Giáo án Tiếng anh 7 Friends Plus Unit 5 ACHIEVE

TEACHER^’S ACTIVITIES

STUDENTS^, ACTIVITIES

CONTENTS

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

Guessing Game

- Show some photos of famous people or popular animals or things.

- Ask students to guess who the people are, what the animals are or what the objects are.

- Give comments.

- Guess the photos.

- Tell the class.

Suggested answer:

Students’ own answers.

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

Set context:

• Ask the question to the class, ‘What world records do you know? and elicit the answers.
• Ask some students to tell the class.
• Lead to the topic – Achieve

Teach new vocabulary:

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

New words:

billion (n.)

century (n.)

decade (n.)

fraction (n.)

millennium (n.)

quarter (n.)

thousand (n.)

ton (n.)

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

Suggested answers:

Students’ own answers

New words:

billion /ˈbɪljən/

century /ˈsentʃəri/

decade /ˈdekeɪd/

fraction /ˈfrækʃn/

millennium /mɪˈleniəm/

quarter /ˈkwɔːrtər/

thousand /ˈθaʊznd/

ton /tʌn/

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

Activity 1 (3’) Complete lists 1-3 with the words in the box. Put the time and number words in order. Then listen and check.

- Ask students to work in pairs to check the meaning of the words in the box and complete the lists.

- 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. century, thousand.

Activity 2 (3’) Complete the Amazing Achievements text with word from Exercise 1. Then listen and check.

- Focus on the headings in the text.

- Ask students to read the text and complete it with the correct words.

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

- Check the answers with the class.

- Put students into pairs to discuss which achievements they think are the most amazing.

- Ask pairs to report back

Activity 3 (3’) Listen and repeat numbers 1-5. Say numbers 6-10. Listen and check.

- Allow students time to read through the numbers.

- Play the audio for them to listen, check and repeat.

- Check the answers with the class.

Activity 4 (3’) Look at the list of questions. Then watch or listen to people guessing the answers. Which of the questions do they answer?

- Allow students time to read through the questions and check they understand everything.

- Play the audio or video for students to note down which of the questions the people answer.

- Check answers with the class.

Activity 5 (3’): Watch or listen again. Read the Key Phrases. Which of the phrases do you hear each person say?

- Read through the key phrases with the class and check that students understand them all.

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

- Check answers with the class.

• Work in pairs to check the meaning of the words in the box and complete the lists.
• Listen and check the answers.
• Check the answers with the teacher.
• Read the text and complete it with the correct words.
• Listen and check the answers.
• Check the answers with the teacher.
• Work in pairs to discuss which achievements they think are the most amazing.
• Report back.
• Read through the numbers.
• Listen, check and repeat.
• Check the answers with the teacher.
• Read through the questions and check they understand everything.
• Listen and note down which of the questions the people answer.
• Check the answers with the teacher.
• Read the key phrases.
• Watch or listen and note down the phrases.
• Check the answers with the teacher.

Suggested answers

1. Time: millennium (longest), century, decade, year, month, day, hour, moment, minute, second

2. Number: billion (biggest), million, thousand, hundred, half, quarter, fraction

3. Measurements: ton, kilo, kilometer, meter

Suggested answers:

1. days 2. meters 3. thousand

4. minute 5. second 6. minutes

7. billion 8. decade 9. million

10. kilometer 11. seconds 12. billion

13. meters 14. ton 15. hour

Suggested answers:

6. nine point two five

7. five hundred and fifty-five

8. nine thousand and one

9. eighty-two thousand, three hundred and fifty-nine

10. nine million, nine hundred and ninety-nine thousand, nine hundred and ninety-nine

Suggested answers:

1. How long does a butterfly live?

3. How much does an elephant weigh?

4. How fast can the world’s fastest car go?

6. How tall is the world’ smallest person?

Suggested answers:

1. I don’t know. Any ideas? Maybe

2. What do you reckon? I reckon … I’ve no idea. I guess … Probably

3. I know that one. Have a guess! Around…

4. I guess … I reckon …

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

• Activity 6 (15’) USE IT! Work in groups. Guess the answers to some of the questions in Exercise 5. Use the key phrases.

- Ask two confident students to read out the example answer.

