🔙 Quay lại trang tải sách pdf ebook Sách Giáo Viên Tiếng Anh 9 Tập 2 Ebooks Nhóm Zalo Download Ebook Tai: https://downloadsachmienphi.com Contents Page INTRODUCTION .............................................................................................................................................................III BooK Map.................................................................................................................................................................................4 unit 7: Recipes and eating habits ..................................................................................6 unit 8: Tourism ....................................................................................................................................................18 unit 9: English in the world ................................................................................................30 Review 3 .................................................................................................................................................................................42 unit 10: Space travel ..............................................................................................................................46 unit 11: Changing roles in society .......................................................................58 unit 12: My future career ............................................................................................................70 Review 4 .................................................................................................................................................................................82 Glossary ............................................................................................................................................................................86 Tron Bo SGK: htts://bookiaokhoa.com 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 components and skills to be taught in the unit. SectIon 1: gettIng StArteD This section occupies three 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. Intonation patterns, which frequently appear in the unit, are targeted 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 or four 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 ability. 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 former refers to the ability to ask and answer questions and handle exchanges with others. The latter refers to students’ ability to produce language appropriately and correctly. Speaking activities include: - Pronunciation: dialogues and role-plays. Through these forms, students practise the 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 appears 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 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 items 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 7: Recipes and eating habits Unit 8: Tourism Unit 9: English in the world Review 3 Unit 10: Space travel Unit 11: Changing roles in society Unit 12: My future career Review 4 4 BooK MAP - Reading for general and specifi c information about the eating habits of Japanese people - Reading for general and specifi c information about a tourist attraction - Reading for general and specifi c information about English as a means of international communication - Reading for specifi c information about two famous astronauts’ space travel - Reading for specifi c information about the changing roles of women in society and its eff ects - Reading for general and specifi c information about choosing a career - Talking about the eating habits of Vietnamese people - Talking about one's choice of holiday - Discussing experiences in learning and using English - Talking about space travel history and discussing the skills needed to become an astronaut - Talking about roles in the future - Talking about a person's likes/dislikes, personality traits and abilities for a certain job - Listening for detailed and specifi c information about teenagers’ eating habits - Listening for specifi c information about the benefi ts of tourism to an area/ country - Listening for general and specifi c information about students’ experiences in learning and using languages - Listening for general and specifi c information about some space tourism services - Listening for specifi c information about the changes that women in Kenya are going through - Listening for general and specifi c information about choosing future jobs and reasons for the choices Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Writing Language Focus Communication Project - Writing about the eating habits of a classmate - Writing a paragraph about the negative effects of tourism on an area/country - Writing a paragraph about the uses of English in everyday life - Writing a short paragraph using advertising language - Writing about the roles of teenagers in the future - Writing about the qualities one needs to be able to do a certain job - Quantifiers: review - Modal verbs in conditional sentences type 1 - Pronunciation: Tones in statements used as questions - Articles (other uses) - Pronunciation: Tones in asking for information - Conditionals sentences type 2: review - Relative clauses - Pronunciation: Tones in new and known information - Past simple and past perfect: review - Defining relative clauses - Pronunciation: Continuing or finishing tones - Future passive: review - Non-defining relative clauses - Pronunciation: Agreeing and disagreeing tones - Despite/In spite of: review - Verbs + to-infinitive/Verbs + V-ing - Pronunciation: High tones Discussing the recipe for a dish Discussing a place/ country you would like to visit on holiday Interviewing to build up an English learner profile Talking about life on a space station Describing the changing roles of schools Talking about choosing future jobs and reasons for the choices A survey on eating habits An advertisement for a tourist attraction Differences between varieties of English A holiday out of this world! Your vision of the future My future career path BOOK MAP 5 Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Unit 7 RECIPES AND EATING HABITS Mi: You’re right, they’re so versatile. And you can put anything in a salad. Nick: Mum, the prawns are pink now. GETTING STARTED My favourite salad 1 Listen and read. Nick’s mum: Today we’re making a prawn salad, which is a favourite of mine. Mi: Fantastic. I love salad. Nick’s mum: This salad is simple but delicious. Here are the ingredients: prawns, celery, spring onions, mayonnaise, lemon juice, salt and pepper. Nick: What should I do rst, Mum? Nick’s mum: Get a big bowl for me. And then can you wash the celery? Nick: Sure. Mi: I can wash the spring onions if you like, Mrs Warner. Nick’s mum: Please, do. I’ll boil the prawns. Mi: So, do English people eat lots of salad? Nick’s mum: Yes, especially in the summertime. People often serve salad as a starter. But salads also make a healthy lunch or supper. Nick’s mum: They’re pink? Nick: Yes. Nick’s mum: Good, they’re ready. I’ll drain them. Nick, can you peel them? Mi, could you chop the celery and spring onions? You should be careful if you use the red knife – it’s sharp. Mi: Right, everything’s ready. What do we do next? Nick’s mum: OK, rst, combine the prawns and celery in the bowl. Add two tablespoons of mayonnaise, half a teaspoon of salt, half a teaspoon of pepper and some lemon juice. Now, mix all the ingredients well. Nick: OK. Nick’s mum: Finally, add the spring onion on top. Now we cover the bowl and leave it in the fridge for an hour. You’ve done a good job, both of you. Mi: I can’t wait to try it. Nick: Yeah, I’m starving! An hour is a long time… 6 Unit 7/ Recipes and Eating Habits 1 Ask Ss to open their books and look at the picture and the phrase under GETTING STARTED. Ask them some questions: Who can you see in the picture? What is there on the table? Where are the people? What do you think the people in the picture are talking about? 6-7 Unit 7/ Recipes and Eating Habits Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com THIS UNIT INCLUDES: VOCABULARY Di erent dishes Ways of preparing and cooking PRONUNCIATION Tones in statements used as questions GRAMMAR Quanti ers: review Modal verbs in conditional sentences type 1 SKILLS • Reading for general and speci c information about the eating habits of Japanese people • Talking about the eating habits of Vietnamese people • Listening for detailed and speci c information about teenagers’ eating habits • Writing about the eating habits of a classmate COMMUNICATION Discussing the recipe for a dish Unit 7/ Recipes and Eating Habits 7 Have Ss answer the questions as a class. 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. Objectives: By the end of this unit, students can: • use the lexical items related to dishes and ways of preparing and cooking food • ask statement questions with the correct intonation • use some quanti ers correctly • write and use conditional sentences type 1 with modal verbs • read for general and speci c information about the eating habits of Japanese people • talk about the eating habits of Vietnamese people • listen for detailed and speci c information about teenagers’ eating habits • write about the eating habits of a classmate GETTING STARTED GETTING STARTED My favourite salad My favourite salad Introduction Introduction Ask Ss what their favourite dishes are. Elicit answers from Ss and quickly write them on the board. Write the unit title on the board ‘Recipes and eating habits’. Ask Ss to explain the meaning of recipe and eating habits. After Ss give their answers, explain brie y: – recipe (n): a set of instructions that tells you how to cook something and the ingredients (items of food, herbs, spices, etc.) you need for it – eating habits (plural noun): the way a person or group eats, considered in terms of what types of food are eaten, in what quantities, and when Now start the lesson. Reference for teachers: Pronunciation of some dishes Cobb salad /kɒb ˈsæləd/ curry /ˈkʌri/ fajitas /fəˈhiːtəs/ steak pie /steɪk paɪ/ lasagne /ləˈzænjə/ sushi /ˈsuːʃi/ Unit 7/ Recipes and Eating Habits 6T-7T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Can you nd a word that means: 1. a light dish served as the rst part of a meal 2. have lots of uses 3. pour the water away 4. take o the outer layer of food 5. cut food into pieces with a knife 6. mix Watch out! Can’t wait is used to emphasise that you are very excited about something. Example: She can’t wait to see her cousin again. I can’t wait for my birthday party. I’m starving! is an informal way of saying that you are very hungry. 2 Write the name of each dish in the box under each picture. lasagne steak pie curry Cobb salad fajitas b Find all the words related to the topic of food in the conversation. Put them in the word webs. Ingredients Preparing and cooking c Answer the questions. 1. Who knows the recipe for this salad? 2. Why does Nick’s mum like this salad? 3. When are salads popular in England? 4. What does Mi like about salads? 5. What does each person do to prepare the salad? 6. How do we know that Nick wants to eat the salad? 3 a In pairs, discuss which country from the box is associated with each dish in 2. beef noodle soup sushi mango sticky rice Viet Nam Thailand Japan The USA Mexico The UK Italy India b Fill each blank with the name of a dish in 2. 1. ______ is a traditional dish made from layers of pasta, meat sauce and tomato sauce. It’s popular all over the world. A. ______________________ B. ______________________ C. ______________________ D. ______________________ E. ______________________ F. ______________________ G. ______________________ H. ______________________ Listen, check, and repeat. 8 Unit 7/ Recipes and Eating Habits 8 Unit 7/ Recipes and Eating Habits 2. If you like spicy food, you should try ______. It is a dish of meat or vegetables, cooked in a spicy sauce, often served with rice. 3. A ______ is a traditional meat pie served in Britain. Beef steak and gravy are enclosed in a pastry shell and baked in the oven. 4. ______ is a dish of meat and vegetables cut into strips. It is cooked and wrapped inside a atbread. 5. If you want to eat something healthy, try ______. It is a dish of small cakes of cold cooked rice, avoured with vinegar and served with raw sh, avocado, etc. 4 FOOD QUIZ Name … 1. ONE kind of meat 2. TWO foods which you have to peel 3. THREE foods which are made from milk 4. FOUR fruits which are red 5. FIVE vegetables which are green Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Have Ss work independently to nd the words 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. Quickly write the correct answers on the board. Key: 1. starter 2. versatile 3. drain 4. peel 5. chop 6. combine Have Ss look at the Watch out! box and quickly read the information. If time allows, ask Ss to make some examples with the expressions. b Ask Ss to work in pairs and complete the word webs. Call on one pair to write their answers on the board. Other pairs add more words if needed. Other pairs add more words if needed. boil combine salt pepper prawns wash mayonnaise lemon juice Ingredients celery spring onions add mix Preparing and cooking peel drain chop c Have Ss read the questions to make sure they understand them. Ask them rstly to answer the questions without reading the dialogue again. Have 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. Nick’s mum. 2. Because it’s simple and delicious. 3. In the summertime. 4. They are versatile, and you can use lots of di erent ingredients in a salad. 5. Nick’s mum boils and drains the prawns. Nick washes the celery, peels the prawns, and mixes the ingredients. Mi washes the spring onions, chops the celery and spring onions, and mixes the ingredients. 6. Because he is nding it di cult to wait for one hour. 2 Have Ss look at the pictures. Tell Ss that in the box are some dishes from di erent countries in the world. Ask Ss to write these dishes under the pictures, and then compare their answers in pairs. Play the audio for Ss to check and repeat the answers. Key + Audio script: Key + Audio script: A. Cobb salad B. sushi C. steak pie D. fajitas E. lasagne F. mango sticky rice G. beef noodle soup H. curry 3 a Have Ss work in pairs to discuss what country in the box is associated with each dish in 2. Check and con rm the correct answers. Key: A. The USA B. Japan C. The UK D. Mexico E. Italy F. Thailand G. Viet Nam H. India b Tell Ss to complete the sentences with the names of the dishes in 2. The complete sentences will give Ss information about these dishes. Call on two Ss to write their answers on the board. 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 country where the dish comes from. Key: 1. Lasagne 2. curry 3. steak pie 4. Fajitas 5. sushi 4 Ask Ss to work in groups to do the quiz. The group which has the answers the fastest is invited to read out their answers. Elicit feedback from other groups and ask them to add some other answers. If there is some time left, have Ss work in their groups and write down a similar quiz. Set a time limit of about ve minutes. When time is up, ask the rst group to read out a question in their quiz. Ss from other groups give the answers. Other Ss decide if their answers are correct. Continue the activity until all the groups have read out all of their questions or when time is up. Suggested answer: 1. beef 2. prawn, potato 3. cheese, butter, ice cream 4. strawberry, lychee, cherry, pomegranate 5. broccoli, spinach, lettuce, celery, kohlrabi Unit 7/ Recipes and Eating Habits 8T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 3 Match each cooking verb in A with its Vocabulary 1 Write a food preparation verb from the box under each picture. whisk grate chop sprinkle slice dip spread marinate A. ____________ de nition in B. A B 1. stir-fry a. place food over boiling water so that it cooks in the steam 2. deep-fry b. cook something by keeping it almost at boiling point 3. roast c. cook food under or over a very strong heat 4. grill d. cook something slowly in liquid in a closed dish 5. bake e. cook cakes or bread in an oven 6. steam f. fry food in oil that covers it completely 7. stew g. cook thin strips of vegetables or meat quickly by stirring them in very hot oil 8. simmer h. cook meat, or vegetables without liquid in an oven or over a re A. ____________ B. ____________ B. ____________ C. ____________ C. ____________ D. ____________ D. ____________ E. ____________ E. ____________ F. ____________ F. ____________ G. ___________________ G. ___________________ H. ___________________ H. ___________________ 2 Complete the sentences with the correct form of the verbs in 1. 1. Don’t ______ the cucumber into chunks. ______ it thinly. 2. My mother usually ______ some cheese and ______ it over the pasta. 3. ______ the chicken in white wine for one hour before roasting. 4. To make this cake successfully, you should ______ the eggs lightly. 5. ______ the prawns into the batter. 6. Can you ______ the butter on this slice of bread for me? 9 Unit 7/ Recipes and Eating Habits 4 a What can you see in the pictures? Do you know what dish these ingredients are used for? Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 Vocabulary Ask Ss to call out some verbs for preparing and cooking foods they remember from the previous lesson. Tell them that in this lesson they are going to learn some similar verbs. These will help them use the language correctly when talking about recipes. 1 Have 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 con rm the correct answers at this stage. Have Ss explain the meaning of each verb in English or Vietnamese. Correct Ss’ explanations when needed. – whisk: beat eggs, cream, etc., with a special tool to add air and make the food light (đánh trứng, kem…) – slice: cut something into thin at pieces (thái lát) – grate: rub food (e.g. cheese) against a grater in order to cut it into very small pieces (nạo) – dip: put something quickly into a drink, sauce or batter and take it out again (nhúng) – chop: cut something into pieces with a knife (chặt, cắt) – spread: put a layer of a substance evenly onto the surface of something (phết) – sprinkle: shake small pieces of something, or drops of a liquid, on something (rắc) – marinate: pour a mixture, usually containing oil, wine or vinegar, and herbs and spices, over meat or sh before it is cooked to add avour or make it tender (ướp) Now have Ss look at their answers on the board and say if these are correct. Key: A. chop B. slice C. grate D. marinate E. whisk F. dip G. sprinkle H. spread 2 The purpose of this exercise is to help Ss use the verbs correctly to talk about food preparation. Ask Ss to work in pairs to do the exercise. Check the answers as a class. If time allows, have Ss make sentences. Key: 1. chop; Slice 2. grates; sprinkles 3. Marinate 4. whisk 5. Dip 6. spread 3 Have Ss do this exercise individually and then compare their answers with a partner. Check and con rm the correct answers. Have Ss give the Vietnamese translation of the words if needed. Key: 1. g 2. f 3. h 4. c 5. e 6. a 7. d 8. b 4 a Ask Ss to answer the two questions. Elicit their answers. Ask them if they have ever eaten or made a pizza. If Ss have eaten pizza, ask them if they like the dish. If they have made a pizza themselves, ask them to describe the process of making one brie y. Key: tomato sauce, onion, cheese, apple, bacon, pizza base → pizza Unit 7/ Recipes and Eating Habits 9T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com b Complete the instructions below with the verbs in 1 and 3. One verb is used twice. 5 Listen to the conversations. Draw or at the end of each line. Practise the conversations with a partner. 1. A: What do we need to make a pizza? B: A pizza base, some cheese, some bacon, an onion, and an apple. A: An apple? B: Yes, an apple. 1. ______ the onion, bacon and an apple. 3. ______ the tomato sauce on the pizza base. 5. ______ the chopped onion, bacon and apple on top. 2. ______ the cheese. 4. ______ the cheese on the pizza base. 6. ______ the pizza in the oven for about 10 minutes. 2. A: What’s for dinner? B: We’re eating out tonight. A: We’re eating out? B: Right. 3. A: I can’t eat this dish. B: Why not? A: I’m allergic to prawns. B: Allergic to prawns? A: Yes, my skin turns red when I eat them. 6 a Work in pairs. Complete the mini-dialogues with suitable statement questions. 1. A: Let’s have pasta tonight. B: I don’t like pasta. A: _________________________________________? B: No. It makes me fat. 2. A: What should I do next? B: Add some salt to the salad. Do you think you can make a pizza yourself? Pronunciation Tones in statements used as questions A: _________________________________________? I thought you didn’t like salty food. B: But it’s so tasteless. b Practise the mini-dialogues using the correct intonation. REMEMBER! A statement can be used as a question to check that the information we have is correct. When we pronounce a statement question, our voice goes up at the end. Listen to this part of the conversation in GETTING STARTED again and pay attention to the tone of Nick’s mum’s statement question. Nick: Mum, the prawns are pink now. (statement) Nick’s mum: They’re pink? (statement question) Nick: Yes. In contrast, our voice goes down at the end of a Wh-question. Example: Where did I put my glasses? 