🔙 Quay lại trang tải sách pdf ebook Sách Giáo Viên Tiếng Anh Lớp 8 Tập 2 Ebooks Nhóm Zalo CONTENTS Page ,1752'8&7,21 .............................................................................................................................................................III %22. 0$3 .................................................................................................................................................................................4 81,7 32//87,21 ................................................................................................................................................6 81,7 (1*/,6+ 63($.,1* &28175,(6 .....................................................................16 81,7 1$785$/ ',6$67(56 ..........................................................................................................26 5(9,(: .................................................................................................................................................................................36 81,7 &20081,&$7,21 .................................................................................................................38 81,7 6&,(1&( $1' 7(&+12/2*< ..................................................................................48 81,7 /,)( 21 27+(5 3/$1(76 ............................................................................................58 5(9,(: .................................................................................................................................................................................68 */266$5< ..............................................................................................................................................................................70 INTRODUCTION TIẾNG ANH 8 is the third 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 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 8 consists of THE STUDENT’S BOOK, THE TEACHER’S BOOK, THE WORKBOOK, and THE CD. THE STUDENT’S BOOK The Student’s Book contains: • Book map: Introducing the basics of each unit • 12 topic-based Units, each covering seven 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 in two periods • Glossary: Giving meaning and phonetic transcription of the new words in the units THE TEACHER’S BOOK The Teacher’s Book gives full procedural notes for teaching different parts of each unit. The answer keys to the exercises in the Student’s Book and the transcriptions are also given in the Teacher’s Book. THE WORKBOOK The Workbook mirrors and reinforces the content of the Student’s Book. It off ers: • Further practice of the language and skills taught in class • Four additional tests for students’ self-assessment THE CD • The CD provides recorded scripts of all listening exercises and dialogues THE COMPONENTS OF EACH UNIT There are 12 main units in the Student’s Book. Each unit has seven sections and provides language input for seven classroom lessons of 45 minutes each. These 12 richly illustrated, cross-curricular, and theme-based units focus on off ering students motivation, memorable lessons, and a joyful learning experience. At the beginning of each unit there are explicit learning objectives that clearly state the main language and skills to be taught in the unit. SECTION 1: GETTING STARTED This section occupies two pages and is designed for one 45-minute lesson in class. It begins with a conversation followed by activities which introduce the topic of the unit. It then presents the vocabulary and the grammar items to be learnt and practised through the skills and activities of the unit. SECTION 2: A CLOSER LOOK 1 A Closer Look 1 and A Closer Look 2 are each designed to be taught in one 45-minute lesson. INTRODUCTION III 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. Two or three sounds, which frequently appear in the unit, are targeted and practised in isolation and in context. There are different exercises focusing on intensive practice of vocabulary and pronunciation. A grammar item may also be included in this section. SECTION 3: A CLOSER LOOK 2 This section deals with the main grammar point(s) of the unit. The new language 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 eff ectively. The ‘Remember’ boxes appear wherever necessary and help students to avoid common errors. A Closer Look 1 and A Closer Look 2 cover three pages and mainly give language focus and practice of receptive skills. 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). 5HDGLQJ This section aims to develop students’ reading abilities. In order to make the activity achievable, the reading text is often based on the vocabulary and structures that students have previously acquired. The reading always links with the topic of the unit and is interesting and relevant to the students. Important new vocabulary is introduced in the text and practised in a follow-up activity. The reading also provides input for the speaking that follows. 6SHDNLQJ 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). /LVWHQLQJ The listening section provides students with an opportunity to develop their listening skills. This section trains them to listen for general and specifi c information. :ULWLQJ This section focuses on developing students’ writing skills. There is a writing tip or a guideline which is very useful to help them to write eff ectively. The result of the writing 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 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 8. - The reading activities in Tiếng Anh 8 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 focusing on familiar words, guessing unfamiliar words in context, etc. should be taught to students. - Before teaching the text, the teacher should encourage students to guess what the text is about, what new words may appear in the text, etc. 2. TEACHING SPEAKING There are two forms of speaking in Tiếng Anh 8: spoken interaction and spoken production. The fi rst refers to the ability to ask and answer questions and handle exchanges with others. The second refers to students’ ability to produce language appropriately and correctly. Speaking activities include: - Pronunciation: dialogues and role-plays (games, rhymes, and songs). Through these forms, students practise the stress, rhythm, and intonation patterns of English in a natural way. It is crucial to provide students with 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’ 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 Before listening, teachers should motivate and engage students in the listening activity; encourage them to predict the listening content; and introduce the new language or vocabulary which occurs in the listening text. The listening activities aim to help students understand spoken English and develop sub-listening skills such as listening for gist and listening for details. 4. TEACHING WRITING The writing activities aim to develop students’ basic writing skills in English. Its 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 focuses on sentence stress and intonation. The students will have 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 7. TEACHING GRAMMAR Teaching grammar helps students use correct grammatical patterns to express their ideas in specifi c contexts. Grade 8 students of English already know some English grammar based on formulaic sequences and a lot of grammar points met in the context of dialogues, readings, chants, rhymes, stories, and songs they have learnt in primary schools, grade 6 and grade 7. 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: - 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. 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 focused materials yourself with a confi dent student or ask a pair to demonstrate in front of the class. Help and guide them to interact in a reasonably structured manner. This will enable the freer stage of independent pair work/group work that will follow. - Pairs/groups. Students practise in pairs or groups. Monitor the activity and off er help if necessary. - Performance. Ask a confi dent pair or some volunteers to perform the task for the rest of the class. - Whole class. At the end of the activity, there should be some writing/speaking (productive) activities to reinforce or consolidate students’ understanding. It is noted that all of the procedures written in this book are only suggestions. Teachers may adapt these or design their own procedures to suit their students and real teaching contexts. INTRODUCTION VII %22. 0$3 Reading Listening Unit 7: Pollution Unit 8: English speaking countries Unit 9: Natural disasters REVIEW 3 Unit 10: Communication Unit 11: Science and technology Unit 12: Life on other planets REVIEW 4 - Reading for general and specifi c information about water pollution - Reading for specifi c information about an English speaking country - Reading for specifi c information about how to prepare for a natural disaster - Reading for specifi c information about a future way of communication - Reading for specifi c information about future roles of science and technology - Reading for specifi c information about life on another planet - Listening for specifi c information about thermal pollution - Listening for specifi c information about a day trip to a town in an English speaking country - Listening for specifi c information about a natural disaster - Listening for specifi c information about netiquette - Listening for specifi c information about the benefi ts and problems science and technology may bring - Listening for specifi c information about people on another planet 4 Speaking Writing Language Focus - Talking about causes and eff ects of water pollution as well as solutions to this problem - Talking about an English speaking country - Talking about natural disasters and ways to prepare for them - Talking about ways of communication now and in the future - Expressing agreement and disagreement about the roles of science and technology - Talking about life on another planet - Writing about the causes and eff ects of a pollution type - Describing a schedule for a visit or a tour - Writing a news report on a natural disaster - Writing an email using netiquette - Writing to give opinions about the future roles of science and technology - Describing people on another planet - Conditional sentences type 1: review - Conditional sentences type 2 - Pronunciation: stress in words ending in -ic and -al - Present tenses: review - Present simple for future - Pronunciation: stress in words ending in -ese and -ee - Passive voice: review - Past perfect - Pronunciation: stress in words ending in -logy and -graphy - Future continuous: review - Verbs + to-infi nitive - Pronunciation: stress in words ending in -ity and -itive - Future tenses: review - Reported speech (statements) - Pronunciation: stress in words starting with un- and im- - May and might: review - Reported speech (questions) - Pronunciation: stress in words ending in -ful and -less 5 8QLW 32//87,21 32/ *(77,1* 67$57(' $ SURMHFW RQ SROOXWLRQ FW RQ SROOXWLRQ Listen and read. Nick: Your home village is so beautiful. There are so many trees, fl owers and birds. Mi: Yes, that’s why I like coming back here on holiday. Nick: Mi, what’s that factory? It looks new. Mi: I don’t know. There wasn’t a factory here last year. Nick: Mi, look at the lake! Its water is almost black. Mi: Let’s go closer. … I can’t believe my eyes. The fi sh are dead! Nick: I think the waste from the factory has polluted the lake. The fi sh have died because of the polluted water. Mi: That’s right. If the factory continues dumping poison into the lake, all the fi sh and other aquatic animals will die. Nick: Ahchoo! Mi: Bless you! What’s the matter? Nick: Thanks. Ahchoo! I think there’s air pollution here as well. If the air wasn’t dirty, I wouldn’t sneeze so much. Ahchoo! Mi: I’ve come up with an idea about our environmental project! How about giving a presentation about water and air pollution? Nick: That’s a good idea. Let’s take some pictures of the factory and the lake to illustrate our presentation. Ahchoo! 6 Unit 7/ Pollution THIS UNIT INCLUDES: VOCABULARY Pollution Words/ phrases showing cause/ eff ect relationships PRONUNCIATION Stress in words ending in -ic and -al GRAMMAR Conditional sentences type 1: review Conditional sentences type 2 COMMUNICATION Describing types of pollution Discussing the causes and eff ects of pollution and ways to reduce it 2EMHFWLYHV By the end of this unit, students can: • pronounce the words ending in -ic and -al correctly in isolation and in context • use lexical items related to the topic ‘Pollution’ to talk about types of pollution • use words and phrases showing cause/ eff ect relationships to describe the causes and eff ects of pollution • use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution • read for general and specifi c information about water pollution • talk about the causes and eff ects of water pollution as well as ways to reduce it • listen to get specifi c information about thermal pollution • write about the causes and eff ects of one pollution type *(77,1* 67$57(' $ SURMHFW RQ SROOXWLRQ ,QWURGXFWLRQ Review the previous unit before Ss open their books by asking them to take part in a small game. Ss work in two big groups A and B. Make a paper ball. Throw the ball to a student in group A and he/ she has to call out one fairytale. If he/ she is right, group A gets one point, then he/ she throws the ball to a student in group B. The game stops when time is up. The group with more points wins. Ask Ss if they know any story about the environment or pollution. Write the unit title on the board ‘Pollution’. Ask Ss to call out things which cause pollution, e.g., cars, factories, cows, ... Now start the lesson. Ask Ss to open their books and look at the picture. Ask them some questions: Who can you see in the picture? Where do you think they are? What can you see in the picture? What do you think the people in the picture are talking about? 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. Unit 7/ Pollution 6T D Find a word/ phrase that means: 1. no longer alive 2. growing or living in, on, or near water 3. throwing away something you do not want, especially in a place which is not allowed 4. a substance that can make people or animals ill or kill them if they eat or drink it 5. made unclean or unsafe to use 6. to think of an idea, or a plan Watch out! ‘Bless you!’ is an idiom. You say it to somebody after they have sneezed. ‘I can’t believe my eyes!’ is an informal expression. Do you know what it means? E Answer the questions. 1. Where are Nick and Mi? 2. What does the water in the lake look like? 3. Why is Mi surprised when they get closer to the lake? 4. What is the factory dumping into the lake? 5. Why is Nick sneezing so much? F Tick (🖲) true (T), false (F), or no information (NI). T F NI 1. The water in the lake has been polluted by a ship. 2. Water pollution in the lake has made the fi sh die. 3. Aquatic plants may also die because of the polluted water. 4. Nick wouldn’t sneeze so much if the air was clean. 5. Nick and Mi will give a talk about water and air pollution. There are diff erent types of pollution. Write each type under a picture. water pollution land/soil pollution air pollution noise pollution thermal pollution light pollution radioactive pollution visual pollution A. ___________________ B. ____________________ C. ___________________ D. ____________________ E. ___________________ F. ____________________ G. ___________________ H. ____________________ Complete the sentences with the types of pollution. 1. When _______ happens, the water temperature in streams, rivers, lakes, or oceans changes. 2. _______ occurs when the atmosphere contains gases, dust, or fumes in harmful amounts. 3. When radiation goes into the land, air or water, it is called _______. 4. Too much use of electric lights in cities may cause _______. 5. _______ is the contamination of lakes, rivers, oceans, or groundwater, usually by human activities. 6. _______ happens when human activities destroy the Earth’s surface. 7. _______ occurs because there are too many loud sounds in the environment. 8. The sight of too many telephone poles, advertising billboards, overhead power lines, or shop signs may cause _______. Work in groups. Which types of pollution in does your neighbourhood face? Rank them in order of seriousness. Give reasons for your group’s order. Vote for the group with the best reasons. 7 Unit 7/ Pollution D Ss work independently to fi nd the words with the given meanings in the conversation. Allow them to share answers before discussing as a class. Remember to ask Ss to read out the lines in the conversation that contain the words. Quickly write the correct answers on the board. Key: 1. dead 2. aquatic 3. dump 4. poison 5. polluted 6. to come up with Have Ss look at the Watch out! box and quickly read the information. Ask them if they know what I can’t believe my eyes means. Then explain to them that this expression means you are very surprised at something you see. E Have Ss read the questions to make sure they understand them. Ss read the conversation again to answer the questions. Ss exchange their answers with a classmate. Call on some Ss to write their answers on the board. Check their answers. Key: 1. They are in Mi’s home village. 2. It’s almost black. 3. She’s surprised because she sees the fi sh are dead. 4. It’s dumping poison into the lake. 5. He’s sneezing so much because the air is not clean. F Have Ss read the sentences quickly to make sure they understand them. Ask them fi rstly to decide if the sentences are true, false or there is no information without reading the dialogue. Then have some Ss write their answers on the board. Now ask Ss to read the conversation again to check their answers. Ask Ss if they want to change the answers on the board and ask them to explain their choices. Confi rm the correct answers. Key: 1. F (It’s polluted by the factory.) 2. T 3. NI 4. T 5. T Have Ss look at the pictures. Ask them what they see in each picture. Now tell Ss that in the box are some types of pollution. Ss read these and identify any new words they do not know. Explain the new words so that Ss can understand the pollution types. Ss do this activity in pairs. Call on some Ss to give their answers and write them on the board. Key: A. radioactive pollution B. noise pollution C. visual pollution D. thermal pollution E. water pollution F. land/ soil pollution G. light pollution H. air pollution Have Ss read through the sentences to get a general understanding. T may teach some words which T thinks Ss do not know such as contamination. Ss do this activity individually and then compare their answers with a classmate. Call on some Ss to stand up and give their answers. Confi rm the correct answers. Key: 1. thermal pollution 2. Air pollution 3. radioactive pollution 4. light pollution 5. Water pollution 6. Land/ Soil pollution 7. Noise pollution 8. visual pollution Organise a game for this activity. Ss work in groups of fi ve or six. In fi ve minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness. They also have to give reasons for their order. Call group representatives to present their group’s order and reasons. Have the class vote for the group with the best reasons. If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types. Unit 7/ Pollution 7T $ &/26(5 /22. Vocabulary Complete the table with appropriate verbs, nouns, and adjectives. Verb Noun Adjective to poison (1) _______ poisonous (2) _______ contamination contaminant contaminated to pollute pollution (3) _______ (4) _______ to die (5) _______ dead to damage damage (6) _______ Complete the sentences with the words from the table in . You do not need to use all the words. The fi rst letter of each word has been provided. 1. The p_______ chemical waste is dumped into the river. 2. Do you know what p_______ cause air pollution? 3. The d_______ fi sh are fl oating in the water. 4. Don’t drink that water. It’s c_______. 5. The acid rain has caused d_______ to the trees in this area. 6. If we p_______ the air, more people will have breathing problems. D Decide which sentence in each pair of sentences is a cause and which is an eff ect. Write C (for cause) or E (for eff ect) next to each sentence. Note that the words in brackets relate to Activity E. 1. People throw litter on the ground. Many animals eat the litter and become sick. (because) 2. Ships spill oil in oceans and rivers. Many aquatic animals and plants die. (lead to) 3. Households dump waste into the river. It is polluted. (so) 4. Their children have birth defects. The parents were exposed to radiation. (since) 5. We can’t see the stars at night. There is too much light pollution. (due to) E Combine the sentences in each pair into a new sentence that shows a cause/ eff ect relationship. Use the cause or eff ect signal word or phrase given in brackets. You will have to add, delete, or change words in most sentences. Example: 1. Because people throw litter on the ground, many animals eat it and become sick./ Many animals eat the litter and become sick because people throw it on the ground. Work in groups. Look at the pairs of pictures. Give as many sentences as possible to show cause/ eff ect relationships. 1. CAUSE EFFECT Here are some words and phrases → Here are some words and phrases you can use to signal the cause of a problem: because/ since + clause Example: you can use to signal the eff ect of a problem: so + clause Example: Example: People cough because they breathe in the fumes from cars. The fumes from cars make people cough. The water is polluted, so the fi sh Because/ Since the water is 2. polluted, the fi sh are dead. due to/ because of + sth Example: The fi sh are dead due to/ are dead. to cause sth/ to lead to sth/ to result in sth Example: → 3. because of the polluted water. The polluted water causes/ results in the death of the fi sh. To make sb/ sth do sth Example: The polluted water makes the fi sh die. 4. → → 8 Unit 7/ Pollution $ &/26(5 /22. 9RFDEXODU\ 9 E O Ask Ss to call out the types of pollution they learnt in the previous lesson. Tell them that in this lesson they are going to learn diff erent forms of some words as well as some words/ phrases to talk about the causes and eff ects of pollution. Have Ss look at the table in the book. Make sure that they understand what to do. Ss complete the exercise individually and then compare their answers with a partner. Call on some Ss to write their answers on the board. Check their answers. Key: 1. poison 2. contaminate 3. pollutant 4. polluted 5. death 6. damaged Have Ss read each sentence silently to have a general understanding and decide which word form should be fi lled in each blank. For example, the word to be fi lled in the blank in sentence 1 is an adjective. Point out that the provided letter is a clue to help them fi nd the word. Ss do the exercise and then compare their answers with a partner. Call on one or two Ss to give out the answers before confi rming the correct ones. Key: 1. poisonous 2. pollutants 3. dead 4. contaminated 5. damage 6. pollute Have Ss look at the language box. Tell Ss that the words and phrases in the box express cause and eff ect relationships. Ss have learnt so, because and because of. Quickly go through the rest of words/ phrases as follows: - because/since and due to/ because of are used to talk about the causes of something. Because and since are synonyms and they come before a clause. Due to and because of are synonyms and they come before a noun phrase. Have Ss read the example sentences and underline the clause or noun phrase. - Other words and phrases in the box express the eff ects of something. So comes before a clause. To cause, to lead to and to result in are synonyms and come before a noun phrase. To make sb/sth do sth is another way to express the eff ects. After somebody/ something is an infi nitive verb without to. Have Ss read the example sentences and underline the clause, noun phrase, or infi nitive. For more able Ss, T may have Ss read the sentences and explain the rules themselves by using the words and phrases. D Ask Ss to read each pair of sentences and decide which sentence is a cause and which is an eff ect. Ss compare their answers with a partner before giving the answers to the teacher. Confi rm the correct answers. E Ask Ss to read the example. Ask them what changes they can see in the new sentence. T may have Ss look at the language box again to remind them of the structures. Now Ss have to combine each pair of sentences in D into a complete sentence, using the word/ phrase in brackets. To save time, assign sentences 2 to 5 to diff erent Ss and have Ss work only on these. Call on some Ss to write their sentences on the board and correct them carefully. T can ask Ss to write all the sentences as homework. Key: D 1. People throw litter on the ground. C Many animals eat the litter and become sick. E 2. Ships spill oil in oceans and rivers. C Many aquatic animals and plants die. E 3. Households dump waste into the river. C It is polluted. E 4. Their children have birth defects. E The parents were exposed to radiation C . 5. We can’t see the stars at night. E There is too much light pollution. C E 2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants. 3. Households dump waste into the river so it is polluted. 4. Since the parents were exposed to radiation, their children have birth defects. 5. We can’t see the stars at night due to the light pollution. Unit 7/ Pollution 8T Pronunciation Stress in words ending in -ic and -al Adding the suffi x -ic changes the stress of a word. Stress the syllable immediately before the suffi x. Example: 'atom → a'tomic Adding the suffi x -al to a word does not change its stress. Example: 'music → 'musical Note: If a word can take both suffi xes: one ending in -ic and the other ending in -al, both words have the stress on the same syllable. Example: e'conomy → eco'nomic → eco'nomical Listen and mark the stress in each word, then repeat it. 1. artistic 6. physical 2. athletic 7. heroic 3. historic 8. poetic 4. historical 9. botanic 5. logical 10. botanical Underline the words ending in -ic and circle the words ending in -al in the following sentences. Mark the stress in each word. Listen and check your answers, then repeat the sentences. 1. According to scientifi c research, tiny species may help clean radioactive pollution. 2. Water quality has become a national problem. 3. Many people have received medical treatment because of the disease. 4. Chemical waste can cause water pollution. 5. The reduction in air pollution was dramatic last year. 9 Unit 7/ Pollution $ &/26(5 /22. Grammar Conditional sentences type 1: review Put the verbs in brackets into the correct form. 1. If we (recycle) _______ more, we (help) _______ the Earth. 2. Factories (not dump) _______ waste into rivers if the government (fi ne) _______ them heavily. 3. If people (travel) _______ to work by bus, there (be) _______ fewer car fumes. 4. We (save) _______ thousands of trees if we (not waste) _______ paper. 5. If we (use) _______ water carefully, more people (have) _______ fresh water. Combine each pair of sentences to make a conditional sentence type 1. 1. Students are more aware of protecting the environment. Teachers teach environmental issues at school. → ___________________________________________ 2. Light pollution happens. Animals change their behaviour patterns. → ___________________________________________ 3. The levels of radioactive pollution decrease. We switch from nuclear power to renewable energy sources. → ___________________________________________ 4. The water temperature increases. Some aquatic creatures are unable to reproduce. → ___________________________________________ 5. People get more diseases. The water is contaminated. → ___________________________________________ Have Ss look at the pictures in 1. Ask Ss which picture shows the cause and which shows the eff ect. Then ask them to read the example sentences and pay attention to the cause/ eff ect words or phrases. Ss work in pairs to write sentences showing cause/eff ect relationships. For a more able class, T may have Ss do the whole exercise. With other classes, just ask Ss to work with the pair of pictures in 2. Ask Ss to identify the picture showing the cause and the one showing the eff ect. Then together make up sentences, using the cause/ eff ect words or phrases. The rest can be done as homework. This activity can also be carried out as a game. Divide the class into 12 groups. Two groups work with the same pair of pictures in 2, 3 or 4. In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper. When time is up, the group with the most sentences is the winner. They stick their sheet of paper on the board and read the sentences aloud. Other groups and T give comments. Other groups can add any sentences they have. T may take Ss’ work home to mark it. Suggested answers: 2. The soil is polluted, so plants can’t grow. 3. We won’t have fresh water to drink because of water pollution. 4. We plant trees, so we can have fresh air. 3URQXQFLDWLRQ Stress in words ending in -ic and -al Ask Ss to look at the rules and the examples in the box. Go through the rules with them. For a more able class, have Ss give some more examples. Play the recording for Ss to stress the words. Ask some Ss to say where the stress in each word is. Confi rm the correct answers. Play the recording again for Ss to repeat the words. Call on some Ss to read out the words. Key: 1. ar'tistic 6. 'physical 2. ath'letic 7. he'roic 3. his'toric 8. po'etic 4. his'torical 9. bo'tanic 5. 'logical 10. bo'tanical Audio script: 1. ar'tistic 6. 'physical 2. ath'letic 7. he'roic 3. his'toric 8. po'etic 4. his'torical 9. bo'tanic 5. 'logical 10. bo'tanical Have Ss do the activity individually. Play the recording for Ss to check their answers. Then elicit the correct stress patterns from Ss. Play the recording again for Ss to repeat the sentences. Ask some Ss to read out the sentences. Audio script: 1. According to scientifi c research, tiny species may help clean radioactive pollution. A 2. Water quality has become a national problem. 3. Many people have received medical treatment because of the disease. 4. Chemical waste can cause water pollution. 5. The reduction in air pollution was dramatic last year. Key: 1. scien'tifi c 2. 'national 3. 'medical 4. 'chemical 5. dra'matic $ &/26(5 /22. *UDPPDU Conditional sentences type 1: review Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences. Ss do this exercise individually then compare their answers with a partner. Have Ss read out their answers. Confi rm the correct ones. Key: 1. recycle; will help 2. won’t dump; fi nes 3. travel; will be 4. will save; don’t waste 5. use; will have Unit 7/ Pollution 9T Conditional sentences type 2 The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future. If + subject + V (past simple), If-clause subject + would/could/might + V (bare infi nitive) main clause Example: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here) The conditional sentence type 2 can be used to give advice. Example: If I were you, I would see the doctor immediately. Note: We can use both was and were with I/he/she/it in the if-clause. Match an if-clause in A with a suitable main clause in B. A B 1. If I were you, a. what would happen? 2. If Lan wasn’t ill, b. I'd look for a new place to live. 3. If there were fewer cars on the road, c. she would join our tree planting activity. 4. If people really cared about the environment, d. there would be less pollution. 5. If there was no fresh water in the world, e. they wouldn’t dump waste into the lake. Put the verbs in brackets into the correct form. 1. If you (be) _______ the president, what you (do) _______ to help the environment? 2. They get sick so often. If they (exercise) _______ more, they (be) _______ healthier. 3. If I (have) _______ one million US dollars, I (build) _______ more parks in our city. 4. Ngoc’s mother is unhappy. If Ngoc (tidy) _______ her room every day, her mother (not be) _______ so upset. 5. There isn’t a garden at our house. If there (be) _______, we (grow) _______ vegetables. Write a conditional sentence type 2 for each situation, as in the example. 1. People throw rubbish in the street. The street doesn’t look attractive. → If people didn’t throw rubbish in the street, it would look attractive. 2. There are so many billboards in our city. People cannot enjoy the view. → ___________________________________________. 3. There is so much light in the city at night. We cannot see the stars clearly. → ___________________________________________. 4. We turn on the heater all the time. We have to pay three million dong for electricity a month. → ___________________________________________. 5. The karaoke bar makes so much noise almost every night. The residents complain to its owner. → ___________________________________________. 6. She has a headache after work every day. She works in a noisy offi ce. → ___________________________________________. &+$,1 *$0( Work in groups. Student A begins with a Work in groups Student A begins with aconditional sentence type 1 or type 2. Student B uses the end of student A’s sentence to begin his/her own sentence. Student C does the same. Continue the game until the teacher tells you to stop. Which group has the most sentences? Example: A: If each person plants a tree, there will be a lot of trees. B: If there are a lot of trees, the air will be cleaner. C: If the air is cleaner, fewer people will be ill. 10 Unit 7/ Pollution Have Ss read the pairs of sentences. Ask two Ss to write the new conditional sentences type 1 on the board while other Ss write their own sentences. Ask Ss to comment on the sentences on the board. Give feedback on these sentences and ask other Ss to correct them if necessary. For a more able class, this activity can be done as a game. Ss work in groups and write the sentences on a big piece of paper. Go through the groups’ sentences and give marks to the groups with all correct sentences. Key: 1. Students will be more aware of protecting the environment if teachers teach environmental issues at school. 2. When light pollution happens, animals will change their behaviour patterns. 3. The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources. 4. If the water temperature increases, some aquatic creatures will be unable to reproduce. 5. People will get more diseases if the water is contaminated. Conditional sentences type 2 Write this incomplete sentence on the board: If I were a billionaire, I would _____. Ask some Ss to complete the sentence orally. Write the most original answer on the board. Tell Ss that this sentence is an example of the conditional sentence type 2. Have Ss look at the structure of the conditional sentence type 2 in the language box. Draw Ss’ attention to the example sentence on the board. Underline the subject, verb, etc. in this example and explain the structure of the sentence at the same time. Now Ss read the second example in the language box. Tell them that this sentence is a piece of advice. Ask Ss to give one or two examples. Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’ answers. Key: 1. b 2. c 3. d 4. e 5. a Ss do this exercise individually. Invite two Ss to the board to write their answers. Go through the answers with the class. Have other Ss correct the answers if necessary. Key: 1. were; would … do 2. exercised; would be 3. had; would build 4. tidied; wouldn’t be 5. was/were; would grow Have Ss quickly read the example. Ask Ss to comment on the example. They may see that the meaning of the original sentences was made opposite in the new conditional sentence (i.e. positive into negative form for the fi rst sentence and negative into positive for the second sentence). Have Ss do this exercise individually and then compare their answers with a classmate. Ask one or two Ss to write their sentences on the board. If time doesn’t allow, have Ss write sentences 2 and 3 and correct these carefully. The rest can be done as homework. Key: 2. If there weren’t so many billboards in our city, people could enjoy the view. 3. If there wasn’t/ weren’t so much light in the city at night, we could see the stars clearly. 4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month. 5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner. 6. She wouldn’t have a headache after work every day if she didn’t work in a noisy offi ce. Put Ss in groups of fi ve or six to play this chain game. Explain that the aim of the game is to keep the chain going for as long as possible using type 1 or 2 conditional sentences. If a group hesitates for more than 10 seconds they are out. Walk around the class, listening to groups and monitoring the game. Groups that are still going when the fi ve minutes is up are the winners. Note that the aim is to practise the language in a fun, verbal way so be sure to keep the atmosphere light. Unit 7/ Pollution 10T &20081,&$7,21 Extra vocabulary permanent hearing loss earplug aff ect blood pressure Noise pollution is more common and more damaging than many people realise. The Green Organisation is doing a survey on how much teenagers know about this type of pollution. Help them answer the questions. QUESTIONNAIRE Please help us complete the questionnaire by circling the correct answer A, B, or C. 1. Noise is _______. A. any sound that makes you relaxed and peaceful B. any sound that is loud and constant C. any sound you hear in the street 2. A unit used to measure the loudness of sounds is a decibel (dB). Noise pollution happens when a sound’s loudness is _______. A. more than 30 dBs B. more than 50 dBs C. more than 70 dBs 3. Which of the following noises can cause permanent hearing loss after eight hours? A. Motorcycle B. Ocean wave C. Whistling 4. Which of the following noises can cause immediate and permanent hearing loss? A. Motorcycle B. Concert C. Vacuum cleaner 5. If you experience noise pollution for a long time, you can have _______ and hearing loss. A. headaches B. high blood pressure C. both A and B 6. If you are listening to music and other people can hear the sounds from your headphones, what does it mean? A. The sounds are too loud. B. You like the music a lot. C. Other people don’t like the music. 7. What is a symptom showing that noise is aff ecting you? A. There seems to be a ringing or buzzing in your ears. B. You jump up and down. C. You fall asleep as soon as you lie down in bed. 8. Which of the following ways can reduce the eff ects of noise pollution? A. Wearing earplugs when you go to concerts or other loud events B. Listening to music through headphones or headsets at safe levels C. Both A and B Compare your answers with those of a classmate. How many diff erent answers have you got? Now listen to a short presentation about noise pollution. How many correct answers have you got? Work in groups. Discuss other ways to prevent noise pollution. Vote for the best ways. 11 Unit 7/ Pollution &20081,&$7,21 Tell Ss that in this lesson they will have the opportunity to explore noise pollution, a common pollution type that not many people recognise as a pollution. Go through the extra vocabulary with Ss. If Ss do not know any word in the box, quickly teach it. T can teach the words using diff erent ways: - permanent: give the defi nition (lasting forever; never changing) or give the antonym (this is the opposite of temporary) - earplug: draw a pair of earplugs on the board and explain ‘We put these into our ears to keep out noise or water.’ - aff ect: tell Ss that this is the verb form of the noun eff ect - hearing loss: ask if Ss know the verb form of loss. If they do not, give them the verb to lose. Then give a simple explanation ‘When you have hearing loss, you can’t hear things clearly.’ - blood pressure: give an example (My father has high blood pressure. Whenever he goes to hospital, the nurse measures his blood pressure.) and ask if Ss can guess the meaning. T may give the Vietnamese translation. Have Ss read the questions in the questionnaire to make sure they understand everything. Explain any unclear points. Then Ss answer the questionnaire individually. Remind them to circle their answers. Ss work in pairs to compare their answers and see if they have any diff erent answers. They do not have to reach an agreement at this stage. Ask some pairs to report on their diff erences. Play the recording for Ss to check their answers. Ss listen to the recording twice. If there are any incorrect answers, Ss correct them. Ask Ss if any of the answers has surprised them, and if so, why. Key: 1. B 2. C 3. A 4. B 5. C 6. A 7. A 8. C Audio script: Noise is constant and loud sound. To measure the loudness, or volume of sounds, people use a unit called a decibel. When a sound is louder than 70 decibels, it can cause noise pollution. Do you know that the noise from a vacuum cleaner or a motorcycle can result in permanent hearing loss after eight hours? The sounds of a concert are even more serious. They can reach as high as 130 decibels and may cause immediate and permanent hearing loss. Noise pollution can also lead to headaches and high blood pressure. If you are listening to music through headphones, and other people can hear it, it means the music is too loud and unsafe. If there seems to be a ringing or buzzing in your ears, it means the noise is aff ecting you and damaging your hearing. Wearing earplugs when you go to concerts or other loud events, and listening to music through headphones or headsets at safe levels can help you reduce the eff ects of noise pollution. Ask Ss which of the eight questions in the questionnaire proposes ways to prevent noise pollution. Have Ss work in groups in fi ve minutes to discuss more ways to reduce noise pollution. Ss write their answers on a big piece of paper and then present their answers. Have Ss vote for the best ways. This activity can be carried out as a game to fi nd out which group in fi ve minutes can come up with the most ways. The winning group then presents the answers to the whole class. Other groups add more if they have any diff erent ways. Unit 7/ Pollution 11T 6.,//6 Reading Work in pairs. One of you looks at picture A, and the other looks at picture B on page 15. Ask each other questions to fi nd out the diff erences between your pictures. Picture A What do the pictures tell you? Mi and Nick have decided to give a presentation on water pollution to the class. Read what they have prepared and answer the questions. Water pollution is the contamination of bodies of water such as lakes, rivers, oceans, and groundwater (the water beneath the Earth’s surface). It is one of the most serious types of pollution. Water pollution can have many diff erent causes. Factories dump industrial waste into lakes and rivers. Sewage from households is another cause. Farms using pesticides to kill insects and herbicides to kill weeds can also lead to water pollution. These factors cause ‘point source’ pollution while pollutants from storm water and the atmosphere result in ‘non-point source’ pollution. Water pollution can have dramatic eff ects. In many poor nations, there are frequent 1. What does the second paragraph tell you about? 2. What does the third paragraph tell you about? 3. What is groundwater? 4. What are point source pollutants? 5. What are non-point source pollutants? 6. Why do people use herbicides? Read the text again and complete the notes about the eff ects of water pollution. Fill each blank with no more than three words. 1. If the drinking water is untreated, an outbreak of _______ may happen. 2. People drinking contaminated water may _______. 3. Fish, crabs or birds, may also die because of _______. 4. Other animals may become ill if they eat the _______ animals. 5. Herbicides kill both weeds and _______. Speaking Work in groups and discuss the solutions to water pollution. Make notes of your answers. Now complete the diagram of water pollution. Use the information from the text for the causes and eff ects and your group’s ideas for the solutions. SOLUTIONS outbreaks of cholera and other diseases because of people drinking untreated water. Humans can even die if they drink contaminated water. Polluted water also causes the death of aquatic animals such as fi sh, crabs, or birds. - ______ - ______ -______ EFFECTS - Humans: ______ Water pollution: Defi nition: _______ Other animals eat these dead animals and may also get sick. In addition, herbicides in water can kill aquatic plants and cause further damage to the environment. - Animals: ______ - Plants: ______ CAUSES - Point source pollutants: ______ - Non-point source pollutants: So what should we do to reduce water pollution? Make a presentation about water pollution based on the diagram. 12 Unit 7/ Pollution 6.,//6 5HDGLQJ G Have Ss do this activity in pairs. One student looks at picture A on page 12 while the other looks at picture B on page 15. They ask each other Yes/No questions to fi nd out the diff erences between the two pictures. T may model asking and answering questions with a strong student. For example: T (picture A): Are there fi ve ducks in your picture? S (picture B): Yes, there are. Are the ducks black in your picture? T: No, they aren’t. They’re white. … Suggested diff erences: Picture A Picture B - The ducks are white. - They’re going to the lake. - There aren’t any factories near the lake. - The lake water is clean. - The ducks are black. - They’re going from the lake. - There are some factories near the lake. - The lake water is dirty/black. Call on one student to report on the diff erences. Other Ss can add some more. Ask Ss what the pictures tell them (water pollution). Lead to the second activity. Ask Ss to read the passage quickly and answer the questions. Tell Ss that the fi rst two questions ask for general information while the rest focus on details. Ss can underline parts of the passage that help them with the answers. Ss compare their answers before giving the answers to T. Key: 1. The second paragraph tells about the causes of water pollution. 2. The third paragraph tells about the eff ects of water pollution. 3. It’s the water beneath the Earth’s surface. 4. They are industrial waste, sewage, pesticides, and herbicides. 5. They are pollutants from storm water and the atmosphere. 6. They use herbicides to kill weeds. Remind Ss quickly of the way to do this type of exercise. Ss read the sentences quickly to underline the keywords. For example, in sentence 1, the keywords are drinking water, untreated and outbreak. Then they locate the keywords in the passage and pick the suitable words to fi ll each blank. For instance, for the blank in sentence 1, a noun should be fi lled in. Have some Ss read aloud their answers. Confi rm the correct ones. Key: 1. cholera 2. die 3. polluted water 4. dead 5. aquatic plants 6SHDNLQJ Ss work in groups to discuss the solutions to water pollution. To help them focus their ideas, T can suggest they make two sub-headings: Point source pollution Non-point source pollution They can then go through each cause in the presentation and think of the solutions. For example: Factories dump industrial waste. Solution 1: Give heavy fi nes to companies that are found doing this. Solution 2: Educate companies about the environment. Solution 3: Give tax breaks to companies that fi nd ‘clean’ ways to dispose of their waste. They make notes of the answers on a piece of paper. Invite one group to quickly present their solutions. Other groups add any ideas if necessary. As it is an open activity, accept all the answers as long as they make sense. Ss work in groups again to complete the diagram. Set the time of about fi ve to seven minutes. It is better if Ss draw the diagram on a big piece of paper. Ask some groups to give a presentation about water pollution. Other groups listen and give comments. The class may vote for the best presentation and T can give them marks. If the class size is small and time allows, all the groups can present. Unit 7/ Pollution 12T 6.,//6 Listening Describe what you see in the pictures and talk about the relationship between them. Listen and check your answers. Listen to part of a conversation on TV between a reporter and an environmentalist about thermal pollution. Complete the diagram. Use no more than three words for each blank. h blank. CAUSES - Power plants using water to (3) _____ equipment - Discharge of cold water into (4) _____ EFFECTS Writing Work in pairs. Discuss the causes and eff ects of one type of pollution in your area. Make notes in the diagram. _____ pollution Defi nition: _____ EFFECTS _______________ CAUSES _______________ Imagine that you two are writing an article for the local newspaper about a type of Thermal pollution: - Defi nition: Water getting (1)_____ or (2)_____ - (5) _____ decreasing oxygen - Less oxygen harming (6) _____ - (7) _____ algal blooms being another eff ect pollution in your area. One of you writes about the causes and the other writes about the eff ects of the pollution type you have just discussed in . - Can change (8) _____ of the water and (9)_____ fi sh SOLUTIONS - Building cooling towers to (10) _____ the water Read each other’s work and put them together to make a complete article. 13 Unit 7/ Pollution 6.,//6 /LVWHQLQJ /LVWHQLQJ Ss work in pairs, describing the pictures and the relationship between them. Call on one or two Ss to give their answers. Play the recording for Ss to check their answers. Key: The fi rst picture shows an algal bloom in coastal seawater. The second picture shows the cooling towers from a power station. They are both related to thermal pollution. Ask Ss what they know about thermal pollution. Have Ss quickly read the diagram and identify the form of the word/ phrase to be fi lled in each blank. For example, the words for blanks 1 and 2 are adjectives. Play the recording once. Ask for Ss’ answers and write them on the board. If all the answers are correct, move to the next activity. If Ss are not sure about their answers, play the recording again for Ss to check. Make changes to the answers on the board. Key: 1. hotter 2. cooler 3. cool 4. warm rivers 5. Warmer water 6. fi sh populations 7. Harmful 8. colour 9. poison 10. cool down Audio script: Reporter: Does thermal pollution mean that bodies of water get hotter, Mr Nam? Mr Nam: Not always. Sometimes the water becomes colder, and that’s also thermal pollution. In general, thermal pollution means a change in the water temperature. Reporter: That’s interesting! What causes it? Mr Nam: Power stations are one factor. They use water in the nearby lakes or rivers to cool their equipment, which heats up the water. Then they dump the hot water back into its source. Reporter: Are there any other causes? Mr Nam: Yes. Thermal pollution may also happen due to the discharge of cold water from reservoirs into warm rivers. Reporter: Thermal pollution can have dramatic eff ects. Right? Mr Nam: Certainly. Most aquatic creatures need a certain temperature to survive. Warmer water has less oxygen in it, and this can harm fi sh populations. Besides, warmer water can cause harmful algal blooms. This can change the colour of the water like in the fi rst picture and, more seriously, the algae poisons the fi sh. Reporter: What can we do, Mr Nam? Mr Nam: In many places, they build cooling towers like in the second picture to cool down the water from power stations. Reporter: Anything else we can do? … :ULWLQJ In this writing part, Ss are asked to write about the causes and eff ects of one pollution type in their area. Recap on the types of pollution by turning quickly back to the beginning of the unit in the GETTING STARTED section. Ss work in pairs and decide which pollution type in their area they are going to discuss. Have Ss take notes of the causes and eff ects. Move around to off er help as pairs discuss their ideas. Ss stay with their partner. One writes about the causes and the other writes about the eff ects based on their notes from . Remind Ss to use markers like fi rstly, secondly, fi nally to navigate through their points. Move around to off er help and take notes of any structures or language that Ss are struggling with. Bring the whole group together if there is a point T wants to clarify, then they can continue with the writing. Now have Ss share their work with each other and combine it to make a complete article. Tell them that they should add one or two sentences at the beginning to introduce the topic and other ones at the end to conclude their article. Note, if Ss need more support, post the sample article (see next page) on the board as a reference when Ss get to this stage of the lesson. This will help them structure their work. Next, have pairs swap and read each other’s articles. Finally, ask for volunteer pairs to read their articles out to the class and have Ss comment on them. Then collect all the articles for marking. Unit 7/ Pollution 13T /22.,1* %$&. Vocabulary Complete the sentences with the correct form of the words in brackets. I live on the outskirts of a city in Viet Nam. Three years ago, my neighbourhood was very clean and beautiful, with paddy fi elds and green trees. However, in the last two years, some factories have appeared in my neighbourhood. They have caused serious water (1. pollute) _______ by dumping industrial waste into the lake. The (2. contaminate) _______ water has led to the (3. die) _______ of aquatic animals and plants. Also, tall residential buildings have replaced the paddy fi elds. More people result in more cars and motorcycles. (4. Poison) _______ fumes from these vehicles are serious air (5. pollute) Rewrite the sentences, using the words in brackets. 1. The noise from the music club is loud, so the residents of the street cannot sleep. (because of) → ___________________________________________ 2. Vy had a stomachache because she ate a big dinner. (since) → ___________________________________________ 3. Because it rained heavily, the road in front of my house was fl ooded. (due to) → ___________________________________________ 4. His room is untidy, so his mother is unhappy. (because) → ___________________________________________ 5. Global warming happens when there is too much carbon dioxide (CO2) in the atmosphere. (causes) → ___________________________________________ _______. Grammar Put the verbs in brackets into the correct form. Write types of pollution in the word web. 2. ________ 1. It (not be) _______ possible to save the Earth if we (not take) _______ action now. 2. If the world temperatures _______ (continue) to rise, there _______ (be) less snow. 1. ________ ________ 8. ________ ________ 7. ________ ________ ________ 3. ________ ________ 4. ________ Types of ________ pollution 5. ________ 6. ________ ________ ________ 3. If I (be) _______ you, I (wear) _______ earplugs when going to the concert. 4. If we _______ (do) nothing to stop global warming, we _______ (see) big changes in the future. 5. How you (travel) _______ to work if you (not have) _______ this motorbike? 6. Our garden is so beautiful. There (not be) _______ any fl owers if my sister (not take care) _______ of it every day. Complete the sentences, using your own ideas. 1. If I were an environmentalist, ________________. 2. If our school had a big garden, _______________. 3. If the lake wasn’t polluted, ___________________. 4. If we have a day off tomorrow, _______________. 5. If you want to do something for the planet, ___________________________________________. 14 Unit 7/ Pollution Sample article: WATER POLLUTION There are several types of pollution. However, water pollution is the most serious in our area. It is caused by several factors. Firstly, families dump sewage into the river. In the past it was a very beautiful river, but now the water is almost black. Secondly, there are two new factories in our area, and they are dumping chemical waste into the lake and river. Thirdly, pesticides are another source of pollution. Farmers in our area usually use these to kill insects. Water pollution badly aff ects our area. We do not have enough fresh water to water the plants and crops. People cannot raise fi sh in the river and the lake because the water there is so polluted. In addition, there are no more wild ducks near the river today since they cannot fi nd fi sh for food. Another negative eff ect is that sometimes in the afternoon there is a bad smell from the polluted river, so people do not like walking along it anymore. People in our area are all aware of this problem, and we are thinking of some ways to solve it. /22.,1* %$&. 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. 9RFDEXODU\ Ss do this exercise individually then compare their answers with a partner. Check Ss’ answers. Key: 1. pollution 2. contaminated 3. death 4. Poisonous 5. pollutants Ss do this exercise individually. Ask some Ss to write their answers on the board. Confi rm the correct answers. Key: 1. radioactive pollution 2. noise pollution 3. visual pollution 4. thermal pollution 5. water pollution 6. land/soil pollution 7. light pollution 8. air pollution Ss write the sentences using the words in brackets. Ss compare their sentences with a partner. Have two Ss write their sentences on the board. T and other Ss give comments. This activity may be conducted as a game if T wants to lighten the atmosphere. Ss write the sentences in pairs. Pick the sentences of three quickest pairs. Announce the winning pair with the most correct sentences. Key: 1. The residents of the street cannot sleep because of the loud noise from the music club. 2. Vy had a stomachache since she ate a big dinner. 3. The road in front of my house was fl ooded due to the heavy rain. 4. His mother is unhappy because his room is untidy. 5. Too much carbon dioxide (CO2) in the atmosphere causes global warming. *UDPPDU Ss do this exercise individually and then share the answers with a classmate. Check their answers. Key: 1. won’t be; don’t take 2. continue; will be 3. were/was; would wear 4. do; will see 5. would ... travel; didn’t have 6. wouldn’t be; didn’t take care Ss complete the sentences individually using their own ideas. Remind them to identify whether the sentence is a conditional sentence type 1 or type 2. Call some Ss to share their sentences. Accept all the sentences if they make sense. Unit 7/ Pollution 14T Communication Work in groups. Discuss what you would do or say in each situation. 1. Your neighbours littered near your house. 2. Your friend wore headphones every day to listen to music. 3. Your brother dumped his clothes and school things on the fl oor. 4. Your sister had a bath every day. Example: A: If my neighbours littered near my house, I would write them a letter explaining that it was making the neighbourhood dirty. B: Oh, I would put a large sign up saying ‘No littering’. C: I think I would knock on their door and explain that it was polluting the area. Finished! Now I can … . ● use words/ phrases related to the topic and those showing cause/ eff ect relationships suitably ● use conditional sentences type 2 appropriately ● pronounce words ending in -ic and -al correctly in isolation and in sentences ● describe some types of pollution ● discuss the causes and eff ects of pollution as well as ways to reduce it 352-(&7What would you do if…??? Imagine that your group is entering a competition to lead the Green Club in your school. You are asked the question: What would you do to reduce pollution in our country if you were the Minister of Natural Resources and Environment? You are required to create a collage to show what you would do, and give a presentation about it. Now… 1. Work in groups and discuss the things you would do. 2. Collect pictures from diff erent sources, or draw the pictures. 3. Stick the pictures on a big piece of paper. 4. Prepare a presentation. Remember to assign who will talk about what. 5. Give a presentation to the class. Picture B - 6.,//6 15 Unit 7/ Pollution &RPPXQLFDWLRQ Ss work in groups to discuss what they would do or say in each situation. Ask Ss to read the example. Ss may not need to discuss all the situations. Two or three groups may discuss the same situation. Move around the class to listen to their ideas. )LQLVKHG Ask Ss to complete the self-assessment. Identify any diffi culties and weak areas and provide further practice. 352-(&7 :KDW ZRXOG \RX GR LIh""" k d h f b h Ask Ss to read the information about the project. Ask if Ss still remember what a collage is. They made a collage in Grade 7. If they do not remember clearly, tell them that a collage is a picture made by sticking photographs, pictures or drawings onto a surface. Remind Ss that they should use conditional sentences type 2 to give the presentation. Ss work in groups to do the project following the instructions in the book. Answer Ss’ questions if there are any. Remember to have Ss present their collage in the next lesson and vote for the best. Unit 7/ Pollution 15T 8QLW (1*/,6+ 63($.,1* (1* &28175,(6 &28 *(77,1* 67$57(' +RZuV \RXU VXPPHU FDPS" RZuV \RXU VXPPHU FDPS" Listen and read. Nick: How’s your international summer camp going, Phong? Phong: Awesome, just awesome. Nick: You sound so happy. What do you like about it? Phong: It’s hard to say. Everything’s wonderful: the friends I’ve made, the places I’ve visited, the activities… Nick: Oh… Your English has improved a lot! Phong: Absolutely. I use English every day, with people from diff erent countries. Nick: Where are they from? Phong: Everywhere! Places like India, Canada… English is also an offi cial language here in Singapore. Nick: Right. Have you made any friends from English speaking countries? Phong: I’m in a team with two boys from Australia and a girl from the USA. Nick: Do you have diffi culty understanding them? ,(6 THIS UNIT INCLUDES: VOCABULARY People and places in English speaking countries PRONUNCIATION Stress in words ending in -ese and -ee GRAMMAR Present tenses: review Present simple for future COMMUNICATION Introducing people and places of interest in English speaking countries Phong: I found it diffi cult to understand them at fi rst. Perhaps it’s because of their accent, but it’s OK now. Nick: It’s great that you can practise English with native speakers. When are you back? Phong: Our camp closes on July 15th and I take the night fl ight home the same day. Nick: Looking forward to seeing you then. Enjoy! Phong: I will. Thanks. Bye. 16 Unit 8/ English Speaking Countries 2EMHFWLYHV By the end of this unit, students can: • pronounce the words ending in -ese and -ee correctly in isolation and in context • use the lexical items related to the topic of people and places in English speaking countries • use the present simple to talk about future activities • read for specifi c information about the attractions of a country • talk about interesting facts of a country • listen for specifi c information about a day trip to an amazing town • write a description of a schedule for a visit or a tour *(77,1* 67$57(' +RZuV \RXU VXPPHU FDPS" ,QWURGXFWLRQ Prepare some photos or magazine cut-outs of some famous monuments or items from English speaking countries. Show them to Ss and have them guess what country each monument/ item is from. Ask Ss if they know of a common thing among these countries. It’s the language: English. Write the title ‘English speaking countries’ on the board. Ask Ss to call out names of English speaking countries and their main cities. Then ask Ss to share any interesting facts they know about these places. Now start the lesson. Ask Ss to look at the title of the conversation and the picture. Ask them some questions: • Where are the children? • What do you think they are doing? Ss answer the questions as a class. Play the recording and have Ss follow along. Unit 8/ English Speaking Countries 16T D Find a word or an expression from the conversation which you use when you... 1. think something is wonderful 2. agree with somebody 3. cannot decide 4. are not sure about something Do you know any other expressions which have the same meaning? E Read the conversation again and answer the questions. 1. Where is Phong now? 2. Where do the campers come from? 3. What has Phong done so far? 4. Why has he been able to improve his English? 5. Who are in the same team with Phong? 6. When can Nick see Phong? Complete the sentences with words/ phrases from the box. native speakers the USA offi cial language summer camp English speaking countries accents 1. Last year I had a wonderful time at a _______ in Britain. 2. The USA, the United Kingdom and New Zealand are all _______. 3. Australians are _______ of English because they use it as their mother tongue. 4. _______ is in the mid-north of America. 5. Usually, people from diff erent parts of a country speak their language with diff erent _______. 6. English is an _______ in countries like India, Malaysia and Singapore. 17 Unit 8/ English Speaking Countries Put the names of the countries under their fl ags. New Zealand Singapore Australia the USA Canada the United Kingdom 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ *$0( :+(5( $5( 7+(<" Work in groups of fi ve or six. Locate the six countries in on the map below. The fi rst group to fi nd all the countries wins. D Ss work independently. Guide Ss to look at the beginning of a reply/ a sentence for the answers. Allow Ss to share their answers. Check their answers. Key: 1. Awesome, just awesome. 2. Any of the following: Absolutely/ Right. 3. It’s hard to say. 4. Perhaps E Play the recording again without letting Ss read along. Ask Ss to try to answer as many questions as possible. Ss then read the conversation again to check their answers. Have some Ss read out their answers. Correct the answers as a class. Key: 1. He’s at an international summer camp (in Singapore). 2. They come from diff erent countries/ from all over the world. 3. He has made new friends, visited places, (and taken part in diff erent activities.) 4. Because he uses English every day with people from diff erent countries. 5. Two boys from Australia and a girl from the USA. 6. After July 15th. Ask Ss to underline these words/ phrases in the conversation and make sure they understand their meanings. Ss work independently to complete the sentences. Have them share their answers in pairs. Then elicit the answers from the whole class. Key: 1. summer camp 2. English speaking countries 3. native speakers 4. The USA 5. accents 6. offi cial language Note: Your fi rst language is often known as your mother tongue, and your second language may refer to a language used as an offi cial language in your country, like English in Malaysia, Singapore, India, or it could simply mean the foreign language you learn at school as part of the curriculum. Have Ss work in pairs/ groups to match the fl ags with the countries. T checks. Key: 1. the USA 2. the United Kingdom 3. Singapore 4. Australia 5. Canada 6. New Zealand Note: The UK, or the United Kingdom = Great Britain + Northern Ireland Great Britain/ Britain = England + Scotland + Wales The USA = the United States of America. It is also known as the US, or the United States, or even just the States. In Canada, there are two offi cial languages: English and French. Key: WKH 8QLWHG .LQJGRP Form groups of fi ve or six. The fi rst group to fi nd all the countries wins. If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board. Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check. &DQDGD WKH 86$ 6LQJDSRUH $XVWUDOLD 1HZ =HDODQG Unit 8/ English Speaking Countries 17T $ &/26(5 /22. Vocabulary Write the names for the people who belong to these places. Then listen and repeat the words. Country People 1. the USA 2. England 3. Scotland 4. Wales 5. Ireland 6. Canada 7. Australia 8. New Zealand ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ ________________________ Change the words into a noun (N), an adjective (A) or a verb (V). 1. historic N = history 2. symbol V = 3. legend A = 4. iconic N = 5. spectacle A = 6. festive N = 7. scenery A = 8. attraction V = Use the words in the box to complete the sentences. icon symbolises scenic unique attracts 1. The Golden Gate Bridge in San Francisco is an _______ of this famous city. 2. Big Ben is a major monument in London which _______ the United Kingdom. 3. New Zealand is famous for the _______ beauty of its mountains and forests. 4. Australia is home to _______ animals like the kangaroo and koala, which are native to Australia. 5. The Glastonbury Festival in England is a celebration of music and it _______ thousands of people. Match the words/ phrases with the pictures. parade state loch cattle station monument castle 1. __________________ 2. ___________________ 3. __________________ 4. ___________________ 5. __________________ 6. ___________________ Pronunciation Stress in words ending in -ese and -ee Listen and repeat the words. -ese -ee 1. Cantonese 5. employee 2. Taiwanese 6. adoptee 3. Japanese 7. addressee 4. Portuguese 8. interviewee REMEMBER! For words ending in -ese or -ee, the stress is often placed on the fi nal syllable. Example: trai'nee Nepa'lese Mark the stress in the underlined words. Then listen and repeat the sentences. 1. One-fi fth of the people in the world are Chinese. 2. A refugee is a person who is forced to leave a country. 3. My daughter is a trainee. 4. Japanese is the language of Japan. 5. This printer has a two-year guarantee. 18 Unit 8/ English Speaking Countries $ &/26(5 /22. 9RFDEXODU\ Ask Ss to work individually. Then allow them to share their answers with a partner. Play the recording for Ss to check their answers. Ss listen and repeat. (Point out the change of stress from 'Canada to Ca'nadian) Key: 1. the Americans 2. the English 3. the Scottish / the Scots 4. the Welsh 5. the Irish 6. the Canadians 7. the Australians 8. the New Zealanders Audio script: 1. the USA – the Americans 2. England – the English 3. Scotland – the Scottish/ the Scots 4. Wales – the Welsh 5. Ireland – the Irish 6. Canada – the Canadians 7. Australia – the Australians 8. New Zealand – the New Zealanders Ss work individually or in pairs. Check the answers as a class. If time allows, have two Ss write their answers on the board and then confi rm the correct answers. Key: 1 historic N = history 2 symbol V = symbolise 3 legend A = legendary 4 iconic N = icon 5 spectacle A = spectacular 6 festive N = festival 7 scenery A = scenic 8 attraction V = attract Firstly ask Ss to read each sentence and decide what the part of speech is for each word to be fi lled in the blank. For example, the word for the blank in sentence 1 is a noun. They then complete the sentences. Confi rm the correct answers as a class. Key: 1. icon 2. symbolises 3. scenic 4. unique 5. attracts Have Ss look at the pictures. Ask them what they see in each of them. Allow them then to work individually to match the words/ phrases to the pictures. Check the answers as a class by asking Ss in which countries, from the list in , they might see these things or ask them to give an example of these things. Note: a loch is a Scottish word for a lake. Key: 1. castle 2. loch 3. parade 4. monument 5. state 6. cattle station 3URQXQFLDWLRQ Stress in words ending in -ese and -ee Ss listen and repeat. Then have Ss say the words individually. With stronger groups, have Ss mark the stress in the words fi rst and say the words aloud before they listen to the recording. Then play the recording for them to listen, check and repeat. Key: -ese -ee 1. Canto'nese 5. employ'ee 2. Taiwa'nese 6. adop'tee 3. Japa'nese 7. addre'ssee 4. Portu’guese 8. interview'ee Audio script: -ese: Cantonese, Taiwanese, Japanese, Portuguese -ee: employee, adoptee, addressee, interviewee Put the underlined words on the board. Have volunteer Ss come and mark the stress in the words fi rst. Ask for a show of hands from the rest of the class if they think the stress is correct or not. Then play the recording. Ss listen, check and say the sentences. Have Ss correct the stress on the board if necessary. Call on some Ss to say the sentences individually. Key: 1. Chi'nese 2. refu'gee 3. trai'nee 4. Japa'nese 5. guaran'tee Unit 8/ English Speaking Countries 18T $ &/26(5 /22. Grammar Present tenses: review Complete the sentences with the correct forms of the verbs (present simple, present continuous or present perfect). 1. The famous Sydney Opera House _______ as an arts centre since 1973. (serve) 2. There are about 750 million English speakers in the world, and this number _______ fast. (increase) 3. The Statue of Liberty in New York is a monument which _______ freedom. (symbolise) 4. England, Scotland, Wales, and Northern Ireland together ______ the United Kingdom. (form) 5. America _____ Thanksgiving Day on the fourth Thursday of November since 1864. (celebrate) 6. New Zealand _______ divided into the North Island and the South Island. (be) Four of the underlined verbs in the passage are incorrect in tense. Find and correct them. DISNEYLAND California (1) is home to the most iconic theme park in the world – Disneyland. Over 670 million people (2) visit it since it opened in 1955, and the number (3) increases fast. Diff erent kinds of entertainment (4) are provided throughout the park. Mickey’s Soundsational Parade, the most popular event, (5) has celebrated music from famous Disney fi lms. In the parade, well-known Disney characters (6) march along the street, either on fl oats or on foot. They (7) are dancing along with the music, greet visitors, talk with children and pose for photos. Everybody (8) is welcome to join in the fun. The four incorrect verbs are numbers ______, ______, ______, and ______. Correct answers: 1. ___________________ 2. ___________________ 3. ___________________ 4. ___________________ 19 Unit 8/ English Speaking Countries $ &/26(5 /22. *UDPPDU Present tenses: review Remind Ss about the use of the present simple, present continuous and present perfect and their distinct time signals. Then let them do individually. Allow Ss to share ideas in pairs or small groups. Encourage Ss to explain how they decided on the tense in each sentence. Correct as a class. Key: 1. has served 2. is increasing 3. symbolises 4. form 5. has celebrated 6. is Let Ss work individually fi rst. Then let them share and discuss in pairs or small groups. Check and have Ss explain why a certain tense is used. Key: In the passage Correct 2. visit 3. increases 5. has celebrated 7. are dancing have visited is increasing celebrates dance Unit 8/ English Speaking Countries 19T Present simple for the future D Read the schedule and underline the verbs in the sentences describing the activities. Vancouver Christian School Schedule for extra activities Month: April Day & time Activity Place 3rd 3.30 -5.30 Debating Competition Main hall 14th 8.00-3.00 Chocolate Factory Excursion Chocolate factory, Ista Visla 11th 11.15-12.45 Public Speaking room 6, Felix Building 18th 8.30-4.30 Sports Festival Sports centre 26th 3.15-4.15 Opening of Journalism Club School library 28th-29th Photo Exhibition School library 1. The debating Competition takes place in the Main Hall on April 3rd. 2. The bus for the excursion to the chocolate factory leaves at 8.00 a.m on April 14th. E Work in groups. Discuss the questions. 1. What time do the sentences refer to: the present or the future? 2. What tense are the verbs in the sentences? REMEMBER! We use the present simple with a future meaning when we talk about schedules, programmes, etc. (for example, public transport, cinemas, television, schools …) Example: 1. The train to Bristol leaves at 11.15 from platform four. 2. Our school year starts next week, on September 5th. Use the verbs in the box in their correct forms to complete the sentences describing other activities in D. host fi nish hold take place start last 1. The Public Speaking session _______ at 11.15 and _______ at 12.45 in Room 6, Felix Building. 2. The Sports Festival _______ in the sports centre on April 18th. It is a day to promote children’s participation in sports. 3. The Association of School Newspapers _______ the opening of their Journalism Club on April 26th, in the school library. 4. The school library _______ the Photo Exhibition. 5. The Photo Exhibition _______ two days, from the 28th to the 29th of April. Make notes of some activities your school has planned for next week. Write fi ve sentences about the activities, using the simple present with a future meaning. Monday Tuesday Wednesday Thursday Friday 1. _____________________________________________ 2. _____________________________________________ 3. _____________________________________________ 4. _____________________________________________ 5. _____________________________________________ 20 Unit 8/ English Speaking Countries Present simple for the future D Ask Ss to read the monthly schedule for the extra activities at Vancouver Christian School. Then have them underline the verbs in the sentences. Key: 1. The Debating Competition takes place in the Main Hall on April 3rd. 2. The bus for the excursion to the chocolate factory leaves at 8.00 a.m on April 14th. E Allow Ss time to discuss and fi nd the answers to the questions. If Ss are having diffi culty answering question 2, T may ask questions such as ‘Is a schedule usually for present or future activities?’ Then have Ss read the REMEMBER! box. Key: 1. The future 2. The present simple Have Ss do this exercise independently. T checks the answers as a class. Key: 1. starts – fi nishes 2. takes place 3. holds 4. hosts 5. lasts Ss do this exercise independently. Encourage them to be imaginative. Walk around and help Ss with new vocabulary. Ss can exchange and talk about their schedule with a partner fi rst. Once they have done this, ask them to write down the sentences. Remind Ss that in this case, the present simple is used to talk about practical information: place, time, day, date, so this should be the focus of their sentences. Ss can use the sentences in as a model. If time allows, let them share with the class. Otherwise, T may set the writing for homework. Unit 8/ English Speaking Countries 20T &20081,&$7,21 Extra vocabulary territory North Pole Arctic Circle This is a quiz to test how much you know about English speaking countries. Do the quiz and choose the correct answers. 1. _______ are both surrounded by the sea. A. The United Kingdom and the USA B. Canada and New Zealand C. Australia and New Zealand D. The USA and Australia 2. Of these countries, _______ is the youngest. A. Australia B. Canada C. the USA D. the United Kingdom 3. The capital of New Zealand is _______ A. Canberra B. Washington D.C. C. Wellington D. Ottawa 4. _______ is the most diverse in geography and climate. A. Canada B. The USA C. The United Kingdom D. New Zealand 5. Niagara Falls is a spectacular waterfall in _______. A. Wales B. Canada C. England D. Australia 6. _______ is closest to the North Pole. A. America B. Canada C. New Zealand D. Australia 7. Which picture below illustrates the way the 8. A kilt is the traditional garment for _______ . A. Scottish men B. the Maori in New Zealand C. the Americans D. the Aborigines in Australia 9. This animal, the _______ , is a symbol of Australia. A. kangaroo B. koala C. rabbit D. emu 10. _______ is in London. A. Trafalgar Square B. Times Square C. Sky Tower D. Ayers Rock Write the names of the countries next to their facts. s. $XVWUDOLD LD WK &DQDGD WKH 86$ WK K 86$ WKH 8QLWHG .LQJGRP WKH 8Q Maori of New Zealand greet each other? 8QLW P A. touching toes B. touching foreheads C. touching noses D. touching hands *$0( +2: 08&+ '2 <28 .12: $%287 $ &28175<" D Work in groups. Choose a country and together fi nd out as much about it as possible. Then prepare a small introduction of that country. Don’t say the name of the country. You can start your introduction with: This country … 1HZ =HDODQG 1HZ =HDODQG Information Country Information 1. It is made up of 50 states. 1 I i 2. It has the smallest population. 3. It has the most famous football clubs in the world. 4. It has part of its territory inside the Arctic Circle. 5. It is both a country and a continent. E Each group then presents their introduction to the class. The class... 1. tries to fi nd out which country it is untry it is 2. votes for the most informative mative and interesting introduction ion 21 Unit 8/ English Speaking Countries &20081,&$7,21 This section provides Ss with a fun quiz. It builds up Ss’ general knowledge of peoples and landmarks in English speaking countries. T can start with a brainstorming session to see how much Ss know. Encourage Ss to talk, even in Vietnamese. Then write the words from the Extra vocabulary box on the board, plus any other words you think Ss may not know from the quiz. Ask for volunteers to explain the words/ phrases in the box. If nobody can, quickly pre-teach: - territory: land that is under the control of a particular country - North Pole: the point on the surface of the Earth that is furthest north - Arctic Circle: an invisible ring on the most northern part of our planet, including the Arctic region; the centre of the Arctic Circle is the North Pole Have Ss do the quiz individually as quickly as possible. Set a time limit to keep the pace lively and increase the fun element. Ss then share their answers in pairs or small groups and discuss where their answers diff er. Check as a class by asking for a show of hands for each question. Note that the quiz format should be kept light and fun. Key: 1. C 2. A 3. C 4. B 5. B 6. B 7. C 8. A 9. B 10. A Have Ss work independently. Then Ss compare their answers in pairs. T confi rms the correct answers as a class. Key: 1. the USA 2. New Zealand 3. the United Kingdom 4. Canada 5. Australia Both activities and are to confi rm and broaden Ss’ knowledge of English speaking countries and focus on English fl uency. Encourage them to discuss with one another. The experience will be more meaningful this way. D Put Ss into groups of fi ve or six. Explain that now they have a chance to put together what they know about a country, including all the information they have got so far from the lesson too. Ask them to write the information in short notes fi rst without mentioning the name of the country (e.g.: - far north/ north America; - cold; - two languages: English and French…). E Ask each group to stand up in front of the class. Each member of the group will give one fact about the country. When they have fi nished, the rest of the class can guess what country it is. When every group has done their presentation, the class can vote for the most informative and interesting one. Unit 8/ English Speaking Countries 21T 6.,//6 Reading Discuss the questions. Then read the passage. 1. Where is Scotland? 2. What is this land famous for? SCOTLAND - THE LAND OF LEGENDS Scotland is in the north of Great Britain. It is famous for its rich culture as well as its amazing natural beauty. Visitors to this land can spend endless days exploring its historic centuries-old castles. But be aware – legend says that some of them are haunted by ghosts. Fun-lovers can experience its world-famous festival, the Highland Games where they can enjoy unique Scottish activities such as the piping, drumming, and dancing. They can also see traditional sports, or drink whisky with the local people. Driving through vast green pastures, or boating on scenic lakes – or lochs – are other attractions that Scotland off ers. The great people of this legendary land have also given many of the world’s important inventions like the telephone, the television, penicillin and the raincoat. Edinburgh, the capital, was the fi rst city in the world to have its own fi re brigade in 1824. Edinburgh University welcomed the fi rst female medical student in Great Britain in 1869. Match each place or event with its two features. Place Feature 1. Edinburgh 2. castles 3. Highland Games 4. lochs a. haunted by ghosts b. piping and drumming c. centuries-old d. the world’s fi rst fi re brigade e. scenic f. fi rst female medical student g. boating h. traditional sports Read the passage again and answer the questions. 1. Is Scotland famous for its rich culture? 2. What might you see while you are exploring a castle? 3. What are some activities you can see at the Scottish Highland Games? 4. What were some of the things invented by the Scots? 5. When was the fi rst fi re brigade in the world created? Speaking Work in pairs. Talk about the thing(s) you like most about Scotland. Give reasons. Example: - What do you like about Scotland? - I like the castles. - Why? - Because I want to see a ghost! Work in groups. Read and discuss these interesting facts about Australia. Prepare a short introduction of Australia. Then present it to the class. AUSTRALIA - Interesting facts - world’s only country which covers an entire continent - world’s capital of sports and outdoor activities (70% of the population regularly participate) - world’s longest fence (5,400 km); built to protect world’s largest population of sheep (about 175 million); claimed to be seen from outer space - world’s largest cattle station (Anna Creek station); larger than Belgium 22 Unit 8/ English Speaking Countries 6.,//6 5HDGLQJ Allow Ss two or three minutes to discuss the questions. Draw a map of Great Britain and highlight Scotland on the map. Leave it on the board while the class reads the passage silently. T may ask Ss to underline the things that Scotland is famous for. Have Ss call out their answers and say where they found the information in the passage. Key: 1. It’s in the north of Great Britain. 2. Any or all of the following: It’s famous for its rich and unique culture as well as its amazing natural beauty, its historic castles, its traditional festivals, and its whisky. It is also famous for various inventions. Ask Ss to read the passage again. Ask them to scan the places fi rst. Read carefully the information about each place and choose the two features related to it. Ss work individually, then check their work in pairs. Ask Ss to call out their answers and show where the information appears. Key: 1. Edinburgh: d, f 2. castles: a, c 3. Highland Games: b, h 4. lochs: e, g Have Ss read the passage again and write out the answers independently. T may invite two Ss to write their answers on the board. Confi rm the correct answers. For a more able class, T may ask Ss to answer the questions without reading the passage again. Key: 1. Yes, it is. 2. a ghost 3. piping, drumming, dancing 4. the telephone, television, penicillin, the rain coat 5. In 1824 6SHDNLQJ Give Ss a minute to think about the thing they like most about Scotland, and prepare their reasons. They then work in pairs, asking and answering about their choice. If time allows, call on some pairs to share their choice with the class. Encourage Ss to come up with more questions about Scotland. Have Ss work in small groups. Ask them to look through the interesting facts, and discuss if there is any piece of information they are not clear about. Check as a class to make sure that the information is understood correctly. Only then can Ss start working on preparation for their presentation. Tell them that they can add some facts they know, or delete some facts they do not like from the provided notes. Then call on some groups to present. The class may then vote for the best presentation. Unit 8/ English Speaking Countries 22T 6.,//6 Listening WANAKA - NEW ZEALAND A tour guide is talking about the schedule for a day trip to Wanaka, a town in the far south of New Zealand. Listen and fi ll in the time for the schedule of events. Arrive at Puzzling World: (1) _____________ Leave Puzzling World: (2) _______________ Meet up at Lake Wanaka: (3) ____________ Bus leaves: (4) _________________________ Listen again and choose the right answer A, B, or C. 1. The fi rst thing you see in Puzzling World is _______. A. Lake Wanaka B. the Leaning Tower C. the spacious café 2. The Illusion Room off ers you _______. A. the picture of a leaning tower B. a collection of puzzles and games C. a collection of 3-D holograms 3. _______ is possibly the most photographed attraction in New Zealand. A. The Leaning Tower B. The Illusion Room C. Puzzling World 4. Lake Wanaka is called _______. A. a natural attraction B. a natural paradise C. a beauty spot 23 Unit 8/ English Speaking Countries 5. At Lake Wanaka you can _______. A. bike and walk B. drive C. climb a mountain Writing D Choose four activities from the list that you would like to do in a two-day visit to Washington D.C., the capital of the USA. 1. Canoeing along the C&O canal, enjoying the beautiful scenery. 2. Exploring Washington D.C. on a Hop-on Hop-off trolley. 3. Visiting the White House, where the President of the USA lives. 4. Visiting the National Children’s Museum. 5. Cycling on bike trails in the National Park. 6. Enjoying the cherry blossoms at the Tidal Basin. E Schedule your visit. Day Time Activity 1 2 Write a passage describing the schedule for your visit. You can start with: This is the schedule for my two-day visit to Washington D.C. On the fi rst day we… 6.,//6 /LVWHQLQJ Ask Ss to look at the pictures and read the introduction to the listening. Ask them what features from the pictures they are interested in, and what they think Wanaka is like. Ask Ss to read the questions. T then plays the recording and Ss write the answers. T can play the recording at least twice. Elicit the answers from Ss and write the correct answers on the board. Key: 1. 9.30 2. 12.30 3. 4.00 4. 4.15 Give Ss some time to read the events. Check if they know the meaning of the words ‘illusion’ (something that appears to be there but is not) and ‘3-D hologram’ (three-dimensional image). Ss then listen to the recording again, as many times as needed if time allows, and choose the correct answers. T checks the answers as a class. Key: 1. B 2. C 3. C 4. B 5. A Audio script: Good morning. I hope you all had a good sleep. We are now heading for Wanaka. We arrive at the fi rst destination, Puzzling World at 9.30. The fi rst puzzling thing which welcomes you is the Leaning Tower. When you get inside the spacious café, you will fi nd yourself among various wooden puzzles and games. The Illusion Room is a must-see as there’s nothing else like it in the world. Puzzling World is possibly the most photographed attraction in New Zealand. At 12.30 we leave for Lake Wanaka, New Zealand’s fourth largest lake. This ‘natural paradise’ has something for everyone. Adventure lovers may follow the biking and walking tracks through the park. Relaxation seekers may stay by the lake, taking a boat ride, or just sitting and watching its changing beauty. We meet up at 4 o’clock and the bus leaves at exactly 4.15. I hope… :ULWLQJ D Ask Ss to work in groups of three or four. Read the activities and decide on the four activities they would like to do together in their two-day visit to Washington D.C. E Once they have made their decision, allow them time to schedule their visit and fi ll in the schedule table. Have each group write a description of their visit. The description should include: the name of the activity, the time they do it, and what it involves. If possible, give each group a big piece of paper to write their answers. Ask the two quickest groups to present their answers. Other groups and T give comments. Give marks to the groups. Other groups complete their writing as homework and bring it back in the next lesson. Sample writing: This is the schedule for our group’s two-day visit to Washington D.C. On the fi rst day we plan to go to the White House early at 8 o’clock. This way, we avoid the crowds. Then we get on a Hop-on Hop-off trolley, which rides around the city. We do some shopping and go for a nice lunch. Then we see some of the sights of the city. On the second day, we take the 8.30 shuttle bus to the canoe club to join a canoe trip along the C&O canal. This canal is famous for its beautiful scenery, especially in autumn. The trip takes about three hours. In the afternoon, we visit the National Children’s Museum. The brochure says that this museum off ers children a lot of fun activities where they can learn through playing. Unit 8/ English Speaking Countries 23T /22.,1* %$&. Vocabulary Match the words with the defi nitions. Words Defi nitions 1. loch 2. kilt 3. puzzling 4. castle 5. legend 6. accent a. a unique way of pronunciation in an area/ country b. a private well-protected residence c. a Scottish word for ‘lake’ d. an ancient story about a place/ a person that may or may not be true e. a male skirt which is often worn on special occasions f. confusing or questionable Choose the best answer A, B, or C to complete the sentences. 1. Australia has the biggest _______ in the world. A. natural beauty B. puzzling games C. cattle station 2. Over 1,000 sea planes come and go on the water of Lake Hood airport in Alaska. It’s really a fun _______ to watch. A. scene B. icon C. puzzle 3. The Maori’s language and _______ have had a great impact on New Zealand life. A. festivals B. dances C. culture 4. Niagara Falls is a great _______ on the border of the USA and Canada. Thousands of visitors come to see it every month. A. tradition B. spectacle C. relaxation 5. People in countries like the USA, Great Britain, and New Zealand use English as their _______ language. A. offi cial B. native C. foreign 6. In summer, children often take part in a local or international _______ A. summer camp B. game C. attraction Grammar Decide if the sentences have a present meaning (P) or a future meaning (F). P F 1. Please phone me as soon as you arrive in Canberra. 2. There is a documentary about Oxford on TV tonight. Don’t forget to watch it. 3. Usually on New Year’s Eve, thousands of people gather in Times Square in New York to welcome the New Year. 4. When people travel, they use a map to fi nd their way around. 5. Our holiday in Queenstown lasts six days. I feel so excited. Complete the sentences with the appropriate present tense of the verbs in brackets. 1. Alaska, a state in the USA, _______ both the Arctic Ocean and the Pacifi c Ocean. (face) 2. In Adelaide, south of Australia, the sun _______ until 9 p.m in summer. (not/ set) 3. Although England has several good football teams, it _______ the World Cup only once. (win) 4. The government of New Zealand _______ a lot to preserve the culture of the Maori, the native people of this land. (do) 5. In Canada, the serving of coff ee at the end of an evening _______ a signal that it is time for visitors to leave. (be) 6. In many cultures, it’s considered rude if you push through people who _______ to get out of a bus or a train. (try) 24 Unit 8/ English Speaking Countries /22.,1* %$&. Encourage Ss to complete LOOKING BACK without referring to the previous sections in the unit. Ss should record their results for each exercise in order to complete the fi nal Finished! Now you can .... assessment and identify areas for review. 9RFDEXODU\ Ss complete this exercise independently. Check their answers as a class. Key: 1. c 2. e 3. f 4. b 5. d 6. a Ss work individually. They can then double check with their partner. Confi rm the correct answers. Key: 1. C 2. A 3. C 4. B 5. B 6. A *UDPPDU Ss complete this exercise independently or in pairs. Check as a class. Key: 1. F 2. F 3. P 4. P 5. F Ask Ss to read the sentences carefully and look for clues that help them decide which tense should be used for each blank. Have Ss complete the exercise independently and then exchange their answers. Ask two Ss to write their answers on the board. Confi rm the correct answers. Key: 1. faces 2. doesn’t set 3. has won 4. has done 5. is 6. are trying Unit 8/ English Speaking Countries 24T Communication Check your knowledge! Work in groups. Discuss if the statements are correct. Example: Wellington is the capital of the United Kingdom. A: No, the capital of the United Kingdom is London. I think Wellington is the capital of Australia. B: That’s not true. I am sure the capital of Australia is Canberra. Wellington is the capital of New Zealand. 352-(&7 Expl re us! 1. The Maori in New Zealand wear kilts. 2. Of English speaking countries, Canada has the biggest population. 3. Disneyland is in California, a state of Australia. 4. Kangaroos and koalas live in New Zealand. 5. English is the only offi cial language in Canada. Finished! Now I can … . ● use words/ phrases to describe people and places in English speaking countries ● use the present simple to talk about future activities ● pronounce words ending in -ese and -ee correctly in isolation and sentences ● talk and write about schedules Canberra, Australia Canberra, Australia Washington D.C. Washington D C Ottawa, Canada Ottawa Canada These capital cities are great attractions. Work in groups of four or fi ve. 1. Do some research about one of the cities, then make a list of the places and activities that you think will attract visitors to the city. 2. Design a poster for the city with pictures and information. Wellington, New Zealand Wellington, New Zealand 3. Present your poster to the class and introduce the city. 4. The class votes on the most appealing poster. 25 Unit 8/ English Speaking Countries London, the United Kingdom &RPPXQLFDWLRQ Ss work in groups. They discuss the statements and decide if they are true. If they are not, fi nd the true answer. Check as a class. Key: 1. Scottish men wear kilts. 2. The USA has the biggest population. 3. California is a state in the USA. 4. They live in Australia. 5. English and French. )LQLVKHG Ask Ss to complete the self-assessment. Discuss as a class what diffi culties remain and what areas Ss have mastered. 352-(&7 ([SORUH XV This project aims to encourage Ss to do more research about the capitals in English speaking countries, to explore them and fi nd out as much as possible about their culture, their historic and natural beauty… This means they can research whatever they are interested in and think can attract people. Divide Ss into groups of four or fi ve and instruct them on what they have to do. Encourage them to think creatively and daringly. Tell them to keep in mind who this poster is for. These can help decide: - which attractions you would include in your poster. - what information about the attraction you would introduce. - which picture you would use for your poster. - the design for your poster. Have Ss present their poster in the next lesson. When all the groups have given their presentations, the whole class can vote for the best. Unit 8/ English Speaking Countries 25T 8QLW 1$785$/ ',6$67(56 1$7 *(77,1* 67$57(' (77,1* 67$57(' 6KRFNLQJ QHZV Listen and read. Duong: Did you watch the news last night? Nick: No, I didn’t. What’s happened? Duong: There was a typhoon in Nam Dinh Province. Nick: What exactly is a typhoon? We don’t get them in England. Duong: It’s a severe tropical storm. Nick: Oh no! That’s terrible! What time did it hit the area? Duong: They said at about 10 a.m. Nick: Was anyone injured? Duong: Only a few minor injuries were reported. Most people had moved to safe areas when the storm broke. Nick: That’s a relief. Did it cause any damage to property? Duong: It seems many houses and public buildings were destroyed or fl ooded, and thousands of people were left homeless. THIS UNIT INCLUDES: VOCABULARY Types of natural disasters Words to describe a natural disaster PRONUNCIATION Stress in words ending in -logy and -graphy GRAMMAR Passive voice: review Past perfect COMMUNICATION Talking about a natural disaster Asking and answering questions about what to do when a natural disaster happens Nick: That’s awful! Despite all the modern technology available to us, we’re still helpless against natural disasters. How is the government helping the people there? Duong: They’ve sent rescue workers to free people who were trapped in fl ooded homes. Once the heavy rain stops, they’ll start clearing up the debris. Medical supplies, food and rescue equipment have also been sent. Nick: That’s great! How about the people left without homes? Duong: They’ve been taken to a safe place where temporary accommodation will be provided for them. 26 Unit 9/ Natural Disasters 2EMHFWLYHV By the end of this unit, students can: • pronounce words ending in -logy and -graphy correctly in isolation and in context • use the lexical items related to the topic ‘Natural disasters’ • use the past perfect tense to talk about an action before a stated time or another action in the past • read for specifi c information about a natural disaster in a news report • talk about a natural disaster and what to do when it happens • listen for specifi c information about a natural disaster in a news report • write a news report on a natural disaster *(77,1* 67$57(' 6KRFNLQJ QHZV ,QWURGXFWLRQ Before Ss open their books, review the previous unit by asking them to take part in a quick game. Divide the class into two teams. Using a soft ball or rolled up ball of paper, have a student in Team A throw the ball to the other team, calling out an English speaking country, e.g., England. Whoever catches the ball must think of a thing or a place that country is famous for, e.g., Big Ben, London, Liverpool, afternoon tea, The Beatles, etc. Continue with other countries until the time is up. Write the unit title on the board ‘Natural Disasters’. Elicit any information Ss know about natural disasters by asking about natural disasters that have happened where they live or anywhere else in the world that they know of. ‘What was the natural disaster?’ ‘When did it happen?’ ‘Was there any damage to people or property?’ Let Ss open their books and look at the picture. Ask Ss questions about the picture: E.g. Where are Duong and Nick? What are they talking about? Which natural disasters can we see in the bubbles? Play the recording. Ss listen and read. T can play the recording more than once. Pause the recording at appropriate places if Ss need help with comprehension. Unit 9/ Natural Disasters 26T D Read the conversation again and fi ll the blank with no more than three words. 1. Nam Dinh Province was hit by a severe ________. 2. Only a few people were ________. 3. The storm caused extensive _______ to property. 4. Rescue workers have freed those who were ________ in fl ooded homes. 5. The government has sent rescue equipment, food, and ________. 6. People without homes will be provided with ________. E Responding to news Nick uses the expression ‘That’s terrible!’ to react to the news of the tropical storm. Read the conversation again and fi nd similar responses. D Write the responses into the correct columns. Then listen, check and repeat. Wow! How terrible! That’s great! How wonderful! Oh dear! Oh no! That’s a relief! That’s shocking! That’s awful! That’s awesome! Responding to good news Responding to bad news E Match the sentences (1-6) to the responses (a-f). Then practise the exchanges with a partner. 1. Mary and Tom are getting married in July. 2. I managed to pass the test! 3. Many people died in the accident. 4. They have invented a fl ying car. 5. Our house was destroyed by the storm. 6. Hospitals have refused to take in any more injured people. a. Oh no! b. How wonderful! c. Wow! d. That’s a relief! e. That’s shocking! f. That’s awful! Match the natural disasters with the pictures. Then listen, check your answers and repeat. Can you add more? A. volcanic eruption B. tornado C. fl ood D. forest fi re E. earthquake F. tsunami G. mudslide H. drought 1. ____________________ 2. ____________________ 3. ____________________ 4. ____________________ 5. ____________________ 6. ____________________ 7. ____________________ 8. ____________________ Work in pairs. Ask and answer questions about common natural disasters in some areas in Viet Nam. Example: A: Which are the most common natural disasters in Thanh Hoa? B: Typhoons and fl oods. A: How often do they happen there? B: Typhoons happen there about three or four times a year, and fl oods about twice a year. 27 Unit 9/ Natural Disasters D Ask Ss to read each sentence and locate the information in the conversation, then choose suitable words/phrases to fi ll each blank. Ss work independently. Then allow them to share their answers before discussing as a class. Key: 1. tropical storm 2. injured 3. damage 4. trapped 5. medical supplies 6. temporary accommodation E T models an exchange with a student by giving some bad news, ‘My cat died.’ and eliciting ‘That’s terrible!’ from the student. Focus on intonation, stressing the fi rst syllable of ‘terrible’. Do the same with other Ss around the class. Encourage Ss to have fun exaggerating their intonation as they reply to T. Tell Ss to refer back to the conversation to fi nd the other phrases. In pairs, Ss practise saying the phrases with correct intonation. (Play the recording again as a model if necessary). Key: 1. Oh no! 2. That’s a relief! 3. That’s awful! D First, have Ss work independently. Then allow them to share their answers before playing the recording for them to check. Play the recording for Ss to repeat the phrases. Remind Ss to pay attention to their intonation as they practise. Key: Responding to good news Responding to bad news Wow! Oh dear! That’s great! That’s awful! That’s a relief! How terrible! How wonderful! Oh no! That’s awesome! That’s shocking! Audio script: Responding to good news: Wow! That’s great! That’s a relief! How wonderful! That’s awesome! Responding to bad news: Oh dear! That’s awful! How terrible! Oh no! That’s shocking! E First, have Ss work independently. Then allow them to share answers before T gives comments. Point out that some of the responses could fi t more than one statement. If Ss can justify their choice, then accept it. Ask Ss to work in pairs, practising the exchanges with good intonation. T goes around the class to provide help. Key: 1. b 2. d 3. f 4. c 5. a 6. e First, have Ss work in pairs to match the words/ phrases to the pictures. Then allow them to share answers with another pair before playing the recording for them to check. Play the recording for Ss to repeat the words/phrases. Key: 1. C 2. D 3. F 4. B 5. G 6. A 7. H 8. E Audio script: 1. C: fl ood 2. D: forest fi re 3. F: tsunami 4. B: tornado 5. G: mudslide 6. A: volcanic eruption 7. H: drought 8. E: earthquake Ask Ss which of these natural disasters can happen in Viet Nam. Then model this activity with a more able student. Next ask Ss to work in pairs. Go around to provide help. Call on some pairs to practise in front of the class. Unit 9/ Natural Disasters 27T $ &/26(5 /22. Vocabulary Fill each blank with a suitable verb in the correct form from the box below. Then listen, check and repeat. erupt rage collapse strike bury shake 1. Yesterday, a terrible storm _______ the rural area of Ha Giang Province. 2. Villagers rushed into public shelters as soon as the volcano _______. 3. Hundreds of buildings were completely destroyed when the earthquake _______ the city. 4. The mudslide _______ the whole village while people were still sleeping in their houses. 5. The forest fi re _______ for eight hours and some animals were badly injured or killed. 6. We managed to run out of the house into the street before the walls _______. Match the verbs in column A to the nouns in column B. Then listen, check and repeat. A B 1. scatter 2. take 3. evacuate 4. provide 5. put out a. the village b. debris c. the forest fi re d. shelter e. aid Now use the phrases in in the correct form to complete the sentences. 1. The rescue workers set up a camp to _______ for the fl ood victims. 2. On the second day, there was a rainstorm which helped to _______. 3. When the storm started, they _______ in a cave. 4. As the tornado moved through the town, high winds _______ across the streets. 5. The police had to _______ to public shelters before the volcano started to erupt. Pronunciation Stress in words ending in -logy and -graphy Listen and repeat these words. Pay attention to the stressed syllables. technology biology geography photography apology ecology biography psychology REMEMBER! For words ending in -logy and -graphy, place the stress on the third syllable from the end. Example: bi'ology pho'tography Listen and mark the stress on the correct syllable in the words below. Pay attention to -logy and -graphy. 1. sociology 4. climatology 2. zoology 5. astrology 3. bibliography 6. demography Read the following sentences and mark (') the stressed syllable in the underlined words. Then listen and repeat the sentences. 1. We are studying the geography of Asia. 2. I had a biology lesson this afternoon. 3. They share a common interest in photography. 4. A biography is a book that tells the story of someone’s life, written by someone else. 5. Zoology is the scientifi c study of animals and their behaviour. 28 Unit 9/ Natural Disasters $ &/26(5 /22. 9RFDEXODU\ Write the fi rst verb erupt on the board and elicit the past tense from Ss, writing erupted on the board. Do the same with all the verbs. T may ask for a translation of the verbs to check their understanding. Leave them on the board as a reference. Then have Ss work independently to do the activity. Ask them to share their answers with one or more partners. Play the recording for Ss to repeat the sentences. With a stronger class, T may wish to ask Ss to make some more examples with the verbs in the box. Key: 1. struck 2. erupted 3. shook 4. buried 5. raged 6. collapsed Audio script: 1. Yesterday, a terrible storm struck the rural area of Ha Giang Province. 2. Villagers rushed into public shelters as soon as the volcano erupted. 3. Hundreds of buildings were completely destroyed when the earthquake shook the city. 4. The mudslide buried the whole village while people were still sleeping in their houses. 5. The forest fi re raged for eight hours and some animals were badly injured or killed. 6. We managed to run out of the house into the street before the walls collapsed. First, have Ss work independently. Then, ask them to share their answers with one or more partners. T may ask for translation of some phrases to check their understanding. Play the recording for Ss to repeat the phrases. Key: 1. b 2. d 3. a 4. e 5. c Audio script: 1. scatter debris 2. take shelter 3. evacuate the village 4. provide aid 5. put out the forest fi re Have Ss complete the sentences individually, using the phrases in . Then have some read out their answers before checking with the whole class. Confi rm the correct answers. Key: 1. provide aid 2. put out the forest fi re 3. took shelter 4. scattered debris 5. evacuate the village 3URQXQFLDWLRQ Stress in words ending in -logy and -graphy Play the recording and ask Ss to listen and repeat the words, paying attention to the stressed syllables of each word. T may play the recording as many times as necessary. Explain the rule in the REMEMBER! box and ask some Ss to give some words ending in -logy and -graphy. Ask Ss to work in pairs to practise saying the words and mark the stress on the correct syllable in each word. Then T plays the recording. Ss listen and check. T may pause after each word and ask them to repeat chorally. Correct their pronunciation if necessary. Key: 1. soci'ology 4. clima'tology 2. zo'ology 5. as'trology 3. bibli'ography 6. de'mography Ask Ss to work in pairs to mark the stress in the words and practise saying the sentences. Call some Ss to give the answers and say the sentences in front of the class. Then ask Ss to listen while T plays the recording. T may pause after each sentence and ask them to repeat chorally. Correct their pronunciation. If there is not enough time, after Ss mark the stress, play the recording for them, then check their answers and repeat the sentences. Audio script: 1. We are studying the ge'ography of Asia. 2. I had a bi'ology lesson this afternoon. 3. They share a common interest in pho'tography. 4. A bi'ography is a book that tells the story of someone’s life, written by someone else. 5. Zo'ology is the scientifi c study of animals and their behaviour. Unit 9/ Natural Disasters 28T $ &/26(5 /22. Grammar Passive voice: review REMEMBER! We form the passive voice with the verb to be in the appropriate tense and form, and the past participle of the main verb. Only verbs which can take an object can be used in the passive. Read the conversation in GETTING STARTED and underline any sentences in the passive voice that you can fi nd. Check your fi ndings with a partner. Complete the sentences using the correct passive form of the verbs in brackets. 1. Debris (scatter) _______ across the countryside by the strong winds last night. 2. Ten new houses (build) _______ in the town every year. 3. Residents of fl ooded villages (take) _______ to a safe place last night. 4. In the future, natural disasters (predict) _______ accurately with the help of technology. 5. Food and medical supplies (deliver) _______ later this afternoon. Rewrite the following sentences using the correct passive voice. 1. Volunteers have given out food and blankets to homeless people. ___________________________________________ 2. So far, rescue workers have freed ten people trapped in collapsed buildings. ___________________________________________ 3. Did the storm destroy the whole village? ___________________________________________ 4. If the storm hits the area, it will cause a lot of damage. ___________________________________________ 5. They are going to organise a garden party to raise money for the victims of the fl ood. ___________________________________________ Past perfect D Read part of the conversation from GETTING STARTED. Pay attention to the underlined part. Nick: Was anyone injured? Duong: Only a few minor injuries were reported. Most people had moved to safe areas when the storm broke. (+) Positive Subject + had + past participle Example: I had left when they came. (-) Negative Subject + had not/ hadn’t + past participle Example: I hadn’t left when they came. (?) Questions: Had + subject + past participle Had + subject + not + past participle Hadn’t + subject + past participle Example: Had you left when they came? Had you not left when they came? Hadn’t you left when they came? * Short answers to Yes/ No questions: (+) Yes, subject + had. (-) No, subject + hadn’t. Example: Had you left when they came? Yes, I had./ No, I hadn’t. E When do we use the past perfect? Can you think of any rules? We use the past perfect to describe an action before a stated time in the past. Example: People had managed to leave the fl ooded villages by 11 o’clock last night. We use the past perfect to describe an action that happened before another action in the past. Example: People had already left the fl ooded villages when rescue workers arrived. 29 Unit 9/ Natural Disasters $ &/26(5 /22. *UDPPDU Passive voice: review Ask if Ss remember how to form the passive voice. T may ask one student to write the form on the board and have other Ss give examples. If they do not remember well, ask Ss to read the REMEMBER! box. Draw Ss’ attention to how the passive voice is formed by analysing the rule. Then ask some more able Ss to give some examples to illustrate this. Ask Ss to read the conversation in GETTING STARTED again and underline all instances of the passive voice that they can fi nd. Then, ask them to share their fi ndings with one or more partners before checking with the whole class. Key: Was anyone injured? Only a few minor injuries were reported. It seems many houses and public buildings were destroyed or fl ooded, and thousands of people were left homeless. They’ve sent rescue workers to free people who were trapped in fl ooded homes. Medical supplies, food and rescue equipment have also been sent. They’ve been taken to a safe place where temporary accommodation will be provided for them. Have Ss work independently. Then, ask them to share their answers with one or more partners. Ask some Ss to say their answers aloud. Confi rm the correct answers. Key: 1. was scattered 2. are built 3. were taken 4. will be predicted 5. will be delivered/are going to be delivered Invite two Ss to write the sentences on the board while other Ss write the sentences in their notebooks. Ask some Ss to give comments on the sentences on the board. Confi rm the correct sentences. For a class that needs more support, model the fi rst sentence for Ss. Have Ss write the next two sentences and correct them carefully. The rest can be done as homework. Key: 1. Food and blankets have been given out to homeless people (by volunteers). 2. Ten people trapped in collapsed buildings have been freed (by the rescue workers) so far. 3. Was the whole village destroyed (by the storm)? 4. If the area is hit by the storm, a lot of damage will be caused. 5. A garden party is going to be organised to raise money for the victims of the fl ood. Past perfect D Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined part. Then, refer to the yellow box, explaining the form of the past perfect tense and going through the examples. E Now ask Ss to think about the rules for the past perfect tense. First, try to elicit them from Ss. Then go through the rules in the boxes by analysing the examples given. Then ask Ss to give some more examples of their own. Unit 9/ Natural Disasters 29T Complete the sentences by putting the verbs in brackets into the simple past or past perfect. 1. Most people (leave) _______ before the volcano (erupt) _______. 2. By the time we (arrive) _______ at the canyon, it (stop) _______ snowing. 3. They (spend) _______ the night in the fl ooded area before help (arrive) _______. 4. Simon (get) _______ lost because he (not take) _______ a map with him. 5. I (fi nd) _______ my pen after I (buy) _______ a new one. Work in pairs. Ask and answer the following questions about you. Example: A: What had you learned to do by the time you started primary school? B: By the time I started primary school, I had learned how to ride a bike. 1. What had your mother done when you got up last Sunday? ___________________________________________ *$0( Work in two teams. Take turns to give reasons why you were pleased/ upset/ happy/ angry, etc. Use the past perfect for the event that had happened. Each correct sentence gets one point. The team with the most points wins. Example: On my birthday, I was 2. What had you done before you went to bed last night? ___________________________________________ 3. What had already happened when you arrived at school today? ___________________________________________ 4. What had you done before you left school yesterday? ___________________________________________ 5. What had happened by the time you fi nished your home work yesterday? ___________________________________________ very pleased because I had received a nice present. Last Tuesday I was annoyed because I had missed the school bus. 30 Unit 9/ Natural Disasters 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. T gives comments, and makes any correction if available. Key: 1. had left, erupted 2. arrived, had stopped 3. had spent, arrived 4. got, hadn’t taken 5. found, had bought First, ask Ss to prepare their answers independently. Then model the activity by asking a student one of the given questions. Ask Ss to work in pairs. T may go around to provide help. Call some pairs to practise in front of the class. Model the game with the whole class fi rst. Divide the whole class into two teams (e.g. left side and right side). Then allow members from the two teams to take turns in giving reasons why they were pleased/ upset/ happy/ angry, etc. Count the correct sentences to fi nd the winning team. If time does not allow, T can choose either activity or for Ss to do. Unit 9/ Natural Disasters 30T &20081,&$7,21 Extra vocabulary climate change victims in charge <285 9,(:6 21 1$785$/ ',6$67(56 Listen to a radio programme on 4Teen News. Then fi ll the gaps with the words you hear. Welcome to ‘Nature and You.’ Today we have asked our listeners around the world to call us to express their views on these two questions: - Are there more natural disasters now than there were in the past? - Are we prepared to deal with natural disasters? I think there are more natural disasters now than there used to be. Whenever I watch the news on TV, I see places that are (1) _______ or aff ected by drought. I’m certain this is the result of climate change and global (2) _______. Sarah I don’t think that there are more natural disasters now than in the past. But more are being reported on the news in shorter time periods. We’ve seen them so often on the news that we’ve become (3) _______ to them. Peter I think recent earthquakes and tsunamis just show how (4) _______ we are to deal with them. Despite all the technology and knowledge available to us nowadays, many people become victims of natural disasters. Nubita I don’t think we can prepare for natural disasters as nobody knows when or where they are going to strike. It’s Nature’s way of (5) _______ us who is in charge and that we should show more respect to the natural environment. Linh Read the listeners’ views on natural disasters again and decide who you agree with and who you disagree with. Answer the two questions. Express your own views and write them down below. ________________________________________________________________________________________________ ________________________________________________________________________________________________ Work in pairs. Now compare your views with a partner. Do you share the same views? 31 Unit 9/ Natural Disasters &20081,&$7,21