Time Steps Work arrangement Asking for opinions What do you think about ?
What's your opinion about ? What's your feeling about ?
What's your point of view about ?
How do you feel about ?
Do you have any opinions about ?
Expressing Expressing Expressing
opinions agreements disagreements
I think I agree Well, maybe, but Personally, I think so, too That might be true,
I believe That's true, and | 5ut
I feel That's right, and Well, my feeling is
In my opinion that
From my point of Well, I don't think view so I think
— T gives examples and gets Ss to do some practice with these structures
— Now T divides the class into small groups of 3 or 4 and gets them to discuss the question in the textbook T might want to appoint a group leader for each group This person will monitor the discussion, note down friends' ideas and appoint a representative to present the outcome of their discussion to the class
— T goes around to check and offer help
— After checking that all the groups have finished, T calls on the representative of each group to report their peers' ideas T checks if other groups would have the same or different ideas
Trang 2
Work
Time Steps arrangement
—T listens and takes note of their errors T provides corrective feedback after that
WRAPPING UP
3’ | —T summarises the main point of the lesson Whole class
— For homework, Ss write a summary of the story they listened in class EXTRA ACTIVITY T reads the text, gets Ss to listen for once or twice and answer the questions that follow Home Fires
Many fires are caused by cooking Cooking is the number one cause of home fires You should always watch what you are cooking Never leave something cooking on the stove without watching it Three out of ten home fires start 1n the kitchen That is more than any other room in the house Many people are killed and injured from kitchen fires Kitchen fires can be prevented Follow safety rules and you can keep yourself safe
4
re | đa 1 What is the number one cause of home fires?
a matches b cooking without watching c fireplaces h
Sie 2 What room in homes has the most fires?
a.family room b basement c kitchen
4
tô ` tị: 3 Kitchen fires can be prevented by
a watching food on the stove every 10 minutes b always watching what you are cooking c cooking with a frying pan
Answers:
Trang 3Period 4: WRITING
I Objectives
By the end of the lesson, Ss will be able to:
Write a personal letter telling about a past experience, using the structures and vocabulary that they have learned in previous lessons
Il Materials
Textbook, handouts
lll Anticipated problems
Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them IV Procedure Work Time Steps arrangement WARM - UP 5 Whole class
A quiz about writing personal letters
(To remind Ss of the rules of writing personal letters in English)
— T asks Ss if they have ever written a personal letter in English and then announces the Quiz game and the rule For example: "I'm going to divide the class into 2 big groups Then I'm going to read out some questions about the rules of writing personal letters in English You need to give your responses as quickly as possible For each question, if your answer is quicker and correct, you get one point for your group Then we will add up the points for each group Which one has more points will be the winner"
— T divides the class into 2 big groups: A and B
— T reads out the questions and leads the game
Trang 4Time Steps Work
arrangement
The Quiz
1 How many parts does a personal letter normally have? 2 What are these parts?
3 What do we normally write in the Salutation? 4 What do we normally write in the Closing? 5 Where do we normally sign the letter?
—T gets Ss to add up the points for each group and announces the winner
Answers:
1 5 parts
2 The Heading, the Salutation (Greeting), the Body, the Closing and the Signature
3 We normally write "Dear" or "Hello / Hi" etc plus the name of the person we are writing to and a coma at the
end
4 We normally write something like "Sincerely", "Yours",
"Love", "Cheers", "Best wishes", "See you soon" etc
and after that we put a comma
5 Our signature normally goes under the Closing
12
PREPARING SS TO WRITE
— T sets the scene: You are going to write a friendly letter to a pen friend telling him or her about one of your most memorable past experiences
— T gets Ss to read the task silently and work out what they are required to write about
— T calls on a student to answer and elicits more ideas
from the class T might want to draw a network of ideas on
Trang 5Work Time Steps arrangement What When it happened? Where it happened? / happened? | Most unforgettable experience Who was | How it involved? happened? How it affected you?