10 Unit 7/ Recipes and Eating Habits 10 Unit 7/ Recipes and Eating Habits Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com b Have Ss complete the instructions individually and then compare their answers with a partner. Check the answers as a class. Ask Ss who have not made a pizza before if they can make a pizza themselves after reading the instructions. Key: 1. Chop 2. Grate 3. Spread 4. Sprinkle 5. Spread 6. Bake Pronunciation Tones in statements used as questions Explain to Ss the meaning of ‘statement’ (a telling sentence that ends with a full stop) and ‘statement question’ (used to check information; has the order of a statement but ends with a question mark). Play the part of the conversation in GETTING STARTED which includes a statement question. Ask Ss to pay attention to the intonation of the sentences. Ask them to give comments. Now have Ss read the information in the REMEMBER! box. Answer any questions from Ss, and ensure that Ss understand the information. 5 Ask Ss to read through the three conversations. Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence. Have Ss compare their answers in pairs. Call on some pairs to read the conversations out loud. Correct any mistakes. For a more able class, have Ss work in pairs and draw the arrows rst. Then play the recording for them to check their answers. Audio script + Key: 1. A: What do we need to make a pizza? B: A pizza base, some cheese, some bacon, an onion, and an apple. A: An apple? B: Yes, an apple. 2. A: What’s for dinner? B: We’re eating out tonight. A: We’re eating out? B: Right. 3. A: I can’t eat this dish. B: Why not? A: I’m allergic to prawns. B: Allergic to prawns? A: Yes, my skin turns red when I eat them. 6 a Ask Ss to work in pairs to complete the mini-dialogues with suitable statement questions. Call on some pairs to write their answers on the board. Give comments when needed. b Have Ss practise the mini-dialogues and act them out in front of the class with the correct intonation. Ask other Ss to comment. If time allows, let Ss write their own mini-dialogues with statement questions. Suggested answer: 1. You don’t like pasta?/Don’t like pasta? 2. Add some salt? Unit 7/ Recipes and Eating Habits 10T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 2 2 Match the food quanti ers with the nouns. Grammar Quanti ers: review 1 Fill each blank with a, an, some, or any. Tom: Nina, you’re drinking (1)______ cola for breakfast? Nina: Yes, (2)______ glass of Coke and (3)______ crisps. That’s my favourite. Tom: Don’t you know that is a very bad way to start your day? Nina: Why is it bad? Tom: Breakfast is the rst meal of the day, so it’s very important to eat nutritious things. Nina: Such as? Tom: If you can’t cook (4)______ food yourself, have (5)______ bowl of cereal and (6)______ milk. Then eat (7) ______ apple. Nina: But there isn’t (8) ______ milk in the fridge. Tom: Go out and buy (9) ______. Look out! When talking about food and recipes, we usually use food quanti ers to specify the quantity. Here are some of them: Some quanti ers can go with more than one noun. 1. a teaspoon of a. milk 2. a bottle of b. garlic 3. 300 grams of c. celery 4. a stick of d. cabbage 5. a bunch of e. salami 6. a head of f. beef 7. a slice of g. sugar 8. a clove of h. grapes 3 a Read the instructions to make a chicken salad. Fill each blank with a word/phrase in the box. tablespoons some an 200 grams teaspoon (x2) a teaspoon of a teaspoon of a tablespoon of a bag of a carton of a pinch of a handful of a stick of Boil (1)______ of lean chicken. While the chicken is cooking, wash two cucumbers, chop them in half and slice them. Then peel (2)______ onion and slice it. Mix the sliced cucumber and a cup of a bottle of a tin of a tin of a kilo of 100 grams of a stick of a bunch of a head of a slice of a loaf of a clove of onion in a bowl. Add two (3)______ of vinegar, a (4)______ of salt and a (5)______ of sugar into the bowl and mix well. Leave the mixture to marinate for 10 minutes. Now slice the cooked chicken and combine it with the mixture in the bowl. Before eating, add (6)______ pepper. b Work in pairs. Think about a simple salad. Write the instructions on how to make it using the quanti ers and cooking verbs you have learnt. Share the instructions with the whole class. Vote for the best salad. 11 Unit 7/ Recipes and Eating Habits Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 2 Grammar Quanti ers: review Ask Ss what a quanti er is. If needed, brie y explain to them that a quanti er is a word or phrase that expresses quantity or amount. Tell Ss that they have already learnt, and know, quite a few quanti ers. Elicit examples from Ss. T may organise a short warm-up activity with this content. Ss work in pairs to write down all quanti ers they know in two minutes. The winner is the pair which has the most answers. 1 Ask Ss about the use of the four quanti ers. Make any necessary comments. Have Ss do this exercise individually and then compare their answers in pairs. Key: 1. a 2. a 3. some 4. some/any 5. a 6. some 7. an 8. any 9. some Tell Ss that when talking about recipes people usually use food quanti ers and that the Look out! box contains the most common ones. Have Ss read the information in the Look out! box. Explain any unclear points. If time allows, ask Ss to give examples with the quanti ers. Ss may also add some more food quanti ers they know to the list. 2 Have Ss do the exercise individually and then compare their answers with a partner. Remind them that some quanti ers can go with more than one noun. Check the answers as a class. Key: 1. a, g 2. a 3. f, g 4. c 5. h 6. b, d 7. e, f 8. b 3 a Have Ss work in pairs to read the instructions to make a chicken salad and to ll each blank with a word/ phrase from the box. Check as a class. Key: 1. 200 grams 2. an 3. tablespoons 4. teaspoon 5. teaspoon 6. some b Ask Ss to work in pairs, and think about a simple salad they know. Together Ss write the instructions to make it. Call on some pairs to read aloud their instructions. Other Ss listen, make comments, and vote for the best salad. T may also organise a competition. Have Ss work in groups to write the instructions to make a salad on a big piece of paper. Once they have nished, each group sticks their instructions on the board. A board of ve Ss act as examiners. This board reads the instructions and gives each group a mark. Unit 7/ Recipes and Eating Habits 11T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Modal verbs in conditional sentences type 1 4 Read these sentences from the conversation in GETTING STARTED. Pay attention to the underlined part and answer the questions. Mi: I can wash the spring onions if you like, Mrs Warner. … Nick’s mum: … You should be careful if you use the red knife – it’s sharp. 1. What does can in the rst sentence express? 2. What does should in the second sentence express? In conditional sentences type 1, we use a simple present tense in the if-clause and will + bare in nitive in the main clause. This is the standard form. Instead of will, we can use other modal verbs such as can, must, may, might or should in the main clause to express ability, permission, advice, possibilities, necessity, etc. Example: t *G ZPV DVU ZPVS ö OHFS JU will bleed. (standard form) t *G ZPV ö OJTI ZPVS EJOOFS ZPV can watch TV. (permission) t 4IF can learn to become a good cook if she tries hard. (ability) t *G IF MJLFT FBUJOH TQJDZ GPPE IF may/might add chilli. (possibility) t *G ZPV EPO U XBOU UP HFU CVSOU ZPV must follow these safety instructions. (necessity) t *G ZPV GFFM VOXFMM ZPV shouldn’t eat fast food. (advice) 5 Match the rst half of the sentence in A with the second half in B. A B 1. If we have more money, a. if he wants to eat them raw. 2. If she eats less fast food, b. you should use less salt. 3. He must wash the vegetables carefully c. we can eat out more often. 4. If you cook for Hung, d. you can have a bar of chocolate tomorrow. 5. My mum may be surprised e. she may lose weight. 6. If you eat healthy food tonight, f. if my dad cooks dinner. 6 What will you say in these situations? Use suitable modal verbs with conditional sentences type 1. Example: Your friend, Mai, is not good at cooking, but she wants to study abroad. You think learning to cook is a good idea because she can cook for herself when she’s away from home. Give her some advice. → If you want to study abroad, you should learn to cook. 1. Your father likes salty food, but you think it is necessary to reduce the amount of salt in his food. Otherwise, his health will su er. You share your opinion with him. → ______________________________________________. 12 Unit 7/ Recipes and Eating Habits 12 Unit 7/ Recipes and Eating Habits 2. Your brother is a good eater. He’s able to eat three bowls of rice when he’s hungry. You tell this to your friend. → ______________________________________________. 3. You want to take a cooking class. Your mum agrees but asks you to choose a class at the weekend. Here is what she says to you. → ______________________________________________. 4. Your friend o ers you a slice of pork, but you see that it is undercooked. You refuse because it is possible that you will have a stomachache. You tell this to her. → ______________________________________________. 5. Your sister is making a cake. You advise her to whisk the eggs for 10 minutes so that the cake is lighter. → ______________________________________________. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Modal verbs in conditional sentences type 1 4 Have Ss read the two given sentences and answer the questions. Elicit their answers and con rm the correct ones. Key: 1. ability 2. advice Ask them to give the standard form of conditional sentences type 1. T may call on one student to write the form on the board. Now have Ss read the information and examples in the grammar box. Write the form of the examples on the board: If + S + V (present simple), S + can/must/may/might/should + V (in nitive). 5 Have Ss do the exercise individually and then compare their answers in pairs. Ask some Ss to read out loud the complete sentences. Key: 1. c 2. e 3. a 4. b 5. f 6. d 6 Have Ss work in pairs to read the situations and write appropriate if-sentences. Call on some Ss to write their sentences on the board. Give necessary correction. If time allows, organise a quick game. Ss work in groups and write down two situations. After ve minutes, have a representative from one group stand up and read out one situation. This student points at a random student in another group to give a conditional sentence type 1 with a modal verb. If the sentence is correct, the group gets one point. The groups take turns to read their situations. The winner is the group with the most points. Make sure the groups have equal opportunities to give the answers. Suggested answers: 1. If you want to have good health, you must reduce the amount of salt in your food. 2. If my brother is hungry, he can eat three bowls of rice. 3. You can take a cooking class if it is at the weekend. 4. If I eat this undercooked pork, I may have a stomachache. 5. You should whisk the eggs for 10 minutes if you want a lighter cake. Unit 7/ Recipes and Eating Habits 12T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION 1 Look at the picture. Answer the questions. 1. Can you guess the name of the dish in the picture? 2. What do you think the ingredients are for this dish? 2a Now listen to the rst part of a talk where Mi is presenting how to prepare the ingredients. Check your answers. b Listen to the rst part of the talk again. Fill each blank with a word/phrase. Ingredients: - (1) ______ of pumpkin - (2) ______ shallots - (3) ______ of celery - (4) ______ of butter - (5) ______ of fresh cream - (6) ______ of salt Preparation: - (7) ______ the pumpkin, and (8) ______ it into cubes - (9) ______ the shallots and (10)______ them - wash the celery and remove the (11)______ 3 a Read the steps to make the dish. Rearrange them into the correct order. a. Add the cream and simmer for 2 to 3 minutes. b. Heat the butter in a deep pan, add the shallots and celery and stir fry for a few minutes. c. Purée the soup in a mixer until it is smooth. d. For the nishing touch, garnish it with some celery leaves. e. Add the pumpkin and stir fry for a few more minutes. f. Add 750ml of water and a pinch of salt and cook until the pumpkin is tender. Cool for 10 minutes. b Listen to the second part of the talk and check your answer. c Listen to the second part again. What are the health bene ts of this dish? 13 Unit 7/ Recipes and Eating Habits Extra vocabulary purée shallot garnish cube tender 4 a Work in groups. Choose a dish you like. Discuss its ingredients, how to prepare it and the steps to cook it. Write your ideas on a large sheet of paper. Name of the dish: ___________________________ Ingredients: _______________________________ _______________________________ _______________________________ Preparation: _______________________________ _______________________________ _______________________________ Steps: _______________________________ _______________________________ _______________________________ _______________________________ Bene ts of the dish: ________________________ b Organise a gallery walk. Move around to each group and listen to their presentation. Vote for the best dish. 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 learn how to cook one kind of soup. Go through the Extra vocabulary with Ss. If Ss do not know any word in the box, quickly teach it. To teach the words shallot and cube, T may draw the pictures on the board. To teach other words, use simple explanations and examples or give de nitions. – purée (v): make fruit or vegetables into a thick, smooth sauce, usually in a blender – garnish (v): decorate a dish of food with a small amount of another food – tender (adj): soft or easy to chew e.g. ‘my grandmother can only eat beef if it is tender, so my mother has to stew it for one hour’ 1 Have Ss look at the picture and answer the questions. Quickly elicit their answers and write them on the board. Do not con rm the correct answers now. 2 a Play the rst part of the recording for Ss to check their answers. Con rm the correct ones. Key: 1. pumpkin, celery, shallots, butter, salt, cream b Play the recording again for Ss to do the exercise. Have them compare their answers in pairs. Call on two Ss to write their answers on the board. Ask other Ss to correct these answers if needed. Play the recording one more time for Ss to check their answers. Pumpkin soup is my family’s favourite soup. We usually have it for breakfast with some slices of bread. It’s Audio script (part 1): quick and simple to cook. The ingredients are: a kilo of pumpkin, two shallots, two sticks of celery, two tablespoons of butter, two tablespoons of fresh cream, and a pinch of salt. Before cooking, peel the pumpkin and chop it into cubes. Peel the shallots and slice them. Next, wash the celery and remove the leaves. Key: 1. a kilo/one kilo 2. two 3. two sticks 4. two tablespoons 5. two tablespoons 6. a pinch 7. peel 8. chop 9. peel 10. slice 11. leaves 3 a+b Have Ss read the steps to cook the soup and try to rearrange the steps. Ask some Ss to write their order on the board. Play the recording for Ss to check their answers. Ask Ss to comment on the orders on the board. If there are any unclear points, play the recording a second time. Key: 1. b 2. e 3. f 4. c 5. a 6. d c Without playing the recording again, ask Ss about the bene ts of the soup. If Ss are not sure about any points, play the recording again. Have one student talk about the bene ts. Key: - a good source of bre, minerals, and vitamins, especially vitamin A - improve your eyesight and protect yourself from certain cancers Audio script (part 2): Audio script (part 2): Here are the steps to make the soup: – Heat the butter in a deep pan, add the shallots and celery and stir fry for a few minutes. – Add the pumpkin and stir fry for a few more minutes. – Add 750ml of water and a pinch of salt and cook until the pumpkin is tender. Cool for 10 minutes. – Purée the soup in a mixer until it is smooth. – Add the cream and simmer for 2 to 3 minutes. – For the nishing touch, garnish it with some celery leaves. Pumpkin soup is very healthy. It’s a good source of bre, minerals, and vitamins, especially vitamin A. If you eat this soup regularly, you can improve your eyesight and protect yourself from certain cancers. 4 a Have Ss work in groups to discuss a dish they like. Ss take notes of the ingredients, how to prepare the dish, and the steps to cook it on a big piece of paper. Move around to provide any necessary help. b Ask groups to stick their answers on the walls around the class. Ask other Ss to move around to each group and listen to the group’s presentation about the dish. Have Ss vote for the best dish and explain the reasons. Unit 7/ Recipes and Eating Habits 13T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 1 Reading 1 Work in pairs. Answer the questions. AC BD 1. What can you see in each picture? 2. Have you ever tried the dishes in the pictures? If so, how did you nd them? 2 Now read an article about Japanese eating habits. Match the headings (1-3) with the paragraphs (A-C). 1. The art of arranging dishes 2. The habit of having raw food and simple sauces 3. Components in a typical Japanese meal Japanese people are famous for their well-balanced and healthy diet. That is the main reason for their longevity. B The most important characteristic of their eating habits is they like raw food and do not use sauces with a strong flavour. Two typical examples are sashimi and sushi. The Japanese make sashimi simply by cutting fresh fish. Then they serve it with a dipping sauce made from soy sauce and spicy Japanese horseradish (wasabi). Sushi is similar. The cooked, vinegared rice can be combined with raw fish, prawn, avocado, cucumber or egg. Sushi is usually served with soy sauce and pickled ginger. A C Typically, a Japanese meal consists of rice, miso soup, the main dish(es) and pickles. Rice is the staple and plays a central part in people’s eating habits. Japanese rice is sticky and nutritious, so when combined with the main dishes and the soup, they make a complete meal. The portions of each dish are individually served. 3 Read the article again and answer the questions. 1. What is the most important feature of Japanese eating habits? 2. How do they make sashimi? 3. What sauce can both sashimi and sushi be served with? 4. How many components are there in a typical Japanese meal? 5. How is rice important in Japanese meals? 6. Why do people say that the Japanese eat with their eyes? 14 Unit 7/ Recipes and Eating Habits It is said that the Japanese eat with their eyes. Therefore, the arrangement of dishes is another significant feature of their eating habits. If you join a Japanese meal, you may be excited to see how the colourful dishes are arranged according to a traditional pattern. In addition, there are plates and bowls of different sizes and designs. They are carefully presented to match the food they carry. Speaking 4 Work in groups. Discuss the eating habits of Vietnamese people. You can use the following questions as cues. 1. What is the most important feature of Vietnamese eating habits? 2. What are the typical components in a Vietnamese meal? 3. What is the staple of our country? 4. How are the dishes arranged? 5. Are there any other characteristics of our eating habits that you know? 6. In general, do Vietnamese people have healthy eating habits? 5 Imagine that you take part in an international competition in which competitors talk about the eating habits of their own country. Present your group’s ideas about Vietnamese eating habits. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 1 Reading 1 Have Ss work in pairs to discuss the questions. Elicit their answers. Because it is an open activity, accept di erent answers. Suggested answers: Picture A: di erent types of sushi Picture B: miso soup Picture C: a bowl of rice Picture D: sliced cucumber/pickled cucumber 2 Ask Ss to read the headings quickly. Make sure they understand the meaning of each heading. Now Ss read the paragraphs and match them with the headings. Ask them to compare their answers with a classmate. Elicit their answers. Key: A. 3 B. 2 C. 1 3 Have Ss read the article again to answer the questions. Ss can underline parts of the text that help them with the answers. Ask Ss to compare their answers before giving the answers to T. Ask them to give evidence when giving the answers. Key: 1. They like raw food and do not use sauces with a strong avour. 