3. Aim: To help Ss practise asking about their likes for cities, sports, and TV programmes.
– This section, again, revises the vocabulary and grammar items learnt in a more dynamic form: interviewing and reporting the results.
– Ask Ss to take turns to ask the questions and take notes of their partners’ answers. Encourage them to add more questions with Why, Where, With whom, etc.
– Go round and offer help if needed.
– Call on some groups to report their results to the class.
Vocabulary
Pronunciation
Grammar
5 Complete the sentences, using the correct form of the verbs in the box.
6 Complete the sentences, reporting what was said.
Vocabulary
3 Complete the sentences with the words / phrase in the box.
5 This listening requires Ss to listen more attentively for specific information. Ask Ss to read the questions first and determine what information is needed for the answer. Then, T plays the recording.
Key: 1. running race 2. Thailand 3. Wait and See
Audio script:
Interviewer: Phong, have you ever taken part in a sports competition?
Phong: Yes, once. I took part in a running race when I was in grade 5.
Interviewer: Did you win?
Phong: No, I came second.
Interviewer: And… Have you ever been to another country?
Phong: Thailand. Yes, Thailand.
Interviewer: OK. Have you ever watched a cartoon series?
Phong: Yes, Wait and See. It’s a Russian cartoon about an intelligent rabbit and a wolf.
Interviewer: Thank you, Phong.
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6 Mark and Tim visited India last summer. Use the information in the table to write a complete passage about their visit.
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a Ss read the conversation in pairs. Then they read it independently and complete the table. Ask Ss to share their answers before discussing in groups or the whole class.
Key:
Type of house: UFO
Location: in the mountains
Surroundings: many tall old trees
Number of rooms: 20
Appliances in the room: a wireless TV / a friendly robot
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a. Ask Ss to write the adjectives that can be used to describe the pictures and share the answers in pairs. Then call some Ss to write their answers on the board. Give them some adjectives when necessary [e.g. big, tall, nice, beautiful, large, comfortable…].
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4 Read the phrases aloud. Tick [✔] the place where you want your future house to be located and write sentences.
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Game
Explain how the game is played: First, ask Ss to read the example. Then, ask them to describe to their classmates what they can see outside the window of their future houses. The group guesses where their houses are located.
Let Ss play the game in groups. Ask some groups to perform the games as a class.
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1 Listen and repeat the appliances in the box. Then put them in the appropriate columns. [You may use an appliance more than once].
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2 Tell Ss to do the task individually. Ss match the appliances in A with the things they can do in B, then write sentences. Call some Ss to write the sentences on the board. T checks their answers. E.g. A hi-tech robot looks after children.
Key:
1. c 2. d 3. b 4. e 5. a
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3 Work in pairs. Using the information in 2, ask and answer questions about appliances in the house.
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4 Play the recording twice. First, allow Ss to listen and repeat the chants sentence by sentence. Help them recognize the two sounds. Let Ss practise the sounds /dr/ and /tr/ together. Ask Ss to observe the T’s lip positions for these two sounds.Then, ask them to write the words in the columns. Next, let them check their answers in groups. T may call some Ss to write their answers on the board. Correct their mistakes.
Key:
Sound /dr/ : drive drops drip dripping
Sound /tr/ : countryside travel train track tractor
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5 Say the words you have written in the table. Pay attention to the sounds /dr/ and /tr/. Can you add some more words?
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1 Let Ss read the open dialogue in pairs first. Then ask them to do the task individually. T may call some Ss to say out their answers separately. T gives explanation if necessary.
Key: 1. Will 2. won’t 3. will 4. will 5. will
6. will 7. will 8. won’t 9. will 10. won’t
Let Ss read again the complete conversation in pairs. T observes and helps when necessary [corrects Ss’ pronunciation & verb forms].
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Grammar
2 Match the verbs in A with the nouns in B.
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3 What will appliances do in the future? What won’t they do? Using the phrases in 2, tell your partner about them.
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Might for future possibility
T explains how might + V is used [We use might + V to talk actions that are possible in the future - we are not sure if the actions will happen or not] and how it is formed [affirmative, negative]. Then let Ss read the examples in the table.
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4 Listen and read the two poems. Then, decide whether the statements below are T [True] or F [False].
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5 Work in groups. Think about what you might do or have in the future. Share your ideas with your classmates.
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1 Game: THINGS WE MIGHT DO IN THE FUTURE
a Preparation: Ss have six pieces of paper on which the phrases are written: go to school, take pictures with our cameras, have telephones at home, go on holiday to the beach, watch new films in the cinema, send postcards to friends.
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b Explain how the game is played: Ss play the game in groups. First, they place six pieces of paper face down. Then, they take turns turning over each piece of paper and read the phrase on it. After that, they find the appropriate phrase on the circle below. Finally, they make a sentence about the future using won’t and might as in the example. Those who make a correct sentence will get one point and those who make an incorrect sentence will have one point subtracted.
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2 a Read the questions below. Tick [✔] ‘Yes’ or ‘No’.
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2 b Work in pairs. Use the questions in a to interview your partner.