🔙 Quay lại trang tải sách pdf ebook Sách Giáo Viên Tiếng Anh 9 Tập 1 Ebooks Nhóm Zalo Download Ebook Tai: https://downloadsachmienphi.com Contents Page INTRODUCTION .............................................................................................................................................................III BooK Map.................................................................................................................................................................................4 unit 1: LOCAL ENVIRONMENT ...........................................................................................................6 unit 2: CITY LIFE ......................................................................................................................................................16 unit 3: Teen stress and pressure ...............................................................................26 Review 1 .................................................................................................................................................................................36 unit 4: LIFE IN THE PAST .........................................................................................................................40 unit 5: WONDERS OF VIET NAM...................................................................................................50 unit 6: VIET NAM: THEN AND NOW.......................................................................................60 Review 2 .................................................................................................................................................................................70 Glossary ............................................................................................................................................................................74 Tron Bo SGK: htts://bookiaokhoa.com 2 Download Ebook Tai: https://downloadsachmienphi.com IntRoDUCtIon tIẾng AnH 9 is the fi nal of the four levels of 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 focusses 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 9 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: Providing an overview of each unit • 12 topic-based Units, each covering seven sections to be taught in seven 45-minute lessons • Four Reviews, each providing revision and further practice of the previous three units, to be dealt with over two lessons • Glossary: Giving meaning and phonetic transcriptions of the new words in the units tHe teAcHer’S book The Teacher’s Book gives full procedural notes for teaching different 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 and A closer Look 2 are each designed to be taught in one 45-minute lesson. IntRoDUCtIon III Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 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 for students to memorise. In the pronunciation part, sentence stress and intonation are introduced and practised in isolation and in context. There are different exercises focussing 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 points are 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 effectively. The ‘Remember’ and ‘Look out!’ 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. Section 4: Communication This section 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 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). Reading This section 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 is interesting 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. Speaking This section aims to provide further practice which supports students in their production of spoken English. The section uses the recently introduced items in combination with previously learnt language in new contexts. Section 6: Skills 2 Skills 2 is composed of listening (receptive skill) and writing (productive skill). Listening The listening section provides students with an opportunity to develop their listening skills. This section trains them to listen for general and specific information. Writing This section focusses on developing students’ writing skills. There is a writing tip or a guideline which is very useful to help them to write effectively. The result of the writing section must be a complete piece of writing (which is ideally assessed 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 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. IV INTRODUCTION Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com The Project helps students to improve their ability to work by themselves and in a team. It extends their imagination 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 For SkIllS AnD lAnguAge teAcHIng 1. teAcHIng reADIng Reading is the fi rst of the four language skills that receives special attention in Tiếng Anh 9. - The reading activities in Tiếng Anh 9 aim to help students develop sub-skills such as skimming for gist and scanning for details. - Explanations should be given to students when they do not understand the meaning of a word. Some reading strategies such as focussing 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 may appear in the text, etc. 2. teAcHIng SPeAkIng There are two forms of speaking in Tiếng Anh 9: spoken interaction and spoken production. The fi rst refers to 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 include: - Pronunciation: dialogues and role-plays. Through these forms, students practise the stress, rhythm, and intonation patterns of English in a natural way. It is crucial to provide students with a lot 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 a lot 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, using common classroom expressions (e.g. I don’t understand. Could you say it again, please? May I ask you a question?), or answering a question (e.g. I don’t know. I think/guess..., 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, the teacher should not stop them to correct their mistakes. Mistakes should 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 students to be aware of the purpose, the content, and intonation of the listening text. IntRoDUCtIon V Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Before listening, teachers should motivate and engage students in the listening activity, encourage them to predict the listening content, and introduce the new language or vocabulary which occurs in the listening text. The listening activities 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 activities aim to develop students’ basic writing skills in English. The emphasis is on providing writing techniques for a particular genre (e.g. email, an informal letter, a webpage, etc.) 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 write independently under the teacher’s guidance and supervision. - After writing helps students perfect their writing. They share their writing with peers and teacher for comments. After that, they revise (i.e. re-reading the writing to improve the content and organisation of ideas) and edit (i.e. re-reading the writing to correct errors and mistakes in grammar, vocabulary, spelling, etc.) it. They then submit their writing to the teacher for evaluation. 5. teAcHIng PronuncIAtIon In this book, the pronunciation part focusses on sentence stress and intonation. The students will have the chance to practise saying sentences with correct stress on content words. Also, they can identify in which situations to stress pronouns, the verb ‘be’, auxiliaries, and short words and say these sentences correctly. Besides, they will practise intonation patterns in English. In teaching sentence stress and intonation, it is advisable that the teacher should engage the students by using varied techniques including: • Visual aids (fl ashcards, pictures, etc.) • Miming • Syllable/word focus and repetition • Line by line repetition and clapping • Listening and marking the stressed words • Pair/group practice and 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 words. This can be done by using visual aids (e.g. pictures, fl ashcards), by allowing students to listen and repeat the words, by explaining their meanings, using defi nitions and translation if necessary, and fi nally, by getting students to practise using the words with a range of spoken or written activities, which can be done individually or in pairs. VI IntRoDUCtIon Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 7. teAcHIng grAmmAr Teaching grammar helps students use correct grammatical patterns to express their ideas in specifi c contexts. Grade 9 students of English already know some English grammar 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, grade 6, grade 7, and grade 8. One way to raise 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 forms in Vietnamese. The appropriate techniques to be used to teach students are: - Focussing students’ attention on the new grammatical patterns in the texts. - Providing models for students to 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. SeQuencIng Students should be given clear instructions about what they 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 focussed 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 procedures to suit their students and real teaching contexts. IntRoDUCtIon VII Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com BOOK Map Reading Speaking Listening Unit 1: Local environment - Reading for general and specifi c information about a traditional craft village - Discussing local traditional crafts, their benefi ts and challenges - Listening for specifi c information about places of interest in an area Unit 2: City life - Reading for specifi c information about the features of cities - Talking about important features of a city - Listening for specifi c information about some problems of city life Unit 3: Teen stress and pressure - Reading for general and specifi c information about a helpline service for teens in Viet Nam - Talking about teen stress and pressure and how to cope with them - Listening for general and specifi c information about the work of an advice columnist Review 1 Unit 4: Life in the past - Reading for specifi c information about children’s pastimes in the past - Making comments on or expressing opinions about facts in the past - Listening for specifi c information about school life in the past Unit 5: Wonders of Viet Nam - Reading for specifi c information about a man-made wonder of Viet Nam - Talking about man-made wonders of Viet Nam and how to protect and preserve them - Listening for specifi c information about a natural wonder of Viet Nam Unit 6: Viet Nam: Then and now - Reading for general and specifi c information about the tram system in Ha Noi then and now - Talking about changes in transport in the neighbourhood and expressing opinions about these changes - Listening for general and specifi c information about life in an extended family Review 2 4 BooK MAP Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Writing Language Focus Communication Project - Writing an email to give information about places of interest in an area and things to do there - Complex sentences (adverb clauses of result, reasons, concession): review - Phrasal verbs - Pronunciation: Stress on content words in sentences Arranging a visit to a place of interest in the region Giving a presentation about something special in an area - Writing a paragraph about disadvantages/ drawbacks of city life - Comparison of adjectives and adverbs: review - Phrasal verbs (continue) - Pronunciation: Stress on pronouns in sentences Discussing some features of a city Writing notices - Writing a short note to ask for advice and to give advice - Reported speech: review - Question words before to-infinitive - Pronunciation: Stress on the verb be in sentences Discussing necessary life skills for teens Giving a presentation about a support group in the school - Writing a description of how children in the past studied without technology - Used to: review - Wishes for the present - Pronunciation: Stress on auxiliary verbs in sentences Describing past practices Making a poster on the preservation of a past tradition or pastime - Writing an article describing a wonder of Viet Nam - Passive voice: Impersonal passsive - suggest + V-ing/clause with should - Pronunciation: Stress on short words (a, of, or) in sentences Describing a wonder of Viet Nam Making a promotional brochure about a wonder of Viet Nam - Writing about some qualities a person needs to get along in an extended family - Past perfect: review - Adjective + to-infinitive; Adjective + that-clause - Pronunciation: Stress on all the words in sentences Talking about some changes in Viet Nam Making a photo exhibition about school life in Viet Nam then and now BOOK MAP 5 Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Unit 1 LOCAL ENVIRONMENT THIS UNIT INCLUDES: GETTING STARTED A visit to a traditional craft village 1 Listen and read. … Nick: There are so many pieces of pottery here, Phong. Do your grandparents make all of them? Phong: They can’t because we have lots of products. They make some and other people make the rest. Nick: As far as I know, Bat Trang is one of the most famous traditional craft villages of Ha Noi, right? Phong: Right. My grandmother says it’s about 700 years old. Mi: Wow! When did your grandparents set up this workshop? 6 Unit 1/ Local Environment VOCABULARY Traditional crafts Places of interest PRONUNCIATION Stress on content words in sentences GRAMMAR Complex sentences: review Phrasal verbs SKILLS • Reading for general and specifi c information about a traditional craft village • Discussing local traditional crafts, their benefi ts and challenges • Listening for specifi c information about places of interest in an area • Writing an email to give information about places of interest in an area and things to do there COMMUNICATION Arranging a visit to a place of interest in the region Phong: My great-grandparents started it, not my grandparents. Then my grandparents took over the business. All the artisans here are my aunts, uncles, and cousins. Mi: I see. Your village is also a place of interest of Ha Noi, isn’t it? Phong: Yes. People come here to buy things for their house. Another attraction is they can make pottery themselves in workshops. Nick: That must be a memorable experience. Phong: In Viet Nam there are lots of craft villages like Bat Trang. Have you ever been to any others? Mi: I’ve been to a conical hat making village in Hue! Nick: Cool! This is my fi rst one. Do you think that the various crafts remind people of a specifi c region? Mi: Sure. It’s the reason tourists often choose handicrafts as souvenirs. Phong: Let’s go outside and look round the village. … Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Objectives: By the end of this unit, students can: • use the lexical items related to traditional crafts and places of interest in an area • say sentences with correct stress on content words • write complex sentences with diff erent dependent clauses • use some common phrasal verbs correctly and appropriately • read for general and specifi c information about a traditional craft village • discuss local traditional crafts, their benefi ts and challenges • listen for specifi c information about places of interest in an area • write an email to give information about places of interest in an area and things to do there GETTING STARTED A visit to a traditional craft village Introduction Give Ss an overview of the topics they will learn in the fi rst semester. Write the unit title on the board ‘Local environment’. Ask Ss to guess the contents of the unit. Listen to their answers. Finally, tell them that the unit is not about environmental issues such as pollution, deforestation, or global warming, but it is about the physical conditions in an area such as its features, traditional crafts, or places of interest. Now start the lesson. 1 Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED. Ask them some questions: • Who and what can you see in the picture? • Where are they? • What do you think the people in the picture are talking about? Ss answer the questions as a class. If they mention ‘Bat Trang’, elicit what they know about this village. Play the recording and have Ss follow along. After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers. Unit 1/ Local Environment 6T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Can you fi nd a word/phrase that means: 1. a thing which is skilfully made with your hands 2. start something (a business, an organisation, etc.) 3. take control of something (a business, an organisation, etc.) 4. people who do skilled work, making things with their hands 5. an interesting or enjoyable place to go or thing to do 6. a particular place 7. make someone remember or think about something 8. walk around a place to see what is there E. _____________________ G. _____________________ F. _____________________ H. _____________________ Watch out! ‘As far as I know’ is an expression. It is used to say that you think you know something but you cannot be completely sure, especially because you do not know all the facts. b Answer the following questions. 1. Where are Nick, Mi, and Phong? 2. How old is the village? 3. Who started Phong’s family workshop? 4. Why is the village a place of interest in Ha Noi? 5. Where is the craft village that Mi visited? 6. Why do tourists like to buy handicrafts as souvenirs? 2 Write the name of each traditional handicraft in the box under the picture. paintings pottery drums silk lanterns conical hats lacquerware marble sculptures A. _____________________ B. _____________________ 3 Complete the sentences with the words/ phrases from 2 to show where in Viet Nam the handicrafts are made. You do not have to use them all. 1. The birthplace of the famous bai tho ________ is Tay Ho village in Hue. 2. If you go to Hoi An on the 15th of each lunar month, you can enjoy the lights of many beautiful ________. 3. Van Phuc village in Ha Noi produces diff erent types of ________ products such as cloth, scarves, ties, and dresses. 4. On the Tet holiday, many Hanoians go to Dong Ho village to buy folk ________. 5. ________ products of Bau Truc, such as pots and vases, have the natural colours typical of Champa culture in Ninh Thuan. 6. Going to Non Nuoc marble village in Da Nang, we’re impressed by a wide variety of ________ from Buddha statues to bracelets. 4 QUIZ: WHAT IS THE PLACE OF INTEREST? a Work in pairs to do the quiz. 1. People go to this area to walk, play, and relax. 2. It is a place where objects of artistic, cultural, historical, or scientifi c interest are kept and shown. 3. People go to this place to see animals. 4. It is an area of sand, or small stones, beside the sea or a lake. 5. It is a beautiful and famous place in the countryside. b Work in groups. Write a similar quiz about places of interest. Ask another group to C. _____________________ D. _____________________ answer the quiz. 7 Unit 1/ Local Environment Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Ss work independently to find the words/phrases with the given meanings in the dialogue. Allow Ss to share their answers before asking them to discuss as a class. Remember to ask Ss to read out the lines in the dialogue that contain the words/phrases. Quickly write the correct answers on the board. Key: 1. craft 2. set up 3. take over 4. artisans 5. attraction 6. specific region 7. remind 8. look round Have Ss look at the Watch out! box and quickly read the information. Tell them that there are some similar expressions such as ‘as far as I can remember’, ‘as far as I can see’, or ‘as far as I can tell’. b Have Ss read the questions to make sure they understand them. Ask them firstly to answer the questions without reading the dialogue again. Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again. Ask for Ss’ answers. Key: 1. They are at Phong’s grandparents’ workshop in Bat Trang. 2. It is about 700 years old. 3. His great-grandparents did. 4. Because people can buy things for their house and make pottery themselves there. 5. It’s in Hue. 6. Because the handicrafts remind them of a specific region. 2 Have Ss look at the pictures. Tell Ss that in the box are some traditional handicrafts of different regions in Viet Nam. Ss write these handicrafts under the pictures. Ss compare their answers in pairs before giving their answers to T. Key: A. paintings B. drums C. marble sculptures D. pottery E. silk F. lacquerware G. conical hats H. lanterns 3 Tell Ss to complete the sentences with the words/phrases in 2. The complete sentences will give Ss information about the places where the handicrafts are made. Call on two Ss to write their answers on the board. Confirm the correct answers. If time allows, T may organise a short activity to check Ss’ short-term memory. Have Ss close their books. Point at each of Ss’ answers on the board and quickly Ss have to call out the place where this handicraft is made. Ss can also be asked to share any other places that produce these handicrafts. Key: 1. conical hat 2. lanterns 3. silk 4. paintings 5. Pottery 6. marble sculptures 4 a Ss work in pairs to do the quiz. The pair which has the answers the fastest is invited to read out their answers. Elicit feedback from other pairs. Confirm the correct answers. Key: 1. park 2. museum 3. zoo 4. beach 5. beauty spot b Ss work in groups to write a similar quiz about places of interest. Set a time limit of about five to seven minutes. When time is up, ask the first group to read out a question in their quiz. Ss from other groups give the answer. The group confirms the correct answer. The second group then reads out a question in their quiz. This question should be different from the one of the first group. Continue the activity until all the groups have read out all of their questions or when time is up. Unit 1/ Local Environment 7T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 Vocabulary 1 Write the verbs in the box under the pictures. One of them should be used twice. carve cast weave embroider knit mould Watch out! You can also use the verbto make when talking about producing, creating, or constructing a handicraft. Example: I made a basket at the workshop. 