2. They cut fresh sh. 3. Both can be served with soy sauce. 4. There are four (rice, miso soup, main dish(es), pickles). 5. Rice is the staple food and is very nutritious. 6. Because the dishes are presented in di erent bowls and plates, and are arranged carefully according to a traditional pattern. Speaking This part helps Ss understand more about the eating habits of Vietnamese people. 4 Have Ss work in groups to discuss the eating habits of Vietnamese people. Ss use the questions provided as cues. Move around the class to provide help. Ask the groups to organise their ideas to prepare for a short presentation. 5 Have one group of Ss act as examiners and other groups as competitors. The groups take turns to present their ideas. If there is not much time left, allow about two or three groups to present. Invite comments from the examiners. Give additional comments. Reference for teachers (this note provides some general information; T can add more speci c details to match the context of each area) Vietnamese eating habits Vietnamese food is varied and distinctive. It is considerably low fat and high in carbohydrates. Traditional Vietnamese cooking usually uses fresh ingredients, little dairy and oil, and various herbs and vegetables. Di erent sauces such as sh sauce, shrimp paste, and soya sauce are quite popular in various regions. There is no concept of ‘courses’ in a Vietnamese meal. A meal consists of various dishes: main dish (meat, sh, egg or tofu), vegetable, soup and rice. Rice is the staple in Viet Nam. In many families, people eat around a tray of food with a small bowl of sh sauce in the middle. Around this bowl are the dishes. If people place the food on a table, a similar arrangement is followed. Dishes are served communally. Usually there is a big dish/bowl of each dish, and people use chopsticks and spoons to get their share. In general, Vietnamese food is considered healthy and is popular in other countries. Unit 7/ Recipes and Eating Habits 14T Tron Bo SGK: htts://bookiaokhoa.com SKILLS 2 Listening Download Ebook Tai: https://downloadsachmienphi.com 3 Listen again and complete the table. Use no more than three words for each blank. 1 Work in pairs. One of you looks at Picture A, and the other looks at Picture B on page 17. Ask each other questions to nd out the di erences between your pictures. Picture A What do the pictures tell you? 2 4Teen Radio is asking two students about their eating habits. Listen to what they say and decide if the statements are true (T) or false (F). T F 1. Nicolas gets up too late to have a real breakfast. 2. It’s di cult to buy his lunch at the school canteen. 3. He’s considering changing his eating habits. 4. Both Maya and her brother have good eating habits. 5. She thinks breakfast should include nutritious food. 6. She cooks dinner for her family. 15 Unit 7/ Recipes and Eating Habits Name Breakfast Lunch Dinner Nicolas some (1)______ buys at school canteen ● a (2)______ ● a packet of (3) ______ ● a cola ● (4) ______ ● noodles ● egg ● few (5)______ Maya ● a bowl of (6) ______ ● a glass of milk ● (7)______ brings lunch box ● (8) two ______ ● (9) a ______ ● salad ● sometimes sushi favourite: ● (10)______ ● lean grilled chicken Writing 4 Work in pairs. Ask and answer questions about each other’s eating habits. Take notes of your partner’s answers in the table. Name Breakfast Lunch Dinner Do you think your partner has healthy eating habits? Why/Why not? Is there anything he/she should change if he/she wants to be healthier? 5 a Write about your partner’s eating habits. Include information about his/her meals, your opinion about his/her eating habits and possible changes. b Exchange your work and give comments. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 2 Listening 1 Have Ss do this activity in pairs. They ask each other questions to nd out the di erences between the two pictures. Elicit the answers from Ss. Ask them to describe the underlying meaning of the pictures. Suggested answers: - Picture A: A boy is eating chocolate. On the table there are junk foods such as crisps, a hamburger, soft drinks, and sweets. The boy looks fat. - Picture B: A girl is having rice. On the table we can see soup, sh, vegetables, and watermelon. The girl looks slim and t. - Meaning: They show the contrast between healthy eating and unhealthy eating. 2 Tell Ss that they are going to listen to two students talking about their eating habits. Before listening, Ss read through the statements to make sure they understand them and to underline key words. Play the recording for them to do the exercise. Call on one student to write the answers on the board. Ask other Ss if they agree with them. Play the recording a second time for Ss to check. Don’t con rm the correct answers now. 3 Without listening to the recording again, Ss complete the table by lling each blank with no more than three words. Have 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 con rm the answers for both 2 and 3. Key: 2 1. T 2. F 3. T 4. F 5. T 6. F 3 1. biscuits 2. hamburger 3. crisps 4. fried beef 5. vegetables 6. cereal 7. a banana 8. slices of bread 9. boiled egg 10. steamed sh Audio script: Audio script: Nicolas: I don’t have a proper breakfast. I never have time because I always get up late. Normally, my mum buys a packet of biscuits and I have some on the school bus. At lunchtime, I’m always hungry, so I have a hamburger, a packet of crisps, and a cola. I can easily get them at the school canteen. For dinner, I like fried beef, noodles, and eggs. I don’t really eat vegetables because they aren’t tasty. My mum says my eating habits are unhealthy. I’m thinking about changing them. If I continue eating like this, I may become overweight. Writing Maya: My brother doesn’t have healthy eating habits, but I do. For breakfast, I usually have a bowl of cereal, a glass of milk, and a banana. It’s important to start a new day with a good breakfast, so I tend to have nutritious things. I don’t buy lunch at school; instead, I prepare my lunch box with two slices of bread, a boiled egg, and salad. Sometimes, my mum makes sushi for my lunch. In the evening, my mum and I cook dinner. My favourite is steamed sh. Lean grilled chicken is also a dish I like for dinner. 4 Ask Ss to work in pairs. They ask and answer questions about each other’s eating habits, and take notes of their partner’s answers in the table. After that give Ss a few minutes to read their notes again to answer the questions provided. T should move around to give comments as there may not be enough time for checking with the whole class. 5 a+b Ask Ss to write about their partner’s eating habits. When they have nished, Ss exchange their writing to spot any mistakes. Have Ss share the mistakes with the whole class. T may collect some Ss’ work to mark at home, or T may ask them to rewrite the exercise as homework. In this case, remember to ask for Ss’ revised work in the next lesson. Sample writing: My friend, Trang, does not have healthy eating habits. She sometimes skips breakfast. When she has it, she usually buys a hamburger and a soft drink from a café near our school. For lunch, her favourite is fried rice and deep-fried chicken. The good thing is that she prefers to have dinner at home. However, she likes eating a lot of rice and fatty pork for dinner. She rarely eats vegetables, but loves fruits. I think Trang should change her diet. First, if she wants to have more energy for the day, she should never skip breakfast. Second, she must reduce the amount of fast food she eats. Also, eating more vegetables would be good for her. She should also eat less rice for dinner. These changes will de nitely keep her t. Unit 7/ Recipes and Eating Habits 15T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK Vocabulary 1 Match the words in A with their description or de nition in B. A B 1. garnish a. drop a few pieces or drops of something over a surface 2. versatile b. put something quickly into a sauce and take it out again 3. purée c. pour a mixture, usually containing oil, wine or vinegar and herbs and spices, over meat or sh before it is cooked to add avour or make it tender 4. dip d. decorate a dish of food with a small amount of another food 5. sprinkle e. having many di erent uses 6. marinate f. remove the outer layer of food 7. whisk g. make fruit or vegetables into a thick, smooth sauce, usually in a blender 8. peel h. beat eggs, cream, etc., to add air and make the food light 2 Write a verb for a cooking method under each picture. The rst letter has been provided. A. s___________ B. d___________ C. s___________ D. b___________ E. r___________ F. g___________ G. s____________________ H. s___________________ G. s H. s 16 Unit 7/ Recipes and Eating Habits 16 Unit 7/ Recipes and Eating Habits 3 Fill each blank with a word/phrase in the box. There is one extra word. stew sushi grill steam hamburger deep-fry Well, I think there are some ways to keep fit. Firstly, we should eat healthily. Don’t eat too much fast food. Some people have a big (1)______ and a soft drink for lunch. It isn’t a good idea because that meal doesn’t include any vegetables. Instead, if they want to have a quick healthy lunch, they should buy some avocado (2)______. Secondly, we shouldn’t (3)______ food. We should (4)______ it. Steamed dishes don’t use any fat. If you like, you can also (5)______ lean meat with vegetables. It’s healthy and nutritious. Grammar 4 Circle the correct answer. 1. Don’t put too much bacon in the dish. A pinch/ slice is enough. 2. To make this soup, you need two slices/sticks of celery. 3. There isn’t some/any butter in the fridge. We should go to the supermarket to buy some/any. 4. Can you go to the convenience store and buy me a tin/bag of rice? 5. Slice a clove/loaf of garlic, then add some honey. 6. Look! This bunch/cup of grapes is so fresh. 5 Complete the sentences with your own ideas. Use the modal verbs provided. 1. If you keep eating fast food, ___________________ ______________________________. (might) 2. If you promise to nish your homework tonight, _________________________________. (can) 3. _______________________________________________ if he doesn’t want to have toothache. (should) 4. _______________________________________________ if she wants to lose weight. (must) 5. If you join this cooking lesson, _________________ __________________________________. (can) 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 self-assessment box at the end of the unit. Vocabulary 1 Have Ss do this exercise individually and then compare their answers with a partner. Call on Ss to read out loud their answers. Key: 1. d 2. e 3. g 4. b 5. a 6. c 7. h 8. f 2 Ask Ss to complete the words individually. Check Ss’ answers as a class. If time allows, call on one or two Ss to write their answers on the board. Key: A. steam B. deep-fry C. stir-fry D. bake E. roast F. grill G. simmer H. stew 3 Ask Ss to do this exercise individually. Have some Ss read out their answers. Con rm the correct ones. Key: 1. hamburger 2. sushi 3. deep-fry 4. steam 5. stew Grammar 4 Have Ss do this exercise individually. Check the answers as a class. T may ask Ss to explain their choice. Key: 1. slice 2. sticks 3. any - some 4. bag 5. clove 6. bunch 5 Ask Ss to write the sentences individually. Have two Ss write the sentences on the board. Ask other Ss to give comments. Correct the sentences if needed. Suggested answers: 1. If you keep eating fast food, you might become overweight. 2. If you promise to nish your homework tonight, you can go to the cinema with your friend. 3. He should eat less sweets if he doesn’t want to have toothache. 4. She must eat less rice and bread if she wants to lose weight. 5. If you join this cooking lesson, you can cook many delicious dishes. Unit 7/ Recipes and Eating Habits 16T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 Rearrange the lines to make a complete conversation. A. That’s right. It’s the rst time I’ve made them. B. What a pleasant Sunday morning it is! C. Shall I peel the bananas for you? D. I can’t wait to try your rst pancakes! They look delicious. E. Yes. It’s cool and sunny. What are you doing? F. I’m making some pancakes. G. Sure, you can give me a hand if you want to. H. Really? Will we have them with honey? I. Some pancakes? J. Yes, some honey and some slices of banana. Picture B Finished! Now I can… ● use lexical items related to dishes and ways of preparing and cooking some food ● ask statement questions with the correct intonation ● use some quanti ers correctly ● write and use conditional sentences type 1 with modal verbs ● read for general and speci c information about the eating habits of Japanese people ● talk about the eating habits of Vietnamese people ● listen for speci c and detailed information about teenagers’ eating habits ● write about the eating habits of a classmate PROJECT A survey on eating habits 1 Work in groups. Go to other classes and ask di erent students about their eating habits. Write the students’ answers in the table. Question Student 1 Student 2 Student 3 Student 4 Student 5 1. How often do you eat fast food? 2. How often do you eat homemade food? 3. How many meals do you have per day? 4. Which meal is the most 4. important to you? 5. Which do you prefer: eating at home or eating out? 6. What is your favourite dish? 2 Now work together again. Analyse the answers you have got and organise them in the form of an answer to each question. This could be done using a visual organiser such as a chart. 3 In general, do the students at your school have healthy eating habits? Present your group’s ndings to the class. 17 Unit 7/ Recipes and Eating Habits Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 Have Ss rearrange the lines to make a complete conversation, rst individually and then share their answers with a partner. Ask some pairs to read out loud the conversation. Key: 1. B 2. E 3. F 4. I 5. A 6. H 7. J 8. C 9. G 10. D Finished! Ask Ss to complete the self-assessment. Identify any di culties and weak areas and provide further practice if necessary. PROJECT A survey on eating habits The project helps Ss to learn more about their schoolmates’ eating habits. To gain the best results, The project helps Ss to learn more about their schoolmates’ eating habits. To gain the best results, tell Ss about the project early in the unit (i.e. when you teach the COMMUNICATION section), so that they have enough time to gather and analyse the information. Activities 1 and 2 can be done as homework. 1 Have Ss work in groups of four or ve. They go to other classes and ask di erent Ss about their eating habits. To reduce the workload, each student interviews three other Ss and records their answers in the table. This should be done early in the unit. 2 Group members meet together and organise the answers in the form of an answer to each question. The following table can serve as an example. This summarises the answers of 12 Ss (Ss work in groups of 4). Question St 1 St 2 St 3 St 4 St 5 St 6 St 7 St 8 St 9 St 10 St 11 St 12 1. How often do you eat fast food? 2. How often do you eat homemade food? 3. How many meals do you have per day? 4. Which meal is the most important to you? 5. Which do you prefer: eating at home or eating out? 6. What is your favourite dish? Their ndings might look like this: – Question 1: Of 12 students answered, only three usually eat fast food. Four of them sometimes eat fast food, and ve never have this kind of food. – Question 2: … 3 Have groups present their ndings to the class. Finally, they conclude whether Ss at the school have healthy eating habits. Unit 7/ Recipes and Eating Habits 17T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Unit 8 TOURISM Nick: Ha ha! That’s not really my cup of tea. Perhaps I should go to Japan and stay at a seaside resort, eating sushi and sashimi GETTING STARTED Travel plans 1 Listen and read. Nick: Hi, Chau. How are things? Chau: Good. Have you made up your mind about where to go on holiday? Nick: Well, I’ve narrowed it down to two countries – my rst choice is France and my second is Japan. What do you think? Chau: Well, France is one of the largest countries in Europe. Since we’ve got a four-week summer holiday, you could go on a cycling tour of the country or go on a package tour. Nick: No, I’m not into package tours. I’d like to visit the Alps, and climb Mont Blanc - the highest mountain in Western Europe. I’d also love to explore Paris, and go sightseeing in the historic city of Versailles. Chau: Sounds exciting! I think it’s quite warm there, much warmer than in Britain. I can just picture you, tanned and relaxed, tasting delicious local specialities like frogs’ legs and snails! every day! Anyhow, Japan is only my second choice. Chau: Right. So what do your parents think about your plans? Nick: Oh, they’re cool. I’m glad that they let me make my own decisions. Chau: Lucky you. Whatever you decide, you’ll have a good time. Nick: So what about you? Planning anything? Chau: Well, my family … (fades out) 18 Unit 8/ Tourism Now begin the new unit. Write the unit title on the board. Tell Ss that this unit is about travelling and tourism. T may ask Ss to name some famous tourist attractions in Viet Nam, especially those in or near their region. 18-19 Unit 8/ Tourism Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Objectives: THIS UNIT INCLUDES: VOCABULARY Tourism Compound nouns PRONUNCIATION Tones in asking for information GRAMMAR Articles: other uses SKILLS • Reading for general and speci c information about a tourist attraction • Talking about one’s choice of holiday • Listening for speci c information about the bene ts of tourism to an area/country • Writing a paragraph about the negative e ects of tourism on an area/country COMMUNICATION Discussing a place/country you would like to visit on holiday Unit 8/ Tourism 19 1 Let Ss open their books to GETTING STARTED. Tell them to look at the picture and answer the questions: What are Nick and Chau talking about? What place/city may they be mentioning? What do you know about this city/country? … By the end of this unit, students can: • use the lexical items related to tourism • identify tones in asking for information and ask questions for information with the correct intonation • use common compound nouns correctly • use a, an, the and zero article correctly and appropriately • read for general and speci c information about a tourist attraction • talk about their choices of holiday • listen for speci c information about the bene ts of tourism to an area/country • write a paragraph about the negative e ects of tourism on an area/country GETTING STARTED GETTING STARTED Travel plans Travel plans Introduction Introduction Before starting the new lesson, let Ss review the previous unit by making a comparison. Divide the board into two columns with a heading in the middle: “Eating habits” and some key words: staple foods, famous dishes, special foods at festivals, … On the top of one column write Western and on the other write Vietnamese. Ask Ss to use the key words to compare these two. Alternatively, ask Ss to compare the eating habits of old people and teenagers in Viet Nam (any di erences? any changes?) Then ask Ss to name famous foods and specialities of Viet Nam that foreign tourists enjoy most and write them on the board. Have Ss answer the questions as a class. Accept all possible answers and do not pause to correct mistakes. Then tell Ss that they are going to listen to Nick and Chau talking about Nick’s plans for his summer holiday. Play the recording and have Ss follow along. Unit 8/ Tourism 18T-19T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Find a word/phrase in the conversation that means: 1. made a decision: ______ 2. reduced it: ______ 3. a trip where your travel and hotels are arranged for you: ______ 4. move around and discover things: ______ 5. something you don’t really like: ______ Watch out! To be into sth means you like it very much. Example: ‘I’m really into sur ng!’ (I love it.) ‘I’m not into jazz.’ (I don’t listen to it.) To picture sth/sb means you can imagine it. Example: ‘I can just picture the mess at home.’ ‘I can’t picture Tom in a business suit.’ Lucky you is used to show that you think sb is lucky because she/he has sth or is able to do sth. b Tick ( ) true (T) or false (F). T F 1. Chau and Nick are going to have their winter holiday. 2. A package tour is not interesting to Nick. 3. Chau is teasing her friend about eating frogs’ legs. 4. Nick has decided to stay at a seaside resort in Japan. 5. Nick’s parents are very controlling. c Answer the following questions. 1. What does ‘Oh, they’re cool’ mean? 2. What is the weather like in France in the summer? 3. What would Nick like to do in France? 4. What wouldn’t Nick like to do in France? 