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C - WHAT MAKES YOU HAPPY ?

Get Ready

MATERIALS NEEDED: Pictures that show happiness

Extra IdeaHand out pictures of scenes from magazines or the Internet to each pair of students. Explain that each student starts with ten points. One student describes the scene to their partner for one minute. Their partner listens and deducts one point each time the student hesitates. The student who gets the highest score describes the picture to the class.

A. Readthepoemandfillintheblankswiththegiven words below.

Focus Ss on the poem. Students work on their own. They read the poem and fill in the blanks with the words given. Check the answers with the class.

KEY:1.being 2.waking 3.singing

Encourage Ss to read out the poem.

B. What makes you happy? Discuss with your friends. (GO.SI.3)

Focus Ss on the question. Ss say what makes them happy. They discuss the question. Elicit the answers. Find the most interesting idea of the class or ask Ss to vote for the most interesting idea.

KEY : Ss’ own answers

This activity enables Ss to express their future plans.

C. Look at the ingredients for happiness. Number them in the order of importance for you.

Focus students’ attention on the ingredients for happiness. Ss number them in the order of importance for them. Check the answers with the class.

KEY : Ss’ own answers

D. Work in pairs. Take turns to ask and answer as in the example. (GO.SI.2)

Focus Ss on the dialogue. Ss work in pairs. They make dialogues as in the example. Ask Ss to act out their dialogues.

KEY : Ss’ own answers

The aim of this activity is to help Ss maintain simple and clear conversations according to the changing familiar topics.

Happiness is helping Caretta CarettasA. Look at the birthday cake and guess what

makes Katrina happy? Tick a, b or c.Focus Ss’ attention on the birthday cake. Ss guess what makes Katrina happy. They tick a, b or c. Ss share their guesses.

KEY : b

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TEACHER’S NOTES

B. ReadKatrina’sapplicationletterandfindwhy she’d like to work as a volunteer for Caretta Research Project. (GO.R.5)

Focus Ss’ attention on Katrina’s letter. Give Ss some time to read the letter and ask them why Katrina would like to work as a volunteer for Caretta Research Project. Check the answers with the class.

KEY:She’d like to work as a volunteer for Caretta Research Project because she is highly interested in animals and she’s very happy with them.

The aim of this activity is to help Ss identify cause and effect relations in the written text.

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TEACHER’S TIPGap yearA gap year is a 12 month break from study taken by some students before they start their degree, to help them gain work experience and valuable life skills.Whenever a student decides to take his / her gap year, there are many different things he can choose to do: volunteer, get a paid job, learn new skills or travel round the world.Nowadays more and more students are choosing to take a gap year, either before or after starting their university education because it has many advantages such as personal achievement, life experience etc.

TEACHER’S TIPVolunteer (n): someone who is not paid for the work that they do. Voluntary (adj): voluntary work is done for no pay. Highlight that December 5 is International Volunteer Day. Thousands of people all around the world give their time and energy to help make the world a better place.

TEACHER’S TIPWassaw Island is one of the Sea Islands. It’s located on the Atlantic Ocean off the coast of the U.S.A, Georgia.

C. Look at Katrina’s application letter and match the words to the letters.

Ask Ss to look at Katrina’s application letter and match the words to parts of the letters. Ss work on their own. Check the answers with the class.

KEY:1.C 2.E 3.F 4.B 5.A 6.D

D. Caretta Research Project thought that Katrina was the right youngster for the post. She went to Wassaw Islands to work for the Project.Readherblogandfind.”Whatdoeshappiness mean to Katrina?” (GO.R.2)

Focus students on Katrina’s blog. Give Ss some time to read the blog. Ask them what happiness means to Katrina. Walk round helping students with any questions they may have. Ss compare

answers in pairs. Check the answers with the class.

KEY :Helping baby turtles mean happiness to Katrina.

This activity enables Ss to define what is going on in personal letters.

TEACHER’S TIPMonitoring It is important to monitor students while they are working, so you can answer any language difficulties, give advice on how to structure sentences in a more natural way, provide vocabulary that students are lacking and deal with individual needs, as well as nothing common problem areas.Focus Ss’ attention to “Keep in Mind” box. Highlight the use of so ….. that.

TEACHER’S NOTES

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E. Read her blog again and write True (T) or False (F). Correct the False ones.

Ask Ss to read Katrina’s blog again. Ss write True (T) or False (F). Remind them to correct the false sentences. Check the answers with the class.

KEY :1.F She spent two months on Wassaw Island. 2.T 3.F During the day, it was so hot that she couldn’t sleep at all.4.T5.T

F. Match the two halves of Katrina’s thoughts. (GO.R.5)

Focus students on the sentences. Remind them these are Katrina’s thoughts. Ask Ss to match the two halves of sentences. Check the answers with the class.

KEY :1.c 2.a 3.b

With this activity Ss identify cause and effect

relations in the written text.

G. Readthetextagainandfindthesimilarsentences with the sentences below and write them.

Ss work on their own.Focus students on the sentences. Ss read them. They find the similar sentences in the text. Ask them to write the sentences in the blanks. Check the answers with the class.

KEY :1.They were so cute that I wanted to kiss them one by one.2.It was so hot that I couldn’t sleep at all.

TEACHER’S TIPHighlight the use of “so ….. that” and “such …….that”. Point out that we can rewrite sentences with “so ….. that” using “such …… that”.Highlight especially thatIn “so…….that” we can only use an adjective.In “such …….”that we can use adjective + noun.e.g. Natalie Portman is so talented that everybody admires her acting.e .g. Natalie Portman is such a talented actress that everybody admires her.

H. Do you like reading stories on others blogs? Tell a story you’ve read recently on the web to your classmates. (GO.SP.3)

Focus students on the question. Ss say if they like reading stories on others blogs. Ask them to tell a story they’ve read recently on the web. Ss share it with their classmates.

KEY : Ss’ own answers

This activity enables Ss to tell stories.

I. Imagine you saw an ad about your dream job on a web site. You want to apply for this post. Write a formal letter to this organization company. Use the example in exercise B. (GO.W.6 / GO.W.7 / CO.W.4)

Ask Ss to write a formal letter to the company

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they want to work for. Remind them they use the letter in exercise B as a model. Students swap letters. They control and check their partner’s mistakes using the Peer Correction Code.

KEY : Ss’ own answers

The aim of this activity is to help Ss write formal letters appropriately and correctly and use polite expressions in their writings. They also check their writings.

What’s your recipe for happiness?

A. Do you agree with the quote below?Focus Ss’ attention on the quote. Ask them if they agree with it. Ss share ideas with the class.

KEY : Ss’ own answers

B. Tick the words you know. Search the meaning of unknown words. (CO.L.3)

Ss tick the words they know. If necessary they search the meaning of the words on the Net or use their dictionaries.

With this activity Ss search the meaning of unknown words in the recorded text.

C. Listen how Katrina describes happiness on herblogandfillinthemissingwordsinherrecipe for happiness. (CO.L.3)

Play the recording. Ss listen to Katrina and fill in the missing words. Ss compare answers in pairs. Check answers with the class.

KEY:1.Take 2.Fill 3.Add 4.Put 5.Sprinkle 6.Mix 7.Serve

This activity enables Ss to search the meaning of unknown words in the recorded text.

RECORDING 8CEveryone wants to be happy in their life. Somefinditeasytobehappy.Othersspendalifetimeforhappinessandtheycan’tfindit.Some people think that money or having many

expensive things will make them happy. But do they really make one truly happy?Now I have a little recipe that isn’t hard to make but don’t bake it in the oven, just spread it everywhere!Takeabigmixingbowlandfillitwith2cupsof patience. Add 1 heartfull of love and 2 handsfull of thoughtfulness. Put a big bottle of laughter and a headfull of understanding. Sprinkle some kindness and faith. Mix them well. Serve anyone you meet.

D. Listenagain.Workingroupsoffive.Choosea group leader to mime the recipe. Choose the student who mimes the recipe best in the class. (GO.L.4 / CO.L.4 / CO.S.12)

Ss work in groups of five. Ask Ss to choose a group leader. Point out that you’ll play the recording and group leaders take turns to mime the recipe. Class votes for the student who mimes the recipe best.

This activity helps Ss appreciate what they listen and report simple sentences in recorded or written texts. Ss also follow simple, clear instructions in recorded text.

E. What is your own recipe for happiness? Write your recipe on a piece of paper. Swap papers. Correct your partner’s mistakes.

(GO.W.3 / GO.W.4 / CO.W.8) Ask Ss to write their own recipe for happiness. Ss write their recipes on a piece of paper. They swap papers. Ask them if their recipe is similar to their partner. Ss control and check their partner’s paper using the Peer Correction Code.

This activity helps Ss write short texts with the expressions they determine while reading. It also helps Ss edit their written text according to the feedback from the readers. Ss link words or word groups with basic connectors.

F. Choose the best recipe of the class. Ask Ss to vote for the best recipe. Display the best recipes on the wall of the classroom.

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QUIZ TIMEFocus Ss on the questions in the quiz. They read the questions and choose a,b or c. Read them the evaluation.

Evaluation:

1.a.2b.3c.1

2a.2b.1c.3

3a.3b.1c.2

4a.1b.3c.2

5a.2b.3c.1

6.a.3b.2c.1

7a.1b.2c.3

8a.1b.3c.2

Score:18-24: Grounded leaderYou have the potential to change the world and to be a successful indivifual in every way. Examples: Abraham Lincoln, Eleanor Roosevelt, Nelson Mandela, Sir Ernest Shackleton (Antarctic Explorer)Score:10 -17: Top achiever

You are likely to be successful. You tend to be clear about what you want and have the will to achieve it.Examples: Tom Cruise, Bill Gates, Catherine Zeta JonesScore:1- 9: The person next doorYou prefer a quite life without ambition. To you, stability is the source of happiness.

CHECK YOUR PROGRESSStudents self check themselves as one of the ways of developing independent learners. Observing oneself also promotes critical thinking abilities and allows learners to be aware of their strengths and weaknesses.