3 What are some places of interest in your area? Complete the word web. One word can belong to more than one category. A. _______________ D. _______________ G. _______________ B. _______________ C. _______________ E. _______________ F. _______________ Entertaining - cinema Cultural - opera house Places of interest Educational - library Historical 2a Match the verbs in column A with the groups of nouns in column B. A B 1. carve a. handkerchiefs, tablecloths, pictures 2. cast b. stone, wood, eggshells 3. weave c. clay, cheese, chocolate 4. embroider d. bronze, gold, iron 5. knit e. baskets, carpets, silk, cloth 6. mould f. sweaters, toys, hats b Now write the correct verb forms for these verbs. In nitive Past tense Past participle 1. to carve I carved it. It was carved. 2. to cast I ______ it. It was ______. 3. to weave I ______ it. It was ______. 4. to embroider I ______ it. It was ______. 5. to knit I ______ it. It was ______. 6. to mould I ______ it. It was ______. 8 Unit 1/ Local Environment - building 4 Complete the passage by fi lling each blank with a suitable word from the box. attraction historical traditional handicrafts culture exercise Some people say that a place of interest is a place famous for its scenery or a well-known (1)______ site. I don’t think it has to be so limited. In my opinion, a place of interest is simply one that people like going to. In my town, the park is a(n) (2)______ because many people love spending time there. Old people do (3)______ and walk in the park. Children play games there while their parents sit and talk with each other. Another place of interest in my town is Hoa Binh market. It’s a(n) (4)______ market with a lot of things to see. I love to go there to buy food and clothes, and watch other people buying and selling. Foreign tourists also like this market because they can experience the (5)______ of Vietnamese people, and buy woven cloth and other (6)______ as souvenirs. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 Vocabulary Ask Ss to call out some traditional crafts they remember from the previous lesson. Tell them that in this lesson they are going to learn some verbs that are used to talk about producing or creating a craft. These will help them use the language correctly when they talk about the making of traditional crafts in a specifi c region. 1 Ss work individually to do this exercise and then compare their answers with a classmate. Elicit the answers from Ss and quickly write them on the board. Do not confi rm the correct answers at this stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss’ explanations when needed. The two verbs cast and mould are quite diffi cult, so make sure that Ss understand them: - cast: shape hot liquid metal, etc. by pouring it into a container - mould: shape a soft substance into a particular form or object by pressing it or by putting it into a mould Now have Ss look at their answers on the board and say if these are correct. Key: A. cast B. carve C. embroider D. weave E. mould F. weave G. knit 2 a The purpose of this exercise is to help Ss understand more deeply and use the verbs correctly to talk about producing and creating crafts. Ss work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make sentences. Key: 1. b 2. d 3. e 4. a 5. f 6. c b This activity will help Ss to manipulate the verbs as they are not all regular. Have Ss do the activity, then call two Ss to write their answers on the board. Elicit feedback from other Ss. Confi rm the correct answers. Key: 2. cast; cast 3. wove; woven 4. embroidered; embroidered 5. knitted; knitted 6. moulded; moulded Draw Ss’ attention to the Watch out! box. Ask Ss to give example sentences with the verb to make. 3 Organise a competition for this activity. Ss work in groups of fi ve or six. Set a time limit of fi ve minutes. T may prepare some large pieces of paper for the groups to write their answers on. Ss write down as many places of interest in the word web as possible. The group with the most places is the winner. The winning group presents their words/phrases. Other groups tick the similar words/phrases they have and add more if they can. If time allows, T may ask Ss to explain why they think the places are entertaining, cultural, educational, or historical. Suggested answers: - Entertaining: cinema, department store, restaurant, café, theatre, opera house, club, park, zoo... - Cultural: opera house, museum, craft village, historical building, theatre, market, craft village... - Educational: library, museum, theatre... - Historical: building, temple, shopping district, market, beauty spot, craft village... 4 Ss individually do the exercise. Check their answers as a class and confi rm the correct ones. Key: 1. historical 2. attraction 3. exercise 4. traditional 5. culture 6. handicrafts Unit 1/ Local Environment 8T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Pronunciation Stress on content words in sentences 5a Listen to the speaker read the following sentences and answer the questions. 1. The craft village lies on the river bank. The craft village lies on the river bank. 2. This painting is embroidered. 3. What is this region famous for? 4. Drums aren’t made in my village. 5. A famous artisan carved this table beautifully. 1. Which words are louder and clearer than the others? _________________________________________________ 2. What kinds of words are they? _________________________________________________ 3. Which words are not as loud and clear as the others? _________________________________________________ 4. What kinds of words are they? _________________________________________________ b Now listen, check, and repeat. In spoken English, the following kinds of words are usually stressed: main verbs, nouns, adjectives, adverbs, wh-question words, and negative auxiliaries (e.g. don’t). Words such as pronouns, prepositions, articles, conjunctions, possessive adjectives, be (even if it is a main verb in the sentence), and auxiliary verbs are normally unstressed. 6a Underline the content words in the sentences. Practise reading the sentences aloud. 1. The Arts Museum is a popular place of interest in my city. 2. This cinema attracts lots of youngsters. 3. The artisans mould clay to make traditional pots. 4. Where do you like going at weekends? 5. We shouldn’t destroy historical buildings. b Now listen, check, and repeat. 9 Unit 1/ Local Environment A CLOSER LOOK 2 Grammar Complex sentences: review There are diff erent types of dependent clause. A dependent clause of concession begins with a subordinator although, though, or even though. It shows an unexpected result. Example: Although she was tired, she fi nished knitting the scarf for her dad. A dependent clause of purpose begins with a subordinator so that or in order that. It tells the purpose of the action in the independent clause. Example: The artisan moulded the clay so that he could make a mask. A dependent clause of reason begins with a subordinator because, since, or as. It answers the question “Why?” Example: Since it was raining, they cancelled the trip to Trang An. A dependent clause of time begins with a subordinator when, while, before, after, as soon as, etc. It tells when the action described in the independent clause takes place. Example: When I have free time, I usually go to the museum. 1 Underline the dependent clause in each sentence below. Say whether it is a dependent clause of concession (DC), of purpose (DP), of reason (DR), or of time (DT). 1. When people talk about traditional paintings, they think of Dong Ho village. 2. My sister went to Tay Ho village in Hue so that she could buy some bai tho conical hats. 3. Although this museum is small, it has many unique artefacts. 4. This square is our favourite place to hang out because we have space to skateboard. 5. The villagers have to dry the buff alo skin under the sun before they make the drumheads. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Pronunciation Stress on content words in sentences Tell Ss that they are going to learn about sentence stress. Explain that in spoken English, we use sentence stress to show our listeners which parts of our sentences are the most important. These are the parts that carry the most meaning. 5 a Have Ss read the fi ve sentences and underline the words they think are stressed. Elicit answers from Ss. Do not confi rm the correct answers. Now ask Ss to read the four questions and make sure they understand them. Ask Ss to listen to the speaker read the sentences and at the same time check whether their answers are correct. Tell them that this is actually the fi rst question and other questions can be answered after listening. Ss discuss their answers to the four questions in pairs. b Call some Ss to give the answers and give feedback. Play the recording again for Ss to repeat the sentences. Audio script: 1. The craft village lies on the river bank. 2. This painting is embroidered. 3. What is this region famous for? Key: 1. Sentence 1: craft, village, lies, river, bank Sentence 2: painting, embroidered Sentence 3: what, region, famous Sentence 4: drums, aren’t, made, village Sentence 5: famous, artisan, carved, table, beautifully 4. Drums aren’t made in my village. 5. A famous artisan carved this table beautifully. 3. Sentence 1: the, on, the Sentence 2: this, is Sentence 3: is, this, for Sentence 4: in, my Sentence 5: a, this 2. They are: nouns, verbs, adjectives, adverbs, wh-question words, and negative auxiliaries. 4. They are: articles, prepositions, pronouns, and possessive adjectives. Have Ss read the information in the box to remember the content of the lesson. 6 a Ss do this exercise individually and compare their answers with a classmate. b Play the recording for Ss to check their answers and practise reading the sentences. Call some Ss to give the answers and read the sentences. Give correction if needed. Key + Audio script: 1. The Arts Museum is a popular place of interest in my city. 2. This cinema attracts lots of youngsters. 3. The artisans mould clay to make traditional pots. A CLOSER LOOK 2 Grammar Complex sentences: review 4. Where do you like going at weekends? 5. We shouldn’t destroy historical buildings. Elicit from Ss what they still remember about complex sentences. Have them make sentences with although, when, so that, and because. Give feedback and quickly write the sentences on the board. Underline the dependent clause with these subordinators. Tell Ss that today they are going to focus on these dependent clauses. Now ask Ss to read the information in the yellow box. When Ss have fi nished reading, ask them to name the dependent clauses on the board. 1 Ss do this exercise individually. Elicit Ss’ answers. Confi rm the correct ones. Key: 1. When people talk about traditional paintings → DT 2. so that she could buy some bai tho conical hats → DP 3. Although this museum is small → DC 4. because we have space to skateboard → DR 5. before they make the drumheads → DT Unit 1/ Local Environment 9T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 2 Make a complex sentence from each pair of sentences. Use the subordinator provided and make any necessary changes. 1. The villagers are trying to learn English. They can communicate with foreign customers. (in order that) 2. We ate lunch. Then we went to Non Nuoc marble village to buy some souvenirs. (after) 3. This hand-embroidered picture was expensive. We bought it. (even though) 4. This department store is an attraction in my city. The products are of good quality. (because) 5. This is called a Chuong conical hat. It was made in Chuong village. (since) Phrasal verbs 3 Read this part of the conversation from GETTING STARTED. Pay attention to the underlined part and answer the questions. Mi: Wow! When did your grandparents set up this workshop? Phong: My great-grandparents started it, not my grandparents. Then my grandparents took over the business. 1. What is the meaning of the underlined verb phrases? 2. Can each part of the verb phrase help you understand its meaning? A phrasal verb is a verb combined with a particle such as back, in, on, off , through, up, etc. When a particle is added to the verb, the phrasal verb usually has a special meaning. Example: get up (get out of bed) fi nd out (get information) bring out (publish/launch) look through (read) Note: A verb can go with two particles. Example: keep up with (stay equal with) look forward to (be thinking with pleasure about something to come) run out of (have no more of) 10 Unit 1/ Local Environment 4 Match the phrasal verbs in A with their meaning in B. A B 1. pass down a. stop doing business 2. live on b. have a friendly relationship with somebody 3. deal with c. transfer from one generation to the next 4. close down d. reject or refuse something 5. face up to e. return 6. get on with f. take action to solve a problem 7. come back g. have enough money to live 8. turn down h. accept, deal with 5 Complete each sentence using the correct form of a phrasal verb in 4. You don’t need to use all the verbs. 1. We must ______ the reality that our handicrafts are in competition with those of other villages. 2. I invited her to join our trip to Trang An, but she ______ my invitation. 3. The craft of basket weaving is usually ______ from generation to generation. 4. Do you think we can ______ selling silk scarves as souvenirs? 5. They had to ______ the museum because it’s no longer a place of interest. 6. What time ______ you ______ from the trip last night? 6 Complete the second sentence so that it has a similar meaning to the fi rst sentence, using the word given. 1. Where did you get the information about Disneyland Resort? fi nd Where ________________________________________? 2. What time did you get out of bed this morning? up When _________________________________________? 3. I’ll read this leafl et to see what activities are organised at this attraction. look I’ll _____________________________________________. 4. They’re going to publish a guidebook to diff erent beauty spots in Viet Nam. out They’re ________________________________________. 5. I’m thinking with pleasure about the weekend! forward I’m _____________________________________________! Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 2 Ss write the complex sentences individually and then compare them with a partner. Have two Ss write their sentences on the board. Each student writes two or three sentences. Ask other Ss to give feedback. Confirm the correct answers. For a stronger class, organise a quick game. One side is team A, and the other is team B. One student from team A calls out a subordinator and points to one student from team B to make a sentence and vice versa. Set a time limit and keep a record of the scores for the teams on the board. Key: 1. The villagers are trying to learn English in order that they can communicate with foreign customers. 2. After we had eaten lunch, we went to Non Nuoc marble village to buy some souvenirs. 3. Even though this hand-embroidered picture was expensive, we bought it. 4. This department store is an attraction in my city because the products are of good quality. 5. This is called a Chuong conical hat since it was made in Chuong village. Phrasal verbs 3 Ask Ss to read the sentences taken from the conversation in GETTING STARTED, paying attention to the two verb phrases. Have them answer the two questions orally as a class. Key: 1. set up: start something (a business, an organisation, etc.) take over: take control of something (a business, an organisation, etc.) 2. No, the individual words in the verb phrase do not help with comprehension. This is why they are sometimes considered difficult. Have Ss read the information in the yellow grammar box. Ask them to call out any phrasal verbs they know and write them on the board. Have them explain the meaning of these verbs. 4 Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’ answers and confirm the correct ones. Key: 1. c 2. g 3. f 4. a 5. h 6. b 7. e 8. d 5 Ss do this exercise individually. Elicit the answers and give correction. Key: 1. face up to 2. turned down 3. passed down 4. live on 5. close down 6. did … come back To prepare for the next exercise T may organise a small game for Ss to help them remember the meaning of the phrasal verbs in the yellow box and exercise 4. The class is divided into two teams A and B. Read out the meaning of one phrasal verb. The quickest student to raise their hand will be asked to say the verb out loud. If the answer is correct, the team gets one point. Otherwise, call on one student from the other team to give the answer. Keep a record of each team’s scores on the board. Remember to choose about eight to ten verbs that you think are difficult for Ss. 6 Have Ss quickly read the provided sentences. Make sure they understand the meaning of each sentence. Tell Ss that all the phrasal verbs used in this exercise have been presented in this lesson. Ss write the sentences individually and then compare their answers with a classmate. Call on two Ss to write their sentences on the board. Other Ss and T give feedback. For a less able class, T may want to model the first sentence. Ss may just focus on the next two sentences. After two Ss write their sentences on the board, check them carefully. If there is no time left, ask Ss to finish the remaining sentences as homework. Key: 1. Where did you find out about Disneyland Resort? 2. When did you get up this morning? 3. I’ll look through this leaflet to see what activities are organised at this attraction. 4. They’re going to bring out a guidebook to different beauty spots in Viet Nam. 5. I’m looking forward to the weekend! Unit 1/ Local Environment 10T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION Extra vocabulary team-building turn up set off 1 Nick, Mi, Duong, and Mai are planning a day out to a place of interest for their class. Listen to their conversation and complete their plan by fi lling each blank with no more than three words. A DAY OUT Details Who to prepare Place (1) _______________________________ Means of transport (2) _______________________________ Time to set off (3) _______________________________ Mai: stick a notice Food (4) bring __________________________ Drinks For everyone Nga: buy in a (5) __________________ Activities Morning: (6)______ games and quizzes Lunch: 11.30 Afternoon: go to a traditional (8)_____ at 1.30; (9) ______ their own paintings Nick: prepare games Thanh: prepare (7) _________________ Time to come back (10)______________________________ 2 Imagine that your class is going to a place of interest in your area. Work in groups to discuss the plan for this day out. Make notes in the table. A DAY OUT Details Who to prepare Place Means of transport Time to set off Food Drinks Activities Time to come back 3 Present your plan to the class. Which group has the best plan? 3 Present your plan to the class. Which group has the best plan? 11 Unit 1/ Local Environment Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION Tell Ss that in this lesson they will have the opportunity to organise a day trip to a place of interest. Go through the extra vocabulary with Ss. If Ss do not know any word in the box, quickly teach it. To teach the word team-building, ask Ss for the meaning of each word. Then ask them to guess the meaning of the whole word and give examples of some team-building activities. For the other two phrasal verbs, give out the defi nitions: - turn up: arrive - set off : begin a journey Ask Ss if they have any experience of preparing for a class trip. Encourage them to share the experience. If they do not have any, ask them what they should do to prepare for a class trip. 1 Ss read through the table. Play the recording once or twice for Ss to complete the table. Elicit the answers and quickly write them on the board. Play the recording one more time for Ss to check their answers. Confi rm the correct ones. Key: 1. Green Park 2. bus 3. 8 a.m. 4. own lunch 5. supermarket 6. team-building 7. quizzes 8. painting village 9. make 10. 5 p.m. Audio script: … Mi: So we’ve decided that we’re going to Green Park. Duong: Yeah. It’s the best choice. We can go there by bus. And the bus stop is opposite our school! Nick: We have to make sure everybody turns up at the school gate at 8 a.m. Mai: I’ll stick a notice on the board then. Mi: What about food and drink? I think each person should bring their own lunch. Nick: Good idea! But we need someone to buy drinks for everyone. Mai: What about Nga? She lives next to the school and there’s a supermarket near her house. Duong: Right. We’ll need some team-building games to play as well. Nick: Like Tug of war? I’ll prepare them. Mi: OK, Nick. And Thanh can prepare some fun quizzes. Mai: Right. We’ll reach the park at about 9 a.m. We can look round and then gather at the big playground to play the games and do the quizzes. Nick: We’ll have lunch at about 11.30. What about the afternoon? Duong: There’s a traditional painting village about 1 km from the park. We can walk there. The artisans will show us how to make paintings, and we can also make our own. Mi: Great! We’ll go there at about 1.30 p.m. and take the bus back to school at 5 p.m. … 2 Ss work in groups to do this activity. It is a good idea if T can prepare some big sheets of paper for Ss to draw the table and make notes. Set a time limit of about 15 minutes for this activity. Ask Ss to do the following things: - choose a place of interest to visit - decide what to do and make notes - decide who will present what to the class - rehearse what to say Move around to observe and give help if necessary. Inform the groups that they will have only three minutes to talk about their plan. 3 Groups present their plan to the class. Keep watch of the time for each group. Other groups and T give feedback. Vote for the best plan. Unit 1/ Local Environment 11T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 1 Reading 1 Work in pairs. One looks at Picture A, and the other looks at Picture B on page 15. Ask each other questions to fi nd out the similarities and diff erences between your pictures. Picture A 2 Mi visited Tay Ho village in Hue last month. She has decided to present what she knows about this place to the class. Read what she has prepared and match the titles with the paragraphs. 1. Present status of the craft 2. Location and history of conical hat making village 3. How the conical hat is made A When you think about the conical hat, the first thing you think of is the region of Hue. Conical hat making has been a traditional craft there for hundreds of years, and there are many craft villages like Da Le, Phu Cam, and Doc So. However, Tay Ho is the most famous because it is the birthplace of the conical hat in Hue. It is a village on the bank of the Nhu Y River, 12 km from Hue City. 12 Unit 1/ Local Environment B A conical hat may look simple, but artisans have to follow 15 stages, from going to the forest to collect leaves to ironing the leaves, making the frames, etc. Hue’s conical hats always have two layers of leaves. Craftsmen must be skilful to make the two layers very thin. What is special is that they then add poems and paintings of Hue between the two layers, creating the famous bai tho or poetic conical hats. C Conical hat making in the village has been passed down from generation to generation because everybody, young or old, can take part in the process. It is a well-known handicraft, not only in Viet Nam, but all around the world. 3 Read the text again and answer the questions. 1. Why is Tay Ho the most well-known conical hat making village? 2. How far is it from Tay Ho to Hue City? 3. What is the fi rst stage of conical hat making? 4. What is special about the hat layers? 5. What is special about the bai tho conical hat? 6. Who can make conical hats? Speaking 4 Read the following ideas. Are they about the benefi ts of traditional crafts (B) or challenges that artisans may face (C). Write B or C. 1. providing employment 2. losing authenticity 3. providing additional income 4. relying too much on tourism 5. treating waste and pollution 6. preserving cultural heritage Can you add some more benefi ts and challenges? 5 Imagine that your group is responsible for promoting traditional crafts in your area. Propose an action plan to deal with the challenges. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 1 Reading 1 Have Ss do this activity in pairs. One student looks at Picture A on page 12 while the other looks at Picture B on page 15. They ask each other questions to fi nd out the similarities and diff erences between the two pictures. They can focus on the colour and decoration of the hats. Suggested answers: - Similarities: conical hat, string - Diff erences: Picture A: light green, pictures between layers, blue string, look lighter Picture B: white, no decoration, pink string, look heavier 2 Ask Ss to read the titles in the box quickly. Make sure they understand the meaning of each title. Now Ss read the paragraphs and match them with the titles. Ask them to compare their answers with a classmate. Elicit their answers. Key: 1. C 2. A 3. B 3 Ss read the passage 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. Key: 1. Because it is the birthplace of the conical hat in Hue. 2. It’s 12 km from Hue City. 3. It’s going to the forest to collect leaves. 4. They’re very thin. 5. It has poems and paintings of Hue between the two layers. 6. Everybody can, young or old. Speaking This part helps Ss identify the benefi ts and challenges of traditional crafts and encourages them to discuss the issue. 4 Ask Ss to read the ideas. Explain any points they are not sure about. T may also have to give Ss the meaning of some words such as authenticity (the quality of being real or true) or preserve (protect). Elicit Ss’ opinions as a class. Ask Ss to add some more benefi ts and challenges. Key: 1. B 2. C 3. B 4. C 5. C 6. B Other benefi ts: creating national/regional pride, helping develop tourism, helping improve local infrastructure and services, creating cohesion between craft families and communities Other challenges: limited designs, natural resources running out, competition from other countries 5 Ss work in groups to work out an action plan to deal with the challenges mentioned above. It’s an open activity, so there is no right or wrong answer as long as Ss can explain their points. Set a time limit of about 10 minutes for this activity. Move around to provide help and comments. Invite some groups to present their plan. T and other Ss give feedback and ask any questions. Vote for the best plan. If the classroom has space, T may organise an exhibition of ideas. Give each group a big piece of paper. Ss discuss and write their action plan on the paper. After 10 minutes, ask them to stick their plan on the wall around the classroom. Ss visit at least two groups and listen to their presentations. When the time is up, ask some Ss to report on what they have heard to the class and say which action plan they prefer and why. Unit 1/ Local Environment 12T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 2 Listening 4Teen radio is asking diff erent students about their places of interest. 1 Describe what you see in each picture. Do you know what places they are? B C A Listen and check your answers. Listen and check your answers. 2 Listen to what these students say and decide if the statements are true (T) or false (F). 1. Tra is interested in history. 2. Nam likes making things with his hands. 3. Nam’s family owns a workshop in Bat Trang. 4. The trees in the garden only come from provinces of Viet Nam. Writing 4 If a visitor has a day to spend in your hometown/city, where will you advise him/her to go? What can they do there? Work in pairs, discuss and take notes of your ideas. Places Activities Place 1: _______________ _______________________ Place 2: _______________ _______________________ Place 3: _______________ _______________________ 5 Imagine that your Australian pen friend is coming to Viet Nam and will spend a day in your hometown/city. He/She has asked for your advice on the places of interest they should go to and the things they can do there. Write an email to give him/her some information. From: To: Subject: Places of interest in my hometown/city Dear ___________, 5. Hoa loves nature and quietness. 3 Listen again and complete the table. Use no more than three words for each blank. Student Place of interest Activities Tra Viet Nam National Museum of History - Seeing various (1)______ - Looking round and (2) ____ Nam Bat Trang pottery village - Learning to (3)______ and (4) ______ Hoa Ha Noi Botanical Garden - Climbing up (5)______ - Reading (6)______ - Feeding (7) ______ - (8)______ people _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ _____________________________________________ Look forward to seeing you soon! Best wishes, ___________ 13 Unit 1/ Local Environment Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 2 Listening Listening 1 Tell Ss that they are going to listen to three students talking about their places of interest. Before listening, Ss look at the pictures and describe what they see in each of them. Elicit answers from diff erent Ss. Ask them if they know the name of each place. Quickly write these names on the board. Play the recording for Ss to check their answers. Key: A. Ha Noi Botanical Garden B. Bat Trang pottery village C. Viet Nam National Museum of History 2 Play the recording again for Ss to decide if the sentences are true or false. If they meet any diffi culty doing this, play the recording one more time. Have Ss compare their answers in pairs before giving T the answers. Ask for Ss’ answers and write them on the board. Do not confi rm the correct answers yet. 3 Without listening to the recording again, Ss complete the table by fi lling each blank with no more than three words. Ss compare their answers with a classmate before giving T the answers. Ask two Ss to write their answers on the board. Play the recording one last time to confi rm the answers for both 2 and 3. Key: 2 1. T 2. T 3. F (His friend’s relatives own it.) 4. F (They also come from other countries.) 5. T 3 1. artefacts 2. exploring Vietnamese culture 3. make things 4. paint on ceramics 5. the hill 6. books 7. pigeons 8. watching Audio script: Tra: I love history, so my place of interest is Viet Nam National Museum of History. There’s an extensive collection of artefacts tracing Viet Nam’s history. They’re arranged chronologically from primitive life to modern times. It’s also near Hoan Kiem Lake and the Old Quarter, so you can spend time looking round and exploring Vietnamese culture. Writing Nam: I’m fascinated by traditional handicrafts. At weekends, I usually go to Bat Trang, a pottery village not far from Ha Noi centre. My friend’s relatives live there and they own a workshop. Every time I go there, they teach me how to make things such as pots, vases, or bowls. I’m learning to paint on ceramics now. Hoa: Ha Noi Botanical Garden is the place I like. There are lots of trees from di erent countries, a lake, and a small hill. I usually climb up the hill and read books at the top because there’s a large lawn. After that I go down and feed the pigeons. Sometimes I just sit on the bench, watching people dancing or playing sports. It’s a nice place for those who love nature and quietness. In this writing part, Ss are asked to write an email to give an Australian pen friend some information about the places of interest in their hometown/city and the activities they can do there. 4 Ss work in pairs and discuss the places of interest in their hometown/city that can be visited in one day and the activities that can be done there. Remind Ss that these places of interest should be most typical and worth visiting. T should move around to give comments as there may not be enough time for checking with the whole class. 5 Ss write the email, using the notes they have made. Ss may also write this in groups on big pieces of paper. Ss or groups exchange their descriptions to spot any mistakes. Share them with the whole class. T may collect some Ss’ work to mark at home or ask them to rewrite the email as homework. In this case, remember to ask for Ss’ revised work in the next lesson. Sample writing: Dear Mira, It’s great to know that you’re coming to Viet Nam. What a pity you can only spend one day in Ha Noi. There are so many interesting places in the city, but I think within and visit Ngoc Son Temple. You can also have a look at the Old Quarter. Wander around the old streets and some ancient houses to explore Vietnamese culture. Conveniently, these places are close to one another, so we can walk around one day you should be able to visit three places. The rst place I suggest is Viet Nam National Museum of History. You like history, so it’s easily. Tell me when you’re coming, so I can show you around these places. a must-see place. There’s an extensive collection of artefacts tracing Look forward to seeing you soon! Viet Nam’s history. They’re arranged chronologically from primitive Best wishes, life to modern times. The second place is Hoan Kiem Lake. It’s one of the symbols of Ha Noi. There you can enjoy the beautiful scenery Thuc Anh Unit 1/ Local Environment 13T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK Vocabulary 1 Write some traditional handicrafts in the word web below. 1. ______ 2. ______ 3. ______ 8. ______ 3 Complete the passage with the words/ phrases from the box. looked team-building zoo lunch interest looking forward to craft museum Last week we had a memorable trip to a new (1)______ on the outskirts of the city. We were all (2)______ the trip. There are lots of wild animals, and they are looked after carefully. Each species is kept in one big compound and the animals look healthy. After we (3)______ round the animal zone, we gathered on a big lawn at the back of the zoo. There we played some (4) ______ games and sang songs. Then we had a delicious (5)______ prepared by 7. ______ Handicrafts 6. ______ 4. ______ 5. ______ Nga and Phuong. In the afternoon, we walked to a (6)______ nearby. There is a big collection of handicrafts made by di erent (7) ______ villages. I’m sure that the zoo will be our new place of (8)______. Grammar 4 Complete the complex sentences with your own ideas. 1. Although this village is famous for its silk 2 Complete the second sentence in each pair by putting the correct form of a verb from the box into each blank. carve cast weave embroider knit mould 1. The artisan made this statue by pouring hot liquid bronze into a mould. → The artisan _____________ this statue in bronze. 2. I’m decorating a cloth picture with a pattern of stitches, using coloured threads. → I’m _____________ a picture. 3. They made baskets by crossing strips of bamboo across, over, and under each other. → They _____________ baskets out of bamboo. 4. My mum made this sweater for me from wool thread by using two bamboo needles. → My mum _____________ a wool sweater for me. 5. He made this fl ower by cutting into the surface of the wood. → He _____________ this fl ower from wood. 6. I took some clay and used my hands to make it into a bowl shape. → I _____________ the clay into the desired shape. 14 Unit 1/ Local Environment products, ____________________________________. 2. Many people love going to this park because ______________________________________________. 3. Since _________________________, foreign tourists often buy traditional handicrafts. 4. Moc Chau is a popular tourist attraction when ______________________________________________. 5. This weekend we’re going to the cinema in order that _________________________________________. 5 Rewrite each sentence so that it contains the phrasal verb in brackets. You may have to change the form of the verb. 1. I don’t remember exactly when my parents started this workshop. (set up) ______________________________________. 2. We have to try harder so that our handicrafts can stay equal with theirs. (keep up with) _______________________________. 3. What time will you begin your journey to Da Lat? (set off ) _____________________________________? 4. We arranged to meet in front of the lantern shop at 8 o’clock, but she never arrived. (turn up) ____________________________________. 5. The artisans in my village can earn enough money from basket weaving to live. (live on) _____________________________________. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that information to complete the Finished! self-assessment box at the end of the unit. Vocabulary 1 Ss complete the word web individually. Check Ss’ answers as a class. If time allows, ask one or two Ss to write their answers on the board. Key: (in any order) 1. paintings 2. pottery 3. drums 4. silk 5. lanterns 6. conical hats 7. lacquerware 8. marble sculptures 2 Ss do this exercise individually, then compare their answers with a partner. Elicit the answers from Ss. Key: 1. cast 2. embroidering 3. wove 4. knitted 5. carved 6. moulded 3 Ss do this exercise individually. Have some Ss read out their answers. Confi rm the correct ones. Key: 1. zoo 2. looking forward to 3. looked 4. team-building 5. lunch 6. museum 7. craft 8. interest Grammar 4 Ss complete the sentences with their own ideas. Call on two Ss to write their answers on the board. Other Ss give feedback. Check their answers. 5 Ss write the sentences individually. Have two Ss write the sentences on the board. Ask other Ss to give comments. Correct the sentences if needed. Key: 1. I don’t remember exactly when my parents set up this workshop. 2. We have to try harder so that our handicrafts can keep up with theirs. 3. What time will you set off for Da Lat? 4. We arranged to meet in front of the lantern shop at 8 o’clock, but she never turned up. 5. The artisans in my village can live on basket weaving. Unit 1/ Local Environment 14T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 Work in groups. One student thinks of a popular place of interest in their area. Other students ask Yes/No questions to guess what place he/she is thinking about. Example: A: Is the place near the city centre? B: Yes, it is. C: Can we play sports there? B: Yes, we can. A: Can we play games there? B: Yes, we can. C: Do people go shopping there? B: No, they don’t. A: Is it the ABC sports centre? B: You’re right. PROJECT What makes you proud of Finished! Now I can… ● use the lexical items related to traditional crafts and places of interest in an area ● say sentences with correct stress on content words ● write complex sentences with di erent dependent clauses ● use some common phrasal verbs correctly and appropriately ● read for general and speci c information about a traditional craft village ● discuss local traditional crafts, their bene ts and challenges ● listen for speci c information about places of interest in an area ● write an email to give information about places of interest in an area and things to do there your area? Imagine that the Youth Union is organising a competition entitled “What makes you proud of your area?”. Competitors have to choose something special about their area and make a presentation about it. It can be a local product, traditional craft or a place of interest. Now... 1. Work in groups and discuss the thing you are going to talk about. 2. Collect pictures from diff erent sources or draw pictures of this thing. 3. Stick the pictures on a big piece of paper. 4. Search for information about this thing (its origin/ history, how to make it, its special features, etc.) 5. Prepare a presentation. Remember to assign who will talk about what. 6. Give a presentation to the class. 15 Unit 1/ Local Environment SKILLS 1 SKILLS 1 Picture B Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 Ss work in groups to play the game. One student is the group secretary. Group members take turns to think of a popular place of interest in their area. Other Ss ask Yes/No questions to guess the place. The secretary writes down all the places of interest they have guessed. Finally, the secretary reports on the places. Finished! Ask Ss to complete the self-assessment. Identify any diffi culties and weak areas and provide further practice. PROJECT What makes you proud of your area? Have Ss read the project. Ask them what the one special thing about their area is. Elicit Ss’ answers. Ss work in 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 fi ndings in the next lesson and vote for the best. Unit 1/ Local Environment 15T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Unit 2 CITY LIFE Unit THIS UNIT INCLUDES: GETTING STARTED Duong’s first visit to Sydney 1 Listen and read. Duong: Hey, Paul! Over here! Paul: Hi, Duong! How’s it going? Getting over the jet lag? Duong: Yes, I slept pretty well last night. Hey, thanks so much for showing me around today. Paul: No worries, it’ll be good fun. Duong: So, are you from around here? Paul: Me? Yes, I was born and grew up here. Sydney’s my hometown. Duong: It’s fabulous. Is it an ancient city? Paul: No, it’s not very old, but it’s Australia’s biggest city, and the history of our country began here. Duong: Wow! So what are the greatest attractions in Sydney? Paul: Well, its natural features include Sydney Harbour, the Royal National Park, and Bondi Beach. Man-made attractions such as the Royal Botanic Gardens, Sydney Opera House, and the Harbour Bridge are also well known to visitors. Duong: What about transport? Paul: Public transport here is convenient and reliable: you can go by bus, by train, or light rail. Taxis are more expensive, of course. 16 Unit 2/ City Life VOCABULARY City life PRONUNCIATION Stress on pronouns in sentences GRAMMAR Comparison of adjectives and adverbs: review Phrasal verbs (cont.) SKILLS • Reading for specifi c information about the features of cities • Talking about important features of a city • Listening for specifi c information about some problems of city life • Writing a paragraph about the disadvantages/drawbacks of city life COMMUNICATION Discussing some features of a city Duong: And is Sydney good for shopping? Paul: Of course! You know, Sydney’s a metropolitan and multicultural city, so we have a great variety of things and foods from di erent countries. I’ll take you to Paddington Market later, if you like. Duong: Wonderful. What about education? Are there many universities? Paul: Sydney has ve big universities and some smaller ones. The oldest of them was set up in 1850, I believe. Duong: Oh, it sounds like a good place to get higher education. I like this town! Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Objectives: By the end of this unit, students can: • use the lexical items related to city life • identify in which situations to stress pronouns in sentences and say these sentences correctly • use adjectives, and comparison of adjectives and adverbs correctly • use common phrasal verbs correctly and appropriately • read for specifi c information about the features of cities • talk about important features of a city • listen for specifi c information about some problems of city life • write a paragraph about the disadvantages/drawbacks of city life GETTING STARTED Duong’s first visit to Sydney Introduction Introduction Review the previous unit by asking Ss to solve a crossword puzzle. Draw the crossword on the board. Tell Ss that the words in the orange column are the key words of the new unit. Divide the class into two teams. Ss from each team take turns to solve the puzzle. The game fi nishes when a student guesses the orange words correctly. T may also ask Ss to name all the places of interest or main features of their neighbourhood. Do the puzzle below. 1. The ______ village of Bat Trang lies on the bank of the Red River. 2. This kind of ______ hat is made in Chuong village. 3. In Hoi An you can see colourful ______ hanging in the streets. 4. Some people ______ that a place of interest should be a well-known site. 5. The children can ______ the clay into many shapes. 6. The ______ of Ha Noi began over a thousand years ago. 7. This village is ______ for its wood-carving craft. 8. A place of ______ is sometimes simply one that people like going to. 1 2 3 4 5 6 7 8 Key: 1C R A F T 2C O N I C A L 3L A N T E R N S 4S A Y 5M O U L D 6H I S T O R Y 7F A M O U S 8I N T E R E S T 1 Ask Ss to open their books to Unit 2. Ask them some questions. Questions may include: • What can you see in the pictures? • Do you know these two boys? • Where are they now? • What are they talking about? … Ss answer the questions as a class. T may also ask Ss what they know about Sydney by asking them some guiding questions: • Where is it? • Is it a capital city? Write the unit title on the board. T may ask Ss to name some cities and towns in Viet Nam, especially those in or near their region. • What is it famous for? … Then play the recording and have Ss follow along. Unit 2/ City Life 16T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Complete the sentences with information from the conversation. 1. It is Duong’s first ______ to Sydney. 2. In Paul’s opinion, Sydney is not an ______ city. 3. Sydney Harbour is a ______ attraction of Sydney. 4. The shopping is good because of the ______ of things. 5. Duong thinks Sydney may be a good place to ______. b Find words in the conversation to match these definitions. 1. tiredness from travelling across different time zones 2. an attraction 3. that can be trusted 4. belonging to a very large city 5. including people of different races, religions, languages, and traditions c Answer the questions. 1. Where did Paul grow up? 2. What is the biggest city in Australia? 3. How is the public transport in Sydney? 4. Why is there a great variety of things and foods in Sydney? 5. When was the first university built in Sydney? d Think of other ways to say these expressions from the conversation. 1. “How’s it going?” 2. “Getting over the jet lag?” 3. “I slept pretty well” 4. “No worries” 2 Replace the word(s) in italics with one of the words from the box. crowded international local urban neighbouring 17 Unit 2/ City Life 1. There is not a lot of world news in this newspaper. 2. I do my shopping in the neighbourhood shops, not in the town centre. 3. At weekends the city centre is always packed with people. 4. My friend’s family has just moved to a nearby town. 5. There is far too much pollution nowadays in city areas. 3 Work in pairs to do the quiz. CITY QUIZ 1. Which city is the oldest? A. Ha Noi B. Hue C. Can Tho 2. Which city is in Oceania? A. Baghdad B. Amsterdam C. Canberra 3. Which is the best-known city in North America? A. Chicago B. Vancouver C. New York 4. Which city is in Africa? A. Luanda B. Athens C. Buenos Aires 5. Which city has World Heritage status? A. Bac Giang B. Vinh C. Hoi An 6. Which is a capital city? A. Rio B. Moscow C. Osaka Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Ask Ss to read the conversation again and do the exercise individually. Check and write the correct answers on the board. Key: 1. visit 2. ancient 3. natural 4. variety 5. study b Ss work in pairs to do the task. Allow Ss to share answers before asking them to discuss as a class. Remember to ask Ss to read out the lines in the conversation that contain the words. Check and confirm the correct answers. Key: 1. jet lag 2. a feature 3. reliable 4. metropolitan 5. multicultural c Ss work individually to answer the questions, then compare their answers with a partner. Ask them to locate the information in the conversation. Call on some pairs to give the questions and answers. Confirm the correct answers. Key: 1. He grew up in Sydney. 2. Sydney is. 3. It is convenient and reliable. 4. Because it is a metropolitan and multicultural city. 5. In 1850. d Tell Ss to find the phrases in the conversation and practise saying them together. Explain the meaning to Ss, then elicit other examples from Ss. Key: 1. How are you?/How are things?/How are you doing? 2. (Are you) recovering from the jet lag? 3. I slept quite well. 4. That’s OK/It’s no trouble/It’s not a problem/It’s my pleasure. 2 Tell Ss that most of the words they need to use are related to cities or city life. Let them work in pairs. Check their work, then let them read each word correctly. Check and correct their pronunciation. Key: 1. international 2. local 3. crowded 4. neighbouring 5. urban 3 Ss work in pairs. Give them a few minutes to do the quiz. Award extra points for pairs who can say which country these cities are in. Congratulate the winners. Key: 1. A 2. C 3. C 4. A 5. C 6. B Unit 2/ City Life 17T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 Vocabulary b Now underline all the other adjectives in the letter. Adjectives 2 Which of the following adjectives describe city life? Put a tick ( ). 1a Put one of the adjectives in the box in each blank. local delicious ancient historic helpful warm fascinating comfortable Dear Oggy, We’re having a fabulous time here in Hoi An. You know, it’s a(n) (1) ______ town 30 km from Da Nang. The weather is very (2) ______ and sunny. Our hotel is small but (3) ______. The staff are friendly and (4) ______. We’ve seen most of the sights of the town. The street life here is (5) ______. We’ve spent a lot of time wandering around and looking at the (6) ______ temples, bridges, and houses. We’ve also bought a lot of (7) ______ souvenirs, crafts, and clothing. Well, the street food in Hoi An is (8) ______ and aff ordable. I wish you could be here with us! Anyway, I hope things are good with you. Lots of love, Jack 18 Unit 2/ City Life stressful populous exciting polluted delicious cosmopolitan historic unemployed busy annoying forbidden pleased exhausted cheerful modern easy-going frightening downtown rural fashionable 3 Put a suitable adjective from 2 in each blank. 1. She lives in one of the most ______ parts of the city: there are lots of luxury shops there. 2. How ______! The roads are crowded and I’m stuck in a traffi c jam. 3. You can’t stop here. Parking is ______ in this street. 4. This city is very ______, there are people here from all over the world. 5. The gallery downtown has regular exhibitions of ______ art. 6. Nhieu Loc canal in Ho Chi Minh City is much less ______ than before. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 Introduction Explain to Ss the normal position of adjectives in sentences. Then let Ss brainstorm all adjectives they have learnt, especially adjectives connected with cities and city life. Encourage them to call out as many words as possible. Vocabulary Adjectives 1 a Have Ss read through the letter so that they can understand the general idea. Ask them what the purpose of the letter is (Jack is writing the letter to Oggy to tell about his trip to Hoi An). Have Ss read the adjectives in the box and quickly elicit the meaning of each adjective. If Ss do not know any of them, quickly give the meaning. Ss work in pairs to do the task. Have some Ss read their answers. Correct their pronunciation if needed and confi rm the correct answers. Key: 1. ancient/historic 2. warm 3. comfortable 4. helpful 5. fascinating 6. historic/ancient 7. local 8. delicious b Ask Ss read the letter again and underline all the other adjectives. Have them give the meanings of these adjectives in the context of the letter. Correct their answers. Key: fabulous, sunny, small, friendly, aff ordable, good 2 Have Ss read through the given adjectives. Have some Ss read aloud all the adjectives to make sure they pronounce the adjectives correctly. Ask them which adjectives they know. Quickly teach Ss the adjectives they do not know. Ss work in groups and discuss which adjectives describe, or are related to, city life. Encourage them to talk about their choice. (Sample answer: Ss may have diff erent answers providing that they can explain) stressful busy frightening cosmopolitan cheerful exciting forbidden rural unemployed easy-going delicious exhausted populous annoying downtown historic modern polluted pleased fashionable 3 Ss work individually, then compare their answers with a partner’s. Ask some Ss to write their answers on the board. Check their answers as a class. Key: 1. fashionable 2. annoying 3. forbidden 4. cosmopolitan 5. modern 6. polluted Unit 2/ City Life 18T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Pronunciation Stress on pronouns in sentences Most pronouns have strong and weak forms. Normally we use the weak form, but if the word is stressed because it is especially important, or because we want to show a contrast, we use the strong form. Example: A: That looks pretty easy. I think you can do it. ("you" is weak) B: Well, you do it then! ("you" is strong) 4 Listen and repeat, paying attention to the diff erence in the underlined pronouns. Circle the pronouns that sound strong. 1. A: Can you come and give me a hand? B: OK. Wait for me! 2. A: Did you come to the party last night? B: Yes. But I didn’t see you. 3. A: Look - it's him! B: Where? I can't see him. 4. A: They told us to go this way. B: Well, they didn't tell us! 5a Listen and mark the underlined words as W (weak) or S (strong). Example: A: Are you going to talk to him (W)? B: No, I think he (S) should talk to me (S) fi rst. 1. A: Is he (__) there? B: No. Everybody else is, but he’s (__) gone home! 2. A: Do you know that woman? B: Her (__)? Er… No. I don’t recognise her (__). 3. A: I’m afraid we (__) can’t stay any longer. B: What do you mean ‘we’ (__)? I’ve (__) got plenty of time. 4. A: Look! Everybody’s leaving. B: What about us (__)? Shall we (__) go, too? b Work in pairs. Practise the exchanges above. 19 Unit 2/ City Life A CLOSER LOOK 2 Grammar Comparison of adjectives and adverbs: review 1 Match the beginnings to the correct endings. A B 1. It's not as a. faster than ever. 2. That skyscraper is one b. to spell better. 3. The exam was c. than being stuck in a traffi c jam. 4. Life in the past was d. of the tallest buildings in the world. 5. Mexico City is a lot e. more diffi cult than I expected. 6. Kids are growing up f. simple as it looks! 7. Nothing is worse g. bigger than Rome. 8. These fun cards will encourage kids h. less comfortable than it is now. REMEMBER! - You can use much, a lot, a bit, and a little with the comparative forms of adjectives to show how big the diff erences are. Example: A DVD is much better than a video for watching fi lms. - With the superlative forms of the adjective you can use second, third, etc. Example: Karachi in Pakistan is the second largest city in the world in population. - You can use by far to emphasise superlatives. Example: China is by far the most populated country in the world. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Pronunciation Stress on pronouns in sentences Explain to Ss that pronouns in general, and personal pronouns in particular, are normally unstressed (weak) in sentences, but when they are especially important, or when we want to show a contrast, they are stressed (strong). Give some examples. Have Ss read the yellow box in the book to fully understand the rule. 4 T plays the recording and Ss repeat. Play the recording as many times as necessary. Correct their pronunciation, especially the stressed words. Have them circle the stressed pronouns. Key: 1. A: Can you come and give me a hand? (me is weak) B: OK. Wait for me! (me is strong) 2. A: Did you come to the party last night? (you is weak) B: Yes. But I didn’t see you. (you is strong) 3. A: Look - it’s him! (him is strong) B: Where? I can’t see him. (him is weak) 4. A: They told us to go this way. (us is weak) B: Well, they didn’t tell us! (us is strong) 5 a Play the recording. Ss listen and mark the underlined words as W (weak) or S (strong). Elicit their answers and correct their mistakes. For a stronger class, before playing the recording, have Ss read the exchanges and mark the underlined words as W (weak) or S (strong). Ask some Ss to give the answers and quickly write them on the board. Now play the recording for Ss to check their answers. Key: 1. A: Is he (W) there? B: No. Everybody else is, but he’s (S) gone home! 2. A: Do you know that woman? B: Her (S)? Er… No. I don’t recognise her (W). 3. A: I’m afraid we (W) can’t stay any longer. B: What do you mean ‘we’ (S)? I’ve (S) got plenty of time. 4. A: Look! Everybody’s leaving. B: What about us (S)? Shall we (W) go, too? b Ss work in pairs to practise the exchanges above. Go around and give support if necessary. A CLOSER LOOK 2 Introduction Ss have already learned the diff erent forms of comparison of adjectives and adverbs. Tell Ss that this is a review section. T may help Ss recall these forms and have them give examples. Their sentences should stick to the topic of this unit. Grammar Comparison of adjectives and adverbs: review 1 Have Ss work individually. Check their answers as a class. Key: 1. f 2. d 3. e 4. h 5. g 6. a 7. c 8. b Help Ss study the REMEMBER! box. Give explanations if necessary. Ss give more examples. Unit 2/ City Life 19T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 5 Underline the phrasal verbs in the sentences, and match them to their meaning from the box. 2 Complete the text with the most suitable form of the adjectives in brackets. Add the where necessary. remove examine press the switch refuse make a note continue doing London is one of (1. large) ______ cities in the world. Its population is a lot (2. small) ______ than Tokyo or Shanghai, but it is by far (3. popular) ______ tourist destination. London is probably most famous for its museums, galleries, palaces, and other sights, but it also includes a (4. wide) ______ range of peoples, cultures, and religions than many other places. People used to say that it was (5. dirty) ______ city too, but it is now much (6. clean) ______ than it was. To the surprise of many people, it now has some of (7. good) ______ restaurants in Europe too. For some people, this makes London (8. exciting) ______ city in Europe. Phrasal verbs (cont.) 3 Look at the conversation in GETTING STARTED again. Find and underline the phrasal verbs. REMEMBER! In addition to learning the meanings of phrasal verbs, we need to know whether the verb and the particle(s) have to stay together or they can be separated. - In these phrasal verbs, the parts can never be separated: set off , look forward to, put up with... - In these phrasal verbs, the parts can be separated: the object of the verb can come between the verb and the particle: put sth on, turn sth/sb down... 4 Underline the correct particle to complete each phrasal verb. 1. The city has recently set up/off /out a library in the West Suburb. 2. I don’t think Fred gets over/through/on with Daniel. They always argue. 3. You should take your hat in/over/off in the cinema. 4. Their children have all grown up/out/out of and left home for the city to work. 5. We were shown up/off /around the town by a volunteer student. 6. The town council decided to pull up/over/down the building, as it was unsafe. 20 Unit 2/ City Life 1. You don’t need the light on in here. Turn it off , please. 2. They off ered him a place at the company but he turned it down. 3. The doctor wanted to go over the test results with her patient. 4. Once you’ve fi nished cleaning, you can go on with your work. 5. When you come inside, you should take off your coat and hat. 6. The local meeting is on Oct. 15th. Put it down in your diary. 6 Read the text and fi nd eight phrasal verbs. Match each of them with a defi nition from the box. consider ask for (a job) arrive put on smart clothes discover continue make someone feel happier make progress For her fi rst evening’s For her fi rst evening’s work at the bar, Sarah work at the bar, Sarah dressed up. She wore dressed up. She wore a black skirt and white a black skirt and white blouse, as she had been told to look smart. blouse, as she had been told to look smart. However, when she turned up, she found However, when she turned up, she found out that the manager had been less than out that the manager had been less than honest with her about the job. She had to honest with her about the job. She had to serve the customers and also work in the serve the customers and also work in the kitchen. Still, she decided to go on working kitchen. Still, she decided to go on working at the bar for the time being. Aft er all, she at the bar for the time being. Aft er all, she was gett ing on well in the job. Three months was gett ing on well in the job. Three months later, she saw an advertisement in the paper later, she saw an advertisement in the paper for a sales assistant at a department store. for a sales assistant at a department store. She thought it over carefully, and decided to She thought it over carefully, and decided to apply for it. ‘But I won’t tell anyone until I’ve apply for it. ‘But I won’t tell anyone until I’ve got the new job!’ she thought. The prospect got the new job!’ she thought. The prospect of doing something diff erent cheered her of doing something diff erent cheered her up considerably. up considerably. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 2 Ss work individually. After they have done the activity, ask some Ss to write their answers on the board. Correct their mistakes. Key: 1. the largest 2. smaller 3. the most popular 4. wider 5. the dirtiest 6. cleaner 7. the best 8. the most exciting Phrasal verbs (cont.) Ask Ss to recall the phrasal verbs they have learnt in Unit 1: - to set up - to look forward to - to fi nd out … 3 Tell Ss to look at the conversation in GETTING STARTED again and fi nd and underline the phrasal verbs. Key: to get over to show someone around to grow up to be set up Have Ss study the REMEMBER! box. Let them recall some other phrasal verbs they may have learnt. 4 Ss do this task individually. Ask Ss to read and underline the correct particle. T may ask them to write down the phrasal verbs in their copy books. Call on some Ss to read out their answers. Correct their mistakes. Explain to them the meaning of these phrasal verbs in the sentences. Key: 1. set up 2. gets on with 3. take your hat off 4. grown up 5. shown around 6. pull down 5 Ask Ss to read the sentences, underline the phrasal verbs and match them to their meaning from the box. Call on some Ss to read the sentences. Correct their answers as a class. Key: 1. Turn it off : press the switch 2. turned it down: refuse 3. go over: examine 4. go on with: continue doing 5. take off : remove 6. Put it down: make a note 6 Have Ss read the text, fi nd eight phrasal verbs and match them with their defi nition from the box. Tell them to study the context of these phrasal verbs and elicit their meaning. Key: 1. dress up: put on smart clothes 2. turn up: arrive 3. fi nd out: discover 4. go on: continue 5. get on: make progress 6. think sth over: consider 7. apply for: ask for (a job) 8. cheer sb up: make someone feel happier Unit 2/ City Life 20T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION City life 1a Which of the following features do you like best about a city? Choose three from this list. 1. It is busy and exciting. 2. It is cosmopolitan. 3. It has a lot of fashionable shops. 4. It is cultural. There are cinemas, theatres, galleries, and museums. 5. It is convenient. There is a good transport system. 6. There are good cafes and restaurants. 7. There are a lot of parks and open space. 8. There are famous buildings and fascinating neighbourhoods. b Work in groups. Discuss your choices. Give reasons. I like a busy and exciting city with good transport, so I can get around and see all the cultural attractions it has to offer … 2 Read the passage and, in your group, answer 2 Read the passage and, in your group, answer the questions below. Singapore is a small city-state in Southeast Asia. It is a lovely place to visit. The attractions are quite close to each other, so travelling between them is convenient. The food here is varied – all kinds of Asian food. The outdoor food markets are fun and aff ordable. You order your food, and it is cooked right before you. Then you go and eat it at a table outside. It’s a great way to meet people. But what I like most about Singapore is that it is multicultural – Chinese, Malay, Indian, European, and Vietnamese. For me, that’s the best thing about Singapore. Questions: What is the best attraction in Singapore, according to the writer? Would you like to go there? Why? 21 Unit 2/ City Life 3 Read the information about these cities and try to fi nd them on a map. Vung Tau Location: Southeast Viet Nam Main features: - long beach - mountains - quiet and clean Attractions: - temples and pagodas - old lighthouse (built 1907) - Worldwide Arms Museum New York City Location: Northeastern USA Main features: - fashion and fi nancial centre - skyscrapers - cosmopolitan Attractions: - Statue of Liberty - Central Park - museums and galleries Melbourne Location: Southeast Australia Main features: - multicultural - large number of international students - world’s largest tram network Attractions: - Melbourne Museum - Queen Victoria Market - Melbourne Aquarium 4 Write a short paragraph (80–100 words) about one of the cities above. You can refer to the passage in 2 as a guide. 5 Work in groups. Talk about the city you chose. The city I‛d like to visit most is New York. There are many things to see and to do there. You can … Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION City life Introduction This should be carried out as a speaking and writing lesson. First, play an optional word association game with Ss. Say the name of a famous city and have Ss write down the fi rst thing they think of. Compare answers as a group. Some Ss may think of a famous attraction while others may think of the mood or impression of that city. For example, T says ‘Paris’; Ss may write down ‘Eiff el Tower’, ‘romance’, ‘food’, ‘fashion’, etc. Now ask for a volunteer to choose another famous city and play again. Note there are no right or wrong answers in this game. 1 a Ss work individually. They read the sentences carefully and make their three choices. Call on some Ss to say the three things they like best about a city. b Ss work in groups of three to discuss their choices, and give reasons why. Tell them to study the example before they begin. Encourage them to talk as much as possible. T may give some cues. Move around the class and give assistance if needed. 2 Tell Ss that they are going to read a passage about Singapore. Ask if any student has visited Singapore. If there is one, have him/her share with the whole class what he/she knows about this city-state, what he/she did during the visit and what he/she likes about the place. Otherwise, elicit what Ss know about Singapore. Now ask Ss to read the passage in the book. Let them work in the same groups of three to ask and answer the questions. Have representatives from some groups to share their answers. To prepare Ss for the following writing and speaking activities, have Ss read the passage again. Ask them what are the points mentioned in the passage. Elicit answers from Ss. Summarise the main points of the passage: - the location of the city - its attractions - what is liked most about the city 3 Elicit as much information as possible about these three cities from Ss. Let them fi nd the three cities on a world map or a globe. Then let Ss work in groups to talk about each city (giving full sentences based on the information given). Walk around to observe and give help if needed. 4 Ask Ss to choose one of the three cities and write a short paragraph about it. Give Ss 10-15 minutes to write. Go around to provide help if necessary. 5 After Ss fi nish writing, let them talk about the city of their choice in groups. Go around to observe and give feedback. If time allows, have some Ss talk about the city they have chosen in front of the class. T and other Ss give comments. (In the previous lesson, T may ask Ss to fi nd out at home as much information about these three cities as possible so that they can prepare for their writing and talking in class.) Unit 2/ City Life 21T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 1 Reading 1 Work in pairs. What features are important to you in a city? Put the following in order 1–8 (1 is the most important). transport safety education cost of living climate entertainment culture convenience 2 Read the passage quickly and fi nd the information to fi ll the blanks. 1. The name of the organisation doing the survey: ______________________________________________ 2. The year of the survey: ________________________ 3. The names of the best city and the worst cities: ______________________________________________ Which is the best city in the world to live in? Every year, the Economist Intelligence Unit (EIU) conducts a fascinating survey to determine which cities around the world “provide the best or worst living conditions”. It uses factors such as climate, transport, education, safety, and recreational facilities in cities. It gives scores for each, and ranks the cities in order – from the best to the worst. For the year 2014, the top 10 cities came from Australia, Canada, Europe, and New Zealand. Melbourne in Australia had the highest score, which means it is the most ‘liveable’ city. Some famous cities came in the top 20, such as Tokyo (19th) and Paris (17th). Perhaps surprisingly, Osaka (13th) had the best score in Asia. Cities with major confl icts tended to score the lowest. In these countries, living conditions were the most diffi cult or dangerous. Among the worst cities on the list were Dhaka in Bangladesh, Tripoli in Libya, and Douala in Cameroon. However, some other organisations and individuals would like to add other factors to the index. They say that a city’s green space, urban sprawl, natural features, cultural attractions, convenience, and pollution should be added to the list. 3 Read the passage again and answer the questions. 1. What factors are used by the EIU to rank the world’s cities? 2. Where were some famous cities on the list? 3. Why were Dhaka, Tripoli, and Douala ranked among the worst cities? 4. Which was the most ‘liveable’ city in Asia? 5. What are some factors that should be added to the index? Speaking 4 a Work in groups of fi ve or six. Conduct a survey to rank your own town/city or a town/ city you know. Give from 10 points (the best) to 1 point (the worst) to each factor. Ask each student in your group the question: How many points do you give to factor 1 – safety? ____________________________________________ Then write the points in the table. Factors Points given Total points St A St B St C St D St E 1. safety 2. transport 3. education 4. climate 5. culture 6. facilities 7. entertainment 8. natural features 9. urban sprawl 10. pollution control b Work out the fi nal result of your group. Then present it to the class. Is your group’s result the same or diff erent from that of other groups? 22 Unit 2/ City Life Tron Bo SGK: htts://bookiaokhoa.com SKILLS 1 Reading Download Ebook Tai: https://downloadsachmienphi.com 1 Have Ss read through the given features. Ask them what each feature means to them. Now Ss work in pairs and put the factors in order of importance. Call on some pairs to present their order and give some explanations. 2 Ask Ss to individually read the passage quickly and fi nd the information to fi ll the blanks. Call on some Ss to read out their answers and where they can fi nd the answers. Confi rm the correct ones. Key: 1. The Economist Intelligence Unit (EIU) 2. 2014 3. The best city: Melbourne The worst cities: Dhaka, Tripoli, and Douala 3 Have Ss read the questions. Ss read the passage again and fi nd answers to the questions. Remind them to locate the answers in the passage. Ss compare their answers in pairs. Check and confi rm the correct answers. Key: 1. Climate, transport, education, safety, and recreational facilities in cities (are used). 2. Among the top 20. 3. Because the living conditions there were the most diffi cult or dangerous. 4. Osaka was. 5. They are a city’s green space, urban sprawl, natural features, cultural attractions, convenience, and pollution. For stronger classes, T may extend the activity by asking Ss to talk in groups, giving their opinion about the most “liveable” cities in Viet Nam. Speaking 4 a As a class, Ss decide which town or city they are going to rank. Ideally it should be the local town as it should be a place that Ss know personally. Divide the class into groups of fi ve or six. Ss take turns to ask each other the 10 questions and write the points that each student gives for each factor in the table. While Ss are talking, go around to give assistance if necessary. b Next they work out the fi nal result of their group. Finally, one student from each group presents the results to the class. Act as a facilitator, inviting and encouraging comments about the results. Unit 2/ City Life 22T Tron Bo SGK: htts://bookiaokhoa.com SKILLS 2 Listening Download Ebook Tai: https://downloadsachmienphi.com Writing 4 Read the paragraph and complete the outline 1 Does your city, or the one nearest to you, have any of these drawbacks? - urban sprawl - air pollution - noise - bad weather - high cost of living - crime - traffi c jams - overcrowding 2 Listen and write the missing word in each gap. 1. “Some ______ have problems with pollution, crime, or bad weather – here we have traffi c jams”. 2. Before going to the ______, she has to take her children to school. 3. In the evening the ______ is even worse. 4. Now so many people have a car, and there aren’t enough ______ in the city. 3 Listen again and choose the correct answer. 1. What is the most serious problem in Bangkok? A. Pollution B. Bad weather C. Traffi c jams 2. How does Suzanne go to work? A. By car B. By Skytrain C. By metro 3. How long does it take Suzanne to go to work every day? A. Two hours B. Five hours C. Half an hour 4. In the evening the traffi c is ______. A. better B. worse C. the same 5. Why is traffi c so bad in Bangkok? A. People move around by boat. B. There aren’t enough roads. C. There isn’t a Skytrain or metro. below. Living in a city has a number of drawbacks. Firstly, there is the problem of traffi c jams and traffi c accidents. The increase in population and the increasing number of vehicles have caused many accidents to happen every day. Secondly, air pollution negatively aff ects people’s health, and it also has a bad infl uence on the environment. More and more city dwellers suff er from coughing or breathing problems. Thirdly, the city is noisy, even at night. Noise pollution comes from the traffi c and from construction sites. Buildings are always being knocked down and rebuilt. These factors contribute to making city life more diffi cult for its residents. Outline Topic sentence: ______ Problem 1: ______ Problem 2: ______ Problem 3: ______ Conclusion: ____________ 5 Choose one item from the list in1. Make an outline, and then write a paragraph on one of the topics. Writing tip Remember to organise your ideas to make your paragraph clearer: - Firstly … - Secondly … /Next … - Thirdly … /Lastly … /Finally … - In conclusion … /To conclude … 23 Unit 2/ City Life Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 2 Introduction Introduction Write the words: ‘Bangkok – Thailand’ on the board, and ask Ss to talk about this city. Encourage them to share anything that they know about it, and ask them if they know any problems people have to deal with. Listening 1 Let Ss work in small groups. Then tell Ss to think or recall/imagine the nuisances/problems they have experienced in the city. 2 Play the recording one or two times. Ask Ss to listen carefully and write down the words they hear in the passage. For less able Ss, T may play the recording again, or as many times as needed. Key: 1. cities 2. offi ce 3. traffi c 4. roads 3 Play the recording again. Tell Ss to take notes/write down the key words as they listen. Then they choose the correct answers as required. Correct as a class. Key: 1. C 2. A 3. A 4. B 5. B Audio script: Suzanne lives in Bangkok with her husband and two children. Her offi ce is seven km away but it takes her two hours to get there by car every day. “Some cities have problems with pollution, crime, or bad weather – here we have traffi c jams,” she says. Before going to the offi ce, she has to take her children to school – so she sets off at 5 a.m. The children sleep until they arrive at school. Then Suzanne begins her journey to the offi ce. In the evening the traffi c is even worse. Traffi c moves in the city centre at half a kilometre an hour. In rainy weather it doesn’t move at all. But why is it so bad? In the past, more people moved around Bangkok by boat. Now so many people have a car, and there aren’t enough roads in the city. The Skytrain and metro can help a bit, but they are limited in range and don’t cover all parts of the city. Writing 4 Tell Ss to read the sample paragraph carefully and complete the outline. Tell them to pay attention to the connectors/markers: Firstly, Secondly, Thirdly. Outline: Topic sentence: Living in a city has a number of drawbacks. Problem 1: traffi c jams and traffi c accidents Problem 2: air pollution Problem 3: noise/noise pollution Conclusion: These factors contribute to making city life more diffi cult for its residents. 5 Have Ss write the paragraph in about 100 words. Make sure that they use their outline, along with connectors fi rst/fi rstly, second/secondly, and pay attention to spelling and punctuation. Ss can use the passage in 4 to help them structure their paragraph. T may collect some Ss’ papers and mark them, then give comments to the class. Unit 2/ City Life 23T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK Vocabulary 1 Complete the word webs with nouns and adjectives connected with the city. skyscraper Grammar 3 Complete each sentence with the word given, using comparison. Include any other necessary words. 1. The last exhibition was not ______ this one. INTERESTING 2. This city is developing ______ in the region. FAST 3. Let’s take this road. It is ______ way to the city. SHORT 4. I was disappointed as the fi lm was ______ than Nouns I had expected. ENTERTAINING CAREFULLY 5. You’re not a safe driver! You should drive ______. 4 Complete each space with a phrasal verb from the list. Change the form of the verb if necessary. cosmopolitan cheer up turn back turn down get over find out go on Adjectives 2 Put one word from the box in each gap. noisy full crowded bored fabulous urban fascinating A big city is full of life. City life is more modern and 1. She ______ his invitation to the party and now he’s really upset. 2. What’s ______ in the street over there? Open the door! 3. Lots of fruit and vegetables will help you ______ your cold. 4. My brother was ______ with a trip to the zoo. 5. The road was jammed, so we had to ______ and fi nd an alternative route. 6. I have ______ about a fabulous place where we can go for a picnic this weekend. 5 Rewrite each sentence so that it has a similar meaning and contains the word in capitals. (1) ______ than elsewhere. It is usually very busy and (2) ______, even at night. Life in a big city starts early in the morning. Soon the roads are (3) ______ of vehicles. School children in their uniforms can be seen on the pavement, walking or waiting for buses. People rush to work. With every passing hour, the traffi c goes on increasing. The shops and the market places remain (4) ______ till the evening hours. Certainly (5) ______ life has certain charms. It off ers great opportunities and challenges, especially for the young. There are lots of things to do, and facilities are well developed. There are (6) ______ places for amusement and recreation. One never feels (7) ______ in a city. 24 Unit 2/ City Life 1. Don’t leave the lights on when you leave the classroom. _______________________________________ 2. Mai spent her childhood in a small town in the south. _______________________________________ 3. Kathy checked the restaurant on her mobile phone. _______________________________________ 4. My grandmother has recovered from her operation. _______________________________________ 5. We are really expecting to see you again with pleasure. _______________________________________ OFF UP LOOKED GOT LOOK Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK This is the review section of the unit. Tell Ss to record their results for each exercise in the LOOKING BACK section in order to complete the Finished! self-assessment box at the end of the unit. Vocabulary 1 Give Ss a few minutes to complete the word webs. T may give some cues/examples: - street - crowded - gallery - cosmopolitan - shopping mall - exciting … 2 Let Ss read the passage and complete this exercise individually. Less advanced classes can complete this exercise in pairs. After that, let some Ss read the passage aloud – sentence by sentence. Check and confi rm the correct answers. Key: 1. fascinating 2. noisy 3. full 4. crowded 5. urban 6. fabulous 7. bored Grammar 3 Ss can do the task by themselves or in pairs. Correct their answers as a class. Key: 1. as interesting as/so interesting as 2. the fastest 3. the shortest/a shorter 4. less entertaining 5. more carefully 4 First let Ss review the phrasal verbs they have learnt in units 1 and 2. Then have them do the task. Correct their answers as a class. Key: 1. (has) turned down 2. going on 3. get over 4. cheered up 5. turn back 6. found out 5 This task helps Ss use structures with phrasal verbs to rewrite sentences. T may have some Ss write sentences on the board. Let other Ss give comments. Then check as a class. Key: 1. Turn off the lights when you leave the classroom. 2. Mai grew up in a small town in the south. 3. Kathy looked up the restaurant on her mobile phone. 4. My grandmother has got over her operation. 5. We are looking forward to seeing you again. Unit 2/ City Life 24T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 Work in two teams. The fi rst team gives the name of a city or town in Viet Nam. The other team says any man-made or natural attractions that it is famous for. Then switch. The team with the most items wins. Team 1: Hai Duong City. Team 2: Well, it is famous for its green bean cakes. Team 2: Da Nang City. Team 1: It has fabulous Ngu Hanh Son (Marble Mountains)… PROJECT Finished! Now I can… ● use the lexical items related to city life ● identify in which situations to stress pronouns in sentences and say these sentences correctly ● use adjectives, and comparison of adjectives and adverbs correctly ● use common phrasal verbs correctly and appropriately ● read for specifi c information about the features of cities ● talk about important features of a city ● listen for specifi c information about some problems of city life ● write a paragraph about the disadvantages/drawbacks of city life In a town or city, you can see a lot of notices. A notice should attract the reader's attention Writing interesting notices 1 Put the items in these scrambled notices in and send a message in just a few words. It may be effective to use different sizes of writing or type, or to put the heading in colour. Above all, the notice must be easy to understand. the correct order, starting with the heading in capitals. A Classes as normal tomorrow Groups 9B + 9D to Gym QUIET PLEASE Exams in progress B Town Hall every evening Ring Dylan on 42564039 Offered by native teachers ENGLISH CONVERSATION LESSONS Language exchange also a possibility Where are you most likely to fi nd these notices? Watch out! Notices are usually very short and snappy. You can use short sentences, initials, and abbreviations. If the meaning is clear, you can also omit pronouns and, in certain cases, auxiliary verbs: Example: Street cleaning next weekend 25 Unit 2/ City Life 2 Delete the words which are unnecessary in these notices, and make change(s) where appropriate. VENDING MACHINE The soup has run out. For tea and coff ee, the machine is only accepting 10p and 50p coins. There are no more canned drinks. The technician has been called and the machine will be repaired soon. 3 In 20 – 30 words, write a notice for one of the following situations. 1. You are organising a seminar for teenage girls about city life. Write a notice to put on the noticeboard, giving some details about time, place, and content of the seminar. 2. You are a travel agent. You are organising a one-day trip around your city/town for foreigners. Write a notice to put at the travel agency. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 First, make sure Ss know the names of the cities in Viet Nam. Divide the class into two teams to play the game. Encourage them to be as quick as possible, and try to call out famous man-made or natural attractions, or features of diff erent cities in the country. When time is up, stop the game and congratulate the winning team. REFERENCE: Five centrally controlled cities in Viet Nam: - Ha Noi - Ho Chi Minh City - Hai Phong - Da Nang - Can Tho 62 provincial cities: Mong Cai, Dien Bien, Vinh, Buon Ma Thuot, Ca Mau, Phan Thiet … Finished! T asks Ss to complete the self-assessment. Discuss as a class what diffi culties remain and what areas Ss have mastered. Provide further practice on the weak areas of the class. PROJECT Writing interesting notices This activity is aimed at helping Ss to form a habit of observing signs and notices around them, especially when they go to a town/city where there is lots of information all around them. They also learn how to write appropriate notices. 1 Ss work in groups to do the task. T checks. Note that other orders are also possible. Key: A QUIET PLEASE Exams in progress Groups 9B + 9D to Gym Classes as normal tomorrow B ENGLISH CONVERSATION LESSONS Town Hall every evening Off ered by native teachers Language exchange also a possibility Ring Dylan on 42564039 A: In a school B: On the notice board of the town’s cultural centre Explain to Ss the Watch out! box. Give more examples if needed. 2 Ss work independently, then exchange their work with a partner. T checks. Key: VENDING MACHINE No soup. Tea and coff ee, 10p and 50p coins only. No more canned drinks. Machine to be repaired soon. 3 Ask Ss to do this task out of class, and in the next lesson, have them present what they have written to the class. The class gives comments. Sample SEMINAR ABOUT FEATURES OF CITY LIFE Monday Nov 10th in town hall. All teenage girls are welcome. For further details, ring Trang - 098456789. Unit 2/ City Life 25T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Unit 3 TEEN STRESS AND PRESSURE GETTING STARTED ‘‘She’s been a bit tense lately…’’ 1 Listen and read. Amelie: Hi Phuc! Where’s Mai? Isn’t she coming? Phuc: She said she was too tired and didn’t want to go out. She’s been staying up late studying for the exam. Nick: Does she need to be that stressed out? Phuc: Maybe not. But my parents always expect her to get good grades and she doesn’t want to disappoint them. They want her to go to a top college and study medicine. Amelie: Really? She told me she wanted to be a designer… Phuc: Yes, that’s why she’s been a bit tense lately. She doesn’t know what to do. My parents said design graduates wouldn’t fi nd jobs easily and they wanted her to get a medical degree. Amelie: Oh, I understand. Sometimes I wish my parents could put themselves in my shoes… 26 Unit 3/ Teen Stress and Pressure THIS UNIT INCLUDES: VOCABULARY Changes in adolescence PRONUNCIATION Stress on the verb be in sentences GRAMMAR Reported speech: review Question words before to-infi nitive SKILLS • Reading for general and specifi c information about a helpline service for teens in Viet Nam • Talking about teen stress and pressure and how to cope with them • Listening for general and specifi c information about the work of an advice columnist • Writing a short note to ask for advice and to give advice COMMUNICATION Discussing necessary life skills for teens Nick: Anyway, Mai needs to take a break. I’ll call and ask her if she wants to go and see a fi lm with us tomorrow. Phuc: Oh, I doubt it... She’s already fully booked for the weekend with her maths class, English class, judo class, and music lesson! Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Objectives: By the end of this unit, students can: • use the lexical items related to changes in adolescence • identify in which situations to stress the verb be in sentences and say these sentences correctly • use reported speech with confi dence • use question words before to-infi nitive • read for general and specifi c information about a helpline service for teens in Viet Nam • talk about teen stress and pressure and how to cope with them • listen for general and specifi c information about the work of an advice columnist • write a short note to ask for advice and to give advice GETTING STARTED ‘‘She’s been a bit tense lately…’’ Introduction Before starting this unit, do a quick whole-class activity on comparison learnt in Unit 2. For example, divide the board into two sides and write ‘Hue’ and ‘Ho Chi Minh City’. Then write some words/phrases such as ‘air’, ‘entertainment’, ‘cost of living’, ‘traffi c’, ‘weather’, etc. in the middle and ask Ss to compare these when we talk about the two cities. Now start the lesson. T can prepare three magazine cut-outs or photos of teenagers with diff erent facial expressions: worried, happy, angry, scared, relaxed, etc. Ask the whole class to describe the photos and ask them to guess why these teenagers are feeling this way. 1 Let Ss open the book on the GETTING STARTED page but with the text covered. Introduce Ss in the picture: Phuc, Nick, and Amelie. Explain that Mai was supposed to be there but she couldn’t come in the end. Ask the class to describe what is happening in the picture: • Where are Phuc, Nick, and Amelie? • What are they going to do? • What are they talking about? • Why do you think Mai couldn’t come? Accept all possible answers from Ss. Remember not to give correction at this step. Tell Ss they are going to listen to the conversation between Phuc, Nick, and Amelie. Play the recording and have Ss follow along. Unit 3/ Teen Stress and Pressure 26T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Find the OPPOSITE of the following words in the conversation. 1. to go to bed early 2. to be relaxed 3. bad exam results 4. to make someone happy 5. to work continuously 6. to have no plans b Choose the best answer. 1. Why is Mai not playing badminton with Phuc, Nick, and Amelie? A. She doesn’t like playing badminton. B. She is late. C. She wants to stay at home. 2. Why is Mai working very hard for the exam? A. She failed the last exam. B. She wants her parents to be proud of her. C. She wants to compete with her classmates. 3. How is Mai feeling now? A. Confi dent and tired B. Tense and disappointed C. Tired and stressed 4. What do Mai’s parents want her to be? A. A medical doctor B. A designer C. A musician 1. Thu had been studying very hard for the exam, but she still felt ______. Now that she has done well in the exam she is feeling much more ______. 2. My mother is a strong person. She stays ______ even in the worst situations. 3. Linh is feeling a bit ______ about her study. She’s failed the exam once again! 4. I think taking a speech class is a good idea if you want to be more ______. 5. Emma is feeling so ______ with her fashionable new hairstyle. 6. Phuc, Nick, and Amelie feel ______. They want to help Mai but don’t know what they can do for her. REMEMBER! 5. What does Mai want to be? A. A medical doctor B. A designer C. A musician 6. What are Phuc, Nick, and Amelie trying to do? A. Understand Mai’s situation and help her feel better. B. Make Mai feel left out. C. Find somebody else to replace Mai for the badminton. c What do you think Amelie means when she says, ‘Sometimes I wish my parents could put themselves in my shoes’? 2 Fill the gaps with the words in the box. In some cases more than one word may be suitable. tense frustrated delighted confi dent relaxed worried depressed calm stressed 27 Unit 3/ Teen Stress and Pressure Many adjectives of emotions and feelings are formed from the -ed form of verbs: excited, relaxed, frustrated, etc. Can you fi nd more examples? 3 Match the statements with the functions. give advice to someone encourage someone empathise with someone assure someone 1. ‘Go on! I know you can do it!’ 2. ‘If I were you, I would (get some sleep).’ 3. ‘You must have been really disappointed.’ 4. ‘Stay calm. Everything will be alright.’ 5. ‘I understand how you feel.’ 6. ‘Well done! You did a really great job!’ 4 How do you feel today? Work in pairs. Tell your friend how you feel today and what has happened that made you feel that way. Your friend responds to you, using one statement from the box in 3. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Tell Ss they can uncover the text. Play the recording again. Have Ss work individually, then in pairs, to find the words/phrases. Remind Ss they need to find the words/phrases in the text with opposite meanings. Key: 1. to stay up late 2. to be stressed (out) 3. good grades 4. to disappoint someone 5. to take a break 6. to be fully booked If time allows, encourage Ss to make sentences using these words and phrases. b Have Ss work individually, then in pairs, to compare their answers with each other. Correct the task as a class and encourage Ss to explain why the chosen option is the correct answer. Key: 1. C 2. B 3. C 4. A 5. B 6. A c Ask Ss what they think Amelie’s statement means. Then explain if necessary. For a more able class, ask them if they have ever felt like Amelie, and what happened. Key: Amelie wishes her parents could put themselves in her situation to better understand her. 2 Ss work in pairs to complete this task. Remind them to pay attention to the content words in each sentence, which may help them to choose the most suitable word. Tell Ss in most cases more than one option may be suitable. After they have finished, go through each item as a whole class. T may explain the difference between ‘depressed’ and other words such as ‘tense’, ‘worried’, or ‘stressed’. (The word ‘depressed’ is very strong and used only to describe someone who is deeply sad and has lost hope.) Draw Ss’ attention to the REMEMBER! box and ask them to add more adjectives of emotions and feelings formed from the -ed form of verbs. Key: 1. worried/tense/stressed; relaxed/confident 2. calm 3. depressed/frustrated 4. confident/relaxed/calm 5. delighted/confident 6. frustrated/worried 3 Before Ss start doing this exercise, explain the meaning of ‘give advice’, ‘encourage’, ‘empathise’, and ‘assure’. give advice: to give suggestions and ideas to help somebody make a decision encourage: to give someone support and confidence to do something empathise: to be able to understand how someone else feels assure: to tell someone that something is going to be all right, so that they do not worry Ss work individually first, then in pairs. Then give corrective feedback to the whole class. Ask Ss to give examples of the situations in which these sentences are said. Key: 1. encourage someone 2. give advice to someone 3. empathise with someone 4. assure someone 5. empathise with someone 6. encourage someone 4 As an example, tell the class how you feel today and what has happened that made you feel that way. You can make up scenarios such as: I feel worried because my cat is sick. I feel disappointed because it has been raining all day long. I feel delighted because my son is Star of the Week at his primary school. Encourage Ss to select appropriate statements in 3 to respond to what you have told them. Then ask them to work in pairs. If time allows, call on some pairs to report their stories to the class. Unit 3/ Teen Stress and Pressure 27T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 C. ‘I must get the highest score Vocabulary 1 Complete the paragraph with the words in the box. There is one word that you don't need. independence informed shape and height embarrassed delighted self-aware reasoning skills Adolescence is the period between childhood and young adulthood. Your body will change in (1)______. Your brain will grow and you’ll have in this exam. I must be the best student in the class!’ D. ‘I feel worried when I have to wait for the bus in that neighbourhood after my evening class. It’s so quiet and dark there.’ E. ‘I have this big assignment to complete and I don’t know where to start. It’s improved self-control and (2)______. Physical changes are diff erent for everyone, so you don’t need to feel (3)______ or frustrated! You’ll experience emotional changes as well. You’ll feel you want more (4)______ and responsibility. You may become more (5)______, and care about other people’s opinions, too difficult!’ F. ‘Why does he make me do all of his homework? It’s not fair. And he says if I don’t do it, he’ll make my life difficult.’ especially those of your friends. But remember you’ll need adult support and guidance to make (6)______ decisions and overcome stress. 2 Match the source of stress and pressure to the 3 Which of the following can be done in the above situations? Discuss with your partner. (More than one solution can be suitable for one situation.) expression. 1. school pressures and frustrations 2. physical changes 3. unsafe living environment 4. problems with classmates at school 5. negative feelings about themselves 6. having too high expectations 1. Take a break, then you will feel ready to start again. 2. Break a large task into smaller tasks. 3. Focus on your strong points. 4. Talk to someone about this and/ or ask them for help. A. ‘I’ll never be good at maths. I’m just 4 Have you ever been in any of these situations? If so, what did you do to deal with them? Pronunciation too stupid!’ B. ‘I hate my voice. It’s high Stress on the verb be in sentences Listen again to what Amelie said in GETTING STARTED. Notice the way she pronounced the one minute, low the next, then high again! What’s the matter with it? AND the girls are making fun of me! I’m so embarrassed.’ verb be in the sentence. ‘Hi Phuc! Where’s Mai? Isn’t she coming?’ 28 Unit 3/ Teen Stress and Pressure Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 Vocabulary 1 Ss work individually to complete this exercise. Tell Ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words. Ss then work in pairs to compare their answers before T gives corrective feedback to the whole class. Key: 1. shape and height 2. reasoning skills 3. embarrassed 4. independence 5. self-aware 6. informed 2 Explain the phrases in the box fi rst. Elicit from Ss some examples for each item, for example, ‘Can you think of an example of school pressures and frustrations?’ Share some of your personal experience from your teenage years where relevant. Key: A. 5 B. 2 C. 6 D. 3 E. 1 F. 4 3 Ss work in pairs to discuss which solution can be used for which situation. Then elicit the answers from the whole class. Ask Ss to explain their decisions. Key (suggested): A. 1; 3; 4 B. 4 C. 1 D. 4 E. 2; 1 F. 4 4 Refer back to what you have told the class in 2. Now tell Ss the ways you used to deal with these (diffi cult/stressful) situations. Ask Ss to work in pairs to complete the task. If time allows, ask each pair to join at least another pair to make a group discussion. Pronunciation Stress on the verb be in sentences Play the recording again or say the fi rst sentence in the conversation in GETTING STARTED. Draw Ss’ attention to the stressed ‘Isn’t’ and ask them to practise saying the question. Unit 3/ Teen Stress and Pressure 28T Tron Bo SGK: htts://bookiaokhoa.com REMEMBER! Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 2 Normally the verb be is unstressed in the middle or at the start of a sentence for a statement or question. Example: She was stressed. Are you worried about something? However, the verb be is stressed in negative questions and at the end of sentences. Example: - Aren’t you coming? - Yes, I am. Also, it is stressed for emphasis or contrast. Example: - She isn’t coming? - She is coming, but she’ll be a little late. 5 Listen to the recording and practise saying the sentences. Pay attention to the way the verb be is pronounced. 1. - Where are you? You aren’t at the bus stop. - I am at the bus stop, but I can’t see you. 2. - Are you busy right now? - Yes, I am. Sorry, could you wait for a minute? 3. - Is Ronia in? - No, she’s out ice-skating. - But it’s so cold! - It is. But she’s got all her warm clothes on. 4. - Wasn’t Bill disappointed about the exam result? - He was. But he was hiding it well. 6 Look at the following sentences and underline the verb forms of be which should be stressed. Then listen to the recording to check and practise. 1. - You aren’t worried about the exam? Good for you! - I am worried! But I try not to show it. 2. - Do you think Jack is good at Japanese? - He is. But he’s a bit shy to speak it. 3. - Isn’t badminton her favourite sport? - Yes, it is. 4. - Who’s he? 5. - Sorry - we’re late! - Actually, you aren’t. We haven’t started yet. 6. - Is she happy at the new school? - Yes, she is. She likes it a lot. 29 Unit 3/ Teen Stress and Pressure Reported speech: review 1 Read the conversation in GETTING STARTED again. Underline the reported speech. Then rewrite in direct speech what Mai said to her brother Phuc and to her parents. Mai: ‘I’m too tired and ______________________.’ Mai: ‘I want ________________________________.’ Mai’s parents: ‘Design ______________________.’ 2 Rewrite the following sentences in reported speech. 1. ‘We will visit you this week,’ my parents told me. 2. Our teacher asked us, ‘What are you most worried about?’ 3. ‘I’m so delighted. I’ve just received a surprise birthday present from my sister,’ Phuong told me. 4. ‘Kate can keep calm even when she has lots of pressure,’ Tom said. 5. ‘I got a very high score in my last test, Mum,’ she said. 6. ‘Do you sleep at least eight hours a day?’ the doctor asked him. Question words before to-infi nitives We can use question words who, what, where, when, how before a to-infi nitive to express a situation that it is diffi cult or uncertain. Example: We don’t know who we should contact. → We don’t know who to contact. Look out! The question word why cannot be used before a to-infi nitive. We often use the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell before the question word + to-infi nitive. Example: I have no idea where to get this information. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 2 Now explain the REMEMBER! box. Emphasise that normally the verb be is unstressed, except for the situations mentioned in the box. 5 Play the recording as many times as needed so that Ss are familiar with the stressed be in the statements. Note that only the words in italics should be stressed, the other forms of be are unstressed. With the whole class, refer to the REMEMBER! box to elicit the reasons why the verb be is stressed in each item. Ss then practise saying the sentences in pairs. 6 Tell Ss that these sentences contain both stressed and unstressed verb forms of be. Ss work individually fi rst to underline those that should be stressed. Then play the recording for Ss to check. Give corrective feedback as a class, then Ss practise saying the sentences. Key: 1. - You aren’t worried about the exam? Good for you! - I am worried! But I try not to show it. 2. - Do you think Jack is good at Japanese? - He is. But he’s a bit shy to speak it. 3. - Isn’t badminton her favourite sport? - Yes, it is. 4. - Who’s he? (no stress) 5. - Sorry – we’re late! - Actually, you aren’t. We haven’t started yet. 6. - Is she happy at the new school? - Yes, she is. She likes it a lot. Audio script: (stress the italic words) Audio script: (stress the italic words) 5 1. - Where are you? You aren’t at the bus stop. - I am at the bus stop, but I can’t see you. 2. - Are you busy right now? - Yes, I am. Sorry, could you wait for a minute? 3. - Is Ronia in? - No, she’s out ice-skating. - But it’s so cold! - It is. But she’s got all her warm clothes on. 4. - Wasn’t Bill disappointed about the exam result? - He was. But he was hiding it well. 6 1. - You aren’t worried about the exam? Good for you! (no stress) - I am worried! But I try not to show it. 2. - Do you think Jack is good at Japanese? (no stress) - He is. But he’s a bit shy to speak it. 3. - Isn’t badminton her favourite sport? - Yes, it is. (no stress) 4. - Who’s he? 5. - Sorry – we’re late! (no stress) - Actually, you aren’t. We haven’t started yet. 6. - Is she happy at the new school? (no stress) - Yes, she is. She likes it a lot. Reported speech: review 1 Remind Ss of what the conversation in GETTING STARTED is about. Ss then work in pairs to complete the task. If needed, give Ss a quick review of reported speech (e.g. verb tense, pronouns, time expressions, etc.) Divide the class into side A and side B. Side A will say some sentences in direct speech for side B to change into indirect speech. Then side B says some sentences in indirect speech for side A to change into direct speech. Key: Mai: ‘I’m too tired and don’t want to go out.’ Mai: ‘I want to be a designer.’ Mai’s parents: ‘Design graduates won’t fi nd jobs easily. We want you to get a medical degree.’ 2 Ss work individually to complete this exercise. Then they compare their answers in pairs before T gives corrective feedback as a whole class. Key: 1. My parents told me they would visit me that week. 2. Our teacher asked us what we were most worried about. 3. Phuong told me she was so delighted because she had just received a surprise birthday present from her sister. 4. Tom said Kate could keep calm even when she had lots of pressure. 5. She told her mother she had got a very high score in her last test. 6. The doctor asked him if he slept at least eight hours a day. Question words before to-infi nitives Tell Ss that the question words who, what, where, when, and how can be used before a to-infi nitive to express a situation that it is diffi cult or uncertain. Give examples. Explain the Look out! box. Highlight the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell which are often used before the question word + to-infi nitive. Unit 3/ Teen Stress and Pressure 29T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 3 Rewrite the sentences using question words + to-infi nitives. 1. I don’t know what I should wear! →_________________________________________________. 2. Could you tell me where I should sign my name? →_________________________________________________. 3. I have no idea when we should leave for the bus. →_________________________________________________. 4. We’re not sure where we should hang the painting. →_________________________________________________. 5. He wondered how he could tell this news to his parents. →_________________________________________________. 6. They can’t decide who should go fi rst. →_________________________________________________. Reported questions with question words before to-infi nitives. Question words before to-infi nitives can be used to report questions about something that should be done. Example: ‘What should I do?’ she said. → She wondered what to do. → She wondered what to do. Look out! To report Yes/No questions we use whether before to-infi nitive. Remember if cannot be used in this case. Example: ‘Should I tell my parents what I really think?’ she wondered. → She wondered whether to tell her parents what she really thought. 4 Rewrite the following questions in reported speech, using question words before to-infi nitives. Tip: You may use the following verbs: ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell. 1. ‘How should we use this support service?’ they wondered. 2. ‘Who should I turn to for help?’ he asked. 3. ‘Mum, when should I turn off the oven?’ Mai asked her mother. 4. ‘Where should we park our bikes?’ asked Phong and Minh. 5. ‘Should we call her now?’ he asked. 6. ‘What should we do to make Linh feel happier?’ they wondered. 5 GAME SOMETHING ABOUT OUR TEACHER… Decide as a whole class fi ve questions you want to ask about the teacher. Then the class divides into two groups: one group stays inside the class and the other goes outside. The teacher will tell each group the answers to the questions. The class gets together again and in pairs you must report on what the teacher has told you. Our teacher said she had a dog called ‘To Be’ at home. No, our teacher said No, our teacher said she had a cat called she had a cat called ‘To Be’ at home. 30 Unit 3/ Teen Stress and Pressure Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 3 Do the first sentence with the class as an example. Ss then work individually to rewrite the sentences before receiving correction from T. Key: 1. I don’t know what to wear. 2. Could you tell me where to sign my name? 3. I have no idea when to leave for the bus. 4. We’re not sure where to hang the painting. 5. He wondered how to tell this news to his parents. 6. They can’t decide who to go first. 4 Ss can work in pairs to complete this exercise. Remind them they can choose from the verbs ask, wonder, (not) be sure, have no idea, (not) know, (not) decide, (not) tell to report these questions. Key: 1. They wondered/couldn’t tell how to use that support service. 2. He had no idea who to turn to for help. 3. Mai asked her mother when to turn off the oven. 4. Phong and Minh couldn’t decide where to park their bikes. 5. He was not sure whether to call her then. 6. They wondered what to do to make Linh feel happier. 5 First, ask the whole class to agree on five questions they would like to ask about you. Write them on the board. Prepare two different versions of answers to these five questions. (The more contradictory the two versions are, the more fun the game will be!) Write each version on a separate piece of paper so that you do not forget them. Then divide the class into two groups. Tell Ss that one group will stay inside the classroom and the other outside. Each group will listen to you for the answers to the questions and the group will then have to report to the other group what they have heard from you. When the two groups have been separated and cannot hear each other, go to each group and tell them one version of the answers. Ask them to remember what you say. Finally, ask the two groups to gather again inside the classroom. Now ask them to answer the five questions written on the board according to the information they have received by reporting what you have told them. (This game is adapted from the ideas by Begem Tonyali http://www.eslbase.com/grammar/reporting-verbs). Unit 3/ Teen Stress and Pressure 30T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION Extra vocabulary cognitive emotions concentrate Life skills for teens 1 Read about the necessary life skills for teenagers in the United States. Match the skills to their category. 1. Social skills 2. Cognitive skills 3. Housekeeping skills 4. Emotion control skills 5. Self-care skills E ● develop healthy habits ● know how to act and where to get help in emergencies ● understand the boundaries of risk taking 2 Discuss: self-discipline resolve confl ict risk taking A ● recognise and control your feelings ● cope with negative emotions B ● have planning and organisational skills ● concentrate and be self-disciplined C ● cooperate with others and resolve confl icts ● have communication skills D ● prepare food, do laundry and chores at home ● manage a small budget ● learn about basic car operation Do we teenagers in Viet Nam need all or some of these skills? Why/Why not? 3 In groups, work out a similar list of skills that Vietnamese teens should have today. Add or remove categories and skills as you wish and remember to support your decisions with examples and explanations. Present your list along with other groups and make a common list for the whole class. 31 Unit 3/ Teen Stress and Pressure 4 Look at the list of life skills for teens that your class has developed. Which skills do you already have? Which skills do you need to develop? Share what you think with a partner. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION Life skills for teens Write ‘Life skills’ on the board and ask Ss what they think it means. Ask them to give some examples of life skills. Explain the words in the Extra vocabulary box. Use a dictionary or translate the words since they are all abstract concepts. 1 Ss work in pairs to complete this task. Go around and off er help if needed. Otherwise, T may turn this into a group competition. Prepare red paper strips with the fi ve skill categories, and blue paper strips with the skill examples. In small groups Ss will match the red strips to the blue strips. The fi rst group to have the correct answers is the winner. Key: 1. C 2. B 3. D 4. A 5. E 2 Give Ss plenty of time to look closer at each skill to discuss the questions in pairs. Then, as a whole class, go through each skill and elicit from them the answers to the questions. Write on the board two lists: one containing the skills Ss think are necessary for Vietnamese teenagers, and one containing those that they think are not. As an alternative, Ss work in small groups. After their discussion, each group should cross out the life skills which they think are not suitable for Vietnamese teens. As a whole class, compare the results from diff erent groups. Remember each group will need to explain their decisions. 3 Ss work in small groups to make their own list for Vietnamese teens. They can base it on the text and add their own information. Now the class needs to combine all the group lists to make a big list for the whole class. Write this list on a poster, or on the board. 4 Ask Ss to copy down the ‘big list’ they have created in 3 in their notebooks. Ss then work individually: each student goes through the list and evaluates how good he/she is with each skill. Then Ss work in pairs to share their results. If time allows, each pair reports the results to the class. Based on the results, the class will be able to identify three skills that most Ss in the class think they are now good at, and three skills that most of them think they need to improve on. Unit 3/ Teen Stress and Pressure 31T Tron Bo SGK: htts://bookiaokhoa.com SKILLS 1 Download Ebook Tai: https://downloadsachmienphi.com 2 Answer the questions. Reading 1 a Do you know what a child helpline is? b Now read the article. The Magic Number 1. What is Magic Number 18001567? 2. Which age groups have called the helpline most? 3. What were the calls mostly about? 4. Why have 3,000 calls received emergency support? 5. How does Magic Number promote child participation in its operations? 6. What is the aim of the helpline? 3 Read the text again and decide if the following Magic Number 18001567 is a 24-hour toll-free is a 24-hour toll-free service for counselling and protecting children statements are true (T) or false (F). 1. You can call Magic Number anytime during the and young adults in Viet Nam. The helpline was set up in 2004 by the government with support from Plan Vietnam, an international children’s development organisation. By 2014, the helpline had received over 1.5 million calls from children and adults nationwide. Sixty-nine per cent of the calls came from children and most child callers were in the 11-14 year old and 15-18 year old groups. The calls were mostly questions about family relationships, friendships, and physical and mental health. Moreover, nearly 3,000 cases of missing or abandoned children, or children who were suffering from violence, trafficking, or sexual abuse received emergency support. The helpline promotes child participation in its operations by involving children as peer communicators and decision makers. A member of Child Helpline International, Magic Number aims to create favourable conditions for children to develop physically and mentally. If you need support or advice, or know of someone who does, just dial 18001567! (The facts, figures, and photos (The facts, figures, and photos in this text are provided by Plan Vietnam) 32 Unit 3/ Teen Stress and Pressure day or night. 2. The service and the telephone calls are free. 3. Only children can call the helpline. 4. The typical caller to Magic Number is a nine-year-old child. 5. All decisions about the operation of the helpline are made by adults. 6. The service is available in all cities and provinces in Viet Nam. Speaking Study skill: Asking for advice What do you think I should do (about…)? What should I do? What would you do in this situation? Could you give me some advice (about…)? If you were me, what would you do? I wonder whether to… or… Do you know who to speak to about this? 4 Listen to two students calling a child helpline and complete the notes. Then use the notes to role-play the callers. Caller 1 Caller __________________ Caller 2 Feeling now _______________ Problem __________________ Question _________________ 5 Look at 2, A CLOSER LOOK 1. Imagine you are one of these students. You want to call the Magic Number helpline to ask for help. What do you say? Your partner listens and takes notes. Remember to: • briefl y introduce yourself (you can choose whether to say your name and address or not) • describe your problem/dilemma • ask for help Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 1 Reading 1 a Ask Ss the question and explain that a child helpline is a telecommunication support service for children and young people. It is free of charge. When you contact a helpline, often via telephone, you will get answered and someone from the helpline may even come directly to you to help. b Ask Ss to read through the text quickly to get its main ideas. Ask them to answer the question “What is the article about?” using the text title, photos, and key words. 2 Now ask Ss to read the text again to complete the task. Ss work in pairs to answer the questions. Key: 1. It’s a free service for counselling and protecting children and young adults in Viet Nam. 2. They were callers in the 11-14 year old and 15-18 year old groups. 3. The calls were mostly questions about family relationships, friendships, and physical and mental health. 4. Because they were cases of missing or abandoned children, or children who were suff ering from violence, traffi cking, or sexual abuse. 5. The helpline promotes child participation in its operations by involving children as peer communicators and decision makers. 6. It aims to create favourable conditions for children to develop physically and mentally. 3 For this task, allow Ss to have another close reading (or as many times as they wish). Ss work individually fi rst, then compare the answers with their partner. Ask them to discuss and explain each person’s own decision if their answers are not the same. Then provide feedback as a class. For each answer, ask Ss to refer back to the text to fi nd the relevant information. Key: 1. T 2. T 3. F 4. F 5. F 6. T Speaking Draw Ss’ attention to the Study skill box. Together with them, fi nd an example for each expression. If time allows, ask Ss to add in other expressions for asking for advice that they have learnt or know. 4 Tell Ss they are going to listen to two students calling a child helpline. Ask Ss to look at the note form to get oriented about what they are going to hear. Remind Ss that these are notes so they only need to write key words or phrases and not full sentences. After Ss have completed the task individually, give feedback as a class. Then Ss work in pairs to role-play the callers. Ask them to use the notes for the role-play, and remind them to put some emotional expression in their voice for the role-play. Key (suggested): Caller 1 Caller: girl, from Ha Noi, last year of high school Feeling now: a bit depressed and confused Problem: wants to be a designer; but her parents want her to be a doctor Question: doesn’t know what to say to her parents Audio script: Audio script: Caller 1: (girl) Hi, I’m from Ha Noi. I’m in my last year of high school. I’m feeling a bit depressed about my situation. I’ve been studying really hard to satisfy my parents and have always had good grades. But last week they said that they didn’t want me to go to Arts School to be a designer. They want me to be a doctor. I feel confused... I don’t know what to say to my parents. Caller 2 Caller: boy, named Long, 13 years old, from Ho Chi Minh City Feeling now: worried Problem: online friend asked for 5 million dong; said if he refused to give it, his life would be di cult Question: wonders whether to tell somebody about this Caller 2: (boy) My name’s Long. I’m 13 and I’m from Ho Chi Minh City. I made a friend playing online games, and we’ve met several times in real life to play video games in Internet cafes. Last week he told me he needed 5 million dong and asked if I could help him. I said no, but two days ago he said he would make my life di cult if I didn’t give him the money. I’m a bit worried. Should I tell somebody about this? 5 Ss need to look back at Exercise 2, A CLOSER LOOK 1. Tell Ss the instructions to do the task. Remind Ss they should use the expressions in the Speaking Study skill box ‘Asking for advice’. Give Ss a few minutes to choose who they want to be and to think about what they should say when they call the hotline. Ss work in pairs. Go around and off er help if needed. When Ss have fi nished, call on some pairs to present their dialogue. To revise reported speech, T may ask the student who listens and takes notes to report what his/her partner has told him/her. Unit 3/ Teen Stress and Pressure 32T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 2 Listening 1a Listen to an interview with Miss Sweetie, the advice columnist of 4Teen magazine. b Choose the best answer. 1. Miss Sweetie (likes/doesn’t like) her work as an advice columnist. 2. She is (in/no longer in) her adolescence. 3. She thinks giving advice to people is (easy/ Writing Study skill: Giving advice If I were you, I would/wouldn’t… I (don’t) think you should… Have you thought about (verb-ing)…? It might help to consider… It might be a good idea to… 4 Look at 2, A CLOSER LOOK 1 and give one piece of advice to each student. Example: A. Have you thought about asking a friend who is confi dent about maths to help you? Perhaps you just need a little more practice. 5a Write a short note to Miss Sweetie to ask Write a short note to Miss Sweetie to ask her for advice about a problem at school or with your friends. Use the ‘Asking for not easy). 4. It (takes time/doesn’t take time) for her to come up with a piece of advice. 5. She thinks to give good advice we (need/don’t need) to empathise with people. 2 Answer the questions. 2 Answer the questions. 1. What are the two things that Miss Sweetie likes about her work? 2. What did she say was most important when giving others advice? 3. Why does she think the language used for giving advice is also important? 3 Which of the following expressions are more likely to be used by Miss Sweetie when she gives advice? 1. ‘You ought to talk to her.’ 2. ‘I think you should talk to her.’ 3. ‘You must talk to her.’ 4. ‘You have to talk to her.’ 5. ‘It might be a good idea to talk to her.’ 33 Unit 3/ Teen Stress and Pressure advice’ box on SKILLS 1, page 32 to help you. Sign the letter with a made-up name, not your real name. b As a whole class, put the notes in a pile and take a diff erent note. Write a short answer (2-3 sentences) to give advice about the problem. Use the ‘Giving advice’ box above for help. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 2 Writing Work through the Study skill box together Listening Listening 1 a+b Ask Ss if they know what an ‘advice columnist’ does. Introduce the word. If possible, bring in to the class some examples of the advice column page in local magazines for teens (or you can look them up on the Internet). Tell Ss they are now going to listen to an interview with Miss Sweetie, the advice columnist of 4Teen magazine. Ask Ss to look at the questions in Exercise 1b fi rst. Ss then work individually to complete the task. Play the recording once to check how much Ss understand it. Then play the recording again when providing the key. Key: 1. likes 2. no longer in 3. not easy 4. takes time 5. need 2 For this task, play the recording as many times as needed. Ss work individually fi rst, then compare the answers with a partner. Then provide corrective feedback as a class. Key: 1. She feels like she is living her teenage years again, and she loves helping readers by giving them advice. 2. She said it’s most important that we put ourselves in other people’s shoes. 3. Because language should be used sensitively so that the person can get over the negative feelings. 3 Ss work in pairs for this task. Ask them to explain their decision afterwards. The options that are in the ‘no’ category are because the language is too strong or direct. Key: 1. No 2. Yes 3. No 4. No 5. Yes Audio script: Audio script: Interviewer: …So how do you like this work? Miss Sweetie: Oh very much. I feel like I’m living my teenage years again! [laugh] But really, it’s great that I can help our dear readers in this way. Interviewer: Do you nd it di cult to give advice? Miss Sweetie: Well, yes… I take time to think of the best possible advice that I can give. I think it’s most important that we put ourselves in other people’s shoes. Interviewer: So it’s about being able to empathise… Miss Sweetie: Exactly. But even so, we also need to be very careful about how to put the advice into words. We need to be sensitive... It’s not only about giving the best solution, it’s also about helping the person get over the negative feelings. For example, I often use ‘It might be a good idea to…’ rather than ‘You ought to…’. Or perhaps ‘I think you should…’ for me sounds much better than ‘You must…’. with Ss. For each expression, make an example. Ask Ss to add in other expressions for giving advice that they have learnt, or know. 4 Ss need to look at 2, A CLOSER LOOK 1. Then they work individually to complete this task. Remember this is a writing exercise so Ss need to write down their advice notes in full sentences. Remind them to use the expressions in the Writing Study skill box ‘Giving advice’. Ss then swap their writing for peer correction. If time allows, let Ss work in pairs when they have fi nished the writing. Student A will read out the notes randomly for Student B to guess which advice note is for which student in the exercise. Suggested answers: B. I know how you feel, but I don’t think you should worry about this change. It’s normal, and it shows that you’re growing up. C. If I were you, I wouldn’t have too high expectations. I would do my best in the exam, but I don’t think it’s a good idea to feel so stressed. D. Have you thought about telling this to your parents? They might think of a good solution to help you. E. It might help to consider breaking this big task into smaller tasks and then tackle them one by one. F. It might be a good idea to talk about this to someone. Have you thought about turning to your teacher for help? 5 a Ss work individually fi rst to write a short note to Miss Sweetie to ask her for advice about a problem at school or with their friends. Tell Ss that they can make up a situation and it can be funny or silly, for example, a student who wants to colour his hair purple but is afraid that he’ll be laughed at or get into trouble with the school and his parents. Tell them to use the ‘Asking for advice’ box for help. Remind Ss to sign the note with a made-up name and not their real name. b This task can be done as either a whole class activity or a group activity. Tell Ss when all group members have fi nished writing the advice note, they will take turns to report the note they received, and the advice that they off ered. If time allows, ask the group to discuss the problem and the advice. Can they think of some other advice for the problem? Unit 3/ Teen Stress and Pressure 33T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK 3 Give at least two examples for each of these 1 Put yourself in these teens’ shoes. Choose the TWO best words to describe your feelings in the following situations. 1. You won an essay contest. (excited/delighted/tense) 2. Your parents misunderstood you. (calm/frustrated/ sets of skills. 1. Cognitive skills __________________ __________________ __________________ 3. Social skills __________________ __________________ __________________ 5. Housekeeping skills 2. Emotion control skills __________________ __________________ __________________ 4. Self-care skills __________________ __________________ __________________ upset) 3. You stayed up late studying for an important exam. (relaxed/tense/ stressed) 4. You are left out by friends. You can’t concentrate on your studies. (confi dent/ worried/tense) 5. Last week you had a Last week you had a presentation in class and you think it was very bad. you think it was very bad. (disappointed/delighted/ (disappointed/delighted/ frustrated) 6. Your closest friend is Your closest friend is moving to another city. (emotional/ depressed/ embarrassed) _______________________ _______________________ _______________________ 4 Rewrite the following in reported speech. 1. ‘I’m really stressed out! I’ve had three sleepless nights thinking about my exam.’ 2. ‘I can’t concentrate! It’s too noisy in here.’ 3. ‘She was very upset at fi rst but she’s fi ne now.’ 4. ‘I don’t think taking risks too often is a good idea.’ 5. ‘He’ll take a cooking class before he goes to college.’ 6. ‘I really wish I could make informed decisions!’ 5 Rewrite the underlined phrases in the following text, using question words + to-infi nitives. In our Life Skills lesson last week, our class had a visit from a Fire Safety Offi cer, and this is what he told us: ‘Today I’m going to tell you (1) what 2 Use the following prompts to say something Use the following prompts to say something to the students in 1. 1 → congratulate, encourage 2 → empathise, advise 3 → empathise, advise 4 → empathise, advise 5 → assure, encourage 6 → empathise 34 Unit 3/ Teen Stress and Pressure you should do in case of fi re. If there is a fi re, keep calm. Be sure you know (2) where you can fi nd the nearest exit or stairway. Do not use the lift. Before you leave, close all the doors behind you. You should know (3) how you could activate the fi re alarm, and then shout ‘fi re’. You should know (4) what number you should call to report the fi re and ask for help. In Viet Nam, it's number 114. The number is toll-free and you can call it any time from either a mobile or a landline without dealing area codes.’ Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that information to complete the Finished! self-assessment box at the end of the unit. 1 Ask Ss to complete the sentences by using the support from the pictures, the options provided, and the meaning of the sentences. They work individually fi rst and then compare with a partner. Key: 1. excited/delighted 2. frustrated/upset 3. tense/stressed 4. worried/tense 5. disappointed/frustrated 6. emotional/depressed 2 Ask Ss to remember the meanings of these verbs: congratulate, empathise, encourage, assure, and advise. Then Ss need to look at the situations in 1 to say appropriate sentences. Key (suggested): 1. ‘Congratulations!’/ ‘Well done! You did a really great job!’ 2. ‘You must have been really disappointed.’/ ‘If I were you, I would talk to my parents.’ 3. ‘Stay calm. Everything will be all right.’/ ‘It might be a good idea to have a break when you feel too stressed.’ 4. ‘I understand how you feel.’/ ‘It might help to consider talking about this to someone.’/ ‘Have you thought about calling a counselling service?’ 5. ‘I understand how you feel.’/ ‘It might help to consider focusing on the good points of the presentation rather than only the weak points.’ 6. ‘You must have been really emotional.’/ ‘I understand how you feel.’ 3 Challenge Ss to complete this exercise without looking back at COMMUNICATION. They can write in similar skills, or add new skills as they wish. Key (suggested): 1. concentrate on doing something; organise your timetable 2. control feelings; know how to get over negative feelings 3. cooperate with others; communicate well 4. know how to act in emergencies; know when to stop taking risks 5. cook for oneself and others; manage a small budget 4 Ss work individually then in pairs when they compare their answers with each other. Key: 1. She said she was really stressed out, and that she had had three sleepless nights thinking about her exam. 2. He said he couldn’t concentrate because it was too noisy in there. 3. She said she had been very upset at fi rst but she was fi ne then. 4. He said he didn’t think taking risks too often was a good idea. 5. She said he would take a cooking class before he went to college. 6. He said he really wished he could make informed decisions. 5 Ss work individually to complete this task. Key: 1. Today I’m going to tell you what to do in case of fi re. 2. Be sure you know where to fi nd the nearest exit or stairway. 3. You should know how to activate the fi re alarm. 4. You should know what number to call to report the fi re and ask for help. Unit 3/ Teen Stress and Pressure 34T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 Work in pairs. Look at the notes of the two callers from 4, SKILLS 1 and give them some advice. Finished! Now I can… ● use the lexical items related to changes in adolescence ● identify in which situations to stress the verb be in sentences and say these sentences correctly ● use reported speech with con dence ● use question words before to-in nitive ● read for general and speci c information about a helpline service for teens in Viet Nam ● talk about teen stress and pressure and how to cope with them ● listen for general and speci c information about the work of an advice columnist ● write a short note to ask for advice and to give advice Example: I think she should tell her parents that she really likes art and design. PROJECT If I were her, I would convince my parents that today it’s become quite easy to fi nd a job as a designer. TEEN SUPPORT GROUP TEEN SUPPORT GROUP Work in groups. Prepare some ideas for a teen Work in groups. Prepare some ideas for a teen support group in your school: ● study skills group ● life skills group ● social skills group ● emotion control skills group ● career planning group Choose one idea and think about how to set up the support group, focussing on the following questions: ● What is the name of the support group? ● How is the group organised? ● How does it help teens? Present your group’s ideas to the rest of the class. Get their feedback. 35 Unit 3/ Teen Stress and Pressure Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 Direct Ss to the two callers in 4, SKILLS 1. Using the notes they produced for that exercise, ask Ss to recall the details of the two calls: Who are the callers? Why are they calling the helpline? How do they feel? Now Ss discuss this task in pairs to work out the advice they would give to the two callers. Encourage Ss to use the phrases they have learnt for giving advice. Call on fi ve pairs to report the advice to the class. The class then vote for their favourite piece of advice. Finished! Ask Ss to complete the Finished! self-assessment box. Identify any diffi culties and weak areas and provide further practice. PROJECT Teen support group Ss work in small groups to design the set up of a teen support group. First, Ss choose an idea for the support group and fi nd out more about that idea. For example, one group chooses the idea ‘study skills group’. Ask them to think about: • Which study skills do you think are necessary in your class/school? How can you fi nd out more about this information? • How can the students improve these skills? (for this information you can ask your teacher, or use books, magazines, or the Internet) • What can a support group do to help them do that? Then Ss decide how to set up their support group. Ask them to consider: • What is the name of the support group? • What are the support activities it provides? • How does the support reach students? • How is the group organised? Who will do what? How can the teacher and the school help the operations of the group? The class can then vote for the project that they think is most interesting, useful, and feasible. If possible, T may even help them realise some of these projects in their own class or school. Unit 3/ Teen Stress and Pressure 35T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com REVIEW 1 (UNITS 1 - 2 - 3) LANGUAGE Pronunciation 1 Listen and practise saying the sentences. Pay attention to the underlined words. 1. My town is nice and peaceful, but it isn’t very big. 2. Da Nang Museum of Cham Sculpture attracts a lot of foreign visitors. 3. A: Were you wearing a helmet when you fell off your bike? B: No, I wasn’t. 4. Son: Can I go to a party tonight, Mum? Mother: OK, but please don’t make noise when you come home. 5. A: My mum’s really a good friend of mine. B: Is she? Mine is very strict towards me. Vocabulary 3 Match the verbs in column A with the words/phrases in column B. A B reduce a home business pull down high expectations empathise a handicraft make worried and frustrated set up employment feel an old building have pollution provide with someone 4 Fill each gap with a word from the box. 2 Look at the underlined words in the attractions fascinating giant tallest excited symbol interest aff ordable sentences and mark them as W (weak) or S (strong). Then listen to check and practise. 1. A: Is ( __ ) Minh happy about winning the scholarship? B: Yes, he is ( __ ). But his parents are ( __ ) happier. 2. A: I can’t ( __ ) understand it! Aren’t ( __ ) you my son? B: I’m terribly sorry, dad. But it isn’t ( __ ) entirely my fault. 3. A: Pho Hien is ( __ ) a very old town in North Viet Nam. B: Is it ( __ )? Where is it ( __ ) located? 4. A: It’s ( __ ) raining. Are they ( __ ) wearing raincoats? B: She ( __ ) is, but he ( __ ) isn’t. 36 REVIEW 1 The London Eye, also known as the Millennium Wheel, is a (1) ______ observation wheel in London. The entire structure is 135 metres (443 ft) tall and the wheel has a diameter of 120 metres (394 ft). When erected in 1999 it was the world’s (2) ______ observation wheel. It is now one of the most popular (3) ______ in the world. It is considered to be a (4) ______ of London. People make special journeys to see the (5) ______ giant wheel. 15,000 people can ride the wheel every day. They feel (6) ______ to climb above the city and look back down on it. Not just rich people, but everybody can do this. It is public and (7) ______, and it has become a place of (8) ______ in London. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Introduction This unit reviews the language and skills Ss have learnt in Units 1, 2, and 3. Help Ss to recall the language and encourage them to contribute as much as possible. LANGUAGE This language review can be used as a progress test. Ss do the exercises in 30 minutes, then T checks their answers. Otherwise, T can conduct each activity separately. If need be, T can provide further practice on weak areas. Pronunciation 1 Ask Ss what kinds of words are underlined. Elicit the rule from Ss (they are content words and are stressed because they contain all the important information being conveyed). Play the recording for Ss to listen and read along silently, then they can repeat out loud trying to stress the same words. Call on some Ss to read out the sentences again. Correct their pronunciation as a class. Note: All the underlined words are stressed. Audio script: 1. My town is nice and peaceful, but it isn’t very big. 2. Da Nang Museum of Cham Sculpture attracts a lot of foreign visitors. 3. A: Were you wearing a helmet when you fell off your bike? B: No, I wasn’t. 4. Son: Can I go to a party tonight, mum? Mother: OK, but please don’t make noise when you come home. 5. A: My mum’s really a good friend of mine. B: Is she? Mine is very strict towards me. 2 Ss work in pairs fi rst to mark the underlined words as W (weak) or S (strong). Then T plays the recording for Ss to check. Play the recording again and Ss repeat. Pause and correct their pronunciation. Audio script: 1. A: Is (W) Minh happy about winning the scholarship? B: Yes, he is (S). But his parents are (W) happier. 2. A: I can’t (S) understand it! Aren’t (S) you my son? B: I’m terribly sorry, dad. But it isn’t (S) entirely my fault. Vocabulary 3. A: Pho Hien is (W) a very old town in North Viet Nam. B: Is it (S)? Where is it (W) located? 4. A: It’s (W) raining. Are they (W) wearing raincoats? B: She (S) is, but he (S) isn’t. 3 Ss do the task individually and then share their answers with a partner. Check Ss’ answers. Key: - reduce pollution - pull down an old building - empathise with someone - make a handicraft - set up a home business - feel worried and frustrated - have high expectations - provide employment 4 Let Ss read the passage, then do this exercise individually. T may ask some Ss to write their answers on the board. T corrects as a class. Key: 1. giant 2. tallest 3. attractions 4. symbol 5. fascinating 6. excited 7. aff ordable 8. interest REVIEW 1 36T Tron Bo SGK: htts://bookiaokhoa.com Grammar Download Ebook Tai: https://downloadsachmienphi.com Everyday English 5 Complete each sentence with the correct form of a phrasal verb from the list. · look up · deal with · turn down · set up · get over · put up with · give up · keep up with 1. The two countries agreed to ______ full diplomatic relations. 2. When you’re tired and under stress, it’s important to look after yourself and find ways to ______ it. 3. Six people applied for the job, but four of them were ______. 4. Why don’t you ______ this word in the dictionary? 5. Mike had to ______ gymnastics because of his injury. 6. I’m going crazy! I can’t ______ so much confusion! 7. I think she ______ the quarrel with her close friend. 8. It’s difficult to ______ changes in technology. 6 Rewrite the following questions in reported speech, using question words before to-infinitives. 1. “What should I wear to the fancy dress party?” Trang asked. 2. “Should I help Chau with the money my mum gave to me?” she wondered. 3. “Where can we get those traditional handicrafts?” Nick wondered. 4. “Who can I turn to for help with my homework now?” Phuc said. 5. “When should I break the sad news to him?” Hoa asked. 37 REVIEW 1 7 Choose the suitable words/phrases to complete the mini-talks. · what to do · As far as I know · Cool · No worries · If I were in your shoes 1. A: My face often goes red and hot these days. What should I do? B: ______, there’s no cause for concern. 2. A: You look upset. What’s the problem? B: Well, my cousin wants to share my room during his visit, but we don’t get on very well. I don’t know ______. 3. A: Shall we visit the lantern making workshop? B: ______! When should we go? 4. A: Thanks a lot for your sound advice. B: ______. 5. A: What do you suggest I should do now? B: ______, I’d take it easy and try to forget it. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Grammar 5 Ss work individually and then compare their answers with a partner. Call on some Ss to write their answers on the board. Other Ss comment. T corrects as a class. Key: 1. set up 2. deal with 3. turned down 4. look up 5. give up 6. put up with 7. got over 8. keep up with 6 Ss do the task individually. Tell them to write the reported sentences in their notebooks. Call on some Ss to read their sentences. T checks. Suggested answers: 1. Trang wondered what to wear to the fancy dress party. 2. She couldn’t decide whether to help Chau with the money her mum had given to her. 3. Nick wondered where to get those traditional handicrafts. 4. Phuc had no idea who to turn to for help with his homework. 5. Hoa was not sure when to break the sad news to him. Everyday English 7 Ask Ss to discuss in pairs and choose the suitable words/phrases to complete the talks. After checking their answers, have some pairs act out the mini-talks. Key: 1. As far as I know 2. what to do 3. Cool 4. No worries 5. If I were in your shoes REVIEW 1 37T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS Reading 1 Read the two letters: one from a girl and the other from Miss Wiselady. Dear Miss Wiselady, I am in grade 9 at a school in town. I absolutely love my school, and I love my classmates, except one thing. It seems that the girls are always saying negative things about our teachers, even our headmistress. This kind of gossip makes me uncomfortable and upset. I don’t think it’s good for the study atmosphere, and it would be terrible if the teachers found out. I don’t know how to face up to this issue. What should I do? Upset Dear Upset, Well, that is a nasty problem. If you really wanted to do something, you could explain how you feel. Tell them that they should not go on with the gossip. But it might be too direct for some people. I suggest you try to keep away from it as much as possible. Keep quiet, or better still, just leave them if you are not comfortable with the topic of discussion. Wiselady a Underline the phrasal verbs in the letters and say what they mean. b Decide whether the statements are true (T) or false (F). T F 1. Upset doesn’t love her classmates. ___ ___ 2. There is some gossip among Upset’s friends. ___ ___ 3. Upset wants some advice from Miss Wiselady. ___ ___ 4. Miss Wiselady says the problem is not easy to solve. ___ ___ 5. Miss Wiselady suggests Upset should deal with the gossip directly. ___ ___ 38 REVIEW 1 Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS Reading 1 Have Ss read the letters silently. T clarifies anything they do not understand. Choose Ss to read the letters aloud sentence by sentence. Correct their pronunciation. Then Ss do the exercise in pairs. T corrects as a class. Key: a - found out: got information - face up to: deal with - go on with: continue - keep away from: avoid b 1. F 2. T 3. T 4. T 5. F REVIEW 1 38T Tron Bo SGK: htts://bookiaokhoa.com Speaking Download Ebook Tai: https://downloadsachmienphi.com Listening 2 Talk in groups. Prepare a one-minute talk. Choose one of the following topics. 1. “The girl sitting in front of me in class keeps playing music during the lesson. She uses earplugs but I feel distracted and frustrated. What should I do?” Trung said. Give Trung some advice. 2. If you could visit one city in the world, what city would you like to see? Explain why. 3. Imagine you are going to take a group of foreigners to a place of interest in your area. Where would you take them? Talk about the place. 3a Listen to the conversation and answer the questions. 1. Where does Michelle live? 2. Where does Mike live? b Listen again and complete the sentences. 1. I feel like ______ here. 2. And it seems kind of dangerous, especially ______. 3. We live in an apartment ______. 4. And we can enjoy all kinds of ______: cinemas, museums… Writing 4 Write a letter to your pen friend about your last visit to a craft village. You can refer to the following: time/date of your visit people you went there with the name of the village the crafts it makes what you saw there your impression of the visit 39 REVIEW 1 Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Speaking 2 Ss work individually fi rst. Have them read all three situations and think of the one that interests them the most. Then they talk in groups. Give them a few minutes to prepare what they want to say. Encourage them to use the language they have learnt. Go around and give assistance if need be. Listening 3 a Play the recording once. Ss listen and write their answers. Play the recording again for Ss to check. Explain any diffi cult words if necessary. Key: 1. In a (little) town. 2. In a city. b Play the recording again once or twice, or as required. Ss write down the words/phrases as they hear them. T checks. Key: 1. a stranger 2. at night 3. downtown 4. entertainment Audio script: Michelle: Hi, Mike! How’s it going? Mike: Hi. I’m good, thanks. Are you still living in the same place? Michelle: Yes, I’m still in that ‘sleepy’ little town. But you know, I enjoy living there. It’s quiet, and everyone is friendly. I don’t really like the city. I feel like a stranger here. And it seems kind of dangerous, especially at night. Mike: Well, I live here in the city, as you know. We live in an apartment downtown. The city is big, and it doesn’t feel as safe as a small town like yours. But I think the people here are pretty friendly. My neighbourhood is like a small town with its own stores, cafés, and restaurants … and we can enjoy all kinds of entertainment: cinemas, museums … Michelle: OK, so then on weekends I should come into the city for all that. Mike: OK. Sure! Writing 4 Before Ss write, brainstorm Ss’ ideas about a craft village (or a place of interest they have been to if they haven’t been to a craft village). Tell them to look at the cues given; note, they will need modifying slightly for a place of interest. Encourage them to use the words/phrases they have learnt in the units. Give Ss time to do the writing task. Then have them swap their work with a partner to check before handing it in. Collect their papers to check at home. REVIEW 1 39T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Unit 4 LIFE IN THE PAST Unit GETTING STARTED Preserving the past 1 Listen and read. Father: This is a present for you, son. Nguyen: A kite! How cool! Thank you, dad. Father: I made it for you, just like your grandfather used to make one for me. Nguyen: Is it a family tradition? Father: Yes, for generations. Nguyen: I love it. So when you were a kid, what did you use to do for entertainment? Father: Oh, it was all very simple back then. We didn’t have television or the Internet. A mobile movie team used to come once every two months, and everyone from the village would be there. The children were always early, trying to get a place near the screen. Nguyen: I suppose it was a special occasion, wasn’t it? 40 Unit 4/ Life in the Past 40 THIS UNIT INCLUDES: VOCABULARY Life in the past PRONUNCIATION Stress on auxiliary verbs in sentences GRAMMAR Used to: review Wishes for the present SKILLS • Reading for specifi c information about children’s pastimes in the past • Making comments on or expressing opinions about facts in the past • Listening for specifi c information about school life in the past • Writing a description of how children in the past studied without technology COMMUNICATION Describing past practices Father: Sure. Nguyen: I wish there were movie teams like that now. Father: Yeah, it was a lot of fun. Nguyen: Then how did you get to know about the world outside? Father: We had the radio; actually, only wealthy people did. The whole village used to listen to the news programme through a loudspeaker. Nguyen: Wow, I can’t imagine that. Father: I know. The world’s changed a lot, son. It’s much easier now. Nguyen: Do you miss the past, dad? Father: I suppose I do. Sometimes I wish I could go back to that time. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Objectives: By the end of this unit, students can: • use the lexical items related to life in the past • identify in which situations to stress auxiliary verbs in sentences and say these sentences correctly • use used/didn’t use + to-infi nitive to talk about past practices • express wishes for the present • read for specifi c information about children’s pastimes in the past • make comments on or express opinions about facts in the past • listen for specifi c information about school life in the past • write a description of how children in the past studied without technology GETTING STARTED Preserving the past Introduction Prepare some photos or magazine cut-outs about some common activities in the past (maybe twenty or thirty years ago) and at the present. Show them to Ss and let them group the pictures into the past or the present. Ask for an explanation of the groupings. 1 Ask Ss to look at the title of the conversation and the picture. Ask them some questions: • What do you think the people in the conversation are talking about? • How do you understand the title ‘Preserving the past’? Ss answer the questions as a class. Play the recording and have Ss follow along. Unit 4/ Life in the Past 40T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Read the conversation again and answer the questions. 1. What is a tradition in Nguyen’s family? 2. How often did the movie team come to the village? 3. What did the children use to do when the movie team came to the village? 4. Who in the village had a radio? 5. Does Nguyen’s father miss the past? What did he say? b Match the expressions (1 - 4) from the conversation with their meanings (a - d). Can you add some more expressions with the same meaning? 2 Use the words/phrases in the box to complete the sentences. a. loudspeaker b. technological changes c. generations d. traditions e. events f. a special occasion 1. A ______ is used to make the sound much louder so that many people can hear it from a distance. 2. Every country has its own customs and ______ . 3. There is always a big gap between ______. The old sometimes find it difficult to understand the young. 4. People in the past were slower in accepting 1. How cool! 2. Sure. 3. Wow, I can’t imagine that. 4. I wish I could go back to that time. a. expressing agreement b. expressing a wish c. expressing appreciation d. expressing surprise ______ than they are today. 5. Traditionally, weddings and funerals are considered important village ______ in Viet Nam. 6. A wedding is ______, not only for the bride and groom but also for other attendants as they can meet friends and relatives. 3 In groups, brainstorm some of the past events and practices in your area. Make a list and c Choose suitable expressions from 1b to complete the short conversations. 1. – Would you like to participate in this ‘Preserving the past’ project? – ____________________________________________ 2. – Marriages used to be arranged by parents. – ____________________________________________ 3. – I’ve finished my painting. Look! – ____________________________________________ 4. – Children used to play outdoors with things they found, like stones or feathers. – ____________________________________________ 5. – The Time Machine is a science fiction novel by H. G. Wells can take people back to the past. – ____________________________________________ 6. – It’s a New Year tradition in Russia for people to take a bath in a hole which is dug in the ice. – ____________________________________________ 41 Unit 4/ Life in the Past present them to the class. Tron Bo SGK: htts://bookiaokhoa.com