5. How do we know that Chau’s parents don’t allow her as much freedom as Nick’s parents? 2 Collocation: Which word goes with which list below? TOUR HOLIDAY RESORT TRIP 3 Fill each blank with a word/phrase from the list. luggage price in advance seaside resort delayed souvenirs destination accommodation Most people enjoy travelling abroad, and having the chance to stay in an exotic city or a (1)______. You can meet new people, learn new things, and take home some interesting (2)______. But before you can do that, you have to reach your (3)______, and that can sometimes be a challenge! You need to make lots of preparation. You will probably have to reserve a seat (4)______ on planes, trains or buses. If you fl y, you may fi nd that your fl ight has been (5)______ or you have problems with your (6)______. In addition to the travel, it is oft en diffi cult to fi nd good (7)______ at a (8)______ which you can aff ord. Nevertheless, most people love to go on holiday. 4 QUIZ Give the names of the following. Choose one and talk about it with a partner. 1. The city in Viet Nam where the International Fireworks Festival is held annually 2. A structure near Beijing, China, that is one of the New7Wonders of the World 3. An island in Korea that is a popular place for a holiday 4. A local product that you would like to introduce to foreign visitors 5. A custom of your locality that might surprise tourists 6. Advice that you would like to give to a tourist visiting your area 1. summer, package, adventure 2. holiday, tourist, seaside 3. sightseeing, guided, package 4. boat, day, business 20 Unit 8/ Tourism 20 Unit 8/ Tourism _________________ _________________ _________________ _________________ Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Play the recording twice or more if necessary. Ss may read the conversation again, and then do the exercise individually. Check and write the correct answers on the board. T may call on an able student to write the answers on the board. Key: 1. made up your mind 2. narrowed it down 3. a package tour 4. explore 5. not my cup of tea Explain to Ss the meaning and use of the three expressions in the Watch out! box. Ask Ss to locate them in the conversation, and give examples if time allows. b Ss work in pairs to complete the task. Tell them to refer back to the conversation when necessary. Explain anything di cult. T may need to explain to Ss that although some people don’t like the thought of eating snails and frogs’ legs, they are considered specialities in France (so Chau is teasing Nick about eating them). Check Ss’ answers. Key: 1. F 2. T 3. T 4. F 5. F c Let Ss work individually to answer the questions, then compare their answers with a partner. Help them nd the information in the conversation. Call on some pairs to read out the questions and give their answers. Check their answers. Key: 1. It means Nick’s parents are relaxed and open-minded. 2. It’s quite warm (warmer than in Britain). 3. Visit the Alps, and climb Mont Blanc, explore Paris, and go sightseeing in the historic city of Versailles. 4. Eat frogs’ legs and snails. 5. She says ‘Lucky you’ when Nick says he can make his own decisions. 2 This activity is aimed at giving the collocations of common words related to the topic of travelling and tourism. Let Ss work in pairs rst. Check their work, then let them read and remember each collocation. Key: 1. holiday 2. resort 3. tour 4. trip 3 This exercise is a revision of words and phrases from previous lessons. Let Ss work individually to do the task. Check their answers. If time allows, call on some Ss to read the passage with the correct answers. Key: 1. seaside resort 2. souvenirs 3. destination 4. in advance 5. delayed 6. luggage 7. accommodation 8. price 4 For 1, 2, and 3: let Ss do them individually and check their answers. If time allows, or for more able Ss, encourage each student to make a similar quiz for their partner to do. T may pick up any interesting questions and give them to the whole class. Praise good ideas. For 4, 5, and 6: let Ss work in groups. When they nish, ask some Ss to give their groups’ answers to the class. Check and give comments. Key: 1. Da Nang City 2. The Great Wall of China 3. Jeju Island 4, 5, 6: Students’ answers Unit 8/ Tourism 20T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 Vocabulary 1 Match each word/phrase with a de nition. trip travel expedition resort tour tour guide 1. A journey, usually for pleasure, to visit di erent places: ______ 2. A place where a lot of people go on holiday: ______ 3. The act or activity of moving from one place to another: ______ 4. A person who shows tourists around: ______ 5. A short journey to a place, especially one for pleasure: ______ 6. An organised journey to a place that is not easy to reach: ______ 2 Fill each blank with a word from the list. There are two extra words. visit travel environment holiday book guides pleased excursion reasonable trip Would you like to explore an exciting location? Do you want to (1)______ to a beautiful, relaxing beach, and help to save the environment? If the answer is yes, then you should (2)______ your holiday with EcoTours! At EcoTours, we help you enjoy your holiday and learn more about the places you (3)______. In addition, EcoTours gives one dollar of the cost of your trip to help protect the local (4)______. Call us today to talk with one of our experienced tour (5)______. We’ll help you choose and plan a stimulating (6)______ that is right for you! Our holidays are de nitely not boring. Don’t worry about the cost. Our prices are very (7)______. Call right now at (048) 555-6788. You’ll be (8)______ with your EcoTours vacation. Compound Nouns A compound noun is a noun that is made of two or more words. Compound nouns can be formed using the following combinations: Noun + Noun toothpaste Noun + Verb rainfall Noun + Particle passer-by 21 Unit 8/ Tourism Look out! A compound noun can be written as a single word (motorbike), a word with a hyphen (passer-by), or two words (driving licence). 3 Use the words below to complete the compound nouns that match the de nitions. lag in season over back stop 1. A feeling of tiredness and confusion about time after a long plane journey: jet ______ 2. A disadvantage or problem that makes something a less attractive idea: draw ______ 3. A short stay somewhere between two parts of a journey: stop ______ 4. A popular time of the year for holidays: peak ______ 5. The place where you go rst when you arrive at an airport, to show your ticket: check ______ 6. A place at the side of a road marked with a sign, where buses stop: bus ______ 4 Complete the sentences using the compound nouns below. swimming pool touchdown check-out swimming pool touchdown checkout pile-up mix-up full board pile-up mix-up full board 1. The ______ time is 12 noon at this hotel. 2. Let’s make sure that we stay at a hotel with a ______. 3. There was a ______ with our tickets – we were charged for one-way tickets and not a round trip. 4. The motorway was blocked because there had been a ______. 5. After ______, please remain seated until the aircraft comes to a standstill outside the terminal building. 6. At the hotel, you can choose between bed and breakfast, and ______. Verb + Particle checkout Verb-ing + Noun driving licence Adjective + Noun greenhouse Particle + Noun underground Particle + Verb output Note: A particle is a preposition or an adverb. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 Vocabulary Introduction Tell Ss that the words and phrases in this unit are connected with travelling and tourism, and that many of them are nouns and compound nouns. Many of these words are already familiar: trip, accommodation, jet lag… Tell Ss to recall other words and collocations. Encourage them to call out as many words/phrases as possible. 1 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. Have them make sentences with the words if necessary. Key: 1. tour 2. resort 3. travel 4. tour guide 5. trip 6. expedition 2 Ss work in pairs to do the task. Call on some Ss to write the answers on the board. Correct as a class. Then T may ask Ss to answer some questions about the passage: - What piece of writing is it? (Introduction of a tourist attraction? Itinerary? Advertisement?) - What is EcoTours? (A travel agency/company) - What is special about EcoTours? (It gives some money to help protect the environment) …… Key: 1. travel 2. book 3. visit 4. environment 5. guides 6. holiday 7. reasonable 8. pleased Compound nouns First, give examples of the compound nouns Ss already know: blackboard, swimming pool, haircut, tablespoon… Ask them to give some more. Then help Ss study the grammar box, and the Look out! box. Tell them to look up the spelling of words in the dictionary if they are not sure. 3 Let Ss work individually. Tell them to look at the words given and think which of them can go with which one in each de nition. When they nish, check their answers and write the words on the board. Ask Ss to take notice of the spelling: whether the words are written as one word, or as two separate words, or with a hyphen. Key: 1. jet lag 2. drawback 3. stopover 4. peak season 5. check-in 6. bus stop 4 Let Ss work in pairs to complete the task. Have them read the sentences carefully and insert the compound nouns appropriately. Check their answers as a class. Explain anything di cult. Key: 1. checkout 2. swimming pool 3. mix-up 4. pile-up 5. touchdown 6. full board Unit 8/ Tourism 21T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Pronunciation Tones in asking for information Look out! When we ask a question, we may try to nd out information that we do not know. Otherwise, we may ask a question in order to make sure that the information we think we know is, in fact, correct. Finding out questions (‘open’ questions) usually end with a falling tone: What part of Australia have you been to ? Making sure questions (‘check’ questions) usually end with a falling-rising tone: Have you just come back from South Africa ? 5 Listen and repeat the following mini-talks, paying attention to the tone in the questions. 1. A: Where would you like to go sightseeing? B: I’d like to go to Australia most of all. 2. A: What do you think of the newly discovered cave? B: Oh, fantastic. 3. A: Have you been sightseeing all day? B: Yeah. We’ve been to the old pagoda, the orchid garden, and the open-air market. 4. A: Is Egypt a famous tourist attraction? B: Yes. Millions of people go there every year. 6 Mark the questions with falling or falling rising arrows, and practise the conversation with a partner. Then listen to check your pronunciation. Martin: What’s the matter, Janet? Janet: I’m looking for my passport. It seems to be lost. Martin: Have you already searched your purse? Janet: Not yet. Oh, where are my glasses? Martin: They may be in your plastic bag. Where is it? Janet: Oh, no, it’s not here. Have I dropped it on the plane? Martin: Oh my God. Janet: What should I do now? Martin: Let’s report it to the customs o cer. 22 Unit 8/ Tourism 22 Unit 8/ Tourism A CLOSER LOOK 2 Grammar Articles: other uses REMEMBER! A/an is used: 1. to talk about something that the listener or the reader doesn’t know about yet: K2 is a peak in the Himalayas. 2. to describe what something or someone is: ABS is an unreliable travel agency. The is used: 1. when the listener or reader knows what the speaker or writer is talking about: Give me the money. 2. when the speaker speci es what or who they are talking about: Where are the tickets I gave you yesterday? 3. with things that are the only ones around us, or that are unique: Neil Armstrong landed on the moon in 1969. 4. when we refer to the world around us or things that we all know about: We had a sightseeing tour around the city. Zero article is used: 1. with plural or uncountable nouns when we are talking about things in general: Passwords protect our personal information. 2. with meals, months, days and special times of the year: I visit my grandparents on New Year’s Day. 3. with most names of people and places (most countries, states and cities): Da Lat is in Lam Dong Province. 4. with geographical areas, lakes, mountains and islands: We visited Lake Victoria. It’s in East Africa. Look out! We use the with the names of a few countries: the UK, the USA, the Netherlands, the Philippines We also use the with island groups, mountain ranges, oceans and names of rivers: the Thames, the Paci c, the Amazon, the Danube... Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Pronunciation Tones in asking for information First write a nding out question and a making sure question on the board. Read the two questions to Ss with the right tone (several times if necessary) and let them give the rules. Then explain the Look out! box to them. Note: A making sure question can be a statement. This statement question usually ends with a rising tone: A: Our train is delayed. B: It’s delayed ? 5 Play the recording once for Ss to listen, then play it again sentence by sentence for them to repeat. Have Ss repeat the questions as many times as necessary. Correct their pronunciation and intonation. After that, have Ss mark the questions with a falling or falling-rising tone. Check as a class. Key + Audio script: 1. A: Where would you like to go sightseeing ? B: I’d like to go to Australia most of all. 3. A: Have you been sightseeing all day ? B: Yeah. We’ve been to the old pagoda, the 2. A: What do you think of the newly discovered cave ? orchid garden, and the open-air market. 4. A: Is Egypt a famous tourist attraction ? B: Oh, fantastic. B: Yes. Millions of people go there every year. 6 Let Ss work in pairs to read the conversation, and mark the questions with falling or falling-rising arrows. Call on some pairs to read aloud to the class. Do not correct their mistakes yet. Play the recording. Ss listen and check. Key + Audio script: Martin: What’s the matter, Janet ? Janet: I’m looking for my passport. It seems to be lost. Martin: Have you already searched your purse ? Janet: Not yet. Oh, where are my glasses ? Martin: They may be in your plastic bag. Where is it ? Janet: Oh, no, it’s not here. Have I dropped it on the plane ? Martin: Oh my God. Janet: What should I do now ? Martin: Let’s report it to the customs o cer. If time allows, have them work in pairs and make a mini-talk in which there is a nding out question and a making sure question, and then practise the talk. A CLOSER LOOK 2 Grammar Articles: other uses Ss have already learnt some uses of the articles a, an, and the in Tieng Anh 8. Help Ss recall these and have them give some examples. Their sentences should be related to the topic of travelling and tourism. In this unit some more uses of a, an, and the are introduced. In addition, the uses of zero article are added and studied. Explain carefully the uses of a, an, the, and zero article in the REMEMBER! box. Give more examples if need be. Introduce the special use of the in the Look out! box. Refer back to the conversation in GETTING STARTED and ask Ss to nd the special use of the. (i.e. the Alps). Unit 8/ Tourism 22T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 1 Complete the text with a/an, the, or zero article (Φ). The Dominican Republic is (1)______ country on the island of Hispaniola, in (2)______ Caribbean region. It is (3)______ second largest Caribbean nation after Cuba, with nearly 10 million people, one million of whom live in (4)______ capital city Santo Domingo. (5)______ second largest city is (6)______ Santiago. The geography of (7)______ country is varied, and ranges from (8)______ semi desert plains to (9)______ lush valleys of tropical rainforest. (10)______ economy depends largely on (11)______ agriculture, with (12)______ sugar as (13)______ main crop. Tourism is (14)______ important industry. 2 a Ask and answer the questions. Choose from the list. Use the if necessary. Lake Baikal Amazon River Thames Statue of Liberty Lake Geneva Son Doong Cave Ha Long Bay Angkor Wat Forbidden City 1. Which one is an imperial palace? 2. Which river runs through London? 3. Which one is the deepest lake in the world? 4. Which one is considered one of the New7Wonders of Nature? 5. Which one is the largest cave in the world? 6. Which one is a tourist attraction in 3 a Write answers to the questions, using a, an, the or zero article in each answer. Give three true answers, but two untrue ones. 1. What colour and type of bicycle would you like to have? 2. Which holiday destination do you prefer: city, mountains, seaside? 3. Where would you like to go on holiday next? 4. What’s your favourite time of the year? 5. Have you ever travelled anywhere by plane? Please explain. b Tell your answers to a partner and ask him/her to guess which answers are not true. 4 Make full sentences from the words/phrases, adding articles as needed. Then mark them as true (T) or false (F). New York?1. original name/of/Ha Noi/Phu Xuan b Choose one item above and say what you know about it as a tourist attraction. 26 Unit 8/ Tourism 23 Unit 8/ Tourism 2. most famous/Egyptian pyramids/found/at Giza/in/Cairo 3. there/city/called/ Kiev/in/America 4. My Son/set of ruins/from/ancient Cham Empire/ UNESCO World Heritage Site 5. English/ rst language/in/many countries/outside/United Kingdom Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 1 T may have to give Ss some information about the Dominican Republic: - Location: on the island of Hispaniola, in the Caribbean region - Area: 48,445 square kilometres - O cial language: Spanish Have Ss work individually to complete the task. Tell them to refer back to the grammar box whenever necessary. Then have them compare their answers with a partner’s. Give the correct answers and explain the use of a certain article in some cases. Key: 1. a 2. the 3. the 4. the 5. The 6. Φ 7. the 8. Φ 9. Φ 10. The 11. Φ 12. Φ 13. the 14. an 2 a Ss work in groups and study the proper names in the list, and try to agree on which of these names have the before them. Then Ss ask and answer the questions. Check and give explanations if necessary. Key: 1. the Forbidden City 2. the Thames 3. Lake Baikal 4. Ha Long Bay 5. Son Doong Cave 6. the Statue of Liberty The three unused names are: - the Amazon River - Angkor Wat - Lake Geneva Note: Sometimes it is di cult to say why we use the with certain geographical names. If you are not sure, look it up in the dictionary or Google. b Ss work in groups. Tell Ss that each of them chooses one item in 2a and says what they know about it as a tourist attraction. Give them two or three minutes to prepare before they talk. 3 a Ss work individually. Make sure they understand fully that they have to write down in their notebooks the answers to questions 1-5, using a, an, the or zero article in each answer. Remind them that they answer three questions truthfully, but write untrue answers for the other two. Go around and assist where and when necessary. b After Ss nish 3a, let them form pairs and swap their answers. Each of them has to read carefully and guess which ones of their partner’s answers are true, and which are not. This activity should be fun, so do not try to correct the mistakes in their writing. 4 Ss work individually to make sentences from the words/phrases, and write them down. Tell Ss to pay attention to the use of articles in their sentences. Then they work in pairs to check each other’s work, and discuss which of the sentences are true, and which are false. Key: 1. The original name of Ha Noi was Phu Xuan. F 2. The most famous Egyptian pyramids are found at Giza in Cairo. T 3. There is a city called Kiev in America. F 4. My Son, a set of ruins from the ancient Cham Empire, is a UNESCO World Heritage Site. T 5. English is the rst language in many countries outside the United Kingdom. T REFERENCE: - Phu Xuan (Phú Xuân): a historic place in Hue, the capital of the Nguyễn Lords, the Tây Sơn Dynasty - Giza (of the Cairo metropolis in Egypt): the site of the most famous Egyptian pyramids, and a number of other pyramids and temples - Kiev: the capital and largest city of Ukraine Note: For homework At the end of the lesson tell Ss to nd out some information about two or three countries among the 10 countries in the box in 2 on page 25, so that they have something to work on in the next lesson. Unit 8/ Tourism 23T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION 1 a Read the following information about tourism in Viet Nam. Extra vocabulary breathtaking a ordable not breaking the bank ‘The food is In 2014, a total of 7,874,300 foreign tourists visited Viet Nam. What are the reasons that make Viet Nam a tourist attraction for foreigners? Here’s what some foreign visitors had to say: ‘Things are a ordable here. We can have a lovely time without breaking the bank.’ delicious and not expensive. I love the seafood!’ ‘There are so many beauty spots. Ha Long Bay is breathtaking!’ ‘The people are so friendly and welcoming!’ The landscape The people The price The cuisine b Work in groups. Discuss the visitors’ opinions above. Do you agree? Add two more reasons to the list. 24 Unit 8/ Tourism 24 Unit 8/ Tourism Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION Introduction This section provides Ss with speaking practice on the topic of the unit. It should be handled in a light and enjoyable way. First, have Ss brainstorm the landscapes/places of Viet Nam that foreign tourists would like to visit most, and ask them why. Give them some cues if needed. Then write the words and phrase from the Extra vocabulary on the board. Ask more able Ss to explain them, or give the Vietnamese equivalent. Otherwise, explain them yourself: - breathtaking (adj.): very surprising, exciting and impressive - a ordable (adj. from the verb a ord): not expensive, cheap enough for you to buy - not break the bank: an idiom used to say that sth won’t cost a lot of money, or more than you can a ord: We can go to Thailand for a holiday if you want – that won’t break the bank! 1 a Have Ss quickly read the information about tourism in Viet Nam. Then tell them to look at the pictures and read what these foreign visitors say about their choice of Viet Nam as a holiday destination. b Put Ss in groups of ve or six. Have them discuss the visitors’ opinions in 1a. Ss may or may not agree with these opinions. Ask for the class’s agreement by a show of hands for each tourist’s opinion. If any Ss do not agree, ask them to explain why. Then let each of Ss add two more reasons to the list. T may give some cues: - cultural diversity - beautiful beaches - easy and various means of transport - traditional festivals - natural beauty . . . Unit 8/ Tourism 24T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 2 These are the top-ten most visited countries according to the gures published by the United Nations World Tourism Organisation (UNWTO). Work in pairs. Complete the table by writing one or two famous things that visitors can see or do in each country. Rank Country Million visitors Some things to do or see there 1 France 83.7 Go up the Ei el Tower, visit the Louvre Museum in Paris 2 United States 74.8 3 Spain 65.0 4 China 55.6 5 Italy 48.6 6 Turkey 39.8 7 Germany 33.0 8 United Kingdom 32.6 9 Russia 29.8 10 Mexico 29.1 Spain 3 Work in groups. Discuss which country/place you would like to visit for a holiday. Example: A: I’d like to go to Spain for my holiday. It would be wonderful to tour Madrid, and visit the legendary land of Don Quixote. 25 Unit 8/ Tourism Unit 8/ Tourism 25 Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com 2 Have Ss read the facts about the top-ten most visited countries. Ss work in pairs and complete the table by writing one or two famous things that visitors can see or do in each country (but the more the better). Have them write on a large sheet of paper. As Ss have already prepared for this, it will not take much time, so give them a few minutes only. After each pair nishes, they swap pairs. Continue until they have lled all the ten countries. 3 Then let Ss work in groups of ve or six to talk about their choice of holiday. Tell them to give the reasons why, and say what they can do there. Encourage them to talk as much as possible. Walk around to observe and give help if needed. Rank Country Some things to do or see there 1 France Go up the Ei el Tower, visit the Louvre Museum in Paris 2 United States Visit the Statue of Liberty, visit the Grand Canyon, shop in New York, go sur ng in Hawaii 3 Spain Tour Madrid, visit the legendary land of Don Quixote, visit the Olympic Ring in Barcelona 4 China Climb the Great Wall, tour Beijing National Stadium (Bird’s Nest), tour the Forbidden City, visit the Stone Forest 5 Italy Visit the Vatican City, visit famous museums, tour Florence, tour Venice 6 Turkey Enjoy Turkish cuisine in Istanbul, go sightseeing in the Bosphorus (the strait separating two continents - Europe and Asia), visit Buyuk Ada (Big Island in Prince’s Islands) 7 Germany Visit the ‘Jewel of the Middle Ages’ - Rothenburg ob der Tauber (= Rothenburg above the Tauber), visit the famous ‘Cinderella Castle’, go up the Berlin Tower, take the Berlin Segway Tour 8 United Kingdom Go sightseeing in London, visit Stonehenge, visit Liverpool, home of The Beatles. 9 Russia Tour Moscow (the Kremlin, Red Square, Moscow Metro …), visit St. Petersburg: Hermitage Museum, cruise on Neva River, experience the white nights 10 Mexico Visit the UNESCO World Heritage Site of Antigua, have a boat tour on the water in Rio Dulce, try the delicious local speciality tapado (= seafood coconut soup), climb some of the tallest Mayan temples Note: For homework At the end of the lesson ask Ss to look for names of famous caves in Viet Nam and in the world (better still, some information about them). Unit 8/ Tourism 25T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 1 Reading 1 a Work in groups. Name some famous caves in Viet Nam and in the world. b Answer the questions with your own ideas. 1. Where is Son Doong Cave located? 2. When was it discovered? 3. How long is the cave? Now read the passage and check the information. S on Doong Cave has become more famous after the American Broadcasting Company (ABC) aired a live programme featuring its magni cence on ‘Good Morning America’ in May 2015. Located in Quang Binh Province, Son Doong Cave was discovered by a local man named Ho Khanh in 1991, and became known internationally in 2009 thanks to British cavers, led by Howard Limbert. The cave was formed about 2 to 5 2 Read the passage again and answer the questions, or choose the correct answers. 1. What happened in May 2015? 2. How was Son Doong Cave formed? 3. When can tourists explore the cave? 4. The word ‘inaccessible’ in the passage probably means ______. A. should not be accessed B. need to be careful C. cannot be reached D. may be ooded 5. From the passage, we know that ______. A. there is a street inside Son Doong Cave B. the cave is always covered with rain water C. few tourists want to come to the cave D. tourists need permission to explore the cave Speaking 3 Which would you like to do most on holiday? Tick ( ) three things in the list. million years ago by river water eroding away the limestone underneath the mountain. It contains some of the tallest known stalagmites in the world - up to 70 metres tall. The cave is more than 200 metres wide, 150 metres high, and nearly 9 kilometres long, with caverns big enough to t an entire street inside them. Son Doong Cave is recognised as the largest cave in the world by BCRA (British Cave Research Association) and selected as one of the most beautiful on earth by the BBC (British Broadcasting Corporation). In August 2013, the rst tourist group explored the cave on a guided tour. Permits are now required to access the cave and are made available on a limited basis. Only 500 permits were issued for the 2015 season, which runs from February to August. After August, heavy rains cause river levels to rise and make the cave largely inaccessible. 26 Unit 8/ Tourism 1. explore Son Doong Cave 2. climb the Great Wall of China 3. visit the Pyramids of Egypt 4. go on a wildlife safari to Kenya 5. relax on a beach 6. go camping in Cuc Phuong National Park 7. go on an expedition to Mount Everest 8. take an adventure tour to the Arctic 9. take a sightseeing tour around New York 10. take a Trans-Viet cycling tour 4 Work in groups. Talk about one of your choices, trying to persuade your group to join you. Example: A: I’d like to go on a wildlife safari to Kenya as I’m very interested in the natural world and wildlife preservation. You can experience wild animals in their natural habitat – elephants, hippos, cheetahs, and lions… B: I think a cycling tour from the north to the south of Viet Nam with some friends is the best. You travel at your own pace. You stop whenever and wherever you like. You can enjoy the beauty of di erent parts of our country and at the same time improve your health… Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 1 Reading 1 a Ss work in groups and name some famous caves in Viet Nam and in the world (that they have prepared already for homework). REFERENCE: • Famous caves in Viet Nam: - Phong Nha Cave - En Cave (hang Én) - Thien Duong Cave - Sung Sot Cave (hang Sửng Sốt – Ha Long Bay) - Tam Coc – Bich Dong (Ninh Binh) … • Famous caves in the world: - Deer Cave (Borneo, Malaysia) - Onondaga Cave (Missouri, USA) - Gou re Berger Cave (France) - Reed Flute Cave (Guilin, China) - Fingal’s Cave (Scotland), - Cave of Crystals (Mexico) … b Let Ss work in pairs and answer the questions with their own ideas. It is important that Ss not be allowed to read the passage yet. T doesn’t need to check their answers and correct mistakes at this stage in the lesson. Then have Ss quickly read the passage and check the information themselves. Ss write down the correct answers in their notebooks. 2 T may have Ss read the passage in chorus rst, paying special attention to new words. Explain and clarify anything di cult. Then allow Ss time to read the passage individually – silently or aloud. Call on some individuals to read aloud to the class. Check their pronunciation and intonation. Then have them ask and answer the questions in pairs. Tell them to note where they can nd the information for answering the questions or choosing the correct answer. Correct the answers as a class. Key: 1. The American Broadcasting Company (ABC) aired a live programme (featuring the magni cence of Son Doong) on ‘Good Morning America’. 2. By river water eroding away the limestone underneath the mountain 3. From February to August 4. C 5. D Speaking T may begin by letting Ss talk about the experiences they have had when travelling or going on holiday. 3 Have Ss study the list of holiday ideas. T may ask Ss what they think about these ways of spending one’s holiday and whether they have done any of them. Then let them choose three things from the list. 4 Put Ss in groups of ve or six. Tell them to refer to the three things they have ticked in 3. Let them choose one and prepare to talk about it. Tell them to study the example carefully as a model. Give them some time before each group member shares his/her choice of holiday. While Ss are talking, T goes around to give assistance if necessary. When Ss have nished, T may have one or two of them present to the class. The class can give comments. Praise them for their e orts. Unit 8/ Tourism 26T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 2 Listening 1 Work in pairs. Is tourism important to Viet Nam? Give at least one reason. 2 Listen to the lecture and tick ( ) true (T) or false (F). T F 1. Tourism plays an important part in the development of many nations. 2. Modern transport promotes tourism. 3. Tourism depends on the income of a country. 4. People’s lives get better with the development of tourism. 5. Tourism helps promote international understanding and cooperation. 6. Young people go to big cities to meet foreign tourists. 3 Listen again and choose the correct answer. The next part of the lecture probably continues to discuss ______. A. other bene ts of tourism B. the tourism industry in Viet Nam C. the negative e ects of tourism 27 Unit 8/ Tourism Writing 4 Work in groups. Talk about the negative e ects of tourism on a region or country. The following ideas may be helpful to you. – Natural environment is damaged. – Natural beauty is spoiled. – Traditional ways of life are a ected. – Social problems may arise. 5 Choose one negative e ect that you have discussed above and write a paragraph about it. Make sure you use the right connectors. First/Firstly/The rst …/One of the … Second/Secondly/Another … Third/ Thirdly/Furthermore/In addition … ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ ______________________________________________ Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 2 Listening 1 Let Ss work in pairs. Encourage them to think about the importance of tourism to Viet Nam. Elicit as many ideas from them as possible. 2 Play the recording one or two times. Clarify anything which is unclear or di cult. Ask Ss to listen carefully and tick T/F as they hear answers in the lecture. For less able Ss, T may play the recording again, or as many times as needed. Key: 1. T 2. T 3. F 4. T 5. T 6. F Audio script: Audio script: Thanks to the widespread use of modern means of transport, people have more choice of holiday destination and can now visit even the remotest parts of the world. Tourism has certainly become an important factor in the development of many countries. An obvious bene t of tourism is that it plays a key role in economic growth. It contributes greatly to the income of a region or country. It also brings job opportunities to all kinds of people, and therefore helps promote prosperity in diverse elds. Another positive aspect of tourism is that it helps promote international understanding and cooperation among nations. In addition, tourism can improve the standard of living of local or rural communities, so young people are encouraged to stay in their hometown to build a good life rather than move to big cities. Finally, tourism brings cultural bene ts, as travellers learn about the history and culture of a place, and spread them around the world. On the other hand, the drawbacks of tourism can’t be denied … 3 Play the recording again. Tell Ss to pay special attention to the last sentence of the lecture. Then they choose the correct answer as required. T corrects as a class. Key: C Writing 4 Have Ss work in groups and discuss the negative e ects of tourism on their locality (if possible), or on our country. Tell them to study the prompts given, and give some more if possible. 5 Tell Ss to recall any of their previous work about the negative e ects/disadvantages of something. Let them choose one negative e ect that they have discussed in 4 and write a paragraph of about 100-120 words about it. When they have nished, tell them to swap their writing and check each other’s work. T may collect some Ss’ writing papers and mark them, then give comments to the class in the next lesson. If time doesn’t allow, have Ss make an outline in class, and then write the full version as homework. T checks in the next lesson. Sample writing: One of the drawbacks of tourism is the damage to the environment of a country or area. In the rst place, tourists use a lot of local resources such as water, food, energy, etc., and this puts pressure on the environment. Secondly, there is the problem of pollution. Many cities and towns become overcrowded with tourists, with all their vehicles causing tra c jams as well as air and noise pollution. Another bad e ect of tourism is the destruction of the wildlife in some places. The habitat of wild plants and animals is lost because of the building of tourist resorts, and by visitors’ activities. In short, the development of tourism has bad e ects on the environment. Unit 8/ Tourism 27T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK Vocabulary 1 Fill each gap with a word from the box to complete the passage. There are two extra words. touring safaris breathtaking experience ticket holidays expeditions travellers If you dream of getting close to the wild side of the natural world, then join our WildlifeTours! We o er classic wildlife (1)______, exciting (2)______, family holidays, and tailor-made holidays. Our adventure (3)______ to Africa range from a week (4)______ Kenya to the ultimate African adventure travelling from South to East Africa over one month! Perfect for families, groups of friends or solo (5)______, our safari holidays aim to o er you an incredible wildlife (6)______. And remember, nothing gets your heart beating faster than hearing lions roar at night. 2 Form compound nouns from the following words, then ll the gaps to complete the sentences. holiday out jet o s check sun glasses over take maker stop lag 1. Travellers who cross the Atlantic from New York to London often su er from ______ for a few days. 3 Form compound nouns from these words, then make sentences with them, and share with a partner. tour return soft ticket package operator tour round ware trip Example: tour operator If there are any problems, you should contact your tour operator. Grammar 4 Find and correct the mistakes in the sentences, using a/an, the or zero article. 1. My aunt and uncle love sun! They stay in UK in summer and visit friends in Australia in winter. → ______________________________________________. 2. Not much is known about how brain works. → ______________________________________________. 3. Bicycle is among the most e cient machines invented by man. → ______________________________________________. 4. They plan to launch expedition into interior of Australia. → ______________________________________________. 5. If you want to go on long trip, you should prepare properly for it. → ______________________________________________. 6. I’m very interested in the history, especially history of Asian countries. → ______________________________________________. 5 Rewrite each sentence so that it has a similar meaning, using the word in CAPITALS. Example: My sister studies at university. A → My sister is a university student. 2. We would like to remind all guests that ______ is at noon. 3. We didn’t y directly to Australia – we had a one-night ______ in Singapore. 4. It is irritating that some movie stars wear their ______ even in church. 5. Someone who is away from home on holiday is a ______. 6. Because of the bad weather, there were no ______ from the airport this morning. 28 Unit 8/ Tourism 28 Unit 8/ Tourism 1. The journey was terrible. 2. Our hotel was lovely – it was by the sea. 3. I watched an interesting programme on TV yesterday. 4. The guitar my friend has just bought is old. 5. She needs to travel to Kyoto on business. WHAT STAYED THE AN TRIP Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK T may give Ss a few minutes to review all the important things they have learned throughout the unit before doing the exercises in this section. Tell Ss to record their results for each exercise in order to complete the nal Finished! Now I can … assessment. Vocabulary 1 Let Ss read the words in the box rst, then read the passage and complete the exercise individually. Tell them to pay attention to the common collocations related to the topic of the unit. After that, let some Ss read the passage aloud - sentence by sentence. Correct as a class. Key: 1. safaris/expeditions 2. expeditions/safaris 3. holidays 4. touring 5. travellers 6. experience 2 Tell Ss to look at the 12 elements and try to form compound nouns from them. Then have them read the sentences and ll the gaps with the compound nouns formed. Tell them to change the elements if they do not t the gaps and do it again. Less advanced classes can complete this exercise in pairs. Check as a class. Key: 1. jet lag 2. checkout 3. stopover 4. sunglasses 5. holidaymaker 6. take-o s 3 Ss do the task by themselves. T checks the compound nouns, then have Ss write sentences in their notebooks – at least one sentence with a compound noun, and share with a partner. Key: 1. package tour, return ticket, software, round trip Grammar 4 Quickly review the articles a, an, the and zero article Ss have learned. Then have them do the task and write down their answers in their notebooks. Correct their answers as a class. Key: 1. → the sun, the UK 2. → the brain works 3. → The bicycle 4. → an/the expedition, the interior 5. → a long trip 6. → in history, the history of 5 This task helps Ss use the grammar and vocabulary they have learned in the unit 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. What a terrible journey (it was)! 2. We stayed at a lovely hotel by the sea. 3. The programme I watched yesterday was interesting. 4. My friend has just bought an old guitar. 5. She needs to go on a business trip to Kyoto. Unit 8/ Tourism 28T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 a What would you like to do most on holiday? Tick ( ) three things. Share your ideas with a partner. go camping watch the wildlife visit a museum meet local people visit historic places relax and laze around make new friends go to a theme park PROJECT b Name three things you don’t like to do on holiday, and say why. Example: cook meals I don’t like to cook meals on holiday. I like to eat out and relax. Finished! Now I can… ● use lexical items related to tourism ● use common compound nouns ● use a, an, the and zero article ● ask questions for information with the correct intonation ● read for general and speci c information about a tourist attraction ● talk about my choice of holiday ● listen for speci c information about the bene ts of tourism to an area/ country ● write a paragraph about the negative e ects of tourism on an area/country An advertisement or a tourist attraction 1 Read the following advertisement for a holiday in Italy. Italy - Paradise on Earth! Come to sunny Italy! It is a country full of fascinating cities and beautiful scenery. It is considered the birthplace of Western culture. High art and monuments are to be found all over the country. Moreover, the food is delicious. There are also shops full of bargains. You can spend your time sightseeing, shopping, or you can simply relax on one of the excellent beaches. Whatever you do, you are certain to have a most enjoyable holiday! 29 Unit 8/ Tourism 2 What are good ways to write an advertisement? Put a tick ( ). 1. Create a striking headline 2. Keep your ad brief 3. Write some drawbacks 4. Try to attract attention 5. Ask a lot of questions 6. Give the main features 3 Write a short advertisement for a tourist attraction in your area. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 a Have Ss read the things one can do on holiday, and tick ( ) the three things they would most like to do, then share their ideas with a partner. b Ss work in pairs. Tell them to read the example and think of the three things they do not like to do on holiday. T may give prompts: - Do homework - Wash clothes - Do the washing-up - Be online - Play sports - Write postcards …… Finished! Ask Ss to complete the self-assessment. Identify any di culties and weak areas and provide further practice if necessary. PROJECT An advertisement for a tourist attraction This activity focusses on introducing to Ss the way to write/say good things about a place/ landmark as a tourist attraction, or to advertise it. 1 Have Ss read the advertisement for a holiday in Italy. Tell them to underline the features that may attract tourists and make them want to visit the country. 2 Have Ss work independently, then exchange their work with a partner. Elicit Ss’ answers. Explain to Ss that in order to make a good impression on tourists, they have to introduce the characteristics of a landmark/ place in a brief but positive and enjoyable way. Key: 1, 2, 4, 6 3 Tell Ss to think of a place in their locality or neighbouring area to introduce to tourists: it may be a museum, a craft village, a workshop, a temple, a church, an ancient house, a wood/forest, a lake, or simply a nice paddy eld. Ask Ss to write their advertisement out of class. Tell them to refer to the advertisement in 1. They can also refer to exercise 1 in LOOKING BACK for a good way to write an advertisement. In the next lesson, have them present what they have written to the class. The class gives comments and praise. Unit 8/ Tourism 29T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Unit 9 ENGLISH IN THE WORLD GETTING STARTED English club 1 Listen and read. Teacher: Welcome to English Club. Today, I’m going to do a quick quiz to check your knowledge of the English language. Question one: Is English the language which is spoken as a rst language by most people in the world? Duong: Of course, it is. Teacher: Incorrect. Chinese is. Question two: Does English have the largest vocabulary? Vy: Yes, with approximately 500,000 words and 300,000 technical terms. Teacher: Yes, spot on! This is due to the openness of the English language. English has borrowed words from many other languages. Duong: Yeah, if there weren’t so many words, it would be easier for us to master it! Teacher: Ha ha… But the simplicity of form makes English easy to learn. Many English words have been simpli ed over the centuries. Now, question three: Who can tell me an English word that can operate as a noun, a verb, and an adjective? Mai: I think the word subject can operate as a noun, a verb, and an adjective. Teacher: Excellent. In English, the same word can operate as many parts of speech. That’s due to its exibility. Question four: What is the longest word in English which has only one vowel? Duong: Is it length? Vy: No, I think it’s strengths. Teacher: That’s right, Vy. Lastly, question ve: Who can tell me at least three varieties of English? Mai: American English, Australian English, and... er, yes, Indian English. 30 Unit 9/ English in the World 30-31 Unit 9/ English in the World Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com THIS UNIT INCLUDES: VOCABULARY Languages Language use and learning PRONUNCIATION Objectives: Objectives: By the end of this unit, students can: By the end of this unit, students can: • use the lexical items related to languages • use the lexical items related to languages and language use and learning Tones in new and known information GRAMMAR Conditional sentences type 2: review and language use and learning • identify the correct tones for new and known • identify the correct tones for new and known information and say sentences with the information and say sentences with the correct intonation correct intonation Relative clauses SKILLS • Reading for general and speci c information about English as a means of international communication • Discussing experiences in learning and using English • Listening for general and speci c information about some students’ experiences in learning and using languages • Writing a paragraph about the uses of English in everyday life COMMUNICATION Interviewing to build up an English learner pro le Unit 9/ English in the World 31 1 Play the recording and have Ss follow along. After that, Ss can compare their ideas with the information in the conversation. Ask Ss questions about the pictures: E.g. Where are Duong and Vy? Who is standing at the board? What are they talking about? • use conditional sentences type 2 correctly • use conditional sentences type 2 correctly and appropriately and appropriately • use relative clauses correctly and • use relative clauses correctly and appropriately appropriately • read for general and speci c information • read for general and speci c information about English as a means of international about English as a means of international communication communication • discussing experiences in learning and using • discussing experiences in learning and using English English • listen for general and speci c information • listen for general and speci c information about some students’ experiences in learning about some students’ experiences in learning and using languages and using languages • write a paragraph about the uses of English • write a paragraph about the uses of English in everyday life in everyday life GETTING STARTED English club Introduction Before Ss open their books, review the previous unit by asking two Ss to go to the board, each writing ve compound nouns they have learnt/known. Give comments and correct any mistakes if needed. Write the Unit title on the board ‘English in the world’. Elicit any information Ss know about the English language by asking what they know about the characteristics of the English language. Let Ss open their books. Ask Ss to guess what the topic of the conversation is and where it takes place. T may also ask Ss to tell about the English club they have taken part in: Do you take part in an English club? When is it? Where is it? What is special about it? Unit 9/ English in the World 30T-31T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Read the conversation again and nd the nouns of the adjectives simple and exible. REMEMBER! Nouns are often formed by adding su xes to 2 Match the words/phrases in column A with the de nitions in column B. A B a. a way of pronouncing the words of a adjectives. Two su xes which are often added to adjectives to form nouns are -ness and -ity. Example: open → openness similar → similarity Adjective Noun simple exible b Convert these adjectives into nouns. You may 1. rst language 2. second language 3. o cial language 4. accent 5. dialect language that shows which country or area a person comes from b. this language is generally used in the government, public administration, law and the education system c. the language that you learn to speak from birth d. a regional form of a language in which some words and grammar di er slightly from the standard form of the same language e. a language that you learn to speak well and that you use for work or at school, but that is not the language you learned rst at home use a dictionary.3 Match the beginning of each sentence (1-6) to Adjective Noun sad sadness dark stupid popular happy punctual c Read the conversation again and choose the correct answers. 1. Which language is most spoken as a rst language in the world? A. English B. Chinese C. Vietnamese 2. English has about ______ words and technical terms. A. 500,000 B. 300,000 C. 800,000 3. The ______ of form makes English easy to learn. A. simplicity B. exibility C. openness 4. One of the reasons why the vocabulary of English is open is that it has ______. its ending (a-f). A B 1. English is a. learning English worldwide. 2. The British Council estimates that about 375 million people speak b. all contributed to the growth of English. 3. At present, over a billion people are c. English regularly as a second language. 4. Immigration, new technologies, popular culture and even war have d. though all can be understood, more or less, by speakers of other varieties. 5. Nowadays, there are many varieties of English all over the world such as e. British English, American English, Australian English, Indian English, etc. 6. There are many di erences in accents and dialects between varieties of English f. used as a rst language in at least 75 countries around the world. 4 Work in pairs. Ask and answer questions about the English language using the information from 3. How many Example: At least 75 A. a lot of words B. many varieties C. borrowed many words 5. Some English verbs are ______ their nouns or adjectives. A. very di erent from B. the same as C. changed according to 32 Unit 9/ English in the World countries around the world use English as their rst language? countries. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com a Tell Ss to refer to the conversation to nd the nouns of the adjectives simple and exible. Ask them to pay attention to how to form the nouns from these adjectives. Key: simplicity exibility b Ask Ss to convert the adjectives given into nouns. Remind them to use a dictionary to check. Key: Adjective Noun sad sadness dark darkness stupid stupidity popular popularity happy happiness punctual punctuality c First, have Ss work independently. Then allow them to share answers before discussing as a class. Call on some Ss to give explanations for their answers. Key: 1. B 2. C 3. A 4. C 5. B 2 Ss work independently, and then share their answers with one or more partners. T may ask for translation of the words/phrases in the table to check their understanding. With a stronger class, T may wish to ask Ss to nd some examples in real life with the words/phrases in the table. Key: 1. c 2. e 3. b 4. a 5. d 3 Have Ss work independently and then share their answers with one or more partners. T may help with the words/phrases that Ss do not know the meaning of in the sentences. If time allows, have some Ss read out loud the sentences. Key: 1. f 2. c 3. a 4. b 5. e 6. d 4 First, model this activity with a more able student. Then ask Ss to work in pairs. Go around to provide help. Call on some pairs to practise in front of the class. Unit 9/ English in the World 32T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 3 a Match the words/phrases in column A with Vocabulary 1 Match the words/phrases in column A with the de nitions in column B. A B a. not as good at a language as you used to be because you the words/phrases in column B to make expressions about language learning. A B 1. know what a a. other speakers 2. have b. the meaning of a word 3. make c. your rst language 4. guess d. mistake 5. imitate e. word means 6. translate from f. in a dictionary 7. correct a g. mistakes 8. look up a word h. an accent 1. bilingual 2. uent 3. rusty 4. pick up a language 5. reasonably 6. get by in a language have not used it for a long time b. able to speak two languages equally well because you learned them as a child c. know just enough of a language for simple communication d. learn a language by practising it, rather than by learning it in a class e. able to speak, read or write a language easily, quickly, and well f. to a degree that is fairly good, but not very good b Fill the blanks with the verbs in the box. swimming pool touchdown check-out guess know have make pile-up mix-up full board translate correct imitate look up 2 a Choose the correct words in the following phrases about language learning. 1. be bilingual in/at the language 2. be reasonably good on/at the language 3. can get to/by in the language 4. be uent at/in the language 5. can’t speak a word of/with the language 6. can speak the language, but it’s a lot/bit rusty 7. pick up/o a bit of the language on holiday b Choose phrases from 2a to make sentences about yourself or people you know. I picked up a bit of Thai on holiday in Phuket. I can say ‘sawadeeka’, which means ‘hello’. 33 Unit 9/ English in the World If you don’t (1) ______ what a word means, try to (2) ______ the meaning, or (3) ______ the word in your dictionary. All foreign speakers (4) ______ an accent, but that doesn’t matter. To make your pronunciation better, listen to English speakers and try to (5) ______ them. Don’t worry if you (6) ______ mistakes or don’t try to (7) ______ a mistake – that’s normal! It’s often useful to (8) ______ words from one language to the other, but it’s best when you can start to think in the new language. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 1 Vocabulary 1 Ss work independently and then share their answers with a partner. T may ask for translation of the words/ phrases in the rst column to check their understanding. With a stronger class, T may wish to ask Ss to make sentences with the expressions. Key: 1. b 2. e 3. a 4. d 5. f 6. c 2 a Ss do the exercise individually. Check their answers as a class. Con rm the correct answers. Key: 2. at 3. by 4. in 5. of 6. bit 7. up b Ss write sentences with the phrases from 2a. Ask some Ss to say their sentences in front of the class. Other Ss give comments. If time allows, call on two Ss to write their sentences on the board. Other Ss give comments. Con rm the correct sentences. 3 a First, have Ss work individually to match the words/phrases. Then allow them to share their answers before checking with the whole class. T may ask for translation of the phrases in the box to check their understanding. With a stronger class, T may wish to ask Ss to make some example sentences with the words/phrases. Key: 1. e 2. h 3. g 4. b 5. a 6. c 7. d 8. f b Ss work independently to complete the passage. Check the answers as a class. Key: 1. know 2. guess 3. look up 4. have 5. imitate 6. make 7. correct 8. translate Unit 9/ English in the World 33T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Pronunciation Tones in new and known information 4 Listen and repeat, paying attention to the tones of the underlined words in each conversation. 1. A: I’d like some oranges, please. B: But we don’t have any oranges. 2. A: What would you like, sir? B: I’d like some oranges. 3. A: I’ll come here tomorrow. B: But our shop is closed tomorrow. 4. A: When is your shop closed? B: It is closed tomorrow. Look out! When we are referring to something in the conversation, we do not have to repeat exactly the same words. In this conversation, the voice goes up on the words/phrases that are replaced. Example: A: I’m from Viet Nam. B: Really, my wife’s from there. In this conversation, the voice goes up on ‘from there’ because in this context it means ‘Viet Nam’, so it is something which has been mentioned before. 6 Read the conversation. Does the voice go up or down on the underlined words? Draw a suitable arrow at the end of each line. Then listen, check and repeat. A: What make of TV shall we buy? B: Let’s get the Samsung. A: I think we should get the Sony. It’s really nice. B: (trying to persuade A to buy a Samsung) But the Samsung is nicer. A: But the Sony has a guarantee. B: They both have a guarantee. A: How much is the Sony? B: It’s $600. A: It’s too expensive. B: I know it’s expensive, but it’s of better quality. A: (trying to persuade B to buy a Sony) They’re both of good quality. 34 Unit 9/ English in the World REMEMBER! In conversation, we often refer to something which has been mentioned before. This is known information, and the voice normally goes up at the end. We also tell the listener things we have not mentioned before. This is new information, and the voice normally goes down at the end. Example: 1. A: I need some oil. B: But we’ve run out of oil. 2. A: What do you need? B: I need some oil. 5 Listen to the conversations. Do you think the voice goes up or down at the end of each second sentence? Draw a suitable arrow at the end of each line. 1. A: Tom found a watch on the street. B: No. He found a wallet on the street. 2. A: Where did Tom nd this watch? B: He found it on the street. 3. A: Let’s have some co ee. B: But I don’t like co ee. 4. A: Let’s have a drink. What would you like? B: I’d like some co ee. 5. A: This hat is nice. B: I know it’s nice, but it’s expensive. 6. A: This bed is big. B: I know it’s big but that one’s bigger. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Pronunciation Tones in new and known information 4 Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the voice on the underlined word in each sentence goes up or down. T may play the recording as many times as necessary. Explain the rule in the REMEMBER! box and ask some Ss to give some more examples. Audio script: 1. A: I’d like some oranges, please. B: But we don’t have any oranges. 2. A: What would you like, sir? B: I’d like some oranges. 3. A: I’ll come here tomorrow. B: But our shop is closed tomorrow. 4. A: When is your shop closed? B: It is closed tomorrow. 5 Play the recording and ask Ss to listen to the conversation, paying attention to whether the voice of each second sentence goes up or down. Ask some Ss to give their answers and then play the recording again for Ss to listen, check and repeat. T may play the recording as many times as necessary. Key + Audio script: 1. A: Tom found a watch on the street. B: No. He found a wallet on the street. 2. A: Where did Tom nd this watch? B: He found it on the street. 3. A: Let’s have some co ee. B: But I don’t like co ee. 4. A: Let’s have a drink. What would you like? B: I’d like some co ee. 5. A: This hat is nice. B: I know it’s nice, but it’s expensive. 6. A: This bed is big. B: I know it’s big but that one’s bigger. 6 First, ask Ss to work in pairs to practise reading aloud the conversation and identify whether the voice on the underlined word in each sentence goes up or down. Then play the recording. Ss listen and draw suitable arrows. T may pause after each sentence and ask them to repeat chorally. Correct their pronunciation if necessary. Key + Audio script: A: What make of TV shall we buy? B: Let’s get the Samsung. A: I think we should get the Sony. It’s really nice. B: But the Samsung is nicer. A: But the Sony has a guarantee. B: They both have a guarantee. A: How much is the Sony? B: It’s $600. A: It’s too expensive. B: I know it’s expensive, but it’s of better quality. A: They’re both of good quality. Unit 9/ English in the World 34T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 2 2 Rewrite the sentences using the conditional Grammar Conditional sentences type 2: review 1 a Read this sentence from the conversation in GETTING STARTED. Do you remember when we use conditional sentences type 2? Duong: Yeah, if there weren’t so many words, it would be easier for us to master it! Look out! In a formal context, we normally use were instead of was: If I were you, I would think more carefully about the job. (more formal) If I was you, I would think more carefully about the job. (more informal) b Write Yes or No to answer the questions about each sentence. 1. If Tien had an IELTS certi cate, he would get the job. Does Tien have an IELTS certi cate? ______ 2. If our English teacher weren’t here, we wouldn’t know what to do. Is the English teacher here now? ______ 3. If we went to England this summer, we would have the chance to pick up a bit of English. Is it possible that they will go to England this summer? ______ 4. English would be easy to master if it didn’t have such a large vocabulary. sentences type 2. Example: Peter has such a lot of English homework that he won’t go to the party. → If Peter didn’t have such a lot of English homework, he would go to the party. 1. I don’t feel con dent at interviews because my English is not very good. If my English _________________________________. 2. Minh doesn’t read many English books because she doesn’t have time. If Minh ______________________________________. 3. I think you should spend more time improving your pronunciation. If I were ______________________________________. 4. Mai is so good at the language because she has some friends who are native speakers of English. If Mai didn’t have _____________________________. 