VOCABULAR yeaa LEAD IN * (S-S, $-T) Teacher may divide students into teams and show pictures / videos / sound tracks of some local / famous TV programs and ask students to guess the names of the programs (i.¢., Who's the millionaire?, Vietnam Idol, American's got Talent, Weather forecast, etc). Ideally, the programs should include talent shows, weather forecast, soap opera, travel show, comedy, horror, ete + At the end of the activity, go over the words in Exercise 1 with the whole class. Exercise 1 (6-5, $-T) Ask students to look at Exercise 1 and rank the TV programs from the most to the least favourite. Teacher may ask students to raise their hands and vote at the end. Exercise 2 (FS) Refer students to Exercise 2. Ask students if they know what a ‘TV binge watcher’ is. Elicit ideas from different students and if they say they do not know, ask them to try and guess, but do not confirm answers at this stage. Tell students ‘that they will find out the answer when they read the text. Give students 3 minutes to read the text and write a definition of a 'TV binge watcher’ When they are ready, elicit definitions from individual students and write the best one on the board Exercise 3 (S-T, TS) Refer students to Exercise 3. Give them 5 minutes to complete the activity with the words in red underline from the text. Make sure to check spelling and drill the pronunciation of the words Using choral and individual repetition. 38 Exercise 4 Refer students to Exercise 4. Go over the questions to see if there are any new words for them (e.g. episode, setting, storyline, plot). Ask students to listen to the recording and take notes of key words they hear. Play the recording twice for them to hear. Then check the answers. Exercise 5 (S-S, S-T) Refer students to Exercise 5. Put them in pairs and give them 2 minutes to discuss the questions in Exercise 4 again. Monitor and support if necessary. When they have finished, invite individual students to share what their partners said HOMEWORK Give students WB pp.24-25 as homeworkOne episode is never enough Exercise 1 ‘talent show Exercise 2 [ATV binge watcher is someone iho watches many episodes of Sn on-demand TV showin one stg. 2 weather forecast 3 vel show 4 documentary Exercise 3 1 complex 5 imaginative A fascinating 7 moving Scomedy 6 cooking program 7 realty show B soup opera Humans is the best TV series ever. I watched it on my. laptop, and sometimes on my phone. | watched the first series, with eight episodes and | watched them all very uickly. It was so gripping. Once | watched three episodes one after the other. It's a science-fiction drama about intelligent robots called synths. The setting is a city in Britain where synths are part of everyday life. Synths look like humans and can do lots of different jobs. Joe Hawkins decides to buy a synth to help around the house. Exercise 4 1 Her favorite TY sr 2 She watches it on her laptop, ard sometimes on her phone, 43 She has watched eight episodes 4 2 sienee-etion drama, 5 The seting isa cty in Britain {6 Synth look ike humans and can do lot of aferent jobs Joe Hawkins decides to buy 3 synth to lp around the Fheuse. But the Hawkins fry soon realise that theres something strange a00.t ther new synth Anta something rot quite nght Arne storyline develops, there may be 9 {70up of synths who are more than just bots or gadgets, 7 What she kes mast are she characer, But the Hawkins family soon realise that there is something strange about their new synth Anita — something not quite right. As the storyline develops, we learn that there may be a group of synths who are more ‘an just robots or gadgets. In fact, it becomes clear that all the humans on earth may be in danger. What | like most are the characters. The story develops quite slowly s0 you get to know the characters very well. The acting is brilliant, particulary the synth actors. I can’t wait to watch the second series. 39cel FNS yeaa LEAD IN (FS, $-S, S-1) Books closed. Write these headings on the board: Films and / or TV series. Put students in groups of four. Give them 2 minutes to think of as many items as they can for each category. When students have finished, elicit examples and write them under the headings on the board, Tell students that they will look at these lists again later in the lesson. Exercise 1 (S-S, TS, 5-1) Ask students to turn to p.28 and look at Exercise 1. Give them 2 minutes to do the Quick Culture Quiz and compare their answers with a partner, Then elicit ideas, but do not confirm answers. Play the recording so that students listen and check. Then ask students if they are surprised and if they have seen / listened to / been to / visited / watched the plays / singers / festivals / museums / films mentioned in the quiz. See a show of hands for each. CULTURE NOTES William Shakespeare (1564-1616) was an English playwright and poet, one of the greatest writers in English ever. He is often called the ‘Bard’. Romeo and Juliet is one of his most famous romantic plays. tis set in Italy and tells the story of two young people in love. Hamlet is one of his four famous tragedies. It is set in Denmark and tells the story of Prince Hamlet. Mariah Carey (b. 1970) is an American singer, songwriter and.record-producer- She-debuted 7, in 1990, and since then she’s sold over 200 million copies of her albums, which makes her one of the best-selling artists in history. She's called a diva because she's famous for her excessive demands. Mariah is also a philanthropist and supports many charities. Christina Aguilera (b. 1980) is an American singer, songwriter, actress and TV personality 40 Exercise 2 (S-S, $-T, TFS) Refer students to Exercise 2. Give them 3 minutes to complete the GRAMMAR FOCUS and then 3 extra minutes to read the examples in pairs and discuss the rules. Then go through the GRAMMAR FOCUS box with the class. (tue |} —____— Ss have probably used comparatives and superlatives before, but (not) as ... as may be new. Students may make errors in forming the sentence, e.g. using so ... as or so... like, because of LI interference and such errors may quickly become fossilised. Listen out for than in comparatives, as in the structure as as and the in superlatives, as well as the adjectives used and correct thoroughly Exercise 3 (S-S, S-T, TS) Refer students to Exercise 3. Give them 2-3 minutes to complete the table and then 1 extra minute to check their answers in pairs before doing a class check. Give more examples for each rule Exercise 4 (S-S, S-T, T'S) Students do Exercise 4 individually. Before they start, elicit which word always comes before a superlative (the). Give students 5 minutes to complete the questions and check their answers in pairs before doing a class check Monitor closely to check the accuracy of the target language. Check and dril the questions. Then tell them to discuss the questions in pairs. As they do this, go round the class monitoring and taking notes of any problems or errors to discuss later. Exercise 5 (S-S, T-S, S-T) Students do Exercise 5 individually. Give them 3 minutes to complete the statements and then 2 extra minutes to check their answers in pairs, After the class check, discuss the statements asa class. HOMEWORK Give students WB p.26 as homework.Comparative and supeviatve | 3 Complete the table with the comparative and sdiedives ats form ofthe seer in |» 1 CED Do the Quick Cure Quiz. Then seeunonvues |coWpaesrve |surenve Sd eheck ‘Soluce /aoveerves eder-e [higher sm ESSE Doubletree | Siar [BSA Exercise 1 eel Renee y adder EONS (acts? dv ‘Sones Fam ™ more +adjecive | Fora popuar [PS mout ma? at 0 Sogerimcancanynabeerwadnage | eae teh a JO Meviget mat eralinseweiiehe a at eet 4 Complete the questions withthe comparative of SF 0 Freestaing tin sondco onit partie fra the msi aca rackets Then work in pais, ask and answer a (© Hay maz mv Ni use an the question. fefinehes mucin nNEGwMioncyy” C)) 4 Whatis_the wort fd ong you've ee 10 she ary rts wa ar more epesve Nar ‘Bhat nr Pato th Cra 2 Whatbard towavtantie {Exercise 4 Bowie) — J—* 2 Read the GRAMMAR FOCUS. Cor 2 when ony has (compen Pot | the most complex Seo vcepetas ng he emptor a youve ever Npalstvesdjeciver nblue nEamrdne 1. $8 —___(good)towarchaconcen. | beter ene sghien | Sie mestetng es 6 the mos fascinating Exercise 2 6 Wen Afetcinating) 3 fanany 1 the bigges Sipe ‘im ora 2008 oper 2 busier ese ongest 5 Workin pats. Take turn to make sacances pee E comparing things now with the seme tinge a [SebareT fae yeurs age, Use the prompts Sas coon ese! ehemose Beka expense jemersve POP as, gd | live Tragic rose la lice oad) then ee = boroles ie fae [tas [igs [ast Yor = eee sec Bes | ras | 5 a frthertnan [the Kthess Sharing eae a + Youuse Quit) a+ adjective + arto ay things Sonatas nna equa andyouure not s+ adjecive rts (opomemsnteyarr Srkenagatve congarsone Ramee sn ut nt tong mf Hamat longoria Rees and + Youu abit or much arto modiy comparisons a 1 Shakespeare wrote thirty-seven plays. Romeo and Julietis 4 ‘the most popular, but Hamlet isthe longest, and the mast challenging for actors. In fact, with over 30,000 words Hamlet is much longer than Romeo and Juliet, which has around 24,500 words. 2 Both Mariah Carey and Christina Aguilera are very successful pop singers with great voices. Christina Aguilera has an amazing vocal range of four octaves. But Mariah Carey's voeal range is even better ~ an impressive five octaves. 3 “The five-day Glastonbury festival in England is huge! It attracts 175,000 people. But it isn't as big as Summerfest USA. Summerfest is an eleven-day festival and it attracts over a million people, making it the world’s biggest pop festival. There have been many best-selling film soundtracks over the years including Saturday Night Fever, Titanic or Forrest Gump, but the bestseling movie soundtrack album ever is The Bodyguard, withthe iconic ht song Iwill always love you sung by Whitney Houston. 5 How many people visit museums in your county? Seven million people visit the Vietnam National Museum of History in Ha N&i every year. But the Fine Arts Museury in Hé Chi Minh City is busier. it gets eight and a half milion visitors per year. ‘ The Harry Patter films were al ery expensive to make, but Pirates of the Caribbean - On Stranger Tides was more expensive than any of them. Ithad a huge budget of neary $380 milion dollars. aLISTENING yeaa LEAD IN (FS, $-1) Books closed. Elicit from students some types of art and artist they know. Ask them if they like these types of art and the reasons. Exercise 1 + (FS, S-T, S-5) Refer students to Exercise 1. Go through the words and phrases in the table with the class. Make sure students understand the meaning of all of them. Then give them 3 minutes to discuss the questions using the words and phrases in the table. Monitor and help if necessary. When they have finished, invite individual students to share what their partners said. + Ask students to look at the pictures and ask if they know the names of these pictures and the artists who painted them. Encourage students to make any guesses. Write students’ guesses on the board but do not confirm the answers yet. Exercise 2 (FS, S-T) Refer students to Exercise 2. Play the recording so that students can check their ideas in the pre-listening. Ask them to number the photos in the order they hear about them, then check. Exercise 3 (S-S, T-S, S-T) Students do Exercise 3 individually. Before playing the audio again, ask them to read the sentences and options so that, they know what they are listening out for. Play the recording once again. Give students 2 minutes to check their answers in pairs, then elicit the answers and what was said in the audio that helped them to decide on the answers or that might have made the question dificult to answer. 42 Exercise 4 Put the students in pairs. Show the three paintings by Té Ngoc Van (Young Girl by Lilies, The House near the River, Two Girls and a Baby) to students. Ask them to decide which painting they like more and give reasons. Call two pairs to report to the class, Exercise 5 (FS, $-1) Students do Exercise 5 individually Give them 1-2 minutes to complete the table. Encourage them to read the words out loud to find the stress. Then students listen and check their answers. The class repeat the words from the recording using choral drilling. Then check pronunciation individually. Make sure to check spelling before asking students to mark the stressed syllable for each word. Check and dril problem words further. Then elicit in which cases the word stress changes syllable and check. HOMEWORK Give students WB p.27 as homework.LISTENING Matiple choice Iida erin 11 Workin pais. Ak and answer the questions 2 When was he ast me you saw some works ofa Where cid you see | publ plo 21 Whatking of artis in each ofthe folowing petwest Minh: It’s two thirty on Saturday May 21% and you're Lam: Minh: Lam: Minh: Lam: listening to the Vietnamese Culture Programme. This week, we have Ms. Lam in our studio, She is the Editor of E-Magazine. Welcome to the programme! Thank you Ms, Lam, please tell us about your ‘Artist of My ‘Artist of the Week’ is a Vietnamese painter. His most famous painting is “Young Gil by Lilies”, ‘a young woman in an 40 dai thing her head towards a vase of white lilies ‘Oh, | think | know him. Is he T Ngge Vin? ‘at’ right. Té Ngoc Van is well-known for being the first artist to use oil paints in Vigt Nam. Most of his artwork shows the charming beauty ‘of the Vietnamese people, especiall portal painting of his is became a National Treasute in 2014. rough ‘of young women. Another famous {wo Gitls and a Baty” which 5. CEE) Put the words below into the correct 2. CEE Listen to a ras program. Which two Paintings did Me Lam deverbe? ‘Young Gi by Lies 8 The Houtenearthe River (Two Gis and Baby Aand 8 2 CEDDLiten 1 Who ie Ms Lar? AA guest ats of the Wook & Avarstin the stcio hn, Chote the correct € Andon of megane What T8NNgoe Vin famous fr? [A Creating modern sbavectpamings Fi 8 ingot pans mato 3 He painted porais of Vietnamese women | 4: 4 5 1 he aed to show the bewuty ofthe Vietramete people B he thought ey mere the focus of ators. he wanted to show his ave fr ther | Where are some ois work ing spayed? 1 Inpuble ces 8 Atamuscum © Inansr galery ' Which stavmentbestdesenbes TS Ngoc Vin 2 te only srew porzate of waren. & Hewented tohave exibtlons everynher. He wasinerested in Vietnamese people TeNgge Vin Why tot? ot thet shows thei strers pater, Uitte and chee fenhibton artwork trearre Bena” museum Viena FEndstape photographer sclptre Minh: Great. So where can we see his paintings these days? Lam: Well, several of his paintings are being displayed at the Vietnam National Museum of Fine Arts, Minh: Thank you, Ms. Lam. Novy please tell me about his ‘exhibition in. fading voice) cD Oo: painting; sculpture; landscape; treasure; beauty; artwork. 000: museum 2000: photographer. 2000: exhibition. 200: Vietnamese.@)) READING yeaa LEAD IN ‘+ (TS, $-T) Ask students to keep their books closed. Write types of movies books on the board. Brainstorm with students as many types cof movies as possible and write them on the board. Alternatively, this could be done as a group work activity. Put students in groups and ask them to make a list of as many types of movies as possible in 1 minute. Then they can compare their lists. * Divide students into groups. With their books closed, give each group a list of superheroes’ names and pictures and ask students to match the names with the superheroes. Teacher may also make it more challenging by asking students to match superheroes’ names with pictures and then with their superpowers. Make sure books are closed at this stage. Exercise 1 ‘+ Refer students to Exercise 1. When groups have finished, ask students to open their books, look at Exercise 1 and check the answers * Go over the two questions in Exercise 1 with the whole class. Exercise 2 (FS, $-T) Students do Exercise 2 individually. Give them 2-3 minutes to read quickly through the article about superhero films and choose the best title. When they are ready, elicit the answer and check. Ask students why the other two options are not correct. 44 Exercise 3 (S-S, TS, $-1) Students do Exercise 3 individually. Give them 4 minutes to do the matching activity and then 1 extra minute to check their answers in pairs before doing a class check. Make sure students give justifications for their answers. Exercise 4 (S-S, FS, S-T) Students do Exercise 4 individually Give them 4 minutes to match the words in blue in the article with the definitions. Encourage students to read around the words in blue in the article and try to work out the meaning using the context. Practise the words using choral drilling and individual repetition, Ask concept-checking questions to make sure students understand the meaning of the words in blue in the article. Exercise 5 (S-S, S-T) Refer students to Exercise 5. Put students in pairs and give each pair 5 minutes to share about their favourite superheroes and how they often solve problems, Walk around and monitor. Invite some students to share about their friends’ favourite superhero. HOMEWORK Give students WB p.28 as homework.GCI 1 Wich superheroes have you roads eon flee? 2 Which superpower woud you le te have the mor SUPERHEROES AND THEIR SUPERPOWERS Wonder Women con ump hgh nd fox. piderman can shoot per web om hs wrist won Man super vong. can fy ara becore wae! amied Superman's power. con ty ad ho ay Vlon a0 fis sd {ite hard fe beng 2 superhero 2 Wy we lave supereroes 3 The psyhology ofa superero ° ee iret crkay oh tw ayers 2Why we love [Il Some peopie say tho ssperheromoras re thenen ‘superheroes | Were bot gonres rave ontarshemes he good 7 fhrg te bad gar. potecing he recent eo ‘ominates the bot ties fr weeks The vot for {Coptan Arsene: Cit Nor wen one of the ron ‘any superhar fim have had Oxear nominations, (ond fan event ike Comic-Con? keep forsee 3 Read the article again. Match questions 1th para questions Theres one ext 1 how ao we know ht superhero movies are porde? Exercise 3 2 Why are suparera movies are westerns Fi ciferont? cE 8 Wy re spathere movies 20 popu? 2c 4 what are peal serine for nperhere 2A, 44 Match the worden bl inthe artic with the defnivons 1 al re most popula or famous fn sa, frases, efe = Ala 2 a book offi thts very goad or succesful 2 the placein a theae, cinema, et. where 4 images mag sing computer programs ' 4 parialar pe oft writing, mane, ete 16 andververent for» now fly or elavision 5 tn pie, ale about your favourte superheroes and hw they seve theit problems ° Fito, there's the acheive, the ection an the fteraring, 6 we love the escape, Bt a coun ‘os have to ook deeper oi ot why peopl ve them Superheroes have teeing. They cope wit Finan eeperences that we con rete. other word they ar not yo ferent For egur peop, ‘heyinsore tes font becoure the goa ne or ‘taro human goal ‘reywentpeace jriceandlove jatar we do. The Exercise 4 2 blockbuster 3 box oes ‘4 computergenerated images S gene 6 aler 45cel FNS yeaa LEAD IN (FS, S-T) Write on the board a list of things such as ‘watch a live football match’, ‘write a short story’, 'go to a concert’,read a novel in English Ask students if they have done these things and pur ticks or crosses next to each item. Exercise 1 (S-T, FS) Ask students to turn to p.31 and look at Exercise 1. Give them 2 minutes to read the text and answer the question and check their answers in pairs. Then elicit the answer and check. Then go through the GRAMMAR FOCUS box with the class. Explain the rules for when to use each verbs tense. Ask: "Did Leona Lewis win the X Factor? (Yes) Do we know exactly when? (Yes, in 2006)" Elicit other time expressions that could be used with the Past Simple, (e.g, last night, 2 years ago, yesterday morning, ete.) CULTURE NOTES The BRIT School is a school in London, established in 1991. Its full name is the BRIT School for Performing Arts and Technology, but it is commonly known as the BRIT School. As well as studying standard academic subjects, students train to be performers and work in media, art and design. J [re} After checking the answers, draw students attention to the verbs in green, Encourage students to identify the similarities among these sentences. 46 Exercise 2 (S-S, S-T, T-S) Students do Exercise 2 individually. Give them 3 minutes to complete and then 2 extra minutes to check their answers in pairs before doing a class check. Reelicit the meaning and use of the three time adverbials. You can also elicit the difference in sentence positioning of yet, Just, already. Then ask students which sentences are true for them. Exercise 3 (S-S, S-T, TS) Refer students to Exercise 3. Give them 4 minutes to complete the text and then 2 extra minutes to check their answers in pairs before doing a class check. Monitor and note any problems students are having ‘Ask students to give reasons for their choice of tense Exercise 4 (S-S, S-T, TS) Refer students to Exercise 4 Go through the list with students. Then give them 5 minutes to individually write two sentences for each item on it and check their answers in pairs before doing a class check. Ask students which sentences are true for them EXTRA ACTIVITY (S-S, S-T, FS) After students have checked the answers for Exercise 4, put them in pairs and give them 2 minutes to write questions about the sentences in Exercise 4, then check, Alternatively, you can ask students to add to the list other experiences they would like to have HOMEWORK Give students WB p.29 as homework.Preer Peret ihjat Se eed gid 3.5 | 1 Read about The BRIT School in London What de Looms Lewis and Adele have in > J SUTIOOL FOR STARS ‘The BRIT Seto ops in 1951. On he ees, itis produced many ces ged Leooe fin Ade tee wo fe adents = ave ad ‘isons of slams In 208, Lena Len Te ‘lion aswel hor had No 1 Hsia ke Beth ad Ames chart cling the Sle His rn er aba 2, be beeing ors Exercise 1 They all went to Present Perfect with ust, lead nol yet and Past Simple © You use Pretant Perec tk abou finshed eee taser ee erecta “en hey happened aleady usually afirmative), nod yer usualy See eee] (noe yet = hasnt happened but probably shready ~ has happened earie than expected + Yo usa Part Simple‘ out nse Pere ed ts ietoas ca eke |e 2 choose the correct time expressions a ‘mite thom in the correct place nthe 1 enemy Bed wo my ster but she hasn't igen tbace (6 just 2 Fv updated my Facebook profte wih fame new protest? ye Exercise 2 2ive just pated 2. but | haven't got tine yet 4 and Ive already learn all the yes 5 Ive just fished 2 Iantto watch the recent blctbustern the enema, but! havent got tne recent and ve leur athe hrc, 3 Complate the text with Present Perfect or Past Simple forme of the verb in bracket ee Laure Bie ers are ue om a) (ben) srg when she as fou Se (arauate) rom the BA Soon 2005 Ale * {already ar) mins of pours, bit acorn er ends, she (not thonge), vs the some et hey (bro) Store she wae mau She {wel ert two ums abot to labors wong (not have) 3 praerye™ 4 Read 6 Cultural Things to Do Before You ‘Are 18. White one santance with aready {for you? Then share with your partner. 6 Cultural Things to Oo Before You Are 18 > atinapley > secalvebad > vis abigatgaliny wea dass el > stn adhe weir > wee apoon a fast Fee aad sen a lve band. Exercise 3 2 began 3 graduated {has sready earned S hasnt changed Sinew ot 47@) use oF ENGLISH yeaa LEAD IN (FS, S-T) Ask students to look at the photos on p.32 and elicit descriptions of them. Then ask students to try and guess where the photos were taken and what people can do in these places. Elicit ideas from different students. Ask them which clues in the photos have made them think so and have a brief class discussion Exercise 1 (FS, S-T) Refer students to Exercise 1. Tell dents that they will listen to two conversations between people who have just been to the places in the photos. Play the recording so that students listen and match the conversations with the photos, then check. Exercise 2 (S-S, TS, S-T) Refer students to Exercise 2. Allow them time to read through the sentences. Play the recording once again so that stucients listen and choose the correct option. Then give students 1 minute to check their answers in pairs before doing a class check. Elicit the rules for too and not enough from students. Refer to the LANGUAGE FOCUS box. Exercise 3 (5-5, TS, 5-1) Refer students to Exercise 3. Give them 5 minutes to read the LANGUAGE FOCUS and complete the sentences. Then put students in pairs and give them 3 extra minutes to read the LANGUAGE FOCUS, discuss the rules and check their answers. Do a class check and then go through the LANGUAGE FOCUS box with the class. Explain how to use too and enough. Elicit more examples and write them on the board. 48 {ne takes time for students to acquire confidence with quantifiers, as most languages use them in different ways, ¢.9 they do not distinguish between countable and uncountable nouns or the word order 's different. Stucients will therefore make mistakes as itis part of the learning process, e.g. “There are too much cars /too many traffic in the streets. 'm not enough paid” Itis important to present the language clearly and correct errors at every opportunity. / Exercise 4 (S-S, FS, $-T) Students do Exercise 4 individually Give them 4 minutes to complete the sentences and then 2 extra minute to check their answers in pairs. Check answers carefully, refer back to the rules and examples in the LANGUAGE FOCUS box. Then ask students if any of the sentences are true for them. Elicit ideas from different students, and have a quick class discussion. Exercise 5 (S-S, S-T) Refer students to Exercise 5 Give students some time to prepare for the activity individually frst. Then put students in pairs and give each student in the pair a turn of 2 minutes to talk about one singer that they know. Remind students that they will need to include too and not enough in their talk. Observe students and provide additional support when necessary. HOMEWORK Give students WB p.30 as homework.eet) BiG) too nd nor eneugh ten ee anno, ath Exercise 1 2. CED Listen agin and choose the comect Fr word tA hkl asep taat6/ eg ong 2 Heroic vase loud enough enough iol Exercise 2 ° nougho show thera 2lous enough poblen wit ambi Lavegehiroiypi a rot sete / vais + onaugh The musie was too qué? + feemuch many roo net enough = noun There waa enough space Note: You 0 use not too and enough to sy 4. USE OF ENGUISH compet Thi soa i atyeneght loa Ee 4 Our msc eather speaks too softy | ean J—* 3 compete the sentences wih tov a not te ough end the ajectvesin rackets re OM o anya hesantances tr for ys? 2 here he to many ae stds compared 1 Tregateid arcu to cve «motte Histonmnst . ‘Ovhave toe eghteer od Tee ommpred to ts 2 | dont got th cera much kets ae sede eipensvel 2 Tort have enough fe tin to ake on 2 Te perform onthe nage tle schoo’ ply. BUSY ° i Totake on raisin the tommanbermuictem OOP sens purer concars 100 im fea a mu Fhe od school hal tops Exercise 3 instore falote oneences 6 Von dowrian ins. My nme 200 expensive Sen es 5 Tak about oe singer you know Use too aby sneugh and toa 400 young ots Tis singed voice it S not taensed too loud Ha vong Wt good snaush free enough Srottst enough | 32 Exercise 4 4 Our musi techer doesn't spank loudly enough. | can’t hear he i 31'm to0 busy to take on a oe in the schoo play re aren't enough scence students compared to ars students ‘The old schoo! hall was too smal to put on concerts W=Women M=Men- Wow, that was brilliant 2 w: 1 B Mt: G: That was amazing. The soundtrack was beautiful W: Yes, but the man sang better than the woman. B: M: Ww: M: It was! | thought the actors performed very well Yes, the soundtrack was good but the storyline was really depressing G: Mm, itwas sad, but the ending was okay. B: Was it? | think | fell asleep. Itwas too long for me. Her voice wasn't loud enough That's true, but her dancing was really good We should de this more often, he tickets were so expensive, 49WRITING yeaa LEAD IN (FS, $-7) Elicit from students the names of some popular films among teenagers at the moment and the reasons why these films are popular. Exercise 1 (S-S, S-T) Refer students to Exercise 1, Put students in pairs and give them 2 minutes to discuss the best or worst film they have ever seen. Encourage students to give reasons for their ideas. When they have finished, invite individual students to share what their partners said. Exercise 2 (S-S, TS, S-1) Refer students to Exercises 2 Ask students to turn to p.33. Tell them that they will read the review of the film Coco. Put students in pairs and give them 2-3 minutes to make a list of the things they think might be included in the review. When they are ready, elicit ideas from the pairs and write them on the board. Then give students 3 minutes to read the film review and check their answers. Ask students if they managed to get the answers to any of their questions in the warm-up section. Also ask ‘them to identify any information that has been confirmed or been proven incorrect on the board. Exercise 3 (S-S, S-T, T-S) Refer students to Exercise 3. Give them 3-4 minutes to complete the WRITING FOCUS box with the phrases in blue in the film review. Ask them to check their answers in pairs before doing a class check. Then go through the WRITING FOCUS with students. Explain what a film review should include, how to write each of sections and which words or phrases to use. Wherever possible, suggest extra or alternative phrases / words to replace the ones given there. Either give examples with each phrase / word or ask students to come up with some. 50 Exercise 4 + (FS) Give students 20 minutes to write a file review for a film that they like best. Remind them to use the WRITING FOCUS to help them. As they do this, walk around monitoring, supporting and taking notes of any problems + (S-S) When they have finished writing in Exercise 4, tell students to self-check their reviews. + (SS) Then put students in pairs and tell them to swap their reviews. students should now check if their partner's review includes all the necessary information and if everything is clear and then they give it back + (S-S) Give students another 5 minutes to rewrite their reviews based on the feedback they get from their partner before handing them in for your evaluation and feedback. Finally, do a class feedback session. HOMEWORK Give students WB p.31 as homework.‘Afi review coco Proud by Paar ‘Animation Son 2017 and rected by Le Uneich fn Aan Mote, ‘hia soaring snimaton a aot ‘he ilage of Sara (cil in Mic, Coos taka th vmware on 1 jour to xplore the Mexican folerws ond “zation told by a twve yori boy nora Niguel 2 rt, Niguel borrows the gtr in Ernesto de a Cruz ool mauscleur, which leeds hint the Land ofthe Dead Arg he wey, Miguel meets Hector He eset, Togather, ay oat of find « ising ence In addon to the Wau, the eouncrack a superb wen eesytoremember yes. ony Gonzeler alo gos grat perermance In ubbing Miguel in she fim,Athough the tn ‘contains fanny ba, ti fd mye wing tare ‘awards the and. For me, the werd ter best ‘oceribes thi fim swam’ a one othe bee armtion fm tht ve ov aan, my ‘iw eutble for adie and iron ake 1 Tie Aan 1 Work in pars. Whet is the best or worst fl you've ever sean? 2 Read Tim Anh’ description of the film» {Coco again Tick (V1 1 she mentions the 7) following thing: 3 Plt 1 Main characters . {4 Opinion and recommendation Exercise 2 v v + Background information ‘Praduced by Par Animation Stes n 2017 : ne Unkrch ard Anan Molina ‘hi anmmaion/actiomadveneue/ romantic The fn Fi/tuesphice he village + Plt: [tts Than / Mtr tat Later on This when Tne erly The plots unexpected / tiling ftcnating / certning/a i bong son'nong + Summary of epinion and recommendation: Forme, the word thet best deserbes th fl It ome of he best animation is In my view saute and 4 Write « paragraph (120-150 words to rive your favour fy. You ean ute the writing in Exercize 2 ara sample Exercise 3 2 Dvected by Bisset 4.3 gre performance 5 sounchrack {v9 ever sean 7 stable for 51@) sPeakine yeaa LEAD IN (FS, $1) Books closed. Draw two columns on the board, Label them People and Places. Elicit from students the adjectives to describe people and places. Write the answers in the appropriate columns on the board. Exercise 1 (S-S, S-T) Refer students to Exercise 1. Put ‘them in pairs and give them 2 minutes to look at the photos and discuss the questions. Then encourage each pair to share what they have discussed with the class. Exercise 2 (S-S, FS, 5-1) Refer students to Exercise 2. Read through the adjectives in the box and check ‘that students understand the meaning of all of them. Then put students in pairs and give them 3 minutes to categorise the adjectives under three headings - describing people / feelings / places, then check Exercise 3 (FS, S-T) Refer students to Exercise 3. Tell students that they will listen to a description and decide which photo is described. Play the recording once and then elicit ideas from different students. Ask them to justify their choice, 52 Exercise 4 (S-S, $-T, TS) Students do Exercise 4 individually. Give them 5 minutes to complete the description with words and phrases in the SPEAKING FOCUS. and then 3 extra minutes to compare their answers with a partner. Then play the recording again so that students listen and check their answers. Go through SPEAKING FOCUS with the class and make sure students understand the phrases which can be used while describing a photo / picture, people and places. Wherever possible, suggest alternative phrases to replace the ones given there. Drill the phrases as a whole class and with random individuals if necessary. [extra activiry } To practise the phrases, tell students you are going to find a photo /‘picture in the book and, from your description, they have to try to find it in the book. As soon as someone does, they should shout out the page number so that other students can see it as well. If students enjoy this activity, the person who found the picture first can come to the front and take your place, choose a picture and start to describe it using the SPEAKING FOCUS box as a model Exercise 5 (S-S) Put students in pairs. Give them 3 minutes to look at Photos A and B, and take turns to describe them using phrases from the SPEAKING FOCUS. While students do this, go round the class monitoring and taking notes of any problems or errors to discuss when giving feedback HOMEWORK Give students WB p.32 as homework.Raa) Describing photo © 1 Look at the photos and discuss the questions Fpetpe psa ond exponen J 4 Who are the people? 2 Where ar they? 3 Vina are hey ding? 2 Complete sentences 1-3 nas many ways petsblo wth tho adjectives inthe box Some ‘jective en be ured more shan ones. apy rat cmety —exced tondly fs 14 Insane marvour ce trea 1 esersing peop) He or he's 2 (esering feeling or she is feling 3 foeserbng paces tis 3 GEED Listen to description and decide » | Which photo Ie deserbes: Explain —, rion Tee C te describes the street 4 CEED Complete the description with ‘words and phrases in the SPEAKING FOCUS. Then laten again and check hots Lean ceo ave ti rowing» porrat orth pavement “hore eros peopl ching ino ening ere nd gh gr ars pet ard es Cae Feb very good att Feb gons to colectoney tom prope who we watcarg hen ‘dgvehin some money jnning a description is photo Lean see / there's This pote shows Saying where (pace) There ar 30 ine hee ona treet in an ariguleny/staconcen, ete eying where fin the photo) Intra actgetnal/ tha rice / entre beehind Inert fo Specaatiog fo Shelocks shy / bored / tre, ete. She's Bachape I Wayoe /\ imagine /'m sure hes very inmy opinion 5 Workin pais. Student A, describe Photo A Student 8, doterbe Photo B. Use the SPEAKING FOCUS te hele you Exercise 4 2m the background 31 think Exercise 1 A 1A crowd of young people. 2Ata pop concert/ festival 2 Listening / dancing to a band 1A group of Viemamese students 2m Vietnam National Fine Arts Museum, 2 Looking / listening at the painting, c 1 People inthe street and a street ars. 2inthe st 3 Locking at a drawing onthe sest 4 He looks 5 Nextto 6 inmy opinion Tiimagine 8 Personally In this photo | can see a street artist drawing a portrait on the pavement. In the background, there are some people watching him. They're wearing shorts and T-shirts, so | think its summer. The street is quite crowded, so perhaps iss @ tourist area, The street artist has got dark hair and he's wearing jeans and a bright green Tshirt. He looks quite young. Next to him isa picture and he's copying it. In my opinion, he’s a very good artist. | imagine he’s going to collect money from the people whe are watching him. Personally, I'd give him some money because | think he's done a good job. 53FOCUS REVIEW yeaa LEAD IN (FS, $-S) Choose words from the unit and dictate thom, letter by letter, as anagrams. Students work iin groups of three and as soon as they think they know what the word is, they put their hands up and stop the activity. If they are correct, they win a point. If they are wrong, they cannot guess again until at least one other group has tried to guess. Ideas for words to use and order of letters: TOXINIBEH! (exhibition), PIRGNINIS (inspiring), PHYITORBAAGUO (autobiography), CEPUSULTR (sculpture), TCERPIDLEAB (predictable), CADIUENE (audience), RAINNENTIGET (entertaining), SEALPANDC (landscape) Exercise 1 (TS, S-S, S-T) Refer students to Exercise 1. Give them 2 minutes to work individually to decide the odd word out in each group. Then put students in pairs and give them 2 extra minutes to discuss their answers and reasons. Elicit the answers. reasons why. Elicit the meanings of the remaining three words, the things they have in common and the differences between them. Exercise 2 (FS, $-S, 5-T) Remind students about parts of speech and how we identify words. Write sing and amuse on the board. Elicit what parts of speech they are (verbs) and what other forms there are, e.g. singer, song (nouns), amusing, amused (adjectives). Refer students to Exercise 2. Tall them to read the sentences, thinking of what part of speech could go in each gap. Then give students 2 minutes to work individually to complete the gaps. Tell them to check their answers in pairs before the class check. Make sure to check spelling and check and drill the pronunciation of the words 54 EXTRA ACTIVITY, Elicit different forms of the words in capitals, (e.g, artistic, musician, historian), and ask students to write their own sentences using them. Exercise 3 (FS, $-S, 5-1) Students do Exercise 3 individually, Give them 2-3 minutes to complete and then 1 extra minute to check their answers in pairs before doing a class check. Alternatively, do this as an oral drill to involve everyone. Exercise 4 (FS, S-S, 5-1) Students do Exercise 4 individually, Give them 2-3 minutes and then 1 extra minute to compare their answers with a partner before doing a class check. EXTRA ACTIVITY Put students in pairs and ask them to write similar dialogues for both of the incorrect options. Exercise 5 (S-S, S-T, TS) Ask students if they have ever been to Slovakia and what it is famous for. Then refer them to Exercise 5. Give them 4 minutes to complete and then 1 extra minute to check their answers in pairs before doing a class check. Make sure students justify their answers. You could also ask some basic comprehension questions to check students’ understanding, e.g. What is a cheap way of seeing attractive art? What is Ignac Lamar like? What does the legend say about it? Exercise 6 ‘+ Ask students to make a mind-map of the film they recommend others to watch. Ask them to write down all the adjectives that can be used to describe the film (background information, plot, characters, other aspects of the film, etc.) + Ask students to write the paragraph at home, based on the mind-map they produce in class HOMEWORK Give students WB p.33 as homework.(xeleUES Tae |—*1 Choose the edd one out in each group. 1 documentary, soap oper, reality show, Exercise 1 “episode 2lendscape 3 plot Aimaginasve S character 6 slow moving cede 2 bography fantacy noel landscape sy te 5 pot galery, museur, painting 4 ovine, setng, pot, imaginative 5 tongue phetogahet por 46 emanaiing, zcinatng, dw moving, ‘Complete the sentences with the correct form ofthe words in expla, 1 My favourite Claude Monet 2 Tom Holand played inthe ey Bercive 2 Ent when be nas 1. MUSE tone 5 Donita fash photographs of * inthe gllery PAINT 2 musical 4K fants Ay eek oe 3 paintings ‘oar wd peopl om the past HISTORY orn 5 Whats the mot, fim youve ever eel twached? MOVE S moving 6 Ths animatonhesa pit 6 convincing ‘CONVINCE TT 9 3 Complete the second sentence using the \wordin copter that hae 2 sma testing ts the fet. De not change the ‘word in capital 1 Both TV binge watching anal plying video girs re sactve AS Exercise 3 TWhinge watching piayng Tisasaddictve as | video genes. 2: much more than | 2 Myfather paid €0 forthe eke but pale only MUCH 3 themostamazing | My atherpaid meforthe Seket specal fects 4 ie more gripping han 5 ismore dificult then 3 venever seen nwt sch amazing specs) efess MOST The iimhag 4 The plot ina comedy svat a groping at the lot ina thie: THAN The plot ina lr, the patina ao 5 | think painting» andcape i aie than panting porret DIFFICULT Fink pamtng spores paining anaseape 4 Choose the correct answer —| 1 XWe dango to the enema Y Why not? € lastnight What esappointing Y: Yes the plot nas — 2B too tinny 8 to0 complex © toe mspring ina do youthink about hie port The gil looks OX, butthe is too dark A background © foregrosnd ny do te boys the photo lose so riserble? ¥: Because the exhibiton is for ther Araiering wh © quteeneraining 'S Read the text and choose the corect © 1 thawar A, Ber €. HAVE You BEEN sa? Ang opal _fr yo er he jew tg Ton sd wane? oss sreres Se ‘hornet minarets eo Covel met popuurhe rae efi anae ‘em ening eg sad ag ‘Sins Te tint aa ane frente ess eeeed der ian eat Fm totic n po wa hese sane tk Exercise 5 1A 23 aA ac 6A 1 Atoo expensive Brot enensive enough Cmere expensive 2 Atcapton Bscupnres € porate 2 Anavebeceme Bbecame Cusedte become 4 Aerough Bmore C most 5 Athan Btoo C enough G Aescellent — Baddictve C imaginative 6 es group, make » mindimap about 2 fim you want ta recommend others to watch ‘en write «paragraph to describe thi film Pravant tothe dase 2s 55