— T elicits the verb tenses that can be used for describing a past event (past simple, past perfect, past continuous) If necessary, T reviews the uses of these tenses
E.g.:
+ The past simple is used to talk about an event that
happened and finished in the past
+ The past continuous is used to talk about an event that was in progress around a specific past time We often use the past continuous together with the past simple The past continuous refers to a longer ‘background’ action or situation; the simple past refers to a shorter action or situation that happened in the middle or interrupted it
+ The past perfect is used to talk about an event that had happened before another event that happened in the past — T gives examples and checks that Ss understand the use
of these tenses
— T gets Ss to plan their stories according to the questions on the board, then compare and check with a peer
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Work Time Steps arrangement E.g A sample outline
What happened? I nearly drowned
When it happened? | A year ago, my last summer vacation
Where it happened? | A river near my grandparents’ house How it happened? When I was swimming, I suddenly
caught a cold, I felt dizzy and I was too weak to swim
Who was involved? | Some of my friends were also
swimming at that time, one tried to save me
How it affected you? | I learned that life is so important
— T goes around to check and offer help
—T collects some outlines and provides corrective feedback T provides relevant vocabulary and structures if
necessary
WRITING
17 | —Now T gets Ss to write their own letters in 10 minutes Individual — T then asks Ss to get in pairs, exchange their letters and work oe
wor
correct each other
— T goes around to offer help A sample letter:
Hanoi 15 May 2007
Dear Peter,
How have you been doing? Have you got any plan for the coming school break? Perhaps I will go to see my grandparents in the countryside I haven't seen them since my
last school holiday
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Work
Time Steps
arrangement
Let me tell you about my last summer vacation at my
grandparents’ It was almost a year ago and was one of my most unforgettable experiences
My grandparents live in a small village, which is about 70
kilometres southeast of Hanoi There is a large river at the back of their house where I often do swimming every afternoon when I spend my vacation with them
One day when I was swimming with some of my friends, I suddenly caught a cold I felt so dizzy and was too weak to continue swimming, so I started to sink I thought I was going to drown but I couldn't call out for help because I was too tired and terrified Luckily, one of my friends saw that and shouted for help Immediately, another friend who swims the best among us swam towards me and tried to pull me up Then other friends swam towards us to help him push me in
My life was finally saved
Now recalling the moment I thought I was going to die, I
understand how precious life is This event definitely taught me to appreciate my life
What about you? Have you got any unforgettable holiday that you would like to share with me?
See you soon Nam
FEEDBACK ON SS' WRITING
3! — T chooses one letter 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 format of the letter, the organisation of ideas and language use (especially verb tenses)
WRAPPING UP
3" | — T summarises the main points of the lesson Whole class — For homework, T asks Ss to revise their letters according
to their peer's suggestions and submit for marking in the next lesson
Trang 8
EXTRA ACTIVITY Rearrange these events to make a story The first event has been numbered for you a Immediately I picked up a heavy stick and ran to see what was wrong
b As I looked around I saw more and more people and, to my horror, I spotted two film cameras and a TV van c When I got home, I told my bother the story, and he laughed uncontrollably d One day I went jogging in the park near my home
e "Run!" —I screamed at the girl, but to my surprise, she just stood there staring at me, and then she started to shout: "Stop it! Please stop it!" f I got up, feeling very stupid, and apologized g Suddenly, I heard cries of "Help! Help!" coming from behind some trees h Without a second thought I rushed at the men and started hitting them with my stick
i Then the young girl gave me a strange look and said: "Thank you very much for trying to help but you see, we're making a TV program"
j As I came nearer the bush where I heard the noise coming from, I saw two men attacking a young girl
k I learned an important lesson: "Look before you leap"
Trang 9
Period 5: LANGUAGE FOCUS
I Objectives
By the end of this lesson, Ss will be able to: — DistinguIsh the sounds / m /, / n/ and / 1 /
— Pronounce the words and sentences containing these sounds correctly — Distinguish the uses of different verb tenses: present simple for indicating
the past, past simple, past continuous and past perfect
— Use these verb tenses to solve communicative tasks Il Materials
Textbook, handouts
lll Anticipated problem
Ss might have difficulty distinguishing and using different verb tenses correctly Therefore, T should be ready to assist them IV Procedure Time Steps Work arrangement PRONUNCIATION
; Distinguishing sounds Individual
— T models the three sounds /m/,/n/and/ 1 / for a few work, pair work &
