Sách giáo viên tiếng anh 8 thí điểm (full tập 1 +2)

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (11.79 MB, 280 trang )

CONTENTS
Page
,1752’8&7,21 …………………………………………………………………………………………………………………………………………. III
%22.0$3 ……………………………………………………………………………………………………………………………………………………………4
81,7/(,685($&7,9,7,(6 ………………………………………………………………………………………………………8
81,7/,)(,17+(&28175<6,'( …………………………………………………………………………….. 28
81,73(23/(62)9,(71$0 ………………………………………………………………………………………… 48
5(9,(:…………………………………………………………………………………………………………………………………………………………… 68
81,7285&867206$1’75$’,7,216 ………………………………………………………… 72
81,7)(67,9$/6,19,(71$0 …………………………………………………………………………………….. 92
81,7)2/.7$/(6 ……………………………………………………………………………………………………………………….. 112
5(9,(:………………………………………………………………………………………………………………………………………………………… 132

INTRODUCTION
TIẾNG ANH 8 is the third of the four levels of 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 Ministry 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).

THE COMPONENTS OF THE TEXTBOOK
The complete learning set of TIẾNG ANH 8 consists of THE STUDENT’S BOOK, THE
TEACHER’S BOOK, THE WORKBOOK, and THE CD.
THE STUDENT’S BOOK
The Student’s Book contains:
•

Book map: Introducing the basics of each unit

•

12 topic-based Units, each covering seven sections to be taught in seven 45-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 BOOK
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 WORKBOOK
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

THE CD
•
The CD provides recorded scripts of all listening exercises and dialogues

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 unit 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 is designed for one 45-minute lesson in class. It begins
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.

INTRODUCTION

III

A Closer Look 1 presents and practises the vocabulary and pronunciation of the unit. The
active vocabulary of the unit is given in an interesting and illustrated way so that it is easy
for students to memorise. Two or three sounds, which frequently appear in the unit, are
targeted and practised in isolation and in context. There are different exercises focusing
on intensive practice of vocabulary and pronunciation.
A grammar item may also be included 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 Look 1 and A Closer Look 2 cover three pages and mainly give language focus and
practice of receptive skills.
SECTION 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 vocabulary is clearly presented in boxes wherever it is needed.
SECTION 5: SKILLS 1
Skills 1 and Skills 2, each covers one page and is designed to be taught in one 45-minute lesson.
Skills 1 comprises reading (receptive skill) and speaking (productive skill).

5HDGLQJ
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.

6SHDNLQJ
This section 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.
SECTION 6: SKILLS 2
Skills 2 is composed of listening (receptive skill) and writing (productive skill).

/LVWHQLQJ
The listening section provides students with an opportunity to develop their listening skills.

This section trains them to listen for general and specific information.

:ULWLQJ
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).
SECTION 7: LOOKING 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 unit 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.
IV

INTRODUCTION

The Project helps students to improve their ability to work by themselves and in a team. It
extends their imagination 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 FOR SKILLS AND LANGUAGE TEACHING
1. TEACHING READING
Reading is the first of the four language skills that receives special attention in Tiếng Anh 8.
–

The reading activities in Tiếng Anh 8 aim to help students develop sub-skills such as
skimming for gist and scanning for details.

–

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 students to guess what the text is
about, what new words may appear in the text, etc.

2. TEACHING SPEAKING
There are two forms of speaking in Tiếng 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 include:
–

Pronunciation: dialogues and role-plays (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’ 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, using common classroom expressions (e.g.
I don’t understand. Could you say it again, please? May I ask you a question?), or answering
a question (e.g. I don’t know. I think/guess…, 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
their confidence in speaking.

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.
3. TEACHING LISTENING
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 intonation
of the listening text.

INTRODUCTION

Before listening, teachers should motivate and engage students in the listening activity;
encourage them to predict the listening content; and introduce 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.g. email, an informal letter, a webpage, etc.)
as well as practising the spelling of familiar vocabulary and sentence patterns. Teaching writing
can be divided into three stages: before writing, while writing, and after writing.
–

Before writing helps students understand why they write and provides them with the
language input to express their ideas in English.

–

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. re-reading the writing to improve the
content and organisation of ideas) and edit (i.e. re-reading 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
In this book, the pronunciation part focuses on sentence stress and intonation. The students will
have chance to practise saying sentences with correct stress on content words. Also, they can
identify in which situations to stress pronouns, the verb ‘be’, auxiliaries, and short words and say
these sentences correctly. Besides, they will practise intonation patterns in English.
In teaching sentence stress and intonation, it is advisable that the teacher should engage the

students by using varied techniques including:
•

Visual aids (flashcards, pictures, etc.)

•

Miming

•

Syllable/word focus and repetition

•

Line by line repetition and clapping

•

Listening and marking the stressed words

•

Pair/group practice and 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 words. This
can be done by using visual aids (e.g. pictures, flashcards), by allowing students to listen and
repeat the words, by explaining their meanings, using definitions and translation if necessary,
and finally, by getting students to practise using the words with a range of spoken or written
activities, which can be done individually or in pairs.

INTRODUCTION

7. TEACHING GRAMMAR
Teaching grammar helps students use correct grammatical patterns to express their ideas in
specific contexts.
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:
–

Focusing students’ attention on the new grammatical patterns in the texts.

–

Providing models for students to practise the new grammatical item in a spoken or written

activity, using the cued pictures or prompts in their books.

–

Reinforcing the new grammatical item with a variety of spoken and written activities.

SEQUENCING
Students should be given clear instructions about what they are expected to do and say.
The following are some suggested teaching procedures.
–

Whole class. Elicit/Teach the focus language (words, phrases, or structures). Then write
them on the board.

–

Model. Perform the focused materials yourself with a confident student 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 practise in pairs or groups. Monitor the activity and offer help if
necessary.

–

Performance. Ask a confident pair or some volunteers to perform the task for the rest of
the class.

–

Whole class. At the end of the activity, there should be some writing/speaking (productive)
activities to reinforce or consolidate students’ understanding.
It is noted that all of the procedures written in this book are only suggestions.
Teachers may adapt these or design their own procedures to suit their students
and real teaching contexts.

INTRODUCTION VII

%22.0$3
Reading

Listening

Unit 1:
Leisure activities

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

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

Unit 2:
Life in the
countryside

– Reading for specific
infomation about an unusual
lifestyle in the countryside:
Mongolian nomadic life

– Listening for specific
information about changes in
the countryside

Unit 3:
Peoples of Viet Nam

– Reading for specific
information about an ethnic
group

– Listening for specific
information about a
traditional speciality

Unit 4:
Our customs and
traditions

– Reading for specific
information about family

customs and traditions

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

Unit 5:
Festivals in Viet Nam

– Reading for specific
information about two
festivals in Viet Nam

– Listening for general and
specific information about a
traditional festival

Unit 6:
Folk tales

– Reading for specific
information about a fairy tale

– Listening for specific
information about a fairy tale

REVIEW 1

REVIEW 2

BOOK MAP

Speaking

Writing

Language Focus

– 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 countryside

– Writing about changes in
the countryside.

– Comparative forms of adjectives: review
– Comparative forms of adverbs
– Clusters: /bl/ and /cl/

– Talking about life of an
ethnic group

– Writing about how to cook
a traditional dish

– Questions: review
– Articles (some uses)
– Clusters: /sk/, /sp/ and /st/

– Talking about family
customs and traditions

– Writing about a
traditional dance

– Should and shouldn’t: review
– have to
– Clusters: /spr/, /str/

– 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
– Stress of 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
– Past continuous
– Intonation in exclamatory sentences

BOOK MAP

8QLW

/(,6
/(,685($&7,9,7,(6
6
THIS UNIT INCLUDES:

*(77,1*67$57(‘

VOCABULARY

,WuVULJKWXSP\VWUHHW

PRONUNCIATION

Leisure activities
Clusters: /br/ and /pr/

GRAMMAR

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

COMMUNICATION

Talking about leisure activities
Organising your ideas

Listen and read.

Mai: Check out this book, Phuc. ‘My Mini Guide
to Dog Training’.

Nick: Ha ha, not sure about that. But I think I’ll enjoy
listening to the melodies.

Phuc: Sounds great! Max’ll 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?

Phuc: Look at the language website I sent you. It’ll
help you learn Vietnamese more easily.

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.
Phuc: But it’s right up your street! Nick, what’s that?
Nick: It’s a CD of Vietnamese folk songs. I’ll listen
to it tonight.
Mai: And you’ll be able to improve your Vietnamese!

Unit 1/ Leisure Activities

Nick: Yes, I liked reading Doraemon comics while
I was learning Japanese.
Phuc: Stop reading comics! I’ll bring you my
favourite short story this Sunday when we
play football.
Mai: Sorry but we have to hurry. Mum and dad
are waiting. We need to buy some tools to
build a new house for Max this weekend.

2EMHFWLYHV
By the end of this unit, students can:

•

pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in
context

•
•
•
•

use the lexical items related to the topic of leisure activities

•
•
•

use verbs of liking that are followed by gerunds
use verbs of liking that are followed by to-infinitives
read for general and specific information about the positive and negative effects of
using computers
talk about ‘good’ and ‘bad’ sides of leisure activities
listen for specific information about ways of spending time with friends
write to discuss an opinion about leisure activities

*(77,1*67$57(‘
,WuVULJKWXSP\VWUHHW
,QWURGXFWLRQ

Prepare photos or magazine cut-outs about some popular leisure activities
including those you often do in your spare time. Ask Ss to describe them in English.
Then ask them to guess which activities you enjoy doing. Encourage Ss to do the
same in pairs: One student writes a short list of activities and the other guesses.

Ask Ss to open their books to the picture. Introduce Mai, Phuc, and Nick. Ask Ss to guess
where they are and what they are doing. For more able classes, brainstorm questions
with Ss 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 they holding 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 Ss and do not provide correction at this stage. Play
the recording and have Ss follow along. Then come back to the earlier questions and
have Ss answer them. Again, do not give correction at this stage.

Unit 1/ Leisure Activities

Find words/ phrases in the box to describe the

Circle the correct answer.

photos. Then listen to check your answers.

1. Phuc, Mai, and Nick are in a library/ bookstore/
sports club.
2. Phuc is looking for a book/ dog/ craft kit.
3. Max is Phuc’s cat/ goldfish/ dog.
4. Mai has found a book/ CD/ craft kit for herself.
5. Nick’s CD is of folk music/ pop music/ rock music.
6. Nick is trying to learn Vietnamese/ Japanese/
English.

playing beach games
playing football
making crafts
playing computer games

texting
visiting museums
doing DIY

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

Mai

1. _____________

2. _____________ 3. _____________

4. _____________

5. _____________ 6. _____________

Nick

1. pet training
2. making crafts
3. reading
4. listening to music
5. learning languages
6. playing sports
7. helping parents
with DIY projects
Learning tip
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,
building a dog house, etc.

Answer the questions.

Complete the following sentences with the
words in the box. In some cases, more than
one answer can be relevant.

good
satisfied

relaxing
exciting

fun
boring

1. You do leisure activities in your free time and they
make you feel _______________.
2. You can do _______________ activities such as yoga,
or _______________ ones such as mountain biking or
skateboarding.
3. Hobbies such as making crafts or collecting things
are _______________.
4. You can surf the Internet but some people say this
is _______________.

1. What does Mai mean when she says ‘Check out
this book’?

5. You can spend time with family and friends, or
become a volunteer for the community. This will
make you feel _______________.

2. What does Phuc mean when he says ‘It’s right up
your street!’?

*$0(

&+$1*,1*3$571(56

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.
You may:
describe the leisure activity
say if you have done this activity or not
share your feelings about the activity

Unit 1/ Leisure Activities

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 Ss 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. bookstore
4. craft kit

2. book
5. folk music

3. dog
6. Vietnamese

E Go through the list of activities mentioned. Encourage Ss to explain what they are and to give examples.
Ask Ss if they have done any of these activities, or if they know anyone who does these in their free time.
Have Ss do this task individually first, then compare the answers with their partner. They should be able to
give ideas from the text that support their answers.
Key:
Phuc

Mai

Nick

1. pet training
2. making crafts
3. reading
4. listening to music
5. learning languages
6. playing sports
7. helping parents with DIY projects

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

Ss work in pairs to match the words/ phrases in the box to the photos, then they listen together to check
their answers.
Key: 1. playing computer games
4. texting

2. playing beach games
5. visiting museums

3. doing DIY
6. making crafts

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

Ss work individually to do the task then compare their answers with a partner. Tell Ss they need to look for

the surrounding keywords in order to complete the task. Note that ‘good’ and ‘satisfied’ fit both items 1
and 5. Acknowledge this point with Ss who have them the other way round.
Key: 1. satisfied

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 Ss 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.

Unit 1/ Leisure Activities

$&/26(5/22.
Vocabulary

Look at the following pie chart on leisure activities in the US and answer the questions.

Leisure time on an average day
Relaxing and thinking
(17 minutes)

Other leisure activities
(18 minutes)

Using the computer
for leisure
(25 minutes)

Watching TV

(2.8 hours)

Doing sports
and exercise
(19 minutes)
Reading
(20 minutes)
Socialising and
communicating
(39 minutes)

TOTAL LEISURE AND
SPORTS TIME = 5.1 HOURS

NOTE: Data include all persons aged 15 and over. Data includes all days of the week and are annual averages for 2012
SOURCE: Bureau of Labor Statistics, American Time Use Survey

1. How much leisure time did people in the US
have on an average day in 2012?

2. What did they do in their leisure time?

1.
2.
3.
4.
5.
6.

7.
8.

3. What were the three most common activities?

Complete the table with information from the

a. Learning something interesting

pie chart.
Name of activity
relaxing

Look at the words. Match them to the category
labels.
skateboarding, football, badminton
a novel, poetry, a magazine
the news, a reality show, a comedy
a new language, a skill
collecting stamps, making origami
going to local performances, visiting museums
visiting relatives, going shopping, doing DIY
texting, going to the cinema, hanging out

b. Reading

Verb

c. Spending time with family

d. Having hobbies

relax

f. Watching TV

e. Playing sports
g. Socialising with friends

h. Going to cultural events/ places
Now add more words to each category.

Unit 1/ Leisure Activities

How much time do you spend a day on leisure
activities? What are the three activities that you
do the most? Share your ideas with a partner.

$&/26(5/22.

,QWURGXFWLRQ
Before starting the lesson explain what a ‘pie chart’ is and how
each slice can be calculated as a percentage of the whole. Give Ss
some simple statistics and make a pie chart with them as a class.

9RFDEXODU\

Ask Ss to work in pairs to examine the pie chart closely in order to understand its contents, including the

–

heading, subheadings, figures, colour codes, source, and notes. Allow enough time for this step. Do not
give correction. Then ask Ss to answer the questions that follow the chart.
If necessary, T may elicit information by asking questions such as:
What is the pie chart about? Where can you find the information?
What do the different coloured sections of the chart refer to?
How are these sections calculated?
What does the ‘Note’ tell you?
What does the ‘Source’ tell you?
Key:
1. In 2012, people in the US spent 5.1 hours a day on sports and leisure activities.
2. The main activities they did include watching TV, socialising and communicating, reading, participating
in sports and exercise, using computers for leisure, relaxing and thinking.
3. The three most common activities were watching TV, socialising and communicating, and using
computers for leisure.

Have Ss 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 Ss some examples
where a gerund is transformed from a verb and used as a noun. For a more able class, ask Ss to make their
own sentences.
Key:
Name of activity
relaxing

thinking
using
doing
watching
reading
socialising
communicating

Verb
relax
think
use
do
watch
read
socialise
communicate

For a more able class, ask Ss to cover the category labels. Have Ss look at the words and try to guess what
these words have in common. T may elicit answers from Ss 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.
Do not give correction at this step. Ask Ss to work in pairs to complete the task. Once they have finished
and T has given corrective feedback, encourage them to add more words in each category.
Key: 1. e

2. b

3. f

4. a

5. d

6. h

7. c

8. g

Have Ss work in small groups. Allow them 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 chart similar to .
Alternatively, this task can be done as a mingle activity. Have Ss write down how much time they spend
on leisure activities on an average day, and the three activities they do the most. Ss 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.
Unit 1/ Leisure Activities

$&/26(5/22.
Pronunciation
Clusters: /br/ and /pr/

Grammar

Complete the words under the pictures with

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

/br/ or /pr/. Listen to check your answers and
repeat.

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

1. a ____icot

2. ___ridge

Read the conversation in Getting Started
again. Underline verbs that are followed by
a gerund.

Look out!

3. _____acelet

The verbs love, like, hate, and prefer
can be used with both gerunds and
to-infinitives without much change
e
in meaning.
She loves going out with her friends.
= She loves to go out with her friends.

4. ______ead

Learning tip

5. ______incess

Verbs of liking
adore
love
cy
like, enjoy, fan
d
in
m
don’t
e
dislike, don’t lik
hate
detest

6. _____esident

7. _______esent

Tick ( ) the appropriate box. Then listen to

check.
followed by followed by both gerund
gerund only and to-infinitive

8. ________occoli

Listen and repeat.

1. She loves making apricot jam.

1. love
2. enjoy

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

3. detest

4. Mai keeps all her bracelets in a beautiful box.
5. You will need a brush if you want to paint
your room.
6. This is a wonderful present. Thanks so much!
9

Unit 1/ Leisure Activities

Degree

4. prefer
5. fancy

3URQXQFLDWLRQ
Clusters: /br/ and /pr/
Have Ss work individually to complete this task. Once they have finished, Ss work in pairs to compare their
answers. Play the recording for Ss to check and then repeat. Pause the recording to drill difficult items.
Audio script:

1. apricot
5. princess

2. bridge
6. president

3. bracelet
7. present

4. bread
8. broccoli

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

Have Ss practise the words with the clusters first. Then ask them to repeat the whole sentence. If time allows,
ask Ss 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 up their right hand.
Audio script:
1. She loves making apricot jam.

1
2. My dad likes making bread in his free time.
3. Hien is our club president.

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

$&/26(5/22.
Grammar
Verbs of liking + gerunds, Verbs of liking + to-infinitives

Remind Ss of the concept of the gerund from A CLOSER LOOK 1. Ask them how the gerund is formed and
how it functions grammatically. Draw Ss’ attention to ‘love to watch’ and ‘enjoy listening’ which appear in
the text in GETTING STARTED:
– I love to watch him …
– But I think I’ll enjoy listening …
Explain that 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.
Read or play the recording in GETTING STARTED for Ss to listen and ask them 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 Ss to cover
the text and just listen to identify these verbs.
Key: love (to watch)

enjoy (listening)

liked (reading)

Go through the Look out! box with Ss. Tell Ss 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 Ss to give their own examples.
Introduce Ss 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 Ss to rearrange them in
a particular order without looking at the Learning tip box.
Ss work individually and then compare the answers with their partners.
Key:
followed by gerund only

followed by both gerund and to -infinitive

1. love
2. enjoy
3. detest
4. prefer
5. fancy

1.
2.
3.
4.
5.

Audio script:
I love eating spicy food.
I love to eat spicy food.
Jane enjoys running.

Phong detests doing DIY.
I prefer reading poetry.
I prefer to read poetry.
Do you fancy watching TV?

Then play the recording for Ss to check their answers.
Unit 1/ Leisure Activities

Write the correct form of the verbs.

Look at the following email that Minh Duc
wrote to a new penfriend.

Hi, my name’s Duc.
How are you? This is what 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 family. The food
is delicious!
What about you??
Best,
Duc

1. Mai enjoys ____________________ (make) crafts,
especially bracelets.
2. People in Britain love _______________ (watch) TV
in their free time.
3. Do you fancy _______________ (skateboard) in the
park this Sunday?
4. Nick likes ________________ (learn) Vietnamese.

There are six grammar mistakes in his email.
Can you find and correct them?

Answer the questions.

5. Ngoc hates ___________________ (sit) at the
computer for too long.

Write sentences about what you like or don’t
like doing in your free time, beginning with
the following. Then share what you have
written with your partner.

1. I adore ______________________________________.
2. I love ________________________________________.
3. I fancy ______________________________________.
4. I don’t mind_________________________________.
5. I don’t like __________________________________.
6. I detest ______________________________________.
10

Unit 1/ Leisure Activities

1. How many activities does Duc mention in his
email?
2. Which two activities do you think he enjoys the
most?

Write a similar email to tell your friend about
your free time, using the verbs of liking +
gerunds or verbs of liking + to-infinitives.
Swap your work with a partner and check for
mistakes.

Ss work in pairs to complete this task, then T gives feedback to Ss as a class.

Key:

1. making

2. to watch/watching

4. to learn/learning

5. sitting

3. skateboarding

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 Ss quickly familiarise themselves with the email by asking: Who wrote this email? To whom? What is it
about? Have Ss scan the email to find the answers.

Ss work individually and compare their answers with a classmate.
Key:
Hi, my name’s Duc.
How are you? This is what 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

family. The food is delicious!
What about you?
Best,
Duc
like do → like to do/ like doing
enjoy do → enjoy doing
don’t like have → don’t like to have/don’t like having
don’t mind to do → don’t mind doing
hate spend → hate to spend/ hate spending
love eat out → love to eat out/ love eating out

Ask Ss to read the email again and answer the questions.
Key:

•

The activities Duc mentions in his email are: playing video games, watching TV, going to the
park, playing football, helping his parents, doing homework, and eating out with his family.

•

The two activities he enjoys the most are playing football with his friends, and eating out with
his family.

Ss work individually to write the email then exchange it with their partners and check for mistakes.
If there is time, have them ask and answer about the emails afterwards , using the questions in E as a

guide. If there is not enough time, this task can be done as a group-writing task.

Unit 1/ Leisure Activities 10T

&20081,&$7,21

Extra vocabulary
window shopping
to be hooked on something

to sound weird
to be addicted to something

Read the following article on the magazine 4Teen website.
This week 4Teen has opened a forum for friends around
the world to share how they spend their free time.

I love hanging out w/ my best friend Helen in my spare time, like going
‘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

HanVgiet Nam)

t,
(Phan Thie

Emily

(Perth, Au
stralia)

This may sound weird, but I adore cloud watching. Find an open space,
lie on ur back, n’ look at the clouds. Use ur imagination. EZ! DYLI too?
posted Wed 8.04 pm
This year my city is the European Capital of Culture, so lots goin’
on. At weekends my bro n’I 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

Linn

(Umeå, Swed

en)

I 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 Fri 7.19 pm

Minh

(Sa Pa, Viet Na

I’ve been kind of addicted to the net. I just love sitting in

front of my computer for hours! But now my mum has said
it’s NUFF! I’ll start my judo class this weekend. It’s OK. WBU?
posted Fri 8.45 pm

Mairnes,uArgeelntina)

A
(Buenos

Can you understand the abbreviations in the
text? Use this ‘netlingo’ dictionary if necessary.
2moro
4
<3
bro
DYLI
EZ
J4F
goin’
n’
NUFF
r
ur
w/
WBU
WF

tomorrow

for
love
brother
Do you love it?
easy
just for fun
going
and
enough
are
your
with
What about you?
way fun

Now add to the dictionary other abbreviations
used for online chatting/texting that you know.
11

Unit 1/ Leisure Activities

Find information in the text to complete
the table.
Who?

What activity is
mentioned?

What does he/
she think of it?

Emily

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.

&20081,&$7,21

,QWURGXFWLRQ
Find a leisure activity a bit unusual (from you, your friends or
someone you know) and talk about it to the class. Ask Ss for
their opinions about this activity: boring, interesting, strange,
challenging, etc. Ss may start talking about what they know
about their friends’ free time activities and say what they think
of these activities.

Refer to any words in the Extra vocabulary box that Ss do not yet know and ask Ss to try to guess what the
meaning is, and how that may relate to leisure activities.

Explain to Ss that they are going to read about some activities teenagers do in their spare time. Have Ss
cover the text and just look at the photos (with name and country). Encourage Ss to guess what these
students in the photos like doing as leisure activities.
Then set a reading time limit and have Ss speed read the text. Close books and play a memory game

dividing Ss into competing groups to tell how much information they can remember from the text.
Motivate Ss by counting every detail they remember! Do not check comprehension at this point.

Ask Ss if they notice any other particular features of the text. Elicit answers from Ss 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 Ss work in pairs to complete the task.
Next encourage Ss to add to the ‘netlingo’ dictionary with any other abbreviations they know that are
used online. Ss may work in pairs to create their own mini dictionary, then ask other pairs to guess the
meaning.
If time allows, have Ss write short texts or messages in which they use these abbreviations and/or their
newly added ones and send them to each other.

Have Ss work in pairs or small groups to complete the table. Allow Ss to read the text more closely to fill in
the table.
Key:
Who?
Emily

What activity is mentioned?
• hanging out with friends (window shopping)
• working as a volunteer

What does he/she think of it?
She loves it.

Hang
Linn

• cloud watching
• going to community centre, painting,
dancing, doing drama
• playing football
• helping his aunt in running cooking classes
• playing computer games
• doing judo

She adores it. It’s easy.
She loves it.

Minh
Manuel

He likes it.
It’s fun.
He’s addicted to it.
It’s OK.

Have Ss work in pairs to put the leisure activities in the text in order from the most interesting to the
most boring. Once they have their list, form a bigger group of four and each pair shares their list with
the other. Allow plenty of time for this activity where Ss are encouraged to discuss, give opinions, and
negotiate with each other in order to agree on a mutual list.

Unit 1/ Leisure Activities 11T

6.,//6
Reading

2. The text discusses ___________________________.
A. the positive side of using technology in your
free time
B. the negative side of using technology in your
free time
C. both A and B

Write the questions for the answers based on
information from the text.

What are the benefits of using computers or
mobile phones for leisure activities? What are
the harmful things it may bring us?

Read the text and choose the correct answer.

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

1. _____________________________________________?
No, it isn’t real. It is a computer game.
2. _____________________________________________?
It can harm both the mind and the body.
3. _____________________________________________?
They don’t go out but just sit in front of the
computer all the time.
4. _____________________________________________?
Quang knows the names of many plants, and his
English seems to be improving.

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

Quang and his parents are talking about how
he should spend his free time. Decide which
statements are from Quang and which are
from his parents.

Go out and play
a sport. It’s good
for you!
I think computer
games train my mind
and my memory.

Sitting for too
long in front of the
computer makes
your eyes tired.
I’ve made lots of
friends from the
game network.

My English is
much better
because I surf

the net.
You see your
real friends
less and less.

Role-play: WHAT’S THE SOLUTION?
Quang, his parents, and his teacher are
discussing the impacts of his using the computer.
Play the following roles.

You are Quang. You want to persuade your
parents of the benefits of using the computer.

1. The text is about ___________________________.
A. teenagers’ leisure time in the past
B. teenagers’ leisure time in the present
C. adults’ leisure time in the present
12

Unit 1/ Leisure Activities

You are Quang’s parents. You want to let Quang know
that using the computer too much can be harmful. You
are thinking of completely banning him from using it.
You are Quang’s teacher. You see both the negative and
positive sides of using the computer. You offer a solution
that can make both Quang and his parents happy.

6.,//6

5HDGLQJ

Start the lesson by doing a quick class survey on how many Ss 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 Ss 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 Ss to look at the title and the picture and predict what they are going to read. Say that they are going
to read about a student named Quang. Encourage Ss to develop their ideas by guessing what Quang’s
story is about.
Then ask Ss to read the text and underline any words they don’t know. Have Ss discuss any unfamiliar
words from the text.
Ss then work individually to choose the best answer. They need to be able to explain their choice as well.
Key: 1. B

2. C

Tell Ss for this exercise they will need to look at the keywords in the responses in order to find out the
questions. Ss work individually then compare their answers with a partner.
Key:
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?

4. What are the benefits of using the computer?

6SHDNLQJ

Explain to Ss that these speech bubbles are from Quang and his parents. Ss may work in pairs or in
groups, but they will need to say why they think who says what, based on the information from the
passage. Go through the phrases in the Language notes box with Ss. For one of the speech bubbles,
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.
In pairs, have Ss choose a speech bubble and combine it with the language in the Language notes
box. Ask for volunteers to demonstrate their short exchanges.
Key:
Go out and play
a sport. It’s good
for you!

Quang’s parents
I’ve made lots of
friends from the
game network.

Quang

I think computer
games train my mind
and my memory.

My English is much
better because I surf
the net.

Quang

Quang
You see your real
friends less and less.

Quang’s parents

Sitting for too
long in front of the
computer makes
your eyes tired.

Quang’s parents

Before the role-play starts, arrange Ss into three groups: the group that plays Quang, the group that plays
Quang’s parents, and the group that plays his teacher. Ask each group to brainstorm how they are going
to express their opinions. When they are ready, put Ss into new groups which contain Quang, Quang’s
parents, and Quang’s teacher.
Tell Ss that they can use the language in for their role-play, and emphasise that the phrases in the
Study skill box should be used in their discussion.
If time allows, call on two or three groups to repeat their role-play for the class.
Unit 1/ Leisure Activities 12T

6.,//6

Listening

Complete the following paragraph with the
words in the “Organising your ideas” box.

What do you usually do with your friends in
your free time?

Listen

to the radio programme and answer
the questions.

1. What is the topic of this week’s programme?
2. Which two main ways does the programme
suggest you can hang out with your friends?

Listen again and complete the table.
HANGING OUT WITH YOUR BEST FRIENDS

What to do

Why

Watching ___________

(1) at home, eating
popcorn

comfortable
feeling, better than a
_______________ (2)

Making __________ (3)

creative, feeling satisfied

(1)__________, using the computer as your
hobby can be harmful to both your health
and your social life. (2)__________, sitting
all day in front of the computer can cause
health problems such as eye-tiredness and

Playing __________ (4)
Watching ________ (6)
downtown

obesity. (3)__________, you may get irritated
easily. (4)__________, if you use the computer

good for your
_______________ (5)

too much you won’t have time for your family
and friends. (5)__________, computers should

fun

only be used for a limited time.
Going to _________ (7) educating yourself

Writing
Writing to give an opinion

Organising your ideas
Introducing your opinion
In my opinion,
I believe
Explaining your opinion
Firstly, secondly, thirdly, finally
besides, also, in addition
Concluding/Summarising your opinion
For these reasons,
In short,
As I have noted,

Unit 1/ Leisure Activities

Now write a similar paragraph to answer one
of the following questions.

1. What do you think is the best leisure activity for

teenagers?
2. Should parents decide how teenagers spend
their free time?

6.,//6
/LVWHQLQJ

Share some of the things you often enjoy doing with friends in your free time. Then ask Ss to tell each other
what they usually do with their friends. Ask some pairs to volunteer to tell the class if they find each other’s
answers interesting.

Tell Ss that they are going to listen to a radio programme. Ask them to look at the questions and underline
the keywords before T plays the recording.
Key:
1. The topic of this week’s programme is hanging out with your friends.
2. There are two main ways: hanging out indoors or outdoors.
Audio script:
In this week’s programme we’ll share with you some cool ways to hang out with your best friends after a
busy week at school. Basically you can hang out indoors or outdoors. If you like staying indoors, ask
your parents if you can invite one or two friends over. Make some popcorn! Watch a movie! It’s more
comfortable than going to a cinema! Or if you’re feeling creative, you can make crafts together. You’ll
feel satisfied once you finish something. If you fancy being outdoors, play some sports together.
Football, badminton, biking… you name it! Or it can simply be a relaxing walk in the park. All these
activities are good for your physical health. Do you prefer something more exciting? Go downtown
and do some people watching. It’s fun. If you like something more organised, go to cultural centres,
libraries, and museums. Educate yourself while having fun!

Play the recording as many times as needed. Ss work individually then compare answers with their partner.
Key:

1. movies

2. cinema

3. crafts

4. sports

5. physical health

6. people

7. cultural centres

:ULWLQJ

Have Ss cover the box and write some of these words/ phrases on the board. Ask Ss where in a paragraph
they often see these words and what could be the purpose for using them.

Ss work individually to complete the task, and discuss their answers with a partner. Remind Ss that for
some gaps there is more than one correct answer.

Key:

1. In my opinion/I believe

2. Firstly

4. Besides/Also/In addition

5. For these reasons/In short/As I have noted

3. Secondly

This task can be done in small groups where each group chooses one question. They then agree on an
opinion and work together to brainstorm the ideas to argue for their points. Each member will need
to write his/ her own piece. Remind Ss to use the connectors they have learnt earlier in order to better
organise their ideas.
Sample:
I believe the best leisure activity for teenagers is any group activity. This could be playing a team sport or joining
a hobby group or even volunteering. Firstly, teenagers like to feel that they belong to a group. Secondly, being
part of a group helps teenagers make friends. Friendships are very important to teenagers. In addition, they will
make friends with people who have the same interests as them. For these reasons I think group activities are
best for teenagers.
Unit 1/ Leisure Activities 13T

12 topic-based Units, each covering seven sections to be taught in seven 45-minute lessonsFour Reviews, each providing revision and further practice of the previous three units,to be dealt with in two periodsGlossary: Giving meaning and phonetic transcription of the new words in the unitsTHE TEACHER’S BOOKThe 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 inthe Teacher’s Book.THE WORKBOOKThe Workbook mirrors and reinforces the content of the Student’s Book. It offers:Further practice of the language and skills taught in classFour additional tests for students’ self-assessmentTHE CDThe CD provides recorded scripts of all listening exercises and dialoguesTHE COMPONENTS OF EACH UNITThere are 12 main units in the Student’s Book. Each unit has seven sections and provideslanguage input for seven classroom lessons of 45 minutes each. These 12 richly illustrated,cross-curricular, and theme-based units focus on offering students motivation, memorablelessons, and a joyful learning experience. At the beginning of each unit there are explicitlearning objectives that clearly state the main language and skills to be taught in the unit.SECTION 1: GETTING STARTEDThis section occupies two pages and is designed for one 45-minute lesson in class. It beginswith a conversation followed by activities which introduce the topic of the unit. It thenpresents the vocabulary and the grammar items to be learnt and practised through the skillsand activities of the unit.SECTION 2: A CLOSER LOOK 1A Closer Look 1 and A Closer Look 2 are each designed to be taught in one 45-minute lesson.INTRODUCTIONIIIA Closer Look 1 presents and practises the vocabulary and pronunciation of the unit. Theactive vocabulary of the unit is given in an interesting and illustrated way so that it is easyfor students to memorise. Two or three sounds, which frequently appear in the unit, aretargeted and practised in isolation and in context. There are different exercises focusingon intensive practice of vocabulary and pronunciation.A grammar item may also be included in this section.SECTION 3: A CLOSER LOOK 2This section deals with the main grammar point(s) of the unit. The new language points arepresented in a short text or a talk/interview. There are grammar tables and exercises whichare 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 Look 1 and A Closer Look 2 cover three pages and mainly give language focus andpractice of receptive skills.SECTION 4: COMMUNICATIONThis section is designed to help students use the functional language in everyday lifecontexts and to consolidate what they have learnt in the previous sections. It also givesstudents opportunities to learn and apply the cultural aspects of the language learnt. Thecommunication section provides cultural information about Viet Nam and other countries inthe world. The vocabulary is clearly presented in boxes wherever it is needed.SECTION 5: SKILLS 1Skills 1 and Skills 2, each covers one page and is designed to be taught in one 45-minute lesson.Skills 1 comprises reading (receptive skill) and speaking (productive skill).5HDGLQJThis section aims to develop students’ reading abilities. In order to make the activityachievable, the reading text is often based on the vocabulary and structures that studentshave previously acquired. The reading always links with the topic of the unit and is interestingand relevant to the students. Important new vocabulary is introduced in the text andpractised in a follow-up activity.The reading also provides input for the speaking that follows.6SHDNLQJThis section aims to provide further practice which supports students in their production ofspoken English. The section uses the recently introduced items in combination with previouslylearnt language in new contexts.SECTION 6: SKILLS 2Skills 2 is composed of listening (receptive skill) and writing (productive skill)./LVWHQLQJThe listening section provides students with an opportunity to develop their listening skills.This section trains them to listen for general and specific information.:ULWLQJThis section focuses on developing students’ writing skills. There is a writing tip or a guidelinewhich is very useful to help them to write effectively. The result of the writing section mustbe a complete piece of writing (which is ideally assessed by the group/class/teacher).SECTION 7: LOOKING BACK & PROJECTThis 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 unit topics.Various activities and exercises are designed to help students consolidate and apply whatthey have learnt in the unit. Through the students’ performance in this section, teachers canevaluate their study results and provide further practice if necessary.IVINTRODUCTIONThe Project helps students to improve their ability to work by themselves and in a team. Itextends their imagination in a field related to the unit topic. The teacher can use this as anextra-curricular activity (for groupwork) or as homework for students to do individually.REFERENCE FOR SKILLS AND LANGUAGE TEACHING1. TEACHING READINGReading is the first of the four language skills that receives special attention in Tiếng Anh 8.The reading activities in Tiếng Anh 8 aim to help students develop sub-skills such asskimming for gist and scanning for details.Explanations should be given to students when they do not understand the meaning ofa word. Some reading strategies such as focusing on familiar words, guessing unfamiliarwords in context, etc. should be taught to students.Before teaching the text, the teacher should encourage students to guess what the text isabout, what new words may appear in the text, etc.2. TEACHING SPEAKINGThere are two forms of speaking in Tiếng Anh 8: spoken interaction and spoken production.The first refers to the ability to ask and answer questions and handle exchanges with others. Thesecond refers to students’ ability to produce language appropriately and correctly.Speaking activities include:Pronunciation: dialogues and role-plays (games, rhymes, and songs). Through theseforms, students practise the stress, rhythm, and intonation patterns of English in anatural way. It is crucial to provide students with a lot of models and to build up theirconfidence with acceptance of approximate correct pronunciation.Repetition: helps students to memorise vocabulary and ‘chunks’ language. Repetitionand classroom routines build up an expanding repertoire of English that helps studentsunderstand 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 securefeeling through choral repetition of action rhymes and games. It is also important toestablish classroom routines (such as greetings and saying goodbye) at the beginning andthe end of the lessons. Asking for permission, using common classroom expressions (e.g.I don’t understand. Could you say it again, please? May I ask you a question?), or answeringa question (e.g. I don’t know. I think/guess…, Perhaps…) are important language tasks forstudents to practise daily.Pair work/group work and class presentations help students to talk freely in a languagesituation related to the topic of the unit. They also make students feel secure and promotetheir confidence in speaking.Error correction should be done cautiously by the teacher. When students are talking, theteacher should not stop them to correct their mistakes. Mistakes should be analysed and onlycommon errors should be highlighted afterwards and corrected collectively.3. TEACHING LISTENINGThrough listening, students become familiar with the sounds, rhythms, and intonation ofEnglish. When listening to English, students are actively engaged in constructing meaning andmaking 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 intonationof the listening text.INTRODUCTIONBefore listening, teachers should motivate and engage students in the listening activity;encourage them to predict the listening content; and introduce the new language orvocabulary which occurs in the listening text.The listening activities aim to help students understand spoken English and developsub-listening skills such as listening for gist and listening for details.4. TEACHING WRITINGThe writing activities aim to develop students’ basic writing skills in English. Its emphasis is onproviding writing techniques for a particular genre (e.g. email, an informal letter, a webpage, etc.)as well as practising the spelling of familiar vocabulary and sentence patterns. Teaching writingcan be divided into three stages: before writing, while writing, and after writing.Before writing helps students understand why they write and provides them with thelanguage input to express their ideas in English.While writing helps students write independently under the teacher’s guidance andsupervision.After writing helps students perfect their writing. They share their writing with peers andteacher for comments. After that, they revise (i.e. re-reading the writing to improve thecontent and organisation of ideas) and edit (i.e. re-reading the writing to correct errorsand mistakes in grammar, vocabulary, spelling, etc.) it. They then submit their writing tothe teacher for evaluation.5. TEACHING PRONUNCIATIONIn this book, the pronunciation part focuses on sentence stress and intonation. The students willhave chance to practise saying sentences with correct stress on content words. Also, they canidentify in which situations to stress pronouns, the verb ‘be’, auxiliaries, and short words and saythese sentences correctly. Besides, they will practise intonation patterns in English.In teaching sentence stress and intonation, it is advisable that the teacher should engage thestudents by using varied techniques including:Visual aids (flashcards, pictures, etc.)MimingSyllable/word focus and repetitionLine by line repetition and clappingListening and marking the stressed wordsPair/group practice and performance6. TEACHING VOCABULARYTeaching vocabulary helps students understand, memorise, and use words appropriately intheir specific contexts. Students at lower secondary level still learn ‘chunks’ of English whichcombine vocabulary and grammatical patterns in an unanalysed way. Therefore, it is crucial togive students plenty of time to practise, memorise, recycle, and extend their vocabulary andgrammar in meaningful contexts. Regular recycling of vocabulary helps students recognisethe same words embedded in different contexts and activities again and again. When teachingvocabulary, it is important to help students recognise, practise, and memorise words. Thiscan be done by using visual aids (e.g. pictures, flashcards), by allowing students to listen andrepeat the words, by explaining their meanings, using definitions and translation if necessary,and finally, by getting students to practise using the words with a range of spoken or writtenactivities, which can be done individually or in pairs.VIINTRODUCTION7. TEACHING GRAMMARTeaching grammar helps students use correct grammatical patterns to express their ideas inspecific contexts.Grade 8 students of English already know some English grammar based on formulaicsequences 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 specificlanguage patterns or features of grammatical forms and, if necessary, comparing or contrastingthese with corresponding patterns and forms in Vietnamese. The appropriate techniques to beused to teach students are:Focusing students’ attention on the new grammatical patterns in the texts.Providing models for students to practise the new grammatical item in a spoken or writtenactivity, using the cued pictures or prompts in their books.Reinforcing the new grammatical item with a variety of spoken and written activities.SEQUENCINGStudents should be given clear instructions about what they are expected to do and say.The following are some suggested teaching procedures.Whole class. Elicit/Teach the focus language (words, phrases, or structures). Then writethem on the board.Model. Perform the focused materials yourself with a confident student or ask a pairto demonstrate in front of the class. Help and guide them to interact in a reasonablystructured manner. This will enable the freer stage of independent pair work/group workthat will follow.Pairs/groups. Students practise in pairs or groups. Monitor the activity and offer help ifnecessary.Performance. Ask a confident pair or some volunteers to perform the task for the rest ofthe class.Whole class. At the end of the activity, there should be some writing/speaking (productive)activities to reinforce or consolidate students’ understanding.It is noted that all of the procedures written in this book are only suggestions.Teachers may adapt these or design their own procedures to suit their studentsand real teaching contexts.INTRODUCTION VII%22.0$3ReadingListeningUnit 1:Leisure activities- Reading for general andspecific information aboutthe possible effects ofspending too much time onthe computer- Listening for specificinformation about ways ofspending time with friendsUnit 2:Life in thecountryside- Reading for specificinfomation about an unusuallifestyle in the countryside:Mongolian nomadic life- Listening for specificinformation about changes inthe countrysideUnit 3:Peoples of Viet Nam- Reading for specificinformation about an ethnicgroup- Listening for specificinformation about atraditional specialityUnit 4:Our customs andtraditions- Reading for specificinformation about familycustoms and traditions- Listening for specificinformation about atraditional dance of an ethnicgroup in Viet NamUnit 5:Festivals in Viet Nam- Reading for specificinformation about twofestivals in Viet Nam- Listening for general andspecific information about atraditional festivalUnit 6:Folk tales- Reading for specificinformation about a fairy tale- Listening for specificinformation about a fairy taleREVIEW 1REVIEW 2BOOK MAPSpeakingWritingLanguage Focus- Talking about ‘good’and ‘bad’ sides of leisureactivities- Writing to discuss anopinion about leisureactivities- Verbs of liking + gerunds- Verbs of liking + to-infinitives- Clusters: /br/ and /pr/- Talking about what youlike or dislike about life inthe countryside- Writing about changes inthe countryside.- Comparative forms of adjectives: review- Comparative forms of adverbs- Clusters: /bl/ and /cl/- Talking about life of anethnic group- Writing about how to cooka traditional dish- Questions: review- Articles (some uses)- Clusters: /sk/, /sp/ and /st/- Talking about familycustoms and traditions- Writing about atraditional dance- Should and shouldn’t: review- have to- Clusters: /spr/, /str/- Talking about thereasons for going to afestival and the things totake when attending afestival- Writing about a festival- Simple sentences and compoundsentences: review- Complex sentences- Stress of words ending in –ion and –ian- Talking about a legend/folk tale/ fairy tale/ fable- Narrating a legend/ folktale/ fairy tale/ fable- Past simple: review- Past continuous- Intonation in exclamatory sentencesBOOK MAP8QLW/(,6/(,685($&7,9,7,(6THIS UNIT INCLUDES:*(77,1*67$57(‘VOCABULARY,WuVULJKWXSP\VWUHHWPRONUNCIATIONLeisure activitiesClusters: /br/ and /pr/GRAMMARVerbs of liking + gerundsVerbs of liking + to-infinitivesCOMMUNICATIONTalking about leisure activitiesOrganising your ideasListen and read.Mai: Check out this book, Phuc. ‘My Mini Guideto Dog Training’.Nick: Ha ha, not sure about that. But I think I’ll enjoylistening to the melodies.Phuc: Sounds great! Max’ll like it too. Last weekendwe learnt some tricks. I love to watch him. It’s somuch fun… Have you found your craft kit?Phuc: Look at the language website I sent you. It’llhelp you learn Vietnamese more easily.Mai: Yes, I’ve found this one. It’s got everything:beads, stickers, wool, buttons… I don’tknow, it’ll take all my savings.Phuc: But it’s right up your street! Nick, what’s that?Nick: It’s a CD of Vietnamese folk songs. I’ll listento it tonight.Mai: And you’ll be able to improve your Vietnamese!Unit 1/ Leisure ActivitiesNick: Yes, I liked reading Doraemon comics whileI was learning Japanese.Phuc: Stop reading comics! I’ll bring you myfavourite short story this Sunday when weplay football.Mai: Sorry but we have to hurry. Mum and dadare waiting. We need to buy some tools tobuild a new house for Max this weekend.2EMHFWLYHVBy the end of this unit, students can:pronounce words containing the clusters /br/ and /pr/ correctly in isolation and incontextuse the lexical items related to the topic of leisure activitiesuse verbs of liking that are followed by gerundsuse verbs of liking that are followed by to-infinitivesread for general and specific information about the positive and negative effects ofusing computerstalk about ‘good’ and ‘bad’ sides of leisure activitieslisten for specific information about ways of spending time with friendswrite to discuss an opinion about leisure activities*(77,1*67$57(‘,WuVULJKWXSP\VWUHHW,QWURGXFWLRQPrepare photos or magazine cut-outs about some popular leisure activitiesincluding those you often do in your spare time. Ask Ss to describe them in English.Then ask them to guess which activities you enjoy doing. Encourage Ss to do thesame in pairs: One student writes a short list of activities and the other guesses.Ask Ss to open their books to the picture. Introduce Mai, Phuc, and Nick. Ask Ss to guesswhere they are and what they are doing. For more able classes, brainstorm questionswith Ss 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 they holding 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 Ss and do not provide correction at this stage. Playthe recording and have Ss follow along. Then come back to the earlier questions andhave Ss answer them. Again, do not give correction at this stage.Unit 1/ Leisure Activities6TFind words/ phrases in the box to describe theCircle the correct answer.photos. Then listen to check your answers.1. Phuc, Mai, and Nick are in a library/ bookstore/sports club.2. Phuc is looking for a book/ dog/ craft kit.3. Max is Phuc’s cat/ goldfish/ dog.4. Mai has found a book/ CD/ craft kit for herself.5. Nick’s CD is of folk music/ pop music/ rock music.6. Nick is trying to learn Vietnamese/ Japanese/English.playing beach gamesplaying footballmaking craftsplaying computer gamestextingvisiting museumsdoing DIYE Which leisure activities do you think Phuc,Mai, and Nick have? Tick ( ) the boxes. Thenfind the information from the conversationto explain your choice.PhucMai1. _____________2. _____________ 3. _____________4. _____________5. _____________ 6. _____________Nick1. pet training2. making crafts3. reading4. listening to music5. learning languages6. playing sports7. helping parentswith DIY projectsLearning tipDIY: Do It Yourself: Work on the house thatyou do yourself without the help of experts,e.g. painting a room, fixing the garden fence,building a dog house, etc.Answer the questions.Complete the following sentences with thewords in the box. In some cases, more thanone answer can be relevant.goodsatisfiedrelaxingexcitingfunboring1. You do leisure activities in your free time and theymake you feel _______________.2. You can do _______________ activities such as yoga,or _______________ ones such as mountain biking orskateboarding.3. Hobbies such as making crafts or collecting thingsare _______________.4. You can surf the Internet but some people say thisis _______________.1. What does Mai mean when she says ‘Check outthis book’?5. You can spend time with family and friends, orbecome a volunteer for the community. This willmake you feel _______________.2. What does Phuc mean when he says ‘It’s right upyour street!’?*$0(&+$1*,1*3$571(56Choose one leisure activity from or .In pairs, talk about it. Try to keep going forone minute each. When the time is up, find anew partner and talk about another activity.You may:describe the leisure activitysay if you have done this activity or notshare your feelings about the activityUnit 1/ Leisure ActivitiesSs work individually to circle the correct answer. Ss compare their answers with a partner and then discussas a class. T goes through each statement and asks Ss how the text and the visual in the dialogue supporttheir answers. After the discussion, T writes the correct answers on the board.Key: 1. bookstore4. craft kit2. book5. folk music3. dog6. VietnameseE Go through the list of activities mentioned. Encourage Ss to explain what they are and to give examples.Ask Ss if they have done any of these activities, or if they know anyone who does these in their free time.Have Ss do this task individually first, then compare the answers with their partner. They should be able togive ideas from the text that support their answers.Key:PhucMaiNick1. pet training2. making crafts3. reading4. listening to music5. learning languages6. playing sports7. helping parents with DIY projectsDraw Ss’ attention to the contexts when Mai said ‘Check out this book’ and Phuc said ‘It’s right up yourstreet!’. Together with Ss elicit the meaning of these two expressions.To check out something means to examine something or get more information about it in order to becertain that it is suitable (or true, or safe).If something is right up your street, it is the type of thing that you are interested in or that you enjoy doing.Ask Ss for examples of something they can check out, and something which is right up their street. For amore able class, ask Ss to make a 2-turn dialogue in which they use these expressions.Ss work in pairs to match the words/ phrases in the box to the photos, then they listen together to checktheir answers.Key: 1. playing computer games4. texting2. playing beach games5. visiting museums3. doing DIY6. making craftsIf time allows, ask Ss to use adjectives to say what they think of these activities, eg. exciting, interesting, etc.Ss work individually to do the task then compare their answers with a partner. Tell Ss they need to look forthe surrounding keywords in order to complete the task. Note that ‘good’ and ‘satisfied’ fit both items 1and 5. Acknowledge this point with Ss who have them the other way round.Key: 1. satisfied2. relaxing, exciting3. fun4. boring5. goodGame: Changing partnersThis game can be done in groups of four or six, or as a mingle activity.If your classroom is large enough, ask Ss to stand in two lines facing each other. Each pair will talk aboutone activity for one minute. When the time is up and T calls out ‘Change!’, they will move one step to theleft/right to meet a new partner and talk about another activity.Unit 1/ Leisure Activities7T$&/26(5/22.VocabularyLook at the following pie chart on leisure activities in the US and answer the questions.Leisure time on an average dayRelaxing and thinking(17 minutes)Other leisure activities(18 minutes)Using the computerfor leisure(25 minutes)Watching TV(2.8 hours)Doing sportsand exercise(19 minutes)Reading(20 minutes)Socialising andcommunicating(39 minutes)TOTAL LEISURE ANDSPORTS TIME = 5.1 HOURSNOTE: Data include all persons aged 15 and over. Data includes all days of the week and are annual averages for 2012SOURCE: Bureau of Labor Statistics, American Time Use Survey1. How much leisure time did people in the UShave on an average day in 2012?2. What did they do in their leisure time?1.2.3.4.5.6.7.8.3. What were the three most common activities?Complete the table with information from thea. Learning something interestingpie chart.Name of activityrelaxingLook at the words. Match them to the categorylabels.skateboarding, football, badmintona novel, poetry, a magazinethe news, a reality show, a comedya new language, a skillcollecting stamps, making origamigoing to local performances, visiting museumsvisiting relatives, going shopping, doing DIYtexting, going to the cinema, hanging outb. ReadingVerbc. Spending time with familyd. Having hobbiesrelaxf. Watching TVe. Playing sportsg. Socialising with friendsh. Going to cultural events/ placesNow add more words to each category.Unit 1/ Leisure ActivitiesHow much time do you spend a day on leisureactivities? What are the three activities that youdo the most? Share your ideas with a partner.$&/26(5/22.,QWURGXFWLRQBefore starting the lesson explain what a ‘pie chart’ is and howeach slice can be calculated as a percentage of the whole. Give Sssome simple statistics and make a pie chart with them as a class.9RFDEXODU\Ask Ss to work in pairs to examine the pie chart closely in order to understand its contents, including theheading, subheadings, figures, colour codes, source, and notes. Allow enough time for this step. Do notgive correction. Then ask Ss to answer the questions that follow the chart.If necessary, T may elicit information by asking questions such as:What is the pie chart about? Where can you find the information?What do the different coloured sections of the chart refer to?How are these sections calculated?What does the ‘Note’ tell you?What does the ‘Source’ tell you?Key:1. In 2012, people in the US spent 5.1 hours a day on sports and leisure activities.2. The main activities they did include watching TV, socialising and communicating, reading, participatingin sports and exercise, using computers for leisure, relaxing and thinking.3. The three most common activities were watching TV, socialising and communicating, and usingcomputers for leisure.Have Ss work individually to complete the task. After giving corrective feedback, draw their attention tothe part of speech of the words mentioned (e.g. relaxing comes from the verb relax with –ing added, and itrefers to the activity).Then introduce the concept of gerund (a noun made from a verb by adding -ing). Give Ss some exampleswhere a gerund is transformed from a verb and used as a noun. For a more able class, ask Ss to make theirown sentences.Key:Name of activityrelaxingthinkingusingdoingwatchingreadingsocialisingcommunicatingVerbrelaxthinkusedowatchreadsocialisecommunicateFor a more able class, ask Ss to cover the category labels. Have Ss look at the words and try to guess whatthese words have in common. T may elicit answers from Ss 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.Do not give correction at this step. Ask Ss to work in pairs to complete the task. Once they have finishedand T has given corrective feedback, encourage them to add more words in each category.Key: 1. e2. b3. f4. a5. d6. h7. c8. gHave Ss work in small groups. Allow them enough time to think about what their average day may looklike (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 chart similar to .Alternatively, this task can be done as a mingle activity. Have Ss write down how much time they spendon leisure activities on an average day, and the three activities they do the most. Ss move around andtalk with at least three other classmates to find out who spends most time on leisure and what the mostpopular activities in the class are.Unit 1/ Leisure Activities8T$&/26(5/22.PronunciationClusters: /br/ and /pr/GrammarComplete the words under the pictures withVerbs of liking + gerundsVerbs of liking + to-infinitives/br/ or /pr/. Listen to check your answers andrepeat.If we want to follow a verb withanother action, we must use agerund or an infinitive.1. a ____icot2. ___ridgeRead the conversation in Getting Startedagain. Underline verbs that are followed bya gerund.Look out!3. _____aceletThe verbs love, like, hate, and prefercan be used with both gerunds andto-infinitives without much changein meaning.She loves going out with her friends.= She loves to go out with her friends.4. ______eadLearning tip5. ______incessVerbs of likingadorelovecylike, enjoy, fanindon’tdislike, don’t likhatedetest6. _____esident7. _______esentTick ( ) the appropriate box. Then listen tocheck.followed by followed by both gerundgerund only and to-infinitive8. ________occoliListen and repeat.1. She loves making apricot jam.1. love2. enjoy2. My dad likes making bread in his free time.3. Hien is our club president.3. detest4. Mai keeps all her bracelets in a beautiful box.5. You will need a brush if you want to paintyour room.6. This is a wonderful present. Thanks so much!Unit 1/ Leisure ActivitiesDegree4. prefer5. fancy3URQXQFLDWLRQClusters: /br/ and /pr/Have Ss work individually to complete this task. Once they have finished, Ss work in pairs to compare theiranswers. Play the recording for Ss to check and then repeat. Pause the recording to drill difficult items.Audio script:1. apricot5. princess2. bridge6. president3. bracelet7. present4. bread8. broccoliAsk Ss to add more words which contain these clusters. For a more able class, Ss may make sentences withthese words and practise saying them.Have Ss practise the words with the clusters first. Then ask them to repeat the whole sentence. If time allows,ask Ss to cover their books and listen to the recording. If they hear the word with cluster /pr/ they have toraise up their left hand, if it is cluster /br/ they raise up their right hand.Audio script:1. She loves making apricot jam.2. My dad likes making bread in his free time.3. Hien is our club president.4. Mai keeps all her bracelets in a beautiful box.5. You will need a brush if you want to paint your room.6. This is a wonderful present. Thanks so much!$&/26(5/22.GrammarVerbs of liking + gerunds, Verbs of liking + to-infinitivesRemind Ss of the concept of the gerund from A CLOSER LOOK 1. Ask them how the gerund is formed andhow it functions grammatically. Draw Ss’ attention to ‘love to watch’ and ‘enjoy listening’ which appear inthe text in GETTING STARTED:- I love to watch him …- But I think I’ll enjoy listening …Explain that 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.Read or play the recording in GETTING STARTED for Ss to listen and ask them to underline the verbs of likingfollowed by gerunds or to-infinitives that they find in the text. For a more able class, T may ask Ss to coverthe text and just listen to identify these verbs.Key: love (to watch)enjoy (listening)liked (reading)Go through the Look out! box with Ss. Tell Ss 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 nochange in meaning.Give some examples for both cases. Encourage Ss to give their own examples.Introduce Ss to the Learning tip box, where they can differentiate the difference in terms of degree theseverbs of liking/disliking. Alternatively, T may write these verbs on the board with a really happy smiley face atthe top of the board and a really unhappy smiley face at the bottom and then ask Ss to rearrange them ina particular order without looking at the Learning tip box.Ss work individually and then compare the answers with their partners.Key:followed by gerund onlyfollowed by both gerund and to -infinitive1. love2. enjoy3. detest4. prefer5. fancy1.2.3.4.5.Audio script:I love eating spicy food.I love to eat spicy food.Jane enjoys running.Phong detests doing DIY.I prefer reading poetry.I prefer to read poetry.Do you fancy watching TV?Then play the recording for Ss to check their answers.Unit 1/ Leisure Activities9TWrite the correct form of the verbs.Look at the following email that Minh Ducwrote to a new penfriend.Hi, my name’s Duc.How are you? This is what I likedo in my free time. I often playvideo games or watch TV. Or Igo to the park and play footballwith my friends. I enjoy do thisvery much! I sometimes help myparents too. If I have homework,I’ll try to finish it first before Ido anything else. But I don’tlike have lots of homework !I don’t mind to do homeworkbut I hate spend all evening onit! On Saturday or Sunday, I loveeat out with my family. The foodis delicious!What about you??Best,Duc1. Mai enjoys ____________________ (make) crafts,especially bracelets.2. People in Britain love _______________ (watch) TVin their free time.3. Do you fancy _______________ (skateboard) in thepark this Sunday?4. Nick likes ________________ (learn) Vietnamese.There are six grammar mistakes in his email.Can you find and correct them?Answer the questions.5. Ngoc hates ___________________ (sit) at thecomputer for too long.Write sentences about what you like or don’tlike doing in your free time, beginning withthe following. Then share what you havewritten with your partner.1. I adore ______________________________________.2. I love ________________________________________.3. I fancy ______________________________________.4. I don’t mind_________________________________.5. I don’t like __________________________________.6. I detest ______________________________________.10Unit 1/ Leisure Activities1. How many activities does Duc mention in hisemail?2. Which two activities do you think he enjoys themost?Write a similar email to tell your friend aboutyour free time, using the verbs of liking +gerunds or verbs of liking + to-infinitives.Swap your work with a partner and check formistakes.Ss work in pairs to complete this task, then T gives feedback to Ss as a class.Key:1. making2. to watch/watching4. to learn/learning5. sitting3. skateboardingThis task can be done in groups of five or six. Give Ss time to work individually at first and write eachsentence on a strip of paper, then in their group mix up the strips. Each student picks up and reads out asentence, then they guess who wrote that sentence.Have Ss quickly familiarise themselves with the email by asking: Who wrote this email? To whom? What is itabout? Have Ss scan the email to find the answers.Ss work individually and compare their answers with a classmate.Key:Hi, my name’s Duc.How are you? This is what I like do in my free time. I often play video games or watch TV. Or I go to the parkand play football with my friends. I enjoy do this very much! I sometimes help my parents too. If I havehomework, I’ll try to finish it first before I do anything else. But I don’t like have lots of homework ! I don’tmind to do homework but I hate spend all evening on it! On Saturday or Sunday, I love eat out with myfamily. The food is delicious!What about you?Best,Duclike do → like to do/ like doingenjoy do → enjoy doingdon’t like have → don’t like to have/don’t like havingdon’t mind to do → don’t mind doinghate spend → hate to spend/ hate spendinglove eat out → love to eat out/ love eating outAsk Ss to read the email again and answer the questions.Key:The activities Duc mentions in his email are: playing video games, watching TV, going to thepark, playing football, helping his parents, doing homework, and eating out with his family.The two activities he enjoys the most are playing football with his friends, and eating out withhis family.Ss work individually to write the email then exchange it with their partners and check for mistakes.If there is time, have them ask and answer about the emails afterwards , using the questions in E as aguide. If there is not enough time, this task can be done as a group-writing task.Unit 1/ Leisure Activities 10T&20081,&$7,21Extra vocabularywindow shoppingto be hooked on somethingto sound weirdto be addicted to somethingRead the following article on the magazine 4Teen website.This week 4Teen has opened a forum for friends aroundthe world to share how they spend their free time.I love hanging out w/ my best friend Helen in my spare time, like going‘window shopping’. J4F! We also work as volunteers for an animalprotection organisation. 2moro we r going to a farm.posted Tue 3.20 pmHanVgiet Nam)t,(Phan ThieEmily(Perth, Australia)This may sound weird, but I adore cloud watching. Find an open space,lie on ur back, n’ look at the clouds. Use ur imagination. EZ! DYLI too?posted Wed 8.04 pmThis year my city is the European Capital of Culture, so lots goin’on. At weekends my bro n’I go 2 our city community centre wherewe dance, paint, and do drama. I’m hooked on drama! <3 it!posted Thu 6.26 pmLinn(Umeå, Sweden)I like doing sports – I’m in my school’s football team. Butwhat I mostly do in my free time is help my aunt. She hascooking classes 4 small groups of tourists. It’s WF 4 me!posted Fri 7.19 pmMinh(Sa Pa, Viet Nam)I’ve been kind of addicted to the net. I just love sitting infront of my computer for hours! But now my mum has saidit’s NUFF! I’ll start my judo class this weekend. It’s OK. WBU?posted Fri 8.45 pmMairnes,uArgeelntina)(BuenosCan you understand the abbreviations in thetext? Use this ‘netlingo’ dictionary if necessary.2moro<3broDYLIEZJ4Fgoin’n’NUFFurw/WBUWFtomorrowforlovebrotherDo you love it?easyjust for fungoingandenoughareyourwithWhat about you?way funNow add to the dictionary other abbreviationsused for online chatting/texting that you know.11Unit 1/ Leisure ActivitiesFind information in the text to completethe table.Who?What activity ismentioned?What does he/she think of it?EmilyWork with your partner and put the activitiesin in order from the most interesting to themost boring. Then compare your ideas withother pairs.&20081,&$7,21,QWURGXFWLRQFind a leisure activity a bit unusual (from you, your friends orsomeone you know) and talk about it to the class. Ask Ss fortheir opinions about this activity: boring, interesting, strange,challenging, etc. Ss may start talking about what they knowabout their friends’ free time activities and say what they thinkof these activities.Refer to any words in the Extra vocabulary box that Ss do not yet know and ask Ss to try to guess what themeaning is, and how that may relate to leisure activities.Explain to Ss that they are going to read about some activities teenagers do in their spare time. Have Sscover the text and just look at the photos (with name and country). Encourage Ss to guess what thesestudents in the photos like doing as leisure activities.Then set a reading time limit and have Ss speed read the text. Close books and play a memory gamedividing Ss into competing groups to tell how much information they can remember from the text.Motivate Ss by counting every detail they remember! Do not check comprehension at this point.Ask Ss if they notice any other particular features of the text. Elicit answers from Ss by drawing their attentionto the form of the text (e.g. its layout and the abbreviation). Explain that this is from a webpage and thatthese abbreviations are informal language that is used online and in texting messages. Introduce the firstabbreviation. Then have Ss work in pairs to complete the task.Next encourage Ss to add to the ‘netlingo’ dictionary with any other abbreviations they know that areused online. Ss may work in pairs to create their own mini dictionary, then ask other pairs to guess themeaning.If time allows, have Ss write short texts or messages in which they use these abbreviations and/or theirnewly added ones and send them to each other.Have Ss work in pairs or small groups to complete the table. Allow Ss to read the text more closely to fill inthe table.Key:Who?EmilyWhat activity is mentioned?• hanging out with friends (window shopping)• working as a volunteerWhat does he/she think of it?She loves it.HangLinn• cloud watching• going to community centre, painting,dancing, doing drama• playing football• helping his aunt in running cooking classes• playing computer games• doing judoShe adores it. It’s easy.She loves it.MinhManuelHe likes it.It’s fun.He’s addicted to it.It’s OK.Have Ss work in pairs to put the leisure activities in the text in order from the most interesting to themost boring. Once they have their list, form a bigger group of four and each pair shares their list withthe other. Allow plenty of time for this activity where Ss are encouraged to discuss, give opinions, andnegotiate with each other in order to agree on a mutual list.Unit 1/ Leisure Activities 11T6.,//6Reading2. The text discusses ___________________________.A. the positive side of using technology in yourfree timeB. the negative side of using technology in yourfree timeC. both A and BWrite the questions for the answers based oninformation from the text.What are the benefits of using computers ormobile phones for leisure activities? What arethe harmful things it may bring us?Read the text and choose the correct answer.THE ‘NET GENERATION’Quang is watering his garden and can’t wait topick the ripe fruit. He spends most of his sparetime looking after the garden. Sounds great,doesn’t it? But his garden is a virtual one!In today’s world, teenagers rely on technologymore than in the past. This can be a problembecause using computers too much may haveharmful effects on both their minds and bodies.They prefer watching TV and playing computergames to reading books, perhaps because theydon’t have to think and imagine as much. Theydon’t join clubs or have hobbies and they don’tplay sports. They sit in front of the computer allthe time. They don’t get out of the house, evenfor a walk. They are in a world that doesn’t exist.While Quang now knows the names of manyplants, and his English seems to be improving ashe chats with his ‘gaming friends’ from all overthe world, his parents are getting worried. Theywant him to get out more. They are even thinkingof banning him from using the computer.1. _____________________________________________?No, it isn’t real. It is a computer game.2. _____________________________________________?It can harm both the mind and the body.3. _____________________________________________?They don’t go out but just sit in front of thecomputer all the time.4. _____________________________________________?Quang knows the names of many plants, and hisEnglish seems to be improving.SpeakingLanguage notesGiving an opinion: I think that…; In my opinion…Asking for an opinion: What do you think? How doyou 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.Quang and his parents are talking about howhe should spend his free time. Decide whichstatements are from Quang and which arefrom his parents.Go out and playa sport. It’s goodfor you!I think computergames train my mindand my memory.Sitting for toolong in front of thecomputer makesyour eyes tired.I’ve made lots offriends from thegame network.My English ismuch betterbecause I surfthe net.You see yourreal friendsless and less.Role-play: WHAT’S THE SOLUTION?Quang, his parents, and his teacher arediscussing the impacts of his using the computer.Play the following roles.You are Quang. You want to persuade yourparents of the benefits of using the computer.1. The text is about ___________________________.A. teenagers’ leisure time in the pastB. teenagers’ leisure time in the presentC. adults’ leisure time in the present12Unit 1/ Leisure ActivitiesYou are Quang’s parents. You want to let Quang knowthat using the computer too much can be harmful. Youare thinking of completely banning him from using it.You are Quang’s teacher. You see both the negative andpositive sides of using the computer. You offer a solutionthat can make both Quang and his parents happy.6.,//65HDGLQJStart the lesson by doing a quick class survey on how many Ss use computers frequently and what they usethem 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 Ss work in pairs to discuss the questions. Call on some pairs to share their ideas once they havefinished their discussion. Write the ideas on the board.Ask Ss to look at the title and the picture and predict what they are going to read. Say that they are goingto read about a student named Quang. Encourage Ss to develop their ideas by guessing what Quang’sstory is about.Then ask Ss to read the text and underline any words they don’t know. Have Ss discuss any unfamiliarwords from the text.Ss then work individually to choose the best answer. They need to be able to explain their choice as well.Key: 1. B2. CTell Ss for this exercise they will need to look at the keywords in the responses in order to find out thequestions. Ss work individually then compare their answers with a partner.Key: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?4. What are the benefits of using the computer?6SHDNLQJExplain to Ss that these speech bubbles are from Quang and his parents. Ss may work in pairs or ingroups, but they will need to say why they think who says what, based on the information from thepassage. Go through the phrases in the Language notes box with Ss. For one of the speech bubbles,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.In pairs, have Ss choose a speech bubble and combine it with the language in the Language notesbox. Ask for volunteers to demonstrate their short exchanges.Key:Go out and playa sport. It’s goodfor you!Quang’s parentsI’ve made lots offriends from thegame network.QuangI think computergames train my mindand my memory.My English is muchbetter because I surfthe net.QuangQuangYou see your realfriends less and less.Quang’s parentsSitting for toolong in front of thecomputer makesyour eyes tired.Quang’s parentsBefore the role-play starts, arrange Ss into three groups: the group that plays Quang, the group that playsQuang’s parents, and the group that plays his teacher. Ask each group to brainstorm how they are goingto express their opinions. When they are ready, put Ss into new groups which contain Quang, Quang’sparents, and Quang’s teacher.Tell Ss that they can use the language in for their role-play, and emphasise that the phrases in theStudy skill box should be used in their discussion.If time allows, call on two or three groups to repeat their role-play for the class.Unit 1/ Leisure Activities 12T6.,//6ListeningComplete the following paragraph with thewords in the “Organising your ideas” box.What do you usually do with your friends inyour free time?Listento the radio programme and answerthe questions.1. What is the topic of this week’s programme?2. Which two main ways does the programmesuggest you can hang out with your friends?Listen again and complete the table.HANGING OUT WITH YOUR BEST FRIENDSWhat to doWhyWatching ___________(1) at home, eatingpopcorncomfortablefeeling, better than a_______________ (2)Making __________ (3)creative, feeling satisfied(1)__________, using the computer as yourhobby can be harmful to both your healthand your social life. (2)__________, sittingall day in front of the computer can causehealth problems such as eye-tiredness andPlaying __________ (4)Watching ________ (6)downtownobesity. (3)__________, you may get irritatedeasily. (4)__________, if you use the computergood for your_______________ (5)too much you won’t have time for your familyand friends. (5)__________, computers shouldfunonly be used for a limited time.Going to _________ (7) educating yourselfWritingWriting to give an opinionOrganising your ideasIntroducing your opinionIn my opinion,I believeExplaining your opinionFirstly, secondly, thirdly, finallybesides, also, in additionConcluding/Summarising your opinionFor these reasons,In short,As I have noted,13Unit 1/ Leisure ActivitiesNow write a similar paragraph to answer oneof the following questions.1. What do you think is the best leisure activity forteenagers?2. Should parents decide how teenagers spendtheir free time?6.,//6/LVWHQLQJShare some of the things you often enjoy doing with friends in your free time. Then ask Ss to tell each otherwhat they usually do with their friends. Ask some pairs to volunteer to tell the class if they find each other’sanswers interesting.Tell Ss that they are going to listen to a radio programme. Ask them to look at the questions and underlinethe keywords before T plays the recording.Key:1. The topic of this week’s programme is hanging out with your friends.2. There are two main ways: hanging out indoors or outdoors.Audio script:In this week’s programme we’ll share with you some cool ways to hang out with your best friends after abusy week at school. Basically you can hang out indoors or outdoors. If you like staying indoors, askyour parents if you can invite one or two friends over. Make some popcorn! Watch a movie! It’s morecomfortable than going to a cinema! Or if you’re feeling creative, you can make crafts together. You’llfeel satisfied once you finish something. If you fancy being outdoors, play some sports together.Football, badminton, biking… you name it! Or it can simply be a relaxing walk in the park. All theseactivities are good for your physical health. Do you prefer something more exciting? Go downtownand do some people watching. It’s fun. If you like something more organised, go to cultural centres,libraries, and museums. Educate yourself while having fun!Play the recording as many times as needed. Ss work individually then compare answers with their partner.Key:1. movies2. cinema3. crafts4. sports5. physical health6. people7. cultural centres:ULWLQJHave Ss cover the box and write some of these words/ phrases on the board. Ask Ss where in a paragraphthey often see these words and what could be the purpose for using them.Ss work individually to complete the task, and discuss their answers with a partner. Remind Ss that forsome gaps there is more than one correct answer.Key:1. In my opinion/I believe2. Firstly4. Besides/Also/In addition5. For these reasons/In short/As I have noted3. SecondlyThis task can be done in small groups where each group chooses one question. They then agree on anopinion and work together to brainstorm the ideas to argue for their points. Each member will needto write his/ her own piece. Remind Ss to use the connectors they have learnt earlier in order to betterorganise their ideas.Sample:I believe the best leisure activity for teenagers is any group activity. This could be playing a team sport or joininga hobby group or even volunteering. Firstly, teenagers like to feel that they belong to a group. Secondly, beingpart of a group helps teenagers make friends. Friendships are very important to teenagers. In addition, they willmake friends with people who have the same interests as them. For these reasons I think group activities arebest for teenagers.Unit 1/ Leisure Activities 13T