1

LISTENING
*********************

LESSON 1
HEALTH

1. OBJECTIVES
By the end of the lessons, students will be able to:
• predict the content of the talk or the conversation
• listen for main ideas
• listen for details
2. ACTIVITY
2.1. Lead-in: Find out how likely you are to live to be 100. Take turns asking
and answering the questions below with a partner. Take notes on your
partner’s answers.

2.2. Predicting content

Listening 1

1
 Activity 1: Discuss with a partner: Which of these topics do you expect to hear
about in a talk about preventing heart disease? Circle your ideas.
blood pressure diet education
music exercise stress
Activity 2: Listen to the talk and check your predictions from the exercise above.
2.3. Listening
A. Listening for main ideas: Read the questions below. Then listen again and check
the main ideas you hear.
1. What advice does the nurse give to prevent heart disease?
a. Get your blood pressure checked.
b. Eat less salt and sugar.
c. Get enough exercise.
d. Visit your doctor.
e. Drink a lot of water.
f. Read more about heart disease.
2. What does the nurse say are some common causes of heart disease?
a. High blood pressure
b. Smoking
c. Living alone
d. High blood sugar
B. Listening for details.
Activity 3:
Listen again and choose the correct word or phrase to complete each sentence.
1. According to the nurse, if you have high blood pressure, you need to__________
a. do something about it b. take medication
2. According to ___________, healthy eating habits can keep your weight and your
blood pressure down.
a. medical journals b. government reports
3. To deal with stress, the nurse suggests going for a walk or _____________
a. talking to a friend b. taking a yoga class
Listening 2

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 A. Listening for main ideas
Activity 4: Listen to the conversation. What are the speakers most concerned
about? Tick your answers.
air pollution asthma cats food allergies peanuts
B. Listening for details
Activity 5: Listen again. Answer each question with a word or phrase from the
conversation.
1. What is something that causes Elena’s asthma to “act up”?
2. Which food are many people allergic to?
3. What is the “new” allergy problem?
4. When did the number of people with food allergies grow quickly?
5. What percent of children have food allergies nowadays?

3. EXAM FOLDER
Questions 11-15
Listen to the introduction of a Health Club. Label the plan below (audio 2.31).
Write NO MORE THAN TWO WORDS for each answer:

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Technique
When you see a map question, run through the words to describe position that you
know. Common prepositions are in front of, next to, behind, opposite, etc. You will
probably hear some of them in the listening.

Questions 16-20
The table below comes from a table completion task. Answer the questions.
a. What do the numbers tell you about the order in which you will hear the
information?
b. Which of the missing spaces are likely to be numbers? What kind of numbers are
they?
c. What can you predict for the other gaps?
Listen and complete the table below.
Write NO MORE THAN THREE WORDS OR A NUMBER for each answer.

Technique:
1. Familiarize yourself with charts and tables. Find them in newspapers and
magazines and online. Learn to read and understand them.
2. Pay special attention to the rubric, the heading and the numbering in the table
completion task. Use this information to predict the type of information which
is missing.

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 LESSON 2
FESTIVALS AND CELEBRATIONS

1. OBJECTIVES
By the end of the lessons, students will be able to:
• predict the content of the talk or the conversation
• recognize examples in the talk or the conversation
2. ACTIVITY
2.1. Predicting content
• Depending on the context – a news report, a university lecture, an exchange in a
supermarket – you can often predict the kind of words and style of language the
speaker will use.
• Our knowledge of the world helps us anticipate the kind of information we are
likely to hear. Moreover, when we predict the topic of a talk or a conversation,
all the related vocabulary stored in our brains is 'activated' to help us better
understand what we're listening to
Tip:
- If you are taking a listening test, skim through the questions first and try to
predict what kind of information you need to listen out for.
- A question beginning 'How many..?', for example, will probably require you to
listen for a specific number or quantity of something.

Example:
What do you imagine she is about to tell you?
! a weather focast
! You can expect to hear words like 'sunny',
'windy' and 'overcast'. ! You'll probably hear the
use of the future tense: 'It'll be a cold start to the
day'; 'there'll be showers in the afternoon', etc.

