Cambridge english unit 9 clothes and fashion

Sách học sinh bao gồm một đơn vị bắt đầu cộng với 20 đơn vị ngắn, bao gồm nhiều chủ đề liên quan đến thanh thiếu niên hơn so với các khóa học khác. Sau mỗi hai đơn vị, có một bài học về văn hóa hoặc ngoại khóa khuyến khích học sinh tìm hiểu về thế giới xung quanh hoặc về các môn học khác thông qua tiếng Anh. Sau mỗi bốn đơn vị, có một phần đánh giá sửa đổi và hợp nhất ngôn ngữ từ bốn đơn vị trước đó thông qua thực hành thêm về ngôn ngữ và kỹ năng chính.

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UNIT 9

Clothes and fashion

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9

Those shoes are yours

Lesson profile

Vocabulary Clothes; colours

Listening Teenagers sort out who clothes belong to

Reading A conversation about who clothes

belong to

Grammar Pronouns mine, yours, his, hers, etc and

determiners my, your, his, her, etc

Speaking Talk about who clothes and possessions

belong to

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Preparation

In Exercise 7, for mixed ability classes, you will need to copy the pairs of sentences onto separate strips of paper – enough sets of strips for groups of four students

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Warmer

Say to the class I went shopping yesterday and invite them to ask you some questions, e.g Where did you go? What time did you go? Who did you go with? What did you buy? Make up the answers to the questions but tell the students that you bought some clothes Encourage them to guess what you bought by asking you Did you buy

a pair of shoes? Did you buy a T-shirt? etc

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1 Ask the class to look at the pictures and ask Where are the teenagers? Why? What’s Mina doing? Whose clothes are they? Then encourage the students to name as many clothes as they can in the picture (including the clothes Mina is wearing) before they match the words in the box with the picture Point out that they need to use two

of the words in the box twice (cap and socks)

Vocabulary

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Preparation

The answers are recorded for students to check and then repeat

a socks b cap c jacket d swimming costume

e cap f jumper g shorts h socks

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1 The students should choose one item of clothing for each colour Remind them that we use light and dark before the colour, e.g light green (not green light)

Vocabulary

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Answers

The swimming costume is orange The socks are pink and white

The cap is black

The shorts are red

The socks are black and purple

The cap is light green

The jacket is dark blue

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Extension

activity Copy the table below Ask the students to complete it with the clothes in Exercise 1 and to add some more words (extra words below in italics) to each column

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Sample answer

On your head On your body On your legs and/or feet

cap, hat jacket, jumper shorts, socks, boots, shoes

swimming trainers, trousers, skirt Costume

T-shirt, shirt

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3 1.57 Ask the students to read the questions before they listen, and say what the possible answers might be They then listen and answer the questions

Listening and reading

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Mixed

Mixed ability With a mixed ability class, ask stronger students to listen with their books closed and weaker students to listen and read

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Answers

1 pink and white

2 Mina (Orange is my favourite colour!)

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Audioscript

Mina: I think our clothes are dry now Whose shorts are these?

Anita: They’re mine Mina: And these pink and white socks? Are they yours as well, Anita? Eddie: No, the pink and white socks are Nick’s.

Mina: Right They’re very pretty, Nick.

Nick: My mum gave them to me!

Mina: Sorry! Whose jumper is this?

Eddie: It’s mine Thanks.

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Mina: Is this dark blue jacket yours, Nick?

Nick: Has it got lots of pockets?

Mina: Yes.

Nick: Then it’s my jacket.

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Audioscript

Eddie: Whose swimming costume is that?

Mina: That’s my costume Orange is my favourite colour!

Whose socks are these?

The black and purple ones?

Are they yours too, Nick?

Nick: No, they’re hers!

Anita: Yes, they’re my socks And I think they’re very nice, thank you! Eddie: OK, so these clothes here are ours and those clothes are theirs.

Let’s put them in our tent before it rains!

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3 1.57 Ask the students to read the questions before they listen, and say what the possible answers might be They then listen and answer the questions

Listening and reading

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4 Ask the students to read the example: The pink and white socks are Nick’s and to find Nick’s socks in the picture Point out that we say The socks are Nick’s and not The socks are Nick’s socks (or the socks

of Nick) Then ask them to match the other clothes to the people They should write a sentence for each item of clothing

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Mixed

ability With a mixed ability class, pair a stronger student with a weaker one so that the stronger student can read the conversation to find the answers, if necessary

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Answers

a The pink and white socks are Nick’s

b The black baseball cap’s Eddie’s

c The dark blue jacket’s Nick’s

d The orange swimming costume’s Mina’s

e The light green baseball cap’s Mina’s

f The yellow jumper’s Eddie’s

g The red shorts are Anita’s

h The black and purple socks are Anita’s

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5 Borrow an item from a student, for example a bag

Ask the class Whose bag is this?

Elicit the answer It’s Marta’s

Write the question and answer on the board

If necessary, remind students that we say, for example, Whose pens are these? with plural objects

Ask the students in pairs to use Whose …? to ask and answer questions about the clothes in the pictures

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Fast finishers

Fast finishers take turns to test each other’s memories

Student A asks the questions with their book open and Student B tries to answer the questions with their book closed

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Pronouns and determiners

6 Books closed Copy the table onto the board with the gaps Invite students to come to the board and insert the correct pronoun that matches the determiner my, your, etc on the left Rub off the answers and ask the students to complete the table in their book Then ask them to find and underline the pronouns in the conversation in Exercise 3 (Some are in the speech bubble at the end of the conversation.)

Grammar

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Answers

Answers It’s mine

Are they yours?

The swimming costume’s hers

The jumper’s his

The socks are ours

The caps are yours

These clothes are theirs

All the pronouns are in the conversation in Exercise 3 (underlined

in the Audioscript)

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7 Ask the students to say which pronoun we use with

I (mine), you (yours), he (his), she (hers), we (ours) and they (theirs) Tell them to identify the subject of each sentence before they complete it

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Mixed

ability In each question in this exercise, there are two sentences, e.g 0 Sentence 1: Students, here are your tickets for the school play Sentence 2: Jack and Molly, these are yours With a mixed ability class, copy each sentence, including the correct pronoun, onto a separate strip of paper (You should have 14 strips.) Make enough sets of strips for groups of four to have one set each

Ask the groups to match the Sentence 1s with the Sentence 2s Then, ask them to find the pronoun and to say why it is used, e.g

We use yours with you, etc

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Fast finishers

Fast finishers rewrite the sentences 1–6 so that they are true for them and/or their friends and family Point out that they may have to change the verb and/or the noun, e.g I read a comic every day All these comics are mine

Answers

1 mine 2 his 3 ours 4 yours 5 hers 6 theirs

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8 Play the recording from Exercise 3 again Stop it after some of the lines and encourage the students to repeat the lines with the correct intonation, e.g And these pink and white socks? Sorry! Whose jumper is this? Isn’t that green cap yours, Eddie? Yeah, that’s right Then organise the students into groups of four to practise the conversation

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Extension

activity With a stronger class, the students write a new dialogue with different items of clothing They begin by choosing some items of clothing and either drawing a picture or using real items

of clothing Items they could use are: hat, trousers, skirt, T-shirt, shirt, boots, shoes, trainers

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Corpus challenge

Before the students look at the sentence, ask them to tell you why mine is different from the other pronouns (Yours, his, hers, ours and theirs have an s at the end, mine doesn’t.)

If they get this wrong, point out that even with plural objects (jeans),

we always use mine and never mines

Answer

mine are broken (not mines)

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Speaking

9 Before the students look at the words in the box, encourage them

to imagine what things Tina needs for a beach holiday (towel, swimming costume, sunglasses, etc.) and what things Brad needs for

a skiing holiday Then ask them to look at the box and say which things belong to Tina and which to Brad Some might belong to both

of them

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Cooler

Ask each student to give you an item of clothing, an accessory or an object Display the things at the front of the class The students ask and answer questions about the things on display The person who answers the question correctly gets to ask the next question

For example:

A: Whose red coat is that?

B: It’s Jon’s Whose brown sunglasses are those?

A: They’re yours Alternatively, this can be played in pairs

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9 Is your jumper made of cheese?

Vocabular Materials

Speaking Talk about what your clothes and shoes are made of

Reading They’re made of what? – clothes and accessories made of

unusual materials

Pronunciation Words beginning with /s/, /ʃ/ and /tʃ/

Listening Ideas for clothes and jewellery made of unusual materials

Writing Write about your idea for clothes or jewellery made of

unusual materials

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Warmer

Write of / your / jumper / made / cheese / Is / ? on the board and tell the students to order the words to make the lesson title (Is your jumper made of cheese?) Point out that it’s a question Then invite the class to think of some more questions using items of clothing and strange materials, e.g Is your swimming costume made of paper? Are your socks made of orange juice? Encourage a class vote

on the most original question Then, ask the students to say what this lesson is about

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1 Books closed Brainstorm a list of materials onto the board (include silver, wood, plastic and gold from Unit 4) If you did the warmer activity above, add some of the unusual materials to the list

on the board Elicit cotton, wool and leather by asking What is/are

my T-shirt/jumper/shoes/bag made of? In pairs, ask the students to take turns to ask and answer questions using What is/are your shoes/ socks/jumper made of?

About you

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Fast finishers

Fast finishers write some sentences about their classmates’ clothes and shoes When the others are ready, they read out their sentences (without the student’s name) and the class guess who each item belongs to

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2 First, ask the students to identify the item of clothing or accessory

in each picture (1 a dress 2 bags 3 a hat and necklace 4 dresses 5 shoes/sandals) Then, in pairs, encourage them to ask questions about each photo using What is/are the … made of? and answer the questions using I think it’s/they’re made of plastic/ leather/wool/cotton, etc

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5 Read sick, shower and chair together as a class and make sure the students can hear the difference between the three sounds Point out that they need to classify the words by their first sound

Pronunciation Words beginning with /s/, /ʃ/, /tʃ/

Fast finishers

Fast finishers add one or two more words to each column (e.g see words in italics below)

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Answers

/s/ sick /ʃ/ shower /tʃ/ chair

sea, sister, shirt, shoes, shorts change, cheese, socks, sandal, sun sheep, shop, sugar chilli, church, chicken

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6 1.60 First, break the sentence down into short sections for the students It might make things easier to start at the end of the sentence and slowly build it up

For example:

cheese shop

in the cheese shop

seven shirts in the cheese shop

six shoes and seven shirts in the cheese shop

She sees six shoes and seven shirts in the cheese shop

Listen to the recording and repeat it together as a class, getting faster each time Then invite volunteers to say the sentence as fast

as they can

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7 If you haven’t done this already in the warmer (see page 68), brainstorm a list of unusual materials onto the board It may help the students to think of old objects which we normally throw away, e.g shopping bags, skateboards, footballs Then encourage them to make sentences using You can have X made of Y, e.g You can have trousers made of paper, shoes made of bread or earrings made of bottle tops

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Mixed ability

With a mixed ability class, pair up a stronger student with a weaker one Play the recording three times and encourage the pairs of students to help each other:

1 The students listen but don’t write anything They compare what they have understood

2 Pause the recording after each person speaks and ask the students

to complete the first column Encourage the stronger student to help the weaker one

3 As above, pause the recording after each person but the students complete the second column, the stronger student helping the weaker

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Answers

What is it? What is it made of?

Kris a jacket old newspapers Sonya jewellery / earrings chocolate Felipe clothes / shorts money / ($10) notes / coins

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Speaker 1

Kris: Hi, my name’s Kris and I’ve got this great idea What does everyone have lots of

in their homes? Newspapers! I made a jacket out of old newspapers and it looked really great I even had something to read when I was bored.

Speaker 2

Sonya: Hello, my name’s Sonya and I think my idea’s the best I love to eat it and so I

thought, yes, I can make jewellery out of it I made some earrings out of chocolate and they looked great Then when I was hungry, I ate them!

Speaker 3

Felipe: Hi, I’m Felipe My idea is to make clothes out of money Yes, money! You can

use notes or coins I made some shorts out of 10 dollar notes, and everyone really liked them And you’ve got money to spend when you need it!

Audioscript

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9 1.61 Before the class listen again, encourage them to say why each person thinks their idea is good, i.e Kris says I even had something to read when I was bored, Sonya says … when I was hungry, I ate them! and Felipe says … you’ve got money to spend when you need it! Ask the students to copy the sentence with gaps into their notebook three times Let them try to complete each sentence before they listen again

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