🔙 Quay lại trang tải sách pdf ebook Sách Giáo Viên Tiếng Anh 7 Tập 2 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 HAI (Tái bản lần thứ nhất) NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON CONTENTS ,1752'8&7,21 .............................................................................................................................................................III 81,7 75$)),& ........................................................................................................................................................6 81,7 ),/06 ...........................................................................................................................................................16 81,7 )(67,9$/6 $5281' 7+( :25/' ...............................................................26 5(9,(: .................................................................................................................................................................................36 81,7 6285&(6 2) (1(5*< ......................................................................................................38 81,7 75$9(//,1* ,1 7+( )8785( .............................................................................48 81,7 $1 29(5&52:'(' :25/' ................................................................................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. VI INTRODUCTION 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 Unit 7: Traffi c Unit 8: Films Unit 9: Festivals Around the World REVIEW 3 Unit 10: Sources of Energy Unit 11: Travelling in the Future Unit 12: An Overcrowded World REVIEW 4 - Reading for specifi c information about traffi c rules - Reading for specifi c information about types of fi lms - Reading for specifi c information about how people celebrate festivals - Reading for specifi c information about types and sources of energy - Reading for specifi c information about inventions of future means of transport - Reading for specifi c information about the causes and eff ects of an overcrowded world - Listening for specifi c information about traffi c problems in the world - Listening for specifi c information about a fi lm review - Listening for specifi c information about a festival/ celebration - Listening to one of the new types of energy sources (biogas) - Listening for specifi c information about a future means of transport - Listening for facts and figures about our growing population VIII BOOK MAP Speaking Writing Language Focus - Talking about obeying traffi c rules - Identifying road signs - Asking and answering questions about fi lm stars - Identifying popular festivals - Talking about advantages and disadvantages of types of energy sources - Talking about means of transport in the future - Talking about disadvantages that an overcrowded place can create - Writing a paragraph about traffi c problems - Writing a paragraph about one’s favourite fi lm - Writing an informal letter to tell your friend about a festival/ celebration you attended - Writing about how to save energy - Writing a paragraph about facts and opinions - Writing a paragraph describing population growth in an area - It indicating distance - Used to - Sounds: /e/ and /eɪ/ - -ed and -ing adjectives - Connectors: although, despite/in spite of, however, nevertheless - Sounds: /t/, /d/ and /ɪd/ - H/Wh-questions: review - Adverbial phrases - Word stress (two syllables) - The future continuous - The future simple passive - Word stress (three syllables) - Will (review) - Possessive pronouns: mine, yours, his, hers, its, ours, theirs - Rising and falling intonation for questions - Comparisons of quantifi ers: review - Tag questions - Word stress: review BOOK MAP IX 8QLW 75$)),& *(77,1* 67$57(' (77,1* 67$57(' THIS UNIT INCLUDES: VOCABULARY 0RQGD\ LQ WKH SOD\JURXQG 6 Unit 7/Traff Means of transport Road signs PRONUNCIATION Sounds: /e/ and /eɪ/ GRAMMAR It indicating distance Used to for past habits or states COMMUNICATION Talking about road signs and traffi c rules Talking about traffi c problems Listen and read. Mai: Hi, Oanh. How are you? Oanh: Hi, Mai. I’m OK, thanks. How about you? What did you do yesterday? Mai: I’m good. Yesterday morning I stayed at home and played with my brother. In the afternoon I cycled round the lake near my home. Oanh: Oh, good, that sounds really healthy. By the way, how do you come to school? Mai: My dad usually drives me to school. I used to go on foot when I was in primary school. But the new school’s too far to walk now. Oanh: How far is it from your house to here? Mai: It’s about two kilometres. Oanh: How long does it take you? Mai: About 10 minutes. Sometimes, when there are traffi c jams, it takes longer. Oanh: Do you come by car every day? Mai: Yes, except when my dad is busy. Then I come by bike. Oanh: I see. Hey, Mai. How about going cycling round the lake on Saturday? Mai: Great idea! Can you come to my house at 3 p.m.? Oanh: OK, Mai. I can’t wait! See you then. 2EMHFWLYHV By the end of this unit, Ss can: • pronounce the sounds /e/ and /eɪ/ correctly in isolation and in context • use lexical items related to the topic ‘Traffi c’ • use ‘it’ for distances • use ‘used to’ to talk about past habits or states • know the meaning of some road signs • read for specifi c information about traffi c rules/ laws • talk about obeying traffi c rules/ laws, and how to use the road safely • listen to get information about traffi c problems in big cities • write a paragraph about traffi c problems in a city/ an area *(77,1* 67$57(' 0RQGD\ LQ WKH SOD\JURXQG ,QWURGXFWLRQ ,QWURGXFWLRQ T introduces the topic ‘Traffi c’ (T may show some pictures, write the words on the board, or tell a story related to traffi c). Then T begins to ask Ss questions: - How/ By what means do you go to school every day? On foot? By bicycle? By bus? On your parents’ motorbike? … - What means of transport is faster? What means is safer? What means do you like (most)? (Why?) - What can you see on the way to school every day? Note: T may need to explain to Ss the meaning of the following words (or brainstorm ideas, then explain): Traffi c: - the vehicles that are on a road at a particular time - movement of people or goods from one place to another Transport: carrying people or goods from one place to another using vehicles Means of transport: type of vehicle used for transporting people or goods T asks Ss to look at the title/ the picture and guess what the conversation between Mai and Oanh might be about. Ask Ss questions about the picture: E.g. Who are Mai and Oanh? What might they talk about? Play the recording. Ss listen and read. (T lets Ss listen once or twice, or as many times as required.) Unit 7/Traff 6T D Choose the correct answer. 1. What did Mai do yesterday afternoon? A. She stayed at home with her brother. B. She rode her bike around the lake. C. She walked round the lake. 2. Oanh says that it’s healthy to ______. MEANS OF TRANSPORT Write the words using the fi rst letter given. A. cycle B. walk C. stay home 3. Mai used to go to school ______. A. by car B. on foot C. by bicycle 4. Mai and Oanh agree to go cycling ______. A. tomorrow B. every day C. at the weekend E Answer the following questions. 1. What did Mai do on Sunday morning? 2. How far is it from Mai’s house to school? 3. Who does Mai usually go to school with? 4. Why does it sometimes take Mai longer to get to school? 5. How does she go to school when her dad is busy? 1. b_________________ 3. pl________________ 5. sh________________ 7. m________________ 2. b_________________ 4. b_________________ 6. tr_________________ 8. c_________________ Remember! We use “How …?” to ask about means of transport. Example: How do you go to the supermarket? F Can you fi nd the following expressions in the conversation? Do you know what they mean? 1. hey 2. great idea 3. can’t wait G Work in pairs. Make short role-plays with the expressions above. Then practise them. Example: - How about cycling to school with me tomorrow? - Great idea! Can you extend your conversation? 7 Unit 7/Traff Match a verb on the left with a means of transport on the right. There may be more than one correct answer. Add a preposition when necessary. 1. ride a. a train 2. drive b. a boat 3. fl y c. a bus 4. sail d. a bike 5. get on e. a car 6. get off f. a plane Then make your own sentences with these phrases. Example: 1. d My father taught me how to ride a bike. Find someone in your class who never ________________________. 1. walks to school 2. goes to school by bus 3. cycles for exercise 4. takes a train 5. sails on/in a boat 6. fl ies by plane D Ss work independently or in pairs to choose the correct answer to the questions. (Ss may refer back to the conversation). T then checks their answers, and gives explanations if necessary. Key: 1. B 2. A 3. B 4. C E Ss work in pairs. T lets them check the answers in pairs or groups, then T gives the keys. If there’s time, call some pairs to read the questions and give answers. Key: 1. She stayed at home and played with her brother. 2. It’s about two kilometres. 3. She usually goes to school with her dad. 4. Because sometimes there are traffi c jams. 5. She goes to school by bike. Remember! Introduce the question ‘How’ (or ‘By what means’) to ask about means of transport. T gives examples, then T may have Ss work in pairs to practise asking and answering questions using ‘How’. F Tell Ss to refer back to the conversation to fi nd the word/ phrases. Ss practise saying them together (T plays the recording again if necessary). Explain the meaning (or give synonyms/ Vietnamese equivalent) to the Ss, then give some examples. Key: 1. to get someone’s attention 2. when you strongly support or agree with something 3. very excited and keen to do something G Ask Ss to role-play the short conversations in pairs before creating their own short role-plays. More able Ss can try to extend the conversations. Ss work in pairs and write the means of transport under the right pictures. Then T lets Ss read each word correctly. Check and correct their pronunciation. Key: 1. bike/ bicycle 2. bus 3. plane 4. boat 5. ship 6. train 7. motorbike 8. car Ss work individually to do the task, and write their answers in their notebooks. T checks their answers.Then ask Ss to make sentences with the phrases. Key: 1.d ride a bike 2.e drive a car 3.f fl y by plane 4.b sail on/in a boat 5. get on a bus/ a train/ a bike/ a motorbike 6. get off a bus/ a train/ a bike/ a motorbike Let Ss stand up and go round the class to ask other Ss the question: How often do you walk to school/ go to school by bus …? Or the question: Do you (often) walk to school/ go to school by bus …? Ss take notes, and then some of them can report their results to the class. Unit 7/Traff 7T $ &/26(5 /22. Vocabulary 5RDG 6LJQV Have you seen these road signs? Talk about the meaning of the signs below with a partner. Label the signs in with the words/phrases below. no right turn traffi c lights cycle lane hospital ahead parking no parking no cycling school ahead Look out! - A sign within a red triangle will warn you of something. - Signs with red circles are mostly prohibitive – that means you can’t do something. 1. ____________________ 3. ____________________ 5. ____________________ 2. ____________________ 4. ____________________ 6.__________________ - Signs in blue are usually to give information. Work in pairs. Discuss which of the signs you see on the way to school. Example: A: On the way to school, I can see a ‘no left turn’ sign. B: On my way to school there is a hospital, so I can see a ‘hospital ahead’ sign. 7. ____________________ 8.__________________ 8 Unit 7/Traff $ &/26(5 /22. ,QWURGXFWLRQ Brainstorm with Ss: let them tell you all the road signs they see every day on the way to school, or elsewhere, and all the words they know related to the topic of traffi c and transport. Encourage them to say out loud as many words as possible. 9RFDEXODU\ Ss work in pairs to talk about the meaning of the road signs. Ss work individually to label the road signs in with the words/ phrases. T may call one or two Ss to write these on the board. Then T checks their answers. Key: 1. traffi c lights 2. no parking 3. no right turn 4. hospital ahead 5. parking 6. cycle lane 7. school ahead 8. no cycling Look out! There are usually three kinds of signs: informative, prohibitive, and warning. They appear in diff erent shapes and colours. T helps Ss diff erentiate these signs, and gives them more examples (using pictures or drawing in the board). Some examples: Let Ss work in pairs and talk about the traffi c signs they see on the way to school (or elsewhere). T goes around and gives assistance if necessary. Unit 7/Traff 8T Pronunciation /e/ and /eɪ/ Listen and repeat. Pay attention to sounds /e/ and /eɪ/. - /e/: left, enter, ahead, present, helicopter, centre, never, seatbelt - /eɪ/: plane, way, station, train, indicate, mistake, pavement, break Listen to these sentences carefully. Single underline the words with sound /e/, and double-underline the words with sound /eɪ/. 1. Does your bike ever break down on the way to school? 2. It is not very far to the railway station. 3. We must always obey traffi c rules for our safety. 4. You must keep to the left when you are in the UK. 5. They are waiting for the next train to come. Find the words containing sound /e/ and the words containing sound /eɪ/ in - on page 8. Then read them aloud. Example: ahead /e/ sail /eɪ/ 9 Unit 7/Traff $ &/26(5 /22. Grammar It indicating distance We can use it in the position of the subject to indicate distance. Example: It is about 300 metres from my house to the bus stop. Write sentences with it. Use these cues. Example: my house/500 metres/nearest shop → It is about 500 metres from my house to the nearest shop. 1. 700 metres/my house/Youth Club 2. fi ve km/my home village/nearest town 3. 120 km/Ho Chi Minh City/Vung Tau 4. 384,400 km/the Earth/the Moon 5. not very far/Ha Noi/Noi Bai Airport Work in pairs. Ask and answer questions about distances in your neighbourhood. Example: A: How far is it from your house to school? B: It’s about a kilometre. You can use these cues: - your house - open-air market/supermarket - your school - playground - your house - river - bus station - your village ................................................. 3URQXQFLDWLRQ /e/ and /eɪ/ First T gives examples of the sounds /e/ and /eɪ/. Let Ss practise the sounds together. Ask Ss to observe the T’s mouth and listen carefully to T for these two sounds. Play the recording and let Ss listen and repeat as many times as required. Help them with their pronunciation. Play the recording two or three times (or more if necessary). Help Ss distinguish the sounds /e/ and /eɪ/, and recognise all the words with the two sounds, then underline them as instructed. Key: 1. Does your bike ever break down on the way to school? 2. It is not very far to the railway station. 3. We must always obey traffi c rules for our safety. 4. You must keep to the left when you are in the UK. 5. They are waiting for the next train to come. Refer back to the page 8. Ask Ss to fi nd all the words having sounds /e/ and /eɪ/ in sections - . Correct their mistakes. Let them practise saying these words together. Words with sound /e/: ahead, red, left Words with sound /eɪ/: phrases, lane, information, way If there is time left, ask Ss to give the words they know having the two sounds. $ &/26(5 /22. , W G ,QWURGXFWLRQ Ss have already learned it as the formal subject to indicate time and weather, climate, etc. In this unit, it appears to indicate distance. T explains to Ss how to use it, and gives some examples. *UDPPDU It indicating distance Let Ss work by themselves and write down the sentences. T observes and helps when and where necessary. After that ask some Ss to read their sentences. T corrects Ss’ mistakes. Key: 1. It is about 700 metres from my house to the Youth Club. 2. It is about fi ve km from my home village to the nearest town. 3. It is about 120 km from Ho Chi Minh City to Vung Tau. 4. It is about 384,400 km from the Earth to the Moon. 5. It is not very far from Ha Noi to Noi Bai Airport. Ss work in pairs. They ask and answer questions about distances in their neighbourhood, following the example. Encourage them to talk as much as possible. T corrects their answers, and their pronunciation and intonation. Unit 7/Traff 9T Grammar Used to We use used to to describe an action, a habit or a state that happened regularly in the past but doesn’t happen now. (+) I/We/You/They/He/She/It used to walk to school. (-) I/We/You/They/He/She/It did not use to walk to school. (?) Did I/We/You/They/He/She/It use to walk to school? Example: There used to be many trees on this street, but now there are only shops. Watch out! In questions and negative sentences, the fi nal ‘d’ in used is dropped. Example: Did you use to play hide-and-seek when you were small? Complete the sentences with used to or use to and the verbs in the box below. be ride play go feel 1. I _________________ a tricycle when I was a child. 2. There _________________ fewer people and vehicles on the roads. 3. My father _______________ to work by motorbike. Now he cycles. 4. ______ you _________________ hide-and-seek when you were small? 5. Five years ago people in this town ________ not _________________ worried about traffi c jams. 10 Unit 7/Traff Rewrite the sentences using used to. 1. My mum lived in a small village when she was a girl. → My mum _________________________________. 2. There are more vehicles on the roads now. → There did not _____________________________. 3. We cycled to school two years ago. → We ______________________________________. 4. There did not use to be many traffi c accidents before. → Now there are _____________________________. 5. My uncle was a bus driver some years ago, but now he has a desk job. → My uncle_________________________________. Work in groups. Did you use to do those things? Ask and answer. 1. play marbles 2. play football in the street 3. swim in the pond near your house 4. ride a tricycle 5. ride a buff alo *UDPPDU Used to Explain to Ss that used to is the same form for all persons. It is used to describe an action, a habit or a state that happened regularly in the past, but does not happen now (T should emphasise ‘no longer happen now’). Give Ss enough time to study the rules and the examples. Then T gives them more sentences in all three forms (+), (-), (?). Ss work independently, writing down the answers. Then let them work in groups to check and say the sentences out loud. T goes round giving help when and where necessary. Some Ss may write their answers on the boards. Other Ss give comments and T gives corrections. Key: 1. used to ride 2. used to be 3. used to go 4. Did … use to play 5. did … use to feel Let Ss work individually to rewrite the sentences in their notebooks. While Ss do their task, T goes round to monitor the whole class. When Ss fi nish their task, call on some to read out their sentences. Let others give comments, T corrects mistakes if necessary. Key: 1. My mum used to live in a small village when she was a girl. 2. There did not use to be (as) many vehicles on the roads. 3. We used to cycle to school two years ago. 4. Now there are more traffi c accidents than there used to be. 5. My uncle used to be a bus driver some years ago, but now he has a desk job. Ss work in groups. They take turns to ask and answer questions. Then T may ask some Ss to report their results to the class. Example: - Did you use to play marbles? - Yes, I did. (I used to play them with my friends.)/ No, I didn’t. (I never used to play them.) One student may report to the class: In my group, Kien/ some used to play marbles. Most of us used to ride a tricycle. Some boys used to play football in the street. Nobody used to ride a buff alo … If there is still time left, let Ss give sentences of their own. Ask one student to give an affi rmative sentence, the others turn it into a negative sentence and a question ... Unit 7/Traff 10T &20081,&$7,21 Extra vocabulary roof illegal laws reverse right-handed Look at the fl ags of some countries. Give the names of these countries. 1.___________________________ 2.___________________________ 3.___________________________ 4.___________________________ 5.___________________________ Why do these countries drive on the left? Listen to the text then write your answers below. Reasons why this happened: 1. ______________________________________________ 2. ______________________________________________ 11 Unit 7/Traff Look at the strange driving laws below. Five of them are true, but one is false. In pairs, can you fi nd the false driving law? In Alaska, you are not allowed to drive with a dog on the roof. It is illegal for women to drive in Saudi Arabia. You have to wear a shirt or T-shirt while driving in Thailand. In Spain, people who wear glasses have to carry a spare pair in the car. In South Africa, you have to let animals go fi rst. In France, you can only reverse your car on Sundays. Now, work in groups. Discuss the laws and put them in order from the strangest (N°1) to the least strange (N°5). Are there strange rules in Viet Nam? &20081,&$7,21 ,QWURGXFWLRQ Introduce the rule of keeping to the left-hand side of the road in the U.K. Compare this to Viet Nam. Which side of the road do we drive on? Do you think it would be easy to change this rule? First, have Ss read the new vocabulary and elicit the meaning of the new words. Next say the words after the teacher. Ss work in groups to name the country which each fl ag belongs to. Check answers together. 1. The U.K. 2. Australia 3. India 4. Thailand 5. Malaysia Explain to Ss that all the countries in drive on the left-hand side of the road. Listen to the recording to fi nd out why this happened, and complete the reasons in . Ss listen again to complete the information then check their answers with a partner. T goes round the class giving support if needed. Key: Reasons why this happened: 1. some countries used the same system as the UK 2. many people are right-handed (in the past, this meant they could ride a horse using mainly their left hand, and could more easily use their right hand to carry a sword) Audio script: The right side is the wrong side! Do you know that there are many countries in the world where the traffic rule is to keep to the left? Some of these are the United Kingdom, Australia, India, Thailand, and Malaysia. There are different reasons for this. One is that some countries used the same system as the UK. Another is that many people are right-handed! Ss work in pairs, discussing which one they think is the false driving law. T may ask the question: Which one do you think seems the most unreasonable? Then let Ss think and give the answer. Key: ‘In France, you can only reverse your car on Sundays.’ This law is false! Ss work in groups and discuss the laws in and put them in order from the strangest (N°1) to the least strange (N°5). T may ask Ss to explain why. The groups may have diff erent results. Unit 7/Traff 11T 6.,//6 Reading Look at the picture. Can you see anything that is dangerous? Now match these words to make common expressions. Cyclists and motorists 1. Always keep both hands on the handle bars. 2. Always wear a helmet when you ride a motorbike. 3. Give a signal before you turn left or right. 4. Use front and back lights at night. 5. Don’t carry a passenger in front of you. Questions: 1. Where should you cross the street? 2. What must one always do when he/she drives? 3. Should one drive after drinking alcohol? Why or why not? 4. What must you do before you turn left or right 1. traffic 2. zebra 3. road 4. driving 5. speed 6. railway 7. train 8. means a. limit b. users c. licence d. crossing e. of transport f. ticket g. jam h. station while driving or riding a motorbike? 5. Why should pedestrians wear light coloured clothes in the dark? Speaking Class survey. Ask your classmates the question. How do you go to school every day? Then make a list of the means of transport that is used the most, and used the least. Can you see any of these things in the picture in ? Answer the following question. When you are a road user, what should you NOT do? Make a list in groups. Compare your list with other groups. Read the following text and answer the questions below. 52$' 6$)(7< These are some rules about road safety. It is very important to obey these rules when you use the road. Pedestrians 1. Always look carefully where you go. 2. Use the pavement or footpath. Read the following sentences. In groups, discuss who is using the road safely, and who is acting dangerously. Give reasons. 1. Hoang is riding a bike, and he is wearing a helmet. 2. Mr Linh is very tired. He is driving home very fast. 3. Mrs Sumato is driving only 200 metres, but she is wearing her seatbelt. her seatbelt. r seatbelt. 4. Mr Lee is taking his aki ing his daughter to school on o s school on his motorbike. She is ik ke. She is sitting in front of him. on nt of him. 5. There is a pavement av vement but Nam is walking wa alking at the side of the of the 3. Walk across the street at the zebra crossing. road towards a ds a 4. Wait for the traffic light to turn green before you cross the street. 5. Wear white or light-coloured clothes in the dark. Drivers 1. Always fasten your seatbelt when you drive. 2. Don’t drive if you feel tired or after you drink alcohol. 3. Don’t park in front of a zebra crossing. 4. Strictly obey traffi c signals. 12 Unit 7/Traff zebra crossing. ing g. 6. Michelle is cycling to school and she is waving to o her friends. 6.,//6 5HDGLQJ T tells Ss to look at the picture and say why it is dangerous. E.g.: It is dangerous to ride a motorbike on the pavement. Ss work in pairs to do the matching. T checks their results. Key: 1. g: traffi c jam 2. d: zebra crossing 3. b: road users 4. c: driving license 5. a: speed limit 6. h: railway station 7. f: train ticket 8. e: means of transport Then T asks Ss which they can see in the picture in . Key: road users, means of transport Ss work in groups. Tell them to answer the question: ‘When you are a road user, what should you NOT do?’ Then they make a list to compare with other groups. T may give some cues: talk and laugh loudly, look back, go in a red light, … Tell Ss to read the text then answer the questions. Set a strict time limit to ensure Ss read quickly for specific information. Ss may read the passage more than one time. Explain the new words and clarify anything diffi cult. T may ask questions to see if Ss understand the text. Ask Ss to read the text again (if need be), then work with a partner to answer the questions. Key: 1. We should cross the street at the zebra crossing. 2. He/ She must always fasten the seatbelt. 3. No, he/ she shouldn’t. Because it is very dangerous. (He/ She may cause an accident.) 4. We must give a signal. 5. Because the other road users can see them clearly and avoid crashing into them. Further practice: if there is still time, T may let more able Ss retell part of the reading text. 6SHDNLQJ Ss do the class survey. After that call some Ss to report to the class. Allow some time for Ss to read individually. Then they work in groups to discuss who is using the road safely, and who is acting dangerously, and give reason(s). Suggested answers: 1. safely 2. dangerously (because he is likely to have an accident) 3. safely 4. dangerously (it is diffi cult for him to see the road properly, and to ride) 5. dangerously (a car or motorbike may crash into him) 6. dangerously (she may have an accident if something happens unexpectedly) Unit 7/Traff 12T 6.,//6 Listening 75$)),& 352%/(06 ,1 %,* &,7,(6 Work in groups. Where do you think this picture was taken? Why is it special? Writing Tick the traffi c problems in big cities in Viet Nam. 1 too many people using the road 2 too many vehicles 3 4 Look at the following headline and check your answers. 5(&25' %5($.,1* -$0 5 Yesterday, Brazil’s largest city had the world’s longest ever traffi c jam. It was 295 kilometres long! Now listen to the passage and choose the 6 correct answer. 1. São Paulo in Brazil has ______________. A. a large population B. the worst traffi c jams C. good records 2. Big cities often suff er from traffi c jams __________. A. every day B. in the evening C. in the rush hour narrow and bumpy roads traffi c accidents every day wild animals running across the road young people riding their bikes dangerously Then write the above in full sentences. One of the traffi c problems in our big cities Example: is that there are too many people using the roads. 3. The main cause of the problem is _____________. A. increase in population B. narrow roads C. poor-quality roads 4. According to the passage, many road users _________________. A. respect traffi c rules B. do not know traffi c signs C. do not obey traffi c rules 13 Unit 7/Traff Write a paragraph about the traffi c problems where you live, or in a town, or a city you know well. Use the cues above, and the following outline. Introduction: Problem 1: _______ Problem 2: _______ Problem 3: _______ Conclusion: (Reason or advice/suggestion) 6.,//6 /LVWHQLQJ Ss work in groups. They study the picture and answer the two questions. Tell Ss to look at the newspaper headline and check their answers. Key: - in Brazil - long traffi c jam (very long line of vehicles) Ask Ss to read the questions and guess the answers. Then play the recording one or two times. Ask Ss to listen carefully and circle the correct answers. Key: 1. B 2. C 3. A 4. C Audio script: The most common traffi c problem in cities around the world is traffi c jams. São Paulo in Brazil has the world’s worst daily traffi c jams. According to reports, the historical congestion record was set on June 1, 2012, with 295 kilometres of vehicle queues around the city during the evening rush hour. Some other big cities also suff er from serious congestion in the rush hour. The main cause of this traffi c problem is the increase of the population in big cities. So the number of people using the roads has risen several times. The second reason is that the roads are narrow and sometimes are not good enough. Also, many road users have no respect for traffi c rules. As a result, this problem is getting worse and worse. :ULWLQJ T may begin by asking Ss what they think the traffi c problems in big cities in Viet Nam are. Have Ss look at the pictures, read the phrases and tick the traffi c problems. Suggested answers: pictures 1, 2, 3, 4, 6 Then Ss write full sentences. Call some Ss to write them on the board. Others give comments. T gives corrections. Suggested answers: - There are too many vehicles (on the road). - Many roads are narrow and bumpy. - There are traffi c accidents every day. - Many young people ride their bikes dangerously. Tell Ss to study the sentences they have written in , then practise writing the paragraph. Tell Ss to use proper connectors: fi rst/ fi rstly, second/ secondly, … and pay attention to spelling and punctuation. T may collect the Ss’ writing papers and mark them, then give comments to the class. Unit 7/Traff 13T /22.,1* %$&. Vocabulary What do these signs mean? Write the meaning below each sign. Then put them into the correct box. Grammar Change the sentences according to the prompts in brackets. 1. You used to go to school on foot. (?) 2. Mr Van used to ride his motorbike dangerously. (-) 3. The streets used to be cleaner and more peaceful. (?) 4. I didn’t use to go out on Sundays. (+) 1.________ 5._________ 2.________ 6._________ 3._______ 21/< 7._______ 4._________ 8._________ 5. They used to go on holiday together. (-) Write sentences using these cues. 1. over 100 km/my hometown/Ho Chi Minh City 2. about 25 km/my grandparents’ house 3. I/used to/small bike/the yard/outside/fl at Prohibition signs Warning signs Information signs Write the names of means of transport in the word web below. Then draw lines joining the correct verbs to the transport. Means of transport ride drive fl y sail get on get off 14 Unit 7/Traff 4. There/used to/bus station/city centre/but/it/ move/the suburbs 5. Children/must/learn/road safety/before/ allowed/ride/bike/road Communication Match the questions 1–6 with the answers a–f. 1. How does our English teacher go to work every day? 2. What does this road sign mean? 3. Is it far from our school to the central gym? 4. How long does it take to go from Ha Noi to Con Dao by air? 5. What games did you use to play when you were 10 years old? 6. Did your father use to take the bus to work? a. It means that you can’t go into this road. b. By motorbike. c. No, he didn’t. He cycled to work. d. About two and a half hours. e. No, it’s only about a kilometre. f. Marbles, and hide-and-seek. Finished! Now I can … ● talk about road signs and means of transport ● use it to talk about distance ● use used to to talk about a past habit or a state ● write a paragraph about traffi c problems /22.,1* %$&. As in the other units, this is the review section, so tell Ss not to refer back to the previous pages. Instead they can use what they have learnt during the unit to help them answer the questions. Ss need to see how far they have progressed, and which areas need further practice. 9RFDEXODU\ Ss do this task individually to write the meaning below each sign. T corrects their mistakes and helps them read the words correctly. Key: 1. Traffi c lights 2. School ahead 3. Hospital ahead 4. Cycle lane 5. Parking 6. No parking 7. Left turn only 8. No cycling Then let Ss work in groups and put the signs into the correct boxes. Prohibition signs: 6, 8 Warning signs: 1, 2, 7 Information signs: 3, 4, 5 Let Ss work in pairs. Tell Ss to write the answers in their notebooks. Then T corrects the mistakes, and adds some if need be. Suggestion: bicycle, motorbike, car, bus, taxi, train, plane, boat, ship … *UDPPDU Have Ss work in pairs or in groups and write their answers in their notebooks. T checks their answers. Key: 1. Did you use to go to school on foot? 2. Mr Van didn’t use to ride his motorbike dangerously. 3. Did the streets use to be cleaner and more peaceful? 4. I used to go out on Sundays. 5. They didn’t use to go on holiday together. Ss work individually fi rst to write the sentences. Then they work in pairs to swap their sentences. T gives correction and calls some Ss to read the sentences aloud. Key: 1. It is over 100 km from my hometown to Ho Chi Minh City. 2. It is about 25 km to my grandparents’ house. 3. I used to ride a small bike in the yard outside my fl at. 4. There used to be a bus station in the city centre, but it was/ has been moved to the suburbs. 5. Children must learn about road safety before they are allowed to ride a bike on the road. &RPPXQLFDWLRQ Ss read the questions and answers once or twice (they can read aloud), then match them. Ss work in pairs and role-play the questions and answers, then write all the sentences in their notebooks. Key: 1. b 2. a 3. e 4. d 5. f 6. c )LQLVKHG Finally ask Ss to complete the self-assessment. Identify any diffi culties and weak areas and provide further practice if need be. Unit 7/Traff 14T 352-(&7 5RDG VLJQV GLVSOD\ In groups, think of some traffic signs to display around your school. Use the following prompts or your own ideas. • Should there be a speed limit in the playground? • Should there be a ‘one way’ sign in the corridors? • Should there be a traffic light sign at the school gate? Make some of these traffi c signs of your own out of paper, cardboard or other materials. Show them to your group or class and say: What it is What it tells people to do/not to do, warns people about, or gives information about. Display your signs in the appropriate places in or around school. 15 Unit 7/Traff 352-(&7 5RDG VLJQV GLVSOD\ Ss work in groups or the whole class. Brainstorm Ss for creative ideas of traffi c signs to use inside and around the school. Encourage Ss to give as many as possible. The ideas they put forward may be realistic, or may be not, but the aim is that Ss revise the lesson and practise speaking as well as think and develop their creativeness. Ss work independently. T encourages them to use imagination and make their own traffi c signs (at home, or in groups/ class if possible, and with the materials available). Ss take turns to tell the class about the signs they have made in . Example: S1: This is ‘speed limit 50’ sign. It tells people not to drive more than 50 km an hour. S2: Well, this is ‘school ahead’ sign. It warns people about children crossing the road. …… T tells Ss to put their signs in the appropriate places in or around school. Ss can make their own traffi c signs at home, and next time bring them to class to explain and to display. Unit 7/Traff 15T 8QLW ),/06 *(77,1* 67$57(' THIS UNIT INCLUDES: :KDW ILOP VKDOO ZH VHH" Listen and read. Duong: I’m bored. Do you have any plans this evening? Mai: No ... What shall we do? Duong: How about seeing a fi lm? Mai: Good idea! What shall we see? Duong: Let’s take a look at the fi lm section of the paper. It says that White Sands is showing at Kim Dong Cinema at 8:00 o'clock tonight. Mai: It’s a horror fi lm. That’s too frightening for me. Duong: OK, they are also showing Crazy Coconut at Ngoc Khanh Cinema. Mai: What kind of fi lm is it? Duong: It’s a romantic comedy. Mai: What is it about? Duong: It’s about a female professor and a male fi lm star. They get shipwrecked on a deserted island and have to live together. Although the professor hates the fi lm star at fi rst, she falls in love with him in the end. Mai: Who does it star? VOCABULARY Types of fi lms -ed and -ing adjectives PRONUNCIATION Sounds: /t/, /d/, and /ɪd/ GRAMMAR Connectors: although, despite/in spite of, however, and nevertheless COMMUNICATION Talking about favourite fi lms Asking and answering questions about fi lm posters Duong: It stars Julia Roberts and Brad Pitt. Mai: What have critics said about it? Duong: Most of them say it’s very funny and entertaining. Mai: Hmm. I know. Why don’t we decide when we get there? Duong: OK, good idea! 16 Unit 8/Films 2EMHFWLYHV By the end of this unit, Ss can: • pronounce correctly the –ed ending in verbs • use lexical items related to the topic ‘Films’ • know the meaning and how to use –ing and –ed adjectives • use although, despite/ in spite of to express contrast between two pieces of information in the same sentence • use however and nevertheless to express contrast between two sentences • read for specifi c information about someone’s review of his/ her favourite fi lm • talk about a fi lm (its plot, main characters, cast, etc.) • listen for specifi c information about someone’s favourite fi lm star • write a review of a fi lm *(77,1* 67$57(' :KDW ILOP VKDOO ZH VHH" ,QWURGXFWLRQ – Ask Ss to open their books and look at the picture. T can ask, 'Who do you think is in the picture and what are they talking about?' – Write the unit title on the board ‘Films’. Elicit any information Ss know about fi lms by asking about types of fi lm they know, the latest fi lms they have seen, their favourite fi lms and fi lm stars. – Ask Ss to guess what the picture might show or what the conversation might be about. Let Ss open their books and check their answers. Ask Ss questions about the picture: E.g. Where are Duong and Mai? What might be happening to them? What are they doing? What are they talking about? T can ask Ss to guess what kind of fi lms Duong and Mai would like to see. T can also ask Ss to share any recent experiences going to see a fi lm with their brothers or sisters: ‘Have you ever gone to see a fi lm with your brothers/ sisters?’, ‘When and where?’, ‘What fi lm did you see then?’, ‘How did you feel then?’ Play the recording. Ss listen and read. T can play the recording more than once. Pause the recording at the appropriate places if Ss need help with comprehension questions. Unit 8/Films 16T D Read the conversation again and answer the questions. 1. What does Duong suggest doing tonight? a. Watching a TV show. b. Watching a fi lm. c. Staying at home. 2. Where does Duong fi nd cinema information? Match the types of fi lms with their defi nitions. Then listen, check and repeat. Ty Types of fi lm: a a. science fi ction (sci-fi ) b b. romantic comedy dy c. c. thriller d. comedy a. In a newspaper. b. By asking Mai. c. On the Internet. 3. Why doesn’t Mai want to see White Sands? a. She doesn’t like that type of fi lm. b. It’s not on at the right time. c. She has seen the fi lm before. Defi nitions: d e. documentary f. animation g. action h. horror 4. How do critics feel about Crazy Coconut? a. They all like it. b. They don’t like it. c. Many of them like it. 5. Which fi lm do Mai and Duong decide to watch? a. White Sands. b. Crazy Coconut. c. They haven’t decided yet. E Find the questions in the conversation that ask about Crazy Coconut. Then listen, check and repeat the questions. a. Type of fi lm b. Actors/Stars c. The plot (the story) d. Review (critics’ opinion about the fi lm) 17 Unit 8/Films 1. A fi lm that tries to make audiences laugh. 2. A fi lm that features cartoon characters. 3. A fi lm that is set in the future, often featuring science. 4. A fi lm that tells an exciting story about murder or crime. 5. A fi lm which combines comedy with a love story. 6. A fi lm that shows real life events or stories. 7. A fi lm in which strange and frightening things happen. 8. A fi lm that usually features lots of stunts and fi ghting. Are there any other types of fi lms you can add to the list? D Think of a fi lm. Fill in the blanks below. Type of fi lm Actors/Stars The plot Reviews E In pairs, interview each other and try to guess the fi lm. Example: A: What kind of fi lm is it? B: It’s an action fi lm. A: Who does it star? B: It stars Daniel Craig. A: What is it about? B: It’s about a spy called 007. A: Is it Skyfall? B: Yes! D First, have Ss work independently. Then allow them to share answers before discussing as a class. Key: 1. b 2. a 3. a 4. c 5. c E First, ask Ss not to look at the book and try to remember what questions Mai asks Duong about the fi lm they are going to see. Then let Ss open their books and check their answers. Key: a. What kind of fi lm is it? b. Who does it star? c. What is it about? d. What have critics said about it? Have Ss quickly match the types of fi lms with their defi nitions. Then play the recording for Ss to check their answers, pausing after each phrase and asking them to repeat chorally. Correct their pronunciation if necessary. T can ask for translation to check their understanding. With a stronger class, T may wish to ask some additional questions, e.g. Do you often see a sci-fi / horror fi lm...? How often do you see it? ... Key: 1. d 2. f 3. a 4. c 5. b 6. e 7. h 8. g D Have Ss work independently, fi lling in the blanks with the information of the fi lm they have seen recently. Remind them to use the words and phrases they have learnt in and from the conversation in . E First, model this activity with a more able student. Then ask Ss to work in pairs. T can go around to help weaker Ss. Call on some pairs to practise in front of the class. Unit 8/Films 17T $ &/26(5 /22. Vocabulary Complete the table with the -ed and -ing forms of the adjectives. The following are adjectives which are often If a person or thing is boring then he/she or it makes you bored used to describe fi lms. Can you add some more? boring entertaining ___________ hilarious violent ___________ gripping moving ___________ scary shocking ___________ Complete the sentences using the adjectives in the list above. 1. Mr Bean is a ______ fi lm – I was laughing from beginning to end. 2. Titanic is a ______ fi lm. I cried at the end. 3. The fi lm was so ______ that we almost fell asleep. 4. I couldn’t take my eyes off the screen because the fi lm was so ______. 5. Pirates of Southeast Asia is a ______ documentary. I couldn’t believe it! 6. You will be frightened when you see that fi lm. It is a very ______ fi lm. 7. There were too many fi ghts in the action fi lm. It was too ______. 8. You will enjoy the fi lm. It is so ______. Remember! -ed and -ing adjectives We can form adjectives by adding -ed and -ing endings to some verbs. Example: -ed adjectives -ing adjectives annoyed annoying interested interesting disappointed disappointing We use -ed adjectives to describe someone’s feelings. Example: The fi lm was long, and I was bored. We use –ing adjectives to describe things or people (that cause the feelings). Example: The fi lm was long, and boring. 18 Unit 8/Films interesting (1) ______ (2) ______ embarrassed (3) ______ excited disappointing (4) ______ exhausting (5) ______ (6) ______ surprised confusing (7) ______ (8) ______ frightened annoying annoyed Choose the correct adjectives. 1. The end of the fi lm was so moved/moving. 2. The boy was so frightened/frightening by the fi lm that he couldn’t sleep last night. 3. Critics were disappointed/disappointing at his performance as King Lear. 4. I am amazed/amazing that he has won two Oscars for Best Actor. 5. We were terrifi ed/terrifying of the ending of that horror fi lm. D Work in pairs. Look at the questions below. Tell your partner how you felt, using -ed adjectives. Example: I felt terrifi ed before my last Maths test. How did you feel ... 1. before your last Maths test? 2. when you watched a gripping fi lm? 3. after you watched a horror fi lm? 4. when you got a bad mark? E Now use -ing adjectives to describe these things and experiences in your life. Example: The last fi lm I saw was called Norwegian Wood. It was really moving. 1. the last fi lm you saw on TV, on DVD, or at the cinema 2. an argument with your friends 3. the result of your last English test 4. the last party you attended $ &/26(5 /22. 9RFDEXODU\ First, have Ss work independently. Then, ask them to share their answers with one or more partners. T can ask for translation of some of the adjectives in the list to check their understanding. With a stronger class, T may wish to ask Ss to make some examples with the adjectives they have learnt. If there is enough time, T can ask some Ss to write their answers on the board. Key: 1. hilarious 2. moving 3. boring 4. gripping 5. shocking 6. scary 7. violent 8. entertaining Remember –ed and –ing adjectives Ask Ss to study the Rememberbox. Draw Ss’ attention to the diff erence in use and meaning between –ed and –ing adjectives by analysing the examples in the Remember box. Then ask some more able Ss to give some more examples. Remind Ss that they should use a good dictionary to check their meaning and use. Have Ss complete the table individually. Then have some Ss write their answers on the board before checking with the whole class. T can ask for translation of each pair of the adjectives to check their understanding. Key: 1. interested 2. embarrassing 3. exciting 4. disappointed 5. exhausted 6. surprising 7. confused 8. frightening Ask Ss to do the exercise individually and then check with the whole class. When checking, ask Ss to refer to the Remember box to make the meanings of the adjectives clearer to them. Key: 1. moving 2. frightened 3. disappointed 4. amazed 5. terrifi ed D E First, model this activity with some more able Ss. Then, ask Ss to work in pairs. T may go around to provide help. Call on some pairs to practise in front of the class. Unit 8/Films 18T Pronunciation /t/, /d/, and / , and /ɪd/ Listen and repeat the verbs. Pay attention to the sounds /t/, /d/, and /ɪd/ at the end of each verb. played watched waited danced bored closed needed walked hated Now, in pairs put the words in the correct column. /t/ /d/ /ɪd/ $ &/26(5 /22. Grammar Although, despite/in spite of We use although, despite/in spite of to express contrast between two pieces of information in the same sentence. We use although before a clause and despite/in spite of before a noun or a noun phrase. Example: Although he is so young, he Remember! -ed endings in verbs are pronounced: performs excellently. Despite/In spite of being so = young, he performs excellently. Despite/In spite of his young age, he performs excellently. He is so young, but he performs excellently. /t/ after an unvoiced consonant Example: washed; matched /d/ after a voiced vowel or voiced consonant Example: fi lled; stayed /ɪd/ after the sound /t/ or /d/ Example: wanted; needed Work in pairs. Ask and answer questions about the pictures. Then listen to the recording. Example: cry a lot/laugh a lot A: He cried a lot, didn’t he? B: No, he didn’t. He laughed a lot. Complete the sentences. Use although + a clause from the box. they spent a lot of money on the fi lm few people came to see it it was a comedy it is set in modern times the acting is excellent Example: Although I watched the fi lm twice, I didn’t understand it. 1. We enjoyed the film at the Ngoc Khanh Cinema _____. 2. ______, it wasn’t a big success. 3. ______, I don’t enjoy the fi lm. 1 paint her room/ brush it 2 wash the TV/ watch it 4. I didn’t fi nd it funny at all ______. 5. The fi lm is based on a book that was written twenty years ago ______. Complete the sentences, using although, despite/in spite of. Sometimes, two answers are possible. 1. ______ the story of the fi lm was good, I didn’t like the acting. 2. I went to see the fi lm ______ feeling really tired. 4 3 pull their motorbike/ push it close the window/open it 19 Unit 8/Films 3. I really enjoyed the Water War______ most of my friends said it wasn’t a very good fi lm. 4. ______ careful preparation, they had a lot of diffi culties in making the fi lm. 5. ______ the fi lm was gripping, Tom slept from beginning to end. 3URQXQFLDWLRQ /t/, /d/, and / , and /ɪd/ T models the sounds /t/, /d/, and /ɪd/ in diff erent words with the ending -ed. Play the recording and ask Ss to listen and repeat the words, paying attention to the sounds /t/, /d/, or /ɪd/ at the end of each word. T can play the recording as many times as necessary. Then, ask Ss to put the words in the correct columns while they listen. Ss compare their answers in pairs. Check with the whole class. Key: /t/ /d/ /ɪd/ watched danced walked played bored closed waited needed hated Remember The pronunciation of –ed endings in verbs. Ask Ss to look at the rules in the Remember box. Tell them the rules of pronunciation of –ed endings. First, model this activity with a more able student. Then ask Ss to work in pairs. T can go around to provide help. Call on some pairs to practise in front of the class. Ask Ss to listen while T plays the recording. T can pause after each word ending in -ed and ask them to repeat chorally. Correct their pronunciation. Audio script: 1. She painted her room, didn’t she? No, she brushed it. 2. They washed the television, didn’t they? No, they watched it. 3. She closed the window, didn’t she? No, she opened it. 4. They pulled their motorbike, didn’t they? No, they pushed it. $ &/26(5 /22. *UDPPDU Although, despite/ in spite of Ask Ss to study the Grammar box. Draw Ss’ attention to the meaning and use of although, despite/ in spite of by analysing the examples in the Grammar box. Then ask some more able Ss to give some more examples. For , and , tell Ss what they should do. Ask Ss to do the grammar exercises individually. Remind them to look back to the Grammar box and use a dictionary if necessary. Then have Ss compare answers in pairs before checking with the whole class. Key: 1. although few people came to see it 2. Although they spent a lot of money on the fi lm 3. Although the acting is excellent 4. although it was a comedy 5. although it is set in modern times 1. Although 2. despite/ in spite of 3. although 4. Despite/ In spite of 5. Although Unit 8/Films 19T Rewrite these sentences using the words in brackets. Change other words in the sentence if necessary. 1. I don’t think Stallone is a very good actor. He was very good in the Rocky fi lms. (although) 2. Many European fi lm directors have gone to Hollywood to make fi lms. Few have had as much success as Milos Forman. (although) 3. They watched fi lms on DVD all night. They had to work the next day. (despite) 4. He has performed excellently in many fi lms. He has never won an Oscar for Best Actor. (although) 5. The fi lm begins with a terrible disaster. It has a happy ending. (in spite of) however and nevertheless We also use however and nevertheless to express contrast between two sentences. We usually use a comma after them. Example: He is so young. However,/Nevertheless, he performs excellently. 20 Unit 8/Films Complete the sentences using although, despite, in spite of, however, or nevertheless. Sometimes, two answers are possible. 1. The fi lm didn’t receive good reviews from critics. ______, many people went to see it. 2. ______ the silly story, many people enjoyed the film. 3. They spent millions of dollars on making the fi lm. ______, it wasn’t as successful as expected. 4. ______ Jaws is one of Spielberg’s fi rst fi lms, it is one of his best. 5. ______ the film was a bit frightening, I really enjoyed it. Use your own ideas to complete the following sentences. Then compare your sentences with a partner. 1. 1. I don’t really like the fi lm although ______. 2. 2. They spent a huge amount of money on the fi lm. However, ______. 3. 3. The fi lm was a great success in spite of ______. 4. 4. The sound in the fi lm is terrible. Nevertheless, ______. 5. Although it is a horror fi lm, ______. 6. Despite his age, ______. 1. I don’t think Stallone is a very good actor although he was very good in the Rocky films. 2. Although many European fi lm directors have gone to Hollywood to make fi lms, few have had as much success as Milos Forman. 3. Despite having to work the next day, they watched fi lms on DVD all night. 4. Although he has performed excellently in many fi lms, he has never won an Oscar for Best Actor. 5. In spite of beginning with a terrible disaster, the fi lm has a happy ending. However and nevertheless Ask Ss to study the Grammar box. Draw Ss’ attention to the meaning and use of however and nevertheless by analysing the instruction and example in the Grammar box. Then ask some more able Ss to give some more examples. Tell Ss what they should do. Ask Ss to do the grammar exercise individually. Remind them to look back to the Grammar box and use a dictionary if necessary. Then have Ss compare their answers in pairs before checking with the whole class. Key: 1. However/ Nevertheless 2. Despite/ In spite of 3. However/ Nevertheless 4. Although 5. Although Ask Ss to read the instruction. Ask Ss to do the exercise individually, using their own ideas to write sentences. Then have them work in pairs, comparing their sentences. T can go around to help Ss. Unit 8/Films 20T &20081,&$7,21 Extra vocabulary survey go ahead violence Listen to the conversation and fi ll in the blanks with the words you hear. Listen to the conversation and fill in the bla hear. Excuse me, Duong. I‛m d Excuse me, Duong. I‛m doing a (1)______ about favourite actors. Would it be OK if aboutfavourite actors. I asked you a few questions? I asked you a few quest Who do you think is the best (2)_____? Sure. Go ahead, Nick. And who do you think is the best (4)______? Thank you. Thank you. It‛s (3)______. I think (5) ______ is. Work in groups of six or eight. Each student chooses one of the following sets of survey questions. Survey on favourite actors (1) Who do you think is the best actor? (2) Who do you think is the best actress? Survey on action fi lms (1) Do you enjoy action fi lms? (2) Is it OK for young kids to see violence on TV? Survey members of the group. Survey on the best fi lms (1) What is the best fi lm you’ve seen recently? (2) Who did it star? Survey on cartoons (1) Do you like to watch cartoons? (2) Who is your favourite character? A SURVEY ABOUT Name Question 1 Question 2 Make notes of your results. Most people I have surveyed . About half of the people I have surveyed . Almost no one I have surveyed . Join another group. Report your results to those group members. 21 Unit 8/Films &20081,&$7,21 ,QWURGXFWLRQ – Before Ss open their books, ask them what kind of fi lms they like to see and who their favourite actors/actresses are. T can say: Today, we are going to do an interview with your classmates about fi lms. Please think of the questions you may ask your friends in your interview with them. – Help Ss understand the meanings of the words in Extra vocabulary by using pictures, examples or even translation. Ask Ss to look at the picture and read the conversation and guess what the missing words from the blanks may be. Play the recording and let Ss check their guesses. Play the recording again for Ss to check their answers. If time is limited, T can play only the sentences that include the information Ss need for their answers. Key: 1. survey 2. actor 3. Tom Cruise 4. actress 5. Angelina Jolie Audio script: Nick: Excuse me, Duong. I’m doing a survey about favourite actors. Would it be OK if I asked you a few questions? Duong Sure. Go ahead, Nick. Nick: Who do you think is the best actor? Duong: It’s Tom Cruise. Nick: And who do you think is the best actress? Duong: I think Angelina Jolie is. Nick: Thank you. Ask Ss to work in group of six or eight, asking their group members one set of questions. Remind them to write the names of the people they interview and note the answers in the table. Have Ss make notes of their survey results, using the suggestions in the Student’s book. T can have them practise reporting the results of their surveys in pairs or in groups. Ask Ss to join another group, reporting the results of their surveys to the new members. Choose some Ss to report the results of their interviews before the whole class. After each student has fi nished his/ her report, ask for some comments from other Ss. Then make comments and correct Ss’ any common mistakes. Unit 8/Films 21T 6.,//6 Reading Read Nick’s review of the fi lm Titanic on his blog. Then fi nd and underline these words in the passage. What do they mean? sinking must-see special eff ects visuals Speaking Look at the fi lm posters below. Work in pairs. Talk about the fi lms you would/wouldn’t like to see. PIRATES OF SOUTHEST ASIADocumentary: About modern day pirates in Indonesia and Malaysia who attack other ships. It stars Peter O’Toole as the voice of the narrator. Critics say the fi lm is shocking, FILM blog Mon, Apr 20, ... but it is a must-see. Showtimes: 8.15 p.m. at Broadway Theatre. Action: About a group of terrorists Titanic is a romantic film, which was directed by James Cameron. However, it’s also about a disaster. It stars Leonardo DiCaprio and Kate Winslet. The film is about the sinking of the ship Titanic on its first voyage. The main characters are Jack Dawson and Rose DeWitt who take control of Big Ben, and BIG BEN DOWN threaten to blow it up. It stars Bruce Willis as a New York cop on holiday in London. Critics say the fi lm is violent and gripping. Showtimes: 3.30 p.m. and 8.30 p.m. daily at Kim Dong Cinema. THE CHAINSAW MASSACRE AT HALLOWEEN BIG BEN DOWN Bukater. Jack saves Rose from killing herself during the journey on board the ship. Although they are from different social classes, and Rose is already engaged, they fall in love. The film has a sad ending: the Titanic sinks and more than a thousand people die in the disaster, including Jack. Critics say it is a must-see. I agree, because the story is moving and the acting is excellent. The special effects, visuals, and music are also incredible. Titanic is a very sad film. Nevertheless, many people really love it. Go and see it if you can. Posted by Nick at 5.30 p.m. Read Nick’s blog again and answer the PLANET OF THE JELLYFISH questions. 1. What kind of fi lm is Titanic? 2. Who does Titanic star? 3. What is Titanic about? 4. What do you know about the main characters of Titanic? 5. How is the ending of Titanic? 6. What do critics say about Titanic? 22 Unit 8/Films Horror: About a killer who escapes from a hospital. The story takes place in a children’s camp on Halloween. It stars Jamie Lee Curtis as a school teacher who falls in love with the killer. Critics say the fi lm is very frightening and may be the scariest fi lm ever. Showtimes: 8.00 p.m. at Odeon Theatre. Sci-fi : About super intelligent space jellyfi sh that attack the Earth in the future. It stars Cameron Diaz as a soldier, who is sent to stop the attack of space jellyfi sh. Critics say that the fi lm is fantastic and gripping. Showtimes: 3.00 p.m. and 8.30 p.m. daily at Ngoc Khanh Cinema. 6.,//6 ,QWURGXFWLRQ Ask Ss to look at the picture of the fi lm Titanic. Ask them: Have you ever seen this fi lm? Do you know who the actor and actress in the picture are? Do you like him/ her? Why/ Why not? 5HDGLQJ Ask Ss to read the passage quickly and fi nd out whether Nick likes the fi lm or not. Then ask Ss to fi nd out where the words sinking, must-see, special eff ects, and visuals are in the passage. T may help Ss work out the meanings of these words out of the passage. T can set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions. Ss can compare answers before discussing them as a class. Key: 1. It is a romantic fi lm. 2. It stars Leonardo DiCaprio and Kate Winslet. 3. It is about the sinking of the ship Titanic on its fi rst voyage. 4. The main characters are Jack Dawson and Rose DeWitt Bukater. Jack saves Rose from killing herself during the journey on board the ship. Although they are from diff erent social classes, and Rose is already engaged, they fall in love. 5. The ending of Titanic is very sad. 6. They say it is a must-see. 6SHDNLQJ First, ask Ss to read every fi lm poster. T can help them with the new vocabulary. Then ask Ss to work in pairs, talking about the fi lms they would/ wouldn’t like to see. T can go around to help Ss. After fi nishing, T can call some pairs to practise in front of the class. Unit 8/Films 22T Now, ask and answer questions about the fi lms. Example: A: I want to see Planet of the Jellyfi sh. B: What kind of fi lm is it? A: It’s a science fi ction. B: What is it about? A: It’s about ... 6.,//6 Listening Nick and his father are talking about Tom Hanks, a Hollywood fi lm star. Listen to their conversation and correct the following statements. 1. Tom Hanks is Nick’s favourite fi lm star. 2. Tom Hanks is a handsome actor. 3. Tom Hanks has won three Oscars. Listen again. Answer the questions below. er the questions below 1. Which Oscar has Tom Hanks won twice? 2. What do critics say about Tom Hanks? 3. What role does Tom Hanks play in Saving Private Ryan? 4. Why does Nick’s father recommend You’ve Got Mail to Nick? 23 Unit 8/Films Hotseating: In groups, choose a student to play the role of a character in any of the fi lms above. Brainstorm questions you’d like to ask. Then interview the student. Example questions: Can you describe your new fi lm in three words? Did you enjoy making the fi lm? Why should we watch this fi lm? Writing Make notes about one of your favourite fi lms. Name of fi lm, type of fi lm, and actors or director The plot: What happens in the fi lm? How is the fi lm? (gripping/moving/hilarious) What about the ending? Other aspects of the fi lm, the acting, the music, the special eff ects, the visuals, etc. Critics’ reviews, your overall opinion. Write a review of your favourite fi lm. Use the information in , and the fi lm review on Nick’s blog as a model. You may follow the writing plan below. Introduction (Paragraph 1) Name of fi lm, type of fi lm, and actors or director Body Paragraph 2: The plot: What happens in the fi lm? How is the fi lm? (gripping/moving/hilarious) What about the ending? Paragraph 3: Other aspects of the fi lm: the acting, the music, the special eff ects, the visuals, etc. Conclusion (Paragraph 4) Critics’ reviews, your overall opinion (Why you recommend the fi lm to everyone) First, ask Ss to work in pairs, asking and answering about the fi lms from the posters. T can go around to help weaker Ss. After fi nishing, T can call on some pairs to practise in front of the class. First, remind Ss of the words or phrases about fi lms. Ss may refer to the words and phrases that they can use to talk about fi lms in Getting Started, A Closer Look 1, and Communication. Then, ask Ss to work in groups. Each group chooses a student to be in the hot seat, playing the role of a character in any of the fi lms in the posters. The other members brainstorm the questions they would like to ask. Then, they in turns interview the student in the hot seat. T can go around to provide support if necessary. 6.,//6 /LVWHQLQJ ,QWURGXFWLRQ Ask Ss to tell about their favourite actors/ actresses. Ask them: Who is your favourite actor/ actress? What does he/ she look like? What are his/ her successful fi lms? What awards/ prizes has he/ she won? What do critics say about him/ her?... Ask Ss to read the instruction carefully and remind them to remember key words in the statements. Play the recording and ask Ss to correct the statements. Then ask two or three Ss to write their answers on the board. Play the recording again for Ss to check the answers. Key: 1. Tom Hanks is Nick’s father’s favourite fi lm star. 2. Tom Hanks isn’t a handsome actor. 3. Tom Hanks has won two Oscars. Audio script: Nick: Who is your favourite fi lm star, Dad? Dad: Tom Hanks, of course. Nick: Tom Hanks? Who is he? Dad: He is one of the most famous and richest actors in Hollywood. Nick: Really? Has he won any awards? Dad: Yes, he has won the Oscar for Best Actor twice. Nick: Two Oscars? Amazing! He must be very handsome! Dad: No, he isn’t. He isn’t an attractive actor, compared to other actors in Hollywood. However, most critics say that he is one of the best actors. Nick: What kind of roles does he often play? Dad: He often plays serious roles such as a soldier in Saving Private Ryan, or a lawyer who has AIDS in Philadelphia. He also appears in many other entertaining fi lms such as Bachelor Party, The Man With One Red Shoe, etc. Nick: Can you recommend one of his best fi lms? Dad: Of course, You’ve Got Mail. It’s one of the biggest comedies of the 1990s. Ask Ss to read the rubric and study the questions carefully. Ss can work in pairs to discuss the answers from the information they have heard in . Play the recording again and have Ss answer the questions as they listen. Ss can share their answers with their partners. With a weak class, T may play the recording many times until Ss have chosen all their answers. Call some Ss to write their answers on the board. Play the recording again for Ss to check the answers. T can pause at the sentences that include the information Ss need for their answers. Key: 1. He has won the Oscar for Best Actor twice. 2. They say he is one of the best actors in Hollywood. 3. He plays the role of a soldier in Saving Private Ryan. 4. Because it is one of the biggest comedies of the 1990s. :ULWLQJ Ask Ss to make notes about one of their favourite fi lms. Remind them that they do not have to write full sentences and they can use abbreviations. Then, ask Ss to share their notes with their partners. T can ask some more able Ss to read out their notes to the whole class. Set up the writing activity. T reminds Ss that the fi rst and important thing is always to think about what they are going to write. In this case, Ss do not have to think of many ideas of what to write because they have made notes in . So T only has to brainstorm Ss for the language necessary for writing. T can ask Ss to refer back to the reading in Skills 1 for useful language and ideas, and note some necessary expressions and language on the board. Ask Ss to write the draft fi rst. Then have them write their fi nal version in class or at home. If they write in class, they can also do it in pairs or groups. T can display all or some of the leafl ets on the wall/ notice board. Other Ss and T give comments. Ss edit and revise their writing as homework. Unit 8/Films 23T /22.,1* %$&. Vocabulary Think of an example of every type of fi lms in the box. science-fi ction (sci-fi ) romantic comedy thriller comedy documentary action horror animation Example: Mr Bean is a comedy. Read the sentences. What types of fi lms are the people talking about? 1. The acting was excellent, and I laughed from beginning to end. 2. The scene was so frightening that I closed my eyes. 3. I think this fi lm will be liked by people who are interested in true stories. 4. It is hilarious, and it is really moving too. 5. The special eff ects are incredible! The robots look real. Fill in the blanks with -ed or -ing adjectives that are formed from the verbs in brackets. 1. I have never felt as (terrify) ______ as I did when I watched that horror fi lm. 2. In spite of spending millions of dollars on the fi lm, it was (disappoint) ______. 3. They found his behaviour (annoy) ______. 4. We were (satisfy) ______ with the service at the cinema. 5. We found the fi lm’s plot (shock) ______. Complete the second sentence in each pair, using the word in brackets. The meaning of both sentences should be the same. 1. They found the fi lm exciting. (excited) They ______ about the fi lm. 2. The fi lm bored them so they left halfway through it. (boring) The fi lm ______ so they left halfway through it. 3. The ending of the fi lm was quite moving. (moved) We ______ at the ending of the fi lm. 4. His new fi lm is really surprising. (surprised) You’ll ______ at his new fi lm. 24 Unit 8/Films 5. Lots of people are confused by the way he behaves. (confusing) Lots of people fi nd ______. Grammar Match the fi rst half in A with the suitable half in B. A B 1. Although he set off early, ______ a. popcorn is selling well. 2. Despite public protests, ______ b. however, it is decreasing now. 3. In spite of high prices, ______ c. it’ll be better than staying at home. 4. The ticket price has been quite high; ______ d. he arrived late. 5. Although I don’t really like to go to the cinema, ______ e. the Government decided to put a ban on the fi lm. Communication Number the lines of the dialogue in the correct order. ____ A. How about going to the movies? ____ B. I think Now You See Me would be a good choice. ____ C. Where should we meet? ____ D. That sounds pretty good. I’ve seen the trailer. ____ E. What are you doing tomorrow night? ____ F. Which movie? ____ G. Perfect! ____ H. I can pick you up. Is 7 o'clock alright for you? ____ I. Nothing much. Why do you ask? Finished! Now I can ... • use words and phrases for different types of films • distinguish the uses of -ed and -ing adjectives • use connectors: although, despite/in spite of, however, and nevertheless • talk about favourite films • write a film review /22.,1* %$&. This is the review and drill section of the unit, so encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. That will help Ss see how far they have progressed, and which areas need further practice. The questions in Looking Back match the Finished! self-assessment statements at the end of this lesson. Ss should check how well they did at each question and use that information when fi lling in the self assessment. 9RFDEXODU\ Ask Ss to think of as many examples of diff erent types of fi lms as possible. Then ask some Ss to say out their examples in front of the class. Examples of Vietnamese fi lms are fi ne. Ask Ss to read the sentences carefully and decide which type of fi lms the people are talking about. Remind them that the adjectives in the sentences will provide the context for them to choose the correct types of fi lms. Key: 1. It’s a comedy. 2. It’s a horror fi lm. 3. It’s a documentary. 4. It’s a romantic comedy. 5. It’s a sci-fi fi lm. For and , ask Ss to do them individually fi rst. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment. Key: 1. terrifi ed 2. disappointing 3. annoying 4. satisfi ed 5. shocking 1. They were excited about the fi lm. 2. The fi lm was boring so they left halfway through it. 3. We were moved at the ending of the fi lm. 4. You’ll be surprised at his new fi lm. 5. Lots of people fi nd the way he behaves/ his behaviour confusing. *UDPPDU First, ask Ss to do individually. Then ask them to check their answers with a partner before discussing the answers as a class. Remind Ss to keep a record of their original answers so that they can use that information in their Now I can... statement. Key: 1. d 2. e 3. a 4. b 5. c &RPPXQLFDWLRQ First, ask Ss to do the task individually to number the lines of the dialogue. Then ask them to check their answers with the whole class. After fi nishing, ask Ss to practise saying the dialogue with their partners. Key: 1. E 2. I 3. A 4. F 5. B 6. D 7. G 8. C 9. H )LQLVKHG Finally ask Ss to complete the self-assessment. Identify any diffi culties and weak areas and provide further practice. Unit 8/Films 24T 352-(&7 Look at the fi lm posters below. Think about the following questions. - What is the purpose of a fi lm poster? - Which do you like? Why? - What information can you fi nd on the posters? - What other information could you include? FILM POSTERS Choose one of your favourite fi lms and design a poster for it. Then organise an exhibition of fi lm posters in your class. JOB SWAP! Comedy: About a poor night club dancer who changes places for a day with a rich prince. It stars Chris Rock as the nightclub dancer and Robin Williams as the prince. Critics say the film is hilarious and entertaining. Showtimes: 4:30 p.m. and 8:30 p.m. daily at Main Street Theatre 25 Unit 8/Films CRAZY COCONUT R i C d Ab Romantic Comedy: About a female professor who has to live with a selfish and lazy film star on a deserted island, after a shipwreck. It stars Julia Roberts as the professor and Brad Pitt as the film star. Critics say the film is extremely funny and entertaining. Showtimes: 7:45 p.m. and 9:45 p.m. daily at Dan Chu Cinema 352-(&7 )LOP SRVWHUV Ask Ss to read the fi lm posters and point out what information should be included in a fi lm poster. Then ask Ss to work in pairs/ groups to discuss the questions. Each student can make notes about the ideas from his/ her partner or other group members. Ask each student to choose one of their favourite fi lms, and design a poster for it. They can use the ideas from their notes for their task. If there is enough time, T can let Ss complete the project in class. Ss can complete the project as homework if the time is not enough. When Ss have fi nished their fi lm posters, ask them to display their leafl ets on the wall/ notice board. T can choose some of the fi lm posters and ask Ss to give comments. Unit 8/Films 25T 8QLW )(67,9$/6 $5281' 7+( :25/' W *(77,1* 67$57(' 7KH IHVWLYDO SURMHFW Listen and read. Teacher: Which festival did you choose, Nick? Nick: Actually, I chose a Vietnamese festival! Teacher: Oh really? Which one did you choose? Nick: I chose the Elephant Race Festival in Dak Lak. I think elephants are fascinating animals! It must be amazing to see them racing. Teacher: OK, that’s interesting. How about you, Mai? Mai: I chose Diwali. It’s an Indian festival. Teacher: Why did you choose it? Mai: Well, it’s called the ‘Festival of Lights’ and it’s a religious festival. I think candles are so romantic, and I love fi reworks. There are lots of both during Diwali. Teacher: That’s a great choice. And you, Phong? 26 Unit 9/Festivals around the World THIS UNIT INCLUDES: VOCABULARY Types of festivals Festival activities PRONUNCIATION Stress in two-syllable words GRAMMAR H/Wh-questions: review Adverbial phrases COMMUNICATION Asking and answering questions about festivals Describing festivals Phong: I chose La Tomatina. It’s held in Spain, in a small town called Buñol. It’s a seasonal festival to celebrate the tomato harvest. Teacher: What do you like about it? Phong: For one hour, people get to throw tomatoes at each other! Teacher: Wow! That does sound unusual. OK, fi nally, Mi. Mi: I chose something a little diff erent. It’s a music festival called Burning Man. It’s held every year at the end of August. People go to the desert, make a camp, and have a party! Teacher: Wow, that’s a new one on me! Sounds fascinating. OK, I’d like you to write up your reports and hand them in to me by ... 2EMHFWLYHV By the end of this unit, Ss can: • pronounce two-syllable words with correct stress in isolation and in context • use lexical items related to the topic 'Festivals around the world’ • use adverbial phrases correctly and appropriately • make and answer H/ Wh-questions correctly • ask about and describe diff erent festivals • read for specifi c information about an unusual festival • listen to get specifi c information about a music festival • write a description of a festival they attended *(77,1* 67$57(' 7KH IHVWLYDO SURMHFW ,QWURGXFWLRQ ,QWURGXFWLRQ Review the previous unit before Ss open their books by asking them to solve a crossword puzzle. Draw the following crossword on a big piece of paper or on the board and read out the clues one by one. Tell them that the red word is the topic of the new lesson. Divide the class into two teams A and B. Ss from each team take turns to solve each puzzle. The game fi nishes when a student guesses the red word correctly. 6ROYH WKH FURVVZRUG EHORZ 1. Tom Hanks is a famous ______ star. 1 2 3 4 5 6 7 8 Write the unit title on the board ‘Festivals around the world’. Ask Ss what ‘festival’ means to them. Explain that a festival is a series of public events connected with a particular activity or idea. Ask them to call out the festivals they know, both in Viet Nam and in the world. Ss keep their books closed. Write ‘The festival project’ on the board and ask the Ss to guess the content of the lesson. After Ss guess, let them open their books and read the conversation quickly to check their ideas. 2. Mr Bean's Holiday is the ______ I like best. 3. That fi lm was so ______ that I couldn’t sleep after watching it. 4. Tra Giang is one of the most well-known ______ in Viet Nam. 5. I couldn’t help laughing when watching that fi lm. It’s ______. 6. My mother cried a lot because the fi lm was very ______. 7. ______ fi lms usually have lots of chases and fi ghting. 8. If a fi lm tells an exciting story about murder or crime, it’s a ______. Key: 1 F I L M 2 C O M E D Y 3 S C A R Y 4 A C T R E S S E S 5 H I L A R I O U S 6 M O V I N G 7 A C T I O N 8 T H R I L L E R Unit 9/Festivals around the World 26T D Answer the following questions. 1. Did the teacher expect Nick to choose a Vietnamese festival? Why/Why not? 2. What do people do to celebrate Diwali? 3. Which festival is held in a small town? 4. Why does Mi think her festival is unusual? 5. What should the students do after this discussion with the teacher? Write the festivals in the box under the pictures. Then listen and repeat. Tet Easter Christmas Cannes Film Festival Rock in Rio Halloween Water Festival Ghost Day E Tick ( ) true (T) or false (F). T F 1. Nick chose the festival because he would like to see elephants racing. 2. The 'Festival of Lights' is another name for Diwali. 3. People throw tomatoes at each other for one day at La Tomatina. 4. Burning Man is held in the desert. Match the festivals below with the reasons they are held. religious seasonal music/arts superstitious Rock in Rio Cannes Film Festival Christmas Easter 1. 2. Tet Water Festival Halloween Ghost Day 3. 4. 5. 6. 7. 8. 27 Unit 9/Festivals around the World Compare your answers with a partner. Example: A: I think Rock in Rio and the nd the Cannes Film Festival are music music or arts festivals. B: I agree. are A: Which do you think are seasonal festivals? B: I think Christmas and Easter. How about you? A: I think Halloween and Ghost Day. Can you add any more festivals to the groups in ? D Ss work independently. Allow them to share answers before discussing as a class. Remember to ask Ss to read out the lines in the conversation that help them to answer the questions. Key: 1. No, she didn’t because she said “Oh really?” to show her surprise. 2. People light candles and display/ let off fi reworks. 3. It’s La Tomatina. 4. Because to celebrate the festival people go to the desert, make a camp, and have a party. 5. They should write up reports and hand them into the teacher. E Ss read the conversation again to do this exercise. Ask for Ss’ answers as well as the explanation for their choices. Write the correct answers on the board. Key: 1. T 2. T 3. F (for one hour only) 4. T Tell Ss that in the box are the names of some festivals. Ss do this activity in pairs. Call some Ss to give their answers and write them on the board without saying if their answers are correct. Play the recording for Ss to listen, check and repeat their answers. Make sure that Ss pronounce the names of the festivals correctly. Key: 1. Water festival 2. Cannes Film Festival 3. Ghost Day 4. Tet 5. Rock in Rio 6. Christmas 7. Halloween 8. Easter Explain to Ss that festivals are held for diff erent reasons. The reasons in the box are the most common ones. Ask Ss if they know the meaning of ‘seasonal’, ‘religious’ and ‘superstitious’. If they don’t, quickly explain them. seasonal (adj): relating to or happening during a particular period in the year religious (adj): connected with religion or with a particular religion superstitious (adj): based on the belief that particular events happen in a way that cannot be explained by reason or science Ss do this activity individually. Key: religious: Halloween, Ghost Day music/arts: Rock in Rio, Cannes Film Festival seasonal: Tet, Water Festival religious: Christmas, Easter Now Ss work with a classmate and compare their answers. Remind them to follow the model conversation in the book. Walk around and help where needed. Ask some pairs to act out the conversation. Write their answers on the board. Confi rm the correct answers. Ask Ss if they know anything about the festivals. T may share some information with Ss. Organise a competition game for this activity. Ss work in groups of fi ve-six. In fi ve minutes, Ss write down as many festivals for each group in as possible. The group with the most festivals is the winner. The winning group read the festivals out loud. Other groups add more festivals if they can. OR: Ss work in four groups. In fi ve minutes each group write down all the festivals of one group in they know. After the allowed time, ask one representative from each group to write their answers on the board. Unit 9/Festivals around the World 27T $ &/26(5 /22. Vocabulary D Can you complete the table below with appropriate verbs, nouns and adjectives? Listen and check your answers. Pronunciation Stress in two-syllable words Look out! In two-syllable words the mark (')represents the stressed syllable. The general rules are: Verb Noun Adjective celebrate 1. _________ celebratory festival 2. __________ 3. __________ parade 4. __________ cultural perform performer 5. __________ E Now complete the following sentences with the words from the table in D. You do not need to use all the words. The fi rst letter of each word has been given. 1. Carnival (Carnaval in Portuguese) is a popular f______ in many countries in South America. 2. It usually happens in February, and South American people c______ it in diff erent ways. 3. The Rio Carnival is the biggest and most famous, with the most lively c______. 4. It gives people a chance to learn about the true c______ of Brazil. 5. People wear costumes and p______ through the streets, playing samba music and dancing. 6. The highlight of the Rio Carnival is the Samba Parade with thousands of samba p_______ from various samba schools. In groups, choose a festival. Take turns to say the name of the festival, then add an action. Example: A: I am going to Rio Carnival to watch performers dance. B: I am going to Rio Carnival to watch performers dance, and musicians play samba music. C: I am going to Rio Carnival to watch performers dance, and musicians play samba music, and ... 28 Unit 9/Festivals around the World Type of word General rule Exceptions most nouns and adjectives stress on the fi rst syllable e.g. 'country a'sleep a'broad ma'chine most verbs stress on the second syllable e.g. re'ceive 'copy 'diff er 'happen (two-syllable verbs ending in er/en) Listen and repeat the words. Then listen again and put them in the correct column according to their stress pattern. gather picture relax artist enjoy hotel lovely describe rename famous Stress on 1st syllable Stress on 2nd syllable Circle the word with a diff erent stress pattern from the others. Then listen and check. 1. money dancer shopping balloon 2. common happy complete joyful 3. prepare enter answer listen 4. pumpkin funny water alone 5. tidy compete prefer adopt Read the following sentences and mark (') the stressed syllable in the underlined words. Then listen, check and repeat. 1. We’re going to discuss our festival project. 2. A lot of dancers go to Rio de Janeiro to attend the Rio Carnival. 3. I think nobody will answer the phone because they have gone to the music festival. $ &/26(5 /22. V b l Vocabulary D Have Ss look at the table in the book. Make sure that they understand what to do. Ss complete the table individually and then compare their answers with a partner. Call three Ss to the board to write their answers. Play the recording for Ss to check their answers. Confi rm the correct answers. Replay the recording for Ss to repeat the words. Key: 1. celebration 2. festive 3. parade 4. culture 5. performance Audio script: celebration festive parade culture performance E Before Ss do this exercise, have them read all the sentences and guess the part of speech of the word to be fi lled in each blank. Ask Ss to call out their guesses and confi rm the correct answers. Ss do this activity individually and then in pairs. Have some Ss write their answers on the board. Comment on and confi rm the correct answers. Key: 1. festival 2. celebrate 3. celebrations 4. culture 5. parade 6. performers Additional activity for stronger groups of Ss: Ss make sentences with other words in the table. Have some Ss write their sentences on the board. Other Ss give comments. Check if the sentences are grammatically correct and make sense. In groups, Ss do the activity. They choose one activity and take turns to lengthen their sentences by adding the activities. This can be organised as a competition game. After fi ve minutes, whichever group has the longest sentence is the winner. They then write the sentence on the board. Elicit some more sentences from other groups. Have one student underline all the festival activities in the sentences. Remind Ss to take notes of those sentences in their notebook. Pronunciation Stress in two-syllable words It’s necessary to help Ss understand what a syllable is. Explain to them that a syllable is a unit of pronunciation having one vowel sound, with or without surrounding consonants, forming the whole or a part of a word. Give some examples of one-, two- and three-syllable words. Tell them that in this lesson, they just focus on two-syllable words and their common stress pattern. Have Ss give out some more two-syllable words. Ask Ss to read the rules in the table. Tell them that these are the most common rules. Explain each rule and have Ss give some examples. Have Ss read out the words fi rst. Then play the recording for them to listen and repeat the words. Play the recording as many times as necessary. Audio script: gather picture relax artist enjoy hotel lovely describe rename famous 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: Stress on 1st syllable Stress on 2nd syllable gather relax picture enjoy artist hotel lovely describe famous rename Ask Ss to give more examples for each group. (Because of the limited space, activities 4 and 5- A Closer Look 1 are put on page 29T.) Unit 9/Festivals around the World 28T $ &/26(5 /22. Grammar Adverbial phrases Look at the pictures below. What information would you like to know about this festival? Now look at the webpage. Complete the table about the festival. The Cannes Film Festival Every year Cannes hosts its international fi lm festival. Cannes is a busy tourist city in France, but in May everything stops for the festival. Pe People take the festival in a very serious way. Film a directors, stars, and critics d all come to the festival. A al panel of judges watches p p the new fi lms to award the th prizes for the best ones. pri The biggest prize is the Look out! An adverbial phrase gives extra information about the time, place, manner, etc. of an action. Adverbial phrases are made with nouns, prepositions or infi nitives. They can be used to answer diff erent questions. Type/Question Example Time (when?) The Festival of the Sun is held on June 24th. Place (where?) The festival is celebrated in Peru. Frequency (how often?) The festival takes place every year. Reason (why?) People attend the festival for fun. A lot of people go to Cusco, Peru, to attend the festival. Manner (how?) People celebrate it in a special way. People celebrate it with street fairs and live music. 