Giáo án Tiếng anh 7 Friends Plus Unit 2 COMMUNICATION

TEACHER^’S ACTIVITIES

STUDENTS^, ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

• Ask students to work in pairs to think of 3 devices that can be to communicate.
• Teacher asks some students to tell the class.

• Work in pairs and think of the possible devices.
• Report to the class.

Phone, letter, message, etc.

II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)

Set context:

• Call out some students to name five different ways to communicate.
• Lead to the topic of the lesson – Communication

Teach new vocabulary:

• Use pictures and explanations to present new words.
• Ask students to practice their pronunciation drills.

New words:

Face-to-face conversation (n)

Text message (n)

Email (n)

Letter (n)

Card (n)

Mobile phone(n)

landline (n)

instant messaging (n.)

video chat (n.)

emoticon (n.)

emoji (n.)

social media (n.)

• Some students will name five different ways to communicate.
• Listen to the teacher.
• Look, listen and repeat in chorus and individuals

New words:

Face-to-face conversation (n) /ˌfeɪs.təˈfeɪs ˌkɑːn.vɚˈseɪ.ʃən/

Text message (n) /ˈtekst ˌmes.ɪdʒ/

Email (n) /ˈiː.meɪl/

Letter (n) /ˈlet̬.ɚ/

Card (n) /kɑːrd/

Mobile phone(n) /ˌmoʊ.bəl ˈfoʊn/

landline (n) /ˈlænd.laɪn/

instant messaging (n.) /ˌɪn.stənt ˈmes.ɪ.dʒ ɪŋ /

video chat (n.) ˈvɪd.i.oʊ tʃæt/

emoticon (n.) /ɪˈmoʊ.t̬ə.kɑːn/

emoji (n.) /iˈmoʊ.dʒi/

social media (n.) /ˌsoʊ.ʃəl ˈmiː.di.ə/

III. PRACTICE. T - Ss - T/ S - S/ Indiv.

Activity 1 (5’) Match the words in blue in the communication survey with pictures A-J. Listen and check.

• Ask students to work in pairs to match the words with pictures A-J.
• Give the answers to the class.

Activity 2 (5’) Do the survey and compare with partner’s answers.

• Ask students to read the survey and complete it in pairs.
• Check students’ answers.

Activity 3 (5’) Complete the fact file statements about communication.

• Read through the fact file with the class and elicit what the figures mean (e.g. young people only spend 3% of their communication time using their voices, whereas adults spend 20% of their communication time speaking)
• Read out the first gapped sentence and elicit the correct words to complete it.
• Ask students to complete the remaining sentences.
• Check answers with the class.

• Work in pairs to do the task.
• Listen and identify word stress then note down these words.
• Read the quiz and complete it in pairs.
• Check the answers.
• Read through the fact file
• Complete the fact file
• Check answers with the teacher

Suggested answers

Suggested answers

Students’ own answers

Suggested answers:

1. much more

2. much less

3. hardly any

4. most

IV. PRODUCTION. T - Ss - T/ S - S / Indiv.

• Activity 1 (10) Watch or listen! Who meets their friends a lot, Rebecca, Harry or Steve?
• Read out the question, then play the video or audio for students to watch or listen and answer the question.
• Check the answers with the class.
• Ask students to watch or listen again to put the key phrases in the order students hear them, and say which phrases they do not hear.
• Activity 2 (5’) Use it!
• Read through the questions with the class.
• Allow students time to prepare their answers individually.
• Put them into pairs to ask and answer the questions. Remind them to listen to their partner’s answers.
• Ask some students to tell the class something about their partner.

• Watch or listen and answer the question.
• Check the answers with the teacher.
• Watch or listen again to put the key phrases in the order students hear them, and say which phrases they do not hear.
• Prepare their answers individually.
• Work in pairs to ask and answer the questions.
• Tell the class something about their partner.

Suggested answers:

• Rebecca and Harry meet their friends a lot.
• Key phrases in the order students hear them

1 b 2 d, h, i 3 f 4 d, f, g

Suggested answers

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes

• Learn by heart all the new words.
• Workbook: page 16.
• Prepare Lesson 2 – Reading.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

• What do these emojis mean?

- Show some emojis.

- Ask students to figure out their meanings.

- To make it fun, teacher can divide class into teams. Which team has the most correct answers will be the winner.

• Listen to the instructions carefully.
• Play the game in teams.
• Each team will explain the meanings of these emojis.
• The team has the most correct answers will be the winner.

Suggested answer:

Students’ own answers

II. PRE-READING. T - Ss - T / Ss - Ss / Indiv.(10’)

- Read the questions with the class and put students into small groups to discuss their answers.

- Ask some students to tell the class about their answers.

"Why do people use emoticons?”

• Work in groups and talk about the question based on their background knowledge.
• Listen to the teacher.
• Talk in front of the class

Question:

"Why do people use emoticons?”

Students' own answers

III. WHILE READING. T - Ss - T/ S - S/ Indiv.(20’)

• Activity 1 (10’) Read the article. Which of topics A–E are in the text? Put the topics in order.
• Read out the title of the text, then read through the list of topics with the class and check that students understand them all.
• Ask: Which topics do you think are included in the article? Elicit a few ideas, but don’t confirm them at this stage.
• Ask students to read the article quickly to identify the main topics and write them in order.
• Point out to students that they don’t need to understand all the details of the article at this stage, but they just need to identify the main topics.
• Check answers with the class

• Activity 2 (5’) Read and listen to the article. Write True or False.

• Allow students time to read through the sentences, then play the audio.
• Ask students read and listen and decide if the sentences are true or false.
• Ask students to correct the false sentences.
• Check answers with the class.

• Activity 3 (5’) VOCABULARY PLUS Use a dictionary to check the meaning of the words in blue in the text.

• Ask students to use a dictionary to check the meaning of the blue words.
• With stronger classes, you could encourage students to try to guess the meaning from the context first, then check in a dictionary.
• Check that students understand all the words.

- Check the meanings of topics in the list.

- Read the article quickly to identify the main topics and write them in order.

- Check answers with the teacher.

• Read through the sentences.
• Listen and decide if the sentences are true or false.
• Correct the false sentences.
• Check answers with the teacher.
• Use a dictionary to check the meaning of the blue words.
• Check answers with the teacher.

Suggested answer:

1 A 2 C 3 E 4 D

Suggested answers:

1 false (She is reading a message made of emojis.) 2 true

3 false (They show ideas from many cultures.)

4 true

5 false (They can show people’s feelings.)

Suggested answers:

Students’ own answers

IV. POST READING.T - Ss - T/ S- S / Indiv. (10’)

• Activity: (10') Use it! Work in pairs. Do you like emojis? Why / Why not?

- Allow students time to prepare their answers to the questions individually and then discuss the questions in pairs.

- Ask some students to report back on their partner’s opinions.

- If there is time at the end of the lesson, put students into pairs and ask them to design their own emoji. Students could then present their emojis to each other in small groups and explain when they would use it. Each group could choose one emoji to present to the class. The class could vote for their favourite overall.

• Think about the question individually
• Take turns to talking about the question in pairs or groups.
• Ask the teacher if necessary.

Question:

“Do you like emojis? Why / Why not?”

Suggested answer:

Students' own answers

V. Homework. (2’)

• Give homework.

• Take notes.

• Learn by heart all the new words.
• Workbook: Exercises page 20
• Prepare Lesson 3 – Language focus - Present continuous: affirmative and negative

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

• Ask students to look at some pictures to describe what’s happening in each one.
• The teams with the most correct sentences will be the winner.

• Play the game.

Suggested answer:

Students’ own answers

II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)

Lead – in : (3’)

• Write on the board: Anna ….. on the sofa.
• Refer students back to the text on page 20 to find the missing verb (is sitting). Complete the sentence on the board and underline the verb.

- Elicit that it is in the present continuous

• Introduce the new lesson “Present Continuous: affirmative and negative”

Activity 1: (7’)

Complete the sentences with the words in the box. Check your answers in the text on page 22. Then choose the correct words in the Rules.

- Ask students to complete the sentences with the words in the box and check the answers in the text on page 22.

- Ask students to choose the correct words in the Rules.

- Check answers with the class.

• Answer the question individually.
• Look at the board and listen to the teacher.
• Use dictionary if necessary.
• Complete the sentences with the words in the box and check the answers in the text on page 22.

- Choose the correct words in the Rules.

Suggested answer:

My dad bans phones. My mum doesn’t allow TVs in our rooms.

Suggested answer:

1 is sending

2 isn’t using

3 are becoming

4 aren’t speaking

Rules:

1 things happening now

2 be, -ing

3 be, have (possession)

• GRAMMAR POINT:

PRESENT CONTINUOUS - AFFIRMATIVE AND NEGATIVE

FORM:

Ex: His friends are listening to music on his phone.

My dad is not working now.

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (20’)

Activity 2: (7’) Read the Study Strategy. Then write the -ing form of the verbs. Check your answers in the text on page 22

• Read through the study strategy with the class.
• Give an example of a verb ending in -e (write), and one ending in a short vowel and a consonant (sit). Refer students back to the text on page 20 to find how they are spelled in the -ing form.
• Elicit the answers to the questions. Elicit other verbs that end in -e and elicit the -ing form (e.g. give – giving, have – having) and elicit other verbs that end in a short vowel and a consonant (e.g. run – running, chat – chatting).
• Students write the -ing form of the verbs and check their answers in the text.
• Check answers with the class.

Activity 3: (5’) Look at picture A. Complete sentences 1–5 using affirmative and negative forms of the present continuous.

• Read out the first gapped sentence and elicit the missing verb.
• Ask students complete the sentences with the correct verb forms.
• Check answers with the class.

Activity 4: (8’) Pronunciation. Sentence Stress.

• Play the example sentences twice, then read them out, putting stress on content words.
• Ask students to repeat the examples. Explain what the content words are and what structure words are.
• Ask students to work in pairs to read and listen to sentences 1-5.
• Ask some students to read their sentences to the class. Correct any errors.

• Listen to the teacher’s explanation and give answers if needed.
• Write the -ing form of the verbs and check the answers in the text.
• Check the answers with the teacher.
• Complete the sentences with the correct verb forms.
• Check answers with the teacher.
• Repeat the examples.
• Work in pairs to read and listen to sentences 1-5.
• Check the answers with the teacher.

Suggested answers:

Study strategy: You delete the -e before you add -ing. We repeat the final consonant before we add -ing.

1 becoming

2 having

3 sending

4 speaking

5 sitting

6 writing

Suggested answers:

1 are sitting

2 is having

3 is saying

4 isn’t listening

5 is sleeping

6 is pointing

IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (6’) Use it!

Activity:

• Ask students to look at picture B and read sentences 1-5 of exercise 4.
• Use sentence 1 as the example. Ask students: Is sentence 1 true or false?
• Correct the answer with the class.
• Ask students work in pairs to do sentences 2-5. One asks and the other answers. As feedback, ask who guessed correctly if all their partner’s sentences were true or false.

- Look at picture B and read sentences 1-5 of exercise 4.

• Work in pairs to do sentences 2-5.
• Listen to the teacher’s feedback and take notes.

Suggested sentences:

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes.

V. Homework

• Learn by heart all structures.
• Workbook: page 17
• Prepare the next lesson: VOCABULARY AND LISTENING.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

• Mime the actions done with the phone.
• Put students in 2 or 3 big groups.
• Ask them to make sentences with the actions.
• Check with the class.
• The group with the most correct hobbies will be the winner.

• Work in groups to make sentences with the actions.
• Check with the teacher.

Suggested answers.

- He is chatting on the phone.

- She is leaving a voice mail.

II. PRE-LISTENING. T - Ss - T / Ss - Ss / (10’)

Set context: (3’)

- Put students into pairs to ask and answer the questions.

- Encourage them to ask more questions to find out more information, e.g. How often do you phone / text? What do you talk about? Which person do you phone most often? Who do you text most often?

- Ask some students to tell the class what they learned about their partner.

Activity 1: Run through the meanings of verb phrases in Exercise 1. (7’)

• Ask students to use dictionary to find the meanings of some verb phrases in Exercise 1.
• Check that students understand all the verbs and phrases.
• Check the answers with the class.

• Answer with their own ideas.

- Use dictionary to find the meanings of some verb phrases in Exercise 1.

- Check the answers with the teacher.

Questions:

How often do you phone / text? What do you talk about? Which person do you phone most often? Who do you text most often?

Suggested answers:

Students’ own answers

III. WHILE-LISTENING. T - Ss - T/ S - S/ Indiv. (18’)

Activity 2: Listen and match phrases A–H with what you hear (1–8). Listen again and check. (5’)

- Allow students time to read through the phrases.

- Play the first extract and elicit which phrase it matches (C).

- Play the rest of the audio.

- Allow students to compare their answers in pairs, then play the audio again for them to check their answers.

- Check answers with the class and check that students understand all the phrases.

• Activity 3: Match 1–6 with a–f. Listen and check (5’)

- Ask students to match the sentence halves.

- Allow them to compare their answers in pairs then play the audio.

- Check answers with the class.

• Activity 4: (8’)

Listen to three conversations. Write who says phrases 1–6 in exercise 2.

- Play the audio.

- Ask students to listen and match the pictures with the conversations.

- Check answers with the class.

• Read through the phrases.
• Listen to the audio.
• Check the answers with the teacher.

- Match the sentence halves.

- Listen to the audio.

- Check the answers with the teacher.

• Listen and match the pictures with the conversations.
• Check answers with the teacher.

Suggested answers:

1 C 2 E 3 B 4 G 5 H 6 D 7 F 8 A

Suggested answers:

1 d 2 b 3 e 4 c 5 a 6 f

Suggested answers.

1 B 2 C 3 A

IV. POST-LISTENING. T - Ss - T/ S - S / Indiv. (10’)

• Activity 4: Work in pairs. Imagine you are in the following situations. Think of your answers and then explain your reasons to your partner. (10’)

- Allow students time to read the situations and think about their answers.

- Put them into pairs to explain their answers and give reasons.

- Ask some students to present in front and give feedbacks.

• Read the situations and think about their answers.
• Work in pairs to explain the answers.
• Present to the class.

Suggested answers.

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes

V. Homework

• Learn by heart all the phrases.
• Workbook: Exercises page 18.
• Prepare the next lesson: LANGUAGE FOCUS

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

• Game : NOUGHTS AND CROSSES
• Divide class into 2 groups. One group is “noughts” (O) and the other is “crosses” (X).
• Ask students to use “present continuous tense” to make interview questions about free time activities.
• Ask students to take turns and select the boxes and make sentences with those words/ numbers. The group makes the correct sentence will get an (O) or (X).
• Declare the winner group which has 3 Os or Xs on a horizontal, vertical, or diagonal row.

• Play the game in groups.
• Select the boxes and make sentences with those words/ numbers.

Free time Activities

E.g.: My mom is watching TV.

His brother is drinking coffee.

II. PRESENTATION. T - Ss - T / Ss - Ss / Indiv. (10’)

• Activity 1: Lead-in (3’)

- Refer students back to the pictures in exercise 3 on page 22.

- Ask one or two questions, e.g. Who is Anthony talking to? What is David doing?

- Elicit the answers, then write the questions on the board.

- Elicit that they are in the present continuous and we use this to talk about things that are happening now.

• Activity 2: Match questions 1–4 with answers a–d. Then choose the correct words in rules 1–2.

- Students match the questions with the answers and choose the correct words to complete the rules.

- Check answers with the class.

- With weaker classes, ask students to do the matching task, then read out the rules and elicit the answers.

• Answers some eliciting questions.
• Listen to the explanation.
• Complete the rules.
• Check answers with the teacher.

Suggested answers

Questions

Who is Anthony talking to? What is David doing?

Students’ own answers

Suggested answers

1 d 2 c 3 b 4 a

Rules: 1 be 2 be

Yes / No questions

Am/ Is / Are + S + Ving + O?

• Yes, S + am / is / are.
• No, S + am / is / are not.

Information questions

Question word (What, where, when,…) + Am/ Is / Are + S + Ving + O?

Example:

A: Is your mom cooking?

B: Yes, she is. / No, she isn’t.

A: What are you doing?

B: I’m reading a book.

III. PRACTICE. T - Ss - T/ S - S/ Indiv. (15’)

Activity 2: PRONUNCIATION Diphthongs Listen. Choose the words whose underlined part is pronounced differently from that of the others. (3’)

• Use sentence 1 as an example.
• Play the audio.
• Ask students listen and repeat each word. After 4 words, stop and ask students to identify the word whose underlined part is pronounced differently from that of the other three words.
• Give the correction by writing phonetic symbols. Play the audio. Students work in pairs and do sentences 2-5.
• Correct the sentences with the class.

Activity 3: Order the words to make questions. Then ask and answer the questions with your partner. (5’)

• Ask students to order the words to make questions.
• Check answers with the class, then put students into pairs to ask and answer the questions.

Activity 4: Read the examples and then complete the Rules. Complete the interview with the present simple or present continuous form of the verbs (7’)

• Read out the examples, then ask students to complete the rules with the correct words.
• Check answers with the class.
• Ask students to complete the interview with the correct verb forms.
• Point out to students that they can use clues in the text to help them choose the correct verb form.
• Check answers with the class

• Listen to the example.
• Listen and repeat each word.
• Work in pairs and do sentences 2-5.
• Check the answers with the teacher.

- Order the words to make questions.

• Work in pairs to answer the questions.
• Check the answers with the teacher.
• Complete the rules with the correct words.
• Check answers with the teacher.
• Complete the interview with the correct verb forms.
• Check answers with the teacher

Suggested answers

1. pear

2. shoulder

3. bear

4. choir

5. fail

Suggested answers

1 Are you listening to your teacher?

2 What is your teacher doing?

3 Is the person next to you speaking?

4 Are you sitting near a window?

5 Are the people in your class talking a lot?

6 What are you thinking?

Suggested answers

Rules:

1 continuous 2 simple

Interview:

1 are you studying

2 am working

3 are studying

4 are you doing

5 are listening

6 make

7 Are they playing

8 play

IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (13’)

Activity 5:

Write present simple and present continuous questions using the words in the box and your own ideas. Then ask and answer the questions with your partner. (13’)

• Elicit or give one or two examples, e.g. How often do you call your parents? What is your brother doing at the moment?
• Allow students time to write their questions individually.
• Ask students to work in pairs to ask and answer their questions. Remind students to listen carefully to their partner.
• Ask some students to report back to the class.

• Listen to the examples.
• Write their questions individually.
• Work in pairs to ask and answer their questions
• Report back to the class.

Suggested answers

Students’ own answers.

V. Homework. (2’)

• Give homework.

• Take notes

• Learn by heart all structures.
• Workbook: Exercises page 19.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

GAME: LETTER DICTATION

• Divide students into 4 groups.
• Give students strings of words, such as Whatareyoudoingtoday?, Whatdoyouliketowatch?, etc.
• Ask groups to figure out what the questions are.
• Check with the class.
• The groups with the most correct answers will be the winner.

• Work in groups to figure out what the questions are.
• Tell the class.
• Check with the teacher.

Suggested answer:

Whatareyoudoingtoday? 🡪 What are you doing today?

Whatdoyouliketowatch? 🡪 What do you like to watch?

II. PRE-SPEAKING. T - Ss - T / Ss - Ss /

Set context: (5’)

• Ask students this question, When you want to tell friends something important, do you phone or text?
• Elicit responses from some individuals.
• Lead in to the lesson.

- Answer the questions.

- Listen to their friends’ answers.

Question:

When you want to tell friends something important, do you phone or text?

Students’ own answers.

III. WHILE SPEAKING. T - Ss - T/ S - S/ Indiv. (20’)

Activity 1: Complete the dialogue with the phrases in the box. Then watch or listen and check. What does Mike want to do? Why can’t Anna meet Mike now? (5’)

- Students read the gapped dialogue and complete it with the phrases in the box.

- With weaker classes, students could work in pairs for this.

- Play the video or audio for students to watch or listen and check their answers.

- Check answers with the class, then ask the questions about Anna and Mike and elicit the answers.

Activity 2: Read the Key Phrases. Cover the dialogue and try to remember who says the phrases, Anna or Mike. Which key phrases are not used? Watch or listen again and check. (5’)

- - Put students into pairs and ask them to cover the dialogue in exercise 1.

- - Students read the key phrases and try to remember who said them, and which phrases aren’t used.

- Play the video or audio again for students to check their answers. Check answers with the class and check that students understand all the key phrases.

Activity 3: Work in pairs. Practise the dialogue. (5’)

- Ask students to work in pairs and practise the dialogue.

- Correct any mistakes.

Activity 4: Put the dialogue in the correct order. Listen and check. Then practise it with your partner (5’)

• Ask students to read the dialogue and put it in the correct order.
• Play the audio for them to listen and check their answers. Play the audio again and tell students to listen carefully to the pronunciation and intonation.
• Ask students to practise the dialogue in pairs.

- Read the gapped dialogue and complete it with the phrases in the box.

- Listen the audio to check the answers.

- Watch the video and answer the questions about Anna and Mike.

- Check answers with the teacher.

- Work in pairs and ask them to cover the dialogue in exercise 1.

- - Read the key phrases and try to remember who said them, and which phrases aren’t used.

- Listen and check the answers.

- Practice the dialogue in pairs.

- Practice in front of the class.

- Listen to the teacher’s feedback.

• Read the dialogue and put it in the correct order..
• Listen to the audio and check the correct answers.
• Listen again, paying attention to the intonation and pronunciation.
• Practice the dialogue in pairs.

Suggested answers

1 at home

2 having coffee

3 cinema

4 are you doing

5 cousin

6 film

7 bus

Mike wants to go to the cinema. Anna is waiting to Skype her cousin in Canada.

Suggested answers

Mike: We’re thinking of going to the cinema. / Are you interested? / Text me when you’re on the bus.

Anna: I can’t right now. / I can make it at four. Not used: I can’t make it. / I’m not sure. / Nothing special.

Suggested answers

1 A We’re thinking of playing football. Are you interested?

2 B I can’t right now. Maybe later.

3 A Why? What are you doing?

4 B Nothing special. I’m doing my homework.

5 A Oh, right. Text me later when you’re free, OK?

6 B OK then. Bye.

7 A Bye

IV. POST SPEAKING. T - Ss - T/ S - S /.

Activity 5: Use it! Read the situation. Practise a new dialogue using the key phrases and the dialogue in exercise 1 to help you. (13’)

• Ask students to work in pairs to prepare a new dialogue.
• Ask students to wrap roles and practice the dialogue again.
• Ask some students to perform the dialogue to the class.

.

• Work in pairs to prepare a new dialogue.
• Wrap roles and practice the dialogue again.
• Perform the dialogue to the class.

Students’ own answers.

V. HOMEWORK. (2’)

• Give homework.

• Take notes

• Learn by heart all key phrases.
• Workbook: Exercises page 23.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

1. WARM-UP. T- Ss - T / Ss - Ss / (5’)

GAME: RUNNING DICTATION

• Divide class into 2 groups.
• Pin two pieces of paper with a short text in it on the board.
• Ask one member of the groups go to the board to read and remember one or some sentences from the text. They then dictate the sentences for the other members to write down.
• The group with the most correct sentences will be the winner.

• Work in groups.
• Go to the board to read and remember one or some sentences from the text.
• Dictate the sentences for the other members to write down.

Suggested answer:

Twenty students are learning in the classroom. Half of them are girls and the other half are boys. [etc.]

II. PRE-WRITING. T - Ss - T / Ss - Ss / (10’)

Set context: (5’)

• Ask the questions to the class, What is your favourite song in English? Do you listen to many songs in English? and elicit answers from individual students.
• Ask more questions to encourage students to say more, e.g. Who are your favourite singers? Which songs do you find easy to understand in English?

Activity 1: Read the language survey report. How many people are there in the class? How many people watch TV programmes in another language? (5’)

• Read out the Communication survey questions and explain that when you do a survey you often write a report with the results.
• Ask students to read the report and answer the questions, then compare their answers in pairs.
• Check answers with the class.

• Think and answer the questions.
• Read Communication survey questions and the report.
• Check the answers with the teacher.

Students’ own answers

Suggested answers.

There are 13 people in the class. Only a few people watch TV programmes in another language.

III. WHILE-WRITING. T - Ss - T/ S - S/ Indiv. (15’)

Activity 2: Complete the Key Phrases from the text. Which key phrases are followed by a verb in the singular form? (5’)

- Point out the person icons next to the key phrases, are to indicate how many people each phrase refers to.

- Ask students to complete the key phrases with words from the report.

- Check answers and check that students understand all the phrases.

Language point: Contrasting ideas

Activity 3: Find the words but and however in the survey. Do they come at the beginning, middle or end of a sentence? (5’)

- Ask students to find the examples of the two words and answer the question.

- Check answers with the class and elicit or explain that these linkers are used to link contrasting ideas.

- Point out that but is preceded by a comma (e.g. Everybody listens to English songs, but only a few people watch TV programmes). However is followed by a comma (e.g. However, less than half post comments)

Activity 4: Match 1–4 with a–d. (5’)

- Ask students to match the sentence halves.

- Check answers with the class. With stronger classes, students could write their own alternative endings for the sentences.

• Complete the key phrases with words from the report.
• Check answers with the teacher.
• Find but and however in the survey and answer the questions.
• Check the answers with the teacher.
• Match the sentence halves.
• Check the answers with the teacher.

Suggested answers.

1 in the 2 of the class 3 of the people 4 Less 5 few 6 Nobody

Suggested Answers:

However comes at the beginning of a sentence; but comes in the middle of a sentence.

Suggested Answers:

1 d 2 a 3 b 4 c

IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (13’)

Activity 5: Use it! Follow the steps in the writing guide.

• Read the task with the class, then copy the following table onto the board:

• Ask each of the survey questions in turn and complete the numbers of students in the yes / no columns.
• Ask students to copy the table and results. Students write their report. Remind students to use some of the key phrases, and but and however.
• Remind them to check their grammar and spelling carefully.

• Read the task.
• Answer the questions and plan their text.
• Check their grammar and spelling carefully by themselves.

Suggested Answers:

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes

• Learn by heart all structures.
• Workbook: Exercises page 21.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

Game: “ODD ONE OUT”

• Give students some lists of words and ask them to cross out the one that is different from the rest.
• Go around the class to support students.
• Check students’ answers.

- Listen to teacher.

- Cross out the word that is different from the others.

- Correct the answers with teacher.

- Listen to teacher

Suggested answers:

- English, physics, maths, computer 🡪The odd-one-out is computer.

II. PRE-READING. T - Ss - T / Ss - Ss /

(10’)

Activity 1: Complete the lists with the words and phrases in the box. (4’)

- With books closed, ask: Can you speak English? How long is it since you started to learn English? Did you get any certificate in English last year? What is it?

- Elicit some examples of English certificates and ask: Do you want to get them? Which one would you like to get?

- Then say: If you want to know how good your English is, you should do a test by Education First. After doing the test, you will know your EPI, which means English Proficiency Index. Your EPI shows you how good your English is.

Activity 2: Understand some new words in the text. (6’)

- Ask students to underline some new words in the text and use dictionary to find out the meanings.

- Check answers with the class.

III. WHILE-READING. T - Ss - T / Ss - Ss /

(20’)

Activity 3: Read and listen to the text and complete the table. (6’)

- Play the audio.

- Ask students to read and listen to the text, underlining the countries and their EPI.

- Ask students: What is the EPI of …?.

- Correct the answers and let students work in groups to fill in the table.

- Ask students to show the tables to the class.

- Give the correct answers.

Activity 4: Read the text again and write True or False. (6’)

- Read sentence 1 to the class and write it on the board. Ask students: What is the most important detail in this sentence?

- Underline more than a billion and ask students to look for this detail in the text.

- Ask students: How many people speak English as their first language? How many people speak it as a second language? Students answer the questions.

- Ask students: Do more than a billion people speak English in the world? Students answer the question.

- Confirm that sentence 1 is true.

- Ask students to work in pairs and do sentences 2-4.

- Check answers with the class.

Activity 5: YOUR CULTURE Work in groups. Ask and answer the questions with a partner. (8’)

- Allow students time to prepare their ideas individually.

- Put them into pairs to ask and answer the questions.

- Ask some students to tell the class something they learned about their partner.

IV. POST-READING. T - Ss - T / Ss - Ss /

(10’)

Activity 6: USE IT! Use your answers from exercise 3 to write a text (60–80 words) describing your use of English in daily life

• Let students write a text as an assignment and collect their papers after some days.
• Choose the best writings and hold a small exhibition in the class.

- Answer some questions.

- Listen to teacher’s explanation and answer the questions.

- Underline some new words in the text and use dictionary to find out the meanings.

- Check answers with the teacher.

- Read and listen to the text, underlining the countries and their EPI.

- Check answers with the teacher.

- Read the statements

- Answer teacher’s questions.

- Work in pairs and do sentences 2-4.

- Check answers with the teacher.

- Prepare their ideas individually.

- Work in pairs to ask and answer the questions.

- Tell the class something about their partner.

- Write a text (60–80 words) describing your use of English in daily life.

- Check grammar and punctuation carefully.

Suggested answers:

Students’ own answers

Suggested answers:

Students’ own answers

Suggested answers:

1 611 – Singapore

2 562 – the Philippines

3 473 – Việt Nam

Suggested answers:

1 True 2 False 3 False 4 False 5 True

Suggested answers:

Students’ own answers

Suggested answers:

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes

- Learn by heart all the new words.

- Prepare the next lesson “Puzzles and games”.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

I. WARM-UP. T- Ss - T / Ss - Ss / (5’)

Game: “THREE THINGS IN COMMON”

• Ask students to work in pairs.
• Ask them to ask and answer about their ways to communicate. Then find three things they have in common.
• Have some pairs report back to the class.

- Lead in the lesson.

- Listen to teacher.

- Ask and answer about their free time activities. Then find three things they have in common

- Tell the class the similar things.

Suggested answers:

Students’ own answers

II. PUZZLES AND GAMES. T - Ss - T / Ss - Ss /

Activity 1: Complete the puzzle with words about communication. Then use the letters in the blue boxes to make a mystery word. (7’)

- Ask students to complete the puzzle then find the mystery word.

- With weaker classes, you could allow students to look back through the unit to help them. With stronger classes, you could do it as a race.

- Check the answers.

Activity 2: SENTENCE RACE. Work in groups. Order the words to make present continuous sentences. Score three points for finishing first. Score one point for each correct sentence. (7’)

- Divide the class into three teams (or more if you have a large class). Teams race to order the words to make present continuous sentences. Award three points to the team that finishes first, and one point for each correct sentence. See which team has the most points overall.

- As an extension, students could work in pairs and write another sentence using the present continuous.

- Monitor and help while they are working, and make sure their sentence is correct. They can then rewrite the sentence as a jumbled sentence and swap with another pair. The two pairs race to unscramble each other’s sentences.

Activity 3: Look at the mobile phone key pad. Use the code to write phone language verbs (7’)

- Ask students to use the code to write the verbs. They could work in pairs for this, and you could do it as a race.

- Check answers with the class. As an extension, students could write a sentence using each of the verbs.

Activity 4: WHO’S WHO? Work in pairs. Follow the instructions.. (7’)

- Students work in pairs and follow the instructions.

- Tell them the aim is to name all the people in the picture as quickly as possible by asking questions to identify them.

- As an extension, students could write three true / false questions about the picture. They then close their books and work in pairs. They take turns to read their sentences to their partner and guess whether their partner’s sentences are true or false.

Activity 5: Work in groups. Talk about each other following the instructions.. (10’)

- Ask students to work in groups of four to say sentences about each other, using the present simple and present continuous.

- With stronger classes, to make it more challenging, you could specify that once a verb has been used by someone in the group, it cannot be reused, so students need to think of a different verb to use each time. Monitor while students are working and correct any typical errors in a feedback session at the end.

- Complete the puzzle.

- Check answers with the teacher.

- Listen to the instructions.

- Work in teams to order the words to make present continuous sentences..

- Check answers with the teacher.

- Use the code to write the verbs.

- Check answers with the teacher.

- Work in pairs and follow the instructions.

- Check answers with the teacher.

- Work in pairs and follow the instructions.

- Check answers with the teacher.

Suggested answers:

1 emoticons

2 video chat

3 letter

4 social media

5 text message

6 mobile phone

7 symbols

Mystery word: conversations

Suggested answers:

1 Our maths teacher isn’t feeling very well today.

2 Jake and his brother are playing football in the park.

3 His phone’s ringing, but he isn’t answering.

4 My grandparents aren’t living with us now.

5 I’m afraid my landline isn’t working at the moment.

Suggested answers:

1 send 2 top up 3 download 4 hang up 5 put 6 speak up 7 leave

Suggested answer

Students’ own answers

Suggested answers:

Students’ own answers

III. Homework. (2’)

• Give homework.

• Take notes

- Learn by heart all the new words.

- Prepare Unit 3.