6 HOW DO YOU STAY HEALTHY?
LESSON 1 TALK ABOUT FITNESS ACTIVITIES
66 UnIt 6
SU-MIN KIM
@Su-minK
Good meetings today, but too much sitting around! Can’t wait to get to the gym and MOVE!
tAlk ABoUt FItness ActIVItIes
UNIT 6 T-66
LESSON 1 TALK ABOUT FITNESS ACTIVITIES
• Books closed. Read the lesson title aloud. Brainstorm different fitness activities. List Ss’ responses on the board or invite Ss to come to the board to write them.
Leave the responses on the board to refer to later.
• Read the social media message aloud. Ask, Where is Su-min now? (at work) Where is she going later? (to the gym) Why? (She said there’s been too much sitting around; she wants to move.) Do you look forward to exercising? Why or Why not?
1 VOCABULARY
• Read the vocabulary topic aloud. Have Ss look at the pictures and read the captions.
• Have Ss compare the items in 1A with the fitness activities listed on the board. Tell Ss to check (√) the items in the book that are also on the board.
• Have Ss listen. Then have them listen and repeat.
• Tell Ss, This kind of graphic organizer is called a Venn diagram. It can help you organize information visually and identify similarities and differences. Point to the left-hand cell and say, Here you list activities you usually do indoors. Point to the right-hand cell and say, Here you list activities you usually do outdoors. Point to the center cell and say, Here you list activities you do both indoors and outdoors.
• Focus on the example. Say, Most people do weight training indoors, but you might have a different answer.
• Have Ss fill in the diagram individually.
TEACHING TIP The Venn diagram and other graphic organizers are helpful tools in English language instruction. They help Ss organize information visually in order to think more deeply about a topic, summarize a piece of writing, analyze text, or plan an essay. Other graphic organizers help generate ideas and stimulate creativity.
• Have Ss compare answers in pairs and discuss the question. Call on pairs to share their answers with the class.
• As Ss listen to each other, tell them to notice which people in the class like similar fitness activities. Then elicit from the class who has similar interests and write statements on the board. For example, Juan and Mia like rock climbing. Hana and Ollie both cycle.
2 GRAMMAR
• Books closed. To introduce the grammar, write, Dancing is fun! I love dancing. Ask, What is the subject in the first sentence? (dancing) What is the object in the second sentence? (dancing) Ask, Do you know what we call a verb that ends in -ing? (a gerund)
• Tell Ss to open their books to page 66 and read the chart heading and introduction. Point to dancing in each sentence on the board and explain that the words function as nouns—the first one as the subject of the sentence and the second one as the object.
• Focus on the Gerund as subject section. Call on volunteers to read the sentences in the chart. For each one ask, What is the subject? (weight training, kickboxing) Reiterate that the -ing form of the verb functions as a noun.
• Focus on the Gerund as object section. Call on volunteers to read the sentences in the chart. For each one ask, What is the object? (hiking, working out) Reiterate that the -ing form of the verb functions as a noun.
• Focus on the Gerund as object of a preposition section.
Review what a preposition is and elicit some examples.
(A preposition is a word that shows place, time, direction, etc. Examples are in, to, on, with, around.) Call on volunteers to read the sentences in the chart. For each one ask, What is the preposition? (before, about) What is the object of the preposition? (running, joining)
• Read the first note. Write the following examples on the board:
The trainer suggested not lifting such heavy weights.
Not scoring the goal made my teammates angry.
I asked the coach about not playing in today’s game.
Call on volunteers to come to the board and underline the negative gerunds. (not lifting, not scoring, not playing) Ask the class, Which one is a subject? (not scoring) A direct object? (not lifting) An object of a preposition? (not playing)
• Read the second note. Call on Ss to read the example sentences.
OPTION Tell Ss to write the numbers 1–8 on a piece of paper. Tell them you will say sentences and they should write whether the -ing word they hear is a gerund, verb, or adjective.
1. He is jogging in the park. (verb)
2. Rock climbing is an exciting sport. (gerund) 3. I am tired of taking spinning classes all the
time. (gerund)
4. I bought new running shoes. (adjective) 5. Jeff is not running in the race. (verb) 6. Noelle will start teaching yoga classes next
month. (gerund)
7. I have a new cycling partner. (adjective) 8. I hated not exercising when I broke my
foot. (gerund)
Check answers. Read the sentences again and have Ss repeat the -ing forms.
www.frenglish.ru
5 TRY IT YOURSELF
ROLE PLAY Student A is really into rock climbing. Student B is into weight training.
Explain why your classmate should try your fitness activity.
You should try rock climbing. It is great because…
WALK AROUND Find a new partner. Repeat the role play, but choose two different activities from 1A or your own ideas.
Ask follow-up questions.
3 PRONUNCIATION
06-03 Listen. Notice the way we link the consonant sounds. Then listen and repeat.
weight training rock climbing a dangerous sport
06-04 Draw a line to show where we link two identical consonant sounds. Listen and check your answers.
1. Do you like kickboxing? 2. Do you drink coffee?
3. Have you ever gone ice skating? 4. What makes you feel less stressed?
4 CONVERSATION
06-05 Listen or watch. Circle the correct answers.
1. Why do Flavio and Sun-min start talking about exercise?
a. Flavio is upset because the weather is bad and he can’t go cycling.
b. Flavio would like to go to the gym with Su-min.
c. Su-min tells Flavio that she’s on her way to the gym.
2. Both Flavio and Su-min . a. hate running alone.
b. are interested in marathons. c. are training for a marathon. 3. Su-min thinks that Flavio .
a. doesn’t want to run with her. b. is going to the laundromat. c. doesn’t like to exercise.
06-06 Listen or watch. Complete the conversation.
Su-min: in shape can be tough when you’re really busy. Do you do any kind of exercise?
Flavio: I like things outdoors, like or cycling.
Su-min: You do? That’s cool.
Flavio: How about you?
Su-min: I’m really into running these days.
06-07 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas. rock climbing weight training
COACH
Linking identical consonants When one word ends in a consonant sound and the next word begins with the same consonant sound, we usually link the two sounds together to make one long consonant sound, for example, phone number.
CONVERSATION SKILL Reply questions
To show interest in what the other person is saying, use reply questions. You do? You would? You are? You did? They have? He does? Listen to or watch the conversation in 4A again. Underline the reply questions that you hear above.
UnIt 6 67 I cAn tAlk ABoUt FItness ActIVItIes.
UNIT 6 T-67
3 PRONUNCIATION
• Say, I feel like eating pizza tonight. Write the statement on the board and underline feel like. Say the sentence again and have Ss repeat. Say, Notice how the letter l’s connect, so feellike sounds like one word.
• Read the Linking identical consonants note aloud.
Define identical if needed. Say, phone, and have Ss repeat. Say, number, and have Ss repeat. Then say, phonenumber, with linking and have Ss repeat.
• Have Ss read the exercise items silently, paying attention to the linked consonants. Play the audio and have Ss listen. Then have them listen and repeat.
• Play the audio for the first item and have Ss look at the example. Pause the recording. Say like kick boxing and have Ss repeat.
• Have Ss look at the remaining items and predict where linking occurs. Restart the recording and have Ss complete the activity.
• Go over the answers as a class. Call on Ss to read the sentences. Check that they are extending the linked consonant sounds. Make corrections as needed.
• Have Ss listen again and repeat.
4 CONVERSATION
• Have Ss look at the video still. Point to the man and ask, Who is this? (Flavio) What do you remember about him? (He’s an animator, and he’s from Colombia.)
• Have Ss read the exercise items silently. Then have them listen or watch.
• Go over the answers as a class. Play the audio or video again, if appropriate.
• Read the explanation in the Conversation Skill box aloud. Say the reply questions and have Ss repeat.
• Have Ss listen to or watch the conversation in 4A again.
Have them raise their hands each time they hear a reply question. You can hint that there are three. (You do? You are? You did?)
• Ask Ss to skim the conversation and predict ways the gaps might be filled.
• Have them listen and fill in the gaps with the words they hear.
• Bring the class together and go over the answers.
• To check comprehension, ask, What kind of exercise does Flavio like? (hiking and cycling) Su-min? (running) Then ask for Ss’ opinion: How do you manage to fit in exercise when you are very busy?
• Play the audio and have Ss repeat chorally, line by line.
• In pairs, have Ss practice the conversation. Time permitting, have them swap roles and practice again.
• Ask a volunteer to read the highlighted words with proper linking. Say, You can use these phrases in place of same-color words in the conversation, or you can use your own words.
• In pairs, have Ss make their own conversations. Time permitting, have Ss swap roles and practice again.
• To conclude, have one or two pairs perform their conversation for the class.
5 TRY IT YOURSELF
• In pairs, have Ss choose roles they want to play. Tell them to take notes individually on why they love their fitness activity. Circulate and help Ss if they get stuck.
(For example, Rock climbing is a wonderful sport because it helps you to focus; weight training is great because it makes your muscles and bones stronger.)
• Call on a S to read the example and complete it in his or her own words. Then have Ss do their role play.
Circulate and assist as Ss are talking.
• Encourage Ss to show interest by using reply questions. Circulate and assist as needed.
• Bring the class together and have each pair say the fitness activity they discussed. Have the class note which ones are pronounced with linking.
EXTENSION Ask a S to reread Su-min’s social media message on page 66. Ask, What are some possible responses to Su-min’s post? Invite Ss to write responses on the board. (For example, There’s no such thing as too much sitting around! Have fun at the gym—I prefer to sit around! )
LOOK FOR While Ss are completing the Try It Yourself activity, walk around the room and listen to Ss’ conversations. Make sure that Ss are correctly doing the following:
✓ using vocabulary for fitness activities
✓ using gerunds as subjects, objects, and objects of prepositions
✓ linking identical consonants
✓ using reply questions
EXIT TICKET As Ss prepare to leave the class, say one or two of these statements to individuals and elicit reply questions:
I love rock climbing. (You do?) I’d like to go skiing. (You would?)
I am running a marathon in November. (You are?) She has been weight training for two years. (She has?) I just took a spinning class. (You did?)
He tries stretching before each work out. (He does?) Note which Ss speak with ease and which ones are less sure of themselves.
www.frenglish.ru
5 TRY IT YOURSELF
ROLE PLAY Student A is really into rock climbing. Student B is into weight training.
Explain why your classmate should try your fitness activity.
You should try rock climbing. It is great because…
WALK AROUND Find a new partner. Repeat the role play, but choose two different activities from 1A or your own ideas.
Ask follow-up questions.
3 PRONUNCIATION
06-03 Listen. Notice the way we link the consonant sounds. Then listen and repeat.
weight training rock climbing a dangerous sport
06-04 Draw a line to show where we link two identical consonant sounds. Listen and check your answers.
1. Do you like kickboxing?
2. Do you drink coffee?
3. Have you ever gone ice skating?
4. What makes you feel less stressed?
4 CONVERSATION
06-05 Listen or watch. Circle the correct answers.
1. Why do Flavio and Sun-min start talking about exercise?
a. Flavio is upset because the weather is bad and he can’t go cycling.
b. Flavio would like to go to the gym with Su-min.
c. Su-min tells Flavio that she’s on her way to the gym.
2. Both Flavio and Su-min . a. hate running alone.
b. are interested in marathons.
c. are training for a marathon.
3. Su-min thinks that Flavio .
a. doesn’t want to run with her. b. is going to the laundromat. c. doesn’t like to exercise.
06-06 Listen or watch. Complete the conversation.
Su-min: in shape can be tough when you’re really busy. Do you do any kind of exercise?
Flavio: I like things outdoors, like or cycling.
Su-min: You do? That’s cool.
Flavio: How about you?
Su-min: I’m really into running these days.
06-07 Listen and repeat. Then practice with a partner.
PAIRS Make new conversations. Use these words or your own ideas. rock climbing weight training
COACH
Linking identical consonants When one word ends in a consonant sound and the next word begins with the same consonant sound, we usually link the two sounds together to make one long consonant sound, for example, phone number.
CONVERSATION SKILL Reply questions
To show interest in what the other person is saying, use reply questions.
You do? You would? You are?
You did? They have? He does?
Listen to or watch the conversation in 4A again. Underline the reply questions that you hear above.
UnIt 6 67 I cAn tAlk ABoUt FItness ActIVItIes.
Staying
doing hiking
www.frenglish.ru
1 VOCABULARY Managing stress
06-08 Listen. Then listen and repeat.
make time for yourself: to take the time to do the things that make you feel relaxed and happy
reduce your stress: to worry less about things in your work or personal life
keep a work-life balance: to have time for work, your family and friends, and yourself
set realistic goals: to make plans that are likely to be successful take a break: to make time for a short rest
go offl ine: to stop using the internet for a period of time
take time off: to take a break from work or school for a period of time burn out: to do an activity so often and for so long that you don’t
want to do it anymore
Complete the sentences with the phrases from 1A. More than one answer may be possible. Use each phrase only one time.
1. Thinking positively and talking to trusted friends and family are
good ways to .
2. You’re working too hard. You need to . Why don’t you stop and get some coffee?
3. He works all the time and he’s never home. He doesn’t know how to . 4. You always promise to do too much, and then you can’t fi nish on time. You need to
.
5. If you don’t take breaks, you’re going to . PAIRS Which of the things in 1A do you fi nd diffi cult to do? Explain.
2 GRAMMAR Past form of be + going to for past intentions
Use was / were + going to to talk about something you intended, or planned, to do, but didn’t.
Subject Was / Were Going to Base form of verb
But I
He They
was were
going to go take run
to yoga class, time off, after work,
but
I didn’t.
he was too busy.
they were too tired.
Notes
• When we talk about past intentions, we often explain why we did or didn’t do something.
• Use wasn’t and weren’t to form the negative:
I wasn’t going to exercise after work, but I changed my mind.
• Use was / were + going to + verb to form questions.
Was he going to meet us at 7:00? Were you going to train for the marathon?
>> FOR PRACTICE, GO TO PAGE 141
COACH
lesson
68 UnIt 6
2
SU-MIN KIM
@Su-minK
Flavio’s the best—like a big brother!
He always makes me feel better.
tAlk ABoUt mAnAgIng stRess
reduce your stress
take a break
keep a work-life balance/
take time off set realistic goals
burn out
www.frenglish.ru
1 VOCABULARY Managing stress
06-08 Listen. Then listen and repeat.
make time for yourself: to take the time to do the things that make you feel relaxed and happy
reduce your stress: to worry less about things in your work or personal life
keep a work-life balance: to have time for work, your family and friends, and yourself
set realistic goals: to make plans that are likely to be successful take a break: to make time for a short rest
go offl ine: to stop using the internet for a period of time
take time off: to take a break from work or school for a period of time burn out: to do an activity so often and for so long that you don’t
want to do it anymore
Complete the sentences with the phrases from 1A. More than one answer may be possible. Use each phrase only one time.
1. Thinking positively and talking to trusted friends and family are
good ways to .
2. You’re working too hard. You need to . Why don’t you stop and get some coffee?
3. He works all the time and he’s never home. He doesn’t know how to . 4. You always promise to do too much, and then you can’t fi nish on time. You need to
.
5. If you don’t take breaks, you’re going to . PAIRS Which of the things in 1A do you fi nd diffi cult to do? Explain.
2 GRAMMAR Past form of be + going to for past intentions
Use was / were + going to to talk about something you intended, or planned, to do, but didn’t.
Subject Was / Were Going to Base form of verb
But I
He They
was were
going to go take run
to yoga class, time off, after work,
but
I didn’t.
he was too busy.
they were too tired.
Notes
• When we talk about past intentions, we often explain why we did or didn’t do something.
• Use wasn’t and weren’t to form the negative:
I wasn’t going to exercise after work, but I changed my mind.
• Use was / were + going to + verb to form questions.
Was he going to meet us at 7:00? Were you going to train for the marathon?
>> FOR PRACTICE, GO TO PAGE 141
COACH