- T hangs the poster which has the contents of part 2 on the board, then runs through. - T gives the instructions: Fill in each blank with a suitable adjective from the box. One by one s[r]
(1)Date of preparing: 1/11/2018 Period: 32 UNIT 4: LIFE IN THE PAST
LESSON 7: LOOKING BACK + PROJECT (P 48-49) A OBJECTIVES:
- By the end of the lesson, students will be able to review some vocabulary about life in the past and the use of “used to” and wishes for the present, then practice speaking more in “Communication”
+ Vocabulary: + Grammar:
- Skills: develop and practice speaking and writing skills
- Political thought and moral sense: educate students to know more about life in the past and educate them love learning English more
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters and the projector C METHODS:
- Word webs, multiple choice, match, gap-fill, write-it-up, ordering D CONTENTS:
I Organization: (1 minute)
II Revision/ Warmer: (5 minutes) * Word webs
- T draws the nets on the board
- T gives the instructions: Complete the word webs of what people used to in the past - T models the first one
spend more time with family - T checks Ss' understanding
- Ss think and prepare in about minute
- T divides the class into groups T gives the name -> checks
- One by one student from each group comes to the board and writes one answer - T corrects, then praises the winner
+ Possible answers:
spend more time with family, watch black and white TV, have extened family, make Chung cake at Tet, play outdoor games, go to bed early……
III New lesson : (37 minutes) * Vocabulary (15 minutes)
(2)- T shows the poster which has the contents of part in the text book p.48, then runs through
- T gives the instructions: Choose the best answer A, B, C or D to complete the sentences
- T models the first one B
- T checks Ss’ understanding
- Ss individually then compare with their partners
- T gets Ss’ answers by dividing the class into groups One by one student from each group can write one answer
- T corrects, gives marks, praises the winner + Answer key:
1 B A C A B
Activity 2: Match( part 2a/ p.48)
- T shows the poster which has the contents of part in the text book p.48, then runs through
- T gives the instructions: Match the verbs in A with their definitions in B - T models the first one
1 b
- T checks Ss’ understanding
- Ss individually then compare with their partners - T gets Ss’ answers,
- T corrects, gives marks + Answer key:
1 b e a c 5 d
Activity 3: Gap- fill (part 2b/ p 48)
- T shows the poster which has the contents of part in the text book p.48, then runs through
- T gives the instructions: Use the verbs in A in their correct forms to complete the sentences
- T models the first one acting out
- T checks Ss’ understanding
- Ss individually then compare with their partners - T gets Ss’ answers then corrects
+ Answer key:
(3)* Grammar ( 15 minutes)
Activity 4: Write it up (part 3/ p.48)
- T shows the poster which has the contents of part in the text book p.48, then runs through
- T gives the instructions: write true sentences about the practice of the following things in the past, using used to and didn’t use to.
- T models the first one
1 Men used to be bread the winner of the family - T checks Ss’ understanding
- Ss individually then compare with their partners - T gets Ss’ answers
- T checks and corrects + Answer key:
1 Men used to be bread the winner of the family Women didn’t use to go to work
3 People didn’t use to travel on holiday Families didn’t use to be nunclear
5 People used to make banh chung at Tet themselves Children used to play outdoor games
Activity 5: Write it up (part 4/ p.48)
- T shows the poster which has the contents of part in the text book p.48, then runs through
- T gives the instructions: Read the situations and write wishes you want to make for them
- T models the first one
1 I wish my village had access to clean piped water - T checks Ss’ understanding
- Ss individually then compare with their partners - T gets Ss’ answers
- T checks and corrects + Answer key:
1 I wish my village had access to clean piped water
2 I wish there was/were a bridfe over the river, so we did not have to cross the river by boat twice a day to school
3 I wish there was/were an organisation for socail activities for I wish I was/ were tall enough to play basketball
(4)in my area
* Communication (7 minutes) Activity 6: Ordering (part 6/ p.49)
- T shows the poster which has the contents of part in the text book p.49, then runs through
- T gives the instructions: Rearrange the sentences to make a meaningful conversation - T models the first one -
- T checks Ss’ understanding - Ss work in pairs
- T gets Ss’ answers - T checks and corrects + Answer key:
1- – – – – – – –
- Ss practise the conversation with their best pronunciation and fluency IV Summary (1 minute)
- T asks students to repeat the main contents of the lesson IV Homework: (1 minute)
- Finish all exercises - Finish the project (p.49)
- Prepare the new lesson: Unit Lesson Getting started E EVALUATION:
UNIT 5: WONDER OF VIET NAM I Objectives
- By the end of the unit, students will be able to:
+ use the lexical items to describe wonders of Viet Nam
(5)+ read for specific information about man-made wonders of Viet Nam + listen for specific information about a natural wonder of Viet Nam + write an article describing a wonder of Viet Nam
- Skills: students will be developed skills: speaking, listening, reading and writing - Political thought and moral sense: students will be educated to love natural and man-made wonders of Viet Nam and they will like learning English more
II Teaching aids
- Textbook, lesson plans, board, chalks, cues, posters, real objects, computer and the CD record
III Procedure.
Lesson 1: Getting started
Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication
Lesson 5: Skills Lesson 6: Skills
Lesson 7: Looking back + Project
Date of preparing: 1/11/2018 Period: 33 UNIT 5: WONDERS OF VIET NAM
LESSON 1: GETTING STARTED (P 50 - 51) A OBJECTIVES:
- By the end of this lesson, students will be able to listen and read the dialogue between Veronica and Mi to understand the details then some more tasks to understand more about wonders of the world
+ Vocabulary: + Grammar:
- Skills: practise and develop listening, reading and speaking skills
- Political thought and moral sense: educate students to love the wonders of Viet Nam and they will be interested in learning English more
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, pictures, posters, stereo and the CD record
C METHODS:
Jumbled words, presentation text, gap-fill, grids, matching, pair work D CONTENTS:
I Organization: (1 minute)
(6)Jumble words
- T shows jumbled words on the BB reondws
2 fo nmievta
- T gives the instructions: Reorder the letters to make correct words - T checks Ss’ understanding
- Ss play in groups
- T gets Ss’ answers by playing a game in groups - T checks and corrects
+ Answer key:
1 reondws - wonders fo - of nmievta - Vietnam III New lesson: (37 minutes)
Activity 1: Presentation text: (5 minutes)
- Ask ss to open their books Introduce Nick and Mi Ask Ss to guess where they are and what they are doing Brainstorm questions with ss and write them on the board
What/ Who can you see in the picture? Where you think they are?
What are they talking about?
- Accept all possible answers from ss and not provide correction at this stage - T says: You’ll listen and read the dialogue
- T gives the instructions: You look at the dialogue then listen to the tape - T turns on the tape twice
- Ss listen and read
- T calls two good students to read again the dialogues - T asks the others to correct
- T corrects Ss' mistakes
Activity Gap-fill ( part 1a/ 51) (5 minutes) - T shows the content of part 1.a and runs through
- T gives the instructions: Read the conversation again and fill in each gap with no more than three words
- T models: 1- Hue city - T checks Ss’ understanding
(7)- T corrects + Answer key:
1 Hue City three go by air beautiful sight use ricksaws the museums Activity Grid (Part b p.51) (5minutes)
- T shows content of part 1b/ p.51 then runs through Asking for
recommendations
Making recommendations Responding to
recommendations
- T gives the instructions: Read the conversation again and find expressions Veronica and Mi use to ask for, make and respond to recommendations - T checks Ss’ understanding
- Ss work individually in about minutes then they compare with their partners - T gets Ss’ answers and corrects
+ Answer key:
Asking for recommendations
Making recommendations Responding to
recommendations - And you know any good
places to stay in Hue City? - What’s the best way to get around?
- So what are the things we shouldn’t miss-any good museums?
- So what else is worth seeing?
- I suggest going by train - I’d recommend The Romance Hotel
- It’s probably best to use rickshaws
- Er no, don’t bother going to the museums
- You should definitely see the Royal Citadel
- That sounds better
- Hmm, that’s good to know - Yes, that’s what I’ve heard
Activity Grid ( Part 2a/ p 51) (5 minutes) - T shows the poster on the board and runs through
- T gives the instructions: Write the responses below into the correct column - T models the first one
- T checks Ss’ understanding
(8)+ Answer key: Asking for
recommendations RecommendingMaking recommendations recommendationsResponding to things
Not recommending things
- What about places outside Hue City? - Have you got any other tips?
- It’s probably best to go by train
It’s well worth seeing - You really must go to Agra
- Don’t drink the water - I wouldn’t eat
anything that’s sold in the street
- It isn’t really worth seeing
- Thanks, that’s really useful
Activity 5: Matching( Part 2b/ p 51) (5 minutes) - T shows the content of part 2b, then runs through
- T asks Ss to match the sentences (1-4) to the sentences (a-f) Ss individually - T models one b
- T checks Ss’ understanding - Ss individually
- Ss listen to check their answers
- They compare with their partners in about minutes
- T gets Ss’ answers by dividing the class into groups One by one from each group writes one answer
- T controls, corrects, gives marks then praises the winner + Answer key:
1.b c d a
Activity 6: Matching( Part 3a/ p 51) (4 minutes)
- T hangs the poster which has the contents of part p on the board then runs through - T gives the instructions: Match the places of interest in Viet Nam to their pictures - T models the first one 1 b
- T checks Ss’ understanding
- Ss work with their partners in about minutes - T gets Ss’ answers
+ Answer key:
1 b c e a f d
Activity 7: Grid- Part 3b/ p 51) (4 minutes)
(9)+ Answer key:
Natural wonders Man-made wonders
Ha Long Bay Phong Nha cave
Cuc Phuong National Park
Saigon Notre -Dame Cathedral One Pillar Pagodac
Po Nagars Cham Towers Activity 8: Pair work( Part p 51) (4 minutes)
- T shows the poster which has the contents of part p.51 on the board then runs through - pair of Ss practise the example dialogue
- Ss work in pairs to ask and answer questions about some wonders of Viet Nam - Call on some pairs to practise in front of the class
IV Summary: (1 minute)
- T asks one student to repeat the main contents of the lesson V Homework: (1minute)
- Practice the dialogue
- Prepare the new lesson: Unit 5: Lesson 2: A closer look E EVALUATION:
_
Date of preparing: 1/11/2018 Period: 34 UNIT 5: WONDERS OF VIET NAM
LESSON 2: A CLOSER LOOK (P 52- 53) A OBJECTIVES:
- By the end of this lesson, students will be able to use some more words to talk about wonders of Viet Nam, then practise the stress on short words in sentences
+ Vocabulary: cavern, limestone, fortress, tomb, sculpture, setting, complex, measure + Grammar:
- Skills: Practice and develop listening and writing skills
- Political thought and moral sense: educate students to be proud of Viet Nam’s wonders and love the subject more
B TEACHING AIDS:
- Textbook, teacher’s book, lesson plan, board, chalks, posters, stereo and the CD record C METHODS:
(10)D CONTENTS:
I Organization: (1 minute)
II Revision / Warmer: (5 minutes) * Chatting
- T asks Ss some questions - Good afternoon - How are you today ?
- What's the weather like today ? - Who's absent today ?
- Ss answer
- Call on two students read the dialogue “ A trip to Hue City” - T remarks and gives marks
III New lesson: (37 minutes) * Vocabulary. (25 minutes) Activity Match (Part 1- p 52).
- T shows words and pictures on the board then runs through - T gives the instructions: Match the words with the correct pictures - T models one B
- T checks Ss’ understanding
- Ss work individually, then compare with their partners - T gets Ss’ answers and corrects
+ Answer key:
1 B D A E C F
- Ask Ss for translation of the words to check Ss’ understanding Activity Gap-fill ( Part - p 52).
- T hangs the poster which has the contents of part on the board, then runs through - T gives the instructions: Fill in each blank with a suitable adjective from the box - T models the first one
located/ situated - T checks Ss’ understanding
- Ss work with their partners in their tables in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
(11)- Ask Ss for translation of the words to check Ss’ understanding Activity Match (Part 3a- p 52).
- T shows words and their denifitions on the board, then runs through - T gives the instructions: Match the noun in A to the denifitions in B - T models one b
- T checks Ss’ understanding
- Ss work individually, then compare with their partners - T gets Ss’ answers and corrects
+ Answer key:
1 b d a e c
- Ask Ss for translation of the words to check Ss’ understanding Activity Gap-fill ( Part 3b - p 52).
- T hangs the poster which has the contents of part 3b on the board, then runs through - T gives the instructions: Use the nouns in 3a to complete the sentences
- T models the first one structure - T checks Ss’ understanding
- Ss work with their partners in their tables in about minutes
- T gets Ss’ answers by dividing the class into groups One by one student from each group comes to the board and writes the answer
- T controls, corrects, gives marks then praises the winner + Answer key:
1 structure measures setting complex recognition
- Ask Ss for translation of the words to check Ss’ understanding * Pronounciation Stress on short words in sentences (12 minutes) Activity 5: Listen and repeat (Part 4- p52)
- T hangs the poster which has the contents of part 4on the board then runs through - T plays the recording
- Ss listen and and check whether the words in red in each sentence are stressed or not - T may pause after each word and ask them to repeat chorally
+ Answer key:
1 A: This is a (S) solution, but not the only one. B: Attempts to find a (W) solution have failed. 2 A: I’m fond of (W) bananas.
B: Bananas are what I’m fond of (S)
3 A: It’s not trick and (S) treat; it’s trict or (S) treat.
(12)4 A: It’s good but (W) expensive.
B: You shouldn’t put “but” (S) at the end of the sentence - Read through and explain the rule in the “remember!” box Activity Underline the words and mark the stress (Part 5, 6- p53)
- T hangs the poster which has the contents of part on the board then runs through
- Ask Ss to work in pairs to pactise reading aloud the minitalks and decide in which sentences the short words are stressed
- T plays the recording
- Ask Ss to work in pairs to underline the stressed words - Ss listen and check
- T may pause after each sentences and ask them to repeat chorally - Correct their pronunciation if necessary
+ Answer key:
A: Who are you looking for?
B: Peter is the person I’m looking for A: Where are you from?
B: I’m from Ha Noi
A: Can you come and check this paragraph for me?
B: It’s Ok but you shouldn’t use “and” at the beginning of the paragraph A: Did you ask her to join our group?
B: I’ve asked her several times but she doesn’t want to A: Is this letter from Peter?
B: No, the letter is to him, not from him
IV Summary: (1 minute)
- T asks students to repeat the main contents of the lesson: vocabulary and stress in short words
V Homework: (1 minute)
- Do execises A1, page 39- workbook
- Prepare the new lesson: Unit 5: Lesson 3: A closer look E EVALUATION: