Aims and Objectives: - To teach Ss to listen and read a conversation about gender equality and do tasks: True false exercise and questions and answers.. Aims and Objectives: - To tea
Trang 1Date of preparation: 16th Nov, 2016
UNIT 6 GENDER EQUALITY Lesson 1: Getting started
A Aims and Objectives:
- To teach Ss to listen and read a conversation about gender equality and do tasks: True false exercise and questions and answers
- To teach some lexical items related to the topic Gender Equality.
- By the end of the lesson, students will be able to:
+ Use some lexical items related to the topic Gender Equality.
+ Make simple dialogues using the given expressions
- Ask Ss to discuss the questions:
1 Why do some couples prefer a son to a girl?
2 Do you think so? Why? Why not?
- Ask some Ss to give their opinions
-Lead in the new lesson: Gender Equality.
T < > Ss
2 New lesson
14 minutes
20 minutes
Task 1: Answer the questions
- Get Ss look at the picture page 6 then answer some questions:
1 Who do you see in the picture?
2 Where do you think they are?
3 What are they doing?
- T plays the recording
- Ss listen and read the conversation at the same time
- Get Ss in pairs read the dialogue again/ then ask two pairs to act out the conversation
Task 2:
-Make sense of the sentences in the text
- Have Ss find out the answers for the questions individually
- Go round and give help if needed
- Check Ss by calling some Ss to read sentences aloud and decide if the statements are true, false or not given, the other Ss give comment
- Ask Ss to refer back to the conversation to get necessary information
- Provide final feedback and correction
* Suggested answers:
1 F 2 F 3 T 4 NG 5 T Task 3: Answer the questions
- Ask Ss to read the conversation again and think of the answers to the questions
- Have Ss work with a partner and switch roles to ask and answer
- Check the answers and provide the correct ones if necessary
Trang 21 Only 82 girls enrolled per 100 boys in secondary school.
2 Because they might be forced to work at home and in the field.
3 There are slightly more boys than girls in both primary and secondary schools.
1 minute - Ask students to write a passage about Gender Equality in their village (50 words)
- Prepare for the next lesson
T < > Ss
E Experience:
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Date of preparation: 18th Nov, 2016
UNIT 6 GENDER EQUALITY Lesson 2: Language
A Aims and Objectives:
- To teach Ss to pronounce two- syllable words with stress on the first or second syllable in isolation and in context
- To teach Ss to use the passive voice with modals
- By the end of the lesson, students will be able to:
+ Understand and use the passive voice with modals
+ Pronounce two-syllable words with stress on the first or second syllable in isolation and in context
+ Use some lexical items related to the topic Gender Equality.
- Ask Ss to work individually in 5 minutes then have them compare their answer with their partner
- Check Ss' answers and give explanation if any
- Exchange the answers with their partner
- Make sure that Ss have the right answers by going over all the answers
in class Allow Ss to look up the words in the glossary, if necessary
* Key:
1 enroll 2 force 3 eliminate
4 discrimination 5 equal 6 Gender
2 Pronunciation Task 1: Listen and repeat
- Play the recording and let Ss listen and repeat
- Play it again with pauses for Ss to repeat each word chorally
- Have Ss work in pairs
- Invite two or three Ss read again and then give comment
- Give the meaning of the words if necessary Help Ss distinguish
Trang 414 minutes
syllable words with stress on the first or second syllable
- Ask Ss to work in pairs and take turns reading the words
Task 2: Listen and mark
- Play the recording and ask Ss to put a mark (’) before the stressed syllable in each word
- Ask Ss to take turns reading the words
- Invite some Ss to read the sentences in front of the class Correct mistakes if any
- Explain to Ss that modal verbs are special verbs that behave differently
from other verbs They are used to express ability, advice, duty, permission, possibility, prohibition or request
May, might, can, could Possibility Can’t, mustn’t, may not Prohibition
- Ask Ss to read the sentences, check if they understand
- Ss work individually first and pay attention to all modal verbs used in the sentences
- Ask Ss to work in pairs to check the answer
- Go over all the answers in class
Key:
1 shouldn’t (advice) 2 must (duty) 3 May (permission)
4 might ( possibility) 5 Will (request)
6 mustn’t (prohibition) 7 can (ability)
Activity 2:
- Ask Ss to read the sentences Have them underline the passive voice with modals Let them work with a partner before checking answers as a class
* Key:
1 may be kept 2 might be forced
3 shouldn’t be allowed 4 should be eliminated
T < > Ss
Trang 5Activity 3:
- Have Ss work in pairs first, and then write down the correct answers
Observe and offer help if necessary
- T asks Ss to do exercises again at home
A Aims and Objectives:
- To teach Ss to read for general ideas and for specific information about gender equality in employment and
answer the questions and decide whether the sentences are true, false or not given
- By the end of the lesson, students will be able to:
+ Read for general ideas and for specific information about gender equality in employment and answer the
questions and decide whether the sentences are true, false or not given
Trang 614 minutes
10 minutes
10 minutes
Activity 2:
- Ask Ss to match each of the words with its meaning
- Have Ss work individually first, and then check with a partner Let Ss use a dictionary, if necessary
- Go over all the answers to make sure they have the correct answers
* Key:
1 c 2 e 3 d 4 b 5 a
Activity 3:
- Ask Ss to read the text quickly and find the repeated words and their
collocations (e.g firefighter, firefighter’s, female, women, women’s, male, man’s, gender, discrimination, gender differences)
- Explain to Ss that repeated vocabulary in the text may imply its main idea or title
- Have Ss skim the text to choose the best title
- Ask Ss to underline the key words in the statements and relevant words/
phrases in the text
- Check Ss' answer and give feedback
Key: 1.F 2 NG 3.F 4.T 5.T 6F Activity 5:
- Ask Ss to scan the text to find answers to the questions
- Let them highlight the key words both in the questions and in the text
- Have Ss take turns asking and answering in pairs
- Check answers as a class
Key: 1 She wanted to become a firefighter
2 She sued New York City and the FDNY for gender discrimination and won
3 They became the targets of laughter and anger from the co-workers andlocal people They were unwelcomed at meals, faced loneliness and even violence
4 They had to do exactly the same jobs as all other male firefighters
Trang 7A Aims and Objectives:
- To teach Ss to talk about equal job opportunities
- To teach Ss to express agreements or disagreements about equal job opportunities for men and women
- By the end of the lesson, students will be able to:
+ Express their opinion about equal job opportunities for men and women
+ Perform their viewpoints to other people in real life
-Ask Ss to call out some phrases to express their point of view.
