Period 4: WRITING I Objectives
By the end of the lesson, Ss will be able to: — Interpret information presented in tables
— Identify language to be used for describing tables — Write descriptions of tables
Il Materials
Textbook, handouts
lll Anticipated problems:
Ss may not have sufficient linguistic resources to write a description of a table, so T should be ready to help them IV Procedure Time Steps arrangement Work WARM - UP
LA matching game Group work
(To teach vocabulary and lead Ss to the topic) & Tàn class — T divides the class into small groups of 3-4 students
Then T distributes the following handouts for Ss to do the matching task in their own groups Which group finishes first and has the correct answers will be the winner — T elicits more expressions, sums up and writes them on the board E.g.:
Verb Noun
increase slightly a slight / increase rise gradually gradual rise
decrease sharply sharp / decrease /
Trang 2Time Steps Work
arrangement
—T introduces to the topic of the lesson: Writing a description of tables
Match these expressions with the correct graphs Add more expressions if you can fluctuate gradually decrease Slightly increase remain the same drop sharply NN Nn B WO NO rise considerably Answer: ID 2.F 3.E 4.B 35C ó A 10 PREPARING SS TO WRITE TASK 1
— T gets Ss to read the task requirements and work on the
task with a peer Pair work &
whole class
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Time Steps arrangement Work — T calls on Ss to read out their answers and checks with the class — T can use the writing in TASK 1 as a model of a table description:
+ T asks one student to read aloud the model writing + T elicits the features of a table description, including: I The organisation:
1 Topic
sentence:
— tells what the table is about; that is the time, the location, and what is being
described in it E.g.: The table describes the literacy rates of population in different parts of the country of Fancy from 1998 to 2007
2 Supporting
sentences:
— a sentence that sums up the general trend E.g.: The literacy rate of
population varied considerably between 1998 and 2007 — sentences that describe the table in detail 3 Concluding sentence
— summarises the main points or draws a
relevant conclusion E.g.: These data may help the researchers or planners make suitable plans ƒor _— educational
development in each area of the country
However, this sentence is optional
2 The language use:
+ Verb tenses: When the table shows the present situation, use the present simple tense When it shows the past events, use the past simple tense However, the simple present verb tense is often used in the topic
sentence E.g.:
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Time Steps Work
arrangement
The table shows that The table describes
The table presents
+ Describing trends and changes: T might want to remind Ss of the expressions of changes that they covered in the Warm - up activity T should explain the difference between "decrease" and "fall / drop" E.g "Fall / drop" describes a strong reduction so they do not go with such adverbs as "slightly" and "gradually" Answer to Task 1: 1 — varied 2 —TIS€ 4 — different 5 — went up 6 — dramatically 20 WRITING TASK 2
— T gets across to Ss that before they describe a table, they always need to spend time analysing it and organising the information in the most logical order T gives Ss some tips to tackle a table:
+ To understand a table, it is important fo firstly understand its topic The topic of a table can generally be found by looking at ifs title Pay attention to the time reported in it as well Is it the past, the present, or the future?
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— Then T tells Ss to study the table in Task 2 and analyses it with a friend by asking these questions:
1 What is the topic of the table? Does it describe the past, the present, or the future?
2 What patterns are shown? How are the pieces of
information related?
a Which region had the highest rate of literacy in 1998? 2002? 2004? 2007?
b Which region had the lowest rate in each year?
c Did the rate of literacy in the Lowlands increase or decrease between 1998 and 2007?
d What about that rate for Midlands and Highlands? — T checks the answers with the whole class
— Based on their analysis of the table, Ss now write up a description individually
— T goes around to check and offer help
— T asks Ss to work in pairs and correct each other's writing
Sample writing:
The table describes the literacy rates in different regions of the Shunshine country from 1998 to 2007 Generally, except for Highlands, where the rates slightly decreased
between these years, Lowlands and Midlands both witnessed a rise In Lowlands, for example, the rates were 50%, 53% and 56% in 1998, 2002, and 2004 In
2007, the rate sharply rose to 95%, which was a remarkable progress Midlands saw a less dramatic change, however The rate went up gradually from 70% and 75% in 1998 and 2002 to 80% and 85% in 2004 and 2007 Unlike these two regions, Highlands witnessed a gradual decrease in the rate of literacy of its population
In 1997 the rate was 50%, however, it decreased by 5%
in 2002 and continued to go down in the following years, reaching only 30% in 2007 Obviously, this region needs
to improve its literacy rate
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Work
Time Steps arrangement
FEEDBACK ON SS' WRITING
7 |—T chooses one description and reads it to the class Whole class — Then T elicits corrective feedback from the class and
gives final comments afterwards T should draw Ss' attention to the organisation of the description and the language use, especially the verb tenses and expressions of changes
WRAPPING — UP
3" | — T summarises the main points of the lesson
— For homework, Ss need to rewrite their descriptions based on T's and other Ss' suggestions and corrections
EXTRA ACTIVITY
Your class has conducted research on the drop-out rates among children aged between 10-15 in some mountainous areas of Vietnam in the last few years
Write a report to your teacher describing the table below You should:
1 Analyse the table — decide what it shows, the general trend, and the differences in detail (4 minutes)
2 Write your report Remember to organise your information in a logical way Make sure the report has a clear structure: a topic sentence, supporting sentences, and a concluding sentence (optional) (14 minutes) 3 Check what you have written Make sure the report uses a variety of
vocabulary and structures (2 minutes)
Trang 7Period 5: LANGUAGE FOCUS
I Objectives
By the end of this lesson, Ss will be able to:
— Distinguish the clusters / pl /, / bl /, / pr /, / br / and pronounce the words and sentences containing them correctly
— Understand reported speech with infinitives and use these structures to solve communicative tasks Il Materials Textbook, handouts lll Anticipated problem Ss might have difficulty with the clusters because they don't exist in Vietnamese IV Procedure Time Steps arrangement Work PRONUNCIATION
7 | Distinguishing sounds Individual
— T models the three clusters / pl /, / bl /, / pr /, / br / for a work, pair
work &
few times and explains how to produce them E.g.: When producing / pl /, Ss should produce / p / first and then quickly switch to /1/, and so on
whole class
— T plays the tape (or reads) once for Ss to hear the words containing these clusters Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T) — T asks Ss to read the words in each column out loud in chorus for a few more times Then T calls on some Ss to read the words out loud T listens and corrects if Ss pronounce the target words incorrectly If many Ss do not pronounce the words correctly, T may want to get them to repeat after the tape (or him / herself) again in chorus and
then individually
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Time Steps Work
arrangement
Practising sentences containing the target sounds — T asks Ss to work in pairs and take turn to read aloud the given sentences (p 63, Practise these sentences) — T goes around to listen and takes notes of the typical errors
— T calls on some Ss to read the sentences again and provides corrective feedback 10 GRAMMAR a Presentation
— If necessary, T reviews reported speech with infinitives: + Form: Verb + Object + (NOT) Infinitive
+ Meaning and use: We usually use an infinitive structure to report orders, requests, advice, suggestions, threats, warning, promises, agreements, disagreements and so on We don't use "say" in this structure
E.g.: I told the kids to be quiet The policeman told me not to park there
Note: T might want to remind Ss that time and place references often have to change in reported speech E.g.: now then today that day here there this that
this week that week the following day
tomorrow the next day
the day after next week the following week
Trang 9Time Steps arrangement Work the week after the previous day terd
gen the day before
last week the previous week
mộ the week before
avo previously
before
2 weeks previously 2 wens 280 k 2 weeks before
tonight that night
the previous Saturday
last Saturd ast paturcay the Saturday before
the following Saturday the next Saturday the Saturday after that Saturday next Saturday b Practice Exercise 1:
— T gets Ss to do Exercise 1 individually and then find a partner to check their answers with
— T checks with the whole class and provides corrective
feedback
Answer:
1 They promised to come back again