5. We can’t o er you the job because you can’t speak English. If you could speak ____________________________. Relative clauses 3 a Read part of the conversation from GETTING STARTED. Pay attention to the underlined part. Teacher: Question one: Is English the language which is spoken as a rst language by most people in the world? Is English easy to master? ______ 5. If she used English more often, her English wouldn’t be so rusty. REMEMBER! A relative clause is introduced by a relative pronoun such as who, whom, which, that, Does she often use English? ______ Does she often use English? ______ 35 Unit 9/ English in the World pronoun such as whose, where, why and when. whose, where, why Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com A CLOSER LOOK 2 Grammar Conditional sentences type 2: review 1 a Ask Ss to study part of the conversation. Draw Ss’ attention to how conditional sentences type 2 are formed and used by analysing the underlined part of the sentence. Draw Ss’ attention to the notes and the examples in the Look out! box. Then ask some more able Ss to give some examples to illustrate. b First, have Ss work independently, then ask them to share their answers with one or more partners. Ask some Ss to say their answers aloud. Give comments, and make any correction if necessary. Key: 1. No 2. Yes 3. No 4. No 5. No 2 Have Ss work independently to write the sentences. If there isn’t much time or Ss are not so strong, allocate one or two sentences per student. Then ask them to share their answers with a partner. Ask some Ss to write their sentences on the board and discuss as a class. Give comments and make any corrections. Key: 1. If my English were/was good, I would feel con dent at interviews. 2. If Minh had time, she would read many English books. 3. If I were you, I would spend more time improving my pronunciation. 4. If Mai didn’t have some friends who were/are native speakers of English, she wouldn’t be so good at the language. 5. If you could speak English, we would o er you the job. Relative clauses 3 a Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined clause. Then have Ss read the REMEMBER! box and explain to Ss the words that are used to introduce a relative clause. Ask Ss to make some examples to illustrate. Unit 9/ English in the World 35T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com b When do we use relative clauses? Can you think of any rules? We use relative clauses to give extra information about something/someone or to identify which particular thing/person we are talking about. Relative pronoun Example which (for things and animals) The book which I liked was the detective story. who (for people) The girl who is wearing a blue shirt is Mai. whom (for people as the object of the relative clause) That’s the boy whom we saw at school yesterday. when (for time) Do you remember the day when we rst met, darling? where (for places) This is the place where they lmed Star Wars. why (for reasons) That’s the reason why he failed. whose (for possession) That’s the man whose dog we found. that (for people, things, animals and times) Where’s letter that came yesterday? The people that I spoke to were very helpful. We moved here the year that my uncle died. 4 Circle the correct word. Sometimes more than one answer is possible. 1. That’s the boy who/whom/that is bilingual in English and Vietnamese. 2. This is the room which/who/where we are having an English lesson this evening. 3. The girl who/whose/which father is my English teacher is reasonably good at English. 4. Do you remember the year where/when/that we started to learn English? 5. The teacher whom/which/who you met yesterday is uent in both English and French. 6. That’s the reason where/when/why his English is a bit rusty. 5 Write true sentences about yourself. Then share them with your partner. How many things do you have in common? have in common? I would like to: I would like to: t have a friend who ... t have a friend who ... t go to a country where ... t go to a country where ... t buy a book which ... t buy a book which ... t meet a person whose ... t meet a person whose ... t do something that ... t do something that ... Look out! We normally use who instead of whom (except in a formal context) even when it is the object of the relative clause. However, we always use whom after a preposition. In informal contexts, we usually put the preposition at the end of the clause and use who. Is that the boy who we saw at school yesterday? This is the woman with whom Mary is sharing the room.(more formal) This is the woman who Mary is sharing the room with.(more informal) We can replace where/when with a preposition + which. In informal contexts, we put the preposition at the end of the clause. The house where/in which he lived as a child is somewhere around here. The house which he lived in as a child is somewhere around here. Do you know the year when/in which the steam engine was invented? Do you know the year which the steam engine was invented in? 6 Rewrite these sentences as one sentence using a relative clause. 1. My friend plays the guitar. He has just released a CD. My friend who/that plays the guitar has just released a CD. 2. Parts of the palace are open to the public. It is where the queen lives. ____________________________________________. 3. English has borrowed many words. They come from other languages. ____________________________________________. 36 Unit 9/ English in the World 36 Unit 9/ English in the World 4. I moved to a new school. English is taught by native teachers there. ____________________________________________. 5. I don’t like English. There are several reasons for that. ____________________________________________. 6. The new girl in our class is reasonably good at English. Her name is Mi. ____________________________________________. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com b Ask Ss to study the rules in the grammar box. Draw Ss’ attention to the use of relative clauses by analysing the examples in the grammar box in 3b. Then ask the more able Ss to give some further examples. 4 Ask Ss to do the exercise individually. Remind them to look back to the REMEMBER! box and the grammar box in 3b. Then have Ss compare their answers in pairs before checking with the whole class. Key: 1. who/that 2. where 3. whose 4. when/that 5. whom/who 6. why 5 Have Ss work independently, writing true sentences about themselves. Then ask them to share their sentences with one or more partners to nd out how many things they have in common. Ask some Ss to say their sentences aloud. Give comments, and make any corrections if needed. If time allows, have some Ss write their sentences on the board before checking as a class. 6 Before allowing Ss to do Exercise 6, ask them to study the rules in the Look out! box. Then have Ss work independently. Ask them to share their answers with a partner. Ask some Ss to say their answers aloud. Give comments, and make any corrections. Key: 2. Parts of the palace where/in which the queen lives are open to the public. 3. English has borrowed many words which/that come from other languages. 4. I moved to a new school where/in which English is taught by native teachers. 5. There are several reasons why I don’t like English. 6. The new girl in our class, whose name is Mi, is reasonably good at English. Unit 9/ English in the World 36T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION 1 Make notes about yourself. partner ENGLISH LEARNER PROFILE You Your 1. How long have you been learning English? 2. What do you remember about your rst English classes? 3. What exams have you taken in English? 4. Why are you interested in learning English now? 5. Which English-speaking countries would you like to visit? 6. What do you think is your level of English now? 7. How can you improve your English outside class? 8. For what purposes would you like to use English in the future? 9. What do you like about the English language? 10. What don’t you like about the English language? 2 Work in pairs. Take turns to ask and answer the questions in 1. Make notes about your partner. How many things do you have in common? 37 Unit 9/ English in the World 3 Work in groups. Tell your group the things that you and your partner have in common. ‘One thing we have in common is that we both want to study English at an overseas university. I’m interested in going to Australia and Mi is interested in the US.’ Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com COMMUNICATION Introduction Before Ss open their books, ask them to work in groups to discuss the question ‘What do you think are the best ways to master English?’ and ‘What are the things that you like and don’t like about the English language?’ Elicit Ss’ answers. Remember that this is a uency stage of the unit with a primary goal of communication. Do not focus on accuracy at this time. Reward successful attempts at communication. 1 Give Ss about 10 minutes to work independently, making notes about themselves by answering the questions in the table in 1. 2 Now ask Ss to work in pairs, taking turns to ask and answer the questions in 1. Remind them to make notes on what their partners say in the table in 1. Then ask each of them to identify how many things they have in common with their partners. For a change, have Ss role-play in pairs. One student is a reporter, and the other is a student. The reporter is gathering information about learners of English. Ask for volunteer pairs to role-play in front of the class. In this case, Ss should focus on only three of the questions from the survey. Make sure Ss don’t simply read from their books – they should be in character. Give them lots of encouragement and praise for their communicative e orts. 3 Now put two pairs together to work in groups of four, reporting on the things that they and their partners have in common. T moves around the class to listen to the discussions and provide help only if necessary. If time allows, ask some groups to present their ndings in front of the class. This may lead to a natural, whole-class discussion. If this happens, encourage it. Unit 9/ English in the World 37T Tron Bo SGK: htts://bookiaokhoa.com SKILLS 1 Reading Download Ebook Tai: https://downloadsachmienphi.com 2 a Read the text again and match the headings (a-c) to the paragraphs (1-3). 1 Read the following text about English as a means of international communication. Look at the words in the box, then nd them in the a. A changing language b. A global language c. Learning English almost 24 hours a day text and underline them. What do they mean? b Read the text again and answer the swimming pool touchdown check-out settlement immersion pile-up mix-up full board derivatives establishment dominant English has become a global language 1 thanks to its establishment as a mother tongue in all continents of the world. The English language mainly owes its dominant status in the world to two factors. The fi rst is the export of the language, which began in the 17th century, with the fi rst settlement in North America. The second was the great growth of population in the United States, which was assisted by massive immigration in the 19th and 20th centuries. 2 Nowadays, more and more people around the world are learning English as a second language and the way that they study it is changing. In some countries, English immersion schools have been built to create all-English environments for English learners. In these ‘English communities’, learners do all their school subjects and everyday activities, such as ordering food at the canteen, in English. 3 However, these new English speakers are not only learning the English language but they are also changing it. There are hundreds of types of English in the world today, such as ‘Singlish’, a mix of English, Malay, Mandarin, etc or ‘Hinglish’, the Indian mix of English and Hindi. New words are being invented every day all over the world due to the free admissions of words from other languages and the easy creation of compounds and derivatives. questions. 1. What has given the English language its dominance in the world today? 2. What was the great growth of population in the United States in the 19th and 20th centuries assisted by? 3. What do English learners do in English immersion schools? 4. What is Hinglish? 5. How are new English words being invented every day all over the world? Speaking 3 Put the list of ways to improve your English in order of importance for you. Can you add any more ideas? a. taking tests b. memorising English vocabulary c. writing emails and texts d. speaking for uency and not being corrected all the time e. listening to songs in English f. reading English social media websites g. writing essays h. imitating English pronunciation 4 Work in groups. Compare your lists. Explain your order. 5 Work in pairs. Take one of the ideas from 3 and think about how you can achieve it. Example: A: I think we should try to imitate English pronunciation. B: So then we should watch English videos online. A: Good idea. We can pause the video and repeat. B: We can even record ourselves and play it back. 38 Unit 9/ English in the World Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 1 Reading Introduction Before Ss open their books, ask them to work in groups to discuss either of these questions: 1. Who owns English? Ss may look somewhat confused by this question. If so, give them more guidance: ‘Which countries speak English around the world?’, ‘Does the English language belong to England? If not, why not?’, ‘Is the English language changing? If so, how?’ The aim is to get Ss to realize that English is global now and that there isn’t one “correct” form of English anymore, but many varieties of English. 2. Does ‘Vietglish’ exist? If necessary, explain that this is a blend of Vietnamese and English. Give some guidance: ‘Can you think of any words or phrases which blend the two languages?’, ‘Is this increasing in Viet Nam? If so, why?’, ‘Can you invent some new “Vietglish” words or expressions?’ 1 Now open the books and ask Ss to scan the text to nd the words: settlement, immersion, derivatives, establishment and dominant. T may help Ss work out the meanings of these words out of the context. - settlement (n) = the process of people making their homes in a place - immersion (n) = the language teaching method in which people are put in situations where they have to use the new language for everything - derivatives (n) = words that have been developed from other words - establishment (n) = the act of starting or creating something that is meant to last for a long time - dominant (adj) = more important, powerful or noticeable than other things 2 a First, have Ss work independently, reading through the text and choosing a suitable heading for each paragraph. Then allow them to share their answers before checking with the whole class. Key: 1. b 2. c 3. a b T may set a longer time limit for Ss to read the text again and answer the questions. Ask Ss to note where they found the information that helped them to answer the questions. Ss can compare their answers in pairs before discussing them as a class. Key: 1. It is the export of the English language and the great growth of population in the United States that has led to its dominance in the world today. 2. Mass immigration. 3. They do all their school subjects and everyday activities in English. 4. It is a blend of English and Hindi words and phrases. 5. They are being invented every day all over the world due to the free admissions of words from other languages and the easy creation of compounds and derivatives. Speaking 3 First, give Ss 5 minutes to put their own list in order of importance. Encourage Ss to think of the reasons for their order. They may add other methods they use that aren’t on the list. 4 Now in small groups, Ss compare their lists and explain their order to group members. Go around to provide help. Call on some Ss to present their top three methods and the reasons for it. Other groups listen and give comments. 5 Ask Ss to work in pairs, taking one of the ideas in 3 and discussing the way to achieve it. Move around to provide help. Call on one pair to present their ideas. Ask other pairs to add to the list. Alternatively, T may organise a quick game. In 5 minutes, pairs write down as many ways to achieve the goal as possible. When the time is up, call on the pair with the most ideas to present their answers. Other pairs add to the list. Unit 9/ English in the World 38T Tron Bo SGK: htts://bookiaokhoa.com SKILLS 2 Download Ebook Tai: https://downloadsachmienphi.com Listening Writing 3 Make notes of four uses of English in your daily life and give an explanation/example for each of them. Then compare your list with 1 Listen to four di erent people talking about speaking and learning languages. Match the summaries (A-E) to each speaker. There is one extra summary. a partner. What I use English for Explanation A. She can speak Spanish, French, and English uently. B. He decided to learn English properly after a holiday in England. C. A friend advised her to come to England to learn English. D. She had to learn English because she works for a multinational company. E. The reason why he is good at German is that he lives near the border. Speaker 1 _________ Speaker 2 _________ Speaker 3 _________ Speaker 4 _________ 1. 2. 3. 4. 4 a Use your notes in 3 to write about what you use English for in your daily life. 2 Listen to the extracts again and answer the questions. 1. What did Speaker 1 do last summer? 2. How can Speaker 2 speak Italian? 3. What was Speaker 3’s level of English in the past? 4. What did Speaker 3 do while travelling around England? 5. What did Speaker 4 think of her English learning? 39 Unit 9/ English in the World b Swap your writing with a partner and review each other’s drafts. Make revisions and corrections if necessary. Then present your nal writing to the class. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com SKILLS 2 Listening 1 Ask Ss to read the instruction carefully. Have Ss read the summaries and underline the key words in each. Play the recording and ask Ss to match the summaries to the speakers. Then ask two or three Ss to write their answers on the board. Play the recording again for Ss to check the answers. Key: Speaker 1: E Speaker 2: A Speaker 3: B Speaker 4: D Audio script: Speaker 1 (male): My rst language is French, but I live near the border, so I’m reasonably good at German. I can also get by in Italian. We went to Rome last summer and I picked up the basics. Speaker 2 (female): My mother is Spanish and my father is French so I’m bilingual. I’m also uent in English which I need for my job. I can have a conversation in Italian, but it’s a bit rusty. Speaker 3 (male): I used to be quite bad at English. I knew a few words of everyday English that I learned at school, but I couldn’t speak a word of anything else. Last summer, I went to England on holiday. While I was travelling around the country, I picked up enough words and phrases to get by. I was told that my pronunciation was quite good, so when I got home I decided to learn English properly. Speaker 4 (female): Last year, I got a job in a multinational company, so I had to learn English. A friend recommended an English centre and I have been going there for six months. I always enjoy the lessons and the language is taught in a communicative way. I think that I’ve learned a lot since I started. It’s not all fun, though - at the moment I’m studying for my rst exam! 2 First, ask Ss to work in pairs to answer the questions from the information they have heard in 1. Then play the recording again and allow Ss to check if their answers are correct. Key: 1. He went to Rome. 2. She can have a conversation in Italian, but it’s a bit rusty. 3. He used to be quite bad at English. 4. He picked up enough words and phrases to get by. 5. She thinks that she has learned a lot since she started an English course at an English centre. Writing 3 Ask Ss to work individually making notes of up to four uses of English in their daily life and giving an explanation/example for each of them in the given table. Remind them that they do not have to write full sentences and they can use abbreviations and note-form. Then ask Ss to share their notes with their partners. T may ask some more able Ss to read out their notes to the whole class. 4 a+b Set up the writing activity. Brainstorm the language necessary for their writing with Ss: an introduction paragraph, organising ideas using connectors – Firstly, Secondly, Finally, providing examples to illustrate the points. Ask Ss to write the draft rst and then swap their writing with a partner. Based on the comments, have them write their nal version in class or at home. If they write in class, they can also do it in pairs or groups on big pieces of paper. T may display all or some of the lea ets on the wall/notice board. Other Ss and T give comments. Ss edit and revise their writing as homework. Sample writing: I use English for di erent purposes in my everyday life. Firstly, English helps me communicate with people all over the world. I have made friends with some students from the UK and Australia. I use English to chat with them about many things. Secondly, English helps me get information and improve my knowledge. Because almost any information is available in English, it is easy for me to get access to all sources of information with my English. Finally, English is useful when I want to go abroad to study. A lot of schools and universities in di erent countries which provide scholarships and courses in English. I am learning English hard to get an IELTS score of 6.5 so that next year I can go to Australia to study. In conclusion, English is useful for me in various ways. Unit 9/ English in the World 39T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK Vocabulary 1 Underline the correct word in each sentence. 1. I’m from Viet Nam. My rst/foreign language is Vietnamese. 2. She spoke English with a strong accent/ intonation that I couldn’t understand. 3. The Yorkshire dialect/language is one of many in England. 4. Most students learned English as their o cial/ second language. 5. Canada has two foreign/o cial languages: English and French. 2 Read what three people say about speaking languages. Fill each blank with a phrase in the boxes. can also get by am reasonably good picked up My rst language is Vietnamese, but I live in a neighbourhood where there are a lot of English families, so I (1)______ at English. I (2)______ in French. We went to Paris last summer and I (3)______ the basics. also uent in can have a conversation am bilingual it’s a bit rusty 3 Rewrite these sentences using the words/ phrases in brackets. 1. I don’t know any French. (speak a word) I _____________________________________________. 2. I learned a few words of English on holiday. (picked) I _____________________________________________. 3. My brother can speak Italian very well. ( uent) My __________________________________________. 4. I can speak both English and French perfectly. (bilingual) I’m __________________________________________. 5. I speak enough German for holidays. (get by) I __________________________________ on holiday. 6. I haven’t practised my Russian for a long time. (rusty) My __________________________________________. 4 Use the words from the box to complete the sentences. swimming pool touchdown check-out mistakes imitate corrects translate pile-up mix-up full board look up accent communicate guess It’s normal to have a(n) (1)______ when we speak English. It’s OK – other people can usually understand us. It’s a good idea to listen to CDs or watch DVDs and try to (2)______ other speakers to make your pronunciation better. If you see a new word and you don’t know what it means, you can sometimes (3)______ the meaning from words you know, or you can (4)______ the word in a dictionary. A lot of good English learners try not to (5)______ things from their rst language. Translation is sometimes a good idea, but try to think in the foreign language if you can! It’s normal to make (6)______. When your teacher (7)______ a mistake in your writing or speaking, think about it and try to see why it’s wrong. But it’s more important to (8)______, so don’t be afraid to speak! Grammar 5 Put the correct relative pronoun in each sentence. which I (4)______ because my father is French and my mother is Spanish. I’m (5)______ English because I work in a multinational company. I (6)______ in Italian, but (7)______. know a few words can’t speak a word am quite bad at To be honest, I (8)______ languages. I (9)______ of English that I learned from my grandfather, but I (10)______ of anything else. 40 Unit 9/ English in the World That’s the dog ate our dinner. Example: 1. Those are the stairs I broke my arm. 2. There’s a shop you can buy English books and CDs. 3. The English couple live next to us can get by in Vietnamese. 4. There’s a shop near my house sells cheap DVDs. 5. Look up the new words in the dictionary has just been published by Oxford University Press. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com LOOKING BACK This is the review section of the unit, so encourage Ss not to refer to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. That will help you and your Ss see how far they have progressed, and which areas need further practice. The questions in LOOKING BACK match the Finished! self-assessment statements at the end of this lesson. Ss should check how well they did at each question and use that information when lling in the self-assessment. Vocabulary & Grammar For 1, 2, 3, 4 and 5, rst have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment. For exercise 3, T may ask some Ss to write their sentences on the board and give necessary correction. Key: 1 1. rst 2. accent 3. dialect 4. second 5. o cial 2 1. am reasonably good 2. can also get by 3. picked up 4. am bilingual 5. also uent in 6. can have a conversation 7. it’s a bit rusty 8. am quite bad at 9. know a few words 10. can’t speak a word 3 1. I can’t speak a word of French. 2. I picked up a few words of English on holiday. 3. My brother is uent in English. 4. I am bilingual in English and French. 5. I can get by in German on holiday. 6. My Russian is a bit rusty. 4 1. accent 2. imitate 3. guess 4. look up 5. translate 6. mistakes 7. corrects 8. communicate 5 2. Those are the stairs where I broke my arm. 3. There’s a shop where you can buy English books and CDs. 4. The English couple who/that live next to us can get by in Vietnamese. 5. There’s a shop near my house which/that sells cheap DVDs. 6. Look up the new words in the dictionary which/that has just been published by Oxford University Press. Unit 9/ English in the World 40T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 Choose A-E to complete the following conversation. Practise the conversation with your partner. Long: I heard that you got an IELTS score of 8.0? Minh: (1)______ Long: Congratulations! Would you mind sharing with us your experience of learning English? Minh: (2)______ Long: How do you feel about your level of English now? Minh: (3)______ Long: Really? What things did you do to improve your English outside class? Minh: (4)______ Long: And how did you improve your pronunciation? Minh: (5)______ A. I can speak English comfortably in almost any situation. B. I often listened to CDs and imitated the pronunciation. C. Not at all. D. That’s right! E. I read and listened a lot. I made friends and practised speaking English with native English speakers. Finished! Now I can… ● use lexical items related to languages and language use and learning ● identify the correct tones for new and known information and say sentences correctly ● use conditional sentences type 2 correctly and appropriately ● use relative clauses correctly and appropriately ● read for general and speci c information about English as a means of international communication ● talk about experiences in learning and using English ● listen for general and speci c information about some students’ experiences in learning and using languages ● write a paragraph about the uses of English in everyday life PROJECT DIFFERENCES BETWEEN VARIETIES OF ENGLISH BRITISHENGLISH VS AMERICAN ENGLISH 1 Read the chart and ll the blanks with the words from the box. soccer pavement highway rubbish nappy sweets ashlight underground at apartment (4)______ sidewalk taxi cab motorway (5)______ (1)______ candies football (2)______ (3)______ diaper 2 Choose two varieties of English. Write a similar chart showing the di erences in vocabulary between them. 41 Unit 9/ English in the World (6)______ subway (7)______ garbage torch (8)______ 3 Organise an exhibition of the charts you have made among your group or class members. Vote for the best. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Communication 6 First, ask Ss to do the task individually to choose sentences (A-E) to complete the conversation. Then check their answers as a class. Finally, ask Ss to practise the conversation with their partners and call on some pairs to act out the conversation in front of the class Key: 1. D 2. C 3. A 4. E 5. B Finished! Finally, ask Ss to complete the self-assessment. Identify any di culties and weak areas and provide further practice if necessary. PROJECT Differences between varieties of English 1 First, ask Ss to read the chart showing the di erences in vocabulary between British English and American English and ll the blanks with the words from the box. Then allow them to share their answers before checking with the whole class. Key: 1. sweets 2. soccer 3. nappy 4. pavement 5. highway 6. underground 7. rubbish 8. ashlight 2 Ask each group to choose two varieties of English, and design a chart showing the di erences in vocabulary between them. If time allows, T may let Ss complete the project in class. Otherwise, Ss can complete the project as homework. 3 When Ss have nished their charts, ask them to display them on the walls of the classroom. Have the Ss move around to look at all the charts and discuss them. Finally, ask the whole class to vote for the best one. Unit 9/ English in the World 41T Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com REVIEW 3 (UNITS 7 - 8 - 9) LANGUAGE Pronunciation 1 a Mark the questions with falling, rising, or falling rising arrows. Then listen, check, and repeat. A: What are you doing? Are you baking? B: Yes. I’m trying a recipe for Japanese cotton cheesecake. A: Japanese cotton cheesecake? Sounds strange. B: Right, but my friends say it’s really delicious. A: Do they sell that kind of cake in bakeries? B: Yes. But I want to make it myself. Vocabulary b Mark the sentences with falling or rising arrows. Then listen, check, and repeat. A: This tour is cheap. B: That tour is cheaper. A: Let’s book that tour today. B: But the travel agent is closed today. A: Tomorrow is ne. 2 Fill each blank with a word/phrase from the box. 3 Fill each blank with the correct form of the word given. tender garnish bilingual stew excursion jet lag o cial language full board marinate 1. My brother trained to be a teacher, but then he decided to become a tour ______. GUIDANCE 1. Remember to ______ the sliced beef in a little oil for half an hour before stir-frying. The beef will be ______ that way. 2. I’m learning to ______ di erent dishes to make them more attractive. 3. You should ______ the beef for an hour if you want your grandparents to have it. 4. My best friend couldn’t come to the party because she was su ering from ______ after her trip to the USA. 5. – Are you going on a(n) ______ with your class this Sunday? – Yes, we have one twice a year. 6. – Do you require half or ______? – Half, please. 7. I was born in Viet Nam and grew up in France. I can speak both Vietnamese and French, so I’m ______. 8. – What’s the ______ of Canada? – There are two: English and French. 42 REVIEW 3 2. If you want to pay a more ______ price, remember to book the tour two weeks in advance. 3. My English is a bit ______. I haven’t used it for years. 4. My grandfather is 80 years old, and he’s ______ in both French and English. 5. There is nothing more boring than a seaside town in the low ______. 6. To make a carrot cake for four people, you need 200 grams of ______ carrot. 7. When you place food over boiling water to cook, it means you ______ it. 8. Someone who is going past a particular place is a ______-by. REASON RUST FLUENCY SEASONAL GRATE STEAMER PASS Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Introduction The aim of this unit is to revise the language Ss have learnt and the skills they have practised in Units 7, 8, and 9. Help Ss recall the vocabulary and language skills they have learnt in these units, and encourage them to contribute as much as possible. LANGUAGE T may use the LANGUAGE review as a self-test. Ss do the exercises in 30 minutes then T checks their answers. Otherwise, T can conduct each activity separately. Pronunciation 1 a+b Review the use of falling, rising, and falling-rising tones in statement questions, nding out questions, making sure questions, and sentences to show new and known information. Ask Ss to do this exercise individually and then share their answers with a partner before giving T the answers. Play the recordings for Ss to check and repeat. Have some Ss read out the conversations with correct intonation. Give comments. Key + Audio script: a A: What are you doing? Are you baking? B: Yes. I’m trying a recipe for Japanese cotton cheesecake. A: Japanese cotton cheesecake? Sounds strange. B: Right, but my friends say it’s really delicious. A: Do they sell that kind of cake in bakeries? B: Yes. But I want to make it myself. b A: This tour is cheap. B: That tour is cheaper. A: Let’s book that tour today. B: But the travel agent is closed today. A: Tomorrow is ne. Vocabulary 2 Have Ss do this exercise in pairs. Check the answers as a class. Key: 1. marinate; tender 2. garnish 3. stew 4. jet lag 5. excursion 6. full board 7. bilingual 8. o cial language 3 Ask Ss to work out what kind of word each blank needs to complete the sentence (e.g. noun, verb, adjective, etc.). Then have Ss complete the sentences individually. T can ask some Ss to write their answers on the board. Con rm the correct answers. Key: 1. guide 2. reasonable 3. rusty 4. uent 5. season 6. grated 7. steam 8. passer REVIEW 3 42T Tron Bo SGK: htts://bookiaokhoa.com Grammar Download Ebook Tai: https://downloadsachmienphi.com 5. Your brother and his friends are planning a 4 There is one mistake in the underlined words in these sentences. Find and correct it. 1. We had an excursion to the Lake Hudson, a A B C man-made reservoir in Oklahoma, last Sunday. D 2. Don’t put too much garlic in the salad; two A B bunches are enough. C D 3. If you did more exercise, your muscles will be A B C D stronger. 4. Remember not to skip the breakfast because A B it’s the most important meal. C D 5. I don’t like to eat out because it isn’t easy to nd A B a restaurant which have good food and service. C D 6. She’s uent in both English and French, but her A B Vietnamese is rusty even though she is C the Vietnamese American. D 5 What would you say in these situations? Use conditional structures and the words given to write suitable sentences. 1. Your friend wants to widen his English vocabulary. You think it’s best to read short stories in English. Give him some advice. (SHOULD) ____________________________________________ 2. Your sister wants to become a tour guide. Your mum thinks she can succeed if she learns more about history and culture. Here is what your mum says to her. (CAN) ____________________________________________ 3. Your cousin wants to improve her English and asks you which language centre she should go to. You think it’s possible to choose either The Sun or The Shine. You tell her what you think. (MAY) ____________________________________________ 4. A friend asks you what you would do at a restaurant if you saw a y in your soup. Answer his question. (IF) ___________________________________________ 43 REVIEW 3 one-day excursion for their class. They don’t know where to go and ask you for advice. Tell them. (WERE) ____________________________________________ 6 Combine each pair of sentences to make a complete sentence, using a suitable relative pronoun. 1. Last holiday we stayed in a resort. Mi recommended it to us. → ___________________________________________. 2. Some people talk too loudly in public places. I don’t like them. → ___________________________________________. 3. The dishes are so hot. My mother has cooked them. → ___________________________________________. 4. Last year I visited a small town. They lmed The Little Girl there. → ___________________________________________. 5. Ms Mai was my teacher. I will never forget her. → ___________________________________________. Everyday English 7 Complete each short dialogue with a sentence in the box. A. I’m not into science. B. I can’t wait to go camping with you again. C. But I’m starving. D. Lucky him. E. I can’t picture her in traditional costume. 1. A: Hey, don’t touch that! You have to wait for our grandparents before starting to eat. B: (1)______. I haven’t eaten anything this morning. 2. A: Why have you changed the channel? B: (2)______. I prefer Eco-tourism on Channel 12. 3. A: Mi’s giving a presentation on Vietnamese foods at an international conference. She’s decided to wear ao dai. B: (3)______. She usually wears casual clothes. 4. A: We are going camping this weekend. Would you like to join us? B: Great! (4)______. 5. A: Phong is the winner of our English speaking contest. He has been given ve million dongs. B: (5)______. Tron Bo SGK: htts://bookiaokhoa.com Download Ebook Tai: https://downloadsachmienphi.com Grammar 4 Have Ss read the sentences. Then ask them to nd the mistake in each sentence, and write the corrected version of the sentence. Now have Ss compare their answers in pairs. Check their answers as a class. Key: 1. B the Lake Hudson → Lake Hudson 2. C bunches → cloves 3. D will be → would be 4. B the breakfast → breakfast 5. C have → has 6. D the Vietnamese American → a Vietnamese American/Vietnamese American 5 Have Ss read the situations and write suitable sentences. Call on two Ss to write their sentences on the board. T and other Ss give comments. Correct any mistakes. Suggested answers: 1. If you want to widen your English vocabulary, you should read short stories in English. 2. You can become a tour guide if you learn more about history and culture. 3. If you want to improve your English, you may go to either The Sun or The Shine language centres. 4. If I saw a y in my soup, I would tell the manager. 5. If I were you, I would go to Song Nhi Resort. 6 Elicit from Ss the relative pronouns and their uses (e.g. who, whom, which, that, where). Ask Ss to do this exercise individually and compare their answers with a partner. Have some Ss read out their sentences. Correct any mistakes. Key: 1. Last holiday we stayed in a resort which/that Mi recommended. 2. I don’t like people who talk loudly in public places. 3. The dishes which/that my mother has cooked are so hot. 4. Last year I visited a small town where/in which they lmed The Little Girl. 5. Ms Mai was a teacher whom/who I will never forget. Everyday English 7 Elicit the meanings of the sentences in the box. Have Ss do this exercise in pairs. After checking their answers, ask one or two pairs to act out the short dialogues. Key: 1. C 2. A 3. E 4. B 5. D REVIEW 3 43T Tron Bo SGK: htts://bookiaokhoa.com SKILLS Reading Download Ebook Tai: https://downloadsachmienphi.com a Decide if the statements are true (T) or false (F). 1 Read Mi’s email to Nick and do the exercises that follow. From: [email protected] To: [email protected] Subject: English Camp Hi Nick, How are you? I’m having so much fun here at English Camp. It’s a pity you can’t join us. It’s my third day here and I wish the camp would last a month!!! On the rst day, we put up the tents. They held a tent competition, and although we tried our best, our team was only the runner-up. Guess what? I met Nam, our classmate, but we couldn’t talk much because he was in another team. Before lunch we played some team building games. It was exciting! In the afternoon we went shing. Hung, a student from Luna School, is a really good angler. He caught ten sh while I caught none. However, we let them all go. The second day, when we had a cooking competition, was also awesome. We had to draw lots to choose the dish we would cook. Hung did ours and we were asked to make sushi. Hung and I didn’t know how to make it, but lucky us – we had Chie in our team! She’s a student who comes from Tokyo and has lots of experience making sushi. Our sushi won the rst prize! It’s great that Chie taught us how to make this healthy dish. Today there’s an English speaking contest on how to learn English successfully for non-native English speaking students. Hung’s giving a presentation on his top tips for learning English. I must go now. Chie and Hung are calling me. Until next time, Mi 44 REVIEW 3 T F 1. Mi’s team wasn’t the winner of the tent competition. 2. Mi is the only student from her class to join the camp. 3. They played some team building games after lunch. 4. Hung is a better angler than Mi. 5. They kept some sh and let others go. b Answer the questions. 1. How did the campers choose the dish to cook for the competition? 2. Where does Chie come from? 3. What prize did they win? 4. Who is the English speaking contest for? 5. What is the topic of Hung’s presentation? Speaking 2 Work in groups and discuss the questions. 1. Have you ever joined an English speaking camp? If yes, share your experience with your friends. If no, tell your friends about the class excursion you liked best. 2. Do you think it is a good idea to take part in an English speaking camp? Why/Why not? Tron Bo SGK: htts://bookiaokhoa.com