DẠYKÈMQUYNHƠNOFFICIAL

- Teacherchecks answers with the class. (With stronger classes, ask students to write alternative sentences for some of the pictures)

6. Look at the examples. Then choose the correct answers to complete the Rules.

Exercise 6:

- Teacher read the example sentences to the class, or ask for a confident volunteer. Ask students to read the rules and choose the correct options.

- Students answer.

Exercise 7:

- Teacher go through the example with the class and show how the prompts are expanded to make full sentences. Remind them to consider whether the prompt gives good or bad advice.

- Students can work in pairs to complete the rest of the sentences.

ACTIVITY 4. PRODUCTION

❖ Aims: Help students consolidate the way the use comparative adjectives to compare things.

❖ Contents: Students work individual/pairs

❖ Products: Students’ comparison

❖ Organization: Exercise 8:

Put studentsinto small groupsto compare their answers and decide which advice is best. Ask them to choose the two best pieces of advice for each situation. Ask groups in turn to report back and discuss as a class which is the best advice.

- Teacher refer fast finishers to the Finished? activity.

Studentscan write their rulesindividually then compare with another fast finisher. Alternatively, ask fast finishers to read their rules to the class. Write the rules on the board and elicit more from other students.

ACTIVITY 5. HOMEWORK

- Learn by heart all the new words.

Suggested answers give advice, the same

7. Your friend wants to be healthy. Complete the advice using should / shouldn’t.

Suggested answers

1 You shouldn’t stay up late.

2 You should eat fruit and vegetables.

3 You should do exercise.

4 You shouldn’t drink fizzy drinks.

5 You shouldn’t sit on the sofa all day.

8. USE IT! Work in groups. Compare your advice in exercise 7. Who has got the best advice?

(Students’ own answer)

 Finish? Write five important rules for your class. Use imperative forms.

(Students’ own answer)