I.       TÓM TẮT LÝ THUYẾT

Vocabulary: Making decisions; Consider, hesitate, make up my mind, etc. Key phrases: Talking about strengths and weaknesses

Reading: An online article. Vocabulary plus: Adjective suffixes; /u/ and -/ess

Language Focus: Present perfect. Simple and continuous; for and since

Vocabulary and Listening: Personal development. Phrases with get – get into, get to know, get used to, etc.

II.   BÀI TẬP ÁP DỤNG

VOCABULARY: Making decisions

What are the last three decisions you made?

Check the meaning of the words and phrases in blue in the questionnaire.

Match eight of the words and phrases with definitions 1 – 8.

1. say yes to something

2. not make an effort to do something

3. postpone something

4. decide something too quickly

5. decide

6. not hurry

7. not change

8. choose not to participate

Do the questionnaire with a partner. Then check your answers with the key.

Watch or listen to three people discussing their results from the questionnaire. Match 1 – 3 with a – c.

KEY PHRASES

Work in groups. Talk about your results from the questionnaire. Say how decisive you are and give examples. Use the key phrases.

Talking about strengths and weaknesses

How good are you at …?

I’m pretty good at …

I’m someone who …

I’m no good at (that).

… is / isn’t something I enjoy.

Write three tips to help people become more decisive. Use words and phrases from the questionnaire. Share your tips with the class.

1) You’re in a restaurant with your family. Is it easy to decide what to eat?

a. I usually decide fairly quickly and then I stick with my decision.

b. I think twice before I say what I want. It’s difficult because I like to tryout lots of things.

c. I wait to see what other people have chosen and then copy them.

2) You’re at a swimming pool or the seaside. How do you get into the water?

a. I go for it! Run or jump straight in. Why wait?!

b. I usually hesitate. I prefer to take my time and go in slowly.

c. I never jump into water. Sometimes I don’t bother getting in.

3) You’re buying a present for your best friend’s birthday. How long do you spend thinking about what to get?

a. Not long. I make up my mind quickly. I know exactly what to get.

b. It takes me a while to choose things because I like to consider all the options first.

c. I will do anything to avoid choosing things in shops.

4) You’ve got homework which you don’t need to hand in until next week. When do you do it?

a. I get on with it as soon as possible.

b. I put off doing it until the last possible moment.

c. I’ll do a little bit each day until it’s done.

5) Your friend sends you a message to invite you to a party next month.

a. I say “yes” straight away. If I realize I can’t go for some reason, I can always         drop out later.

b. Before I commit, I’ll check my diary and make sure I’m available. I don’t like    to rush into anything.

c. I’ll say thanks for the invite but won’t decide until the day of the party. I like    to keep my options open.

READING: An online article

Look at the title, headings and photos in the article on this page. What is different about these people’s lifestyles? Why do you think they decided to live this way?

Read the article. Match two sentences from a – d with gaps 1 – 2 in the text. Then listen and check.

Alternative lives

People who have chosen to live differently

Living without waste

Lauren Singer has always been interested in the environment. After finishing her degree in environmental studies, she made up her mind to live a “zero-waste” lifestyle because she was shocked that people are so wasteful. Since then, she hasn’t used any “disposable” products. She either reuses containers or buys products without packaging. She even makes her own toothpaste. She has managed to reduce her waste so much that two years of her rubbish filled only one 500 gram jar. Lauren has been blogging about her lifestyle for the last few years and her blog gives useful advice and ideas for people who want to reduce their impact on the environment.

a. They didn’t spend much time online.

b. He hasn’t bought food for a long time.

c. More and more people are training to become chefs.

d. She never uses plastic cups, bags or bottles, for example.

Read the text again and answer the questions.

1. Why did Lauren change her lifestyle?

2. How does Lauren help other people live without waste?

3. What have Mark Boyle and Daniel Suelo got in common?

4. How are their lifestyles different?

Find words 1 – 4 in the text. Which suffix do we use when something has a quality? Which suffix indicates that something lacks a quality?

1. moneyless

2. useful

3. homeless

4. wasteful

Complete the sentences. Use the words in the box and the suffixes -ful or -less.

1. Be _________ when you’re cycling. This road is dangerous.

2. Thanks for the beautiful present. That was very _________ of you.

3. We need to add more salt to the pasta. It’s really _________.

4. This calculator is old and broken I’m afraid it’s _________.

5. Jennie isn’t scared of anything. She’s totally _________.

Work in pairs. Ask and answer the questions.

1. What do you think of the people in the text?

2. Would you like to try any of their lifestyles? Why / Why not?

3. Do you think that we really need technology and money?

LANGUAGE FOCUS: Present perfect: simple and continuous for and since

Study examples a-c. Then answer questions 1 – 3.

Living without money

Daniel Suelo is a modern nomad – he’s moneyless and homeless, so he moves around to find food and shelter. He sometimes looks after people’s houses for two or three weeks, but usually he lives in the caves of Utah, in the USA. When he was younger he worked as a cook, but he dropped out of society and hasn’t used money since 2000. He says he’s happier since he made his decision.

Mark Boyle is another moneyless man – he hasn’t used money since 2008. Mark lives in a caravan in a field and grows his own vegetables. He says that he’s never been happier or healthier.

a. Lauren has been blogging about her lifestyle for the last few years.

b. Since then, she hasn’t used any ‘disposable’ products.

c. He hasn’t used money since 2008.

1.  Which sentence emphasizes that an action is in progress and will     probably continue?

2. Which word do we use with a period of time?

3. Which word do we use to give a point in time in the past?

Complete the sentences with the correct form of the verbs in brackets. Use the present perfect simple or continuous.

1. _______________ (it / rain) since last night?

2. _______________ (He / write) three books and he is working on another one.

3. _______________ (Nhi / not attend) the class for many days. She’s ill.

4. _______________ (you / see) my pen? I can’t find it.

5. _______________ (I / watch) a film but I’ve paused it for a minute.

Complete the text with for or since.

As an experiment, I’m not using my phone today. I haven’t looked at it __________ nine o’clock this morning. I’ve had the phone __________ years and I’ve carried it around everywhere with me. __________ the day I bought it. It feels weird not to have received a text __________ one whole day.

Complete the sentences with information about yourself. Use for or since. Then compare your answers with a partner’s.

1. __________ (be) friends with …

2. __________ (know) my teacher …

3. __________ (have) these shoes …

4. __________ (live) in my house / flat …

5. __________ (study) English …

Write your partner’s answers to the questions in exercise 4.

VOCABULARY AND LISTENING: Personal development

Read the leaflet below and match the phrases in blue with definitions 1 – 8.

Focus on schools: making your mind up

Secondary school students in Ireland have the option in fourth year to do a Transition Year (TY). This one – year program helps prepare students for their Leaving Certificate in fifth and sixth years, and for life beyond.

In TY, students get the chance to do more varied cultural and social activities while deciding what to study for the next two years. TY coordinators give careers advice and get in touch with local businesses to organize work experience for students. Most students say that they get a lot out of the year.

1. become accustomed to _______________

2. contact _______________

3. be part of _______________

4. prepare _______________

5. become interested in _______________

6. have the opportunity _______________

7. learn more about someone _______________

8. meet in order to do something _______________

Complete the sentences with the phrases in the box.

get into                  getting ready          getting used to

got the chance to    got to know

1. I listen to music when I’m ____________________ for school in the morning.

2. Last year, I ____________________ do work experience in my dad’s company. It was great!

3. I ____________________ my friends really well when we went camping together.

4. I’m ____________________ walking to school, instead of taking the bus.

5. How did you ____________________ karate?

Listen to four students talking to their Transition Year coordinator. Who has had positive experiences so far?

1. Joey

2. Rita

3. Martin and Laura

Study sentences 1 – 8. Then listen again and write true or false.

1. Joey hasn’t really enjoyed Transition Year yet

2. Joey got a lot out of the outdoor activities

3. Rita has already done two weeks of work experience

4. She benefited from her time with the dentist

5. She has just decided her fifth year subjects.

6. Martin and Laura still haven’t been to India

7. They’ve already raised enough money to fly to India.

8. Both Martin and Laura have decided their fifth year subjects

Imagine that you are proposing a Transition Year for your school. Read the aims in the TY leaflet. Choose three things that you think are most interesting and important. Explain your choices to a partner.

Transition Year aims

Personal and social skills:

• Try something new (a sport or hobby).
• Join team-building activities to know people better.

Community action:

• Take part in projects or charities to be an active, responsible citizen.
• Connect with people in the local community.

Work and career:

Explore different school subjects to prepare for fifth-year choices.

Gain work experience with two different companies/organizations.

LANGUAGE FOCUS: Present perfect vs. past simple. Adverbial clauses and phrases of concession

Study the examples and the rules. Write present perfect or past simple for 1 – 6.

I decided my subjects a long time ago. _________

I haven’t decided anything. _________

I gained a lot of confidence when I was there. _________

I’ve gained a lot of confidence this year. _________

RULES

We use the __________ when we talk about finished time periods

We use the __________ when we talk about unfinished time periods or when we don’t mention a time period.

Choose the correct options

1. Since I came here, I’ve got used to1 1 got used to working.

2. I’ve really got into / I really got into hockey in recent months.

3. David’s got a lot out of / David got a lot out of the lecture yesterday.

4. When have you finished / did you finish your work experience?

5. Have you got / Did you get in touch with Amy while she was here last week?

Complete the text with the correct form of the verbs in brackets. Use the present perfect or past simple.

I ____________ (start) my TY in September, and in the last three months I ____________ (be) really busy. Every week, there are lectures from interesting people. Yesterday  forensic scientist ____________ (talk) to us about her job. She ____________ (see) some interesting – and horrible! – crimes in her career and she ____________ (describe) some of them to us.

So far, I ____________ (not do) any work experience, but I’d love to follow a detective or a forensics expert like her for a week. I ____________ (not get) the best results in my last science exams, but I think I can improve and I ____________ (decide) to do some science subjects for my Leaving Certificate.

Study the examples and complete the rules with clause, gerund or noun phrase.

1. Although / Though I Even though I was really nervous about things like kayaking, I really got into it later.

2. Despite many difficulties, I learned about all of the instruments and helped with X – rays and mixing stuff.

3. In spite of being busy with our study, we’ve already raised over a thousand euros.

RULES

1. We use clauses and phrases of concession to contrast two opposite meanings and show unexpected results.

2. Though, although and even though are followed by a _____________

3. Despite and in spite of are followed by a _____________ or _____________

Choose the correct options.

1. My brother has managed to save a lot of money though / despite his small salary.

2. Even though I Despite it rained a lot, we enjoyed our holiday.

3. Although / In spite of being very tired, they carried on walking.

4. Many people still prefer to travel by plane though / in spite of air fares         have increased greatly.

5. I got very wet in the rain although / despite I had an umbrella.

Write six sentences about your life. Include adverbial clauses or phrases of concession. Compare your sentences with a partner’s.

SPEAKING: Difficult decisions

Complete the dialogue with the words and phrases in the box. Then listen and check. What suggestion does Liam make to Rosa?

                    advice          choose         good idea     options         reckon

Liam: Hey, Rosa. What are you up to?

Rosa: Oh, I’m still trying to ______________ my last two subjects for fifth year.

Liam: Seriously? Haven’t you done that yet? There’s not much time left.

Rosa:  I know. I’ve been thinking about it for ages, but I can’t make up my mind.

Liam: OK. What are your ______________?

Rosa: Well, I’ve just chosen German, but I don’t know whether to do business or art.

           Which do you ______________ is best?

Liam: It’s up to you, Rosa. They’re totally different subjects.

Rosa: Yes, I know. I’m in two minds. The good thing about art is that I know I enjoy it, but then business is probably more useful.

           So, I’m sort of leaning towards business.

Liam: Have you thought of speaking to Mr. Bartley about this? He gave me some really good ______________

Rosa:  ______________ Thanks, Liam.

Liam: No problems

Listen again and practice the dialogue.

Decide whether these key phrases have rising or falling intonation. Then listen and repeat.

KEY PHRASES

Talking about decisions

It’s up to you.

I’m in two minds.

I’m leaning towards …

What are your options?

Which do you reckon (is best)?

Have you thought of / considered that … ?

The good thing about … is that …

Watch or listen to a second dialogue. Which of the key phrases do you hear?

Watch or listen again and answer the questions.

1. Why can’t Victoria and Michael go to both festivals?

2. What are the disadvantages of The Electric Picnic, according to Victoria?

3.l What’s the advantage of going to Longitude with Lily?

Read tasks A and B. Then prepare and act out one of the dialogues with a partner. Use some of the key phrases.

Task A: You want to see a movie this summer with a friend, but your friend can’t decide which to choose. You can only go to one. Try to help your friend decide which one to go to.

Task B: You have been saving money for two years and want to buy a scooter, but you can’t decide which one to buy. Your friend helps you to decide.

WRITING: A report on an opinion survey

Survey results:

• YES (60%) – “It’s helpful for students to have some work in the holidays so they don’t forget everything.”
  “Students can maintain concentration by doing work little and often.”
• NO (30%) – “Students have too much work during term time and need a break.”
  “It’s sad to think of holidays as an extension of the school year.”
• NOT SURE (10%) – “It depends on the amount of work.”

Questions:

1. The phrase not in the report is … (depends on the Key Phrases list).

2. The error in the report is that the word “concentration” was written as “the concentration.”

3. I agree/disagree with the majority (YES 60%) because …

Survey report: Holiday studying

In our survey at school, we asked people ‘Should students have a small amount of studying in the holidays?’ Of the forty students who participated, 60% said “yes” and 30% said “no”. However, 10% of people were undecided.

Those in favor said that it is helpful for students to have some work in the holidays so that they don’t forget everything. In contrast, those against commented that students have too much work when they are at school and they need a break. Another comment from the “yes” side was that students can maintain the concentration by doing work little and often, whereas people who said “no” think that it’s sad to consider the holidays as an extension of the school year. Those who were undecided didn’t make comments, although one student said, ‘It depends on the amount of work.’

All in all, the results indicate that the majority of students think that a small amount of studying in the holidays can be helpful.

KEY PHRASES

Presenting the results of a survey

Those in favor said that …

Those against commented that …

People who said “yes” / “no” think that …

All in all, the results indicate that …

Most students / the majority of students …

An equal number of people thought that …

Study the expressions in blue in the report Rewrite sentences 1 – 4. Include the words in brackets.

1. Most students don’t like exams. Many teachers think they are useful, (whereas)

2. I like trying out new things. I don’t always like the things I try. (although)

3. I find math and science really easy. Subjects like literature and English        are difficult for me. In contrast)

4. I think exams are important. I think we have too many (However)

Follow the steps in the Writing Guide.

A. TASK. Do a class survey about the questions below. Then write a report (100 – 120 words) about the results. Do we really need school exams every year? Why / Why not?

B. THINK AND PLAN

1. Study the class survey results and calculate the percentages.

2. What are some comments from the “yes” side?

3. What are some comments from the “no” side?

4. What is the majority opinion?

C. WRITE

Paragraph 1: Introduction and statistics

Paragraph 2: Explanation of comments

Paragraph 3: Summary

D. CHECK

key phrases

phrases expressing contrast