- Lead in the new lesson
- T informs Ss of the lesson objectives: Exchanging opinions about equal job opportunities for men and women
- Write Equal job opportunities on the board Give Ss time to read
through the useful expressions
- Let Ss work in pairs
- Go round and help if necessary
- Have them compare the answer with others
7 Very true, but………; Sure, but……… (D)
8 That’s for sure / Exactly / I couldn’t agree more (A)
Task 2:
- Have Ss in pairs read the example, and then ask all Ss to share their opinions
- Guide Ss to prepare the ideas to support their reasons
- Invite some students to perform their opinion in front of the class
- Give feedback
Task 3:
- Ask one student to read out loud the opinion Married women should not pursue a career and explain the activity to the class.
- Divide Ss into groups of three/ four Ss
- Ask one group to model the activity using the example conversation
Then ask all Ss to discuss and note down their group’s discussion
- After 3-4 minutes, have some Ss from different groups report the results
of their group work back to the class
- Ask students to learn by heart the expressions
E Experience:
Trang 8Date of preparation: 27th Sep, 2016
Period: 58
UNIT 6 GENDER EQUALITY Lesson 5: Listening
A Aims and Objectives:
- To teach Ss listen for specific information about wage discrimination
- To teach Ss about wage discrimination against women
- By the end of the lesson, students will be able to:
+ Listen and do the tasks
+ Develop the listening skills for specific details
+ Talk about gender equality/ inequality in wages and employment
- Ask Ss to explain “Same work-same pay ?”
- Explain “Same work - same pay ?”
- Tell Ss that they are going to listen to a talk on (gender) discrimination
- Ask Ss to read all the statements and guess if they are true (T) or false (F)
- T explains if there are any new words to make sure Ss understand all the statements
- Play the recording and let Ss do the activity
Pair work
T < > SsWhole class
Pair work
T < > Ss
Trang 9- Check their answers.
- Play the recording again and pause at the place where they can get correct information
Key: 1 F 2 T 3 F 4 T 5 F 6 T
Task 4:
- Ask Ss to read the instruction and the sentences 1-4 Make sure that theyunderstand the sentences
- Provide help with the new vocabulary, if necessary
- Play the recording once or twice again for Ss to fill the gaps
- Ask Ss to work with a partner to compare their answer
- Check students' answers and comments
Date of preparation: 28th Sep, 2016
Distributive period: 59
Unit 6 gender equality
A Aims and Objectives:
- To teach Ss to write about the disadvantaged of being a working mother
- By the end of the lesson, students will be able to:
+ Learn about the disadvantaged of being a working mother
+ Write about the disadvantaged of being a working mother
+ Develop the writing skills in general Build up vocabulary supported for writing
7 minutes - Inform Ss of the lesson objectives: Writing a short text with detailed explanations as supporting ideas. T < > Ss
2 New lesson Task 1:
Trang 1010 minutes
10 minutes
15 minutes
- Write the phrase Working mothers on the board.
- Focus on the pictures and the instructions
- Elicit Ss’ opinions about the pictures Give suggestions if necessary by asking questions like:
Who are these people in the pictures?
What are the women doing?
Are they busy?
Are they housewives?
Do they work?
- Ss can talk about the good sides/ advantages as well as the bad sides/ disadvantages of being a working mother
Answer: 1b 2 c 3 a Task 2:
- Ask Ss to read the sample writing again and complete the outline
Help Ss analyse the structure of the text
- Call on some students to answer and give feedback
- Tell students to read the letter again and discuss the words in pairs
- Offer help if Ss cannot give the answer
- If necessary, explain to students
- Walk around and offer help if necessary
- Get students' answers and comments
- Get some outputs to highlight and comment and correct the
possible mistakes of students
Trang 11Date of preparation: January, 10th 2015 Date of signing: January, 12th 2015
Unit 6 gender equality Lesson 7 Communication and culture
A Aims and Objectives:
- To teach Ss about the present situation of gender equality in the United Kingdom
- To teach Ss to talk about Viet Nam’s achievements in addressing gender equality
- By the end of the lesson, students will be able to:
+ Understand and talk about the present situation of gender equality in the United Kingdom
+ Talk about Viet Nam’s achievements in addressing gender equality development
1 Seventy per cent of all public school teachers are women
2 Forty-nine per cent of lecturers of two-year-colleges and forty-three per cent of university lecturers are women
Activity 2: Exchange your opinion
- Have students work in pairs to talk about achievements in addressing gender equality in Viet Nam, using the information given in Activity 1 and from other sources
- Have two Ss model the example
- Ss work in pairs to exchange their points of view based on the example
- Go around to offer helps and comments
- Check answers with the whole class
2 Culture: Gender equality in the United Kingdom Activity 1:
- Focus on the instructions and pictures Elicit answers from Ss by
Pair work
T < > Ss
Pair work
T < > Ss
Trang 12asking the class questions like:
Who do you see in the pictures?
What is the man doing?
Are there many man teaching young kids?
What is the woman doing?
Is her job popular with women?
Activity 2:
- Tell the students to read a text and answer the questions
- Give Ss time to read the text Pre-teach some words that might be new to Ss
- Walk round to monitor the class and offer help, if necessary
- Read the text on their own, find information to answer questions, and compare with other students
- Take notes if necessary
- Check students' answers and comments
* Key:
1 Girls perform better than boys at all levels of education in the United Kingdom
2 Women make up 47 per cent of the British workforce
3 Millions of women and girls still experience domestic violence, and the gap in full-time wage between men and women is 10 per cent and most of the people in low-paid jobs are women
Pair work
T < > Ss
Individually
T < > Ss
3.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4.Homework 1 minute - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss E Experience:
Date of preparation: January, 10th 2015 Date of signing: January, 12th 2015
Unit 6 gender equality
Lesson 8 Looking back and project
A Aims and Objectives:
- To help Ss pronounce correctly two-syllable words with stress on the first or second syllable in
isolation and in context
- To teach Ss some lexical items related to the topic Gender Equality.
- By the end of the lesson Ss are able to:
+ Pronounce correctly two-syllable words related to the topic Gender Equality
+ Use some key words of the same topic and the passive voice with modals
B Preparations:
Trang 13- Teacher: Handouts, textbook, pieces of papers and cassette.
- Ask students to recall what they have learnt in Unit 6
- Speak out their ideas and opinions, knowledge that they have
- T goes around and gives helps if necessary
- T checks with the class by saying the number
Key: 1 gender equality 2 preference 3 eliminated
4 right 5 access 6 caretaker
7 discrimination 8 progress
Grammar:
Activity 1: - Remind Ss to use the forms of the passive voice.
- Give time for Ss to make their own choice
- Have them check in pairs
- Call on some Ss to read their sentences for the class to comment
- Correct the errors, if necessary
Key: 1 c 2 f 3 e 4 d 5 a 6 b Activity 2: - Remind Ss to use the forms of the passive voice.
- Ask Ss to work in individually first
- Elicit the answers and correct the answers
- Give explanations, if necessary
Key:
1 An essay on gender equality must be written (by each student)
2 This exit door can be opened in case of emergency
3 Men and women should be given equal pay for equal work
4 My mother might be given an award
Trang 145 More progress will be made (by the Vietnamese government) in gender equality
6 Obesity may be considered as serious health problem
Project:
Students do the survey in PROJECT in groups at break time
Teacher design the form and students hand in the results in written
3.
Consolidation
2 minutes
- Ask Ss to consolidate the main contents - Give feedback T < > Ss 4.Homework 1 minute - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss E Experience:
Date of preparation: January, 17th 2015 Date of signing: January, 19th 2015 Distributive period: 62 Date of teaching: Unit 7 cultural diversity Lesson 1 Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about Vietnamese weddings and do tasks: Questions and answers - To teach some lexical items related to traditions, cultural characteristics and superstitions - By the end of the lesson, students will be able to: + Use some lexical items related to the topic Cultural diversity. + Make simple dialogues using the given expressions
+ Get to know the topic: Cultural diversity + Master some vocabularies about wedding traditions and customs in Vietnam + Get to know two grammar points B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative. D Procedures: Time/Stages Activities Interactions 1 Warm up 8 minutes
- Ask Ss to compare the two photos of a traditional wedding and a modern one
- Elicit more ideas from Ss’ background knowledge
- Elicit any topic-related words that Ss may know: ritual, costumes, decorations…
- Encourage and accept different comments and opinions
T < > Ss
2 New lesson - Introduce the topic of the lesson:
Trang 1515 minutes
19 minutes
Wedding in Vietnam Activity 1: Listen and read
- Tell Ss that they are going to listen to a conversation in the school library between two friends: Kevin and Maria
- Have Ss predict what Kevin and Maria are talking about
- Encourage all kinds of predictions
- Tell Ss not to worry about new words or grammar points because these will be dealt with later
- Play the recording
Activity 2: Answer the question
What is the conversation about?
- Have Ss discuss their answers in pairs Then check their answers
Answers:
a The Vietnamese wedding
Activity 3: Read the conservation again, and give answers to the following questions.
- Tell Ss to focus on the instructions
- Checks Ss' understanding of the questions
- Set time for this activity, base on Ss’ level proficiency
- Get Ss to work in pairs or groups to discuss the answers
- Call on different Ss to answer these questions Key:
1 Because he is preparing for his presentation about the similarities and differences between a traditional Vietnamese wedding and a modern one.
2 They follow the same core procedure which consists of the proposal ceremony, the engagement ceremony and the wedding ceremony
3 The modern weddings are less complicated
4 Yes, they get some help from their parents and the attending guests
5.Students’ answers
Activity 4:
- Ask Ss to work in small groups
- Ask Ss what they know about Vietnamese weddings, based on the conversation and their background knowledge as well
- Encourage Ss to take notes and plan a short report
- Ask one or two groups at random to present their report to the whole class
- Give feedback on Ss’ presentations
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson T < > Ss
Trang 16
Date of preparation: January, 17th 2015 Date of signing: January, 19th 2015 Distributive period: 63 Date of teaching: Unit 7 cultural diversity Lesson 2 Language A Aims and Objectives: - To teach Ss to pronounce correctly two –syllable words of different parts of speech but with the same spelling in isolation and in context - To teach Ss to use comparative, superlative adjectives and articles - By the end of the lesson, students will be able to: + Understand and use the passive voice with modals + Pronounce correctly two –syllable words of different parts of speech but with the same spelling in isolation and in context + Use some lexical items related to the topic Cultural diversity in context B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative. D Procedures: Time/Stages Activities Interactions 1 Lead-in 3 minutes
- T informs the class of the lesson objectives: Getting to know comparative and superlative adjectives and articles, pronounce T < > Ss
2 New lesson
8 minutes
7 minutes
A Vocabulary:
Activity 1: Matching
- Ask Ss to read the conversation again to find and underline the seven words
- Have Ss identify the part of speech of these words (they are all nouns)
- Ask Ss to study the words and phrases around these seven words and predict their meanings
- Tell Ss to match these words with their given definitions
- Let Ss work on their own first, then compare their answers with a partner
- Check the answer as a class
- Teacher may teach some related words or phrases depending on Ss’
level of proficiency
+ to be/ get engaged to sb +to propose to sb: to ask sb to marry you +to arrange / plan a wedding +to make a toast to the bride and groom +the newly-wedded couple
Individually
T < > Ss
Trang 17- Set a time limit for completing the activity
- Encourage Ss to exchange their answers with a partner to see if they understand the contexts and meaning of each sentence
- Elicit answers from the whole class and give more explanation to help
Ss understand correctly, if necessary
* Key: 1 wedding 2 groom 3 bride
4 reception 5 guests 6 before 7 engaged
2 Pronunciation Activity 1: Listen and repeat
- Tell Ss to listen and repeat sets of words with the same spelling
- Ask Ss to pay attention to the stress patterns
- Encourage Ss to say how the stress patterns are different in these words
- Give them the meaning of these words, if necessary
- Ask Ss to work in pairs and take turns reading these words in columns and in rows
- Invite individuals Ss at random to read the words Correct them, if necessary
Activity 2:
- Ask Ss to listen to the sentences and practice saying them correctly
- Pay attention to the stress of the underlined words consisting of two syllables
- Have Ss listen and put a mark (’) before the stressed syllable
- Check if Ss have marked the stress correctly and let them practice in pairs saying these sentences
- Invite some Ss to read these sentences in front of the class and correct mistakes, if there are any
2 Grammar:
Activity 1: Comparative and superlative adjectives
- Firstly ask Ss to look at the examples and revise the comparative and superlative form of the adjectives
E.g: My house is smaller than your house.