times and explains the differences in producing them (1.e when producing / m/ Ss close their lips; when producing / n / Ss' tongues touch the roof of their mouths; when producing / y / their tongues touch their soft palates For all three sounds, the air goes through the nose)
whole class
— T plays the tape (or reads) once for Ss to hear the words containing these two sounds 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
Trang 10
Work Time Steps arrangement 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 himself) again in chorus and then individually
Practising sentences containing the target sounds — T asks Ss to work in pairs and take turn to read aloud the given sentences (p 29, 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
GRAMMAR
0! Exercise 1 Individual
a) Presentation work, pair
work &
— If necessary, T reviews the forms, meanings and uses of the present simple, present perfect, and present continuous
Present simple
+ Form:
1 bare root for I, you, we, they 2 verb +s/es for he, she, it + Meaning: present time + Use:
1 Use the Simple Present to express the idea that an action is repeated or usual The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens It can also be something a person often forgets or usually does not do
E.g.: The train leaves every morning at 8 AM The train does not leave at 9 AM
When does the train usually leave? whole class
Trang 11Time Steps Work arrangement
2 Speakers sometimes use the Simple Present to express the idea that an action is happening or is not happening now This can only be done with Non-Continuous Verbs
and certain Mixed Verbs
E.g.: He needs you right now
Do you have your passport with you? Present continuous
+ Form: am / 1s / are + V—ing + Meaning: Present time + Use:
3 Use the Present Continuous with Normal Verbs to express the idea that something is happening now, at this very moment It can also be used to show that something is not happening now
E.g.: Are you sleeping? Present perfect
+ Form: have / has + Past Participle + Meaning: Present
+ Use:
4 We use the Present Perfect to say that an action happened at an unspecified time before now The exact time is not important So we can use the Present Perfect to describe our experience It is like saying, "I have the experience of " We can also use this tense to say that we have never had a certain experience The Present Perfect is NOT used to describe a specific event
E.g.: I have seen that movie twenty times I think I have met him once before
5 With Non—Continuous Verbs and non-continuous uses of Mixed Verbs we use the Present Perfect to show that something started in the past and has continued up until now "For five minutes," "for two weeks," and "since
Trang 12Time Steps Work
arrangement
Tuesday" are all durations which can be used with the Present Perfect
E.g.: I have had a cold for two weeks
Mary has loved chocolate since she was a little girl Note:
6 You CANNOT use the Present Perfect with specific time expressions such as: yesterday, one year ago, last week, when I was a child, when I lived in Japan, at that moment, that day, one day, etc We CAN use the Present Perfect with unspecific expressions such as: ever, never, once, many times, several times, before, so far, already,
yet, etc
— T emphasises that we can use all these present tenses in telling stories (which are often concerned with past events) to make the stories more interesting
— If T sees that Ss have already mastered the forms, meanings, and uses of these verb tenses, T can skip the presentation stage to save time, and go straight to the practice stage
b) Practice
— T gets Ss to do Exercise | individually and then find a partner to check their answers with
— T checks with the whole class and provides corrective
feedback Answer:
1 invites 2 sets 3 gets 4 waves 5 promises _ 6 carries 7 contains 8 has baked 9 is 10 is shining I1l.aresinging 12 is
Exercise 2 a) Presentation
— If necessary, T reviews the forms, meanings, and uses of
Trang 13Time Steps Work
arrangement
Past simple
+ Form: V + ed or irregular verbs + Meaning: Past time
+ Use:
7 Use the Simple Past to express the idea that an action started and finished at a specific time in the past Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind E.g.: I saw a horror film last night
He didn't wash his car
8 We use the Simple Past to list a series of completed actions in the past These actions happen to the following order : lst, 2nd, 3rd, 4th, and so on
E.g.: He arrived from the airport at 8:00, checked into the hotel at 9:00, and met the others at 10:00
9 The Simple Past can be used with a duration which starts and stops in the past Duration is a longer action often indicated by expressions such as: for two years, for five minutes, all day, all year, etc
E.g.: I lived in Brazil for 2 years
10.The Simple Past can also be used to describe a habit
which stopped in the past It can have the same meaning
as "used to." To make it clear that we are talking about a
habit, we often add expressions such as: always, often, usually, never, when I was a child, when I was younger, etc
E.g.: They never went to school They always skipped their classes
11.The Simple Past can also be used to describe past facts or generalizations which are no longer true As in USE 4 above, this use of the Simple Past is quite similar to the expression "used to."
