01 PEOPLE AROUND US

UNIT OVERVIEW
Student’s Book Activity Book
Reading about people's differences:
Activity book, p 4, Exercises I, II
Reading upbringing, obvious, facial features,
Unit 1, Reading, Exercises I, II
uniqueness, introverted, respect
Possessive adjectives and Possessive Activity book, p 5, Exercises I, II, III
Grammar
pronouns Unit 1, Grammar, Exercises I, II, III
• Words about personality
Activity book, p 6, Exercises I, II, III, IV
Vocabulary • Phrasal verbs: get along, make up,
Unit 1, Vocabulary, Exercises I, II, III, IV
look up to, stand up for, take after
Activity book, p 7, Exercises I, II, III
Listening Listening about personality traits
Unit 1, Listening, Exercises I, II, III
Describing admirable people Activity book, p 8, Exercises I, II, III
Speaking
Pronunciation: Word stress Unit 1, Speaking, Exercises I, II, III
Activity book, p 9, Exercises I, II
Writing Writing an online profile
Unit 1, Writing, Exercises I, II
Activity book, p 13, Exercises I, II
CLIL Math: 3D Shapes
Unit 1, CLIL Math, Exercises I, II
International KET, TOEFL JUNIOR, PTE GENERAL, PTE Activity book, pp 10-12, Exercises I, II, III
exam ACADEMIC Unit 1, International exam, Exercises I, II, III

Student’s Activity
Book Book
 ⚫ Ask students if they recognize Jack, Emily, and
READING Rosa in the given picture.
People's differences
⚫ Have some students describe other people in
the picture.
Student’s Book, pages 6-7
Answers
Lesson outcome ⚫ Jack - 1 - Appearance: short straight hair,
• Read the texts about people’s differences green eyes - Personality: friendly, outgoing
⚫ Rosa - 4 - Appearance: long curly hair, blue
• Guess the meaning of the words/phrases in
eyes - Personality: kind, cheerful
context ⚫ Emily - 3 - Appearance: long straight hair,
• Choose the correct answers to complete brown eyes - Personality: funny, patient
the text 03
Lead-in ⚫ Write the highlighted keywords on the board.
Divide the class into groups. Each group writes ⚫ Have students read the definitions for about
vocabulary about human personality that they 3 -5 minutes.
already know on a notepad for 3 to 5 minutes. ⚫ Explain the definitions to students.
The group that writes the most words will win. ⚫ Ask them to match keywords with
appropriate definitions in the book.
01
⚫ Circulate around the classroom to ensure
⚫ Have students read the question for about 2 students understand the task and are on the
- 5 minutes. right track. Offer hints or clarifications if
⚫ Explain the questions to students if they do needed.
not understand. ⚫ After students have completed the activity,
⚫ Instruct students how to answer. encourage them to discuss their answers.
⚫ Ask students to answer the questions in pairs ⚫ Invite some students to stand up and answer.
for about 3 - 5 minutes. ⚫ Correct the answers and explain keywords to
⚫ Invite a few students to answer the students.
questions. Answers
Answers 1. respect 2. uniqueness 3. upbringing
4. obvious 5. introverted 6. facial features
Students’ own answers.
02 1.01 04 1.02

⚫ Explain to students the meanings of the ⚫ Ask students to guess the vocabulary and
words in the box. word types to fill in the blanks.
⚫ Ask students if there are any words they ⚫ Ask students to read the text before listening.
don't know. Make sure students know the ⚫ Explain difficult words to students.
meaning of the words in the box. ⚫ Instruct students to use the Exam Advice
⚫ Pronounce the words in the box for students section to do this exercise.
to listen and read along. ⚫ Remind students to focus on the words
⚫ Let students listen to the audio and fill in the before and after each gap.
table. ⚫ Ask students to choose and explain why they
⚫ After letting the students listen, the teacher fill in the blank with that word.
invites some students to stand up and give ⚫ Let students listen to the audio to check their
their answers. answers.
 Answers 06
1. B 2. A 3. B 4. C ⚫ Ask students to find and underline words in
5. B 6. A 7. C the text to describe appearance and
personality.
05
⚫ Divide the board into two columns and ask
⚫ Have students read the questions for around students to write the words in the correct
3 - 5 minutes. columns.
⚫ Ask if students have any questions they don't ⚫ Ask students to look at the board to see if
understand and explain to them. they did it correctly. If any words are in the
⚫ Ask students to rely on the passage to answer wrong column, correct them.
the questions. Answers
⚫ Have students underline keywords in the ⚫ Appearance: tall, short, long hair, short hair,
questions and find related clues in the blue eyes, brown eyes, dark skin, light skin
passage ⚫ Personality: friendly, helpful, unkind,
⚫ Let students answer the questions outgoing, introverted
individually. 07
⚫ Go around the classroom to guide weak ⚫ Ask students to work in pairs or groups to
students. find more words that describe appearance
⚫ Invite a few students to stand up and answer and personality to fill in the columns.
the questions. ⚫ Divide the class into two teams. Two teams
⚫ If the student answers incorrectly, invite will compete to list words that describe
another person to correct. appearance and personality. The team with
⚫ If the student answers correctly, ask where more words wins.
they found it in the reading. ⚫ Check if the words students write on the
board are correct.
Answers
1. People are different from each other due to Answers
various factors such as genetics, upbringing, Students’ own answers.
culture, and living environments.
2. Some are tall, some are short. Some have long Homework
hair while others have short hair. Some have Activity Book, Reading page 4, exercises I, II
brown eyes while others have blue eyes.
Additionally, some people have dark skin while
others have light skin. GRAMMAR
3. No, it doesn’t. Behaviors, attitudes, and traits Possessive adjectives and Possessive
make up a person’s personality.
pronouns
4. Yes, it is. People should try to create a world
where everyone feels accepted regardless of
physical appearance or personality. Student’s Book, page 8
Fast finishers
Lesson outcome
⚫ Ask student to answer two more questions:
• Distinguish the difference between
1. In your opinion, is appearance important in
possessive adjectives and possessive
making friends? Why?
pronouns
2. Do you think personality and appearance are
• Practice using possessive adjectives and
related? If so, give an example.
possessive pronouns correctly
⚫ Invite some students to answer.
Lead-in
Divide students into small groups and ask each Answers
group to write a list of items they usually carry Subject Possessive Possessive
with them. Then have groups share their lists with pronouns adjectives pronouns
each other and ask: I My Mine
- Do you have any similar items to your friends? You Your Yours
- How do you describe your object so that your He His His
She Her Hers
friends can distinguish it from theirs?
It Its Its
Then introduce possessive adjectives and
We Our Ours
possessive nouns. You Your Yours
01 They Their Theirs
⚫ Have students read the task for a few
Fast finishers
minutes.
Ask students to make sentences with possessive
⚫ Ask students to guess words to complete the
adjectives and possessive pronouns. Encourage
sentences.
students to participate and practice using
⚫ Then, have students check their answers in
possessives in their sentences. Then ask them to
the text on page 7.
stand up and read their sentences. Check the
⚫ Invite some students to answer.
grammatical structures and meaning of each
⚫ Emphasize the difference between possessive
sentence and give feedback.
pronouns and adjectives by asking why a
specific word is used in each blank. 03

Answers ⚫ Ask students to pay attention to the notes to

understand the meaning and usages of
1. They 2. their
possessive adjectives and pronouns.
02 ⚫ Focus on the common mistake in the notes.
⚫ Ask students to read the task for a few ⚫ Explain that students will complete a
minutes. multiple-choice activity where they choose
⚫ Give an example: the subject pronoun I – the the correct possessive adjective or pronoun
possessive adjective my – the possessive for each sentence.
pronoun mine. ⚫ Briefly mention that possessive adjectives
⚫ Ask students to complete other words in the modify nouns, while possessive pronouns
two columns: Possessive Adjectives and replace nouns entirely.
Possessive Pronouns. ⚫ Ask students to complete the task in a few
⚫ Go around the classroom to see if students minutes.
can do it and guide weak students. ⚫ Go around the classroom, observe and help if
⚫ Draw the table on the board and invite students cannot do it.
students to complete the table. ⚫ Invite a few students to answer and ask them
⚫ Make sure students understand the to explain why they choose that answer.
difference between a possessive adjective ⚫ If students cannot explain, the teacher
and a possessive pronoun. explains to them.
Answers
⚫ Check the answers and give some sentences
using words in the table. 1. B 2. A 3. B 4. A
2. B 6. A 7. B
04
⚫ Have students read the task for a few minutes Answers
⚫ Ask students to find and correct the mistakes 1. Their garden is beautiful.
in sentences related to possessive adjectives 2. The computer is ours.
3. I like your shoes.
and pronouns.
4. Her painting is worth a lot of money.
⚫ Allow students to work independently or in
pairs to find and correct the mistakes. Mixed ability
⚫ Go around to help students if needed. The teacher guides weak students on how to
⚫ Invite some students to answer. rewrite sentences with possessive adjectives and
⚫ Reveal the corrected versions of the possessive pronouns. For strong students, ask
sentences and give explanation. them to write new sentences using possessive
adjectives and possessive pronouns. Then invite
Answers some students to write and the teacher corrects
1. This photo is your’s. → yours if there are any errors.
2. We met Dan and Abby last night. The house is
their. → theirs 06
3. She’s husband works in Settle. → Her ⚫ Ask students to read the task for a few
4. Theirs children go to school in Hawaii. → Their minutes.
5. Mine husband and I want to travel to Japan.
⚫ Explain that students will complete the
→ My
conversation by inserting appropriate
6. The rings are our’s. → ours
7. The pieces of baggage are him. → his adjectives or possessive pronouns.
8. The picture is her. → hers ⚫ Briefly mention that possessive adjectives
9. This dog is our pet. The kennel is it. → its are often used before nouns. (e.g. My friends
10. These cats are my. → mine are kind and cheerful.).
05 ⚫ Instruct students to choose the best
possessive form (adjective or pronoun) for
⚫ Have students read the task for a few minutes each blank.
⚫ Explain that students will rewrite the ⚫ Ask to find the right word to complete the
sentences using possessive adjectives or conversation.
pronouns to show ownership. ⚫ Invite some students to answer. Encourage
⚫ Write the example sentence "This is Lucas's them to explain why.
car" on the board and rewrite it together as ⚫ The teacher checks the students' answers
"This is his car" (possessive adjective) or "This and give feedback.
car is his" (possessive pronoun). Explain the ⚫ If there is time, the teacher lets students
difference in meaning and usage. practice the conversation.
⚫ Ask students to write the remaining
Answers
sentences (1-4) in some minutes.
⚫ Invite some students to come to the board 1. your 2. their 3. them
and write their answers.
⚫ Check the answers and instruct students to
rewrite if they are wrong.
07 Lead-in
⚫ Ask students to read the task for a few Board race game
minutes. Divide students into four teams. Awarded to each
⚫ Explain that students will work in pairs or team a mark. Students will run up to the board
small groups to draw a picture of their family. and write as many words as possible about
⚫ List of details students should include in their human personality in about 3 -5 minutes. Any
drawings. Encourage them to label each words that are not related to the topic or
person with their name. Students can also misspelled do not count. The team with more
draw simple symbols or pictures to represent correct words wins.
personality traits or favorite things (e.g., a
01
book for someone who loves to read, a
⚫ Ask students to read the task for a few
soccer ball for someone who loves soccer).
minutes
⚫ Remind students about using possessive
⚫ Briefly explain the activity. Students will look
adjectives (before nouns) and possessive
at each picture and try to guess the
pronouns (replace nouns) to show ownership
personalities of the people.
within the family.
⚫ Encourage them to pay attention to details
⚫ Have each group share their family portrait
like facial expressions, body language,
with the class and explain the details they
clothing activities, and the surrounding
included, focusing on how they use
environment.
possessive adjectives and pronouns.
⚫ Encourage them to use complete sentences
⚫ Explain these details can provide hints about
and point to the relevant parts of the drawing as the person's mood, interests, and overall
they speak. personality.
⚫ The teacher corrects students if they use ⚫ Ask students in pairs or groups to have a
possessive adjectives or possessive pronouns discussion in which they share their
incorrectly. observations and inferences about the
Answers personalities of the people in the pictures.
Students’ own answers. ⚫ Invite a few students to stand up and answer,
then explain why they think those are the
Homework
personalities of the people in the pictures.
Activity Book, Grammar page 5, exercises I, II,
⚫ Briefly summarize the importance of using
III
visual cues to understand personality.
VOCABULARY Answers
Personality 1. brave / adventurous
2. creative
Student’s Book, page 9 3. humorous / funny
4. kind / kind-hearted / helpful
Lesson outcome
• Remember and apply some words and
phrases about personality in real-life
context
• Understand phrasal verbs: get along, make
up, look up to, stand up for, take after
02 Extra activity
⚫ Ask students to put the adjectives from the Describe yourself
box into the correct column. Divide the class into four groups, and play a quick
⚫ Ask students to do the task. Explain if there game. Students in the groups take turns
are any words that they don't know. describing themselves using two or three
⚫ Divide the board into two columns: Positive adjectives. The other groups can then guess
and Negative, then invite students to write whether the description is positive, negative, or
the adjectives in the correct column. neutral. The group that guesses correctly will win.
⚫ Ask the class if there are any wrong answers
04
and if they want to correct them.
⚫ Briefly explain that the task requires students
⚫ Go through the list of adjectives, revealing
to use the adjectives from exercise 2 to
the positive and negative categories. Discuss
describe their friend's personality.
any confusion students might have.
⚫ Have students work in pairs to describe their
⚫ Briefly explain the reasoning behind the
friend's personality.
categorization.
⚫ Encourage students to focus on describing
Answers their friend's positive personality traits and
⚫ Positive: generous, cheerful, diligent, to use respectful language.
confident, reliable ⚫ Go around the classroom to see how
⚫ Negative: impatient, stubborn, selfish, bossy, students are discussing with each other and
careless
help if needed.
03
⚫ Have some students volunteer to share a few
⚫ Explain the task to the students: use the sentences about their friend's personality
adjectives in exercise 2 to complete the with the class.
sentences. ⚫ Check if students have any errors and correct
⚫ Ask students if there are any words they them.
don't understand.
Answers
⚫ Have students work in pairs to complete the
Students’ own answers.
sentences in a few minutes.
⚫ Encourage them to think about the meaning
of each sentence and the kind of personality
trait it describes when choosing the best ⚫ Ask students to read the phrasal verbs box
adjective. and their meaning.
⚫ Invite a few students to stand up and answer ⚫ Explain the meaning of those words to
and ask them to explain why they choose students.
that answer. ⚫ Check if students understand the phrasal
⚫ Go through the sentences one by one, verbs.
revealing the correct adjectives. 05
⚫ Briefly discuss why each answer choice is the ⚫ Explain difficult words and sentences before
most suitable adjective for the sentence. having students do the task.
Answers ⚫ Briefly explain that the task requires students
to fill in the appropriate phrasal verbs to
1. cheerful 2. confident 3. stubborn 4. careless
5. generous 6. selfish 7. bossy 8. diligent complete the sentence.
9. impatient 10. reliable
⚫ Have students work in pairs to choose the Homework
appropriate phrasal verb to complete the Activity Book, Vocabulary page 6, exercises I,
sentence. II, III, IV
⚫ Go around the classroom to see how
students are discussing with each other and LISTENING
help if needed. Personality
⚫ Have some students give the answers.
⚫ Check the students' answers. Go through the Student’s Book, page 10
sentences one by one.
Lesson outcome
Answers
• Listen about personality
1. look up to 2. make up with 3. take after • To practice listening and fill in the blanks
4. stand up for 5. get along with
• To practice listening to see if the
Fast finishers information is true or false
Ask students to write their own sentences using
some of the phrasal verbs in the activity. Invite Lead-in
some students to come to the board to write. Divide students into small groups and ask each
Check that they write grammatically correct group to write a list of characteristics they know.
sentences, using phrasal verbs appropriate to the Then have groups share their lists with each other
context of the sentence. If there are errors, and discuss:
correct them. - How to recognize whether a person has one
06 personality or another?
⚫ Briefly review the list of phrasal verbs used in - Which personality is good? Which personality is
the previous activity (look up to, make up bad?
with, take after, stand up for, get along with). Invite some students to answer. Lead students to
⚫ Ask students to talk about your family and the lesson.
friends using the phrasal verbs above. 01
⚫ Instruct students to form small groups of 3-4 ⚫ Ask students to read the questions and ask
people. them if there are any questions or words
⚫ Ask students to discuss the task in groups. they don't know. If so, explain it to them.
⚫ Circulate around the classroom, listen to ⚫ Introduce the task requirements that
discussions, and offer support if students students will read the questions and choose
struggle to use the phrasal verbs. the answer that best describes their typical
⚫ Invite a few groups to volunteer and share behavior or preference.
some key points from their discussions, ⚫ Have students answer the questions for a
focusing on how they use the phrasal verbs. few minutes. Remind them to be honest in
⚫ Briefly discuss the importance of their responses.
communication and using appropriate ⚫ Guide students through the scoring system
language when talking about family and provided on the handout.
friends. ⚫ Encourage them to reflect on their score and
Answers what it suggests about their preferences for
Students’ own answers. social interaction and energy levels.
⚫ Encourage students to share their scores
04 1.04
without judgment and discuss what surprised
them or what resonated with their self- ⚫ Briefly introduce the task's requirements.
perception. Students will listen to recordings of people
talking about important people in their lives
Answers
and fill in the blanks.
Students’ own answers. ⚫ Play the recording for students to listen to.
02 1.03 Make sure they stay quiet and listen
⚫ Explain that students will listen to recordings attentively.
of people describing their friends. ⚫ Invite a few students to stand up and answer.
⚫ Explain the task's requirements: After ⚫ Reveal the answers to students and let them
listening to the recording, students should listen to the recording again to check.
guess whether each person is an extrovert or Answers
an introvert. Write E (Extrovert) or I 1. best friend 2. sister 3. Mom
(Introvert).
Extra activity
⚫ Play the recording for students to listen to.
⚫ After students listen to the recording, ask Ask students to talk about an important person in
them to write “E” in the box if that person is their lives, focusing on the qualities they admire
extroverted or “I” if that person is in that person. The whole class can listen and try
introverted. to identify the qualities mentioned.
⚫ Invite a few students to give their answers 05
⚫ Encourage students to share the clues they ⚫ Ask students to read the task for a few
hear from the recording. minutes.
⚫ Discuss any surprising results or interesting ⚫ Explain if there are any sentences or words
observations students made. students don't understand.
Answers ⚫ Briefly introduce the activity. Students will
listen to speakers talking about important
Mark: E Lisa: I Jessica: I
David: E Michael: E people in their lives. And the students will
decide if the given statement is T (True) or F
03 (False).
⚫ Tell students that they will listen to the ⚫ Have students underline keywords in the
recording again. statement before they listen.
⚫ Have students complete the table with ⚫ Let students listen to the audio and do the
appropriate adjectives. task.
⚫ Play the recording for students to listen to. ⚫ Invite a few students to stand up and answer.
Make sure students stay quiet and focused. Ask them to explain their reasoning for
⚫ Invite a few students to answer. choosing T or F.
⚫ If the student answers incorrectly, invite ⚫ Reveal answers to students.
another person. ⚫ Play specific parts of the recording again if
⚫ Reveal the answer and let students listen needed to clarify any doubts.
again to check.
Answers
Answers 1. F 2. T 3. F 4. T
1. outgoing 2. friendly 3. quiet / creative 5. T 6. T 7. F 8. T
4. bossy 5. reliable
 Mixed ability 02
For weak students, the teacher lets them listen to
⚫ Briefly introduce the activity. Students have
the recording many times or listen to each
to circle the personality adjectives and
sentence.
underline useful language used to describe
As for strong students, the teacher asks them to
Ms. Katie.
recount what they heard.
⚫ Have students read the Useful Language Box
Homework before doing the task.
Activity Book, Listening page 7, exercises I, II, ⚫ Invite a few students to stand up and answer.
III ⚫ Check whether the student's answer is
correct or incorrect, and reveal the correct
SPEAKING answer.
Describing admirable people Answers
⚫ Personality adjectives: confident, cheerful,
Student’s Book, page 11 patient, understanding, inspirational
⚫ Useful language:
- I would like to talk about Ms. Katie
Lesson outcome
- I first met … when ….
• Know how to describe admirable people - I admire Ms. Katie for her
• Understand word stress - In conclusion, I’m truly grateful
• Understand the main idea of the text
Fast finishers
Lead-in
From what students have learned, ask them to
Divide the class into small groups. Each group sentences using the useful language. Invite some
chooses a famous person and describes that students to stand up and speak. Check students'
person for the other groups to guess. The group grammar and sentences, and give comments if
that guesses correctly will win. necessary.
01
03
⚫ Ask students to observe the pictures given. ⚫ Ask students to take notes about someone
⚫ Make sure students know the job vocabulary they admire and then share those details with
for the pictures and understand what the the class.
question is asking. ⚫ Explain the importance of using guiding
⚫ Explain that the task requires students to questions to organize students' thinking
answer questions using the adjectives in the before speaking.
box. ⚫ Have students share their notes with the
⚫ Have students answer the questions for a class, one at a time.
few minutes. ⚫ Encourage them to use complete sentences
⚫ Walk around the classroom to observe and and details when describing the person they
help students if needed. admire.
⚫ Invite a few students to stand up and answer ⚫ After each presentation, facilitate a brief
and ask them to explain why. discussion:
⚫ Give students feedback if needed. - Ask the class clarifying questions if needed.
Answers - Briefly discuss why this person is considered
Students’ own answers. admirable.
 Answers
Students’ own answers. WRITING
An online profile
Pronunciation
• Explain the definitions of the word stress.
Student’s Book, pages 12 - 13
• Provide Ss with the word stress rules of
nouns, adjectives, and verbs, and give them
Lesson outcome
examples by saying it aloud to help Ss
• Understand the key components of an
identify patterns.
online profile
• Play the audio and ask Ss to listen carefully to
• Know how to use language appropriate to
identify word stress.
the purpose and target audience of the
04 profile.
⚫ Briefly introduce the concept of stress in • Understand formatting and layout
spoken language. Explain that stress refers to principles to create clear and readable
the emphasis placed on a particular syllable layouts.
in a word.
Lead-in
⚫ Instruct students to read each set of words
Teacher discusses with students the following
carefully.
questions:
⚫ Explain that they need to find the word in
- What is the purpose of writing an online profile?
each set that has a different stress pattern.
- What information should be shared in online
⚫ Once students have finished, guide them
profiles?
through the different word sets. Ask them to
- How to write an online profile that attracts
identify the odd word out in each set and
readers?
explain why it's different.
Invite some students to answer. Lead students to
⚫ The teacher can say the words aloud,
the lesson.
emphasizing the stressed syllables, to help
them identify the pattern. 01
⚫ Invite a few students to answer and explain. ⚫ Ask students to read the task for a few
⚫ Check students' answers and reveal the minutes.
answers. ⚫ If there are difficult words or difficult
sentence structures, explain them to
Answers
students.
1. C 2. D
⚫ Explain that the task requires students to
Extra activity read the two online profiles. Then answer
Minimal Pairs the question: Which person do you prefer?
Divide the class into groups, challenging the And explain why students prefer that one.
groups to find minimal pairs - pairs of words that ⚫ Have students discuss in pairs or groups for a
differ only in stress and meaning (e.g., present vs. few minutes.
presént). The team that lists the most words ⚫ Briefly gather the class's thoughts on the
wins. discussion points.
⚫ Explain how these aspects will be used in
Homework
crafting their own online profiles in the next
Activity Book, Speaking page 8, exercises I, II,
part of the lesson.
III
⚫ Invite a few students to stand up and answer. Fast finishers
⚫ Give students comments or suggestions if Ask students to write some sentences using the
needed. phrases they just found. Invite some students to
Answers come to the board and write. The teacher checks
Students’ own answers. the student's sentences to see if there are any
02 structural, grammatical or other errors. If there
are any, help the student correct them.
⚫ Ask students to read the task for a few
minutes. 04
⚫ Make sure students fully understand the ⚫ Ask students to read the task for a few
meaning of the phrases in the box minutes.
⚫ Explain that the task requires students to put ⚫ If students do not understand a sentence,
the phrases that we usually use before explain it to them.
adjectives in the correct column. ⚫ Explain that the task requires students to re-
⚫ Have students do the task for a few minutes read the online profiles in exercise 1.
⚫ Invite a few students to stand up and answer. Students look at what issues they mentioned
⚫ Check the student's answers and reveal the and tick the information they mentioned in
correct answer. their online profile.
Answers ⚫ Have students do the task for a few minutes.
Make the adjectives Make the adjectives
Ask them to find evidence for their answer.
weaker (downtoners) stronger (intensifiers) ⚫ Invite a few students to stand up and answer.
quiet totally ⚫ The teacher checks the student's answers
a bit exceptionally and reveals the answer and its location in the
a little extremely online profiles
slightly particularly
kind of especially Answers
1. Did they mention their names? 🗹
Extra activity 2. Did they mention the name of their school? ◻
Divide the class into teams, asking them to find 3. Did they mention the names of their parents?
more words or phrases that we usually use before ◻
adjectives. The team that finds the most words 4. Did they mention their ages? 🗹
will win. 5. Did they mention where they live? 🗹
6. Did they mention their hobbies? 🗹
03 7. Did they describe themselves? 🗹
⚫ Explain to students that the task requires 8. Did they talk about the school’s activities or
them to find and underline the downtoners subjects? 🗹
and circle intensifiers in the profiles in 9. Did they talk about their favorite teachers? ◻
exercise 1. 05
⚫ Have students do the task for a few minutes.
⚫ Ask students to read the task for a few
⚫ Invite a few students to stand up and answer.
minutes.
⚫ Check students' answers and reveal the
⚫ If students do not understand something,
answers.
explain it to them.
Answers
Downtoners: kind of, pretty
Intensifiers: extremely, exceptionally, especially
⚫ Explain that the task's requirements are Lead-in
based on the useful language column. ⚫ The teacher draws on the board some
Students should make a plan for their online images of basic 3D shapes such as cubes,
profile. rectangles, spheres, cylinders, and cones.
⚫ Have students do the task for a few minutes. ⚫ Teacher asks students:
⚫ Invite a few students to stand up and read the - Where have you seen these images?
plan for their online profile. - What do people call these images?
⚫ Teachers check students' answers to see if - How can you describe these images?
they have correct grammar and sentence Invite some students to answer. Lead students to
structure. If so, help them correct them. the lesson.

Answers 01 1.06

Students’ own answers. ⚫ Ask students to read the task for a few
06 minutes.
⚫ Explain the task's requirements: students will
⚫ Ask students to read the task for a few
listen and write the missing capital letters to
minutes.
complete the names of 3D shapes.
⚫ Explain that the task requires students to
⚫ Let students listen to the audio and do the
create their own online profiles, applying
task.
what they learned. Remind them to use their
⚫ Invite a few students to stand up and answer.
plan in exercise 5.
⚫ Check the answers and let students listen
⚫ Emphasize the importance of following the
again to check.
checklist throughout the writing process.
⚫ Have students do the task for a few minutes. Answers
⚫ Ask a few students to submit their online 1. Cube 2. Triangular prism
profiles. 3. Rectangular prism 4. Sphere
⚫ Teachers check students' online profiles and Extra activity
correct errors, and can give feedback if Ask students to find other 3D shapes and describe
necessary. them. Invite some students to answer. Check
Answers students' answers and correct if there are errors.
Students’ own answers. 02
⚫ Ask students to read the task for a few
Homework
minutes.
Activity Book, Writing page 9, exercises I, II
⚫ Briefly introduce the concept of 3D shapes
and their properties (faces, edges, vertexes).
CLIL MATH ⚫ Explain that the task requires students to
3D Shapes complete the table for each 3D shape in pairs
or groups.
Student’s Book, pages 14 - 15 ⚫ Have students do the task for a few minutes.
⚫ Invite a few students to stand up and answer.
Lesson outcome
⚫ Check the answers and give feedback.
• Learn about 3D shapes
• Know the attributes of a 3D shape: face,
edge, and vertex
 Answers 04
⚫ Briefly remind students about the different
What 2D
(Curved) shapes 3D shapes they learned about.
Names Pictures Edges Vertexes
faces made up
of?
⚫ Mention that they'll focus on finding and
representing a 3D shape in their
surroundings.
1.Cube 6 12 8 Squares ⚫ Instruct students to look around the
classroom or wherever to find objects with
3D shapes.
⚫ Ask them to choose an object shape they can
Triangles
2.Triangular
5 9 6 and easily observe and draw. Then write a short
prism
rectangles
text to describe it.
⚫ Have students do the task for a few minutes.
⚫ Invite a few students to show the class their
picture and share the text in which they
3.Rectangular
6 12 8 Rectangles describe their drawing.
prism
⚫ The teacher checks the picture and
comments on the student's text.
Answers
4.Sphere
1 0 0 Circles Students’ own answer.

Homework
03 Activity Book, CLIL Math page 13, exercises I,
II
⚫ Ask students to read the task for a few minutes.
⚫ Introduce the task's requirements. Students
should match the 3D shapes (1-3) to
appropriate following nets (A-F). Then answer
the questions in the Research section.
⚫ Have students do the task for a few minutes.
⚫ Invite a few students to answer the questions.
⚫ Check students' answers and give feedback.

Answers

1. F 2. E 3. C
Searching!
Students’ own answer.
Fast finishers
Have students go to the board and draw some
simple models of the 3D shapes. Check the shapes
and give feedback if necessary.