Giáo án Tiếng anh 7 Friends Plus Unit 4 IN THE PICTURE

TEACHER^’S ACTIVITIES

STUDENTS^, ACTIVITIES

CONTENTS

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

Favorite Photos

- Show some amazing photos.

- Ask students to work in groups to choose their favorite ones.

- Ask some students to tell the class about their group’s favorite photos and say why.

- Discuss in groups to choose the favorite photos.

- Report to the class.

Suggested answer:

Students’ own answers.

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

Set context:

• Read the questions with the class, ‘Do you have a favorite photo on your phone? Why is it your favorite?’ and elicit the answers.
• Ask some students to tell the class about their favorite photos.
• Lead to the topic – In the Picture

Teach new vocabulary:

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

New words:

Climb up (v.)

Hang from (v.)

Hold (v.)

Jump up (v.)

Kick (v.)

Lie on (v)

Sit on (v)

Stand in (v.)

Pick up (v.)

Walk on (v.)

• Some students volunteer to answer the questions.
• Listen to the teacher.
• Look, listen and repeat in chorus and individuals

Suggested answers:

There are 100 years in a century and 1,000 years in a millennium.

1865: eighteen sixty-five (19^th century)

1288: twelve eighty-eight (13^th century)

1602: sixteen oh two (17^th century)

New words:

Climb up /klaɪm ʌp /

Hang from /hæŋ frəm/

Hold /həʊld/

Jump up /dʒʌmp ʌp/

Kick /kɪk/

Lie on /laɪ ɒn/

Sit on /sɪt ɒn/

Stand in /stænd ɪn/

Pick up /pɪk ʌp/

Walk on /wɔːk ɒn/

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

Activity 1 (5’) Match pictures 1-10 with the verbs in the box. Then listen and check.

- Ask students to match the pictures with the verbs in the box.

- Play the audio for students to check their answers.

- Check answers with class.

- Play the audio again, pausing after words with difficult pronunciation for students to repeat, e.g. climb.

Activity 2 (5’) Read the descriptions of four photos in the observation test and match descriptions 1-4 with four photos from A-F. Then choose the correct verbs in blue.

- Ask students to read the descriptions and match them with four of the photos (A-F).

- Check answers, then ask students to read the descriptions again and choose the correct words to complete them.

- Check answers with the class and ask: Which photo do you like best? Why?

Activity 3 (2’) Watch or listen. Which photos are the speakers describing?

- Read out the question, then play the video or audio.

- Ask students to watch or listen and identify the photos the speakers are describing.

- Check answers with the class.

Activity 4 (3’) Watch or listen again. Which of the key phrases do you hear? Who says them?

- Read through the key phrases with the class and use the graphics to elicit or teach the meaning.

- Play the audio or video again for students to watch or listen and note down the phrases they hear.

- Check answers with the class.

• Match the pictures with the verbs in the box.
• Listen and check the answers.
• Check the answers with the teacher.
• Read the descriptions and match them with four of the photos (A-F)
• Read the descriptions again and choose the correct words to complete them.
• Check the answers with the teacher and answer the question.
• Watch or listen and identify the photos the speakers are describing.
• Check the answers with the teacher.
• Listen to the teacher.
• Watch the video or listen to the audio and note down the phrases they hear.
• Check the answers with the teacher.

Suggested answers

1 climb up 2 jump up 3 lie on

4 kick 5 pick up 6 stand in 7 sit on

8 walk on 9 hold 10 hang from

Suggested answers:

1. D 2. B 3. C 4.A

1. picking up, lying on

2. walking on

3. kicking

4. holding

Suggested answers:

1. F 2. E 3. F 4. E

Suggested answers:

In the middle (Lilly)

In front of (Elijah)

Behind (Rebecca)

On the left / right (Lilly)

In the foreground / In the background (Rebecca)

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

• Activity 5 (15’) USE IT! Work in a group. Use the Key Phrases to create your own photograph.