- Put students into pairs to guess the answers to some of the questions in Exercise 5. Encourage them to use a range of key phrases.

- Ask some pairs to tell the class their guesses.

- Ask students to search online to find answers to the questions for homework.

- In the next class, discuss the answers that students found and see who guessed correctly.

• Read out the example answer.
• Work in pairs to guess the answers to some of the questions in Exercise 5.
• Tell the class their guesses.
• Search online to find answers to the questions for homework.

Suggested answers

Students’ own answers

V. Homework. (2’)

• Give homework.

• Take notes

• Learn by heart all the new words.
• Workbook: page 40.
• Prepare Lesson 2 – Reading.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

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

Good Diet Recipe

- Ask students to work in pairs or groups to write down some healthy food.

- Ask some representatives to write the list of their healthy recipe on the board.

- Discuss with the whole class.

• Work in pairs or groups to write down some healthy food.
• Write on the board.
• Discuss with the teacher.

Suggested answer:

Salad, carrot, fish, meat, tomato, etc.

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

- Put students into small groups to discuss their ideas about the question “What do you eat to have the best performance?”

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

- Tell them that they are going to read the text to get the answers.

• Work in groups and answer the question.
• Talk in front of the class.

Question:

“What do you eat to have the best performance?”

Students' own answers.

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

Activity 1 (7’) Read the text quickly. The following words may be new to you. What do you think they mean? Compare your ideas with a partner’s.

- Point out to students that when they read a text, it is often possible to guess the meaning of words they don’t know by looking at the context.

- Ask students to find the words in the text and try to guess their meaning, then compare their ideas in pairs.

- Discuss the meanings with the class and ask who guessed the meanings correctly.

• Activity 2 (7’) Read and listen to the text and answer the questions.

- Allow students time to read through the questions, then play the audio.

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

- Check answers with the class.

• Activity 3 (6’) 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.

- Check that students understand all the words.

- Listen to the teacher.

- Find the words in the text and try to guess their meaning, then compare their ideas in pairs.

- Check answers with the teacher.

- Read the questions.

- Read and listen to the text and answer the questions.

- Check answers with the teacher.

• Use a dictionary to check the meaning of the blue words.
• Check answers with the teacher.

Suggested answer:

Students’ own answers

Suggested answers:

1. We should practice bodybuilding regularly and have a good diet.

2. When we practice bodybuilding, we can eat vegetables most.

3. A basketball player needs between 2,500 and 5,000 calories per day.

4. Bananas are good for basketball players because bananas contain helpful nutrients that make the body feel full of energy.

5. The title is suitable for the text.

Suggested answers:

Students’ own answers

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

• Activity: (10') Use it! Work in pairs. Do you think a good diet can bring you medals?

- Put them into pairs to discuss the question.

- Ask some pairs to share their ideas.

- Give comments.

• Work in pairs to discuss the question.
• Share the ideas with the class.

Question:

Do you think a good diet can bring you medals?

Suggested answer:

Students' own answers

V. Homework. (2’)

• Give homework.

• Take notes.

• Learn by heart all the new words.
• Workbook: Exercises page 44.
• Prepare Lesson 3 – Making Comparisons

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

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

• Show some pictures for students to compare, e.g. a picture of a big apple and a picture of a small apple.
• Ask students to compare the pictures, saying The green apple is bigger than the red apple.
• Give comments.

• Do the activity.
• Follow teacher’s instructions.

Suggested answer:

Students’ own answers

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

Lead – in: (2’)

• Ask what students can remember about some words indicating time and numbers on page 58.
• Elicit a few ideas, then ask: Between century and decade, which is longer (century)? Between billion and million, which is bigger?(billion)
• Underline the comparative forms. Elicit that we use comparative forms to compare things.
• Introduce the new lesson.

• Activity 1: (5’) Complete the sentences with the words from the reading text on page 60.

- Ask students to complete the sentences and check the answers in the text on page 60.

- Check answers with the class.

Activity 2: (3’) Look again at exercise 1. Then complete the Rules with like, different from, as…as.

- Ask students to complete the Rules.

- Check answers with the class.

• Answer the questions.
• Look at the board and listen to the teacher.
• Use dictionary if necessary.
• Complete the sentences with the words in the reading text on page 46.
• Check the answers with the teacher.

- Complete the Rules.

- Check the answers with the teacher.

Suggested answer:

Students’ own answers

Suggested answer:

1 like

2 different from

3 as high as

4 as many … as

Suggested answer:

1. like

2. different from

3. as…as

4. as…as

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

Activity 3: (10’) Look at the information about the athletes. Then complete sentences 1-5 using comparative forms of the adjectives.

• Read out the first set of prompts and the example answer.
• Ask students to complete the sentences using the comparative form. Point out that in some sentences students will need to use a negative verb.
• Check answers with the class.

Activity 4: (10’) Rewrite the sentence by comparing two things that are the same.

• Read out the example and explain that students will rewrite the example without changing its meaning.
• Ask students to rewrite the example.
• Allow students time to compare their answers in pairs.
• Check answers with the class.

- Listen to the teacher.

- Complete the sentences using the comparative form.

• Check the answers with the teacher.
• Listen to the teacher.
• Rewrite the example.

- Check answers with the teacher.

Suggested answers:

1. Archie wasn’t faster than Carl.

2. Florence wasn’t heavier than Carl.

3. Carl was better than Archie.

4. Archie wasn’t taller than Florence.

5. Archie was shorter than Carl.

Suggested answers:

1. Mai does not run as fast as Lan.

2. Mai is not a fast runner as Lan.

3. Lan does not run as slowly as Mai.

4. Lan is not a slow runner as Mai.

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

Activity 5: (6’) Use it! Work in pairs. Compare opinions about the things in box B using comparative and superlative forms of the adjectives in box A.

• Read through the words in the two boxes and check that students understand everything.
• Elicit which are long adjectives and which are short.
• Read out the example and elicit one or two more examples.
• Allow students time to prepare their ideas individually, then put them into pairs to compare their ideas.
• Ask some students to tell the class their ideas.

- Listen to the teacher.

• Prepare the ideas individually, then work in pairs to compare their ideas.
• 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 41.
• Prepare the next lesson: VOCABULARY AND LISTENING.

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

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

What are the jobs?

• Show the class some pictures.
• Ask them to call out the jobs of the people in the pictures.

- Or teacher can divide class into groups to do the activity. Which group has the most correct answers will be the winner.

- 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 some questions, “At what age could you walk? At what age could you talk?”

- Elicit a range of answers from individual students.

- Put students into pairs to discuss the questions.

- Discuss the answers as a class.

Activity 1: Choose the correct words in the texts. Listen and check. (7’)

• Ask students to read the texts and choose the correct bold 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 words.

• Answer with their own ideas.
• Work in pairs to discuss the questions.
• Tell the class.
• Read the texts and choose the correct words.
• Listen to the audio and check the answers.

- Check the answers with the teacher.

Suggested answers:

Students’ own answers

Suggested answers:

1. expert 2. programmer 3. professor

4. scientist 5. winner 6. player

7. champion 8. musician 9. composer

10. writers 11. mathematician

12. genius

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

Activity 2: Pronunciation /ə/ in jobs. (6’)

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

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

• Activity 3: Listen to more jobs and skills. Find the words you hear in the text in exercise 1. Listen again and repeat the words. (6’).

- Play the audio and ask students to find the words in the text in exercise 1.

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

• Activity 4: (6’) Listen to part of the program and write True or False.

- Allow students time to read the sentences.

- Play the audio again.

-Ask students to listen and decide if the sentences are true or false. Ask students to correct the false sentences.

- Check answers with the class.

• Listen to the jobs.
• Listen again and repeat.

- Listen to the audio and find the words in the text in exercise 1.

- Listen again and repeat.

- Read the sentences.

- Listen and decide if the sentences are true or false. Correct the false sentences.

- Check answers with the teacher.

Suggested answers:

Students’ own answers

Suggested answers:

Students’ own answers.

Suggested answers:

1. true

2. false (He wrote a piece of music when he was eight.)

3. true

4. true

5. false (He had 1.5 million pounds from his art when he was ten.)

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

• Activity 5: USE IT! Work in pairs. Use comparative and superlative forms of the adjectives in the box to compare jobs. (10’)

- Read out the example sentences and elicit one or two more examples.

- Allow students time to prepare their ideas individually, then put them into pairs to compare the skills and occupations using comparative and superlative forms.

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

- Give more examples.

- Prepare their ideas individually.

• Work in pairs to compare the skills and occupations.
• 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 42.
• Prepare the next lesson: LANGUAGE FOCUS

TEACHER^’S ACTIVITIES

STUDENTS^’ ACTIVITIES

CONTENTS

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

Interview

- Ask students to do a quick interview with their partner.

- Write on the board some interview questions such as How many pens do you have? How often do you watch TV a day? Elicit some answers.

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

- Ask some students to report back to the class.

• Interview the partners.
• Report back to the class.

Suggested answers

Students’ own answers

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

• Activity 1: Lead-in (3’)

- Ask the question “What can child prodigies do?”

- Elicit some answers and write on the board: Child prodigies can do amazing things.

- Ask “What could Mozart do when he was eight?” Elicit the answer and write on the board: Mozart could write music when he was eight.

- Underline can and could and ask: “Which refers to the present? (can) Which refers to the past? (could).

- Ask students to translate the sentences into their own language.

• Activity 2: (7’) Change the words in bold from affirmative to negative, or negative to affirmative, to make sentences.

- Read out the task and point out that students should change sentence 1 to a negative sentence and sentence 2 to an affirmative one.

- Ask students to write the sentences.

- Check answers with the class.

• Answers some eliciting questions.
• Listen to the explanation.
• Change the sentences.
• Check answers with the teacher.

Suggested answers

Students’ own answers

Suggested answers

1. Most students can’t read until they are six.

2. Mozart could compose music when he was five.

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

Activity 3: (5’) Look at the sentences in Exercise 1 again and choose the correct words in the Rules.

- Ask students to work in pairs to look at the sentences in Exercise 1 again and choose the correct word in the Rules.

- Check answers with the class.

Activity 4: (5’) Complete the text with affirmative and negative forms of can and could.

- Ask students to read the text and complete it with the correct forms of can and could.

- Allow students time to compare their answers in pairs.

- Check the answers with the class.

Activity 5: (5’) Questions with How…? Match 1-6 with a-f to make questions. Can you remember the answers? Ask and answer the questions with your partner.

- Ask students to work in pairs to make the questions and try to remember the answers.

- Ask some students to read out the completed questions. Correct any errors.

- Elicit some possible answers to the questions, then tell the students to look back through the unit to check their answers.

- See who remembered the answers correctly.

• Work in pairs to look at the sentences in Exercise 1 again and choose the correct word in the Rules.
• Check the answers with the teacher.
• Read the text and complete it with the correct forms of can and could.
• Compare their answers in pairs.
• Check the answers with the teacher.
• Work in pairs to make the questions and try to remember the answers.
• Read out the completed questions.
• Check the answers with teacher.

Suggested answers

1. present, past

2. without

3. can

4. can’t and couldn’t

5. don’t use

Suggested answers

1. can’t 2. could 3. could 4. couldn’t

5. can 6. can’t

Suggested answers

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

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

Activity 6: (13’) USE IT! Make questions with How…? and the words in the table. Then ask and answer the questions with your partner.

- Read out the example and elicit one or two more examples from the class.

- Allow students time to prepare their questions individually.

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

- Ask some students to report back to the class.

• Listen to the examples.
• Prepare 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 43.

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 HowhighisMountPhuSi?, Howfastcanherun?, 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:

HowhighisMountPhuSi?? 🡪 How high is Mount Phu Si?

Howfastcanherun? 🡪 How fast can he run?

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

Set context: (5’)

• Ask students some questions What can you do best: sing, dance, or play an instrument? How can you get better?
• Put students into pairs to discuss the questions.
• Ask individual students to tell the class about their abilities and their partner’s.
• Lead in to the lesson.

- Work in pairs to discuss the questions.

- Listen to their friends’ answers.

Question:

What can you do best: sing, dance, or play an instrument? How can you get better?

Students’ own answers.

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

Activity 1: (5’) Choose the correct words in the dialogue. Then watch or listen to check. What does Kim want to learn?

- Ask students to read the dialogue and choose the correct words to complete it.

- 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 question about Kim to the class and elicit the answer.

Activity 2: (5’) Cover the dialogue and complete the Key Phrases. 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’) Work in pairs. Look at ideas 1-5. Take turns giving and responding to advice for each situation.

- Read through the list of things to do and make sure students understand everything.

- Ask some students to read out the example.

- Allow students time individually to think about some advice for each situation.

- Ask students to work in pairs to give and respond to advice for each situation.

- Elicit what advice students gave for each situation and discuss which is the best advice for each one.

- Read the dialogue and complete it with the correct words.

- Listen the audio or watch the video to check the answers.

- Answer the question about Kim.

- 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.

• Read out the example
• Work individually to think about some advice for each situation.
• Work in pairs to give and respond to advice for each situation.
• Give out the answers.

Suggested answers

1 amazing

2 salsa

3 have

4 money

5 friend

6 fun

Kim wants to learn to dance salsa.

Suggested answers

1. to learn

2. have lessons

3. watch videos on Youtube

4. I haven’t got any money for lessons

5. so

6. good idea

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. Read the situation. Practice a new dialogue using the Key Phrases and the dialogue in Exercise 1 to help you.

• Read through the situation with the class and make sure students understand everything.
• Ask students to work in pairs to prepare a new dialogue.
• Ask students to swap roles and practice 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 47.

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:

I love to see Korean actresses. They are very beautiful. I also like their hair styles. […]

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

Set context: (5’)

- Ask the question What famous people from the past do you admire? Elicit answers from students.

- Ask more questions to encourage students to say more, e.g. Why do you admire this person? What did they do?

Activity 1: (5’) Read the biography. How old was Agatha Christie when she published her first novel? Why are her books popular?

- Ask students what they know about Agatha Christie.

- Ask students to read the biography and answer the questions.

- Check answers with the class.

• Think and answer the questions.
• Read the story, answer the questions.
• Check the answers with the teacher.

Suggested answer:

Students’ own answers

Suggested answers.

She was 30 when she published her first novel. Her books are popular because the characters and mysteries are so interesting.

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

Language Point” Paragraphs and Topic Sentences

Activity 2: (4’) Match the blue first line of each paragraph (1-3) with the subject of the paragraph (a-c).

- Explain that we use different paragraphs to order a piece of writing and the first sentence of each paragraph (the topic sentence), gives topic for that paragraph.

- Put students into pairs to match the blue topic sentences with the subjects.

- Check answers with the class.

Activity 3: (4’) Read the Study Strategy. Then read the list of questions. Read the biography again and add more questions to the list.

• • - Read out the study strategy then read through the list of questions.
  • - Ask students to work in pairs to read the biography again and add more questions based on the information in the biography.

- Check answers with the class.

Activity 4: (4’) Think of a famous or successful person from the past. Make a list of questions about them. Use the questions in Exercise 3 to help you.

- As a class, ask students to brainstorm some famous people that they could write about.

- Ask students to choose a famous person and write questions about them.

- Check answers with the class.

Activity 5: (3’) Complete the Key Phrases with words from the text.

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

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

• Listen to the teacher.
• Work in pairs to match the blue topic sentences with the subjects.
• Check answers with the teacher.
• Listen to the explanation.
• Work in pairs to read the biography again and add more questions based on the information in the biography.
• Check the answers with the teacher.
• Brainstorm some famous people.
• Choose a famous person and write questions about them.
• Check the answers with the teacher.
• Complete the key phrases with words from the text.
• Check the answers with the teacher.

Suggested answers

1. c 2. a 3. b

Suggested Answers:

Early career: When did she publish her first novel? What was she like? Was she shy or confident?

Achievements: How many novels did she write? How many books did she sell? Were her books popular in other countries? How many different translations of her books are there in the world? Why were her books popular? Why do people love her work?

Suggested Answers:

Students’ own answers.

Suggested Answers:

1. writing when she was sixteen.

2. Agatha Christie

3. became one of the most popular writers in history.

4. the characters and the mysteries are so interesting.

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

Activity 6: Use it! Follow the steps in the writing guide.

- Read the task with the class.

- Students answer the questions and plan their text.

- Ask students to write a short biography. Remind students to check grammar and spelling carefully.

• Read the task.
• Answer the questions and plan their biography.
• Write biographies.
• 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 45.

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:

- artist, scientist, singer, school 🡪The odd-one-out is school.

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

(10’)

Activity 1: Pre-teach some new words in the text.

- Present or elicit meaning of some new words in the text such as swimmer, freestyle, length, finish, the fastest, the slowest.

- Ask students to repeat the new words and take notes.

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

(20’)

Activity 2: (10’) Read and answer questions 1-4.

- Ask students to read and answer questions 1-4.

- Check answers with the class.

Activity 3: (10’) Check the meaning of the words in the box. Then read the equations and answer questions 1-2.

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

- Ask students to read the equations and answer questions 1-2.

- Give the correct answers.

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

(10’)

Activity 4: USE IT! Read the sentences and find each average speed in km/h.

- Let students read the sentences and find the average speed.

- Ask students to compare the answers in pairs.

- Check the answers with the class.

- Answer some eliciting questions from the teacher.

- Repeat the new words and take notes.

• Read and answer questions 1-4.
• Check the answers with the teacher.

- Check the meaning of the words in the box.

- Read the equations and answer questions 1-2.

- Check answers with the teacher.

- Read the sentences and find the average speed.

- Work in pairs to compare the answers.

- Check the answers with the teacher.

Suggested answers:

Students’ own answers.

Suggested answers:

1. O’Hara had the fastest length.

2. Fields had the slowest length.

3. O’Hara finished first.

4. Fields finished last.

Suggested answers:

1. Gomez: 1.31 m/s, Jones: 1.25 m/s, O’Hara: 1.32 m/s

2. Fields: 4.46 km/h, Gomez: 4.71 km/h, Jones: 4.5 km/h, O’Hara: 4,75 km/h

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 jobs. Ask students to find the skills related to each job.
• Students can work in pairs to do this activity.

- Check with the class.

- Listen to teacher.

- Work in pairs to find the skills.

- Check with the teacher.

Suggested answers:

Musician 🡪 write songs

Programmer 🡪 write programs

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

Activity 1: Order the letters to find times, numbers and measurements. (7’)

- Ask students to work individually or in pairs to order the letters to find the times, numbers and measurements.

- Check answers with the class.

Activity 2: SENTENCE RACE (7’). Work in two groups. Follow the instructions.

- Divide the class into teams and read out the instructions.

- Ask each team to decide on one of their members who will come to the board to write their sentences.

- Call out either ‘comparative’ or ‘superlative’ and then an adjective.

- The first team to write a correct sentence on the board using the adjectives gets a point.

- Continue until all the adjectives have been used. See which team has the most points.

Activity 3: Join the puzzle pieces to find the jobs and skills. (7’)

- Ask students to work in pairs to find the jobs and skills.

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

Activity 4: (7’) Talk about … Work in groups of four. You need a dice. Take turns rolling the dice and answering the question with the same number. If you get the same number twice, roll again.

- Put students into groups of four and explain the rules of the game. Tell them that once an idea has been used once in the game, it cannot be used again.

- Allow the play to continue for a few minutes, then stop the game. Ask some students to tell the class something they learned about their classmates.

Activity 5: (7’) TEAM QUIZ. Work in two groups. Follow the instructions.

- Divide the class into two teams. Ask teams to write their quiz questions.

- Ask students from each team in turn to read out one of their questions. Teams get a point for each question they answer correctly.

- Follow the instructions and play do the task. - Check answers with the teacher.

- Listen to the teacher’s instructions.

- Follow the instructions.

- Work in pairs to find the jobs and skills.

- Check the answers with the teacher.

- Listen to the explanation.

- Work in groups to play the game.

- Tell the class about their classmates.

- Do the task.

- Check answers with the teacher.

Suggested answers:

1. quarter

2. decade

3. kilo

4. thousand

5. billion

6. meter

7. second

Suggested answers:

Students’ own answers.

Suggested answers:

Scientist, champion, genius, professor, musician, composer, inventor, mathematician

Suggested answers:

Students’ own answers.

Suggested answer

Students’ own answers

III. Homework. (2’)

• Give homework.

• Take notes

- Learn by heart all the new words.

- Prepare Unit 6.