Bridging Right On!

CONTENT ................................... Page

EXPAT TEACHER’S LESSONS

READING ..................................................... 1 – 62

SPEAKING ............................................... 63 – 103

VIETNAMESE TEACHER’S LESSONS

RIGHT ON! 6 CONSOLIDATION

& KFS PREPARATION ........................ 104 – 164
 GRADE 6
EXPAT TEACHER'S LESSONS
Bridging Right On! 6

– READING –

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 GRADE 6 - BRIDGING RIGHT ON 6 - READING
UNIT 0 – HELLO
READING LESSONS 1-8
Reading (8 Lessons, 45 minutes each)
Lesson 1: Greetings
Lesson 2: Introducing Yourself/Others
Lesson 3: Presenting a Family
Lesson 4: Describing People
Lesson 5: Asking About Telephone Numbers
Lesson 6: Describing Daily Activities
Lesson 7: Talking About Hobbies and Interests
Lesson 8: Talking About Places (Town, House, School)
Reading Lesson 1: Greetings
Objective: Students will be able to read and understand simple greetings in English.
Related Vocabulary:
• hello, hi, good morning, good afternoon, good evening, how are you, fine, thank you,
have a nice day
Exercise 1:
Text: Hello! My name is Anna. How are you today? I am fine, thank you. Good morning!
Have a nice day! In the afternoon, I like to say, "Good afternoon," and in the evening, I say,
"Good evening." At night, before going to bed, I say, "Good night!"
Questions:
1. What is the name of the speaker?
a) John b) Anna c) Alice
2. How does the speaker ask about someone’s well-being?
a) How old are you? b) Where are you from? c) How are you today?
3. How does the speaker respond to “How are you today?”?
a) I am fine, thank you. b) I am ten years old. c) I am from Canada.
4. When does the speaker say “Good morning”?
a) In the evening b) In the afternoon c) In the morning
5. What does the speaker wish at the end?
a) Have a nice night! b) Have a nice day! c) Have a nice afternoon!
Exercise 2:
Text: Hi! My name is Jack. Nice to meet you! How are you? I am good. What about you? I
am doing great, thank you. Good afternoon! See you later!
Questions:
1. What is the name of the speaker?
a) Anna b) Jack c) Tom
2. How does the speaker greet someone in the afternoon?
a) Good morning b) Good night c) Good afternoon
3. How does the speaker ask about someone’s well-being (health and happiness)?
a) How old are you? b) Where are you from? c) How are you?
4. How does the speaker respond to “How are you?”?
a) I am ten years old. b) I am good. c) I am from Canada.
5. What does the speaker say at the end?
a) Goodbye b) See you later c) Have a nice day
Interactive Activity Template:
Greeting Circle:
• Students stand in a circle and greet the person next to them using different greetings.
This continues around the circle, with each student using a different greeting.

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Sample Text for Greeting Circle:
• "Hello, how are you today?"
• "Hi, I am fine, thank you."
• "Good morning! Have a nice day!"
• "Good afternoon! How are you?"
• "Good evening! See you later!"
Reading Lesson 2: Introducing Yourself/Others
Objective:
• Students will be able to read and understand simple sentences used to introduce
themselves and others.
Related Vocabulary:
• name, from, country, city, nice to meet you
Exercise 1:
Text: Hi! I am Mark. I am from Australia. This is my friend, Lucy. She is from Canada. We
are in the same class. Nice to meet you! My favorite color is blue, and Lucy's favorite color
is green. We both like to play soccer after school.
Questions:
1. What is the name of the speaker?
a) Mark b) Lucy c) John
2. Where is Mark from?
a) Canada b) Australia c) USA
3. Who is Mark’s friend?
a) John b) Anna c) Lucy
4. Where is Lucy from?
a) USA b) Canada c) Australia
5. Are Mark and Lucy in the same class?
a) Yes b) No c) Sometimes
Exercise 2:
Text: Hello! My name is Emma. I am from the UK. This is my friend, David. He is from
the USA. We both love to read books. Nice to meet you! We often go to the library
together.
Questions:
1. What is the name of the speaker?
a) Lucy b) Emma c) John
2. Where is Emma from?
a) USA b) Canada c) UK
3. Who is Emma’s friend?
a) Mark b) John c) David
4. Where is David from?
a) USA b) UK c) Australia
5. What do Emma and David love to do?
a) Play soccer b) Read books c) Watch TV
Interactive Activity Template:
Classmate Bingo:
• Students have a bingo card with different characteristics (e.g., "has a pet," "likes
soccer," "has a blue backpack"). They must find classmates who match these
characteristics and write their names in the corresponding squares.
Sample Text for Classmate Bingo:
• "Do you have a pet?"
• "Yes, I have a dog."

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 • "Do you like soccer?"
• "Yes, I love playing soccer."
• "Do you have a blue backpack?"
• "Yes, I do."
Reading Lesson 3: Presenting a Family
Objective:
• Students will be able to read and understand simple sentences about family
members.
Related Vocabulary:
• family, father, mother, brother, sister, name, job
Exercise 1:
Text: This is my family. My father’s name is John. He is a doctor. My mother’s name is
Mary. She is a teacher. I have a brother named Tom. He is ten years old. We have a dog
named Max. We all like to go to the park on weekends.
Questions:
1. What is the name of the father?
a) John b) Tom c) Mark
2. What is John’s job?
a) Teacher b) Doctor c) Engineer
3. What is the name of the mother?
a) Mary b) Anna c) Lucy
4. What is Mary’s job?
a) Doctor b) Teacher c) Nurse
5. How old is Tom?
a) Ten b) Twelve c) Eight
Exercise 2:
Text: Meet my family. My father’s name is Robert. He is a lawyer. My mother’s name is
Susan. She is an artist. I have a sister named Emily. She is five years old. We have a cat
named Whiskers. On Sundays, we visit our grandparents.
Questions:
1. What is the name of the father?
a) John b) Robert c) Mark
2. What is Robert’s job?
a) Lawyer b) Teacher c) Engineer
3. What is the name of the mother?
a) Susan b) Mary c) Lucy
4. What is Susan’s job?
a) Doctor b) Artist c) Nurse
5. How old is Emily?
a) Ten b) Twelve c) Five
Interactive Activity Template:
Family Tree Poster:
• Students create a family tree poster with drawings or photos of their family
members, labeling each one with their name and relationship.
Sample Text for Family Tree Poster:
• "This is my father. His name is John. He is a doctor."
• "This is my mother. Her name is Mary. She is a teacher."
• "This is my brother. His name is Tom. He is ten years old."
• "This is our dog. His name is Max."

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Reading Lesson 4: Describing People
Objective:
• Students will be able to read and understand simple sentences that describe people.
Related Vocabulary:
• tall, short, kind, funny, hair, eyes
Exercise 1:
Text: My best friend is Sarah. She is tall and has long brown hair. She is very kind and
always helps others. Sarah likes to play tennis and read books. She has blue eyes and a big
smile.
Questions:
1. What is the name of the best friend?
a) Sarah b) Mary c) Lucy
2. How is Sarah described?
a) Tall and has long brown hair
b) Short and has black hair
c) Tall and has blonde hair
3. What is Sarah’s personality like?
a) Funny b) Kind c) Clever
4. What does Sarah like to do?
a) Play basketball b) Play tennis c) Play football
5. Does Sarah like to read books?
a) Yes b) No c) Sometimes
Exercise 2:
Text: My cousin is James. He is short and has curly black hair. He is very funny and makes
everyone laugh. James likes to draw and paint pictures. He has green eyes and wears
glasses.
Questions:
1. What is the name of the cousin?
a) James b) Mark c) John
2. How is James described?
a) Tall and has straight hair
b) Short and has curly black hair
c) Short and has curly black hair
3. What is James’s personality like?
a) Funny b) Serious c) Kind
4. What does James like to do?
a) Play tennis b) Draw and paint c) Read books
5. Does James wear glasses?
a) Yes b) No c) Sometimes
Interactive Activity Template:
Guess Who:
• Students describe a classmate (without naming them), and others have to guess who
it is based on the description.
Sample Text for Guess Who:
• "This person is tall and has brown hair. They are very kind and like to read books."
• "This person is short and has curly hair. They are very funny and like to draw
pictures."
• "This person has blue eyes and a big smile. They like to play tennis and help others."

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Reading Lesson 5: Asking About Telephone Numbers
Objective:
• Students will be able to read and understand simple dialogues about asking for and
giving telephone numbers.
Related Vocabulary:
• telephone number, ask, give, digits
Exercise 1:
Text: A: What is your telephone number?
B: My number is 123-456-7890. What is your number?
A: My number is 098-765-4321. We can call each other to talk about homework and play
games together.
Questions:
1. What does person A ask?
a) What is your name?
b) What is your telephone number?
c) Where are you from?
2. What is person B’s number?
a) 123-456-7890 b) 098-765-4321 c) 112-233-4455
3. What is person A’s number?
a) 123-456-7890 b) 098-765-4321 c) 112-233-4455
4. How many digits are in the telephone numbers given?
a) Eight b) Nine c) Ten
5. What is the format of the telephone numbers?
a) XXX-XXX-XXXX b) XX-XX-XXXX c) XXXX-XXXX
Exercise 2:
Text: A: Can you give me your telephone number?
B: Sure! My number is 555-123-4567. What’s your number?
A: It’s 777-890-1234. Let’s exchange numbers so we can stay in touch.
Questions:
1. What does person A ask?
a) What is your name?
b) Where are you from?
c) Can you give me your telephone number?
2. What is person B’s number?
a) 555-123-4567 b) 777-890-1234 c) 888-999-0000
3. What is person A’s number?
a) 555-123-4567 b) 777-890-1234 c) 888-999-0000
4. How many digits are in the telephone numbers given?
a) Ten b) Nine c) Eight
5. Why do person A and person B exchange numbers?
a) To do homework b) To stay in touch c) To play games
Interactive Activity Template:
Telephone Number Exchange:
• Students write their telephone numbers on pieces of paper. They walk around the
room, asking and giving their numbers to different classmates.
Sample Text for Telephone Number Exchange:
• "Can I have your telephone number?"
• "Sure, my number is 123-456-7890. What’s your number?"
• "My number is 098-765-4321. Let’s stay in touch!"

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Reading Lesson 6: Describing Daily Activities
Objective:
• Students will be able to read and understand simple sentences about daily activities.
Related Vocabulary: wake up, brush teeth, wash face, eat breakfast, go to school, do
homework, play
Exercise 1:
Text: I wake up at 7:00 AM. I brush my teeth and wash my face. I eat breakfast at 7:30
AM. I go to school at 8:00 AM. After school, I do my homework and play with my friends.
In the evening, I read a book before going to bed at 9:00 PM.
Questions:
1. What time does the speaker wake up?
a) 6:00 AM b) 7:00 AM c) 8:00 AM
2. What does the speaker do at 7:30 AM?
a) Wake up b) Eat breakfast c) Go to school
3. When does the speaker go to school?
a) 7:00 AM b) 7:30 AM c) 8:00 AM
4. What does the speaker do after school?
a) Watch TV
b) Do homework and play with friends
c) Eat dinner
5. Does the speaker brush their teeth in the morning?
a) Yes b) No c) Sometimes
Exercise 2:
Text: I wake up at 6:30 AM and get ready for school. I eat breakfast at 7:00 AM. I leave for
school at 7:30 AM. After school, I go to the library to study. In the evening, I watch TV
with my family. I go to bed at 9:30 PM.
Questions:
1. What time does the speaker wake up?
a) 6:30 AM b) 7:00 AM c) 7:30 AM
2. What does the speaker do at 7:00 AM?
a) Eat breakfast b) Go to school c) Do homework
3. When does the speaker leave for school?
a) 6:30 AM b) 7:30 AM c) 8:00 AM
4. What does the speaker do after school?
a) Go to the library to study b) Play with friends c) Eat dinner
5. What does the speaker do in the evening?
a) Watch TV with family b) Read a book c) Do homework
Interactive Activity Template:
Daily Routine Chart:
• Students create a daily routine chart, drawing pictures and labeling each activity with
the time they do it. Then, they present their routine to a partner.
Sample Text for Daily Routine Chart:
• "I wake up at 7:00 AM."
• "I brush my teeth and wash my face."
• "I eat breakfast at 7:30 AM."
• "I go to school at 8:00 AM."
• "After school, I do my homework."
• "In the evening, I play with my friends."

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Reading Lesson 7: Talking About Hobbies and Interests
Objective:
• Students will be able to read and understand simple sentences about hobbies and
interests.
Related Vocabulary:
• playing football, reading books, watching TV, favorite, sometimes
Exercise 1:
Text: My favorite hobby is playing football. I play football every weekend with my friends.
I also like reading books. My favorite book is about animals. I sometimes watch TV in the
evening. I also enjoy drawing pictures of animals.
Questions:
1. What is the speaker’s favorite hobby?
a) Playing tennis b) Playing football c) Reading books
2. When does the speaker play football?
a) Every day b) Every weekend c) Every evening
3. What is the speaker’s favorite book about?
a) Animals b) Sports c) History
4. What does the speaker sometimes do in the evening?
a) Play football b) Read books c) Watch TV
5. Does the speaker like reading books?
a) Yes b) No c) Sometimes
Exercise 2:
Text: I love to play basketball with my friends. We play every Saturday. I also like to draw
and paint. My favorite thing to draw is animals. Sometimes, I watch movies with my family
in the evening.
Questions:
1. What does the speaker love to do?
a) Play basketball b) Play football c) Read books
2. When does the speaker play basketball?
a) Every day b) Every Sunday c) Every Saturday
3. What is the speaker’s favorite thing to draw?
a) Cars b) Houses c) Animals
4. What does the speaker sometimes do in the evening?
a) Watch movies with family
b) Read books
c) Play basketball
5. Does the speaker like to draw and paint?
a) Yes b) No c) Sometimes
Interactive Activity Template:
Hobby Show and Tell:
• Students bring an item related to their hobby (e.g., a book, a football) and present it
to the class, explaining why they like it.
Sample Text for Hobby Show and Tell:
• "This is my favorite book. It is about animals."
• "I like to play football. I play every weekend with my friends."
• "I enjoy drawing pictures. Here is a picture I drew."
• "I love watching movies with my family. This is my favorite movie."

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Reading Lesson 8: Talking About Places (Town, House, School)
Objective:
• Students will be able to read and understand simple sentences about places (town,
house, school).
Related Vocabulary:
• town, house, school, park, bedrooms, classrooms
Exercise 1:
Text: I live in a small town. My house is near the park. There are three bedrooms in my
house. My school is big and has many classrooms. I like to play in the park with my friends.
We have a big garden at home where we grow flowers.
Questions:
1. Where does the speaker live?
a) In a big city b) In a small town c) In a village
2. Where is the speaker’s house located?
a) Near the school b) Near the park c) Near the hospital
3. How many bedrooms are in the speaker’s house?
a) Two b) Three c) Four
4. What does the speaker like to do in the park?
a) Play with friends b) Read books c) Watch TV
5. How is the school described?
a) Small with few classrooms b) Big with many classrooms c) Old and small
Exercise 2:
Text: I live in a big city. My apartment is near a shopping mall. There are two bedrooms in
my apartment. My school is small but very nice. I like to visit the mall with my family on
weekends.
Questions:
1. Where does the speaker live?
a) In a big city b) In a small town c) In a village
2. Where is the speaker’s apartment located?
a) Near a park b) Near a hospital c) Near a shopping mall
3. How many bedrooms are in the speaker’s apartment?
a) Two b) Three c) Four
4. What does the speaker like to do on weekends?
a) Play with friends b) Read books c) Visit the mall with family
5. How is the school described?
a) Small but very nice b) Big with many classrooms c) Old and small
Interactive Activity Template:
Place Drawing:
• Students draw a picture of their favorite place (town, house, or school) and write a
few sentences about it. They then present their drawing to the class.
Sample Text for Place Drawing:
• "This is my house. It is near the park."
• "This is my school. It is big and has many classrooms."
• "This is the park. I like to play here with my friends."
• "This is my town. It is small but very nice."

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 UNIT 1 – HOME & PLACES
READING LESSONS 1-8
Reading (8 Lessons, 45 minutes each)
Lesson 1: Describing Your Home
Lesson 2: Presenting Your Dream House
Lesson 3: A Tour of a House
Lesson 4: Buying Furniture
Lesson 5: House Chores
Lesson 6: Favorite Room
Lesson 7: House Features Comparison
Lesson 8: Town Guide
Lesson 1: Describing Your Home
Objective: Students will be able to read and understand simple sentences about describing
their homes.
Related Vocabulary: appliance, armchair, bath, bedside cabinet, carpet, child's bedroom,
coffee table, cooker, cupboard, curtain, desk, fireplace, fridge, furniture, painting, parents'
bedroom, pillow, room, single bed, sink, sofa, toilet, wardrobe, washbasin
Exercise 1:
Text: My home is cozy and comfortable. In the living room, we have a sofa and an
armchair. There is a coffee table in the center. The carpet is soft and red. The kitchen has a
cooker, a fridge, and many cupboards. In my bedroom, there is a single bed and a bedside
cabinet.
Questions:
1. How is the home described?
a) Big and cold b) Cozy and comfortable c) Small and messy
2. What is in the living room?
a) A desk and a chair b) A sofa and an armchair c) A table and a bed
3. What color is the carpet?
a) Blue b) Green c) Red
4. What appliances are in the kitchen?
a) A cooker and a fridge b) A sink and a sofa c) A bed and a cabinet
5. What furniture is in the bedroom?
a) A sofa and a carpet b) A single bed and a bedside cabinet
c) A cooker and a fridge
Exercise 2:
Text: Our home is quite large. The living room has a fireplace and a big painting on the
wall. The kitchen is next to the dining room. There is a long table with eight chairs.
Upstairs, there are three bedrooms. Each bedroom has a wardrobe and a desk.
Questions:
1. How is the home described?
a) Quite large b) Small and cozy c) Messy and dark
2. What is in the living room?
a) A sofa and a carpet b) A fireplace and a painting c) A table and chairs
3. How many chairs are in the dining room?
a) Four b) Six c) Eight
4. How many bedrooms are there upstairs?
a) Two b) Three c) Four
5. What is in each bedroom?
a) A bed and a sofa b) A fridge and a cooker c) A wardrobe and a desk

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Interactive Activity Template:
House Description Poster:
• Students create a poster describing their own homes, including drawings or pictures
of different rooms and furniture. They label each item and write a few sentences
about each room.
Sample Text for House Description Poster:
• "This is my living room. It has a sofa, an armchair, and a coffee table."
• "This is my kitchen. It has a cooker, a fridge, and many cupboards."
• "This is my bedroom. It has a single bed, a bedside cabinet, and a wardrobe."
Outcome:
• Students can describe their homes using simple English sentences.
Lesson 2: Presenting Your Dream House
Objective:
• Students will be able to read and understand simple sentences about their dream
house.
Related Vocabulary:
• balcony, chimney, cosy, feature, long, ordinary, quiet, roof, shower, wall, window
Exercise 1:
Text: My dream house is very big. It has a beautiful balcony and a large garden. There is a
cosy fireplace in the living room. The kitchen is modern with all the latest appliances. I
want a big bedroom with a balcony overlooking the garden.
Questions:
1. How is the dream house described?
a) Small and dark b) Very big c) Ordinary and old
2. What is in the living room?
a) A desk and a chair b) A cosy fireplace c) A bed and a wardrobe
3. What kind of kitchen does the dream house have?
a) Small and old b) Modern with latest appliances c) Simple and plain
4. What does the speaker want in their bedroom?
a) A small window b) A balcony overlooking the garden c) A fireplace
5. How is the garden described?
a) Large b) Small c) Ordinary
Exercise 2:
Text: In my dream house, there is a rooftop garden with many flowers. The house has large
windows that let in a lot of light. There is a chimney for the fireplace in the living room.
The kitchen is spacious with a big dining table. My bedroom has a cosy bed and a huge
wardrobe.
Questions:
1. What is on the rooftop?
a) A garden with many flowers b) A balcony c) A small room
2. What do the large windows do?
a) Keep out the cold b) Let in a lot of light c) Provide privacy

3. What is in the living room?

a) A desk and a chair b) A bed and a wardrobe c) A chimney for the fireplace
4. How is the kitchen described?
a) Small and cramped b) Spacious with a big dining table c) Dark and old
5. What does the bedroom have?
a) A small window b) A desk and a chair c) A cosy bed and a huge wardrobe

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Interactive Activity Template:
Dream House Poster:
• Students create a poster describing their dream house, including drawings or pictures
of different rooms and furniture. They label each item and write a few sentences
about each room.
Sample Text for Dream House Poster:
• "This is my dream living room. It has a cosy fireplace and large windows."
• "This is my dream kitchen. It is spacious with a big dining table."
• "This is my dream bedroom. It has a balcony overlooking the garden."
Outcome:
• Students can describe their dream house using simple English sentences.
Lesson 3: A Tour of a House
Objective:
• Students will be able to read and understand simple sentences about taking a tour of
a house.
Related Vocabulary: armchair, bath, carpet, coffee table, cupboard, desk, fireplace, fridge,
sink, sofa, toilet, wardrobe, washbasin
Exercise 1:
Text: Welcome to our house! In the living room, we have a sofa and an armchair. There is a
coffee table in the center. The kitchen is next to the living room. It has a fridge, a sink, and
many cupboards. Upstairs, there is a bathroom with a bath, a toilet, and a washbasin.
Questions:
1. What is in the living room?
a) A bed and a wardrobe b) A sofa and an armchair c) A desk and a chair
2. Where is the coffee table?
a) In the kitchen b) In the bedroom c) In the center of the living room
3. What is in the kitchen?
a) A sofa and a carpet b) A fridge, a sink, and cupboards c) A bed and a desk
4. What is upstairs?
a) A living room b) A bathroom c) A kitchen
5. What is in the bathroom?
a) A bed and a desk b) A sofa and a chair c) A bath, a toilet, and a washbasin
Exercise 2:
Text: Let me show you around our house. The living room has a cosy fireplace and a large
carpet. The dining room is next to the kitchen. There is a long dining table with eight chairs.
Upstairs, there are three bedrooms. Each bedroom has a wardrobe and a desk.
Questions:
1. What is in the living room?
a) A bed and a wardrobe
b) A cosy fireplace and a large carpet
c) A desk and a chair
2. Where is the dining room?
a) Next to the kitchen b) Upstairs c) In the basement
3. How many chairs are in the dining room?
a) Four b) Six c) Eight
4. How many bedrooms are there upstairs?
a) Two b) Three c) Four
5. What is in each bedroom?
a) A bed and a sofa b) A fridge and a cooker c) A wardrobe and a desk

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Interactive Activity Template:
House Tour Presentation:
• Students prepare a presentation giving a tour of a house, describing each room and
its furniture. They can use pictures or drawings to illustrate their descriptions.
Sample Text for House Tour Presentation:
• "Welcome to my house! This is the living room. It has a sofa, an armchair, and a
coffee table."
• "This is the kitchen. It has a fridge, a sink, and many cupboards."
• "Upstairs, there is a bathroom with a bath, a toilet, and a washbasin."
Outcome:
• Students can describe a tour of a house using simple English sentences.
Lesson 4: Buying Furniture
Objective:
• Students will be able to read and understand simple sentences about buying
furniture.
Related Vocabulary:
• armchair, coffee table, desk, fireplace, fridge, sink, sofa, wardrobe
Exercise 1:
Text: We need to buy new furniture for our living room. I want to get a new sofa and an
armchair. We also need a coffee table to place in the center. In the kitchen, we need a new
fridge and a sink. Let's go to the furniture store this weekend.
Questions:
1. What do they want to buy for the living room?
a) A bed and a wardrobe b) A sofa and an armchair c) A desk and a chair
2. Where will they place the coffee table?
a) In the kitchen b) In the bedroom c) In the center of the living room
3. What do they need in the kitchen?
a) A sofa and a carpet b) A new fridge and a sink c) A bed and a desk
4. When will they go to the furniture store?
a) This weekend b) Tomorrow c) Next month
5. Why do they need a coffee table?
a) To place in the kitchen b) To place in the center of the living room
c) To place in the bedroom
Exercise 2:
Text: I need to buy some furniture for my new apartment. I need a desk and a chair for my
study room. I also want a comfortable armchair for the living room. In the bedroom, I need
a new wardrobe. I will go shopping for furniture this Saturday.
Questions:
1. What does the speaker need for the study room?
a) A bed and a wardrobe b) A desk and a chair c) A sofa and a carpet
2. Where does the speaker want to place the armchair?
a) In the study room b) In the kitchen c) In the living room
3. What does the speaker need in the bedroom?
a) A sofa and a carpet b) A desk and a chair c) A new wardrobe
4. When will the speaker go shopping for furniture?
a) Tomorrow b) This Saturday c) Next week
5. Why does the speaker want an armchair?
a) To place in the study room b) For the living room c) For the kitchen

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Interactive Activity Template:
Furniture Shopping Role-Play:
• Students role-play a scenario where they are shopping for furniture. One student is
the customer, and the other is the salesperson. They use the vocabulary to ask about
and describe different pieces of furniture.
Sample Text for Furniture Shopping Role-Play:
• Customer: "Hello, I am looking for a new sofa."
• Salesperson: "Sure, we have many options. What color would you like?"
• Customer: "I prefer a blue sofa. Do you have any in stock?"
• Salesperson: "Yes, we have this comfortable blue sofa. Would you like to see it?"
Outcome:
• Students can discuss buying furniture using simple English sentences.
Lesson 5: House Chores
Objective:
• Students will be able to read and understand simple sentences about house chores.
Related Vocabulary:
• clean, cook, wash, vacuum, dust, laundry, dishes
Exercise 1:
Text: Every Saturday, I help with the house chores. I clean my room and vacuum the living
room. My sister washes the dishes and dusts the furniture. My mom does the laundry, and
my dad cooks dinner. We all work together to keep the house tidy.
Questions:
1. When does the speaker help with house chores?
a) Every Sunday b) Every Friday c) Every Saturday
2. What does the speaker clean?
a) The kitchen b) The bathroom c) Their room
3. What does the sister do?
a) Washes the dishes and dusts the furniture b) Vacuums the living room
c) Cooks dinner
4. Who does the laundry?
a) The speaker b) The sister c) The mom
5. What does the dad do?
a) Washes the dishes b) Cleans the room c) Cooks dinner
Exercise 2:
Text: In our family, everyone has a chore to do. I vacuum the carpets and dust the shelves.
My brother takes out the trash and washes the dishes. My mom cooks dinner, and my dad
cleans the bathroom. We do our chores every weekend.
Questions:
1. What does the speaker do?
a) Vacuums the carpets and dusts the shelves
b) Takes out the trash
c) Cooks dinner
2. What does the brother do?
a) Cleans the bathroom
b) Takes out the trash and washes the dishes
c) Vacuums the carpets
3. Who cooks dinner?
a) The speaker b) The brother c) The mom
4. What does the dad do?
a) Vacuums the carpets b) Cleans the bathroom c) Dusts the shelves

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 5. When do they do their chores?
a) Every day b) Every Friday c) Every weekend
Interactive Activity Template:
Chore Chart Creation:
• Students create a chore chart for their own homes, listing the chores they do and
when they do them. They can use pictures or drawings to illustrate the chores.
Sample Text for Chore Chart Creation:
• "I vacuum the carpets every Saturday."
• "My sister washes the dishes every evening."
• "My mom does the laundry every Sunday."
• "My dad cooks dinner every Friday."
Outcome: Students can describe house chores using simple English sentences.
Lesson 6: Favorite Room
Objective:
• Students will be able to read and understand simple sentences about their favorite
room.
Related Vocabulary:
• room, cozy, favorite, comfortable, spacious, bright, relaxing
Exercise 1:
Text: My favorite room in the house is my bedroom. It is cozy and comfortable. I have a
big bed and a soft carpet. There is a desk where I do my homework. I also have a bookshelf
with many books. I love to relax in my bedroom.
Questions:
1. What is the speaker's favorite room?
a) Bedroom b) Living room c) Kitchen
2. How is the bedroom described?
a) Spacious and bright b) Cozy and comfortable c) Small and dark
3. What is in the bedroom?
a) A sofa and a chair b) A cooker and a fridge
c) A big bed and a soft carpet
4. Where does the speaker do their homework?
a) At the desk b) On the bed c) In the living room
5. What does the speaker love to do in the bedroom?
a) Cook b) Relax c) Clean
Exercise 2:
Text: The living room is my favorite room in the house. It is spacious and bright. We have
a big sofa and a coffee table. There is a TV where we watch movies. I love to spend time
with my family in the living room.
Questions:
1. What is the speaker's favorite room?
a) Bedroom b) Living room c) Kitchen
2. How is the living room described?
a) Cozy and comfortable b) Small and dark c) Spacious and bright
3. What is in the living room?
a) A bed and a wardrobe b) A cooker and a fridge
c) A big sofa and a coffee table
4. What does the family do in the living room?
a) Watch movies b) Cook dinner c) Do homework
5. What does the speaker love to do in the living room?
a) Spend time with family b) Cook c) Clean

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Interactive Activity Template:
Favorite Room Description:
• Students describe their favorite room in the house, including details about what
makes it special. They can use pictures or drawings to illustrate their descriptions.
Sample Text for Favorite Room Description:
• "My favorite room is the bedroom. It is cozy and comfortable."
• "I have a big bed and a soft carpet in my bedroom."
• "I love to relax and read books in my bedroom."
Outcome:
• Students can describe their favorite room using simple English sentences.
Lesson 7: House Features Comparison
Objective:
• Students will be able to read and understand simple sentences comparing house
features.
Related Vocabulary:
• balcony, chimney, cosy, feature, fireplace, large, modern, quiet, spacious
Exercise 1:
Text: My friend's house is very different from mine. Her house has a large balcony and a
modern kitchen. My house has a cosy fireplace and a big garden. Her house is more
spacious, but mine is quieter.
Questions:
1. How is the friend's house described?
a) Large balcony and modern kitchen
b) Small and old
c) Cozy and comfortable
2. What feature does the speaker's house have?
a) Modern kitchen b) Cosy fireplace and big garden c) Large balcony
3. How is the friend's house compared to the speaker's house?
a) Smaller b) More spacious c) Quieter
4. How is the speaker's house compared to the friend's house?
a) More spacious b) Quieter c) Larger
5. Which house is quieter?
a) Friend's house b) Speaker's house c) Both are quiet
Exercise 2:
Text: My cousin's apartment is very different from my house. His apartment has a modern
kitchen and a large living room. My house has a big garden and a cosy fireplace. His
apartment is more modern, but my house is more comfortable.
Questions:
1. How is the cousin's apartment described?
a) Modern kitchen and large living room
b) Small and old
c) Cozy and comfortable
2. What feature does the speaker's house have?
a) Modern kitchen
b) Big garden and cosy fireplace
c) Large balcony
3. How is the cousin's apartment compared to the speaker's house?
a) Smaller b) More modern c) Quieter
4. How is the speaker's house compared to the cousin's apartment?
a) More modern b) More comfortable c) Larger

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 5. Which house is more comfortable?
a) Cousin's apartment b) Speaker's house c) Both are comfortable
Interactive Activity Template:
House Features Comparison Chart:
• Students create a comparison chart for different house features, comparing their own
house with a friend's or relative's house. They write sentences comparing the
features.
Sample Text for House Features Comparison Chart:
• "My house has a cosy fireplace. My friend's house has a modern kitchen."
• "My house is quieter. My cousin's apartment is more modern."
• "My house has a big garden. My friend's house has a large balcony."
Outcome:
• Students can compare house features using simple English sentences.
Lesson 8: Town Guide
Objective: Students will be able to read and understand simple sentences about places in
their town.
Related Vocabulary:
• hospital, library, museum, countryside, driveway, floor, roof, suburb
Exercise 1:
Text: Welcome to my town! We have many interesting places to visit. There is a library
where you can read books. The museum has many old things. We also have a big hospital
and a beautiful park. The countryside is just outside the town, with farms and fields.
Questions:
1. What places can you visit in the town?
a) Library, museum, hospital, park
b) School and office
c) Cinema and restaurant
2. What can you do at the library?
a) Watch movies b) Read books c) Eat food
3. What does the museum have?
a) New furniture b) Old artifacts c) Sports equipment
4. Where is the countryside located?
a) Just outside the town b) In the town center c) Far away from the town
5. What can you find in the countryside?
a) Hospitals and schools b) Farms and fields c) Parks and libraries
Exercise 2:
Text: Our town is very nice. There is a large library and a small museum. The hospital is
near the town center. We also have a beautiful park where you can relax. The countryside is
a short drive away, with many farms and open spaces.
Questions:
1. How is the town described?
a) Very nice b) Small and old c) Busy and noisy
2. What places are near the town center?
a) School and office b) Hospital c) Park and library
3. What can you do at the park?
a) Read books b) Relax c) Watch movies
4. Where is the countryside located?
a) A short drive away b) In the town center c) Far away from the town
5. What can you find in the countryside?
a) Schools and hospitals b) Farms and open spaces c) Parks and libraries

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Interactive Activity Template:
Town Guide Presentation:
• Students prepare a presentation about their town, describing different places and
what you can do there. They can use pictures or drawings to illustrate their
descriptions.
Sample Text for Town Guide Presentation:
• "Welcome to my town! This is the library where you can read books."
• "This is the museum. It has many old artifacts."
• "We have a beautiful park where you can relax."
• "The countryside is just outside the town, with farms and fields."
Outcome:
• Students can describe places in their town using simple English sentences.

