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Date of planning:………………… Date of teaching:…………………… Period:1 UNIT 1: LEISURE ACTIVITIES Lesson 1: Getting Started–It’s right up my street I Objectives: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic" leisure activities" - Listen and read for specific information about different leisure activities - Practice listening and speaking with the lexical items related to the topic II Teaching aid: Textbook, stereo, CD III Methods: Communicative approach, audio-lingual method, 3p, ESA, lexical approach IV Procedures Steps/ActivitiesWork WARM UP: Network - Asks Ss to listactivities related to the leisure cativities much as possible playing computer games playing beach games leisure cativities visiting museum - Introduces the aims of the lesson A Presentation - Ask Ss to give the meaning of the words “leisure activities" - Ss guess what the conversation of Mai, Phuc & Nick might be about - Ask Ss to observe the picture & answer the questions.(Show the picture) Suggested questions: What can you see in the picture? Why you think Mai, Phuc & Nick are there? What are they holding? What are they talking about? Can you guess what they like doing in their free time? B Practice Circle the correct answer ( Show the poster )(1aP7) -Play the recording -Ss listen and choose the correct answer : bookstore book dog craft kit folk music Vietnamese Tick the boxes the leisure activities Mai, Phuc & Nick have ( Draw on bb)(1bP7) -Ask Ss to listen again , then complete the table: Pet training Making crafts Reading Listening to music Playing sports Helping parents with DIY projects Learning languages Answer(Write on bb) (1cP7) -Elicit the meanings of these two expressions check out sth: means to examine sth or get more information about it in order to be sure that it is suitable right up one’s street: if sth is right up your street, it is the type of thing that you are interested in or that you enjoy doing Ex This job seems right up your street 4.Matching : (Books )(2P7) -Ask Ss to write the words/phrases under each picture, then listen together to check their answers playing computer games playing beach games doing DIY texting visiting museum making crafts Pair work Pair work Teacher-Ss Individual work Production 5.Complete these sentences with the adjectives you’ve discussed ( Show the poster )(3P7) -Tell Ss to look for surrounding key words in order to complete the task Note that “good” and “ satisfied” fit both items and satisfied relaxing/ exciting fun boring Good C D Pair work Consolidation 1.Discuss:Talking with parners about your leisure times (Write on bb) -Ask Ss to work in groups to talk with parners about their leisure activities -You can use these suggested WH- questions: What ?/Where?/How often?/When?/Who?/Why?/How?) -Ss practice saying as many words about leisure activities as possible Ex playing board games/ reading… E Group work Individual work Homework -Prepare: Unit Lesson A closer look Listen and copy *********** *********** *********** *********** *********** *********** ** Date of planning:………………… Date of teaching:…………………… Period: UNIT 1: LEISURE ACTIVITIES Lesson 2: A Closer look I Objectives: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic" leisure activities" - Use verbs of liking that are followed by gerunds/ to –infinitives - Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context II Teaching aid: Textbook, stereo, CD III Methods: Communicative approach, audio-lingual method, 3p, ESA, lexical approach IV Procedures Steps/ActivitiesWork WARM UP: Network Watching TV What people in their leisure time? Using the computer for leisure - Relaxing and thinking - Doing sports and exercise - Socializing and communicating - Other leisure activities APresentation *Voc.(Write on bb) - socialise (v) : giao lưu, giao tiếp để tạo mối quan hệ (explanation) - communicate (v) : giao tiếp (explanation) - pie chart (n) : biểu đồ hình trịn *Set the scene: ( show the picture of pie chart ) ( 1P8) -What is the pie chart about? Where can you find the information? -What the different coloured sections of the chart refer to? -How are these sections calculated? -What does the ‘Note’ tell you? -What does the ‘Source’ tell you? B Practice 1.Look at the following pie chart on leisure activities in the US and answer the questions: ( show the picture of pie chart )(1P8) -Ask Ss to answer the questions that follow the chart *Answer: In 2012, people in the USA spent 5.1 hours a day on sport & leisure activities The main activities they did include watching TV, socializing & communicating, reading participating in sports, exercise & recreation, using computer for leisure and thinking The most common activities were watching TV, socializing & communicating and using computer for leisure 2.Complete the table with information from the pie chart: (Hang on the chart )(2P8) -Have Ss to coplete the table Ex:relaxing comes from the verb relax with –ing added, and it refers to the activity) Name of activity Relaxing Using Thinking …… 3.Look at the words.Match them to the category(Books) (3P8) Pair work Individual work Pair work -Ask Ss to cover the category labels -T may elicit answers from Ss by asking questions, for example: What is the common verb we often use with these? How can we use this verb to describe the activity? Individual work Who we often these with? Where we often these? Etc *Key: 1.e 2.b C Production 1.Complete the words (Books)(5P9) -Ask Ss to complete the words under the pictures -Play the recording and ask them to listen & check (tape) /br/ : bridge, bracelet, bread, broccoli, … /pr/ : apricot, princess, president, present… 2.Listen and repeat(Books) -Ask them to repeat the sentences and tick /br/ & /pr/ (tape) *Auto script: She loves making apricot jam My dad likes making bread in his free time Hien is our club president Mai keeps all her bracelets in a beautiful box You will need a brush if you want to paint your room This is a wonderful present Thanks so much D Homework -Prepare: Unit Lesson A closer look *********************************************************** Date of planning:………………… Date of teaching:…………………… Period: UNIT 1: LEISURE ACTIVITIES Lesson 3: A Closer look I Objectives: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic" leisure activities" - Use verbs of liking that are followed by gerunds/ to –infinitives - Practice doing exercises with verbs of liking AI Teaching aid: Textbook, stereo, CD BI Methods: Communicative approach, audio-lingual method, 3p, ESA, lexical approach … IV Procedures WARM UP: Network lo adore, love, like, enjoy, fancy, don’t mind, dislike, don’t like, hate, detest A Presentation *Vocabulary (Write on bb) - adore (v) thích, tơn sùng, u thiết tha…(explanation) - detest (v) ghét cay ghét đắng - fancy (v) mến, thích *Grammar ( Write on bb) - Give the form & its functions of gerunds Verbs of liking + gerunds/ to V ex She loves going out with her friends = She loves to go out with her friends (If we want to follow a verb with another action, we must use a gerund or an infinitive// some verbs are followed by only gerunds: enjoy; fancy; detest…) B Practice 1.Underline verbs that are followed by a gerund (in getting started): ( books )(1P9) -Read or play the recording in GETTING STARTED for Ss to listen and ask them to underline the verbs of liking followed by gerunds or to-infinitives that they find in the text Love to watch ; enjoy listening ; liked reading 2.Tick the box ( books)(2P9) Ask Ss to tick their partners -Play the recording for Ss to check their answers Individual work Pair work Love ẹnjoy Detest Prefer Fancy *Auto script: I love eating spicy food I love to eat spicy food Jane enjoys running Phong detests doing DIY I prefer reading poetry I prefer to read poetry Do you fancy watching TV? 3.Write the correct form of the verbs ( poster )(3P10) =>1 making to watch/ watching skateboarding to learn/ learning sitting 4.Write about you ( notebooks)(4P10) -Ask Ss to write sentences about what they like and dislike doing in their free time, begining with the following , then share what they Pair work have written with their partner I adore I love Individual I I I I fancy don’t mind don’t like detest 5.There are grammar mistakes in Duc’e-mail Can you find and correct them? ( books )(5aP10) -Ask Ss to study the Duc’s e-mail, find out mistakes then correct like =>like to do/ like doing enjoy do=>enjoy doing like have=> like to have/ having mind to do=> mind doing hate spend=> hate to spend/ spending love eat=> love eating/ love to eat -Ask Ss to answer the questions related to the e-mail work Group work C Production 6.Answer the questions : ( poster )(5bP10) Pair work *Key: -The activities Duc mentions in his e- mail are: playing video games, watching TV, going to the park, playing football, helping his parents, doing homework, and eating out with his family -The two activities he enjoys the most are playing football with his friends, and eating out with his family Write a similar email to tell your friend about your free time -Ask Ss to write a similar e-mail to tell their friend about their free time , using the verbs of liking + gerunds or verbs of liking + toinfinitives (based on the questions in Act.5b) Individual work D Homework -Prepare: Unit Lesson Communication Listen and copy - ask ss to read the rules of changing the pronouns, the verbs and the time and place expressions in reported speech - ss task and in the notebooks - call on some ss to read their answers - correct their answers COMMUNICATION - have ss work individually Tell them to be imaginative Make sure they write a prediction for at least three of the fields Have ss read out one of their predictions to the class Others ask them questions about their predictions PROJECT - ss work in groups Give ss enough me time to read the passage and discuss the questions - encourage ss to use their imagination, brainstorm ideas and choose what they would like to invent - divide the four areas between members of the group to develop their ideas and write them down Allow group to prepare their talk HOMEWORK: (2’) Period 95 Date of preparing: Date of preparing: Unit 12: LIFE ON OTHER PLANETS Lesson 1: GETTING STARTED Teaching points: By the end of the lesson, Ss can pronounce sounds / ai/ , /ou/ correctly in isolation and in context and read for specifict information about types of robots and their abilities or skills AI Knowledge: - Vocabulary: review - Grammar: review III Skills: + Main skill: writing, speaking + Sub skills: reading IV Teaching methods: Communicative approach V Teaching techniques: - Pair work, Group work, asking- answering VI Teaching aids: hand-out, pictures VI Time: 45 minutes VIII Procedure: Teacher & students GETTING STARTED - Ask Ss to answer some questions I Wh Pho Wh them Wh Now his j - give some new words I Vocabulary checking : R.O.R - Ss listen to the tape then read D in Wh pairs Play the recording, Ss listen and read T can play the recording more than one Pause the recording at the appropriate places if Ss need help with comprehension questions 1a.Ss work independently Allow Ss to share their answers before discussing as a class - - 1b: Firstly, ask Ss not look at the book and try to remember what four types of robots are mentioned in the conversation, Then, let them open the book and check thei answers Have Ss quickly match each activity 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 pronounciation With a weaker class, ask for translations to check if Ss understand With stronger class, ask some additional questions Demonstrate the game to the class first Ask a more able Ss help you Then Ss play in groups In a weaker class, T may work together with Ss first: mimming one or two activities in and teach: dạy humans: người, loại người 1a: Read the conversation again Answer the following questions Key: 1.They could only very simple things 2.Yes, they can 3.They will be able to many things like humans 4.No, They won’t 1b: Find the four types of robots in the conversation Write them under the correct pictures below Key: teaching robots worker robots doctor robots home robots Match the activities with the pictures Then listen, check and repeat the phrases Key: b Game: mimming A: What am I doing? B: You’re doing the dishes A: Yes, that’s right/ No, try again Look at the pictures Tell your partner what you can or can’t now Ex: I can play football I can’t climb a mountain 5.Class survey: eliciting the answers When they know Lesson 2: A CLOSER LOOK exactly what to do, ask them to work in groups First, help Ss remember the use of CAN to talk about ability in the present and have some Ss give examples Ask a more able S to tell what activities in the pictures he/ she can or can’t Ask Ss to work in pairs T may go around to help weaker Ss Survey: Ask Ss to move around and ask different classmates different questions Remind them not to ask the same S all the questions When they have finished the survey, ask Ss to report the results.Count the number of Yes answers to each questions and find out which sports or games all Ss can play, some can play, and no one can play I Teaching points: III HOMEWORK: - Learn by heart new words ************** ************** ********* Date of preparing: Date of preparing: Period 96 Unit 12: OTHER PLANETS LIFE ON By the end of the lesson, Ss can use COULD to express past ability and use the lexical iterm related to the topic “ Robots” AI Knowledge: - Vocabulary: review - Grammar: review III Skills: + Main skill: writing, speaking + Sub skills: reading IV Teaching methods: Communicative approach V Teaching techniques: - Pair work, Group work, asking- answering VI Teaching aids: hand-out, pictures VI Time: 45 minutes VIII Procedure: Teacher & students Check the old the lesson: - write new words A NEW LESSON: VOCABULARY 1.Have Ss quickly match the verbs in column A with a noun or phrase in column B Then play the recording for Ss to chect their answers Pause the recording after each phrase and ask them to repeat chorally and individually Correct their pronunciation With a weaker class, ask for translations to check if they understand With a stronger class, ask some additional questions Eg: Can your dog understand what you say? Can you liftheavy things? Can your mother make coffee? Before asking Ss to find more words of phrases for each verb from column A in 1, make some more axamples to illustrate Ask Ss to the vocabulary and then check with the whole class When checking, ask Ss to referto to make the meanings clearer to them GRAMMAR: COULD: - give example - ask Ss to give using and form of it Ask Ss to the grammar individually Tell Ss to refer to the form and use of COULD in the Grammar box if they have any difficulty Have Ss compare their answers in pairs before checking their answers with the whole class First, model this activity with a more able S Remind Ss that they only use the information from the table in to ask and answer about what the famous robot Ongaku could or couldn’t two years ago Ask ss to work in pairs Call some pairs to practise in front of the class First, write two examples of what he/ she could or couldn’t when at primary school on the board The ask Ss to work individually and share their sentences with their partners Call some Ss to say their sentences in front of the class PRONUNCIATION: /ai/, / ou/ Model the sounds / ai/, / ou/ first and let Ss see how the soundare formed Ask Ss to practise the / ai/ / ou/ sounds together Play the recording and ask Ss to listen and repeat Play the recording as many times as necessary Ask Ss to put the words in the correct column while they +) S + could + V bare infinitive ( _) S + couldn’t V bare infinitive ( ? ) Could + S + Vbare infinitive? Put the verbs in the correct order Mary could sums at the age of 2.Could you read and write when you were 6? Robots could lift heavy things some years ago Robots couldn’t move easily until recent years?233 Write three things you could and three things you couldn’t when you were in primary school Share your sentences with your partners ( PRONUNCIATION: /ai/, / ou/ Listen and repeat Pay attention to the souns /ai/, /ou/ Listen the sentences Circle the word you hear Did you put oil in the salad? I can see a cow over there Ouchi! You’ve stepped on my toes She took a bow when she finished her song Listen and practise the chant Notice the sound / oi/ , / ai/ III HOMEWORK: listen Ss compare their answers in pairs before checking the answers as a whole class Ask Ss to listen while T plays the recording again and ask Ss to circle the words they hear.Ask Ss to check their answers Provide futher practise if need be Ask Ss to listen while T plays the recording Play the recordingagain and ask Ss to chant along.Provide futher practiseby dividing the class into two groups Have groups sing alternate lines - Learn by heart new words Do exercise B1,2, 3,4 in workbook Prepare lesson A closer look *********** *********** *********** *********** * Date of prepa ring: Date of prepa ring: Period 97 Unit 12: LIFE ON OTHER PLANETS Lesson 3: A CLOSER LOOK I Teaching points: By the end of the lesson, Ss can use WILL BE ABLE TO to express future ability and listen for specific information about different opinion of what robots to in the fiture AI Knowledge: - Vocabulary: review - Grammar: review III Skills: + Main skill: writing, speaking + Sub skills: reading IV Teaching methods: Communicative approach V Teaching techniques: - Pair work, Group work, asking- answering VI Teaching aids: hand-out, pictures VI Time: 45 minutes VIII Procedure: Teacher & students * GRAMMAR:Conditional sentencesType -1 ask Ss to read the conversationon P 47 while Ss to listen to this part Draw their attentionto the two conditional sentences- Type Elicit the form fromSs Now Ss can have a closer look at the Grammar box Explain to them that when the main clause comes before the IF CLAUSE, there isn’t a comma between the two clause - Give some more examples with the conditional sentence- type 2.Ss this exercise quickly then give the answers to T Write their answers on the board and confirm the correct answers Ss this exercise individualy, then compare their answers with a classmate Call on some Ss to read out the sentences Have Ss this exercise in pairs Ask some Ss to write their sentences on the board Ask for feedback from other Ss Confirm the correct answers Ss the exercise individually, then compare their sentences with a classmate Call on some Ss to write their sentences on the board Ask other Ss for comments Correct any mistakes Here are the suggested sentences die If there is noise pollution, people and animals will have hearing proplems Use your own ideas complete the sentences below Share your sentences with a classmate Do you have the same sentences? If you walk to school, you will help reduce air pollution If you use recycled paper, you will save trees If the Earth becomes hotter, the sea level will rise If parents teach their children about the three Rs, children will help the environment T divides the class into groups( A If you want to save a lot of electicity, and B) and gives each SS a trip of you will have to turn off all the lights paper SS from group A write an If clause Ss from group B write a main before going out clause After minutes Ss try to make Fun matching a sentences by matching the classes on III HOMEWORK: their strip of paper with a clause from - Learn by heart new words, Conditional sentences type the other group - Do exercice - Prepare lesson ************ ************ ************ *** Date of prepa Date of prepa Period 98 Unit 12: LIFE ON OTHER PLANETS Lesson 4: COMMUNICATION I Teaching points: By the end of the lesson, Ss can use talk about different types of robots and what they will be able to in the future , and listen for specific information about different opinion of what robots to in the fiture AI Knowledge: - Vocabulary: review - Grammar: review III Skills: + Main skill: writing, speaking + Sub skills: reading IV Teaching methods: Communicative approach V Teaching techniques: - Pair work, Group work, asking- answering VI Teaching aids: hand-out, pictures VI Time: 45 minutes VIII Procedure: Teacher & students - Warm up: - ask Ss to close their books, ask them what skills they like a robot to have: Today, we are going to listento a television interview asking some people around the world about what skills they like their robots to have Please think: what skills would you like a robot to have? And what skills the two robots Ongaku and Kitty have? Allow 20- 30 seconds for Ss to think, then repeat the questions and have a brainstorming session about the two robots Ongaku and Kitty I NEW LESSON: New words: - gives new words wake up: đánh thức - hedge: hàng rào, bờ dậu Listen to the radio programme from 4teen News Then fill in each gap with the word you hear Key: words first school - Check new words: R O R - Have Ss read the interview and ask them to look carefully at the pictures of three robots and guess word for each gap in the interview The play the recording The first, ask Ss to close their books and to listen only Then play the recordingagain and allow Ss to fill in the gaps as they check their answers Then, ask Ss to read the interview again, paying attention to the meaning of the word Ask Ss to move around and ask difference classmates what skiils they want their robots to have Remind them to write the names of the people they interview and note the answers in the table in When they have finished the interview, T may have Ss practise reporting the results of theur interviews in pairs or in groups Choose some Ss to report the results of their interview in front of the whole class After each student has finished his/ her report Invite some comments from other Ss Then make comments and correct any common errors III HOMEWORK: - learn by heart new words - Do exercise - Prepare lesson Interview three people about what skills they want their robots to have Note their answers in the table below Interview What abilities does/ she want his/ her robot to have? 3 Report your results to the class Period 99 Unit 12: Date of preparing: Date of preparing: LIFE ON OTHER PLANETS Lesson 5: SKILLS Teaching points: By the end of the lesson, Ss can use talk about different types of robots and what they will be able to in the future , and listen for specific information about different opinion of what robots to in the fiture AI Knowledge: - Vocabulary: review - Grammar: review III Skills: + Main skill: writing, speaking + Sub skills: reading IV Teaching methods: Communicative approach V Teaching techniques: - Pair work, Group work, asking- answering VI Teaching aids: hand-out, pictures VI Time: 45 minutes VIII Procedure Teacher & students * Warm up:Tell about your robot you have in the future * NEW LESSON READING I Check new words: R O R 1.- Ask Ss to look at the picture of the robots show Where you think the robots show is? What types of robots are there in the show? Who is at the show? Would you like to go to a ... 4.more skillfully than 5.more beautifully-than 2.Read the situation and complete the sentences with suitable forms of the advs in brackets.(4p24) Ask Ss to read the situations carefully and decide... lạc đà herd (v) : chăn ( gia súc ) Listen and repeat the words (tape)(1 P 18) ? Listen and repeat all the words in part P8 - Play the recording and let Ss listen - Play it again and pause for them... Pre-listening 1.Vocab: insignificant (a) : không quan trọng complicated (a) : phức tạp , rắc rối shawl (n) : khăn choàng waterwheel (n ) : bánh xe nước local speciality ( n) : đặc sản spicy (a)