TIENG ANH 8 TAP 1 kho tài liệu học tiếng anh

---


~
-,.-

,
"

'll
.n

,'I
"{

\:~

>

/

I
I

f

';

/

BO GIAO Dl)C vA DAa T~\O
HoANG VAN VAN (Tong chu bien) - LUONG QUYNH TRAN(i (Chu bien)
NGUYEN TH! CHI - L~ KIM DUNG - PHAN CHf NGHIA - NGUYEN THVY PHUONG LAN Voi
c(mg tckcua DAVID KAYE
.

sv

.

,
\

I

~~~

rAp

f\l\OT
.

Sach thf di~m

vO

MAl TRANG


"'f

:~ .

~.

..

.,

2


ANH 8 is the third of four-level English language textbooks for Vietnamese students in
lower secondary schools learning English as a foreign language (EFL).It follows the systematic,
cyclical, and theme-based syllabus approved by the Min.istry of Education and Training in
January 2012, which focuses on the use of language (pronunciation, vocabulary, and grammar)
to develop the four language skills (listening, speaking, reading and writing).
TI(NG

THE COMPONENTS OF THE TEXTBOOK
The complete learning set of TlfaNG ANH 8 consists of THE STUDENT'S
TEACHER'S BOOK, THE WORKBOOK and THE CD.
THE STUDENT'S

BOOK, THE

BOOK

The Student's Book contains:
Book map: Introduction to the basics of each unit

12topic-based Units,each covering seven sectionsto be taught in seven45-minute lessons
Four Reviews, each providing revision and further practice of the previous three units,
to be dealt with in two periods
Glossary: Giving meaning and phonetic transcription of the new words in the units
THE TEACHER'S BOOlt

The Teacher's Book gives full procedural notes for teaching different parts of each unit.
The answer keys to the exercises in the Student's Book and the transcriptions are also given in
the Teacher's Book.
THE \/VORKBOOlt

The Workbook mirrors and reinforces the content of the Student's Book. It offers:
Further practice of the language and skills taught in class
Four additional tests for students' self-assessment
THECD

. The CD provides recorded scripts of all listening exercises a,nddialogues

THE COMPONENTS OF EACH UNIT

..•..

"

There are 12 main units in the Student's Book. Each unit has seven sections and provides
language input for seven classroom lessons of 45 minutes each. These 12 richly illustrated,
cross-curricular and theme-based units focus on offering students motivation, memorable
lessons, and a joyful learning experience. At the 'beginning of each u,nit there are explicit
learning objectives that clearly state the main language and skills to be taught in the unit .
SECTION 1: GETTING

STARTED

This section occupies two pages and it is designed for one 45-minute lesson in class. Itbegins
with a conversation followed by activities which introduce the topic of the unit. It then
presents the vocabulary and the grammar items to be learnt and practised through the skills
and activities of the unit.
SECTION 2: A CLOSER LOOK 1
A Closer Look 1 and A Closer Look 2 are each designed to be taught in one 45-minute lesson.
INTRnOLJL~fllJf\:

III


A Closer Look 1 presents and practises
active vocabulary of the unit is given in
for students to memorise. Two or three
targeted and practised in isolation and
on intensive practice of vocabulary and
A grarrrna(

item may alsc be included

the vocabulary and pronunciation
of the
an interesting and illustrated way so that
sounds, which frequently
appear in the
in context. There are different exercises
pronunciation.

unit. The
it is easy
unit, are
focusing

in this section.

SECTION 3: A CLOSER LOOK 2
This section deals with the main grammar point(s) of the unit. The new language points are presented
in a short text or a talk/interview. There are grammar tables and exercises which are well illustrated
to help students remember and use the grammar items effectively. The 'Remember' boxes appear
wherever necessary and help students to avoid common errors.
A Closer Loo!e 1 dnd A Closer Look 2 cover three pages and mainly give language
practic.e of receptive skills.

focus and

SECYION 4: COMMUNICATION
This section is designed to help students use the functional language in everyday life contexts
and to consolidate what they have learnt in the previous sections. It also gives students
opportunities
to learn and apply the cultural aspects of the language learnt. The communication
section provides cultural information about Viet Nam and other countries in the world. The
vucabUiary is clearly presented in boxes wherever it is needed.

SECTION 5: SKllLS 1
Skills 1 and Skills 2, each covers one page and is designed to be taught in one 45-minute lesson.
Skills 1 comprises redding (receptive skill) and speaking (productive

skill).

"

,:. :'.>

This section aims to develop students' reading abilities. In order to make the activity
achievable, the reading text is often based on the vocabulary and structures that students
have previously acquired. The reading always links with the topic of the unit and is interesting
and relevant to the students. Important
new vocabulary
is introduced
in the text and
practised in a follow-up activity.
The reading also provides input for the speaking that follows.

This sec.tion aims to provide further practice which supports students in their production of
spoken English. The section uses the recently introduced items in combination with previously
learnt language in new contexts.

~ECTtOI\!6: SK~llS 2
Skills 2 is composed of listening (receptive skill) and writing (productive

skill).

The lisrening section provides students with an opportunity
to develop
This section trains them to listen for general and specific information.

their listening

skills.

This section focuses on developing students'writing
skills. There is a writing tip or a guideline
which is very useful to help them to write effectively. The result of the writing section must
be a complete piece of writing (which is ideally assessed by the group! class/ teacher).
SEc-nON

7: l.OmUNG

BACK & PROJECT

This section covers two pages and should be dealt with in one 45-minute

lesson.

Looking Back recycles the language from the previous sections and links it with umt topics.
Various activities and exercises are designed to help students consolidate and apply what
they have learnt in the unit. Through the students' performance in this section, teachers can
evaluate their study results and provide further practice if necessary.

~n.>.">" •._,,,,,,~

•• "nUMb •. 4i] iIIldi. 2 1.:U'UL21RKJIIU.'JIlJUil

... iIII
...
Iill....•J.ftuUU•.( jJJ ...k.rt.L.~

~;r;

~

~ "

~

-

t. The
; easy
it, are
using

'

------

).

;','.'

---

t"

"

-

~

'

r ,

""• .04!
'1:'

~'I'

I'" ~

',~

.,,'

~.

~

~

The Project helps students to improve their ability to work by themselves and in a team. It
extends their imaginations in a field related to the 'unit topic. The teacher can use this as an
extra-curricular activity (for groupwork) or as homework for students to do individually.

REFERENCE ON SKILLS AND LANGUAGE TEACHING

.•.
ente~
tr~ted
ppear
sand

ltexts
dents
:ation
j, The

1. TEACHING

REAOIN~~:

"i. '.' ..,~'

Reading is the first of the four language skills that receives special attention
The reading activities in Tieng Anh 8 aim to help students
skimming for gist and scanning for details.

develop

in Th!ng Anh 8.
sub-skills

such as

In developing reading skills, students are taughtto read aloud. This provides an opportunity
for students to practise their pronunciation

and intonation.
Explanations should be given to students when they do not understand the meaning of
a word, Some reading strategies such as focusing' on familiar words, guessing unfamiliar
words in context, etc. should be taught to students.
Before teaching the text, the teacher should encourage
about, what new words will appear in the text, etc.

students to guess what the text is

2. TEACHING SPEAKING

son.

There are two forms of speaking in Thing Anh 8: spoken interaction and spoken production.
The first refers to the ability to ask and answer questions and handle exchanges with others. The
second refers to students' ability to produce language appropriately and correctly.
Speaking activities should include:

.•

tivity
den~s

~st.ing
t a~

on of
ously

Pronunciation:

is practised through
dialogues, games, rhymes and songs. Through
these forms, students practise the stress, rhythm and intonation patterns of English in a
natural way. It is crucial to provide students with a lot of models and to build up their
confidence with acceptance of approximate correct pronunciation.
Repetition: helps students to memorise vocabulary and 'chunks' of language. Repetition
and classroom routines build up an expanding repertoire of English that helps students
understand and respond to a situation as a part of communicative
interactions in class.
One strategy is to provide a lot of opportunities
for students to practise with a secure
feeling through choral repetition of action rhymes and games. It is also important to
establish classroom routines (such as greetings and saying goodbye) at the beginning and
the end of the lessons. Asking for permission, saying common classroom expressions such
as: I don't understand. Could you say it again, please? May I ask you a question? or answering
a question, I don't know. I think/guess ..., and Perhaps ... are important language tasks for
students to practise daily.
Pair work/ group work and class presentations help students to talk freely in a language
situation related to the topic of the unit. They also make students feel secure and promote

skills.

their confidence

in speaking.

leline

Error correction should be done cautiously by the teacher. When students are talking, the
teacher should not stop them to correct their mistakes. Mistakes should be analysed and only

common errors should be highlighted afterwards and corrected collectively.

rm!st

3. TEACHING LISTENING

Jpics.
what
's can

Through listening, students become familiar with the sounds, rhythms and intonation of
English. When listening to English, students are actively engaged in constructing meaning and
making sense of what they hear, using their knowledge and the clues provided by the context.
It is very important to teach students to be aware of the purpose, the content, and intonations
of the listening text.

INTRODUCTION

V

,

if'


Before listening, teachers should motivate and engage students in the listening activity;
encourage them to predict the listening content; and introduce to them the new language
or vocabulary which occurs in the listening text.
The listening activities aim to help students understand spoken English and develop
sub-listening skills such as listening for gist and listening for details.

4. TEACHING WRITING
The writing activities aim to develop students' basic writing skills in English. Its emphasis is on
providing writing techniques for a particular genre (e-mail, an informal letter, a webpage for
example) aswell aspractising the spelling offamiliar vocabulary and sentence patterns. Teaching
writing can be divided into three stages: before writing, while writing and after writing.
helps students understand why they write and provides them with the
language input to express their ideas in English.

Before writing
While writing

helps students write independently

under the teacher's guidance and

supervision.
After writing helps students perfect their writing. They share their writing with peers and

teacher for comments. After that, they revise (i.e. rereading the writing to improve the
content and organisation of ideas) and edit (i.e. rereading the writing to correct errors
and mistakes in grammar, vocabulary, spelling, etc.) it. They then submit their writing to
the teacher for evaluation.
.
5. TEACHING PRONUNCIATION
Teaching pronunciation consists of teaching phonetics (sounds in isolation and in context),
rhymes, chants, and songs. With the knowledge of phonics learned in previous years, students
are able to improve their speaking and reading skills because they can identify the spelling and
pronunciation patterns of listening texts and decode them quickly. Teachers focus students'
attention on the letter(s) and its/ their sound(s) in words, and model the new sounds a few
times for students to repeat.

In teaching pronunciation it is advisable that the teacher should engage the students by using
varied techniques including:
•

Visual aids (flashcards, pictures, etc.)

e

Miming

•

Letter/ sound focus and repetition

•

Line by line repetition and clapping

•

Focus on syllables

•

Pair/ group practice; performance

6. TEACHING VOCABULARY
Teaching vocabulary helps students understand, memorise and use words appropriately in
their specific contexts. Students at lower secondary level still learn 'chunks' of English which
combine vocabulary and grammatical patterns in an unanalysed way. Therefore, it is crucial to

give students plenty of time to practise, memorise, recycle, and extend their vocabulary and
grammar in meaningful contexts. Regular recycling of vocabulary helps students recognise
the same words embedded in different contexts and activities again and again. When teaching
vocabulary, it is important to help students recognise, practise and memorise vocabulary.
These can be done by using visual aids, by allowing students to listen and repeat the word, by
explaining their meanings, using definitions, pictures, flashcards, and translation if necessary,
and finally, by getting students to practise, using the word with a range of spoken or written
activities which can be done individually or in pairs.

VI

\j ,i~i l[

'\ 'I -,

il )f\


:tivity;
guage
=velop

:-":"iY
. . ?
IS IS on
l~
for
aching

7. TEACHING GRAMMAR

Teaching grammar
specific contexts.

helps students use correct grammatical

patterns to express their ideas in

Grade 8 students of English already know some English grammar based on formulaic sequences
and a lot of grammar points met in the context of dialogues, readings, chants, rhymes, stories
and songs they have learnt in primary schools, grade 6 and grade 7.
One way to raise students' language awareness is drawing their attention
to specific
language patterns or features of grammatical forms and, if necessary, comparing or contrasting
these with corresponding patterns and forms in Vietnamese. The appropriate techniques to be
used to teach students are:

ith the

Focusing students' attention

:e and

Providing models for students to practise the new grammatical
activity, using the cued pictures or prompts in their books.
Reinforcing

!rs and
,ve the
errors
ting to

on the new grammatical

the new grammatical

'"
I

'?
using

item in a spoken or written

item with a variety of spoken and written

activities.

8. SEQUENCING
Students should be given clear instructions about what they are expected
The following are some suggested teaching procedures.
Whole class. Elicit/ Teach the focus language
them on the board.

ntext),
Jdents
19~nd
Jdel'its'
; a,Jew

patterns in the texts.

to do and say.

(words, phrases or structures).

Then write

Model. Perform the focused materials yourself or ask a pair to demonstrate in front of the
class. Help and guide them to interact in a reasonably structured manner. This will enable
the freer stage of independent pair work/group work that will follow.
Pairs/groups. Students
necessary.

practise in pairs or groups. Monitor

Performance. Ask a confident
the class.

pair or some volunteers

the activity

to perform

Whole class. At the end of the activity, there should be some writing/
activities to reinforce or consolidate students' understanding.

and offer help if

the task for the rest of

speaking (productive)

It is noted that all of the procedures written in this book are only suggestions.
Teachers may adapt these or design their own ones to suit their real teaching
contexts and students.

tely in
which
lCi~1 to
ryand,

09..nise
Khing
Ju""ry.
)rd~by
essary,
vritten'

INTRODUCTiCJN

VII


. ',.I."
"

~','il:""; ''''.'7,~~:
r;

-"' • ~~(.'~~""

~ ..~~"o;.

. .Listening
"'"

.
•

L

_

A...L'$-~''''

,II
.J

Unit 1:

Leisure activities

.{:f

Unit 2:
I

Llfein'the
countryside

Unit 3:
Peoples of Viet Nam

- Listening for specific
information about ways of
spending time with friends

- Reading for general and
specific information about
the possible effects of
spending too much time on
the computer
.

".

.:

.~~

( (

.,.UsteningJor specific
" information about changes in
the countryside

~;Re~~ingfor spec;ifi~"
,:,'
infomation aboutanunusual

, lifestyle' in the cc>uritrys'id~:.
Mongolian nomadic life

-1

- Listening for specific
information.about a
traditional speciality

- Reading for specific
information about an ethnic
group

..•....,
Y .•

I

,
'

REVIEW 1
Unit 4:
OtU

custonlS an~

.

Festivals in Viet Nam

,

.

- Reading for specific
information about family
customs and traditions

- Listening for specific
information about a
traditional dance of an ethnic
group in Viet Nam

- Reading for specific
information about two
festivals in Viet Nam

- Listening for general and
specific information about a
traditional festival

traditions
Unit 5:

,(

-1
I

f
1

f
I

Unit 6:
I

Folk tales

.,.
Reading for specific
.'
."
...
'..' ..,.
"t
information ab04.tafairYttal~

'

':'1
f

-Listening for specific
, Informattonabout a fairy tale

"
,

n.eV!EW 2

4

,.

1

.•

".t.;,

~


I
f

i

"lges in

- Talking about 'good'
and 'bad' sides of leisure
activities

- Writing to discuss an
opinion about leisure
activities

- Verbs of liking + gerunds
- Verbs of liking + to-infinitives
- Clusters: /br/ and /pr/

- Talking about what you
like or dislike about life in
the coun~ryside

- Writing about changes in
the countryside.

- Comparative forms of adjectives: review
- Comparative forms of adverbs

- Talking about life of an
ethnic group

- Writing about how to cook
a traditional dish

- Cluster~:/bl! and /el/

...I

~Questions: review
- Articles (some uses)
- Cluster's:/sk/, /sp/ and /st/

- Should and shouldn't: review

-have to,
.:;ClUsters: /spU; /str{ ,

ethnic
:
I,

I,

,d
out a

t

- Talking about the
reasons for going to a
festival and the things to
take when attending a
festival

- Writing about a festival

- Simple sentences and compound
sentences: review
- Complex sentences
- Stressof words ending in -ion and -ian

- Talking about a legend/
folk tale/ fairy tale/ fable

- Narrating a legend/ folk
tale/ fairy tale/ fable

- Past simple: review
- Pastcontinuous
- Intonation in exclamatory sentences

1
5

I


-~~_.
~.
..,

v DC ~.13U U-\:l','
Leisure ac.tlvities

___

PRO i~U 1\'(1.1-\":-10 1\1
Clusters: /br/ and

10r/

GRA.!fiiviJ.'.R
Verbs of liking T gerunds

Verbs of liking + to-inftnitive~

COillijiJj U~1C1.W10l"
Talkmg about leisure activitL~~

Organising

yOui ideas

I I

'- -

.--,

Mai:

Check out this book, Phuc. 'My Mini Guide
to Dog Training:

Phuc: Sounds great! Max'II like it too. Last weekend
we learnt some tricks. I love to watch him. It's so
much fun ... Have you found your craft kit?
Mai:

Yes, I've found this one. It's got everything:
beads, stickers, wool, buttons. _. I don't
know, it'll take all my savings.

Nick:

Phuc: Look at the language website!

It's a CD of Vietnamese
to it tonight.

folk songs. "" listen

Mai:

And you'll be able to improve your Vietnamese!

Nick:

Yes, I liked reading Doraemon
I was learning Japanese.

Phuc: Stop

reading

comics!

comics whi'e

,'II bring

you my

favourite short story this Sunday when we

play football.
Mai:

Sorry but we have to hurry_ MulT' and dad
are waiting,

6

sent you. It"l

help you learn Vietnamese more easily.

Phuc: But it's ,right up your street! Nick, what's that?
Nick:

Ha ha, not sure about that. But I think i'll enjoy
listening to the melodies.

We need to bLiy some tooh to

build a new house for Max ths weekend,


O~I~ctilye~:
8y'the'end
of this unit, students
can:
.
.
I

• 'pr()nounce words containing the 'dusters Ibr/ and /pr/ correctly in isolation and in
.context
'
"
,

•

-".'

u~ethelexical items relat~dtoleisure activities .

• ,us~yetbsdf,liking th~t ~;efOllovJed':bygerunds
.' . lts~'\I~fbs of,tliking,th,atal.efoiJc;V;edbyto-infinitives
.re~dforge~eral~nQ
uSIngcomputers

spe~ifi~jnf~nllation abo~t the positive and negative effects of

1.

"

•

Ii~tenfor specific informa;tion'~bbut.waysof spending time with friends

•

write to discuss an opinion aboutleisureactivities

I"

i!S

,. :."".I~G:f'.RTIEr»
It's right up my street!
,_'
ttl

"., "",I'.:' ''.;'3' : ,; -

"~f~:~r'r
~.~.~':':~':,
7 ::~~~:

'\1~."~"

•• 111

11

Ask5s to open their books to the picture. Introduce Mai,Phuc, and Nick.Ask5s to guess
where they are and what they are doing. For more able classes, brainstorm questions
with 5s and write them on the board. Questions may include:
What can you see in the picture?
Why do you think Mai, Phuc, and Nick are there?
What are theyholding

in their hands?

What are they talking about?
Can you guess what Mai, Phuc, and Nick like doing in their free time?

etc.
Accept all possible answers from 5s and do not provide correction at thi~,stage. Play
the recording and have Ssfollow along. Then come back to the earlier questions and
have 5s answer them. Again, do not give correction at this stage.

Unit 1,1 Leisure Activities

--,-=-=",=,,----_.-

...,....

6T

~


(2' Find wordsl phrases

in the box to describe the ~~ 5s11
as,
photos. Then listen to check your answers.
r---- .---the

Circle the correct answer.
Phuc, Mai, and Nick are in a library/
sports club.

bookstore/

I playing
,I playing
I making
l_~I~~n?

Phuc is looking for a book! dog/ craft kit.
Max is Phuc's cat/ goldfish/

dog.

beach games
football
crafts
computer ga~es

texting
visiting museum~
dOing DIY

Key

r

Mai has found a book! CD/ craft kit for herself.

:.io

Nick's CD is of folk music/ pop music/ rock music.

As~

Nick is trying to learn Vietnamese/
English.

Hal,r

Japanese/

giw

Key

," Which leisure activities do you think Phuc,
Mai, and Nick have? Tick (v"') the boxes. Then
find the information from the conversation
to explain your choice.

r_.~- -._~

Ph~~-1- M~i'

pet training

1

]-',;8;~.l
.--1

2
3

I

5.
6.

!

--- t

7.

3 Complete the following sentences with words
-

I

in the box.

.

( good
satisfied__

i

l

-I
J.
I
_

fun"
borin9

1_

Learning tip

/

To":
cert
If 50

AsK

You can do

activities such as yoga,

?~or

ones such as mountain biking or.

2

skateboarding.
J.

Dra\
5trel

You do leisure activities in your free time and they

or

DIY:Do It Yourself: Work on the house that
you do yourself without the help of experts,
e.g. painting a room, fixing the garden fence,

relaxi~g
excitin9

make you feel

i

.J

~

5s w
theh

Hobbies such as making crafts or collecting things
are

Key:

building a dog house, etc.
(I.

Answer the questions.
What does Mai mean when she says 'Check out
this book?
What does Phuc mean when he says 'It's right up
your street!?

You can surf the Internet but some people say this
••• '(1;.

You can spend time with family and friends. or .5~
become a volunteer
make you feel

for the community.

This will

You may:

Key:

.

describe the leisure activity

say if you have done this activity or not
share your feelings about the activity

I

.

Ssw
the!

and

4 GAME:
Choose one leisure activity from ~ or ~~.
In pairs, talk about it. Try to keep going for
one minute each. When the time is up, find a
new partner and talk about another activity.

7

If t~n-

is

.4

Gain

ThIS
If JOI

one.
let-Jr


• -rz- Itl11lmnn1itlfrtltMtr'pt

rwrwnrwttt

IX :r1ST"J1t'M

t'trnee"trw.

,

a

!scribe thel
i

"Iswers.

-._---.~!

1_

lr

useums
••

(

..

Ss work individually to circle the correct answer. Ss compare their answers with a partner and then discuss
as a class. T goes through each statement and asks 5s how the text and the visual in the dialogue support
their answers. After the discussion, T writes the correct answers on the board.
Key:

- ~

-1-:b~~k;~~-re

I

.

•_

4. craft kit

j t ~ - . - ----~ .. -- -~ ~ _.

!II

- ~-- -

,~,

2.b-q-Ok - - .

3. dog

5. folk music

6. Vietnamese

-_. - -- ~-

I

Go through the list of activities mentioned. Encourage 5s to explain what they are and to give examples.
Ask 5s if they have done any of these activities, or if they know anyone who does these in their free time.

l

Have 5s do this task individually

I :::

first, then compare the answers with their partner. They should be able to

ideas from the text that support their answers. ._~~

~.r
f,

_

~\

Ph~C
1. Pet training

Mai

Nick

v

2. Making crafts
3. Reading
4. Listening to music
5. Learning languages
6. Playing sports
7. Helping parents with DIY projects

'ithwords,

..

C Draw 5s' attention to the contexts when Mai said 'Check out this book' and Phuc said 'It's right up your
street!'. Together with 5s elicit the meaning ofthese two expressions.
To check out something means to examine something or get more information about it in order to be
,ri:'9
certain that it is suitable (or true, or safe).
e arK!
they
If something is right up your street, it is the type of thing that you are interested in or that you enjoy doing.

a
Ask 5s for examples of something they can check out, and something which is right up their street. For a
more able class, ask Ss to make a 2-turn dialogue in which they use these expressions.
:h as yoga,

'1

n biking or

2

Ss work in pairs to match the words/ phrases in the box to the photos, then they listen together

to check

their answers.

:ing things

r--K~;~

'.~--1~~I~~in-g

L--.
lie say this

I. This will

4. texting _ .

,-------

.'-'

-_.-'

..

rig for

finia
tivity.

~ __

3. doing DIY

. 2. pla~ing b~ach games

6. making crafts

.. 5. visiting museums

Sswork individually to do the task then compare their answers with a partner. Tell Ss they need to look for
the surrounding key words in order to complete the task. Note that 'good' and 'satisfied' fit both items 1
and 5. Acknowledge this point with 5s who have them the other way round.

I Key:
1. satisfied
'---_ _.-----_. __

...
or 3.

....._

g;~~s

If time allows, ask Ss to use adjectives to say what they think of these activities, egoexciting, interesting, etc.

3
'riends, or

~~~p~ter

'

-

..

-._.

2. relaxing, exciting
- .-

---_.,-._--

.

3. fun

4. boring

5. good

Game: Changing partners
This game can be done in groups of four or six, or as a mingle activity.
If your classroom is large enough, ask 5s to stand in two lines facing each other. Each pair will talk about
one activity for one minute. When the time is up and T calls out 'Change!: they will move one step to the
left/right to meet a new partner and talk about another activity.

r not
ity
7T


looft

the foUowing

itt

pie chart on leisure activities

in the US and answer the questions.

As~<~
I"•..."ad
glV~

Relendng and thin!dng
(17 minutes)
~
Using the computer
. for leisure
(25 minutes) ~

Other leisu.re activities
(18 minutes)
~._
.

7

'-f'1e(

Who:
Who'

\

/
I

Doing sports
and exercise
(19 minutes)

How

WhOl
WhQ!

Wiltchlng TV
(2.8 hours)

/

(

f(ey:

~
\

;;
i

Reading~
(20 minutes)

-----

Socialising and
communicating
(39 minutes)

T
ir

.•.
.J •

TOTAL LEISURIE AND
SPORTS TIME = 5.1 HOURS

thep
refer~

Then

How much leisure time did people in the US
have on an average day in 20l2?

~3

Loolt at the words. Match them to the cc::tegol"}'
labels.

What did they do in their leisure time?

-I.

skateboarding,

What were the three most common

activities?

\

Nar

badminton

rela

the news, a reality show, a comedy

thir
Jsir

a new language, a skill

doh

5.

collecting

wat

u.

going to local performances,

.•..:

\

stamps, making origami
visiting museums

I

7. visiting relatives, going shopping,

l

r. texting, going to the cinema, hanging out

i' Complete

the table with information

from the

'-

iI!~mc 0';:DCi:i'/ity

doing DIY

V~rb

!L(::t";'~jir~~~'~.GJ
'~o)I't'r'l;"li-!r'i'ilt;l~j

-

relax

'-

soci

corr

,II".,ti::.:lci1>:f" ••j ."rk'~;

A/hat

'_i1 1~-t=UI~Di'iI!li

'(

~

reac

Cor a
these

(

pie chart.

relaxing

Key:

a novel, poetry, a magazine

3.
\

football,

~

Have

NOTE: Data include all persons aged 1S and over. Data includes all days of the week and are annual averages for 201 2
SOURCE:Bureau of Labor Statistics, American Time Use Survey

-,

Ir

i.

/

,tVho(

-

Jo n(

(i~ ,Hb~:rjln)Si!~lQlbjQJu'~'~

,~'1d:'

;..•.. '1
\.. .:0,

,-ldve
tIP)lIi"I'JIJ;g! ~~d~,,~q~_f"~F""[',

I'M~(In

./

Now add more words to each cCltegoli"Y.
(~) How much time do you sl1>sll'lcl£ clClYon leis UK
activities? What are the three Clctivities thc;;~Y~ll
do the most? Share your icll!!i:lswit:, a partner.
8

~i1i(e (h
ell, '>L

A:terr

:eisur.
three
iI', the


~

"

. "....

. .. '.',

,,~.. ,.

-. " .'

.. ;, , .;.'

. . l' . ..

.' ,'. ';'.

"

.

*"i151_tX'.tt"tztrr rt.wmw:;.

,

t'tt"U"i'W

r:s w' stItt' r

2M) 'tltCttt't'SrtJxtt

A CLOSER LOOK 1

!Vocabulary
1

i

1

~~k~.s to w~~ in:airs t~ examine the pie chart closely in order to understand its contents, including the
a mg, su. ea mgs, gures, colour codes, source, and notes. Allow enough time for this ste Do not
gIve correction. Then ask 5s to answer the questions that follow the chart.
p.

.

If necessary,T may elicit information by asking questions such as:

I-

What is the pie chart about? Where can you find the information?
i-What
do the different coloured sections of the chart refer to?

I~

'

How are these sections calculated?

What does the 'Note' tell you?

What does the 'Source' tell you?
,. -_
- --_.- ..

I;

Key:

• I

1. In 2012, people in the U5 spent 5.1 hours a day on sport and leisure activities.

,i

(i

2. The main activi~iesthey did in~'ude ~atching TV,socialisingand communicating, reading, participating
In sports, exerciseand recreation, usmg computers for leisure,relaxing and thinking.

I,
I

3. The three most common activities were watching TV, socialising and communicating, and using
computers for leisure.
-.--.
~
- ~

L'

;

----

!2

r

eCafegory/

t

I

:I
~I

-~

Have 5s work individually to complete the task. After giving corrective feedback, draw their attention to
the part of speech of the words mentioned (e.g. relaxing comes from the verb relax with -ing added, and it
refers to the activity).
Then introduce the concept of gerund (a noun made from a verb by adding -ing). Give 5s some examples
where a gerund is transformed from a verb and used as a noun. For a more able class,ask 5s to make their
own sentences.
Key: -~-----_.
,-~

Name of activity

,relaxing
thinking
~I
using
"1
doing
t ,watching
_I
reading
museums
socialising

Verb
relax
think
use
do
watch
read
socialise

! L_~~~municati~:_~~~~municate

i~~~IY

[3 For a more able class,ask 5s to cover the category labels. Have 5s look at the words and try to guess what
these words have in common. T may elicit answers from 5s by asking questions, for example:
What is the common verb we often use with these? How can we use this verb to describe the activity?

Who do we often do these with? Where do we often do these? etc.

f

.'
G.

iiIiiiJlIJ.I
~.

,4

•

'on leisure
esthatyod
! partner.

Do not give correction at this step. Ask 5s to work in pairs to complete the task. Once they have finished
an.d.II'!~ye.n .cPEr_e~ive.
fe~~b~c~,.enco,_u.r~.9_e
tbem to add more words in each category.
Key:
1. e
2. b
3. f
4. a
5. d
6. h
7, C

8. g
Have5s' work' i~-~mailg~~~ps: Allow' the~' enough time to think about what their average day may look
like (including study and work) and how much time is spent on leisure activities. If there is plenty of time,
encourage them to calculate these times as percentages and put them in a simple pie ch~rt similar to .
Alternatively, this task can be done as a mingle activity. Have 5swrite down how much time they spend on
leisure on an average day, and the three activities they do the most. 5s move around and talk with at least
three other classmates to find out who spends most time on leisure and what the most popular activities
in the class are.
I

''!"

I,

':


I----=Il'l::~

'a~~
Pronunciation

.

Grammar

Clusters: /br/ and /pr/

(5' Complete

the words under the pictures with
/br/ or /pr/. Listen to check your answers and
repeat.

icot

2. __ ridge

:

t~;»)f

Ifwe want to follow a verb Withtt
another action, we must use a
gerund or an infinitive.

~~~...

• --.,
...-~

..

3.

..

-~-

..

,.'

1f. 3"1~

lJ"'v;; ,"

~:'-;':::-.;
,Gramn
v

,',

acelet

l&~,!.erb\f(
} ~ R~r]

ead

4.

~:

",
<~t"-;-

",','

.,. 'hov,
tbe

Learning tip

-J3U
i
'\
8i:"'
,. :[p
,i~j;"

adore
love
like, enjoy, fancy
don't mind
dislike, don't like
hate
detest

-

~iilii;;;

6.

-'~IC
,. ~JIl

Verbs of liking

)-

,

jncess

'I

~t~

',"

~IJ
..

5, __

!~~'.,
aSI~

2.11\

.':'

"

~Ast
the
Fi~Hl

~,

Read the conversation in Getting Started'~
raj's
again. Underline verbs that are followed by ',-.~, ~-t-,'
a gerund.'
~ );f
1.S

Q
" .,'",t:\~ .. , -,

r
ans

?

Verbs of liking + gerunds
Verbs of liking + to-infinitives

11
1. a

'~'5HJ'{

.esident

r .d~;
l~';~
.

K~y
.
Go;

,f . . <'II
~

l' 'b'ut

@TiCk(v")theappropriatebox.Then
check.
8.

..
'I

listen to~
L,,"
~'~.
'.

\:,'

1,0,.,"

~J:~~
I,

tn

v~rt

t~ e
followed by followed by both gerundf,",' ai,
pc
gerund only and to-infinitive
,
# ;
~Ss
v
4'r' ' ..

.occoli

'~
i

.

,

orb

~

Listen and repeat.
1.

She loves making apricot jam.

2. Mydad likes making bread in his free time.
3. Hien is our club president.

If~
~Kl

1. love
,2. enjoy

'I rJ;1
'.!~ I

r ~;

3.
,

.

5. You will need a brush if you want to paint
your room.

4. prefer

This is a wonderful present. Thanks so much!

5. fancy

9

Unit 1/ Leisure Activities

'

til

3. detest

4. Mai keeps all her bracelets in a beautiful box.

6.

1

!

.

I
;

5. ~
~
T'e
,;

,

"

i:

1

j: ,l,~_TA8 S Vi
"
~.

.
i

,


f.l1l'~nUncilC1f1i1(3)Dil

Clusters: JbrJ and JprJ

f?)

I

I

Have 5s work individually to complete this task. Once they have finished, 5s work in pairs to compare their
answers. Play the recording for 5s to check and then repeat. Pausethe recording to drill difficult items.

If(),»)\

Audio script:

1. apricot

lL-.-. .~._.___ _.~pri~~-==.s__.

I
I
J
i

. ';)

-;
I Started

----

'.f\

~r'~):

~~.:se~_~

~.~~~c~l~

~

.

n

Audioscript:-

-----

;;]

5he loves making apricot jam.
2. My dad likes making bread in his free t.ime.
3. Hien is our club president.

-.----.--.-.---.----

4. Mai keeps all her bracelets in a beautiful box.
5. Youwill need a brush if you want to paint your room.
6. This is a wonderful present. Thanks so much!

..'." ...---.--

- --.-

A CLOSER [bO@C«
~J ;
,

. (~
\.~

Grammar

Verbs of liking

.r

C___ .'
.•

6. president

bre~d---i

Have 5s practise the words with the clusters first. Then askthem to repeat the whole sentence. If time allows,
ask 5s to cover their books and listen to the recording. If they hear the word with cluster /pr/ they have to
raise up their left hand, if it is cluster /br/ they raise their right hand.

U

._:
;

3. bracelet ~~.

Ask 5sto add more words which contain these clusters. For a more able class,5s may make sentences with
these words and practise saying them.

lowed by ;;-~))\

[

2. bridge

.

+ gerunds, Verbs of liking + to-infinitives

TI Remind 5s of the concept of the gerund from A CLOSERLOOK 1. Ask them how the gerund is formed and
how it functions grammatically. Draw 5s'attention to 'love to watch' and 'enjoy listening' which appear in
the text in GETTING STARTED:
-//ove to watch him ...

..

- But I think I'll enjoy listening ...

Explainthat in English if we want to follow a verb with another action, we must use a gerund or an infinitive.
There are certain verbs that can only be followed by one or the other, and these verbs must be memorised .

-

•

Reador play the recording in GETTINGSTARTEDfor 5sto listen and askthem to underline the verbs of liking
followed by gerunds or to-infinitives that they find in the text. For a more able class,T may ask 5s to cover
the text and just listen to identify these verbs.

CJ(eY:

I
,

,
r'I

listen tOI

lth gerund'
fen'

love (to watch).

~!1j~y(Iisteni~~-===-_-~I<~d(r~~~ing)

Go through the Look out box with 5s.Tell 5s that verbs of liking/disliking are often followed by gerunds,
but verbs such as love, like, hate, start and prefer may go with gerunds or to-infinitives with almost no
change in meaning.
Give some examples for both cases.Encourage 5s to give their own examples.
Introduce 5s to the Learning tip box, where they can differentiate the difference in terms of degree these
verbs of liking/disliking. Alternatively, T may write these verbs on the board with a really happy smiley face at
the top of the board and a really unhappy smiley face at the bottom and then ask 5s to rearrange them in
a particular order without looking at the Learning tip box.
5swork individually and then compare the answers with their partners.
Key:
1. love
-

i

2. enjoy

./

3. detest

./

4. prefer

S. fancy
~.

r-TA8

I

sov.

T2

./

--...

.-

--~

-~----~

i

.

--

!

./
--_."-

<'»)\ AUdi:-:~P~~-----------l

followedbybothgerundandto -infinitive_

followedbygerundonly

___n-;--~.__

----I-

;

_

.

./

~~_._~._~-----~-.--i

.

P.-

-

..

".

_

-~.

,-

_!

I

1. I love eating spicy food.
I love to eat spicy food.
2. Jane enjoys running.
3. Phong detests doing DIY.
4. I prefer reading poetry.
I
I prefer to read poetry.
S. Do you fancy watching TV?

Unit 1/ l.e.isureActivities

9T

I


Write the correct form of the verbs.

i::) Look at the following e-mc:::~m
thEJt Minh DUI
wrote to a new penfrien~.

: Ss ~

.ICey

,
"

\

,J

I ..
i,
'

+

"

".~

••

...

,....,-'"

/'

.. .• ...
. ..
...~.. .."

..

I. '.

"'=

"-

-

j .

, Hi, my name's Due.

!

. ~ ... . ..

••

+

•

-

• •••

'.

..

• •

J\

, ,''\

. ".< L

.~~~.

~~//
hL, '~
, ---.,~':~'~:
Mai enjoys

(make) crafts,

especially bracelets.

How are you? This is what I like
do in my free time. f often play
video games or watch TV. Or I
go to the park and play footbalf
with my friends. I enjoy do this
very much! I sometimes help my
parents too. If I have homework,
I'll try to finish it first before I
do anything else. But I don't
like have lots of homework ([i~!
I don't mind to do homework
but I hate spend all evening on
it! On Saturday or Sunday, I love
eat out with my family. The food
is delicious!
What about you?

People in Britain love

(watch) TV

Best,

in their free time.
Do you fancy

Hke

Duc
(skateboard)

enje

in the

don

park this Sunday?
Nick started

dor
(learn) Vietnamese

last month.

G There are silt grammar mista~tesin his e-milil
Can you find and correct them?

ha((
love

,.

You should avoid
computer

(sit) at the

for too long.

Write sentences about what you 1ifteor don't
IiIte doing in your free time, beginning with
the foJlowing. Then share what you have
written with your partner.
I adore
I love

8

Answer the questions.

..

How many activities
e-mail?

Ask

does Duc mention

in hi,

JCey:

:1.. Which two activities do you think he enjoys the
most?

(3

Write a similar e-mail to teU vourfriencl abou,
your free time, using the verbs o~ mdng 'i
gerunds or verbs of Ii~dn9 + to-in'1nith,e!
Swap your woret with a par~ner and chec~tfa
mistakes.

I fancy
I don't mind
I don't like
I detest

B.TAB

--------

--~-"- -

- _.

.-

Jfthl

If the

~ttUttUuuUUUUuuUUUUnn]V~~1

10

Ss v

sov. '


----------------------------

: Minh Du

3

L:~~::

-

.

. I like
, play
~ Or I
Jtball
:J this
Ipmy
work,
fore I
don't

-------

-

:~~~~~/Iearnin~

...,... - 4

----------

Sswork in pairs to complete this task, then T gives feedback to Ssas a class.

(

....•-

...

~---~-

~::~:na;ch/waIChing

.. ... 3.skaleboarding

-:

This task can be done in groups of five or six. Give Ss time to work individually at first and write each
sentence on a strip of paper, then in their group mix up the strips. Each student picks up and reads out a
sentence, then they guess who wrote that sentence .
Have Ssquickly familiarise themselves with the e-mail by asking: Who wrote this e-mail? To whom? What is
it about? Have Ssscan the e-mail to find the answers.
Sswork individually and compare their answers with a classmate.

---------1

Key:
Hi, my name's Due.
How are you?This iswhat I like do in my free time. I often play video games or watch TV.Or I go to the park
and play football with my friends. I enjoy do this very much! I sometimes help my parents too. If I have
homework, I'll try to finish it first before I do anything else.But I don't like have lots of homework @! I don't
mind to do homework but I hate spend all evening on it! On Saturday or Sunday, I love eat out with my

rk @!
?work

19 on

I
I

family. The food is delicious!
What about you?
Best,
Duc

Ilove
?food

like do -

like to dol like doing

enjoy do - enjoy doing
don't like have -

don't like to have/don't like having

don't mind to do hate spend I

hise-mai

______________________

f~

nlion in hilt

~enjoys thl

ien~

hate to spend/ hate spending

love eat out _ love to eat out/ love eating out
o'

I,

-

don't mind doing

:;,5"0

r

read lhe e.mail again and answerthe q~esli~ns.._.- - -

_.---

-~-

-

--

. - .. - _.

_._-

---,P.-

. .. _. _. -

--~

..

.,

I

•

I,
t

The activities Duc mentions in his e-mail are: playing video games, watching TV, going to the
'
. h h' f
'I
park, playing football, helping his parents, doing homework, an~ e~tmg out Wit . IS aml~.

•

The two activities he enjoys the most are playing football with hiSfnends, and eatmg out with

~boulL his family.

~~~~~~;e~~6

.'-

S~work individuall~.-to-w-r-ite-the e-ma~ t~:~-~:~hang~~-:i~~

d sheck

.-

fOl;
.

'D.• 'D... ID 11 'U ~~

Il-TA8 SGV.

.-. -- --. --~

--- --'

th-~i;-~artners and. che~k for mista~es.

Ifthere istime, have them askand answer about the e-mails afterwards, usmg the questions m 5b asa gUide.
If there is not enough time, this task can be done as a group-writing task.


----------

••••••
---

Read the following

article

r

Extra vocabulary
window

to be hooked

on the magazine

to sound weird
to be addicted to something

shopping
on something

4Teen

website.

i"}~~Ntike'.'

I love hanging,ociiwlm;")"
.'.
.
" ..
'window shopping~ J4F! We also work ,as volunteers for an animal
protection organisation. 2moro we r going to a farm.
posted Tue 3.20 pm

mear
, '"l

This may sound weird, but I adore cloud watching. Find an open ~pa(t'.
lie on ur back, n' look at the clouds. Use ur imagination. EZ!DYLI too?
posted Wed 8.04 pm

E:

C(

st

TI
d

This year my city is the European Capital of Culture, so lots goin'
on. At weekends my bro n'l go 2 our city community centre where
we dance, paint, and do drama. I'm hooked on drama! <3 it!
posted Thu 6.26 pm

. '. I
LlIm'

rv
A
tc

like doing sports -I'm in my school's football team. But
what I mostly do in my free time is help my aunt. She has
cooking classes 4 small groups of tourists. It's WF 4 me!
posted Frj 7. 79 pm
i

t~
al
N

~.

been kind of addicted to the net. I just love sitting in
f:'on: of my computer for hours! But now my mum has said
t\ NUFF! I'll start my judo class this weekend. It's OK. WBU?
posted Frj 8. 45 pm

I ve

!

Can you understand
the abbreviations
in the
text? Use this 'netlingo' dictionary if necessary.
2moro

tomorrow

4

for

<3

love

bro

brother

DYLI

Do you love it?

EZ

easy

J4F

just for fun

.'f

-,
'H.

3

Find information
the table.

in the

text

tr

to complete

Kf
W-h-at-ac-tiV-it-Yi~lW-h-a~t d-oe~s-hel Who?
mentioned?
t-----+----

Emily

E

she think of it?
..
~

_~__
~

._

I

r

-----t_ -

t"

I

goin'

going

n'

and

NUFF

enough

r

are

f-- -r~----

ur

your

,-

wI

with

l

WBU

What about you?

WF

way fun

L

-

+-

---+--

,

~_~
__

Hi
m

Ii

Now add to the dictionary other abbreviations
used for online chatting/texting
that you know.

Work with your partner

and put the activities

in ;~ in order from the most interesting
to the
most boring. Then compare your ideas with
other pairs.

th
nc

11

.. "

.....,..',"'i' .."" •.•.fU'll*'!lilI'IlIll11lllllllN!l1IIIIII:••••••

q_..

l!l!ll.

IMIIII.II.I ••

iIXIII!•• 11.' •••

11.£1: •••

&1-

Iiax •• ISIII.••

£I'I' •.••

JiI•.••

!•.••


------=---- -----

~ething

." .._~--_.,_. __

.,

l~n~~bx(11:.x~)

" ~O~UN~~TI~~_J

r'lI'li:~1,~ 11.;o.~I~;>c;WldWl!,!/

.1

.1

Qili ,'.l~Ii.;~'l..,rJ:!.11 ;~~(b)J~lY~"-l, !%h;li :~rtl;ljt~~.,
@)(
~~'l~1l1r..m,.l~'l9.l",Kt lilel '~~l-::.:di:..m.'\, I,i,\:.fu~ il;W

~@Ml-~)M@\j@~lt

iji~l;flfIQJJ11lMntm~ (.1i;;~J.'1fJ

,e.i'a}~ •.K:M1)1:

~~mr1i'i~JJ,~1.(~f~'ini1lg)
~'-~I!OX!ft,

'nh.~Uj#i!lffll'J{I,~flL2,:,Mj~h~Y:illifI? l~~IJt'lbg;U£@JJ.I[ 'l.~AJol!.II ~i;I'l,;~'
-t<.~1Q)~
~L~)Ql_USl.~~L~'
r~/il~ML9.i~'
:~jf.;,r;:~l'rl~'
11,~n'A1W;",)=.IJ11~.i~
•.~1 ,••J~r.;.l!~<\}x..~y
lY)Th".ili
'tJif '.~~~.!.K'~~~h;.o.;.
I

>

- ~k'lRefer t' any words in the Extr£l vocabulary
box that 5s <;10not yet know and ask 5s to try to guess what the
~mify eaning is, and how that may relate to leisure activities. '.
_

o

'J

erth, Australia)

-

,'"

.

_'

Explarn to 5s that they are going to read about some activities teenagers do in their spare time. Have 5s
cover the text and just look at the photos (with name and country). Encourage 5s to guess what these
students in the photos like doing as leisure activities.
,

,,~~.t

' ...:.11''~~'':-;;i
~,..;;..,'.~,~,

Then set a reading time limit and have 5s speed read the text. Close books and playa memory game
dividing 5s into competing groups to tell how much information they can remember from the text.
Motivate 5s by counting every detail they remember! Do not check comprehension at this point.

, '," ','':,I

Linn
Jmed, Sweden)

), :~Ask5s if they notice any other particular features of the text. Elicit answers from 5s by drawing their attention
to the form of the text (e.g. its layout and the abbreviation). Explain that this is from a webpage and that

these abbreviations are informal language that is used online and in texting messages. Introduce the first
abbreviation. Then have 5s work in pairs to complete the task.
,
,

Next encourage 5s to add to the 'netlingo' dictionary with any other abbreviations they know that are
used online. 5s may work in pairs to create their own mini dictionary, then ask other pairs to guess the
meaning.
If time allows, have 5s write short texts or messages in which they use these abbreviations and/or their
newly added ones and send them to each other.

t
(

t to compl(

-------'-

Have5s work in pairs or small groups to complete the table. Allow 5s to read the text more closely to fill in
the table.

;-

-~--------------'-

~-~ Who?

Nhat does hei E~ily
~hethink of it I

•...

, Hang
~ ' Linn
---'-----

,!Minh
-----"

-

What activity is mentioned?
- ~. hanging ~ut with friends (window shopping)
• working as a volunteer

t'

• cloud watching
going to community centre, painting,
dancing, doing drama

•

-

"--:. playing football
.• helping his aunt in ~unnin9 cooking classes
.•.. ---~

\-t=- ,

~

-jl

Manuel

._~~

.

_.

-

• playing computer games
• doing judo

._ "._ "_~

"_.

.~~

What does he/she think of it?

Ii

5he loves it.
5he adores it. It's easy.

She loves it.
. He likes it.
It's fun.
He'saddicted to it .
It's OK .

,- - - - - .- - - . - - --. -.~ . in order from the most interesting to the
Have 5s work in pairs to put the I.el~ureactlvlt~s In the text four and each pair shares their list with
of
. :~s~t~~r:.n~i~;~~et~t~ o~~~~:hf~l; ~~i~~~:~i:y ~~~~: ~:o~ur~e,ncouraged to discuS~,give opinions, and

~ put the. actlV'i'ne otiate with each other in order to agree on a mutual list.
t interesting tQ g
reoyour ideas 1
~
I

"ill.

'\.'

PISlH'P

I\ctivtips

11T


r:~
fi

~. The text discusses
A.. the positive side of using technology
free time
B, the negative side of using technology
free time
c.. both A and B

c,~. -~c::= c.::::J

Q ,~ ,1
CZ.2 '4._\...-->-,\o~'~.'.~.
(:."J tlJ.=I.
•./ ~QjQ
f

f?~?J

'.~

'\\ /\~'jS'C71r

~

'

in you:

~

.. /'

in you

5ta
t'1e
Giv

Write the questions for the answers bc:seC:::II
information from the tent.

'"\~

fnt

1.

0

No, it isn't real. It is a computer

What ara the benefits of using computers or
mobUe phones for leisure activities? What are
the hc:lrmfum
things it may bring us?

A5.~

game.

LO I

2. _~_.__
,~_,_,,_

:.to

It can harm both the mind and the body.

'hE

3.
;"', Read the tent and choose the correct answer.

VIa

They don't go out but just sit in front
computer all the time.

of th(

S5 t
:(e}t

4,

Quang is watering his garden and can't wait to
pick the ripe fruit. He spends IllOSt of his spare
time looking after the garden. Sounds great,
doesn't it? But his garden is a virtual one!

",'~... i) , " ,~'.;:
J i5 .-.
"

.Q.~1}-9."'

~~Y=~;..

..I.~

.1:
Language notes
Giving an opinion: I think that ... ; In my opinion ...
Asking for an opinion: What do you think? How do

~+~-

.1-"

~

~

.. '

der

A: I,

bOil

:{?;,

:--1...1

I

i;':;
":

.J

':;0

\

Role-play:~Jj>:,'.~';"S '::.: -= >~:""'l_.":-,::. 'f
Quang, his pilrents, and his teacher af.

disalssing

~'t2

im~~

c1 h5s us!ng t.i:13 com,~

Play the foUowing roles.

r~(;JI.~:~;:;-(~~l~UJljttl.,

it-.,

.J"OI;t

. __

IP~I(;1~-":'~J"': '~~I~hm"l,fi~,: ;'

.J

r-

The text is about
teenagers' leisure time in the past
adults'leisure

.pas

Ir ~

4\

teenagers'leisure

grp

8: 1

t;o')
":~"'-

:o~1

Exp
fj Quang and his parents c:retal!dn9 abou~ ho\'
he should spend his free time. Decide whicf
statements are from Quc:ng ant: lfJ:,ich arl
from his parents.

['

<,

-;

L. ~i

.".' '\;' .b~,
{)

-. V
':.V
{•• V

you feel about that?

Agreeing: I agree with you.; That's so true.; Exactly.
Disagreeing: I'm afraid I don't agree.; I don't think so.

.' ,.';

r '.~...... ""w"" ' -'-', "
r"',

qUE

;(e)'

While Quang now knows the names of many
plants, and his English seems to be improving
as he chats with his'gaming friends'from all over
the world, his parents are getting worried. They
want him to get out more. They are even thinking
of banning him from using the computer.

"~~ ,:_-:-_'
,~,,~,,~~.

"ell

Quang knows the names of many plants, and hi
English seems to be improving.

In today's world, teenagers rely on technology
more than in the past. This can be a problem
because using computers too much may have
harmful effects on both their minds and bodies.
They prefer watching TV and playing computer

games to reading books, perhaps because they
don't have to think and imagine as much. They
don't join clubs or have hobbies and they don't
play sports. They sit in front of the computer all
the time. They don't get out of the house, even
for a walk. They are in a world that doesn't exist.

f~-:jl

.

time in the present

time in the present

_-- ~_.
-

J

'YQl!,~1 ~.~~'

I

'.wh..:.~tt

~0\1;~

,<

'F

'(;:i~~_l!'iiQ,f'~
:J'~~nil',~~C"-;;"~c

.:...:lf~.rl~:)',i!h;,'

(("V'l1n'''lI.:r'.,''"

t:iU,r ~t\;hj?l\;.,1 ,:~jf ( ,:'I ';' li,-'h, .11:,~

r'h'""W~J\"'";~"~':I~ -;~
I

_""'.n,"
..-

~(:P

,Pll.;:'};~lr~~ ~,";.'~r~k~
.•

,It.

'~,',_'~"
.

L..:..,j.;W

Ii,

II

il

"f"'ll>.).:

:""(~

I,
"Ii

';1'

~r'

I/l::~

~.II''\
'I

'i,H'

, )::._~.f,n"'Ii.
~.f' ;":i~a'

"

'I

<;";''''(''-'''111

II~."

3ef(
QLe

r

J:~

II

'i:':--,~,

\. (~!I.rht'! :~_.,t:"~1_i'"'f1'I{~l~:- :~'r:~t:;..;'ICth';.i'

"

.I

':0 e
oan
.. ~
e.

"11'". II: "ll
'1:< 41~"li

00"

iftlr
12


----------. SKILLS I )

llogy in your _~

~ ~'_'''- .

Reading

)Iogy in you!

~,

11

rs bctsed o~
1
--- --'2
2.

lody.

,
5tart the lesson by doing a quick c1~sssurvey on how many 5s use computers frequently and what they use
them for (e.g. watching movies, listening to music, playing games, accessing social media, doing homework, etc.),
Give examples of your own use of computers and mobile phones.

Then have 5s work in pairs to discuss the questions. Call on some pairs to share their ideas once they have
finished their discussion. Write the ideas on the board.
Ask 5s to look at the title and the picture and predict what they are going to read. 5ay that they are going
to read about a student named Quang. Encourage 5s to develop their ideas by guessing what Quang's
story is about.
'
Then ask 5s to read the text and underline any words they don't know. Have 5s discuss any unfamiliar
words from the text.

"-- - -----front of th~

5sthen work individually to choose the best answer. They need to be able to explain their choice as well.

:~--------~-

it Key:
-.-----'---1------

-"---~'--

---'-")

1. B
2. C
J
--------- --,~-~-"
-ants, and hif,3 Tell 5s for this exercise they will need to look at the keywords in the responses in order to find out the
questions. 5s work individually then compare their answers with a partner.
fr---:----------'

--'. ------~ -- -"
;' Key:

r

tl

1. Is Quang's garden real?
2. What is the problem with using technology in your free time?
3. What leisure activities do teenagers do these days?
h
7
4. What are the benefits of using t e compute-"-'--- _

N

inion...
m
k? How do Itf

i$peaking

Exaaly.

't think

.

so. ~

.

,

~
~'4 Explain to 5s that these speech bubbles are from Quang and his parents. 5s ma~ work ,.n paIrs or In
abdut ho;
groups, but they will need to say why they think who says what, based on the Information from the
~cide WhiC~ passage.Go through the phrases in the Language notes box with 5s. For one of the speech bubbles,
I which ar~

demonstrate how you can use this language:
A: In my opinion,

~

computer

games train your mind and your memory.

B' That's so true. / I'm afraid I don't agree.

)~~~~~~~iI~ pairs, have 5s choose
~e

a speech bubble ~nd combine it with the language in the Language notes

box. Ask for volunte~!s to de~ons.!r~te their short e~_cha~ges.

n~

~_(

I

Key:-

You see your;
real fri<:'nd~ ,

less and less; \

'-------- ..\

I

J'l) ON?
I
eacher art \
le computer, ,
" '

'I'

.--. L.
~

'

;.

Quang

Quang's parents

Quang

I've made lots of
friends from the
game network.

Quang's parents
"" _ _

.
Quang's parents

g
._Quan - -

..--.
.
. r u S't'he roup that plays Quang, the gr~~p that pl~ys
Beforethe role-play starts, arrange 5s mto th.ree g ~e~ Ask e~ch group to brainstorm how they are gom~
".,'
••
,'.. Quang's parents, and the group that plays hls;eac t Ss into new groups which contain Quang, Quang s
r to express their opinions. When they are rea y, pu

,5

•

parents, and Quang's teacher.
.
.
_ I
and emphasise that the phrases in the
e the language 10 4 for their role pay,
Tell 5s that they can us.
..'
.
. • • -".
.\.'.. S d k"U box should be used in thetr diScussion..
1
.•
.'
t~ Y s I
II on two or three groups to repeat their role-play for the c ass.
•; ••
:
If time allows, ca
, ,
__ '\1 'I't .F., 12T

•,

••

t

1;

t

'

•

f'Ii'

1/

~

H~{.;<\i~ f--

...

!..

"

-,"

~