Listen and pay attention to the fall-rise (  ) intonation in the following sentences. Then practise saying them in pairs.

1. Shall we now talk about other learning methods?

2. Could you please pay attention when I’m talking to you?

3. Why don't we use public transport to go to school?

4. Would you like to join our cooking course?

Mark the intonation in the question tags, using rising intonation or falling intonation. Then listen and check. Practise saying the conversations in pairs.

1. A: Sorry, I didn’t hear my alarm this morning.

B: So, you were late again, weren't you?

2. A: I couldn't watch the match last night. We won, didn’t we?

B: Yes, we did.

3. A: There are several ecosystems that can be found in Viet Nam.

B: Yes. Viet Nam is biologically diverse, isn't it?

4. A: We are running out of fossil fuels, aren't we?

B: Yes, we are. We should find more alternative sources of energy.

5. A: People should stop damaging the environment, shouldn't they?

B: Yes, I agree with you.

Listen and circle what you hear: contracted or full forms. Then practise saying these conversations in pairs.

1. A: What's/What is the topic of today's discussion?

    B: We'll/We will talk about the generation gap.

2. A: Don't you/Do you not live with your grandparents?

    B: No, I don't/do not.

3. A: I'm not sure who'll/who will be the next presenter? Will you speak next?

   B: Yes. I'll/ I will.

Listen and repeat. Pay attention to the intonation. Practise saying the questions in pairs.

1. Should we focus our campaign on a general social issue  or one affecting mainly teens ?

2. Is the top problem facing teens today peer pressure , body shaming, or bullying ?

Read the sentences using fall-rise intonation (  ). Then listen and compare. Practise saying them in pairs.

1. Shall we look for a part-time job to earn some pocket money?

2. Do you feel like doing a vegetarian cooking course?

3. Would you please give me some advice on how to set my goals?

4. Could you help me improve my communication skills?

Mark the intonation in these questions, using  (rising intonation) or  (falling intonation). Listen and check. Then practise saying them.

1. Should we report bullying to teachers or speak to our parents first?

2. Is this social awareness campaign about poverty or crime?

3. Have you ever experienced any physical, verbal, or social bullying?

4. Do you worry about peer pressure, body shaming, or bullying?

Listen and mark the intonation in these questions, using  (rising intonation) or  (falling intonation). Then practise saying them in pairs.

1. Do you want to go to university?

2. Have you talked with your parents about your plans?

3. How much does it cost to study at university?

4. What's your favourite subject at school?

Mark the intonation in the question tags. Then listen and check. Practise saying the sentences in pairs.

1. I can’t find my key. You will helo me find it, won't you?

2. People have destroyed so many forests, haven’t they?

3. I haven't been to Yellowstone. I think it’s a farnous natural park in the USA, isn’t it?

4. I don‘t know much about Sam. He didn't graduate from university, did he?

Listen and circle what you hear: contracted or full forms. Practise saying the conversations in pairs.

1. A: You (1) mustn't / must not be rude to your parents.

    B: Yes, Grandma. But my parents (2) don't / do not listen to me.

2. A: (3) It's / It is 11 o'clock. Have you done your homework yet?

    B: Yes, (4) I've / I have.