UNIT 2 – EVERY DAY

READING LESSONS 1-8
Reading (8 Lessons, 45 minutes each)
Lesson 1: Daily Routine/Free-Time Activities
Lesson 2: The Time
Lesson 3: School Subjects
Lesson 4: School Days in the UK
Lesson 5: Gareth Bale (Article)
Lesson 6: Miguel's Timetable (MCQ)
Lesson 7: Identifying Statements (T/F)
Lesson 8: Completing Sentences (Gareth Bale Article)
Lesson 1: Daily Routine/Free-Time Activities
Objective:
• Students will be able to read and understand simple sentences about daily routines
and free-time activities.
Related Vocabulary:
• brush teeth, come back home, daily routine, do homework, finish school, free-time
activities, get up, go to bed, play video games, take a shower, walk to school, watch
videos online
Exercise 1:
Text: My daily routine starts at 7:00 AM. I get up, brush my teeth, and take a shower. After
that, I eat breakfast and walk to school. I finish school at 3:00 PM and come back home. I
do my homework and then play video games. In the evening, I watch videos online and go
to bed at 10:00 PM.
Questions:
1. What time does the daily routine start?
a) 6:00 AM b) 7:00 AM c) 8:00 AM
2. What does the speaker do after brushing their teeth?
a) Take a shower b) Eat breakfast c) Walk to school
3. When does the speaker finish school?
a) 2:00 PM b) 3:00 PM c) 4:00 PM
4. What does the speaker do after coming back home?
a) Do homework b) Watch TV c) Play outside
5. What time does the speaker go to bed?
a) 9:00 PM b) 10:00 PM c) 11:00 PM

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Exercise 2:
Text: On weekends, my routine is different. I get up at 8:00 AM and have breakfast. I
usually go to the park with my friends in the morning. In the afternoon, I like to watch
movies or play video games. In the evening, I spend time with my family and have dinner
together. I go to bed at 11:00 PM.
Questions:
1. What time does the speaker get up on weekends?
a) 7:00 AM b) 8:00 AM c) 9:00 AM
2. Where does the speaker go in the morning?
a) School b) Park c) Library
3. What does the speaker do in the afternoon?
a) Watch movies or play video games
b) Do homework
c) Go shopping
4. Who does the speaker spend time with in the evening?
a) Friends b) Family c) Alone
5. What time does the speaker go to bed on weekends?
a) 10:00 PM b) 11:00 PM c) 12:00 AM
Interactive Activity Template:
Daily Routine Chart:
• Students create a daily routine chart, drawing pictures and labeling each activity with
the time they do it. Then, they present their routine to a partner.
Sample Text for Daily Routine Chart:
• "I get up at 7:00 AM."
• "I brush my teeth and take a shower."
• "I eat breakfast at 7:30 AM."
• "I walk to school at 8:00 AM."
• "After school, I do my homework."
• "In the evening, I play video games and go to bed at 10:00 PM."
Outcome:
• Students can describe their daily routines and free-time activities using simple
English sentences.
Lesson 2: The Time
Objective:
• Students will be able to read and understand simple sentences about telling the time.
Related Vocabulary:
• quarter past/to, half past, o'clock, registration, team, uniform
Exercise 1:
Text: I start my day at 7:00 AM. At 7:15 AM, I have breakfast. I leave for school at 7:30
AM and arrive at 8:00 AM. Our first class starts at 8:15 AM. We have a break at 10:30 AM.
I have lunch at 12:00 PM. School ends at 3:00 PM. In the evening, I do my homework at
6:00 PM and go to bed at 9:00 PM.
Questions:
1. What time does the speaker start their day?
a) 6:00 AM b) 7:00 AM c) 8:00 AM
2. When does the speaker have breakfast?
a) 7:15 AM b) 7:30 AM c) 8:00 AM
3. What time does the first class start?
a) 8:00 AM b) 8:15 AM c) 8:30 AM

19
 4. When does the speaker have lunch?
a) 11:30 AM b) 12:00 PM c) 12:30 PM
5. What time does the speaker go to bed?
a) 8:00 PM b) 9:00 PM c) 10:00 PM
Exercise 2:
Text: On weekends, my schedule is different. I wake up at 8:00 AM and have breakfast at
8:30 AM. I usually go to the gym at 9:00 AM. At 12:00 PM, I have lunch with my family.
In the afternoon, I like to read or watch TV. Dinner is at 7:00 PM, and I go to bed at 10:00
PM.
Questions:
1. What time does the speaker wake up on weekends?
a) 7:00 AM b) 8:00 AM c) 9:00 AM
2. When does the speaker have breakfast?
a) 7:30 AM b) 8:00 AM c) 8:30 AM
3. What does the speaker do at 9:00 AM?
a) Have breakfast b) Go to the gym c) Read books
4. When does the speaker have lunch?
a) 11:30 AM b) 12:00 PM c) 12:30 PM
5. What time does the speaker go to bed on weekends?
a) 9:00 PM b) 10:00 PM c) 11:00 PM
Interactive Activity Template:
Time-Telling Practice:
• Students practice telling the time using clock faces. They draw the hands on clock
faces for different times and write sentences about what they do at those times.
Sample Text for Time-Telling Practice:
• "I wake up at 7:00 AM."
• "I have breakfast at 7:15 AM."
• "I go to school at 8:00 AM."
• "I have lunch at 12:00 PM."
• "I do my homework at 6:00 PM."
• "I go to bed at 9:00 PM."
Outcome:
• Students can tell the time and describe their activities at different times using simple
English sentences.
Lesson 3: School Subjects
Objective:
• Students will be able to read and understand simple sentences about school subjects.
Related Vocabulary:
• math, science, history, geography, English, physical education (PE), art, music
Exercise 1:
Text: I have different subjects at school. On Monday, we have math and science. On
Tuesday, we have history and geography. On Wednesday, we have English and physical
education (PE). On Thursday, we have art and music. On Friday, we have math and science
again. My favorite subject is science.
Questions:
1. What subjects does the speaker have on Monday?
a) History and geography b) Math and science c) English and PE
2. When does the speaker have history and geography?
a) Tuesday b) Wednesday c) Thursday

20
 3. What subjects does the speaker have on Wednesday?
a) Math and science b) English and PE c) Art and music
4. What subjects does the speaker have on Thursday?
a) Math and science b) History and geography c) Art and music
5. What is the speaker's favorite subject?
a) Math b) History c) Science
Exercise 2:
Text: At my school, we have a lot of interesting subjects. On Monday, we start with math
and English. On Tuesday, we have science and art. On Wednesday, we have geography and
history. On Thursday, we have physical education (PE) and music. On Friday, we have
math and English again. My favorite subject is art.
Questions:
1. What subjects does the speaker have on Monday?
a) Math and English b) Science and art c) Geography and history
2. When does the speaker have science and art?
a) Monday b) Tuesday c) Wednesday
3. What subjects does the speaker have on Wednesday?
a) Math and English b) Geography and history c) PE and music
4. What subjects does the speaker have on Thursday?
a) Math and English b) Science and art c) PE and music
5. What is the speaker's favorite subject?
a) Math b) Science c) Art
Interactive Activity Template:
School Subjects Chart:
• Students create a chart of their school subjects for each day of the week. They write
sentences describing their schedule and share it with a partner.
Sample Text for School Subjects Chart:
• "On Monday, we have math and science."
• "On Tuesday, we have history and geography."
• "On Wednesday, we have English and PE."
• "On Thursday, we have art and music."
• "On Friday, we have math and science again."
Outcome:
• Students can describe their school subjects and schedules using simple English
sentences.
Lesson 4: School Days in the UK
Objective:
• Students will be able to read and understand simple sentences about school days in
the UK.
Related Vocabulary:
• assembly, break time, lunch, registration, uniform
Exercise 1:
Text: In the UK, school starts at 9:00 AM. Students wear a uniform and have registration at
9:15 AM. The first lesson starts at 9:30 AM. There is a break at 11:00 AM, and lunch is at
12:30 PM. In the afternoon, there are more lessons until 3:30 PM. After school, students
often join clubs or do sports.
Questions:
1. What time does school start in the UK?
a) 9:00 AM b) 8:00 AM c) 10:00 AM

21
 2. What do students wear in the UK?
a) Casual clothes b) Uniform c) Sportswear
3. When is registration?
a) 9:00 AM b) 9:15 AM c) 9:30 AM
4. What time is the first lesson?
a) 9:30 AM b) 10:00 AM c) 10:30 AM
5. What do students do after school?
a) Join clubs or do sports
b) Go home immediately
c) Study in the library
Exercise 2:
Text: In the UK, students have a busy school day. They arrive at school at 8:45 AM. The
day starts with an assembly at 9:00 AM. After assembly, students go to their classes. They
have a break at 10:45 AM and lunch at 12:15 PM. The afternoon lessons end at 3:15 PM.
Many students stay after school for extra activities.
Questions:
1. What time do students arrive at school in the UK?
a) 8:45 AM b) 9:00 AM c) 9:15 AM
2. What starts the school day in the UK?
a) Registration b) Assembly c) First lesson
3. When is the break time?
a) 10:30 AM b) 10:45 AM c) 11:00 AM
4. What time is lunch?
a) 12:15 PM b) 12:30 PM c) 1:00 PM
5. What do many students do after school?
a) Go home b) Stay for extra activities c) Play outside
Interactive Activity Template:
School Day Comparison:
• Students compare their school day with a school day in the UK. They write
sentences about the similarities and differences and share with a partner.
Sample Text for School Day Comparison:
• "In my school, we start at 8:00 AM, but in the UK, they start at 9:00 AM."
• "We have a break at 10:00 AM, but in the UK, they have a break at 10:45 AM."
• "Our lunch is at 12:00 PM, and in the UK, it is at 12:15 PM."
Outcome:
• Students can compare school days using simple English sentences.
Lesson 5: Gareth Bale (Article)
Objective:
• Students will be able to read and understand a simple article about Gareth Bale.
Related Vocabulary:
• football, training, match, score, team, win
Exercise 1:
Text: Gareth Bale is a famous football player. He plays for Real Madrid and the Wales
national team. Bale is known for his speed and skill on the field. He trains hard every day
and plays in many matches. He has scored many goals and helped his team win important
games.
Questions:
1. Who is Gareth Bale?
a) A basketball player b) A football player c) A tennis player

22
 2. Which team does Gareth Bale play for?
a) Manchester United b) Real Madrid c) Barcelona
3. What is Bale known for?
a) His height b) His speed and skill c) His singing
4. How often does Bale train?
a) Once a week b) Every day c) Every weekend
5. What has Bale done for his team?
a) Scored many goals b) Played many sports c) Watched many games
Exercise 2:
Text: Gareth Bale was born in Cardiff, Wales. He started playing football at a young age.
Bale joined Tottenham Hotspur and later moved to Real Madrid. He has won many trophies
with his team. Bale is also a key player for the Wales national team. He is admired by fans
all over the world.
Questions:
1. Where was Gareth Bale born?
a) London b) Cardiff c) Madrid
2. When did Bale start playing football?
a) As an adult b) At a young age c) In college
3. Which team did Bale join before Real Madrid?
a) Manchester United b) Tottenham Hotspur c) Chelsea
4. What has Bale won with his team?
a) Many trophies b) Many concerts c) Many books
5. Who admires Bale?
a) Only his family b) Only his team c) Fans all over the world
Interactive Activity Template:
Famous Person Presentation:
• Students choose a famous person and prepare a short presentation about them,
including where they are from, what they do, and their achievements. They can use
pictures or drawings to illustrate their presentations.
Sample Text for Famous Person Presentation:
• "Gareth Bale is a famous football player. He plays for Real Madrid and the Wales
national team."
• "He is known for his speed and skill on the field."
• "Bale has scored many goals and helped his team win important games."
Outcome:
• Students can describe a famous person using simple English sentences.
Lesson 6: Miguel's Timetable
Objective:
• Students will be able to read and understand a simple timetable and fill in the gaps.
Related Vocabulary: daily routine, subject, time, break, lunch, end
Exercise 1: Miguel's Daily Timetable
Text: Miguel's timetable is very busy. He starts his day at 7:00 AM and goes to school. His
first class is math at 8:30 AM. He has a break at 9:00 AM and then continues with English
at 10:00 AM. Lunch is at 12:00 PM, and he finishes school at 3:00 PM. In the evening, he
does his homework at 6:00 PM and goes to bed at 9:00 PM.
Questions:
1. What is Miguel's first class?
a) English b) Science c) Math
2. What does Miguel do at 10:00 AM?
a) Have a break b) Attend an English class c) Have lunch

23
 3. What does Miguel do at 12:00 PM?
a) Have a break b) Finish school c) Have lunch
4. What time does Miguel finish school?
a) 3:00 PM b) 4:00 PM c) 5:00 PM
5. When does Miguel do his homework?
a) 5:00 PM b) 6:00 PM c) 7:00 PM
Exercise 2: Miguel's Weekly Subjects
Text: Miguel has different subjects every day. On Monday, he has math at 8:30 AM and
science at 10:00 AM. On Tuesday, he has history at 9:00 AM and art at 10:00 AM. On
Wednesday, he has geography at 11:00 AM and music at 2:00 PM. On Thursday, he has PE
at 1:00 PM and English at 3:00 PM. On Friday, he has math again at 8:30 AM and a break
at 10:00 AM.
Questions:
1. What subjects does Miguel have on Monday?
a) Math and science b) History and art c) Geography and music
2. What subject does Miguel have on Tuesday at 9:00 AM?
a) Art b) History c) English
3. What subject does Miguel have at 11:00 AM on Wednesday?
a) Music b) Geographyc) PE
4. What subject does Miguel have at 1:00 PM on Thursday?
a) PE b) Math c) Art
5. When does Miguel have a break on Friday?
a) 8:00 AM b) 9:00 AM c) 10:00 AM
Interactive Activity Template:
Timetable Creation:
• Students create their own timetable, filling in the subjects they have each day and the
times for each subject. They then share their timetable with a partner.
Sample Text for Timetable Creation:
• "On Monday, I have math at 8:30 AM and science at 10:00 AM."
• "On Tuesday, I have history at 9:00 AM and art at 11:00 AM."
• "On Wednesday, I have geography at 11:00 AM and music at 1:00 PM."
Outcome:
• Students can describe their daily routines and school timetables using simple English
sentences.
Lesson 7: Identifying Statements (T/F)
Objective:
• Students will be able to read and identify true or false statements about a text.
Related Vocabulary:
• true, false, statement, identify, information
Exercise 1:
Text: Tom's daily routine is very organized. He wakes up at 6:30 AM and has breakfast at
7:00 AM. He goes to school at 8:00 AM and comes back home at 3:00 PM. In the
afternoon, he does his homework and plays outside. He has dinner at 7:00 PM and goes to
bed at 9:00 PM.
Questions:
1. Tom wakes up at 7:00 AM. a) True b) False
2. Tom goes to school at 8:00 AM. a) True b) False
3. Tom comes back home at 4:00 PM. a) True b) False
4. Tom does his homework in the afternoon. a) True b) False
5. Tom goes to bed at 10:00 PM. a) True b) False

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Exercise 2:
Text: Sarah has a busy schedule. She wakes up at 7:00 AM and gets ready for school. She
has breakfast at 7:30 AM and leaves for school at 8:00 AM. She finishes school at 3:30 PM
and comes back home. In the evening, she does her homework and helps with house chores.
She goes to bed at 9:30 PM.
Questions:
1. Sarah wakes up at 8:00 AM. a) True b) False
2. Sarah has breakfast at 7:30 AM. a) True b) False
3. Sarah finishes school at 4:00 PM. a) True b) False
4. Sarah helps with house chores in the evening. a) True b) False
5. Sarah goes to bed at 9:00 PM. a) True b) False
Interactive Activity Template:
True or False Quiz:
• Students create a true or false quiz based on their own daily routines. They write
statements about their routines and then quiz a partner.
Sample Text for True or False Quiz:
• "I wake up at 7:00 AM."
• "I have breakfast at 8:00 AM."
• "I go to school at 8:30 AM."
• "I finish school at 3:00 PM."
• "I go to bed at 9:00 PM."
Outcome:
• Students can identify true or false statements about a text using simple English
sentences.
Lesson 8: Completing Sentences (Gareth Bale Article)
Objective:
• Students will be able to complete sentences using information from a text.
Related Vocabulary: complete, sentence, information, article
Exercise 1:
Text: Gareth Bale is a famous football player. He plays for Real Madrid and the Wales
national team. Bale is known for his speed and skill on the field. He trains hard every day
and plays in many matches. He has scored many goals and helped his team win important
games.
Questions:
1. Gareth Bale is a famous ______ player.
2. He plays for Real Madrid and the ______ national team.
3. Bale is known for his speed and ______.
4. He trains hard ______ day.
5. He has scored many ______.
Exercise 2:
Text: Gareth Bale was born in Cardiff, Wales. He started playing football at a young age.
Bale joined Tottenham Hotspur and later moved to Real Madrid. He has won many trophies
with his team. Bale is also a key player for the Wales national team. He is admired by fans
all over the world.
Questions:
1. Gareth Bale was born in ______, Wales.
2. He started playing football at a ______ age.
3. Bale joined Tottenham ______ and later moved to Real Madrid.
4. He has won many ______ with his team.
5. Bale is admired by fans all over the ______.

25
Interactive Activity Template:
Sentence Completion Game:
• Students create sentences with missing words based on a text they have read. They
exchange sentences with a partner and try to complete each other's sentences.
Sample Text for Sentence Completion Game:
• "Gareth Bale is a famous ______ player."
• "He plays for Real Madrid and the ______ national team."
• "Bale is known for his speed and ______."
• "He trains hard ______ day."
• "He has scored many ______."
Outcome:
• Students can complete sentences using information from a text using simple English
sentences.

UNIT 3 – ALL ABOUT FOOD

READING LESSONS 1-8
Reading (8 Lessons, 45 minutes each)
Lesson 1: Food & Drinks
Lesson 2: Food Preparation
Lesson 3: Cooking Tools
Lesson 4: What's Your Favourite Food? (Article)
Lesson 5: Street Food Around the World (Article)
Lesson 6: Multiple Choice Questions (What's Your Favourite Food?)
Lesson 7: Identifying True/False Statements (Street Food Around the World)
Lesson 8: Answering Questions (Street Food Around the World)
Lesson 1: Food & Drinks
Objective:
• Students will be able to read and understand simple sentences about food and drinks.
Related Vocabulary:
• animal products, cereal, crisps, cucumber, dairy products, grain, lettuce, onion, pasta,
pepper, salt, strawberry, sugar, tea, vegetable, yoghurt
Exercise 1:
Text: I love eating different types of food. For breakfast, I usually have cereal with milk
and some strawberries. At lunch, I like to eat a vegetable salad with cucumber and lettuce.
For dinner, I enjoy pasta with onion, pepper, and salt. My favorite drink is tea with a little
sugar.
Questions:
1. What does the speaker usually have for breakfast?
a) Cereal with milk and strawberries
b) Toast and jam
c) Pancakes
2. What does the speaker like to eat for lunch?
a) Vegetable salad with cucumber and lettucw
b) Sandwich
c) Soup
3. What does the speaker enjoy for dinner?
a) Pizza b) Pasta with onion, pepper, and salt c) Burger
4. What is the speaker's favorite drink?
a) Coffee b) Tea with a little sugar c) Juice

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 5. What type of salad does the speaker like?
a) Fruit salad b) Vegetable salad c) Pasta salad
Exercise 2:
Text: I like eating healthy food. In the morning, I have yoghurt with some fresh fruits. For
lunch, I often eat a grain bowl with different vegetables like lettuce, cucumber, and onion.
At dinner, I prefer animal products like grilled chicken or fish. My favorite drink is fresh
orange juice.
Questions:
1. What does the speaker have in the morning?
a) Yoghurt with fresh fruits b) Cereal c) Toast
2. What does the speaker often eat for lunch?
a) Sandwich b) Grain bowl with vegetables c) Pasta
3. What does the speaker prefer for dinner?
a) Pasta b) Grilled chicken or fish c) Pizza
4. What is the speaker's favorite drink?
a) Tea b) Coffee c) Fresh orange juice
5. What vegetables does the speaker like in their grain bowl?
a) Carrots and peas
b) Lettuce, cucumber, and onion
c) Tomatoes and broccoli
Interactive Activity Template:
Food Diary:
• Students create a food diary for a week, writing down what they eat for breakfast,
lunch, and dinner each day. They then share their diary with a partner.
Sample Text for Food Diary:
• "On Monday, I had cereal with milk for breakfast."
• "For lunch, I ate a vegetable salad with cucumber and lettuce."
• "At dinner, I had pasta with onion, pepper, and salt."
• "My favorite drink was tea with a little sugar."
Outcome:
• Students can describe their daily meals and favorite foods using simple English
sentences.
Lesson 2: Food Preparation
Objective:
• Students will be able to read and understand simple sentences about food
preparation.
Related Vocabulary:
• add, beat, bowl, cake tin, chop, frying pan, grate, grater, knife, mix, peel, saucepan,
slice, spoon, whisk
Exercise 1:
Text: To make a vegetable salad, you need to chop some lettuce, cucumber, and onion.
First, wash the vegetables thoroughly. Then, peel the cucumber and slice it. Next, chop the
lettuce and onion. Finally, mix all the vegetables in a bowl and add some salt and pepper.
Your salad is ready to serve.
Questions:
1. What is the first step in making a vegetable salad?
a) Wash the vegetables b) Peel the cucumber c) Chop the lettuce
2. What do you do after peeling the cucumber?
a) Mix the vegetables b) Slice the cucumber c) Add salt and pepper

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 3. When do you chop the lettuce and onion?
a) After slicing the cucumber
b) Before washing the vegetables
c) After mixing the vegetables
4. Where do you mix all the vegetables?
a) In a saucepan b) In a bowl c) On a plate
5. What do you add to the salad at the end?
a) Sugar and vinegar b) Salt and pepper c) Lemon juice
Exercise 2:
Text: To bake a cake, you need flour, sugar, eggs, and butter. First, preheat the oven to
180°C. Beat the eggs in a bowl and mix with sugar. Then, add flour and melted butter to the
mixture. Pour the batter into a cake tin and bake for 30 minutes. Let the cake cool before
serving.
Questions:
1. What is the first step in baking a cake?
a) Preheat the oven b) Beat the eggs c) Mix the flour and sugar
2. What do you mix with the beaten eggs?
a) Flour and butter b) Sugar c) Water
3. When do you add flour and melted butter?
a) After pouring the batter into the cake tin
b) Before beating the eggs
c) After mixing the eggs and sugar
4. Where do you pour the batter?
a) In a bowl b) In a cake tin c) In a frying pan
5. How long do you bake the cake?
a) 30 minutes b) 20 minutes c) 40 minutes
Interactive Activity Template:
Recipe Sharing:
• Students write down their favorite recipe, including the ingredients and steps for
preparation. They then share their recipe with a partner and discuss the steps.
Sample Text for Recipe Sharing:
• "To make a vegetable salad, you need lettuce, cucumber, and onion."
• "First, wash the vegetables. Then, peel and slice the cucumber. Next, chop the
lettuce and onion."
• "Finally, mix all the vegetables in a bowl and add salt and pepper."
Outcome:
• Students can describe the steps for preparing simple dishes using simple English
sentences.
Lesson 3: Cooking Tools
Objective:
• Students will be able to read and understand simple sentences about cooking tools.
Related Vocabulary:
• bowl, cake tin, frying pan, grater, knife, saucepan, spoon, whisk
Exercise 1:
Text: In the kitchen, we use many tools for cooking. A frying pan is used for frying foods
like eggs and vegetables. A saucepan is used for boiling and making soups. We use a whisk
to beat eggs and a grater to grate cheese. A knife is used for chopping vegetables, and a
spoon is used for stirring.

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Questions:
1. What is a frying pan used for?
a) Frying foods b) Boiling foods c) Grating cheese
2. What do you use a saucepan for?
a) Boiling and making soups b) Frying foods c) Chopping vegetables
3. When do you use a whisk?
a) For frying foods b) For beating eggs c) For chopping vegetables
4. What tool is used for grating cheese?
a) Knife b) Grater c) Spoon
5. What do you use a knife for?
a) Chopping vegetables b) Stirring soups c) Beating eggs
Exercise 2:
Text: We use different cooking tools in the kitchen. A bowl is used for mixing ingredients.
A cake tin is used for baking cakes. We use a frying pan for frying and a saucepan for
boiling. A knife is essential for chopping, and a grater is useful for grating. A whisk is
perfect for beating eggs, and a spoon is used for stirring.
Questions:
1. What is a bowl used for?
a) Mixing ingredients b) Baking cakes c) Chopping vegetables
2. What do you use a cake tin for?
a) Baking cakes b) Mixing ingredients c) Beating eggs
3. When do you use a frying pan?
a) For baking cakes b) For frying c) For chopping
4. What tool is used for beating eggs?
a) Knife b) Whisk c) Spoon
5. What do you use a spoon for?
a) Stirring b) Chopping c) Grating
Interactive Activity Template:
Cooking Tools Matching Game:
• Students create a matching game where they match cooking tools with their uses.
They write down the tools and their uses on separate cards and then match them
together.
Sample Text for Cooking Tools Matching Game:
• "Frying pan: used for frying foods"
• "Saucepan: used for boiling and making soups"
• "Whisk: used for beating eggs"
• "Grater: used for grating cheese"
• "Knife: used for chopping vegetables"
Outcome:
• Students can describe the uses of different cooking tools using simple English
sentences.
Lesson 4: What's Your Favourite Food? (Article)
Objective:
• Students will be able to read and understand a simple article about favorite foods.
Related Vocabulary:
• flavour, healthy, ingredient, meal, recipe, special, unhealthy
Exercise 1:
Text: Everyone has a favorite food. Some people love pizza because of its delicious flavour
and different toppings. Others prefer sushi because it is healthy and has fresh ingredients.

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My favorite food is spaghetti. It is a special meal that my mom makes using her secret
recipe. Although it is not the healthiest, it is very tasty.
Questions:
1. Why do some people love pizza?
a) Because of its delicious flavour and different toppings
b) Because it is healthy
c) Because it is easy to make
2. What makes sushi special for some people?
a) It is healthy and has fresh ingredients
b) It is a special meal
c) It is easy to prepare
3. What is the speaker's favorite food?
a) Pizza b) Sushi c) Spaghetti
4. Who makes the speaker's favorite food?
a) The speaker b) The speaker's mom c) A restaurant
5. How does the speaker describe their favorite food?
a) The healthiest b) Very tasty c) Easy to cook
Exercise 2:
Text: Many people have a favorite food that they enjoy. My favorite food is a
cheeseburger. It has a great combination of flavours with beef, cheese, and vegetables.
Although it is not very healthy, it is very satisfying. Another favorite food of mine is ice
cream. It is sweet, creamy, and perfect for a hot day.
Questions:
1. What is the speaker's favorite food?
a) Pizza b) Cheeseburger c) Sushi
2. What makes the cheeseburger special?
a) It is easy to make
b) Great combination of flavours with beef, cheese, and vegetables
c) It is healthy
3. How does the speaker describe the cheeseburger?
a) Not very healthy but very satisfying
b) The healthiest meal
c) Special meal
4. What is another favorite food of the speaker?
a) Pizza b) Ice cream c) Sushi
5. How does the speaker describe ice cream?
a) Healthy
b) Easy to make
c) Sweet, creamy, and perfect for a hot day
Interactive Activity Template:
Favorite Food Poster:
• Students create a poster describing their favorite food, including pictures or
drawings. They write sentences about why they like the food and its ingredients.
Sample Text for Favorite Food Poster:
• "My favorite food is pizza. It has a delicious flavour with different toppings."
• "Another favorite food is sushi. It is healthy and has fresh ingredients."
• "I also love spaghetti. It is a special meal that my mom makes."
Outcome:
• Students can describe their favorite foods and explain why they like them using
simple English sentences.

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Lesson 5: Street Food Around the World (Article)
Objective:
• Students will be able to read and understand a simple article about street food around
the world.
Related Vocabulary: chef, difficult, drink, easy, meal, special
Exercise 1:
Text: Street food is popular around the world. In Thailand, you can find delicious pad thai
cooked by street vendors. In Mexico, tacos are a favorite street food. They are easy to eat
and come with different fillings. In Japan, people love eating takoyaki, which are octopus
balls. In India, samosas are a special treat filled with spicy potatoes.
Questions:
1. Where is pad thai a popular street food?
a) Thailand b) Mexico c) Japan
2. What makes tacos easy to eat?
a) They are spicy
b) They are big
c) They come with different fillings
3. What is a favorite street food in Japan?
a) Takoyaki (octopus balls) b) Samosas c) Tacos
4. What are samosas filled with?
a) Meat b) Spicy potatoes c) Cheese
5. What type of food is pad thai?
a) Tacos b) Samosas c) Street food
Exercise 2:
Text: Street food offers a variety of flavors and experiences. In Turkey, you can enjoy
kebabs cooked on an open flame. In Vietnam, banh mi sandwiches are popular. They are
made with a crispy baguette and filled with meats and vegetables. In Italy, people love
eating gelato, a type of ice cream that is creamy and sweet.
Questions:
1. What is a popular street food in Turkey?
a) Banh mi b) Kebabs c) Gelato
2. What are banh mi sandwiches made with?
a) Pita bread b) Crispy baguette c) Tortilla
3. What is gelato?
a) A type of ice cream b) A type of sandwich c) A type of drink
4. How is gelato described?
a) Spicy b) Creamy and sweet c) Sour
5. What is special about street food in Vietnam?
a) It is cooked on an open flame
b) It is made with crispy baguette and filled with meats and vegetables
c) It is a type of ice cream
Interactive Activity Template:
Street Food Presentation:
• Students prepare a presentation about a type of street food from their country or
another country. They describe the food, its ingredients, and why it is popular.
Sample Text for Street Food Presentation:
• "In Thailand, pad thai is a popular street food. It is cooked by street vendors."
• "In Mexico, tacos are easy to eat and come with different fillings."
• "In Japan, takoyaki are octopus balls that people love eating."

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Outcome:
• Students can describe different types of street food and explain why they are popular
using simple English sentences.
Lesson 6: Multiple Choice Questions (What's Your Favourite Food?)
Objective:
• Students will be able to answer multiple choice questions about a text.
Related Vocabulary:
• meal, special, unhealthy, flavour, ingredient
Exercise 1:
Text: My favorite meal is breakfast. I usually have a special smoothie made with fresh
fruits and yoghurt. It is healthy and gives me energy for the day. Sometimes, I also eat toast
with peanut butter. Although it is not as healthy as the smoothie, it is very tasty.
Questions:
1. What is the speaker's favorite meal?
a) Lunch b) Breakfast c) Dinner
2. What does the speaker usually have for breakfast?
a) Special smoothie b) Cereal c) Pancakes
3. What is the smoothie made with?
a) Vegetables and milk
b) Fresh fruits and yoghurt
c) Bread and butter
4. How does the speaker describe the smoothie?
a) Unhealthy
b) Healthy and gives energy
c) Easy to make
5. What does the speaker sometimes eat with the smoothie?
a) Toast with peanut butter
b) Pancakes
c) Eggs and bacon
Exercise 2:
Text: I love eating pasta for dinner. My favorite is spaghetti with tomato sauce and cheese.
It is a simple meal but very delicious. I add some vegetables like mushrooms and spinach to
make it healthier. Sometimes, I also have garlic bread on the side.
Questions:
1. What does the speaker love eating for dinner?
a) Pizza b) Pasta c) Sushi
2. What is the speaker's favorite pasta dish?
a) Macaroni and cheese
b) Spaghetti with tomato sauce and cheese
c) Lasagna
3. How does the speaker describe the meal?
a) Complicated b) Simple but very delicious c) Spicy
4. What vegetables does the speaker add to the pasta?
a) Carrots and peas b) Mushrooms and spinach c) Broccoli and cauliflower
5. What does the speaker sometimes have on the side?
a) Garlic bread b) Salad c) Soup
Interactive Activity Template:
Favorite Meal Discussion:
• Students discuss their favorite meals with a partner. They describe what they like to
eat, why they like it, and when they usually have it.

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Sample Text for Favorite Meal Discussion:
• "My favorite meal is breakfast. I usually have a smoothie made with fresh fruits and
yoghurt."
• "For dinner, I love eating pasta. My favorite is spaghetti with tomato sauce and
cheese."
• "I sometimes have toast with peanut butter for breakfast. It is very tasty."
Outcome:
• Students can answer multiple choice questions about a text and discuss their favorite
meals using simple English sentences.
Lesson 7: Identifying True/False Statements (Street Food Around the World)
Objective:
• Students will be able to identify true, false, and not given statements about a text.
Related Vocabulary:
• true, false, not given, statement, identify
Exercise 1:
Text: Street food is an essential part of many cultures. In Thailand, pad thai is a popular
street food. It is made with rice noodles, vegetables, and meat. In Mexico, tacos are a
favorite. They can be filled with beef, chicken, or vegetables. In Japan, takoyaki are octopus
balls. They are cooked in a special pan.
Questions:
1. Pad thai is made with rice noodles and vegetables. a) True b) False
2. Tacos can only be filled with beef. a) True b) False
3. Takoyaki are octopus balls cooked in a special pan. a) True b) False
4. Street food is not popular in any culture. a) True b) False
5. Tacos are a favorite street food in Thailand. a) True b) False
Exercise 2:
Text: Street food varies around the world. In Vietnam, banh mi sandwiches are popular.
They are made with a crispy baguette and filled with meats and vegetables. In Italy, gelato
is a favorite street food. It is a type of ice cream that is creamy and sweet. In India, samosas
are enjoyed by many. They are filled with spicy potatoes and deep-fried.
Questions:
1. Banh mi sandwiches are filled with meats and vegetables. a) True b) False
2. Gelato is a type of ice cream.- a) True b) False
3. Samosas are popular in Italy. - a) True b) False
4. Banh mi sandwiches are made with a crispy baguette. a) True b) False
5. Gelato is spicy and savory. a) True b) False
Interactive Activity Template:
True/False Quiz:
• Students create a true/false/not given quiz based on a text they have read. They write
statements about the text and then quiz a partner.
Sample Text for True/False Quiz:
• "Pad thai is a popular street food in Thailand."
• "Tacos can be filled with different types of meat."
• "Takoyaki are cooked in a special pan."
• "Street food is part of many cultures."
• "Tacos are a favorite street food in Japan."
Outcome:
• Students can identify true, false, and not given statements about a text using simple
English sentences.

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Lesson 8: Answering Questions (Street Food Around the World)
Objective:
• Students will be able to answer questions about a text.
Related Vocabulary:
• meal, special, flavour, ingredient, drink
Exercise 1:
Text: Street food is a favorite for many people. In Thailand, pad thai is popular for its
unique flavour. It is made with rice noodles, vegetables, and meat. In Mexico, tacos are
enjoyed for their variety of fillings. They can be filled with beef, chicken, or vegetables. In
Japan, takoyaki are known for their special taste. They are octopus balls cooked in a special
pan.
Questions:
1. What is pad thai made with?
_______________________________________________
2. Why are tacos popular in Mexico?
_______________________________________________
3. What are takoyaki?
_______________________________________________
4. What makes pad thai unique?
_______________________________________________
5. Can tacos be filled with vegetables?
_______________________________________________Exercise 2:
Text: Street food offers a variety of flavors. In Vietnam, banh mi sandwiches are made with
a crispy baguette and filled with meats and vegetables. In Italy, gelato is a creamy and
sweet ice cream. In India, samosas are filled with spicy potatoes and deep-fried. Each
country has its special street food that is loved by many.
Questions:
1. What are banh mi sandwiches made with?
_______________________________________________
2. How is gelato described?
_______________________________________________
3. What are samosas filled with?
_______________________________________________
4. How are samosas cooked?
_______________________________________________
5. What makes each country's street food special?
_______________________________________________
Interactive Activity Template:
Question and Answer Game:
• Students write questions about a text they have read and then take turns asking and
answering the questions with a partner.
Sample Text for Question and Answer Game:
• "What is pad thai made with?"
• "Why are tacos popular in Mexico?"
• "What are takoyaki?"
• "What makes pad thai unique?"
• "Can tacos be filled with vegetables?"
Outcome:
• Students can answer questions about a text using simple English sentences.

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 UNIT 4 – HOLIDAYS
READING LESSONS 1-8
Reading (8 Lessons, 45 minutes each)
Lesson 1: Seasons/Months/Activities
Lesson 2: The Weather
Lesson 3: Clothes/Accessories/Footwear
Lesson 4: Geographical Features
Lesson 5: Holiday Fun (Text Messages – Multiple Matching)
Lesson 6: On Holiday (Letter/Postcard)
Lesson 7: Identifying True/False Statements (On Holiday)
Lesson 8: Answering Questions (Holiday Fun)
Lesson 1: Seasons/Months/Activities
Objective:
• Students will be able to read and understand simple sentences about seasons, months,
and activities.
Related Vocabulary:
• winter, summer, spring, autumn, January, February, March, April, May, June, July,
August, September, October, November, December, go camping, go skiing, have a
picnic
Exercise 1:
Text: Winter is my favorite season. In January, it often snows, and I love going skiing.
February is also cold, and we sometimes build a snowman. In March, the weather starts to
get warmer, and we can go for walks in the park. Spring is coming!
Questions:
1. What is the speaker's favorite season?
a) Winter b) Summer c) Autumn
2. What activity does the speaker enjoy in January?
a) Camping b) Skiing c) Swimming
3. What can you build in February?
a) A tent b) A snowman c) A sandcastle
4. What happens in March?
a) It gets colder b) The weather gets warmer c) It starts snowing
5. What season comes after winter?
a) Summer b) Spring c) Autumn
Exercise 2:
Text: Summer is a fun season. In June, we often go to the beach and have a picnic. July is
hot, so we go swimming to cool down. In August, we sometimes go camping in the
mountains. Autumn is coming soon, with cooler weather and beautiful leaves.
Questions:
1. What season is described in the text?
a) Winter b) Summer c) Spring
2. What do people often do in June?
a) Go to the beach and have a picnic b) Go skiing c) Build a snowman
3. How is the weather in July?
a) Cold b) Hot c) Rainy
4. Where do people go camping in August?
a) At the beach b) In the mountains c) In the park
5. What season comes after summer?
a) Winter b) Autumn c) Spring

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Interactive Activity Template:
Seasonal Activities Poster:
• Students create a poster describing their favorite seasonal activities, including
pictures or drawings. They write sentences about each activity and share with a
partner.
Sample Text for Seasonal Activities Poster:
• "In winter, I like going skiing."
• "In summer, I enjoy going to the beach."
• "In spring, I love having picnics."
• "In autumn, I like walking in the park."
Outcome:
• Students can describe seasonal activities using simple English sentences.
Lesson 2: The Weather
Objective:
• Students will be able to read and understand simple sentences about the weather.
Related Vocabulary:
• sunny, rainy, cloudy, snowy, hot, warm, cold
Exercise 1:
Text: The weather today is sunny and warm. It is perfect for a picnic in the park.
Tomorrow, it will be cloudy and cool, which is great for a walk. On Friday, it will rain all
day, so we will stay indoors and watch movies.
Questions:
1. How is the weather today?
a) Sunny and warm b) Cloudy and cool c) Rainy
2. What activity is perfect for today's weather?
a) Going skiing b) Having a picnic in the park c) Watching movies indoors
3. How will the weather be tomorrow?
a) Hot b) Cloudy and cool c) Snowy
4. What is great for tomorrow's weather?
a) Skiing b) Walking c) Swimming
5. What will the weather be like on Friday?
a) Rainy b) Sunny c) Snowy
Exercise 2:
Text: In winter, the weather is often cold and snowy. We can go sledding and build
snowmen. In spring, it is usually rainy, but sometimes it is sunny and warm. Summer is hot
and sunny, perfect for going to the beach. Autumn brings cooler weather and beautiful
leaves.
Questions:
1. How is the weather often in winter?
a) Hot and sunny b) Cold and snowy c) Rainy and cool
2. What activities can you do in winter?
a) Go swimming b) Go sledding and build snowmen c) Have a picnic
3. How is the weather usually in spring?
a) Cold and snowy b) Rainy c) Hot and sunny
4. What is summer weather like?
a) Hot and sunny b) Rainy c) Cold
5. What does autumn bring?
a) Hot weather b) Cooler weather and beautiful leaves c) Snow

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Interactive Activity Template:
Weather Report:
• Students create a weather report for the week, describing the weather for each day.
They write sentences about the weather and share with a partner.
Sample Text for Weather Report:
• "Today is sunny and warm."
• "Tomorrow will be cloudy and cool."
• "On Friday, it will rain all day."
• "In winter, it is often cold and snowy."
Outcome:
• Students can describe the weather using simple English sentences.
Lesson 3: Clothes/Accessories/Footwear
Objective:
• Students will be able to read and understand simple sentences about clothes,
accessories, and footwear.
Related Vocabulary:
• jacket, jeans, boots, gloves, scarf, hat, T-shirt, trainers
Exercise 1:
Text: In winter, I wear a warm jacket, jeans, and boots. I also wear gloves and a scarf to
keep warm. Sometimes, I wear a hat to protect my head from the cold. In summer, I wear a
T-shirt, shorts, and trainers. It's too hot for jackets!
Questions:
1. What does the speaker wear in winter?
a) T-shirt and shorts b) Warm jacket, jeans, and boots c) Trainers
2. What does the speaker wear to keep warm?
a) Gloves and a scarf b) Trainers c) T-shirt
3. Why does the speaker sometimes wear a hat in winter?
a) To look cool b) To protect from the cold c) To go swimming
4. What does the speaker wear in summer?
a) T-shirt, shorts, and trainers b) Jacket and jeans c) Boots
5. Why does the speaker not wear jackets in summer?
a) It's too cold b) It's too hot c) It's raining
Exercise 2:
Text: When it's raining, I wear a raincoat and waterproof boots. I also carry an umbrella to
stay dry. On a sunny day, I wear a hat and sunglasses to protect myself from the sun. I like
wearing comfortable clothes like a T-shirt and jeans.
Questions:
1. What does the speaker wear when it's raining?
a) Raincoat and waterproof boots b) T-shirt and shorts c) Gloves and scarf
2. What does the speaker carry to stay dry?
a) Sunglasses b) Umbrella c) Scarf
3. What does the speaker wear on a sunny day?
a) Hat and sunglasses b) Raincoat and boots c) Gloves and scarf
4. What type of clothes does the speaker like to wear?
a) Comfortable clothes b) Formal clothes c) School uniform
5. What are examples of comfortable clothes?
a) Raincoat and boots b) T-shirt and jeans c) Hat and sunglasses

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Interactive Activity Template:
Fashion Show:
• Students create a fashion show presentation, describing different outfits for different
seasons and weather conditions. They write sentences about each outfit and present
to the class.
Sample Text for Fashion Show:
• "In winter, I wear a warm jacket, jeans, and boots."
• "In summer, I wear a T-shirt, shorts, and trainers."
• "When it's raining, I wear a raincoat and waterproof boots."
• "On a sunny day, I wear a hat and sunglasses."
Outcome:
• Students can describe clothes, accessories, and footwear using simple English
sentences.
Lesson 4: Geographical Features
Objective:
• Students will be able to read and understand simple sentences about geographical
features.
Related Vocabulary:
• island, lake, mountain, river, waterfall, rainforest
Exercise 1:
Text: My favorite place to visit is the island of Hawaii. It has beautiful beaches and a large
volcano. There is also a rainforest where you can see many different plants and animals. I
love swimming in the clear water of the lake and exploring the mountains.
Questions:
1. What is the speaker's favorite place to visit?
a) Mountain b) Island of Hawaii c) River
2. What can you find on the island?
a) Desert b) Beautiful beaches and a large volcano c) Snow
3. Where can you see many different plants and animals?
a) Rainforest b) Lake c) City
4. What does the speaker love doing in the clear water?
a) Swimming b) Fishing c) Hiking
5. What does the speaker enjoy exploring?
a) Beaches b) Mountains c) City
Exercise 2:
Text: A lake is a body of water surrounded by land. Rivers flow through the land, and
waterfalls are where the river falls from a high place. Mountains are high and rocky, and
you can see many trees in the rainforest. Islands are surrounded by water, making them a
special place to visit.
Questions:
1. What is a lake?
a) A high place b) A body of water surrounded by land c) A flowing river
2. What flows through the land?
a) Lakes b) Rivers c) Islands
3. Where does a river fall from a high place?
a) Mountain b) Waterfall c) Island
4. What is high and rocky?
a) Lake b) Mountain c) River
5. Where can you see many trees?
a) Island b) Rainforest c) Waterfall

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Interactive Activity Template:
Geography Poster:
• Students create a poster describing different geographical features, including pictures
or drawings. They write sentences about each feature and share with a partner.
Sample Text for Geography Poster:
• "A lake is a body of water surrounded by land."
• "Rivers flow through the land."
• "Waterfalls are where the river falls from a high place."
• "Mountains are high and rocky."
• "You can see many trees in the rainforest."
• "Islands are surrounded by water."
Outcome:
• Students can describe geographical features using simple English sentences.
Lesson 5: Holiday Fun (Text Messages – Multiple Matching)
Objective:
• Students will be able to read and understand simple text messages about holiday
activities.
Related Vocabulary:
• go camping, go sailing, go sightseeing, have a picnic, make a snowman, pick
pumpkins
Exercise 1:
Text Messages:
1. Hi! We are going camping this weekend. Do you want to join us? - Sarah
2. Tomorrow, we are going sailing on the lake. It's going to be fun! - Mike
3. I am going sightseeing in the city today. Want to come? - Emily
4. We are having a picnic in the park. Bring your favorite snacks! - John
5. It's snowing! Let's make a snowman together. - Anna
6. We are going to the farm to pick pumpkins. Do you want to come? - Kate
Questions:
1. Who is going camping this weekend?
a) Sarah b) Mike c) Emily
2. Who is going sailing on the lake?
a) Sarah b) Mike c) John
3. Who is going sightseeing in the city?
a) Emily b) Anna c) Kate
4. Who is having a picnic in the park?
a) Mike b) John c) Kate
5. Who wants to make a snowman?
a) Anna b) Sarah c) Emily
6. Who is going to pick pumpkins on the farm?
a) Mike b) John c) Kate
Exercise 2:
Text Messages:
1. Hi! We are going to the beach tomorrow. Do you want to come? - David
2. We are visiting the museum this afternoon. Join us if you can! - Sophie
3. I am going sledging in the park today. Want to join? - Tom
4. We are having a barbecue in the backyard. Bring some drinks! - Lily
5. It's Halloween! Let's go trick-or-treating tonight. - Sam
6. We are going to the carnival this weekend. Do you want to come? - Lisa

39
Questions:
1. Who is going to the beach tomorrow?
a) David b) Sophie c) Tom
2. Who is visiting the museum this afternoon?
a) David b) Sophie c) Sam
3. Who is going sledging in the park today?
a) Tom b) Lily c) Lisa
4. Who is having a barbecue in the backyard?
a) Sophie b) Lily c) David
5. Who wants to go trick-or-treating?
a) David b) Sam c) Lisa
6. Who is going to the carnival this weekend?
a) Sophie b) Lily c) Lisa
Interactive Activity Template:
Holiday Plans Role-Play:
• Students create and role-play text messages about their holiday plans. They write
sentences about their activities and share with a partner.
Sample Text for Holiday Plans Role-Play:
• "Hi! We are going camping this weekend. Do you want to join us?"
• "Tomorrow, we are going sailing on the lake. It's going to be fun!"
• "I am going sightseeing in the city today. Want to come?"
• "We are having a picnic in the park. Bring your favorite snacks!"
Outcome:
• Students can read and understand simple text messages about holiday activities using
simple English sentences.
Lesson 6: On Holiday (Letter/Postcard)
Objective:
• Students will be able to read and understand simple letters or postcards about holiday
experiences.
Related Vocabulary:
• beach, mountains, city, hotel, sightseeing, swimming
Exercise 1:
Text (Postcard):
Dear Grandma,
I am having a great time on holiday. We are staying at a beautiful hotel by the beach. Every
morning, we go swimming in the sea. In the afternoons, we relax on the beach and build
sandcastles. Yesterday, we went sightseeing in the city and saw many interesting places. I
can't wait to tell you all about it when I get back!
Love, Emma
Questions:
1. Where is Emma staying?
a) In the mountains b) In the city c) By the beach
2. What does Emma do every morning?
a) Go sightseeing
b) Go swimming in the sea
c) Build sandcastles
3. What does Emma do in the afternoons?
a) Relax on the beach b) Go swimming c) Go sightseeing

40
 4. What did Emma do yesterday?
a) Went sightseeing in the city
b) Relaxed on the beach
c) Built sandcastles
5. Who is Emma writing to?
a) Her mom b) Her friend c) Her grandma
Exercise 2:
Text (Letter):
Dear John,
We are having a wonderful time on our holiday in the mountains. The hotel is cozy and has
a beautiful view. Every day, we go hiking and explore the trails. In the evenings, we sit by
the fireplace and enjoy hot chocolate. Yesterday, we went to a nearby lake and had a picnic.
I hope you are doing well and can't wait to see you soon!
Best, Alex
Questions:
1. Where is Alex on holiday?
a) In the mountains b) By the beach c) In the city
2. What does Alex do every day?
a) Go swimming
b) Go hiking and explore the trails
c) Go sightseeing
3. What does Alex do in the evenings?
a) Go hiking
b) Sit by the fireplace and enjoy hot chocolate
c) Go swimming
4. What did Alex do yesterday?
a) Went hiking
b) Went to a nearby lake and had a picnic
c) Went sightseeing
5. Who is Alex writing to?
a) His friend b) John c) His mom
Interactive Activity Template:
Holiday Postcard Writing:
• Students write postcards describing their holiday experiences. They write sentences
about their activities and share with a partner.
Sample Text for Holiday Postcard Writing:
"Dear Grandma,
I am having a great time on holiday. We are staying at a beautiful hotel by the beach.
Every morning, we go swimming in the sea. In the afternoons, we relax on the beach
and build sandcastles. Yesterday, we went sightseeing in the city and saw many
interesting places. I can't wait to tell you all about it when I get back!
Love, Emma"
Outcome:
• Students can read and understand simple letters or postcards about holiday
experiences using simple English sentences.
Lesson 7: Identifying True/False Statements (On Holiday)
Objective:
• Students will be able to identify true or false statements from a reading text about
holiday experiences.

41
Related Vocabulary:
• beach, mountains, city, hotel, sightseeing, swimming
Exercise 1:
Text:
Dear Grandma,
I am having a great time on holiday. We are staying at a beautiful hotel by the beach. Every
morning, we go swimming in the sea. In the afternoons, we relax on the beach and build
sandcastles. Yesterday, we went sightseeing in the city and saw many interesting places. I
can't wait to tell you all about it when I get back!
Love, Emma
Questions:
1. Emma is staying at a hotel by the beach. a) True b) False
2. Emma goes swimming in the sea every afternoon. a) True b) False
3. Emma builds sandcastles in the afternoons. a) True b) False
4. Emma went hiking in the city yesterday. a) True b) False
5. Emma is writing to her friend. a) True b) False
Exercise 2:
Text:
Dear John,
We are having a wonderful time on our holiday in the mountains. The hotel is cozy and has
a beautiful view. Every day, we go hiking and explore the trails. In the evenings, we sit by
the fireplace and enjoy hot chocolate. Yesterday, we went to a nearby lake and had a picnic.
I hope you are doing well and can't wait to see you soon!
Best, Alex
Questions:
1. Alex is on holiday by the beach. a) True b) False
2. The hotel in the mountains has a beautiful view. a) True b) False
3. Alex goes hiking and explores the trails every evening. a) True b) False
4. Alex sits by the fireplace and enjoys hot chocolate in the evenings.
a) True b) False
5. Yesterday, Alex went to a nearby lake and had a picnic. a) True b) False
Interactive Activity Template:
True/False Statement Game:
• Students write true and false statements about their own holiday experiences or
imagined ones. They take turns reading the statements to a partner, who then
identifies if they are true or false.
Sample Text for True/False Statement Game:
• "I am having a great time on holiday."
• "We are staying at a beautiful hotel by the beach."
• "Every morning, we go swimming in the sea."
• "In the afternoons, we relax on the beach and build sandcastles."
• "Yesterday, we went sightseeing in the city and saw many interesting places."
Outcome:
• Students can identify true or false statements from a reading text about holiday
experiences using simple English sentences.

42
Lesson 8: Answering Questions (Holiday Fun)
Objective:
• Students will be able to read and understand simple sentences about holiday
activities and answer related questions.
Related Vocabulary:
• go camping, go sailing, go sightseeing, have a picnic, make a snowman, pick
pumpkins
Exercise 1:
Text:
Hi! We are going snorkeling this weekend. Do you want to join us? – Sarah
Tomorrow, we are visiting a museum. It's going to be fun! – Mike
I am going bird watching in the park today. Want to come? – Emily
We are having a garden party in the backyard. Bring your favorite snacks! – John
It's sunny! Let's build a sandcastle together. – Anna
We are going to the field to pick flowers. Do you want to come? – Kate
Questions:
1. Who is going snorkeling this weekend?
a) Sarah b) Mike c) Emily
2. Who is visiting a museum tomorrow?
a) Sarah b) Mike c) John
3. Who is going bird watching in the park today?
a) Emily b) Anna c) Kate
4. Who is having a garden party in the backyard?
a) Mike b) John c) Kate
5. Who wants to build a sandcastle?
a) Anna b) Sarah c) Emily
6. Who is going to pick flowers in the field?
a) Mike b) John c) Kate
Exercise 2:
Text:
Hi! We are going to the amusement park tomorrow. Do you want to come? – David
We are visiting an art gallery this afternoon. Join us if you can! – Sophie
I am going rollerblading in the park today. Want to join? – Tom
We are having a barbecue in the garden. Bring some drinks! – Lily
It's Easter! Let's go on an egg hunt. – Sam
We are going to the nature reserve this weekend. Do you want to come? – Lisa
Questions:
1. Who is going to the amusement park tomorrow?
a) David b) Sophie c) Tom
2. Who is visiting an art gallery this afternoon?
a) David b) Sophie c) Sam
3. Who is going rollerblading in the park today?
a) Tom b) Lily c) Lisa
4. Who is having a barbecue in the garden?
a) Sophie b) Lily c) David
5. Who wants to go on an egg hunt?
a) David b) Sam c) Lisa
6. Who is going to the nature reserve this weekend?
a) Sophie b) Lily c) Lisa

43
Interactive Activity Template:
Holiday Adventure Questions: Students create and answer questions about their own
holiday adventures or imagined ones. They write sentences about their activities and share
with a partner.
Sample Text for Holiday Adventure Questions:
• "Hi! We are going snorkeling this weekend. Do you want to join us?"
• "Tomorrow, we are visiting a museum. It's going to be fun!"
• "I am going bird watching in the park today. Want to come?"
• "We are having a garden party in the backyard. Bring your favorite snacks!"
Outcome: Students can read and understand simple sentences about holiday activities and
answer related questions using simple English sentences.

UNIT 5 – LONDON WAS GREAT

READING LESSONS 1-8
Reading (8 Lessons, 45 minutes each)
Lesson 1: Famous People & Jobs
Lesson 2: Means of Transport
Lesson 3: Animals
Lesson 4: London Transport Museum (Webpage)
Lesson 5: Dino Snores (Blog)
Lesson 6: Multiple Choice Questions (Dino Snores)
Lesson 7: Identifying Right/Wrong/Doesn't Say Statements (London Transport
Museum)
Lesson 8: Answering Questions (Dino Snores)
Lesson 1: Famous People & Jobs
Objective:
• Students will be able to read and understand simple sentences about famous people
and their jobs.
Related Vocabulary:
• actor, actress, painter, physicist, singer, writer, queen, prince, princess
Exercise 1:
Text: Leonardo da Vinci was a famous painter. He painted the Mona Lisa. Albert Einstein
was a great physicist. He developed the theory of relativity. William Shakespeare was a
well-known writer. He wrote many famous plays and poems.
Questions:
1. Who was Leonardo da Vinci?
a) Painter b) Physicist c) Writer
2. What did Leonardo da Vinci paint?
a) The Starry Night b) The Mona Lisa c) The Scream
3. Who developed the theory of relativity?
a) Leonardo da Vinci b) Albert Einstein c) William Shakespeare
4. What was William Shakespeare known for?
a) Writing plays and poems b) Painting c) Singing
5. Who was a great physicist?
a) Leonardo da Vinci b) Albert Einstein c) William Shakespeare
Exercise 2:
Text: Queen Elizabeth II is the queen of the United Kingdom. She has been the queen since
1952. Prince William is her grandson. He is the Duke of Cambridge. Princess Diana was his
mother. She was known for her charity work.

44
Questions:
1. Who is the queen of the United Kingdom?
a) Princess Diana b) Queen Elizabeth II c) Prince William
2. Since when has Queen Elizabeth II been the queen?
a) 1962 b) 1972 c) 1952
3. Who is Prince William?
a) The Duke of Cambridge b) The king c) A painter
4. Who was Princess Diana?
a) Queen Elizabeth II's daughter b) Prince William's mother c) A famous writer
5. What was Princess Diana known for?
a) Painting b) Charity work c) Physics
Interactive Activity Template:
Famous People Profile:
• Students create a profile for a famous person, including a picture or drawing. They
write sentences about the person's job and achievements and share with a partner.
Sample Text for Famous People Profile:
• "Leonardo da Vinci was a famous painter. He painted the Mona Lisa."
• "Albert Einstein was a great physicist. He developed the theory of relativity."
• "William Shakespeare was a well-known writer. He wrote many famous plays and
poems."
Outcome:
• Students can describe famous people and their jobs using simple English sentences.
Lesson 2: Means of Transport
Objective:
• Students will be able to read and understand simple sentences about different means
of transport.
Related Vocabulary:
• bus, car, train, plane, boat, bicycle, motorcycle, tube station, railway station
Exercise 1:
Text: I go to school by bus. It is a yellow bus that picks me up every morning. My father
goes to work by car. He drives a blue car. On weekends, we sometimes travel by train to
visit my grandparents. Trains are fast and comfortable.
Questions:
1. How does the speaker go to school?
a) By bus b) By car c) By train
2. What color is the bus?
a) Blue b) Red c) Yellow
3. How does the speaker's father go to work?
a) By bus b) By car c) By train
4. What do they do on weekends?
a) Go to school b) Travel by train to visit grandparents c) Go to work
5. How are trains described?
a) Slow and uncomfortable b) Fast and comfortable c) Expensive and crowded
Exercise 2:
Text: My favorite way to travel is by plane. It is the fastest way to get to different cities and
countries. When I visit my friend in the countryside, I go by bicycle. It is a healthy and fun
way to travel. Sometimes, we take a boat ride on the lake. Boats are relaxing and enjoyable.

45
Questions:
1. What is the speaker's favorite way to travel?
a) By car b) By plane c) By train
2. Why does the speaker like traveling by plane?
a) It is cheap b) It is the fastest way to get to different cities and countries
c) It is comfortable
3. How does the speaker travel to visit their friend in the countryside?
a) By car b) By bus c) By bicycle
4. What is a healthy and fun way to travel?
a) By plane b) By boat c) By bicycle
5. How are boats described?
a) Fast and uncomfortable b) Relaxing and enjoyable c) Slow and boring
Interactive Activity Template:
Transport Chart:
• Students create a chart describing different means of transport, including pictures or
drawings. They write sentences about each type of transport and share with a partner.
Sample Text for Transport Chart:
• "I go to school by bus. It is a yellow bus."
• "My father goes to work by car. He drives a blue car."
• "We travel by train to visit my grandparents. Trains are fast and comfortable."
• "My favorite way to travel is by plane. It is the fastest way to get to different cities
and countries."
Outcome:
• Students can describe different means of transport using simple English sentences.
Lesson 3: Animals
Objective:
• Students will be able to read and understand simple sentences about different
animals.
Related Vocabulary:
• beak, body, fur, leg, mane, neck, pet, sharp, thick, trunk, wing, wild, tame
Exercise 1:
Text: Lions are wild animals. They have a thick mane around their neck. Their bodies are
strong and covered in fur. They use their sharp claws and teeth to hunt for food. Lions live
in groups called prides.
Questions:
1. What type of animals are lions?
a) Wild b) Tame c) Pets
2. What do lions have around their neck?
a) Fur b) A thick mane c) Sharp claws
3. What are lions' bodies covered in?
a) Scales b) Fur c) Feathers
4. What do lions use to hunt for food?
a) Beak and wings b) Sharp claws and teeth c) Trunk and tusks
5. What are groups of lions called?
a) Herds b) Packs c) Prides
Exercise 2:
Text: Elephants are large animals with thick skin. They have long trunks that they use to
drink water and pick up food. Their ears are big and help them to stay cool. Elephants are
gentle and usually live in herds. They are known for their intelligence and strong memory.

46
Questions:
1. What type of animals are elephants?
a) Small b) Large c) Wild
2. What do elephants use their trunks for?
a) To drink water and pick up food b) To fly c) To hunt for food
3. What helps elephants to stay cool?
a) Their trunks b) Their big ears c) Their fur
4. How are elephants described in terms of their behavior?
a) Wild and aggressive b) Gentle c) Tame and playful
5. What are elephants known for?
a) Their speed b) Their strength c) Their intelligence and strong memory
Interactive Activity Template:
Animal Fact Sheet:
• Students create a fact sheet describing different animals, including pictures or
drawings. They write sentences about each animal and share with a partner.
Sample Text for Animal Fact Sheet:
• "Lions are wild animals. They have a thick mane around their neck."
• "Elephants are large animals with thick skin. They have long trunks that they use to
drink water and pick up food."
Outcome:
• Students can describe different animals using simple English sentences.
Lesson 4: London Transport Museum (Webpage)
Objective:
• Students will be able to read and understand simple sentences from a webpage about
the London Transport Museum.
Related Vocabulary:
• museum, exhibition, gallery, interactive, transport, history, tour, display
Exercise 1:
Text: Welcome to the London Transport Museum! Our museum showcases the history of
London's transport. You can see old buses, trains, and trams. We have interactive
exhibitions where you can learn about the development of transport in the city. Take a tour
and explore our galleries filled with fascinating displays.
Questions:
1. What does the London Transport Museum showcase?
a) Art history b) The history of London's transport c) Science and technology
2. What can you see at the museum?
a) Old cars b) Old buses, trains, and trams c) Old airplanes
3. What type of exhibitions does the museum have?
a) Art exhibitions b) Interactive exhibitions c) Science exhibitions
4. What can you learn about in the interactive exhibitions?
a) The development of transport in the city
b) The history of art
c) The development of technology
5. What can you explore in the galleries?
a) Modern art b) Fascinating displays c) Historical documents
Exercise 2:
Text: The London Transport Museum is located in Covent Garden. We offer guided tours
that provide detailed information about the exhibits. Our galleries feature displays on the
evolution of London's transport system. Children can enjoy interactive games and activities.
Visit our museum shop for unique souvenirs.

47
Questions:
1. Where is the London Transport Museum located?
a) Oxford Street b) Covent Garden c) Westminster
2. What do guided tours provide?
a) Free tickets
b) Detailed information about the exhibits
c) Food and drinks
3. What do the galleries feature?
a) Modern art
b) Displays on the evolution of London's transport system
c) Historical documents
4. What can children enjoy at the museum?
a) Interactive games and activities
b) Art classes
c) Science experiments
5. What can you find at the museum shop?
a) Food and drinks b) Art supplies c) Unique souvenirs
Interactive Activity Template:
Museum Brochure:
• Students create a brochure for the London Transport Museum, including pictures or
drawings. They write sentences about the museum's exhibitions, galleries, and
activities and share with a partner.
Sample Text for Museum Brochure:
• "Welcome to the London Transport Museum! Our museum showcases the history of
London's transport."
• "You can see old buses, trains, and trams. We have interactive exhibitions where you
can learn about the development of transport in the city."
• "Take a tour and explore our galleries filled with fascinating displays."
Outcome:
• Students can read and understand simple sentences from a webpage about the
London Transport Museum using simple English sentences.
Lesson 5: Dino Snores (Blog)
Objective:
• Students will be able to read and understand simple sentences from a blog about
Dino Snores.
Related Vocabulary:
• museum, sleepover, dinosaur, activity, explore, flashlight, camp
Exercise 1:
Text: Last weekend, I went to the Dino Snores event at the Natural History Museum. It was
a sleepover where we got to explore the museum at night. We used flashlights to see the
dinosaur exhibits. There were fun activities like a fossil hunt and a dinosaur-themed quiz.
We set up camp in the main hall and slept under the skeleton of a giant dinosaur.
Questions:
1. Where did the speaker go last weekend?
a) Science Museum b) Natural History Museum c) Art Museum
2. What was the event called?
a) Night at the Museum b) Dino Snores c) Dino Sleepover
3. What did they use to see the dinosaur exhibits?
a) Cameras b) Flashlights c) Lanterns

48
 4. What were some of the activities?
a) Art classes and painting
b) Fossil hunt and dinosaur-themed quiz
c) Music and dancing
5. Where did they set up camp?
a) Outside the museum b) In the main hall c) In the garden
Exercise 2:
Text: Dino Snores was an unforgettable experience. We arrived at the museum in the
evening and set up our sleeping bags in the main hall. The staff gave us a tour of the
dinosaur exhibits using flashlights. We participated in a scavenger hunt and watched a
dinosaur movie. At night, we slept under the stars, surrounded by the museum's incredible
displays.
Questions:
1. What kind of experience was Dino Snores?
a) Boring b) Unforgettable c) Scary
2. When did they arrive at the museum?
a) In the morning b) In the afternoon c) In the evening
3. Where did they set up their sleeping bags?
a) Outside the museum b) In the main hall c) In the garden
4. What kind of hunt did they participate in?
a) Scavenger hunt b) Treasure hunt c) Easter egg hunt
5. Where did they sleep at night?
a) In tents
b) In the museum's garden
c) Under the stars, surrounded by the museum's displays
Interactive Activity Template:
Sleepover Blog:
• Students write a blog post describing their experience at a museum sleepover. They
write sentences about the activities, exhibits, and their feelings and share with a
partner.
Sample Text for Sleepover Blog:
• "Last weekend, I went to the Dino Snores event at the Natural History Museum. It
was a sleepover where we got to explore the museum at night."
• "We used flashlights to see the dinosaur exhibits. There were fun activities like a
fossil hunt and a dinosaur-themed quiz."
• "We set up camp in the main hall and slept under the skeleton of a giant dinosaur."
Outcome:
• Students can read and understand simple sentences from a blog about Dino Snores
using simple English sentences.
Lesson 6: Multiple Choice Questions (Dino Snores)
Objective:
• Students will be able to read and answer multiple choice questions about the Dino
Snores blog.
Related Vocabulary:
• museum, sleepover, dinosaur, activity, explore, flashlight, camp
Exercise 1:
Text: Last weekend, I went to the Dino Snores event at the Natural History Museum. It was
a sleepover where we got to explore the museum at night. We used flashlights to see the
dinosaur exhibits. There were fun activities like a fossil hunt and a dinosaur-themed quiz.
We set up camp in the main hall and slept under the skeleton of a giant dinosaur.

49
Questions:
1. Where did the speaker go last weekend?
a) Science Museum b) Natural History Museum c) Art Museum
2. What was the event called?
a) Night at the Museum b) Dino Snores c) Dino Sleepover
3. What did they use to see the dinosaur exhibits?
a) Cameras b) Flashlights c) Lanterns
4. What were some of the activities?
a) Art classes and painting
b) Fossil hunt and dinosaur-themed quiz
c) Music and dancing
5. Where did they set up camp?
a) Outside the museum b) In the main hall c) In the garden
Exercise 2:
Text: Dino Snores was an unforgettable experience. We arrived at the museum in the
evening and set up our sleeping bags in the main hall. The staff gave us a tour of the
dinosaur exhibits using flashlights. We participated in a scavenger hunt and watched a
dinosaur movie. At night, we slept under the stars, surrounded by the museum's incredible
displays.
Questions:
1. What kind of experience was Dino Snores?
a) Boring b) Unforgettable c) Scary
2. When did they arrive at the museum?
a) In the morning b) In the afternoon c) In the evening
3. Where did they set up their sleeping bags?
a) Outside the museum b) In the main hall c) In the garden
4. What kind of hunt did they participate in?
a) Scavenger hunt b) Treasure hunt c) Easter egg hunt
5. Where did they sleep at night?
a) In tents b) In the museum's garden
c) Under the stars, surrounded by the museum's displays
Interactive Activity Template:
Multiple Choice Quiz:
• Students create a multiple-choice quiz about their own holiday or museum
experiences. They write questions, answer choices, and share with a partner.
Sample Text for Multiple Choice Quiz:
• "Where did the speaker go last weekend?"
o a) Science Museum
o b) Natural History Museum
o c) Art Museum
• "What was the event called?"
o a) Night at the Museum
o b) Dino Snores
o c) Dino Sleepover
Outcome:
• Students can read and answer multiple-choice questions about the Dino Snores blog
using simple English sentences.

50
Lesson 7: Identifying Right/Wrong/Doesn't Say Statements (London Transport
Museum)
Objective:
• Students will be able to identify right, wrong, and doesn't say statements from a
reading text about the London Transport Museum.
Related Vocabulary:
• museum, exhibition, gallery, interactive, transport, history, tour, display
Exercise 1:
Text: Welcome to the London Transport Museum! Our museum showcases the history of
London's transport. You can see old buses, trains, and trams. We have interactive
exhibitions where you can learn about the development of transport in the city. Take a tour
and explore our galleries filled with fascinating displays.
Questions:
1. The London Transport Museum showcases the history of London's transport.
a) Right b) Wrong c) Doesn't Say
2. You can see old airplanes at the museum.
a) Right b) Wrong c) Doesn't Say
3. The museum has interactive exhibitions.
a) Right b) Wrong c) Doesn't Say
4. The museum is located in Westminster.
a) Right b) Wrong c) Doesn't Say
5. The galleries are filled with fascinating displays.
a) Right b) Wrong c) Doesn't Say
Exercise 2:
Text: The London Transport Museum is located in Covent Garden. We offer guided tours
that provide detailed information about the exhibits. Our galleries feature displays on the
evolution of London's transport system. Children can enjoy interactive games and activities.
Visit our museum shop for unique souvenirs.
Questions:
1. The London Transport Museum is located in Covent Garden.
a) Right b) Wrong c) Doesn't Say
2. The museum offers free guided tours.
a) Right b) Wrong c) Doesn't Say
3. The galleries feature displays on the evolution of London's transport system.
a) Right b) Wrong c) Doesn't Say
4. The museum shop sells food and drinks.
a) Right b) Wrong c) Doesn't Say
5. Children can enjoy interactive games and activities at the museum.
a) Right b) Wrong c) Doesn't Say
Interactive Activity Template:
Right/Wrong/Doesn't Say Game:
• Students write right, wrong, and doesn't say statements about their own holiday or
museum experiences. They take turns reading the statements to a partner, who then
identifies if they are right, wrong, or doesn't say.
Sample Text for Right/Wrong/Doesn't Say Game:
• "The London Transport Museum showcases the history of London's transport."
a) Right b) Wrong c) Doesn't Say
• "You can see old airplanes at the museum."
a) Right b) Wrong c) Doesn't Say

51
Outcome:
• Students can identify right, wrong, and doesn't say statements from a reading text
about the London Transport Museum using simple English sentences.
Lesson 8: Answering Questions (Dino Snores)
Objective:
• Students will be able to read and understand simple sentences about Dino Snores and
answer related questions.
Related Vocabulary:
• museum, sleepover, dinosaur, activity, explore, flashlight, camp
Exercise 1:
Text: Last weekend, I went to the Dino Snores event at the Natural History Museum. It was
a sleepover where we got to explore the museum at night. We used flashlights to see the
dinosaur exhibits. There were fun activities like a fossil hunt and a dinosaur-themed quiz.
We set up camp in the main hall and slept under the skeleton of a giant dinosaur.
Questions:
1. Where did the speaker go last weekend?
a) Science Museum b) Natural History Museum c) Art Museum
2. What was the event called?
a) Night at the Museum b) Dino Snores c) Dino Sleepover
3. What did they use to see the dinosaur exhibits?
a) Cameras b) Flashlights c) Lanterns
4. What were some of the activities?
a) Art classes and painting b) Fossil hunt and dinosaur-themed quiz
c) Music and dancing
5. Where did they set up camp?
a) Outside the museum b) In the main hall c) In the garden
Exercise 2:
Text: Dino Snores was an unforgettable experience. We arrived at the museum in the
evening and set up our sleeping bags in the main hall. The staff gave us a tour of the
dinosaur exhibits using flashlights. We participated in a scavenger hunt and watched a
dinosaur movie. At night, we slept under the stars, surrounded by the museum's incredible
displays.
Questions:
1. What kind of experience was Dino Snores?
a) Boring b) Unforgettable c) Scary
2. When did they arrive at the museum?
a) In the morning b) In the afternoon c) In the evening
3. Where did they set up their sleeping bags?
a) Outside the museum b) In the main hall c) In the garden
4. What kind of hunt did they participate in?
a) Scavenger hunt b) Treasure hunt c) Easter egg hunt
5. Where did they sleep at night?
a) In tents b) In the museum's garden
c) Under the stars, surrounded by the museum's displays
Interactive Activity Template:
Question and Answer:
• Students create questions about their own holiday or museum experiences. They
write sentences about their activities and share with a partner, who then answers the
questions.

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Sample Text for Question and Answer:
• "Where did you go last weekend?"
• "What was the event called?"
• "What did you use to see the exhibits?"
• "What were some of the activities?"
Outcome:
• Students can read and understand simple sentences about Dino Snores and answer
related questions using simple English sentences.
These lesson plans provide structured reading exercises and interactive activities for
students to practice and improve their reading comprehension skills in the context of
London and holidays.

UNIT 6 – ENTERTAINMENT
READING LESSONS 1-8
Reading (8 Lessons, 45 minutes each)
Lesson 1: Fun Activities
Lesson 2: Places of Entertainment
Lesson 3: Types of TV Programmes/Films
Lesson 4: Do / go/ Have Phrases
Lesson 5: Worth the Experience (Webpage – Multiple Matching)
Lesson 6: Fun in All Weathers (Email/Advert)
Lesson 7: Identifying Right/Wrong/Doesn't Say Statements (Fun in All Weathers)
Lesson 8: Answering Questions (Worth the Experience)
Lesson 1: Fun Activities
Objective:
• Students will be able to read and understand texts about different fun activities.
Vocabulary:
• amusement park, concert, sports, hiking, swimming, picnic, camping, games
Text 1:
• "Last weekend, my friends and I went to an amusement park. We had so much fun
riding the roller coasters and playing games. After that, we watched a live concert. It
was an exciting day filled with fun activities."
Questions:
1. Where did the friends go last weekend?
A) To a museum B) To an amusement park C) To the beach
2. What did they do at the amusement park?
A) They played soccer
B) They rode roller coasters and played games
C) They went hiking
3. What did they watch after the amusement park?
A) A movie B) A live concert C) A football match
4. How was the day for the friends?
A) Boring B) Exciting C) Tiring

5. What is the main idea of the text?

A) A day filled with fun activities
B) A day spent studying
C) A visit to a museum

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Text 2:
• "During the summer holidays, my family and I went camping in the mountains. We
set up tents and cooked food over a campfire. We spent the days hiking and
exploring the beautiful scenery. At night, we told stories and looked at the stars."
Questions:
1. Where did the family go during the summer holidays?
A) To the beach B) To the mountains C) To the city
2. What did they do during the day?
A) They stayed in their tents
B) They hiked and explored the scenery
C) They watched TV
3. What did they do at night?
A) They went swimming
B) They told stories and looked at the stars
C) They played games
4. How did they cook their food?
A) On a stove B) Over a campfire C) In a microwave
5. What is the main idea of the text?
A) A family’s camping trip
B) A day at the amusement park
C) A visit to a museum
Interactive Activity Template:
Fun Activities Matching:
• Students are given a set of descriptions and pictures or names of different fun
activities. They need to match each description with the correct activity.
Sample Text for Matching:
1. "Riding roller coasters and playing games." – Amusement Park
2. "Cooking food over a campfire and hiking." – Camping
3. "Watching a live concert." – Concert
4. "Swimming at the local pool." – Swimming
5. "Having a picnic in the park." – Picnic
Outcome:
• Students can read and understand texts about different fun activities and match them
with pictures or names.
Lesson 2: Places of Entertainment
Objective:
• Students will be able to read and understand texts about various places of
entertainment.
Vocabulary:
• cinema, theatre, concert hall, amusement park, stadium, museum, exhibition center
Text 1:
• "The cinema is a popular place to watch the latest movies. It has large screens and
comfortable seats. People enjoy going to the cinema to relax and enjoy a film with
friends or family."
Questions:
1. What is the cinema popular for?
A) Watching sports B) Watching the latest movies C) Attending concerts
2. How are the seats at the cinema?
A) Hard B) Uncomfortable C) Comfortable

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 3. Who do people usually go to the cinema with?
A) Alone B) Friends or family C) Teachers
4. What do people do at the cinema?
A) Study B) Relax and enjoy a film C) Play games
5. What is the main idea of the text?
A) The cinema as a place of entertainment
B) A day at the museum
C) A concert experience
Text 2:
• "The amusement park is full of thrilling rides and games. There are roller coasters,
bumper cars, and a Ferris wheel. People love the excitement and fun. There are also
food stalls where you can buy snacks and drinks."
Questions:
1. What can you find at the amusement park?
A) Books B) Thrilling rides and games C) Study materials
2. Which ride is mentioned in the text?
A) Merry-go-round B) Ferris wheel C) Train ride
3. What do people love about the amusement park?
A) The quiet atmosphere B) The excitement and fun C) The lectures
4. What else is available at the amusement park?
A) Food stalls with snacks and drinks B) Libraries C) Concert halls
5. What is the main idea of the text?
A) A visit to the cinema
B) The fun of an amusement park
C) A day at the stadium
Interactive Activity Template:
Entertainment Places Sorting:
• Students are given descriptions of various places of entertainment and need to sort
them into categories.
Sample Text for Sorting:
1. "Watching the latest movies on a big screen." – Cinema
2. "Enjoying thrilling rides and games." – Amusement Park
3. "Listening to live music performances." – Concert Hall
4. "Viewing exhibits of art and history." – Museum
5. "Watching a play or musical." – Theatre
Outcome:
• Students can read and understand texts about various places of entertainment and
sort them into categories.
Lesson 3: Types of TV Programmes/Films
Objective:
• Students will be able to read and understand texts about different types of TV
programmes and films.
Vocabulary:
• comedy, drama, documentary, news, sports, reality show, action, adventure
Text 1:
• "Comedies are TV programmes or films that make people laugh. They are full of
humor and funny situations. Many people watch comedies to relax and have a good
time."

55
Questions:
1. What do comedies make people do?
A) Cry B) Laugh C) Think deeply
2. Why do people watch comedies?
A) To get scared B) To relax and have a good time C) To study
3. What are comedies full of?
A) Scary scenes B) Funny situations C) Historical facts
4. What is the main idea of the text?
A) Comedies are fun to watch
B) Documentaries are educational
C) News programmes provide information
5. Who watches comedies?
A) Only children B) Only adults C) Many people
Text 2:
• "Documentaries are educational TV programmes or films that provide information
about real events, people, or places. They are often used in schools to teach students
about various subjects."
Questions:
1. What do documentaries provide?
A) Fictional stories B) Information about real events, people, or places
C) Comedy scenes
2. Where are documentaries often used?
A) In sports events B) In schools C) In concerts
3. Why are documentaries important?
A) They make people laugh B) They provide information and education
C) They are full of action
4. What is the main idea of the text?
A) Documentaries are educational and informative
B) Comedies are fun to watch C) Action films are exciting
5. Who watches documentaries?
A) Only teachers B) Only students C) Many people
Interactive Activity Template:
TV Programme Matching:
• Students are given descriptions of different types of TV programmes and films and
need to match them with their names.
Sample Text for Matching:
1. "A programme that makes you laugh with funny situations." – Comedy
2. "A show that provides information about real events." – Documentary
3. "A programme where people compete in various challenges." – Reality Show
4. "A film with lots of action and adventure." – Action Film
5. "A show that reports the latest news and events." – News Programme
Outcome:
• Students can read and understand texts about different types of TV programmes and
films and match them with their names.
Lesson 4: Do/Go/Have Phrases
Objective:
• Students will be able to read and understand texts that use "do/go/have" phrases.
Vocabulary:
• do homework, do exercise, go shopping, go swimming, have breakfast, have fun

56
Text 1:
• "Every morning, I have breakfast with my family. After that, I do my homework and
then go to school. In the evening, I go swimming at the local pool. It's a busy but fun
day."
Questions:
1. What does the person do every morning?
A) Have breakfast B) Go shopping C) Do exercise
2. What does the person do after breakfast?
A) Go swimming B) Do homework C) Go to bed
3. Where does the person go in the evening?
A) To school B) To the local pool C) To the park
4. How does the person describe their day?
A) Boring B) Busy but fun C) Lazy
5. What is the main idea of the text?
A) The person’s daily routine
B) The person’s weekend plans
C) The person’s favorite TV shows
Text 2:
• "On weekends, I go shopping with my friends. We usually have lunch at a nice
restaurant and then go to the cinema. Sometimes, we have a picnic in the park. It's
always an enjoyable day."
Questions:
1. What does the person do on weekends?
A) Do homework B) Go shopping with friends C) Stay at home
2. Where do they usually have lunch?
A) At home B) At a nice restaurant C) In the park
3. What do they sometimes do in the park?
A) Go swimming B) Have a picnic C) Play sports
4. How does the person describe their weekend?
A) Boring B) Enjoyable C) Tiring
5. What is the main idea of the text?
A) The person’s weekend activities
B) The person’s favorite foods
C) The person’s homework routine
Interactive Activity Template:
Do/Go/Have Sorting:
• Students are given activities and need to sort them into categories based on whether
they use "do," "go," or "have."
Sample Text for Sorting:
1. "Do homework" – Do
2. "Go shopping" – Go
3. "Have breakfast" – Have
4. "Go swimming" – Go
5. "Do exercise" – Do
Outcome:
• Students can read and understand texts that use "do/go/have" phrases and sort them
into categories.

57
Lesson 5: Worth the Experience
Objective:
• Students will be able to read and understand a webpage about different experiences.
Vocabulary: experience, activity, recommend, try, enjoy, visit, adventure, relaxing
Text 1:
• "Are you looking for new experiences? Here are some recommendations. If you love
adventure, try hiking in the mountains. For a relaxing time, visit the local spa. If you
enjoy learning, a trip to the museum is perfect. And for a fun day out, don't miss the
amusement park."
Questions:
1. What should you try if you love adventure?
A) Visiting the local spa
B) Hiking in the mountains
C) Going to the cinema
2. Where should you go for a relaxing time?
A) The amusement park B) The local spa C) The museum
3. What is a perfect activity for someone who enjoys learning?
A) Hiking B) A trip to the museum C) Visiting the local spa
4. What is recommended for a fun day out?
A) The amusement park B) The local spa C) Hiking in the mountains
5. What is the main idea of the text?
A) Different experiences and activities
B) A guide to local restaurants
C) A list of TV programmes
Text 2:
"Are you planning a holiday? Here are some great destinations. For a beach holiday, visit
the sunny coasts of Spain. If you love nature, explore the national parks in Canada. For a
cultural experience, travel to the historic cities of Italy. And for a shopping spree, don't miss
the bustling markets of Thailand."
Questions:
1. Where should you go for a beach holiday?
A) Visit the sunny coasts of Spain
B) Explore the national parks in Canada
C) Travel to the historic cities of Italy
2. What is recommended for nature lovers?
A) Explore the national parks in Canada
B) Visit the sunny coasts of Spain
C) Travel to the historic cities of Italy
3. Where can you have a cultural experience?
A) Explore the national parks in Canada
B) Visit the sunny coasts of Spain
C) Travel to the historic cities of Italy
4. What is recommended for a shopping spree?
A) Explore the national parks in Canada
B) Travel to the historic cities of Italy
C) Don't miss the bustling markets of Thailand
5. What is the main idea of the text?
A) Different types of holidays
B) Great holiday destinations
C) A guide to restaurants

58
Interactive Activity Template:
Experience Matching:
• Students are given descriptions of different activities and need to match them with
the type of experience they offer.
Sample Text for Matching:
1. "Hiking in the mountains." – Adventure
2. "Visiting the local spa." – Relaxing
3. "A trip to the museum." – Learning
4. "Going to the amusement park." – Fun
5. "Watching a movie at the cinema." – Entertainment
Outcome:
• Students can read and understand a webpage about different experiences and match
them with the type of experience they offer.
Lesson 6: Fun in All Weathers (Email/Advert)
Objective:
• Students will be able to read and understand an email or advert about fun activities
for all weathers.
Vocabulary:
• weather, sunny, rainy, indoor, outdoor, activity, enjoy, recommend
Text 1:
• "Dear friend, Are you wondering what to do this weekend? Whether it's sunny or
rainy, we have some great recommendations for you. On sunny days, you can enjoy
outdoor activities like hiking or a picnic in the park. If it rains, don't worry! You can
visit the local museum or watch a movie at the cinema. Have fun, whatever the
weather!"
Questions:
1. What can you do on sunny days?
A) Visit the local museum
B) Hiking or a picnic in the park
C) Watch a movie at the cinema
2. What is recommended for rainy days?
A) Hiking B) A picnic in the park C) Visiting the local museum
3. What is the purpose of the email/advert?
A) To recommend activities for all weathers
B) To invite to a party
C) To advertise a product
4. What should you do if it rains?
A) Stay at home B) Visit the local museum C) Go hiking
5. What is the main idea of the text?
A) Fun activities for different weather conditions
B) A guide to the best restaurants C) A list of TV shows
Text 2:
"Are you planning a visit to our city? Here are some top attractions you shouldn't miss. For
art lovers, the city museum offers an extensive collection of paintings and sculptures. If
you're interested in history, the old town has many historic buildings and monuments. For a
fun day out with family, the city zoo is a must-visit with a variety of animals to see. And for
those who love shopping, the central market has a wide range of local products and
souvenirs."

59
Questions:
1. Where should art lovers go?
A) The city museum B) The old town C) The city zoo
2. What can you find in the old town?
A) Historic buildings and monuments B) A variety of animals
C) Local products and souvenirs
3. Where is a fun place to visit with family?
A) The city museum B) The city zoo C) The central market
4. What is available at the central market?
A) Paintings and sculptures
B) A wide range of local products and souvenirs
C) Historic buildings
5. What is the main idea of the text?
A) A guide to local restaurants
B) Top attractions in the city
C) Different types of TV programmes
Interactive Activity Template:
Weather Activity Matching:
• Students are given activities and need to match them with the appropriate weather
conditions.
Sample Text for Matching:
1. "Hiking in the park." – Sunny
2. "Visiting the local museum." – Rainy
3. "Having a picnic in the park." – Sunny
4. "Watching a movie at the cinema." – Rainy
5. "Going swimming at the beach." – Sunny
Outcome:
• Students can read and understand an email or advert about fun activities for all
weathers and match them with the appropriate weather conditions.
Lesson 7: Identifying Right/Wrong/Doesn't Say Statements (Fun in All Weathers)
Objective:
• Students will be able to identify right, wrong, and doesn't say statements from a text.
Text 1:
• "On sunny days, you can go hiking or have a picnic in the park. For rainy days,
visiting a museum or watching a movie at the cinema is a great option. Whatever the
weather, there are plenty of fun activities to enjoy."
Statements:
1. On sunny days, you can go swimming in the lake.
2. Visiting a museum is recommended for rainy days.
3. There are no activities to do on rainy days.
4. You can have a picnic in the park on sunny days.
5. The text mentions going to a concert.
Text 2:
"Are you planning your weekend activities? Here are some suggestions. On weekends, you
can visit the local farmers' market for fresh produce and handmade goods. For a bit of
adventure, go cycling on the new bike trails outside the city. If you're looking for
relaxation, spend the afternoon at the botanical gardens. And if the weather isn't great, enjoy
a cozy day reading books at the library."

60
Statements:
1. On weekends, you can visit the local farmers' market.
2. The text suggests going hiking for adventure.
3. Spending the afternoon at the botanical gardens is recommended for relaxation.
4. The library is suggested as an activity if the weather is good.
5. The text mentions watching movies at home.
Interactive Activity Template:
Right/Wrong/Doesn't Say Sorting:
• Students are given statements based on the text and need to sort them into "right,"
"wrong," or "doesn't say" categories.
Sample Text for Sorting:
1. "You can go hiking on sunny days." – Right
2. "There are no activities to do on rainy days." – Wrong
3. "The text mentions going to a concert." – Doesn't Say
4. "Visiting a museum is recommended for rainy days." – Right
5. "On sunny days, you can stay at home." – Wrong
Outcome:
• Students can identify right, wrong, and doesn't say statements from a text.
Lesson 8: Answering Questions (Worth the Experience)
Objective:
• Students will be able to answer questions based on a text about different experiences.
Vocabulary: experience, adventure, relaxing, recommend, try, visit, enjoy
Text 1:
• "Are you looking for new experiences? Here are some recommendations. If you love
adventure, try hiking in the mountains. For a relaxing time, visit the local resort. If
you enjoy learning, a trip to the museum is perfect. And for a fun day out, don't miss
the amusement park."
Questions:
1. What should you try if you love adventure?
____________________________________________________
2. Where should you go for a relaxing time?
____________________________________________________
3. What is a perfect activity for someone who enjoys learning?
____________________________________________________
4. What is recommended for a fun day out?
____________________________________________________
5. What is the main idea of the text?
____________________________________________________
Text 2:
"Are you planning your next holiday? Here are some great options. For those who love the
beach, visit the sunny shores of Greece. If you prefer the mountains, the Swiss Alps offer
stunning views and great hiking trails. For a cultural experience, explore the ancient ruins in
Rome. And if you’re looking for some excitement, the theme parks in Florida are a must-
visit."
Questions:
1. Where should you go if you love the beach?
____________________________________________________
2. What is recommended for those who prefer the mountains?
____________________________________________________

61
 3. Where can you have a cultural experience?
____________________________________________________
4. What is a must-visit for those looking for excitement?
____________________________________________________
5. What is the main idea of the text?
____________________________________________________
Interactive Activity Template:
Experience Discussion:
• Students discuss which activities they would like to try and why, using the
recommendations from the text.
Sample Text for Discussion:
• "I would like to try hiking in the mountains because I love adventure. I also want to
visit the local resort for a relaxing time. A trip to the museum would be interesting
because I enjoy learning."
Outcome:
• Students can read and understand a text about different experiences and discuss
which activities they would like to try and why.

62
 GRADE 6
EXPAT TEACHER'S LESSONS
Bridging Right On! 6

– SPEAKING –

63
 GRADE 6 – BRIDGING RIGHT ON 6 - SPEAKING
UNIT 0 – HELLO
SPEAKING LESSONS 1-8
Speaking (8 Lessons, 45 minutes each)
Lesson 1: Greetings
Lesson 2: Introducing Yourself/Others
Lesson 3: Presenting a Family
Lesson 4: Describing People
Lesson 5: Asking About Telephone Numbers
Lesson 6: Describing Daily Activities
Lesson 7: Talking About Hobbies and Interests
Lesson 8: Talking About Places (Town, House, School)
Speaking Lesson 1: Greetings
Objective:
 Students will be able to use and respond to basic greetings in English.
Related Vocabulary:
 hello, hi, good morning, good afternoon, good evening, how are you, fine, thank you,
have a nice day
Exercise:
Sample Dialogue:
A: Hello! How are you today?
B: Hi! I am fine, thank you. How are you?
A: I am good, thank you. Good morning!
B: Good morning!
Richer Sample Dialogue:
A: Hi, my name is Emma. Nice to meet you!
B: Hello, Emma. My name is Jack. Nice to meet you too. How are you today?
A: I am great, thank you. How about you?
B: I am doing well, thanks. Good morning!
A: Good morning! Have a nice day!
B: You too!
Interactive Activity Template:
Greeting Circle:
 Students stand in a circle and greet the person next to them using different greetings.
This continues around the circle, with each student using a different greeting.
Sample Text for Greeting Circle:
 "Hello, how are you today?"
 "Hi, I am fine, thank you."
 "Good morning! Have a nice day!"
 "Good afternoon! How are you?"
 "Good evening! See you later!"
Outcome:
 Students can greet each other and respond to greetings in English.
Speaking Lesson 2: Introducing Yourself/Others
Objective:
 Students will be able to introduce themselves and others using simple English
sentences.
Related Vocabulary:
 name, from, country, city, nice to meet you

64
Exercise:
Sample Monologue:
Hello! My name is [Your Name]. I am from [Your Country]. I am [Your Age] years old. I
live in [Your City].
Richer Sample Dialogue:
A: Hi! My name is Alice. What’s your name?
B: Hello, Alice. My name is Bob. Nice to meet you.
A: Nice to meet you too. Where are you from, Bob?
B: I am from Canada. What about you?
A: I am from Australia. How old are you?
B: I am twelve years old. And you?
A: I am eleven years old.
Interactive Activity Template:
Classmate Bingo:
 Students have a bingo card with different characteristics (e.g., "has a pet," "likes
soccer," "has a blue backpack"). They must find classmates who match these
characteristics and write their names in the corresponding squares.
Sample Text for Classmate Bingo:
 "Do you have a pet?"
 "Yes, I have a dog."
 "Do you like soccer?"
 "Yes, I love playing soccer."
 "Do you have a blue backpack?"
 "Yes, I do."
Outcome:
 Students can introduce themselves and others using simple English sentences.
Speaking Lesson 3: Presenting a Family
Objective:
 Students will be able to describe their family members using simple English
sentences.
Related Vocabulary:
 family, father, mother, brother, sister, name, job
Exercise:
Sample Text:
This is my family. My father’s name is John. He is a doctor. My mother’s name is Mary.
She is a teacher. I have a brother named Tom. He is ten years old. We have a dog named
Max. We all like to go to the park on weekends.
Richer Sample Text:
My family is very important to me. My father, John, is a doctor who helps many people.
My mother, Mary, is a teacher who loves teaching children. I have a younger brother named
Tom. He is ten years old and loves playing soccer. We also have a dog named Max. Every
weekend, we go to the park together and have a lot of fun.
Interactive Activity Template:
Family Tree Poster:
 Students create a family tree poster with drawings or photos of their family
members, labeling each one with their name and relationship.
Sample Text for Family Tree Poster:
 "This is my father. His name is John. He is a doctor."
 "This is my mother. Her name is Mary. She is a teacher."

65
  "This is my brother. His name is Tom. He is ten years old."
 "This is our dog. His name is Max."
Outcome:
 Students can describe their family members using simple English sentences.
Speaking Lesson 4: Describing People
Objective:
 Students will be able to describe people using simple English sentences.
Related Vocabulary:
 tall, short, kind, funny, hair, eyes
Exercise:
Sample Sentences:
 My father is tall and has black hair.
 My mother is kind and has blue eyes.
 My sister is young and funny.
Richer Sample Dialogue:
A: Can you describe your best friend?
B: Sure! My best friend is Sarah. She is tall and has long brown hair. She is very kind and
always helps others. Sarah has blue eyes and a big smile. She likes to play tennis and read
books.
A: She sounds like a great friend!
Interactive Activity Template:
Guess Who:
 Students describe a classmate (without naming them), and others have to guess who
it is based on the description.
Sample Text for Guess Who:
 "This person is tall and has brown hair. They are very kind and like to read books."
 "This person is short and has curly hair. They are very funny and like to draw
pictures."
 "This person has blue eyes and a big smile. They like to play tennis and help others."
Outcome:
 Students can describe people using simple English sentences.
Speaking Lesson 5: Asking About Telephone Numbers
Objective:
 Students will be able to ask for and give telephone numbers using simple English
sentences.
Related Vocabulary:
 telephone number, ask, give, digits
Exercise:
Sample Dialogue:
A: What is your telephone number?
B: My number is 123-456-7890. What is your number?
A: My number is 098-765-4321.
Richer Sample Dialogue:
A: Hi, can I have your telephone number so we can stay in touch?
B: Of course! My number is 555-123-4567. What’s your number?
A: It’s 777-890-1234. We should call each other to do homework together.
B: That sounds like a great idea!

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Interactive Activity Template:
Telephone Number Exchange:
 Students write their telephone numbers on pieces of paper. They walk around the
room, asking and giving their numbers to different classmates.
Sample Text for Telephone Number Exchange:
 "Can I have your telephone number?"
 "Sure, my number is 123-456-7890. What’s your number?"
 "My number is 098-765-4321. Let’s stay in touch!"
Outcome:
 Students can ask for and give telephone numbers using simple English sentences.
Speaking Lesson 6: Describing Daily Activities
Objective:
 Students will be able to describe their daily activities using simple English sentences.
Related Vocabulary:
 wake up, brush teeth, wash face, eat breakfast, go to school, do homework, play
Exercise:
Sample Sentences:
 I wake up at 7:00 AM.
 I brush my teeth and wash my face.
 I eat breakfast at 7:30 AM.
 I go to school at 8:00 AM.
 After school, I do my homework and play with my friends.
Richer Sample Dialogue:
A: What is your daily routine like?
B: I wake up at 6:30 AM and get ready for school. I eat breakfast at 7:00 AM. I leave for
school at 7:30 AM. After school, I go to the library to study. In the evening, I watch TV
with my family. I go to bed at 9:30 PM. What about you?
A: My routine is similar. I wake up at 7:00 AM and go to school at 8:00 AM. After school,
I play with my friends and do my homework. I also watch TV in the evening and go to bed
at 9:00 PM.
Interactive Activity Template:
Daily Routine Chart:
 Students create a daily routine chart, drawing pictures and labeling each activity with
the time they do it. Then, they present their routine to a partner.
Sample Text for Daily Routine Chart:
 "I wake up at 7:00 AM."
 "I brush my teeth and wash my face."
 "I eat breakfast at 7:30 AM."
 "I go to school at 8:00 AM."
 "After school, I do my homework."
 "In the evening, I play with my friends."
Outcome:
 Students can describe their daily activities using simple English sentences.
Speaking Lesson 7: Talking About Hobbies and Interests
Objective:
 Students will be able to describe their hobbies and interests using simple English
sentences.
Related Vocabulary:
 playing football, reading books, watching TV, favorite, sometimes

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Exercise:
Sample Sentences:
 My favorite hobby is playing football.
 I play football every weekend with my friends.
 I also like reading books.
 My favorite book is about animals.
 I sometimes watch TV in the evening.
Richer Sample Dialogue:
A: What are your hobbies?
B: I love playing football. I play every weekend with my friends. I also enjoy reading
books, especially about animals. Sometimes, I watch TV in the evening. What about you?
A: I like to play basketball and draw pictures. I also love watching movies with my family
on weekends. Do you have a favorite book?
B: Yes, my favorite book is about animals. It’s very interesting.
Interactive Activity Template:
Hobby Show and Tell:
 Students bring an item related to their hobby (e.g., a book, a football) and present it
to the class, explaining why they like it.
Sample Text for Hobby Show and Tell:
 "This is my favorite book. It is about animals."
 "I like to play football. I play every weekend with my friends."
 "I enjoy drawing pictures. Here is a picture I drew."
 "I love watching movies with my family. This is my favorite movie."
Outcome:
 Students can describe their hobbies and interests using simple English sentences.
Speaking Lesson 8: Talking About Places (Town, House, School)
Objective:
 Students will be able to describe places using simple English sentences.
Related Vocabulary:
 town, house, school, park, bedrooms, classrooms
Exercise:
Sample Sentences:
 I live in a small town.
 My house is near the park.
 There are three bedrooms in my house.
 My school is big and has many classrooms.
 I like to play in the park with my friends.
Richer Sample Dialogue:
A: Can you tell me about your town?
B: Sure! I live in a small town. My house is near a beautiful park where I like to play with
my friends. There are three bedrooms in my house. My school is big and has many
classrooms. We have a nice garden at home where we grow flowers. What about you?
A: I live in a big city. My apartment is near a shopping mall. There are two bedrooms in my
apartment. My school is small but very nice. On weekends, I visit the mall with my family.
Interactive Activity Template:
Place Drawing:
 Students draw a picture of their favorite place (town, house, or school) and write a
few sentences about it. They then present their drawing to the class.

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Sample Text for Place Drawing:
 "This is my house. It is near the park."
 "This is my school. It is big and has many classrooms."
 "This is the park. I like to play here with my friends."
 "This is my town. It is small but very nice."
Outcome:
 Students can describe places using simple English sentences.

UNIT 1 – HOME & PLACES

SPEAKING LESSONS 1-8
Speaking (8 Lessons, 45 minutes each)
Lesson 1: Describing Your Home
Lesson 2: Presenting Your Dream House
Lesson 3: A Tour of a House
Lesson 4: Buying Furniture
Lesson 5: House Chores
Lesson 6: Favorite Room
Lesson 7: House Features Comparison
Lesson 8: Town Guide
Lesson 1: Describing Your Home
Objective:
 Students will be able to describe their home using simple English sentences.
Related Vocabulary: appliance, armchair, bath, bedside cabinet, carpet, child's bedroom,
coffee table, cooker, cupboard, curtain, desk, fireplace, fridge, furniture, painting, parents'
bedroom, pillow, room, single bed, sink, sofa, toilet, wardrobe, washbasin
Exercise:
Sample Monologue:
My home is cozy and comfortable. In the living room, we have a sofa and an armchair.
There is a coffee table in the center. The carpet is soft and red. The kitchen has a cooker, a
fridge, and many cupboards. In my bedroom, there is a single bed and a bedside cabinet.
Sample Dialogue:
A: Can you tell me about your home?
B: Sure! My home is cozy and comfortable. In the living room, we have a sofa and an
armchair. There is a coffee table in the center. The carpet is soft and red.
A: What about the kitchen?
B: The kitchen has a cooker, a fridge, and many cupboards. In my bedroom, there is a
single bed and a bedside cabinet.
A: That sounds lovely!
Interactive Activity Template:
House Description Poster:
 Students create a poster describing their own homes, including drawings or pictures
of different rooms and furniture. They label each item and write a few sentences
about each room.
Sample Text for House Description Poster:
 "This is my living room. It has a sofa, an armchair, and a coffee table."
 "This is my kitchen. It has a cooker, a fridge, and many cupboards."
 "This is my bedroom. It has a single bed, a bedside cabinet, and a wardrobe."
Outcome:
 Students can describe their homes using simple English sentences.

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Lesson 2: Presenting Your Dream House
Objective:
 Students will be able to describe their dream house using simple English sentences.
Related Vocabulary:
 balcony, chimney, cosy, feature, long, ordinary, quiet, roof, shower, wall, window
Exercise:
Sample Monologue:
My dream house is very big. It has a beautiful balcony and a large garden. There is a cosy
fireplace in the living room. The kitchen is modern with all the latest appliances. I want a
big bedroom with a balcony overlooking the garden.
Sample Dialogue:
A: What does your dream house look like?
B: My dream house is very big. It has a beautiful balcony and a large garden. There is a
cosy fireplace in the living room.
A: What about the kitchen?
B: The kitchen is modern with all the latest appliances. I want a big bedroom with a
balcony overlooking the garden.
A: That sounds amazing!
Interactive Activity Template:
Dream House Poster:
 Students create a poster describing their dream house, including drawings or pictures
of different rooms and furniture. They label each item and write a few sentences
about each room.
Sample Text for Dream House Poster:
 "This is my dream living room. It has a cosy fireplace and large windows."
 "This is my dream kitchen. It is modern with all the latest appliances."
 "This is my dream bedroom. It has a balcony overlooking the garden."
Outcome:
 Students can describe their dream houses using simple English sentences.
Lesson 3: A Tour of a House
Objective:
 Students will be able to describe a tour of a house using simple English sentences.
Related Vocabulary:
 armchair, bath, carpet, coffee table, cupboard, desk, fireplace, fridge, sink, sofa,
toilet, wardrobe, washbasin
Exercise:
Sample Monologue:
Welcome to our house! In the living room, we have a sofa and an armchair. There is a
coffee table in the center. The kitchen is next to the living room. It has a fridge, a sink, and
many cupboards. Upstairs, there is a bathroom with a bath, a toilet, and a washbasin.
Sample Dialogue:
A: Can you give me a tour of your house?
B: Sure! Welcome to our house! In the living room, we have a sofa and an armchair. There
is a coffee table in the center.
A: What about the kitchen?
B: The kitchen is next to the living room. It has a fridge, a sink, and many cupboards.
Upstairs, there is a bathroom with a bath, a toilet, and a washbasin.
A: Thank you for the tour!

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Interactive Activity Template:
House Tour Presentation: Students prepare a presentation giving a tour of a house,
describing each room and its furniture. They can use pictures or drawings to illustrate their
descriptions.
Sample Text for House Tour Presentation:
 "Welcome to my house! This is the living room. It has a sofa, an armchair, and a
coffee table."
 "This is the kitchen. It has a fridge, a sink, and many cupboards."
 "Upstairs, there is a bathroom with a bath, a toilet, and a washbasin."
Outcome: Students can describe a tour of a house using simple English sentences.
Lesson 4: Buying Furniture
Objective:
 Students will be able to describe buying furniture using simple English sentences.
Related Vocabulary:
 armchair, coffee table, desk, fireplace, fridge, sink, sofa, wardrobe
Exercise:
Sample Monologue:
We need to buy new furniture for our living room. I want to get a new sofa and an armchair.
We also need a coffee table to place in the center. In the kitchen, we need a new fridge and
a sink. Let's go to the furniture store this weekend.
Sample Dialogue:
A: What furniture do you need to buy?
B: We need new furniture for our living room. I want to get a new sofa and an armchair.
A: What else do you need?
B: We also need a coffee table to place in the center. In the kitchen, we need a new fridge
and a sink.
A: Let's go to the furniture store this weekend!
Interactive Activity Template:
Furniture Shopping Role-Play:
 Students role-play a scenario where they are shopping for furniture. One student is
the customer, and the other is the salesperson. They use the vocabulary to ask about
and describe different pieces of furniture.
Sample Text for Furniture Shopping Role-Play:
 Customer: "Hello, I am looking for a new sofa."
 Salesperson: "Sure, we have many options. What color would you like?"
 Customer: "I prefer a blue sofa. Do you have any in stock?"
 Salesperson: "Yes, we have this comfortable blue sofa. Would you like to see it?"
Outcome:
 Students can discuss buying furniture using simple English sentences.
Lesson 5: House Chores
Objective:
 Students will be able to describe house chores using simple English sentences.
Related Vocabulary:
 clean, cook, wash, vacuum, dust, laundry, dishes
Exercise:
Sample Monologue:
Every Saturday, I help with the house chores. I clean my room and vacuum the living room.
My sister washes the dishes and dusts the furniture. My mom does the laundry, and my dad
cooks dinner. We all work together to keep the house tidy.

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Sample Dialogue:
A: What chores do you do at home?
B: Every Saturday, I help with the house chores. I clean my room and vacuum the living
room.
A: What does your sister do?
B: She washes the dishes and dusts the furniture. My mom does the laundry, and my dad
cooks dinner.
A: That's great teamwork!
Interactive Activity Template:
Chore Chart Creation:
 Students create a chore chart for their own homes, listing the chores they do and
when they do them. They can use pictures or drawings to illustrate the chores.
Sample Text for Chore Chart Creation:
 "I vacuum the carpets every Saturday."
 "My sister washes the dishes every evening."
 "My mom does the laundry every Sunday."
 "My dad cooks dinner every Friday."
Outcome:
 Students can describe house chores using simple English sentences.
Lesson 6: Favorite Room
Objective:
 Students will be able to describe their favorite room using simple English sentences.
Related Vocabulary: room, cozy, favorite, comfortable, spacious, bright, relaxing
Exercise:
Sample Monologue:
My favorite room in the house is my bedroom. It is cozy and comfortable. I have a big bed
and a soft carpet. There is a desk where I do my homework. I also have a bookshelf with
many books. I love to relax in my bedroom.
Sample Dialogue:
A: What is your favorite room in the house?
B: My favorite room is my bedroom. It is cozy and comfortable. I have a big bed and a soft
carpet.
A: What else is in your bedroom?
B: There is a desk where I do my homework. I also have a bookshelf with many books. I
love to relax in my bedroom.
A: That sounds wonderful!
Interactive Activity Template:
Favorite Room Description:
 Students describe their favorite room in the house, including details about what
makes it special. They can use pictures or drawings to illustrate their descriptions.
Sample Text for Favorite Room Description:
 "My favorite room is the bedroom. It is cozy and comfortable."
 "I have a big bed and a soft carpet in my bedroom."
 "I love to relax and read books in my bedroom."
Outcome:
 Students can describe their favorite room using simple English sentences.
Lesson 7: House Features Comparison
Objective:
 Students will be able to compare house features using simple English sentences.

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Related Vocabulary:
 balcony, chimney, cosy, feature, fireplace, large, modern, quiet, spacious
Exercise:
Sample Monologue:
My friend's house is very different from mine. Her house has a large balcony and a modern
kitchen. My house has a cosy fireplace and a big garden. Her house is more spacious, but
mine is quieter.
Sample Dialogue:
A: How is your friend's house different from yours?
B: Her house has a large balcony and a modern kitchen. My house has a cosy fireplace and
a big garden.
A: Which house is more spacious?
B: Her house is more spacious, but mine is quieter.
A: I see, both houses have nice features.
Interactive Activity Template:
House Features Comparison Chart:
 Students create a comparison chart for different house features, comparing their own
house with a friend's or relative's house. They write sentences comparing the
features.
Sample Text for House Features Comparison Chart:
 "My house has a cosy fireplace. My friend's house has a modern kitchen."
 "My house is quieter. My cousin's apartment is more modern."
 "My house has a big garden. My friend's house has a large balcony."
Outcome:
 Students can compare house features using simple English sentences.
Lesson 8: Town Guide
Objective:
 Students will be able to describe places in their town using simple English sentences.
Related Vocabulary:
 hospital, library, museum, countryside, driveway, floor, roof, suburb
Exercise:
Sample Monologue:
Welcome to my town! We have many interesting places to visit. There is a library where
you can read books. The museum has many old artifacts. We also have a big hospital and a
beautiful park. The countryside is just outside the town, with farms and fields.
Sample Dialogue:
A: Can you tell me about your town?
B: Welcome to my town! We have many interesting places to visit. There is a library where
you can read books. The museum has many old artifacts.
A: What else is there to see?
B: We also have a big hospital and a beautiful park. The countryside is just outside the
town, with farms and fields.
A: That sounds like a nice place to live!
Interactive Activity Template:
Town Guide Presentation:
 Students prepare a presentation about their town, describing different places and
what you can do there. They can use pictures or drawings to illustrate their
descriptions.

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Sample Text for Town Guide Presentation:
 "Welcome to my town! This is the library where you can read books."
 "This is the museum. It has many old things."
 "We have a beautiful park where you can relax."
 "The countryside is just outside the town, with farms and fields."
Outcome:
 Students can describe places in their town using simple English sentences.

UNIT 2 – EVERY DAY

SPEAKING LESSONS 1-8
Speaking (8 Lessons, 45 minutes each)
Lesson 1: Describing Your Daily Routine
Lesson 2: Making Invitations
Lesson 3: Accepting/Refusing Invitations
Lesson 4: Describing School Subjects
Lesson 5: Talking About Free-Time Activities
Lesson 6: Describing Timetables
Lesson 7: Using Linkers (First, Then, Next)
Lesson 8: Discussing Adverbs of Frequency
Lesson 1: Describing Your Daily Routine
Objective:
 Students will be able to describe their daily routine using simple English sentences.
Related Vocabulary:
 brush teeth, come back home, daily routine, do homework, finish school, free-time
activities, get up, go to bed, play video games, take a shower, walk to school, watch
videos online
Exercise:
Sample Monologue:
My daily routine starts at 7:00 AM. I get up, brush my teeth, and take a shower. After that, I
eat breakfast and walk to school. I finish school at 3:00 PM and come back home. I do my
homework and then play video games. In the evening, I watch videos online and go to bed
at 10:00 PM.
Richer Sample Dialogue:
A: Can you tell me about your daily routine?
B: Sure! My daily routine starts at 7:00 AM. I get up, brush my teeth, and take a shower.
A: What do you do after that?
B: I eat breakfast and walk to school. I finish school at 3:00 PM and come back home.
A: What do you do in the evening?
B: I do my homework and then play video games. In the evening, I watch videos online and
go to bed at 10:00 PM.
A: That sounds like a busy day!
Interactive Activity Template:
Daily Routine Chart:
 Students create a daily routine chart, drawing pictures and labeling each activity with
the time they do it. Then, they present their routine to a partner.
Sample Text for Daily Routine Chart:
 "I get up at 7:00 AM."
 "I brush my teeth and take a shower."
 "I eat breakfast at 7:30 AM."

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  "I walk to school at 8:00 AM."
 "After school, I do my homework."
 "In the evening, I play video games and go to bed at 10:00 PM."
Outcome:
 Students can describe their daily routines using simple English sentences.
Lesson 2: Making Invitations
Objective:
 Students will be able to make invitations using simple English sentences.
Related Vocabulary:
 come to, join, go to, let's, would you like to
Exercise:
Sample Dialogue:
A: Would you like to come to my house this weekend?
B: Sure, I would love to. What time?
A: How about 3:00 PM on Saturday?
B: That sounds great. See you then!
Richer Sample Dialogue:
A: Hi, do you want to go to the park with me this Saturday?
B: Yes, that sounds fun. What time should we go?
A: Let's meet at 10:00 AM at the entrance of the park.
B: Perfect. I will be there. Should I bring anything?
A: Just yourself and maybe a ball to play with.
B: Got it. See you on Saturday!
Interactive Activity Template:
Invitation Role-Play:
 Students role-play a scenario where they invite each other to different events. They
use the vocabulary to make and accept or refuse invitations.
Sample Text for Invitation Role-Play:
 "Would you like to come to my birthday party this Saturday?"
 "Sure, I would love to. What time?"
 "How about 3:00 PM at my house?"
 "That sounds great. See you then!"
Outcome:
 Students can make invitations using simple English sentences.
Lesson 3: Accepting/Refusing Invitations
Objective:
 Students will be able to accept and refuse invitations using simple English sentences.
Related Vocabulary:
 accept, refuse, I'm sorry, I can't, I would love to
Exercise:
Sample Dialogue:
A: Would you like to join us for a movie tonight?
B: I'm sorry, I can't. I have homework to do.
A: That's okay. Maybe next time.
B: Yes, for sure!
Richer Sample Dialogue:
A: Hi, would you like to come to my house for dinner tomorrow?
B: I would love to, but I have a prior engagement.
A: Oh, that's a shame. How about next weekend?

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B: Yes, next weekend works for me.
A: Great! Let's plan for next Saturday at 6:00 PM.
B: Perfect. I will see you then!
Interactive Activity Template:
Invitation Acceptance/Refusal Role-Play:
 Students role-play a scenario where they invite each other to different events. They
use the vocabulary to accept or refuse invitations.
Sample Text for Invitation Acceptance/Refusal Role-Play:
 "Would you like to come to my birthday party this Saturday?"
 "I'm sorry, I can't. I have other plans."
 "That's okay. Maybe next time."
 "Yes, for sure!"
Outcome:
 Students can accept and refuse invitations using simple English sentences.
Lesson 4: Describing School Subjects
Objective:
 Students will be able to describe their school subjects using simple English
sentences.
Related Vocabulary:
 math, science, history, geography, English, physical education (PE), art, music
Exercise:
Sample Monologue:
I have different subjects at school. On Monday, we have math and science. On Tuesday, we
have history and geography. On Wednesday, we have English and physical education (PE).
On Thursday, we have art and music. On Friday, we have math and science again. My
favorite subject is science.
Richer Sample Dialogue:
A: Can you tell me about your school subjects?
B: Sure! On Monday, we have math and science. On Tuesday, we have history and
geography.
A: What subjects do you have on Wednesday?
B: On Wednesday, we have English and physical education (PE).
A: What is your favorite subject?
B: My favorite subject is science because I love doing experiments.
A: That sounds interesting!
Interactive Activity Template:
School Subjects Chart:
 Students create a chart of their school subjects for each day of the week. They write
sentences describing their schedule and share it with a partner.
Sample Text for School Subjects Chart:
 "On Monday, we have math and science."
 "On Tuesday, we have history and geography."
 "On Wednesday, we have English and PE."
 "On Thursday, we have art and music."
 "On Friday, we have math and science again."
Outcome:
 Students can describe their school subjects using simple English sentences.

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Lesson 5: Talking About Free-Time Activities
Objective:
 Students will be able to talk about their free-time activities using simple English
sentences.
Related Vocabulary:
 play video games, go to the park, watch movies, read books, hang out with friends,
play sports
Exercise:
Sample Monologue:
In my free time, I like to play video games and go to the park with my friends. I also enjoy
watching movies and reading books. On weekends, I hang out with my friends and play
sports. My favorite free-time activity is playing soccer.
Richer Sample Dialogue:
A: What do you do in your free time?
B: I like to play video games and go to the park with my friends.
A: Do you have any other hobbies?
B: Yes, I enjoy watching movies and reading books. On weekends, I hang out with my
friends and play sports.
A: What is your favorite free-time activity?
B: My favorite free-time activity is playing soccer.
A: That sounds like fun!
Interactive Activity Template:
Free-Time Activity Poster:
 Students create a poster describing their favorite free-time activities, including
drawings or pictures. They label each activity and write a few sentences about it.
Sample Text for Free-Time Activity Poster:
 "In my free time, I like to play video games."
 "I also enjoy going to the park with my friends."
 "On weekends, I watch movies and read books."
 "My favorite free-time activity is playing soccer."
Outcome:
 Students can talk about their free-time activities using simple English sentences.
Lesson 6: Describing Timetables
Objective:
 Students will be able to describe their timetables using simple English sentences.
Related Vocabulary:
 daily routine, subject, time, break, lunch, end
Exercise:
Sample Monologue:
My timetable is very busy. I start my day at 7:00 AM and go to school. My first class is
math at 8:30 AM. I have a break at 10:00 AM and then continue with English at 10:30 AM.
Lunch is at 12:00 PM, and I finish school at 3:00 PM. In the evening, I do my homework at
6:00 PM and go to bed at 10:00 PM.
Richer Sample Dialogue:
A: Can you tell me about your timetable?
B: Sure! My timetable is very busy. I start my day at 7:00 AM and go to school. My first
class is math at 8:30 AM.
A: When do you have a break?
B: I have a break at 10:00 AM and then continue with English at 10:30 AM.

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A: What time is lunch?
B: Lunch is at 12:00 PM, and I finish school at 3:00 PM.
A: What do you do in the evening?
B: In the evening, I do my homework at 6:00 PM and go to bed at 10:00 PM.
A: That sounds like a busy day!
Interactive Activity Template:
Timetable Creation:
 Students create their own timetable, filling in the subjects they have each day and the
times for each subject. They then share their timetable with a partner.
Sample Text for Timetable Creation:
 "On Monday, I have math at 8:30 AM and science at 10:00 AM."
 "On Tuesday, I have history at 9:00 AM and art at 11:00 AM."
 "On Wednesday, I have geography at 11:00 AM and music at 1:00 PM."
Outcome:
 Students can describe their timetables using simple English sentences.
Lesson 7: Using Linkers (First, Then, Next)
Objective:
 Students will be able to use linkers to describe sequences of events using simple
English sentences.
Related Vocabulary:
 first, then, next, after that
Exercise:
Sample Monologue:
First, I get up at 7:00 AM. Then, I brush my teeth and take a shower. Next, I eat breakfast
and walk to school. After that, I have classes until 3:00 PM. In the evening, I do my
homework and play video games. Finally, I go to bed at 10:00 PM.
Richer Sample Dialogue:
A: Can you describe your morning routine?
B: Sure! First, I get up at 7:00 AM. Then, I brush my teeth and take a shower.
A: What do you do next?
B: Next, I eat breakfast and walk to school.
A: What do you do after that?
B: After that, I have classes until 3:00 PM.
A: What do you do in the evening?
B: In the evening, I do my homework and play video games. Finally, I go to bed at 10:00
PM.
A: That sounds like a good routine!
Interactive Activity Template:
Sequence of Events Chart:
 Students create a chart describing a sequence of events in their day, using linkers.
They write sentences for each event and share with a partner.
Sample Text for Sequence of Events Chart:
 "First, I get up at 7:00 AM."
 "Then, I brush my teeth and take a shower."
 "Next, I eat breakfast and walk to school."
 "After that, I have classes until 3:00 PM."
 "Finally, I do my homework and go to bed at 10:00 PM."

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Outcome:
 Students can describe sequences of events using linkers and simple English
sentences.
Lesson 8: Discussing Adverbs of Frequency
Objective:
 Students will be able to use adverbs of frequency to describe how often they do
activities using simple English sentences.
Related Vocabulary:
 always, usually, often, sometimes, rarely, never
Exercise:
Sample Monologue:
I always get up at 7:00 AM. I usually eat breakfast at 7:30 AM. I often walk to school with
my friends. I sometimes play video games in the evening. I rarely go to bed after 10:00 PM.
I never skip breakfast.
Richer Sample Dialogue:
A: How often do you get up at 7:00 AM?
B: I always get up at 7:00 AM.
A: Do you usually eat breakfast at the same time?
B: Yes, I usually eat breakfast at 7:30 AM.
A: How often do you walk to school with your friends?
B: I often walk to school with my friends.
A: Do you sometimes play video games in the evening?
B: Yes, I sometimes play video games in the evening.
A: Do you ever go to bed after 10:00 PM?
B: I rarely go to bed after 10:00 PM. I never skip breakfast.
A: That sounds like a healthy routine!
Production:
 Students describe how often they do activities in pairs or small groups using adverbs
of frequency.
Interactive Activity Template:
Frequency Chart:
 Students create a chart describing how often they do different activities, using
adverbs of frequency. They write sentences for each activity and share with a
partner.
Sample Text for Frequency Chart:
 "I always get up at 7:00 AM."
 "I usually eat breakfast at 7:30 AM."
 "I often walk to school with my friends."
 "I sometimes play video games in the evening."
 "I rarely go to bed after 10:00 PM."
 "I never skip breakfast."
Outcome:
 Students can describe how often they do activities using adverbs of frequency and
simple English sentences.

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 UNIT 3 – ALL ABOUT FOOD
SPEAKING LESSONS 1-8
Speaking (8 Lessons, 45 minutes each)
Lesson 1: Agreeing/Disagreeing
Lesson 2: Making Suggestions
Lesson 3: Talking About the Weather
Lesson 4: Describing Seasons and Activities
Lesson 5: Discussing Clothes and Accessories
Lesson 6: Using Present Continuous
Lesson 7: Object Personal Pronouns and Possessive Pronouns
Lesson 8: Be Going To – Will
Speaking Exercises and PPP Lesson Plans
Lesson 1: Agreeing/Disagreeing
Objective:
 Students will be able to agree and disagree using simple English sentences.
Related Vocabulary:
 I agree, I disagree, yes, no, I think, I don't think
Exercise:
Sample Dialogue:
A: I think winter is the best season.
B: I agree. I love playing in the snow.
A: Summer is too hot for me.
B: I disagree. I enjoy going to the beach.
A: Do you like spring?
B: Yes, I think spring is beautiful with all the flowers.
A: I don't like autumn because it gets too cold.
B: I agree. Autumn is not my favorite season either.
Richer Sample Dialogue:
A: I think going camping is a lot of fun.
B: I agree. It's great to be outdoors.
A: Do you think hiking is difficult?
B: No, I think hiking is easy if you are fit.
A: I don't like staying indoors during winter.
B: I disagree. I enjoy reading books by the fireplace.
A: Is swimming your favorite summer activity?
B: Yes, I think swimming is very refreshing.
A: I don't like rainy days.
B: I agree. Rainy days can be boring.
Interactive Activity Template:
Agree/Disagree Statements:
 Students write down statements about different topics. They take turns reading the
statements to a partner, who then agrees or disagrees and explains why.
Sample Text for Agree/Disagree Statements:
 "I think winter is the best season."
 "Summer is too hot."
 "I love going to the beach."
 "Spring is beautiful with flowers."
 "Autumn gets too cold."

80
Outcome:
 Students can agree and disagree using simple English sentences.
Lesson 2: Making Suggestions
Objective:
 Students will be able to make suggestions using simple English sentences.
Related Vocabulary:
 let's, how about, why don't we, shall we
Exercise:
Sample Dialogue:
A: Let's go to the beach this weekend.
B: That sounds great!
A: How about having a picnic in the park?
B: Sure, I can bring some sandwiches.
A: Why don't we go hiking tomorrow?
B: That's a good idea. I love hiking.
A: Shall we visit the museum on Saturday?
B: Yes, let's do that. I haven't been there in a while.
Richer Sample Dialogue:
A: Let's go camping next weekend.
B: That sounds fun! Where should we go?
A: How about the mountains?
B: Sure, I love hiking in the mountains.
A: Why don't we have a barbecue there?
B: That's a good idea. We can bring some food to grill.
A: Shall we invite our friends?
B: Yes, let's do that. The more, the merrier!
Interactive Activity Template:
Suggestion Role-Play:
 Students role-play making suggestions for different activities. They take turns
suggesting activities and responding to their partner.
Sample Text for Suggestion Role-Play:
 "Let's go to the beach."
 "How about having a picnic?"
 "Why don't we go hiking?"
 "Shall we visit the museum?"
Outcome:
 Students can make suggestions using simple English sentences.
Lesson 3: Talking About the Weather
Objective:
 Students will be able to talk about the weather using simple English sentences.
Related Vocabulary:
 sunny, rainy, cloudy, snowy, hot, warm, cold
Exercise:
Sample Dialogue:
A: How's the weather today?
B: It's sunny and warm. Perfect for a picnic!
A: What was the weather like yesterday?
B: It was rainy and cold. We stayed indoors.
A: Do you like snowy weather?

81
B: Yes, I love playing in the snow.
A: How do you feel about hot weather?
B: I don't like it. It's too hot for me.
Richer Sample Dialogue:
A: How's the weather this week?
B: It's going to be sunny and warm most days.
A: What about the weekend?
B: On Saturday, it will be cloudy and cool.
A: Is it going to rain?
B: Yes, it will rain on Sunday.
A: Do you like sunny days?
B: Yes, I love sunny days. They're perfect for outdoor activities.
A: How do you feel about cold weather?
B: I don't mind it, as long as I can stay warm with a good jacket.
Interactive Activity Template:
Weather Forecast:
 Students create a weather forecast for the week, describing the weather for each day.
They write sentences about the weather and present to the class.
Sample Text for Weather Forecast:
 "Today is sunny and warm."
 "Tomorrow will be cloudy and cool."
 "On Friday, it will rain all day."
 "In winter, it is often cold and snowy."
Outcome:
 Students can talk about the weather using simple English sentences.
Lesson 4: Describing Seasons and Activities
Objective:
 Students will be able to describe seasons and activities using simple English
sentences.
Related Vocabulary:
 winter, summer, spring, autumn, go skiing, have a picnic, go swimming, go hiking
Exercise:
Sample Dialogue:
A: What do you like to do in winter?
B: I love going skiing.
A: How about in summer?
B: In summer, I enjoy going to the beach and swimming.
A: What activities do you do in spring?
B: I like having picnics in the park.
A: What is your favorite autumn activity?
B: I enjoy hiking and seeing the colorful leaves.
Richer Sample Dialogue:
A: What is your favorite winter activity?
B: I love building snowmen and going sledding.
A: How do you spend your summer days?
B: I like going to the beach and having barbecues.
A: What do you enjoy doing in spring?
B: I love going for walks and having picnics in the park.
A: What activities do you do in autumn?

82
B: I enjoy going on hikes and taking photos of the leaves.
A: What is your favorite season?
B: My favorite season is summer because I love the warm weather and outdoor activities.
Interactive Activity Template:
Seasonal Activities Chart:
 Students create a chart describing their favorite activities for each season. They write
sentences about each activity and share with a partner.
Sample Text for Seasonal Activities Chart:
 "In winter, I love going skiing."
 "In summer, I enjoy going to the beach and swimming."
 "In spring, I like having picnics in the park."
 "In autumn, I enjoy hiking and seeing the colorful leaves."
Outcome:
 Students can describe seasons and activities using simple English sentences.
Lesson 5: Discussing Clothes and Accessories
Objective:
 Students will be able to discuss clothes and accessories using simple English
sentences.
Related Vocabulary:
 jacket, jeans, boots, gloves, scarf, hat, T-shirt, trainers
Exercise:
Sample Dialogue:
A: What do you wear in winter?
B: I wear a warm jacket, jeans, and boots.
A: Do you wear gloves and a scarf?
B: Yes, I also wear gloves and a scarf to keep warm.
A: What do you wear in summer?
B: I wear a T-shirt, shorts, and trainers.
A: Do you like wearing hats?
B: Yes, I wear a hat to protect myself from the sun.
Richer Sample Dialogue:
A: What do you usually wear when it's cold?
B: I wear a warm jacket, jeans, and boots. Sometimes, I also wear gloves and a scarf.
A: How about when it's hot?
B: When it's hot, I prefer wearing a T-shirt, shorts, and trainers.
A: Do you have any favorite accessories?
B: Yes, I love wearing hats and sunglasses in the summer.
A: What do you wear for outdoor activities?
B: For outdoor activities, I wear comfortable clothes like a T-shirt, jeans, and trainers.
A: Do you have different clothes for different seasons?
B: Yes, in winter, I wear warm clothes, and in summer, I wear light clothes.
Interactive Activity Template:
Fashion Journal:
 Students create a fashion journal describing their favorite outfits for different
seasons. They write sentences about each outfit and share with a partner.
Sample Text for Fashion Journal:
 "In winter, I wear a warm jacket, jeans, and boots."
 "In summer, I wear a T-shirt, shorts, and trainers."
 "I like wearing hats and sunglasses in the summer."

83
  "For outdoor activities, I wear comfortable clothes like a T-shirt, jeans, and trainers."
Outcome:
 Students can discuss clothes and accessories using simple English sentences.
Lesson 6: Using Present Continuous
Objective:
 Students will be able to use the present continuous tense to describe actions
happening now.
Related Vocabulary:
 playing, eating, running, reading, watching, listening, walking, talking
Exercise:
Sample Dialogue:
A: What are you doing now?
B: I am reading a book.
A: Is she playing outside?
B: Yes, she is playing in the garden.
A: What are they eating for lunch?
B: They are eating sandwiches.
A: Are you listening to music?
B: No, I am watching TV.
Richer Sample Dialogue:
A: What are you doing right now?
B: I am writing in my journal.
A: Is he talking on the phone?
B: Yes, he is talking to his friend.
A: What are they doing in the park?
B: They are having a picnic and playing games.
A: Are you walking to school?
B: No, I am taking the bus today.
A: What is she reading?
B: She is reading a magazine.
A: Are you watching a movie?
B: Yes, I am watching my favorite movie.
Interactive Activity Template:
Present Continuous Diary:
 Students create a diary entry describing what they and others are doing at the
moment. They write sentences using the present continuous tense and share with a
partner.
Sample Text for Present Continuous Diary:
 "I am reading a book."
 "She is playing in the garden."
 "They are eating sandwiches for lunch."
 "I am watching TV."
Outcome:
 Students can use the present continuous tense to describe actions happening now
using simple English sentences.
Lesson 7: Object Personal Pronouns and Possessive Pronouns
Objective:
 Students will be able to use object personal pronouns and possessive pronouns in
simple English sentences.

84
Related Vocabulary:
 me, you, him, her, it, us, them, my, your, his, her, its, our, their
Exercise:
Sample Dialogue:
A: Can you help me with this?
B: Sure, I can help you.
A: Where is his book?
B: His book is on the table.
A: Is that her bag?
B: Yes, that is her bag.
A: Are they joining us for lunch?
B: Yes, they are joining us.
Richer Sample Dialogue:
A: Can you pass me the salt, please?
B: Sure, here it is.
A: Is this your notebook?
B: No, that is his notebook.
A: Where are their keys?
B: Their keys are on the shelf.
A: Are you coming with us to the park?
B: Yes, I am coming with you.
A: Is that its toy?
B: Yes, the dog loves its toy.
A: Can we borrow their books?
B: Yes, we can borrow their books.
Interactive Activity Template:
Pronoun Matching Game:
 Students create a matching game where they match sentences with the correct object
personal pronouns and possessive pronouns. They write down sentences and
pronouns on separate cards and match them together.
Sample Text for Pronoun Matching Game:
 "Can you help me with this?"
 "Sure, I can help you."
 "Where is his book?"
 "His book is on the table."
 "Is that her bag?"
 "Yes, that is her bag."
Outcome:
 Students can use object personal pronouns and possessive pronouns in simple
English sentences.
Lesson 8: Be Going To – Will
Objective:
 Students will be able to use "be going to" and "will" to talk about future plans and
intentions using simple English sentences.
Related Vocabulary:
 going to, will, tomorrow, next week, soon, later

85
Exercise:
Sample Dialogue:
A: What are you going to do tomorrow?
B: I am going to visit my grandparents.
A: Will you go to the park this weekend?
B: Yes, I will go to the park with my friends.
A: Are they going to watch a movie tonight?
B: No, they are going to stay at home.
A: Will she come to the party?
B: Yes, she will come to the party.
Richer Sample Dialogue:
A: What are you going to do next week?
B: I am going to start a new book.
A: Will you join us for dinner tonight?
B: Yes, I will join you for dinner.
A: Are they going to travel this summer?
B: Yes, they are going to visit Italy.
A: Will you help me with my homework?
B: Sure, I will help you later.
A: Is she going to buy a new car?
B: No, she is going to keep her old one.
A: Will we see each other soon?
B: Yes, we will meet next week.
Interactive Activity Template:
Future Plans Chart:
 Students create a chart describing their future plans using "be going to" and "will."
They write sentences about their plans and share with a partner.
Sample Text for Future Plans Chart:
 "I am going to visit my grandparents tomorrow."
 "I will go to the park this weekend."
 "They are going to watch a movie tonight."
 "She will come to the party."
Outcome:
 Students can use "be going to" and "will" to talk about future plans and intentions
using simple English sentences.

UNIT 4 – HOLIDAYS
SPEAKING LESSONS 1-8
Speaking (8 Lessons, 45 minutes each)
Lesson 1: Agreeing/Disagreeing
Lesson 2: Making Suggestions
Lesson 3: Talking About the Weather
Lesson 4: Describing Seasons and Activities
Lesson 5: Discussing Clothes and Accessories
Lesson 6: Using Present Continuous
Lesson 7: Object Personal Pronouns and Possessive Pronouns
Lesson 8: Be Going To – Will

86
Lesson 1: Agreeing/Disagreeing
Objective:
 Students will be able to agree and disagree using simple English sentences.
Related Vocabulary:
 I agree, I disagree, yes, no, I think, I don't think
Exercise:
Sample Dialogue:
A: I think winter is the best season.
B: I agree. I love playing in the snow.
A: Summer is too hot for me.
B: I disagree. I enjoy going to the beach.
A: Do you like spring?
B: Yes, I think spring is beautiful with all the flowers.
A: I don't like autumn because it gets too cold.
B: I agree. Autumn is not my favorite season either.
Richer Sample Dialogue:
A: I think going camping is a lot of fun.
B: I agree. It's great to be outdoors.
A: Do you think hiking is difficult?
B: No, I think hiking is easy if you are fit.
A: I don't like staying indoors during winter.
B: I disagree. I enjoy reading books by the fireplace.
A: Is swimming your favorite summer activity?
B: Yes, I think swimming is very refreshing.
A: I don't like rainy days.
B: I agree. Rainy days can be boring.
Interactive Activity Template:
Agree/Disagree Statements:
 Students write down statements about different topics. They take turns reading the
statements to a partner, who then agrees or disagrees and explains why.
Sample Text for Agree/Disagree Statements:
 "I think winter is the best season."
 "Summer is too hot."
 "I love going to the beach."
 "Spring is beautiful with flowers."
 "Autumn gets too cold."
Outcome:
 Students can agree and disagree using simple English sentences.
Lesson 2: Making Suggestions
Objective:
 Students will be able to make suggestions using simple English sentences.
Related Vocabulary:
 let's, how about, why don't we, shall we
Exercise:
Sample Dialogue:
A: Let's go to the beach this weekend.
B: That sounds great!
A: How about having a picnic in the park?
B: Sure, I can bring some sandwiches.

87
A: Why don't we go hiking tomorrow?
B: That's a good idea. I love hiking.
A: Shall we visit the museum on Saturday?
B: Yes, let's do that. I haven't been there in a while.
Richer Sample Dialogue:
A: Let's go camping next weekend.
B: That sounds fun! Where should we go?
A: How about the mountains?
B: Sure, I love hiking in the mountains.
A: Why don't we have a barbecue there?
B: That's a good idea. We can bring some food to grill.
A: Shall we invite our friends?
B: Yes, let's do that. The more, the merrier!
Interactive Activity Template:
Suggestion Role-Play:
 Students role-play making suggestions for different activities. They take turns
suggesting activities and responding to their partner.
Sample Text for Suggestion Role-Play:
 "Let's go to the beach."
 "How about having a picnic?"
 "Why don't we go hiking?"
 "Shall we visit the museum?"
Outcome:
 Students can make suggestions using simple English sentences.
Lesson 3: Talking About the Weather
Objective:
 Students will be able to talk about the weather using simple English sentences.
Related Vocabulary:
 sunny, rainy, cloudy, snowy, hot, warm, cold
Exercise:
Sample Dialogue:
A: How's the weather today?
B: It's sunny and warm. Perfect for a picnic!
A: What was the weather like yesterday?
B: It was rainy and cold. We stayed indoors.
A: Do you like snowy weather?
B: Yes, I love playing in the snow.
A: How do you feel about hot weather?
B: I don't like it. It's too hot for me.
Richer Sample Dialogue:
A: How's the weather this week?
B: It's going to be sunny and warm most days.
A: What about the weekend?
B: On Saturday, it will be cloudy and cool.
A: Is it going to rain?
B: Yes, it will rain on Sunday.
A: Do you like sunny days?
B: Yes, I love sunny days. They're perfect for outdoor activities.

88
A: How do you feel about cold weather?
B: I don't mind it, as long as I can stay warm with a good jacket.
Interactive Activity Template:
Weather Forecast:
 Students create a weather forecast for the week, describing the weather for each day.
They write sentences about the weather and present to the class.
Sample Text for Weather Forecast:
 "Today is sunny and warm."
 "Tomorrow will be cloudy and cool."
 "On Friday, it will rain all day."
 "In winter, it is often cold and snowy."
Outcome:
 Students can talk about the weather using simple English sentences.
Lesson 4: Describing Seasons and Activities
Objective:
 Students will be able to describe seasons and activities using simple English
sentences.
Related Vocabulary:
 winter, summer, spring, autumn, go skiing, have a picnic, go swimming, go hiking
Exercise:
Sample Dialogue:
A: What do you like to do in winter?
B: I love going skiing.
A: How about in summer?
B: In summer, I enjoy going to the beach and swimming.
A: What activities do you do in spring?
B: I like having picnics in the park.
A: What is your favorite autumn activity?
B: I enjoy hiking and seeing the colorful leaves.
Richer Sample Dialogue:
A: What is your favorite winter activity?
B: I love building snowmen and going sledding.
A: How do you spend your summer days?
B: I like going to the beach and having barbecues.
A: What do you enjoy doing in spring?
B: I love going for walks and having picnics in the park.
A: What activities do you do in autumn?
B: I enjoy going on hikes and taking photos of the leaves.
A: What is your favorite season?
B: My favorite season is summer because I love the warm weather and outdoor activities.
Interactive Activity Template:
Seasonal Activities Chart:
 Students create a chart describing their favorite activities for each season. They write
sentences about each activity and share with a partner.
Sample Text for Seasonal Activities Chart:
 "In winter, I love going skiing."
 "In summer, I enjoy going to the beach and swimming."
 "In spring, I like having picnics in the park."
 "In autumn, I enjoy hiking and seeing the colorful leaves."

89
Outcome:
 Students can describe seasons and activities using simple English sentences.
Lesson 5: Discussing Clothes and Accessories
Objective:
 Students will be able to discuss clothes and accessories using simple English
sentences.
Related Vocabulary:
 jacket, jeans, boots, gloves, scarf, hat, T-shirt, trainers
Exercise:
Sample Dialogue:
A: What do you wear in winter?
B: I wear a warm jacket, jeans, and boots.
A: Do you wear gloves and a scarf?
B: Yes, I also wear gloves and a scarf to keep warm.
A: What do you wear in summer?
B: I wear a T-shirt, shorts, and trainers.
A: Do you like wearing hats?
B: Yes, I wear a hat to protect myself from the sun.
Richer Sample Dialogue:
A: What do you usually wear when it's cold?
B: I wear a warm jacket, jeans, and boots. Sometimes, I also wear gloves and a scarf.
A: How about when it's hot?
B: When it's hot, I prefer wearing a T-shirt, shorts, and trainers.
A: Do you have any favorite accessories?
B: Yes, I love wearing hats and sunglasses in the summer.
A: What do you wear for outdoor activities?
B: For outdoor activities, I wear comfortable clothes like a T-shirt, jeans, and trainers.
A: Do you have different clothes for different seasons?
B: Yes, in winter, I wear warm clothes, and in summer, I wear light clothes.
Interactive Activity Template:
Fashion Journal:
 Students create a fashion journal describing their favorite outfits for different
seasons. They write sentences about each outfit and share with a partner.
Sample Text for Fashion Journal:
 "In winter, I wear a warm jacket, jeans, and boots."
 "In summer, I wear a T-shirt, shorts, and trainers."
 "I like wearing hats and sunglasses in the summer."
 "For outdoor activities, I wear comfortable clothes like a T-shirt, jeans, and trainers."
Outcome:
 Students can discuss clothes and accessories using simple English sentences.
Lesson 6: Using Present Continuous
Objective:
 Students will be able to use the present continuous tense to describe actions
happening now.
Related Vocabulary:
 playing, eating, running, reading, watching, listening, walking, talking

90
Exercise:
Sample Dialogue:
A: What are you doing now?
B: I am reading a book.
A: Is she playing outside?
B: Yes, she is playing in the garden.
A: What are they eating for lunch?
B: They are eating sandwiches.
A: Are you listening to music?
B: No, I am watching TV.
Richer Sample Dialogue:
A: What are you doing right now?
B: I am writing in my journal.
A: Is he talking on the phone?
B: Yes, he is talking to his friend.
A: What are they doing in the park?
B: They are having a picnic and playing games.
A: Are you walking to school?
B: No, I am taking the bus today.
A: What is she reading?
B: She is reading a magazine.
A: Are you watching a movie?
B: Yes, I am watching my favorite movie.
Interactive Activity Template:
Present Continuous Diary:
 Students create a diary entry describing what they and others are doing at the
moment. They write sentences using the present continuous tense and share with a
partner.
Sample Text for Present Continuous Diary:
 "I am reading a book."
 "She is playing in the garden."
 "They are eating sandwiches for lunch."
 "I am watching TV."
Outcome:
 Students can use the present continuous tense to describe actions happening now
using simple English sentences.
Lesson 7: Object Personal Pronouns and Possessive Pronouns
Objective:
 Students will be able to use object personal pronouns and possessive pronouns in
simple English sentences.
Related Vocabulary:
 me, you, him, her, it, us, them, my, your, his, her, its, our, their
Exercise:
Sample Dialogue:
A: Can you help me with this?
B: Sure, I can help you.
A: Where is his book?
B: His book is on the table.
A: Is that her bag?

91
B: Yes, that is her bag.
A: Are they joining us for lunch?
B: Yes, they are joining us.
Richer Sample Dialogue:
A: Can you pass me the salt, please?
B: Sure, here it is.
A: Is this your notebook?
B: No, that is his notebook.
A: Where are their keys?
B: Their keys are on the shelf.
A: Are you coming with us to the park?
B: Yes, I am coming with you.
A: Is that its toy?
B: Yes, the dog loves its toy.
A: Can we borrow their books?
B: Yes, we can borrow their books.
Interactive Activity Template:
Pronoun Matching Game:
 Students create a matching game where they match sentences with the correct object
personal pronouns and possessive pronouns. They write down sentences and
pronouns on separate cards and match them together.
Sample Text for Pronoun Matching Game:
 "Can you help me with this?"
 "Sure, I can help you."
 "Where is his book?"
 "His book is on the table."
 "Is that her bag?"
 "Yes, that is her bag."
Outcome:
 Students can use object personal pronouns and possessive pronouns in simple
English sentences.
Lesson 8: Be Going To – Will
Objective:
 Students will be able to use "be going to" and "will" to talk about future plans and
intentions using simple English sentences.
Related Vocabulary:
 going to, will, tomorrow, next week, soon, later
Exercise:
Sample Dialogue:
A: What are you going to do tomorrow?
B: I am going to visit my grandparents.
A: Will you go to the park this weekend?
B: Yes, I will go to the park with my friends.
A: Are they going to watch a movie tonight?
B: No, they are going to stay at home.
A: Will she come to the party?
B: Yes, she will come to the party.

92
Richer Sample Dialogue:
A: What are you going to do next week?
B: I am going to start a new book.
A: Will you join us for dinner tonight?
B: Yes, I will join you for dinner.
A: Are they going to travel this summer?
B: Yes, they are going to visit Italy.
A: Will you help me with my homework?
B: Sure, I will help you later.
A: Is she going to buy a new car?
B: No, she is going to keep her old one.
A: Will we see each other soon?
B: Yes, we will meet next week.
Interactive Activity Template:
Future Plans Chart:
 Students create a chart describing their future plans using "be going to" and "will."
They write sentences about their plans and share with a partner.
Sample Text for Future Plans Chart:
 "I am going to visit my grandparents tomorrow."
 "I will go to the park this weekend."
 "They are going to watch a movie tonight."
 "She will come to the party."
Outcome:
 Students can use "be going to" and "will" to talk about future plans and intentions
using simple English sentences.

UNIT 5 – LONDON WAS GREAT

SPEAKING LESSONS 1-8
Speaking (8 Lessons, 45 minutes each)
Lesson 1: Describing Your Last Holiday
Lesson 2: Talking About Famous People & Their Jobs
Lesson 3: Discussing Different Means of Transport
Lesson 4: Describing Animals
Lesson 5: Using Past Simple (The Verb to Be)
Lesson 6: Using Past Simple (Regular/Irregular Verbs)
Lesson 7: Talking About Visits to Museums
Lesson 8: Discussing Blog Entries and Online Content
Lesson 1: Describing Your Last Holiday
Objective:
 Students will be able to describe their last holiday using the simple past tense.
Related Vocabulary:
 holiday, beach, mountains, city, visited, stayed, enjoyed, traveled, activities, fun
Exercise:
Sample Dialogue:
 A: "How was your holiday?"
 B: "It was great! I went to the beach with my family."
 A: "What did you do there?"
 B: "We swam in the ocean and built sandcastles. We also visited a nearby city."

93
Richer Sample Dialogue:
 A: "Tell me about your last holiday."
 B: "I had an amazing time. We traveled to the mountains and stayed in a cozy
cabin."
 A: "What activities did you do?"
 B: "We went hiking, explored the forest, and enjoyed campfires at night."
 A: "Did you like the food there?"
 B: "Yes, the local food was delicious, especially the mountain trout."
Interactive Activity Template:
Holiday Storytelling:
 Students take turns sharing their holiday experiences in pairs or small groups using
the sample monologue as a guide.
Sample Text for Holiday Storytelling:
 "Last summer, I went to the beach with my family. We stayed at a nice hotel by the
sea. Every day, we swam in the ocean and built sandcastles. We also visited a nearby
city and enjoyed local food. It was a fun and relaxing holiday."
Outcome:
 Students can describe their last holiday using the simple past tense and relevant
vocabulary.
Lesson 2: Talking About Famous People & Their Jobs
Objective:
 Students will be able to talk about famous people and their jobs.
Related Vocabulary:
 actor, actress, painter, physicist, singer, writer, queen, prince, princess
Exercise:
Sample Dialogue:
 A: "Do you know who Leonardo da Vinci was?"
 B: "Yes, he was a famous painter. He painted the Mona Lisa."
 A: "And do you know who Albert Einstein was?"
 B: "Yes, he was a great physicist. He developed the theory of relativity."
Richer Sample Dialogue:
 A: "Can you tell me about a famous scientist?"
 B: "Sure, Marie Curie was a renowned physicist. She conducted pioneering research
on radioactivity."
 A: "What about a famous artist?"
 B: "Vincent van Gogh was a Dutch painter known for his post-impressionist works."
 A: "Do you have a favorite singer?"
 B: "Yes, I love Adele. She is an amazing singer with a powerful voice."
Interactive Activity Template:
Famous People Interviews:
 Students interview each other about famous people and their jobs using the sample
dialogue as a guide.
Sample Text for Famous People Interviews:
 A: "Do you know who Leonardo da Vinci was?"
 B: "Yes, he was a famous painter. He painted the Mona Lisa."
 A: "And do you know who Albert Einstein was?"
 B: "Yes, he was a great physicist. He developed the theory of relativity."

94
Outcome:
 Students can talk about famous people and their jobs using relevant vocabulary and
simple present tense.
Lesson 3: Discussing Different Means of Transport
Objective:
 Students will be able to discuss different means of transport and their preferences.
Related Vocabulary:
 bus, car, train, plane, boat, bicycle, motorcycle
Exercise:
Sample Dialogue:
 A: "How do you usually go to school?"
 B: "I usually go by bus. It's convenient and cheap."
 A: "Do you like traveling by plane?"
 B: "Yes, I do. It's the fastest way to travel."
Richer Sample Dialogue:
 A: "What is your favorite way to travel?"
 B: "I love traveling by train. It's comfortable and scenic."
 A: "Do you think flying is safe?"
 B: "Yes, I think flying is very safe and efficient."
 A: "Have you ever traveled by boat?"
 B: "Yes, I have. It was a relaxing journey across the lake."
Interactive Activity Template:
Transport Preferences:
 Students discuss their preferred means of transport in pairs or small groups using the
sample dialogue as a guide.
Sample Text for Transport Preferences:
 A: "How do you usually go to school?"
 B: "I usually go by bus. It's convenient and cheap."
 A: "Do you like traveling by plane?"
 B: "Yes, I do. It's the fastest way to travel."
Outcome:
 Students can discuss different means of transport and their preferences using relevant
vocabulary and simple present tense.
Lesson 4: Describing Animals
Objective:
 Students will be able to describe different animals using simple adjectives and
nouns.
Related Vocabulary:
 beak, body, fur, leg, mane, neck, pet, sharp, thick, trunk, wing, wild, tame
Exercise:
Sample Dialogue:
 A: "What is your favorite animal?"
 B: "I like lions. They are wild animals with a thick mane and sharp claws."
 A: "Do you like elephants?"
 B: "Yes, I do. They are large and have long trunks."
Richer Sample Dialogue:
 A: "Can you describe a tiger?"
 B: "Tigers are large wild cats. They have orange fur with black stripes and sharp
claws."

95
  A: "What about a giraffe?"
 B: "Giraffes are tall animals with long necks and legs. They have spots on their
bodies."
 A: "Do you have a pet?"
 B: "Yes, I have a dog. It has soft fur and a wagging tail."
Interactive Activity Template:
Animal Descriptions:
 Students describe different animals to a partner using the sample monologue as a
guide.
Sample Text for Animal Descriptions:
 "Lions are wild animals. They have a thick mane around their neck and strong bodies
covered in fur. They use their sharp claws and teeth to hunt for food. Elephants are
large animals with thick skin and long trunks that they use to drink water and pick up
food. They have big ears that help them stay cool."
Outcome:
 Students can describe different animals using simple adjectives and nouns.
Lesson 5: Using Past Simple (The Verb to Be)
Objective:
 Students will be able to use the past simple tense of the verb "to be" to talk about
past events.
Related Vocabulary:
 was, were, happy, sad, excited, tired, interesting, boring
Exercise:
Sample Dialogue:
 A: "How was your weekend?"
 B: "It was great! I was very happy because I visited my grandparents."
 A: "How was the movie you watched?"
 B: "It was interesting. The actors were really good."
Richer Sample Dialogue:
 A: "How was your day yesterday?"
 B: "It was wonderful. I was excited because I went to a concert."
 A: "Were you tired after the concert?"
 B: "Yes, I was very tired but it was worth it."
 A: "How was the weather?"
 B: "It was sunny and warm."
Interactive Activity Template:
Past Simple Conversations:
 Students practice using the past simple tense of the verb "to be" in conversations
about past events.
Sample Text for Past Simple Conversations:
 A: "How was your weekend?"
 B: "It was great! I was very happy because I visited my grandparents."
 A: "How was the movie you watched?"
 B: "It was interesting. The actors were really good."
Outcome:
 Students can use the past simple tense of the verb "to be" to talk about past events.

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Lesson 6: Using Past Simple (Regular/Irregular Verbs)
Objective:
 Students will be able to use the past simple tense of regular and irregular verbs to
talk about past events.
Related Vocabulary:
 visited, stayed, traveled, enjoyed, went, saw, did, had
Exercise:
Sample Dialogue:
 A: "What did you do last weekend?"
 B: "I visited my friend and we went to the park. We saw a movie and had dinner
together. It was fun!"
Richer Sample Dialogue:
 A: "Tell me about your last holiday."
 B: "I traveled to Italy. We stayed in Rome and visited many historical sites."
 A: "What was the best part?"
 B: "The best part was visiting the Colosseum. It was amazing."
 A: "Did you try any local food?"
 B: "Yes, I did. The pasta and pizza were delicious."
Interactive Activity Template:
Past Simple Storytelling:
 Students tell stories about their past experiences using regular and irregular verbs in
the past simple tense.
Sample Text for Past Simple Storytelling:
 "Last weekend, I visited my friend. We went to the park and saw a movie. After that,
we had dinner together. It was fun!"
Outcome:
 Students can use the past simple tense of regular and irregular verbs to talk about
past events.
Lesson 7: Talking About Visits to Museums
Objective:
 Students will be able to talk about their visits to museums and what they saw.
Related Vocabulary:
 museum, exhibition, gallery, interactive, transport, history, tour, display
Exercise:
Sample Dialogue:
 A: "Have you ever visited a museum?"
 B: "Yes, I have. Last month, I visited the London Transport Museum."
 A: "What did you see there?"
 B: "I saw old buses, trains, and trams. There were also interactive exhibitions."
Richer Sample Dialogue:
 A: "Can you tell me about your visit to the art museum?"
 B: "Sure, I went to the art museum last weekend. The exhibitions were fascinating."
 A: "What was your favorite part?"
 B: "I loved the gallery with impressionist paintings. They were beautiful."
 A: "Did you take a guided tour?"
 B: "Yes, the tour guide provided a lot of interesting information about the exhibits."

97
Interactive Activity Template:
Museum Visits:
 Students discuss their visits to museums in pairs or small groups using the sample
monologue as a guide.
Sample Text for Museum Visits:
 "Last month, I visited the London Transport Museum. It was very interesting. I saw
old buses, trains, and trams. There were interactive exhibitions where I learned about
the development of transport in the city. I also took a guided tour and explored the
galleries filled with fascinating displays."
Outcome:
 Students can talk about their visits to museums and what they saw using relevant
vocabulary and past simple tense.
Lesson 8: Discussing Blog Entries and Online Content
Objective:
 Students will be able to discuss blog entries and online content about their
experiences.
Related Vocabulary:
 blog, entry, post, comment, share, experience, event, activity
Exercise:
Sample Dialogue:
 A: "Did you read the latest blog entry about Dino Snores?"
 B: "Yes, I did. It sounds like an amazing event. The activities were really fun,
especially the fossil hunt."
 A: "I agree. I also liked the part where they explored the dinosaur exhibits with
flashlights."
Richer Sample Dialogue:
 A: "Have you read any interesting blog posts recently?"
 B: "Yes, I read a blog post about a traveler's experience in Japan. It was very
detailed."
 A: "What did they write about?"
 B: "They described visiting ancient temples and trying traditional Japanese food."
 A: "Did they post any photos?"
 B: "Yes, they shared beautiful photos of the places they visited."
Interactive Activity Template:
Blog Discussion:
 Students discuss blog entries and online content about their experiences using the
sample dialogue as a guide.
Sample Text for Blog Discussion:
 A: "Did you read the latest blog entry about Dino Snores?"
 B: "Yes, I did. It sounds like an amazing event. The activities were really fun,
especially the fossil hunt."
 A: "I agree. I also liked the part where they explored the dinosaur exhibits with
flashlights."
Outcome:
 Students can discuss blog entries and online content about their experiences using
relevant vocabulary and simple past tense.

98
 UNIT 6 – ENTERTAINMENT
SPEAKING LESSONS 1-8
Speaking (8 Lessons, 45 minutes each)
Lesson 1: Discussing Weekend Plans
Lesson 2: Choosing TV Programmes
Lesson 3: Expressing an Opinion
Lesson 4: Inviting – Accepting/Refusing
Lesson 5: Showing Interest – Giving Advice
Lesson 6: Describing Fun Activities
Lesson 7: Talking About Places of Entertainment
Lesson 8: Discussing Types of TV Programmes/Films
Lesson 1: Discussing Weekend Plans
Objective:
 Students will be able to discuss their weekend plans using future tense and related
vocabulary.
Related Vocabulary:
 weekend, plans, going to, will, might, activities, cinema, park, visit, relax
Exercise:
Sample Dialogue:
 A: "What are your plans for the weekend?"
 B: "I am going to visit my grandparents. How about you?"
 A: "I will go to the cinema with my friends."
Richer Sample Dialogue:
 A: "Do you have any special plans for the weekend?"
 B: "Yes, I'm going to the amusement park with my family. What about you?"
 A: "I'm thinking about going hiking if the weather is nice."
 B: "That sounds great! If it rains, I might just stay home and watch movies."
Interactive Activity Template:
Weekend Plans Discussion:
 Students take turns sharing their weekend plans in pairs or small groups using the
sample monologue as a guide.
Sample Text for Weekend Plans Discussion:
 "This weekend, I am going to visit my grandparents. We will have a family dinner
and spend time together. On Sunday, I might go to the cinema with my friends."
Outcome:
 Students can discuss their weekend plans using future tense and related vocabulary.
Lesson 2: Choosing TV Programmes
Objective:
 Students will be able to choose and discuss TV programmes using appropriate
vocabulary.
Related Vocabulary:
 TV, programme, comedy, drama, documentary, news, sports, reality show
Exercise:
Sample Dialogue:
 A: "What type of TV programmes do you like?"
 B: "I enjoy watching comedies and dramas. How about you?"
 A: "I prefer documentaries and news programmes."

99
Richer Sample Dialogue:
 A: "What's your favorite TV show?"
 B: "I love watching 'Friends'. It's a great comedy."
 A: "Do you watch reality shows?"
 B: "Sometimes, but I usually prefer sports programmes. They are more exciting."
Interactive Activity Template:
TV Programmes Discussion:
 Students take turns sharing their favorite TV programmes in pairs or small groups
using the sample monologue as a guide.
Sample Text for TV Programmes Discussion:
 "I enjoy watching comedies like 'Friends' because they make me laugh. I also like
documentaries about nature and science. They are very informative."
Outcome:
 Students can choose and discuss TV programmes using appropriate vocabulary.
Lesson 3: Expressing an Opinion
Objective:
 Students will be able to express their opinions using simple sentences.
Related Vocabulary:
 I think, I believe, in my opinion, agree, disagree, interesting, boring, fun, exciting
Exercise:
Sample Dialogue:
 A: "I think action movies are the best."
 B: "I agree. They are very exciting."
 A: "In my opinion, comedies are more fun."
 B: "I disagree. I find them boring."
Richer Sample Dialogue:
 A: "What do you think about reality shows?"
 B: "In my opinion, they are entertaining but not very educational."
 A: "I believe documentaries are more interesting."
 B: "I agree. They provide a lot of useful information."
Interactive Activity Template:
Opinion Sharing:
 Students take turns expressing their opinions on different topics in pairs or small
groups using the sample monologue as a guide.
Sample Text for Opinion Sharing:
 "I think action movies are the best because they are exciting and full of suspense. In
my opinion, comedies are fun but not as thrilling."
Outcome:
 Students can express their opinions using simple sentences and appropriate
vocabulary.
Lesson 4: Inviting – Accepting/Refusing
Objective:
 Students will be able to invite someone and respond to invitations using simple
sentences.
Related Vocabulary:
 invite, accept, refuse, would you like, yes, no, maybe, sure, sorry

100
Exercise:
Sample Dialogue:
 A: "Would you like to come to my party?"
 B: "Sure, I'd love to."
 A: "Can you join us for dinner tonight?"
 B: "I'm sorry, I can't. I have other plans."
Richer Sample Dialogue:
 A: "Are you free this weekend? Would you like to go to the concert?"
 B: "Yes, that sounds great! I'd love to go."
 A: "How about going to the movies on Friday night?"
 B: "I'm afraid I can't. I have to study for a test."
Interactive Activity Template:
Invitation Role-Play: Students take turns inviting each other to different events and
responding using the sample monologue as a guide.
Sample Text for Invitation Role-Play:
 A: "Would you like to come to my party?"
 B: "Sure, I'd love to."
 A: "Can you join us for dinner tonight?"
 B: "I'm sorry, I can't. I have other plans."
Outcome:
 Students can invite someone and respond to invitations using simple sentences.
Lesson 5: Showing Interest – Giving Advice
Objective:
 Students will be able to show interest and give advice using appropriate vocabulary.
Related Vocabulary:
 interested, tell me more, that sounds great, advice, should, shouldn't, why don't you
Exercise:
Sample Dialogue:
 A: "I'm thinking about starting a new hobby."
 B: "That sounds great! Tell me more."
 A: "I want to learn how to paint."
 B: "You should take a painting class."
Richer Sample Dialogue:
 A: "I'm interested in learning a new language."
 B: "That's wonderful! Which language are you thinking of?"
 A: "I'm considering Spanish."
 B: "You should find a good tutor. It's a beautiful language to learn."
Interactive Activity Template:
Interest and Advice Sharing:
 Students take turns sharing their interests and giving advice in pairs or small groups
using the sample monologue as a guide.
Sample Text for Interest and Advice Sharing:
 "I'm thinking about starting a new hobby. That sounds great! Tell me more. I want to
learn how to paint. You should take a painting class."
Outcome:
 Students can show interest and give advice using appropriate vocabulary.
Lesson 6: Describing Fun Activities
Objective:
 Students will be able to describe fun activities using simple sentences.

101
Related Vocabulary: fun, exciting, interesting, activity, enjoy, love, favorite, prefer
Exercise:
Sample Dialogue:
 A: "What is your favorite fun activity?"
 B: "I love going to amusement parks. How about you?"
 A: "I enjoy playing sports, especially basketball."
Richer Sample Dialogue:
 A: "Can you describe a fun activity you did recently?"
 B: "Sure, I went to an escape room with my friends. It was really exciting and
challenging."
 A: "That sounds fun! Did you enjoy it?"
 B: "Yes, we had a great time solving the puzzles together."
Interactive Activity Template:
Fun Activity Descriptions: Students take turns describing fun activities they enjoy in pairs
or small groups using the sample monologue as a guide.
Sample Text for Fun Activity Descriptions:
 "I love going to amusement parks. They are so exciting and there are many rides to
enjoy. My favorite activity is riding the roller coasters."
Outcome:
 Students can describe fun activities using simple sentences and appropriate
vocabulary.
Lesson 7: Talking About Places of Entertainment
Objective:
 Students will be able to talk about different places of entertainment using simple
sentences.
Related Vocabulary:
 cinema, theatre, amusement park, concert hall, stadium, exhibition center, museum
Exercise:
Sample Dialogue:
 A: "What is your favorite place of entertainment?"
 B: "I enjoy going to the cinema. How about you?"
 A: "I love visiting amusement parks. They are so much fun."
Richer Sample Dialogue:
 A: "Can you tell me about a place of entertainment you visited recently?"
 B: "Sure, I went to a concert at the local concert hall. It was a fantastic experience."
 A: "What did you like about it?"
 B: "The music was great, and the atmosphere was amazing. I really enjoyed it."
Interactive Activity Template:
Entertainment Place Descriptions:
 Students take turns describing their favorite places of entertainment in pairs or small
groups using the sample monologue as a guide.
Sample Text for Entertainment Place Descriptions:
 "I enjoy going to the cinema. It's a great place to watch the latest movies and relax
with friends. I also love visiting amusement parks because they have exciting rides
and games."
Outcome:
 Students can talk about different places of entertainment using simple sentences and
appropriate vocabulary.

102
Lesson 8: Discussing Types of TV Programmes/Films
Objective:
 Students will be able to discuss different types of TV programmes and films using
simple sentences.
Related Vocabulary:
 comedy, drama, documentary, news, sports, reality show, action, adventure, thriller
Exercise:
Sample Dialogue:
 A: "What type of TV programmes do you like?"
 B: "I enjoy watching comedies and dramas. How about you?"
 A: "I prefer documentaries and news programmes."
Richer Sample Dialogue:
 A: "What's your favorite film genre?"
 B: "I love action and adventure films. They are very exciting."
 A: "Do you watch horror films?"
 B: "Not really. I prefer thrillers and mysteries. They are more interesting to me."
Interactive Activity Template:
TV Programmes/Films Discussion:
 Students take turns discussing their favorite types of TV programmes and films in
pairs or small groups using the sample monologue as a guide.
Sample Text for TV Programmes/Films Discussion:
 "I enjoy watching comedies because they make me laugh. I also like action and
adventure films because they are very exciting and full of suspense."
Outcome: Students can discuss different types of TV programmes and films using simple
sentences and appropriate vocabulary.
These lesson plans provide structured speaking exercises and interactive activities for
students to practice and improve their speaking skills in various contexts related to
entertainment.

103
 GRADE 6
VIETNAMESE TEACHER'S LESSONS
Bridging Right On! 6

CONSOLIDATION
&
Key for School
PREPARATION

104
LISTENING (2.0 points)
Listen to a conversation between Chris and his new friend Danial. Choose the correct
02

answer (A, B, C or D).

Where is Dan al from?
Egypt England the USA Argentina

Where is Chris from?

Argentina B the USA the UK Canada

What is Danial's nationality?

A British American Canadian Argentinian

4 What sports does Danial like playing?

football gymnastic basketball tennis

What time do Danial and Chris play basketball on Sunday?

6:15 p.m. 6:50 p.m. 7:30 p.m. 7:50 p.m.

u 03 Listen to Sophia talking about her family members. Write or V (wrong).

There are three people in Sophia's family.

Sophia is sixteen years old.

8 Sophia's father works at a primary school.

9 Her mother is a very good cook.

10 Sophia and her brother go to the same school.

PRONUNCIATION (1.0 point)

Choose the correct blended consonants to complete the words.

S
ump
ApI B gr C sp D br

ACr BGr C Tr D Dr
eece

. scr B shr Cspl D str

Au alia

Choose the word that has a sfress pattern different from the others.
14 A friendly B funny C polite clever

15 A American Argentina C Australia Bra z i Ii an

105
USE OF ENGLISH (3.0 points)
Choose the best option (A, B, C or D).

My cousin really likes singing with the at weekends.

guitar ball hamster schoolbag

Mal is a person. She always says "please" and "thank you."

funny plump clever polite

It's very of you to help your grandma do the shopping.

funny friendly kind excellent

This old watch is from grandad.

he him his we

Their favourite colours black and white.

is are - isn't

Sam a frog, but he has got a goldfish.

hasn't got haven't got have D hasn't

Our city is a place. The people here are very kind.

friendly friend friends friendship

"Derry is city in Northern Ireland."

a/the a/- an/the the/the

Gaston: " bicycle is this?" - Leane: "It's bicycle."

What / Ms. White's Who / Ms. White's Whose / Ms. White's Whose / Ms. White

Alex: " " - Sue: "No, I like martial arts best."

Is gymnastics your favourite sport? B Can you do gymnastics?
What is your favourite sport? DAre you good at football?

"Now, and read the text on page 46."

Listen B Open your book
Stand up, please D Close your book, please

Choose the underlined part (A, B, C or D) that needs correcting.

My English teacher is from the UK. She is Britain.

I love my schoolbag. The schoolbaq's colours are pink and green.

Choose the word that has the CLOSEST meaning to the word in bold.

Bryan is a clever boy. He does well in school.

smart polite young thin

Choose the word that has the OPPOSITE meaning to the word in bold.

Tammy is five feet tall.

high short old big

106
READING (2.0 points)
Choose the best option (A, B, C or D) to complete the texts.

Tuyt is from Hanoi1 Vietnam. It is the This is my e-friend. His name is Drake.
(31 — city of Vietnam. She's got a He's from Cape Town. It is one of the
smaU family. There are four people in three capital in South Africa.
her family: her parents1 her older sister Drake is eleven years old. He is polite
and her. Tuyt and her sister and kind. He likes sports, he
a rabbit pet. The rabbit is three years can play football well. Drake is in the
endly.Tuyet is good school football team.
old, and it's very fi
(33) — martial arts. She's great.

31 A capital b town L country place

32 A has got B hasn't got L have got D haven't got

33 Aat B in C on D by

34 A city B cities ' country D countries

"for P or and fl but

Read the text about Khoa and his family. Answer each question with no more than THREE words.

Khoa's am
Hello everyone. My name is Khoa. I'm twelve years old. I'm from
Dà Nng City in Vietnam. I'm Vietnamese. I've got a big family.
There are six people in my family: my grandparents, my parents,
my younger brother and me. My grandparents are old. They
spend most of their time reading and cooking. My parents are
office workers, and they are always busy. I am a sports lover. My
favourite sport is tennis, and I can play basketball very well. My
brother is eight years old. He doesn't play sports well, but he's
excellent at maths. He usually goes to the sports centre with me to
watch me play. At weekends, the whole family often goes to the
park near our house. I have great love for my family in my heart.

107
 Where does Khoa live?

How do Khoa's grandparents spend their time?

What is Khoa's favourite sport?

39 What is Khoa's brother good at?

4Li Where does Khoa's family often go at weekends?

WRITING (2.0 points)

Rearrange the given words to make complete sentences.

England. / capital / is! of! London! the! city

do / My / martial arts! can / very! best friend / well.

telephone / What / is! number?! your

-4 homes! are! Susan's and Lucy's! Spain. ! in

45 brothers ! you ! any! Have / sisters?! got / or

--

Complete the profile of your best friend. Then write a blog entry (about 50-60 words) about
him or her.

NameS
Age gears old
From (citg/town/vi((age):

Countrg
Nationalitg
Sports
Pet(s)

108
i1 Ii1
U-u I TSt2
LISTENING (2.0 points)
04 Listen to Chloe talking to her new classmate. Write R (right) or W (wrong).
Ms. Eva is from Turkey.

? Chloe lives in Silicon Valley.

Ms. Eva is staying in the USA for three months.

4 Chloe is staying for two weeks.

They're in the classroom.

4 Listen to five people talking about their favourite cilies. Match the cilies with the things
05

they like.
London o It's a good place for seeing things. 0
Things in this city are nice and neat.
Hanoi
It's a great place to learn about
Höi An
the countrys history.
Singapore
It has got many French landmarks.
10 Ho Chi Minh
o E It's not a very noisy city. 0

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently from the others.
11 Apump please Cay D purpe

12 A scissors scarf C scary D scuba

13 A chicken chocolate C chef D cheese

Choose the word that has a stress pattern different from the others.
14 A alarm B island C landmark o language

15 A sharpener B anorak C umbrella D stadium

/
loften go to
the stadium

109
USE OF ENGLISH (3.0 points)
Choose the best option (A, B, C or D).

There are many of famous people in this city.

capitals monuments islands walls

Marie has got no money in her

hat watch purse umbrella

Ho Chi Minh City is famous its modern tall buildings.

about to for of

There's alarm clock in my classroom, alarm is small and old.

an/The the/An a/The the/The

Kevin is cousin. He's very kind.

Kimmy's Kimmy's the of Kimmy of the Kimmy

My parents are from Ireland are teachers at a primary school.

\Our Their We They

A: " notebook is it?" — B: "It's notebook."

Who / your Whose / my What / a Which /the

Andy: "Hi Jimmy. This is Thomas. He's my uncle." — Jimmy: "

Nice to meet you, too. B Nice to meet you.
Goodbye, Thomas. D This is Jimmy.
U
Teacher: , please." — Kim: "Yes, just let me put on my shoes."
Sit down Close your book Come to the board Don't talk

English is the language in South Africa

officer office officially official

In my schoolbag, I've got a pen, a pencil, a watch, an e-reader and a

sharpen sharpness sharpener sharpener's

Choose the underlined part (A, B, C or D) that needs correcting.

I can understand English by listening, but I can speak it.

There are many ancient landmark in our city centre.

Choose the word that has the CLOSEST meaning to the word in bold.

In a Vietnamese name, the surname often goes first.

family name last name middle name nickname

Choose the word that has the OPPOSITE meaning to the word in bold.

I open the door and let the frog out.

close stand write come

110
 READING (2.0 points)
Choose the best option (A, B, C or D) to complete the texts.

his is my mum. Her name is Loan. I have got a brother. (33) name
She's 35 years old. She "31) — is Andy. He's 26 years old. He likes
short brown hair and big black reading books on his e-reader.
eyes. She's short and thin. She's He's polite and
He often
M nice and kind. She has (32) — tells jokes to me when I'm sad.
U purple anorak. It's a gift from my I Sometimes, he plays basketball with
I
father She likes it She is the best me at the weekend He (35)
I I
mum in the world. play the guitar, too.

31 Ahasgot B have got got D is got

32 Aan the a D the

33 AHe B Her His Its

34 Afunny clever friendly happy

35 Ais can can't isn't

Read the texts about two students. Answer each question with no more than THREE words.

Hello friends! My name is Hugo. I'm from Rio Good afternoon everyone. My name is Mary.
de Janeiro — one of the most popular cities in I'm Canadian. I'm eleven years old, and I'm in
Brazil. I'm Brazilian, and I'm thirteen years old. Grade 6. I
have got some friends from South
I'm in Grade 8. I have many friends from other Africa, and my best friend is from Canada.
countries, such as NewZealand, Vietnam, Egypt,
I live with my pa rents and my older brother in
and the USA. One of the famous landmarks in Québec City. Our official language is French,
my city is the Statue of Christ the Redeemer. but we also speak English. The Notre Dame
Our official language is Portuguese. Basilica is one of the most beautiful churches
in my city.

111
 36 What city is Hugo from?

37 What grade is Hugo in?

38 What is the official language in Brazil?

39 Where is Mary's best friend from?

40 What is the official language in Québec?

WRITING (2.0 points)

Make complete sentences using the prompts.

41 I! have got! yellow / sharpener / my! schoolbag.

42 The/watch/on/desk/be/Tom's.

43 Our! favourite / sports / tennis / football.

Make questions for the underlined words.

44 Hanoi is the capital city of Vietnam.

45 Her telephone number is 514-873-8094.

_________________ —IIffr lIlIlrFkiJ EF ..

Complete the profile of yourself. Then write a blog entry (about 50-60 words) about you and
the city you live in.
About Contact
Name:
Age
Nationality
From (city/town/village):

Country
Official language:
Famous landmark(s>

112
w w

U flitLTest
LISTENING (2.0 points)
06 Listen to five conversations about people's homes. Choose the best answer (A, B, C or D).
1 What floor is Tony's flat on?
5th floor 15th floor 3rd floor 4th floor

2 What is Vicky's flat like?

big with a balcony big small with a balcony small

Where is Alex now?

at home at a gym at Lucy's house at Sam's house

4 Where is Bob's house?

A San Jose San Francisco London San Diego

5 Which is NOT TRUE about Pam's new house?

A There is a garage. It's quite big
C There isn't a fireplace. It has got an armchair.

u) 07 Listen to Joe talking about his house. For each gap, write no more than TWO words and/
a number. '-..-

Joe and his family live in a house in

Joe's house isn't a(n) house.

8 The kitchen is on the

9 There are two bedrooms and on the second floor.

10 The relaxing room on the second floor is Joe's place.

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently from the others.
cottage carpet centre cooker

wardrobe two wall window

Mars garden water car

Choose the word that has a stress pattern different from the others.
curtain canal cupboard pillow

cabinet unusual washbasin beautiful

USE OF ENGLISH (3.0 points)

Choose the best option (A, B, C or D).
The store sells both large and small kitchen
rooms foods drinks appliances
113
17 At the weekend, I like going to the to read science books.
A cinema library hospital post office

18 The local museum has got many great by famous artists.

A paintings fireplaces balconies chimneys

19 posters on the wall over there are my favourite ones.

These This Those That

20 Hey, Jim! Look at the picture is my uncle; he has got two children.
A Those There This They

21 a big fridge, a cooker, and a sink in my kitchen.

A There are There is Are there Is there

22 There aren't sweets on the coffee table in the living room.

A some any few little

23 There are strange from the locked garage.

A noise noises noisily noiseless

24 His new canal boat house is really

i- beautiful beautifully beautify beauty

25 Tho: "Is there a bookcase in your house?"

Ng9c:
. It's a very big bookcase.
B Yes, there is a bookcase in my bedroom.
C No, the bookcase isn't black and white. FAST FOOD
RESTAURANT
-- CINEMA POST
D There are many books in my bookcase. RESTAURANj . OFFICE

26 Can you tell me where the car park is?

A Turn left. It's opposite the cinema.
B Turn right. It's next to the restaurant.
C Turn left. It's next to the bookshop.
D Turn right. It's opposite the bookshop.

Choose the underlined part (A, B, C or D) that needs correcting.

Let's qo to the department store to buy some scarf for the winter.

I'm thirsty. I would like to drink any cold orange juice.

Choose the word that has the CLOSEST meaning to the word in bold.

The post office is across from the supermarket.

in front of next to near opposite

Choose the word that has the OPPOSITE meaning to the word in bold.

It is unusual for the students in the USA to take an afternoon nap.

ordinary cosy different strange
114
 READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

The White House

The White House is in Washington, D.C., the USA. It's a famous in the state. It's now
the and office of the President of the United States. It's a very big building with 132
rooms, 35 bathrooms, 412 doors, and 147 windows. There many famous rooms in the
White House. The President works in the Oval Office. New presidents often choose new curtains,
rugs, and chairs. The guest bedrooms have got large , sofas, tables, and mirrors. There
are two kitchens with different , such as a fridge, cooker, and dishwasher. About 6,000
people visit the White House every day. The entrance is free, but they can only see the first floor.

31 / cottage B landmark canal D home

32 building B block C home D bungalow

33 is B got C are D has

34 Ichimneys B roofs C garages D beds

35 A appliances features tools D furniture

Read the text about Phil's bedroom. Answer the questions.

Phil's 'u.troom
HelIo! My name is Phil, and this is the picture of my bedroom. The boy next to me is my
A brother, Todd. We share the room. In the picture, we are playing on the floor. Im playing
I"
video games, and Todd is painting. My bedroom is quite large. The walls are blue, and II'
the floor is grey. There are two beds, a desk, two chairs, and a bookcase in the room.
The desk and chairs are between the two beds. Theyre behind us. There are two lamps 'p
and some books on the desk. My brothers bag is next to his purple bed. Mine is in front
of my red bed. My favourite black cap is also on my bed. There is a big shared wardrobe
opposite the door. Do you like my bedroom?

Ij

115
 Where are Phil and his brother?

What colour are the walls?

3 Where are the two lamps?

3 Where's Todd's bag?

40 What colour is Phil's bed?

WRITING (2.0 points)

Make complete sentences using the prompts.

What! your bedroom! like?

Open ! your book! page 25.

My house! be! big ! modern.

The bathroom ! be ! second ! floor! near ! the living room.

There ! some posters! my favourite actor ! the wall ! my bedroom.

Make questions for the underlined words.

My family has got a canal boat, and its name is Oceana.

The police station is behind the museum.

My ideal house is modern.

The bedside cabinet is next to the bed.

Yes, there is. There is a poster on the wall.

116
w n jt:i
LISTENING (2.0 points)
'4 , 08 Listen to five conversations. Where are the people? Match the people with the places.
1
0 fishmonger's 0
2 fast food restaurant

3 police station

4 bookshop

5 o post office ()

' 09 Listen to people talking about the places where they live. Choose the best answer (A, B,
'4
CorD).
What does Charlie talk about his city?
It's a small city, but it's a great place to live.
It's usually noisy during weekends.
He really likes the park behind his house.
The park behind his house is big. =
What's Paul's town like?
It's quiet and peaceful.
The people there are friendly.

There are two new cinemas in his town.

People travel around the town by car.

How long does it take Helen to go to the toy shop?

30 minutes 10 minutes 20 minutes 50 minutes

How does the woman go to the market?

by car by bus on foot by taxi

What is Jerry's neighbourhood like?

It's crowded. It's quiet. It's noisy. It's old.

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently from the others.
11 hotel home hour hospital

12 P wardrobe wall awesome park

13 1: town furniture kitchen city

Choose the word that has a stress pattern different from the others.
14 P under below above behind

15 A driveway terraced cottage detached

117
USE OF ENGLISH (3.0 points)
Choose the best option (A, B, C or D).

I live in a beautiful It's on the fifth floor.

cottage flat bungalow terraced house

There is a big table in the in front of the garage.

floor garden row driveway

This is a beautiful from a local artist.

painting fireplace balcony chimney

There is a coffee table the armchair.

in front of b above
behind

Is your house near 7

Dunder
1/
Mrs. Annie Mrs. Annie house Mrs. Annie's house Mrs. Annie house's

2 I've got apples in my schoolbag.

any some a an

22 There are some in the toyshop.

A children child I children's child's

23 He's of staying at home all day long.

boring boredom bored bore

24 The of the bedroom is 4.6 cm by 2.8 cm.

A measurements measures measurement measuring

25 Billy:"
Trinity: "Turn left onto King Road and take the second turning on the right. The hospital is on
your left."
Excuse me. Is the hospital near the cafe?
What's the hospital like?
I
Can you take me to the hospital7
Can you tell me how to get to the hospital, please?

26 Jim: "Excuse me. Can you tell me the way to the music shop?
Tina: "Go along the road
S
Take the first turning on the left. It's on your left.
Take the second turning on the right. It's on your right.
C Take the first turning on the right. It's on your right.
po o

D Take the second turning on the left. It's on your left.

Choose the underlined part (A, B, C or D) that needs correcting.

I live in a three bedroom detaching house in the suburbs with my parents.

The twelve month of the year is December.

118
Choose the word that has the CLOSEST meaning to the word in bold.

After the heavy rain last night, the neighbourhood is calm this morning.
cosy quiet neighbourhood great

Choose the word that has the OPPOSITE meaning to the word in bold.

He's got some cheap shoes in his bedside cabinet.

expensive low tall short

READING (2.0 points)

Choose the best option (A, B, C or D) to complete the text.

My dad built a tree house for my brother and me. Every Saturday morning, we
play at (31) tree house. It's brown and big. It has got some blue curtains
on the (32) The tree house has also got a small kitchen with (33)
fridge, so we could store our chocolate, juice, and water for the hot days. This
summertime, my brother and I want to sleep there for a whole week. I plan
to put two sleeping bags and 134) pillows in it, and my brother to get
snacks and games for us to play. We like climbing the tree, swinging on the tire
swings, and telling ghost stories when it gets dark at night. I really love playing
the tree house with my brother.

31 A our their its your

32 A beds windows chairs balconies

3 the an a some

Aany few some a little

in with on below

Read the text about the place where Hank lives. Choose the best answer (A, B, C, or D).

My name is Hank. I live with my grandparents in a small town. My grandparents and I oFten walk
to the big park in Front oF our house at weekends. Many people go there every morning to do
exercise or enjoy their Free time. AFter school, my grandma and I sometimes go to the supermarket
to buy Food and drinks. There is a cinema next to the supermarket and opposite the car park. I
enjoy watching Films, so I oFten go with my Friends on Friday evening. We sometimes go to
the night market to eat some street Food. My Favourites are Fried sausages and pancakes. You can
also Find some Food stands in Front oF the cinema every night. For me, my small town is so beautiFul
and peaceFul. Let's talk about your towns!

119
 Who does Hank live with?
his parents his grandparents his mother his father
37 Where does Hank go after school?
A to the supermarket B to the cinema
C to the department store Dto the night market
38 Where is the cinema?
A opposite the supermarket B next to the car park
C across the road from the car park Din front of the supermarket
39 What does the bold word 'there' refer to?
A Hank's small town B Hank's house
C the cinema Dthe supermarket
40 Where can we find street food in Hank's town?
A at the night market at the cinema at the supermarket at the park

WRITING (2.0 points)

Rearrange the given words to make complete sentences.

small / We / in! city centre. / a / live/the! flat/in

What! on? / Tommy's / floor / is / house

eggs/any/There!are!fridge./not!the/in

Make questions for the underlined words.

My house has got a biq swimminq pool in the garden.

Every day I go to school by bus.

Write a letter (about 50-60 words) to your friend, describing your bedroom. Include the
information in the box.

the size of the room

the colour of the walls
the furniture
your favourite things
in the room

120
I.I I?
UlUU!Ut

LISTENING (2.0 points)

io Listen to Phong talking about his typical school day. For each gap, write no more than
THREE words and/or a number.

Time Activity
6:00 a.m. get up
exercise
6:30 a.m. have 2) and get dressed
6:45 a.m. have breakfast and go to school
3) have a break
11:45 a.m. have lunch
F
3:30 p.m. My school 4)
go home

ii Listen to Betty and Derek talking about their school subjects. Choose the best option
(A, B,CorD).

Betty is good at
history English art mu sic

Betty has history on

Mondays Tuesdays Wednesdays Thursdays

Derek's favourite subject is

geography English maths P.E.

Derek plays basketball on

Mondays Tuesdays Thursdays Fridays

Derek has on Tuesdays.

science history P.E. D maths

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently.

11 Athis Bthat Cthese Dthink

12 4 eats B walks C enjoys D stops

13 together three C thanks D Thursday

Choose the word that has a stress pattern different from the others.

14 IA music B puzzle C habit 1) routine

15 A charity B history C piano D evening

121
USE OF ENGLISH (3.0 points)
Choose the best option (A, B, C or D).

Does Lam always his teeth before having breakfast?

do hang brush play

Do they to basketball practice every Friday and Sunday?

have go play take

We never out with our friends after school.

watch hang C play take

Josh and Jake often golf after work.

Ado take go play

20 Kim: " prepares lunch for you?"

Kate: "My mum."
t Who What Where When

21 They don't like going skateboarding the winter.

Aat 3m on of

22 Xuân doesn't like playing the piano, and she has piano lessons after school.
A always often usually never

23 My friends and I often to buy new clothes.

f' go skateboarding 3 go to the mall
go bowling D go to the amusement park

74 Mason usually at the cinema.

plays board games B watches films
hangs out with friends D does jigsaw puzzles

Choose the best answers (A, B, C or D).

When do you often go bowling?

In the playground. At home. In the park. After school.

Let's meet at 5 o'clock.

I like it. Sorry, I can't make it. Fine. And you? I hate it.

Would you like to play computer games after school?

I'd love to. I think so. 7 p.m. is fine. I love computers.

Choose the underlined part (A, B, C or D) that needs correcting.

They plays jigsaw puzzles every Saturday evening.

Lan often has dinner at 7 p.m. Then, she chat online with her friends.

Oanh and PhCing don't reach to school at 7:30 am. every Monday.

122
 READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

Keira is 11 years old, and she lives in Leeds, England. Every day, she gets
up at 5:45 a.m. and helps her mom breakfast for her family.
She usually has breakfast at 6:15 am. Then, she gets dressed and goes
to school by bicycle with her best friend, Carey. They often (32)
school at 7:30 am. Then, they often walk around the school (33)
and look at beautiful flowers before class. After school, lots of students
play sports, but Keira and Carey music lessons at 3:45 p.m.
every Tuesday and Friday. They are excellent at playing the piano. The
two girls go home at 4:45 p.m. Keira helps her mother cook dinner. After
dinner, her family always time watching TV together.

31 eat B prepare do take

32 / go B come reach get

33 1 music club garden market park

34 i have play listen D do

35 i has takes makes Dspends

Read the text about Rosa and Lila's school day. Write , 1/V ronq or DS (doesn't say).

•1
ROSA ANV EUAS
SCHOOL DAY
Rosa and Lila are eleven years old. They go to Worcester Secondary
School from Monday to Friday by bus. There are twenty-eight
students in their class. Their school starts at 7:30 a.m. There is a
short break at 9:15 a.m. and a lunch break at 11:30 a.m. Rosa often
brings her packed lunch, but Lila usually buys a hot school dinner.*
They always have their lunch at the canteen. In the afternoon, there
are more lessons from 1:15 p.m. to 3 p.m. When school finishes,
Rosa and Lila often have piano lessons. The lessons are on Mondays,
Wednesdays and Fridays. At 4 p.m., they go home. They really love
their school.
*Schoo/ dinner (UK) also means school lunch.

123
36 Rosa and Lila walk to school together.

37 There are three breaks in a school day.

38 Lila loves her hot school dinner.

39 They eat lunch at the canteen.

41' Rosa and Lila have piano lessons three times a week.

WRITING (2.0 points)

Rearrange the given words to make complete sentences.

free/am / I / not / evening. / this

amusement park / Tan / to / the / weekend. / every / goes

watch / Does / Hiiong / videos online I night? / every

Make complete sentences using the prompts.

Nhu/ not brush / teeth I evening.

Nick / do jigsaw puzzles I Tuesday afternoon?

Andy / like / spend / time / his family.

Make questions for the underlined words.

Sang has lunch in the restaurant at 11:30 am.

It's Mark's ball. He's a member of the football team.

His birthday is on August 20tH.

We usually qet a bus to school.

124
 w -

llnit 2 Tesr'z
LISTENING (2.0 points)
u Mark is talking about his free-time activities. Match the times with the activities.
12

There's one extra activity.

going bowling
Monday morning 0
going to the theatre
Tuesday afternoon
watching TV
Wednesday evening
going to the cinema
Saturday morning
running
Sunday evening
0 going to the amusement park 0

13 Tyler is talking about his school. For each gap, write ONE word and/or a number.

€ After school, Tyler plays

Tyler's favourite place is the

Tyler's favourite subject is

Tyler has breaks every day.

Tyler eats lunch in the

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently.

thin birthday mother month

listens changes draws plays

watches washes tries catches

Choose the word that has a stress pattern different from the others.

Saturday computer charity uniform

am usement history usually hospital

USE OF LANGUAGE (3.0 points)

Choose the best option (A, B, C or D).

Minh the bus to school at 7 am.?

Do I catches Does / catch Does / catches Do I catch

They often go swimming the summer.

at in on of

Ct.sOng doesn't like sports, and he goes to football practice.

always often usually never
125
 A: " does H6ng watch films?" — B: "She often watches films at home."
Who What Where When

I sometimes board games with my brother after dinner.

play have go do

Mason gets up at 6:15 a.m. , he takes a shower and has breakfast at 6:45 a.m.
First Then Now After

Does Ninh often online with his friends?

see tell say chat

Where the footballer from?

do/come Bdoes/come
does / comes D do / comes

My friends and I often and do the shopping there.

go to the theatre go to the amusement park
go to school go to the mall

Choose the best answers (A, B, C or D).

25 Are you free on Sunday morning?

A I'm afraid I can't. B I'd love to.
C I think so. Why? D Sorry. I can't make it.

26 Does your sister do puzzles online every Saturday evening?

Yes, I do. No, she never.
No, I don't. Yes, she does.

27 What time do you reach school?

t About 7:30 a.m. By bus.
C We meet at 7:30 a.m. How about 7:30 a.m.?

Choose the underlined part (A, B, C or D) that needs correcting.

Does Quân and his brother wash their clothes on Fridays?

Serena often play piano practice or qoes to the music club after school.

In the weekend, my sister helps a charity at the park.

126
READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

My name is Bo. I go to Vinh Thanh Secondary School. I

often to school with my brother, but sometimes
we take the bus. I have got four lessons (32) the
morning. I have science on Wednesdays. I don't like
it because it's very difficult, and I always have a lot of
homework. My favourite subject is maths, but I only have
maths on Fridays. We have any lessons in the
afternoon. My school finishes at 11:45 a.m. Then, we can go
to a lot of clubs. I'm in the basketball club, and we usually
basketball practice on Fridays. In my free time,
I love hanging out with my friends. We often (35)
bowling at the mall on Saturday evening.

31 Ado B come walk D move

32 B in at by

33 A doesn't B does do D don't

34 A have has haven't D hasn't

35 A play go do have

Read the text about Emily's typical day. Complete each sentence with no more than THREE words.

A Typical Day of EmiI

Emily is 23 years old. She often gets up at 6:00 a.m. Next, she does exercise and has breakfast in
the garden. Emily's mother usually prepares a packed lunch for her. After that, she catches the
bus to work. She often enjoys lunch at the park because she doesn't like eating in the canteen.
On Fridays, she has lunch with her friends at a restaurant.

Emily often finishes work at 5 p.m. After that, she doesn't go home. She sometimes goes bowling
at the mall or goes to the gym with her best friend, Hayley. She always has dinner with her
parents at home. Then, they watch sports or game shows on TV. Emily's family enjoys spending
time together.

36 Emily exercises in

37 Emilygoestoworkby

8 Emily has lunch at every Friday.

39 Emily and go to the gym after work.

40 After dinner, Emily enjoys watching TV with

127
WRITING (2.0 points)

Rearrange the given words to make complete sentences.

practice / doesn't / football / Trinh / have / evening. / the / in

catches! school / Trang / at / every / 7 a.m. Ito! morning. / bus / the

Make complete sentences using the prompts.

Tiên's father / help / charity! Friday evening.

Sirnng and San! have / piano lessons / Monday and Thursday?

Make a queslion for the underlined words.

Yes. Mark plays qoif every Saturday afternoon.

Your e-friend Rachel asks you about the daily routine of your best friend. Write an email (about
50-60 words) to describe his / her daily routine.

au Box
Hi Rachel,

How are you? My best friend's name is . He / she gets up

Then,
He / she goes to school He / she

has lunch

After school, he / she

Tell me about your daily routine.

Write back soon.
SENDS.

10 2
9 3
8 4

128
LISTENING (2.0 points)
: 14 Listen to Thu talking about her favourite food. Write R (right) or W (wrong).
Thu's favourite food is cereal.

She often eats her favourite food with cheese.

Her mother often makes yoghurt.

Her family sometimes eat street food at the weekend.

5 The food at the Japanese seafood restaurant is expensive.

. 15 Listen to a conversation at a restaurant. Choose the best options (A, B, C or D).

5 The man goes to the restaurant with
his aunt his parents his friend his teacher

The famous food at the restaurant is

chicken B pasta sandwich bread

He likes adding to the bread.

omelette sausage pork cheese

He also wants for drink.

orange juice soda water coffee

10 The total cost for the meal is

A$30 L $20 525 S13

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently from the others.
11 A likes enjoys knows travels

12 A takes pours helps puts

13 A mixes uses slices loves

Choose the word that has a stress pattern different from the others.
14 A vegetable B potato C onion cereal

15 A difficult B favourite C delicious Strawberry

129
USE OF ENGLISH (3.0 points)
Choose the best option (A, B, C or D).

You should the lettuce with onion in a bowl.

mix chop drink fry

My mother wants to buy carrots at the supermarket.

any few some

Is there milk in the fridge?

many much some any

The pasta is dish on the menu.

the cheaper the cheapest cheapest cheaper

Vegetables at supermarkets are often than at markets.

most expensive the most expensive C more expensive expensive

How much does of chocolate cost?

a bar a bottle C a loaf L a can

You need a to slice cucumber.

spoon grater C knife [ pan

Fish is dish in this restaurant.

popular the most popular more popular D most popular

How rice is left?

many much a lot few

The food at restaurants is often - than street food.

the healthiest healthy healthier more healthy

I want to make an omelette, but there aren't any in the fridge.

eggs fish rice chicken

27 How much do you want in yourtea?

A pasta bread sugar flour

28 You should - the bread in the oven.

A fry cook chop bake

29 I often use a to boil rice.

P whisk bowl saucepan spoon

30 Trung: "
Lan: "For about twenty minutes."
How long do you bake the cake? B How much sugar do you need?
How do you bake it? D When do you bake it?

130
READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

have a healthy diet every day. For breakfast, often eat bread with beef or
omelette, and then I drink a glass of milk or water. The gives me
much energy to get through the day. I often eat (32) dairy products,
such as butter or cheese. For lunch, I have rice with fish and some vegetables
like lettuce. I sometimes eat cereal for my lunch and have some snacks in
the afternoon. They're good for my health, and they're not (33) For dinner, I often
eat phO gà or bun cà. At the weekend, I like going out for dinner with my family. We love
fried chicken at (34) restaurant in my city. All the food there are very famous for their
flavours and ingredients.

$ Adish Brecipe C ingredient D product

32 A no B little C much D less

$3 A healthy B sugary C difficult D special

34 A the most crowded more crowded C the more crowded D most crowded

35 / difficult unhealthy C special D easy

Read the text about a popular food in Vietnam. Write R (right) or W (wrong).

BANHM1— P U IN VIETNAM
Hi! I'm Quân, and I'm from Vietnam. I really love the food in my
country. We have many famous dishes with different tastes like
bành xèo, bàn/i ml, p/ia, and bành cu6n. Bãnh ml is one of the most
popular street foods in Vietnam. You can find this food everywhere.

L J
I often have bành
Many foreign tourists like eating this delicious food when they
visit my country. People often eat bành ml with pork, chá cà, pate,
cucumber, and egg. It is a good choice for a quick and cheap meal.
ml for breakfast, and I always add coriander and chilli to make
it spicy. In Vietnam, bành ml can be a light snack for breakfast, a small lunch, and
dinner for someone in a hurry. I love this dish very much, and I can eat it every day.

Quân likes eating the food in his country.

It's difficult to find bành ml in his country.

People often eat bánh ml with cucumber and egg.

It's expensive to have breakfast with bänh ml.

Quân always eats bánh ml with coriander.

131
WRITING (2.0 points)

Rearrange the given words to make complete sentences.

41 doesn't! drinking / My / coffee. / father / like

42 shop! is / This! more! coffee / that / than / one. / crowded

43 apples!lots!of!got!have!I /the/fridge.!in

Make complete sentences using the prompts.

44 This! most ! famous! restaurant! my / city.

45 How many! dishes! you! have / dinner?

46 Homemade food / healthy / than / fast food.

Make questions for the underlined words.

47 Gordon Ramsay is one of the most famous chefs in the world.

48 We need six to eiqht glasses of water every day.

49 We can buy hot dogs on almost every street in the USA.

50 People often eat bánh ml with pickled veqetables, coriander, pork meat and pate.

132
e. niTL4e
LISTENING (2.0 points)
'4 16 Listen to Trung talking about his diet. For each gap, write ONE word only.

Trung often has fast food like hamburger or

1 His mother doesn't have time to meals.

Fastfoodis forhim.

He wants to eat more and fruit.

5 He wants to learn how to cook meals.

"4 17 Listen to a conversation between Trang and her mother. Choose the best answers
(A, B, C or D).

What is Trang's mother cooking?

fish noodles rice pasta

What does Trang like eating?

rice phô chicken fish

Where does Trang's mother buy the beef?

atthe market at the supermarket
at the restaurant on the street

Which does Trang like to eat phO with?

pepper lettuce chillies onions

Why can't Trang's father have dinner with them?

because he doesn't like phO because he is busy with his work
because he hates eating vegetables because he is tired

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently.

11 Adrinks Beats ( adds Dbeats

12 A gives B hates C includes D fries

13 A wraps B steams C adds boils

Choose the word that has a stress pattern different from the others.

14 1chocolate B sugary recipe D tomato

15 A popular B original excellent D cookery

133
USE OF ENGLISH (3.0 points)
Choose the best option (A, B, C or D).

A: "How bowls do we have?"

B: " bowls."
many/Much much / Many many / Many much / Some

Street food in Vietnam is really delicious. It doesn't cost money.

a few much a little many

My sister usually has of bread for breakfast.

a jar a carton a packet a loaf

My parents eat a lot of fresh vegetable, especially

strawberry orange cheese lettuce

You can use a to put butter in your bread.

bowl grater spoon saucepan

I often my sandwiches with some cucumber.

slice fill grate beat

For breakfast, my mother some bread, and I make some pasta.

bakes fries steams boils

This kind of fish is for your health than that one.

good better the best El the better

I usually add sugar to my coffee than my father.

the most B many much D more

Trung:
Trang: "About 1.5 kilogrammes."
How much sugar do you need? B How often do you buy sugar?
Would you like to add some sugar D Do you like drinking tea with a little sugar?
in your coffee?

Choose the underlined part (A, B, C or D) that needs correcting.

26 The service at this coffee shop is better in the one over there.
A

27 Would you like any fruit for your dinner?

28 You can beat the egg, and then steam them.

A

29 I like add pepper to the meat.

30 This is worse Thai restaurant in the town.

134
READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

Nam likes eating healthy food. In his daily meals, there (31)
i a lot of fat or sugar in the food. Sometimes he has cakes or(32) 1

with little sugar because they give him much energy. For him, eating k
u (33) fresh food is the best way to stay in shape. He normally
has busy long days at school, so breakfast is very important to him,
Iand he never skips it. He often has bread or pasta for his breakfast.
For lunch, he has rice, meat and some vegetables like (34)
Icarrots, or tomatoes. Sometimes, he eats fruits like (35) after
lunch. And for dinner, he always has rice and fish.

31 is Bare C isn't D aren't

32 A biscuits B tomatoes C onions D eggs

33 Aless Bmuch C many D the most

34 Acucumbers Beggs C oranges D butter

35 Ayoghurt Bapples sweets D carrots

Read the text about Tuyêt. Complete each sentence with no more than TWO words.

Tuyëft is a good chef, and she works for a crowded seafood restaurant in
the city. She likes sharing about food and her special recipes. She often
writes about her favourite dishes on her blog. She usually watches
cooking shows on TV. Tuyt loves traditional Vietnamese food and
always tries cooking new dishes. She sometimes cooks meat or pasta,
but she is famous for her fish and vegetable dishes. Many people like
visiting her restaurant and trying her food. She thinks that everyone can cook tasty food in
their own kitchens. Lots of people love Tuyët's recipes and use them to make their food.
I-
I

Tuyëft works as a chef in a restaurant.

People can read about food on her

Fish and vegetables are her dishes.

Many people like her food at her restaurant.

Using her , people can make their food.

135
 WRITING (2.0 points)

Make questions for the underlined words.

I need a little sugar for this recipe.

My father often has dinner with his friends at the weekend.

I
Rewrite the sentences without changing their meanings.
Beat the eggs with a whisk.
I You need a

The service at the supermarket is better than at the market.

The service at the market is

We haven't got any butter in the fridge.

There is

Write a paragraph (about 50-60 words) about the topic: What is your favourite food?

