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1. Competencies: Make respond to introduction How to compare with the likeness and the difference. Scan for specific information.2. Language focus: Past simple tense Present unreal wishII. Techniques: Brainstorming; Questions – answersIII. Etching aids: Cassette; Cassette recorder; illustrating pictures; OPH; Pictures; Visual aids; Laptop; Flash cards, colored chalk.
UNIT 1: A VISIT FROM A PEN PAL I General objectives: Competencies: - Make & respond to introduction - How to compare with the likeness and the difference - Scan for specific information Language focus: - Past simple tense - Present unreal wish II Techniques: Brainstorming; Questions – answers III Etching aids: Cassette; Cassette recorder; illustrating pictures; OPH; Pictures; Visual aids; Laptop; Flash cards, colored chalk IV Total period distribution: Period distribution Items of Teaching Getting started, Listen and read Speak and Listen Read Write Language focus Lesson 1: Getting started – Listen and read (45 min) I Objectives: - Introduce, leading to the topic of a unit - Talking about places to visit II Grammar: Wish sentence & Past habit Used to + Verb III Vocabulary: Words relating to famous place to visit & activities done during the visit Steps Warm – Up (15’) Teacher’s activities * Getting started - Showing pictures of places of interest of Vietnam - Eliciting the places of interest of Ho Chi Minh City - Asking them some questions Student’s activities - Looking at the pictures and guessing what places they are - Answering the questions Lead-in (30’) Do you have any pen pals? Do you like to have pen pals? Where will you take him if he visits Vietnam for the 1st time? Can you tell me the names of the places in pictures? - Teaching new words: Hung Temple; Temple of Literature; Dong Xuan Market; the City hall; Ho Chi Minh history museum; Ben Thanh market * Listen and read - Introducing the situation of the passage: Lan’s pen pal visited her for the first time and Lan took her to some places of interest in Hanoi - Playing cassette once the 1st paragraph - Asking them questions: What you know about Mary am? - Having them a silent reading then identifying the places of interest - Playing cassette again - Explaining the new difficult words: Mosque; peaceful; keep in touch; atmosphere - Reminding them of new and old structures * Old Structure: Past habit Used to + V * Ex: Lan used to walk past the mosque on her way to primary school * New structure: Wish sentence: Present unreal wish * Ex: I wish I had more time - Asking them to have silent reading for information to answer the questions - Calling some students to say their choices - Briefly explaining the use of Wish Ex: I wish I had more time I wish + clause (Past simple) Practice: - Listening to the teacher’s explanations then write the vocabulary down - Listening to the teacher - Listening to cassette - Answering the question - Having a silent reading - Listening to the cassette - Writing down the new words - Finding out structures - Identifying new structures - Having silent reading and get more information - Saying the choices - Doing the practice I don’t have enough money I wish ………………………… I can’t sing that song I wish ………………………… It’s raining I wish ………………………… I am too fat I wish ………………………… The weather is bad to day I wish ………………………… Consolidation Homework I wish I had enough money I wish I could sing that song I wish it wasn’t raining I wish I weren’t too fat I wish the weather were fine today Where did Lan take Mary am to visit? What place did they visit on Friday? What new structure is there in the passage? - Do exercise workbook (p.5-6) - Explain the way how to these exercises UNIT 1: A VISIT FROM A PEN PAL Lesson 2: Speak – Listen (45 min) I Objectives: - Developing speaking and listening skills - Introducing oneself II Language contents: Grammar: Yes – No questions Vocabulary: Some words relating to capitals and big cities in the word, especially in Asia III Techniques: Asking and answering – Pair work – Role play – Matching IV Teaching aids: Pictures, cassette player and tape V Time: 45 minutes VI Procedures: SPEAK (28 minutes) Steps Warm – up (3’) Teacher’s activities Student’s activities - Answering the questions: Where does Mary is come from? Malaysia – Kuala Lumpur Does she like Vietnamese people? Friendly Does she like Ha Noi? Presentatio n (7’) - Making questions: Interesting - Introducing situation - Asking Sts to work in pairs - Matching and putting the dialogues in the correct order Finishing part (a) Practice (13’) - Correcting part (a) - Replacing - Sticking the answer key on the board - Making similar dialogues - Asking Sts to read the information in three boxes at the end of the page - Practicing new dialogues (Pair work) Free - Asking Sts to match countries and their practice (5’) capitals (ASIA) - Matching - Playing roles with their old names - Asking Sts to play roles and their own words LISTEN (17 minutes) Steps Teacher’s activities Pre-listening - Introducing the lesson (3’) Whilelistening (10’) Taking about the situation of the lesson - Playing the tape Student’s activities - Looking at the picture and taking about them - Listening and finding out where Tim and Carol are and that they are doing - Listening and choosing the correct answers - Comparing their answers with the partner’s Postlistening (4’) - Checking the answers with the whole class - Saying the answers UNIT 1: A VISIT TO A PEN PAL Lesson 3: Read (45 min) I Objectives: Developing speaking and listening skills Help students to know more about Malaysia II Language contents: Vocabulary: divided, separated, comprise tropical climate, official, language of instruction III Techniques: Communicative approach IV Procedures: Steps Warm-up Pre-reading Whilereading Post-reading Teacher’s activities - T shows the map of Vietnam and asks students: Which country is on the map? Which city is the capital of Vietnam? How many regions are there in Vietnam? - T introduce a the passage by showing the map and the picture about Malaysia - T asks “What you know about Malaysia - T asks sts to read the passage silently and underline the new words - T explains new word (translation method) - T reads the passage and students listen and find the right information about Malaysia to fill in the table (pair word) - T hangs a cardboard and gets sts to T/F exercises in pairs - T asks some pairs to write their answers on the board - T gives answer keys and corrects them Student’s activities - Answering the questions - Sts answer (in Vietnamese) - Reading the passage in silently an underline the new word - Listening to the explanation - Sts read their answer sentences - Doing the exercise in pairs - Answering the questions - Correcting the mistakes Feed-back Consolidatio n Homework - T asks For the false statements T asks - Giving the correct statements sts to give the correct ones - T gives some questions about - Answering the questions Malaysia: Is Malaysia one of the countries of the ASEAN? How many regions are there? Is Kuala Lumpur the largest city in the country? Which language is taught on secondary school? What’s the weather like in Malaysia? - Learning the new words by heart - Rereading the passage UNIT 1: A VISIT TO A PEN PAL Lesson 4: Write (45 min) I Aims: Sts can practice the skill of writing a letter (a normal letter and a friendly letter) II Teaching aids: Pictures of some places of interest ( Hoan Kiem Lake, West Lake, London Bridge, etc), Overhead, projector III Teaching steps: Steps Warm-up Presentation Practice Consolidation Homework Teacher’s activities Student’s activities - T introduces the topic of the - Answering the questions lesson by telling the sts his/her trip Then T ask sts some questions: a When did you go last summer? b Do you have any relatives? c Have you ever visited them? d Could you tell us about your trip? - T reads a sample letter - Listening to the teacher - T guides sts how to write a letter (address, heading, body, closing, signature…) - T has some sts read their letters - Sts read the outline, pay in front of the class attention to he content of - T corrects the mistakes each part - Sts base on the outline and teacher’s instructions and write a letter - Sts discuss in groups and write letters by themselves - How to write a friendly letter - Sts write letters to invite their friends to their places where they are living, tell them what they’ll do, what food they’ll eat … UNIT 1: A VISIT FROM A PEN PAL Lesson 5: Language focus (45 min) I Objectives: Students can retell their preparations before a special occasion and express their wish II Language content: Grammar: Revision: - Past simple - Wish sentence III Technique: Question – Answer IV Teaching aid: Pictures, colored chalk V Procedure: Past simple (page 11) Exercise page 11 Teacher’s activities - Creating the situation by asking some questions: Where was Mary am last week? What did she in her first day in HN ? - Asking the students to pick out the tenses in answers - Having some students give the formation of past simple tense - Asking the students to pair word (exercise 1) - Having some pairs present in Student’s activities - Answering the T/s questions She was in HN Lan took her to HOAN KIEM lake What did Lan on the Weekend? - She went to the concert Exercise page 12 Exercise page 12 The past simple with wish: S1 V1 S2 V2 I wish you had a longer vacation S1 V1 S2 V2 I wish I had more time S1 + WISH S2 + verb _be (were) _/v(past) Consolidation Homework front of the class When did she go there? - Having the students group - She went there on work and the quickest group Saturday at 8pm present their key on the board Exercise 2: - Lan made a cake - Tan hang colorful lamps - They bought flowers - Huy painted a picture of HN - They went shopping - Creating the situation by Exercise 3: - “ I wish you had a longer asking questions: “What did Lan say to Mary vacation” - Wish sentence => a am at the end of the week?” - Asking the students to complex sentence - Verb is used in the past analyze the sentence Having the students subjunctive Exercise 3: withdraw conclusion a I wish I were taller - Asking the sts to exercise b I wish it were not so page 12 (group work) hot - Having some of the sts write c I wish I had a their sentences on the computer blackboard d I wish I didn’t it’s - Giving comments or corrects the mistakes if necessary - Asking the sts to give the formation of wish sentence - Asking the sts to write five wish sentences 10 Homework - Do exercise 1/ p38 - Copy the table / p.38 in notebooks UNIT 5: THE MEDIA Lesson 1: Getting started – Listen and Read (45 min) I Objectives: At the end of the lesson, students are able to talk about the media as well as to know something about the development of means of communication II Language contents: Vocabulary: Words refer to the media “town crier – interactive TV – the latest news information – remote controls” Grammar: Gerund after some verbs III Techniques: Miming; Pair / Group work; Question – Answers IV Teaching aids: Cassette recorder; tape; illustrating pictures; visual aids; Flash cards; colored chalk’ student’s book V Time: 45 minutes VI Teaching procedures: Steps Warm-up (7’) Activities Miming: Ss are divided into groups - The leader/ volunteer of each group gets card from the teacher then mimes the activity the he/ she gets from the card - The others of the group guess and say the name of the activity Then they write the name of the activity on the board (If the members of the group cannot say the name of the activity, the rest of the class can join the game) Presentation (18’) - Teacher elicits to the topic of the lesson by using the groups of words written on the blackboard - Pair work: Students listen to the tape (1st times) and check the table (books closed) Listen and check the appropriate paragraph (A, B, C, D) A B C D 50 Television The latest news Newspapers & magazines Interactive TV Town criers Remotes controls - Students listen to the tape (2nd times) and check the answers - Students read the text silently and complete the table (p.41) - Teacher checks the student’s answers and explains new words if necessary (Students listen & take notes) Practice (12’) - - Group work: Students ask & answer the questions (p.42) Teacher checks the student’s answers Then students write the answer in their exercise books Students ask & answer the questions about their favorite activities in their free time, the benefits of these actives (if they know) and how much time they often spend on each activity Teacher gives some advices if necessary Consolidation (5’) - Students summarize the development of the media, using works / groups of works / statements on the board Homework (3’) - Read the text again and learn the vocabulary by heart Write some TV programs in your exercise books Which programs you like best? Why? 51 UNIT 5: MEDIA Lesson: Speak (45 min) I Objectives: By the end of the lesson, sts will be able to talk to their friends about the T.V programs that they like or dislike II Teaching aids: A4 papers, tape III Teaching procedure: Steps Warm up Pre-speaking While-speaking Post-speaking Activates Let sts listen to some introductory music and ask them to say in which TV programs these music playing cartoon, folk music, show game, … Let sts listen to some introductory music