Giáo án tiếng anh 7 theo chương trình thí điểm cả năm

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Giáo án tiếng anh 7 theo chương trình thí điểm cả năm

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Date of planning: 21/ 08/ 2014 Date of teaching: / _/ 2014 Week Period REVISION A/Objectives: By the end of the lesson, ss will be able review all the tenses they have learnt in grade B/ Language content: - Vocab: - Grammar: tenses C/ Preparation: - Materials: teaching plan - Method: T- WC, group work, individual work D/ Procedures: Present simple: a, Use: Thì đơn diễn tả hành động: - thờng xuyên xảy ra, lặp lặp lại - chân lí, thật hiển nhiên điều - trạng thái mang tính ổn định - thời gian biểu, thời khoá biểu - tiêu đề báo chí để kiện vừa xảy - việc đợc thành lịch (giờ tàu, chiếu phim, ca nhạc ) b, Form: S + V (s,es) S + don't/ doesn't + V Do/ Does + S + V .? c, Sign: - always, usually, often, generally, frequently, occasionally, sometimes, never, seldom, rarely - once/ twice/ three times .a day/ a week/ a month - every + N - in the morning/ afternoon/ evening - on Monday / July 1st Present progressive: a, Use: Thì tiếp diễn diễn tả hành động: - diễn thời điểm nói xung quanh thời điểm nói - hành động tơng lai đợc đặt sẵn - kết hợp với always diễn tả phàn nàn việc lặp lặp lại, làm cho ngời khác bực b, Form: S + am/ is/ are +V-ing Date of planning: 21/ 08/ 2014 S + am/ is/ are + not + V-ing Am/ is/ are + S + V-ing .? c, Sign: - at the moment, at present, at this time, at this moment, now, right now - look/ listen/ hurry up/ be careful/ be quiet/ sssh * Note: Những động từ sau không thờng dùng tiếp diễn: - hear, smell, feel, sound, look, taste, see - admire, appreciate, desire, dislike, fear, hate, like, love, mind, respect, want, wish, prefer, need - believe, expect, think, recognize, remember, forget, know, consider, understand, mean - belong, own, possess, be, have - seem, appear, contain, insist Present perfect: a, Use: Thì hoàn thành diễn tả hành động: - khứ, kéo dài đến tiếp tục tơng lai - xảy khứ nhng không rõ thời gian - vừa xảy - xảy chấm dứt nhng kết để lại liên quan đến - cha xảy - lặp lại nhiều lần khứ - dùng câu bình phẩm b, Form: S + have/ has + P II S + have/ has + not+ P II Have/ has + S + P II .? c, Sign: - since/ for/ just/ already/ recently= lately/ ever/ never before/ not yet/ once/ twice/ three times / so far= up to now= up to the present= until now/ first time/ second time Past simple: a, Use: Thì khứ đơn diễn tả hành động: - xảy chấm dứt biết rõ thời gian b, Form: S + V-ed S + did + not+ V Did + S + V .? c, Sign: - yesterday - last + N - ago/ then Date of planning: 21/ 08/ 2014 Future simple: a, Use: Thì tơng lai đơn diễn tả hành động: - xảy tơng lai nhng không đợc đặt từ trớc (nó đợc định lúc nói) b, Form: S + will + V S + won't + V Will + S + V .? c, Sign: - tomorrow - next + N - tonight/ this evening/ this weekend - soon/ some day/ one day/ some time - in + a period of time - in + a point of time in the past II/ Practice: Exercise 1: Present simple or present progressive? Be quiet! The baby (sleep) We seldom (eat) before 6.30 Look! a man (run) after a bus He (want) to catch it The sun (rise) in the east and (set) in the west It (be) often hot in summer I (do) an exercise on present tenses at this moment and I (think)that I (know)how to use it now My mother sometimes (buy) vegetables at this market It (be) very cold now It (rain) much in summer It (rain) now 10 Daisy (cook) some food in the kitchen at present She always (cook) in the morning Exercise 2: Present tenses Listen! I (think) someone (knock) at the door Up to the present, we (write)almost every lesson in the book The earth (circle) the sun once every 365 days The farmers (work) in the field at the moment How many time you (see) him since he went to Edinburgh? Do you know that man, who (smoke) there? Mrs Green always (go) to work by bus We (be) from France We (be) there for 20 years I (wait) for the manager for two hours but he (not come) yet 10 You (ever/ see) a lion? Date of planning: 21/ 08/ 2014 3/ Homework: - learn by heart all the tenses - prepare unit Date of teaching: / _/ 2014 Period 2: UNIT MY HOBBIES GETTING STARTED A/Objectives: By the end of the lesson, ss will be able to: - Extend and practice vocabulary related to hobbies - Listen and read a conversation about hobbies in detail - Express their own hobbies B/ Language content: - Vocab: vocabulary related to hobbies - Grammar: Present simple tense , V-ing (gerund) C/ Preparation: - Materials: Ss books, text books, posters, tape and radio - Method: T- WC, group work, individual work D/ Procedures: Time 5' Teachers activities I Warm up: Brainstorming - T write the words hobbies on the board and divides the class into two groups The two groups use the different chalk -Ask students in each groups take turn to write their hobbies - The group with more and correct words is the winner - Introduce the new lesson Students activities HOBBIES II The new lesson * Teaching Vocabulary * Vocabulary - upstairs(adv): trờn gỏc - Teacher elicits the words from -unusual(adj): khỏc thng reading Date of planning: 21/ 08/ 2014 students -a piece of cake(idom) : d t - Follow the seven steps of teaching - skate(v) : trt pa vocab -arrange (v) : sp xp -board game (n) trũ chi trờn bn c * Checking: Rub out and remember -bird(n): chim Listen and read -same (adj): nh - T asks ss to look at the picture on page and answer these questions: Can you guess who they are ? Where are they? What can you see on the shelf? - T write the answer quickly on the board - T introduces Elena -Nick's sister - Answer the questions by guessing - T plays the recording - Listen and read then check the guessing Key: - They are Nick, Elena and Mi -They are at Nick and Elena's house - There are a lot of dolls on the shelf a True or false statements - Go through the sentences - T asks ss to work individually to find out which sentences are true/ false -Ask ss to share their answers - Give feedback Key: 1.T They go upstairs to her room 2.T F Mi's hobby is collecting glass bottles 4.F Her parents , aunt and uncle 5.T Key: b Answer the questions -Go through the questions - Ask ss to work in pairs to ask and answer the questions - Call on some pairs to practice - Call two ss to write the answer on the boards - Give feedback Listen and repeat(2ms) Play the recording and let them practice Matching She receives dolls on special occasions No, they aren't 3.She keeps them after using them No, she doesn't No, she hasn't - Listen to the tape and repeat Key: playing boarding games Date of planning: 21/ 08/ 2014 - Have ss work individually to match the words/phrases from with the picture - Let them compare their answer with a partner - Get feedback and confirm the correct answer taking photos bird-watching 4.cycling 5.playing the guitar gardening 7.cooking arranging flowers skating Complete the table Key: - Ask ss to work in pairs to complete Cheap hobbies: gardening, birdthe table watching, collects bottles - Give feedback Expensive hobbies : Taking photos, playing the guitar, arranging flowers Easy hobbies: gardening, collecting bottles , playing board games s Difficult hobbies : playing the guitar, cooking, arranging flowers, skating Game : FIND SOMEONE WHO - Ask ss how to complete the table, using " Do you like ?" - Take part in the game to complete the table 3' 2' IV Consolidation ? Recall about hobbies V Homework - Learn by heart all the new words and structures - Guide ss how to Ex B2,3 P5 -Prepare: A closer look _ Date of teaching: / _/ 2014 Period UNIT MY HOBBIES A CLOSER LOOK A/Objectives: Date of planning: 21/ 08/ 2014 By the end of the lesson, ss will be able to: - Practice vocabulary related to hobbies - Know how to pronounce the sounds / / and / : / - Find out the words with the sounds / / and / : / B/ Language content: - Vocab: vocabulary related to hobbies and key to hobbies C/ Preparation: - Materials: Ss books, text books, posters, tape and radio - Method: T- WC, group work, individual work D/ Procedures: Time Teachers activities Students activities 3' I Warm up: Guessing hobbies from gesture - Take part in the game - T calls one student goes to the board and uses gesture to express his/her hobby -Other students guess what hobby is - The student with the correct guessing goes to the board to express his/her hobby - Introduce the new lesson II The new lesson Vocabulary - horse -riding (n): mụn ci nga 4' Vocabulary - gymnastic(n): mụn th dc - Check vocabulary : What and where -plant (v): trng cõy 4' Matching - headphone (n) : tai nghe - Have ss read the action verbs in column -melody(n): : giai iu A and match them with suitable - creative(adj): sỏng to words/phrases in column B -paint(v) :v - Ask ss to work in pairs - Work in pairs to match - Give feedback -Confirm the correct answers Key: 1-i,d,e 2.Fill in the blank in the sentences 2-g 6' - Ask ss to work in pairs to this 3-b,c,j activity 4-f,h - Call students to write their answers on 5-c the board 6-a - Give feedback -Confirm the correct answers - Work in pairs to complete the sentences Key : swimming swim listen, listening to music Date of planning: 21/ 08/ 2014 Write down key words ? What is a keyword 6' - T models the way to locate keywords for " listening to music" - Ask ss to work in group of ss to this activity - Call on students in different groups to write the answers on the board - Give feedback -Confirm the correct answers Game : THE KEYS TO MY HOBBY! ( 6') - T calls on one student to sit in front of the class and say the keywords out aloud The others guess and ask him/her questions : Is it ? - Take turn 4' 5' PRONUNCIATION Listen and tick the words you hear Repeat the words - Have some ss read out the words first - Play the recording - Give feedback -Confirm the correct answers Listen then put the words in the correct column - T explains how to pronounce the sound / / and / : / Nguyờn õm / / phỏt õm, li hi y lờn trờn v hng phớa trc, l nguyờn õm rt ngn Nguyờn õm / : / l nguyờn õm di, v phỏt õm li v trớ thp v ming m va - Ask ss to listen and put the words in the correct column - Play the recording again - Give feedback -Confirm the correct answers 3.plant gardening 4.catch fishing painting, paints - A keyword helps us understand a text quickly - Work in groups of ss to write down keywords Listening to music : melody, song, headphone, lyrics Gardening: trees, flowers, garden, plant, fruit Fishing: lake, river, catch, fish, water Painting: Creative, colours, pictures, painting Swimming : pool, water, swim fun - Take part in the game - Listen and tick the words they hear Key : away, burn, hurt, birth, answer, neighbour, heard, common Key : / / ; away, answer, neighbor, common Date of planning: 21/ 08/ 2014 4' 1' 2' Listen to the sentences and tick / / and / : / - Have ss to work individually - Play the recording -Give feedback -Confirm the correct answers III Consolidation - Recall some hobbies -How to pronounce the sounds/ / and / : / IV Homework -Learn by heart all the new words and structures - Guide ss how to E A1,2 B - Prepare: A closer look / : / : burn, birth, hurt, heard Key : / / : 1,2,4 / : / : 3,5 Ngy Thỏng Nm 2014 BGH duyt T chuyờn mụn duyt Date of planning: 21/ 08/ 2014 Date of teaching: _/ _2014 Week Period UNIT 1: MY HOBBIES Lesson 3: A CLOSER LOOK A/Aims and objectives: By the end of the lesson, ss will be able to: - Review the present simple and the future simple - How to use verbs of liking B/ Language content: - Vocal: about hobbies - Grammar: the present simple and the future simple , liking verbs + V-ing C/ Materials: Ss books, text books, posters D/ Procedures: Time 2' 5 10 Teachers activities I Warm up Chatting - T asks ss : What you like doing in your free time ? - Introduce the new lesson II The new lesson * Vocabulary - Check vocab: rub out and remember - Recall about the present simple or future simple tense ( form, usage) Complete the sentences Use the present simple or future simple form of the verbs - Have ss this exercise individually - Ask them to compare their answers - Give feedback -Confirm the correct answers Read the table and complete Nick's report using the present simple tense - Ask ss to look at the table and make sure that they understand it - T models first - Ask ss to work individually then compare their answers with a partner -Give feedback -Confirm the correct answers - Write the correct answer on the board Work in groups a Take a survey - Ask ss to work in groups of ss They should draw a table similar to the one in The number of the column depends on the Students activities - Answer the teacher's questions * Vocabulary -result(n):kt qu - hate (v) :ghột - monopoly(n):c t phỳ - continue(v): tip tc Key : loves will not/ won't continue take does will enjoy Do Do Will play Key : likes watch don't love go enjoy play plays doesn't like plays Date of planning: 21/ 08/ 2014 check their answers with a partner before discussing them as a class - Weaker classes can complete it in pairs or small groups will be building Complete the sentences into the *Key: A lot of money will be spent on heating next passive voice - Asks Ss to the exercises individually first Then, they can check their answers with a partner before discussing them as a class Ex4 Has ss the task independently When ss have finished it, they share their answers with a partner Checks and confirms the correct answers III Communication (8') - Has s look at the pictures and discuss in groups what they should to save energy IV Consolidation (2') Finished! Asks ss to complete the selfassessment Has ss discuss as a class what difficulties remain and what areas they have mastered - Explains to students how to project * 15 minute test (photocopied paper) V Homework (1') ? Learn by heart all the new words ? Write completed sentences of Ex2,3,4,5 P46 (students' book) ? Prepare: Unit 11: Getting started Dy tun 30 BGH year Biogas will be used for fuel in homes and for transport Renewable energy like wind and solar energy will be used to solve the problems of pollution The use of electricity will be reduced to save our energy A hydro power station will be built in t his area next year *Key: will be earning will be doing will be doing will be hosting will be doing For example: We should turn off the cooking fire when the kettle is boiling Ask some ss to share their ideas with the class Note down common errors and correct them at the end of exercise - Answer individually - T- WC - individual work - Take note Duyt ngy 18 thỏng nm 2015 T trng Date of planning: 21/ 08/ 2014 Week 31 Period 90 Unit 11: TRAVELLING IN THE FUTURE Lesson 1: Getting started Writing date: Mar 20, 2015 Teaching date: Mar , 2015 I Objectives: Knowledge: By the end of the lesson, ss will be able to: - Extend and practise vocabulary related to the topic" future means of trasport" - Listen and read a conversation between Mai , Phuc and Veronica about future means of trasport - Understand the difference between facts and opinions - use the lexical items related to the future means of transport and movement - use the future simple tense Skills: Listening, reading and speaking skills Attitude: Students will be active while practising doing exercises Competencies: Students are interested in talking about the future means of transport II Materials: radio III Procedure: Teachers activities Studentsactivities I.Warm up (3'): Network Means of tranport in - Teacher elicits from ss some means of Vietnam tranport in Vietnam and advantages, disadvantages - Asks ss to predict the means of tranport will be used in the future Motorbikes - Uses the pictures in textbook to introduce the new lesson Practical personal transport cause pollution II.The new lesson * Teaching new words (5) - driverless (adj): khụng cú lỏi xe - Teacher elicits the words from students - crash (v) : va chm - Follows the seven steps of teching vocab - jet pack (n): thit b eo trờn vai dựng * Checking: What and where ng c phn lc - teleporter (n): di chuyn tc thi - imaginative (adj): cú s tng tng Date of planning: 21/ 08/ 2014 - avoid (v): trỏnh - exist (n): tn ti - environmentally- friendly (adj): thõn thin vi mụi trng - helicopter (n): mỏy bay trc thng 1.Listen and read - 8' - T uses the pictures in the textbook to set the scene and asks some questions: Who are they ? What you think on the screen? What topic are they talking about? - Asks ss to listen and read the conversation -Plays the recording twice -Asks ss to read the conversation aloud in groups of ss a Choose the correct answer -Asks ss to read the conversation again then work individually to choose the correct answers - Asks some ss to read full sentences - T confirms the correct answers Look out! - Asks to look at the box and emphasise less is added to a noun to make an adjective - T gives more examples b Answer the questions -Asks ss to run through the questions -Has ss read the conversation individually again and answer the questions - Calls on some pairs to practise asking and anwering the questions - Corrects the answers as a clas Fact or opinion? Tick (v) in the F ( Fact) or O ( Opinion) box (5') - Draw ss' attention to the Remember box.Give more examples if necessary - Asks Ss to run through the sentences - Asks ss to work in pair to tick the -Listen to teacher and answer questions -Practice the conversation in groups of ss -Work individually to choose the correct answers * Answer key : 1-a 2-b 3-c 4-a -Read the conversation individually again and answer the questions If there are too many flying cars, there will be trafficc jams in the sky They may use a lot of fuel which will make the pollution worse 2, : Open answers from ss * Key : 1-F 2-O 3-F 4-O Date of planning: 21/ 08/ 2014 Facts vs Opinion box -Asks ss to explain their decision before giving the key Can you find any future means of transport from the conversation in here? (6') - Asks ss to read the column of noun and conversation again and work individually to come up with the means of transport mentioned in the conversation b Now combine more adjectives and nouns How many words can you make? Be creative! - Makes an example by giving a combination, eg: an electric car - Asks ss to worjk in groups of ss to combine c Choose your three most interesting means of tranport Then share them with your partner - Asks ss to look at example given then work in pair to discuss - Elicits the words on the board - Asks ss to pick up one favourite combination from their list - Calls on several pairs to explain why they choose that means of transport as their favourite one III Consolidation (2' - Sum up the lesson *15 minute- test (photocopied paper) IV Homework (1') - Learn by heart all the new words and structures -Guide ss how to Ex B1 - Prepare: A closer look 5-O Key: -flying car -driverless car -Look at the table, listen and repeat the words Possible answers: -a flying car - a pilotless airplane -an environmentally - friendly bus -Look at example given then work in pair to discuss Answer - Take note Date of planning: 21/ 08/ 2014 Week 31 Period 91 Unit 11: TRAVELLING IN THE FUTURE Lesson 2: A closer look Writing date: Mar 20, 2015 Teaching date: Mar , 2015 I Objectives: Knowledge: By the end of the lesson, ss will be able to: -Use the lexical items related to means of transport and the combination from the verbs: drive, ride, fly, sail, pedal with means of transport - Raise and fall intonation for questions - use the lexical items related to the future means of transport and movement - use the future simple tense Skills: Listening skill Attitude: Students will be active while practising doing exercises Competencies: Students are interested in talking about the future means of transport II Materials: radio III Procedure: Teachers activities Studentsactivities I Warm up(5'): Exercise - Write the verbs : drive, ride, fly, sail, pedal on the board Asks one student to perform the action when looking at the verbs and the class Key : guess what action he /she is doing Drive: a mortobike - After each correct guess, write the verb on Ride: a car the board Asks ss to add means of tranport Fly: a train they know that go with that verbs Explains Sail: a bus that there may be a means of tranport that is Pedal: a plane not suitable for particular verbs II.The new lesson * Teaching new words(4') - Teacher elicits the words from students - Follows the seven steps of teching vocab -pedal (v): p bn p (n) bn p * Checking: R&R -float (v): ni -bullet train (n): tu cao tc -hot air balloon(n): khinh khớ cu A.Vocabulary (20') The students are thinking means of -Key: transport Can you match the students with the a a ship transport b.a bus - Asks Ss to run through the sentences in c a hot air balloon bubbles and pictures of transport d.a bicycle - Has ss work individually then compare their e.plane Date of planning: 21/ 08/ 2014 answer in pairs - Checks and confirms the correct answers In or On - Explains the use of in and on in Remember box - Has ss work individually - Checks and confirms the correct answers B Pronunciation(11') Rising and falling intonation for questions - Write two questions on the board: one Yes / No question and one Wh- question Tell ss to say the questions aloud and ask them to notice how the two questions are said in diff box.erent ways Tell ss to find out the rules in Look out box - Ask ss to give some questions and have more practice Listen and tick the correct box -Plays the recording -Has ss work individually and tick in the appropriate box - Makes sure that ss understand the requirement - Plays the recording Ask ss to listen and repeat the words, paying attention to the right stress in the three- syllable words -Lets ss read the words aloud and write them in the correct columns - Checks and confirms the correct answers Now repeat the questions - Have ss practise saying the questions individually then as a class - Check and confirm the correct answers Practise these questions Do they have rising or falling intonation? Then listen and repeat - Asks ss to practise saying the questions individually and decide if they are spoken with rising or falling voices -Plays the recording for ss to check their answers then confirm their correct answers In pairs, ask and answer the questions in f motorbikes Key: in 2.on 3.on 4.in 5.in, on Look out: - We use rising intonation for Y/N questions - We use falling intonation for Wh- questions Key: falling rising 3.falling rising -Say the questions individually then as a class -Say the questions individually then as a class then listen to check Date of planning: 21/ 08/ 2014 III Consolidation (3') - Sum up the lesson IV Homework (2') -Learn by heart all the new words and practice listening - Guide ss how to A1,2,3/36 -Prepare: A closer look Week 31 Period 92 Unit 11: TRAVELLING IN THE FUTURE Lesson 3: A closer look -Answer - Take note Writing date: Mar 20, 2015 Teaching date: Apr , 2015 I Objectives: Knowledge: By the end of the lesson, ss will be able to: - use Will for future prediction and possessive pronouns - use the lexical items related to the future means of transport and movement Skills: Listening skill Date of planning: 21/ 08/ 2014 Attitude: Students will be active while practising doing exercises T may not finish the exercises because there are a lot of exercises Competencies: Students are interested in talking about the future means of transport II Materials: radio III Procedure: Teacher's activities Students' activities I Warm up (5') Guessing - Asks one by one student to perform the In class action that they are driving a car or ride a bike and the class guess what action he/she is doing Ss Practice Exercise Rearrange the words to make - increase : (v) tng lờn sentences -price : (v) giỏ c - Explains how to the exercise -fortune:(n) thy búi - Asks ss to exercise individually teller - Asks ss to compare their answers with their partners 1.Will for future prediction -Asks some ss to write the answers on the Key : board We often use will to make a prediction - T corrects the answers with class about the future Exercise Minh Duc is asking a fortuneteller about his future Complete the Affimative sentences with the correct form of will Negative - Has ss work in pairs to complete the task Interrogative - Asks some pairs to practise the dialogue -Write the sentences individually then - T asks other ss to correct compare the answers with a partner B Possessive pronouns (16') Key: Presentation ( Remember) People won't use flying cars until the year 2050 - T asks ss to look at the Remember and Do you think the fuel price will increase explains how to use possessive pronouns next month? and possessive adjective The mail won't arrive unt6il next week - Goes through the examples with ss I don't think he will take the new - Introduces the table possition Practice We will use solar energy in the future Exercise Complete the sentences with -Work in pairs to complete the task possessive pronouns Look at the examples Key: - Asks ss to work individually to complete Will I be Will be the task Then calls on some ss to write the Will I be will be answers on the board and gives feedback 5.Will I be won't be Further practice will travel Exercise Now, choose any five things Possessive pronouns you can see in the classroom Make - We use possessive pronoun instead of a sentences about them phrase Date of planning: 21/ 08/ 2014 - Has ss work in groups of or ss Each groups member writes sentences individually, then the group get together to see how many sentences they have The group that has the most correct sentences wins III Consolidation (3') - Asks ss to retell the grammar in the lesson - A possessive adjective comes before a noun -Work individually to complete the task Key: This computer is theirs The black bike is mine These shoes are his The cat is Veronica's The picture is ours - Work in groups to take part in the game - Answer the questions IV Homework (2') - Learn by heart vocabulary and structures - Ex B 4,5,6 (Workbook) /38 - Prepare next lesson Unit 11 Lesson - Take notes Communication Dy tun 31 Duyt ngy 25 thỏng nm 2015 BGH T trng Week 32 Period 93 Unit 11: TRAVELLING IN THE FUTURE Lesson 4: Communication Writing date: Mar 29, 2015 Teaching date: Apr , 2015 I Objectives: Knowledge: By the end of the lesson, ss will be able to: - use the lexical items related to the topic ' means of transport in the future' - talk about the transport problems and the solutions for them - discuss about how to solve the transport problems in a city - use Will for future prediction Skills: Speaking skill Attitude: Students will be active while practising doing exercises Competencies: Students are interested in talking about the future means of transport II Materials: III Procedure: Teachers activities Students activities I Warmer - 10' Discussion ( Exercise 1) - T brings some photos about transport problems : traffic jams, road accidents, pollution from means - Discuss about the problems with transport and of transport and discuss them with make a list the class -Asks ss to work with their partner to discuss about the problems with transport and make a list - Explains the words : metro : tu ngm thnh ph , skytrain: tu trờn khụng thnh ph , Date of planning: 21/ 08/ 2014 gridlocked: giao thụng kt cng II The new lesson Exercise 2: Now read this case study about transport problems in Wonderland Underline all the problems you can find - Asks ss to read the two texts individually and underline the problems mentioned - As a class, elicits their answers on the board Asks if they have similar problems where they live Exercise In groups, think of a future means of tranport that will help people in Wonderland Brainstorm your ideas below - Has ss work in groups of or ss and gives them posters to design a future means of transport that will help people in wonderland, using the promts web provided -Read the two texts individually and underline the problems mentioned Key : - Biggest city without a metro or skytrain - The city is getting grdlocked - There are too many car and more ars are coming -Serious pollution - Fewer buses - It takes too long to drive in the city What kind of energy will it use? What will it look like? What technology will it use? Means of transport How many people can it transport ? Where can people use it? - Work in groups to design a future menas of transport in posters Exerccise Present your solutions to the class AS you listen to other groups, write your comments in the table below - Asks each group present their solutions while others listen and write the comments (give evaluation , is the highesst score and is the lowest Group name Interesting ideas? (1-5) Ddoes it answe problem? (1-5) Date of planning: 21/ 08/ 2014 score) -After all groups have presented, T collects the evaluation and adds up the scores to find out the best presentation III Consolidation (3') - Sum up the lesson V Homework (2') - Learn by heart all the new words -Do Ex C1, ,3 P39 ?-Prepare: Unit 11: Skills -Present their solutions while others listen and write the comments - Listen - Take note Week 32 Period 94 Unit 11: TRAVELLING IN THE FUTURE Lesson 5: Skills Writing date: Mar 29, 2015 Teaching date: Apr , 2015 I Objectives: Knowledge: By the end of the lesson, ss will be able to: - use the lexical items related to the topic ' means of transport in the future' - use the lexical items related to the topic about means of transport, giving fact and opinion - read for specific information about future means of transport - use Will for future prediction Skills: Reading and speaking skill Attitude: Students will be active while practising doing exercises Competencies: Students are interested in talking about the future means of transport II Materials: III Procedure: Teachers activities Students activities I Warmer - 5' Chatting look at the pictures and discuss about means of ? How does each person travel ? transport ? What is the connection between ss to look at the pictures and describe what they them? see If the pictures are too small, T can prepare Asks ss to look at the pictures and bigger photos of a hover scooter, a monowheel, and describe what they see If the pictures a segway Help ss to find out the connection are too small, T can prepare bigger between the pictures by asking questions such as: photos of a hover scooter, a How many people can travel on them? Where are monowheel, and a segway Helps ss these vehicles used? How can these people control to find out the connection between the the vehicles? Do not give the names of the vehicles pictures by asking questions such as: at this point Date of planning: 21/ 08/ 2014 How many people can travel on them? Where are these vehicles used? How can these people control the vehicles? Do not give the names of the vehicles at this point II Reading - 10' Vocab - Teacher uses different techniques to teach vocabulary (situation, realia, examples) - Follows the seven steps of teaching vocab * Checking vocab: Matching Pre-reading ( pre questions) - How many kinds of transport are mentioned in the text ? What are they ? - Identify in the picture ? Run through all the questions ? Guess if they are right or wrong While reading - 10' 3.1 Find these words or phrases in the text to match with the definition below - Asks Ss to read the tips quickly and locate the words / phrases in the text 3.2 Answer the questions - Ss this exercise individually and then compare their answers with a classmate Asks for Ss answers - Confirms the correct answers Asks Ss to give some examples with the words/phrases III Speaking - 10' Group work - Ss work in groups to discuss if they can follow the tips in the reading part and give out the reasons for their answers - Explains the Study Skill box for opinion signal words T may bring in some photos or write on the board some interesting topics and ask ss for -hover scooter (n): monowheel - segway - flop weird (n): (n): (v): n, adj phng tin di chuy t xe p mt bỏnh xe y chõn chy tht bi s phn, kỡ quỏi Segway Hover scooter Monowheel invention flop weird Ss work in pairs to complete the task Ask ss to underlined the words in the text that help them to find the answers *Key: The Segway Maybe because a personal hover scooter is expensive, and it may be difficult to park The monowheel The Segway - Work in groups *Key: fact opinion opinion fact fact Date of planning: 21/ 08/ 2014 their opinions Asks ss to use opinion signal words where possible Reminds ss of the difference between a fact and an opinion that they have learnt in Getting Started Ss work in pairs to complete the task Talk about the transport Ss work in pairs to prepare their presentation about the vehicle Reminds them to use statements about both facts and opinions Ss can add their own ideas where possible Calls on some pairs to present it to the class IV Consolidation (3') ? Sum up the main content of the - Answer individually lesson V Homework (2') - Take note ? Learn by heart all the new words ? Do C2, D1,2 P36 - 37 Date of planning: 21/ 08/ 2014 Week 32 Period 95 Unit 11: TRAVELLING IN THE FUTURE Lesson 6: Skills Writing date: Mar 29, 2015 Teaching date: Apr , 2015 I Objectives: Knowledge: By the end of the lesson, ss will be able to: - use the lexical items related to the topic ' means of transport in the future' - listen to get specific information about means of transport - write a paragraph about a future means of transport - use Will for future prediction Skills: Reading and speaking skill Attitude: Students will be active while practising doing exercises Competencies: Students are interested in talking about the future means of transport II Materials: radio III Procedure: Teachers activities Students activities I Warmer - 5' Chatting Asks ss to talk about means of talk about means of transport and their function transport and their function II Listeninng - 10' Pre-listening (Open prediction) - Ss read the rubric of the first activity *Key: - Has ss guess the answers first Tells can doesn't not easy ss that the questions ask about what cant is they think, and not what is true about the vehicle Reminds them to use opinion signal words where possible Do not give corrective feedback at this time Accepts all answers from ss and ask them to explain why they think so While listening - 10' a Plays the recording and ask ss to Ss work individually to answer the questions and check their answers in (1) compare the answers with their partners Has Ss guess the word/number to fill The vehicle is called TF-X in each blank and write their guesses It can travel at 300 kph on the board It was designed in 2013 b Listen and answer the questions *Key: It can avoid traffic It can avaid bat weather It traveks fast You can invite three of your relatives and three of your friends to travel with you on this vehicle at the Date of planning: 21/ 08/ 2014 same time Learning drive the car is simple c Ss work in pairs to the task Give corrective feedback and play the recording again if necessary III Writing - 10' Study skill - Writing In this writing part, Ss are asked to write a paragraph about a future means of transport Asks Ss to read the box T may explain the use of connectors to show sequence by referring to the listening Refers to the text in Reading to support ss in this task Ask and answer Ss work in pairs and interview each other to fill out the three things they will if they become the club president Asks Ss to take notes about each others ideas Asks Ss to expand their ideas by explaining the idea and or giving examples Has ss swap their writing with each other Asks them to identify facts and opinions For more able classes, ask ss to give their own feedback about their friends writing (including mistake correction and what they agree or disagree with their friends ideas.) IV Consolidation (3') ? Sum up the main content of the lesson V Homework (2') ? Do E1,2 P38-39 ? Prepare: Unit 11: Looking back Dy tun 32 BGH - Work individually - Mention these when writing name of means of transport how it looks how it functions what you think about it Name: Nam Fact Opinion - Answer individually - Take note Duyt ngy 02 thỏng nm 2015 T trng - a flying car It is fantastic ... confirm the correct answer taking photos bird-watching 4.cycling 5.playing the guitar gardening 7. cooking arranging flowers skating Complete the table Key: - Ask ss to work in pairs to complete... Take turns being the person who asks the questions ? Report your partner's answers to the class 7' 3' 2' III Further practice Game (extension activity) - Divide the Ss into two big groups - Teacher... that sth/doing sth is + adj V Homework - Learn by heart vocabulary and structures - Ex C1, C2 P6 -7 (Workbook) - Prepare next lesson Unit Lesson Skills E.g:1 I find making pottery boring because

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  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • Warm up :Matching

  • ? Go through the extra vocab with Ss.

  • - Quickly teach them if they do not know any words/ phrases

  • ? Work individually.

  • - Teacher confirms the correct answers.

  • - Have some strong students to make one sentence with each picture.

  • - Listen to the teacher and repeat.

  • Key:

  • A. carving wood

  • B. making models

  • C. ice-skating

  • D. dancing

  • E. making pottery

  • 15'

  • I. Presentation

  • 1. Model sentences: Dialogue build

  • * Set the sence: Mi and Nick are talking about one of their hobiess.

  • - Elicits one by one sentence from student.

  • ? Listen and repeat.

  • Mi: I am interested in swimming. I find swimming (1)....................... What about you?

  • Nick: Me too. I (2) ..................... that swimming (3)............. interesting.

  • Mi: Why don't we (4)......... swimming this weekend

  • Nick: That's a good idea.

  • ? Drill the dialogue chorally and individually.

  • - Have some Ss fill in the gaps.

  • - Draw out the models

  • ? Study the Look out. How can you give your opinion about sth?

  • - Listen say out the sentences.

  • Key:

  • 1. interesting 2. think

  • 3. is 4. go

  • I find swimming interesting.

  • .... find doing sth + adj

  • I think (that) swimming is interesting.

  • .... think (that) + doing sth + is + adj

  • 2. Complete the table (2P11)

  • ? Work individually and tick the appropriate boxes

  • * Suggested answer

  • boring

  • unusual

  • making pottery

  • dancing

  • making models

  • carving wood

  • 15'

  • II. Practice

  • 1. Complete the sentences (2 P11)

  • - Model the first sentence.

  • ? Complete the rest individually then compare with your partners.

  • - Have some students write their sentences on the board.

  • - Other Ss and teacher give comments.

  • E.g:1. I find making pottery boring because we have to sit still and make things by hands.

  • 2. I think dancing is ineresting because you can enjoy lovely melody of the music you like while you are dancing.

  • 2. Opinion - sharing (3 P11)

  • ? Interview one of your classmate about the hobies in 1 and take notes her/his answers.

  • ? Take turns being the person who asks the questions

  • ? Report your partner's answers to the class.

  • - Work in pairs.

  • Eg:

  • You: What do you think about making pottery? / How do you find making pottery?

  • Mai: I think it is boring./ I find it boring.

  • You: Why?

  • Mai: Because we have to sit still and make things by hands.

  • You; Will you take up making pottery in the future?

  • Mai: Yes, I will. I'm not sure.

  • E.g: Mai thinks making pottery is boring because we have to sit still and make things by hands.

  • 7'

  • III. Further practice.

  • Game (extension activity)

  • - Divide the Ss into two big groups.

  • - Teacher says an activity/ hobby and point at a student from one group.

  • ? Make sentence with this activity/ hobby using the struture in Look out! box together with a reason.

  • - If this student make one correct answer, he/she earns one point. Then he/ she says an activity/ hobby and point at a student from the other group and asks him/her to make a sentence.

  • - Teacher keeps record of the groups' points and finds out the winner.

  • Teacher: Dancing.

  • Student: I think that dancing is............ because ...........

  • ? Recall how to use find sth/doing sth + adj; think that sth/doing sth is + adj

  • - Answer individually

  • - Remember

  • - Ex C1, C2 P6-7 (Workbook)

  • - Prepare next lesson. Unit 1. Lesson 5 Skills 1

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up : Brainstorming

  • - Elicit the topic from students

  • - Teacher model

  • ? Work in groups to add as many bobbies as possible.

  • - Teacher monitors and gets feedback.

  • ? Read all the words chorally

  • * Suggested answers:

  • - making models

  • - making pottery

  • - dancing

  • - ice-skating

  • - collecting dolls

  • - doing eggshell carving

  • ...................................

  • 20'

  • II. Reading

  • 1. Pre - Reading

  • 1.1. Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • - eggshell

  • : (n)

  • - fragile

  • : (adj)

  • - unique

  • : (adj)

  • 1. 2. Prequestions

  • * Set the scene: You are going to read about Nick's father's unusual hobby.

  • ? Look at the pictures in 1 P12

  • ? Run through the questions and discuss.

  • - Teacher monitors and gets feedback.

  • * Suggested answers

  • 1. We/ I can see some carved pictures.

  • 2. We/ I think they are made of eggshells.

  • 3. It is carving eggshells.

  • 2. While - reading

  • 2.1. Questions and answers (2 P12)

  • ? Run through the questions.

  • ? Read the text about Nick's father's unusual hobby then write down the answers.

  • ? Compare with your partners.

  • - Confirm the correct answers.

  • Key:

  • 1. He thinks his father's hobby is unusual because eggshells are very fragile and his father can make beautiful pieces of art from them.

  • 2. He saw the carved eggshells for the first time in an art gallery in the US.

  • 3. They find it difficult and boring.

  • 4. Yes, he does.

  • 2.2. Sentence completion (3 P12)

  • ? Read the text again then use no more than three words from the text to complete the sentences in 3 P12.

  • ? Read aloud the correct sentences.

  • - Work individually

  • Key:

  • 1. carving eggshells

  • 2. the US

  • 3. the Internet

  • 4. time

  • 5. gifts

  • 10'

  • III. Speaking.

  • 1. Discussion

  • ? Work in pairs to discuss the uses of carved eggshells.

  • 2. Group work

  • ? Work in groups and take turns to talk about your hobbies. Use the in 5 P12 for help.

  • - Have some students talk about their hobbies.

  • - Teacher monitors and give delayed correction.

  • ? Vote for the most exciting hobby.

  • * Suggested answers

  • The uses of carved eggshells:

  • - gift/ souvenirs

  • - decorations at home

  • - lights (with bigger eggs)

  • - vase (for paper flowers)

  • ? What should you mention when you talk about your hobby?

  • - Answer individually

  • - Remember

  • - Ex D1,2,3 P7-8 (Workbook)

  • - Prepare next lesson. Unit 1. Lesson 6 Skills 2

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • Warm up :Matching

  • ? Go through the extra vocab with Ss.

  • - Quickly teach them if they do not know any words/ phrases

  • ? Work individually.

  • - Teacher confirms the correct answers.

  • - Have some strong students to make one sentence with each picture.

  • - Listen to the teacher and repeat.

  • Key:

  • A. carving wood

  • B. making models

  • C. ice-skating

  • D. dancing

  • E. making pottery

  • 15'

  • I. Presentation

  • 1. Model sentences: Dialogue build

  • * Set the sence: Mi and Nick are talking about one of their hobiess.

  • - Elicits one by one sentence from student.

  • ? Listen and repeat.

  • Mi: I am interested in swimming. I find swimming (1)....................... What about you?

  • Nick: Me too. I (2) ..................... that swimming (3)............. interesting.

  • Mi: Why don't we (4)......... swimming this weekend

  • Nick: That's a good idea.

  • ? Drill the dialogue chorally and individually.

  • - Have some Ss fill in the gaps.

  • - Draw out the models

  • ? Study the Look out. How can you give your opinion about sth?

  • - Listen say out the sentences.

  • Key:

  • 1. interesting 2. think

  • 3. is 4. go

  • I find swimming interesting.

  • .... find doing sth + adj

  • I think (that) swimming is interesting.

  • .... think (that) + doing sth + is + adj

  • 2. Complete the table (2P11)

  • ? Work individually and tick the appropriate boxes

  • * Suggested answer

  • boring

  • unusual

  • making pottery

  • dancing

  • making models

  • carving wood

  • 15'

  • II. Practice

  • 1. Complete the sentences (2 P11)

  • - Model the first sentence.

  • ? Complete the rest individually then compare with your partners.

  • - Have some students write their sentences on the board.

  • - Other Ss and teacher give comments.

  • E.g:1. I find making pottery boring because we have to sit still and make things by hands.

  • 2. I think dancing is ineresting because you can enjoy lovely melody of the music you like while you are dancing.

  • 2. Opinion - sharing (3 P11)

  • ? Interview one of your classmate about the hobies in 1 and take notes her/his answers.

  • ? Take turns being the person who asks the questions

  • ? Report your partner's answers to the class.

  • - Work in pairs.

  • Eg:

  • You: What do you think about making pottery? / How do you find making pottery?

  • Mai: I think it is boring./ I find it boring.

  • You: Why?

  • Mai: Because we have to sit still and make things by hands.

  • You; Will you take up making pottery in the future?

  • Mai: Yes, I will. I'm not sure.

  • E.g: Mai thinks making pottery is boring because we have to sit still and make things by hands.

  • 7'

  • III. Further practice.

  • Game (extension activity)

  • - Divide the Ss into two big groups.

  • - Teacher says an activity/ hobby and point at a student from one group.

  • ? Make sentence with this activity/ hobby using the struture in Look out! box together with a reason.

  • - If this student make one correct answer, he/she earns one point. Then he/ she says an activity/ hobby and point at a student from the other group and asks him/her to make a sentence.

  • - Teacher keeps record of the groups' points and finds out the winner.

  • Teacher: Dancing.

  • Student: I think that dancing is............ because ...........

  • ? Recall how to use find sth/doing sth + adj; think that sth/doing sth is + adj

  • - Answer individually

  • - Remember

  • - Ex C1, C2 P6-7 (Workbook)

  • - Prepare next lesson. Unit 1. Lesson 5 Skills 1

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up : Brainstorming

  • - Elicit the topic from students

  • - Teacher model

  • ? Work in groups to add as many bobbies as possible.

  • - Teacher monitors and gets feedback.

  • ? Read all the words chorally

  • * Suggested answers:

  • - making models

  • - making pottery

  • - dancing

  • - ice-skating

  • - collecting dolls

  • - doing eggshell carving

  • ...................................

  • 20'

  • II. Reading

  • 1. Pre - Reading

  • 1.1. Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • - eggshell

  • : (n)

  • - fragile

  • : (adj)

  • - unique

  • : (adj)

  • 1. 2. Prequestions

  • * Set the scene: You are going to read about Nick's father's unusual hobby.

  • ? Look at the pictures in 1 P12

  • ? Run through the questions and discuss.

  • - Teacher monitors and gets feedback.

  • * Suggested answers

  • 1. We/ I can see some carved pictures.

  • 2. We/ I think they are made of eggshells.

  • 3. It is carving eggshells.

  • 2. While - reading

  • 2.1. Questions and answers (2 P12)

  • ? Run through the questions.

  • ? Read the text about Nick's father's unusual hobby then write down the answers.

  • ? Compare with your partners.

  • - Confirm the correct answers.

  • Key:

  • 1. He thinks his father's hobby is unusual because eggshells are very fragile and his father can make beautiful pieces of art from them.

  • 2. He saw the carved eggshells for the first time in an art gallery in the US.

  • 3. They find it difficult and boring.

  • 4. Yes, he does.

  • 2.2. Sentence completion (3 P12)

  • ? Read the text again then use no more than three words from the text to complete the sentences in 3 P12.

  • ? Read aloud the correct sentences.

  • - Work individually

  • Key:

  • 1. carving eggshells

  • 2. the US

  • 3. the Internet

  • 4. time

  • 5. gifts

  • 10'

  • III. Speaking.

  • 1. Discussion

  • ? Work in pairs to discuss the uses of carved eggshells.

  • 2. Group work

  • ? Work in groups and take turns to talk about your hobbies. Use the in 5 P12 for help.

  • - Have some students talk about their hobbies.

  • - Teacher monitors and give delayed correction.

  • ? Vote for the most exciting hobby.

  • * Suggested answers

  • The uses of carved eggshells:

  • - gift/ souvenirs

  • - decorations at home

  • - lights (with bigger eggs)

  • - vase (for paper flowers)

  • ? What should you mention when you talk about your hobby?

  • - Answer individually

  • - Remember

  • - Ex D1,2,3 P7-8 (Workbook)

  • - Prepare next lesson. Unit 1. Lesson 6 Skills 2

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up Chatting

  • ? What should you mention when you talk about your hobby?

  • - Name of the hobby

  • - Time you started the hobby

  • - Feeling about the hobby

  • - Your future plan about the hobby

  • 15'

  • II. Listening

  • 1. Questions and answers (1 P13)

  • ? Asnwer the questions

  • 1. Do you know anything about collecting glass bottles?

  • 2. Do you think it is a good hobby? Why/ Why not?

  • - Teacher monitors and accept all answers provided that they make sence

  • - Asnwer individually

  • 2. Gap fill (2P13)

  • * Set the sence: You are going to listen to an interview of A 4!Teen reporter about Mi's hobbies.

  • ? Run through all the information in 1-6

  • ? Listen and fill in the gaps then compare with your partner.

  • - Listen and do gap filling

  • Key:

  • 1. collecting glass bottles

  • 2. two years ago

  • 3. mother

  • 4. a. grandmother

  • b.flower, lamps

  • c. home

  • 5. useful

  • 6. continue the hobby

  • 15'

  • III. Writing

  • 1. Pair work (3 P13)

  • ? Work in pair and interview each other about a classmate's hobby base on the word web in 3 P13

  • - Teacher models with a student (Nga)

  • 1. Name of the hobby: collecting waste paper

  • 4. To do this hobby Nga has to:

  • a. collect paper after use

  • b. make flowers, dishes, toys. boxes...

  • c. use it for dwrafing if possible

  • 5. Nga's feeling about the hobby: intersting, useful, save the environment

  • 6. Future: continue the hobby

  • 2. Writing (4 P13)

  • ? Write about your partner's hobby using your word web.

  • - Teacher monitors and gives help.

  • - Have one student write his/ her paragraph on the board.

  • ? Coment and correct if neccessary.

  • - Write individually

  • Eg:

  • Nga is my calssmate. Her hobby is collecting waste paper. She started doing this three years ago. Her sister shares this hobby with her. They usually collect paper after use at school and at home too. They make some flowers, small dishes and even lovely toys from waste paper. Nga thinks collecting waste paper is interesting and useful. In the future she will continue the hobby because it can help save the environment.

  • 5'

  • III. Post listening and writing.

  • - Get some students to read aloud their paragraph.

  • ? Sum up the main content of the lesson.

  • - Answer individually

  • - Remember

  • - Ex E1,2 P9 (Workbook)

  • - Prepare next lesson. Unit 1. Lesson 7: Looking back

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • Warm up Guessing game (1 P14)

  • - Divide the students into two big groups.

  • - Techer gives the definition of a hobby. (use the information in 1 P14

  • E.g:1. I have a lot of bottles, dolls or stamps. What is my hobby?

  • ? Listen and say aloud the name of the hobby.

  • - Who has the quicker and correct answer will get one point.

  • - Teacher monitors and gets feedbacck.

  • - Listen and say out the name of the hobbby.

  • 1. collecting

  • 2. bird-watching

  • 3. playing board games

  • 4. arranging flowers

  • 5. making pottery

  • 6. dancing

  • 10'

  • I. Vocabylay

  • 1. Verb forms (2 P14)

  • ? Run through the verbs in the box.

  • ? Put one of the verbs from the box in each blank. Use the correct form of the verb.

  • ? Work individually then compare with your partner.

  • - Teacher checks and confirms the correct answers.

  • - Work individually

  • Key:

  • 1. listens

  • 2. go

  • 3. plays

  • 4. read

  • 5. do

  • 6. collect

  • 2. Adding hobbies (3 P14)

  • ? Copy the table

  • ? Work in pairs in 5 minutes to add as many hobbies to the table as possible.

  • - Have some students go to the board write down their answers.

  • - Pair work

  • Suggested answers:

  • Easy hobbies

  • Difficult hobbies

  • Cheap hobbies

  • Expensive hobbies

  • collecting labbels

  • collecting leaves

  • playing board games

  • ............

  • skating

  • cooking

  • painting

  • collecting used books

  • collecting leaves

  • painting

  • ..............

  • collecting cars

  • taking pictures

  • travelling

  • ..............

  • 15'

  • II. Grammar

  • 1. Complete the passage (4 P14)

  • ? What are the differences between the present simple and future simple?

  • ? Use the present simple and future simple form of each verb to complete the passage.

  • ? Work individualy then compare the answers with your partner.

  • - Call on some students to give the answers.

  • - Work individually

  • Key:

  • 1. have

  • 3. plays

  • 5. enjooys

  • 7. will join

  • 9. don't like

  • 2. likes

  • 4. doesn't like

  • 6. walks

  • 8. loves

  • 10. will read

  • 2. Write true sentences about yourself (5 P14)

  • ? What form of the verbs can we use after like, enjoy, love, hate....?

  • ? Use these verbs to write true sentences about yourself.

  • - Get some students write their sentences on the board.

  • - Give feedback

  • - We use V-ing after like, enjoy, love, hate.....

  • E.g:

  • 1. I like cooking.

  • 2. I enjoy going to the beach with my family in the summmer.

  • 10'

  • III. Communication .

  • 1. Role play

  • ? Work in pairs in 5'

  • - Student A plays the role of a reporter. Student B is a famous person. Interview the other about his/her hobbies.

  • - Teacher monitors and gives help.

  • - Ask some pairs to act out the interview.

  • ? Vote for the best interview.

  • 2. Self - assessment

  • ? Complete the self-assessment.

  • - Teacher finds out any difficult and weak areas from students.

  • - Provide further practice if neccessary.

  • E.g:

  • A: Good moring. Nice to meet you.

  • B: Good moring. Nice to meet you too.

  • A: Can I ask you some questions about your hobbies?

  • B: Yes, of course.

  • A: What is your favourite hobby?

  • B: It's .................

  • - Work individually and identify your own any difficult and weak areas

  • ? Sum up the main content of the lesson.

  • - Answer individually

  • - Remember

  • - Complete the project of Unit 1

  • - Prepare next lesson: Unit 2. Lesson 1: Getting started.

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I.Warm up Noughts and crosses

  • - T divides the class into 2 teams and asks ss to make sentences from the word(s) given in the table.

  • so

  • watch/less

  • do/more

  • but

  • spend/ less

  • eat/ less

  • - Take part in the game

  • 13'

  • II. The new lesson

  • A. Presentation

  • * Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach

  • -myth

  • (n):

  • -vegetarian

  • (n):

  • -fact

  • ( n) :

  • -recover

  • (v):

  • - surprising

  • (adj)

  • - drop

  • (v)

  • -pick up st

  • (v)

  • - Work in pairs to decide which sentences are true or false

  • 2. Listen to the radio show about health fact or myths and check your answers in 1

  • - Listen to the recording to check the answer

  • Key:

  • 1- T, 2-F, 3-F, 4-F, 5-F, 6-F

  • 2.Discuss the following in groups

  • - T has ss work in groups to do this activity

  • - T calls on some groups to represent their ideas

  • 3.Discuss the following in groups

  • -Work in groups to do this activity

  • Possible answer

  • 1. Number 3 makes me surprising most because I always think that fish , rice and vegetables are good for our health and now I know the amount is very important

  • 2. I know that when we have sore eyes we shouldn't eat sticky rice, egg. I heard this from my mother

  • 9'

  • 2'

  • C. Production

  • 1. Think of some sentences about health that are true and some are false

  • - T sets the time about 6 minutes for ss to work in groups of 4 ss to find out

  • 2. Test another group to see how many of your health myths they can spot

  • - T asks ss to choose one spokesperson in each group to consult other group

  • III. Consolidation

  • - T reminds ss some sentences about health are true which ss should follow and some sentences are not true and ss should avoid

  • IV. Home work

  • - - Guide ss how to do Ex A2,23 P 11 (Workbook)

  • - Prepare next lesson. Unit 2. Lesson 5 Skills 1

  • 4. Think of some sentences about health that are true and some are false

  • - Work in groups

  • Possible answer :

  • True : - We shouldn't quit our break fast because it is very important

  • False : Women after bearing don't take a bath for along time

  • .....

  • E.g:1. I find making pottery boring because we have to sit still and make things by hands.

  • 2. I think dancing is ineresting because you can enjoy lovely melody of the music you like while you are dancing.

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up Brainstorming

  • - Elicit the topic from students

  • - Teacher model

  • - Ss add as many activities as possible.

  • - Teacher monitors and gets feedback.

  • - T introduce the new lesson

  • 20'

  • II .The new lesson

  • A. Reading

  • 1. Pre - Reading

  • 1.1. Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • Check vocabulary: What and where

  • - calorie

  • (n)

  • ca lo

  • - amount

  • (adj)

  • lượng

  • - energy

  • (adj)

  • năng lượng

  • -chart

  • (n)

  • bảng biểu

  • 1. 2. Prequestions

  • * Set the scene: You are going to read the text about the calories.

  • ? What do we get calories from?

  • - T collects the answers

  • - Answer the question by guessing

  • 2. While - reading

  • 2.1.Check the answer

  • - Ask ss to open the book page 40, read the texts in silent and check their guessing

  • Key:

  • - We get calories from the food we eat

  • 2.2.Match the correct headings with the paragraphs

  • - T asks ss to work individually to do this activity

  • 2.3Find the words / phrases in the text. Discuss the meaning then check the meaning

  • - T asks ss to read the text again then work in pairs to do this exercise. Ss may use their dictionaries

  • 2.4. Answer the questions

  • - Ask ss to work individually to answer the questions

  • - Let them share their answer with partner

  • - Call on 2 ss to write the answers on the board

  • - T confirms the correct answers

  • 1.Match the correct headings with the paragraphs

  • - Work individually

  • Key:

  • 1-B, 2-A, 3-C

  • 2.Find the words / phrases in the text. Discuss the meaning then check the meaning

  • 15'

  • B. Speaking.

  • 1. Discussion

  • -Ask ss to look at the table and T explains the table

  • - T asks ss to work in pairs to discuss the activity and the calories by answering 4 questions

  • - T walks around to monitor

  • 2. Complete the chart

  • -Ask ss to look at the chart and T explains the chart

  • - Ask ss to work individually this activity

  • 3 .Present your chart

  • - Ask some ss to come to the front of the class to present

  • 4.. Discussion the following questions

  • 5. Complete the chart

  • Activity

  • Number of hours(per day)

  • Total number of calories

  • Running

  • 2

  • 1768

  • .............

  • .............

  • ................

  • 6. Present your chart

  • -What activities you do

  • - How long you do them every day

  • - How many calories you use doing these activities

  • - T aks ss to recall about activity and calories

  • - Remember

  • - Guide ss how to do ex C1,P13, D3 P 15(Workbook)

  • - Prepare next lesson. Unit 2. Lesson 6 Skills 2

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up Brainstorming

  • - Elicit the topic from students

  • - Teacher model

  • - Ss add as many activities as possible.

  • - Teacher monitors and gets feedback.

  • - T introduces the new lesson

  • II The new lesson

  • * Vocabulary

  • Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • -Check vocabulary: What and where

  • A. Listening

  • 1. Pre - listening

  • 1.1. Discuss the questions

  • - Go through the questions

  • - T asks ss to work in pairs to discuss them

  • 2. While-listening

  • 2.1 . Listen the the interview. Which problems did he have as a child?

  • - Go through the questions

  • - Play the recording twice and ask ss to circle the problems they hear

  • - Ask ss to compare the answers with a partner

  • - Give feedback and confirm the correct answer

  • * Vocabulary

  • triathlon

  • (n)

  • maintain

  • (v)

  • count

  • (v)

  • pattern

  • (n)

  • 1. Discuss the questions

  • -Work in pairs to discuss the questions

  • 2 . Listen the the interview. Which problems did he have as a child?

  • - Listen to the recording and circle the problems

  • Key :

  • sick, allergy

  • 15

  • 2.2 . Listen the the interview again . What advice does he give about preparing for event ?

  • - Go through the phrases in the box

  • - Ask ss to listen to the recording again and choose the right response

  • - Ask ss to compare the answers with a partner

  • - Give feedback and confirm the correct answer

  • 2.3 .Are the following sentences true of false ?

  • - Go through 5 sentences

  • - Ask to listen to the recording then choose the true/ false sentences

  • -Ask ss to compare the answers with a partner

  • - Ask 1 student to write his/he answer on th board

  • - Confirm the correct answer

  • 3. Post- listening

  • Discuss in groups

  • - Go through the questions .

  • - T divides the class in to groups and give them 5 minutes to do it

  • B. Writing

  • 2. Gap fill (2P13)

  • * Set the sence: You are going to listen to an interview of A 4!Teen reporter about Mi's hobbies.

  • ? Run through all the information in 1-6

  • ? Listen and fill in the gaps then compare with your partner.

  • 3.Listen the the interview again . What advice does he give about preparing for event ?

  • - Listen to the recording again and choose the right response

  • 4 .Are the following sentences true of false ?

  • -Listen to the recording then choose the true/ false sentences

  • -Sum up the main content of the lesson.

  • - Guide ss how to do E D1,23 P15 (Workbook)

  • - Prepare next lesson. Unit 2. Lesson 7: Looking back

  • 6.Match the problems with the answers

  • -Read the the questions and the advice then match

  • Key:

  • 1-c, 2-b, 3-a

  • 7.Underline the ways Dr Dan gives the advice

  • - Key :

  • You should...

  • You can .......

  • It will be good if you......

  • Do st more/ less ........

  • - Remember

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 3'

  • I. Warm up Who is faster? (1 page 44)

  • 1. What the health problems do you think each of the people has?

  • - T divides the students into two teams

  • - Call on one student to come to the front of the class read sentence by sentence in 1 and use gesture to express in 5 minutes.

  • - The members in two teams must go to the board and write the health problems.

  • - T teams with more and correct health problems is the winner

  • -Introduce the new lesson

  • 1. What the health problems do you think each of the people has?

  • - Take part in the game

  • Key : a. sunburn

  • b. spot

  • c. put on weight

  • d. stomachache

  • e. flu

  • 6'

  • II. The new lesson

  • A. Vocabulary

  • Remember words (2.p24) Look at the pictures. Write the health problem below each person

  • - T asks ss to work individually to write the health problem in each pictures

  • - Teacher checks and confirms the correct answers.

  • 2. Look at the pictures. Write the health problem below each person

  • - Work individually

  • Key:

  • 1. sunburn

  • 2. putting on weight

  • 3. sunburn

  • 4. sick/ stomachache

  • 5. flu

  • 10'

  • B. Grammar

  • 1. Imperative with more and less

  • (3.P24 . Complete the health tip)

  • - T lets ss recall about imperative with less and more

  • - Ask them to do the exercise individually

  • - Give feedback and confirm the correct answers

  • - 2. Compound sentences ( 4.P24 Draw a line to link a simple sentence to a coordinate, to another simple sentence)

  • - T has ss to recall about the compound sentences

  • - Ask ss to do this activity individually

  • - Ask some ss to read aloud the compound sentences

  • - T confirms the correct answers

  • 3.Complete the health tip

  • -Recall about imperative with less and more and do the exercise individually

  • -Recall about the compound sentences and do this activity individually

  • 7'

  • C. Communication.

  • 1. Role-play ( 5. P 24. Role -play a discussion . Student A is the patient and student B is the doctor)

  • - T shows ss who they are( patients or doctors)

  • - Go through the phrases in the box and the example interview

  • - Reminds ss to use language for advice: You should........

  • You can.......

  • It will be good if you.........

  • Do something more/less.......

  • - Ask ss to practice in pairs

  • - Call on some pairs to come to front of the class and interview

  • - Vote the best interview

  • 5. Role -play a discussion. Student A is the patient and student B is the doctor

  • - Work in pairs

  • 2. Discuss( 6 P 24 . Discuss the following sentences about health with a partner. Do you think they are facts or myths?)

  • - T makes sure that ss know how to do this activity

  • - Go through the example

  • Note: To express your response about one opinion , you can use: Yes, I agree/ No, I disagree/ I don't thick it is......

  • - T asks ss to work in the pairs

  • - Call on some pairs to practice

  • 6. Discuss the following sentences about health with a partner. Do you think they are facts or myths?)

  • - Work in pairs

  • 3’

  • D. Project

  • - Guide ss how to do the project : Do a survey about people’s health

  • -Sum up the main content of the lesson “ talk about health problems

  • - Give health advice with imperative with more and less

  • - Form compound sentences

  • * 15- minute test (photocopied papers)

  • - Reacall about the knowledge in unit 2

  • - Ss do individually

  • - Complete the project of Unit 2

  • - Prepare next lesson: Unit 3. Lesson 1: Getting started.

  • - Listen and take note the assignments

  • I.Warm up Free talk

  • Elicit different volunteer activities from ss

  • - Ask them to think of the activities both in the local community/ city/ VN, and from other places that they may have read about, or seen in books, or on TV, or the Internet....

  • II. Presentation

  • 1. Read

  • - Ask ss to look at the photos and describe what they see. Then tell them to compare their ideas with the text.

  • 2. Matching:

  • - Tell ss now they will learn about volunteer activities in VN

  • - Ask ss what they think the volunteers in the photos are doing. If ss can’t recognize the activities, draw their attention to small details in the photos such as words written on the coupons

  • - Then ask ss to do matching

  • III. Practice

  • 3. Group work

  • 4. Ask each other

  • - T ask ss:

  • ? Have you ever done any of these activities?

  • IV. Further practice. Game (extension activity)

  • - Divide the Ss into two big groups.

  • - Teacher says an activity and point at a student from one group.

  • ? Make sentence with this activity, using the struture they have learn.

  • - If this student make one correct answer, he/she earns one point. Then he/ she says an activity and point at a student from the other group and asks him/her to make a sentence.

  • - Prepare next lesson. Unit 3. Lesson 5 Skills 1

  • - Listen to the teacher and do as instructed.

  • - Look at the photos and describe what they see in each picture

  • - Read the text individually, then compare with their own ideas

  • - Work in group

  • - Look at the pictures and call the activity in each picture

  • - Then match the picture with a suitable activity.

  • - Work in groups

  • - Work in groups.

  • - Each ss has to interview at least three classmates, they should take notes of their classmates’ answers so later, they can share the most interesting answer with the class.

  • Teacher: Helping elderly people

  • - Answer individually

  • I. Warm up Brainstorming

  • - Elicit the topic from students

  • - Teacher model

  • ? Work in groups to add as many community service and volunteer work as possible.

  • - Teacher monitors and gets feedback.

  • ? Read all the words chorally

  • * Suggested answers:

  • - helping street children

  • - helping elderly people

  • - cleaning streets

  • - planting trees

  • - clean up beaches

  • - recycling

  • II. Reading

  • 1. Pre - Reading

  • 1.1. Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • 1. 2. T/ F?

  • * Set the scene: You are going to read about volunteer work in the United Sates.

  • - Ask ss to read the text silently

  • - Remind ss of some the American volunteer activities they learnt in Communication

  • 2. While - reading

  • . Questions and answers

  • III. Speaking.

  • 1. Filling the table with their own ideas

  • - Work individually to fill in the table with their own ideas for volunteer activities

  • - Encourage them to think of all the activities they have learnt so far in this unit, and other activities that they know.

  • - tell ss they only need to write in note form and not in full sentences

  • 2. Group work

  • - Work in groups and take turns to talk about community service and volunteer work

  • - Have some students talk about community service and volunteer work

  • - Teacher monitors and give delayed correction.

  • - Prepare next lesson. Unit 3. Lesson 6 Skills 2

  • - government (n) chinh phu

  • - tutor (n) nhan day kem, nhan day them

  • - mentor (n) thay huong dan

  • - to be forced (v) bi ep buoc

  • - read the text

  • - Do the T/ F exercise individually

  • - explain their choice before giving corrective feedback

  • Key; 1.T/ 2.T/ 3.F/ 4.F

  • (3. The text says Americans have had the tradition of volunteering since the early days of the country. The USA was born or declared its independence in 1776)

  • Key:

  • - individual work to complete the table with their own ideas

  • - Answer individually

  • I. Warm up Chatting

  • II. Listening

  • 1. Discussing the questions

  • ? Asnwer the questions

  • 1. How do you think benefits from volunteer work?

