🔙 Quay lại trang tải sách pdf ebook Sách Giáo Viên Tiếng Anh Lớp 6 Tập 1 Ebooks Nhóm Zalo BỘ GIÁO DỤC VÀ ĐÀO TẠO HOÀNG VĂN VÂN (Tổng chủ biên) – NGUYỄN THỊ CHI (Chủ biên) LÊ KIM DUNG – PHAN CHÍ NGHĨA – LƯU QUÝ KHƯƠNG VŨ MAI TRANG – LƯƠNG QUỲNH TRANG Với sự cộng tác của DAVID KAYE TẬP MỘT (Tái bản lần thứ hai) NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM TẬP ĐOÀN XUẤT BẢN GIÁO DỤC PEARSON Unit 1/ My New School 1 CONTENTS ,1752'8&7,21 ...............................................................................................................................................................4 81,7 0< 1(: 6&+22/ .........................................................................................................................10 81,7 0< +20( ...................................................................................................................................................30 81,7 0< )5,(1'6 ..........................................................................................................................................50 5(9,(: .................................................................................................................................................................................70 81,7 0< 1(,*+%285+22' .......................................................................................................74 81,7 1$785$/ :21'(56 2) 7+( :25/' .......................................................94 81,7 285 7(7 +2/,'$< ..................................................................................................................114 5(9,(: ..............................................................................................................................................................................134 INTRODUCTION 3 INTRODUCTION TIẾNG ANH 6 is the fi rst of a four-level English language textbook for Vietnamese students of lower secondary schools learning English as a foreign language (EFL). It followsthe systematic, cyclical and theme-based syllabus approved by the Ministry of Education and Training in October 2011, which focuses on the use of language (pronunciation, vocabulary, and grammar) to develop the four language skills (listening, speaking, reading and writing). THE COMPONENTS OF THE TEXTBOOK The complete learning set of TIẾNG ANH 6 consists of THE STUDENT’S BOOK, THE TEACHER’S BOOK and THE WORKBOOK. THE STUDENT’S BOOK The Student’s Book contains: • the book map: Introducing the basics of each unit • 12 topic-based Units, each covering 8 sections to be taught in seven 45-minute lessons • 4 Reviews, each providing revision and further practice of the previous three units, to be dealt within two periods • Glossary: giving meaning and phonetic transcription of the new words in the units THE TEACHER’S BOOK The Teacher’s Book gives full procedural notes for teaching diff erent parts of each unit. The answer keys to the exercises in the Student’s Book and the transcriptions are also given in the Teacher’s Book. THE WORKBOOK The Workbook mirrors and reinforces the content of the Student’s Book. It off ers: • further practice for the language and skills taught in class, and • four additional tests for students’ self-assessment. THE CD THE COMPONENTS OF EACH UNIT There are 12 main units in the Student’s Book. Each unit has eight sections, providing material for 7 classroom lessons of 45 minutes. 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 every unit, there are explicit learning contents clearly stating the main language and skills to be taught in the unit. 4 INTRODUCTION SECTION 1: GETTING STARTED This section occupies two pages and it is designed for one 45-minute lesson in class. It begins with a conversation followed by the activities which introduces the topic of the unit; it then presentsthe vocabulary and the grammar itemsto be learned 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 period. A Close 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. Two or three sounds, which appear frequently in the unit, are given and practised in isolation and in context. There are different exercises focusing on intensive practice of vocabulary and pronunciation. A grammar item may also be included in this section. SECTION 3: A CLOSER LOOK 2 This sections deals with the main grammar point(s) of the unit. The new language point is presented in a short text or a talk/interview. There are clearly explicit grammar tables and exercises which are well illustrated to help students remember and use the grammar items eff ectively. The ‘Remember’ boxes appear wherever necessary and help studentsto avoid common errors. A Closer Look 1 and A Closer Look 2 cover three pages; they mainly give language focus and practice of receptive skills. SECTION 4: CULTURE & COMMUNICATION This section is designed to help students use the functional language in everyday life contexts and consolidate what they have learned in the previous sections. It also gives students opportunities to learn and apply the cultural aspects of the language learnt to their lives, and 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 period. Skills 1 comprises reading (receptive skill) and speaking (productive skill). 5HDGLQJ This activity aims to develop students’ reading abilities. The reading text is often based on the vocabulary and structures that students have previously acquired to make the activity achievable. It is always interesting and relevant to the students, and links with the topic of the unit. Important new vocabulary is introduced in the text and practised in a follow-up activity. The reading also provides input for the speaking that follows. 6SHDNLQJ This activity aims to provide further practice which supports students in their production of speaking English freely, using the recently practised language in combination with the previously learnt one in new contexts. INTRODUCTION 5 SECTION 6: SKILLS 2 Skills 2 is composed of listening (receptive skill) and writing (productive skill). /LVWHQLQJ The listening activity follows the oral practice in Speaking to provide students an opportunity to listen to the language that they have practised orally and train them to listen for general and specifi c information. :ULWLQJ This section focuses on developing students’ writing skills. It normally involves one of the text types required for the Students' skill development. There is a writing tip or a guideline which is very useful to help them to write eff ectively. The result of the writing activity must be a complete piece of writing, and ideally it is marked by the group/ class/ teacher. SECTION 7: LOOKING BACK & PROJECT This section covers two pages and should be dealt with in one period. Looking back recycles the language from the previous sections and links with the topics. Various activities and exercises are designed to help students consolidate and apply what they have learnt in the unit. Through the students’ performance of thissection, teachers can evaluate their study results and provide further practice if necessary. The project helps students to improve their ability to work by themselves and in a team, and extend their imagination in a fi eld related to the unit subject. The teacher can use this as an extra-curricular activity (for groupwork) or as homework for students to do individually. REFERENCE ON SKILLS AND LANGUAGE TEACHING 1. TEACHING READING Reading is the fi rst of the four language skills that receives special attention in Tiếng Anh 6. - The reading activities in Tiếng Anh 6 aim to help students develop sub-skills such as skimming for gist and scanning for details. - In developing reading skills, students are taught to read aloud, following the pictures and the textsin the Student’s Book. This provides an implicit opportunity for studentsto practise their pronunciation and intonation. - Explanations should be given to students when they do not understand the meaning of a word. Some reading strategies such as focusing on familiar words, guessing unfamiliar words in a logical context, etc. should be taught to students. - Before teaching the text, the teacher should encourage students to guess what the text is about, what new words will appear in the text, etc. 2. TEACHING SPEAKING Speaking in Tiếng Anh 6 is of two forms: spoken interaction and spoken production. The fi rst refers to the ability to ask and answer questions and handle exchanges with others. The second refers to students’ ability to produce language appropriately and correctly. 6 INTRODUCTION Speaking activities should include : - Pronunciation: this is practised through dialogues, games, rhymes and songs. Through these forms, students practise the stress, the rhythm and the intonation patterns of English in a natural way. Itis crucial to provide students with lots of models and to build up their confi dent acceptance of approximate correct pronunciation. - Repetition: this helpsstudentsto 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. The best strategy is to provide lots of opportunities for students to practise with a secure feeling through choral repetition of action rhymes and games. It is also important to establish some classroom routines such as greetings and saying goodbye at the beginning and the end of the lessons, asking for permission, saying common classroom expressions such asI don’t understand. Could you say it again, please? May I ask you a question? or answering a question, I don’t know. I think/guess ..., and Perhaps ... - Pair work/ group work and class presentations help students to talk freely in a language situation related to the topic of the unit. This also makes students feel secure and promotes their confi dence in speaking. Error correction should be done cautiously by the teacher. When students are talking, teachers should not stop them to correct their mistakes. Mistakes should be analysed and only repeated ones should be given 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. So it is very important to teach studentsto be aware of the reason for and purpose of listening, the content of the listening text and the speaker’s voice. Before listening, teachers should motivate and engage students in the listening activity; encourage them to predict the listening content, and introduce the new language or vocabulary which occurs in the listening text. The listening activity should aim to help students understand spoken English and develop sub-listening skills such as listening for gist or listening for details. After listening, students are to show their listening comprehension in front of the class, and to provide a follow-up spoken/written activity such as speaking, or writing down what students have listened to. 4. TEACHING WRITING The writing activity aims to develop students’ basic writing skills in English. Its emphasis is on providing writing techniques for a particular genre: e-mail, an informal letter, a webpage for example as well as practising the spelling of familiar vocabulary and sentence patterns. Teaching writing can be divided into three stages: before writing, while writing and after writing. - Before writing helps students understand why they write and provides them with the language input to express their ideas in English. INTRODUCTION 7 - While writing helpsstudents work independently under the teacher’s guidance and supervision. - After writing helps students consolidate their writing skills through a follow-up activity such as making a draft, copying the draft into students’ notebooks or on a clean sheet of paper, focusing on neatness, spelling, punctuation, use of words, sentence structures, and organisation of the writing. 5. TEACHING PRONUNCIATION Teaching pronunciation consists of teaching phonetics (sounds in isolation and in context), rhymes, chants, and songs. With the knowledge of phonics students have learned in previous years, students are able to improve their speaking and reading skills because they can identify the spelling and pronunciation patterns of listening texts and decode them quickly. The teacher should focus students’ attention on the letter(s) and its/ their sound(s) in words, and model the new sounds a few times for students to repeat. In teaching pronunciation it is advisable that the teacher should introduce the context in which the new sounds are embedded; teach new vocabulary, using flashcards, pictures, etc; and mime the lines if possible; focus students’ attention on the letter(s) and its/their sound(s) a few times for studentsto repeat; play the recording a few times, having students repeat each line of the song/rhyme/chant and clap the words containing the focused sounds; organise students to work in pairs and groups to practise the song/ rhyme/ chant; and call on some volunteers to perform the song/rhyme/chant at the front of the class. 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 meet the same words embedded in diff erent contexts and activities again and again. When teaching vocabulary, it is important to help students recognise, practise and memorise vocabulary. These can be done by using visual aids, by allowing students to listen and repeat the word, by explaining their meaning, using definitions, pictures, flashcards, and translation if necessary; and finally, getting students to practise, using the word with a range of spoken or written activities which can be done individually or in pairs. 7. TEACHING GRAMMAR Teaching grammar helps students use correct grammatical patterns to express their ideas in specifi c contexts. Grade 6 students of English already know some English grammar based on formulaic sequences and a lot of grammar points met in the context of dialogues, readings, chants, rhymes, stories and songsthey have learnt in primary schools. One way to enable students’ language awareness is drawing their attention to specifi c language patterns or features of grammatical forms and, if necessary, comparing or contrasting these with corresponding patterns and forms in Vietnamese. The appropriate techniques to be used to teach students are: 8 INTRODUCTION - focusing students’ attention on the new grammatical patterns in the texts - providing models for students to practise the new grammatical item in a spoken or written activity, using the cued pictures or prompts in their books - reinforcing the new grammatical item with a variety of spoken and written activities 8. PAIR WORK/ GROUP WORK Students should be given clear instructions about what they are expected to do and say. The following are some suggested teaching steps. - Whole class. Elicit/ Teach/ Model the focus language (words, phrases or structures). Then write them on the board. - Model. Perform the focus materials yourself 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. - Students practise in pairs or groups. Monitor the activity and off er help if necessary. - 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 activity to reinforce or consolidate students’ understanding. It is noted that all of the procedures written in this book are only suggestions. Teachers may adapt these or design their own ones to suit their students and real teaching contexts. INTRODUCTION 9 8QLW 0< 1(: 6&+22/ *(77,1* 67$57(' $ VSHFLDO GD\ Listen and read. Phong: Oh, someone’s knocking at the door. Phong’s Mum: Hi, Vy. You’re early. Phong’s having breakfast. Vy: Hi, Mrs Nguyen. Oh dear, I’m sorry. I’m excited about our fi rst day at school. Phong’s Mum: Ha ha, I see. Please come in. Vy: Hi, Phong. Are you ready? Phong: Yes, just a minute. Vy: Oh, I have a new friend. This is Duy. Phong: Hi, Duy. Nice to meet you. THIS UNIT INCLUDES: VOCABULARY School things and activities PRONUNCIATION Sounds /ə / and / / GRAMMAR The present simple and the present continuous Verb (study, have, do, play) + Noun COMMUNICATION Talking about and describing a school Talking about and describing school activities Duy: Hi, Phong. Nice to meet you too. I live here now. I go to the same school as you. Phong: That’s good. School will be great – you’ll see. Hmm, your schoolbag looks heavy. Duy: Yes, it is. I have new notebooks, a new calculator, and new pens. Phong: And you’re wearing the new uniform Duy. You look smart! Duy: Thanks, Phong. Phong: Let me put on my uniform too. Then we can go. Vy: Sure, Phong. 10 Unit 1/ My New School 2EMHFWLYHV By the end of this unit, students can: pronounce correctly the sounds /ə / and / / in isolation and in context use the lexical items related to the topic ‘My New School’ use the combinations: to study, to have, to do, to play + Noun use the present simple and the present continuous ask appropriate questions when making new friends at a new school read for specifi c information about schools, and read e-mails and webpages talk about school activities, subjects, and what Ss do at school listen to get information about school activities write a webpage for their school, using correct punctuation ,QWURGXFWLRQ As it is the fi rst lesson of the school year, T should let Ss introduce themselves and/ or introduce some warm-up activities. Focus on the characters, Phong, Vy and Duy, and the key language and structures to be learnt. Write the title on the board ‘A special day’. Explain the meaning of ‘special’ and ask Ss to guess what the picture might show or what the conversation might be about. Let Ss open their books and check their answers. *(77,1* 67$57(' $ VSHFLDO GD\ Ask Ss questions about the picture: E.g. What is Phong doing? Who are Vy and Duy? … Ask Ss why it is a special day. Play the recording. Ss listen and read. A Special Day Why? Unit 1/ My New School 11 Are these sentences true (T) or false (F)? D 1. Vy and Duy are early. 2. Phong is eating. 3. Duy is Phong’s friend. 4. Duy lives near Phong. 5. Phong is wearing a school uniform. Match the words with the school things. Then listen and repeat. 1. ________________ Find these expressions in the conversation. E Check what they mean. 2. ________________ 3. ________________ 4. ________________ 1. Oh dear. 2. You’ll see. 3. Come in. 4. Sure. Work in pairs. Create short role-plays with F the expressions. Then practise them. Example: A: Oh dear. I forgot my calculator. B: That’s OK, you can borrow mine. A: Thank you. Can you extend 5. ________________ 6. ________________ 7. ________________ 8. ________________ 9. ________________ 10. ________________ your conversation? Listen and read the following poem. a. bicycle b. pencil sharpener c. calculator d. rubber f. notebook g. ruler h. textbook i. pencil case Get up, Nam Get up, Nam e. compass j. schoolbag You’re going back to school Your friends are going back to school, too. The new school year starts today. You’ve got nice shoes You’ve got new pens Your friends are on their way. D Work in pairs. Write a poem about your partner. Use the poem above to help you. E Now read the poem to your partner. Look around the class – what other things do you have in your classroom? Ask your teacher. Learning tip Draw pictures next to new words in your vocabulary book. Example: calculator 12 Unit 1/ My New School D Ss work independently. Allow them to share answers before discussing in groups or as a class. Key: 1. T 2. T 3. F 4. T 5. F E Tell Ss to refer back to the conversation to find the expressions. Practise saying them together (play the recording again if necessary). Explain the meaning (or give synonyms) to Ss, then give some examples. Key: 1. used to express surprise (negative) 2. tYou’ll find out u 3. used to invite sb in 4. used to say tyesu/ talrightu F Ask Ss to role-play the short conversations in pairs before creating short role-plays. More able Ss can try to extend the conversation. Play the recording. Let the whole class read the poem with the right intonation and rhythm. Ask questions to check Ss’ understanding of the poem. Then Ss work in pairs and write a poem about their partner, then read the poem aloud. Example: Khanh is going back to school today. His friends are going back to school, too. His new school year starts today. He’s got a nice schoolbag. He’s got a new bike. His friends are on their way. ……………….. Ask Ssto match the words with the school things. Play the recording. Ss listen and repeat. Then let them practise saying the names of school things. Help explain the meaning if necessary, e.g. use visual aids in the classroom. Then ask Ss to write the correct words in the spaces. Allow Ss to check their answers (in pairs or in groups). 1 - b pencil sharpener 2 - e compass 3 - j schoolbag 4 - d rubber 5 - c calculator 6 - i pencil case 7 - f notebook 8 - a bicycle 9 - g ruler 10 - h textbook Tell Ss to look around the class. Ask what they see around them/ what they have (point to each student): table, desks, noticeboard, pictures … . Then let them practise the words, and make up sentences with the words if there is time. Learning tip Recommend that Ss have a vocabulary book in which to write new words they learn every day. Tell them to draw a picture next to the word. T illustrates on the board. If it is impossible to draw pictures, Ss can give synonyms or explanations, or write the Vietnamese equivalent. Unit 1/ My New School 13 $ &/26(5 /22. Vocabulary Listen and repeat the words. physics exercise English vocabulary history football homework lessons judo music school lunch science Work in pairs. Put the words in into groups. SOD\ GR KDYH VWXG\ Can you add more nouns to the groups? Listen to the words and put them into two groups. Put one of these words in each blank. /ə / / / some rode lessons science homework football judo don’t hope Monday 1. I do _____ with my friend, Vy. 2. Duy plays _____ for the school team. 3. All the _____ at my new school are interesting. 4. They are healthy. They do _____ every day. 5. I study maths, English and _____ on Mondays. homework month come post one Write sentences about yourself using the combinations above. Listen and repeat. Underline the sounds /ə / and / / you hear. Pronunciation /ə / and / / 1. They are going to open a new library. 2. I’m coming home from school. Listen and repeat. Pay attention to the sounds /ə / and / /. 3. His brother eats lunch in the school canteen. 4. The new school year starts next month. 1. /ə /: judo going homework open 2. / /: brother Monday mother month 5. My brother is doing his homework. 6. He goes to the judo club every Sunday. 14 Unit 1/ My New School $ &/26(5 /22. 9RFDEXODU\ Play the recording and let Ss listen. Play it again and pause for them to repeat each word. Correct their pronunciation. Let Ss work in pairs, putting the words in into groups. Then check their answers. Explain to them which words go with each verb. play football music do homework judo exercise have school lunch lessons study physics English history vocabulary science Tell Ss to do the task individually. Call on some Ss to write on the board, then check their answers. Key: 1. homework 2. football 3. lessons 4. judo 5. science Ask Ss to write sentences about themselves in their notebooks, using the combinations above. They can write as many sentences as possible. E.g: I/ We have English lessons on Tuesday and Thursday. ……………………………………. 3URQXQFLDWLRQ /ə / and / / Let Ss practise the sounds /ə / and / / together. Ask Ssto observe the T’s lip positions for these two sounds. Play the recording and ask Ss to listen and repeat. Play the recording as many times as necessary. Play the recording twice. Allow Ss to work individually. Then let them check their answers in groups. T may call on some Ss to write their answers on the board. Correct their mistakes. Key: Sound /ə / : rode don't hope homework post Sound / / : some Monday month come one Audio script: some rode don’t hope Monday homework month come post one Play the recording. Let Ss repeat sentence by sentence. Help them recognise the two sounds, then underline them in the sentences. 1. They are going to open a new library. 2. I’m coming home from school. 3. His brother eats lunch in the school canteen. 4. The new school year starts next month. 5. My brother is doing his homework. 6. He goes to the judo club every Sunday. Unit 1/ My New School 15 $ &/26(5 /22. Remember! Grammar The present simple - the present continuous The present simple verbs with he/she/it need an s/es Miss Nguyet is interviewing Duy for the school newsletter. Write the correct form of the verbs. Miss Nguyet: Tell us about yourself Duy. Duy: Sure! I live near here now. Thisis my new school. Wow! It (1. have) _____ a large playground. The present simple Positive I/you/we/they + V (work/study) He/she/it + V-s/V-es (works/studies) Negative I/you/we/they + don’t/do not + V (don’t/do not work/study) He/she/it + doesn’t/does not + V (doesn’t/ does not work/study) Miss Nguyet: ___ you ____ (2. have) any new friends? Duy: Yes. I ______ (3. love) my new school and my new friends, Vy and Phong. Miss Nguyet: ___ Vy ___ (4. walk) to school with you? Duy: Well, we often _________ (5. ride) our bicycles to school. Questions and short answers - Do I/you/we/they + V (work/study)? Yes, I/you/we/they do. No, I/you/we/they don’t. - Does he/she/it + V (work/study)? Yes, he/she/it does. No, he/she/it doesn’t. Miss Nguyet: Who’s your teacher? Work in pairs. Make questions then interview your partner. Duy: My teacher is Mr Quang. He’s great. He ______ (6. teach) me English. Miss Nguyet: What do you usually do at break time? Duy: I play football but my friend Phong ________ (7. not play) football. He ______________ (8. read) in the library. Miss Nguyet: What time do you go home? Duy: I ______ (9. go) home at 4 o’clock every day. Then I ______(10. do) my homework. Miss Nguyet: Thank you. 1. you/ride your bicycle/to school 2. you/read/in the library/at break timetime 3. you/like/your new school 4. your friends/go to school/with you 5. you/do your homework/after school The present continuous Positive I am You/we/they are + V-ing (studying) He/she/it is Negative Correct the sentences according to the information in above. I am You/we/they are + not V-ing (not studying) He/she/it is Example: Duy’s new school has a small playground. Duy’s new school has a large playground. 1. Duy doesn’t live near here. 2. Duy doesn’t like his new school. 3. Vy and Duy walk to school. 4. Mr Quang teaches Duy science. 5. At break time, Phong plays football. Questions and short answers Am I Are you/we/they + V-ing? Is he/she/it Yes, I am. No, I am not. Yes, you/we/they are. No, you/we/they aren’t. Yes, he/she/it is. No, he/she/it isn’t. 16 Unit 1/ My New School $ &/26(5 /22. *UDPPDU The present simple - the present continuous Let Ss do the task individually. T corrects their answers (and may call on some Ss to say their answers separately). T gives explanation if necessary. Key: 1. has 2. Do you have 3. love 4. Does Vy walk 5. ride 6. teaches 7. doesn’t play 8. reads 9. go 10. do Allow Ss to write the sentences in their notebooks, referring to the interview. Call one or two Ss to write on the board, check their answers sentence by sentence. Key: 1. Duy lives near here. 2. Duy likes/loves his new school. 3. Vy and Duy ride to school. 4. Mr Quang teaches Duy English. 5. At break time, Phong reads in the library. Then ask Ss to give the rule and use of the present simple themselves. Letthem study the grammar box. T canadd somethingand give more examplesif necessary. Ss work in pairs. Take turns to ask questions and give answers. T goes round and corrects mistakes or gives help when and where necessary. Key: 1. Do you ride your bicycle to school? 2. Do you read in the library at break time? 3. Do you like your new school? 4. Do your friends go to school with you? 5. Do you do your homework after school? Unit 1/ My New School 17 Read Vy’s e-mail to her friend. Listen to part of the conversation from Getting Started again. Then fi nd and underline the present continuous form. Example: Phong: Oh, someone’s knocking at the door. Complete the sentences with the correct form of the verbs. Example: Hi Trang, How are you? This is the fi rst week at my new school. Now, I’m doing my homework in the library. I have lots to do already! I have lots of friends and they are all nice to me. Yummy! I (have) ______ school lunch with my new friends. Yummy! I’m having school lunch with my new friends. 1. I (not play) ______ football now. I’m tired. 2. Shh! They (study) ______ in the library. 3. Vy and Phong (not do) ______ their homework. 4. Now I (have) ______ an English lesson with Mr Lee. 5. Phong, Vy and Duy (ride) ______ their bicyclesto school now. Remember! When something often happens or We study many subjects – maths, science, and English of course! I have a new uniform, but I don’t wear it every day (only on Mondays and Saturdays). I have lessons in the morning. In the afternoon, I read books in the library or do sports in the playground. How is your new school? Do you study the same subjects as me? Do you play badminton with your friends? School starts again next Monday. It's late now so I have to go home. Please write soon. Love, Vy D Underline things that often happen or are fi xed. Then underline things that are happening now. E Compare Vy’s fi rst week with yours. is fi xed: the present simple When something is happening now: the present continuous Me Example: • wear uniform every day • interesting Vy • wears uniform Mondays and Saturdays Choose the correct tense of the verbs. 1. My family have/are having dinner now. 2. Mai wears/is wearing her uniform on Mondays and Saturdays. 3. The school year in Viet Nam starts/is starting on Sep 5th. 4. Now Duong watches/ is watching Ice Age on video. 5. Look! The girls skip/are skipping in the schoolyard. 18 Unit 1/ My New School Ask Ss to refer to the conversation in Getting Started. T can ask Ss to focus on the verbs used in the present continuous. Play the recording again and ask Ssto listen and follow the conversation on page 6. Ask Ss to underline the present continuous form: is knocking …, is having …, are wearing … . Use the grammar box to help T explain how the present continuousis formed and used. Have Ss study the example fi rst. Then ask them to give the correct verb form. (Ask them to repeat the verb form in each sentence, and read the whole sentence correctly). T may ask them to say why to use the tense in each sentence. Key: 1. am not playing 2. are studying 3. aren’t doing 4. am having 5. are riding Ask Ss to say the diff erences between the two tenses, then T explains to them: Something often happens or is fi xed: the present simple Something is happening now: the present continuous Ask Ss to do the task by themselves or in pairs. T corrects their mistakes (asks why they use the present simple or the present continuous, focusing on the context of the sentences such as use of adverbs of time: now, on Monday and Saturday ..., or the command: Look! …) Discuss any common errors and provide further practice if necessary. Key: 1. are having 2. wears 3. starts 4. is watching 5. are skipping Have Ss do the task by themselves. Then they can discuss their answers with a partner before discussing with the class. D Underline things that often happen or are fixed. Then underline things that are happening now. How are you? Thisisthe fi rst week at my new school. Now, I’m doing my homework in the library. I have lots to do already! I have lots of friends, and they are all nice to me. We study many subjects – maths, science, and English of course! I have a new uniform, but I don’t wear it every day (only on Mondays and Saturdays). I have lessons in the morning. In the afternoon I read books in the library or do sports in the playground. How is your new school? Do you study the same subjects as me? Do you play badminton with your friends? School starts again next Monday. It’s late now so I have to go home. Please write soon! E Help Ss compare Vy’s fi rst week with theirs individually. They can write in their notebooks. Then T calls them to read out their sentences, and correctstheir mistakes. E.g.: - Both Vy and I are having an interesting fi rst week. - I wear my uniform every day, but Vy wears her uniform only on Mondays and Saturdays. ……………………………….. Unit 1/ My New School 19 &20081,&$7,21 Game: Making friends Extra vocabulary pocket money remember share help classmate Read and tick ( ) the questions you think are suitable to ask a new friend at school. 1. Are you from around here? 2. Do you like pop music? 3. How much pocket money do you get? 4. What is your favourite subject at school? 5. Are you hungry? 6. Do you play football? 7. How do you get to school every day? 8. Where do you go shopping? Write one or two more questions on a piece of paper. Then share them with the class. There is a quiz for students in the new school newsletter. Read the questions. ARE YOUA GOODFRIEND IN CLASS? 1. Do you remember all your new classmates’ names? Yes No 2. Do you help your teacher in the class? Yes No 3. Do you share things with your classmates? Yes No 4. Do you keep quiet when your teacher is talking? Yes No 5. Do you play with your classmates at break time? Yes No 6. Do you help your classmates with their homework? Yes No 7. Do you travel to school with your classmates? Yes No 8. Do you listen when your classmates are talking? Yes No D Work in groups. Take turns to interview the others. Use the questions. E Class presentation. Are they good friends in class? Tell the class about them. 20 Unit 1/ My New School &20081,&$7,21 Game First, have Ss guess the meaning of the vocabulary. Tell Ss that this vocaburary will appear in the tasks that follow. Then T can ask Ss how they often make friends, what they often say when they fi rst meet a new friend, what questions they often ask, etc. Individually Ss read and tick the questions. Then T lets them discuss in groups. T may ask why or why not they ticked this or that question. Allow Ss some time to write questions on a piece of paper, share them with the class or group. Friendship quiz First, ask Ss to give qualities of a good friend in class (adjectives). They can give as many words as possible. E.g. friendly, generous, helpful, cheerful, etc. Divide the classinto groups of 4 or 5. Sstake turnsto interview the other members, using the questions. Encourage Ss to give nice sentences about friendship: “Friends are forever.” ……………………….. Choose some Ss to present to the class about their good friends and why they are good friends (avoid talking about someone who is considered "not a good friend"). Unit 1/ My New School 21 6.,//6 Reading Look at the pictures. What do they tell you about the schools? PLC SYDNEY (Presbyterian Ladies’ College Sydney) is a school for girls in Sydney. It is a boarding school. Students study and live there. About 1,250 girls from age four (kindergarten) to age eighteen (Year 12) go to PLC Sydney. PLC Sydney has students from all over Australia and overseas. Here, students study VINABRITA SCHOOL is an international school for students from year 1 to year 12. It has big buildings and modern equipment. Every day, students learn English with English speaking teachers. In the afternoon, they join many interesting clubs. They play basketball, football and badminton. Some creative students do drawings and paintings in the art club. Read the text quickly to check your ideas. Now fi nd these words in the text. What do they mean? subjects like maths, physics and English. boarding surrounded international creative Now read the text again and complete these sentences. 1. Students live and study in a _________ AN LAC LOWER SECONDARY SCHOOL is in Bac Giang Province. It’s a small school. It has 7 classes and 194 students. The school is surrounded by mountains and green fi elds. There is a computer room and a library. There is also a school garden and a playground. You can see some girls dancing in the playground. school. They only go home at weekends. 2. _______ has an art club. 3. There are girls’ schools in _________. 4. Around An Lac School, there are green fi elds and _________. 5. At Vinabrita School, students learn English with __________. Speaking Which school would you like to go to? Why? First complete the table. Then discuss with your friends. Name of school Reasons you like it Reasons you don’t like it 22 Unit 1/ My New School 6.,//6 ,QWURGXFWLRQ Ask the class to look at the three pictures fi rst. Encourage Ss to give their ideas (as many sentences as possible). 5HDGLQJ Tell Ss to read the three passages quickly and check their ideas. Set a strict time limit to ensure Ss read quickly for information. Ask Ss to read the passages again, then find these words in the passages. Help them to give the meaning of the words, or explanations, or examples, or the Vietnamese equivalent. Tell them to pay attention to the context of the words: It is a boarding school. That means many students study and live there. The school is surrounded by mountains and green fi elds. … internationalschool … for Ss from year 1 to year 12, students learn English with foreign teachers … (inter + national) Some creative students do drawings and paintings in the art club. Set a longer time limit for Ss to reread the text and find words to finish the sentences. Ask Ssto note where they found the information that helped them complete the sentences. Ss can compare answers before discussing them as a class. Key: 1. boarding 2. Vinabrita school 3. Australia 4. mountains 5. English speaking teachers Allow Ss to read in chorus once. Then, call some individuals to read aloud to the class. Check their pronunciation and intonation. 6SHDNLQJ Ask Ss to refer back to the three schools. Give some background of the schools: PLC Sydney (Presbyterian Ladies College Sydney): an international school for girls from kindergarten to year 12 in Sydney, Australia. An Lac Lower Secondary School: a small school in a mountainous region in Son Dong Dist, Bac Giang Province. Vinabrita School: an international school for students from year 1 to year 12. Allow Ss time to answer the questions: “Which school (among the three above) would you like to go to? Why?” Ss complete the table in their notebooks. Then divide the classinto groups of 4 or 5, letthem discusstheir answers to the questions, and give reasons. When they finish, ask some Ss to talk to the class, then the class give their comments on their friends’ content, pronunciation, fl uency, language (grammar, use of words …), body language, etc. Discuss any common errors and provide further practice if necessary. Unit 1/ My New School 23 6.,//6 Listening Susie is a student at PLC Sydney. Listen and choose the correct answers. 1. Susie ______ being at a girls’ school. A. likes B. doesn’t like 2. Susie’s favourite teacher is her _____ teacher. A. maths B. science 3. Today, Susie _____. A. is wearing her uniform B. isn’t wearing her uniform 4. Susie studies _____ for three hours a week. A. English B. Vietnamese 5. Susie does her homework _____. A. at break time B. in the evening Writing A webpage for your school Writing tip – good punctuation Does your writing have correct punctuation? Capital letters for: starting sentences, names, days and months, the pronounI and places. Pauses and endings: commas to separate long sentences and lists of things. Full stops, question marks, or exclamation marks are put at the end of sentences. Can you correct the punctuation in these sentences? 1. school starts on the 5th september 2. does he live in ha noi 3. im excited about the fi rst day of school 4. are you doing your homework 5. were having an english lesson in class Can you correct the passage? Write the correct version. hi im phong and im from ho chi minh city i wear my uniform to school every day my favourite teacher is mr trung he teaches me science Create a webpage for your school. Think of a title. Write an introduction – use the introductions on page 12 to help you. • What is the name of the school? • Where is the school? • How many students does the school have? • What do students do at school? • What is great/interesting/ fun about your school? • What is your school day like? • What do you do in the morning? • What do you wear? • What subject do you like? • What do you do at break/lunch time? • What activities do you do? • What do you do after school? 24 Unit 1/ My New School 6.,//6 /LVWHQLQJ Ask Ss to refer back to the reading: PLC Sydney (Ss have to give the full name). Introduce Susie Brewer – a student at PLC Sydney. Play the recording. Ask Ss to listen only the fi rst time. Then play the recording again and allow Ss to choose the correct answers as they listen. Ss can share their answers before listening to the recording a final time to check. Key: 1. A 2. A 3. B 4. B 5. A Audio script: Hi. My name’s Susie Brewer. I’m eleven years old. I’m now in grade 6 at PLC Sydney. I like it here, as I like to study in a girls’ school. The teachers at my school are nice and very helpful, and my favourite teacher is Mrs Susan McKeith. She teaches us maths. I have three hours to study Vietnamese in the afternoon. Usually I do my homework at break time. We wear our uniform every day, but today we aren’t, as we’re going to have an outing to Taronga Zoo. :ULWLQJ Writing tip Tell the class the importance of punctuation marks. Allow some time for Ss to study the writing tip. Explain to them the new words and punctuation marks. Ask Ssto correct the punctuation in the sentencesin their notebooks. Then call fi ve Ssto write the fi ve sentences on the board. Let the class comment and check. T finally gives correction. Key: 1. School starts on the 5th September. 2. Does he live in Ha Noi? 3. I’m excited about the fi rst day of school. 4. Are you doing your homework? 5. We’re having an English lesson in class. Ask Ss to correct the passage and write the correct version. Key: Hi. I’m Phong and I’m from Ho Chi Minh City. I wear my uniform to school every day. My favourite teacher is Mr Trung. He teaches me science. First Ss brainstorm for the language necessary for writing. Allow Ss to refer back to the reading for useful language, and note interesting expressions and language on the board. T can also show a webpage to inspire Ss. Tell Ss to write a draft fi rst, trying to answer all the questions. Then Ss write a paragraph of about 80 words about their school, covering as many ideas as possible of the answers to these questions. Tell Ss to pay attention to punctuation, structural elements, linking words, etc. Unit 1/ My New School 25 /22.,1* %$&. Vocabulary Write words that match the pictures. 1. ________________ 2. ________________ 3. ________________ 4. ________________ 5. ________________ 6. ________________ Match the words in A with the ones in B. Complete the sentences with the present continuous. 1. They ________ (do) judo in the gym. 2. My friends ________ (ride) to school with me. 3. _______ he _______ (study) vocabulary? 4. Mr Lee ______ (have) lunch with his students. 5. I ________ (walk) to class with my friends. 6. Ms Huong ________ (teach) the class maths. Complete the text with the correct form of the verbs in brackets. Hoang (1. live) ______ in a small house in the centre of the village. His house (2. be) A 1. study 2. do 3. play 4. have B a. the piano b. Vietnamese c. exercise d. breakfast _________ near his new school. Every day, he (3. have) ______ breakfast at 6 o'clock. Now, he (4. walk) ______ to school with his friends. They (5. go) ______ to school together every day. Hoangand his friends(6. study) _________ in grade 6 at An Son Lower Secondary School. This week they (7. work) ______ on a project about their neighbourhood. Hoang (8. love) ______ his new school. Listen. Then write down the words you hear in the correct places. Communication play study Grammar do have Match the questions with the correct answers. a. Yes, she does. b. How many classes are there in your school? c. I do my homework and watch TV. d. How is your fi rst week at school? e. Does Mai live near her school? f. Oh, wonderful. g. Sixteen. h. What do you do in the evening? Complete the sentences with the present simple. Now role-play the questions and answers 1. He _____ with a partner. (come) from Da Nang. 2. Do you study English? No, I _____ (do not). 3. She _____ (walk) to school with her friends. 4. I _____ (do) my homework after school. 5. Mr Vo _____ (teach) physics at my school. 6. The team _____ (play) football on Saturdays. Finished! Now you can ... ask and answer questions about school talk about things that are fi xed or often happen talk about things that are happening now 26 Unit 1/ My New School /22.,1* %$&. Thisisthe review and drill section of the unit, so encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. That will help T and Ss see how far they have progressed, and which areas need further practice. The questionsin Looking Back match the Now you can... self-assessmentstatements at the end. Ssshould check how well they did at each question and use that information when fi lling in the self-assessment. 9RFDEXODU\ Tell Ss to write the words in their notebooks. Then T corrects the mistakes. Let them repeat the words. Check their pronunciation. Key: 1. dictionary 2. uniform 3. pencil sharpener 4. notebook 5. compass 6. calculator Have Ss write their answers in their notebooks. T checks their answers. Key: 1. b 2. c 3. a 4. d Play the recording twice. Let Ss write the words in the correct places. T gives correction. Key: play: sports, badminton, music do: morning exercise, homework study: new words, geography have: English lessons, a new book Audio script: Play music, do homework, study new words, have a new book, do morning exercise, play badminton, have English lessons, study geography, play sports. *UDPPDU For these exercises, ask Ss to do them individually fi rst. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their Now you can... statements. Key: 1. comes 2. don’t 3. walks 4. do 5. teaches 6. play 1. are doing 2. are riding 3. Is … studying 4. is having 5. am walking 6. is teaching 1. lives 2. is 3. has 4. is walking 5. go 6. study 7. are working 8. loves &RPPXQLFDWLRQ Ss read the questions and answers once or twice (they can read aloud), then match them. If there is time, have them write all the sentences in their notebooks. Key: b-g d-f e-a h-c Ss work in pairs and role-play the questions and answers. )LQLVKHG Finally ask Ss to complete the self-assessment. Identify any diffi culties and weak areas and provide further practice. Unit 1/ My New School 27 352-(&7 1 2 3 YOUR DREAM SCHOOL Imagine your dream school. What does it look like? What can you do there? Is it ... - in a diff erent town or country? - a boarding school? - a boys’/girls’ school? Does it have... - a swimming pool? - video game rooms? - a greenhouse or a farm? Work in groups. Discuss your dream school. Then write about it and illustrate your writing. 28 Unit 1/ My New School 352-(&7 To: My parents A Perfect Present for Kids aged between 10 and 15 - Games, sports, and activities of all types - Hands-on Fun! - Arts and Music - Creativity - Leadership - Life skills - Field trips Where? Ba Vi Mountains 16-18 June Call 84-3931-1111 Or visit us at www.superbsummercamp.com Date: Friday 16th June – Subject: My fi rst day at The Superb Summer Camp Hi Mum and Dad, Here I am at the Superb Summer Camp. Mr Lee asks us to write e-mails in English! Wow everything here is in English! There are 25 kids from diff erent schools in Ha Noi. They are all nice and friendly. My new friends are Phong, James, and Nhung. (I’m attaching a photo of us here). James has blond hair, and big blue eyes. He’s cool, and creative. He likes taking pictures. He’s taking a picture of me now! Phong is the tall boy. He’s sporty and plays basketball very well. Nhung has chubby cheeks and curly black hair. She’s kind. She shared her lunch with me today. This evening we’re having a campfi re. We’re singing and James is telling a ghost story! I hope it isn’t too scary! Tomorrow we’re doing a treasure hunt in the fi eld. Then in the afternoon we’re visiting a milk farm to see how they make milk, cheese and butter. I’m not sure what we’re doing on the last day! Mr Lee hasn't told us yet. I’m sure it will be fun! I miss you already. Please write soon. Love, Speaking Phuc Make your own English camp schedule. Read the text again and write True (T) or False (F). 1. Phuc is writing to his teacher. F (his parents) ____________ 2. Phuc has four new friends. _____ 3. Phuc thinks Nhung is kind. _____ 4. Phuc likes scary stories. _____ 5. In the evening, the kids are playing inside. _____ 6. They’re working on a milk farm tomorrow. _____ 7. The children can speak Vietnamese at the camp. _____ Morning Afternoon Day One Day Two Day Three Take turns. Tell your partner about it. Listen and fi ll in the schedule. Morning Afternoon Day One Day Two Day Three 62 Unit 3/ My Friends 6.,//6 5HDGLQJ ,QWURGXFWLRQ Show the class three objects/pictures of objects that you might use at camp, e.g. torch, backpack, hiking shoes. Ask the class to guess when you might use all three objects. Then Ss can open their books and check their guesses. Before starting, T discusses with Ss the features of advertisements: title, short texts, eye-catching, contact details, etc. Tell Ssthis advertisementis aboutthe Superb Summer Camp. Ask Ssto look atit for 2 minutes and try to remember as muchasthey can. Thenask the classto cover the page and tell T whatthey remember. Elicit answers by asking, E.g. The camp is for children of what age? What did you see in the pictures? Where will the camp be? What can you do at the camp? When does it happen? Go through the contents of the advertisement with the class. Key: 1. b 2. c 3. a Before starting, T discusses with Ssthe features of e-mails: format, greetings, endings. Tell Ssthe e-mail is written by a boy at the camp. Discuss how he might feel. T can ask Ss to recall times they’ve spent away from home. Then ask Ss to quickly read to check their predictions and to find the answers to the questions. Ss can underline parts of the e-mail that helped them with the answers. Set a strict time limit to ensure Ss read quickly for information. Accept any reasonable answers. Key: 1. An e-mail. 2. A stay at the Superb Summer Camp. 3. Yes, he is. Read the sentences together with Ss. Set a longer time limit for them to re-read the text and answer T or F. Again ask Ss to note where they found the information that helped them complete the activity. In pairs, Ss can compare answers before discussing them as a class. Encourage Ss to support their answers. Key: 1. F (He’s writing to his parents.) 2. F (He has three.) 3. T 4. F (He hopes it isn’t too scary.) 5. F (They’re having a campfi re and telling a ghost story.) 6. F (They’re visiting a milk farm.) 7. F (They speak English only.) 6SHDNLQJ Ask Ssto make their own English camp schedule then ask them to reporttheir resultsto class. Go back to the advertisement and elaborate the activities listed with Ss. Brainstorm ideas onto the board. E.g. What kind of games do you think there are at the camp? How about art and music activities? And Leadership programmes? Pair Ss and ask them to use the ideasthey brainstormed to fi ll intheir own schedule. Ensure pairs don’t see each other’s schedule. T can ask Ss to sit back to back. Give each student a fi xed amount of time to speak. Ss can report to the class about their partner’s schedule. Unit 3/ My Friends 63 6.,//6 Listening What do you see in the photos? Choose the words in the box to fill in the table. Then listen and check. riding a bike hiking skiing taking part in a cooking competition playing beach volleyball taking part in an art workshop visiting a milk farm playing traditional games taking a public speaking class a b c d e f g h i Which activities do you think may/may not happen at the Superb Summer Camp? Why/ Why not? Listen to Mr Lee, the camp leader, talking on the phone with Phuc’s parents. What are they doing on Day Two and Day Three at the camp? Morning Afternoon Day Two doing a treasure hunt visiting a milk farm and ----------------------------- Day Three --------------------- -------------------------- Writing Study Skills Research, draft, check Research Make notes and brainstorm ideas. (You can look back at the unit to help you.) Find or draw pictures to add to your writing. Draft e a c f h b g i Then write your fi rst draft. Check Check your draft. Can you improve it? (You can swap with a partner and suggest ways to improve it). Write it out again. d Write for 4Teen magazine about your plans this weekend with your friends. Use these notes to help you. Introduce yourself Describe yourself – think about your appearance and personality Describe your friends Write about your friends – think about their appearance and personality Describe your plans What do you plan to do together this week? 64 Unit 3/ My Friends 6.,//6 /LVWHQLQJ Ask Ss what they see in the photos fi rst. Then point at the words in the box and ask them to fi ll in the table matching. Play the recording for checking and practising reading the words. Key: a hiking b taking part in a cooking competition c skiing d visiting a milk farm e taking part in an art workshop f riding a bike g taking a public speaking class h playing beach volleyball i playing traditional games Ask Ssto refer to the contents of the advertisement. Give Sstime to decide which activities are more likely to happen at the camp and which are not. Ask them to explain why they think so. Key: Activities that may happen at the Superb Summer Camp: a, b, d, e, f, g, i Activities that may not happen at the Superb Summer Camp: c, h (because the camp is in Ba Vi Mountains) Have Ss brainstorm the things that Mr Lee plans for camp. Ss can re-read the advertisement for ideas. They can also refer to the list in . Play the recording. Ask Ss to listen the fi rst time. Then play the recording again and allow Ss to fi ll in the table as they listen. Ss can share their answers before playing the recording a final time to allow pairs to check their answers. Key: Morning Afternoon Day Two doing a treasure hunt visiting a milk farm and taking part in the public speaking class Day Three taking part in the “Kids Cook” Contest having a pool party Audio script: Phuc’s parents: ... So how was the fi rst day? Mr Lee: It was good. Today we had a bike ride to the mountains and visited aDao people village. Phuc’s parents: Interesting ... How about tomorrow? Are you going somewhere? Mr Lee: Oh yes, tomorrow morning we’re having a treasure hunt. In the afternoon we’re visiting a milk farm to see how milk and butter are made. After that we’re opening the public speaking class. The kids are talking about their favourite country in the world. Phuc’s parents: That’s fun! And on the third day? Mr Lee: Oh, that’s something special. There’s the World Foods Festival at the camp in the morning when the kids compete for prizes. That’s our “Kids Cook” Contest. They’re cooking their own unique dish. And in the afternoon we’re having a big party by the pool! Phuc’s parents: Really? Sounds great! Unit 3/ My Friends 65 /22.,1* %$&. Vocabulary Write the correct words on the faces. creative boring funny confi dent hard-working kind clever talkative sporty shy patient serious Can you remember more words? Add them to the faces. Make your own Haiku! "Haiku" comes from Japan. Write a three-line Haiku poem to describe yourself. The fi rst and last lines have fi ve syllables. The middle line has seven syllables. The lines don’t need to rhyme. My hair is shiny My cheeks are round and rosy This is me. I’m Trang! Swap your Haiku with two friends. Don’t write your name. Let them guess. Grammar Game: Who’s who? In groups, choose a person in your group. Describe their appearance and personality. Let your friends guess. Example: Group: Who is it? A: He’s tall. He has glasses. He’s talkative. He’s creative too. He isn’t shy. B: Is it Minh? A: Yes!/No, try again. Complete the dialogue. A: What __________ you ___________ tomorrow? B: I __________ some friends. We ____________ to Mai’s birthday party. Would you like to come? A: Oh, sorry, I can’t. I _____________ football. B: No problem, how about Sunday? I ___________ a fi lm at the cinema. A: Sounds great! Communication Student A looks at the schedule on this page. Student B looks at the schedule on the next page. Example: A: What are you doing tomorrow? B: I’m playing football with my friends./I’m not doing anything. Student A 8 a.m. – 9.30 a.m. 10 a.m. – 11 a.m. 2 p.m. – 4 p.m. 4 p.m. – 5 p.m. 5 p.m. 66 Unit 3/ My Friends :ULWLQJ Tell the classthat three letters can help them to write better. Write R, D and C on the board, and allow Ss to guess what each letter stands for. Tell Ssto open their books and check their guesses(Research, Draft, Check). Introduce the rubric: Write a magazine entry. Write about your friends. Then write about your plans. Demonstrate the R, D, C process with the class, e.g. For Research, show some pictures T would like to use, then brainstorm vocabulary for Introducing yourself, Describing friends, and Describing plans. Allow Ss to review the unit for useful language, and note interesting expressions and language on the board. You can also show an entry from a magazine to inspire Ss. For Draft encourage Ss to extend the brainstormed notes into full sentences. Then for Check, focus on what improvements can be made. Consider punctuation, structural elements such as paragraphs, titles and layout, etc. Encourage Ss not to refer back to the unit. Instead they can use what they have learnt during the unit to help them answer the questions. That will help T and Ss see how far they have progressed, and which areas need further practice. The exercisesin Looking Back match the Now you can... self-assessmentstatements at the end. Ssshould check how well they did at each exercise and use that information when fi lling in the self-assessment. /22.,1* %$&. 9RFDEXODU\ Ss can check their answers with a partner before discussing the answers as a class. However, Ss should keep a record of their original answers so they can use that information in their Now you can... statement. Explain that Haiku is a traditional form of Japanese poetry. There are three linesin a Haiku: the fi rst and the last lines have 5 syllables and the middle line has 7 syllables. The lines rarely rhyme. Read the Haiku in the textbook and ask Ss to count the syllables in each line. Then encourage Ss to create their own Haiku. Allow thinking time. Then ask Ss to work in groups of 3 to exchange their poems (without Ss' names) and guess which poem describes which person. *UDPPDU Before starting the activity, put Ssinto groups. Ask Ssto choose a member of group and write a short description of him/her. Demonstrate the activity with the class, with Ss choral reading Group & A’s roles. Elicit the language being practised in this activity (the present continuous for future). Ask Ss to complete the conversation individually. Asin , Ss can share answers with a partner, but they should record their original answers to guide their self-assessment. Key: A: What are you doing tomorrow? B: I’m meeting some friends. We are going to Mai’s birthday party. Would you like to come? A: Oh, sorry, I can’t. I’m playing football. B: No problem, how about Sunday? I’m watching a fi lm at the cinema. A: Sounds great! &RPPXQLFDWLRQ Divide Ssinto pairs of As and Bs. Remind Ssto only look at their own schedule. Allow Ssto complete the communication activity. Ask pairsto join other pairs forming groups of 4. As and Bs can share what they learnt about their partners’ schedules before discussing with the class. Unit 3/ My Friends 67 Student B 8 a.m. – 9.30 a.m. 10 a.m. – 11 a.m. 2 p.m 2 p.m. – 4 p.m. 4 p.m. – 5 p.m. 5 p.m. Finished! Now you can… use adjectives to describe personality name parts of the body describe appearance and personality using forms of be - have ask and talk about future plans 352-(&7 0\ FODVV \HDUERRN Let’s make a class yearbook! 1. Stick a photo/drawing of the friend sitting next to you on a large sheet of paper. 2. Write a short description of your friend. Think about how special he/she is (appearance, personality). 3. Interview your friend to find out about him/her (e.g. interesting facts, hobbies, favourite subjects/teachers/ books/movies, whatshe/ he likes/hates, etc). Include these factsin your writing. 4. Decorate the page and bring it to class to make a class yearbook. There‛s something about (name) ..... 68 Unit 3/ My Friends )LQLVKHG Ask Ssto use their resultsin the exercisesin Looking Back to guide them asthey complete thisself-assessment. Identify any diffi culties and weak areas and provide further practice. 352-(&7 0\ FODVV \HDUERRN Show the class some examples of yearbooks (there are many examples online). Explain what a yearbook is and why Ss like to make them. Then discussthe appearance and the descriptions of your examples. Discuss how Ss can make their yearbook pages look interesting (use photos, coloured paper, illustrations). Ss can complete the project as homework if you are short of time. Make a display of the yearbook pages in the classroom, or on a noticeboard, or copy and compile all the pages into a real yearbook for Ss to take home. Unit 3/ My Friends 69 5(9,(: 81,76 /$1*8$*( Pronunciation Odd one out. Which underlined part is pronounced diff erently in each line? 1. A. ears B. eyes C. arms D. lips 2. A. stove B. telephone C. mother D. bone 3. A. vases B. dishes C. tables D. fridges 4. A. notebooks B. rulers C. erasers D. pencils 5. A. brother B. nose C. stomach D. oven Write the names of school things and furniture in the house which begin with /b/ and /p/. /b/ book, ___________________________________ /p/ pen, ____________________________________ Vocabulary Complete the words. 1. E_ _l_ _ _ 2. h_ _ _w_ _ _ 3. l_ _ _h 4. s_ _ r_ _ 5. b_ _m_ _ _ _n 6. p_ _ s_ _ _ 7. l_ _ _o_ 8. j_ _ _ Now write the words in the correct group. Play:______________________________ Do:_______________________________ Have:_____________________________ Study:_____________________________ Do the crossword puzzle. ACROSS 1. Thisis a large cupboard for hanging your clothes. 3. People sit, talk and relax in this room. 5. This is a set of rooms, usually on one fl oor of a building. 6. This is a large picture that is put on a wall. DOWN 2. People eat in this room. 4. Thisis a space inside the front door of a building. 2 1 3 4 5 6 70 REVIEW 1 Choose the correct words. 1. Hue is a quiet/talkative student. She doesn’t say much in class. 2. Trang is a shy/confi dent girl. She doesn’t talk much when she meets new friends. 3. My friends always do their homework. They’re lazy/hard-working. 4. My mother never gets angry with us. She’s patient/boring. 5. My younger brother is very kind/sporty. He can play football, badminton and volleyball very well. Grammar Complete the sentences with the present simple or the present continuous form of the verbs in brackets. 1. We can’t go out now. It (rain) ______. 2. What time you (have) ______ breakfast every day? 3. I (not/go out) ______ this afternoon. I (do) ______ my homework. 4. My dog (like) ______ my bed very much. He (sleep) ______ on it now. 5. There (be) ______ a lamp, a computer and some books on my desk. Nick is describing his mother. Complete the description with the correct form of the verbs “be” or “have”. Sometimes you need the negative form. My mother (1) ______ 45 years old. She (2) ______ chubby because she likes playing sports. She (3) ______black hair. Her hair (4) ______ blonde. She (5) ______ blue eyes, a straight nose and full lips. Her fingers (6) ______ slim. My mother (7) ______ kind. She likes helping other people. She (8) ______ also funny because she usually makes us laugh. I love her very much. Read the sentences and draw the furniture in the right place. 5(9,(: ,QWURGXFWLRQ The aim of this Review is to revise the language Ss have studied and the skills they have practised since Unit 1. Introduction: Ask Ss what they have learnt so far in terms of language and skills. Summarise their answers in the end and add some more information if necessary. /$1*8$*( T may use the Language review as a self-test. Ss do the exercises in 30 minutes then T checks their answers. Otherwise, T can conduct each activity separately. 3URQXQFLDWLRQ Elicit the rules of pronouncing the fi nal -s/es if needed. Ss do this exercise individually then share their answers with a partner before giving T the answers. Write the correct answers on the board. Key: 1. D 2. C 3. C 4. A 5. B T can organize this as a game. Ss do this in pairs. The pair that fi nds the most words will go to the board and write their answers. Other pairs may want to add more words. Write other words on the board. /b/ /p/ book, bag, bed… pen, pencil, picture, poster… 9RFDEXODU\ Ss do this individually and then share their answers with a partner. One student may write their answers on the board. Check Ss’ answers. Key: 1. English 3. lunch 5. badminton 7. lesson 2. homework 4. sports 6. physics 8. judo Play: sports, badminton Have: lunch, a lesson Do: homework, judo Study: English, physics This can be done as a small competition. Otherwise, Ss do this in pairs. Check Ss’ answers. Key: Across: 1. wardrobe 3. living room 5. apartment 6. poster Down: 2. dining room 4. hall Ss do this exercise. Quickly check Ss' answers. If time allows, ask Ss to think of some other words and make sentences. Key: 1. quiet 2. shy 3. hard-working 4. patient 5. sporty *UDPPDU Elicit the use of the present simple and the present continuous. Call one student to do the exercise on the board. Other Ss also do this. Check Ss' answers. Ask them for explanation if necessary. Key: 1. is raining 2. do you have 3. am not going out; am doing 4. likes; is sleeping 5. is Ask Ss to read the text carefully and pay attention to the hints. Ss do this individually and compare their answers with a partner. Check Ss’ answers and ask them to explain the negative forms in their answers. Key: 1. is 2. isn’t 3. doesn’t have 4. is 5. has 6. are 7. is 8. is Ss do this in pairs. At the same time, one pair goes to the board and does this exercise. Check Ss’ answers. REVIEW 1 71 1. There is a sofa in front of the window. 2. There is a lamp next to the sofa. 3. A table is in front of the sofa. 4. There is a vase of fl owers on the table. 5. There are two pictures on the wall. 6. A clock is between the pictures. Everyday English Number the lines of the dialogue in the correct order. ___ Yes, I’d love to. ___ Can I speak to An, please? ___ That sounds great. I’ll meet you outside your house at 7 p.m. ___ Speaking. Is that Mi? ___ Yes, I am. ___ Yes. An, are you free this Sunday evening? ___ Would you like to go to Mai’s birthday party with me? ___ Alright. See you then. 6.,//6 Reading Choose A, B, or C for each blank in the e-mail below. From: [email protected] To: [email protected] Subject: My best friend Hi Nick, It’s great to hear from you. I want to tell you about my best friend. My grandma is my best friend. She is 68 years old. She (1)______ with our family. She was a maths teacher (2)______ a secondary school. She likes (3)______ up early and watering the fl owers in our garden. She usually helps (4)______ with my homework. In the evening, she tells me interesting (5)_______. She also listens (6)______ me when I’m sad. I love my grandma very much. What about you? Who’s your best friend? Please write to me soon. Bye bye, An 1. A. lives B. works C. goes 2. A. for B. on C. at 3. A. going B. staying C. getting 4. A. I B. me C. my 5. A. stories B. songs C. fi lms 6. A. with B. to C. for Read the text and answer the questions. MY SCHOOL My new school is in a quiet place not far from the city centre. It has three buildings and a large yard. This year there are 26 classes with more than 1,000 students in my school. Most students are hard-working and serious. The school has about 40 teachers. They are all helpful and friendly. My school has different clubs: Dance, English, Arts, Football and Basketball. I like English, so I joined the English club. I love my school because it is a good school. 1. Where is the writer’s new school? 2. What are the students like? 3. What are the teachers like? 4. How many clubs are there in the school? 5. Why does the author love the school? Speaking Interview two classmates. Ask them what they like and dislike about your school and the reasons why. Write their answers in the table and report them to the class. What he/she likes + reasons What he/she dislikes + reasons Classmate A Classmate B Listening An and Mi are talking on the phone. Listen and circle the parts of the house you hear. kitchen garden garage bathroom bedroom living room Listen again and answer the questions. 1. What’s Mi’s mum doing? 2. What’s Mi’s dad doing? 3. Where is Mi’s younger brother? 4. What’s Mi’s cousin doing? Writing Write an e-mail to your friend. Tell him/ her about a family member. Include this information: 1. Who the person is. 2. How old he/she is. 3. What his/her job is/was. 4. What he/she likes doing. 5. What he/she does for you. 72 REVIEW 1 (YHU\GD\ (QJOLVK Ss do this in pairs. After checking their answers, ask one or two pairs to act out the conversation. 6. Yes, I’d love to. 1. Can I speak to An, please? 7. That sounds great. I’ll meet you outside your house at 7 p.m. 2. Speaking. Is that Mi? 4. Yes, I am. 3. Yes. An, are you free this Sunday evening? 5. Would you like to go to Mai’s birthday party with me? 8. Alright. See you then. 6.,//6 5HDGLQJ Ss do these exercises individually and check their answers with a partner before giving their answers to T. Key: 1. A 2. C 3. C 4. B 5. A 6. B 1. It’s in a quiet place not far from the city centre. 2. They are hard-working and serious. 4. There are fi ve clubs. 3. They are helpful and friendly. 5. Because it’s a good school. 6SHDNLQJ Ss work in groups of three. One interviews the other two about what they like and dislike about the school and the reasons why. Ss write their group members’ answers in the table and report them to the class. Summarise Ss’ ideas. /LVWHQLQJ Play the recording once for Ss to listen. Play the recording again for Ss to check their answers. Announce the answers to Ss. Key: kitchen garden living room bedroom Audio script: An: Mi, are you at home alone? Mi: No. Everybody is at home. An: Where’s your mum? Is she cooking in the kitchen? Mi: No. She’s watering the plants in the garden. An: And where’s your dad? Mi: He’s in the living room. An: What's he doing? Mi: He’s listening to the radio. An: What about your younger brother? Is he with your mum? Mi: No. He’s sleeping in my bedroom. My cousin, Vi, is here too. An: What's she doing? Mi: She’s watching TV. Ask Ss to quickly read the questions. Ss listen to the recording again and answer the questions. Ss compare their answers before giving T their answers. Key: 1. She’s watering the plants in the garden. 3. He’s in Mi’s bedroom. 2. He’s listening to the radio. 4. She’s watching TV. :ULWLQJ Elicit the parts of an e-mail. Below are some ways to carry out this activity: - Ask Ss to work in groups to do this activity. Go around to observe. Give each group a large-sized piece of paper to write their e-mail. Ask one or two groups to stick their finished product on the board. Other Ss and T give comments. Ss edit and revise their writing as homework. - Ss write their e-mail individually. Ask one student to write the e-mail on the board. Other Ss and T comment on the e-mail on the board. Then T collects some e-mails to correct at home. REVIEW 1 73 8QLW 0< 1(,*+%285+22' *(77,1* 67$57(' /RVW LQ WKH ROG WRZQ 74 Unit 4/ My Neighbourhood THIS UNIT INCLUDES: VOCABULARY Words to name places in a neighbourhood Words to give directions Words to describe a neighbourhood PRONUNCIATION Sounds /i:/ and /I/ GRAMMAR Comparative adjectives: smaller, more expensive ... COMMUNICATION Talking about and describing a neighbourhood Asking for and giving directions Listen and read. Phong: Wow! We’re in Hoi An. I’m so excited! Nick: Me too. Khang: Yes. It’s so historic! Phong: So, where shall we go fi rst? Nick: Let’s go to 'Chua Cau'. Phong: Well, the map says Tan Ky House is nearer. Shall we go there fi rst? Nick & Khang: OK, sure. Phong: Shall we go by bicycle? Nick: No, let’s walk there. Phong: Hmm, OK. First cross the road, turn right and then go straight. Nick: OK, let’s go. Phong: Wait. Khang: What’s up, Phong? Phong: Where are we now? I think we’re lost! Nick: Oh no! Look, there’s a girl. Let’s ask her. Phong: Excuse me? We’re lost! Can you tell us the way to Tan Ky House? Girl: Tan Ky House? Keep straight, then turn right. But it’s quicker to turn right here, then turn left. Phong: Thank you so much. Girl: My pleasure. Phong: Nick, let’s hurry. 2EMHFWLYHV By the end of this unit, students can: pronounce correctly the sounds /i:/ and / / in isolation and in context use the lexical items related to the topic ‘My Neighbourhood’ use adjectives to compare things read for specifi c information about good things and bad things in a neighbourhood talk about diff erent places and show directions to these in a neighbourhood listen for specifi c information about directions to some places in a neighbourhood write about what they like or dislike about their neighbourhood ,QWURGXFWLRQ Before Ss open their books, review the previous unit. Focus on the characters, Phong and Nick and the key language and structures to be learnt. Write the Unit title on the board ‘Lost in the old town’. Explain the meaning of the adjective ‘lost’ (= ‘unable to fi nd your way; not knowing where you are’) and the verbs we use with it are ‘be’ and ‘get’. Ask Ss to guess what the picture might show or what the conversation might be about. Let Ss open their books and check their answers. *(77,1* 67$57(' /RVW LQ WKH ROG WRZQ Ask Ss questions about the picture: E.g. Where are Nick, Khang and Phong? What might be happening to them? What are they doing? You can also ask Ss to share any recent experiences of being lost: ‘Have you ever got lost?’, ‘Where and when?’, ‘How did you feel then?’ 'What did you do?' Play the recording. Ss listen and read. T can play the recording more than once. Pause the recording at the appropriate places if Ss need help with comprehension questions. Unit 4/ My Neighbourhood 75 D Read and put the actions in order. E Making suggestions. Put the words in the correct order. 1. The girl gives directions. 2. Nick, Khang and Phong arrive in Hoi An. 3. Nick, Khang and Phong decide to go to Tan Ky House. 4. Nick, Khang and Phong get lost. 5. Phong looks at the map. 6. Nick, Khang and Phong walk quickly to Tan Ky House. Work in pairs. Role-play making suggestions. Example: 1. a. we/shall/go/Where/fi rst/? b. to 'Chua Cau'/go/Let’s/. 2. a. we/Shall/go/there/fi rst/? b. sure/OK,/. 3. a. by bicycle/we/Shall/go/? b. let’s walk/No,/there/. A: What shall we do this afternoon? B: Shall we play football? A: Oh, sure. A: What shall we do this evening? B: Shall we go to the cinema? A: No, let’s go out and have an ice cream. Match the places below with the pictures. Then listen, check and repeat the words. A. statue B. railway station C. memorial D. temple E. square F. cathedral G. art gallery H. palace 1 4 7 2 3 5 6 8 Think about where you live. Work in pairs. Ask and answer questions about it. Example: A: Is there a theatre in your neighbourhood? B: Yes, there is./No, there isn’t. Match the instructions in the box with the pictures. DIRECTIONS: Game Work in pairs. Give your partner directions to one of the places on the map, and they try to guess. Then swap. Example: A: Go straight. Take the second turning on the left. It’s on your right. B: Is that the art gallery? A: Yes, it is. /No, try again. Turn left at the traffi c lights. Go along the street. Go straight on. Go to the end of the road. Take the fi rst turning on the left. Go past the bus stop. Cross the street. BUS STOP 1234 Railway station Cinema LY THUONG KIET STREET LE LOI STREET Park QUANG TRUNG STREET Bus stop Café Bank 567 Temple Art gallery You are here LE HOAN STREET 76 Unit 4/ My Neighbourhood D Ss work independently. Allow them to share answers before discussing as a class. Key: 2 5 3 4 1 6 E Tell Ss to refer back to the conversation to fi nd the phrases. Practise saying them together (play the recording again as a model if necessary). Key: 1. a. Where shall we go fi rst? b. Let’s go to ‘Chua Cau’. 2. a. Shall we go there fi rst? b. OK, sure. 3. a. Shall we go by bicycle? b. No, let’s walk there. First, model the role-play with a more able student. Then, ask pairs to role-play the short conversations before demonstrating for the class. Have Ss quickly match each place (in the pictures) with its name. Then play it again, pausing after each item and asking them to repeat chorally and individually. Correct their pronunciation. With a weaker class, ask for translation to make sure they understand. With a stronger class, T may wish to ask some additional questions, e.g. What can you do there? Is there one in our town? Where is it? Key: 1. E 2. H 3. F 4. C 5. G 6. A 7. B 8. D Audio script: square palace cathedral memorial art gallery statue railway station temple First, model this activity with a more able student. Ask Ss to work in pairs. Call some pairs to practise in front of the class. Have Ss quickly match each instruction with the diagram. Check their answers. If Ss do not understand the sentences, use the diagrams to work the meaning out from the context. If it is a weaker class, ask for translation to make sure they understand. With a stronger class, T may wish to ask some additional questions, e.g. Can you tell me the way to the post offi ce near here?... Key: 1. Go straight on. 5. Go to the end of the road. 2. Turn left at the traffi c lights. 6. Go along the street. 3. Go past the bus stop. 7. Cross the street. 4. Take the fi rst turning on the left./ Take the fi rst left. Demonstrate the game to the class first. Ask a more able student to help you. Then Ss play in pairs. In a weaker class, work together with Ss first: asking about one or two different places on the map and eliciting the answers. Then when they know exactly what to do, ask them to work in pairs. Unit 4/ My Neighbourhood 77 $ &/26(5 /22. Vocabulary Work in pairs. Ask and answer questions about your neighbourhood. Use the words in and to help you. Fill in each blank with one word from the box. Listen, check and repeat the words. narrow historic fantastic convenient boring noisy polluted Example: A: Is our neighbourhood polluted? B: No, it isn’t. A: Is it peaceful? B: Yes, it is. Pronunciation /i:/ and /I/ 1. Cua Lo is a fantastic beach! 2. I love it here - everything I want is only fi ve minutes away. It’s so ______. Listen and repeat the words. Pay attention to the sounds /i:/ and /I/. exciting cheap historic sleepy expensive convenient peaceful police noisy friendly 3. Life in the countryside is ______. There aren’t many things to do there. 4. The air in the area is ______ with smoke from factories. 5. Hoi An is a ______ city with a lot of old houses, shops, Now, in pairs put the words in the correct column. /i:/ /I/ Example:cheap historic buildings and theatres, etc. 6. The street is very ______ Listen to the sentences and circle the words you hear. with a lot of traffi c so we can’t move fast. 7. Now, there are many new shops near here so the streets are busy and ______ during the day. 1. Tommy is living/leaving there. 2. Shall we hit/heat the oil fi rst? 3. This airplane sits/seats 100 people. 4. There’s a ship/sheep over there. 5. Jimmy is fi nding some tins/teens now. 6. Peter bought a mill/meal last week. 7. Some Tims/teams are coming in. 8. It is a fi sh and chip/cheap shop. Watch out! Sometimes words can have two or more opposites: noisy – quiet/peaceful. Listen and practise the chant. Notice the sounds /i:/ and /I/. Sometimes words don’t have a perfect opposite: polluted MY NEIGHBOURHOOD My city is very busy. There are lots of buildings growing. Now match the adjectives from the box in with their opposites below. exciting peaceful modern inconvenient wide quiet terrible The people here are funny. It’s a lovely place to live in. My village is very pretty. There are lots of places to see. The people here are friendly . Example: narrow – wide It’s a fantastic place to be. 78 Unit 4/ My Neighbourhood $ &/26(5 /22. 9RFDEXODU\ Practise saying the adjectives with Ss. Use some examples to work the meaning out of the context. With diffi cult adjectives such as convenient, fantastic, etc. T may translate them or ask Ss to translate. Then ask Ss to write the correct adjectives in the blanks. Play the recording as many times as required to allow Ss to check their answers and support their pronunciation. Discuss any common errors and provide further practice if necessary. Key: 2. convenient 3. boring 4. polluted 5. historic 6. narrow 7. noisy Audio script: 2. I love it here - everything I want is only fi ve minutes away. It's so convenient. 3. Life in the countryside is boring. There aren't many things to do there. 4. The air in the area is polluted with smoke from factories. 5. Hoi An is a historic city with a lot of old houses, shops, buildings and theatres, etc. 6. The street is very narrow with a lot of traffi c so we can't move fast. 7. Now, there are many new shops near here so the streets are busy and noisy during the day. Explain the contents in “Watch out “ carefully to Ss; T may take some more examples to illustrate. Ask Ss to do the vocabulary exercise individually. Check with the whole class. When checking, ask Ss to refer to to make the meanings of the opposites clearer to them. Key: boring– exciting noisy – quiet/ peaceful historic - modern convenient – inconvenient fantastic – terrible First, model this activity with a more able student. Remind Ss that they only use the adjectives they have learnt in and to talk about their village, town or city. Then ask Ss to work in pairs. Call some pairs to practise in front of the class. 3URQXQFLDWLRQ /i:/ and /I/ T models the sounds /I/ and /i:/ fi rst and asks Ss to identify which sound is longer and which one is shorter. Ask Ss to practise the /I/ and /i:/ sounds together. Play the recording and ask Ss to listen and repeat. Play the recording as many times as necessary. Ask Ss to put the words in the correct column while they listen. Ss compare their answers in pairs before T checks their answers with the whole class. Key: /i:/ /I/ cheap sleepy peaceful convenient police historic exciting expensive noisy friendly Ask Ss to listen while T plays the recording. Play the recording again and ask Ss to circle the words they hear. Ask them to check their answers. Provide further practice if need be. Key: 1. living 2. heat 3. seats 4. sheep 5. tins 6. mill 7. teams 8. chip Audio script: 1. Tommy is living there. 5. Jimmy is fi nding some tins now. 2. Shall we heat the oil fi rst? 6. Peter bought a mill last week. 3. This airplane seats 100 people. 7. Some teams are coming in. 4. There’s a sheep over there. 8. It is a fi sh and chip shop. Ask Ss to listen while you play the recording. Play the recording again and ask Ss to chant along. Provide further practice by dividing the class into two groups. Have groups sing alternate lines. Unit 4/ My Neighbourhood 79 $ &/26(5 /22. Grammar Comparative Adjectives Positive Comparative Rule one syllable fast faster + er large larger + r two syllables noisy noisier y → ier modern more modern more + adj three or more syllables expensive more expensive more + adj than ‘than’ is used to make comparisons: A house in a city is more Tom is taller than Mary. Tom Mary My bag is heavier than yours. expensive than a house in the countryside. Complete the following sentences with the comparative form of the adjectives in brackets. 1. Ann is slimmer than Laura. (slim) Learning Tip! Some words are one syllable, some are two, and some are more. Try clapping once for each syllable: 100 m 40 m Ann Laura hot (1 syllable) busy (2 syllables) beautiful (3 syllables) 2. This building is ______ than that building. (tall) 4. My neighbourhood is ______ than your neighbourhood. (noisy) 10,000 m2 20,000 m2 3DODFH 3DODFH +RWHO 3. The square in 3. Ha Noi is ______ than the square in Hoi An. (big) 5. The Green Hotel is ______ than the Palace Hotel. (cheap) Now complete the following sentences with the comparative form of the long adjectives in brackets. 1. This house is more modern than that house. (modern) *UHHQ +RWHO 80 Unit 4/ My Neighbourhood