E.g.: She was shy as a child, but now she is very outgoing
Trang 14
Time Steps Work
arrangement
Past continuous
+ Form: Was / were + V-ing + Meaning: Past time + Use:
12.Use the Past Continuous to indicate that a longer action in the past was interrupted The interruption is usually a shorter action in the Simple Past or a specific time Remember this can be a real interruption or just an interruption in time
E.g.: I was watching TV when she called Last at 6 PM, I was eating dinner
13.When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening at the same time The actions are parallel E.g.: I was studying while he was making dinner
14.In English, we often use a series of parallel actions to describe the atmosphere at a particular time in the past E.g.: When I walked into the office, several people were busily typing, some were talking on the phones, the boss was yelling directions, and customers were waiting to be helped One customer was yelling at a secretary and waving his hands Others were complaining to each other about the bad service
— If T sees that Ss have already mastered the forms, meanings, and uses of these verb tenses, T can skip the presentation stage to save time, and go straight to the practice stage
b) Practice
— T gets Ss to do Exercise 2 individually and then find a partner to check their answers with
— T checks the answers with the whole class and provides corrective feedback
Trang 15
Work Time Steps arrangement Answer:
1 broke / was playing 2 wrote / was
3 was working / broke 4 started / were walking 5 told / were having 6 didn't listen / was thinking 7 phoned / didn't answer / 8 didn't wear / didn't notice /
were doing was driving Exercise 3 8 a) Presentation Individual work, pair — If necessary, T reviews the form, meaning and use of the work &
past perfect and compares it with other past tenses + Form: Had + Past Participle
+ Meaning: Past time + Use:
15 The Past Perfect expresses the idea that something occurred before another action expressed in the Past Simple It can also show that something happened before a specific time in the past
E.g.: I had never seen such a beautiful beach before I went to Hanoi
16 With Non-Continuous Verbs and some _ non- continuous uses of Mixed Verbs, we use the Past Perfect to show that something started in the past and continued up until another action in the past
E.g.: We had had that car for ten years before it broke down
— If T sees that Ss have already mastered the form, meaning, and uses of this verb tense, T can skip the presentation stage to save time, and go straight to the practice stage
whole class
Trang 16
Time Steps Work
arrangement
b) Practice
— T gets Ss to do Exercise 3 individually and then find a partner to check their answers with
— T checks the answers with the whole class and provides corrective feedback
Answer:
1 had eaten / arrived 2 found / had taken 3 got / had closed 4 got / had left
5 got / had arrived 6 paid / had phoned
7 went / said / had not arrived 8 had looked / asked / cost 10
Communicative practice for all 6 verb tenses covered in the lesson (production stage)
—T divides the class into small groups of 4 Then T introduces the task "A Celebrity Interview": "Now you are going to work in groups of 4 Two of you will act as a celebrity and his / her manager The other two will act as reporters for a local paper Discuss among yourself which celebrity you would like to act and interview The celebrity and the manager then will prepare a short biography for the celebrity, including some outstanding past and present events, based on the questions in the worksheet The reporters will work out the interview questions that they want to ask about the celebrity They can use the questions in the worksheet as guidelines After 5 minutes you are going to do the interview in your own groups"
— T distributes the worksheets to Ss Then T guides how to ask interview questions and answer them and reminds Ss to use the correct verb tenses
Trang 17Work arrangement Time Steps
— After checking that Ss have finished, T calls on a group to perform their interview again in front of the class and elicits feedback from the class
—T gives final comments and provides correction if necessary Worksheet for the celebrity Name: Job: Born: when? where? Childhood and schooling: First debut: Greatest achievements: Present projects: Worksheet for the reporters Born when? Where? Childhood and schooling: First debut: Greatest achievements: Present projects: Model questions: Where were you born? When were you born? Where did you grow up?