- Read out the task, then read through the information in the Remember! Box with the class.

- Put students into small groups. Allow them time to plan their photograph, then allow them to position themselves ready to take it.

- Monitor to make sure they are giving instructions in English.

- If students have their phones with them, they could take their photo and show it to the class.

• Listen to the teacher.
• Work in groups to take their photos, giving instructions in English.
• Take the photos and show them to class.

Suggested answers

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes

• Learn by heart all the new words.
• Workbook: page 32.
• Prepare Lesson 2 – Reading.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

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

Memory Challenge

- Ask students to work in pairs or groups to write down as many action and movement verbs as possible in 3 minutes.

- Ask some representatives to write the list of verbs on the board.

- The groups with the most correct answers will be the winner.

• Work in pairs or groups to write down as many action and movement verbs as possible in 3 minutes.
• Write on the board.
• Check with the teacher.

Suggested answer:

Climb up, hang from, hold, jump up, etc.

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

- Put students into small groups to discuss their ideas about the question “What should you do with rubbish?”

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

- Ask students to read Study Strategy about Predicting content. Explain to them.

- Ask students to look at the photos on page 46 and guess the topic.

- Tell them that they are going to read the text to check their ideas.

• Work in groups and answer the question.
• Talk in front of the class.
• Read the Study Strategy and listen to the teacher’s explanation.
• Look at the photos on page 46 and guess the topic.

Question:

“What should you do with rubbish?”

Students' own answers.

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

• Activity 1 (7’) Look at the photos on page 46. What are the people doing? Why are they doing it? Which countries are they in? Read the texts and check.
• Focus on the photos and elicit what they show.
• Ask students to think of the answers for the three questions before reading the text, “What are the people doing? Why are they doing it? Which countries are they in?”
• Put students into pairs to look at the photos and answer the questions.
• Ask students to read the texts and check the answers in pairs.
• Check answers with the class.

• Activity 2 (7’) Read and listen to the texts. Write True or False. Explain the answers.

• Allow students time to read the sentences, then play the audio.
• Ask students to listen to the text and write True or False.
• Check answers with the class.

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.

• Activity 3 (6’) Language Point: Although. Find the word although in the second text. What is it used for?

• Ask students to find the word although in the second text and read out loud the example sentence.
• Elicit the meaning of although.

Combine the two sentences using although and but.

• Ask students to combine the two sentences.
• Check the answers with the class.

- Listen to the teacher.

- Work in pairs to look at the photos and answer the questions.

- Read the texts and check the answers in pairs.

- Check answers with the teacher.

- Read the sentences.

- Listen and write True or False.

- Check answers with the teacher.

• Use a dictionary to check the meaning of the blue words.
• Check answers with the teacher.
• Find the word although in the second text.
• Listen to teacher’s explanation.
• Combine the two sentences.
• Check the answers with the teacher.

Suggested answer:

1. Picture 1: The girl is making a toy.

Picture 2: They are decorating old tyres and bottles.

2. People are making use of rubbish.

3. Picture 1: The little girl is in Thailand.

Picture 2: The people are in Vietnam.

Suggested answers

1. True

2. True

3. False (The café was full.)

4. False (They were working very hard.)

5. True

Suggested answers:

Students’ own answers

Suggested answers:

Although is used to give a concession.

Suggested answers:

1. She is a little girl, but she is helpful. / Although she is a little girl, she is helpful.

2. Although many collectors want to own her toys, she does not want to sell them. / Many collectors want to own her toys, but she does not want to sell them.

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

• Activity: (10') Use it! Work in pairs. Do you think that recycling can change the world? Can you think of an idea to make toys from rubbish?

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

- Ask some students to tell the class about museums that they and their partner think are interesting.

- Give comments.

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

Question:

“Do you think that recycling can change the world? Can you think of an idea to make toys from rubbish?”

Suggested answer:

Students' own answers

V. Homework. (2’)

• Give homework.

• Take notes.

• Learn by heart all the new words.
• Workbook: Exercises page 36
• Prepare Lesson 3 – was / were; there was / there were

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

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

• Show some pictures about recycling.
• Ask students to work in groups to think of some action verbs to describe the pictures.
• Ask some students to report back to the class.

• Play the game.

Suggested answer:

Students’ own answers

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

Lead – in: (2’)

• Ask what students can remember about the story of the little girl on page 46. Elicit a few ideas, then ask: What was the girl doing? While the writer was taking some photos, what was she doing?
• Elicit answers and write on the board: She was making a toy with ice-cream sticks. While the writer was taking some photos, she was smiling nicely.
• Underline the verbs and elicit or explain that they are in the past continuous form.
• Introduce the new lesson

• Activity 1: (5’)

Complete the sentences with the words in the box. Check your answers in the text on page 46.

- Ask students to complete the sentences and check the answers in the text on page 46.

- Check answers with the class.

Activity 2: (3’) Look at the sentences in exercise 1. Then choose the correct words in the Rules.

- 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 46.

- Choose the correct words in the Rules.

- Listen to the teacher.

- Check the answers with the teacher.

Suggested answer:

Students’ own answers

Suggested answer:

1 was

2 wasn’t

3 was

4 weren’t

5 were

Suggested answer:

1. an action in progress

2. was (were) and the -ing / base form of a verb

3. wasn’t/ weren’t and the -ing / base form of a verb

• GRAMMAR POINT:

WAS / WERE + V-ing

FORM:

Eg.: His friends were playing at the park.

My dad was reading a book at home.

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

Activity 3: (10’) Complete the text using the past continuous form of the verbs in brackets.

• Focus on the photo of the monkey on the phone and ask: Who do you think took this photo? Elicit a few ideas, then ask students to read the text quickly, ignoring the gaps to find out. (The monkey took it as a selfie.)
• Ask students to complete the text with the correct verb forms in brackets.
• Check answers with the class.

Activity 4: (10’) Write true sentences about today. Use the affirmative or negative form of the past continuous.

• Read out the example and elicit another example.
• Ask students to write the remaining questions and answers.
• Allow students time to compare their answers in pairs.
• Check answers with the class.

- Answer teacher’s questions.

- Read the text quickly, ignoring the gaps to find out the answer.

• Complete the text with the correct verb forms.
• Check the answers with the teacher.
• Give another example.
• Write the remaining questions and answers.

- Check answers with the teacher.

Suggested answers:

1. was visiting

2. was photographing

3. were jumping

4. was playing

5. was smiling

Suggested answers:

1 My dad was / wasn’t working at 9 a.m.

2. My friends were / weren’t walking to school at 8 a.m.

3. We were / weren’t doing maths ten minutes ago.

4. It was / wasn’t raining early this morning.

5. I was / wasn’t riding my bike at 8.15 a.m.

IV. PRODUCTION. T - Ss - T/ S - S / Indiv. (6’) Use it! Work in pairs. Look at the photo and imagine you saw the event. Describe what was happening. Use the questions to help you.

Activity 5:

• Focus on the photo and check that students understand all the questions.
• Allow students time to prepare their answers to the questions individually, then put them into pairs to discuss what was happening in the photo.
• Ask some students to tell the class their ideas.

- Answer the teacher’s questions.

• Prepare the answers to the questions individually, then discuss what was happening in the photo in pairs.
• Tell the class.
• 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 33
• Prepare the next lesson: VOCABULARY AND LISTENING.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

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

Sort the pictures

• Show the class some pictures.
• Ask them to classify the pictures into similar categories such as people, places or sports.

- Follow the instructions to play the game.

• Check with the teacher.

Suggested answers.

Students’ own answers

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

Set context: (3’)

- Ask students what photographs they prefer: people, places or sport.

- Elicit answers, and encourage students to give reasons for their answers.

Activity 1: Read the text and choose the correct words. Listen and check. (7’)

• Ask students to read the texts and choose the correct words.
• Play the audio for students to listen and check their answers.
• Check the answers with the class and check that students understand all the verbs.

• Answer with their own ideas.
• Tell the class.
• Read the text and choose the correct verbs.
• Listen to the audio and check the answers.

- Check the answers with the teacher.

Suggested answers:

Students’ own answers

Suggested answers:

1. easy 2. fast 3. patient

4. comfortable 5. quietly 6. rude

7. happily 8. politely 9. slowly

10. carefully 11. creative 12. bad

13. good 14. creatively

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

Activity 2: Complete the table with the adjectives and adverbs in Exercise 1. (6’)

- Ask students to complete the table with the adjectives and adverbs.

- Check answers with the class.

- Elicit which adverbs are regular and irregular, and elicit the spelling rules for regular adverbs.

• Activity 3: Listen to a photographer explaining how he took these photos. Put the photos A-D in the order you hear. (6’).

- Point out that students don’t need to understand every word, just the main idea.

- Play the audio.

-Ask students to listen and put the photos in the order they are mentioned.

- Check answers with the class.

• Activity 4: (6’) Listen again and answer the questions.

- Play the audio again.

- Ask students to listen and answer the questions.

- Check answers with the class.

• Complete the table with the adjectives and adverbs.
• Check the answers with the teacher.
• Answer teacher’s questions.

- Listen to the audio and put the photos in the order they are mentioned

- Check the answers with the teacher.

• Listen again and answer the questions.
• Check answers with the teacher.

Suggested answers:

Adjectives: easy, brave, slow, fast, happy, patient, comfortable, careful, polite, rude, creative, slow, bad, good, quiet

Adverbs: badly, quietly, happily, rudely, politely, well, slowly, patiently, carefully, bravely, creatively, comfortably

Suggested answers:

1. A 2. C 3. B 4. D

Suggested answers:

1. It was running up and down the tree and eating nuts.

2. He was travelling.

3. Yes, he was.

4. He was on the person’s left.

5. No, he was sitting in the boat.

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

• Activity 5: USE IT! Work in pairs. Say how you can do the activities in the box. Use adverbs from Exercise 2. (10’)

- Focus on the Remember! Box and remind students that these two adverbs are irregular.

- Ask students to work in pairs to say how they do the activities.

- Ask some pairs to tell the class about their ideas.

• Work in pairs to say how they do the activities.
• 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 34.
• 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 “simple past tense” and “past continuous tense”.
• 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.

Past Activities Last Night

E.g.: My mom watched TV.

He was lying on the bed.

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

• Activity 1: Lead-in (3’)

- Refer students back to the photos on page 48 and ask What was the squirrel doing when the photographer saw it?

- Elicit the answer (It was running up and down the tree and eating nuts.), then write the question on the board.

- Underline the verb and elicit that it is the question form of the past continuous.

• Activity 2: (7’) Match questions 1-4 with answers a-d. Then complete the Rule.

- Ask students to work in pairs to match the questions with the answers.

- Check answers with the class.

- Ask students to read the Rule and complete it.

- Check answers with the class.

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

Suggested answers

Students’ own answers

Suggested answers

1a 2c 3d 4b

Rules

1. was

2. were

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

Activity 2: (3’) Write questions and answers using the past continuous.

- Read out the example.

- Ask students to write the questions and answers.

- Check answers with the class.

Activity 3: (3’) PRONUNCIATION Word stress in questions. Listen. Which words are stressed in each phrase? Listen again and repeat.

- Play the audio once for students to listen to the questions.

- Elicit that the main verb is stressed, and Wh-words are also stressed, but was / were are not stressed.

- Play the audio, pausing after each question for students to repeat.

Activity 4: (3’) Work in pairs. Ask and answer the questions from Exercise 3. Make true answers.

- Read out the example. Point out that was / were are stressed in short answers.

- Allow students time to prepare their answers to the questions, then put them into pairs to ask and answer them.

Activity 5: (3’) Study the sentences. Then complete the Rules with past simple and past continuous.

- Ask students to work in pairs to read the sentences and complete the Rules.

- Check the answers with the class.

Activity 6: (3’) Complete the sentences using the past simple and past continuous form of the verbs in brackets.

- Read out the example.

- Ask students to compete the sentences with the correct verb forms.

- Check answers with the class.

• Write the questions and answers.
• Check the answers with the teacher.
• Listen to teacher’s explanation.
• Read the questions in Exercise 3, paying attention to stress.
• Listen to the audio and check.
• Repeat the sentences.
• Prepare their answers to the questions
• Work in pairs to ask and answer the questions.
• Work in pairs to read the sentences and complete the Rules.
• Check the answers with the teacher.

- Listen to the example.

- Compete the sentences with the correct verb forms.

- Check the answers with the teacher.

Suggested answers

1. Was the squirrel eating nuts? Yes, it was.

2. Where were your friends travelling? They were travelling in Canada.

3. What were you doing last night? I was watching TV.

4. Was Maria swimming in a river? No, she wasn’t.

5. Who were you talking to after class yesterday? I was talking to Mary.

Suggested answers

1. Were you sleeping at 7 a.m. yesterday?

2. Was your mum listening to music at 8 p.m. last night?

3. What were you doing on Sunday morning?

4. Who were you talking to before class this morning?

Suggested answers

Students’ own answers.

Suggested answers

1. past continuous 2. past simple

3. past simple 4. past continuous

Suggested answers:

1. took, were skiing

2. was climbing, had

3. met, were travelling

4. spoke, was staying

5. weren’t sleeping, got

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

Activity 7: (13’) USE IT! Work in pairs. Imagine you travelled around the world. Talk about things you did using the past simple and past continuous. Use the ideas in the table and your own ideas.

- Read out the example.

- Encourage students to use their imaginations.

- Put students into pairs to talk about their imagined experiences.

- Ask some students to report back to the class.

- Ask students to write their diaries and share with their partners.

• Listen to the examples.
• Work in pairs to talk about their imagined experiences.
• Report back to the class.
• Write their diaries and share with their partners.

Suggested answers

Students’ own answers.

V. Homework. (2’)

• Give homework.

• Take notes

• Learn by heart all structures.
• Workbook: Exercises page 35.

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 Wherewerethepeoplegoing?, DidyoulearnEnglishyesterday?, 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:

Wherewerethepeoplegoing? 🡪 Where were the people going?

DidyoulearnEnglishyesterday? 🡪 Did you learn English yesterday?

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

Set context: (5’)

• Ask students to describe the last photo they took on their phones.
• Ask more questions, e.g. When did you take it? Where was it? Do you think it’s a good photo? Why?
• Elicit responses from some individuals.
• Lead in to the lesson.

- Answer the questions.

- Listen to their friends’ answers.

Question:

When did you take it? Where was it? Do you think it’s a good photo? Why? Students’ own answers.

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

Activity 1: (5’) Complete the dialogue with the phrases in the box. Then watch or listen and check. What happened in Julie’s photo? Where was Julie when she took the photo?

- Ask students to read the gapped dialogue and complete it with the correct phrases.

- 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 Julie to the class and elicit the answers.

Activity 2: (5’) Look at the Key Phrases. Cover the dialogue and try to remember who says the phrases, Amelia or Julie. Watch or listen again and check.

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

- - Students read the key phrases and try to complete them from memory.

- 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: (5’) Practice the dialogue with your partner.

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

- Correct any mistakes.

Activity 4: (5’) Imagine that you took this photo. Think about your answers to these questions.

• Focus on the photo and ask questions to elicit what it shows, e.g. What can you see? What are the people doing? Where do you think they are? Why do you think they are doing this?
• Ask students to work individually to think about their answers to the questions.
• Elicit a few possible answers from individual students.

- Read the gapped dialogue and complete it with the correct phrases.

- Listen the audio to check the answers.

- Watch the video and answer the questions about Julie.

- Check answers with the teacher.

- Work in pairs and cover the dialogue in exercise 1.

- - Read the key phrases and try to complete them from memory.

- Listen and check the answers.

- Practice the dialogue in pairs.

- Practice in front of the class.

- Listen to the teacher’s feedback.

• Work individually to think about their answers to the questions.
• Give out the answers.

Suggested answers

1 do you think

2 were you

3 was sitting

4 fell off

5 was cycling

A man fell off his bike. Julie was watching a cycling race when she took the photo.

Suggested answers

Amelia: That one’s brilliant. It’s an amazing photo. Really? I’m impressed!

Julie: You’re kidding! That’s really kind of you.

Suggested answers

Students’ own answers.

Suggested answers

Students’ own answers

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

Activity 5: (13’) Use it! Work in pairs. Prepare a new dialogue. Use the Key phrases and your ideas from Exercise 4. Then practice your dialogue.

• 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.

Suggested answers

Students’ own answers.

V. HOMEWORK. (2’)

• Give homework.

• Take notes

• Learn by heart all key phrases.
• Workbook: Exercises page 39.

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:

While I was eating in a restaurant, I met my old friend. We talked to each other for so long. We were talking when it rained heavily. […]

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

Set context: (5’)

- Focus on a photo and elicit what is happening. Ask: When do animals need humans to help them?

• Elicit answers from individual students.
• Ask more questions to encourage students to say more, e.g. What about when there is a natural disaster? What about young animals whose mothers have died?

Activity 1: (5’) Read the story. When was the rescue? What was the writer doing?

- Ask students to read the story and answer the questions, then compare their answers in pairs.

- Check answers with the class.

• Think and answer the questions.
• Read the story, answer the questions, then compare the answers in pairs.
• Check the answers with the teacher.

Suggested answer:

Students’ own answers

Suggested answers.

The rescue was in Kenya. The writer was taking photos of wild animals.

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

Activity 2: (5’) Complete the Key Phrases from the text. Then read the text and check the answers.

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

- Ask students to read the text and check answers.

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

Language point: Linking Words

Activity 3: (5’) Read the text again and find the linking words: after, as soon as, when, while.

• • - Elicit or explain that linking words join ideas together and tell us when different actions happened.
  • - Read out the first sentence of the story and elicit that while is a linking word.
  • - Point out that some linking words may be expressions made up of more than one word.

- Ask students to work in pairs to find the linking words in the text.

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

Activity 4: (5’) Choose the correct linking words.

- Ask students to choose the correct linking words.

- Check answers with the class.

• Complete the key phrases with words from the text.
• Check answers with the teacher.
• Listen to the explanation.
• Find the linking words in the text.
• Check the answers with the teacher.
• Choose the correct linking words.
• Check the answers with the teacher.

Suggested answers

1. we were on a safari holiday in Kenya last February.

2. rescue

3. to see it.

4. we were taking photos of wild animals.

5. they were looking at something.

Suggested Answers:

While (lines 1 and 4), when (line 5), as soon as (line 10), after a few minutes (line 11)

Suggested Answers:

1. while 2. As soon as

3. when 4. After a few minutes

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.

- Students answer the questions and plan their text.

- Read through the paragraph structure with the class.

- Ask students to write their stories. Remind students to check grammar and spelling carefully.

• Read the task.
• Answer the questions and plan their story.
• Write stories.
• 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 37.

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:

- cartoon, movie, film, song 🡪The odd-one-out is song.

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

(10’)

Activity 1: Check the meaning of the words in the box. Then match them with the pictures.

- Ask students to check the meaning of the words in the box.

- Ask them to match them with the pictures.

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

(20’)

Activity 2: (10’) Read and listen to the text. Match headings a-d with paragraphs 1-4.

- Ask students to read and listen to the text. Then match headings a-d with paragraphs 1-4.

- Check answers with the class.

Activity 3: (10’) Read the text again and answer the questions.

- Ask students to read the text again and answer the questions.

- Give the correct answers.

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

(10’)

Activity 5: USE IT! Research the making of your favorite animated film. Prepare a short presentation (60-80 words) on the film.

- Let students find some information about the making of their favorite animated film.

- Allow them time to prepare a short presentation on the film.

- Ask students to talk about the film in pairs.

- Ask some students to present in front.

- Check the meaning of the words in the box.

- Match them with the pictures.

• Read and listen to the text.
• Match headings a-d with paragraphs 1-4.
• Check the answers with the teacher.

- Read the text again and answer the questions.

- Check answers with the teacher.

- Prepare the ideas individually.

- Work in pairs to talk about the films.

- Present in front of the class.

Suggested answers:

1. Stick figure
2. Character
3. Cel
4. Backgrounds

Suggested answers:

1. c

2. a

3. d

4. b

Suggested answers:

1. The zoopraxiscope took photographs of moving things.

2. The Lumiere brothers made the cinematograph in 1895.

3. They used stop-motion animation technique to make King Kong in 1933.

4. Disney studios made the first cartoon with sound.

5. Film-makers started using computers for special effects by the 1990s.

6. The name of the first CGI feature film is Toy Story.

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 / (8’)

• Brainstorm a list of adjectives and then have your students find their adverbs.

- Check with the class.

- Listen to teacher.

- Sort the verbs into the correct groups.

- Check with the teacher.

Suggested answers:

Good (adj.)🡪 well (adv.)

Slow (adj.) 🡪 slowly (adv.)

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

Activity 1: ONE-MINUTE RACE. (7’)

- Put students into pairs and get them to decide which of them is Student A and B.

- Ask students A and B follow the instructions and play the games. Tell them that they can swap roles and play again.

Activity 2: WHO DID IT? (7’)

- Read out the task with the class then put students into pairs.

- Ask students to read the descriptions and match them with the pictures, to find out who took the famous painting.

Activity 3: Work in pairs. Find the past continuous questions about the people in Exercise 2. Think of some answers to the questions. (7’)

- Ask students to work in pairs to find the questions and think of the answers.

- Check answers with the class and discuss some possible answers to the questions.

Activity 4: (7’) Find nine more adverbs.

- Point out that the example answer fast is formed by putting together two sets of letters from the grid.

- Ask students to work individually or in pairs to find nine more adverbs.

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

Activity 5: (7’) Find five verbs in the grid. Each verb is in a different color. Change them to past simple and past continuous to complete the sentences.

- Ask students to work individually or in pairs to do the task.

- Check answers with the class.

- Follow the instructions and play the games. - Swap roles and play again.

- Listen to the teacher’s instructions.

- Follow the instructions.

- Work in pairs to find the questions and think of the answers.

- Check the answers with the teacher.

- Listen to the explanation.

- Work individually or in pairs to find nine more adverbs.

- Check the answers with the teacher.

- Do the task.

- Check answers with the teacher.

Suggested answers:

Students’ own answers

Suggested answers:

Mr Jacobs isn’t in the pictures.

Suggested answers:

What were Lucy and Jill talking about?

How was Stephen feeling yesterday?

When was Joe driving to in his taxi?

Why was Jenny calling America?

Students’ own answers.

Suggested answers:

Easily, politely, quietly, carefully, happily, well, badly, comfortably, bravely

Suggested answer

1. happened

2. were travelling

3. saw

4. was having

5. was watching

III. Homework. (2’)

• Give homework.

• Take notes

- Learn by heart all the new words.

- Prepare Unit 5.