Unit starter

Week : Period: Date of preparing: Date of teaching: STARTER UNIT Lesson 1: Vocabulary: Routines I can talk about routines and say when I things I./ OBJECTIVES Knowledge: By the end of the lesson, students will be able to: - understand how to describe their daily routines - use adverbs of frequency to describe their daily routines - understand how to use adverbs of frequency in a sentence - know how to ask their friends about their daily routines Skills: Speaking, listening, reading, writing Attitude: Students know how to learn English correctly Competence: Writing, self-learning capability, creative capacity, ability to use language…… II./ PREPARATION: Teacher: book, planning, TV Students: books, notebooks III./ TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with games, teaching methods by visual, teaching methods by practicing, discussion group, technical present… IV./.PROCEDURE Check–up: during the lesson New lesson: Teacher’s and Students’ activities Contents ACTIVITY 1: KNOWLEDGE Study the words in the box Which of FORMATION these things you every day? ❖ Aims: Help students pay attention to the content, and understand new vocabularies ❖ Contents: Students think about what activities they every day and answer the question ❖ Products: Students’ answers (Students’ own answers.) ❖ Organization: Exercise 1: New words: - Teacher explains the meaning of new words - cook: nấu ăn and gives some examples - my homework: làm tập nhà - Teacher gives students time to think of - finish: kết thúc answers - get home: nhà - Teacher invites students to answer - get up: thức dậy questions in front of the class - go shopping: mua sắm - go to bed: ngủ ACTIVITY 2: PRACTICE - go to school: đến trường ❖ Aims: Help students understand how - go to work: làm - have breakfast: ăn sáng to use new words in exercise to complete - listen to music: nghe nhạc the dialogue and understand the meaning of - relax: thư giãn dialogue - tidy my room: dọn phòng ❖ Contents: Students work in particular - wake up: tỉnh giấc ❖ Products: Students’ answer - watch videos: xem video ❖ Organization Suggested answers: Exercise 2: - my homework - Teacher gives students time to read the - get home dialogue and complete answers - get up - Teacher checks answers and invites - listen to music students to answer questions in front of class - go to bed Exercise 3: - go to school - Teacher gives students time to the exercises - Teacher invites some students to answer the Complete the interviews using the correct form of the verbs in exercise Then listen and exercise check - Teacher checks answers with the class - Teacher gives students some new adverbs of frequency and explains the meaning Exercise 4: - Teacher gives students time to work in pairs - Teacher suggests students some topics and questions - Monitor while students are working and give general feedback at the end - Teacher invites some students to speak in front of the class Exercise - Teacher gives students time to write a paragraph about their partner’s daily routine - Teacher invites some students to speak their paragraphs and give feedback ACTIVITY HOMEWORK - Learn by heart all the structures and new words - Do exercises (in workbook) - Prepare new lesson Suggested answers go shopping get up wakes me up goes to work have breakfast go to school finish my homework get home 10 relax 11 listen to music 12 watch videos 13 tidy your room 14 cooks 15 go to bed Look at the words in blue in the dialogues in exercise Where adverbs of frequency go in a sentence? Think of more adverbs (Students’ own answers.) New words: - always: luôn - normally: thường thường - usually: thường thường - often: thường xuyên - sometimes: Suggested answers: - If a sentence has only one verb, place the adverb of frequency in the middle of the sentence For example: Tom never flies He always takes the bus - When a sentence contains more than one verb, place the adverb of frequency before the main verb For example: They have often visited Europe - The adverb of frequency is placed after TO BE verb For example: She is always happy, - The adverb of frequency is placed before a verb For example: She always does her homework in the evening - Other adverbs of frequency: + never: không + seldom: + frequently: thường xuyên + occasionally: + daily: ngày Example: We take a vacation at least once annually We seldom see John My dentist told me I should floss twice daily 4 USE IT! Work in pairs Ask and answer questions to compare your daily routines Use time expressions, adverbs of frequency and the words and phrases in exercises and Are your routines similar? (Students’ own answers.) Suggested answers: - Suggested topics: + After-school Activities + Weekend Activities + Before bed-time Activities + Everyday Favorites Activities - Suggested questions: + What time you get home from school? + What time you go to bed? + Do you go to the gym after school? + Do you watch television at night + What type of drink you have every day? + How many times a day you brush your teeth? USE IT! Use the information about your partner in exercise to write a paragraph about their daily routine Suggested answer: My friend’s name is Minh She often gets up at AM Then, she brushes her teeth and has breakfast with her family After