and ask them to say in which TV programs these music playing cartoon, folk music, show game, … - Ask sts some questions about the TV programs they like best - Have some Sts Read the dialogue in pairs before class check their pronunciation / intonation of TAG question - Let sts work in pairs to practice the dialogue - Have sts pick out sentences showing agreement and disagreement and ask them to practice a Agree: • I prefer documentaries • I love watching sports • I enjoy it too b Disagree: • Not really • I don’t like watching sports • I’m the opposite Documentaries seem quite boring to me Have sts talk each other about the TV programs they like or dislike (making similar dialogue) - Have sts copy down this table (work in group) MAI TUAÁN THAÙI News v x Movies x v Music x v Sports v x … 52 Homework Game show v v Cartoon v x Get sts to ask and answer question about TV programs that people in their group like and dislike, using TAG question Have sts find out the most and the least favorite TV programs of their group Have sts rewrite the dialogue they made (while doing pairwork) in their notebooks 53 UNIT 5: THE MEDIA Lesson 3: Listen (45 min) I Objectives: Developing listening skill: listen and complete a table By the end of the lesson, students know the important dates of the media II Language content: Vocabulary: - Assignment (n) - Telegraph (n) - Newsreel (n) Grammar: - Simple past tense III Teaching aids: cassette recorder and tape, handout (for exercise) IV Teaching procedures: Steps Warm up 3’ Teacher’s guiding activates - Teacher’s asks students to give some means of media, and then write on the board - Suggesting: newspaper, radio, television, internet, etc Pre-listening 7’ - Teacher shows a telegraph and says: besides newspaper, television… there are other means of media such as: telegraph, newsreel, etc (teacher explains these words) - Teacher asks students if they know when the telegraph was invented While listening 18’ - Teacher introduces the conversation between Chau and her father about her assignment (a test) - Teacher asks students top pay attention to the dates when listening to the tape - Students listen for the 1st time - Students listen again and complete these information in the table (group work) - Students listen for the last time to check the answers (The groups exchange the answers for correction) Post listening - Teachers asks some students (leaders of the groups) to stick the 54 15’ Homework 2’ answer on the board - Teacher corrects the mistakes and gives the right answers - Teacher gives them points and congratulates the swimming group - Matching exercise: Dates Means of media th a The century AD Television th th b Between the and telegraph th c Early in 19 century internet th d Late 19 century radio and newsreels th e Early in 20 century First printed newspaper f In 1940s g In 1950s h Early 1990 i Late 1990 (group work) j Mid and late 1990 k Late 20th century - Teacher gives feedback - Students have to get information about the internet: “What they use the internet for?” 55 UNIT 5: THE MEDIA Lesson 4: Section: - Read (page 43-44) Period 31: Aim Reading a text about the internet Objective By the end of the lesson, students will get some knowledge about the internet Teaching aids Text books, posters, pictures Stage Steps/Activities Warm – up Word arrangemen t * Charting: - Show a picture of a computer and ask students about it • What’s this? • Can you use computers? • What subject help you to use computers? • Have you ever used Internet? • Do you find the Internet useful? • What you use the Internet for? I Pre-teach vocabulary Forum (n): (translation) Surf (v): (translation) Deny (v): (synonym : refuse) Get access to: Limitation (n): Spam (n): (translation) Alert (adj): (definition: quick in movement of the body or mind) Wander (v): (definition: move or go around without any purpose or destination) * Checking vocabulary Matching: Write the new words in the list on the left hand side of the blackboard 56 While reading Write the translations on the right hand side of the blackboard Have student’s com to the blackboard to match items on the left with those on the right by driving a line connecting them II True – false stamens prediction Set the science: There is a forum on the Internet You will read some opinions about the advantages and disadvantages of the Internet Ask students to read the stamens (on poster) and word in pairs to predict they are true or false True – False statements a Internet is a wonderful invention of modern life b The internet is available not only in cities but also in the countryside c People use the Internet for two purposes: education and entertainment d Bad program is one of the limitations of the Internet e You should be alert when using the internet - Give feedback I Reading and checking prediction: Have students read the text on page 43, 44 and Individuate check their predictions Then ask them to correct the work false stamens Give feedback and correct * Answer keys: a T b F c F d T e T * Corrections: a The Internet is availed only in cities b People use the Internet for many purposes: education, information, communication, commerce, entertainment II Guessing meaning of the words Ask students to work in pairs to guess the meanings of the works Pair work - Get students to match the English words in column A with their meaning in column B A B 57 a increase b convenient c explore d risk e electronic junk mail f time – consuming khám phá rủi ro tăng lên thư rác điện tử tiện lợi nhiều thời gian * Answer keys: a-3 b-5 c–1 d–2 e–4 f–6 III Comprehension questions: Have students read the text again and answer the questions on page 44 Get students to work in pairs, practicing asking and answering Call on some students to call out their answers Give feedback and correct * Answer keys: What does Sandra use the Internet to get information and to communicate with friends and relatives? Why is it uneasy for Honghoa to get access to the Internet? - Because she lives in the countryside where the Internet is unavailable According to Huansui, why people use the Internet? - People use the Internet for education, communication, commerce and entertainment Make a list of benefits of the Internet according to the three responses -Benefits: • Fast and convenient way to get information • Communication • Education • Entertainment • Commerce Are there any disadvantages of the Internet? If so What are they? Yes There are some disadvantages • Time-consuming • Costly • Dangerous because of virus\s and bad programs 58 Production Homework • Spam/electronic jock mail • Personal information leaking Have student work in pairs, practice asking and answering * Discussion: Divide the class in to four teams Give them the questions and ask them to discuss in groups “Do you agree or disagree with the response? What is your response to this forum?” - Get students to write their responses in their notebooks Pair work Group work Individuate work 59 UNIT 5: THE MEDIA Lesson 4: Write (45 min) I Objectives: - By the end of the lesson, students will be able to express their ideas about a certain problem in their writing - Develop speaking and writing skills II Language contents: Grammar: review: present simple tense and modal verb CAN Vocabulary: words related to the new topic “The Internet” III Techniques: - Question – answer (communicative approach) - Brainstorming - Eliciting IV Teaching aids: - Blackboard and chalk - Pictures, flash cards - Sheers of paper, pens V Time: 45 minutes VI Procedures: Steps Pre-writing 20’ Activities • Warm up: - T hands out some picture articles… to the sts Sts will take their turns to look ask them - T ask: “Do you know where I got these?” On the Internet • Preparation: - T introduces these pictures/articles … are for: + information + entertainment + education - T points out the benefits of the Internet (That means we can get many things we need on the internet) - T asks sts to read the reading text (5.Read) again and discuss in groups to give more ideas about the three main contents on the internet - T asks to go to the blackboard and write their sentences * Information: 60 While-writing 17’ + We can check weather conditions before we go on a pick nick or we can book the tickets, find time tables and maps foot the trip reserve rooms in a hotel … * Entertainment: + We can listen to music or radio, watch films or play games… + We can communicate with our friends or relatives by means of e-mail or chatting … * Education: + We can teach ourselves We can look up the new words… - Sts are divided into groups - T hands out some sheets of paper, asking sts to write a passage about the benefits of the internet, using the cues in their text books (p44) Information Entertainment Education New, Music, movies, games, On-line school, onarticles, chatting, e-mail, web line lessons, selfweather cam… study, forecast - T sticks their tasks on the blackboard - T invites representatives of each group to read their passages in front of the class - T takes one of their tasks and corrects the mistakes, the others will be corrected at home by the teacher (notice the use of simple present tense) - Sts exchange their tasks for comparison Post – writing (8’) - T gives conclusion: “We can use the Internet for many purposes It is really a wonderful invention of our modern life But be alert while enjoying surfing.” - T asks some questions: What you have to before having a picnic or a trip? How can you communicate with your friends or relatives on the fastest way? Do you usually listen to music/radio on the internet? Do you usually chat with someone on the internet? ……… - And the last question: “What you usually on the internet?” - T asks sts to ask and answer the question => make a deep impression on their minds about what they have studied Homework - Write down in your notebooks a passage about the benefits of the internet 61 UNIT 5: THE MEDIA Lesson 6: Section: - Language Focus 3-4 (page 46) Period 33: Aim Further Practice on using gerunds after some verbs Objective By the end of the lesson, students will be able to talk to their friends about their likes or dislikes Teaching aids Text books, posters PROCEDURE Stage Warm-up Steps/Activities * Word square: L M P R A C T I S E I O M I S S D N I M K I R L S T C C K B E N J O Y L O V E O A F V S V U N A K N F I S V O R S V I M I N U U T S I O L L N I G Y N E D I S H I S G E S T E D I I S H B C D E R O D U - Stick the poster on the board - Ask students to find out 13 verbs in the word square - Divide the class into two teams, students from each team go to the board and circle the words they have found, and then write them down in the column of their team - The team which has more right words will be win the game * Answer keys: Like, consider, finish, avoid Word arrangemen t Whole class Love, enjoy, miss, pat ice Deny, mind Suggest, finish 62 Dislike Presentatio n * Dialogue Build: Set The Science: Hoa and Lan are talking about their favorites in their free time - Show the open dialogue and ask students to build a complete dialogue (1) (2) (3) Lan: You soccer? (4) Hoa: No, I it Lan: (5) Hoa: Yes, I (9) Lan: (6) (8) You it enjoy (10) (7) TV? Whole class finish? (11) (12) Hoa: I don’t know I’ve tiered * Answer keys: (1) (2) like (3) playing (4) hate (5) (6) you (7) Watching (8) Love (9) (10) Enjoy (11) never (12) it * Revision of Gerunds After Some Verbs * Form: Like Love Enjoy + V-ing (Gerund) Dislike Hate Teacher can remind some other verbs Mind Finish Suggest Consider Deny Keep on (continue) Miss 63 Practice Production Can’t help Practice Stand (bear) - Get student to exercise on page 46 - Have students ask and answer questions about each item in the box Soccer fishing movies Detective stories Candy Music - Give an example a Soccer: - Do you like playing soccer? - Yes, I - Call on some pairs of students to practice asking and answering - Give feedback and correction b Fishing: - Do you enjoy fishing? - No, I hate it c Movies: - Do you love going to the movies? - Yes, I love it d Detective stories: - Do you like reading detective stories? - I don’t know I’ve never read them e Candy - Do you love eating candy? - Yes, I like it Especially chocolates f Music - Do you love listening music? - Yes, I love it Especially pop music - Have students work in pairs to ask and answer questions * Writing: (substitution box) - Have students write true sentences about their family members, relatives, friends and themselves - Ask students to look at the works in the three box on the page 46 and use them as cues - Give example My father likes watching sports but my mother doesn’t She loves listening to music - Ask some students to read then write their sentences on the board Pair work Pair work Individual work 64 ... went to the concert Exercise page 12 Exercise page 12 The past simple with wish: S1 V1 S2 V2 I wish you had a longer vacation S1 V1 S2 V2 I wish I had more time S1 + WISH S2 + verb _be (were) _/v(past)... your country? 10 What aspect of learning English you find most difficult? 11 What are you doing to learn? 12 What are you hobbies? 13 Look at this picture Describe it 14 Read this passage... clothes by looking at the pictures 17 - Reminding structure Homework them the passive - Doing exercise 5, workbook (page 16 ,17 ) - Explaining the way how to the exercises 18 UNIT 2: CLOTHING Lesson 4: