unit 3 at home tiếng anh 8 sách cũ hà thị thi hà thư viện giáo án điện tử

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<b>UNIT 3</b>

<b>Week 4</b>

<b>Period 12</b>

<b>Lesson 1</b>

<b>AT HOME</b>

<b>Getting Started + Listen and Read</b>

<b>Grade 8</b>

p 27-28

<b>Objectives: telling about the chores by using “HAVE TO”</b>

<b>Materials: pictures, posters, textbooks, cassette, …</b>

<b>Procedure</b>

<b>Timing</b> <b>CONTENTS</b> <b>Teacher’s and Students’ activities</b>

5’

10’

15’

10’

<b> Match the pictures in column A to the words in column B. (p27)</b>
A
a.
b.

c.
d.
e.
f.
B
1. tidy up
2. sweep the floor
3. washing the dishes
4. cook

5. feed the chickens
6. make the bed
Answer Key: a3 b6 c2 d4 e1 f5

<i>Today you will learn what chores you have to do.</i>

a steamer
a sink
a saucepan
a frying pan

have to/ought to + Vo
yourself
n
n
n
n

v
pro
nồi hấp
bồn rửa bát
cái chảo
chảo rán
phải
chính bạn

“HAVE TO/ OUGHT TO + Vo” are used to indicate obligation or
necessity.

Ex: Nam has to cook dinner.

“Reflexive pronouns” are used to emphasize pronouns.
Ex: You will have to cook dinner for yourself.

Mrs. Vui is going to be home late tonight. She asked Nam what
chores he has to do at home.

1. Why is Mrs. Vui going to e home late tonight?
2. What will Nam have to do himself?

<b>The list of the things Nam has to do. (2p28)</b>
. Cook dinner

.
.
.

<b>Answer Key</b>

<b>The list of the things Nam has to do. (2p28)</b>
. Cook dinner

. go to the market

. buy some fish and vegetables
. call Aunt Chi

<b>I. Warmer</b>
<b>Matching</b>

. Sts work in groups of four

. which group matches more correct
words is the winner

<b>Introduction</b>
<b>II. Pre-stage</b>

<b>1. Pre-teaching vocabulary</b>
. picture

. picture
. picture
. picture
. situation

<b>2. Pre-reading activity</b>

<b>a. Setting the scene</b>
<b>b. Pre-questions</b>

. Sts discuss in groups of four
<b>III. While-stage</b>

<b>1. Completing the list of the things </b>
<b>Nam has to do</b>

. Sts work in 2 groups

. Sts give the answer + check their
answers

. T gives feedback

<b>2. Listen and practice</b>
. Sts listen to the dialogue

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3’

2’

Ex: I have to go to the market.

“HAVE TO/ OUGHT TO + Vo” are used to indicate obligation or
necessity.

. Learn vocabulary and structures by heart
. Practice the dialogue again

. Prepare Unit 2 Lesson 2 Speaking and Listen (p 20 + 21)
Vocabulary: appointment, message, available

. Some pairs perform their practice in
front of the class

<b>V. Consolidation</b>

. Sts remember the structures
<b>VI. Homework</b>

. Sts copy down it

<b>Getting teaching experience</b>

<b>UNIT 3</b>

<b>Week 5</b>

<b>Period 13</b>

<b>Lesson 2</b>

<b>AT HOME</b>

<b>SPEAK </b>

<b>Grade 8</b>

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<b>Materials: pictures, posters, textbooks, …</b>

<b>Procedure</b>

<b>Timing</b> <b>CONTENTS</b> <b>Teacher’s and Students’ activities</b>

5’
15’
20’
3’
2’
<b>Furniture </b>
. sink
.
<b>Prepositions</b>
. in
.

Today you will learn how to arrange furniture in the living room.

a rug
a cushion
opposite
above
Let’s put

OK and I think we ought to + Vo
n
n
prep
prep
tấm thảm
gối đệm
đối diện

ở trên
Hãy đặt

Được, và tôi nghĩ…

Ex: The fruit is in the bowl.
The plate is on the table.

<i>Mrs. Vui bought some new furniture for her living-room but she can’t </i>
<i>decide where to put it. Can you help her arrange the furniture?</i>

<b>Nam:</b>
<b>Tam:</b>

Let’s put the armchair opposite the couch

OK, and I think we ought to put the rug between the
armchair and the couch.

<b>Furniture</b>

Rug armchair cushions Coffee table

Picture stereo TV Clock

Lamp couch shelf Magazine

Telephone

<i> </i>

<i> Your mother bought some new furniture for her kitchen, but she can’t</i>
<i>decide where to put it. Work with a partner and arrange the furniture. </i>
<i>You must reach an arrangement.</i>

Ex: Let’s put the refrigerator in the corner of the room.

OK. And I think we ought to put the sink next to the window.
Let’s + Vo …: chúng ta hãy

Ok. And I think we ought to + Vo …: Đồng ý. Và tôi nghĩ chúng ta phải …

. Learn by heart vocabulary + structures + expressions
. Prepare UNIT 3 – LISTEN (p30)

Vocabulary: garlic, green pepper, ham

<b>I. Warmer</b>
<b>Networks</b>

. Sts practice in 2 groups

. Which group writes more correct
words is the winner

<b>Introduction</b>
<b>II. Pre-speaking</b>
<b>Pre-teaching vocabulary</b>
. picture

. picture
. picture
. picture
. situation
. situation
<b>III. Practice</b>

<b>Positions of each item (1p28)</b>

. Sts talk about the position of each item
. Sts practice individually

. Which group writes more correct
words is the winner

<b>Setting the scene</b>
<b>Dialogue</b>

. T elicits the statements
. Sts listen + repeat in chorus

 groups  open pairs  closed pairs

<b>Substitution Drills</b>
. Sts work in pairs

<b>IV. Post-speaking</b>
<b>Role-play</b>

Sts work in pairs, making similar

dialogue based on the sample one

<b>IV. Consolidation</b>

. Sts remember some expressions to
reach an agreement

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<b>Week 5</b>

<b>Period 14</b>

<b>Lesson 3</b>

<b>LISTEN</b>

p 30

<b>Objectives: listening for details about how to cook “Special Chinese Fried”</b>

<b>Materials: pictures, posters, textbooks, cassette, …</b>

<b>Procedure</b>

<b>Timing</b> <b>CONTENTS</b> <b>Teacher’s and Students’ activities</b>

5’ Furniture
. rice cooker
.

<i>Have you ever cooked dinner for your family?</i>

<b>I. Warmer</b>
<b>Networks</b>

. Sts work in 2 groups

. Which group write more correct words
is the winner

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10’

15’

10’

3’

2’

<i>Which food do you like best?</i>

<i>Today you will learn how to cook the “Special Chinese Fried”.</i>

garlic

a green pepper
ham

unc
n
unc

tỏi
ớt xanh
thịt đùi

<i>Mrs. Tai and Lan are cooking the “Special Chinese Fried”</i>

What ingredients and utensils do they need to cook the “Special
Chinese Fried”?

<b>Answer Key</b>
a. fried rice
b. pan

c. garlic and green peppers
d. ham and peas

<b>Adverbs</b>
1. Firstly
2. Secondly
3. Thirdly
4. Fourthly
5. Fifthly
6. Finally

<b>Statements</b>
a. Use the big pan

b. Put the ham and the peas in the big pan
c. Put in the big pan a little oil

d. Put the rice and a teaspoon of salt in it
e. Fry the garlic and the green peppers
f. Wait until the oil is hot

<b>How to cook the “Special Chinese Fried Rice”</b>

Good morning, everybody. Today I would like to

introduce you how to cook the “Special Fired Rice”. Firstly,

use the big pan. Secondly, …

<b>Command</b>

Vo + …: Hãy …

. Learn by heart vocabulary + structures + expressions
. Prepare UNIT 3 – READ (p31)

Vocabulary: precaution, chemical, drug, electrical socket, scissors, bead

<b>II. Pre-listening</b>

<b>1. Pre-teach vocabulary</b>
. picture

. picture
. picture

<b>2. Setting the scene</b>
<b>3. Pre-question</b>

. Sts work in groups of four
. Some sts give their answer
<b>III. While-listening</b>

<b>1. Checking the right item (p30)</b>
. Sts listen the 1st_{time + look at the}

pictures + check the right item
. Teacher gives feedback
<b>2. Matching</b>

. Sts listen to the conversation the 2nd
time

. Sts match the adverbs to the
statements

. Teacher gives feedback

<b>IV. Post-listening</b>
<b>Role -play</b>

. Sts perform how to cook the special
“Chinese Fried Rice”

<b>V. Consolidation</b>

. Sts remember the structure

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<b>Week 5</b>

<b>Period 15</b>

<b>Lesson 4</b>

<b>READ</b>

p 31-32

<b>Objectives: helping students develop their reading for gist and for details in from a poster of safety precautions</b>

in the home

<b>Materials: pictures, posters, textbooks, …</b>

<b>Procedure</b>

<b>Timing</b> <b>CONTENTS</b> <b>Teacher’s and Students’ activities</b>

5’

Objects in a house
. knife

. scissors
. stove
. gas
. oil

<i>In our family there are many different objects. Some of them may be </i>
<i>dangerous to children. Today you will learn how to keep children safe </i>

<b>I. Warmer</b>
<b>Bingo</b>

. Sts write down 5 words they can
remember

. T reads 5 words chosen

. Which students have the correct five

words first are the winner

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10’
15’
10’
3’
2’
<i>at home.</i>
a precaution
an object
a chemical
a drug
a match

an electrical socket
scissors
a bead
n
n
n
n
n
n
n
n
cảnh báo
vật
hóa chất
thuốc
diêm

ổ cắm điện
cây kéo

hạt, vật tròn nhỏ

In our family, there are many different objects which may be
dangerous to children if we don’t keep them carefully.

Which objects at home are dangerous to children?
. electrical sockets

<b>Answer Key</b>
. chemicals
. drugs
. matches
. scissors
. knives
. beads

<b>Answer Key: aF bT cF dF eT fT </b>
a. It is safe to keep medicine in locked cupboards.
c. A kitchen is a dangerous place to play.

d. Playing with one match can cause a fire.
<b>Answer Key:</b>

a. Because children often try to eat and drink them.
b. Because the kitchen is a dangerous place.
c. Because playing with matches can cause a fire.

d. Because the children mustn’t put anything into electrical
sockets. Electricity can kill.

e. Because children often try to eat them.
<b>Safety Precautions in the Home</b>
<b>MUST</b>

. cover electrical sockets . Put anything into electrical <b>MUSTN’T</b>
sockets

“MUST + Vo” is used to express strong obligation.

“HAVE TO + Vo” is used to indicate obligation or necessity.
<b> </b>

. Learn by heart vocabulary
. Read + summarize the text again.

. Prepare Unit 3 – Lesson 5 WRITE (p32-33)

Vocabulary: in the middle, beside, below, beneath

<b>II. Pre-reading</b>

<b>1. Pre-teaching vocabulary</b>
. explanation
. picture
. picture
. picture
. picture

. picture
. picture
. picture
. picture

<b>2. Setting the scene</b>
<b>3. Open-prediction</b>
. Sts work in groups of four
<b>III. While-reading</b>

<b>1. Reading + checking their </b>
<b>prediction (p31)</b>

. Sts read the text the 1st_{time + check}
their prediction

. T gives feedback

<b>2. True-False Statements (1 p31)</b>
. Sts work in pairs + give their answers
. T gives feedback

<b>3. Comprehension questions (2 p32)</b>
. Sts read the text the 2nd_{time + practice}
asking and answering the questions in
pairs

. T gives feedback

<b>IV. Post-reading</b>

<b>Write-it-up</b>

. Sts work in groups of four

. Some groups display their posters in
front of the class

<b>V. Consolidation</b>
. Sts remember
<b>VI. Homework</b>
. Sts copy down

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<b>Week 6</b>

<b>Period 16</b>

<b>Lesson 5</b>

<b>WRITE</b>

p 32-33

<b>Objectives: helping students develop their writing skills of describing a room in the house with provided</b>

prompt (words/pictures)

<b>Materials: pictures, posters, textbooks, …</b>

<b>Procedure</b>

<b>Timing</b> <b>CONTENTS</b> <b>Teacher’s and Students’ activities</b>

5’

20’

<b>English </b>

1. beside
2. under
3. next to
4. by
5. opposite
6. on the right of
7. in the right corner of
8. above

9. in the middle

<b>Vietnamese</b>
a. bên cạnh
b. ở bên phải
c. trên
d. dưới
e. cạnh
f. ở góc phải
g. kế bên
h. ở giữa
i. đối diện
Answer Key: 1a 2d 3g 4e 5i 6b 7f 8c 9h

<i>These are prepositions of place. Today you are going to learn how to </i>
<i>use them to describe the positions of objects in the house.</i>

<b>I. Warmer</b>
<b>Matching</b>

. Sts work in 2 groups

. Which group match more correct
words is the winner

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13’

7’

3’

2’

a disk rack
a towel rack
beneath

a lighting fixture
flour

n
n
prep

a
unc

giá đựng đĩa
giá treo khăn
dưới

đèn chùm
bột mì

<i>This is Hoa’s room. What objects do you see in her room? What do </i>
<i>you think about their positions?</i>

<b>Answer Key </b>

1. on the left of the room
2. on

3. above

4. on the right side of
5. beside

6. opposite
<b>Answer Key</b>

1. This is Hoa’s kitchen.

2. There is a refrigerator in the right of the room.
3. Next to the refrigerator is the stove and oven.

4. On the other side of the oven, next to the sink is the towel rack.
5. The disk rack is on the counter, to the right of the window and
beneath the shelves.

6. On the counter beneath the window are jars, sugar, flour and tea.
7. In the middle of the kitchen are the table and four chairs.

8. The lighting fixture is above the table, and beneath the lighting
fixture is a vase with flowers.

Ex: This is my bed room. There is …

S + be + prepositions of place.
Preposition of place + be + S.

There is/are + noun + prepositions of place.
Prepositions of place, there is/are + (a/an) + noun
. Learn by heart vocabulary

. Write a telephone message

. Prepare Unit 3 – Lesson 6 LANGUAGE FOCUS (p34-35-36-37)

<b>1. Pre-teaching vocabulary</b>
. picture

. picture
. explanation
. picture
. picture

<b>2. Setting the scene</b>
<b>3. Reading </b>

. Sts read the passage + underline
prepositions of place

. Sts check their answer
. T gives feedback

<b>4. Writing a description of this </b>
<b>kitchen (2p33)</b>

. Sts base on the sample paragraph
about Hoa’s room and picture to write a
paragraph

. Sts describe the kitchen by using the
prompts to make complete sentences
. Sts check their answer

. T gives feedback

<b>III. While-writing</b>
<b>Write-it-up</b>

<b>Writing a description of a room </b>
. Sts work individually

<b>IV. Post-writing</b>
<b>Correction</b>

. Sts correct paragraphs first
. T corrects their mistakes later
<b>V. Consolidation</b>

. Sts remember some structures to

describe a room in their house

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<b>Week 6</b>

<b>Period 17</b>

<b>Lesson 6</b>

<b>AT HOME</b>

<b>LANGUAGUE FOCUS </b>

_{p 34-35-36-37}

<b>Objectives: to revise reflexive pronouns, modals: must, have to, ought to the modal “ought to” to give advice</b>

<b>Materials: pictures, posters, textbooks, …</b>

<b>Procedure</b>

<b>Timing</b> <b>CONTENTS</b> <b>Teacher’s and Students’ activities</b>

5’

8’

8’

<b>Verbs: feed empty do tidy sweep clean dust</b>
<b>Pictures: (p34)</b>

<b>Answer Key: a. tidy b. dust c. sweep d. clean e. empty f. feed</b>

<i>Today you are going to revise reflexive pronouns, modals:must, have</i>

<i>to, ought to the modal “ought to” to give advice.</i>

Mrs. Vui has to go and visit Grandma after work. Nam must cook
dinner himself.

. have to/ must + Vo

. MUST express strong obligations
HAVE TO expresses a general obligation
. meaning: phải

<b>Answer Key</b>
1. must/have to tidy
2. have to/must dust
3. must/have to sweep
4. must/have to clean
5. have to/must empty
6. must/have to feed

<b>I. Warmer</b>
<b>Matching (p 34)</b>
. Sts work in 2 groups

. Which group matches more correct
words is the winner

<b>Introduction of the topic</b>
<b>II. Presentation + Practice</b>
<b>1. The Modals: MUST/HAVE TO</b>
<b>. Setting the scene</b>

<b>. Concept checking</b>
. Form

. Use
. Meaning
. Intonation
<b>. Practice (1p34)</b>
. Sts work in pairs

. Sts complete the dialogue using
“must” or “have to”

. Sts checks their answers
. T gives feedback

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10’

9’

3’

2’

Lan: I failed my English test.
Nga: You ought to study harder.
. OUGHT TO + Vo

. to give advice
. nên

. ought to /ɔ:tə/
<b>Answer Key</b>

a. You ought to study harder.
b. You ought to get up early.

c. You ought to eat more fruit and vegetables.
d. You ought to go to the dentist’s.

<b>Nam: </b>

<b>Mrs. Vui:</b> What time will you go home?I’ll be home after dinner. I’m sorry but you’ll have to
cook dinner yoursef.

<b>Subject Pronouns</b>
I
You
He
She
It
We
You
They
<b>Reflexive Pronouns</b>
myself
yourself
himself
herself
itself

ourselves
yourselves
themselves

. a reflexive pronoun refers to the subjects of a sentence or a sentence
part

. chính …

. myself, yourself, himself, itself, ourselves, yourselves, themselves
Answer Key

1. ourselves 2. myself 3. yourself 4. himself 5. herself
6. themselves 7. yourselves

1. myself 2. have to 3. mustn’t
4. must 5. themselves 6. oughtn’t to
7. ought to 8. has to 9. don’t have to
Ex: I cut myself.

1. have to/ must + Vo

. MUST express strong obligations
HAVE TO expresses a general obligation
<b>2. OUGHT TO + Vo</b>

. to give advice
<b>3. Reflexive pronouns</b>

. a reflexive pronoun refers to the subjects of a sentence or a sentence

part

. Learn by heart vocabulary + structures
. Do exercises again

. Review vocabulary + grammar (units: 1, 2. 3)

<b>. Setting the scene</b>
<b>. Concept checking</b>
. Form

. Use
. Meaning
. Intonation
<b>. Practice (2p35)</b>
. Sts work in pairs

. Sts use “ought to” to give advice
. Sts checks their answers

. T gives feedback
<b>3. Reflexive pronouns</b>
<b>. Setting the scene</b>
<b>. Concept checking</b>
. Form

. Use
. Meaning
. Intonation
<b>. Practice (3p36)</b>

. Sts work in pairs

. Sts complete the dialogues by using
the reflexive pronouns

. Sts checks their answers
. T gives feedback
<b>III. Production</b>
<b>Noughts and Crosses</b>
. Sts work in 2 groups

. Sts make intentions with the words
they choose

<b>IV. Consolidation</b>

. Sts remember the grammar

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<b>Period 18</b>

<b>Objectives: revision of listening skills, reading skills, writing skills, grammar and vocabulary</b>

<b>Materials: pictures, posters, textbooks, cassette, …</b>

<b>Procedure</b>

<b>Timing</b> <b>CONTENTS</b> <b>Teacher’s and Students’ activities</b>

5’

5’

5’

I myself he she yourself themselves you himself we itself
you herself they yourselves it ourselves

<b>Subject Pronouns</b>
I

You
He
She

It
We
You
They

<b>Reflexive Pronouns</b>
myself
yourself

himself
herself
itself
ourselves
yourselves
themselves

<i>Today you are going to review listening skills, reading skills, writing </i>

<i>skills, grammar and vocabulary for the 45-minute test.</i>

<b>I. Listen to the following dialogue between the secretary and the </b>
<b>woman twice. And then decide which the statements are true (T) or </b>
<b>false (F). </b>

1. The woman phoned Kingston High School. T F
2. The Principal was at school. T F
3. She wanted to see the Principal on Tuesday at 9.45. T F
4. Her telephone number is 646 837 209 42. T F
<b>Answer Key: 1F 2F 3T 4T</b>

<b>II. Listen the dialogue between Lan and her mother twice. And </b>
<b>circle the best option for the following sentences. </b>

1. Lan and her mother are in the . . . . . . . . .

A. living room B. kitchen C. dining room D. garden
2. They put . . . . . . . . . in the frying pan.

A. few B. a few C. a little D. a lot
3. They cook the “Special Chinese Fried Rice” without . . . . . . . . .
A. pepper B. garlic C. ham D. chicken

<b>I. Warmer</b>
<b>Category</b>

. Sts work in 2 groups

. Which group categorizes more correct

words is the winner

<b>Introduction of the topic</b>
<b>II. Practice</b>

. Sts listen to the text and check their
answers

. Sts checks their answers
. T gives feedback

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5’

5’

5’

4. It smells . . . . . . . . .

A. delicious B. terrible C. awful D. bad
<b>Answer Key: 1B 2C 3D 4A</b>

<b>III. Circle the letter (A, B, C, or D) to choose the most suitable</b>
<b>word or phrase to complete each of the following passage. </b>

In the home, there are many different objects. Some of them
may be (1) . . . . . . . . . for children. It is safe to keep all chemicals and
drugs in (2) . . . . . . . . . cupboards. Children may drink or eat these
things because they look like soft drinks or candy. The kitchen is a
dangerous place for children to play. They must not play with matches

because it only takes one match to (3) . . . . . . . . . a fire. Electricity can
kill. Electrical sockets must be covered so that children do not try to put
anything (4) . . . . . . . . . them. All dangerous objects have to be kept
out of children’s reach.

1. A. dangerous B. safe C. suitable D. soft
2. A. closed B. unlocked C. locked D. open
3. A. take B. do C. put D. cause
4. A. under B. into C. above D. beside
<b>Answer Key: 1A 2 C 3 D 4B</b>

<b>IV. Read the following passage, and then answer the following </b>
<b>questions. </b>

On March 3, 1847, Alexander Graham Bell was born in
Edinburgh. He was a Scotsman although he later emigrated, first to
Canada and then to the USA in the 1870s. In America, he worked with
deaf-mutes at Boston University. Soon, Bell started experimenting with
ways of transmitting speech over a long distance. This led to the
invention of the telephone. Bell and his assistant, Thomas Watson,
conducted many experiments and finally came up with a device which
they first introduced in 1876. Bell said on the telephone: “Mr. Watson,
come here. I want you”. This was the first telephone message.
Traveling all over America, Bell demonstrated his invention to the
public at countless exhibitions, and by 1877 the first telephone was in
commercial use.

1. Was Alexander Graham Bell an Englishman or a Scotsman?
2. Who did he work with at Boston University?

3. Did they first introduce the telephone in 1876?
4. What was the first telephone message?
<b>Answer Key</b>

<b>1. He was a Scotsman.</b>

<b>2. He worked with deaf-mutes at Boston University.</b>
<b>3. Yes, they did.</b>

<b>4. “Mr. Watson, come here. I want you”. </b>

<b>V. Circle A, B, C, or D to choose the best answer. </b>
1. He is not old . . . . . . . . . to ride a motorbike.

A. too B. enough C. so D. very
2. Minh: “. . . . . . . . .?

Lan: “He’s short and fat.”

A. How old is he B. How tall is he

C. What does he do D. What does he look like
3. Tom . . . . . . . . . many friends of his age when he lived in the
country.

A. will not have B. does not have C. did not have D. has not had
4. I feel terrible. I think I . . . . . . . . . sick

A. will be B. am going to be C. am D. was
5. Minh: “Would you like to go to the cinema with me tonight?”

Lan: “. . . . . . . . .”

A. Yes, I will B. Yes, I do C. Yes, I’d love to D. Yes, I like.
6. Tonight I’ll come over to pick you . . . . . . . . . at 7 p.m.

A. up B. off C. for D. with

7. I’m afraid I can’t come this afternoon. I . . . . . . . . . work late.
A. must B. have to C. ought to D. should

. Sts checks their answers
. T gives feedback

. Sts give which keys to choose the best
answers

. Sts underline the sentences giving the
answers

. Sts checks their answers
. T gives feedback
. enough + to Vo

. What do/does + S + look like? Asks
about appearance

. past simple tense

. be going to + Vo: prediction
. “Yes, I’d love to” answers an

invitation

. pick … up

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3’

5’

5’

2’

9. Mai is very shy but her sister is . . . . . . . . .

A. outgoing B. generous C. reserved D. humorous
10. The football match was . . . . . . . . . live all over the world.
A. traveled B. demonstrated C. transmitted D. arranged
<b>Answer Key</b>

<b>1B 2D 3C 4B 5C 6A 7B 8D 9A 10C</b>

<b>VI. Circle A, B, C, or D to choose the word whose main stress is </b>
<b>placed differently from that of the others. </b>

1. A. transmit B. message C. humor D. mobile
2. A. character B. orphanage C. sociable D. commercial
<b>Answer Key</b>

<b>1A 2D</b>

<b>VII. Finish the second sentence so that it has the same meaning as </b>
<b>the first one. </b>

1. He was too weak to lift that suitcase.

 He was not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

2. We intend to build a park here.

 We are . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

3. His hair is short and blond.

 He has . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

4. It is important for you to find an apartment.

 You have . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

<b>Answer Key</b>

<b>1. He was not strong enough to lift that suitcase.</b>
<b>2. We are going to build a park here.</b>

<b>3. He has short blond hair.</b>
<b>4. You have to find an apartment.</b>

<b>VIII. Write sentences with the cue words. </b>
1. He/going/cinema/tonight.

2. I/think/we/ought/put/picture/beneath/clock.
<b>Answer Key</b>

<b>1. He is going to the cinema tonight.</b>

<b>2. I think (that) we ought to put the picture beneath the clock.</b>
. Learn by heart vocabulary + structures

. Do exercises again

. Review vocabulary + grammar (units: 1, 2. 3)

. shy # outgoing
. meaning

. Sts checks their answers
. T gives feedback

. Sts pronounce the main stressed
syllables

. Sts checks their answers
. T gives feedback
. adj/adv + enough + to Vo
. intend = be going to
. have + noun

. have to + Vo: a general obligation

. Sts checks their answers
. T gives feedback

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