My house is the smallest in this street.
Exercise 1 is more difficult than exercise 2.
Exercise 1 is the most difficult in this book.
- Ask Ss to tell the T the comparative and superlative form of the adjectives
Adjectives Comparatives Superlatives Short adjs .- er the - est
long longer the longest hot hotter the hottest .
Long adjs more the most
expensive more expensive the most ex.
Ss < > Ss
Individually
T < > Ss
Trang 18bad => worse => the worst far => further/farther => the furthest/farthest
Task 1:
- Explain the activity
- Ask Ss to read through the six statements
- Help them to understand the meaning of these statements Explain any new words that they don’t know
- Ask Ss to work in groups to discuss whether or not they agree with thesestatements Ss are encouraged to speak their minds Tell Ss that there are
no right or wrong answers here
- Call on some groups at random to report their opinions
- Ask Ss to study words or phrases in italics and work out the rules for comparative and superlative adjectives
- Go through the examples in Do you know…? box and provide any
explanations
Task 2:
- Explain the activity: write five sentences comparing the two weddings
- Ask Ss to work in groups Give each group a large size piece of paper to write down their sentences
- Set a time limit for this activity When time is up, ask all the groups to stick their paper on the board or around the classroom
- Give Ss time to look at other groups’ sentences to see if they have interpreted and presented the information from the table in the same way
- Check all groups’ sentences and encourage Ss to come up with sentencesusing other comparatives in addition to the suggested answers
- Give Ss time to write the correct sentences into their notebook
Answers:
1 Mr Smith’s wedding was more crowded than Mr Long’s (wedding)
2 Mr Smith’s wedding reception was more expensive than Mr Long’s
3 Mr Smith was older than Mr Long when he got married.
4 Mr Long’s engagement period was longer than Mr Smith’s
5 The service at Mr Smith’s wedding was better than at Mr Long’s wedding
Activity 2: Articles
* Presentation:
+We use a/an with c countable noun when we first mention it and the
after that Eg: He is planning a wedding reception
He has invited 100 people to the wedding reception
+ We use the when it is clear in the situation which thing or person we
mean Eg: The bride looks very happy
- Tell Ss that in this activity they are expected to choose the correct
articles from the ones given in brackets
- Let Ss work individually first Set a time limit for this activity and assist
Ss if they have any problems understanding the information from the text
- Ask Ss to check with a partner to see if they have the same answers If they have different answers, ask them to explain their choices
- Check the answers with the whole class and ask Ss to refer to Do you know… ? box for further explanation
Key: 1 a 2 a 3 the 4 the 5 the
6 the 7 a 8 the 9 the
Group work
Group work
T < > Ss
Individually
Trang 19Consolidation
2 minutes
- Ask Ss: What have you learnt today? What can you do now? - Summarize the main points of the lesson Expected answers: + Talk about Vietnamese wedding + Use words or phrases about weddings and wedding rituals + Use comparative and superlative adjectives in a meaningful way + Distinguish the articles a/ the and use them correctly T < > Ss 4 Homework 1 minute - T asks Ss to do exercises again at home.- Prepare for the next lesson - Complete Exercises in workbook T < > Ss E Experience:
Date of preparation: January, 24th 2015 Date of signing: January, 26th 2015 Distributive period: 64 Date of teaching: Unit 7 cultural diversity Lesson 3 Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about superstitions in Viet Nam and do tasks: answer the questions and discuss - To teach Ss some words and phrases related to traditions, cultural characteristics and superstitions - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about superstitions in Viet Nam and answer the questions B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions 1 Warm up 8 minutes
* Ask Ss to look at the picture and describe it
- Ask some guiding questions to facilitate them
(?) Is this an altar?
(?) How do you know that?
(?) Can you see the peach blossoms?
(?) What is it laid on the altar?
T < > Ss
2 New lesson Activity 1: Are you superstitious?
Trang 2012 minutes
12 minutes
10 minutes
Are the following statement true for you?
- Ask Ss to read the statements and help them to understand the meaning
- Ask Ss to work in groups and exchange their answers
- Encourage Ss to give explanations or reason for their behaviour
- Elicit answers from the whole class Encourage different viewpoints and explanations
- Tell Ss that they will read a text on a topic related to the things they have just discussed
Pre-teaching vocabulary:
+ superstition (n) sự mê tín, dị đoan + superstitious (a) mê tín
+ mystery (n) bí ẩn + legend (n) truyền thuyết + ritual (n) lễ nghi + prestigious (a) có uy tín + fortune (n) vận may + ancestor (n) tổ tiên
- Set a time limit for Ss to read the text and answer the questions
- Ask Ss to exchange their answers in pairs or groups and encouragethem to discuss the reasons for their options if necessary
- Ask Ss to read the text again to see if they still find it difficult to understand any part of the reading text and assist them if necessary
- For stronger class, ask Ss to summarize the main content of the reading and present their summaries to the whole class
- Tell Ss to work in pairs
- Have Ss read the questions and practice asking and answering them
- Encourage Ss to give reason to support their opinions
- Ask several Ss to report what they learn about their partners from their discussion in pairs
- Ask students to learn by heart the new words
E Experience:
Trang 21
Date of preparation: January, 24th 2015 Date of signing: January, 26th 2015
Unit 7 cultural diversity
A Aims and Objectives:
- To teach Ss to talk about superstitions in different countries
- To teach Ss to compare traditions and customs in two countries and discuss those in Vietnam
- To teach Ss to practise sharing and giving responses to new information
- By the end of the lesson, students will be able to:
+ Express their opinion about superstitions in different countries
+ Compare traditions and customs in two countries and discuss those in Vietnam
+ Perform their viewpoints to other people in real life
- Ask Ss to do the quiz individually and then check their answers in pairs Encourage Ss to explain their choice
*Key: 1.b 2.a 3.b 4.a
Trang 2213 minutes
that they read and then share the information with other members of their group
- Encourage them to use the superlative adjectives
- Call several groups at random to report their viewpoints
Example:
A: I think the most interesting thing about….is that……
B: Do you? I think…… is more interesting.
C: I agree with B I find ……the most interesting
Activity 3:
- Ask Ss to share information with members of other group
- Have Ss study the example carefully
- Ask them to practice in pairs as the example
- Move around to assist or listen to different pairs to detect errors /problems
- Call on several Ss at random and have them tell the whole class what they learnt about the other country from the conversation with their partners
-Give feedback on Ss’ performance: eg Pronunciation, ideas, using body language, turn-taking
- Summarize what they have learnt by asking Ss some questions:
What have you learnt today? What can you do now?
- Ask students to learn by heart the expressions
E Experience:
Date of preparation: January, 24th 2015 Date of signing: January, 26th 2015
Unit 7 cultural diversity
A Aims and Objectives:
- To teach Ss listen for specific information about the wedding traditions of a small community in the USA
- To teach Ss about the wedding traditions of a small community in the USA
- By the end of the lesson, students will be able to:
+ Listen and do the tasks
+ Develop the listening skills for specific details
+ Talk about the wedding traditions of a small community in the USA
B Preparations:
- Teacher: Handouts, textbook, pieces of papers and cassette
- Students: Textbook
Trang 23C Methods: - The whole lesson: Integrated, mainly communicative.
- Ask Ss to look at the photo of an Amish wedding and elicit Ss’
impression about this community
- Ask Ss to read a number of statements about the Amish community
- Help Ss to understand these statements if necessary
- Ask Ss to work in pairs and exchange their predictions
- Elicit Ss’ predictions about this community, accepting different opinions
+ signify (v) báo hiệu
- Elicit answers from Ss and ask them to give clues to their answers
- Let Ss listen again and pause at certain places if necessary to help
Ss hear the information they need
*Key: 1 F 2 F 3 T 4 T 5 T Task 2:
- Ask Ss to skim the given text, paying attention to the context around the gaps, and predict the information needed for each gap:
eg parts of speech; their meaning
- Ask Ss to share their prediction in pairs
- Elicit Ss’ predictions
- Let Ss listen and fill in the gaps Let them again if necessary
- Elicit Ss’ answers and give them the correct ones
Key:
1 December 2 two or three 3 approval
4 wedding meal 5 visiting relatives
Task 3:
- Have Ss work in pairs to name the things they have learnt about the Amish wedding customs and talk about whether they find anything unusual or interesting
- Call on some Ss at random and have them express their opinions tothe whole class
Consolidation - Ask Ss to consolidate the main contents
- Ask Ss: What have you learnt today? T < > Ss
Trang 242 minutes What can you do now?
Unit 7 cultural diversity
A Aims and Objectives:
- To teach Ss to write about the typical characteristics of the Vietnamese people
- To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled
paragraphs to form a well-structured text
- By the end of the lesson, students will be able to:
+ Learn about the typical characteristics of the Vietnamese people
+ Write about the typical characteristics of the Vietnamese people
+ Develop the writing skills in general Build up vocabulary supported for writing
- Ask Ss to do this activity individually
- Set a time limit for this activity and assist Ss if necessary
Key: 1-b 2-c 3- d 4- a
Task 2:
- Draw Ss’ attention to the instructions and questions
- Get Ss to work individually to find the answer
- Ask them to practice in pairs
- Call on a few Ss to report the answers
Trang 25- Draw Ss’ attention to the instructions, the photos, and the fact files.
- Point out to Ss how to write a biography
- Pre teach the key words/ phrases
+ patriotic + occasional opera:
+ national assembly: + liberation movement:
+ child prodigy: thần đồng + uprising: nổi dậy + ballade: bài ca sử thi
+ technically demanding: yêu cầu kỹ thuật cao
- Have Ss pay attention to punctuation, structure elements and likingwords
- Ask Ss to write paragraphs about early years and typical works
- T goes around and gives help, collects common mistakes for later correction
- Collect 5 paragraphs to mark in class so that all Ss feel the need to
- Walk around and offer help if necessary
- Get students' answers and comments
- Get some outputs to highlight and comment and correct the
possible mistakes of students
- Ask Ss to consolidate the main contents
- Focus on the form of a biography
- Ask Ss to complete the writing at home and collect
- Ask Ss: What have you learnt today?
What can you do now?
Trang 26Date of preparation: January, 24th 2015 Date of signing: January, 26th 2015
Unit 7 cultural diversity Lesson 7 Communication and culture
A Aims and Objectives:
- To teach Ss about the gift-giving in the UK and the ideas of success in the USA and Viet Nam
- To teach Ss to talk about the gift-giving in the UK and the ideas of success in the USA and Viet Nam
- By the end of the lesson, students will be able to:
+ Understand and communicate about the gift-giving in the UK and the ideas of success in the USAand Viet Nam
+ Talk about the gift-giving in the UK and the ideas of success in the USA and Viet Nam
- Inform the class of the lesson objectives: Further skill development
- Show some pictures of gift-giving custom in some celebrations and festivals
- Ask Ss on what occasions people often give and receive presents
Activity Key
a Christmas b.Valentine c Tet holiday
d Teacher’s Day e Mother’s Day f Birthday
- Ask Ss to read the text individually and, for each occasion, highlight the similarities and differences with the customs in Vietnam
- Give Ss enough time to read the text
*Practice:
- Have Ss study the sample conservation, assisting them if necessary
- Ask Ss to work in pairs and role-play a conversation, using the information that they have highlighted
- Call on some pairs at random to perform their conversations in front
of the whole class
- Give feedback on their performance
Trang 2718 minutes
make questions about giving and receiving presents
- Call some Ss to read aloud or write on the board those questions and correct any mistakes
+Have Ss take turns asking and answering these questions in pairs
- Walk around to facilitate Ss when they need help
- Call on several Ss at random to report what they have learnt about their partner, and then give feedback
Key: 1 Who do you often buy presents for?
2 On what occasions do you buy presents?.
3 Which shop do you usually go to when you’re shopping for presents?
4 What’s the most expensive present you’ve given?
5 On what occasions do you receive presents?
6 What presents do you normally get?
7 What is the best present you’ve ever received?
2 Culture:
Activity 1:
* Pre teach the key words + standard of living: (n) mức sống + properous (a) thịnh vượng
+ self-reliance (a) tự chủ+ respect (v) tôn trọng
+ high-status (a) địa vị cao
- Divide the class into two big groups Each group will read one
reading passage to get the main idea
- Ask one student from group A to work with one student from group
B to form a pair and exchange the information that they have just read
- Have each pair find out the similarities and differences of the idea of
success between these two nations
- Ask several pairs to report their findings
*Key:
1 For the Americans, success means providing their family with a decent standard of living and ending their career in a higher and more prosperous position than when they began it Success is also the result
of hard work and self-reliance.
2 For Vietnamese, success goes along with a high-status job with good income and respect at work.
3 Both the American and Vietnamese associate success with earning a lot of money.
4 The Americans rely more on themselves, while the Vietnamese expect more respect from other people.
- Ask Ss to consolidate the main contents
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
+ Know more about gift-giving in the UK + Communicate about giving and receiving gifts + Talk about the ideas of success for the Americans and for the
T < > Ss
Trang 284.Homework
1 minute
- T asks Ss to learn the structures and vocabulary
E Experience:
Date of preparation: January, 24th 2015 Date of signing: January, 26th 2015
Unit 7 cultural diversity Lesson 8 Looking back and project
A Aims and Objectives:
- To help Ss pronounce correctly two-syllable words of different parts of speech but the same spelling
in isolation and in context
- To teach Ss some lexical items related to the traditions, cultural characteristics and superstitions
- By the end of the lesson Ss are able to:
+ Pronounce correctly two-syllable words related to the topic Cultural diversity.
+ Use some key words of the topic Cultural diversity.
+ Do the exercises on comparative and superlative adjectives as well as articles.
- Ask students to recall what they have learnt in Unit 6
- Speak out their ideas and opinions, knowledge that they have
- Ask Ss to tell the differences in stress patterns of the words that
have the same spelling, but belong to different parts of speech
- Play the CD once and ask S to put the mark before the stressed syllable in the words given
- Let them listen again if necessary
- Ask Ss to check their answer with other classmates
- Elicit answers from the whole class
- Let Ss listen again and pause to help them to notice the stress of the target words
*Key: 1 ex’port 2 ‘protest 3 ‘contrast
4 im’port 5 ob’ject
Vocabulary:
Activity 1:
- Ask Ss to work on their own first
- Then ask Ss to compare answers with a partner to see if they have
Individually
T < > Ss
Pair work
Trang 2920 minutes
the same answer
- After that, elicit answers from the whole class and correct the wrong ones
- Ask Ss to read the text again and practice retelling the story in pairs or groups if there is enough time
*Key: 1 wife 2 get married 3 engaged
4 reception 5 honeymoon 6 wedding
7 bridegroom 8 best man 9 bride 10 bridesmaids
Grammar:
Activity 1: Fill in the gaps with the correct form of the adjective
in brackets Add any other words if necessary.
- Elicit the rule of forming comparative and superlative of adjective
from Ss
- Ask Ss to work individually and then exchange with others
*Key: 1 harder, easier 2 more/less dangerous
3 the most famous 4 more polluted 5 the most delicious
Activity 2 Correct the sentences, adding articles when necessary
- Ask Ss name the grammar point
- Ask them to do the activity to reinforce these grammar points
- Check the answers with the whole class and explain any points if necessary
* Key: 1 We are having a great time in Hanoi
2 Let’s go to Nha Trang for a week next summer
3 Where’s the money I gave you on the first of this month?
4 For my birthday, I got a book, a DVD, and the latest CD by my
favourite band.
5 On the radio, I heard a/the song that I really liked.
Project:
Students do the survey in PROJECT in groups at break time
Teacher design the form and students hand in the results in written form as assignment
- Ask Ss to consolidate the main contents
- Ask Ss: What have you learnt today?
What can you do now?
- T asks Ss to learn the structures and vocabulary
E Experience:
Date of preparation: February, 7th 2015 Date of signing: February, 9th 2015
Revision for test 4
A Aims:
- To practice speaking, reading, listening and writing
Trang 30- To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence.
- To help Ss have the opportunities to develop their oral fluency
- To introduce some words and phrases
* Language focuses:
- The passive voice with modals
- Comparative and superlative adjectives
- Greeting and checking attendance
- Teacher asks Ss to do the homework
I Grammar:
1 The passive voice with modals
S + modals + be + V-edpII + (by O)
E.g She can answer the question.
The question can be answered
Note : Một số động từ khác có thể bị động chia giống nh modals.
S + will/ have to/ be going to + be V-edpII + (by O)
2 Comparative and superlative adjectives
a So sỏnh hơn.
Đối với tớnh từ ngắn
*Form: adj + ER + than
* e.g: Mr Brown is older than Mr Peter.
Đối với tớnh từ dài
* Form: more + adj + than
*e.g: A car is more expensive than a bicycle.
b So sỏnh hơn nhất.
Đối với tớnh từ ngắn
* Form: the + adv/adj + EST
* e.g: Ha is the tallest in the class
Đối với tớnh từ dài
* Form: the + most + adv/adj
* e.g: This is the most difficult lesson in the book
* Cỏc trường hợp ngoại lệ
So sỏnh hơn So sỏnh hơn nhất
T < > Ss
T < > Ss
Ss < > Ss
Trang 313 Homework:
2 minutes
Far farther/further farthest/furthest
II Exercises:
Exercise 1: Change the following sentences into passive sentences.
1 You should open the wine about three hours before you use it
2 You must not hammer nails into the walls without permission
3 Someone will serve refreshments
4 No one can do anything unless someone gives us more information
5 We will not admit children under sixteen
6 They suggested making the tests easier (Use should)
7 Children couldn’t have done all this damage
Exercise 2: Give the correct form of the adjectives in brackets
1 It was an awful day It was the (bad) _ day of my life
2 He was a bit depressed yesterday, but he looks (happy) today
3 John’s car is (well) than Mary’s
4 That’s the (far) _ way to the city center
5 I feel (good) _ today than I did last week
6 HCM City is the (big) city in Viet Nam
7 Marjorie has (many) _ books than Sue
8 He is (bad) than ever before
9 This bottle has (little) water than my bottle
10 Nam is (nice) _ than Minh
III Consolidation:
- Ask Ss to consolidate the main contents
- Ask Ss: What have you learnt today?
What can you do now?
- Teacher asks Ss to give examples for the grammatical parts above
Date of preparation: February, 7th 2015 Date of signing: February, 9th 2015
Test 4- 45'
Trang 32A Aims and objectives:
- To check Ss’ understanding
- To give marks
- By the end of the lesson, students will be able to:
+ Revise all the language skills and grammatical points which they have studied and used in units: 6 and 7
+ Improve their techniques of doing the simple tests
+ Improve their knowledge through the test
B Preparations:
- Teacher: Sheets of papers and written tests
- Students: Pens, erasers
- The passive voice with modals
- Comparative and superlative adjectives
* Writing:
MA TRẬN ĐỀ KIỂM TRA 1 TIẾT LẦN 4
Date of preparation: February, 7th 2015 Date of signing: February, 9th 2015
Trang 33Unit 8 new ways to learn
A Aims and Objectives:
- To teach Ss to listen and read a conversation about personal electronic devices and do tasks: Questions
& answers and true/ false exercises
- To teach some lexical items related to:
+ Electronic devices that can help us learn
+ Using the Internet to learn English
- By the end of the lesson, students will be able to:
+ Use some lexical items related to personal electronic devices.
+ Make simple dialogues using the given expressions
+ Master some vocabularies about personal electronic devices
+ Get to know one grammar point
Ask Ss these questions:
1 Have you ever owned any personal electronic devices?
2 What are they used for?
- Leads in the new lesson
T < > Ss
2 New lesson
15 minutes
9 minutes
- Introduce the topic of the lesson:
New ways to learn Activity 1: Listen and read
- Ask As look at the pictures and guess the topic of the conversation
- Have Ss predict what they are talking about
- Encourage all kinds of predictions
- Tell Ss not to worry about new words or grammar points because these will be dealt with later
- Play the recording
Activity 2: True/ False
What is the conversation about?
- Go through the statements to make senses quickly
- Ask Ss do it individually in 5 minutes
- Encourage Ss to compare the answers with a partner
- Invite some Ss to give the answer and then explain their choices
- Give feedback to Ss’ work
- Invite some Ss to give the words and the meaning
- Give feedback on Ss’ presentations
Trang 3410 minutes
1 personal: your own
2 electronic: having many small parts that control and direct a smallelectric current
3 modern: relating to the present time or recent time
4 excellent: exceptionally good
5 useful: being of practical use
6 mobile: able to be moved easily
7 digital: showing information by using figures
8 perfect: being complete & without weaknesses
9 great: superior in quality or degree
Activity 4: Read the conservation again, and give answers to the following questions.
- Tell Ss to focus on the instructions
- Checks Ss' understanding of the questions
- Set time for this activity, base on Ss’ level proficiency
- Get Ss to work in pairs or groups to discuss the answers
- Call on different Ss to answer these questions Key:
1 They are talking about smartphones, laptops and tablet computers
2 They have changed the way we learn
3 They use them to take photos or record their work, which can be later shared with the class
4 because they can be used to store information, take notes, write essays and do calculations
5 He does his assignments and projects, and studies English
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson T < > Ss
4 Homework
1 minute - Ask Ss to learn by heart the words or phrases related to the
personal electronic devices
- Prepare for the next lesson
T < > Ss
E Experience:
Date of preparation: February, 7th 2015 Date of signing: February, 9th 2015
Unit 8 new ways to learn Lesson 2 Language
A Aims and Objectives:
- To teach Ss to pronounce correctly three –syllable adjectives and verbs in isolation and in context
- To teach Ss to use relative clauses: Defining and non-defining relative clauses with “who, that and whose”
- By the end of the lesson, students will be able to:
+ Understand use relative pronouns and relative clauses
Trang 35+ Pronounce correctly three –syllable adjectives and verbs in isolation and in context.
+ Use some lexical items related to the topic New ways to learn in context
- T informs the class of the lesson objectives: Getting to know relative
- Play the recording for Ss to listen
- play it again with pauses for Ss to listen and repeat
- Ask some Ss to read the words again and give comment on Ss’
pronunciation
- Invite individuals Ss at random to read the words Correct them, if necessary
Activity 2:
- Focus on the stress patterns of three- syllable adjectives and verbs
- Ask Ss to listen and practice saying them correctly
- Play the tape again Ask Ss to put a mark before the stress syllable in each word
- Check with the whole class to make sure that every student has done this exercise correctly
* Key:
‘concentrate ‘similar con’tribute
‘digital intro’duce ‘excellent
‘recognise Vietna’mese under’stand
‘personal ‘interest sym’bolic
3 Grammar: Defining and non-defining relative clauses Activity 1:
- Ask Ss to read the sentences taken from Getting started underlined the relative pronouns and their functions
- Revise the uses of the relative pronouns through these sentences
- Help Ss to distinguish defining relative clause vs non-defining relative clause
Individually
T < > Ss
T < > Ss
Ss < > SsWhole class
Individual
Ss < > Ss
Trang 36- Check Ss’ work and comment.
* Key:
1 that 2 which 3 That 4 which 5 whose
- These pronouns are used to define or identify the nouns preceding them
+ Defining relative clauses: 1,3,5+ Non- defining R.Cs: 2,4
Activity 2:
- Have Ss work in pairs to match sentence part in A with a suitable one in
B in 4 minutes
- Check some Ss’ answer and comment
- Ask Ss to read watch out, check for comprehension
* Key:
1 e 2.d 3 a 4 f 5 c 6 b
Activity 3:
- Let Ss do this exercise in 4 minutes
- Call some Ss at random to give the answer and then give feedback to Ss’ work
Answers:
1 which/ that 2 whose 3 which
4 who/ that 5 whose 6 who
T < > Ss
- Ask Ss: What have you learnt today? What can you do now?
- Summarize the main points of the lesson T < > Ss
4 Homework
1 minute - T asks Ss to do exercises again at home.- Prepare for the next lesson
- Complete Exercises in workbook
T < > Ss
E Experience:
Date of preparation: February, 7th 2015 Date of signing: February, 9th 2015
Unit 8 new ways to learn
A Aims and Objectives:
- To teach Ss to read for general ideas and for specific information about new ways to learn English and do tasks: Answer the questions and discuss
- To teach Ss some words and phrases related to new ways to learn English
- By the end of the lesson, students will be able to:
+ Read for general ideas and for specific information about new ways to learn English and answer the questions
Trang 37Time/Stages Activities Interactions
-Let Ss look at the pictures and answer the questions
1 What are students doing?
2 What is the reading text about?
1 They are using smartphones, and tablets to study in the classroom
2 We are going to read about electronic devices which help us learn knowledge
-Make sense of the three options
-Ask Ss to read the text silently in 5 minute
-Have Ss choose the best title and give their explanation for their choice
- Call one or two Ss to check the answer
* Key: b New ways to learn English
- Work in pairs to do this activity
-Take turns asking and answering
Activity 4:
- Ask Ss to scan the text to find the answer for the question
- Have Ss in pairs ask and answer
- Check some pairs, give feedback to Ss’ answer
* Key:
1 We can download them in mobile devices and study anywhere
2 We can see words on the screen and hear them spoken
3 We can choose to practice with native speakers of different accents andgenders
4 We can use them to record real life English speech, lessons, songs or English language films
5 Because it will make learning English easier, faster, more effective andmore enjoyable
Activity 5:
- Divide class into groups of 4 or 5 Ss and let them discuss the question
- Walk round to monitor the class and offer help
- Invite two or three groups to report what they have talked
- Give comment to Ss’ talks
* Suggested answers:
Some Ss in my groups have smartphones and laptop We use these devices to look up new words, download and store digital lessons and practice These devices help us improve our pronunciation, vocabulary and skills as well
Trang 38- Ask students to learn by heart the new words.
E Experience:
Date of preparation: February, 7th 2015 Date of signing: February, 9th 2015
Unit 8 new ways to learn
A Aims and Objectives:
- To teach Ss to talk about how electronic can help us learn
- To teach Ss to practise sharing and giving responses to new information
- By the end of the lesson, students will be able to:
+ Express their opinion about how electronic can help us learn
+ Give a report about how their classmates use the devices to learn school subjects
+ Perform their viewpoints to other people in real life
- Give Ss time to read through the arguments in favour of using
electronic devices in learning and match arguments 1-4 with explanations a-d
- Ask them to compare the answer with a partner.
- Call on some Ss to check
- Ask Ss to exchange the answer with a partner
* Answer:
1.d 2 b 3 c 4 A
Activity 2:
- Guide Ss to understand the requirement of this activity
- Give Ss several ways to express their ideas about the most effective ways of using electronic devices
- Present a modelE.g: In my opinion, making learning and teaching faster, easier and better is an effective way of using electronics because teachers can use these devices to prepare for the lesson, and students can look for information on electronics
Individually
T < > Ss
Group work
T < > Ss
Trang 397 minutes
8 minutes
- Have Ss, in groups, to express their ideas
-Call on some Ss to check
Activity 3:
- Call on some Ss to check
- Ask two Ss to model the example
- Have Ss discuss in pairs in 5 minutes
-Walk round and offer help if necessary
- Check two pairs and comment
Activity 4:
- Divide class into groups of 3 to 4 students, ask Ss to focus on getting answer to the questions and note down their group’s discussion in 4 minutes
- Ask the representatives from some groups to report the results of their group work to the class
Pair work
Ss < > SsGroup work
3.
Consolidation
2 minutes
- Summarize what they have learnt by asking Ss some questions:
What have you learnt today? What can you do now?
- Suggested answers:
+ I can talk about how electronic devices can help us learn.
+ I can give a report about how their classmates use the devices to learn school subjects.
T < > Ss
4 Homework
1 minute
- Ask students to learn by heart the expressions
E Experience:
Trang 40
Date of preparation: February, 7th 2015 Date of signing: February, 9th 2015
A Objectives:
- In this lesson, teacher evaluates Ss’ knowledge and offers a comprehensive review of Ss’ written tests Teacher has an overview of what they can do and what they can’t do.
- By the end of the lesson, students will be able to:
+ Be aware of the mistakes and know how to correct them
B Preparations:
- Teacher: Students’ tests
- Students: Grammar and vocabulary
C Methods: - The whole lesson: Integrated, mainly communicative.
Part C: Reading ( 0.3 point/ 1 correct answer)
Part D: Writing
Question I: ( 0.25 point/ 1 correct answer) 1 C 2 A
Question II: ( 0.5 point/ 1 correct answer) 1 This machine isn’t used very often.
2 I am not often invited to their parties
3 Wine is included in the menu
II General comments: