ironman. Tick ( ) the problems he had as a child. headache stomachache toothache allergy sick Listen to the interview again. What advice does he give about preparing for the event? Do more exercise. Eat more fruit/vegetables. Sleep more. Eat less junk food. Watch less TV. Are the following sentences true (T) or false (F)? 1. He wanted to do sports because of his friends. 2. Taking up sports was easy. 3. He takes part in this event only in Viet Nam. 1. Dear Dr. Law, I play computer games and watch TV a lot. My eyes feel really dry. What should I do? Thanks in advance, Quang 2. Dear Dr. Law, I love burgers and chips, but I’m putting on weight. What can I do? Regards, Barry 3. Dear Dr. Law, By the weekend I’m so tired. Do you think I should sleep in, or wake up at the usual time on Saturday and Sunday? Thank you! Tim a. Dear ____ I think you should set your alarm for 8 a.m., or 9 a.m. It’s good to maintain your usual sleep pattern. Try to exercise, or do something healthy once you are awake. Stay healthy, Dr. Law b. Dear ____ You can start to count your calories. Then think about how much exercise you do. Eat less junk food, and exercise more. You should be fine. Stay healthy, Dr. Law c. Dear ____ You should try to rest your eyes. Also, try the 20-20-20 rule: every 20 minutes look away about 20 feet for 20 seconds. Easy to remember, right? Stay healthy, Dr. Law 4. In this event, you swim, run, and climb. 5. This event uses more than 6000 calories. Discuss in groups. 1. Why is the triathlon a diffi cult event? 2. Can you think of other Olympic sports that are harder/easier? 3. Would you like to try the triathlon one day? Why/ Why not? 23 Unit 2/Health Underline the word/phrase that Dr. Law uses to give advice. Work in pairs. Choose one of the problems. Student A writes the problem, and student B writes the reply. Anna: plays outside all day/has sunburn/has a temperature Ngoc: feels weak/feels tired/sleeps in Khang: eats too much/has stomachache/feels sick 6.,//6 /LVWHQLQJ T can draw the Olympic rings on the board and ask Ss what these represent. T can also brainstorm with Ss as a class diff erent words that come to mind when Ss think of the Olympics. Ask Ss to discuss the questions. T can extend the exercise by asking other questions. Eg: What kind of person can do the Ironman? What kind of skills does a person need to do the Ironman? Ss listen to the recording and tick the health problems they hear. Key: sick, allergy Audio script: A: Were you sporty as a child? B: No, I always felt sick and weak. I had allergies too, so I always had a runny nose, and itchy skin. A: When did that change? B: My friends started doing sports. I wanted to, too. My sports instructor said ‘Do more exercise, or continue to feel sick. It’s up to you!’ A: Was it easy? B: No! It was hard. I did more exercise, so my body ached. But slowly I felt better. A: What do you do now? B: I do triathlons around the world. It’s a tough competition. You have to swim, run, and ride a bike. I use around 6,500 calories in one event! A: How do you prepare? B: Three great things to do before the race are: eat more healthy food, sleep more, and do more exercise. Then you’ll be ready. Ss listen to the recording again and choose the right response. Key: Do more exercise, sleep more, eat more fruits/ vegetables Have Ss complete the task individually. T checks as a class. Key: 1. T 2. F 3. F 4. F 5. T T can divide the class into groups and give them a time limit for discussion and feedback as a class. Make sure Ss understand the word 'triathlon' in the listening. :ULWLQJ Ss work in dependently to fi nish exercise . T checks as a class. Key: 1. c 2. b 3. a To give advice, you can use: • You should... • You can... • It will be good if you... • Do something more/ less... T divides Ss into A and B then puts them into pairs. Each student in the pair writes a health problem and other Ss write responses. When Ss have written their responses T may ask some pairs to share their problems and responses with the class. Unit 2/Health 23T /22.,1* %$&. Vocabulary What health problems do you think each of these people has? Draw a line to link the sentences and a coordinator to form meaningful sentences. I want to eat some junk food, so I can cycle to school. I don’t want to be tired tomorrow, but I should go to bed early. I have a temperature, or I am putting on weight. I can exercise every morning, and I feel tired. a ‘Oh, I forgot to wear a sun hat today.’ b ‘I never remember to wash my face.’ c ‘I eat too much junk food, and I’m too weak to exercise.’ d ‘I think I ate something that wasn’t good.’ e ‘I feel itchy and my nose is running.’ Communication Choose one of the following health problems. Look at the pictures below. Write the health problem below each person. 1. 2. 3. 4. 5. Grammar Complete the health tips below with 'more' or 'less'. 1. Eat _________ junk food. It makes you fat! 2. Wash your hands _______. You will have less chance of catching fl u. 3. Sleep _________, but try to wake up at the usual time. Even at weekends! 4. Go outside ___________. If you do need to go outside, wear a sun hat. 5. Watch ____________ television. Looking at the screen for too long hurts your eyes. 6. Do ___________ exercise, and you will feel fi tter and healthier. 24 Unit 2/Health Role-play a discussion. Student A is the patient. Student B is the doctor. have sunburn putting on weight have toothache have an allergy have a cough and a runny nose Example: A: Hi doctor. I feel weak and sick. B: Did you have enough calories? You should eat more, and I think you should get more exercise too. A: OK. Thank you doctor. Discuss the following sentences about health with a partner. Do you think they are facts or myths? Example: When you have a headache, you should rub an egg on your head. A: I don’t think this is true. It’s a myth. B: Yes, I agree. /No, I disagree. I heard it’s true. 1. Going outside with wet hair gives you a cold or fl u. 2. Eating more fresh fi sh makes you smarter. 3. Eating more carrots helps you see at night. Finished! Now I can ... • talk about health problems • give health advice with imperatives with more and less • form compound sentences /22.,1* %$&. Encourage Ss to complete the exercises without referring to the unit. Ss should note down their results so they can complete the Finish Now I can! table. 9RFDEXODU\ Ss can complete this task individually or in pairs. Ss should be encouraged to write down their answers. T can correct the exercise on the board to check spelling. Key: a. sunburn b. spots c. put on weight d. stomachache e. fl u If time permits, T can ask Ss what they see in each picture. After a brief discussion, Ss can complete the exercise individually. T corrects as a class. Key: 1. spots 2. putting on weight 3. sunburn 4. stomachache/ sick 5. fl u *UDPPDU Ss can complete the exercise individually. T corrects as a class. Key: 1. less 2. more 3. more 4. less 5. less 6. more Ss can do the exercise individually or with a partner. Key: 1. I want to eat some junk food, but I am putting on weight. 2. I don’t want to be tired tomorrow, so I should go to bed early. 3. I have a temperature, and I feel tired. 4. I can exercise every morning, or I can cycle to school. T can divide Ss into pairs. T can ask one pair to come up and role-play the example in the book. T then asks Ss to create their own role-plays from the sample problems in the book. Choose a pair or two to do their role-plays in front of the class. Ss can remain in the same pairs as in exercise and discuss the sentences in . T can set a time limit and after a few minutes Ss can report back to the class. The class can decide what’s true and what’s a myth. Ss can complete the Now I can! table. Based on the results T can review any sections that the class had diffi culty with. Unit 2/Health 24T 352-(&7 In groups, write questions for a survey about people’s s health problems in your school or community. Survey NOTE QUESTIONS 1. Write the questions. 2. Collect the answers from the survey. 3. Find out what health problems are most popular. 4. Present your fi ndings to the class. 25 Unit 2/Health 352-(&7 +HDOWK 6XUYH\ This project can either be done in class or as homework. T writes the word SURVEY on the board and makes sure that all Ss know what a survey is. T divides the class into groups and each group comes up with questions to fi nd out more about health problems of the people around them. Ss can ask other groups in class or ask people outside of the class (other students/teachers in school, family members, friends). If done in class, the groups should discuss the main health problems they discovered and what they would like to do to fi x them. T may assign extension activities (i.e. making a poster, a song, etc.) for homework or extra points. If done at home, some Ss can make a brief report about the health problems they discovered and tell their groups/ the class about what they found. Unit 2/Health 25T 8QLW &20081,7< 6(59,&( THIS UNIT INCLUDES: *(77,1* 67$57(' $ KHOSLQJ KDQG Listen and read. Reporter: Today on Global Citizen we interview Mai and Phuc from Hai Ba Trung School. Hi Mai, could you tell us about community service? Mai: It’s the work you do for the benefi ts of the community. Reporter: Have you ever done volunteer work? Mai: Yes. I’m a member of Be a Buddy – a programme that helps street children. Last year we provided evening classes for fi fty children. Reporter: Wonderful! What else have you done? 26 Unit 3/Community Service VOCABULARY Community service and volunteer work PRONUNCIATION Sounds: /g/ and /k/ GRAMMAR Past simple and present perfect COMMUNICATION Talking about community service and volunteer work Using because for giving reasons Mai: We’ve asked people to donate books and clothes to the children. Reporter: Wow, that certainly makes a diff erence … And you Phuc, you’re from Go Green? Phuc: Yes, it’s a non-profi t organisation that protects the environment. We’ve encouraged people to recycle glass, cans, and paper. We’ve cleaned streets and lakes … Reporter: Did you start a community garden project last month? Phuc: Oh yes, so far we’ve planted … 2EMHFWLYHV By the end of this unit, Ss can: • pronounce words containing the sounds /g/ and /k/ in isolation and in context • use lexical items related to community service and volunteer work • understand the diff erence between the past simple and the present perfect • use the time expressions that go with the past simple and the present perfect • read for specifi c information about community service and volunteer work • listen for specifi c information about volunteer work • write a paragraph about volunteer work *(77,1* 67$57(' $ KHOSLQJ KDQG ,QWURGXFWLRQ , W G To start the lesson, write ‘Green Summer Campaign’, ‘working for the community’, and ‘having a beach holiday’ on the board. Ask Ss to guess which two phrases connect to each other. Once Ss have found the answer, ask them why they think ‘green summer’ relates to ‘working for the community’, and what activities a person can do. If T has some volunteer experience, he/ she can share with the class. Ask Ss to open their books to the picture. T can ask Ss prediction questions about the picture. For more able classes, brainstorm questions with Ss and write them on the board. Questions may include: • What can you see in the picture? • Who do you think they are? • What are they talking about? Ss answer the questions as a class. T plays the recording and has Ss follow along. After the fi rst listening, T asks Ss to recall information from the listening. • Global Citizen is________ (the name of the radio programme). • Hai Ba Trung School is________ (the school where Mai and Phuc go to). • Be a Buddy is________ (the organisation that Mai is from). • Go Green is________ (the organisation that Phuc is from). Unit 3/Community Service 26T D Read the conversation again and tick ( ) true 4. The activities that individuals or organisations do (T) or false (F). T F to benefi t a community are called ____________. 1. Mai and Phuc work for the benefits of the community. 2. Be a Buddy has collected books and clothes for street children. 3. Be a Buddy has provided education for street children. 4. Go Green is an environmental business. 5. Go Green has encouraged people to recycle rubbish. 5. If you are trying to ____________, you are trying to have a good eff ect on a person or situation. Describe the pictures with the verbs in . E Read the conversation again. Answer the questions. 1. What do you think the phrase ‘make a diff erence’ means? 2. Can you guess what Go Green does in their community garden project? 1. ______ books 2. _____ trees 3. _________ children do homework 3. How do you think the community garden project ‘makes a difference’? 4. _______ streets 5. _______ rubbish Look at the words in the box. Can you put them in the right groups? (Hint: some words may belong in more than one column). Create word webs. books blood children donate help benefi t volunteer recycle plant provide clean encourage environmental Nouns Verbs Adjectives donate streets help homeless people food attention Look out! clean walls provide life skills There are many words that are both verbs and nouns, e.g. volunteer, plant, help, benefi t, etc. tc. Can you think of some more examples? Fill the gaps with the words in the box. donate make a diff erence volunteer homeless people community service 1. You are a ____________ if you help other people willingly and without payment. 2. ____________ are those who do not have a home and really need help. 3. She often _____________ money to charitable organisations. 27 Unit 3/Community Service Game: VOCABULARY PING PONG In pairs, stand face-to-face with your partner. Think about the topic of this unit, Community Service, and the new words you learned above. To start the game, partner A says a new word and partner B says the fi rst related word that comes to mind. Keep the words going back and forth as quickly as possible until the teacher says stop. Example: Partner A: provide Partner B: food Partner A: homeless people Partner B: help D Ss work individually to answer the questions. Ss compare their answers with a partner and then discuss as a class. T goes through each statement and asks Ss how the text in the dialogue supports their answers. After the discussion, T writes the correct answers on the board. Key: 1. T 2. T 3. T 4. F 5. T (T may explain the diff erences between an environmental non-profi t organisation and an environmental business.) E Have Ss look at where the phrase ‘make a diff erence’ is located in the conversation (People donate books and clothes to street children, and that makes a diff erence). Ask Ss to think about how books and clothes can help to better the children’s lives. If needed, explain to Ss that ‘make a diff erence’ means doing something good, especially to improve a situation. Then ask Ss if they know of a community garden in their neighbourhood. Have Ss discuss the last two questions in pairs. Then T elicits answers as a class. Ss work individually to do the task then compare their answers with a partner. Tell Ss they can put some words in more than one column. T writes correct answers on the board. Key: Nouns Verbs Adjectives help benefi t volunteer plant donate help benefi t volunteer recycle plant provide clean encourage clean environmental Draw Ss’ attention to the Look out! box. Ask Ss to identify the words in exercise which can be both verbs and nouns, or verbs and adjectives. Ask Ss if they can add more examples of the words they know. Ss complete the exercise individually then T checks the answers as a class. Key: 1. volunteer 2. Homeless people 3. donates 4. community service 5. make a diff erence T may tell Ss to look at the list of the verbs Ss have already got from exercise . Have Ss complete the exercise in pairs or individually. Key: 1. donate 2. plant 3. help 4. clean 5. recycle T draws the word webs on the board. Have Ss work in groups to complete the word webs on a sheet of paper. Encourage Ss to think of as many words as possible. When time is up, swap the sheets among groups to check each other’s answers. Together with the class T elicits answers to complete the word webs on the board. Then ask each group to count how many correct words their friends’ group has. The group who has the most correct words is the winner. Key: donate: books, blood, money, clothes, toys, etc. help: children, homeless people, old people, the poor, etc. clean: streets, walls, lakes, rivers, beaches, etc. provide: food, attention, life skills, education, houses, help, books, etc. Game: Vocabulary ping pong Model the game with a student fi rst, then have the class play the game as instructed. Unit 3/Community Service 27T $ &/26(5 /22. Vocabulary Choose the phrases that match the pictures below. Write them in the spaces provided. Example: Student A: They’re not feeling well. They can’t go and play outside. They have to stay in the hospital all day. Student B: Are they sick children? Student A: Yes! How do you think we can people in a fl ooded area sick children homeless people elderly people disabled people help them? Student B: We can donate some toys, and we can go to visit them! D Look at the photos. Which problems does each community have to face? Write a, b or c next to the words in the table below. 1. _________________ 2. ________________ 3. _________________ 4. ________________ 5. ______________________ In pairs, take turns describing the people above. Your partner guesses which picture you are talking about. Then, discuss how you can help the people in these situations. 28 Unit 3/Community Service rubbish traffi c jams too many advertisements dirty beaches no trees graffi ti $ &/26(5 /22. 9RFDEXODU\ T may bring a big picture of people in need to class (e.g. children in mountainous areas who do not have enough books). Have Ss discuss what difficulties they think people in that situation face, and what they need. Let Ss do the matching individually. T writes the correct answers on the board then asks Ss to discuss these questions as a class: ‘What do you see in the pictures?’ ‘What are the diffi culties they face?’ ‘What do they need?’ Key: 1. disabled people 2. elderly people 3. homeless people 4. sick children 5. people in a fl ooded area T can ask Ss about how the people in each of the situation in can be helped. Divide Ss into pairs to do the task. Once Ss have fi nished, elicit ideas from the whole class. D Ask ‘What do you see in the photos?’ ‘Does our community have similar problems?’ Tell Ss the provided words include solutions as well. Then have Ss work individually to complete the task. Key: rubbish a traffi c jams c too many advertisements b dirty beaches a no trees c graffi ti b Unit 3/Community Service 28T E In pairs, talk about the problems in D and provide the possible solutions. Example: Student A: Traffi c jams are a big problem for our community. Student B: What can we do to reduce traffi c jams? Student A: We can help by using public transport. Pronunciation /g/ and /k/ Listen and repeat. community go colour green garden clean glass give clothes Listen and circle the words you hear. /g/ /k/ gold cold green keen globe clothes girl curl goal coal Listen and repeat. 1. Go Green protects the environment. 2. The girl with the curls is so cute! 3. Last year we started a community garden project. 4. He’s collected clothes for street kids for two years. 5. She likes the colour gold. Game: STAND UP, SIT DOWN Choose an action for each sound (e.g. sound /g/ is ‘stand up’, sound /k/ is ‘sit down’). In groups of fi ve, one student calls out one word from and the group performs the action according to the sound they hear. The student who is the slowest to do the action correctly will call out the next word. 29 Unit 3/Community Service $ &/26(5 /22. Grammar Past simple and present perfect D Listen again to part of the conversation. Underline the past simple or the present perfect. Reporter: Have you ever done volunteer work? Mai: Yes. I’m a member of Be a Buddy - a programme that helps street children. Last year we provided evening classes for fi fty children. Reporter: Wonderful! What else have you done? Mai: We’ve asked people to donate books and clothes to the children. E When do we use the past simple? When do we use the present perfect? Can you think of the rule? Past simple We use the past simple for an action that started and fi nished in the past. Last year we provided evening classes for fi fty children. Present perfect We use the present perfect for an action that happened some time before now. The exact time is not important. We’ve asked people to donate books and clothes to the children. E Have Ss work in pairs to work out some solutions to the problems in D. Once Ss have finished, elicit their ideas as a class. 3URQXQFLDWLRQ /g/ and /k/ Play the recording and ask Ss to repeat. T may pause the recording to drill diffi cult items. T may play the recording as many times as necessary. Tell Ss that they will hear one word from each row. Play the recording and instruct Ss to circle the word that they hear. After giving correct answers, have Ss practise both words (the minimal pairs) from each row. Audio script: cold green clothes girl goal Play the recording and ask Ss to repeat. T may use back-chaining technique if Ss fi nd it diffi cult to read the sentences. T begins with the last word of the sentence for Ss to repeat. T continues to read the words in reverse order for Ss to repeat until the beginning of the sentence. Model this game with two Ss fi rst before dividing Ss into groups. For more advanced classes, T may ask Ss to think of other minimal pairs as in the table in . Ss can make their own tables for further practice. $ &/26(5 /22. *UDPPDU Past simple and present perfect ,QWURGXFWLRQ Ask Ss to keep books closed. Write the following on the board: I went to Hoi An last year. (1) I have been to Hoi An. (2) Draw their attention to the diff erence between sentence (1) and sentence (2) by asking Ss questions such as: When do you think these actions happened: in the past, at present, or in the future? Which sentence tells you exactly when it happened? Explain: Both sentences say that the person spent some time in Hoi An in the past, but sentence (1) describes a particular trip which happened last year, while sentence (2) emphasises that the person had an experience of Hoi An and does not focus on when it exactly happened. D Have Ss open the books and do the exercise individually. Ask Ss to identify the diff erence between the actions they have underlined ‘Last year we provided evening classes for fi fty children’ and ‘We’ve asked people to donate books and clothes to the children.’ E T shows Ss the rule box, and asks them to try to work out the rule fi rst. Ask them if they know the time expressions that often go with the past simple and the present perfect. Unit 3/Community Service 29T Remember! • We often use specifi c time expressions (e.g. yesterday, last month, two years With a partner, write sentences about yourself in the past simple and the present perfect. Use the words from the box below. ago) with the past simple. • We often use ever, never, so far, several times, etc. with the present perfect. Past simple or present perfect? Put the verb in brackets into the correct form. 1. They (clean) the beach one week ago. last December never fi ve years ago already when I was a child three times last spring ever one hour ago so far in 2011 before yesterday once yet 2. They (collect) hundreds of books so far. 3. I (collect) stamps when I was a child. 4. She (fl y) to Da Nang many times but last year she (go) there by train. 5. You ever (see) a real lion? No, but I (see) a real elephant when we went to the zoo last month. Choose the best answer. 1. _________________ your homework yet? a. Are you doing b. Have you done c. Do you do 2. Yes, I ___________________ it already. a. am doing b. have done c. do 3. Dickens ___________________ a lot of novels. a. has written b. writes c. wrote 4. Her mother ___________________ three books. She is going to start the fourth one soon. a. has written b. writes c. wrote 5. I think I ___________________ him before. a. meet b. met c. have met 6. Oh, yes! Now I remember. I _________________ him when I was in Hoi An. He was our guide! a. meet b. met c. have met 30 Unit 3/Community Service In pairs, student A looks at the fact sheet below and student B looks at the fact sheet on page 33. Each student asks and answers questions about the fact sheet to complete the information. Example: Student A: What happened in 2011? Student B: Be a Buddy was established in 2011. What did Be a Buddy do in 2012? Student A: In 2012 . . . 6WXGHQW $ Be a Buddy Go Green 2011: _______________ ____________________ 2011: Go Green was established 2012: Be a Buddy started ‘A Helping Hand’ programme for street children. 2012: __________ _______________ _______________ _______________ Activities so far Activities so far 1. Collecting books and clothes for street children. 1. _____________ _______________ 2. __________________ ____________________ ____________________ ____________________ 2. Cleaning up streets and lakes. Planting fl owers and trees. Go through the Remember! box with Ss. Ask them to make sentences with these words and add more time expressions if they can. Ask Ss to complete the exercise individually. Then give feedback as a whole class activity. Before giving correct answers, T asks Ss which phrases in the sentences help them to decide if the verb should be in the past simple or the present perfect. Key: 1. cleaned 2. have collected 3. collected 4. has fl own; went 5. Have you ever seen; saw Ss do the exercise individually, then compare the answers with a partner. T writes the correct answers on the board. T may explain the differences between the past simple and the present perfect in sentences 3-4 and 5-6. Key: 1. b 2. b 3. c 4. a 5. c 6. b Ss write sentences about themselves using the time expressions, then share them with a partner. If time is short, the work can be divided between two Ss, but T should ensure that all items are covered. Remind Ss of what they have learnt in Getting Started about ‘Be a Buddy’ and ‘Go Green’. Divide Ss into pairs. Tell Ss that they will need to use the past simple and the present perfect to complete this task. Remind Ss that this is a speaking activity and that they should communicate in completed sentences. While Ss do the task, go round to monitor to ensure they do not just look at fact sheet and say out the phrases for each other to copy down. Take notes of any common errors and correct them as a class later. Unit 3/Community Service 30T &20081,&$7,21 Extra vocabulary tutor nursing home blanket shelter mural sort WAYS TO CHANGE THE WORLD Look at the photos about community service in Viet Nam. Match them with the activities. Look at the photos and read about the following volunteer activities for teenagers in the United States. ● Tutor a younger child or provide homework help before or after school. ● Recycle things, and teach others how to do so. ● Plant trees in public areas where the whole neighbourhood can enjoy them. ● Donate blood. ● Talk to and sing for the elderly at a nursing home. ● Make blankets for children who are very ill. ● Cook a meal at a shelter for homeless youths and families. ● Paint a mural over graffi ti. 31 Unit 3/Community Service a. Volunteering to give information in bus stations and railway stations. b. Off ering coupons for free chicken noodle soup for the poor in Ha Noi. c. Giving away warm clothes to homeless people in Ha Noi. d. Off ering meals at 5,000 VND for the poor in Quang Nam Province. e. Tutoring children from poor families in Ho Chi Minh City. Work in groups. Discuss the benefi ts each activity may bring to the community. Share your answers with the class. Ask each other: Have you ever done any of these activities? Choose three activities that you want to try. Why do you want to do them? &20081,&$7,21 ,QWURGXFWLRQ Elicit diff erent volunteer activities from Ss. Tell Ss to think of the activities both in the local community/ city/ town/ Viet Nam, and from other places that they may have read about, or seen in books, on TV, or the Internet, etc. Refer to any words in the Extra vocabulary box that Ss haven’t known yet and ask Ss to try to guess what the meanings are, and how that may relate to community services and volunteer work. Ask Ss to look at the photos and describe what they see. Then tell them to compare their ideas with the provided activities. This can be done as a whole class activity. Tell Ss now they will learn about volunteer activities in Viet Nam. Ask Ss what they think the volunteers in the photos are doing. If Ss cannot recognise the activities, draw Ss’ attention to small details in the photos such as words written on the coupons, or in the poster. Then do the matching together with Ss. After that, T may ask if Ss know any other actual information about these volunteer activities, or if they know any other similar activities that take place in Viet Nam. Key: 1. b 2. c 3. e 4. a 5. d Ask Ss to complete the exercise in groups. Each group chooses one person from the group to report back to the class. This can be done as a mingling activity, where each student has to interview at least three classmates. Ss should take notes of their classmates’ answers so that they can share the most interesting answers with the class later. If it is not suitable to do mingling (because of the class size, arrangement, etc.), this activity can be done in pairs or in groups. Unit 3/Community Service 31T 6.,//6 Decide if the following statements are true (T) Reading or false (F). T F Read the text about volunteer work in the United States. In the United States, almost everyone, at one time or another, has been a volunteer. According to U.S. government statistics, about one-fi fth of the American population does volunteer work each year. Americans have had the tradition of volunteering and helping one another since the early days of the country. Americans volunteer not because they are forced or paid to do it. They enjoy it! Traditional volunteer activities include raising money for people in need, cooking and giving food, doing general labour (such as clean-up projects and home repair), providing transportation (such as giving rides to the elderly), and tutoring/mentoring young people. (adapted from “Volunteering: An American Tradition” by Susan J. Ellis and Katherine H. Campbell in eJournal p p USA: The Spirit of Volunteerism. U.S. Department of State, 2012). State, 2012). Speaking 1. According to the text, nearly every American has done volunteer work in his or her life. 2. Every year almost one in fi ve Americans works as a volunteer. 3. Americans have been volunteering for less than 50 years. 4. Americans volunteer because they are forced to do it. Which of the activities below are traditional volunteer activities in the United States? Tick ( ) the boxes. 1. providing care for animals 2. raising money 3. cooking meals 4. donating blood 5. cleaning streets 6. teaching young children Idea bank: Fill in the table with your ideas for volunteer activities. To raise money, we could … To provide food, we could … To help repair things, we could ... To help people with transportation, we could … To tutor young children, we could … • make postcards and sell them • cook food and bring it to street children Work in groups. Share the ideas in your idea bank with your group members. Then, use the most interesting ideas to create a new group idea bank and share it with the class. Example: A: We could make postcards and sell them to raise money. B: What types of postcards? C: Where should we sell them? 32 Unit 3/Community Service 6.,//6 5HDGLQJ Ask Ss to read the text and underline any words they don’t know. As a whole class, T and Ss discuss any unfamiliar words from the text. Remind Ss of some of the American volunteer activities they learnt about in the last lesson (COMMUNICATION). Call on Ss to read the statements from exercise aloud. Ask Ss to guess if the statements are true or false. Ss work individually. T asks Ss to explain their choices (with support from the text) before giving corrective feedback. Key: 1. T 2. T 3. F (The text says Americans have had the tradition of volunteering since the early days of the country.) 4. F (Americans volunteer because they enjoy it, not because they are forced or paid to do it.) Ask Ss to read the passage again and answer the questions. Correct the answers as a class. Key: 1. providing care for animals 2. raising money 3. cooking meals 4. donating blood 5. cleaning streets 6. teaching young children 6SHDNLQJ Give time for Ss to work individually to complete this task. Encourage them to think of all the volunteer activities they have learnt so far in this unit, and any other activities that they know. Tell Ss they only need to write in note form and not in full sentences. Divide the class into groups of four or fi ve. Explain that after each person shares his or her ideas from , the group will need to choose one idea and develop it in more details. For example, if the group chooses the idea ‘make postcards and sell them’ as a way to raise funds, they will need to think of answers to questions such as: What types of postcards? What are the postcards made of? What is written on the postcards? Who can make the postcards? Where should the postcards be sold? How will we let people know about our project? If time allows, each group can give a short presentation about their idea bank to the class. Unit 3/Community Service 32T 6.,//6 Listening Discuss the following questions. ● Who do you think benefi ts from volunteer work? ● How do people benefi t from volunteer work? Listen to the recording and answer the questions. 1. Why does Phuc do volunteer work? 2. Why does Phuc feel more self-confi dent? 3. Why does the reporter think Phuc is confi dent? 4. Why does Mai think volunteering is special? Good for you ... Good for others. Listen again and fi ll in the blanks. 1. I ____________________ because I can make a diff erence in our community. 2. I’ve made many new friends, and I ____________ much more self-confi dent. 3. Volunteering is special to me _______________ I can help others. 4. It’s special ______________ I can see how happy the ________________ are when they learn. Writing Study skills – Giving reasons Giving reasons for your ideas and opinions makes your speaking and writing more interesting and convincing. Example: I volunteer because it makes a diff erence in our community. Remember! We can use linking words (e.g. because) to join ideas and give reasons. • Clause 1 + because + Clause 2 (reason). I like her because she’s kind. • Because + Clause 2 (reason), + Clause 1. Because she’s kind, I like her. 33 Unit 3/Community Service Combine the two sentences using because. 1. He didn’t wear enough warm clothes. He’s had a cold for two days. 2. It rained. I stayed home. 3. The lake is full of rubbish. They’ve decided to clean it up. 4. She works in that small town. She’s lived in that small town for three years. 5. The neighbourhood is nice and quiet. They think they should move there. Look at your volunteer ideas in Speaking . Choose one idea and write a short paragraph about it. ● What do you want to do? ● Why do you want to do it? (Why is it necessary? Why is it interesting?) ● How are you going to do it? Example: I want to raise funds for street children. I want to do it because we will be able to provide them with food and books. They will no longer be hungry. They will be able to read. I will ask my friends to help me. We will make postcards and sell them. A CLOSER LOOK 2 (continued from page 30) 6WXGHQW % Be a Buddy Go Green 2011: Be a Buddy was established. 2011: ______________ ___________________ 2012: __________ _______________ _______________ 2012: Go Green started a clean-up project on every fi rst Sunday. Activities so far Activities so far 1. _____________ _______________ 1. Helping people to recycle rubbish. 2. Making toys for children in need. 2. _________________ ___________________ 6.,//6 /LVWHQLQJ Ask Ss to choose a volunteer idea from the previous lessons. Ask the class: ‘Who do you think benefi ts from that volunteer work?’ ‘In what way?’ Then discuss as a class the two questions in exercise . If T has some volunteer experience himself/ herself, T can talk about it with the class. Remind Ss of the interview between the Global Citizen reporter and the two students Mai and Phuc from Hai Ba Trung School who do volunteer work with Be a Buddy and Go Green. Recall what happened in the fi rst part of the interview (in Getting Started). Ask Ss if they can guess what Mai and Phuc will talk about in the second part of the interview. Play the recording and elicit from Ss the gist of this recording. (It’s about the benefi ts Mai and Phuc think that volunteer work brings about.) Play the recording as many times as necessary and have Ss answer the questions. Note that another purpose of this exercise is to prepare Ss for the Writing section later where they learn how to give reasons for their ideas and opinions. Key: 1. Phuc does volunteer work because he thinks it makes a diff erence in the community. 2. Phuc feels more self-confi dent because he has made many new friends. 3. The reporter thinks Phuc is confi dent because Phuc has answered the interview very well. 4. Mai thinks volunteering is special because she can help others, and because she can see how happy the children are when they learn. Audio script: Reporter: So Phuc, why do you volunteer? Phuc: I volunteer because it makes a diff erence in our community. We can encourage people to protect the environment and our community will be a better place. Reporter: Do you think volunteering is good for yourself too? Phuc: Oh yes, I’ve made many new friends, and I feel much more self-confi dent. Reporter: I agree. You’ve answered the interview very well ... And you Mai? Mai: Volunteering is special to me because I can help others. It’s special because I can see how happy the children are when they learn. Play the recording again and let Ss fi ll in the blanks. Key: 1. volunteer 2. feel 3. because 4. because, children :ULWLQJ Go through the Study Skills box with the class. Explain that ‘because’ is used to introduce the reason for something, and it can be put at the beginning of the sentence or in the middle. For exercise , Ss will need to identify which sentence is the reason. Unit 3/Community Service 33T /22.,1* %$&. Vocabulary Match the verbs in blue with the correct words in the box. evening classes food Communication Role-play. Student A is a reporter and student B is a volunteer. Student A asks the questions and writes down student B’s answers. Then swap your roles. Use the following questions as prompts: donate provide help Grammar Circle the best answer. care the community books education homeless people clothing attention the elderly blood the disabled ● When did you start working for your organisation? ● Why did you decide to volunteer? ● What have you done so far with (name of organisation)? ● Was there anything that made you happy with your work last month? Student A You joined Our Town 6 months ago because you wanted to introduce Vietnamese culture to foreigners, and to practise English. You have 1. Because Minh has (ever, never, ago) worked for a charity shop, he really wants to do it. 2. (Already, Last week, So far) we visited sick children in Viet Duc Hospital. 3. Nhung has (already, many times, ever) fi nished all the homework. 4. Have you read that book (yet, ever, never)? 5. Yes, I fi nished it (three times, so far, yesterday). Put the verbs in the past simple or the present perfect. 1. He thinks she’s the most kind-hearted girl he _________ ever (meet) ____________. 2. She (visit) _________ Hue when she was a child. 3. She (visit) ___________ Hue once. 4. How many plays ________ Shakespeare (write) ________? 5. How many plays ________________ she (write) ___________ so far? Finish the sentences below. 1. They’ve decided to buy that car because _____. 2. Put on your warm coat because ____________. 3. We like her because ______________________. 4. Let’s help the street children because ________. 5. Because she loves her students, ____________. 34 Unit 3/Community Service given tours in English, and helped visitors to play traditional Vietnamese games. Last month you felt happy when you received a thank-you letter from two Australian visitors who liked the tours very much. who loved it so much. yourself and gave it to a little girl in hospital you made a Mid-Autumn Festival lantern sick children. Last month you felt happy when donated blood twice, and given presents to wanted to help people in hospital. You have You joined Big Heart 2 years ago because you Student B Finished! Now I can … ● talk about community service and volunteer work ● use because to give reasons ● know when to use the past simple and when to use the present perfect For a more advanced class, T may introduce as and since, which are similar in meaning and use to because. Key: (Answers with ‘because’ put in another suitable place are also correct.) 1. Because he didn’t wear enough warm clothes, he’s had a cold for two days. 2. I stayed home because it rained. 3. Because the lake is full of rubbish, they’ve decided to clean it up. 4. Because she works in that small town, she’s lived there for three years. 5. They think they should move there because the neighbourhood is nice and quiet. Tell Ss now they will write a paragraph using the ideas they generated in Speaking . If time is short, T may ask Ss to make notes in class then develop the notes into a paragraph as homework. /22.,1* %$&. This is the review section of the unit. Encourage Ss to complete Looking Back without referring to the previous sections in the unit. Ss should record their results for each exercise in the Looking Back section in order to complete the fi nal Finished! Now I can ... assessment and identify areas for review. 9RFDEXODU\ Ss complete this exercise individually. Less advanced classes can complete this exercise in pairs. Tell Ss that some words in the box can be matched with more than one verb in blue. Key: donate: food, books, clothing, blood provide: evening classes, food, care, books, education, clothing, attention help: the community, homeless people, the elderly, the disabled *UDPPDU Ss complete this task individually. Key: 1. never 2. Last week 3. already 4. yet 5. yesterday For more advanced classes, T may ask Ss to explain why the option they choose is suitable to complete the sentences but the other two options are not. Ss complete this task individually then share their answers with a partner and/ or the class. Before giving correction, T may ask Ss to explain the diff erences between sentences 2 and 3, and 4 and 5. T can quickly review the past simple and present perfect if necessary. Key: 1. has ever met 2. visited 3. has visited 4. did ... write 5. has ... written Ss complete the exercise individually or in pairs. Suggested answers: 1. the engine is very good 2. it is going to be cold this evening 3. she’s kind 4. they are not as lucky as we are 5. she works very hard to improve her teaching If time allows, T may ask Ss to swap their writings with each other for peer correction. Unit 3/Community Service 34T 352-(&7 Take part in the volunteer activities in your community. Report your experiences. OR Your volunteer work our volunteer work Think about your school. What needs to be done to make it a better place? What can you do to help? ______________________________ ______________________________ Think about your local area. What needs to be done to make things better? What can you do to help? _____________________________ _____________________________ _____________________________ Think about your classroom. Is there anything that needs to be done? What can you do to help? _______________________________ _______________________________ _______________________________ 35 Unit 3/Community Service ______________________________ _____________________________ Think about your classmates. Are there friends who need help? What can you do to help your friends? _____________________________ _____________________________ _____________________________ _____________________________ Think about the people in your local community. What do they need? What can you do to help? _____________________________ _____________________________ _____________________________ &20081,&$7,21 Divide Ss into pairs. Tell Ss to read their role cards and ask and answer questions with each other. If time permits, T may ask Ss to role-play in groups of 3: One student is a reporter interviewing the other two about their volunteer work. (T may refer to the Global Citizen interview.) Then Ss can role play the interview for the class. Finished! Now I can ... T asks Ss to complete the self-assessment. Discuss as a class what diffi culties remain and what areas the Ss have mastered. 352-(&7