What school did you go to?
Trang 18
Time Steps Work arrangement
When did you first play in a movie? / What was your first role? / What was your first album?
What have been your greatest achievements so far? What project are you working on now?
Etc
2!
WRAPPING UP
— T summarises the main points of the lesson Whole class
— For homework, Ss review the uses of different verb
tenses that have been covered in the lesson
EXTRA ACTIVITY
Complete the sentences by putting the verbs in bracket in the simple past, present perfect, or past perfect
74
I When I (arrive) home last night, I discovered that Jane (prepare) a beautiful candle—lit dinner
Since I began acting, I (perform) in two plays, a television commercial and a TV _ drama However, I (speak, never 00) publicly before I came to Hollywood in 1985 By the time I got to the office, the meeting (begin, already) without me My boss (be) furious with me and I (be) fired
When Ï (turn) the radio on yesterday, I (hear) a song that was popular when I was in high school I (hear, not) the song 1n years, and 1t (bring) back some great memories Last week, I (run) into an ex-girlfriend of mine We (see, not†) each other In years, and both of us (change) a øreat deal I (enJoy) talking to her so much that I (ask) her out on a date We are getting together tonight for dinner
Trang 197 I (VIID so many beautiful places’ since I (come©) to Utah Before moving here, I (hear, TI€V€T) - << ©¿ of Bryce Canyon, Zion, Arches or Canyonlands Answer:
1 arrived / had prepared
2 have performed / had never even spoken
3 had already begun / was / was
4 turned / heard / had not heard / brought
5 ran / had not seen / had changed / enjoyed / asked 6 entered / did not recognise / had lost / grown 7 have visited / came / had never heard
Trang 20Mnil 3 A PARTY 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 and correcting false statements
— Use the information they have read to discuss celebrations in their
culture
Il Materials
Textbook, handouts
lll Anticipated problems
Ss may need to be provided vocabulary related to celebrations and festivals so that they can complete various learning tasks
IV Procedure
Time Steps arrangement Work
WARM - UP Group work
7 | A matching game & whole class
(To teach vocabulary related to celebrations and festivals) — 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 it first and has all the correct answers will be the winner —T might want to get Ss to tell if there are similar celebrations and events in Vietnamese culture to check Ss' understanding of the new words
— T might also give some details about these celebrations
Trang 21
Work Time Steps arrangement Matching the celebrations with the correct images below:
Christmas Easter Graduation
Trang 23Work Time Steps arrangement
About the celebrations:
— To celebrate Christmas day Western families often buy Christmas trees, which are often real or plastic pine trees and decorate them with ornaments and gift boxes
— On Halloween night children often dress in costumes and go door-to-door to collect sweets and fruits Houses are decorated with pumpkins which are carved into scary faces and decorated with lights or candles
— Picture d shows a wedding horseshoe It 1s the symbol of good fortune and ability to have many children So on wedding days many Western brides carry a replica of a horseshoe for good luck
— Picture c shows Easter eggs It's a custom to eat eggs on this day because eggs are symbol of life Today people often eat chocolate eggs instead of real eggs
— Thanksgiving is the celebration that exists only in America On this day people pray to God and eat roasted turkey
—QOn Valentine's day people often send cards and buy chocolates for the ones they love
— Mother's day is the celebration that honors mothers On this day people often send cards and gifts to their mothers to show how they love and appreciate their mothers
BEFORE YOU READ
8’ | —T gets Ss to work in pairs and try to make sense of the Pair work pictures on page 32 Then T gets them to answer the & questions on this page whole class — T calls on some Ss to answer the questions T should ask
Ss to give reasons for their answers
— T checks with the class and asks Ss to guess what they are going to read about
Trang 24
Time Steps Work
arrangement
Suggested answers:
1 The people in the first picture might belong to a family The young woman and the young man might be the parents and the three kids might be their children
The people in the second picture might belong to a family, too The old lady and the old man who are standing might be the parents The woman and the man who are sitting in front might be their son and daughter in law The boy and the girl might be their grandchildren
2 The people in the first picture are celebrating a birthday (the little girl is blowing out the candles) And the people in the second picture are celebrating a wedding anniversary (the words on the wall read "50" anniversary)
Pre-teaching vocabulary: mark (v): danh dau
milestone: an important event or stage in one's life lasting (a): continuing a long time
golden (a): made of gold
golden anniversary / jubilee: celebration of the 50” wedding anniversary silver anniversary / jubilee: celebration of the 25 in wedding anniversary diamond anniversary / jubilee: celebration of the 60” wedding anniversary
— Before teaching these words, T helps Ss to pronounce them correctly T may want to model first and then ask Ss to repeat after him / her
— T presents or elicits the meanings of these words from
the class
— T gets Ss to make sentences with these words
— T gives corrective feedback
Trang 25
Work
Time Steps arrangement
WHILE YOU READ
Set the scene: You are going to read about how American people celebrate birthdays and wedding anniversaries
Then you do the tasks that follow
TASK 1 Individual
7' |—T gets Ss to read the passage silently and then do Task 1 work & T may want to give them some tips to do the task: whole class
+ First, Ss should skim the seven statements to understand them As Ss do this they underline the key words to decide what information they need to find in the text For example, the key word is "song" for the first statement and "cake" for second one
+ 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 checks the answers with the whole class Answers: Birthday | Wedding 1 People sing a song \
2 People eat cakes \ 3 People receive cards and gifts from
friends and relatives ` 4 People joke about their ages \
5 People remember their wedding days
6 People go out to dinner \ 7 People blow out candles, one for J V
each year
Trang 26
Work Time Steps arrangement TASK 2 10 |—T checks if Ss can identify and correct the wrong | Individual work & information in TASK 2 after their first reading of the
passage If they cannot, T gets Ss to read through all the 7
questions in TASK 2 and identify the key words in each
question For example, in question 1, these might be "Lisa's family and friends", and "eighth birthday" In question 2, these might be "make cakes and ice-creams" and "birthday", etc
— Now T instructs Ss to go back to the passage and locate these words Ss should read around these words carefully to find the answers to the questions
— Then T gets Ss to check their answers with a friend — T calls on some Ss to present and explain their answers T gives feedback and correct answers
Answer:
1 eighth — sevenths (line 1, paragraph I, part A) 2 makes — eats (line 2, paragraph 3, part A) 3 foods — presents (line 3, paragraph 3, part A) 4 anniversaries — ages (line 4, paragraph 4, part A) 5 months — years (line 2, paragraph I, part B) 6 5" — 50” (line 2, paragraph 3, part B) 7 silver — golden (line 5, paragraph 3, part B)
whole class
10 AFTER YOU READ
— T introduces the task: Ss work in small groups of 3 or 4 and discuss the questions
—T teaches structures that can be used for giving comparison and contrast E.g "In the US, people but in Vietnam, people ", "Americans while Vietnamese "
"Americans In contrast, Vietnamese ", etc Group work
& whole class
Trang 27
Work
Time Steps
arrangement
— T goes around to check and offer help
— T calls on the groups to tell and explain their choice — T gives corrective feedback
WRAPPING UP
3’ | — T summarises the main points of the lesson Whole class