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Activity 1: Choose correct option to complete the definition then match the
words in bold to the photographs.
1. A lecture is a book/ talk given by a teacher or professor.
2. An activity is something organized for enjoyment/ an exam or test.
3. Traditional activities have been done for a long time/ are new in a particular
country.
4. If a festival is about culture, it usually shows the customs, art, music and food/
work and business of a country.
5. A band is a type of music/ group of musicians.
6. A camel is a large animal usually found in the jungle/ desert.
7. If something is entertainment, we do it so that we can enjoy it/ learn from it.

Activity 2: Look at the tourist information brochure advertising the three

different festivals. Predict the type of information in each gap then listen and
check your predictions.

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2.2. Recognizing examples
Activity 3: Listen to a talk and tick the main ideas that you can hear. Write
down phrases to support your answer.
a. traditions of wedding cakes
b. guests at a wedding
c. different wedding cakes
d. decorations on wedding cakes
e. types of wedding food
f. Asian cooking and eating
g. use of fat in cooking
h. restaurants in different countries

Activity 4: Write examples in the gaps to complete the sentences

1. I love eating sweet things such as chocolate and puddings.
2. At birthday parties in my country people eat food such as................................
3. In winter people usually prefer hot foods, for instance ................................

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4. My favourite foods are things like ................................
5. I don’t like eating ................................ foods, for example ................................

Activity 5: Listen again and answer the following questions

1. What is the custom of making traditional cake in Western?
2. Which are usually put ont the top of the English wedding cakes?
3. What are Bermuda wedding cakes different from the USA’s ones?
4. Why do Korean use “kuk soo” in their wedding?
5. When are brides in Ghana served ”oto”?

Discussion:
Work in pair. Think of festivals or celebrations in your country. Discuss the
type of food that people usually eat at these festivals.

3. EXAM FOLDER
The note below is taken from a note completion task based on a lecture. Read the
task and answer these questions:
a. What is the title of the lecture?
b. How many parts are there in the lecture?
c. What is the subject of each part?
d. How does the lecture end?
e. What information can you predict for each space?

Technique:
Pay special attention to the rubric, the heading and the numbering in the table
completion task. Use this information to predict the type of information which is
missing.

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Listen to the recording and complete the notes. Write NO MORE THAN TWO
WORDS AND/OR A NUMBER. (audio 2.1)

Culture and society

Study: In (1) ____________
On the global teenager hypothesis (i.e. (2) ____________ and attitudes of
teenagers in the world are similar)
Is there a global culture?
One special aspect of the study: (3) ____________ in three cultures
Sample (4) ____________ students between 14 and 17
3 countries: China, Japan, USA
Three Reference: The International Journal of (5) ____________ studies,
examples of Statement 1: It is really true that (6) ____________can make you happy.
statements Statement 2: My life’s dream is own (7) ____________.
Statement 3: Having the right (8) ____________ is the most important
things in life.
Three Statement 1: Nationality agreeing most strongly (9) ____________
examples of Statement 2: Nationality agreeing most strongly (10) ____________
results Statement 3: Nationality agreeing most strongly (11) ____________
General The global teenager hypothesis is (12) ____________by this research.
conclusion Possible explanation: Culture of USA is more (13) ____________,
whereas the Chinese culture is more collectivist or communitarian
More research needed

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 LESSON 3
THE INTERNET AND TECHNOLOGY

1. OBJECTIVES
By the end of the lesson, students will be able to:
• listen for reasons
• listen for additional details
2. ACTIVITY
2.1. Listening for reasons.

People often talk about reasons for things happening. For example: I passed
my exam because I worked hard. Working hard is the reason I passed my
exam. When people give reasons for things, they use words like as, because of
and due to. If you hear these you know a reason will follow.

Language for giving reasons:

Use the words in the box to complete the sentences.
As Because of Due to Thanks to

1. ______________ Wi-fi, she was able to do her work on her tablet in the café.
2. He couldn’t use his laptop ______________ a problem with the hard drive.
3. His laptop broke _____________ he was careless and dropped it.
4. _______________ a bad internet connection, he wasn’t able to email me.

Activity 1:
Listen to the radio program and write the missing information in the gaps to
complete the table.

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 Event Reason

Robots not used so much in the past …as robots were

(1)………………….…….
People have a much better quality of …thanks to these
life (2) ………………….…….
Some old people can’t do housework …because of their
(3) ………………….…….
We can find out about pollution …due to the
quickly (4) ………………….…….

2.2. Listening for additional details

Language for giving additional details:
Write the words from the box in the gaps to complete the sentences. Sometimes
more than one answer is possible.
but however whereas on the other hand

1. When people were asked difficult questions in the past, scientists believe
they tried to think of the answer to the question.
_______________, because of modern websites the first thing people think
about now is how to find the answer.
2. For example, they think about what they might put into Google.
_______________in the past they thought about the question itself.
3. It seems that people now forget facts especially if they know the information
will be saved in a computer file. ______________, an advantage is they
remember the location of the face and where to find it.
4. In conclusion, it seems that computers are not making us stupid,
______________ they are making us lazy!

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Activity 2:
Listen to the report and write the missing information in the gaps to complete
the following table.
Main information Additional details
Scientists looked, in particular, at how They wanted to find out if computers have
computers affect our (1) memory changed the way we remember
(2) ……………….. and knowledge.
What we think when we are asked (3) In the past people tried to think of the (5)
……………….. questions has changed ……………….. to the questions.
due to (4) ……………….. like Google™ Now people think about
(6) ……………….. to find the answer.
E.g. they think about what they might (7)
……………….. into Google™
The type of (8) ……………….. we People now forget (9) ………………..
remember has changed. especially if they know it will be saved on
the computer.
They remember the (10) ……………….
of the fact, in other words, where to find it.
Computers are not making us more stupid We are spending time remembering where
but they are making us to (12) ……………….. information but
(11) ……………….. not on remembering the information itself.

Post listening: 1 minute challenge

- Work in pairs.
- Students take turn to talk about technology-related topics in one minute.
- One person is the speaker, and the other is the time-keeper. The time-keeper is
expected to give further questions in case the speaker pauses too long.

- Swap the roles when one question is finished.

- Students can repeat the process as many times as they wish.

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 3. EXAM FOLDER
Technique:
1. Read the questions first to predict what the listening is about. Listen carefully
as you will only hear the recording once.
2. Check the instruction, how many words and/or number must you write?
Questions 11-15
Listen to the recording and write NO MORE THAN THREE WORDS for each
answer

Questions 16-20
Listen to the second part of the recording and write NO MORE THAN TWO
WORDS AND/OR A NUMBER for each answer

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 LESSON 4
NEWS
1. OBJECTIVES:
By the end of the lesson, students will be able to summarize the information they
hear.

2. ACTIVITY

2.1. Listening for the headlines

Activity 1:

A. Vocabulary
- Work in 2 groups.
- Each group unscramble the letters to make words. You can base on the clues
to make it easier.
- The winner is the group getting the correct answer quicker.
Clues Answer
1. waaer realizing that something is true
2. cotntetstan someone who competes in a contest
3. grdlcoki a situation in which the streets are so
full of cars that the cars can’t move
4. kpreee Someone who takes care of the
animals in a zoo
5. trmeo aare A part of a large city
6. nwecmore Someone who has recently arrived
somewhere or recently started an
activity
7. ornaugnat a large ape
8. cstumeo A set of clothes worn by an actor or
performer for a particular role.
9. sadcasntle A model of a castle built out of sand

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B. Before Listening

Look at these pictures and describe what you can see.

C. Listen the beginning of today’s news and number the pictures from 1 to 3
(T16).

2.2. Listening for the summaries of news

Activity 2:

A. Before listening

Read the summaries and answer the questions below:

- What information (types of words/numbers) can be in the blanks?
- What verb tenses can be used?

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B. Listen to the full stories. Complete the summaries (T17).

C. Discussion

- Work in pairs.
- Discuss how you think each story may end.
Ex: “I think after the zookeeper and the orangutan got into the car, they
drove to…”
Activity 3: Listen to the next day’s news. Check your predictions. Make some
notes about the next day’s news (T18).

News 1

News 2

News 3

3. EXAM FOLDER

Technique:
Pat attention to the stems (i.e. the first part) of multiple- choice questions. After
that. Look carefully and quickly at the alternatives and think about the
relationship between the sterm and the alternatives (e.g. cause and effect).

Questions 1-4
Listen to the first part of the recording and answer questions 1-4 by choosing the
correct answer

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Technique
Use the reading time to think about the overall topic of the summary. The general
topic of each answer may be clear from the context.

Questions 5-10
Listen to the second recording and complete the summary. Write NO MORE THAN
TWO WORDS for each answer

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 LESSON 5
TRADITIONS
1. OBJECTIVES
By the end of the lesson, students will be able to listen for causes and effects
2. ACTIVITY
2.1. Listen for cause and effect

During a talk, a speaker can talk about causes. To introduce cause, a speaker can
use phrases like: Due to…, The reason for this is…, because …, etc.
In addition, the speaker can also introduce effects, using phrases like: That’s
why…, This means…, etc.

Activity 1:
A. Look at the words in bold and circle the correct answer.
a. A multicultural society is a society with one culture/ many different cultures.
b. When a tradition dies out. It no longer exists/ changes into something else
c. When people interact with each other, they avoid each other/ do things together.
d. When you adapt to something, you reject it/ get used to it.
e. An invention is something that is made for the first time/ not used everyday.
f. To affect something, means to make it better/ cause it to change.
g. Anthropology is the study of men/ human culture and society.
h. An anniversary is an event when you celebrate a holiday/ an important dates in
the past.
B. Listen to an advert for a radio programme. Answer the questions.
a. Who is Robert Lee?
b. What is the programme about?
c. When can you listen to this programme?

Activity 2:
A. Listen to the radio programme. Which tradition in the pictures below is not
mentioned by the speaker?

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B. Listen again, choose the best answer for the questions below.
1. What is Professor Lee most interested in?
a. languages
b. cultures
2. Why does he talk about his family?
a. He is proud of his parents.
b. To explain why he decided to study Anthropology.
3. What does he think about customs and traditions?
a. He thinks that they are not important in the modern world.
b. He is certain that they always change.
4, Why does he mention “technology”?
a. To show how new inventions have changed our customs.
b. To explain that customs don’t change.
5. What does he think about using technology to interact with others?
a. It’s a waste of time.
b. It’s normal.
6. Which two things have changed the way we prepare food?
a. books and restaurants

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 b. kitchen tools and supermarkets
Activity 3:
A. Listen and complete the extracts from the programme.
1. As a child, I lived in Japan, Thailand and Egypt. ………………….. I decided to
study Anthropology.
2. Some traditions die out ………………….. our way of life changes.
3. Now, ………………….. developments in technology, people spend more time
playing games on their phones.
4. But now we don’t have to work so hard. ………………….. we have modern
kitchens and supermarket food.
5. You can find any recipe you want on the internet. ………………….. that many
people don’t need recipe books any more.
B. Post- listening: Work in small groups. Discuss the following questions
1. What are some important traditions from your country?
2. Do you know any traditions from your grandparents’ time that have now
disappeared?

3. EXAM FOLDER

Technique:
Read the questions carefully in matching task. If the categories are related, decide
what kinds of words and phrases you would expect to hear. Listen for similar
information in the recording

Questions 1-3
Listen to the first part of the recording and complete questions 1-3. Write ONE
WORD OR A NUMBER for each answer

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Questions 4-10
Listen to the second part of the recording. Write T, M or F next to questions 4-10

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 LESSON 6
WILDLIFE

1. OBJECTIVES
By the end of the lesson, students will be able to apply strategies to take notes
2. ACTIVITY
2.1. Note taking skill

Taking Brief Notes

When you take notes while you are listening, you often have to write down important
information quickly. Here are some note-taking strategies you can use to help you do
this.
Strategy #1: Write Only Key Words
Listen for the content (nouns, verbs, adjectives, and adverbs) words that will be
stressed. These words will help you remember the talk. Don’t write function words.
Function words (e.g., that, so, from, actually, those) are necessary for correct grammar,
but you don’t need them in your notes.
You hear: Many people know the story of Charles Darwin and the voyage of the
Beagle. But some of the story is –in fact – legend.
You write: People know Darwin and Beagle. Story part legend.
Strategy #2: Use Abbreviations
Use shortened forms and symbols. You can use any abbreviation system that works for
you. Here are some examples:
s/t (something) yr. (year) w/ (with)
s/o (someone) govt. (government) => (leads to or cause)
dept. (department) diff. (different)

Activity 1:

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 Listen to a talk about Charles Darwin and
the voyage of the Beagle. Make a list of
key words you hear. Don’t worry about
writing complete ideas yet.

Listen again and take notes. This time,

write complete ideas, using key words,
abbreviations and symbols.

Activity 2:
Listen to the talk about finch and complete the notes in the table below.
Type of Finch Goldfinch

Where it lives Most of Europe + NW Africa

and Turkey

Special traits

What it eats Male: seeds from inside flower

Female: other seeds

Other habits Lives diff. places in diff.

seasons.
Summer parks & forests.
Winter: gardens and farm
fields

Critical thinking: Compare your notes with a partner’s. Did either of you miss any
information? Listen again and complete your notes.

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 3. EXAM FOLDER

Technique:
1. Spend a little time thinking about the topic before you listen to the recording.
Ask yourself: What do I know about this subject already?
2. Put the answer in any order, e.g. A, C or C, A, etc.

Questions 1-3
Choose THREE letters A-G
What topics must the assignment cover?
A. zoo finances F. education and zoos
B. public safety F. zoos for science
C. the history of zoos G. value for money
D. animal welfare

Questions 4 and 5
Choose TWO letters A-E
Which areas do the students decide to concentrate their efforts on?
A. science D. conservation
B. history E. education
C. entertainment

Questions 6-10:
Listen to the second part of the recording and complete the summary. Write NO
MORE THAN TWO WORDS AND/OR A NUMBER for each answer

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 SPEAKING
*********************

LESSON 1
WHAT’S THE CUSTOM?
1. OBJECTIVES

By the end of the lesson, students will be able to

• talk about customs in some particular contexts

• give advice about what to do to comply with a country’s customs
2. ACTIVITY
2.1. VOCABULARY

Words Pronunciation Meaning

Local (culture) / ˈləʊkl belonging to or connected with the particular
ˈkʌltʃə(r)/ place or area
Long-standing /ˌlɒŋ ˈstændɪŋ/ existing for a long time
(culture)
Cultural identity /ˈkʌltʃərəl features that make one culture different from
aɪˈdentəti/ others
Manner /ˈmænə(r)/ behaviour that is considered to be polite in a
particular society or culture
Culture shock /ˈkʌltʃə(r) ʃɒk/ a feeling of being confused and worried that
somebody may get when they visit another
country
Courtesy /ˈkɜːtəsi/ polite behaviour that shows respect for other
people
Well behaved /ˌwel bɪˈheɪvd/ behaving in a way that other people think is
polite or correct
Misbehave /ˌmɪsbɪˈheɪv/ to behave badly

Save /seɪv feɪs/ to avoid or help somebody avoid being

(somebody’s) face embarrassed
Lose face /luːz feɪs/ to be less respected or look stupid because of
something you have done

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 2.2. STRATEGIES AND EXPRESSIONS

Speaking strategy: Giving advice

Expressions:
• You should/shouldn’t + V-inf
• You ought to + V-inf
• If I were you, I would + V-inf
• I would suggest/recommend + V-ing
2.3. ACTIVITIES

Activity 1: Work in pairs and look at these situations. Discuss the questions below.

Questions:
What do you think the guests are “doing wrong”?
What would you say to them?
Which actions would be “wrong” in your culture?

“The man didn’t take his shoes off. He should have removed them before…”
Activity 2:
Work in pairs. Imagine these situations. What do you do in your culture? Give
reasons.

26
Join another pair. Compare your answers. Then discuss these questions.
What would most people from your culture do in these above situations.
Have you ever been in similar situations? What happened?

Activity 3:
Work in pairs. Imagine a friend from abroad is visiting your country. Give him/her
advice about customs for these situations.

Join another pair. Compare your advice for the above situations. What might
happen if a person doesn’t follow your advice?
“If you don’t leave a tip, the server might get upset.”

27
Activity 4:
Work in groups. Do you agree or disagree with this idiom?
“When in Rome, do as the Romans do.”

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 LESSON 2
WEALTH
1. OBJECTIVES

By the end of the lesson, students will be able to give opinions about the
importance of money.

2. ACTIVITY
2.1. VOCABULARY

Words Pronunciation Meaning

Possession /pəˈzeʃn/ the state of having or owning something/
something that you own or have with you
at a particular time

Purchase /ˈpɜːrtʃəs/ the act or process of buying something

Bargain /ˈbɑːɡən/ a thing bought for less than the usual

price

(Allocate/ stick /ˈbʌdʒɪt/ the money that is available to a person or

to/ exceed) an organization and a plan of how it will
budget be spent over a period of time

Waste /weɪst/ to use more of something than is

necessary or useful

Greed /ɡriːd/ a strong desire for more wealth,

possessions, power, etc. than a person
needs

Allowance /əˈlaʊəns/ an amount of money that is given to

somebody regularly or for a particular
purpose

Replenish /rɪˈplenɪʃ/ to make something full again by

replacing what has been used

Broke /brəʊk/ having no money

2.2. STRATEGIES AND EXPRESSIONS

29
 Speaking strategy: Asking for and giving opinions

2.3. ACTIVITIES

Activity 1: How important is money?

• Ask your partner questions to complete the quiz

30
Activity 2:
What would you do if you won the lottery? Complete the following survey.
Mark ✓✓ (definitely would) ✓probably would), ✗ (probably wouldn’t),
✗✗ (definitely wouldn’t)

• Discuss the following questions in pairs. Give your opinions about the
importance of money
• Note: Use expressions to ask for and give opinions

Questions Your partner’s opinions

1. What’s the first thing you would do
if you won the lottery? Why?

2. What do your answers say about

your attitude toward money?

3. Would you like to be very wealthy?

Why/ why not?

4. What things are more important

than wealth? Why?

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Activity 3:
• Work in groups of three
• Match two haves to make correct sayings

Example:

Money cannot buy peace of mind

• Each group discusses two sayings:

1- What do the sayings mean?

2- In what situations would you use each saying?
3- Which sayings do you agree with? Disagree with?

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 LESSON 3
FRIENDS

1. OBJECTIVES
By the end of the lesson, students will be able to give opinions about friendship
2. ACTIVITY
2.1. VOCABULARY
Words Pronunciation Meaning
Get on (well To have a friendly relationship with
with someone) somebody
Be in chains /tʃeɪn/ To endure difficulty or hardship with
with someone someone
(Good) Sense of /ˈhjuːmə(r)/ Being funny and entertaining
humor (n)
Treasure (v) /ˈtreʒə(r)/ To value somebody or something
Trust (v) /trʌst/ To believe that somebody or something is
good and will not harm or trick you
Gossip (v) /ˈɡɒsɪp/ To have informal talks or stories about
other people’s private lives, that may be
unkind or not true
Ruin (v) /ˈruːɪn/ To damage something so badly that it loses
all its value, pleasure, etc.
Jealous (adj) (of) /ˈdʒeləs/ Feeling angry or unhappy because you wish
you had something that somebody else has
Inconsiderate /ˌɪnkənˈsɪdərət/ Not giving enough thought to other
(adj) people’s feelings or needs
Dishonest (adj) /dɪsˈɒnɪst/ Being not honest; intending to trick people

2.2. STRATEGIES AND EXPRESSIONS

33
 Speaking strategy: Asking for and giving opinions

2.3. ACTIVITIES
Activity 1: My best friend
- Work in groups
- Take turn to spin the pen
- Answer the question corresponding to the number the pen points at

34
 1. When and where did you meet your best friend?
2. Why do you think you get on well with your best friend?
3. Do you tell your best friend everything?
4. What do you talk about?
5. What do you argue about?
6. How often do you see each other?
7. Do you trust anyone more than your best friend?
8. Is there anything you don’t like about your best friend?
9. In what ways are you different from your best friend?
10. Do you have the same sense of humor?
11. Is there anything you wouldn’t do for your best friend?
12. Do you always tell your best friend the truth?

Activity 2: Friends forever?

Work in pairs.
Ask and answer these questions with your partner. Tick your partner’s answers.

35
Activity 3: Friendship proverbs
- Work in groups.
- Match the first halves 1-12 with the second halves to make meaningful
proverbs about friendship. Then discuss the meaning of each proverb. Do
you agree or disagree? Why?

36
1. When the character of a man is not a. make friends with the crocodile.
clear to you b. the loser has good friends.
2. An old friend is much better c. is a friend to no one.
3. The death of a friend d. than a hundred relatives.
4. It is better to be in chains with e. who their friends are.
friends f. is the same as the loss of a limb.
5. Never pass a town g. where a friend lives.
6. A friend to all h. look at his friends.
7. Rich people never know i. than to be in a garden with strangers.
8. If you live in the river, you should j. than two new ones.
9. Better one true friend
10. The winner has many friends

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 LESSON 4
LOVE
1. OBJECTIVES
By the end of the lesson, students will be able to give opinions about love

2. ACTIVITY
2.1. VOCABULARY

Words Pronunciation Meaning

Have a soft To like someone. We often use this when it’s
spot for slightly surprising that we like the person.

Get on like a Have an extremely good relationship/ be very

house on fire close friends

Be obsessed /əbˈses/ To give a lot of thoughts to someone

by someone
Have a crush /krʌʃ/ To feel romantically attracted to a person
with someone
Flirt with /flɜːt/ To do things and say things that show you are
someone interested in that person romantically
Break up/Split /breɪk/ To end a relationship with your
up /splɪt/ boyfriend/girlfriend or a husband/wife
Turn sour /ˈsaʊə(r)/ When a relationship turns sour it becomes bad.

Go on a blind /blaɪnd/ To go on a date with someone you have never

date met before
Ex- Add ex- to describe people you had relationships
with in the past: ex-boyfriend

2.2. STRATEGIES AND EXPRESSIONS

Speaking strategy: Asking for and giving opinions

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 2.3. ACTIVITIES
Activity 1: Love is in the air
- Read these questions. Choose FOUR questions that you want to ask your
classmates.
- Go around the class and ask your classmates those four questions.

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Activity 2: Role-play
Note: each student reads his/her role only.

You are unmarried, in your late 30s. Your parents want you to find
Student A someone, so they have sent you to a matchmaker (Student B).
Answer Student B’s questions.

You are a matchmaker. You want to find someone for Student A.

Get a list of his/her requirements for a partner. Have him/her
Student B
consider: appearance, character, age, financial status, and anything
else you can think of.

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Activity 3: Qualities (Pair Work)

Which of the below things do you value in a partner? Circle 1 for very important, 2
for slightly important, and 3 for unimportant. When finished, compare your answers
with a partner.

beauty 123 intelligence 123 confidence 123

sense of humor 123 career 123 ‘romanticness’ 123

height 123 religion 123 good manners 123

financial status 123 character 123 other: 123

! Discussion : Do opposites attract? Do we like people who are similar or

dissimilar to us?

Activity 4: Are you a good lover?

- Work in groups
- Do you agree or disagree with these statements? Why?

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 LESSON 5
ADVERTISING
1. OBJECTIVES
By the end of the lesson, students will be able to discuss the effects of advertising

2. ACTIVITY
2.1. VOCABULARY
Fill in the blanks with suitable words to complete the sentences below.

fall for run an ad implausible

persuade slot deceptive

a. The company had a new product to sell so it decided to ………….. to get

some business.
b. Many adverts are only effective because they ………………. people that
they need products or services when in reality they don’t.
c. Sometimes advertising is……………., you can’t believe a word they tell
you.
d. Some of the claims made in TV adverts are…………….., I’ll never know
how people……………… them.
e. The company had just enough money in their budget to buy a ………… on
prime TV, only for ten seconds.

2.2. STRATEGIES AND EXPRESSIONS

Speaking strategy: How to agree and disagree
I know what you mean.
That’s true.
You have a point there.
Yes. I see what you’re saying, but…
I understand your point, but…
I don’t think that’s true.

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2.3. ACTIVITIES
Activity 1:
Match these types of advertisement to the equivalent pictures
bus ads, pop-up ads, billboards, flyers, commercials, sound trucks

Activity 2:
Work in pairs. Discuss these questions below.
1. Which types of advertising have you seen recently?
2. What were they advertising?
3. Do you often buy products due to their advertising?
4. What advertised products do you have?
5. How were they advertised?
6. Where were they advertised?

Activity 3:
Read the situation below.
Work in groups and discuss: “Is advertising in this situation good or bad?”

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 National Children’s Day is coming.
A variety of popular toys have been
advertised on the streets and TV
recently. Some parents are
unhappy. They say that it has
deliberately exploited their easily-
led children with such persuasive
advertising that they have demand
toys. Some parents cannot afford
those toys.

Activity 4: Advantages and disadvantages of advertisements

- Work individually.
- Look at these statements about advantages or disadvantages of
advertising. Decide if they are advantages (A) or disadvantages (D).
1. People are persuaded to buy unnecessary products.
2. People know products and service of the company easily.
3. People can get overstatement or false information of the products.
4. Brand images for the company are created.
5. People have plenty of choices to choose products.
6. Products can cost highly.
7. The content of advertising might inappropriate to children.

Activity 5: Discussion
“Is advertising a good or bad thing?”
- Work in 2 big groups: Agree and Disagree group
- Each group prepares your supporting ideas for 5 minutes
- Make a discussion about whether advertising is a good or bad thing
- Remember to use phrases to give opinions, agree and disagree

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 LESSON 6

GOOD LUCK, BAD LUCK

1. OBJECTIVES
By the end of the lesson, students will be able to give opinions about superstitions.

2. ACTIVITY
2.1. VOCABULARY
Unscramble the letters to make words.

a. wakehisma Do this and hope it comes true m_____ a w_____

b. adoiv to try not to do something a_____
c. morirr You can see yourself when you look m_____
in it
d. unbucklemyurn In the U.S, some people think 13 is u_____ n_____
an
e. sperstiutions excessively credulous belief in and s_____
reverence for the supernatural
f. goarouckchmdl item that is believed to bring good g_____ l_____ c_____
luck

2.2. STRATEGIES AND EXPRESSIONS

Speaking strategy: Asking for and giving opinions

2.3. ACTIVITIES

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Activity 1: Lead- in:

1. Do you know anyone who is often lucky? Unlucky?

2. Do you think some people are naturally happy/ unhappy?
3. Have you had any luck or unlucky experience?

Activity 2: How superstitious are you?

• Work in pairs
• Ask and answer the questions

Do you… Yes No Further

information
1. have a lucky/ unlucky number?
2. have a lucky/unlucky color?
3. make a wish before an important test?
4. have a good luck charm?
5. avoid having a haircut before an exam?
6. believe that if you break a mirror, it will bring
you bad luck?

Activity 3: Superstitions
• Work in pairs.
• Look at the pictures. What superstitions are they?
• Add 1 superstition you know
• Do you believe in any superstition? Why?

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