29 Unit 9/Festivals around the World Th Palme d'Or, which is given Pa to the best fi lm. to What? Who? Where? When? How often? How? Why? Now think about a festival you know in Viet Nam. Complete the table with information about that festival, then tell your partner about it. What? Who? Where? When? How? Why? Ss circle the words individually, then compare their answers in pairs. Have some Ss give their answers. Write them on the board. Play the recording for Ss to check their answers. Confi rm the correct answers. Play the recording again for Ss to repeat the words. Ss practise reading the words. Key: 1. balloon 2. complete 3. prepare 4. alone 5. tidy Audio script: 1. money dancer shopping balloon 2. common happy complete joyful 3. prepare enter answer listen 4. pumpkin funny water alone 5. tidy compete prefer adopt Ss do this exercise individually fi rst then compare their answers with a partner. Call some Ss to go to the board and write their answers. Play the recording and stop after each underlined word for Ss to check their answers. Play the recording again for Ss to repeat each sentence. Ss work in pairs to practise the sentences. Call some Ss to read the sentences out loud. Key: 1. 'project 2. 'dancers; at'tend 3. 'answer; 'music Audio script: 1. We’re going to discuss our festival project. 2. A lot of dancers go to Rio de Janeiro to attend the Rio Carnival. 3. I think nobody will answer the phone because they have gone to the music festival. $ &/26(5 /22. *UDPPDU *UDPPDU Adverbial phrases Ask Ss to look at the pictures and think of the information they want to get about the festival. Elicit Ss’ answers and quickly write some on the board in note forms, e.g. place, time … Tell them that when we give these pieces of information we can use adverbial phrases. Have Ss read the information in the fi rst part of the table. Explain the formation of adverbial phrases in detail by giving some more examples: + Adverbial phrases made with nouns: every year, last week + Adverbial phrases made with prepositions: in 2013, in a small town, with beautiful plants + Adverbial phrases made with to-infi nitive: to enjoy the party, to have more friends Ss look at the second part of the table to understand more about the diff erent types of adverbial phrases. Ask Ss to work in pairs. Each pair writes down three sentences with three diff erent adverbial phrases. Some Ss read their sentences aloud. Give comments. Tell Ss that they are going to read information about the Cannes Film Festival and complete the table. Ss do this exercise individually then compare their table with a partner. Draw two tables on the board and have two Ss write their answers in the table. Ask other Ss to comment on the answers. Confi rm the correct answers. Key: What? a fi lm festival Who? fi lm stars; directors; critics Where? in a city in France When? in May How often? every year How? in a very serious way Why? to win the Palme d’Or If time allows, have Ss give a short talk about the festival using the information in the table. Ss think of one festival in Viet Nam they know and fi ll the table with all the information about that festival. After they have fi nished with the table, they work with a classmate to share the information. Have some Ss present their table to the whole class and give a short talk about the festival. Unit 9/Festivals around the World 29T H/Wh-questions: review There are seven Wh-questions and one H-question in English: what, which, where, when, who, whose, why and how. Join the questions to the types of answers. There may be more than one correct answer to each question. Remember! Question words and their auxiliaries are usually contracted in speech. Example: Who is = Who’s What will = What’ll Who’s coming to the festival? What’ll they do there? ZKR ZK\ ZKRVH ZKDW ZKLFK ZKHQ ZKHUH KRZ ZKROH VHQWHQFH OLPLWHG RSWLRQV ZKROH VHQWHQFH EHORQJLQJ WR D SHUVRQ WKLQJ SHUVRQ UHDVRQ SODFH WLPH PDQQHU Phuong is doing an interview for VTV. Can you match her questions with the interviewee’s answers? It‛s a race between Now make questions for the underlined parts. 1. I bought this T-shirt for my brother in Sydney. _______________________________________? 2. I love music, so I go to the music festival Here I am with Elephant Race organiser, Phong Nguyen. What‛s this festival all about, Phong? When‛s it held? elephants that are ridden by their owners, but really it‛s a celebration of elephants! almost every summer. _______________________________________? 3. My friends saved money to fl y to Spain. _______________________________________? 4. We went to the Flower Festival in Da Lat last year. _______________________________________? 5. During Tet, the Vietnamese decorate their houses with apricot or peach blossoms. _______________________________________? It‛s always held in Dak Lak. The location can change though – sometimes it‛s in Don Village, sometimes near the river. Where‛s it held? Elephants are really important. They work really hard for us. The festival is our way of saying 'thank you' to them. Game: FESTIVAL MYSTERY Work in groups. One student thinks of any Why‛s it held? Who comes to the festival? Well, they have to reach the fi nish line fi rst. Many elephant owners and local people. Also, there are more and more tourists every year. festival he/she likes. Other students ask questions about the festival to fi nd out what festival it is. Remember to use H/Wh-questions and adverbial phrases. Example: A: Where is the festival held? B: In the USA and some other countries in the world. How do elephants win the race? It‛s normally in March. C: When do people celebrate it? B: On October 31st. C: What do people do? 30 Unit 9/Festivals around the World B: They put pumpkin lanterns outside their homes. D: Is it Halloween? B: Yes, it is. H/ Wh-questions: review Without looking at the table, Ss try to remember the H/ Wh-questions they know. They now look at the table to check their answers. Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’ answers and confi rm the correct ones. Key: ZKR ZK\ ZKRVH ZKDW ZKLFK ZKHQ ZKHUH KRZ ZKROH VHQWHQFH EHORQJLQJ WR D SHUVRQ WKLQJ ZKROH VHQWHQFH OLPLWHG RSWLRQV UHDVRQ SHUVRQ WLPH SODFH PDQQHU Ss do this activity in pairs. Check Ss’ answers and have them role-play the conversation. Ask some pairs to act out the conversation in front of the whole group. Key: Here I am with Elephant Race organiser, Phong Nguyen. What‛s this festival all about, Phong? When‛s it held? Where‛s it held? Why‛s it held? Who comes to the festival? How do elephants win the race? It‛s a race between elephants that are ridden by their owners, but really it‛s a celebration of elephants! It‛s normally in March. It‛s always held in Dak Lak. The location can change though – sometimes it‛s in Don Village, sometimes near the river. Elephants are really important. They work really hard for us. The festival is our way of saying 'thank you' to them. Many elephant owners and local people. Also, there are more and more tourists every year. Well, they have to reach the fi nish line fi rst. Ss do this exercise individually, then compare their answers with a classmate. Call on some Ss to write their questions on the board. Confi rm the correct questions. Key: 1. Where did you buy this T-shirt for your brother? 2. How often do you go to the music festival? 3. Why did your friends save money? 4. When did you go to the Flower Festival in Da Lat? 5. How do the Vietnamese decorate their houses during Tet? Ss work in groups. Give Ss fi ve minutes to play this game. After fi ve minutes, call one representative from each group to read aloud the names of the festivals they have brainstormed. The group with the most festivals wins. Unit 9/Festivals around the World 30T &20081,&$7,21 Work in pairs. Imagine that one of you is from Extra vocabulary Thanksgiving feast gravy stuffi ng turkey cranberry Look at the animal below. Discuss the following questions with a partner. D What animal is it? E Why is it a special animal in some countries? ? F Do you know any festivals where it is s important? the USA and the other from Phu Yen, Viet Nam. Ask and answer questions about Thanksgiving and Hoi Mua, a harvest festival in Phu Yen. Use the information in this lesson and on page 35. Now listen and check your answers. In pairs, write true (T) or false (F) for the following sentences. Then listen again and check. 1. Thanksgiving is a seasonal festival only held in the USA. 2. It is held on the third Thursday of November. 3. Families and friends gather to have a feast. 4. In many families, only adults prepare the feast. 5. Cornbread is one of the traditional dishes. 6. After the feast, people always stay at home to play board games. 7. People help those less fortunate at Thanksgiving. 31 Unit 9/Festivals around the World A: This photo is so beautiful. Where did you take it? B: I took it in Hoi Mua festival in my village. Do you have a harvest festival in your country? A: Sure. It’s Thanksgiving. When do you celebrate Hoi Mua festival? B: In March. What about Thanksgiving? &20081,&$7,21 Review the grammar points that may be used in this lesson such as adverbial phrases and H/Wh-questions. Go through the Extra vocabulary with Ss. If Ss do not know any words in the box, quickly teach them. - Thanksgiving: a public holiday in the USA (on the fourth Thursday of November) and in Canada (on the second Monday of October), originally to give thanks to God for the harvest and for health - feast: a large or special meal, especially for a lot of people and to celebrate something - gravy: a brown sauce made by adding fl our to the juices that come out of meat while it is cooking - stuffi ng: a mixture of fi nely chopped food, such as bread, onions and herbs, placed inside a chicken, etc. before it is cooked to give it fl avour - turkey: a large bird that is often kept for its meat, eaten especially at Christmas in Britain and at Thanksgiving in the USA - cranberry: a small sour red berry that grows on a small bush and is used in cooking In pairs Ss look at the picture and discuss the questions. Have Ss share their answers with the whole class. Then go through the correct ones. Key: a. A turkey b. It’s one of the traditional foods of an important festival. c. Thanksgiving Play the recording for Ss to check their answers. Confi rm the correct answers. Audio script: Thanksgiving (also called Turkey Day) is a seasonal holiday held annually to give thanks to God for successful harvests. In the USA the holiday is celebrated on the fourth Thursday of November. In Canada it is celebrated on the second Monday of October because the harvest there generally ends earlier. Thanksgiving is traditionally celebrated with a feast among family and friends. Not only adults but children take part in the food preparation. Traditional foods are turkey, stuffi ng, gravy, sweet potatoes, cornbread, mashed potatoes, and cranberry sauce. After the feast people often do some other activities. Some like to go for a walk. Some take naps. Others play board or card games together. A lot of people take this opportunity to help the less fortunate. They volunteer to cook and serve food to homeless people, spend time with sick people in hospitals or help a needy family. Ss work in pairs to decide if the statements are true or false. Have some Ss write their answers on the board. Play the recording again for Ss to check. If there are any incorrect answers, have Ss correct them and explain the reason for their correction. Key: 1. F (It’s also held in Canada.) 2. F (It’s celebrated on the fourth Thursday of November and in Canada it’s celebrated on the second Monday of October.) 3. T 4. F (Children also take part in food preparation.) 5. T 6. F (Some people like to go for a walk or take naps.) 7. T Ss work in pairs. Imagine that one of them is a student from the USA and the other is from Phu Yen, Viet Nam. Explain that only Ss from Viet Nam read the information on page 35. They continue the conversation in the book or make up their own. After some time, call some pairs to act out the conversation in front of the class. Other Ss give comments. Give feedback on Ss’ conversation. Unit 9/Festivals around the World 31T 6.,//6 Reading In pairs, look at the pictures below. They are all from the La Tomatina Festival in Spain. Put them in the order you think they happen at the festival. A B C D Now quickly read the texts below and check your answers. From: [email protected] To: [email protected] Subject: Before the world’s biggest food fi ght Hi Nick, My family and I arrived in Buñol, Spain yesterday. It‛s the town where La Tomatina is held on the last Wednesday of August every year. There are thousands of people here. Luckily, the weather has been wonderful. We stayed up late, but got up early this morning to attend the festival. We saw that some people had already placed the ham on top of the greasy pole. I have to go now. Carlos From: [email protected] To: [email protected] Subject: It’s lots of fun Nick, Yesterday was the most exciting day of my life! In the morning, many people tried to climb up the pole to get the ham. At 11 a.m. we saw a jet of water coming from the water cannons and the chaos began. Bags of tomatoes from trucks were thrown to the crowds, and we began throwing tomatoes at one another. We all had to wear goggles to protect our eyes. After one hour, we saw another jet of water and stopped throwing. The whole town square was red with rivers of tomato juice. Finally, we tried tomato Paella, a traditional Spanish rice dish. Together with local people and tourists, we enjoyed the good food and drinks. I‛m still tired, so bye for now. Carlos 32 Unit 9/Festivals around the World Read the texts again and answer the questions. 1. When is La Tomatina celebrated? 2. What did Carlos do the day before the festival? 3. What did people place on top of the greasy pole? 4. Why did they have to wear goggles? 5. What was the signal for the start and end of the tomato fi ght? 6. How was the town square after the fi ght? Speaking Work in groups. Look at the newspaper headlines about two unusual festivals around the world. Discuss what you think is unusual about them. 15 injured chasing cheese downhill in annual English village festival Monkeys eat over keys eat over 2,000kg of fruit and f fruit and vegetables at annual egetables at annual Monkey Buffet Monkey Festival Fe Choose one festival to teach your group about. Read the information about your festival. Plan what you will say. 6.,//6 Cheese-rolling Monkey Buff et What? Reading seasonal festival; people race downhill to catch cheese festival where around 2,000 local monkeys are fed fruit and vegetables Where? Cooper’s Hill, Gloucester, Englandabout this festival from its name La Tomatina. Tell Ss that they are going to read about an unusual festival in Spain and ask Ss if they can guess anything Pra Prang Sam Yot Temple, north of Bangkok, Thailand When? in the pictures? spring every yearHave Ss look at the pictures and describe each of them quickly. Ask some questions, e.g. or What are the people doing?… every yearWhat can you see Who? people from all over the world tourists and local people Why? Key: C Now Ss work in pairs to order the pictures. Check Ss’ answers and write them on the board.to see who will be fi rst to catch the cheese D A B to get more tourists to the area; to celebrate religious story about a monkey How? with great diffi culty – the hill is very steep, and many people get injured the organisers buy around 2,000 kg of fruit and Ss read the texts quickly and check their answers. Have Ss correct their answers on the board if they are vegetables incorrect. Present your festival to your partner. Allow time for them to ask questions at the end. Ss read the texts again to answer the questions. Ss can underline parts of the text that help them with the answers. Ss compare their answers before giving the answers to T. Ask them to give evidence when giving the answers. 6.,//6 Key: Listen again and answer the questions. 1. It is celebrated on the last Wednesday every August. Listening 2. He stayed up late. Look at the pictures below. What kind of 1. When does the festival take place? 2. What are The Killers and the Stone Roses? 3. How did Jon Bon Jovi interest the audience? 3. They placed the ham on top of the greasy pole. festivals do you think it is? Share your ideas 4. Where did Nick and his family also go? 4. They had to wear goggles to protect their eyes. with a partner. 5. It was a jet from water cannons. 6. It was red with rivers of tomato juice. Speaking 5. What did they do there? Writing Think about a festival you attended. Make notes about it below. Ss work in groups and read the newspaper headlines. They discuss what is unusual about the festivals. Have some Ss present their group’s ideas. p g p :KDW ZDV WKH IHVWLYDO" :KR FHOHEUDWHG LW" Listen to Nick talk about a music festival he attended. Tick ( ) true (T) or false (F). Correct the false sentences. T F 1. The Isle of Wight is the most well-known festival in the world. 2. About 60,000 people attended the festival last year. 3. Nick and his family stayed at a hotel near the campsite. 4. Jon Bon Jovi is Nick’s favourite singer. :KHUH ZDV LW KHOG" :KHQ ZDV LW KHOG" 1DPH RI IHVWLYDO :K\ ZDV LW KHOG" +RZ ZDV LW KHOG" 5. Jon Bon Jovi's band performed for nearly three hours. Now write a short paragraph about the festival you attended. Use the notes above. Unit 9/Festivals around the World 32T Choose one festival to teach your group about. Read the information about your festival. Plan what you will say. Cheese-rolling Monkey Buff et What? seasonal festival; people race downhill to catch cheese festival where around 2,000 local monkeys are fed fruit and vegetables Where? Cooper’s Hill, Gloucester, England Pra Prang Sam Yot Temple, north of Bangkok, Thailand When? spring every year every year Who? people from all over the world tourists and local people Why? to see who will be fi rst to catch the cheese to get more tourists to the area; to celebrate religious story about a monkey How? with great diffi culty – the hill is very steep, and many people get injured the organisers buy around 2,000 kg of fruit and vegetables Present your festival to your partner. Allow time for them to ask questions at the end. 6.,//6 Listening Look at the pictures below. What kind of festivals do you think it is? Share your ideas with a partner. Listen again and answer the questions. 1. When does the festival take place? 2. What are The Killers and the Stone Roses? 3. How did Jon Bon Jovi interest the audience? 4. Where did Nick and his family also go? 5. What did they do there? Writing Think about a festival you attended. Make notes about it below. :KDW ZDV WKH IHVWLYDO" :KR FHOHEUDWHG LW" Listen to Nick talk about a music festival he attended. Tick ( ) true (T) or false (F). Correct the false sentences. T F 1. The Isle of Wight is the most well-known festival in the world. 2. About 60,000 people attended the festival last year. 3. Nick and his family stayed at a hotel near the campsite. 4. Jon Bon Jovi is Nick’s favourite singer. :KHUH ZDV LW KHOG" :KHQ ZDV LW KHOG" 1DPH RI IHVWLYDO :K\ ZDV LW KHOG" +RZ ZDV LW KHOG" 5. Jon Bon Jovi's band performed for nearly three hours. 33 Unit 9/Festivals around the World Now write a short paragraph about the festival you attended. Use the notes above. Tell Ss that the table includes information about the two festivals in . Split the class into two halves and tell them group A will prepare a presentation about the Cheese-rolling festival and group B about the Monkey Buff et. Ss work individually to prepare and rehearse what they will say. After the preparation time, put each student from group A with a partner from group B to perform their presentations. Ss listen to each other and decide which festival is more interesting. T can invite some Ss to give their presentations to the class. 6.,//6 Listening Ss work in pairs, look at the pictures and guess what kind of festivals it is. They then share their answers with the whole group. Ss read the statements and guess if they are true or false. Write their guesses on the board. Play the recording and ask Ss to listen to check their guesses. Ss work in pairs to compare their answers before T plays 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. Don’t confi rm the correct answers yet. Audio script: Last summer holiday my family went back to the UK and we went to a music festival on the Isle of Wight. It is one of the most famous music festivals in our country, which takes place every June. When we got there, I was impressed by the huge number of people. You know about sixty thousand people went to the event. We didn’t stay at a hotel but put up a tent in the campsite. It was lots of fun. We listened to a lot of songs by many bands such as The Killers and The Stone Roses. Guess what? We met Jon Bon Jovi! He’s my dad’s favourite singer. He and his band stirred up the crowd in nearly three hours with the hit songs. We also went to the Bohemian Woods, a beautiful woodland down by the river. There we enjoyed a mix of good music from around the world and escaped the busy and noisy festival for a while. Without listening to the recording, Ss answer the questions. If they meet any diffi culty doing this, play the recording again. Have Ss compare their answers in pairs before giving T the answers. Some Ss write their answers on the board. Play the recording a fi nal time to confi rm the answers to both and . Key: 1. F (one of the most famous festivals in our country, not in the world) 2. T 3. F (They stayed in a tent.) 4. F (He’s Nick’s dad’s favourite singer.) 5. T 1. It takes place every June. 2. They are music bands. 3. He interested the audience with the hit songs. 4. They also went to the Bohemian Woods. 5. They enjoyed a mix of good music from around the world. Writing In this writing part, Ss are asked to write a paragraph about a festival they attended. Ss think of one festival they attended and make notes following the suggestions in the book. They can share their notes with a classmate after fi nishing. If time allows, have some Ss share their notes with the whole class. Make any necessary comments. Ss write their paragraph individually based on the notes they have made. Ask one or two Ss to write the paragraph on the board. Other Ss and T comment on the paragraph(s) on the board. Then T collects the Ss’ writing to give feedback at home. Unit 9/Festivals around the World 33T /22.,1* %$&. Vocabulary Rearrange the letters to make reasons for holding festivals. Then match them to the pictures of the festivals. rlisgieou ___________ micus _____________ onaeasls ____________ itiosusuperst ________ 1. 2. 1 2 3. 4. 4 Complete the sentences with the correct form of the words in brackets. 1. A lot of ______ and artistic activities are held as part of the Flower Festival in Da Lat. (culture) 2. I saw a ______ of fl ower fl oats when I attended the festival last year. (parade) 3. We had a ______ meal on my grandfather’s birthday. (celebrate) 4. The Christmas season is also called the ______ season. (festival) 5. I loved the ______ of folk songs. (perform) 6. There is a special ______ for Japanese girls on March 3rd every year. (celebrate) Grammar Complete each question with a suitable H/ Wh-question word. More than one question word may be accepted. 1. Look at this photo! ______ were you doing with the candles? 2. ______ did you stay when you were in Ha Noi? 3. ______ do you pronounce the name of the festival? 34 Unit 9/Festivals around the World 4. ______ festival does your brother prefer: the Tesselaar Tulip Festival or the Tulip Time Festival? 5. _____ do people celebrate Diwali? 6. _____ did they arrive in Da Nang? On 29th April? Make your own sentences with the adverbial phrases from the box. in Ho Chi Minh City last December to say thanks for what they have with apricot blossoms every year 1. _______________________________________. 2. _______________________________________. 3. _______________________________________. 4. _______________________________________. 5. _______________________________________. Communication Role-play in pairs. Student A is a reporter. Student B is a secondary school student. Continue the conversation below. Reporter: I’m a reporter from Culture Magazine. Can I ask you some questions about your favourite festival? Student: Yes, of course. I like ___________ best. Reporter: Well, where’s the festival held? ... Finished! Now I can ... • talk about festivals and the reasons they are held • use H/Wh-questions and adverbial phrases to ask and answer questions • mark the stressed syllable in two-syllable words • write about a festival I attended /22.,1* %$&. Encourage Ss not to refer back to the unit. Ask them to keep record of their answers to each exercise so that they can use that information to complete the self-assessment box at the end of the unit. Vocabulary Ss do this activity individually then compare their answers with a partner. Ask Ss to go to the board and write their answers. Check Ss’ answers. T could ask if some Ss know the name of the festivals in the pictures. Key: 1. religious (Christmas) 2. music (Glastonbury) 3. superstitious (Day of the Dead) 4. seasonal (Thanksgiving) Ss do this exercise individually, then compare their answers with a partner. Check Ss’ answers. Ask some Ss to write their answers on the board to check their spelling. Key: 1. cultural 2. parade 3. celebratory/ celebration 4. festive 5. performance 6. celebration Grammar Ss do this exercise individually. Check their answers. Accept all the answers if they make sense. Key: 1. What 2. Where 3. How 4. Which 5. Where/When/How/Why 6. When Ss make up their own sentences using the prompts in the box. While Ss do the activity, go around to help and take notes of any common mistakes to correct as a class later. Ss compare the sentences in pairs. Call on some pairs to read their sentences aloud. Communication Ss work in pairs to role-play. They ask and answer questions about their favourite festival. Ask some pairs to act out the role-play. Other Ss vote for the best conversation. )LQLVKHG Ask Ss to complete the self-assessment. Identify any diffi culties and weak areas and provide further practice. Unit 9/Festivals around the World 34T 352-(&7 A N E W F E S T I V A L 1. Work in groups of three or four. 2. Think of a new festival that you would like to have. Be creative! 3. Complete the following table with all information about this festival. 4. Draw pictures of this festival or cut relevant pictures from magazines. 5. Present your festival to the class. What? Who? Where? When? How often? Why? How? People of ethnic minorities in Phu Yen celebrate Hoi Mua Festival every March. It is held to thank the Rice God for the crop, and to pray for better crops in the future. Families also worship their ancestors and parents on this occasion. Villagers voluntarily contribute money and other things to celebrate the festival. In this festival monks are invited to preach. People play drums, sing songs 35 Unit 9/Festivals around the World Hoi Mua - Phu Yen, Activity 4, Communication, p. 31 and dance. They also drink rice wine through a long thin bamboo tube. There are some other activities such as cultural shows, buff alo races, and traditional games. The festive atmosphere is felt around all the villages. 352-(&7 $ QHZ IHVWLYDO Ss work in pairs or groups to do the project. Ss follow the instructions in the book. Answer Ss’ questions if there are any. Remember to have Ss present their festival in the next lesson and vote for the best. Unit 9/Festivals around the World 35T 5(9,(: 81,76 /$1*8$*( )2&86 Solve the crossword puzzle. Pronunciation Choose the word whose the underlined part is pronounced diff erently. 1. A. viewed B. acted C. fi lmed D. starred 2. A. stopped B. washed C. fastened D. walked 3. A. joined B. performed C. paraded D. prepared 4. A. many B. classmate C. grade D. gravy 5. A. head B. great C. death D. bread Complete the two word webs with two-syllable words according to the stress pattern. 1 5 6 Down 2 4 3 Across 4. A type of fi lm about o’bey ‘dancer Vocabulary 1. A type of fi lm showing real people and events. 2. Comedies are usually ___________. 3. ___________ fi lms make me sleepy. Grammar murder or crime. 5. She was ___________ to tears by the fi lm. 6. A type of fi lm featuring animated characters. Write the phrases from the box under the road signs. Ahead only Railway crossing No crossing No right turn Right turn only Match the questions with the answers. A B 1. Why do you like the Tulip Festival? a. Oh, it’s a popular festival in lots of countries including Viet Nam. 2. What did you do at last year’s carnival? b. When I went to the La Tomatina – Tomato Festival in Spain. 3. Where do they hold the Beer Festival? c. Because I love fl owers and Dutch culture. 4. When did you get this souvenir? d. I had to stand on the balcony to get the whole view of the parade. 5. How did you take this photo? e. I like Diwali better. 6. Which do you prefer, Diwali or Hanukkah? f. I watched the parade and danced the samba. 1. ____________ 2. ____________ 3. ____________ 4. ____________ 5. ____________ Complete the description of Diwali. Fill each blank with the correct form of the word in brackets. Diwali, the Hindu Festival of Lights, is the most important holiday of the year in India. Special Diwali (1. celebrate)__________ are held across the country in October or November. The festival shows the (2. culture) _________ richness of this country. People open their doors and windows and light candles to welcome Lakshmi, the Goddess of Wealth. They Rewrite the sentences so that they have the same meaning as the original ones. Use the words given. 1. The distance from Ha Noi to Can Tho also enjoy traditional music and dance (3. perform) _______ and watch fi reworks. Also, people can watch (4. parade) _________ with beautiful fl oats. There is a very strong (5. festival) ________ atmosphere across India during Diwali. is about 1,877 kilometres. → __________________________________. 2. What is the distance between Hue and Da Nang? → __________________________________. IT HOW 36 REVIEW 3 5(9,(: Introduction: The aim of this Review unit is to revise the language Ss have studied and the skills they have practised from Units 7 to 9. Ask Ss what they have learnt so far in terms of language and skills. Summarise their answers at the end and add some more information if necessary. /$1*8$*( T may use the Language review as a self-test. Ss do the exercises in 30 minutes then T checks their answers. Otherwise, T can conduct each activity separately. 3URQXQFLDWLRQ Ss do this exercise individually then share their answers with a partner before giving T the answers. Write the correct answers on the board. Have some Ss read out the words. Key: 1. B 2. C 3. C 4. A 5. B Organise this as a game. Ss do this in pairs. Whichever pair adds the most words will go to the board and write their answers. Other pairs may want to add more words. Write the other words on the board. Suggested answers: - O'bey: receive, polite, perform, prepare, parade -Dancer: beauty, copy, teacher, classmate, actor 9RFDEXODU\ Ss do this individually and then share their answers with a partner. Check Ss’ answers. Key: 1. Ahead only 2. No crossing 3. No right turn 4. Right turn only 5. Railway crossing Ask Ss what kind of word can be fi lled in each blank (i.e. noun, verb, etc.). Elicit their answers. Ss do this exercise individually. Two Ss write their answers on the board. Confi rm the correct answers. Key: 1. celebrations 2. cultural 3. performances 4. parades 5. festive *UDPPDU This can be done as a small competition game. The student who solves the crossword the fastest is the winner. Otherwise, Ss do this in pairs. Check Ss’ answers. 1 d 2 h 3 b o io c 4 th r i l l e r u ai 5mo v e d r n e ig 6 an i m a t i o n t u a s r y Elicit the kinds of H/Wh questions. Ss do this exercise individually. Check Ss’ answers and write the correct answers on the board. Key: 1. c 2. f 3. a 4. b 5. d 6. e Ss do this individually and compare their answers with a partner. Call some Ss to go to the board to write their sentences. Other Ss comment. Confi rm the correct sentences. Key: 1. It’s about 1,877 kilometres from Ha Noi to Can Tho. 2. How far is it from Hue to Da Nang? 3. There didn’t use to be many traffi c jams/ much traffi c when I was small. 4. In spite of being tired/their tiredness, they wanted to watch the fi lm. / They wanted to watch the fi lm in spite of being tired/ their tiredness. 5. Although the festival took place in a remote area, a lot of people attended it./ A lot of people attended the festival although it took place in a remote area. REVIEW 3 36T 3. There wasn’t much traffi c when I was small. → __________________________________. 4. Although they were tired, they wanted to watch the fi lm. → __________________________________. 5. The festival took place in a remote area. However, a lot of people attended it. → __________________________________. Everyday English USE TO IN SPITE OF ALTHOUGH Read the passage again and answer the questions. 1. When were The Oscars fi rst organised? 2. What are the awards named after? 3. Who is Cedric Gibbons? 4. Who received the fi rst Oscar statuette? 5. What is the Best Picture prize? Speaking Work in groups. Discuss the following questions. 1. Which actors and actresses you know have Put the lines of the dialogue in the correct order (1-8). Then act out the conversation with a classmate. ___ Yeah. Things have changed. Oh, the most important thing before we forget … What will we see? ___ Ha ha. Look at this. I think this new animation is interesting. Read these comments: ‘hilarious’, ‘exciting’ and ‘worth seeing’ … _1_ Mai, let’s go to the cinema this Saturday. ___ That’s fi ne. How far is it from your house to the Cinemax? ___ It’s only two kilometres. You can cycle to my house, and then we can walk there. Remember? Two years ago there didn’t use to be any cinemas near our house. ___ Great idea, Mi. Which cinema shall we go to? ___ OK. That’s a good idea. I’ll be at your house at 5 and we’ll walk there. Remember to buy the tickets beforehand. ___ How about the Cinemax? It’s the newest one in Ha Noi. 6.,//6 Reading Read the passage. Match the headings ngs in the box with the paragraphs. 1. Diff erent awards in The Oscars 2. What are The Oscars? 3. The Oscar statuette A. __________ The Academy Awards, commonly known as The Oscars, are the most famous fi lm awards in the world. They have been held since 1929. They are called The Oscars after the golden statuette awarded to the winners. B. __________ The Oscar statuette is offi cially called the Academy Award of Merit. It is 13½ inches high and weighs 8½ pounds. The Oscar statuette was designed by Cedric Gibbons and sculpted by George Stanley. It is a knight holding a crusader’s sword, standing on a reel of fi lm. The fi rst Oscar was given to Emil Jannings on May 16, 1929. C. __________ The most important Oscar is the ‘Best Picture’ prize, which is given to the best fi lm. Two other important awards are ‘Best Actor’ and ‘Best Actress’ in a leading role. There are lots of other prizes too, such as ‘Best Director’, ‘Best Supporting Actor’ and ‘Best Supporting Actress’, ‘Best Costume Design’, ‘Best Film Editing’, etc. been awarded an Oscar? 2. Why do you think The Oscars are important to actors and actresses? Listening Mi and Nick visit Ms Hoa at home. Listen to their conversation. Write T (true) or F (false). 1. Mi and Nick have been to Ms Hoa’s house before. 2. They saw some pictures in an album. 3. Nick has been to the Tulip Festival in Holland. 4. Ms Hoa went to the Tulip Festival last September. 5. Ms Hoa’s son is in Melbourne. Listen to the conversation again. Who did the following things? Tick ( ) the appropriate column. Sometimes you may need to tick both. Ms Hoa Nick 1. tried Dutch foods and drinks 2. watched traditional Dutch dancing 3. watched parades 4. listened to folk music 5. was interested in the festival Writing Imagine that you and two friends are going to attend a festival 10 kilometres away. You are discussing what means of transport to use: bus, bicycle or taxi. Read the e-mail from one of your friends, Mai, and write a reply. [email protected] Going to the festival Hi there! I think we should go to the festival by bicycle. It’s only 10 kilometres away. My father’s going to cycle there with us. Do you remember last month we cycled to Phong’s house? It’s about six kilometres. Also, on the way back from the festival, we can visit my grandmother. She lives near there. Reply soon and let me know your opinion. How do you want to travel there? Cheers, Mai 37 REVIEW 3 (YHU\GD\ (QJOLVK Ss do this in pairs. After checking their answers, ask one or two pairs to act out the conversation. Key: __6__ Yeah. Things have changed. Oh, the most important thing before we forget… What will we see? __7__ Haha. Look at this. I think this new animation is interesting. Read these comments: ‘hilarious’, ‘exciting’ and ‘worth seeing’ … __1__ Mai, let’s go to the cinema this Saturday. __4__ That’s fi ne. How far is it from your house to the Cinemax? __5__ It’s only two kilometres. You can cycle to my house, and then we can walk there. Remember? Two years ago there didn’t use to be any cinemas near our house. __2__ Great idea, Mi. Which cinema shall we go to? __8__ OK. That’s a good idea. I’ll be at your house at 5 and we’ll walk there. Remember to buy the tickets beforehand. __3__ How about the Cinemax? It’s the newest one in Ha Noi. 6.,//6 5HDGLQJ Ss read the passage quickly and match the headings with the paragraphs. Ss compare their answers with a partner before giving T the answers. Confi rm the correct answers. A. 2 B. 3 C. 1 Ss do these exercises individually, check their answers with a partner before giving the answers to T. Two Ss go to the board and write their answers if time allows. 1. They were fi rst organised in 1929. 2. They are named after the Oscar statuette. 3. He is the person who designed/ He designed the Oscar statuette. 4. Emil Jannings received the fi rst Oscar statuette. 5. It is the prize for/ given to the best fi lm. 6SHDNLQJ Ss work in groups and discuss the questions. Ss report their groups’ answers to the class. Summarise Ss’ ideas. /LVWHQLQJ Play the recording for the fi rst time. Ss listen and decide if the statements are true or false. Elicit the answers from Ss and write them on the board. Don’t confi rm the correct answers at this stage. Audio script: Ms Hoa: Oh, hi Mi and Nick. Come in. It’s the M H fi rst time you’ve come to my house, isn’t it? Mi: Yes, it is. Wow, look! Ms Hoa, those photos on the wall are so beautiful. I can see you among lots of tulips. Nick: Where did you take the photos? At the Tulip Time Festival in Holland? I’ve been there once. Ms Hoa: No, these photos were taken at the Tesselaar Tulip Festival in Melbourne, Australia. You know I went to Melbourne last September to visit my son. Mi: What did you do there, Ms Hoa? Ms Hoa: There were a lot of interesting activities. Look at these people in traditional Dutch costumes and clogs. I saw them perform Dutch folk dancing. I also enjoyed delicious Dutch food and drinks. Nick: I saw people in traditional clothes and dancing in the Tulip Time Festival, but I didn’t try Dutch food and drinks. I liked the parades - the amazing fl oats were my favourite thing. Ms Hoa: I didn’t watch any parades, but I listened to folk music there. … Ss listen to the recording again and answer the questions. Ss compare their answers before giving their answers to T. Write their answers on the board. Now play the recording again to check the answers to exercise 4 and 5. Key: 1. F (because Mrs Hoa said: It’s the fi rst time you’ve come to my house, isn’t it?) 2. F (because the photos are on the wall) 3. T 4. T 5. T Key: Ms Hoa Nick 1. tried Dutch foods and drinks 🗑 2. watched traditional Dutch dancing 🗑 🗑 3. watched parades 🗑 4. listened to folk music 🗑 5. was interested in the festival 🗑 🗑 :ULWLQJ Ss read Mai’s e-mail to understand the context. Ss write their e-mail individually. Ask one student to write the e-mail on the board. Other Ss and T comment on the e-mail on board. Collect some e-mails to correct at home. REVIEW 3 37T 8QLW 6285&(6 2) (1(5*< 628 THIS UNIT INCLUDES: *(77,1* 67$57(' (77,1* 67$57(' $ GLIIHUHQW W\SH RI IRRWSULQW 38 Unit 10/Sources of Energy38 Unit 10/Sources of Energy Unit 10/Sources of Energy VOCABULARY Types of energy sources Words to describe energy sources PRONUNCIATION Stress in three-syllable words GRAMMAR The future continuous The future simple passive COMMUNICATION Talking about types and sources of energy Talking about the advantages and disadvantages of diff erent sources of energy Discussing how to save energy Listen and read. Mai: Nam, I read yesterday that we all have a carbon footprint. Nam: Well, we all have footprints – we make them with our feet! Mai: Ha ha, I know that. But this kind of footprint is about the negative eff ect we have on the environment. Nam: Right, it’s in the news a lot these days. Mai: So our footprint is bigger when we use energy that produces carbon dioxide. That’s bad for the environment. Nam: So it’s better to have a smaller footprint, right? Mai: Right, Nam. Non-renewable energy sources like coal, natural gas, and oil produce a lot of carbon dioxide. Those sources are going to run out soon too. Nam: So, they’re diff erent to wind, hydro, and solar? Mai: Yes, they’re all sources of energy too, but they’re renewable. That means we can’t use them all up – they will last forever. Nam: Do you have a big carbon footprint, Mai? Mai: Mine’s small. I recycle the products I use and I go everywhere by bike. We have solar panels on our roof at home to catch the sun’s energy, too. Nam: Oh no! I think my footprint is big, and not just because of these big shoes! 2EMHFWLYHV By the end of this unit, Ss can: • pronounce three-syllable words correctly • use lexical items related to sources of energy • use the future continuous tense and future simple passive • talk about the advantages and disadvantages of diff erent sources of energy • read a passage about renewable and non-renewable energy • listen to a passage of a new source of energy • write a short passage about how to save energy *(77,1* 67$57(' $ GLIIHUHQW W\SH RI IRRWSULQW ,QWURGXFWLRQ G To start the unit, write the name of the unit on the board. Ask Ss if they know about their carbon footprint (what it is about, why it is well known, how it can be reduced). Then ask Ss if they are interested in knowing about it. Let Ss open their books and start the unit. Have Ss look at the picture and discuss what they are going to learn in the unit or what the unit includes. Ask Ss to look at the picture on page 38 and answer some questions like: Who are they? Where are they? What are they doing? Then, ask Ss to have a quick look at the conversation and ask and answer questions, such as: Who are talking? What are they talking about? Quickly write the Ss’ answers to the questions on the board. Play the recording and ask Ss to listen and read. Have some Ss read aloud the conversation in pairs. Ask if their guesses on the board are correct. Unit 10/Sources of Energy 38T D Read the conversation again and answer the questions. 1. What is a carbon footprint? 2. What does 'non-renewable energy' mean? 3. Why is sunlight a renewable source? 4. Why does Mai think she has a small carbon footprint? 5. What things do you think might create a big carbon footprint? E Complete the network below using information from the conversation. SOURCES OF ENERGY RENEWABLE SOURCES Now, listen and repeat the words and phrases. wind coal natural gas nuclear biogas oil hydro solar Put the words into the correct groups below. Renewable sources Non-renewable sources Example: wind Example: coal 39 Unit 10/Sources of Energy NON-RENEWABLE SOURCES Practise asking and answering the questions about renewable and non-renewable sources. A: What type of energy source is wind? B: It’s a renewable source of energy. A: What type of energy source is coal? B: It’s a non-renewable source. D Ss read the conversation independently and answer the questions in pairs. Have Ss compare their answers in groups and then discuss as a class. T writes the correct answers on the board if necessary. Key: 1. It’s about the negative eff ect we have on the environment. 2. ‘Non-renewable energy’ means that it will run out if we use it. 3. Sunlight is a renewable source because we can’t use it all up, it will last forever. 4. Mai thinks she has a small carbon footprint because she recycles the products she uses and she goes everywhere by bike. 5. The products we use that are bad for the environment or the energy we use that produces carbon dioxide might create a big carbon footprint. E Ask Ss to look at the network that includes two types of energy: renewable sources and non-renewable ones. Have Ss read the conversation again and fi nd the words/ phrases that can be put in the network. Correct the answers as a class. Have some Ss practise reading aloud the words/ phrases. Key: renewable sources: wind, hydro, solar non-renewable sources: coal, natural gas, oil Have Ss look at the table, listen and repeat the words/ phrases. Then ask some Ss to read aloud the words/ phrases as a class. Correct the pronunciation if necessary. Let Ss add more words/ phrases to the table if necessary. In pairs, ask Ss to look at the table and discuss the meanings of the words/ phrases. Then have Ss write the words/ phrases in two columns. Ss may add more words/ phrases to the table. Give feedback and confi rm the correct answers. Key: renewable sources: wind, hydro, biogas, nuclear, solar non-renewable sources: natural gas, oil, coal In groups, ask Ss to ask and answer questions about renewable and non-renewable sources. Let Ss use the suggested questions and answers in the example and the words/ phrases in , . Ask Ss to write the information in their notebooks. Unit 10/Sources of Energy 39T $ &/26(5 /22. Vocabulary Put the words below into the table to describe the types of energy. limited unlimited harmful renewable non-renewable exhaustible safe dangerous convenient clean polluting available cheap expensive abundant Sources of energy Advantage(s) Disadvantage(s) wind Example: abundant safe Example: not always available water/hydro solar biogas nuclear coal/oil/ natural gas Compare your answers with a partner. Example: A: I think biogas is renewable. B: Me too. I also think it is abundant and cheap. Look at the pictures and complete these sentences, using the words in . 1. _______________ energy is renewable. Moreover, it is clean and _____________. 2. Using coal is polluting, and it is _______________. 40 Unit 10/Sources of Energy 3. __________________ power is abundant. It is also _____________ and safe. 4. Nuclear energy is renewable and clean. But it is _____________ and _____________. Pronunciation Listen and repeat. Which words are stressed on the fi rst syllable and which ones are stressed on the second syllable? Put them in the appropriate columns. dangerous enormous limited easily expensive plentiful abundant energy convenient 0oo o0o Example: dangerous Example: expensive Read the following sentences and mark () the stressed syllable in the underlined words. Then listen, check and repeat. 1. Coal will be replaced by another renewable source. 2. Wind power is convenient and abundant. 3. Natural gas is limited and it is harmful to the environment. 4. Solar energy is plentiful and it can be replaced easily. 5. Nuclear power is expensive and dangerous. $ &/26(5 /22. Have some Ss repeat the words/ phrases indicating types of energy sources they learnt in the previous lesson. Move on to this lesson which focuses on the advantages and disadvantages of energy sources and the stress in three-syllable words. 9RFDEXODU\ Ask Ss to read the words in the box and discuss their meanings. T may explain the new or diffi cult words if necessary. Let Ss divide the words into two groups: words to describe the advantages and those describing the disadvantages of energy sources. Have Ss write the words in the two columns. Check and confi rm the correct answers as a class. Suggested answers: Sources of energy Advantage(s) Disadvantage(s) wind abundant, unlimited not available water/hydro clean and safe expensive, not available solar renewable, plentiful, clean and safe expensive biogas renewable, plentiful, available, clean and safe harmful, polluting nuclear renewable, clean and safe expensive, dangerous coal/ oil/ natural gas abundant harmful, exhaustible, polluting Let Ss read the example in which Ss share their ideas about types of energy sources and their advantages and/or disadvantages. Have Ss look at the table in and share their ideas in pairs. Have some pairs share their ideas as a class. Check and confi rm the correct answers. Have Ss work in groups. Ss discuss and give their answers. Some Ss may write the words on the board. T checks. Key: 1. Solar; safe. 2. non-renewable 3. Wind; clean 4. expensive; dangerous 3URQXQFLDWLRQ Play the recording. Ask Ss to listen and repeat the words, paying attention to the correct stress in the three-syllable words. T may pause the recording to drill diffi cult words. Let Ss read the words aloud and write them in the correct columns. Check and confi rm the correct answers. Audio script: dangerous enormous limited easily expensive plentiful abundant energy convenient Have Ss read the sentences and Key: 0oo o0o dangerous plentiful limited easily energy expensive abundant convenient enormous mark (') the stressed syllable in the underlined words. Ask them to refer to the words in if necessary. Ask Ss to listen to the sentences again, check their answers and say aloud the sentences as a class. Audio script and key: 1. Coal will be replaced by a'nother re'newable resource. 2. Wind power is con'venient and a'bundant. 3. Natural gas is 'limited and it is harmful to the en'vironment. 4. Solar energy is 'plentiful and it can be replaced 'easily. 5. Nuclear power is ex'pensive and 'dangerous. Unit 10/Sources of Energy 40T $ &/26(5 /22. Grammar The future continuous We use the future continuous tense for an action in progress at a definite point of time in the future. (+) Subject + will be + V-ing (-) Subject + will not be + V-ing (?) Will + subject + be +V-ing? Example: This time next week we will be studying Unit 11. Complete the sentences using the future continuous form of the verbs in brackets. 1. On Sunday, they __________ (put) solar panels on the roof of our house to get power. 2. At 9 o’clock on Monday, we _________ (take) a test on sources of energy. 3. At this time next week, my dad ________ (install) new glass in the windows to stop heat escaping. 4. By 2020, people in Viet Nam ___________ (spend) a lot of money on heating. 5. By the middle of the 21st century, people in developing countries _____________ (use) energy from the sun, the wind, and the water. Write what these students will be doing Watch out! The future continuous describes an action in progress at a point of time in the future. The future simple is used for a future action, for predictions, hopes, etc. Complete the conversation with the verbs in brackets. Use either the future simple or the future continuous tense. Tom: What will we do to save electricity, Dad? Tom’s dad: First, we (1. watch) ____________ less TV. Tom: ________ we ________ (2. put) solar panels on our roof for the heating and hot water? Tom’s dad: Yes, and this time next week, we (3. have) _____________ a free solar shower. Tom: What about transport? I mean, how ________ we (4. travel) _________________ to school and to work? Tom’s dad: Well, we won’t use our car. We (5. walk or cycle) _______________ to cut air pollution. tomorrow afternoon. 1. Jenny/give a talk about saving energy. 2. Helen/put solar panels in the playground. 3. Susan/check cracks in the water pipes. 4. Jake/put low energy light bulbs in the classrooms. 5. Kate/show a fi lm on types of renewable energy sources. Tom: So at 7 o’clock tomorrow, you (6. cycle) ____________ to work, and I (7. go) ___________ to school on my skateboard. Tom’s dad: Great idea! Work in pairs. Tell your partner what you will be doing at the following points of time in the future. Example: this time tomorrow I will be learning English this time tomorrow. Or This time tomorrow I will be learning English. 1. tomorrow afternoon 2. this weekend 3. this time next week 4. when you are fi fteen years old 41 Unit 10/Sources of Energy