  • 2. How do people benefit from volunteer work?

  • 2. Listen and answer the question

  • * Set the sence: Remind ss of the interview between the Global Citizen reporter and the two ss who do volunteer work with B a Buddy and Go Green. Recall what happen in the first part of the interview. Ask them if they can guess what Mai and Phuc will talk about in the second part of the interview

  • - Play the recording and elicit from ss the gist of this recording

  • - Tell ss that this exercise is to prepare ss for the writing section later where they learn how to give reasons for their ideas and opinions

  • ? Run through all the questions in 1-4

  • ? Listen and answer the questions then compare with your partner.

  • 3. Listen and fill in the blanks:

  • III. Writing

  • 1. Combine the two sentences using because

  • ? Work in pair to combine the two sentences using because

  • 2. Writing

  • - Tell ss now they will write a paragraph using the ideas they generated in Speaking 4

  • - T ask ss to answer the questions:

  • ? What do you want to do

  • ? Why do you want to do it?

  • ? How are you going to do it?

  • - Ask ss to read Example in text book

  • - Have one student write his/ her paragraph on the board.

  • ? Comment and correct if neccesary.

  • III. Post listening and writing.

  • - Prepare next lesson. Unit 3. Lesson 7: Looking back

  • - Name of the community service and volunteer work

  • - Time you started the community service and volunteer work

  • - Feeling about the hobby

  • - Your future plan about the community service and volunteer work

  • - Asnwer individually

  • - Listen and do exercise

  • Key:

  • 1. Phuc does volunteer work because he thinks it makes a difference in the community

  • 2. Phuc feels more self- confident because he has made many new friends

  • 3. The reporter thinks that Phuc is confident because he has answered the interview questions very well

  • 4. Mai thinks volunteering is special because she can help others, and because she can see how happy the street children are when they learn

  • - Listen again to fill in the blanks individually and compare their answers with their partners

  • - work in pairs

  • - Listen to teacher’s instruction

  • - Write individually

  • Read

  • - Answer individually

  • - Remember

  • Warm up Guessing game

  • - Divide the students into two big groups.

  • - Techer gives the definition of a community service or volunteer work.

  • ? Listen and say aloud the name of the community service or volunteer work

  • - Who has the quicker and correct answer will get one point.

  • I. Vocabulary

  • 1. Matching

  • ? Run through the verbs in the box.

  • ? Put one of the verbs/ phrases from the box. Match the verbs in blue with the correct words in the box.

  • ? Work individually then compare with your partner.

  • II. Grammar

  • 1. Circle the best answer:

  • ? What are the differences between the past simple and present perfect?

  • ? Choose the best option to complete the passage.

  • ? Work individualy then compare the answers with your partner.

  • - Call on some students to give the answers.

  • 3. Put the verbs in the past simple and present perfect

  • - Get some students write their answers on the board.

  • - Give feedback

  • 4. Finish the sentences below:

  • III. Communication .

  • 5. Role play

  • ? Work in pairs in 5'

  • - Student A plays the role of a reporter. Student B talks about her/ his volunteer work. Interview the other about his/her hobbies.

  • - Teacher monitors and gives help.

  • - Ask some pairs to act out the interview.

  • ? Vote for the best interview.

  • - Complete the project of Unit 3

  • - Listen and say out the name of the community service or volunteer work

  • Work individually

  • Key:

  • 1. donate: food, books, clothing, blood

  • 2. provide: evening lasses, food, care, books, education, clothing, attention

  • 3. help: the community, homeless people, the elderly, the disabled

  • - Work individually

  • Key:

  • 1. never

  • 3. already

  • 5. yesterday

  • 2. last week

  • 4. yet

  • Key:

  • 1. has ever met 4. did Shakespeare write

  • 2. visited 5. has she written

  • 3. has visited

  • - pair work

  • Key:

  • 1. the engine is very good

  • 2. it is going to be cold this evening

  • 3. she’s kind

  • 4. they are not as lucky as we are

  • Using the questions below:

  • 1. When did you start working for your organization?

  • 2. Why did you decide to volunteer?

  • 3. What have you done so far with?

  • 4. Was there anything that made you happy with your work last month?

  • - Answer individually

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • Warm up Chatting

  • - Teacher writes on the board: Music + Arts

  • ? Answer the questions

  • 1. Do you often listen to music? When? How often?

  • 2. What kind of music do you like? Why?

  • 3. What is art? are arts? Give examples.

  • - Answer individually

  • 1,2 (Students ideas)

  • 3. - Art: the use of imagination to express ideas or feelings, particularly in painting, drawing or sculpture.

  • - The arts (in general): art, music, theatre, literature, etc when you think of them as a group.

  • 15'

  • I. Presentation

  • 1.Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • - live

  • : (adj)

  • sống, trực tiếp

  • - atmosphere

  • : (n)

  • không khí

  • - paintbrush

  • : (n)

  • bút vẽ

  • - music instruments

  • : (n)

  • nhạc cụ

  • 2. Listen and read

  • * Set the sence: ? Look at the picture P38.

  • ? Who are Duong and Nick?

  • ? Can you guess what they are talking about?

  • ? Listen and read.

  • 2. 1. True or false (aP39)

  • ? Run through all the statements with students.

  • ? Work individually to answer the questions.

  • - Teacher checks their answers and gives explanation if necessary.

  • - Answer teacher's questions

  • - They are weekend

  • Key:

  • 1. T

  • 2. F

  • 3. T

  • 2.2. Complete the sentences (b P39)

  • ? Read the dialogue again then complete the sentences

  • ? Work individually then compare with your partner.

  • - Teacher monitors and gets feedback

  • - Complete and read the sentences

  • Key:

  • 1. as good as

  • 2. loud

  • 3. fantastic

  • 15'

  • II. Practice

  • 1. Find the express and extend the conversation (c, d P39)

  • - Divide the students into four groups.

  • ? Work in group to find the expressions in c P39.

  • ? In group, work in pairs to make short role-plays with the expression.

  • - Teacher monitors and gives help.

  • - Have some pairs act out their conversations.

  • E.g:

  • A: There'll be a music concert on Teachers' Day.

  • B: Really? Are we going to sing?

  • A: Yes, of course.

  • 2. Matching (3 P39)

  • ? Look at the pictures P39. What do you know about them?

  • ? Match the correct word/ phrase under each picture.

  • ? Listen and repeat all the words.

  • - Work individually

  • Key:

  • 1. microphone

  • 3. painting

  • 5. portrait

  • 7. crayons

  • 9. opera

  • 7'

  • III. Further practice. Gap fill (3 P39)

  • ? Run through all the sentences

  • ? Work in pairs to complete the sentences in 2

  • - Have some students read aloud the sentences.

  • ? What are the differences between a painting and a portrait; a museum and an art gallery?

  • - Pair work

  • 1. art gallery

  • 2. paintings

  • 3. museum

  • Note:

  • - A portrait: a painting, drawing or photograph of a person, especialy of the head and shoulders.

  • - A painting: a picture that has been made using painting.

  • - A museum: a building in which objects of artistic, cultural, historical, or sicientific interest are kept and shown to the public. Artwork at the galleries is often for sale while at museums there is nothing for sale.

  • - An art gallery: A building where paintings and other works of art are shown to the public for sale.

  • ? Recall how to use the expression in c P39.

  • - Answer individually

  • - Remember

  • - Ex B1,2,3 P29-30 (Workbook)

  • - Prepare next lesson. Unit 4. Lesson 2

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up Brainstorming

  • - Teacher elicits the topic from students.

  • - Teacher models

  • ? Work in groups to add as many musical instruments as possible.

  • - Teacher monitors and gets feedback.

  • ? Read all the words chorally

  • * Suggested answers:

  • - piano

  • - drum

  • - guitar

  • - violin

  • - flute

  • .......

  • 20'

  • II. Vocabylary

  • 1.Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: Jumbled words (3a P40)

  • ? Reoder the letters to make musical instruments.

  • - cello

  • : (n)

  • đàn viôlông xen

  • - saxophone

  • : (n)

  • kèn xắc xô

  • - ocean

  • : (n)

  • đại dương

  • - decision

  • : (n)

  • quyết định

  • - leisure

  • : (n)

  • thời gian rảnh rỗi,

  • lúc thư nhàn

  • - vesion

  • phiên bản

  • 3a P40

  • 1. drum

  • 2. piano

  • 3. cello

  • 4. guitar

  • 5. violin

  • 6. saxophone

  • 2. Listen and repeat the words (1P40)

  • ? Listen and repeat the words in 1 P40 chorally and individually.

  • 3. Matching (3b P40)

  • ? Run through all the words with students.

  • ? Work in pairs to write the type of musical instruments in the box under each picture..

  • - Teacher checks their answers.

  • ? Read aloud all the words again.

  • - Listen and repeat.

  • Key:

  • 1. a guitar

  • 2. a drum

  • 3. Đàn Bầu (one string guitar)

  • 4. a violin

  • 5. a cello

  • 6. a piano

  • 7. a saxophone

  • 2.2. Complete the sentences (b P39)

  • ? Complete the sentences using the words in the box.

  • ? Work individually then compare with your partner.

  • - Teacher monitors and gets feedback

  • - Complete and read the sentences

  • Key:

  • 1. singer

  • 2. Pop

  • 3. painter

  • 4. draw

  • 5. puppets

  • 6. instrument

  • 15'

  • III. Pronunciation

  • 1. Listen and repeat (5 P40)

  • - Teacher explains how to pronounce the two sounds: // and //

  • ? Drill the sounds in chorus and individually.

  • ? Listen and repeat the words.

  • - Practice the sounds.

  • Listen and repeat the words.

  • 3. Listen and underline the words with // and // (7 P40)

  • ? Listen and repeat the sentences.

  • ? Underline the words with the sounds // once, underline the words with the sounds twice.

  • - Listen and repeat

  • - Underline the words.

  • ? How to pronounce the two sounds: // and // ?

  • - Answer individually

  • - Remember

  • - Ex A1,2 P28 (Workbook)

  • - Prepare next lesson. Unit 4. Lesson 3

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • Warm up Discustion

  • - Teacher divides the students into big groups.

  • - Elicits the words "your hometown" from students.

  • ? Work in groups to write down the words to describe your hometown today and how it was five years ago.

  • - Teacher models

  • - Teacher monitors and gets feedback.

  • - Have some students write the words/ phrases on the board.

  • Our hometown today

  • Our hometown 5 years ago

  • fewer people

  • ....................

  • more crowded

  • ........................

  • 10'

  • I. Presentation

  • 1. Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: R.O.R

  • - nightingale

  • : (n)

  • chim sơn ca

  • - horror

  • : (n)

  • sự khủng khiếp

  • 2. Comparisions (1P40)

  • ? Recall how to use comparisions that you have learnt in English 5 and 6.

  • - Teacher explains the uses of three structures:

  • 3. Too and either

  • - Have a pair to act out the example

  • ? How do we use too and either?

  • 1. - as + adj + as: to show that two things are similar.

  • - not as + adj + as to mean something is "more" or "less" than something else.

  • 2. the same as.....: to show similarity.

  • 3. different from: to show that two or more things are different.

  • - Too: used to express agreement with a positive statement.

  • - Either: used to express agreement with a negative statement.

  • 20'

  • II. Practice

  • 1. Comparisons

  • 1.1. Ex1 P 41

  • ? Work individually to write down the missing words.

  • ? Compare with your partner.

  • Teacher checks their answers.

  • - Get some students to read the sentences.

  • Key:

  • 1. as

  • 2. as

  • 3. as

  • 4. from

  • 5. as

  • 6. as

  • 1.2. Ex2 P41

  • ? Look at the two pictures in Ex 2.

  • ? Can you find out any differences between "My hometown today" and it was 5 years ago?

  • ? Read the text by yourself then put suitable words in each gap.

  • ? Work individually then compare with your partner.

  • - Teacher monitors and gets feedback

  • - Study the pictures and answer the teacher's querstion.

  • Key:

  • 1. the same as

  • 2. as quiet as

  • 3. different from

  • 4. as narrow as

  • 5. friendly as

  • 6. the same as

  • 1.3 Ex3 P42

  • ? Interpret the table about "Young talent" and "Nightingale" first.

  • ? Work in pairs to the two music clubs in town.

  • - Teacher goes round to monitor the whole class.

  • - Get some pairs to talk.

  • Note: A music club is friendly when its staff are friendly.

  • E. g:

  • A: Young Talent is not as old as Nightingale.

  • B: Yes. But Nightingale is more friendly than Young Talent.

  • ...........

  • 2. Too and either

  • 2.1 Ex4 P42

  • ? Work independently, writing down the answers.

  • ? Then work in groups to check and read out the sentences.

  • - Teacher monitors, gives help and correct if necessary.

  • - Work independently and in groups.

  • Key:

  • 1. too

  • 2. either

  • 3. eiher

  • 4. too

  • 5. too

  • 2.2. Ex5 P42

  • ? Run through the given words

  • ? Work independently, writing down your sentences to make a list of the likes and dislikes.

  • - Encourage students to give their own ideas.

  • 5'

  • III. Production

  • Ex6 P42

  • ? Work in pairs to share your lists of ideas.

  • - Have some more able students report their results to the class.

  • E.g:

  • - Nam is interested in drawing and I am too.

  • - Phong doesn't like rock and roll and I don't either.

  • ? How to use comparisons with as (not) ... as, the same as, different from?

  • ? How to use too and either?

  • - Answer individually

  • - Remember

  • - Ex B4,5,6 P30 - 31 (Workbook)

  • - Prepare next lesson. Unit 4. Lesson 4 Communication.

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • Warm up Brainstorming

  • - Teacher elicits the topic from students.

  • ? Brainstorm in groups to geve the names of famous musician, actors, actresses, painters, drama director... you know in 2'

  • - Teacher models

  • ? Work in groups to add as many names as possible.

  • ? Show your list that you have written.

  • - Teacher monitors and gets feedback.

  • - The group has the longest list wins the game.

  • 10'

  • I. Presentation

  • 1.Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: What and where

  • - composer

  • : (n)

  • nhà soạn nhạc, nhạc sĩ

  • - curriculum

  • : (n)

  • chương trình giảng dạy

  • - academic

  • : (n)

  • thuộc nghiên cứu

  • - anthem

  • : (n)

  • bài quốc ca

  • - originate

  • : (n)

  • bắt nguồn

  • 2. Music Quiz (1P43)

  • ? What do you know about Music and Arts?

  • ? Work in pairs and answer the questions by choosing a correct answer.

  • - group work

  • Key:

  • 1. B

  • 3. A

  • 5. B

  • 15'

  • II. Reading

  • 1. Pre-questions

  • ? Answer teacher's questions

  • a. Do you like music and arts?

  • b. Do you they are necessary or not at school?

  • - Students' ideas

  • 2. Read and discuss

  • ? Work individually to read the text and understand the main ideas in 3'

  • ? Run through the question in 1 P43

  • ? Then work in groups of four or five to discuss the questions.

  • - Each group may has a secretary to take notes all the group's members' ideas.

  • - Teacher goes round the class to give support if necessary.

  • ? Choose one of your member to present your ideas to the class.

  • - Other groups listen and give comments.

  • - Teacher comments on their clarity, language and fluency (but not on their "positive" or "negative" ideas.

  • - Read independently

  • - Discuss in groups

  • - Present the groups' ideas

  • - Group work: make a list from the most useful to least useful subjects

  • - Give a talk to the class

  • ? Sum up the main content of the lesson.

  • - Answer individually

  • - Remember

  • - Ex C1, 2 P32 (Workbook)

  • - Prepare next lesson. Unit 4. Lesson 5 Skills 1

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up Shark attacked

  • - Teacher write on the board

  • - Give instructions on how to do shark attack.

  • ? Guess one by one letter.

  • - Teacher monitors and gets feedback.

  • ? Read the word aloud and give its meaning.

  • - - - - - / - - - - - - - -

  • (water puppetry)

  • 15'

  • II. Reading

  • 1. Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: What and where

  • - rural

  • : (adj)

  • thuộc nông thôn

  • - unique

  • : (adj)

  • độc đáo

  • - melodic

  • : (adj)

  • du dương, ngọt ngào

  • - tic tac toe

  • : (n)

  • trò chơi cờ ca rô

  • 2. Pre-reading ( Discussion)

  • ? Discuss and answer the questions given in 3'.

  • a. What kinds of traditional Vietnamese performances do you know about?

  • ? Look at the picture on page 44. What is it about?

  • b. Do you know about water puppetry?

  • c. Have you ever been to a water puppetry show?

  • d. If yes, did you like it? Why/ Why not?

  • - Teacher elicits the answers from students and gives feedback.

  • -> Today we are going to read for more information about water puppetry.

  • Discuss and answer the questions

  • Key: (students' ideas)

  • 3. While-reading

  • 3.1. Find the words in the text

  • ? Read the text two or three times in 3'

  • ? Work individually to find the words.

  • ? Compare with your partner.

  • - Call on some students to say the words

  • - Teacher writes on the board.

  • - Read word and find the words.

  • Key:

  • 1. unique

  • 2. originated

  • 3. performed

  • 4. rural

  • 5. festivals

  • 2.3. Answer the questions

  • ? Run through the questions in P44

  • ? Read the text again then answer the questions individually.

  • ? Compare with your partner.

  • - Call on some individuals to read aloud to the class.

  • - Teacher checks their pronunciation and intonation

  • - Explain the new words and clarify anything difficult.

  • - read and answer the questions

  • Key:

  • 1. It began in the 11th century.

  • 2. It takes place in a pool.

  • 3. They are controlled by puppeteers.

  • 4. They are made of wood.

  • 5. They are about everyday life in the countryside and about folk tales.

  • 20'

  • III. Speaking

  • 1. Matching (3 P44)

  • ? Work in pairs to match the two columns.

  • ? Compare with your partner.

  • Teacher checks their answers.

  • - Allow students some time to talk about their favorite kind of music. (Base on some

  • suggested questions)

  • * Suggested questions:

  • 1. What kind of music do you like best? Why?

  • 2. Do you play any musical instruments?

  • 3. When and how often do you listen to music?

  • 4. How useful is music to you?

  • Key:

  • 1. e

  • 2. a

  • E.g: I like classical music best because of its sweet melody. I often listen to my favorite music every day before going to bed. It makes me relaxed and sleep well after a hardworking day.

  • 2. Game: Tic Tac Toe (4 P44)

  • - Teacher explains the rules of the game Tic Tac Toe to students.

  • ? Work in pairs, decide which partner is "X", which is "O" and who will go first.

  • - Teacher models:

  • - Continue the game

  • - The first person to get three Xs or Os in a row, wins!

  • - Pair work

  • A: "I want number 2"

  • B: "Ok, sing a song in English"

  • ? Sum up the main content of the lesson.

  • - Answer individually

  • - Remember

  • - Ex D,2,3 P33 - 34 (Workbook)

  • - Prepare next lesson. Unit 4. Lesson 6 Skills 2

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up Guessing game

  • - Teacher elicits some phrases from students

  • - Teacher writes on the board:

  • ? Complete the sentence using one of the phrases. And keep it secret.

  • ? Make yes/no questions to guess your friends' choice.

  • - The one to have a correct guess, continues the game.

  • - watch a water puppet show

  • - go to the Children's Painting Exhibition

  • - go to the music festival

  • - see Picasso sculpture at the art gallery

  • - go to the Exhibition of Modern Art

  • - listen to rock and roll

  • - paint some pictures

  • "I'm going to ......................... this weekend"

  • E. g:

  • A: Are you going to watch a water puppet show this weekend?

  • B: No, I'm not.

  • C: Are you going to.......?

  • 15'

  • II. Listening

  • 1. Open prediction (1 P45)

  • ? Look at the picture on page 45.

  • ? Do you know what it is?

  • ? What do you know about Picasso?

  • - Today we are going to listen to a text about Picasso.

  • ? Before listening, guess four of the words in 1 P45 that you will hear in the text.

  • ? Compare with your partner.

  • - Teacher elicits and writes students' guess on the board.

  • - Teacher explains Listening Tip to students.

  • ? Listen to the text twice and check your guess.

  • - Teacher gets feedback.

  • Picasso sculpture in Halmstad.

  • (Students' ideas)

  • - Guess individually and write down the words

  • - Study the Listening Tip and listen to the teacher.

  • Key:

  • 1. artist 2. training

  • 4. portrait 6. paintings

  • 2. Questions and answers (2P45)

  • ? Run through all the questions.

  • ? Listen again and choose a correct answer.

  • - Teacher checks their answer and explains if necessary.

  • - Listen and choose the correct answer.

  • Key:

  • 1. A 2. B 3. A 4. C

  • 3. Discussion

  • ? Listen to the text again then work in group to discuss how the listening is organized. (according to timeline, the order of important events, or other way.

  • - according to timeline

  • 20'

  • III. Writing

  • 1. Reading (4 P45)

  • * Set the scene: You are going to read a letter from Duong

  • ? Read the sample letter carefully and choose the correct answer to the question below.

  • ? Is it a formal letter or an informal one?

  • ? Which sentence show Duong's invitation.

  • ? Why would you write an informal letter of invitation? And to whom?

  • ? Study the writing tip.

  • 1. A 2. B

  • - It's an informal letter.

  • - How about watching a water puppet show?

  • - We write an informal letter of invitation to invite somebody to do something. And to somebody who has close relationship to us.

  • Write an informal letter to a friend.

  • ? Have some students read their letters aloud.

  • ? Sum up the main content of the lesson.

  • - Answer individually

  • - Remember

  • - Ex E1,2 P34 -35 (Workbook)

  • - Prepare next lesson. Unit 4. Lesson 7: Looking back

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • Warm up Matching (1 P46)

  • - Techer gives out the posters of columns A and B

  • ? Go to the board and match the words in column A with the one in column B.

  • - Teacher monitors and gets feedbacck.

  • Key:

  • 1. e 2. c 3. B 4. a 5. d

  • 7'

  • I. Vocabylay

  • Gap fill (2 P46)

  • ? Run through the words in the box.

  • ? Read the text carefully, then work in pairs to put a word from the box in each gap to complete the passage.

  • - Teacher checks and confirms the correct answers.

  • - Have some students read the passage.

  • - Work individually and in pairs

  • Key:

  • 1. music

  • 2. arts

  • 3. stages

  • 4. go

  • 5. films

  • 18'

  • II. Grammar

  • 1. Complete the sentences (4 P46)

  • ? Run through all the words in the box.

  • ? Work individualy to put the words/ phrases from the box in the gap to complete the sentences.

  • ? Compare the answers with your partner.

  • - Call on some students to give the answers.

  • - Work individually

  • Key:

  • 1. art gallery

  • 2. artistic

  • 3. films

  • 4. in person

  • 5. sung

  • 2. Review comparison (Rewrite sentences - 4 P46)

  • ? Work individually first to write the sentences.

  • ? Then work in pairs to swaps your sentences.

  • - Teacher correction and call on some students to read the sentences aloud

  • 1. The photograph is not as big as the painting.

  • 2. My painting is not as expensive as this painting.

  • 3. This picture is not different from the picture in our room.

  • 4. This film is the same as the one we saw last week.

  • 5. The journey was not as long as we thought at first.

  • 3. Review too and either (5 P46)

  • ? How do we use too and either?

  • ? Work independently to complete the sentences with too or either.

  • ? Check your answers with your partner.

  • - Teacher gets feedback.

  • - Answer independently

  • Key:

  • 1. too 2. either 3. either

  • 4. too 5. too

  • 10'

  • III. Communication .

  • 1. Matching

  • ? Read the questions and answers once or twice.

  • ? Match individually.

  • ? Compare with your partner.

  • ? Work in pairs to role play the questions and answers.

  • ? Write all the sentences in your notebooks.

  • - Teacher monitors and gives help.

  • 2. Self - assessment

  • ? Complete the self-assessment.

  • - Teacher finds out any difficult and weak areas from students.

  • - Provide further practice if neccessary.

  • 1. B 2. A 3. E

  • 4. C 5. D 6. F

  • - Complete the self-assessment.

  • - Answer individually

  • - Remember

  • - Complete the project of Unit 4.- Prepare next lesson: Unit 5. Lesson 1: Getting started.

  • - Listen and take note the assignments

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up : Brainstoming

  • -

  • 6’

  • II. The new lesson

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • - tofu

  • : (n)

  • Đậu phụ

  • - carton

  • : (n)

  • Hộp bìa cứng

  • -instead of

  • : (adv)

  • Thay vì

  • - omelette

  • : (n)

  • Trứng rán

  • -turmeric

  • :(n)

  • Củ nghệ

  • -bitter

  • :(adj)

  • Đắng

  • -fragrant

  • :(adj)

  • Thơm

  • -sour

  • :(adj)

  • Chua

  • -spicy

  • :(adj)

  • Cay

  • -salt

  • : (n)

  • Muối

  • -salty

  • :(adj)

  • Mặn

  • 8’

  • 1. Listen and read

  • * Set the sence: ? Look at the picture P84.

  • ? Where are Phong and his mother ?

  • ? What are they doing?

  • ? What is there in the fridge

  • ?Have you ever had dinner alone?

  • - T introduces the new lesson

  • a. Answer the questions (P349)

  • -Run through all the questions

  • -Play the recording and ask ss to listen and read

  • -Ask ss to work individually to answer the questions

  • -Have ss share their answers

  • -Call on some pairs to ask and answer the questions

  • -Ask 3ss to write the answers on the board

  • - Confirm the correct answers

  • - Answer teacher's questions

  • - They are weekend

  • -Work individually to answer the questions

  • Key:

  • 1.Because his parents are going to the opera tonight and they won’t be home until 9.pm

  • 2. There is some rice left from lunch

  • 3. He should warm it up

  • 4. She will buy some milk tomorrow

  • 5.He can have some orange juice instead of milk

  • b. Put the words in correct column

  • ( P49)

  • -Ask ss to work in pairs and not to look at the book , try to remember which foods and drinks are mentioned in the conversation and put them in correct column.

  • - Let ss open their book to check their answers

  • - Get feedback

  • Key:

  • Food

  • Drink

  • Meat

  • Milk

  • Tofo

  • Juice

  • Fried vegetables

  • Mineral water

  • Bread

  • Orange juice

  • Noodles

  • Rice

  • 5’

  • 2. Match, listen , check and repeat( P49)

  • -Go through the words and pictures

  • - Have ss quickly match each word/with its picture. Then play the recording for ss to check their answers, pausing after each phrase and asking them to repeat chorally and individually.

  • -Correct their pronunciation

  • -Go through the words and pictures

  • -Quickly match each word/with its picture.

  • 7’

  • 3.Ask and answer questions with a partner( P49)

  • -Ask ss to think about their favourite food and drink and what questions they can ask about their partner’s favourite food and drink

  • - T models with a student

  • -Ask ss to work in pairs to ask and answer the questions

  • -Call on some pairs to practice

  • - Work in pairs

  • Eg:

  • A: What is your favourite food?

  • B:It’s pho bo- beef noodle soup

  • B: When do you usually eat it?

  • A:In the morning

  • ………………….

  • 5’

  • 4.Listen and repeat the adjectives (P39)

  • - Play the recording and ask ss to listen and repeat the adjectives

  • - Have ss use the adjectives to talk about the food in part 2

  • - T can give example

  • - Call on some ss to talk in front of the class

  • Eg: I like beef noodle soup very much. It is very tasty

  • ………..

  • 5. Game :WHAT’S YOUR FAVOURITE FOOD AND DRINK (5’)

  • -Demonstrate the game to the class first

  • - Ask ss to work in groups

  • -T observes

  • - Call on some groups to practice

  • -Work in groups

  • Eg :

  • A : It’s my favorite drink. It is a bit sour but it is also sweet

  • B: Is it lemonade?

  • A:Yes, it is/No, try a gain

  • - Listen and take note the assignment

  • -Guide ss how to do ex B1,2,3 P29-30 (Workbook)

  • - Prepare next lesson. Unit 5. Lesson 2

  • A closer look 1

  • Time

  • Teacher's activities

  • Students' activities

  • 4'

  • I. Warm up

  • Saying food or drink and their taste

  • - Divide the class into 2 teams

  • -One student in each group says aloud the name of food or drink, the one in other group says out its taste

  • - Take part in the game

  • 6'

  • II. The new lesson

  • - T introduces the new lesson

  • A.Vocabylary

  • Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: Jumbled words

  • *Vocabulary

  • -pour

  • : (v)

  • Đổ

  • -fold

  • : (v)

  • Gấp, cuộn

  • -beat

  • : (v)

  • Đập

  • -serve

  • : (v)

  • Trang trí, phục vụ

  • -mixture

  • : (n)

  • Hỗn hợp

  • -spring roll

  • : (n)

  • Nem

  • -flour

  • : (n)

  • Bột mì

  • -ingredient

  • : (n)

  • Thành phần

  • -dish

  • : (n)

  • Món ăn

  • -pepper

  • : (n)

  • Hạt tiêu

  • 7’

  • 1. Complete the instructions with the verbs in the box. Then listen, check and repeat the instructions (P50)

  • -Have ss work individually ,go through the verbs, look at the pictures , sentences then complete the instructions

  • - Ask ss to listen to the recording to check, pause after each instruction then ask them to repeat

  • -Work individually ,go through the verbs, look at the pictures , sentences then complete the instructions

  • Key:

  • 1. Beat

  • 2. Heat

  • 3. Pour

  • 4. Fold

  • 5. Serve

  • 7’

  • 2.Put the words in the correct order to make sentences. Then reorder the sentences to give the instructions to make a pancake(P50)

  • -Ask ss to do the exercise individually and then check with the whole class

  • - Put the words in the correct order to make sentences. Then reorder the sentences

  • Key:

  • 1. Beat the eggs together with sugar, flour, and milk

  • 2.Pour ¼ cup of the mixture into the pan at a time

  • 3. Heat the oil over a medium heat in a frying pan

  • 4. Cook until golden

  • 5.Serve the pancake with some vegetables

  • 8’

  • 3. Put the following nouns in the correct columns. Some may fit both categories.

  • -Work in pairs to put them into the correct columns

  • Key

  • Dishes

  • Pancake

  • Beef noodle soup

  • Spring rolls

  • Noodles

  • Pork

  • Omelette

  • Sandwich

  • 6’

  • B. Pronunciation.

  • 4. Listen and repeat the words. Pay attention to the sounds /ɒ/

  • and /ɔː/

  • - T explains how to pronounce the sound /ɒ/ and /ɔː/ / then practise .

  • -Play the recording once

  • - Ask ss to listen again then put the words in the correct column

  • -Play the recording 2 times

  • -Have ss share their answers with their parner

  • - Give feedback

  • - Listen and repeat

  • /ɒ/

  • -Nguyên âm này ở giữa âm nửa mở và âm mở đối với vị trí của lưỡi, phát âm môi tròn

  • /ɔː/

  • -Lưỡi di chuyển về phía sau , phần lưỡi phía sau nâng lên, môi tròn và mở rộng

  • - Underline the words.

  • /ɒ/

  • Soft

  • Hot

  • Bottle

  • Pot

  • Rod

  • 4’

  • 5.Listen to the sentences and circle the words you hear

  • -Ask ss to listen and circle the words they hear

  • - Ask ss to share with their partner

  • - Give feedback

  • - Listen and circle

  • Key

  • 1. cod

  • 2.port

  • 3.sports

  • 4.fox

  • 5.short

  • - Guide ss how to do ex (Workbook)

  • -Listen and take note

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I Warm up: Countable or uncountable nouns

  • -T shows the picture ex 1/page 51 on the board

  • -Divide the class into 2 teams. Ss in each teams take turn to go to the board and write C for countable noun and U for uncountable noun next to the number of each item

  • -Leave the result to check later

  • -Take part in the game

  • - Introduce the new lesson

  • II. The new lesson

  • * Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: R.O.R

  • - spinach

  • : (n)

  • Rau chân vịt

  • - pork

  • : (n)

  • Thịt lợn

  • 7'

  • A. Countable and uncountable nouns

  • 1. Presentation

  • - T uses real things in the class to elecit from ss countable and uncountable noun

  • Eg: There are 4 books in my table

  • There is some water in this bottle

  • 2. Practice

  • - Ask ss to check exercise 1/page 98

  • -Danh từ đếm được là những danh từ có thể đếm.

  • - Các danh từ không đếm được thường là một loại chất nào đó (cát, nước, gạo...) cái mà chúng ta không thể đếm được một cách dễ dàng, hay chúng cũng có thể là những ý tưởng trừu tượng như: tự nhiên, không gian, giải trí...

  • - Đôi khi ta cần giải thích số lượng của một thứ gỡ đó không đếm được. Chúng ta có thể làm được điều này bằng cách sử dụng các từ chỉ đo lường

  • Eg: a glass of…, a bag of……

  • Key:

  • -Countable nouns: banana, apple

  • -Uncountable nouns: bread, beef, pepper, turmeric, spinach

  • 10'

  • B. A, an, some, any

  • 1. Presentation

  • - T introduces a/an/some/any in the grammar box

  • a/an : là những mạo từ bất định, được dùng trước danh từ đếm được số ít để nói về một người hoặc một vật

  • some, any: là đại từ bất định dùng để chỉ số lượng bất định của người hoặc vật khi không cần hoặc không thể nói rừ con số chớnh xỏc là bao nhiờu

  • some : dùng trước danh từ đếm được số nhiều và danh từ không đếm được trong câu khẳng định .

  • Some được dùng trong câu hỏi dạng câu yêu cầu , lời mời

  • any : Dùng trước danh từ đếm được số nhiều và danh từ không đếm được trong câu nghi vấn và câu phủ định

  • 2. Practice

  • E 2/ page 52

  • Play the game : Give me an egg

  • - T divides the class in to 2 teams and guides ss how to play and demonstrates the game to the class

  • E3/ page 52. Fill in the blanks with a/an, someor any

  • - Ask ss to read the instruction

  • - Have ss work individually then share with their partners before checking with the whole class

  • Eg: T1: egg

  • T2: an egg

  • ...................

  • - Take part in the game

  • Key :

  • 1. any

  • 2. some

  • 3.some

  • 4. any

  • 5. a

  • 6. an

  • 10'

  • C. How many? How much?

  • 1.Presentation

  • How many eggs do we have?

  • How much milk do you need ?

  • - Elicit from ss to get the target item

  • 2. Practice

  • E 4/ page 52

  • Fill in the blanks with How many or How much

  • -Ask ss to work individually and share with their partners before checking with the whole class

  • E5/ page 52

  • Use the suggested words to make questions with How many/How much then intervew your partner

  • - Have ss work in pair : one asks one gives the answers

  • How much, how many dựng để hỏi về số lượng

  • How many + danh từ đếm được số nhiều

  • How much + danh từ không đếm được

  • -Work individually and share with their partners before checking with the whole class

  • Key :

  • 1. How many

  • 2. How many

  • 3. How many

  • 4. How many

  • 5. How much

  • - Work in pair : one asks one gives the answers

  • Key :

  • 1. How much water do you drink every day?

  • 2. How much rice do you eat for dinner?

  • 3. How much vegetables do you eat every day?

  • 4. How many apples do you eat every day?

  • 7'

  • III. Production

  • -Ask ss to make sentences with a/an/some/any / How much/ How many

  • - Make sentence s

  • 4'

  • IV. Consolidation

  • - Ask ss to retell the grammar in the lesson

  • - Answer individually

  • - Remember

  • - Ex B4,5,6 P37 - 38 (Workbook)

  • - Prepare next lesson. Unit 5. Lesson 4 Communication.

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I Warm up Brainstorming

  • - Teacher elicits the topic from students.

  • ? Brainstorm in groups to give the names of food and drink

  • - Teacher models

  • ? Work in groups to add as many dishes as possible.

  • ? Show your list that you have written.

  • - Teacher monitors and gets feedback.

  • - The group has the longest list wins the game.

  • 7'

  • II. The new lesson

  • A. Presentation

  • 1.Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: What and where

  • - sausage

  • : (n)

  • xúc xích

  • - yoghurt

  • : (n)

  • sữa chua

  • - tuna

  • : (n)

  • cá ngừ

  • - ham

  • : (n)

  • giăm bông

  • -sauce

  • : (n)

  • nước sốt

  • -chef

  • :(n)

  • đầu bếp

  • -slice

  • :(n/v)

  • lát/ thái lát

  • - grill

  • :(v)

  • nướng

  • 5'

  • B. Practice

  • I. Listening

  • E 1. page 53. Listen and check the food the chef mentions

  • 1. Prediction

  • -Ask ss to look at the picture of the chef and predict which food or dishes he might like

  • - Collect some ss' ideas

  • -Look at the picture of the chef and predict which food or dishes he might like

  • 2. Checking prediction

  • - Play the recording and let ss check their prediction

  • - Play the recording again and ask ss to tick the food the chef mentions from the extra vocabulary box

  • - Listen ,check and tick

  • Key :

  • -sticky rice

  • -sausage

  • -yoghurt

  • -tuna

  • 10'

  • II. Writing

  • E 2. Page 53.

  • What are your favourite foods and drinks. Write he answers.

  • - Run the through the questions

  • - Ask ss to work individually

  • - T goes round to help ss if they need the name of some food or drink that are not mentioned in the lesson

  • - Have ss share their answers in pairs to find out what they have in common with their partners

  • - Work individually to write the answers then share the answers with partners

  • E4. page 53. Report the results to the class

  • - Call on some ss to report the results of their interview before the whole class

  • - After each st has finished his/her report, T invites some comments from other ss. Then T makes comment

  • - Report the results of their interview before the class

  • - Learn by heart vocabulary and structures

  • - Gide ss how to do ex C1, 2 P39 (Workbook)

  • - Prepare next lesson. Unit 5 . Lesson 5 Skills 1

  • - Answer individually

  • - Remember

  • - Listen and take note the assignments

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up Chatting

  • -What do you know about Pho?

  • - What are the ingredients for it?

  • What kinds of Pho do you know?

  • - Which place is famous for this dish?

  • - Do you like this dish? Why? Why not?

  • - Introduces the new lesson

  • - Answer the questions

  • 15'

  • II.The new lesson

  • A. Reading

  • Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: R &R

  • -stew

  • : (v)

  • hầm

  • - beaf

  • : (n)

  • thịt bũ

  • - broth

  • : (n)

  • nước xuýt

  • - delicous

  • : (adj)

  • ngon

  • -flour

  • : (n)

  • bột mỡ

  • -ham

  • : (n)

  • giăm bông

  • -bone

  • : (n)

  • xương

  • -boneless

  • :(adj)

  • không có xương

  • -recipe

  • : (n)

  • công thức nấu ăn

  • 1. Pre-reading( Ordering)

  • - T uses an extra board

  • - Order the sentences

  • 1. The rice noodles are made from the best variety of rice

  • 2.In Ha Noi, Pho is the most popular dish

  • 3. Pho is special soup in Vietnam

  • 4. The broth for pho ga is made by stewing chicken bones

  • - Collect some ss' ideas

  • - Look at the extra board and run through

  • the sentences

  • - Order the sentences by prediction

  • 2. While-reading

  • a. Checking the prediction

  • - Ask ss to open their books, read the text and check the prediction.

  • - Get feedback

  • b. Answer the questions

  • - Run through the questions

  • - Ask ss to work individually then compare the answers with their partner

  • - Call on 2 ss to write the answers onthe board

  • - T confirms the correct answers

  • -Open their books, read the text and check the prediction.

  • Key :

  • 2-3-1-4

  • Key :

  • 1. We can enjoy Pho for all kinds of meals during a day, from breakfast to dinner and even for a late night snack

  • 2. They are made from the best variety of rice

  • 3. The broth for Pho Bo is made by stewing the bones of cows for a long time in a large pot.The broth for pho ga is made by stewing chicken bones

  • 4. It is boneless and cut into thin slices

  • 20'

  • B. Speaking

  • E3/ page 54. Ask and answer questions about the ingredients for an omelette

  • - Ask ss to recall about the form and use of a/an/some/any/ how much/how many then ask and answer about the ingredients for an omelette

  • - T can goes around to help the weaker

  • - Call on some pairs to practice in front of the class

  • E4. Look at the pictures of how to cook an omelette then use the phrases in this box to complete the above instructions

  • - Remind ss the words or phrases about cooking food and drink in getting started , a closer look 1 and communication.

  • - Ask ss to work individually use the phrases in this box to complete the instructions how to cook an omelette

  • - Have ss share the answers with their partners before checking with the whole class

  • E 5 . Page 54. Work in pairs. Practise giving instructions on how to make a dish or drink

  • - Ask ss to think about the food or drink they want to make then take note about the steps to make their food and drink.

  • - Ask ss to work in pairs

  • - Call on some pairs to practice in front of the class

  • - Ask other ss to comment

  • .

  • -Ask and answer about the ingredients for an omelette

  • -Recall the words or phrases about cooking food and drink in getting started , a closer look 1 and communication.

  • -Work individually use the phrases in this box to complete the instructions how to cook an omelette

  • Key :

  • 1-d

  • 2-e

  • 3-a

  • 4-b

  • 5-c

  • -Think about the food or drink they want to make then take note about the steps to make their food and drink

  • -Work in pairs

  • 2'

  • III. Consolidation

  • - Sum up the main content of the lesson

  • - Listen

  • 3'

  • IV. Homework

  • - Ex D,1,2 P 40 - 41 (Workbook)

  • -Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up Brainstorming

  • - Teacher elicits the topic from students.

  • ? Brainstorm in groups to give the names of food and places in Vietnam

  • - Teacher models

  • ? Work in groups to add as many dishes as possible.

  • ? Show your list that you have written.

  • - Teacher monitors and gets feedback.

  • - The group has the longest list wins the game.

  • - Introduce the new lesson

  • II.The new lesson

  • A Listening

  • 1. Pre- listening

  • Open prediction (1 P45)

  • - Have ss look at three traditional dishes in Vietnam and their places . Then match the places with the dishes by prediction

  • -Collect some ss' ideas

  • 2. While- listening

  • a. Checking the prediction

  • Match the places with the dishes . E1 page 55

  • -Have ss listen to the recording and check the prediction

  • - Have ss compare the answers with their partners

  • - Get feedback

  • - Play the recording once to check

  • - Guess individually and write down the words

  • - Listen to the recording and check the prediction

  • Key:

  • 1-b

  • 2-a

  • 3-c

  • b Tick the ingredients for each dish E2 page 55.

  • -Run through all the dishes and the ingredients in the table

  • - Have ss listen again and tick the ingredients for each

  • - Ask ss to share the answer with their partners

  • - Call on some ss to write the answers on the board

  • - Play the recording again to check

  • - Listen again and tick

  • Key:

  • rice noodles

  • eel

  • pepper

  • turmeric

  • shrimp

  • pork

  • banh tom

  • v

  • sup luon

  • v

  • v

  • v

  • my quang

  • v

  • v

  • v

  • 1. A 2. B 3. A 4. C

  • 3. Post- listening ( Chain game)

  • - Have ss work in group of 5 ss to talk about the name of dishes they have learned and the ingredients

  • Eg :

  • S1: To make sup luon we need eel

  • S2: To make sup luon we need eel, pepper

  • .......................

  • 23'

  • B. Writing

  • 1. Pre- writing (E3 P55). Make a note about some popular foods or drinks in your neighbourhood

  • - Have ss to make a note individually then share with their partners

  • - Find the partners who have the same one and sits next to him/her

  • -Make a note individually then share with their partners

  • -Work in pairs or group

  • - Remember

  • - Ex E1,2 P42 (Workbook)

  • - Prepare next lesson. Unit 5. Lesson 7: Looking back

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up

  • Hang man

  • D-E-L-I-C-I-O-U-S

  • 10'

  • II. The new lesson

  • A. Vocabulary

  • 1.Complete the table (2 P46)

  • Add the words/ phrases you have learnt to the column

  • -Run through the words in the table.Explain the meaning of the phrase: measurement phrase

  • -Ask ss to find as much as possible to add to the columns individually then compare with their partners to find out who has more words

  • -Add the words/ phrases you have learnt to the column

  • Suggested key :

  • Dishes

  • Ingredients

  • Measurement phrase

  • Omelette, pancake, beef noodle soup, chicken noodle soup, rice, noodles, rice, pork, sandwich, meat, tofu, bread, spring roll

  • Shrimp,

  • salt, cooking oil, flour, pork, turmeric,

  • pepper,

  • noodle,

  • vegetables, egg, meat, tofu

  • A slice, a can, a bottle, a kilo, a bar, a glass, a bag, a teaspoon, …

  • 2. Fill in the gap with a verb from the box(E2. Page )

  • - Run through the verbs

  • - Work individually to complete the sentences then compare with their partners

  • - Get feedback

  • - Work individually

  • Key:

  • 1. Fold

  • 2.Pour

  • 3.Beat

  • 4.Heat

  • 5.Serve

  • 15’

  • B. Grammar

  • 1. Review about a/an/some

  • E 3.Choose a/an/or some for the following words

  • - Have ss work individually

  • - Ask ss to read aloud the full sentences to check

  • -Work individually

  • Key:

  • 1.a 5. some

  • 2.some 6.some

  • 3. some 7. an

  • 4.some 8. some

  • 2. Review about some/ any

  • E 4 page. Complete the sentences with some or any

  • -Have ss work individually

  • - Ask ss to read aloud the full sentences to check

  • Work individually

  • Key:

  • 1. any

  • 2. some

  • 3.any

  • 4.some/any

  • 5 any/some

  • 3. Review about How much and How many

  • E5. Page . Make questions with How many, How much

  • -Have ss work in pairs to make questions and answer

  • - Call on some ss to write the questions on the board

  • - T confirms the correct questions

  • - Work in pairs to ask and answer

  • Key :

  • 2. How much milk is there in the bottle?

  • 3. How many cans of lemonade do you need?

  • 4.How many apples has Peter got in his bag?

  • 5. How much rice is there left in the electric cooker?

  • 10'

  • C. Communication .

  • 1. Complete the conversation

  • -Run through the sentences

  • -Work individually then compare the answers with their partners

  • - Check the answers with the whole class

  • - Call on some pairs to practice

  • 2. Self - assessment

  • ? Complete the self-assessment.

  • - Teacher finds out any difficult and weak areas from students.

  • - T guides ss how to prepare the project at home

  • -Work individually then compare the answers with their partners

  • Key:

  • 1-D

  • 2-B

  • 3-A

  • 4-C

  • - Complete the self-assessment.

  • - Listen

  • Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up

  • Brainstoming

  • - Teacher elicits the topic from students.

  • ? Brainstorm in groups to give the names of famous teachers in history in Vietnam

  • - Teacher models

  • ? Work in groups to add as many names as possible.

  • ? Show your list that you have written.

  • - Teacher monitors and gets feedback.

  • - The group has the longest list wins the game.

  • - Introduce the new lesson

  • gg

  • 17'

  • II.The new lesson

  • A Listening

  • 1. Pre- listening

  • Open prediction (1 P45)

  • - Has Ss look at four sentences in text book then complete by choosing one answer by prediction.

  • - Collect some Ss' ideas

  • 2. While- listening

  • a. Checking the prediction

  • Circle the appopriate answer(E1/Page )

  • -Has Ss listen to the recording and check the prediction

  • - Has Ss compare the answers with their partners

  • - Gets feedback

  • - Plays the recording once to check

  • - Guess individually

  • - Listen to the recording and check the prediction

  • Key:

  • 1-C 2-B 3-B 4-A

  • b . Answer the questions (E 2/ page )

  • -Run through all the questions

  • - Has Ss listen again and answer the questions .

  • - Asks ss to share the answer with their partners.

  • - Calls on some ss to write the answers on the board.

  • - Plays the recording again to check.

  • - Listen again and answer

  • Key:

  • 1. He was born in 1292.

  • 2. He was an honest man.

  • 3. He continued his teaching career and wrote books .

  • 4. He was 78 years old.

  • 3. Post- listening ( Mindmap)

  • - Has Ss work individually to draw a mindmap.

  • Where? Born

  • When

  • Year when when he died

  • Character

  • Job Age when he died

  • 23'

  • B. Writing

  • 1. Pre- writing (E3 P). Complete the table about the history of the Temple of Literature- the Imperial Academy

  • - Has Ss to work in groups to find the information to complete the table.

  • -Asks ss to complete the table individually

  • Time

  • Event

  • Constructions

  • 1070

  • The Temple of Literature

  • Emperor Ly Thanh Tong

  • 1076

  • The Imperial Academy

  • Emperor Ly Nhan Tong

  • 1484

  • Doctor’stone tablets

  • King Le Thanh Tong

  • 2003

  • The four states

  • Hanoi People’s Commitee

  • -Work individually

  • Eg :

  • The Temple of Literature was built in 1070 by Emperor Ly Thanh Tong. It was

  • - Ex E1, 2 P42 (Workbook)

  • - Prepare next lesson. Unit 6. Lesson 7: Looking back

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • 5'

  • 15'

  • 13'

  • 5'

  • 2'

  • 1. Warm up:

  • - Asks some Ss to write irregular verbs in the past simple and past participle by themselves. Ss sitting at the desks write, too.

  • - Corrects.

  • 2. New lesson:

  • - Asks Ss to do the tasks individually.

  • - Gets feedback.

  • - Asks Ss to do the tasks individually.

  • - Gets feedback.

  • - Asks Ss to do the tasks individually.

  • - Gets feedback.

  • - Asks Ss to practise in pairs about the Temple of Literature - the Imperial Academy, using the information in the table to make up the questions.

  • Ex:

  • Tickets -> What do U have to buy when coming into the Temple of Literature - the Imperial Academy?

  • ..........

  • - Monitors and helps Ss.

  • - Takes notes and corrects.

  • - Asks Ss to work in groups and then report their results of their discussion to the whole class.

  • - Asks Ss to look at the pictures in the textbook and answer these Qs

  • 1. What can you see in the picture?

  • 2. What does "brochure" mean?

  • 3. What do you usually see in a brochure?

  • 4. What is the title of the brochure?

  • 5. How many parts / sections / pages does the brochure consist of?

  • 6. What are the sub-titles of the parts / sections / pages of the brochure?

  • 7. What can you see in each part / section / page?

  • - Asks Ss to make the brochure after that Ss discuss and write a short passage at home.

  • 3. Homework:

  • - Complete the writing.

  • - Do all the exercises and review well to take the first exam better.

  • 3 Ss write them on the GB in 4'.

  • Ex: be - was / were - been

  • ....................................

  • I. Vocabulary:

  • Activity 2: Work individually in 2'

  • 1, considered 2. named 3. spoken

  • 4. located 5. recognised

  • II. Grammar:

  • Activity 3: Work individually in 3'

  • 1. Tickets are sold at the gate of the tourist site.

  • 2. A lot of flowers are grown in Da Lat.

  • 3. The Hung Kinh's Temple is visited by thousands of people every day.

  • 4. Many beautiful Cham Towers can be seen by tourists in Binh Dinh Province.

  • 5. Many kinds of goods can be bought by tourists in Ben Thang Market.

  • Activity 4: Work individually in 3'

  • 1. They build One Pillar Pagoda under Emperor Ly Thai Tong in 1049.

  • 2. They constructed the Imperial Academy under Empereror Ly Nhan Tong in 1076.

  • 3. They ordered the erection of the first Doctors' stone tablet under King Le Thanh Tong.

  • 4. They built Tan Ky House in Hoi An two centuries ago.

  • 5. They completed the construction of Tu Duc Tomb in 1876.

  • III. Communication:

  • Activity 5: Work in pairs in 4'

  • Pair work.

  • Activity 6: Work in groups in 5'

  • a. Talk about the history of the Temple of Literature - the Imperial Academy.

  • * The Temple of Literature - the Imperial Academy is in the centre of Ha Noi. It was started in the 11 century, the Imperial Academy is considered the first university in VN......

  • * Give advice about going on trips:

  • You should/had better take.........because....

  • * Write about a historic place:

  • IV. Projects:

  • Pay attention.

  • Ss' answers.

  • Work individually after that work in pairs.

  • Copy

  • Time

  • Teacher's activities

  • Students' activities

  • 2'

  • 5'

  • 5'

  • 15'

  • 10'

  • 1. Warm up: In the teaching

  • 2. New lesson:

  • I. Pronunciation:

  • - Asks Ss to do this exercise individually and then share their answers with a partner.

  • - Gets feedback.

  • II. Vocabulary:

  • - Asks Ss to do this exercise individually and then share their answers with a partner.

  • - Gets feedback.

  • III. Grammar:

  • - Asks Ss to do this exercise individually and checks the answer keys.

  • - Asks some Ss to read it again.

  • - Asks Ss to do this exercise individually and then share their answers with a partner.

  • - Gets feedback.

  • - Asks Ss to do this exercise individually and then share their answers with a partner.

  • - Gets feedback.

  • IV. Everyday English:

  • - Asks Ss to practise in pairs .

  • - Monitors and helps weak Ss.

  • - Gets feedback.

  • * Asks Ss to make up your dialogue about some activities they like. It is the same as a dialogue in activity 6.

  • - Monitors and helps weak Ss.

  • - Gets feedback.

  • 3. Homework:

  • - Complete all the exercises to prepare to take the first term test.

  • I. Pronunciation:

  • Activity 1: work individually in 1'

  • 1. D 2. B 3. C 4. B 5. C

  • II. Vocabulary:

  • Activity 2: work individually in 2'

  • 1. music 2. food 3. art

  • 4. drink 5. univisity 6. temple

  • III. Grammar:

  • Activity 3: work individually in 2'

  • 1. How many 2. How much

  • 3. How much 4. How many 5. a

  • 6. much 7. some 8. many

  • Activity 4: work individually in 3'

  • 1. I think classical music is as exciting as country music.

  • 2. These clothes are not as expensive as I

  • Thought.

  • 3. My taste in art is the same as hers ( her taste)

  • 4. The price of foods in Ha Noi is not the same as it is in Hai Phong.

  • 5. Life in viet nam is different from life in England.

  • Activity 5: work individually in 3'

  • 1. The song Auld Lang Syne is sung on some occasions.

  • 2. Viet Nam's anthem Tien Quan Ca was composed by Van Cao.

  • 3. Water puppetry is performed in a pool.

  • 4. A lot of meat was bought (by his mother) yesterday.

  • 5. Rice noodles are made from the best variety of rice.

  • IV. Everyday English:

  • Activity 6: work in pairs in 3'

  • 1. C 2. E 3. A 4. B 5. D

  • * Make up your dialogue about some activities they like. It is the same as a dialogue in activity 6.

  • Ex:

  • A: Do you like to play.......?

  • B: Yes, I do.

  • A: How often............?

  • B: ........................ .

  • A: Who do you play it with?

  • B: ........................ .

  • ..............

  • Copy

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • 10'

  • 5'

  • 5

  • 5

  • 10'

  • 5'

  • 1. Warm up: In the teaching

  • 2. New lesson:

  • - Activity 1:

  • Asks Ss to read and complete the answer individually and check with a partner.

  • - Monitors and helps weak Ss.

  • - Gets feedback.

  • - Activity 2:

  • Asks Ss to work in pairs: mPlan a trip to a place, asking and asnwering questions with the suggestions.

  • Ex:

  • T: Where would U like to go?

  • Ss: ..............................................

  • T: When wwould U like to go there?

  • Ss: ...................................................

  • T: Who would U like to go with?

  • Ss: ..............................................

  • T: How do U want to go there?

  • Ss: ..................................................

  • T: What would U like to bring / take with U?

  • Ss: ..................................................

  • T: What do U want to do there?

  • Ss: ......................................................

  • - Monitors and help weak Ss.

  • - Gets feedback.

  • Activity 3:

  • - Has Ss work in groups taking turns talking about arrangements for the trip. Then asks each group to choose the Ss who does the task best to talk in front of the class. Asks some other Ss to give comments.

  • Activity 4:

  • - Has Ss look at the Adjs which the man uses to describe his meal in a restaurant.

  • Plays the recording once for Ss to listen and tick their answers.

  • Activity 5:

  • - Asks Ss to look at the menu. Plays the cording again for Ss to complete the menu. After Ss have finished the two exercises.

  • ? Is this food delicious?

  • Activity 6:

  • - Asks Ss to look at the pictures in textbooks and tell ingredents.

  • - Look at the pictures and write the instructions of how to cook a mushroom omelette.

  • - Monitors and helps weak Ss.

  • - Gets feedback and corrects their writings.

  • Ex: First, slice the mushrooms.

  • Then, beat the eggs in the bowl.

  • Next, add some salt to the egg mixture.

  • After that, pour the eggs into a frying pan. Add the mushrooms and cook.

  • Finally, fold the omelette in half.

  • 3. Homework:

  • - Review well and complete all the exercises in exsercise books.

  • I. Reading:

  • Work individually and share with a partner in 5'

  • Gone with the Wind: 3, 5

  • A Space Odyssey: 1, 2, 4

  • II. Speaking:

  • T - a good student

  • 2 good Ss practise in class.

  • Work in pairs in 5'

  • Nam

  • Where to go?

  • When to go?

  • With whom?

  • How to go?

  • What to take?

  • What to do?

  • III. Listening:

  • - Runs through vocab.

  • - Listen and tick.

  • 1.great

  • V

  • 2 nice

  • 5.sweet

  • V

  • 6.tasty

  • V

  • Work in individually and share with a partner.

  • Menu

  • Appetizer

  • Salad

  • Main dish

  • Fish, vegetables

  • Dessert

  • An ice cream

  • Drink

  • A cup of tea.

  • - Yes, it is.

  • IV. Writing:

  • Ss tell in class

  • Some Ss talk in class

  • Write individually and share with a friend.

  • Copy

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • Warm up Matching (3 P7)

  • - ? Run through all the words and phrases in 3 P7.

  • ? Match a verb on the left with a mean of transport on the right.

  • - There may be more than one correct answers.

  • ? Read again in chorus.

  • Key:

  • 1. ride a bike 2. drive a car

  • 3. fly a plane 4. sail on/in a boat

  • 5. get on/ get off a bus/ a train/ a bike/ a motorbike....

  • 10'

  • I. Pre-listen and read

  • 1. Vocabulary

  • * Checking vocab: R.O.R

  • 2. Choose a correct answer (1a P7)

  • * Set the scene:

  • ? Look at page 6

  • ? "Monday in the play ground in Vietnamese.

  • ? Who are Oanh and Mai?

  • ? What may they talk about?

  • ? Run through the questions in 1a P7

  • ? Guess and choose a suitable answer before listening.

  • ? Listen to the conversation once or twice then check your answer.

  • - Teacher gets feedback

  • - Copy all the words

  • - Individual work

  • - They are students.

  • - They may talk about........

  • Key: 1B 2. A 3. B 4. C

  • 15'

  • II. While - listen and read

  • 1. Answer the questions (1b P7)

  • - ? Read the conversation again then answer the questions in 1b P7

  • ? Work in pairs

  • Key:

  • 1. She played with her brother/ stayed at home.

  • 2. It's about 2 kilometers.

  • 3. She usually goes to school with her dad.

  • 4. Because sometimes there are traffic jams.

  • 5. She goes to school by bike.

  • 2. Colloquial expressions

  • ? Refer back to the conversation and find the meaning of the colloquial expressions in 1c P7

  • ? Practice saying them together and give some examples

  • ? Role-play the short conversation in 1d P7.

  • ? Creat your short conversations. Use the colloquial expressions in 1c P7

  • ? Work in pairs

  • 1. Hey: to have someone's attention

  • 2. Great idea: when you strongly support or agree with something

  • 3. Can't wait: very excited and keen to do something.

  • 10'

  • III. Practice .

  • 1. Model sentences (Remember)

  • - Elicit the question from students

  • ? Practice asking and answering questions using "How"? Recall how to use a passive sentence.

  • 2. Write the words (2 P7)

  • ? Work in pairs. Write the means of transport under the right pictures.

  • - Teacher monitors and gets feedback.

  • 3. Find someone who never....(4 P7)

  • - Teacher models

  • ? Work in groups

  • - Teacher monitors and gets feedback.

  • - How do you come to school? = By what means do you come to school??

  • - How do you go to the supermarket? = By what means do you go to the supermarket?

  • 1. bike/ bicycle 2. bus

  • 3. plane 4. boat

  • 5. ship 6. train

  • 7. motorbike 8. car

  • Find someone who never.......

  • 1. ...walks to school

  • Nam

  • 2. ...goes to school by bus

  • 3. ...cycles for exercise

  • 4. ...takes a train

  • 5.... sails on/in a boat

  • 6. ... flies by plane

  • E.g:

  • A : Do you often walk to school?

  • B(Ba) : Yes, I do.

  • A : Do you often walk to school?

  • C (Nam): No. I never walk to school.

  • ? Report the results of Find someone who never...

  • ? Sum up the main content of the lesson.

  • - Answer individually

  • E.g: Nam never walks to school

  • ? Do Ex B1,2,3 P4-5 (workbook)

  • - Prepare: Unit 7: A closer look 1

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up

  • Brainstorming

  • ? Give all the road signs you see every day on the way to school

  • ? Write as many words as possible

  • ? Read again in chorus.

  • Suggestion:

  • - stop

  • - no left turn/ no right turn

  • - parking/ no parking

  • - go ahead

  • - no cycling

  • - one-way

  • ........

  • 15'

  • II. Vocabulary

  • 1. Vocabulary

  • * Checking vocab: Labeling (2 P8)

  • ? Label the road signs in 1 with the words/ phrases in 2

  • ? Read all the phrases in chorus

  • - Teacher explains the meaning if necessary.

  • 2. Look out

  • - Ask students to divide the road signs in 1 into three groups: informative, prohibitive, and warning base on their shapes and colours.

  • - Teacher gets feedback and explains

  • ? Give more examples

  • - Copy all the words

  • Key:

  • 1. traffic lights 2. no parking

  • 3. no right turn 4. hospital ahead

  • 5. parking 6. cycle lane

  • 7. school ahead 8. no cycling

  • - A sign within a red triangle will warn you of something

  • - Signs with red circles are mostly prohibitive - that means you can't not do something

  • - Signs in blue are usually to give information

  • 3. Talk about the road signs (3 87)

  • ? Work in pairs and talk about the road signs you see on the way to school (or elsewhere).

  • - Teacher goes around and give assistance if necessary, and check their answers.

  • E.g:

  • A: On the way to school, I can see a "no left turn" sign.

  • B: On my way to school there is a hospital, so I can see a "hospital ahead" sign.

  • 15'

  • III. Pronunciation .

  • 1. Sounds /e/ and /ei/

  • ? How to pronounce the sounds /e/ and /ei/?

  • - Teacher models and give examples.

  • - Ask students to observe teacher's mouth and listen carefully

  • ? Practice the sounds together

  • 2. Listen and repeat (4 P9)

  • ? Listen to the recording 2 or 3 times

  • ? Repeat in chorus

  • ? Read individually.

  • 3. Identify the sounds (5 P9))

  • - Play the recording 2 or 3 times

  • ? Listen and distinguish the sound /e/ and /ei/.

  • ? Recognize all the words with the two sounds, then underline them as assigned

  • ? Work in groups and find words with the two sounds

  • - Teacher monitors and gets feedback.

  • - listen and repeat

  • - pair work

  • Key:

  • No

  • /e/

  • 1

  • ever

  • 2

  • very

  • 3

  • 4

  • left, when

  • 5

  • They, waiting, train

  • ? Sum up the main content of the lesson.

  • - Answer individually

  • - Remember

  • ? Do Ex A1,2 P3 (workbook)

  • - Prepare: Unit 7: A closer look 2

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • Warm up Brainstorming

  • ? Work in groups to write activities that you did in the past but you don't do them now.

  • Suggestion:

  • Activities I did in the past but not do them any more

  • - ride a buffalo

  • - play marbles

  • - cry for candy

  • - play with a doll

  • - go for a walk with a dog

  • .................

  • 10'

  • I. Presentation

  • 1. Vocabulary

  • * Checking vocab: Matching

  • 2. "It" indicating distance

  • ? Refer back to the conversation in getting started and find sentences with "it" as the subject.

  • ? Is"it" in the example the formal subject?

  • ? What does it indicate?

  • - Copy all the words

  • E.g: How far is it from your house to there?

  • It's about two kilometers.

  • -> "It": the formal subject to indicate distance

  • 3. Used to

  • ? Study the examples in grammar P10

  • ? What do we use "used to" for?

  • - Teacher explains the rules of (+), (-), (?)

  • ? Give more sentences in all three form.

  • E.g:

  • There used to be many trees on this street, but now there are only shops.

  • - We used "used to" to describe an action or a state that happen regularly in the past but does not happen at present/ no longer happen now.

  • - Used to is the same form for all persons.

  • 20'

  • II. Practice.

  • 1. "It" indicating distance

  • 1.1. Write sentences with it (1 P9)

  • ? Work by yourself and write down the sentences.

  • - Teacher observes and helps when and where necessary.

  • - Have some students read their sentences.

  • - Correct their mistakes

  • 1.2. Ask and answer questions about distance (2 P9)

  • ? Work in pairs.

  • ? Ask and answer questions about distance in your neighborhood.

  • 2. Used to

  • ? Study Watch out

  • 2.1. Complete the sentences with "used to" or "use to"(3 P10)

  • ? Work independently to write the sentences in your notebook.

  • - Teacher monitors and gets feedback.

  • 22. Rewrite sentences (4P10).

  • ? Work independently to write the sentences in your notebook.

  • - Teacher monitors and gets feedback.

  • Ex1. P9

  • 1. It's about 700 metres from my house to Youth Club.

  • 2. It's about 5 km from my house to the nearest town.

  • 3. It's about 120 km from Ho Chi Minh City to Vung Tau.

  • 4. It's about 384,400 km from the Earth to the Moon.

  • 5. It's not very far from Ha Noi to Noi Bai Airport.

  • Ex2. P9

  • E.g:

  • A: How far is it from your house to school?

  • B: It's about a kilometer.

  • Ex3. P10

  • 1. used to ride 2. used to be

  • 3. used to go 4. Did.... use to play

  • 5. did.... not use to feel

  • Ex4. P10

  • Find someone who used to.......

  • 1. ...play marbles

  • Phong

  • 2. ...play football in the street

  • 3. ...swim in the pond near your house

  • 4. ...ride a tricycle

  • 5.... ride a buffalo

  • E.g:

  • A : Did you use to play marbles?

  • Phong: Yes. I used to play marbles.

  • E.g: Phong used to play marbles.

  • ? How do we use "used to"?

  • - Answer individually

  • - Remember

  • - Prepare: Unit 7: Communication

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • Warm up Brainstorming : task 1/P11

  • - Introduce the rules of keeping to the left-hand side of the road.

  • ? Brainstorm and give the names of the countries you know where the traffic rule is to keep to the left of the road.

  • ? Look at the flags of some countries.

  • ? Work in pairs to write the names of these countries.

  • - Teacher monitors and gets feedback

  • Key:

  • 1. The UK

  • 2. Australia

  • 3. India

  • 4. Thailand

  • 5. Malaysia

  • 15'

  • I. Presentation

  • 1. Vocabulary

  • * Checking vocab: Slap the board

  • - Copy all the words

  • 2. Listening - 2 P11

  • ? Why is the right side the wrong side in these countries.

  • ? Listen and write the reasons this happened

  • Key:

  • 15'

  • II. Practice.

  • 1. Find one false driving law - 3 P11

  • ? Run through all the strange driving laws in 3 P11

  • ? Which one do you think seems most unreasonable?

  • ? Work in pairs, discussing to find one false driving law.

  • - Teacher observes and helps when and where necessary.

  • - Get feedback

  • 2. Ordering

  • ? Work in groups and discuss the laws in B and put them in order from the strangest (No1) to the least strange (No5)

  • ? Can you explain why?

  • - Have some groups report their results and explanation.

  • - Group work

  • ? Sum up the main content of the lesson

  • - Answer individually

  • - Remember

  • ? Do Ex B5, C1, 2 P6 - 7 (workbook)

  • - Prepare: Unit 7: Communication

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up : Discussion - 1

  • P12

  • ? Look at the picture in 1 P12.

  • ? Discuss and say why it is dangerous.

  • - Teacher monitors and gets feedback

  • Example:

  • It is dangerous to ride a motorbike on the pavement.

  • 20'

  • I. Reading

  • 1. Vocabulary

  • * Checking vocab: Matching 2 P12

  • ? Work in pairs to do the matching in 2 P12.

  • - Teacher checks their results

  • ? Which can you see in the picture in 1?

  • - Copy all the words

  • 1.g: traffic jam

  • 2.d: zebra crossing

  • 3. b: road users

  • 4. c: driving licence

  • 5. a: speed limit

  • 6. h: railway station

  • 7. f: train ticket

  • 8. means of transport

  • Key:

  • zebra crossing, road users, means of transport

  • 2. Pre-reading

  • Pre question 3P12

  • ? Work in groups. Answer the question in 3 P12

  • ? Read the passage and check your answers.

  • 3. While-reading

  • Answer the questions 5 P12

  • ? Run through all the questions in 5 P12

  • ? Read the passage again, then work with a partner to answer the questions.

  • - Teacher observes and helps when and where necessary.

  • - Get feedback

  • 15'

  • III. Speaking

  • 1. Class survey- 6 P12

  • ? Ask your classmates the question

  • "How do you go to school every day?

  • ? Make a list of the means of transport that is used the most, and used the least.

  • - Get some students to report to the class.

  • 2. Discussion 7 P12

  • ? Read all the sentences in 7 P12 individually.

  • ? Work in groups to discuss who is using the road safely, and who is acting dangerously.

  • ? Give the reasons.

  • - Class survey

  • Suggested answers:

  • 1. safely

  • 2. dangerously (because he is likely to have an accident)

  • 3. safely

  • 4. dangerously (it is difficult for him to see the road properly, and to ride)

  • 5. dangerously (a car or a motorbike may crash into him)

  • 6. dangerously (she may have an accident if something happens unexpectedly)

  • ? Sum up the main content of the lesson

  • - Answer individually

  • - Remember

  • ? Do Ex C3, D1,2,3 P7-8 (workbook)

  • - Prepare: Unit 7: Skills 2

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up : Discussion - 1/P13

  • ? Study the picture in 1 P13

  • ? Work in groups.

  • ? Where so you think the picture was taken?

  • ? Why it is special?

  • - Teacher monitors and gets feedback

  • - in Brazil

  • - long traffic jam (very long line of vehicles)

  • 10'

  • I. Listening

  • 1. Vocabulary

  • * Checking vocab: Slap the board

  • - Copy all the words

  • 2. Listen and choose the correct answer

  • ? Look through all the questions

  • ? Listen carefully and circle the correct answers

  • 25'

  • III. Writing

  • 1. Tick the traffic problems- 4 P13

  • ? What do you think the traffic problems in big cities in Viet Nam are..

  • ? Look at the pictures, read the phrases and tick the problems.

  • ? Write full sentences in your notebooks.

  • - Have some students write on the board.

  • ? Give comments.

  • - Teacher give corrections

  • 2. Write a paragraph - 5 P13

  • ? Study the sentences you have written, then practice writing the paragraph. individually.

  • ? Use proper connectors: first/ firstly, second/ secondly,....

  • - Have some students read their writing

  • Suggested pictures: 1, 2, 3, 4, 6

  • - There are too many vehicles (on the road).

  • - many road are narrow and bumpy.

  • - There are traffic problems every day.

  • - Many young children ride their bikes dangerously.

  • ? Sum up the main content of the lesson

  • - Answer individually

  • - Remember

  • ? Do Ex E1,2 P9 (workbook)

  • - Prepare: Unit 7: Looking back

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 7'

  • Warm up Grouping 1 P14

  • ? Study the picture in 1 P13

  • ? Write the meaning below each sign individually.

  • ? Work in groups and put the signs into correct boxes.

  • - Teacher monitors and gets feedback

  • Key:

  • 1. Traffic lights 2. School ahead

  • 3. Hospital ahead 4. Cycle lane

  • 5. Parking 6. No parking

  • 7. Left turn only 7. No cycling

  • Prohibition signs: 6,8

  • Warning signs: 1,2,7

  • Information signs: 3,4,5

  • 8'

  • I. Vocabulary

  • Word web

  • ? Work in pairs. Write the names of means of transport in the word web.

  • ? Then draw lines joining the correct verbs to the transport.

  • - Teacher corrects the mistakes and adds some if need be.

  • Suggestion:

  • - bicycle, motorbike, car, bus, taxi, train, plane, boat, ship

  • - Ride a bicycle/ a motorbike

  • - Drive a car

  • - Fly a plane

  • - Sail on/in a boat

  • - Get on/ get off a bus/ a train/ a bike/ a motorbike...

  • 15'

  • II. Grammar

  • 1. Used to

  • a. Revision

  • ? How do you use "used to"?

  • ? Write the form of "used to" in (+/ -/ ?) sentences.

  • b. Ex3. P14

  • ? Change the sentences according to the prompts in brackets.

  • ? Work in pairs.

  • - Have some students write on the board.

  • ? Give comments.

  • - Teacher give corrections

  • c. Ex4 P14

  • ? Work individually to write sentences using the cues given.

  • - We use "used to" to describe an action or a state that happened regularly in the past but does not happen at present.

  • (+) S + used to + Vinf..........

  • (-) S + didn't use to + Vinf...........

  • (?) Did + S + use to + vinf.....?

  • Ex3. P14

  • Key:

  • 1. Did you use to go to school on foot?

  • 2. Mr Van didn't use to ride his motorbike dangerously.

  • 3. Did the streets use to be cleaner and more peaceful?

  • 4. I used to go out on Sundays.

  • 5. They didn't use to go on holiday together.

  • Ex4. P14

  • Key:

  • 1. It is over 100 km from my home-town to Ho Chi Minh City.

  • 2. It is about 25 km to my grandparents' house.

  • 3. I used to ride a small bike in the yard before my flat.

  • 4. There used to be a bus station in the city centre, but it was/ has been moved to the suburbs.

  • 5. Children must learn about road safety before they are allowed to ride a bike on the road.

  • Ex5 P14

  • 1. b

  • 2. a

  • 3. e

  • 4. d

  • 5. f

  • 6. c

  • - Ask students to complete the self-assessment.

  • - Identify any difficulties and weak ares and provide further practice if need be.

  • ? Sum up the main content of the lesson

  • - Answer individually

  • - Remember

  • - Prepare: Unit 8: Getting started

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I Warm up Calling friends' names

  • - Organize the game to ask ss call aloud the adjectives to describe films

  • - Take part in the game

  • Possible answers: boring, hilarious, violent, scary, gripping..............

  • 4'

  • - Introduce the new lesson

  • II. The new lesson

  • * Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: R.O.R

  • - perform

  • : (v)

  • biểu diển

  • -disaster

  • : (n)

  • thảm họa

  • -although

  • -despite

  • -in spite of

  • :(prep)

  • mặc dù

  • -however

  • -nevertheless

  • :(prep)

  • tuy nhiên

  • 15'

  • A. Although, Despite, In spite of

  • 1.Presentation

  • - Ask ss to look at the example in the Grammar Box then ask ss more questions to elicit

  • ? How many clauses in each sentence?

  • ? What are they?

  • ?How are two clauses?

  • ? Read aloud the adverb clause of concession in each sentence

  • ? What are there after although, despite, in spite of ?

  • - Ask ss to take note

  • 2. Practice

  • Exercise 1 (page 19). Complete sentences. Use although + a clause from the box

  • - Explain how to do the exercise

  • - Ask ss to do exercise 1 individually

  • - Ask ss to compare their answers with their partners

  • -Ask some ss to write the sentences on the board

  • - T corrects the sentences with class

  • Exercise 2 ( page 19) . Complete the sentences , using although, despite, in spite of . Sometimes, two answers are possible

  • - Explain how to do the exercise

  • - Ask ss to do exercise 2 individually

  • - Ask ss to compare their answers with their partners

  • -Ask some ss to write the sentences on the board

  • - T corrects the sentences with class

  • Exercise 3 ( page 20) . Rewrite these sentences using the words in the brackets. Change other words in the sentences if necessary.

  • - Explain how to do the exercise

  • - Ask ss to do exercise in pairs then read aloud the sentences

  • -Ask some ss to write the sentences on the board

  • - T corrects the sentences with class

  • - 2 clauses

  • - Main clause, adverb clause of concession.

  • - Contrast

  • - After although: a clause

  • - After despite, in spite of : a noun, a phrase

  • -Model sentence

  • Although he is so young, he performs excellently

  • Despite / In spite of being so young

  • his age

  • he performs excellently.

  • -Usage:

  • -We use Although, Despite, In spite of to express contrast between two pieces of information in the same sentences .

  • - Form :

  • although + a clause

  • despite, in spite of + a noun / a phras/ gerund phrase.

  • Note: We often use a comma to separate two clauses if the adverd clause of concession is preceded at the beginning of the sentence

  • Key:

  • 1. although few people came to see it

  • 2.Although they spent a lot of money o the film

  • 3. Although the acting is excellent

  • 4. although it was a comedy

  • 5. although it is set in modern times

  • Key:

  • 1.Although

  • 2. despite/ in spite of

  • 3. although

  • 4. Despite/ in spite of

  • 5. Although

  • Key:

  • 1. I don't think Stallone is a very good actor although he is very good in Rocky films

  • 2. Although many European film directors have gone to Hollywood to make films, few have had as much as Milos Forman

  • 3. Depite having to work the next day, they watched films on DVD all night

  • 4. Although he peformed excellently in many films, he has never won any Oscar for Best Actor

  • 5.In spite of ( having) a happy ending, the film begins with terrible disater

  • 10'

  • B. However and nevertheless

  • 1. Presentation

  • -Ask ss to study the example in the Grammar Box

  • Eg:

  • - Introduce the form and Watch out

  • -Model sentence : He is so young. However,/Nevertheless, he performs excellently

  • -Usage: We use However, nevertheless to express contrast between two sentences.

  • -Form:

  • However,/Nevertheless, + a sentence

  • 2. Practice

  • Exercise 4( page 20) . Complete the sentences using although, despite, in spite of, however, nevertheless. Sometimes two answers are possible

  • - Ask ss to work individually

  • - T ask ss to share compare then write sentences on the board

  • - T confirms the corrects sentences

  • Exercise 5 ( page 20) . Use your own ideas to complete the sentences. Then compare your sentences with a partner

  • - Have ss to work individually

  • - Ask some ss to write the sentences on the board and ask others give comments

  • - T corrects

  • Note: We usually use a comma after them

  • Key :

  • 1. However/ Nevertheless

  • 2. Despite/ In spite of

  • 3. However/ Nevertheless

  • 4. Although

  • 5.Although

  • Possible answer:

  • 6'

  • III. Production

  • -Ask ss to make their owns sentences , using although, despite, in spite of, however, nevertheless

  • - Make sentences

  • 2'

  • IV. Consolidation

  • - Ask ss to retell the grammar in the lesson

  • - Answer individually

  • - Remember

  • - Ex B2,3,4 (Workbook)

  • - Prepare next lesson. Unit 8. Lesson 4 Communication.

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up : Complete the sentences

  • - Organize the game: Calling your friends' names

  • - Introduce the new lesson

  • Eg:

  • S1: Although it rained.........

  • S2: they went camping.

  • ....................

  • 10'

  • II. The new lesson

  • A. Presentation

  • Vocabulary

  • * Checking vocab: Slap the board

  • - Copy all the words

  • 1. Listening - listen to the conversation and fill in the blanks with the words you hear

  • - P21

  • -Use the pictures to introduce the situation

  • - Ask ss to look at the dialogue between Nick and Duong and guess the missing words

  • - Ask ss to listen to the recording and fill in the blanks with the information .

  • Key:

  • 1. survey

  • 2.actor

  • 20'

  • B. Practice.

  • 2. Work in groups. Each student chooses one of the following sets of survey questions(P 21)

  • -Run through all the sets of survey and the questions

  • - Guide ss how to complete the table below

  • - Model with some good students

  • - Ask ss to work in groups of 4 ss to survey and take note

  • - Teacher observes and help if necessary.

  • 3. Make note of your results(P 21)

  • - T has ss make notes of their survey result

  • 4. Join another group. Report your results to those group members

  • - Ask ss to join another group, reporting the result of their survey to the new members.

  • -Call on some ss to report their result of their interviews before the whole class

  • - Ask ss to give comments for each report.

  • -Run through all the sets of survey

  • -Join another group, reporting the result of their survey to the new members.

  • - Work individually

  • -Sum up the main content of the lesson

  • - Answer individually

  • - Remember

  • - Guide ss how to do Ex B5, 6 , 7 (workbook)

  • - Prepare: Unit 8: Skills 1

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 3'

  • I. Warm up Chatting-

  • - T shows some pictures of the film Titanic and asks ss some questions:

  • ? Do you know this film? What is the name of this film?

  • Have you ever seen it?

  • Do you know who the actor and actress ?

  • - Introduce the new lesson

  • - Answer the questions

  • 20'

  • II. The new lesson

  • A. Reading

  • Vocabulary

  • Pre: ( Open prediction)

  • ? Does the film have a happy ending

  • - Ask ss to guess the answer

  • - Collect ss' anwers

  • While

  • -Ask ss to read the passage then check their predition

  • 1. Read Nick's review of the film Titanic on his blog. Then find and underline the words from the box below. What do they mean?

  • - Run through the words in the box .

  • -Ask ss to read the passage , find the words and try to guess their meaning

  • - Get feedback

  • Key:

  • - No, it doesn't

  • Key:

  • -sink(v): chìm

  • -must- see(n) : bộ phim hấp dẫn cần xem

  • -special effect: tác động đặc biệt

  • -visual (adj) : thuộc về thị giác

  • 2.Read Nick's blog and answer the questions

  • - Run through the questions

  • - Have ss work individually to answer the questions

  • - Ask them to compare with their partner

  • - T call on some pairs to practise asking and answering while some ss write the answer on the board

  • -Work individually to answer the questions

  • 18'

  • B. Speaking

  • 3. Look at the film posters below. Work in pairs . Talk about the films you would/wouldn't like to see

  • - Have ss read 3 posters the work in piars to talk about the films they would/ wouldn't like to see .

  • -T goes around to help weak ss

  • - Call on some pairs to practise in front of the class

  • - Ask ss to give comment

  • 4.Now, ask and answer questions about the films.

  • -Ask ss to study the example

  • - Have them work in pairs to ask and answering

  • - Call on some pairs to practise in front of the class

  • 5. Hotseating: in Groups , choose a student to play the role of a character in any of the films above. Brainstorm questions you'd like to ask. Then interview the student

  • - Let ss refer the words, phrases to talk about films

  • - Ask ss to work in group of 6 ss. Each group chooses a student to play the role of a character in any of the films in the posters. The other members ask question. Take turn to interview the student in the hot seat

  • -Work in pairs to talk about the films they would/ wouldn't like to see Eg:

  • -Work in pairs to ask and answering

  • -Sum up the main content of the lesson

  • - Answer individually

  • - Remember

  • -Guide ss how to do Ex D1,2 (workbook)

  • - Prepare: Unit 8: Skills 2, Project

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 2'

  • I. Warm up Chatting

  • - Teacher asks ss to tell about their favourite actors/ actresses

  • ? Who is your favourite actor/actress?

  • ?What does she/ he look like?

  • ?What are his / her successful films?

  • ? What do crictics say about him/her?

  • - Introduce the new lesson

  • - Answer the questions

  • 3

  • 15'

  • II.The new lesson

  • * Vocabulary

  • A Listening

  • A1. Pre- listening

  • 1( Page 23). Nick and his father are talking about Tom Hanks, a Hollywood film star. Listen to their conversation and correct the following statements

  • -Introduce the situation of the dialogue

  • - Have ss look at 3 sentences in text book (1. page 23) then correct the sentences by prediction.

  • -Collect some ss' idea

  • A2. While- listening

  • 1. Checking the prediction

  • -Have ss listen to the recording and check their prediction

  • - Have ss compare the answers with their partners

  • - Get feedback

  • - Play the recording once to check

  • - Ask 2 ss to write the answers on the board

  • - Confirm the correct answers

  • Vocabulary:

  • - aspect(n): phương diện

  • -effect(n): ảnh hưởng

  • -overall(adj) : toàn diện

  • - recommend(v) : giới thiệu

  • -Correct the sentences by prediction.

  • - Listen to the recording and check the prediction

  • Key:

  • 1. Tom Hanks is Nick's father favourite film star

  • 2.Tom Hanks isn't a handsome actor

  • 2 . Listen again and answer the questions

  • -Run through all the questions

  • - Have ss listen again and answer the questions .

  • - Ask ss to share the answer with their partners

  • - Call on some ss to write the answers on the board

  • - Play the recording again to check

  • - Listen again and answer

  • Key:

  • 1. He has won the Oscars for Best Actor twice

  • 2. They say he is one of the best actors in Hollywood

  • 3. He plays a role of a sodier in Saving Private Ryan

  • 4. Because it is one of the best comedies in 1990s

  • 3. Post- listening ( Sum up)

  • - Have ss work in groups of 4 ss to sum up about Tom Hanks

  • -Sum up about Tom Hanks

  • 20'

  • B. Writing

  • B1. Pre- writing

  • (E3 Page 23).Make notes about one of your favourite films

  • - Have ss to work individually to make notes about one of their favourite films

  • - Remind ss that they do not have to write full sentences, they can use abbreviations.

  • -Let ss share their notes with their partners

  • - Ask some ss to read aloud their notes to the whole class

  • -Share their notes with their partners

  • - Sum up the main content of the lesson.

  • - Remember

  • - Ex E1,2 P16 (Workbook)

  • - Prepare next lesson. Unit 8. Lesson 7: Looking back

  • - Ask ss to prepare Project. Run through the require in project and divides groups

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 3'

  • Warm up

  • 1. (page 24) Think of an example of every type of film in the box

  • - T explains the require for the class

  • - Teacher divides class into 2 teams.

  • - Each team write sentences on the board

  • - The team with more and correct sentences is the winner

  • Example :

  • Mr. Bean is a comedy

  • .............................

  • 8'

  • I. Vocabulary

  • 2. ( page 24) . Read the sentences . What types of films are the people talking about?

  • - Run through the sentences

  • - Ask ss work individually then call out some ss to read aloud their sentences while some write sentences on the board

  • - T confirms the correct answers

  • 3. Fill in the blanks with -ed or -ing adjectives that are formed from the verbs in brackets

  • - Ask ss to work individually then ask some ss to read aloud

  • - T confirms the corrects answers

  • 4. Complete the second sentence in each pair, using the word in brackets. The meaning of both sentences should be the same

  • - Ask ss to work in pairs then ask some ss to read aloud

  • - T confirms the corrects answer

  • Key :

  • 1. It's a comedy

  • 2. It's a horror film

  • 3. It's a documentary

  • 4. It's a romantic comedy

  • 5. It's a sci-fi film

  • 5'

  • II. Grammar

  • 5. Match the first half in A with the suitable half in B

  • - Ask ss to remind a bout connectors : Although, Despite, In spite of

  • - Ask ss to do the exercise individually then share the answers with their partners before discussing

  • - Ask ss to read aloud full sentences and confirms the correct sentences

  • -Remind a bout connectors : Although, Despite, In spite of

  • Key:

  • 1-d

  • 2-e

  • 3-a

  • 4-b

  • 5-c

  • -Work in pairs

  • - Ask students to complete the self-assessment.

  • - Identify any difficulties and weak ares and provide further practice if need be.

  • ? Sum up the main content of the lesson

  • *15 minute- test (photocopied paper)

  • - Answer individually

  • - Remember

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I.Warm up Brainstoming

  • - Ask Sts to think of some festival they know and come to the board and write out

  • 6’

  • II. The new lesson

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • - religious

  • : (n)

  • - candle

  • : (n)

  • -seasonal

  • : (adj)

  • - harvest

  • : (n)

  • -Easter

  • :(n)

  • 8’

  • 1. Listen and read

  • a. Answer the questions (P27)

  • -Run through all the questions

  • -Play the recording and ask ss to listen and read

  • -Ask ss to work individually to answer the questions

  • -Have ss share their answers

  • -Call on some pairs to ask and answer the questions

  • -Ask 3sts to write the answers on the board

  • - Confirm the correct answers

  • -Work individually to answer the questions

  • Key:

  • b.Tick T or F ( P27)

  • - Let sts open their book to check their answers

  • - Get feedback

  • 5’

  • 2. Write the festivals in…. ( P27)

  • -Go through the words and pictures

  • - Have ss quickly match each word/with its picture. Then play the recording for ss to check their answers, pausing after each phrase and asking them to repeat chorally and individually.

  • -Correct their pronunciation

  • -Go through the words and pictures

  • -Quickly match each word/with its picture.

  • 7’

  • 3.Match the festivals…..( P27)

  • Superstitious (adj): based on the belief that particular events happen in a way that cannot be exlpained by reson or science.

  • 5’

  • 4. Compare your answer... (P27)

  • - pairwork

  • Religious : Chrismas, Easter

  • 5’

  • 5. Can you add more…..

  • -Work in groups

  • - Listen and take note the assignment

  • - Prepare next lesson. Unit 9. Lesson 2

  • A closer look 1

  • Time

  • Teacher's activities

  • Students' activities

  • 4'

  • I. Warm up

  • Saying food or drink and their taste

  • - Divide the class into 2 teams

  • -One student in each group says aloud the name of food or drink, the one in other group says out its taste

  • - Take part in the game

  • 6'

  • II. The new lesson

  • - T introduces the new lesson

  • A.Vocabylary

  • Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: Jumbled words

  • *Vocabulary

  • -parade

  • : (n)

  • -celebratory

  • : (n)

  • -carnival

  • : (n)

  • -various

  • : (a)

  • -gather

  • : (v)

  • -pumpkin

  • : (n)

  • -compete

  • : (v)

  • -adopt

  • : (v)

  • 7’

  • 1. a. (P28)

  • - have Ss look at the in the book. Make sure that they understand what to do. Ss complete the table individually and then compare their answers with a partner. call three Ss to the board to write their answers. Play the recording for Ss to check their answers. Confirm the correct answers. Replay the recording for Ss to repeat the words.

  • - Ask ss to listen to the recording to check, pause after each instruction then ask them to repeat

  • -Work individually

  • Key: 1. Celebration 2. Festive 3. Parade

  • 4. Culture 5. Performance

  • 7’

  • 1. b. (P28)

  • - individually

  • Key:

  • 1. festival 2. Celebration 3. celebrations

  • 4. Culture 5. Parade 6. Performance

  • 8’

  • 2. In group, choose…...

  • -Work in group

  • 6’

  • B. Pronunciation.

  • 3. Listen and repeat the words…

  • - Listen and repeat

  • 4’

  • 4. Circle the word…..

  • - Guide ss how to do ex (Workbook)

  • -Listen and take note

  • Time

  • Teacher's activities

  • Students' activities

  • 5’

  • I Warm up : Free talk

  • - Ask sts about festivals in the world that they know

  • -Take part in the activity

  • 5

  • - Introduce the new lesson

  • II. The new lesson

  • * Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: R.O.R

  • - owner

  • : (n)

  • - take place

  • - attend

  • - fair

  • : (v)

  • : (v)

  • : (n)

  • - individual work, then compare

  • - pairwork

  • 10’

  • III. Production

  • - Group work

  • IV. Consolidation

  • - Ask ss to retell the grammar in the lesson

  • - Answer individually

  • - Remember

  • - Ex B4,5,6 P37 - 38 (Workbook)

  • - Prepare next lesson. Unit 9. Lesson 4 Communication.

  • Time

  • Teacher's activities

  • Students' activities

  • 5’

  • I Warm up : Brainstorming

  • - Teacher elicits the topic from students.

  • ? Brainstorm in groups to give the names of festivals

  • - Teacher models

  • ? Work in groups to add as many dishes as possible.

  • ? Show your list that you have written.

  • - Teacher monitors and gets feedback.

  • - The group has the longest list wins the game.

  • II. The new lesson

  • A. Presentation

  • 1.Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: What and where

  • - feast

  • : (n)

  • - cornbread

  • : (n)

  • - fortunate

  • : (n)

  • - gravy

  • : (n)

  • - scan berry

  • : (n)

  • - turkey

  • :(n)

  • - stuffing

  • :(n)

  • - Listen and check

  • - Pair work

  • - Learn by heart vocabulary and structures

  • - Gide ss how to do ex (Workbook)

  • - Prepare next lesson. Unit 9 . Lesson 5 Skills1

  • - Answer individually

  • - Remember

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up Chatting

  • - Answer the questions

  • 5'

  • II.The new lesson

  • A.Reading

  • Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Use different techniques to teach.

  • * Checking: R &R

  • - cannon

  • : (n)

  • - chaos

  • : (n)

  • - signal

  • : (n)

  • - steep

  • : (adj)

  • - injure

  • : (v)

  • 5’

  • 1. Pre-reading( Ordering)

  • - Collect some ss' ideas

  • - individual work

  • Key: C D A B

  • 10’

  • 2. While-reading

  • - Run through the questions

  • - Ask ss to work individually then compare the answers with their partner

  • - Call on 2 ss to write the answers onthe board

  • - T confirms the correct answers

  • -Open their books, read the text and answer the questions.

  • 6. It was red with rivers of tomato juice.

  • 15'

  • B. Speaking

  • - T can goes around to help the weakers

  • - Call on some pairs to practice in front of the class

  • - Have ss share the answers with their partners before checking with the whole class

  • .

  • -group work

  • -

  • -Work in groups

  • 2'

  • III. Consolidation

  • - Sum up the main content of the lesson

  • - Listen

  • 3'

  • IV. Homework

  • - Ex D,1,2 P 40 - 41 (Workbook)

  • -Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up Brainstorming

  • - Teacher elicits the topic from students.

  • ? Brainstorm in groups to give the names of festivals

  • - Teacher models

  • ? Work in groups to add as many festivals as possible.

  • ? Show your list that you have written.

  • - Teacher monitors and gets feedback.

  • - The group has the longest list wins the game.

  • - Introduce the new lesson

  • 5'

  • 5’

  • II.The new lesson

  • A Listening

  • 1. Pre- listening

  • Open prediction (1 P45)

  • -Collect some ss' ideas

  • 2. While- listening

  • a. Checking the prediction

  • - Ss read the statements in exercise 2 and guess if they are true or false. Write their guesses on the board. Play the recording and ask Ss to listen to check their guesses. Ss work in pairs to compare their answers before T plays the recording a second time for pairs to check their answers. Ask for Ss' answers and write them on the board next to their guesses. Don't confirm the correct answers now.

  • - Have ss listen to the recording and check the prediction

  • - Have ss compare the answers with their partners

  • - Get feedback

  • - Play the recording once to check

  • - Guess in pair and write down the name of the festival

  • - work in pairs to guess

  • - Listen to the recording and check the prediction

  • Key:

  • 7’

  • b. Without listening to the recording, Ss answer the questions in exercise 3. If they meet any difficulty doing this, play the recording again. Have Ss compare their answers in pairs before giving T the answers. Some Ss write their answers on the board. Play the recording the last time to confirm the answers

  • - Ask ss to share the answer with their partners

  • - Call on some ss to write the answers on the board

  • - Play the recording again to check

  • - Listen again and answer:

  • Key:

  • 3. Post- listening ( Chain game)

  • - Have ss work in group of 5 ss to talk about the festival they have listened

  • Group work

  • 5'

  • B. Writing

  • 1. Pre- writing (E4 P55). Make a note about some popular foods or drinks in your neighborhood

  • Do this activity by answering the questions:

  • - Name of the festival?

  • - What was the festival?

  • - Where was it held?

  • - When was it held?

  • - Who celebrated it?

  • - How was it held?

  • - Why was it held?

  • -Work individually

  • - Sum up the main content of the lesson.

  • - Remember

  • - Ex in workbook

  • - Prepare next lesson. Unit 9. Lesson 7: Looking back

  • - Listen and take note the assignments

  • Time

  • Teacher's activities

  • Students' activities

  • 5'

  • I. Warm up

  • Check the old lesson

  • - some sts

  • 10'

  • II. The new lesson

  • A. Vocabulary

  • 1. Rearrange the letters……

  • Key:

  • 1. religious (Christmas)

  • 2. music (Glastonbury)

  • 3. superstitious (Day of the Dead)

  • 4. seasonal(Thanksgiving)

  • 2. Fill in the gap with a word from the box

  • - Run through the verbs

  • - Work individually to complete the sentences then compare with their partners

  • - Get feedback

  • - Work individually

  • Key:

  • 1. cultural

  • 2. parade

  • 3. celebratory

  • 4. festive

  • 5. performance

  • 6. celebration

  • 15’

  • B. Grammar

  • 3. Complete each sentence….

  • - Have ss work individually

  • - Ask ss to read aloud the full sentences to check

  • -Work individually

  • Key:

  • 1.what 5.where/ when/ how/ why

  • 2.where 6.when

  • 3. how

  • 4.which

  • 4. Review about some/ any

  • - Have ss work individually

  • - Ask ss to read aloud the full sentences to check

  • Work individually

  • 10'

  • C. Communication .

  • - Teacher finds out any difficult and weak areas from students.

  • - T guides ss how to prepare the project at home

  • -Work individually then compare the answers with their partners

  • Key:

  • 1-D

  • 2-B

  • 3-A

  • 4-C

  • - Complete the self-assesment.

  • - Listen

  • Listen and take note the assignments

  • A.LISTENING

  • I. Listen to five film excerpts (đoạn trích phim) and match them with the correct types of films (1p)

  • comedy historical drama science fiction film horror film western

  • 1. The first excerpt: ..........................................................................

  • 2. The second excerpt: .....................................................................

  • 3. The third excerpt: ........................................................................

  • 4. The fourth excerpt: ......................................................................

  • 5. The fifth excerpt: .........................................................................

  • II. Listen to the story of the first Thanksgiving and write true (T) or false (F). (1.5p)

  • 1. ______ People from England went to live in North America nearly 400 years ago.

  • 2. ______ they knew how to grow food or build their homes there at first.

  • 3. ______ The Pilgrims met two Native Americans one day in Spring.

  • 4. ______ They gave the Pilgrims lots of foods.

  • 5. ______ The Pilgrims were very surprised when the families of their Native American friends came to the party.

  • A. Listening.

  • A. Listening.

  • Teacher's activities

  • Students' activities

  • I Warm up (5') Calling friends' names

  • - Organizes the game to ask ss to make active sentences ( the present simple tense) then call their friends to change the sentences into passive sentences

  • - Take part in the game

  • - Introduces the new lesson

  • II. The new lesson

  • * Vocabulary

  • - Teacher follows the seven steps of teaching vocab

  • - Uses different techniques to teach.

  • * Checking: R.O.R

  • A. The future continuous (17')

  • 1. Presentation

  • - T introduces the example in the yellow box and elicits from ss to draw the form, the usage of the future continuous

  • 2. Practice

  • Exercise 1. Complete the passage using the future continuous form of the verbs in brackets

  • - Explains how to do the exercise

  • - Asks ss to do exercise 1 individually

  • - Asks ss to compare their answers with their partners

  • -Asks some ss to write the answers on the board

  • - T corrects the answers with class

  • Exercise 2. Write what these students will be doing tomorrow afternoon

  • - Has ss write the sentences individually then compare the answers with a partner

  • - T asks some ss to write sentences on the board

  • - T corrects and ask ss to read aloud the correct sentences

  • ? What is differences between the future simple tense and the future continuous tense

  • - install

  • : (v)

  • cài đặt

  • -escape

  • : (v)

  • thoát

  • -crack

  • :(n)

  • vết nứt

  • -pipe

  • :(n)

  • ống dẫn nước

  • -bulb

  • :(n)

  • bóng đèn tròn

  • -turbine

  • :(n)

  • động cơ chạy

  • hơi nước

  • consumption

  • :(n)

  • sự tiêu dùng

  • -alternative

  • :( adj)

  • có thể chọn để

  • thay thế cho vật khác

  • -shortage

  • : (n)

  • sự thiếu hụt

  • 1.The future continuous

  • -Model sentence

  • This time next week we will be studying unit 11

  • -Usage: We use the future continuous for an action in progress at a definite point of time in the future.

  • (A definite point of time in the future can be expressed by the words/ phrases like: tomorrow, this time next week/ month/ year...)

  • - Form :

  • (+) S+ will be + V-ing

  • (-) S + will not be + V-ing

  • (?) Will + S + be + V-ing?

  • - Do the exercise individually

  • Key :

  • 1. will be putting

  • 2. will be taking

  • 3. will be installing

  • 4. will be spending

  • 5. will be using

  • -Write the sentences individually then compare the answers with a partner

  • Key:

  • 1. Jenny will be giving a talk about saving energy

  • 2. Helen will be putting solar panels in the playground.

  • 3. Susan will be checking cracks in the water pipes

  • 4. Jack will be putting low energy light bulbs in the class rooms.

  • 5. Kate will be showing a film on types of renewable energy sources

  • - Look at Watch out and answer

  • B. The future simple passive (18')

  • 1. Presentation

  • T introduces the example in the yellow box and elicits from ss to draw the form, the usage of the future simple passive

  • - T asks ss to look at the table and explain how the future simple passive is used.

  • - Introduces the form

  • B. The future simple passive

  • -Model sentence

  • Solar panels will be put on the roof

  • -Usage: We use the future simple passive when the object of the sentence is not important

  • - When the doer of the action is not known

  • (If the doer is still important, we can add a "by" phrase )

  • -Form:

  • (+) S + will be + PP

  • (-) S + will not be + PP

  • (?) Will + S + be + PP?

  • 2. Practice

  • Exercise 5. Complete the magazine article with the passive form of the passive form of the verbs in the table

  • - Runs through the verbs

  • - Asks ss to work individually

  • - Has ss share their answers in pairs

  • - Checks the answers as a class

  • Exercise 6 . Change the sentences into the passive voice .

  • - Reminds ss how to change an active sentence into a passive sentence

  • - Lets ss study the example

  • - Asks ss to work individually then compare in pairs

  • - Calls on some ss to write on the board

  • - Corrects and confirm the correct answers

  • 3. Further practice

  • Exercise 7 . Look at the pictures. Write what will be done in the future

  • - Asks ss to look at the pictures and discuss in groups of 4 ss what will be done in the future

  • -Has ss write their answers , using the future simple passive

  • - Calls on some ss write their answers on the board

  • - Corrects and confirms the correct answers

  • III. Consolidation (3')

  • - Asks ss to retell the grammar in the lesson

  • IV. Homework (2')

  • - Ex B34,5,6 (Workbook)31/32

  • - Prepare next lesson. Unit 10. Lesson 4 Communication.

  • -Work individually Complete the magazine article with the passive form of the passive form of the verbs in the table

  • Key :

  • 1. be provided 2. be used

  • 3. be placed 4. be stored

  • 5. be solved

  • Key :

  • 1.Wave will be used as an environmentally friends energy source.

  • 2. A network of wind turbines will be installed to make electricity

  • 3. In the countryside, plants will be burnt to produce heat

  • 4. Energy consumption will be reduced as much as possible.

  • 5. Alternative sources of energy will be developed

  • 6. Solar energy will be used to solved the problem of the shortage of energy

  • Suggested answers :

  • - A hydro power station will be built in the region to increase the electricity

  • - Solar panels will be put on the roof of the building

  • - A network of wind turbines will be installed generate electricity

  • - Bicycles will be used to travel in the city

  • Pay attention

  • Copy

  • Teacher's activities

  • Students' activities

  • I Warm up (5') Guessing

  • Ss

  • 2. Practice

  • Exercise 2 Rearrange the words to make sentences.

  • - Explains how to do the exercise

  • - Asks ss to do exercise 2 individually

  • - Asks ss to compare their answers with their partners

  • -Asks some ss to write the answers on the board

  • - T corrects the answers with class

  • Exercise 3. Minh Duc is asking a fortune- teller about his future. Complete the sentences with the correct form of will

  • - Has ss work in pairs to complete the task

  • - Asks some pairs to practise the dialogue

  • - T asks other ss to correct

  • B. Possessive pronouns (16')

  • 1. Presentation ( Remember)

  • - T asks ss to look at the Remember and explains how to use possessive pronouns and possessive adjective

  • - Goes through the examples with ss

  • - Introduces the table

  • 2. Practice

  • Exercise 4. Complete the sentences with possessive pronouns. Look at the examples

  • - Asks ss to work individually to complete the task. Then calls on some ss to write the answers on the board and gives feedback

  • 3. Further practice

  • Exercise 5. Now, choose any five things you can see in the classroom. Make sentences about them.

  • - Has ss work in groups of 4 or 5 ss. Each groups member writes 5 sentences individually, then the group get together to see how many sentences they have. The group that has the most correct sentences wins

  • III. Consolidation (3')

  • - Asks ss to retell the grammar in the lesson

  • IV. Homework (2')

  • - Ex B 4,5,6 (Workbook) /38

  • - Prepare next lesson. Unit 11. Lesson 4 Communication.

  • In class

  • - increase

  • : (v)

  • tăng lên

  • -price

  • : (v)

  • giá cả

  • -fortune- teller

  • :(n)

  • thầy bói

  • 1.Will for future prediction

  • Key :

  • We often use will to make a prediction about the future

  • Prediction

  • Affimative

  • S + will + V

  • Negative

  • S + will not ( won't) + V

  • Interrogative

  • Will + S + V?

  • -Write the sentences individually then compare the answers with a partner

  • Key:

  • 1. People won't use flying cars until the year 2050

  • 2. Do you think the fuel price will increase next month?

  • 3. The mail won't arrive unt6il next week

  • 4. I don't think he will take the new possition

  • 5. We will use solar energy in the future

  • -Work in pairs to complete the task

  • Key:

  • 1. Will I be 2. Will be

  • 3. Will I be 4. will be

  • 5.Will I be 6. won't be

  • 7. will travel

  • 2. Possessive pronouns

  • - We use possessive pronoun instead of a phrase

  • - A possessive adjective comes before a noun

  • -Work individually to complete the task.

  • Key:

  • 1. This computer is theirs

  • 2. The black bike is mine

  • 3. These shoes are his

  • 4. The cat is Veronica's

  • 5. The picture is ours

  • - Work in groups to take part in the game

  • - Answer the questions

  • - Take notes

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