Sách giáo viên điện tử i learn smart world 8

Sách giáo viên điện tử bảng đẹp, uy tín, chính thống từ DTP Dành cho giáo viên giảng dạy hiệu quả Học sinh và phụ huynh tham khảo GIÁ RẺ NHƯ CHIA SẺ Sách giáo viên điện tử bảng đẹp, chính thống từ DTP Dành cho giáo viên giảng dạy hiệu quả Học sinh và phụ huynh tham khảo GIÁ RẺ NHƯ CHIA SẺ

Trang 2

Lý Bích Tuyền

Nguyễn Thị Ngọc Quyên Nguyễn Thụy Uyên Sa Nguyễn Dương Hoài Thương Nguyễn Hoài Anh Thư

Lâm Hoàng Ngọc Thanh

Trang 3

1 Free time

REVIEW Listening: KET Part 1 Reading: KET Part 3 Game: Block Buster Writing: An email

CLIL: SOCIAL STUDIES

Writing Reading

An email describing a student's daily routine

Talk about leisure activities,

likes, and dislikes

Use the Present Simple tense,

gerunds, and infinitives

Report information about different leisure activities Use the Present Simple tense and prepositions of time

Focus on parts of an email

Arrange when and where to meet a friend

Use adverbial phrases of time and place

An article about the daily routine of a Vietnamese boy

2 Traditions

REVIEW Listening: KET Part 3 Reading: KET Part 5 Game: Board game Writing: A paragraph

Talk about customs and

traditions in the past

Use the Past Simple tense

Talk about obligations and prohibitions in the past

Use had to and couldn't

3 Our World

REVIEW Listening: KET Part 4 Reading: KET Part 1 Game: Connect Three Writing: An email

Talk about travel plans and

4 The Past

REVIEW Listening: KET Part 5 Reading: KET Part 2 Game: Board game Writing: A paragraph

Report past events

Use the Past Perfect tense to

talk about past events

Matt and Milly in Museum

Mystery

Critical thinking skills

Collaborative project work

Describing repeated actions

Talk about types and causes

Use the First Conditional

Give advice about how to reduce world pollution Make compound sentences

using so or and

CLIL: MUSIC

Writing Reading

A paragraph about a traditional musical instrument from Australia

A magazine article about

a traditional musical instrument from Vietnam

CLIL: MATH

Writing Reading

Creating two math problems related to shopping

Math problems related

to shopping

CLIL: HISTORY

Writing Reading

A paragraph about a famous castle

A magazine article about Hue Citadel in Vietnam

CLIL: BIOLOGY

Writing Reading

An article about the

effects of climate change

A magazine article about the effects of climate change on the sarus cranes

Focus on parts of a paragraph

Focus on topic sentences

Trang 4

Reading: KET Part 3 Game: Block Buster Writing: An email

CLIL: SOCIAL STUDIES

Writing Reading

An email describing a student's daily routine

Talk about leisure activities,

likes, and dislikes

Use the Present Simple tense,

gerunds, and infinitives

Report information about different leisure activities

Use the Present Simple tense and prepositions of

time

Focus on parts of an email

Arrange when and where to meet a friend

Use adverbial phrases of time and place

An article about the daily routine of a Vietnamese

boy

2 Traditions

REVIEW Listening: KET Part 3

Reading: KET Part 5 Game: Board game Writing: A paragraph

Talk about customs and

traditions in the past

Use the Past Simple tense

Talk about obligations and prohibitions in the past

Use had to and couldn't

3 Our World

REVIEW Listening: KET Part 4

Reading: KET Part 1 Game: Connect Three

Reading: KET Part 2 Game: Board game Writing: A paragraph

Report past events

Use the Past Perfect tense to

talk about past events

Matt and Milly in Museum

Mystery

Describing repeated actions

Reading: KET Part 6 Game: Connect Three

Use the First Conditional

Give advice about how to reduce world pollution

Make compound sentences

using so or and

CLIL: MUSIC

Writing Reading

A paragraph about a traditional musical

instrument from Australia

a traditional musical instrument from Vietnam

CLIL: MATH

Writing Reading

Creating two math problems related to shopping

Math problems related

to shopping

CLIL: HISTORY

Writing Reading

A paragraph about a famous castle

A magazine article about Hue Citadel in Vietnam

CLIL: BIOLOGY

Writing Reading

An article about the

effects of climate change

A magazine article about the effects of climate

change on the sarus cranes

Focus on parts of a paragraph

Focus on topic sentences

Focus on parts of an article

Scope and Sequence

6 Festivals

REVIEW Listening: KET Part 2 Reading: KET Part 3 Game: Block Buster Writing: An email

Matt and Milly in Talent

Terror

7 Going out

REVIEW Listening: KET Part 3 Reading: KET Part 1 Game: Board game Writing: An email

Make, accept, and decline invitations

Use the Present Simple and Present Continuous tenses

Make requests, give advice and commands

Use reported speech to tell someone to do something

8 Natural Disasters

REVIEW Listening: KET Part 5 Reading: KET Part 4 Game: Block Buster Writing: An article

9 Technology

REVIEW Listening: KET Part 4 Reading: KET Part 7 Game: Board game Writing: An email

10 Life On Other Planets

REVIEW Listening: KET Part 2 Reading: KET Part 3 Game: Connect Three Writing: A paragraph

Ask and answer about laptops and tablets Use comparative adjectives

to compare different models

of laptops and tablets

Talk about science and technology in the future Use the Future Continuous tense

Express agreement and disagreement about technology in the future Use comparative adverbs

Talk about possible UFO sightings in the past Use the Past Continuous tense

Predict what life might be like on other planets Use the Second Conditional for unreal conditions

Make direct and indirect requests

Use Would you mind…?

Express different points of view about festivals Use superlative adjectives to compare things

Talk about how people celebrate festivals around the world

Use articles (a/an/the)

Describe natural disasters around the world Use the Present Perfect tense

Advise people on what to do

in natural disasters

Use when to link two clauses

Matt and Milly in Lakeside

Lodge

CLIL: ART

Writing Reading

An article about a festival Focus on lead sentences

Focus on body sentences

Focus on conclusion sentences

an art festival in Vietnam

CLIL: LITERATURE

Writing Reading

A paragraph about a play

An aricle about a famous Vietnamese play

CLIL: HISTORY

Writing Reading

An article about a natural disaster from the past

An article about a strong typhoon that hit Vietnam

CLIL: INFORMATION TECHNOLOGY

Writing Reading

A paragraph about how cell phones will change in the future

A newspaper article about how technology will change classrooms in Vietnam

CLIL: PHYSICS

Writing Reading

An paragraph about the possibility of life on other planets

Focus on the topic

A table about the possibility

of life on other planets

Trang 5

lesson 1

About the course

i-Learn Smart World is an American English integrated four-skill course for secondary and high school students.

The syllabus of i-Learn Smart World is based directly on the Vietnamese Ministry of Education and Training (MOET) guidelines

and was informed by the Common European Framework of Reference (CEFR) for languages

Along with its elementary level companion series i-Learn Smart Start, i-Learn Smart World forms a twelve-level course that

takes young learners from absolute Beginner (CEFR A0) to Intermediate (CEFR B2 low) level by the time they graduate high school.The series achieves this by using a cohesive and systematic approach where each level incrementally builds upon the previous

to create a smooth, comfortable and continuous path to proficiency

i-Learn Smart World was designed for Vietnamese classrooms and learners by an experienced team of international and

Vietnamese writers and editors The lessons cover the needs of Vietnamese learners and make the most of modern teaching techniques, with all tasks and activities suitable and easy to use for a Vietnamese classroom

Finally, the key aim of the course is to develop a love for English i-Learn Smart World aims to encourage a positive attitude

towards learning English language and the culture of English-speaking countries, while at the same time upholding ethical values in line with the learners' culture

The approach

i-Learn Smart World is designed based on the following principles:

Vocabulary is the core of language – Grammar is important, but vocabulary makes up the core of the meaning.

For all language learners, developing vocabulary is a primary focus

In i-Learn Smart World, every theme introduces, practices and reviews 20-30 new words.

Motivation and interest are keys to learning – The key element to successful language learning is maintaining a high

level of interest and motivation i-Learn Smart World does this by:

Featuring interesting age-and-level-appropriate content – The language, activities, and images were chosen specifically

to match the interests of the target learners

Using an approach that emphasizes clear and noticeable progress – Success is a powerful motivation, but

learning language is a long-term process that takes many years of effort Learners often have difficulty recognizing

the progress they are making, and this can often lead to losing motivation ("I've been studying for years, but I still

can't speak") i-Learn Smart World overcomes this by breaking the syllabus into clear, practical, and achievable goals.

Key features of the Clear and Noticeable Progress (CNP) approach:

1 Clarify the goals and create a need

Each 70-80 minute lesson focuses on a carefully chosen set of

clear and achievable goals concerning practical things in life,

(e.g describing people's appearance, ordering food in a

restaurant, talking about traditional holidays) These are

clearly stated at the start of each lesson in the aims

box, and are designed to be slightly above the student's current level

At the start of the lesson, the teacher explains and clarifies the aims (clearly noted in the box at the top of the page)and asks whether students are confident that they can do it

2 Fill the needs

Each stage of the lesson targets a different element of the aims (e.g relevant vocabulary, grammar, pronunciation features,controlled practice, etc.), to ensure success with the practical communicative speaking activity at the end of the lesson

Trang 6

3 Provide evidence of success

The final stage of each lesson gives learners an opportunity to utilize all the previous knowledge they have learned in completing a practical task that mirrors real life activities (e.g role plays, discussions, surveys, etc.) It features group and pair activities, and directly addresses the aims noted at the start of the lesson Progress is monitored by the teacher, who gives assistance as necessary, and ensures that learners are able to achieve a successful outcome

4 Confirm the success

The bottom of each lesson page features a final review and

confirmation of the language element/function the learners have

now mastered This is in the form of a friendly student who

confirms that "Now you can…"

In this way, learners accumulate clear evidence of the numerous

milestones that they have reached on the road to language proficiency

This continuing series of successes can provide a major boost to learners confidence and motivation

Pronunciation is important and should be taught early

Speakers who cannot pronounce English correctly will have difficulty in making themselves understood Equally important, however, is its impact on comprehension Learners who are unfamiliar with the phonological conventions of the target language will have difficulty understanding the things they hear Both of these elements need attention

From the aspect of production, it is also crucial to understand that there is a critical period for learning productive skills in another language Oyama's research1 shows that learners who learn pronunciation before puberty almost always attain the ability to produce without noticeable interference from their first language Those who start to focus on pronunciation after the age of 15 almost always develop accents influenced by their mother tongue

For this reason, i-Learn Smart World continues with the approach introduced in the elementary Smart Start series,

by focusing on all key aspects of pronunciation and systematically developing it from an early age

i-Learn Smart World divides the elements of English phonology into an inverted "Pronunciation Pyramid" that features four

main categories as follows:

Sound - Focus activities draw attention to elements that Vietnamese learners find challenging, such as final consonant

sounds, sentence stress, difficult sounds and intonation changes They will hear 2-3 different native speakers pronounce the language naturally and then mimic the sounds

Word Stress activities address the issue of stressing the wrong syllable in a word, which can dramatically affect the meaning or

comprehension i-Learn Smart World provides guidance on the common patterns for different parts of speech.

The Sound Changes category focuses on the features of connected speech Many learners do not often realize that the

sound of English words can change completely when used in natural conversation Sounds may be dropped (elision),

changed (assimilation) or linked to other sounds For example, "Would you…?" will sound more like /wʊd ә/ Learners

who are unfamiliar with these changes often mistake these sounds as being completely unfamiliar words By raising their

awareness of the common sound changes that occur, i-Learn Smart World can help learners dramatically improve their

comprehension of natural spoken English

Finally, Intonation and Sentence Stress focus on how placing stress on different words and changing the pitch at the end of the

sentence can affect the whole meaning or the intent of the sentence

1S.Oyama, "A Sensitive Period for the Acquisition of a Non-native Phonological System" - Journal of Psycholinguistic

Research, 5/3/1976

Intonation/Sentence Stress

Sound Changes Word Stress Sounds

This highlights the ways sounds of English change when spoken with natural rhythm and speed

This focuses on which syllable is stressed in multi-syllabic words

This includes the individual phonemes of English

Intonation teaching focuses on pitch changes in sentences.Sentence stress is the emphasis of specific words

Now you can talk about travel plans and arrangements.

Trang 7

1 Listening is vital in the language classroom because it provides input for the learner Unless learners can understand language as presented in the classroom, learning cannot begin.

2 Listening exercises provide teachers with a means to draw learners' attention to new forms (vocabulary, grammar, new interaction patterns) in the language

3 Natural spoken language presents a challenge for the learners to understand Lots of exposure in an understandable context is essential to build confidence and comprehension

As with first language learning, providing comprehensible listening input helps learners build an understanding of the language

Build awareness of the target culture and the ability to explain the learners' own culture

Understanding the culture of the target language is essential to communication i-Learn Smart World features characters

living in a North American town Understanding the food they eat, the games they play, the way they interact, etc helps learners understand the way English is actually used

Develop critical thinking skills with collaborative tasks and projects

Language learning is not just about learning words and grammar but also supported by developing different ways to process information Using logic puzzles and tasks which require learners to draw information from different sources, integrate it and process it to complete a task will open new pathways in the brain and enhance learning This effect is

heightened if learners interact in groups in a project-like atmosphere Peer learning can have a powerful effect and i-Learn

Smart World encourages this, using the communicative and collaborative tasks at the end of each lesson, and especially in

the narrative mysteries that run through the course

Easy to prepare and teach

One of the primary aims of the course is to reduce teachers' workload and keep preparation time to a minimum i-Learn

Smart World was designed to make lesson preparation smoother and easier for the teacher by having:

Clear and simple tasks – The activities have been designed with clear illustrations and short, simple standardized

instructions to make understanding and setting up tasks easier

A standard theme/lesson format – Every theme follows a standard pattern of activities This allows learners and

teachers to quickly become familiar with the lesson style and progression

An easy-to-refer-to Teacher's Book – The aim of this course is to put all the information teachers need in a very clear

and easy-to-find layout Each lesson page is accompanied by a single Teacher's Book page so that teachers can quickly and easily find the information they need

The syllabus

The i-Learn Smart World Syllabus is an integrated communicative syllabus based on the MOET curriculum guidelines, and is

informed by both the CEFR For Languages, and the Cambridge English Key syllabus This has been extended by adding a range of useful practical phrases as well as Vietnamese content Each unit is designed to recycle vocabulary and language content from the same level or from the previous lessons of the course

Trang 8

i-Learn Smart World theme and lesson walkthrough

i-Learn Smart World features 50 lessons divided into ten five-lesson themes Each theme includes a number of different

lesson types (Language Input, comic style Mystery Narratives, Content and Culture, and Review lessons) Regardless of

the lesson type, each i-Learn Smart World lesson features a two-page layout and contains roughly 70-80 minutes of lesson

material

Language Input lessons

The first two lessons (three for odd-numbered themes) introduce and provide practice with key vocabulary, structures and functional language

Lesson aims (2-3 min) – A simple summary of the lesson aims (key vocabulary/structure/function) is shown at the top of the

first page Teacher introduces and exemplifies each point then checks how confident learners are that they can do this As the aims are specifically chosen to be above the learners' current level of ability, the teacher should tell learners that even if they can't use the language now, they shouldn't worry because by the end of the lesson they will be able to

New Words (10-15 min) – During this stage, a set of vocabulary necessary to achieve the lesson aims is introduced

The (a.) activity serves to clarify the meaning, using a variety of different task types including matching the words to definitions

or pictures, organizing them into categories, etc The pronunciation of each word is exemplified and practiced using the audio

track The (b.) activity further expands on and reinforces the meaning Teacher should ensure that learners are comfortable

with the meaning and pronunciation of individual

words before moving on to the next stage

Listening (10-15 min) – This stage has three main

functions:

• Contextualize the target structure and illustrate

how it's used in natural English conversation

• Develop listening skills using a variety of

listening tasks

• Review the vocabulary introduced in New Words

The first listening (a.) focuses on meaning and uses

a variety of activities to develop listening sub-skills,

such as listening for specific information or listening

for main ideas

This is followed by task (b.) which serves to draw

learners' attention to the form of the language This

may include activities such as circling the correct

form (morphology) or writing in the correct word

(morphology or syntax) Learners then listen and

check to confirm their answers

Useful Language (5-10 min) – At the bottom of the

page is a box which includes all elements of the

structure Words which can vary are shown in blue

The teacher uses this section to explicitly

illustrate the key (grammatical/functional)

language Teacher uses the accompanying audio

to help learners learn the natural rhythm and

pronunciation for each of the sentences

Grammar (15 min) – This activity features a variety of written

tasks to draw

attention explicitly to potential issues learners have with the syntax or morphology of the target language

After each activity, learners check with a partner and then practice saying the sentences

Trang 9

or sentence (patterns) necessary to achieve the lesson aims i-Learn Smart World deals with these issues using a simple but

effective procedure known as IMP This breaks down as follows:

Isolate – Learners attention is drawn to the feature in question and the point is clarified using a simple explanation box Model – Example words or phrases, taken from the lesson, are played using audio files to clearly exemplify the sound

feature These audio samples feature 3 examples spoken naturally by native speakers of different ages and not level with words above This allows learners to generalize and become familiar with the feature

Practice – In this stage, learners hear another recorded example and are given opportunity to follow the model to help

refine their own pronunciation of the target feature

It is understood that not all learners will be able to master each phonological feature immediately Of course, many learners will take time to master this However, the most important part of learning pronunciation is to help learners become aware

of possible issues as they arise This will make it easier for learners to fully understand natural spoken English and of course to improve their own speaking

Note: A chart showing the English phonemes is provided on page 120, as well as at the back of the Student's Book.

Practice (10-15 min) – This activity provides support for learners to practice the key structure/vocabulary These

generally start with a task to review and contextualize the target structure and vocabulary and provide a clear model to follow Teachers encourage learners to continue practicing the correct sound and rhythm features that are covered in the Pronunciation stage

Speaking (15-20 min) – This stage gives learners an opportunity to use all aspects of the target language and vocabulary and

directly reflects the aims Tasks feature a simulated real world format, and are done in pairs or groups of three or four They use a variety of different activity types, including:

• Role-plays

• Discussions

• Quizzes

• Surveys

They generally feature a project-based approach where learners will collaborate to complete a practical or cooperative task

in pairs, then compare their results with another group before summarizing or comparing their results with the whole class

Teacher's supervision and assessment - Because the pair/group tasks are designed in such a way that the learners can work

independently, it allows time for the teacher to move around and assess learners' ability with regards to the lesson aims This enables the teacher to note any problems learners may be having and provide assistance

After pairs complete their tasks, they should switch roles and repeat to provide extra practice This helps to ensure that all learners are able to successfully achieve the lesson aims by the end of the lesson

Final "I can " statements and lesson wrap–up (2-3 min) – At the end of the lesson the teacher draws attention to the picture

of the learner at the bottom of the page Using the "I can " speech bubble (e.g Now, you can talk about where people live

and work.) the teacher confirms that all learners feel confident in their ability to meet the aims This reminds the learners

what they have learned, reinforces the target points and helps to clarify the learning that has taken place

Mystery narrative lessons

Lesson 3 in each even-numbered theme features a mystery story Two young detectives help their police officer mother

to solve a variety of mysteries in their town of Maple Falls These lessons have learners work collaboratively in pairs/small groups and will help them develop critical thinking skills as they collect and analyze clues to try to solve the mysteries The page is designed to look like Matt and Milly's desk, and the materials and tasks look like notes, clues, and other materials that they have collected as they try to solve the mystery

Trang 10

Mystery comic

The top half of each two-page spread features a mystery comic story This is used to engage learners' attention with the story, introduce the characters, the background of the story and set the scene The comic can also provide important clues that learners will use to solve the mystery This will be used in the following stages:

• Comprehension questions (35-45 min)

Also below the comic on the left side of

the page is a series of Listening/Reading

comprehension questions The story is

divided into 4 scenes, each with its own

audio track Some audio also includes

vocabulary notes (which look like they

are taken from Milly's dictionary) The

tasks are all integrated and learners will

draw upon both listening and reading skills

to complete them

The first set of questions (Look before you

listen) features pre-listening tasks to set the

scene and predict key vocabulary The

remaining questions (Listening) focus

on checking key plot points and

introducing clues

• The interview (15-20 min)

After the learners have a firm understanding of the story, it's time to interview the suspects In groups, learners will role-play either Matt, Milly, or one of the suspects "Matt" and "Milly" will use the questions in the interview chart on the right hand page "Suspects" will use the noted role-play cards at the back of the book

Teacher allows enough time for all groups to complete the role-plays, then confirms the answers to the whole class before moving onto the next stage

• "Solve the mystery" Discussion (10-15 min)

In small groups, learners review the information from the interview chart, the details from the comprehension questions,

as well as giving a thorough scan of the details of the comic They should be encouraged to notice any elements that

Mr Nuts, Milly's pet squirrel, pays attention to because he's a smart little fellow with a good nose for clues

Each learner must give their opinion on who they think the culprit is, why they think the person did it (their motive) and name the clues that led them to their conclusion The teacher should encourage the use of the phrases for giving opinions and agreeing/disagreeing in order to reach a consensus Teacher may wish to have groups report their ideas to the class before moving onto the final reveal

• "We know who did it!" (The final reveal) (5 min)

After all learners have reached a conclusion, Teacher will play the final recording in which Matt and Milly reveal the solution to the mystery It is to be expected that many learners who are not experienced with this type of puzzle may not have got the correct answer Teacher should encourage them to reflect on the clues they missed and be more vigilant next time

* Notes: Some learners may think of other possible solutions Acknowledge their analytical and reasoning skills to encourage their continuing participation in collaborative activities

Content and Culture Lessons

Lesson 4 in each theme follows a Content Language Integrated Learning (CLIL) format

These lessons focus on subject contents that have already been covered in the learners' first language classes, for example STEM subjects (science, technology, engineering, and mathematics) as well as other subjects such as geography, history or social studies As the concepts and principles of these subjects should already be familiar to the learners, the focus of these lessons is on building learners' ability to talk about these important aspects in English

These lessons feature a mix of both international and Vietnamese situations and examples In this setting, learners are introduced to the type of language they can use to explain their own life and culture to visitors from overseas

Trang 11

Listening, Useful language) follows the same

format as lessons 1 and 2, but with a stronger

focus on the topical content

Reading (10-15 min) – This stage reinforces the

target concept and reviews new vocabulary and

features a passage of appropriate length in the

format of content subjects The topics usually

focus on aspects of Vietnamese culture or

history that are interesting and relevant to

learners and are presented in a variety of

formats

The activities focus on reading comprehension

questions where learners complete tasks such

as "True or False", "Fill in the blanks", "Answer

the questions" and "Choose the best title"

Speaking (10-15 min) – This is a follow-up to

the reading passage Examples of sentence patterns are shown using speech bubbles This activity allows learners to use the language presented in the previous parts of the lesson They collaborate in groups, or with a partner, to complete tasks such as explaining their history or culture to an overseas visitor, conducting an interview, giving their opinion on a topic, or choosing an activity from a given selection

Writing (10-15 min) – This follows the same focus as the speaking but with a level-appropriate writing task This activity

solidifies learners' understanding of the language presented in previous parts of the lesson and helps to develop their writing skills Learners focus on a variety of common written genres, including emails, letters, etc The major focus however is on writing good paragraphs, as these are the basic building blocks of written English Model letters are provided at the back of the book to clarify key writing conventions

Review and practice lessons

The final lesson of each theme (Lesson 5) is a comprehensive and communicative review of the theme content

Regular review and recycling of lesson content is essential; so in i-Learn Smart World every theme ends with a thorough

repetition of the sentence above

Lesson 5 in each theme has a number of key aims:

• Give test condition practice with the type of questions found on common young learner exams like the Cambridge English: Key (KET)

• Provide a communicative game to review and practice with the language/skills in the theme

• Provide an opportunity for more extensive writing practice using the target language of the theme

Review (10-15 min) – Each Lesson 5 starts by having the students very briefly (~5 min) look back at the New words and

Useful language boxes from the theme This is followed by a short and competitive team/group game to refresh the

student's memories Game rules and setup are shown at the back of the book

Listening/Reading - Test practice (15-20 min) – The left-hand page features test format practice in a form that mirrors

standardized tests like Cambridge English: Key (KET) This includes one Listening and one Reading focus Helping our

learners become familiar with the question types and task language of common exams can help them to relax and feel more confident when they take the actual test Additional test practice for the TOEFL Junior is included in the Test Pack

Trang 12

Speaking - Communicative Game (20-25 min) – The final speaking task of the unit is focused on free (but guided)

production of the structures and vocabulary covered in the theme These activities are in the form of an interactive game and provide an effective review of the theme for the learners

Writing (20-25 min) – This activity features a practical writing task (email, short letter, report, etc.) that follows the aims and

target language taught in the theme

Trang 13

1 Have students look at the lesson aims as you read them aloud

2 Have students look at the examples from the Useful Language box

3 Explain that by the end of the lesson, they'll be able to use the same language

1 Demonstrate the activity using the example

2 Have students fill in the blanks with the words from the box

and one of these verbs "play", "go", or "do"

3 Divide the class into pairs and have them check their answers

with their partners

4 Play audio Have students listen and repeat

2 Have pairs write the words in the correct columns

3 Have pairs add more words to the table

1 Play audio and demonstrate the activity using the example

2 Play audio Have students listen and write "True" or "False"

3 Play audio again and check answers as a whole class

2 Have students circle the correct words

3 Play audio again Have students listen and check

B: Do you like playing sports?

G: Yes, I do

B: What sports do you like to play?

G: I like to play ice hockey

B: Is there anything else you enjoy doing?

G: Yes, I enjoy doing cross stitch.

B: Is there anything you want to try?

G: Yes, I want to try rock climbing.

a Alice is asking questions for a survey about leisure activities.

Listen and write "True" or "False".

b Circle the correct words Listen again and check.

6 M: Play ice hockey.

7 M: Play board games.

8 M: Go jogging.

Track 03

1 Alice: Excuse me, can I ask you some questions?

Peter: Sure.

Alice: OK Do you like playing sports?

Peter: Yes, I do.

Alice: What sports do you like to play?

Peter: I like to play ice hockey.

Alice: Do you like doing arts and crafts?

Peter: No, I don't

Alice: Do you like playing games?

Peter: Yes, I do

Alice: What games do you like to play?

Peter: I like playing video games.

Alice: Is there anything else you enjoy doing?

Peter: Yes, I like cooking

Alice: OK Thank you

2 Alice: Excuse me, can I ask you some questions?

Sarah: Yes, sure

Alice: Do you like playing sports?

Sarah: No, I don't

Alice: OK Do you like doing arts and crafts?

Sarah: Yes, I do

Alice: What arts and crafts do you like to do?

Sarah: I like doing crochet.

Alice: Do you like playing games?

Sarah: Yes, I do

Alice: What games do you like to play?

Sarah: I like to play board games.

Alice: Is there anything you want to try?

Sarah: Yes, I want to try rock climbing.

Alice: OK Thank you very much

Narrator: Now listen again and check.

Track 04

4 Have pairs discuss which activities they do

5 Elicit answers and write them on the board

Useful Language Listen then practice.

1 Have students look at the Useful Language box

2 Play audio Have students listen to the useful language

3 Have students practice the useful language

Trang 14

Grammar

2 Have students fill in the blanks with the correct form of the verbs

3 Have students check their answers with a partner

4 Check answers as a whole class

5 Have students practice asking and answering

6 Have some students demonstrate the activity in front of the class

1 Have students look at the conversation

2 Divide the class into pairs and have them practice the conversation

3 Swap roles and repeat

4 Have some pairs demonstrate the activity in front of the class

1 Demonstrate the activity by using the conversation in the Practice

2 Have students fill in the survey with their own information

3 Divide the class into groups of four

4 Have students ask three friends and complete the survey

1 Have students discuss and find out which activities are the most popular

2 Have some students share their ideas with the class

Fill in the blanks with the correct form of the verbs Check with a partner

Practice asking and answering.

Practice the conversation Swap roles and repeat using the words in the boxes.

1 Have students listen and notice the pronunciation feature

2 Play audio once and draw attention to the pronunciation

B/G: Do you like playing sports?

B/G: What sports do you like to play?

CD1

05

a You're helping your youth center choose new activities for the summer Work in fours First, complete the survey with your own information, then ask three friends.

b Which activities are the most popular? Share with the class.

What Leisure Activities Do You Do?

1 TrueTrue

2 FalseFalse

1 playing doing

6 play ice hockey

7 play board games

Trang 15

b With your partner, write more words in the table

Discuss which activities you think sound interesting

Share with the class.

2 Have students write the words in the correct columns

with their partners

2 Play audio Have students listen and circle "Yes" or "No"

2 Have students fill in the blanks

Track 08

G: Why don't we go to the dance competition?

B: When is it?

G: It's on Sunday.

B: What time does it start?

G: It starts at 5 p.m and finishes at 7 p.m.

B: Sorry, I can't because art club doesn't finish until 7:30 p.m

a Two friends are talking about plans for the weekend Listen and circle "Yes" or "No".

b Fill in the blanks Listen again and check.

1 Ken: Hey Bella, are you making plans for the weekend?

Bella: Yeah, I'm just seeing what's on.

Ken: Isn't there an art exhibition?

Bella: Yes, that's right.

Ken: When is it?

Bella: It's on Saturday.

Ken: What time does it open?

Bella: Hmm It opens at 9 a.m and closes at 12 p.m.

Do you want to go?

Ken: Oh, sorry, I can't My class doesn't finish until 11:30.

Bella: OK Let's find something else to do.

2 Bella: What about going to the fashion show?

Ken: Wow! A fashion show! When is it?

Bella: It's on Sunday.

Ken: What time does it start?

Bella: It starts at 9 p.m and finishes at 11 p.m.

Ken: Sorry, that's a bit late for me Anything earlier?

Bella: Why don't we go to the carnival on Sunday?

Ken: What time is it?

Bella: It starts at 2 p.m and finishes at 10 p.m.

Ken: Yeah, let's go!

CD1

08

New Words

Listening

1 Have students write more words in the table

2 Have students discuss which activities they think sound interesting

3 Elicit their answers and write them on the board

Aims

1 Write the vocabulary from the previous lesson on the board

2 Have students read the words on the board

3 Write the structures from the previous lesson using examples

on the board

4 Have students read the sentences on the board

5 Have some students practice using the vocabulary and structures in front of the class

Trang 16

1 Have students look at the prompts

3 Divide the class into pairs and have them take turns asking and answering

1 Demonstrate the activity with one student

2 Divide the class into pairs

3 Have Student A stay on the current page and Student B turn to page 104, File 1

4 Have students take turns asking their friend to do the activities in orange with them

5 Have students tick the activities they agree to do together

6 Have some pairs share their ideas with the class

Circle the mistakes and correct them Check with a partner Practice saying the sentences.

Work in pairs Practice asking and answering using the prompts.

Asking for Information

a You want to do some fun activities with your friend next week Work in pairs Student B, turn to page 104, File 1 Student A, look at the table below and ask your friend to join you in the activities in orange If they agree to go with you, tick () the box.

b Which activities did you agree to do together? Share with the class.

a Isolate

Focus on the example and briefly explain the focus

b Model

2 Yes No

2 start on

dance artpottery artpottery carnival

2 Have students circle the mistakes and write the correct answers on the blanks

3 Have students check with a partner

5 Have students practice saying the sentences

Grammar

Answer key

Trang 17

b With your partner, say which of the activities you've done recently Share with the class.

with their partners

1 Have pairs say which of the activities they have done recently

2 Play audio Have students listen and circle "True" or "False"

Track 12

G: Are you busy later?

B: No, I'm free.

G: Do you want to play tennis after school?

B: Sure, sounds good

G: Where do you want to meet?

B: Let's meet next to the park.

Track 11

1 Bill: Hey Mandy.

Mandy: Hey Bill.

Bill: Are you busy later?

Mandy: Yes, sorry I have to do my homework after school.

Bill: What about tomorrow afternoon? Are you busy then?

Mandy: Tomorrow afternoon? Let me see No, I'm not doing

anything Why?

Bill: Do you want to go rock climbing after school?

Mandy: Rock climbing? That sounds awesome

Bill: Great Where do you want to meet?

Mandy: Let's meet at the school gates.

Bill: OK, great.

a Two friends are inviting each other to do things Listen and circle "True" or "False".

b Circle the correct words Listen again and check

Aims

on the board

Mandy: Can I invite John and Tina?

Bill: Yes, sure

2 Mandy: Bill, are you busy this weekend?

Bill: Which day?

Mandy: On Saturday night.

Bill: Umm No, I'm not doing anything Why?

Mandy: Do you want to go skateboarding with me and

my friends?

Bill: No, sorry Mandy, I don't like skateboarding Do you want

to have a barbecue?

Mandy: That would be nice When?

Bill: On Sunday afternoon Are you busy then?

Mandy: No, I'm not Where do you want to meet?

Bill: Let's meet at my house.

Mandy: Cool, see you there.

Trang 18

5 Have pairs practice the conversation

Fill in the blanks Check with a partner Practice the conversation.

a Isolate

b Model

2 Demonstrate the activity using the pictures and prompts

3 Have Student A choose an activity they want to do, time, and place to meet friends

4 Have Student A invite friends to do an activity

5 Have Student B confirm the place by pointing at the map

6 Have students write the information in their diary

7 Have students swap roles and repeat

1 Have students work with another partner

2 Have students talk about their plans

Practice the conversation using the pictures and prompts Swap roles and repeat.

a You want to plan some activities with your friend Work in pairs Student A, choose an activity, time, and

place then invite your friend Student B, confirm the place by pointing at the map Write down the details in your diary Swap roles and repeat.

b Turn to another partner and tell them about your plans.

Where and When Do You Want to Meet?

c Practice

Play audio again Have students listen and repeat with a focus on the feature

Track 13

B/G: Do you want to play tennis after school?

B/G: Where do you want to meet?

2 False True

New Words a Listening a Listening b.

2 anything have

Grammar.

Grammar

Answer key

Trang 19

Track 15

1 Narrator: Today we're talking to two children who live in the

country about their daily routines

Zia: Hello, my name is Zia Every day, I have to wake up at

6 a.m After I get dressed, I help my mom to cook breakfast Then, I have to walk to school It takes 30 minutes After school, I have to clean the house and help my mother in the kitchen In the evening, I help my father collect drinking water.

2 Wilma: Hi, I'm Wilma Every morning, I have to wake up at

7:30 a.m Then, I get dressed and eat breakfast I have

to ride my bicycle to school It's quite far away After school, I help my mom wash our clothes and look after

my brother Then, I have to feed the dog In the evening,

I have to water plants and flowers in the garden.

with their partners

1 Have pairs talk about their chores

2 Have students share their ideas with the class

b With your partner, talk about what chores you do at home Share with the class.

2 Play audio Have students listen and write "Yes" or "No"

Track 16

M: When do you have to wake up?

G: I have to wake up at 7:15 a.m.

M: How do you get to school?

G: I have to take the bus It takes 20 minutes.

M: What chores do you have to do?

G: I have to feed the chickens and help my mom.

Track 14

1 M: Look after.

2 M: Feed.

3 M: Take.

a Fill in the blanks Check with a partner Listen and repeat

a You will hear two children talking about their daily routines.

Listen and write "Yes" or "No".

on the board

Trang 20

1 Have students read the article individually

2 Read the article as a whole class

1 Have students complete the table with their own information

2 Have students ask their partners and fill in the table

3 Have students find out who has the busiest day

4 Have some students share their findings with the class

1 Have students look at the example email on page 125

2 Explain an email needs an address, a subject, a greeting, a purpose, a body, a closing and a signature

3 Have students label the parts of the email

5 Check answers a whole class

1 Have students use their own ideas to write a similar email

2 Have some students read their email in front of the class

1 Have students read the article again

3 Have students read the sentences and circle "True" or "False"

a You want to find out about people's daily routines in different countries Work in pairs Student A, you're from Sudan Student B, turn to page 104, File 2 Find out where your partner is from and talk about your daily routines.

1 Demonstrate the activity using the examples

3 Have Student A stay on the current page and Student B turn to page 104, File 2

4 Have students find out where their partners are from and talk about their daily routines

a Read the article and fill in the blanks b Read the article again and circle "True" or "False".

Daily Routines around the World

b Now, complete the table with your own information, then ask your partner for theirs Who has the busiest day? Share with the class.

a Read the email Look at the email model on page 125 Label the parts.

b Now, in your notebook, write a similar email about your daily routine.

New Words a.

Reading a.

Speaking

1 No Yes

2 No Yes

2 feed water

Students should follow the writing model using their own ideas

ClosingBody

Signature

adamatkins@hotbox.com

My routine

Hi Adam, Thanks for your email telling me about your daily routine Let me tell you about my daily routine

Email me back and tell me more about yourself

On weekdays, I wake up My parents let me stay up late on the weekends

Your friend,John

Receiver's email

Trang 21

1 Divide the class into groups of four.

2 Have students turn to page 124 to read the game rules

3 Write three categories from the theme on the board

• Leisure activities: I (example answer: ice hockey)

• Things you can do with friends: M (example answer:

mountain biking)

• Daily routines: F (example answer: feed the cat)

5 Elicit one or two example answers from students to demonstrate the game When it is clear, say, "Are you ready?" Then, say "Go!" to start the game

6 The first group to finish calls out "We're ready!" Have thatgroup give their answers and award one point if theyanswer correctly

7 Keep the same categories and write new letters After

10 minutes, total the scores and find the winning team!

2 Play audio Have students listen and tick A, B, or C

2 Have students read and complete the conversations by marking A-H

Track 17

Narrator: You will hear five short conversations You will hear

each conversation twice There is one question for

each conversation For questions 1-5, put a tick under

the right answer Here is an example:

Narrator: What does Emily like doing in her free time?

Liam: Do you like playing sports, Emily?

Emily: Yes, I do

Liam: What sports do you like to play?

Emily: I like to play volleyball.

The answer is playing volleyball, so there is a tick in Box B

Now we are ready to start.

Look at question one.

1 Narrator: What else does Emily enjoy doing?

Liam: Is there anything else you enjoy doing?

Emily: Yes, I enjoy doing arts and crafts

Liam: I like doing arts and crafts too.

Narrator: Now listen again.

(REPEAT)

2 Narrator: What does Emily want to try?

Liam: Is there anything you want to try, Emily?

Emily: I want to try bowling

Liam: Bowling is great fun We should go together sometime

Mark: I have to wake up at 6 a.m

(REPEAT)

4 Narrator: How does Mark get to school?

Sally: Oh, so how do you get to school?

Mark: When I was younger, I walked to school But now I have

to take the bus

Sally: Why don't you walk to school?

Mark: Because my new house is really far from my school Narrator: Now listen again.

(REPEAT)

5 Narrator: What chores does Mark have to do?

Sally: Do you have to do any chores at home, Mark?

Mark: Yes, but not many What about you?

Sally: I have to water the plants Do you?

Mark: No, I don't.

Sally: What chores do you have to do?

Mark: I have to feed my cat.

(REPEAT)

e Review You have five minutes to review the Useful Language and New Words from the theme,

then play "Letter Race" Turn to page 124 to read the game rules.

Trang 22

1 Demonstrate how to play the game

2 Divide the class into groups of four Each group has two pairs

3 Have pairs play rock, paper, scissors The winning pair goes first

4 Have the winning pair point to a block on the board where they wish to put a mark Then, ask and answer using the prompts

5 If correct, that pair can put a mark on the block and the other pair can't use that block If incorrect, the next pair takes their turn

to choose a block

6 Swap roles and repeat until the game is finished

7 The winners are the pair that creates a line of blocks from one side to the other

Pair 1: From yellow to yellow Pair 2: From purple to purple

Have students read the email

1 Have students look at the email model on page 125

2 Have students use their own ideas to write a similar email

3 Have some students read their email in front of the class

Play the "Block Buster" game.

a Read the email about different activity schedules

b Now, in your notebook, use your own ideas to write a similar email Use the email model on page 125

Students should follow the writing

model using their own ideas

Writing b.

Trang 23

a Two students are on a quiz show about wedding traditions in the past Listen and write the answers.

Aims

1 Write the vocabulary from the previous theme on the board

3 Write the structures from the previous theme using examples

on the board

b With your partner, talk about what weddings are like in your country Share with the class.

Listen then practice.

2 Have students read the words in the box

4 Divide the class into pairs and have students check their

answers with their partners

2 Play audio Have students listen and write the answers

3 Play audio again Check answers as a whole class

1 Have pairs talk about what weddings are like in their country

2 Have some students share their answers with the class

1 Bob: Welcome to "The Wedding Quiz", the quiz show about

wedding traditions in the past.

Hello Jenny and Adam.

Jenny: Hello.

Adam: Hi.

Bob: First question In Ireland, what did the bride and groom

eat on their wedding day?

A rice B salt C pepper

Jenny: I think they ate some salt.

Bob: Yes, they did You get 1 point

Next question In Greece, what did the bride carry on

her wedding day?

A flowers B corn C garlic

Track 20

B: In Ireland, what did the bride and groom eat on their wedding day? G: I think they ate some salt.

B: Yes, that's right.

Adam: She carried flowers.

Bob: No, she didn't She carried garlic No point

2 Bob: OK, another question

In Egypt, what did people throw at the bride and groom?

A eggs B money C flowers Jenny: I think they threw eggs

Bob: Correct! You get another point, Jenny

Last one In Ireland, what did people do during the wedding?

A rang a bell B sang a song C danced Adam: I think they danced

Bob: No, they didn't They rang a bell Sorry Adam.

That means this week's winner, with two points, is Jenny! Narrator: Now listen again and check

Trang 24

Track 21

B/G: What did the bride eat?

B/G: What did the groom carry?

2 Have students fill in the blanks with the Past Simple form of the verbs

5 Have students practice asking and answering

3 Have students take turns asking and answering with a partner using the pictures and prompts

3 Have Pair A turn to page 105 , File 3 and Pair B turn to page 106, File 5

4 Have students read the questions and write two incorrect options as answers for each

1 Have students take turns trying out the questions with the other pair

2 Have students write answers to the other pair's questions

3 Have students count the points to see who the winner is

Fill in the blanks with the Past Simple form of the verbs Check with a partner Practice asking and answering.

Pronunciation

Practice asking and answering about wedding traditions in the past using the pictures and prompts below.

1 ate carried

2 threw danced

Wedding Customs and Traditions in the Past

a You're writers of a new quiz show called "The Wedding Quiz" Work in fours Pair A, turn to page 105, File 3 Pair B, turn to page 106, File 5 Write two more options as answers

b Take turns trying them out with the other pair Write answers to the other pair's questions Add up the points.

Speaking

a Isolate

b Model

Trang 25

1 Write the vocabulary from the previous lesson on the board.

on the board

Aims

b With your partner, take turns asking and answering the questions below Share with the class.

2 Have students match the words with the descriptions

2 Play audio Have students listen and tick the boxes

1 Have pairs take turns asking and answering the questions

1 Mary: Did you find any information about American women

in the 19 th century? Our presentation is tomorrow.

Tom: Yes I have some information about their lives.

Mary: Cool, tell me about it What was life like for women?

Tom: Well, they had to stay at home And they had to do all the housework.

Mary: That's too bad What else did they have to do?

Tom: Oh, they had to study at home, they couldn't go to college Mary: No way! That's not fair

2 Tom: What about you Mary? Did you find anything?

Mary: Yes I found out about their work and their clothes.

Tom: Oh, what was work like for women?

Mary: Women had to stop working when they got married Tom: That's terrible How about their clothes?

Mary: They had to wear long skirts They couldn't wear pants Tom: Long skirts are nice What else couldn't they do?

Mary: Well, they couldn't vote And they couldn't travel alone Tom: Really?

Mary: And they couldn't choose a husband either.

Tom: Yeah, life was hard for women back then.

Narrator: Now listen again and check

New Words a Match the words with the descriptions Check with a partner Listen and repeat. CD1

22

a Two students are discussing information about

19 th -century American women.

Listen and tick () the boxes. CD1

B: What was life like for women in 19 th -century America?

W: They couldn't do many kinds of jobs.

Trang 26

2 Have students choose the correct answers

5 Have pairs practice asking and answering

6 Have some pairs demonstrate the activities in front of the class

2 Divide the class into groups of three and have them practice the conversation using the prompts

4 Have some groups demonstrate the activity in front of the class

1 Demonstrate the activity

3 Have students role-play the interview

1 Have pairs discuss which past traditions they like and dislike

1 They had to stay at home

They couldn't go to college

2 Women had to stop working when they got married

They couldn't choose a husband either

Grammar.

Track 25

B/G: Women had to wear long skirts

B/G: Women had to do all the housework.

a Isolate

b Model

Women's Lives in the Past

a You're doing an interview about women's lives in the past Work in pairs Student A, you're a reporter Ask the historian about women's lives in 19 th -century America Student B, you're an historian Answer the questions Swap roles and repeat.

Grammar

Answer key

Trang 27

1 Match the words with their meanings Check with a partner Listen and repeat.

2 Read the article and answer the questions Check with a partner

Narrator: Matt and Milly in Wedding Woes

Scene 1 A letter arrives

Matt: Mom! There's a letter for you.

Officer Baker: Oh, thank you, Matt.

It's a wedding invitation!

Milly: Who's it from, Mom?

Officer Baker: It's from your cousin, Maria

Milly: Isn't she marrying someone called David?

Officer Baker: Yes, that's right He's very nice.

2 Have students read the article and match the words with

their meanings

3 Have students check their answers with their partners

2 Have students read the article and answer the questions

CD1

26

Scene 1: Panel 1

Listen and fill in the blanks to complete the wedding invitation.

2 Play audio Have students listen and fill in the blanks

CD1

27

Scene 2: Panel 2

Listen and circle the mistakes Write the correct answers.

1 Have students read the sentences

2 Play audio for Scene 2 Have students listen and follow

3 Have students listen and circle the mistakes

Narrator: Scene 2 The next week, at the wedding

Milly: Wow! This is such a great party.

Officer Baker: Yes, it is And the weather is perfect, nice and sunny.

Matt: Hey! Did you see that watch she got from her dad?

Milly: Yeah! It looked really expensive!

Officer Baker: Yes, I heard it cost over $100,000 I hope she takes

care of it.

Milly: Oh, here's Maria now.

Matt: When's the wedding, Mom?

Officer Baker: It's on the 15 th of July, in the afternoon.

Milly: What time does it start?

Officer Baker: It starts at 4 p.m.

Matt: Where is it? Is it in a restaurant or a hotel?

Officer Baker: No, it's in Maria's family's garden How nice! Milly: Can we go, Mom?

Officer Baker: Of course Now, we need to buy her a wedding gift Narrator: End of Scene 1.

Maria: Hello Thanks for coming!

Matt: Hi, Maria You look so beautiful.

Maria: Thank you

Officer Baker: Maria, please take care of your watch Put it

Scene 3: Panels 3-7

a Look before you listen: In pairs, ask and answer Write the answers in your notebook.

1 Have students look at the scene carefully

2 Divide the class into pairs and have them ask and answer the

questions

4 Have students write the correct answers

3 Have students write answers in their notebooks

4 Have some students share with the class

Trang 28

Matt, Milly! Please help me! Someone stole my watch!

Milly: What happened?

Maria: I left the watch in the room I went back ten minutes later

and it was gone! I saw two men going into the house

I think it might be one of them.

Milly: Who were they?

Track 30

Matt & Milly: We know who did it!

Milly: Lewis stole the watch

Maria: Jake, the photographer I know his business is losing money And Lewis, a friend from work He owes a lot of people money.

Milly: What's that in your hand? Did you find it at the crime scene?

Maria: Yes, I did It was on the floor All the men are wearing one Matt: Maria, don't tell anyone about the rose or the watch, OK? Milly: We'll talk to Jake and Lewis.

Maria: OK Thank you.

Narrator: End of Scene 3.

Matt: We know because he knew the watch had been stolen Only the thief knew that! Maria didn't tell anyone else And we think he took Jake's rose and left it in the room,

so people would think Jake did it!

Milly: And of course, he was wearing his so it didn't look like it was him.

Lewis: I'd have gotten away with it, but you kids were too smart!

The interview

a In pairs, write the questions in full below.

b Listening: Listen and fill in the blanks.

b In fours, Student A (Jake), look at page 105, File 4 Student B (Lewis), look at page 106, File 6 Student C (Milly), interview Jake Student D (Matt), interview Lewis Complete the table below.

1 Demonstrate the activity with one student

2 Play audio for Scene 3 Have students listen and follow

3 Have students turn to the above pages

1 Have students discuss in their groups who stole the watch

2 Have students give reasons for their decision and explain

why that person did it

1 Have students listen to Matt and Milly say who did it and how

1 Matt and Milly Baker

2 their police officer mom

3 the suspects

4 at the crime scene

5 the famous Royal Blue Stamp

a 1 e.g She feels surprised

(The answer may vary.)

2 e.g talk to the two men in the picture

(The answer may vary.)

4 Have students do the interview and complete the table

3 Have students write their ideas in the box

3 Have students listen and fill in the blanks

3 Have students write the questions in full below the prompts

The interview.

Matt and Milly's questions Jake - the photographer Lewis - a friend from work

the photographer went to the bathroom

I don't know I think the thief must have dropped it on the floor.

went to the bathroom Maria

Discussion

In fours, solve the mystery.

Trang 29

a You will hear two children talking about traditional musical instruments Listen and circle

"True" or "False".

John: It's played with the fingers.

Narrator: And what's it made of?

John: It's made of wood or metal.

2 Narrator: Let's find out about another instrument Hi, what's

your name and where do you come from?

Bibek: Hello, my name is Bibek, and I'm from Nepal.

Narrator: Nice to meet you, Bibek What instrument do you play? Bibek: I play the sarangi.

Narrator: The sarangi? What's that?

Bibek: The sarangi is played by the Garndarbha people It's a stringed instrument.

Narrator: How is it played?

Bibek: It's played with a bow.

Narrator: Oh, I see Like a violin?

Bibek: Hmm…Yes It's a bit like a violin.

Narrator: What's it made of?

Bibek: It's made of wood.

b With your partner, think of more musical instruments you know Are they percussion, wind, or stringed

instruments? Share with the class.

2 Play audio Have students listen and circle "True" or "False"

1 Have pairs think of more instruments they know and what kinds of instruments they are

Listening

Track 33

M: Which instrument is traditionally played by Australian people? G: The didgeridoo is traditionally played by Australian people It's a wind instrument.

M: How is it played?

G: It's played by blowing air into a hole.

M: What's it made of?

G: It's made of wood.

1 Narrator: Today we're talking to two children about traditional

instruments from their country Hello, what's your name and where are you from?

John: Hi, I'm John I'm from the USA.

Narrator: OK, John What instrument do you play?

John: I play the banjo.

Narrator: What's a banjo?

John: Well, it's a stringed instrument It was first played by African

Americans But now, a lot of people play it

Narrator: How is it played?

Trang 30

1 Have students read the article individually

2 Read the article as a whole class

1 Have students read the article again

2 Have students choose the best headline and fill in the blank

1 Have pairs discuss which instrument they would like to play

1 Have students look at the example paragraph on page 125

2 Explain a paragraph needs a topic sentence, 3 body sentences, and a conclusion sentence

3 Explain to students that the model is not how we lay out paragraphs, but a breakdown of the individual elements of a paragraph

4 Have students label the parts of the paragraph

1 Have students use their own ideas to write a similar paragraph

2 Have some students read their paragraph in front of the class

a Read the article and fill in the blanks.

Traditional Musical Instruments around the World

b Read the article again and choose the best headline Fill in the blank.

a Read the paragraph Look at the paragraph model on page 125, then write the name

of each part in the boxes.

b Now, in your notebook, use your own ideas to write a similar paragraph.

Speaking

READING Reading

Writing

1 True False

2 True False

1 play by

2 played of

From left to right

a You're talking about traditional musical instruments played by different cultural groups around the world

Work in pairs Student B, turn to page 118, File 33 Take turns asking and answering about the different

musical instruments and cultural groups and complete the notes.

b Now, discuss which instrument you would like to play Share with the class

Answer key

Topic Sentence

Body Sentence 1Body Sentence 2Body Sentence 3

Conclusion

The didgeridoo is a traditional

musical instrument fromAustralia

It is a wind instrument made

of wood

It is played by blowing air into a hole

Traditionally, it was played

by the Aboriginal people but

is now played by people all around the world

Australians have played the

didgeridoo for many years.

2 Divide class into pairs

3 Have Student B turn to page 118, File 33

4 Have students take turns asking and answering about the different musical instruments and cultural groups

5 Have students complete the notes

Students should follow the writing model using their own ideas

Writing b.

Trang 31

1 Play audio and demonstrate the activity using the example.

2 Play audio Have students listen and tick A, B, or C

2 Have students read the sentences and choose the best word (A, B, or C) for each space

Track 34

Narrator: Listen to Jenny talking to Mark about wedding

traditions in the past For questions 1 to 5, tick A, B,

or C You will hear the conversation twice Look at questions 1 to 5 now You have twenty seconds Now listen to the conversation.

Jenny: Hi, Mark What did you find out for our presentation? Mark: I found some facts about wedding traditions in Greece and Ireland.

Jenny: Really? What kind of facts?

Mark: Well, in Greece, the bride wore a purple dress on her wedding day

Jenny: Oh, really? What about Ireland?

Mark: The bride wore a blue dress And…can you guess what she carried?

Jenny: No idea What did she carry?

Mark: She carried a horseshoe

Jenny: Cool!

Mark: What did you find out?

Jenny: In Italy, the bride carried garlic, not flowers

Mark: Really? Did you find out what day people usually got married?

Jenny: Yes, I did In the USA, people usually got married on Wednesdays.

Mark: Was that the same everywhere?

Jenny: No, in Ireland people got married on Sundays.

Listen to Jenny talking to Mark about wedding

traditions in the past For questions 1 to 5, tick (✔) A, B,

or C You will hear the conversation twice.

Read the article about the lives of American women in the 19 th century Choose the best word (A, B, or C) for each space For questions 1-5, mark A, B, or C.

ons Review You have five minutes to review the Useful Language and New Words from the theme,

then play "Keep It Quiet" Turn to page 124 to read the game rules.

1 Divide the class into four groups

2 Have students turn to page 124 to read the game rules

3 Whisper (speak quietly) a diﬀerent sentence to each group

Start at the back of the class so the sentence will be passed

c The sarangi is played with a bow It's made of bamboo.

d 19th-century American women had to study at home

e 19th-century American women couldn't do many kinds

4 When you have whispered the sentences to all groups, say,

"Are you ready?" Then, say "Go!" to start the game

5 Students have to whisper the sentence to the friend in front of them

6 The last student has to write the sentence on the board and then say it out loud

7 The first group to write the correct sentence wins

Trang 32

Have students read the paragraph

1 Have students look at the paragraph model on page 125

2 Have students use their own ideas to write a similar paragraph

3 Have some students read their paragraph in front of the class

Play the board game.

a Read a paragraph about the lives of American women in the 19 th century

b Now, in your notebook, use your own ideas to write a similar paragraph Use the paragraph model on

page 125 to help you.

1 Demonstrate how to play the game

2 Divide the class into groups of four Each group has two pairs

3 Have pairs play rock, paper, scissors The winning pair goes first

4 Have one player from the winning pair cover their eyes and use their pencil to pick a number on the number board Then, move forward that number of spaces

5 Have students ask and answer using the prompts on each space

6 If both the question and answer are correct, the pair stays on that space If incorrect, the pair moves back to where they were before

7 Have the other pair repeat Steps 4 and 5

8 Repeat until the game is finished

9 The winners are the first pair to get to the Finish

Trang 33

oUR W

1 Write the vocabulary from the previous theme on the board

3 Write the structures from the previous theme using examples

on the board

1 Have pairs say which activities they've done or which places they've been to

2 Play audio Have students listen and circle the correct words

2 Have students write the verbs in the correct form

Track 36

1 Jenny: Hi Billy! I didn't expect to see you at the airport!

Billy: Oh, hi Jenny! Where are you going?

Jenny: I'm going to London tonight Two whole weeks in

the UK I'm so excited What about you?

Billy: Cool! I'm going to Chicago Who are you traveling with?

Jenny: I'm traveling with my mom We're going sightseeing

We're visiting Buckingham Palace! What are you doing

b With your partner, say which of these activities you've done or which places you've been to

a Two students are talking about their travel plans Listen and circle the correct words.

b Fill in the blanks Listen again and check.

2 Billy: What else are you doing in London?

Jenny: Oh, we're visiting the Tower of London on Sunday

And you? Are you just playing baseball? What else are you doing?

Billy: Well, we have some free time So the team's going to an amusement park on Tuesday

Jenny: Nice! Oh, and we're visiting my aunt in Manchester for the second week We're going hiking with her after we arrive Billy: Manchester! How are you getting there?

Jenny: We're going by train Oh, I've got to go!

B: Where are you going?

G: I'm going to Chicago.

B: What are you doing in Chicago?

G: I'm visiting my aunt.

B: Who are you traveling with?

G: I'm traveling with my parents.

B: How are you getting there?

G: We're going by plane.

Trang 34

2 Have students write questions for the answers

5 Have pairs practice asking and answering

2 Demonstrate the activity by asking and answering with one student

1 Demonstrate the activity by asking and answering with one student using the example

2 Have students fill in the table with their own information

4 Have pairs take turns asking and answering about their plans and complete the table

5 Have some pairs demonstrate the activities and plans in front of the class

1 Have students make groups of four

2 Have students find out which activities or which places are the most popular

3 Have some students share their findings with the class

Write questions for these answers Check with a partner Practice asking and answering.

Practice the conversation Swap roles and repeat.

Making Travel Plans

New Words a Listening a.

a You're planning a trip Work in pairs Fill in the table with your travel plans, then talk with your friend and ask about their plans Complete the table with their answers.

b In fours, find out which activities and plans are the most popular Share with the class.

B/G: What are you doing in Chicago?

B/G: What are you doing in Tokyo?

2 visiting an amusement park hiking

1 Where are you going?

2 What are you doing there?

3 How are you getting there?

4 Who are you traveling with?

5 How long are you staying for?

1 going traveling

2 doing getting

Grammar

Answer key

Trang 35

on the board

Aims

a Write the words under the pictures Check with a partner Listen and repeat

39

2 Have students write the words under the pictures

1 Have pairs discuss what places are "next to" or "across from" their school or home

2 Have some pairs share with the class

2 Play audio Have students listen and write "True" or "False"

Track 41

M: Excuse me, could you tell me how to get to the gas station? W: Sure, turn right on King Street It's on the left.

M: Great, thank you.

b With your partner, think of some places that are "next to" or "across from" your school or home Share with the class.

a Some people are asking for and giving directions

Listen and write "True" or "False".

40

Track 40

1 Man: Excuse me!

Boy: Yes, can I help you?

Man: Yes, please Could you tell me how to get to the stadium?

Boy: I'm sorry I don't know where that is.

Man: OK Thank you anyway

Excuse me, could you tell me how to get to the stadium?

Girl: Sure Go straight on King Street and turn right on Main

Street Then, go around the traffic circle The stadium is

on Water Street, on the right.

Man: OK Thank you for your help.

Girl: You're welcome.

2 Woman: Excuse me, could you tell us how to get to the

shopping mall?

Boy 2: Sure, can I see your map?

Here, go over the bridge on Main Street Keep going straight to the highway Then, go through the tunnel under the highway You'll see the shopping mall across the parking lot.

Man: OK, great.

Boy 2: Wait! There's a bridge over the parking lot Go over the bridge It's much faster!

Woman: Oh, that's great! Thank you!

Boy 2: You're welcome!

Trang 36

5 Have pairs practice the conversation

1 Have students look at the words and pictures

3 Have them practice asking for and giving directions

3 Have Student A look at the current page and Student B look at page 111, File 18

4 Have students take turns asking and answering about the locations missing on their maps

5 Have students write the letters of the places on their maps

Fill in the blanks Check with a partner Practice the conversation.

Take turns asking for and giving directions

Asking for and Giving Directions

New Words a.

a You're in Greenwood Work in pairs Student A, you're at the bus station

Ask Student B for directions and write the letter of the places on the map Student B, turn to page 111, File 18.

b Swap roles and repeat.

Practice

Speaking

1 straight around

2 through over

2 FalseTrue

B/G: Sure, turn right on King Street.

B/G: Great, thank you

Trang 37

on the board

Aims

a Number the pictures Check with a partner Listen and repeat

b With your partner, think of adjectives you could use for these items: suitcase, backpack, and luggage

1 Have pairs think of adjectives they could use for these items: suitcase, backpack, and luggage

a Two people are trying to find their luggage at the airport Listen and fill in the blanks. CD1

44

2 Play audio Have students listen and fill in the blanks

Track 44

1 Jenny: OK There's the carousel Let's go and get our luggage,

Finn.

Finn: OK There's mine It's the big blue backpack.

Jenny: Can you see mine? Mine is a small purple bag.

Finn: I think that's yours, Jenny, next to the black suitcase

Jenny: Great!

Finn: We need to get Lisa and Jake's luggage

Jenny: Yeah, they're waiting at customs What luggage does

Lisa have?

Finn: Lisa has a small green backpack.

CD1

44

5 M: Suitcase.

6 M: Backpack.

7 M: Luggage.

2 Have students number the pictures

3 Divide the class into pairs and have students check their answers

with their partners

Track 45

G: What luggage do you have?

B: I have a new brown suitcase

Jenny: Is this hers?

Finn: No! That's not it Hers is old.

Jenny: Is that hers over there?

Finn: Yes, it is!

2 Jenny: What luggage does Jake have?

Finn: He has a new orange suitcase.

Jenny: Is this his suitcase?

Finn: Yes, it is OK Let's go and find the others

Jenny: Oh no! The passports! I can't find them!

Finn: Don't worry I have ours in my bag and Lisa and Jake have theirs.

Jenny: Oh, thank goodness!

Finn: Yes Now, come on Let's go to customs

Jenny: Do you have the boarding passes?

Trang 38

3 Have them practice asking and answering using the pictures

3 Have Student B turn to page 107, File 7

4 Have Student A ask about the friends' luggage and Student B answer

5 Have Student A number the boxes

1 Have Student A turn to page 112, File 19 and Student B turn back to page 29

Circle the correct possessive pronouns Check with a partner Practice saying the sentences.

Practice asking and answering using the pictures.

1 backpack suitcase

2 passports customs

1 Mine hers

2 his ours

b Swap roles and repeat Student A, turn to page 112, File 19 Student B, ask about these friends' luggage

Number the boxes.

Describing Personal Belongings

Speaking

2 Have students circle the correct possessive pronouns

4 Check answer as a whole class

5 Have students practice saying the sentences

6 Have some students read their answers in front of the class

67

Trang 39

1 Have students look at the lesson aims as you read them aloud.

Aims

on the board

a Match the words to complete the sentences Check with a partner

c With your partner, practice using the new words in sentences Share with the class.

b Read the sentences, then match the words with their

symbols Check with a partner Listen and repeat

a You will hear a tourist buying food at a market Listen and write. CD1

48

CD1

49

2 Have students match the words with the sentences

1 Have pairs practice using the new words in sentences

2 Have students match the words with their symbols

2 Play audio Have students listen and write the numbers

b Circle the correct words Listen again and check. CD1

48

CD1

47

Track 48

1. Tourist: Hello

Seller: Hello Can I get you anything?

Tourist: I need some pineapples How much are they?

Seller: They're 2 dollars each How many do you need?

Tourist: Four, please

Seller: 4 times 2 equals 8 That's 8 dollars Anything else?

Tourist: Do you have any chicken?

Seller: Yes, we do

Tourist: How much is it?

Seller: It's 8 dollars per kilo How much do you need?

Tourist: Can I have 250 grams, please?

Seller: 8 divided by 4 equals 2 That's 2 dollars

2 Tourist: How much are these carrots?

Seller: They're 2.50 per kilo How many do you need?

Tourist: Half a kilo, please

Seller: Hmm 2.50 divided by 2 equals 1.25

That's 1.25 Anything else?

Tourist: Do you have any oil?

Seller: Sorry, we don't

Tourist: OK How much is that altogether?

Seller: 8 plus 2 plus 1.25 That's 11.25.

Tourist: Oh, I only have a 20-dollar bill

Seller: It's OK 20 minus 11.25 equals 8.75 And here's your 8.75 change

Tourist: Thank you.

Track 49

W: How much is the beef?

M: It's $5 per kilo How much do you need?

W: 2 kilos, please How much is it?

M: 2 times 5 equals 10 That's $10.

Trang 40

a Read the math problems and fill in the blanks.

b Solve the math problems.

Write two math problems Use the Reading to help you In pairs, take turns solving each other's math problems.

2 Have students read the math problems and fill in the blanks

1 Have students read the math problems again

3 Have students solve the math problems

3 Have Student A look at the current page and Student B turn to page 107, File 8

4 Have students complete their list by asking and answering questions

1 Have students add the prices to find the total

2 Have students calculate how much change they get

3 Have students write their answers

4 Have students find out who spent the most

5 Have students share their results with the class

1 1 Demonstrate the activity using the Reading as the model

2 Have students write their own math problems for their partners to solve

3 Have students take turns reading their problems to each other, and solving the problems

4 Have some students read their problems in front of the class

1 $2 x 4 = $8 $8 : 4 = $2

2 $2.50 : 2 = $1.25 $8 + $2 + $1.25 = $11.25 $20 – $11.25 = $8.75

2 many any

b Add the prices to find the total Minus the total from your money to find your change Who spent the most money?

a You're shopping at the market Work in pairs Student A, you have two $20 bills Buy everything on your shopping list and write down the prices Student B, turn to page 107, File 8 Swap roles and repeat.

Shopping at the Market

Định dạng
Số trang	114
Dung lượng	10,57 MB