3,

136
LISTENING (2.0 points)
'4 18 Listen to five people talking about the activities they are going to do on their holidays.
Match the people with the activities.

Harry o go camping 0
2 Lily take a bike ride

Jesse C go skiing

Huel go sightseeing

Chris Q have a barbecue 0

'4 19 Listen to some friends talking about what they are going to do on their summer holiday.
Match the people with the activities.

' A Josh B Noah C Jane D Ree Eric I

6 visit museums

7 have a picnic

8 go to the beach

go sailing

10 go camping

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently from the others.
11 A climbing B beach C barbecue December

12 A pumpkins B museums C flags fireworks

13 . celebrate camping May sailing

Choose the word that has a stress pattern different from the others.
14 A parade B flower C sunny party

15 A sightseeing B colourful C September envelope

USE OF ENGLISH (3.0 points)

Choose the best option (A, B, C or D).
16 The store is open Monday to Saturday. It is only closed on Sunday.
through from C over D along

In cold weather, we eat more and wear clothes.

rainy hot warm D light

137
 We are going to this summer in July.
go skiing go to the beach make snowman pick pumpkins

Bruna and Yohan are at the museum. They at some paintings now.
look looking are looking is looking

A: "What's your plan for this afternoon?"

B: "I a bike ride at 3 p.m. Here's my new bike."
am going to take take will take won't take

she pumpkins at the moment?

Are / pick Is / pick Are / picking Is / picking

I think these trainers are too big for me. I them.

will buy won't buy don't buy isn't buying

Keep in mind that you put out the fire when you leave the campsite.
don't have to have to will don't

The city's Reunification Day has fireworks and parades.

celebrating celebrated celebration celebrate

Bill: "I think everything in this restaurant is expensive."

Leane: " Even the tea and fruit."
I think so I love it Really, I don't I don't think so

Mom: " right now?"

Dad: "Yes, she is."
Anna is sleeping Anna sleeping Is Anna sleeping Does Anna sleep

These are gloves are in my bag.

her/My hers/Mine she/My her/Mine

Bàn Giôc is one of the most beautiful in Vietnam. It is 30 m high and 300 m wide.
rainforests lakes waterfalls D islands

Choose the underlined part (A, B, C or D) that needs correcting.

I like going onto MUi Ne Beach in the evening and eat seafood.

Tomorrow there be a storm, so I think we should cancel the picnic.

138
READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

1ia de Los 1lIueros

l In Mexico and (31) parts of Latin America, people celebrate
DIa de Los Muertos or The Dayof the Dead. It lasts two days on November
and November 2nd During the holiday, people (32) all their loved
ones who died. On these days, they decorate the graves with flowers,
old photos, and their favourite food. There a
special bread called Pan de Muerto, and there are also candies shaped like
skeletons, skulls, and other dead symbols. People still keep the
through generations.

31 A another any little other

132 remember call believe realise

33 A parades candles fireworks parties

34 Abe is will are

traditional traditionally C tradition D traditions

Read the text about Hôi An Lantern Festival. Write R (right), W (wrong) or DS (doesn't say).

When you visit Hi An Old Town, you don't want to miss HOi An Lantern Festival. It is a traditional
event in this town, and people celebrate it every month. Every year, thousands of Vietnamese
and international tourists come to Hi An to experience the event. The festival happens on the
14t of every lunar month when the moon is full and bright. There are many activities along
Hoài River that tourists can join in such as taking a boat ride and floating lanterns on Hoài River.
People believe this activity would bring love, health and luck to everyone. The festival takes place
quite late, between 8 p.m. to 10 p.m. During this time, many buildings in the town turn off
electricity to let the lanterns light, which makes an amazing atmosphere.

139
36 The Lantern Festival in Hi An Old Town takes place once a year.

37 Only local people join in the festival.

38 People can go boating on Hoài River.

39 The festival lasts for three hours in the evening.

40 People drop lanterns on the river to pray for a good month.

WRITING (2.0 points)

Rearrange the given words to make complete sentences.

onto / the / She / the / bookcase. / is / maths books / putting

Maple leaves / colours / autumn. / change / their / in

can't! raining / fishing / because! outside. / We! go! is/it

Make questions for the underlined words.

The children are sitting in the livinq room.

Yes, she is. My mum is cookinq in the kitchen.

It is hot and sunny in Puerto Rico now.

Combine the two sentences using because or so. Use a comma where necessary.
Anna is not feeling well. She will not go on a trek this afternoon.

We love swimming. We are staying in a resort near the sea.

The children are very excited. They are going to have a barbecue in the garden tomorrow.

Nha Trang is my favourite place for a holiday. There are many exciting activities to do there.

140
Urit 4 Test 2
LISTENING (2.0 points)
4 20 Listen to Julia describing her classmates. Write R (right) or VI (wrong).
Tom is wearing jeans and a black shirt.

2 Emma is wearing a black T-shirt and a red skirt.

3 Frank is wearing a black jacket and black boots.

4 Grace is wearing a shirt and a jumper.

5 Billy is wearing black and white trainers with striped socks

21 Listen to a talk about a famous carnival in Brazil. Choose the best answer (A, B, C or D).
6 When do people celebrate the Carnival?
A March and April B February and March C January and February D April and May

7 How long does the Carnival last?

A seven days B two weeks C seven weeks D two days

8 What do visitors do during the Carnival?

A watch fireworks and wear traditional clothes
B dance on the streets and watch the samba parades
C dance in colourful costumes and eat food
D watch parades and sing songs

9 Who performs in the parades?

A dancers B visitors C judges C children

10 What do judges do at the end of the parades?

A watch the fireworks t
B sing along to the traditional song
C announce the best performer
D announce a new game

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently from the others.
11 A scarves B gloves C dresses D shoes

12 Atheir B them C thanks D though

13 A museum B listen C visit D resort

Choose the word that has a stress pattern different from the others.
14 A tomorrow B waterfall C tropical D rainforest

15 A island B bottom C thirsty D tonight

141
USE OF ENGLISH (3.0 points)
Choose the best option (A, B, C or D).

My brother is buying some candies at the store the street.

across onto along into

A: "I don't like visiting museums." - B:

Really? I don't. I think so. I don't agree. Really? I do.

We go to the beach this weekend, so you buy a new sun hat.

will / don't have to won't! don't have to
will / won't have to! don't have to

The red jacket isn't my uncle's. The black one is

its hs he him

Our basketball team is good, but is much better.

theirs them their they

I think it tomorrow.
rains is raining will rain is going to rain

Andy is checking his tent. He camping tomorrow.

will go won't go is going to go isn't going to go

I have some plans for this afternoon. I skiing and make a snowman with Tom.
will go am going to go go going

We a picnic at the park at the moment.

are having have will have are going to have

25 Tom and Jessica sightseeing; they a bike ride right now.

A don't go / are taking aren't going / are taking
C aren't going !take go! aren't taking

6 Jerry: "Let's go sledging this weekend."

Bobby: "
A No problem, Jerry. Yes, you can do it.
C That's a great idea. Thanks, Jerry.

Cat Ba National Park is home to a tropical with various types of plants and animals.
rainforest lake river waterfall

28 There are beautiful in the sky at midnight. People are celebrating Tht.
A lion dance performances fireworks
C parades parties

Choose the underlined part (A, B, C or D) that needs correcting.

We have to bring our jackets. it isn't cold there.

Our teacher will proud of us when she knows we will take part in the competition.

142
READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

H Long Bay is in Qung Ninh Province. It is one of the most

beautiful natural wonders, listed as a UNESCO World Heritage Site.
This has a tropical climate with two seasons: hot in the
summer, and dry and (32) in the winter. When you visit Ha
Long Bay on your holiday, there are many interesting activities you
can choose from, such as visiting caves, at Ti Top Beach,
taking a cruise trip to the sights of the surrounding
islands and spending the whole night on Cat Ba Island. Delicious
and fresh seafood at the night market is the best 35) of
the day you don't want to miss. So, let's pack up and go to Ha Long
Bay this summer holiday.
p

31 1 island place C beach U river

32 hot B cold C warm D rain

33 looking driving C seeing swimming

34 enjoy play C eat walk

35 / visit one part time

Read the text about Ho Chi Minh City. Answer the questions.

110 CIII MiflIl CITY

VIeT NAJI1

Ho Chi Minh City is in southern Vietnam. I am living and studying here. The
city is along the Saigon River. It is growing very fast. When you visit the city,
you may feel that life is very busy here. There are only two seasons in Ho
Chi Minh City, dry and rainy. The weather during the dry season is warm and
sometimes very hot, too. The cool months fall between late November and
December. People are friendly and kind. They always smile at each other
and shake hands. They are willing to help you when you have trouble. The
street food is great and yummy. Sitting and eating on the sides of the streets
brings tourists an enjoyable experience. Ca phê si1a dá, phd and corn târn are
the dishes you should try when you visit Ho Chi Minh City.

143
 What are the geographical features of Ho Chi Minh City?

How many seasons are there in Ho Chi Minh City?

What is the weather in November and December like?

What are the people in Ho Chi Minh City like?

What food and drinks should people try when visiting the city?

WRITING (2.0 points)

Make complete sentences using the prompts.

My / favourite football / team / be going to! play / at / city stadium / tomorrow.

We / think / we! be / back from / holiday! Thursday.

I / be going to / go / my friends / birthday party! tonight.

Combine the two sentences using the words in brackets. Use a comma where necessary.
Adam likes visiting Con Dáo. It has beautiful beaches. (BECAUSE)

The lake is very deep. We are not going to swim in it. (SO)

Imagine you are participating in a festival in another country. Write an instant message
(about 50-60 words) to your friend about it, including the information in the box.

The place
The weather
r Name of the
festival
r
Activities people
do there
Activities you do
there

144
Unit.5 'Test 1
LISTENING (2.0 points)
i ) 22 Listen to Phoebe talking about her journey. Write R (right) or W (wrong).

I Phoebe went on holiday to Cambodia.

2 It was cool in the afternoons.

3 Phoebe stayed near the beach.

_: ø
4 Her uncle and aunt played beach volleyball.

5 She enjoyed shopping in the local markets the best.

ow Ow
'C' 23 Listen to the following conversation between Bob and Liz. For each gap, write no more
than TWO words or a number.

'80U HOLIDA')
Last summer, Bob went to

Bob's aunt lived near

The canteen sold

The classes started at

10 After dinner, Bob could

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently.
11 A wanted stayed travelled tried

12 A planned walked prepared played

13 A needed completed practised invited

Choose the word that has a stress pattern different from the others.
memory scientist photograph museum

natural excited favourite interesting

USE OF ENGLISH (3.0 points)

Choose the best option (A, B, C or D).
Did Nancy travel to work underground yesterday?
in by on with

Students usually go to school by bus because it's

slow boring expensive cheap

145
18 It was for my dad to ride a bicycle to work. He enjoyed it.
/ relaxing boring tired tiring

19 It was expensive to travel by We decided to take a

i- motorbike / taxi bicycle! bus taxi / bus bus! plane

20 We a bus to the zoo yesterday. The elephants there really cute.

take / was taking / are took / were took / was

21 My sister really watching the giraffes, and she to leave the zoo early.
/ liked / wanted B liked / didn't want
C didn't like! didn't want D liked! want
2 2
He the food because he hungry.
tried ! wasn't didn't try! wasn't didn't try! was did try! wasn't

23 Tram her trip to the last detail. She really it.

I took! loved travelled !tried planned ! enjoyed made! liked

24 They were late. The train at 7:15, but they at the railway station at 7:20.
/ leaving ! arrived leaves! arrive left! arrives left! arrived

Ann: "How was your holiday?"

Kate:
It was beautiful and sunny. B It was fast.
It was amazing. D It was hot.

26 What does the sign mean?

Do not park your car here.
This way is for bicycles only.
C You can travel by motorbike here.
You can leave your motorbike here.
7 What does the picture mean?
j You can drive a car on this street.
F You can park your car here.
You can take a taxi here.
You cannot drive a car on this street

Choose the underlined part (A, B, C or D) that needs correcting.

28 Last Sunday, Lisa went on a trip to the National Gallery. It is an unforgettable experience.

29 The writer was born in Nha Trang City 70 years ago. He write many stories about his hometown.

30 Did he took the train to the department store for shopping two days aqo?

U.'.

I ,!LFLLI1 146
0 0
READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

When was 11, my parents went to a market and 31) me a one-month-old

dog. I called her Felix. She had short brown (32) , straight ears and long legs.
She was always a good smart dog. When I played in the garden, she
me. When I did my homework, she lay down next to my legs. She could run very fast
to catch insects, mice, small snakes or even birds. After school, I enjoyed riding my
around the town, and Felix loved running behind me. It was
for us to exercise that way.

i sold B had C bought D looked for

32 i eyes B fur C head D trunk

33 didn't B is following C follows D followed

34 bicycle P plane Ccar Dtrain

35 interactive tiring C relaxing D boring

Read the text about three people sharing their travel stories. Choose the best answer (A, B or C).

'(OUI.& f'LO5
POLAIID
I was born in England. When I was 10, my parents moved to Tokyo,
Japan, and worked there. We visited lots of exciting places there.
Because I could speak Japanese, I often chose to travel around the city
alone. It was great.

My favourite places were in the cold parts of the world, full of snow
and ice. I usually went on foot because there were no roads. I planned
my trips very carefully. I was always well prepared, and I took lots of
special things with me on my trips.

FRED
I spent most of my time in my boat. My best friend always travelled
with me because I didn't like travelling alone. My boat was small, so I
could go to places that other bigger boats couldn't.

147
 ROLAND SAMANTHA FRED

3 Who explored places where people couldn't travel by car?

37 Who travelled with another person? A

38 Who thought a lot about what to take with him/her? A

39 Who lived in a different country? A

40 Who said his/her transport was better than others? A B

WRITING (2.0 points)

Rearrange the given words to make complete sentences.

Monday? / drove / you / to / Who / school / last

wrote / his / life. / plays / William Shakespeare / many / during

lots of / My / gave / for / my / gifts / me / 1 birthday. / friends

Make complete sentences using the prompts.

Nicole / not send I email / to / her teacher / two days ago.

45 I / call / Harry / invite / him / my birthday party.

46 Why / Mark / stay home / alone / his birthday?

Make questions for the underlined words.

Sam went on a guided tour of the big castle in the countryside.

Over 300,000 people visit London Transport Museum every year.

The museum first opened in the 1960s.

It takes seven minutes from the railway station to the museum.

148
LISTENING (2.0 points)
u 24 Listen to Brian talking about his trip. Choose the best answer (A, B, C or D).
Who did Brian go with?
his cousins his friends his teachers his family

How did he spell the name of the capital of Scotland?

E-D-1-N-B-R-A E-D-1-N-B-U-R E-D-1-N-B-U-R-G-H E-D-1-N-B-R-U-R

What was the competition about?

H building the biggest brick building the tallest tower
C collecting the most plastic bricks climbing the tallest building

How tall was the tower in Edinburgh?

40m 14m 44 m 54 m

Brian used lots of plastic bricks. Where did they come from?
Sweden B Norway Denmark Finland

u 25 Listen to Holly talking about a trip to a museum. Write or W(wrong).

Excalibur was an old building.

Holly took a ride on a train with her aunt and brother.

The computer on the train could speak to Holly in three languages.

The people in the past caught fish.

The people in the past really liked meat.

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently.
H dressed b studied breathed ID steamed

12 A booked B laughed L enjoyed D finished

13 A connected B chatted C cooked D wanted

Choose the word that has a stress pattern different from the others.
14 A difficult B exciting amazing D expensive

15 A transportation B helicopter information D exhibition

USE OF ENGLISH (3.0 points)

Choose the best option (A, B, C or D).
Liam arrived at the railway station at 7 a.m. yesterday to take a to school.
bus taxi train car

Yesterday, Minh at the bus station at 7:25 a.m. Then, he a bus at 7:30 a.m.
arrives / catch arrive / caught arrived / caught arrives / caught
149
 A: "Did Marcus a bicycle to the countryside yesterday?"
B: "Yes. He was really on the way home."
ride / tiring rode / tired rides / tiring ride / tired

Zach home for the zoo early. Then, he lots of time taking photos of animals
and plants there.
left/spent left/spend leave / spend leave / spent

He lots of money for the dinner, but the dishes delicious.

pays / wasn't paid / was pay / were paid / weren't

A: "Who did you at the gallery last Saturday?"

B: "My cousins. We some cool photos there."
meet/took met/took met/take meet / take

It was to travel by taxi, so we decided to catch a

expensive / bicycle b expensive / bus
cheap / motorbike D cheap / bicycle

Travelling up to the top of the mountain was very difficult because the path was
too narrow and tough. We decided to go
on foot/by motorbike B by motorbike/on foot
by car/by bus Dby bicycle/by car

A: " his trip to the last detail?"

B: "No. He the map at home."
Did he plan / left B Did he plan / leaves
Does he plan / leaves D Does he plan / left

A: "We went sightseeing and took lots of photos of the ancient buildings."
B:
Good idea! B Oh! It's good to know.
Wow! That sounds simple. DWow! Lucky you.

What does the sign mean?

Be careful! People can cross the street here.
Do not ride a motorbike or bicycle this way.
Do not cross the street.
Park your car and cross the street.

27 What does the picture mean?

A Taxi drivers can stop here.
B Taxi drivers must pay to park here.
It
C Do not park here.
r You cannot take a taxi here.

Choose the underlined part (A, B, C or D) that needs correcting.

The architect planned and build a small house in memory of his beautiful wife.

France qave the amazing Statue of Liberty to the U.S.A on 1984.

Did the Egyptians used the pyramids as tombs for their Pharaohs thousands of years aqo?

150
READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

MY CHILDHOOD CAT
I I ''I
2002, my neighbour gave me a baby cat. My family cafled him Mick. He was a
naughty cat. He :32) playing with his food before he finished his meal. Mick was also
an excellent hunter. We lived near a forest. It wasn't difficult for Mick to go hunting there
because he was than lots of small animals like insects. Sometimes, my mum or I
(34) to feed him, but it wasn't a problem. Mick could hunt when he was hungry. He
preferred staying outside in the daytime. At nighttime, he always walked into my bedroom and
(35) near my bed.

31 AOn In At For

32 A enjoyed wanted needed could

fast as fast not fast faster

forget forgetting forgot forgets

ran slept broke moved

Read the text about a school in the past. Answer each question with no more than THREE
words and/or a number.

I'm Dexter, and I'm 11 years old. Last night, I had an unusual dream.
In my dream, I travelled back in time and became a student in an
old school. The school in my dream was smaller than my real school.
There was only one classroom, and there were over fifty children in
the classroom. I didn't like the desks and chairs because they looked
ugly and small. The school didn't have a library. When the teacher
walked into the classroom, my classmates became quiet, and I felt
very worried. She looked very strict, and she didn't smile at anyone.
The exercises were very difficult and boring. When school finished,
I had to go home and help my mom do the housework. Schools in
the past were hard. When I woke up, I still felt scared.

When did Dexter have the dream?

How many students were there at the school?

How were the desks and chairs?

151
 How was the teacher?

After school, what did Dexter help at home?

WRITING (2.0 points)

Rearrange the given words to make complete sentences.

you / did / go / What / airport? / time / to / the

pay / credit card. / tickets / for / Simon / by! cinema / the I didn't

Make complete sentences using the prompts.

How / you / feel / after / trip / the island / June?

We / see I big lion / thick mane / jungle I last Sunday.

i Make a queslion for the underlined words.

Molly didn't sing at the party because she was sick.

Imagine you had a trip to the beach or the mountain. Write a lelter to your friend (about 50-60
words) about the trip. Include where you went, who you were with, what you did and how you felt.

152
6nif6 ti
LISTENING (2.0 points)
.4 26 Listen to Lan and Vi talking about films. Choose the best answer (A, B, C or D).

What is Lan doing?

doing homework watching a film listening to music cooking

What is Vi's favourite type of films?

cartoons documentaries science fiction action

Where does Vi like watching James Bond?

at the cinema at home at her friend's house at Lan's house

When does Lan often watch action films?

in her free time on Friday at the weekend on weekdays

What time will the film start?

at seven thirty at seven at six at six thirty

.4 27 Listen to Mike and Jane. For each gap, write no more than TWO words and/or a number.
The documentary film started ago.

There is a(n) film on Channel 4.

The film is about

John isn't at home because he is on his way to a(n)

Mike and Jane will see the film later at tomorrow.

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently from the others.

11 A hour housework C course sound

12 Afast art market table

13 A call talk C take always

Choose the word that has a stress pattern different from the others.

14 A opera adventure stadium fantasy

15 A asleep childish funny awful

153
USE OF ENGLISH (3.0 points)
Choose the best option (A, B, C or D).

I often a football match on TV at the weekend.

watch see pick play

My brother isn't fond on a roller coaster this Sunday.

in taking of going with doing for getting

My parents are going to take me to the to see a sports event.

market museum park stadium

I find it interesting to watch about science and nature.

documentaries cartoons action films thriller films

I am really interested in with a prize at the end.

talk shows soap operas game shows science fiction films

I usually windsurfing in Phan Thit every summer.

go do take make

Vi: "Do you find the new series of James Bond interesting?"
Phuing: "
I can't see it. B It's really exciting.
I like visiting you again. D Great! I know.

I'm quite bored. I to music.

am going to listen listening will listen D listened

My sister her old friend next weekend. She bought the ticket.
will visit visits visited is going to visit

I really like science fiction films. They are

boring bored interesting interested

people on Mars in the 100 years?

Do/live Did/live Will/live Are/living

What does the poster mean?

The music event is taking place this weekend.
The event is at the concert hall.
The event tickets are not free. Concert Hall
THIS FRIDAY NIGHT B P.M-b P.M.
There will be famous singers. Performances by school bands
Tickets FREE

Choose the underlined part (A, B, C or D) that needs correcting.

The programme on TV was bored, so Mai changed the channel.

There are some serious problems with Trang's laptop. She shouldn't buy a new one.

If it rains this Sunday evening, we see the music performance on the beach.

154
READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

My friend's family is going to visit Dà Nng City next weekend. We (31)

on Saturday. I'm really to prepare some plans. In the morning,
we are going to walk around Han River. It's a good way to explore the city.
In the afternoon, we are going to visit Ba Na Hill, Certainly, that will be a(n)
(33) sightseeing. Then we are going to have dinner and attend a live i
music (34) in a famous restaurant. If we have time, we will visit some
of Dà Nng's most famous beaches such as Scn Trà. It's very popular with
tourists. There are also many Local shops and markets near the hotel. We
can try seafood and other local dishes. We are joining in some interesting
outdoor activities such as street magic to learn more about the
city's people and culture. I think we will have a wonderful time.

31 / are travelling b travel travels travelled

32 P bored B excited disappointed amazed

33 amazing B boring bored amazed

34 exhibition B match performance game

films B musics events shows

Read the text about a trip to a museum. Write R (right), W (wrong) or OS (doesn't say).

T1-t NATVRAL f-ftSTOR M V.SRM

Last week, my classmates and I went on a trip to the Natural History Museum in London,
We had a great time. The entrance to the museum was free for everyone. The museum
was really large, so a tour guide travelled with us. The tour of the museum started at the
Dinosaur Hall. We were amazed to see life-sized model dinosaurs and dfnoscair bones of
ciii sizes, The tour guide explained the names of the dinosaurs and how they moved and
hunted. Then, we moved to the Science Hall to see some scientists working in thefr labs. The
scientists talked to us and helped us do interesting experiments. We were very excited to
talk to an astronaut on a video call in a big room. He was in a space station, and he could
fly around. He was happy to answer lots of questions about his job in the space station. At
the end of the tour, our smartphones were full of photos and videos. I really wanted to show
my family the photos and the videos of the museum. The tour was very educational, so I
hope to come back again to talk to other scientists and see more wonderful things.

155
 The students bought the museum tickets.

The students only saw small dinosaur bones.

The students needed to put on safety glasses when they did

some experiments.

It was exciting to talk to the astronaut.

The students took lots of photos of what they saw.

WRITING (2.0 points)

Rearrange the given words to make complete sentences.

should / You Ito! music! listen / if! feel / tired / you!.

will!l!you!take!the!to!stadium!Friday!on!l!promise!.

find I I I new! the! show! cookery! amusing I very!.

Make complete sentences using the prompts.

We I excited ! the ! sports events.

She! be going to ! watch ! football match ! her parents! next Saturday.

Central Park! most popular! place ! teenagers.

Rewrite the sentences using the words in brackets.

My sister are bored with indoor games. (FIND)

Unless I have English class next week, I will go to the football match. (IF)

Amusement parks are good places for children to entertain. (SHOULD)

You will find their performance disappointing. (DISAPPOINTED)

156
p nif6Test 1.

LISTENING (2.0 points)

114 28 Listen to a talk about a holiday trip. Write R (right) or W (wrong).

An is going to Tuy Hàa by train.

The trip to Tuy Hàa takes about five hours.

If it doesn't rain, he will walk along the beach.

He doesn't like the food in this city.

He will visit his grandparents.

.4 29 Listen to a conversation between Nam and Trung. Choose the best option (A, B, C, or D).

Nam is going to stay at home to watch a(n)

action film documentary film cartoon thriller film

Trung thought it was a(n)

adventure film science fiction film action film animation film

Trung's father often watches a on TV at 7 p.m.

cookery show soap opera C game show football match

Na m's favourite sport is

football ping pong basketball baseball

Trung will pick Nam up at on Sunday.

5:00 p.m. 5:30 p.m. 4:30 p.m. 4:00 p.m.

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently from the others.

1 i íA discount B about C house D your

12 A idea B wear C theatre D disappear

1 Agame B late r sta ll Descape

Choose the word that has a stress pattern different from the others.

4 -football B bargain C music D event

15 A exciting B amazing C fantastic D terrible

USE OF ENGLISH (3.0 points)

Choose the best option (A, B, C or D).

Bring a raincoat with you! It

is going to rain will rain rains rained

I promise I you to the cinema this Sunday.

take took will take is going to take

157
 My father to Tokyo this weekend. He booked the ticket.
travelled B travels will travel is travelling

If I my homework, I a sports event at the stadium with my mother.

finish / will attend finishes / will attend
finish! is going to attend Dwill finish! attend

An go to the theatre later. I'm not sure about that.

should shouldn't might is going to

We often roller skating at the weekend.

do have go get

My parents are going to take me to the to listen to classical music.

concert hall B amusement park
exhibition centre D market

I like going to the to see clowns and acrobats.

cinema stadium circus theatre

My sister enjoys watching . Tom and Jerry is her favourite.

cartoons B action films
science fiction films D documentary films

Last weekend, Betty invited her best friend to a sleepover.

make go do have
r.
Mal: " a robotics exhibition with me tomorrow morning?"
Nam: "Sounds good. What time will you pick me up?"
Do you want to see B Do you see
Did you see DWon't you see

Choose the underlined part (A, B, C, or D) that needs correcting.

•I ) , 'I 'I •i \
I .i1LJ)j' )i1Jj
Lan is very exciting about science fiction films. YHE LAS? KWICH?

I like visiting to the circus to see clowns and acrobats.

BC

I don't like cookery shows. I find them bored.

If I have free time this summer, I will do windsurfing in Phan Thit.

A \\
"'1 (-
\

158
 READING (2.0 points)
Choose the best option (A, B, C or D) to complete the text.

If you have a chance to visit Hanoi, you should go to Vincom Centre on Ba Triêu Street. When I
was a little boy, my father me to Vincom many times, especially on holidays and at the
weekend. Now I'm quite busy with my study, so I go there less often. However, I still go there at least
once a month. It offers good There are many shops, food stores and a supermarket in
Vincom, but it's famous for its game for children. From the building, you can enjoy the
fantastic view of the city and (34) with some good music. It's a perfect place to hang out
with friends. You can try a various food in the food stores or watch your films at the
cinema inside the building.
'4 I

31 A picked took got r

had

32 1- parties events services performances

33 / centre market stadium theatre

34 / see B listen attend relax

35 favourite B boring educational terrible

Read the letter from Thu'. Complete each sentence with no more than THREE words.

A WONDERFUL PLACE TO VISLI

Vi,
How are you? Last weekend, my class had a two-day trip to Nha Trang
City for holiday. On the first day, I visited a famous exhibition centre with
my classmates and my teacher. We saw many works of art and learnt
lots of things about different artists and their paintings. After that,
we went to Dm Market with many types of seafood and lovely gifts.
I bought some souvenirs for my family. We had dinner at a beautiful
restaurant along the beach. On the following day, we had a tour to
Vinpearl and explored this wonderful place. Vinpearl is very famous for
its modern amusement park. We enjoyed many exciting activities there.
In the late afternoon, we went back the city centre and walked around
Ithe crowded streets. Then, we stayed in the hotel and watched a game
show on TV together. ha
It was the best trip ever!
Write back soon.
Thi 159 nJne
 36 This spent her holiday in

37 She saw lots of at the art gallery.

38 The market sold many kinds of and gifts.

39 Vinpearl is well-known for its modern

40 This and her friends watched in the hotel.

WRITING (2.0 points)

Rearrange the given words to make complete sentences.

might / Mai / to! go / concert / hall / the / us / with / tonight.

going / I / am / roller / skating I Next / weekend / the park / in / my! friends. / with

Rewrite the sentences without changing their meanings.

If it doesn't rain, I will go horse riding with my sister.
Unless
I

Watching science fiction films is good for teenagers.

Teenagers should

I am interested in the live music performance.

I find

Imagine you are going to a sports club for teenagers. Write a (about 50-60 words) to your
friend about if, including where you are going, who you are with and what you are going to
do. Invite him / her to go with you.

I
I
I I
—I

160
-'Term 'F Miiitermt
LISTENING (2.0 points)
.4 3° Listen to Nick talking about his family. Choose the best options (A, B, C or D).

Nick was born in

Russia Australia Egypt the USA

His mother is years old.

fifty fifty-six sixty forty

His father is
Russian Brazilian American Australian

Nick's sister often plays at the weekend.

football tennis basketball badminton

His family usually walks in the

garden market park supermarket

'4 31 Listen to a conversation between Ben and Alex. Write (right) or VV (wrong).

Ben's new house is small.

There are two bathrooms in his house.

Ben's favourite room is his bedroom.

There are two armchairs in the living room.

Ben invites Alex to have dinner at his house.

PRONUNCIATION (1.0 point)

Choose the word that has the underlined part pronounced differently from the others.
garden small armchair bathroom

wardrobe carpet market g a rage

art grandma part awesome

Choose the word that has a stress pattern different from the others.
14 ; museum restaurant library cinema

15 behind below above under

161
USE OF LANGUAGE (3.0 points)
Choose the best option (A, B, C or D).

My friend is from Egypt, and this is a picture of parents.

him his he he's

My father is very He always helps other people.

kind polite clever funny

Andy: "Where are you from?"

Kate: "I'm from Spain. I'm -
Canadian American Spanish Brazilian

There are some on the wall.

chairs books cupboards posters

Minh: "Has your house got a garden?"

Lam:
Yes, it has. Yes, it is. Yes, there is. Yes, it has got.

There's a next to my house. My mum often goes shopping there.

supermarket museum garage theatre

2 There is a sink in the It's next to the fridge.

garden bathroom kitchen living room

23 The books are the lamp, to the left.

Am above below nextto

24 I like going to the with my friends to watch films.

i bookshop library cinema post office

25 There's a park my house. It's across the road.

i opposite under on next to

26 My is on the sixth floor of the building.

detached house flat cottage bungalow

Choose the underlined part (A, B, C or D) that needs correcting.

2 My aunt has got two son and one daughter.

28 I have got some picture of my favourite singer on the wall.

29 These are the girl notebooks.

30 There isn't some fruit juice in the fridge.

162
 READING (2.0 points)
Choose the best option (A, B,, C or D) to complete the text.
9
I My family is important to me. There are four members in my family. My father is 45 years I

old. He works for an international company. He likes sports, and he often (31)
tennis after work. My father is also kind and friendly. He often teaches me how to be a
i good person. My mother is 42 years old. She has got (32) black hair. She spends i
most of her time looking after the family and (33) housework. I love her very much.
I My younger sister is 11 years old. She often listens to music and watches TV. (34)
u favourite sport is football. We usually get up early at 5:30 every morning. After breakfast, i
my sister and I go to school. We study there until late afternoon. After that, we together
Ihave dinner and watch television in the (35)

31 A does B plays C takes D goes

32 Athin B tall C big D long

33 Ado B does C to do D doing

34 AShe B Hers C Her D She's

35 A kitchen B garden C garage D basement

Read the text about Minh's home. Write R (right) or W (wrong).

Hello! My name's Minh. I live in a flat with my family in Ho Chi Minh City.
The flat is on the third floor of a tall building. It has got a living room, two
bedrooms, two bathrooms, and a kitchen. My flat has got all the necessary
furniture that we need. It's not big but clean. I have a wonderful place to play
after school hours. That's my bedroom. It has got a bed, a wardrobe, and a
playing corner. From my flat, it's easy and convenient to go to many places, such
as supermarkets, parks, and cinemas in the city. However, some
of my neighbours sometimes have parties, and they play loud
music in the evenings. It makes lots of noise, and I feel tired. In
the future, I would like to live in a detached house with a garden
and a garage.

36 Minh's family lives in a three-floor building.

I
37 There are two bathrooms in his flat.

38 He doesn't like staying in his flat after school.

39 It's difficult to move from Minh's flat to other places in his city.

40 He wants to live in a house with a garden.

163
WRITING (2.0 points)

Rearrange the given words to make complete sentences.

houses / expensive. / Detached / are / and / big

of / The / colour / blue. / armchair / the / is

favourite I My / basketball. / sport / is

has / house / My / garden. I got / a / garage / and / a / big

down / turn / Orange Street! Go / and / left! High Street. / into

Make questions for the underlined words.

There are four rooms in Lina's house.

The desk is next to the wardrobe.

People call Gareth the Welsh Wizard.

I like spending time with my family.

No, there isn't a qarden in my house.

164