that, she goes to school She finishes school at PM and gets home In the evening, she does her homework Then, she relaxes by listening to music and playing games Finally, she goes to bed at PM *Feedback: Week : Period: Date of preparing: Date of teaching: STARTER UNIT Lesson 2: LANGUAGE FOCUS: Present simple and present continuous I can talk about repeated and scheduled actions and things happening now I./ OBJECTIVES Knowledge: By the end of the lesson, students will be able to: - understand how to use present simple and present continuous - use present simple and present continuous to answer questions Skills: Speaking, listening, reading, writing Attitude: Students know how to learn English correctly Competence: Writing, self-learning capability, creative capacity, ability to use language…… II./ PREPARATION: Teacher: book, planning, TV Students: books, notebooks III./ TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with games, teaching methods by visual, teaching methods by practicing, discussion group, technical present… IV./.PROCEDURE Check–up: during the lesson New lesson: Teacher’s and Students’ activities ACTIVITY 1: KNOWLEDGE FORMATION ❖ Aims: Help students pay attention to the content, and distinguish between present simple and present continuous ❖ Contents: Students understand the grammar of present simple and present continuous, then the exercise ❖ Products: Students’ answers ❖ Organization: Exercise 1: - Teacher gives students time to think of answers Contents Study sentences 1–5 from the interviews on page Then answer questions a–d What are you doing in town this morning? I’m looking for a present for my mum I start school at nine I have some cereal or toast Do you always go shopping on Saturday mornings? a Which sentence refers to a scheduled action? b Which sentences refer to actions happening now? - Teacher invites students to answer questions in front of the class - Teacher gives feedback and explains what students have not understood yet ACTIVITY 2: PRACTICE ❖ Aims: Help students understand how to use present simple and present continuous to write the negative form ❖ Contents: Students work in particular ❖ Products: Students’ answer ❖ Organization Exercise 2: - Teacher gives students time to complete answers - Teacher checks answers and invites students to answer questions in front of class Exercise 3: - Teacher gives students time to the exercises - Teacher invites some students to answer the exercise - Teacher checks answers with the class and gives feedback - Teacher teaches new grammar about present simple and present continuous and give examples Exercise 4: - Teacher gives students time to exercise - Teacher checks students’ answers - Teacher invites some students to speak in front of the class and give general feedback at the end Exercise - Teacher gives students time to complete the conversation by using present simple and present continuous - Teacher invites some students to answer questions and give feedback Exercise - Teacher gives students time to work in pairs and complete the exercise by using present simple and present continuous c Which sentence refers to a repeated action? d Which sentence contains a verb that we can’t usually use in the present continuous? (Students’ own answers.) Suggested answers: a-3 b-1,2 c-3 d-5 Write the negative forms of sentences 1–5 in exercise Suggested answers What aren’t you doing in town this morning? I’m not looking for a present for my mum I don’t start school at nine I don’t have some cereal or toast Do you not always go shopping on Saturday mornings? Read the interviews on page again Find examples of: negative forms of the present simple and present continuous question forms of the present simple and present continuous third person singular forms of the present simple - Teacher invites some students to ask and answer questions in front of the class - Teacher gives feedback Exercise - Teacher gives students time to work in pairs and complete the exercise by using present simple and present continuous - Teacher invites some students to ask and answer questions in front of the class - Teacher gives feedback ACTIVITY HOMEWORK - Learn by heart all the structures and new words - Do exercises (in workbook) - Prepare new lesson (Students’ own answers.) Suggested answers: negative forms of the present simple and present continuous - present simple: I don’t often tidy my room present continuous: I’m not playing this morning question forms of the present simple and present continuous - present simple: Do you have breakfast? - present continuous: What are you doing in town this morning? third person singular forms of the present simple - present simple: My dad always cooks dinner - 🕮 GRAMMAR: * Prếnt simple - To be: (+) S +IS/AM/ARE + ADJ/ N (-) S+ IS/AM/ARE + NOT + ADJ/N (?) IS/AM/ARE+ S + ADJ/N? Eg: (+) He is an engineer (-) He isn’t an engineer (?) Is he an engineer? - Regular verb: (+) S + V-S/ES (-) S+ DON’T/DOESN’T + V(BARE) (?) DO/DOES + S + V(BARE)? Eg: (+) I go to Japan ( -) I don’t go to Japan (?) Do you go to Japan? * Present continuous (+) S +AM/IS/ARE + V-ing (-) S+ AM/IS/ARE+NOT + V-ing (?) AM/IS/ARE + S + V-ing? FORM: I + Am/Am not + V-ing He / She / It + Is/Isn’t + V-ing We / You / They + Are/Aren’t + V-ing Eg.: (+) My mom is cleaning my room (-) My mom isn’t cleaning my room (?) Is your mother cleaning your room? PRONUNCIATION: Consonant clusters A consonant cluster is a group of consonants without any vowels between them A consonant cluster can be at the beginning (school /skuːl/), in the middle (describe /dɪsˈkraib/), or at the end of a word (fact /fækt/) Underline consonant clusters in the words below and pronounce them Listen and check break extra gift cold scholar history text discover planet Suggested answers: break extra gift cold scholar history text discover planet Consonant clusters in phonics can appear at the start of a word, for example: •/s/ /t/in stay •/f/ /r/in friend •/c/ /r/in croak Or at the end of a word: •/s/ /k/in task •/s/ /t/in fast •/n/ /t/in went •/n/ /d/in sound Complete the phone conversation on the right using the correct present simple and present continuous forms of the verbs Suggested answer: 1.I’m sitting Do you want I’m doing Are you doing I don’t usually They always finish late Miss Maken does not usually check She always checks I’m not coming town Work in pairs Match 1–8 with a–h Then ask and answer the questions with your partner Suggested answers: 1-e 2-g 3-a 4-f 5-d 6-h 7-c 8-b USE IT! Work in pairs Write another six questions using the question words in blue in exercise Then ask and answer the questions with your partner What you both have in common? What are the differences? (Students’ own answers.) Suggested answers: What are your children doing right now? Where does your father go? Who are playing games with your sister? Why are you doing homework now? How often you go swimming? What time you have lunch? When does your mother cook dinner? *Feedback: Week : Period: Date of preparing: Date of teaching: STARTER UNIT Lesson 3: VOCABULARY AND LISTENING: Irregular past simple verbs I can ask and answer questions about memories I./ OBJECTIVES Knowledge: By the end of the lesson, students will be able to: - understand how to conjugate infinitive into irregular past simple verbs - know how to use Key phrases in the past Skills: Speaking, listening, reading, writing Attitude: Students know how to learn English correctly Competence: Writing, self-learning capability, creative capacity, ability to use language…… II./ PREPARATION: Teacher: book, planning, TV Students: books, notebooks III./ TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with games, teaching methods by visual, teaching methods by practicing, discussion group, technical present… IV./.PROCEDURE Check–up: during the lesson New lesson: Teacher’s and Students’ activities Contents ACTIVITY 1: KNOWLEDGE FORMATION ❖ Aims: Help students pay attention to the content, and understand how to conjugate infinitive into past tense verbs, especially irregular verbs ❖ Contents: Students understand the grammar of past simple, know past simple verbs, then the exercise ❖ Products: Students’ answers ❖ Organization: Exercise 1: - Teacher gives students time to think of answers - Teacher invites students to write past simple verbs on the board - Teacher check answers and give feedback ACTIVITY 2: PRACTICE ❖ Aims: Help students understand present simple verbs and key phrases ❖ Contents: Students work in particular ❖ Products: Students’ answers ❖ Organization Exercise 2: - Teacher gives students time to complete the quiz - Teacher checks answers some group and praise students who have high score in front of class Exercise 3: - Teacher explains Key phrases - Teacher opens file Listening exercise - Teacher gives students time to exercise - Teacher checks students’ answers Teacher gives feedback and explains what students have not understood yet Exercise 4: - Teacher open file Listening again - Teacher gives students time to listen and the exercises - Teacher invites some students to answer the exercise - Teacher checks answers with the class and Complete the table with the infinitive and past simple forms of the verbs in blue in the quiz Then listen and check Suggested answers: Infinitive Past simple see saw eat ate go went ride rode teach taught be were/was hear heard make made get got have had did speak spoke leave left give gave buy bought Do the quiz Compare your scores with a partner Who has got the best memory? gives feedback Exercise - Teacher gives students time to work in pairs and complete the dialogue by using Whquestions - Teacher invites some students to speak in front of the class - Teacher gives feedback ACTIVITY HOMEWORK - Learn by heart all the structures and new words - Do exercises (in workbook) - Prepare new lesson (Students’ own answers.) Listen to five short dialogues about some other memories and complete the Key Phrases Suggested answers: wear sport clothes? swim in the sea lost something thing bought last weekend Listen again Write down the answers to the questions in the Key Phrases Suggested answers: I wore them yesterday I first swam in the sea when I was six I lost my sunglasses in the part last month I bought an app on my smart phone last night I went to the concert with my friends USE IT! Work in pairs Ask and answer questions using the verbs in exercise Suggested answers: Hey, Sara.Where did you go last night? → I went to the supermarket What did you there? → I bought some food and drink Who