60 UnIt 6
3
ESTER SILVA
@EsterS
Making new friends at the birthday party.
tAlk ABoUt FRee-tIme ActIVItIes
UNIT 6 T-60
LESSON 3 TALK ABOUT FREE-TIME ACTIVITIES
• Books closed, write free-time activities on the board.
Ask Ss, What do you do in your free time? Write responses on the board. (For example, read, play video games) Don’t write full sentences. Leave the terms on the board.
• Call on a volunteer to read the social media message.
Ask, Where is Ester? (at the birthday party) Is she meeting new people? (yes)
1 VOCABULARY
• Books open. Have Ss preview the pictures and captions. Say, Compare these free-time activities with the ones on the board. For each vocabulary item not on the board, ask for a show of hands, Do you [play board games] in your free time?
• Ask Ss to listen. Then have them listen and repeat.
EXTENSION Invite Ss to look back at 1A on page 58.
Ask, Can these interests also be things you do in your free time? (yes) Which of these things do you do in your free time? (For example, I play soccer. I swim.)
• Tell Ss, This is a Venn diagram. It can help you organize information visually and identify similarities and differences. Point to each section and say, Here you list activities you usually do indoors. Here you list activities you usually do outdoors. Here you list activities you do both indoors and outdoors.
• Focus on the example answers. Ask, Do you usually play board games indoors or outdoors? Do you usually run indoors or outdoors? Call on Ss to share their opinions. Say, You may have different answers.
• Have Ss fill in the diagram individually. Then have them compare answers with a partner. Bring the class together and ask, Which activities do you have in the Both section? Call on Ss to write activities on the board.
Ask, Does anyone disagree? Encourage Ss to discuss and debate. (For example, A: You don’t usually play board games outside. B: You can play board games outside! On a picnic table. Or on your patio.)
TEACHING TIP The Venn diagram and other graphic organizers are useful tools in English language instruction. They help Ss visually organize information in order to classify ideas and communicate, examine relationships, summarize a reading, analyze a text, or structure a writing project. Other graphic organizers help generate ideas and encourage creativity.
• Say, Focus on the Indoors and Outdoors sections of the diagram. Ask yes/no questions about these activities until you find two indoor activities and two outdoor activities that you both like. Underline the activities you both like in your diagram.
• Read the example conversation with a volunteer.
Then ask, Which activity do they both like? (playing video games) Focus on the last line of the example conversation. Say, Use Let’s to make suggestions. Tell Ss to follow the model and makes suggestions with Let’s.
• Then, in pairs, have Ss do the activity.
• Bring the class together and ask pairs, Which indoor / outdoor activities do you both like? Write answers on the board to see which free-time activities are most popular in the class.
LANGUAGE NOTE Let’s is the contraction for Let us and is a way to suggest an activity or to ask someone to do something with you. For example, Let’s go to the movies. Let’s not play a board game.
2 GRAMMAR
• Write on the board: Do you dance? Ask, What type of question is this? (a yes/no question) Review that the response is yes or no. Write the short answers to the right of the yes/no question: Yes, I do. / No, I don’t.
• Then write Where do you dance? under Do you dance?
on the board. Say, This is a wh- question. You respond with information. Write I dance at parties to the right of the wh- question.
• Point to Do you dance? and Where do you dance? on the board. Ask, How are the two questions different?
(The second question starts with Where. The rest of the sentence is the same.)
• Have Ss look at the grammar chart. Point to the wh- words. Say, These words indicate what type of information we want to find out. Read each question and answer aloud and have Ss repeat. Then write the following questions on the board:
1. What do you read?
2. Where do you read?
3. When do you read?
Ask Ss, Let’s think about what type of information each question is asking for. Which question asks about a place? (2. Where... ?) Which question asks about a time? (3. When... ?) Which question asks about a thing? (1. What... ?) Then have Ss ask and answer the questions with a partner.
frenglish.ru
5 TRY IT YOURSELF
MAKE IT PERSONAL What does your partner do for fun? Ask what, where, and who questions.
A: What do you do for fun?
B: I like to run. A: When do you run?
CLASS Report to the class.
3 PRONUNCIATION
06-15 Listen. Notice the weak pronunciation of to, for, and the. Then listen and repeat.
I like to swim. I read for fun. I like to go to the movies.
06-16 Listen. Complete the sentences. Use to, for, and the.
Then listen and repeat.
1. I love dance. 3. I’m free lunch.
2. I like listen jazz. 4. I like sing in car.
PAIRS Talk about what you do on the weekend.
A: What do you do on the weekend? B: I go to the gym. I like to exercise.
4 CONVERSATION
06-17 Listen or watch. Circle the correct answer.
1. Ester goes dancing every .
a. month b. day c. weekend 2. Gaby likes to around the city.
a. run b. bike c. hike 3. Ester swims on Tuesday and .
a. Wednesday b. Thursday c. Friday 4. The swimming pool is .
a. closed b. new c. open all night
06-18 Listen or watch. Complete the conversation.
Ester: do you do for fun?
Gaby: I like to hike.
Ester: do you go?
Gaby: The mountains. How about you?
What do you like to do? Ester: I like to swim.
06-19 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
COACH Unstressed words
Important words in a sentence are stressed. Words like to, for, and the are usually unstressed and have a weak pronunciation. We say them quickly and quietly.
run park read
UnIt 6 61 I cAn tAlk ABoUt FRee-tIme ActIVItIes.
UNIT 6 T-61
3 PRONUNCIATION
• Write Stressed words and Unstressed words on the board. Point to Stressed words and say, In Unit 1, we learned to stress the important words in a sentence; for example, Good morning. Nice to meet you. Stressed words are strong and clear. Unstressed words are the opposite. Read the Unstressed words box aloud.
• Tell Ss, Read the sentences quietly and notice the unstressed words.
• Have Ss listen. Then ask them to listen and repeat.
• Have Ss preview the items. Write to, for, the on the board. Ask, Are these words usually stressed in a sentence? (no) Say, Use these words to complete the sentences you hear.
• Then have Ss listen and complete the exercise.
• Have Ss listen again to check their answers.
• Tell Ss to refer to Exercise 1A on page 60 for free-time activities to talk about.
• Read the example conversation with a volunteer. Ask, Which are the unstressed words in this exchange? (the first do, the, to, the, to)
• Write a model for Ss on the board: A: What do you do on the weekend? B: I . I like to . Point to like and say, After like, use to and the base form of a verb.
This is called the infinitive form. For example, I like to swim. I like to watch TV.
• Remind Ss to practice weak pronunciation of unstressed words to, for, and the.
4 CONVERSATION
• Have Ss look at the video still. Ask, Are Ester and Gaby still at the party? (Yes, they are.)
• Have Ss listen or watch and complete the exercise individually. If appropriate, play the audio or video again.
• Go over the answers as a class. If appropriate, play the audio or video again. Then ask, Do Ester and Gaby have much in common? (No, they don’t.) What do they have in common? (They both like cake.)
LANGUAGE NOTE Pretty much is an informal way of saying almost. The expression to be into something means to like and spend time doing something. You can say, I’m (really) into + noun; for example, the outdoors, country music, biking). To not have much in common means to have different interests; to have a lot in common means to have many similar interests.
• Ask Ss to preview the conversation. Ask, What words appear to be missing? (wh- words) Tell them to try to figure out the missing words and write them in pencil.
• Then have Ss listen and fill in the gaps with the words they hear.
• Call on two Ss to read the completed conversation. Go over any questions.
• Focus on the content of the conversation. Ask, What does Gaby do for fun? (She hikes in the mountains.) What does Ester do for fun? (She swims.)
• Play the audio and have Ss repeat chorally, line by line.
• Have Ss look for and shade lightly over to, for, the and also the weak pronunciation of do in the conversation.
(line 1, do, for; line 2, to; line 3, do; line 4, first do, to;
line 5, to)
• Have Ss listen and repeat again.
• Then, in pairs, have Ss practice the conversation.
Circulate and listen for weak pronunciation of
unstressed words. Time permitting, have Ss swap roles and practice again.
• Ask a volunteer to read the highlighted words. Say, You can use these words in place of same-color words in the conversation, or you can use your own words.
• Then, in pairs, have Ss make their own conversations.
Time permitting, have Ss swap roles and practice again.
5 TRY IT YOURSELF
• Model the example conversation with a S. Read part A.
Encourage the S to make up an answer to the second question. Continue the conversation by asking, Where do you run?
• In pairs, have Ss take turns asking and answering questions. Tell them to take notes.
• Give Ss a few minutes to organize their notes. Then call on volunteers to report what their partner does for fun.
Listen for -s at the end of third-person singular verbs.
EXTENSION Ask a S to read Ester’s social media message at the beginning of the lesson. Ask, Do you think people with different interests can be friends?
Discuss and then ask, What are some possible responses to Ester’s post? (For example, Nice! Have fun! Stop posting and enjoy the party! )
LOOK FOR While Ss are completing the Try It Yourself activity, walk around the class and listen to Ss’
conversations. Listen to determine if Ss are correctly
✓ using vocabulary for free-time activities
✓ forming simple-present wh- questions and answers
✓ using weak pronunciation with unstressed words EXIT TICKET Write on the board: What do you do for fun? Have each S ask you the question. Respond and then have the S ask one follow-up question with when or where. Note which Ss speak with ease and which ones are less sure of themselves.
frenglish.ru
5 TRY IT YOURSELF
MAKE IT PERSONAL What does your partner do for fun? Ask what, where, and who questions.
A: What do you do for fun?
B: I like to run.
A: When do you run?
CLASS Report to the class.
3 PRONUNCIATION
06-15 Listen. Notice the weak pronunciation of to, for, and the. Then listen and repeat.
I like to swim. I read for fun. I like to go to the movies.
06-16 Listen. Complete the sentences. Use to, for, and the.
Then listen and repeat.
1. I love dance. 3. I’m free lunch.
2. I like listen jazz. 4. I like sing in car.
PAIRS Talk about what you do on the weekend.
A: What do you do on the weekend? B: I go to the gym. I like to exercise.
4 CONVERSATION
06-17 Listen or watch. Circle the correct answer.
1. Ester goes dancing every .
a. month b. day c. weekend 2. Gaby likes to around the city.
a. run b. bike c. hike 3. Ester swims on Tuesday and .
a. Wednesday b. Thursday c. Friday 4. The swimming pool is .
a. closed b. new c. open all night
06-18 Listen or watch. Complete the conversation.
Ester: do you do for fun?
Gaby: I like to hike.
Ester: do you go?
Gaby: The mountains. How about you?
What do you like to do?
Ester: I like to swim.
06-19 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas.
COACH Unstressed words
Important words in a sentence are stressed. Words like to, for, and the are usually unstressed and have a weak pronunciation.
We say them quickly and quietly.
run park read
UnIt 6 61 I cAn tAlk ABoUt FRee-tIme ActIVItIes.
to
to to
for
to the
What
Where
frenglish.ru
1 BEFORE YOU READ
Imagine you want to join an online group.
What kind of information does a member profi le have?
2 READ
06-20 Listen. Read the member profi les. What are they for?
HAPPY HIKERS CLUB Members profi les Hiking groups FAQ Contact Name: Evan
Member since: July 12, 2018 Lives: Seattle, WA
Name: Cara
Member since: April 18, 2017 Lives: Portland, OR
About me I’m very friendly and I love people.
Hiking I hike on the weekends with friends. I hike rain or shine!
Work I work at a clothing store.
Interests I sing and play the guitar in a rock band.
I listen to music all the time. My favorite music is rock, but I like jazz, too.
My question for you, “What’s your favorite music to listen to when you hike?”
My question for you, “Where do you like to hike?”
About me I like to have time alone, but I have a lot of friends, too.
Hiking I like to think and listen to the birds. I take lots of pictures on my hikes.
Work I’m an art student.
Interests I like to read and listen to jazz or classical music. I don’t like rock.
Read the Reading Skill. How are Evan and Cara alike? Different?
Complete the chart with information from their profi les.
READING SKILL Compare and contrast Read about two people or things. How are they alike? How are they diff erent? Use a chart. This will help you understand and remember information.
PAIRS Do you think Evan and Cara would like to hike together? Why or why not?
3 MAKE IT PERSONAL
Think about different kinds of groups. What kind of group do you want to join?
PAIRS Discuss the groups you want to join. What do you want to see in a member’s profi le?
Talk about what you would like to know about the other members.
I want to join a cooking group …
Find a good place near you to hike.
likes rock music like to hike likes to listen to birds
Evan Both Cara
lesson
62 UnIt 6
4
ESTER SILVA
@EsterS
I found an online club.
ReAd A memBeR PRoFIle
I cAn ReAd A memBeR PRoFIle.
like jazz loves people
likes to sing and play the guitar
likes to think and take pictures
likes to read doesn’t like rock music
Possible answer: To meet people with the same interests.
frenglish.ru
1 BEFORE YOU READ
Imagine you want to join an online group.
What kind of information does a member profi le have?
2 READ
06-20 Listen. Read the member profi les. What are they for?
HAPPY HIKERS CLUB Members profi les Hiking groups FAQ Contact Name: Evan
Member since: July 12, 2018 Lives: Seattle, WA
Name: Cara
Member since: April 18, 2017 Lives: Portland, OR
About me I’m very friendly and I love people.
Hiking I hike on the weekends with friends. I hike rain or shine!
Work I work at a clothing store.
Interests I sing and play the guitar in a rock band.
I listen to music all the time. My favorite music is rock, but I like jazz, too.
My question for you, “What’s your favorite music to listen to when you hike?”
My question for you, “Where do you like to hike?”
About me I like to have time alone, but I have a lot of friends, too.
Hiking I like to think and listen to the birds. I take lots of pictures on my hikes.
Work I’m an art student.
Interests I like to read and listen to jazz or classical music. I don’t like rock.
Read the Reading Skill. How are Evan and Cara alike? Different?
Complete the chart with information from their profi les.
READING SKILL Compare and contrast Read about two people or things. How are they alike? How are they diff erent? Use a chart. This will help you understand and remember information.
PAIRS Do you think Evan and Cara would like to hike together? Why or why not?
3 MAKE IT PERSONAL
Think about different kinds of groups. What kind of group do you want to join?
PAIRS Discuss the groups you want to join. What do you want to see in a member’s profi le?
Talk about what you would like to know about the other members.
I want to join a cooking group …
Find a good place near you to hike.
likes rock music like to hike likes to listen to birds
Evan Both Cara