2 The lifeguard advised us not to swim too far from the shore
3 John asked Peter to close the window
4 The teacher encouraged Eric to join the football team 5 John promised to give it to him the next day
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Time Steps Work
arrangement
6 My mum wanted Lan to become a doctor
7 My sister reminded me to lock the door before going to school
8 His boss advised him to go home and rest for a while
10 Exercise 2:
— T gets Ss to do Exercise 2 individually and then find a partner to check their answers with
— T checks with the whole class and provides corrective
feedback
Answer:
1 He advised me not to drink too much beer
2 She invited me to come and see her whenever I want 3 John wanted me not to smoke in his car
4 He told Sue to give him her phone number 5 He reminded me to give the book back to Joe
6 He promised not to do it again
7 He agreed to wait for me
8 John asked me to lend him some money Individual work, pair work & whole class 1Š
Communicative practice (production)
—T prepares the following sentences and gives one sentence to each student
— Student A reads out his / her sentence to the whole class, others write it down
— Student B reads out his / her sentence to the whole class,
others write 1t down and this continues until all of the sentences have been read out
— T picks a student at random to report what one student said T corrects the response as appropriate, presenting / eliciting the form
— T repeats with another student Individual work & whole class
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Work Time Steps arrangement You should go to see Paris; that's a beautiful city We're having a party tonight; would you like to come? We have a class this Monday, don't forget I can buy you a drink, if you like Please see me at 6 o'clock Don't leave your bag unattended; it might be stolen Let's play tennis this weekend I will email you as soon as I get there
3 WRAPPING — UP Whole class
— T summarises the main points of the lesson
— For homework T asks Ss to revise reported speech with infinitives and do exercises in the workbook
EXTRA ACTIVITY
Choose the best answer to each question by circling (a), (b), (c), or (a)
1 “Would you like to spend the weekend with us?" They her to spend the weekend with them
a advised b ordered c invited d begged 2 "Could you open the window please?" She him to open the window
a reminded b ordered c asked d warned
3 "Go to bed immediately!" Mary's mother her to go to bed immediately
a advised b begged c asked d ordered 4 "Don't forget to post the letter!" He me to post the letter
a reminded b ordered c begged d asked
5 "Park the car behind the van." The Instructor him to park the car behind the van
a offered b told c asked d ordered
Trang 126 "Please, please, turn down the radio!" Mark's sister him to turn the radio down
a reminded b ordered c asked d begged
7 "Don't play with the matches They're very dangerous." The teacher the children not to play with the matches
a ordered b asked c warned d begged
8 "I'll give you a lift to the airport." Michelle to give her husband a lift to the airport
a refused b offered c asked d begged
9 "I won't lend you any more money." Matthew to lend me any more
money
a offered b asked c refused d invited
Trang 13Mnil 6 COMPETITIONS Period 1: READING I Objectives
By the end of the lesson, Ss will be able to:
— Develop such reading micro-skills as scanning for specific ideas and identifying meaning in context
— Use the information they have read to discuss the related topic
ll Materials Textbook
lll Anticipated problems
Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks
IV Procedure
Time Steps arrangement Work
> WARM - UP Pair work
— T gets Ss to work in pairs, matching the 4 given «Whole class
competitions with the correct pictures on page 66 — T checks the answer with the whole class
—T might want to get Ss to tell which of these competitions they like most and why T gets Ss to name some other competitions that they know or have ever participated in and elicits their comments on the events
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Work Time Steps arrangement d Olympic Games ~
7 BEFORE YOU READ Pair work
— T introduces the topic of the lesson and gets Ss to work & in pairs and answer the questions on page 67 whole class — T calls on some Ss to answer the questions T should ask
Ss to give reasons for their answers T helps Ss to express their ideas
— T elicits comments from the class and asks Ss to guess what they are going to read about
WHILE YOU READ
Set the scene: You are going to read about a school's competition Then you do the tasks that follow
7 | TASK 1 Individual
work &
— T gets Ss to read the passage silently and then do Task 1 T may want to remind Ss of the strategies for guessing the meaning of new words For example, Ss should look for the instances of the new words in the text and read around them Ss use the context in which the words occur and their knowledge of word formation to understand the meanings E.g the word "representative" found in line 1 may refer to "someone who represents a group" Ss can
understand this meaning thanks to the phrase "the whole class
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Time Steps Work arrangement 8!
representatives of three classes" and their knowledge that ‘representative’ derives from "represent"
— T checks the answers with the whole class
— T might want to check that Ss understand all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese
Answer:
la 2ƒ 3.e 4.c 3.5 6.a
TASK 2
— T checks if Ss can answer the comprehension questions in Task 2 without having to read the passage again If Ss cannot, T gets them to read the questions carefully T might want to give them some tips to do the task:
+ First, Ss should skim the 6 questions to understand them As Ss do this they:
e underline the key words to decide what information they need to find in the text E.g the keywords in Question 1 are "the 5" annual English Competition"
e look for question word like "why" which indicates Ss should read for specific thing like a reason
+ Then they should go back to the passage and locate the key words in the passage
+ Then they should read around the key words carefully to find the answer
— T gets Ss to check their answers with a peer
— T calls on some Ss to read aloud their answers and ask
them to explain their choices — T gives the correct answers: Answer:
1 The representatives of three classes of the speaker's
Trang 17Work
Time Steps arrangement
2 The aim was to stimulate the spirit of learning English among students (lines 3—4, paragraph 1)
3 The students' Parents Society (line 4, paragraph 1) 4 They had to complete 5 activities in all On completion
of each activity, they had to answer the questions 1n the worksheets within 2 minutes (lines 1—4, paragraph 2) 5 They had to observe and score the students’ performance
A maximum score for each activity was 15 At the end of the competition they would announce the total score of each group The group that got the highest scores will be the winner (lines 4—7, paragraph 2)
6 A set of CDs for studying English and an Oxford Advanced Learner's Dictionary (lines 8—9, paragraph 2)
g =| TASK3 Individual,
pair work & — T checks if Ss can answer the comprehension questions
whole class
in Task 3 without having to read the passage again If Ss cannot, T gets them to read the questions carefully T might want to remind Ss of the tips to do the task:
+ First, Ss should skim the 4 questions to understand them As Ss do this they underline the key words to decide what information they need to find in the text
+ Then they should go back to the passage and locate the key words in the passage
+ Then they should read around the key words carefully to find the answer
— T gets Ss to check their answers with a peer
— T calls on some Ss to write their answers on the board
and ask them to explain their choices —T gives the correct answers:
Answer:
1 to recite / complete the poem because he could not remember the last sentence
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Time Steps Work
arrangement
4 "For me the important thing was our participation in the competition and the enjoyment we had from it"
7
AFTER YOU READ
— T reads the poem aloud once or twice and gets Ss to repeat each line after him / her T should draw Ss' attention to the rhythm and intonation when reciting the poem
— T lets Ss practise reciting the poem in their own groups T goes around and offers help
— T calls on different groups to read the poem and asks the class to decide who the best performers are
— T teaches new words (e.g "patter", "window—pane") and then gets Ss to translate the poem into Vietnamese — T calls on different groups to read their translations to
the class T asks the class to decide whose translation is the best Group work & whole class WRAPPING UP
— T summarises the main points of the lesson
— For homework, Ss write a paragraph to explain whether and why they would agree or disagree with the statement that "It 1s not important whether we win or lose a competition The important thing 1s our participation in it
and the enjoyment we have from it" Whole class
EXTRA ACTIVITY
Read the text and answer the questions
The Olympic Games
The ancient Greeks first had the idea of getting men together every four years to hold and witness sporting events (in those days women did not participate, though they had their own, independent, events) The idea was to
Trang 19have the best athletes from all over Greece gather in one field and compete every four years All wars and fighting had to stop while the athletes and their supporters came together in the town of Olympia for a few days to compete in a few events, mostly related to warfare (throwing the javelin, running, wrestling, boxing and chariot racing)
The idea of having the modern Games was suggested 1n the mid 19th century but they weren't a world event until 1896 Besides being postponed because of wars, they have been held since then every four years in different cities around the world
1 Where did the Olympic Games originate?
2 Did women take part in the ancient Olympic Games?
3 Which of the following was not an original sport in the Olympic Games? (Circle the correct answer)
a javelin b running c skating d wrestling
4 When did the modern Olympic Games become a world event? 5 How often do the modern Games take place?
Answer :
l.Greece 2 No, they didn't 3.¢ 4.1896 5 Every four years
Period 2: SPEAKING
I Objectives
By the end of the lesson, Ss will be able to:
— Ask for and give information about types of competitions — Talk about a competition or contest
Il Materials
Textbook, handouts
lll Anticipated problems:
Ss may have limited linguistic resources for discussion, so T should be ready to assist them
Trang 20IV Procedure
Time Steps arrangement Work
7 WARM —-UP Whole class
— T prepares pictures of the 3 famous TV game shows "Who wants to be a millionaire?", "1 vs 100" and talent show "Pop Idol"
— T shows the pictures to Ss and gets them to say the names of the games in Vietnamese
— T elicits what Ss know about these games and if there are similar ones in Vietnam
— T introduces the topic of the lesson: Talking about competitions and contests
Trang 21Time Steps arrangement Work 1 vs 100 (Đầu trường 100)
About the games
1 Pop Idol is a British television series which debuted on
ITV1 on October 5, 2001; the show is a talent contest to decide the best new young popular music singer, or ‘pop idol’, in the United Kingdom, based on viewer voting and participation The Idol series has become an international franchise; it has spun off many successful shows such as Idol, American Idol, Idols, Canadian Idol, Australian Idol, Idols West Africa, Indian Idol, Indonesian Idol, New Zealand Idol, Philippine Idol,
Nouvelle Star, Deutschland sucht den SuperStar, Singapore Idol, Malaysian Idol, Music Idol, Idolos
Brazil, Idolos Portugal, and Super Star
In Vietnam we are going to have "Vietnam Idol", the Vietnamese version of Pop Idol It is to be aired in summer of 2007 on HTV9, the official channel of Ho
Chi Minh City
Who wants to be the millionaire? In the United Kingdom, Who Wants to Be a Millionaire? is a
television game show which offers a maximum cash prize of one million pounds for correctly answering
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Time Steps Work
arrangement
successive multiple-choice questions of increasing difficulty The show was exported to many other countries, all of which follow the same general format In Vietnam we have "Ai la triéu phu?", the Vietnamese version of the British game show The maximum cash prize is one hundred and twenty million VND
3 1 vs 100 is a game show created by a Dutch TV production company that is aired in several countries In the game one person competes against 100 others for a chance to win a large cash prize The game first aired in the Netherlands
This version in Vietnam is named "Arena 100" (Dau truong 100) and listed in the Vietnam Record Book as the biggest show with the highest number of players, 100
10 TASK 1
— T introduces the task and gets Ss to do it individually and then compare their answers with a peer T should encourage Ss to guess the meanings of the new words, if any
— T explains or elicits the meanings of the new words T might also want to get Ss to name some contests under each category E.g General knowledge quiz includes "Hành trình văn hoá", "Ai là triệu phu?", etc Singing contests include "Sao Mai", "Sao Mai điểm hẹn", etc —T calls on different pairs to report their answers T should encourage Ss to explain why they like or dislike a game / contest T helps Ss to express their ideas when necessary Individual work, pair work & whole class 10 TASK 2
— T introduces the task and calls on one or two pairs of Ss to read aloud the sample dialogue T corrects errors, if
any Pair work
& whole class
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Work
Time Steps arrangement
— T goes over the table of useful expressions on page 69 and explains new words to Ss when necessary T might also want to elicit the structures that are used for asking for and giving opinions about contests T might want to write these structures on the board and gets Ss to do some practice before putting them in groups and do the task E.g
Asking for opinions: What do you think about ? What's your opinion about ? How do you feel about ? Do you like ?
Giving opinions:
I think is / are good / fun / great / wonderful / perfect / extremely interesting / stimulating / hilarious / amusing I think is /are boring / silly / dull
— T puts Ss into pairs and gets them to make similar conversations to the sample dialogue, using the structures and vocabulary they have learned
— T goes around to check and offer help
— After checking that Ss have finished the task, T calls on different pairs to perform their conversations
— T elicits comments from the class and provides feedback
l5 | TASK 3 Group work
— T puts Ss into groups of 3 — 4 T tells each group to «Whole
choose a famous TV game / talent show or competition / contest and work out details about it They should not let other groups know what game / contest it 1s
— T goes around to offer help
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Work
Time Steps arrangement
— After Ss have finished, T calls on each group to come to the front The whole class will ask questions about the game / contest and guess what game / contest it 1s
3' WRAPPING UP Whole class
— T summarises the main point of the lesson
— For homework, Ss write a paragraph about a game show
/ contest they like, using TASK 3 as guiding questions
EXTRA ACTIVITY
General knowledge quiz
T reads out these questions for Ss to choose the correct answers
1 Which language has the most native speakers?
a Bengali b English
c Mandarin Chinese d Spanish
What is the largest country (by area) in the world that has a land border with only one other country”
a Australia b Canada
c India d United States
In which country will the 2008 Olympic Games held?
a China b Germany
c Greece d United States
In which country is Mount Everest? a Tibet b Nepal c Findland d Switzeland Which continent has the biggest population? a Africa b Europe c America d Asia
Which famous pop musician sang at Princess Diana's funeral? a Mariah Carey b Elton John
Trang 257 Which 1s the nearest star?
a The Moon b Jupiter
c The Sun d Mars
8 Who discovered America?
a Christopher Columbus b James Cook c Great Khan d King Henry VIII 9 Who wrote the song entitled "Yesterday"?
a John Lennon b Paul McCartney c Yoko Ono d George Harrison
10 How many legs does a butterfly have? a 3 b 4 C 5 d 6 Answer: l.c 2.b 3.a 4.b 5.d 6.b 7.C S.a 9b 10.d Period 3: LISTENING l Objectives
By the end of the lesson, Ss will be able to: — Develop extensive listening skills
— Use the information they have listened to for other communicative tasks
ll Materials
Textbook, cassette tapes, handouts
lll Anticipated problems
Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them
Trang 26IV Procedure
Time Steps arrangement Work
3 WARM - UP Group work
Jumbled words
(To teach vocabulary and leads Ss to the topic) — T divides the class into groups of 3 or 4
Trang 27Work Time Steps arrangement 8 centadis — distance 9 storp— sport 10 cirang— racing
10 BEFORE YOU LISTEN Whole class
— T uses the picture in the textbook to introduce the topic of the lesson E.g T might want to ask Ss questions like "What do you see in the picture?", "What event is 1t?", "Where do you think the Boston Marathon might take place?", "Who can participate in it?"
— T listens and helps Ss express their ideas T might want to give very brief information about the game, like it 1s one of the oldest races in the US and held every year in mid April
Listen and repeat
— T helps Ss to pronounce the words in their book correctly T may want to play the tape or model first and then ask Ss to repeat after the tape or after him / her in chorus and individually T corrects errors, if any
— T checks that Ss know the meaning of these words