went with you? → My Mom *Feedback: Week : Period: Date of preparing: Date of teaching: STARTER UNIT Lesson 4: Language Focus: Past simple: Object and subject questions I can talk about what I did in the past I./ OBJECTIVES Knowledge: By the end of the lesson, students will be able to: - understand how to use past simple to describe what did in the past - know how to use object questions and subject questions Skills: Speaking, listening, reading, writing Attitude: Students know how to learn English correctly Competence: Writing, self-learning capability, creative capacity, ability to use language…… II./ PREPARATION: Teacher: book, planning, TV Students: books, notebooks III./ TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with games, teaching methods by visual, teaching methods by practicing, discussion group, technical present… IV./.PROCEDURE Check–up: during the lesson New lesson: Teacher’s and Students’ activities ACTIVITY 1: KNOWLEDGE FORMATION ❖ Aims: Help students pay attention to the content, and distinguish between regular and irregular verbs in past simple ❖ Contents: Students understand the grammar of past simple, then the exercise ❖ Products: Students’ answers ❖ Organization: Exercise 1: - Teacher gives students time to think of answers - Teacher invites students to answer questions in front of the class - Teacher give some examples about regular and irregular verbs - Teacher review grammar: past simple - Teacher gives feedback and explains what students have not understood yet Contents Complete sentences 1–5 with the words in the box Then answer questions a–c I… scared, but I was nervous I ……some new sport clothes I …….see you at the sports centre What… you last weekend? She… to sing professionally when she was only six a Which of the verbs in the box are regular and which are irregular? b How we form the past simple of regular verbs? c Which verbs we use to form questions and negatives? ● New words - bought: mua - scared: sợ - nervous: lo lắng - sport centre: trung tâm thể thao Suggested answers: wasn’t bought didn’t did started ACTIVITY 2: PRACTICE ❖ Aims: Help students understand how to use past simple, distinguish between objects questions and subject questions ❖ Contents: Students work in particular and work in in pairs ❖ Products: Students’ answers ❖ Organization Exercise 2: - Teacher gives students time to complete answers a regular verb: start - Teacher checks answers and invites irregular: was, bought, did students to answer questions in front of class b V+ed - Teacher gives feedback c Did Exercise 3: 🕮 GRAMMAR: - Teacher gives students time to the Review: PAST SIMPLE exercises * Past simple - Teacher invites some students to answer the - To be: exercise (+) S +WAS / WERE + ADJ/ N - Teacher checks answers with the class and (-) S+ WASN’T/ WEREN’T + ADJ/N gives feedback Exercise 4: - Teacher teaches students about object (?) WAS/WERE + S + ADJ/N? questions and subject questions, and give Eg: (+) He was a doctor some examples - Teacher gives students time to exercise (-) He wasn’t a doctor - Teacher checks students’ answers (?) Was he a doctor? - Teacher invites some students to answer in front of the class and give general feedback - Regular verb: at the end (+) S + V-ED/V2 Exercise (-) S+ DIDN’T + V(BARE) - Teacher gives students time to exercise about subject questions and object questions (?) DID + S + V(BARE)? using past simple Eg: (+) I played games last night - Teacher invites some students to answer questions and give feedback ( -) I didn’t play game plasst night Exercise (?) Did you played game last night? - Teacher gives students time to complete the exercise by using Who and How many Complete the interview using the correct question words - Teacher invites some students to ask and past simple form of be answer questions in front of the class - Teacher gives feedback Exercise - Teacher gives students time to work in pairs and complete the conversation by using object questions and subject questions with past simple form - Teacher invites some students to speak conversation in front of the class - Teacher gives feedback ACTIVITY HOMEWORK - Learn by heart all the structures and new words - Do exercises (in the workbook) - Prepare a new lesson Suggested answers were was was were weren’t were were was wasn’t 10 was Write sentences that are true for you using the past simple and the ideas in 1–6 Add a second sentence for each one giving extra information (go) to a football match last year I went to a football match last year It was between Hồng Anh Gia Lai and Hà Nơi FC (watch) a good TV programme last night (listen) to music yesterday (meet) friends on Sunday (do) homework yesterday (play) video games this morning (ride) a bicycle last week Suggested answers: I watched a good TV programme last night That film was so fascinating I listened to music yesterday After that, I played games I met my friends on Sunday We went to the cinema I did my homework yesterday Then I had dinner with my family I played video games this morning Meanwhile, My brother played soccer I rode a bicycle last week I rode to my grandparents’ home Object and subject questions Study the object and subject questions below Then find two more examples of each question in the memory quiz on page