GA Tiếng Anh 8 HK1

- Sts work in pairs to match the words/ phrases in the box to the photos, then listen together to check their answers.. Sts stand in two lines facing each other.[r]

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Period: Teaching date: 1/9/ 2017

HELP STUDENTS HOW TO USE THE BOOK

AND HOW TO LEARN ENGLISH I- Objectives:

- By the end of the lesson sts understand something about country and people in England, understand sth about English and know how to learn English well

II- Teaching aids: - Book; picture

III- Teaching Procedure: A.

B. Class organization:

- Greetings and checking attendance: - 8A3: …

C. New lesson:

Teacher’s and sts’ activities Content

1 Warm up:

* T gives a picture and asks sts “Where is it?”

* Sts look at the picture and guess:

- Where is England, Wales, Scotland, Northern?

2 Presentation:

* T asks sts some questions about England

- What you know about

- Picture about United Kingdom

- It is located in North-west coast of Europe with very mild weather not too hot but not too cold

- It consits of four parts: England, Wales, Scotland and Ireland (Liên hiệp Vương quốc Anh và Bắc Ireland)

- Sts talk about England

Name Flag

Populati on (2011 Census)

Area (km²)

Pop. density

(/km²)

Capital

England 53,012,456 130,395 406.55London Scotland 5,295,000 78,772 67.22Edinburgh Wales 3,063,456 20,779 147.43Cardiff

Norther n Ireland

No flag 1,810,863 13,843 130.81Belfast

United Kingdo

63,181,77 5

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England?

* T gives sts something about England and English

3 Practice:

* English is an international language

- Sts work in groups to talk about England in Vietnamese

- How can you learn English well? - Sts look at the text book and workbook and answer:

+ How many units ? +

4 Homework:

Name Flag

Populati on (2011 Census)

Area (km²)

Pop. density

(/km²)

Capital

m

- It’s offical name is the UK

- Each part has its own flag of UK

- There are many interesting things of England and you’ll gradually know about them in the pregress of learning English

- English is used all over the world in every aspect of life

- It’s the international language of every fields:

communication, trade, economic,

cooperation

- English is not too difficult but it requires you working hard

- Sts need learn by heart all vocabulary and their usage

- Review the lesson everyday - Learn English everyday

- There are 12 units, divided into terms, for each term

- There are lessons for each unit: + Lesson 1: Getting started + Lesson 2: A closer book + Lesson 3: A closer book + Lesson 4: Communication

+ Lesson 5: Skills (Reading & Speaking) + Lesson 6: Skills (Listening & Writing) + Lesson 7: Looking back - project

* Prepare unit 1- Lesson 1: Leisure activities - Getting started

Period: Teaching date:8/9/2017

unit 1: leisure activities

Lesson 1: Getting started

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I- Objectives:

- By the end of this lesson , Sts will be presented the vocabulary related to leisure activities and reviewed present simple, future simple and verbs of liking + V-ing

- Vocabulary: craft kit, leisure activities, DIY, texting… II- Teaching aids:

- Sts’ books, text books, a CD & a cassette player III- Teaching Procedure:

A Class organization:

- Greetings and checking attendance: 8A3: …

B New lesson:

Sts’ and T’s activities Content

Warm up: (5’)

- T gives some photos about some popular leisure activities

- Ask Sts to describe them in English, then talk about acts they enjoy doing (use verbs of liking + V-ing structure) - Encourage Sts to the same in pairs: one st writes a short list of acts and the other guesses

Presentation: (12’) * Teach vocab:

- T presents some new words - How to read and the way to use

- Sts read in chorus times, then read individually

- Check up: rub out and remember * Introduce the dialogue:

- Look at the picture on page - Introduce Mai, Phuc and Nick - Ask Sts to answer the questions - Play the recording

- Ask Sts to listen and read - Ask Sts to check their guesses Practice: (15’)

- Sts work individually to circle the correct answer

- Ask sts to find the visual to support their the answers

I New words:

- craft kit: dụng cụ làm thủ công

- ‘leisure ac’tivities: h/đ thư giãn - DIY (do it yourself): đồ tự làm, tự sửa - texting: nhắn tin

* Introduce the dialogue: - Where are they?

- What are they holding in their hands? - What are they talking about?

- Can you guess what Mai, Phuc, and Nick like doing in their free time?

II Practice:

1 Listen and read: (1-P.6)

a Circle the correct answer: * Key:

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- Write the correct answer on the board - Go through the list of acts mentioned and sts try to explain what they are

- Sts this task individually first, then compare with the partner (should give ideas from the text that support their answers.)

- Draw Sts’attention to the contexts when Mai said“Check out” and Phuc said

“It’s right up your street”, then together with Sts elicit the meaning of the two expressions and give examples

- Sts work in pairs to match the words/ phrases in the box to the photos, then listen together to check their answers - Sts work individually then compare with the partner (Sts need to look for the surrounding key words to complete the task.)

4 Production: (10’)

- Sts work in groups of four or six Sts stand in two lines facing each other Each pair will talk about one activity for one minute, when T calls out “Change!” they will move one step to the left/right to meet a new partner and talk about another activity

Home work: (5’)

- describe the leisure act

- say if you have done this act or not - share your feelings about the act - Read the dialogue again

- Learn new words, exercises in workbook (B1->3 – P.4)

- Prepare for unit 1- Lesson (A closer look 1)

book folk music dog Vietnamese b Complete the table:

Leisure acts Phu c

Mai Nick

1 Pet training 

2 Making crafts 

3 Reading  

4 Listening to music 

5 Learning languages 

6 Playing sports  

7 Helping parents with DIY projects

 

c Answer the questions: - “Check out”: examine sth

- “It’s right up your street”: it is the type of thing you are interested in

2 Find words/phrases in the box to describe the photos Then listen to check your answers: (2-P.7)

* Key:

playing computer games texting playing beach games visiting museums

doing DIY making crafts 3 Complete the following sentences with words in the box: (3-P.7)

* Key:

satisfied boring relaxing/exciting good fun

4 Game: Changing partners (4-P.7 Choose one leisure activity from or 3

Lesson 2: A closer look 1

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- By the end of the lesson, Sts will be able to:

+ pronounce correctly the sounds /br/ and /pr/ in isolation and in context

+ understand a pie chart

- Vocab: pie chart, reality show, origami……… - Grammar: the simple present, the simple past II- Teaching aids:

- Sts’ books, text books, a CD & a cassette player III- Teaching Procedure:

B New lesson:

1 Warm up: (5’) * Kim’s game:

- Look at the picture in 20 seconds and try to remember as many words as possible

- T divides the class into two teams Sts go to the board and write the words - T gets feedback

Presentation: (12’) * Teach vocab:

- Check up: rub out and remember * Introduce the pie chart:

- Help Sts understand its contents, including the heading, subheadings, figures, colour codes, source, and notes - T may elicit information by asking questions such as:

3 Practice: (15’)

* Kim’s game:

A- VOCABULARY: I New words:

- pie chart: biểu đồ tròn

- re’ality show: truyền hình thực tế - ori’gami: ng/thuật xếp giấy Nhật Bản

* Introduce the pie chart:

+ What is the pie chart about? Where can you find the information?

+ What does the ‘Note’ tell you?

+ What does the ‘Source’ tell you? II Practice:

1 Look at the pie chart and answer the questions: (1-P.8)

* Key:

1 In 2012, people in the US spent 5.1 hours a day on sport and leisure activities

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- Ask Sts to answer the questions that follow the chart

- Sts work individually to complete the task

- T gives corrective feedback, draw their attention to the part of speech of the words mentioned:

Eg: Relaxing comes from the verb relax with –ing added.

- T introduces the concept of gerund (a noun made from a verb by adding –ing) - Sts give examples:

Eg: play -> playing

Playing soccer is interesting - Ask sts to cover the category labels - Sts look at the words and try to guess what these words have in common - Sts work in pairs to complete the task - T gives corrective feedback, encourage Sts to add more words in each category - Sts work in small groups

- Sts write down how much time they spend on leisure on an average day, and the three atcs they the most

- Sts move around and talk with at least three other classmates to find out who spends most time on leisure and what the most popular acts in the class are

- Sts compare their answers in pairs - Play the recording to check and repeat - Play it again and pause the recording to drill difficult items

- Correct their pronunciation

- Ask sts add more words which contain these clusters

watching TV, socialising and communicating, reading, participating in sports, exercise and recreation, using computers for leisure, relaxing and thinking

3 They were watching TV, socialising and communicating, and using computers for leisure

Complete the table with information from the pie chart: (2-P.8)

Name of activity Verb

Relaxing Relax

Thinking Think

Using Use

Doing Do

Watching Watch

Reading Read

socialising socialise

communicating Commun

icate

3 Look at the words Match them to the category labels: (3-P.8)

* Key:

e d b h f c a g

4 Think about leisure time on an average day: (4-P.8)

- How much time you spend a day on leisure activities?

- What are the three acts that you the most?

B- PRONUNCIATION:

5 Complete the words under the pictures with /br/ or /pr/ Listen to check your answers and repeat: (5-P.9)

* Key:

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- Sts practice the words with /br/& /pr/ first

- Sts repeat the whole sentences

4 Production: (10’) - Make a pie chart:

5 Homework: (2’)

:

- Learn new words, exercises in workbook (A1->3 – P.3)

- bracket, break, brain, brick, bring……

6 Listen and repeat: (6-P.9)

1 She loves making apricot jam 2 My dad likes making bread in his free time Hien is our club president. 4 Mai keeps all her bracelets in a

beautiful box

5 You will need a brush if you want to pain your room

6 This is a wonderful present Thanks so much!

Eg

Period:

Teaching date: 11/9/2017

I- Objectives:

- By the end of the lesson, Sts will be able to: + use verbs of liking

+ read an e-mail and correct the mistakes - Vocab: leisure activities………

- Grammar: verbs of liking + gerunds/to-inf II- Teaching aids:

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III- Teaching Procedure: A Class organization:

B New lesson:

1 Warm up: (5’) * Slap the board:

2 Presentation: (12’)

- Reminds Sts the verbs of liking in the conversation in “A close look 1”

- Go through the “look out”

3 Practice: (15’)

- Sts read “Listen and read-P.6” and underline the verbs of liking followed by gerunds or to-inf that they find in the text

- Sts work individually, then compare the answers with their partners

- Play the recording for Sts to check their answers

- Sts work in pairs to complete this task - T gives feedback to Sts as a class - Sts work individually first (write each sentence on a strip of paper)

- Then Sts work in groups of five or six (then in their group mix the strips Each

* Slap the board:

I Grammar:

- I love to watch him…

- But I think I’ll enjoy listening…

-> In English if we want to follow a verb with another action, we must use a gerund or an infinitive.

love, like, hate, start, prefer + Ving/to-inf

enjoy, fancy, detest, mind, avoid + Ving II Practice:

1 Read the conversation in Getting Started again Underline verbs that are followed by a gerund/

to-inf: (1-P.9)

* Key:

love (to watch) enjoy (listening) liked (reading)

2 Tick () the appropriate box Then listen to check: (2-P.9)

Followed by gerund only

Followed by gerund and to-infinitive

1 love 

2 enjoy 

3 detest 

4 prefer 

5 fancy 

3 Write the correct form of the verbs: (3-P.10)

* Key:

making to learn/learning

watch play

make train

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student picks up and reads out a sentence, then they guess who wrote that sentence.)

- Sts work individually, then compare the answers with a classmate

- Ask Sts to read the e-mail again and answer the questions

- Sts work individually to write the e-mail then exchange it with their partners and check for mistakes

to watching/watching sitting

skateboarding

4 Write sentences about what you like or don’t like doing in your free time, then share what you have written with your partner: (4-P.10)

I adore I don’tmind……… I love I don’t like………… I fancy6 I detest………

5 Look at the following e-mail that Minh Duc wrote to a new penfriend (5-P.10) a Find and correct six gram mistakes in his e-mail:

* Key:

like  like to do/like doing enjoy  enjoy doing don’t like have  don’t like to have/having

don’t mind to  don’t mind doing hate spend  hate to spend/spending love eat out  love to eat out/eating out b Answer the questions:

* 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 acts he enjoys the most are playing football with his friends, and eating out with his family

6 Write a similar e-mail to tell your friend about your free time, using the V of liking + regunds/to-inf Swap your work with a partner and check for mistakes: (6-P.10)

- Learn grammar, exercises in workbook

(B4->6 - P.4,5)

- Prepare for unit 1- Lesson (Communication)

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- Prepare for next blesson

==================

Lesson 4: Communication

I- Objectives:

- By the end of the lesson, Sts will be able to: + use the lexical items related to leisure acts

+ understand the abbreviations/’netlingo’ in the text - Vocab: window shopping, hooked, addicted, weird……… - Grammar: review verbs of liking

II- Teaching aids:

- Sts’ books, text books, projector…… III- Teaching Procedure:

- Greetings and checking attendance: 8A3:

B New lesson:

Sts’ and T’s activities Content 1 Warm up: (5’)

* Chatting:

- Sts answer some questions

2 Presentation: (12’) * Teach vocab:

- T presents some new words

- How to read and the way to use

- Sts read in chorus

times, then read

individually

- Check up: slap the board * Introduce the article on website:

- Sts cover the text and look at the photos - Sts try to guess what these Sts like doing 3 Practice: (13’) - Set a time (in 3-5

* Chatting:

1 What you like doing in your free time?

2 Do you often chat online with your friends?

3 Have you ever used ‘netlingo’ in your messages?

I New words:

- window shopping (n): ngắm đồ bày c/hg - hooked (adj): u thích

- addicted (adj): nghiện/thích

- weird (adj): kì cục

* Introduce the article on website:

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minutes) for Sts to read the text

- Sts close books and play a memory game

- Sts work in groups - Draw Sts’attention to the form of the text (layout & the abbreviations). - T explains the text:

- Introduce the abbreviations first - Sts work in pairs to complete the task:

- Sts can write short texts or messages (use the abbreviations) if time allows

- Sts work in pairs or small groups to complete the table

- Allow Sts to read the text more closely to fill in the table.

4 Production: (10’) - Sts work in pairs

- Then compare their ideas with other pairs

- Encourrage Sts to discuss, give opinions, and nogotiate with each other

II Practice:

1 Read the article: (1-P.11)

- Sts tell as much

information that they can remember from the text as possible

2 The

abbreviations/’netlingo’ in the text: (2-P.11)

- This is from a webpage - These abbreviations are informal language that is used online and in texting messages

- Add to the ‘netlingo’ dictionary with any

abbreviations they know that are used online

- Sts create their own mini dictionary

3 Find information in the text to complete the table:

Who What activity is

mentioned?

What does he/ she think of it? Emily - hanging out w/ friends (window shopping) - working as a volunteer

She loves it

Hang - cloud

watching

She adores it It’easy

Linn - going to community centre, painting, dancing & doing drama

She loves it

Minh

- playing football - helping his aunt in

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to agree on a mutual list

5 Homework: (4’) - Divide: groups

- Each group chooses one act they like

- Make preparations for the project:

(divide the work between the members of the

groups)

+ explain the act + think of reasons + collect pictures + present and promote their acts to the rest of the class

running cooking classes

Manuel - playing

computer games - doing judo

He’s addicted to it

It’s OK

4 Put these acts in in order from the most intresting to the most boring: (4-P.11)

Eg: - playing computer games

(I think playing computer games is the most

interesting because it is fun and challenging…… ) * PROJECT:

“Join our leisure activity!” Sts may choose:

- Playing sports - Making crafts - Reading books…… Note:

Pictures: humorous, lively, clear

Posters: easy to understand

languages

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Period: Teaching date: 16/9/ 2017

Lesson 5: Skill 1

I- Objectives:

+ read for specific information about using technology + ask for and give an opinion

- Vocab: virtual, harmful effects, ban……… - Skill: speaking and reading

- Sts’ books, text books, …… III- Teaching Procedure: A Class organization:

- Greetings and checking attendance: 8A3:

B New lesson:

Warm up: (5’) * Discuss:

- Sts work in pairs

- Lead in the lesson

Presentation: (12’) * Present the text:

- Ask Sts to predict what they are going to read (read about a student named Quang)

- Sts read the text and underline the words they don’t know

- Sts discuss any unfamiliar words from the text

* Discuss:

- Do you use computers frequently? - What you use them for?

(watching movies, playing games………) - What are the benefits/the harmful things of using computers or mobile phone?

+ help us learn more interestingly + help us get information more quickly + be easy and convenient for storing information

+ help us communicate with friends & relatives

+ time-consuming, costly, bad programs, personal information leaking

I New words:

- virtual (adj): ảo - harmful effects (n): tác hại

- ban…from (v): cấm…làm II Practice:

A- READING:

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3 Practice: (15’)

- Sts work individually to choose the best answers (explain their choice as well) - Sts need to look at the keywords in responses in order to find out the questions

- Sts work individually then compare their answers with a partner

- T explain to Sts: these speech bubbles are from Quang and his parents

- Sts work in pairs or in groups: they need to say why they think who says what, based on the information from the passage

- Go through the “language notes” (P.12)

Production: (10’)

- Arrange Sts into three groups - Ask Sts to brainstorm how hey are going to express their opinions

- Then put them into new groups which contain Quang, Quang’s parents and Quang’s teacher

- Sts can use the language in for their

answer: (2-P.12)

* Key:

B C

2 Write the questions for the answers based on information from the text: (3-P.12)

* Key:

1 Is Quang’s garden real?

What is the problem with using technology in your free time?

What leisure acts teenagers these days?

What are the benefits of using the computers?

B- SPEAKING:

3 Look at the statements and decide which are Quang’s and which are his parents’: (4-P.12)

* Quang:

* Quang’s parents:

* Language notes:

- Giving an opinion: I think that…/In my opinion

- Asking for an opinion: What you think?/How you feel about that? - Agreeing: I agree with you?/That’s so true./Exactly

- Disagreeing: I’m afraid I don’t agree./I don’t think so

4 Role-play: What’s the solution? (5-P.12)

- Group 1: plays Quang

I’ve made lots of friends from the game network

My E is much better because I surf the net I think computer

games train my mind and my

Go out and play a sport It’s good for you!

Sitting for too long in front of the computer You see your real

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role-play

Homework: (2’)

- Group 2: plays Quang’s parents - Group 3: plays Quang’s teacher

-> Then rearrange the new groups which contain Quang, Quang’s parents and Quang’s teacher

- Learn “Language notes”, exercises in workbook (C1->3 - P.5,6)

- Prepare for unit 1- Lesson (Skill 2)

unit 1: leisure activities Lesson 6: Skill 2

I- Objectives:

+ listen to the radio programme about the ways to hang out with friends

+ write a paragraph about the best leisure activity for teenagers - Vocab: indoors/outdoors activities………

- Skills: listening and writing II- Teaching aids:

- Sts’ books, text books, a CD & a cassette player Iii- Teaching Procedure:

- Greetings and checking attendance: 8A3: B New lesson:

1 Warm up: (5’) * Chatting:

- Sts answer the questions

(Sts share some of the things they often enjoy doing with friends in their free time.)

- Lead in the Listening task (We are going to listen to a radio programme)

2 Practice: (15’) a Listening:

- Ask Sts to look at the questions and underline the keywords before T plays the recording

* Chatting:

- What you usually with your friends in your free time?

A- LISTENING:

1 Listen to the radio programme and answer the questions: (2-P.13)

* Key:

The topic of this week’s programme is hanging out with your friends

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- Play the recording as many times as needed

- Sts work individually then compare answers with their partner

b Writing: * Pre-task:

- Ask Sts to cover the box

Sts show where in a paragraph they often see these words and what could be the purpose for using them

- Sts work individually to complete the task, the discuss their answers with a partner

* While-task:

- Sts work in small groups (each group chooses one question)

What you think is the best leisure activity for teenagers?

Should parents decide how teenagers spend their free time?

- Then:

+ agree on an opinion

+ work together to brainstorm the ideas to argue for their point

- Sts work individually to write his/her own piece, cover as many ideas as possible (remember to use the connectors)

Production: (10’) * Peer checking:

- Ask groups to exchange their writing for other groups to check

- Call group to present their writing

2 Listen again and complete the table: (3-P.13)

* Key

1 movies physical healt cinema people

crafts cultural centres sports

B- WRITING:

* Writing to give an opinion: Organising your ideas

- Introducing your opinion: + In my opinion,… + I believe…… - Explain your opinion:

+ Firstly, seconly, thirdly, finally… + Besides, also, in addition……

- Concluding/summarising your opinion: + For these reasons,……

+ In short,…….

+ As I have noted,…….

3 Complete the following paragraph: (4-P.13)

* Key:

1 In my opinion/I believe Firstly

3 Seconly

4 Besides/Also/In addition For these reasons/ In short/

As I have noted

4 Now write a similar paragraph to answer one of the following questions: (5-P.13)

* Example:

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- Learn “Study skill”, exercises in workbook (D1->2 - P.7,8)

- Prepare for unit 1-Lesson (Looking back-Project)

unit 1: leisure activities Lesson 7: Looking back and Project

I- Objectives:

- By the end of the lesson, Sts will be able to: + revise all the target knowledge in unit + a project about leisure activities

- Vocab: leisure activities……… - Skills: skills

- Sts’ books, text books, posters Iii- Teaching Procedure:

Sts’ and T’s activities

Content

1 Warm up: (5’) * Network:

2 Review: (10’) - Sts talk about the use of verbs of liking

- Sts give some examples

* Network:

watc h tv

play sports

1 Grammar: * Verbs of liking: - Verbs of liking are used to express

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- Sts repeat the suitable connectors in each part of giving an opinion

3 Practice: (28’) - Sts work individually or in pairs

- When finishing, Sts should be able to explain their answers

- Accept different answers if Sts can

explain their

decisions logically

- Sts complete the task individually

- Sts work individually

- If time allows, Sts may swap their work with each other for peer correction

- Sts complete the sentences using their own ideas (reminds them to use gerunds or

to-one’s interests - Verbs of liking + gerunds

- Verbs of liking + gerunds/to-Vinf * Writing: How to give an opinion

(remember to use the suitable connectors in each following part)

- Introducing your opinion:

- Explain your opinion:

-

Concluding/summa rising your opinion: 2 Practice:

1 Which one is the odd one out?: (1-P.14)

* Key:

1 DIY hanging out hospital detest boring computer

2 Rearrange the letters to find the name of the

activities: (2-P.14)

* Key:

1 socialising with friends

relaxing communicating with friends

doing DIY

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inf)

- Some Sts read out their sentences

- Sts work individually then

compare their

answers with a partner

- T may explain to them that they can register as a user on

the website

www.thinkuknow.c o.uk in order to be protected when they go online

- Sts should be able to give at least one reason for each act they choose

- Give each group five minutes

- Ask for a show of hands to select the

most popular

activity (sts can only vote once) - Sts complete the self-assessment

(3-P.14)

* Key:

1 working learning/to learn

3 seeing doing meeting play

4 Complete the following sentences with your own ideas: (4-P.14)

My best friend doesn’t mind doing his homework

Do you fancy cooking?

My father used to hate……,but now he likes doing it

I love……… My cousin detests………… 5 Read the

paragraph and

choose the most suitable

words/phrases to fill the gaps: (5-P.14)

* Key:

1 Firstly In addition Secondly In short Thirdly

6 Choose from the leisure acts in this unit:

- one act you think is fun

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Homework: (2’)

think is good for physical health - one act you think is good for mental health

Explain why you think so Then

exchange your

ideeas with a partner.

* Project:

- Sts present and

promote their

activities to the rest of the class

* Finished!

- Discuss what difficulties remain and what areas have mastered

- Learn vocab & grammar – Unit 1 - Prepare for unit 2-Lesson (Getting started)

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Period: Teaching date: 23/9

I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to the life in the countryside and reviewed comparative forms of adjs

- Vocabulary: harvest time, buffalo-drawn cart, herd, paddy field, envious, explore…

- Skills: skills

II- Teaching aids: - Sts’ books, text books, a CD & a cassette player III- Teaching Procedure:

A Class organization: - Greetings and checking attendance: 8A3: B New lesson:

Warm up: (5’)

- T gives some photos about life in the countryside

- Write “The countryside” Brainstorm words and phrases describing activities which take place in the countryside

- Lead in new lesson Presentation: (12’) * Teach vocab:

- Check up: rub out and remember

* Introduce the dialogue:

- Look at the picture on page 16 - Introduce Nguyen and Nick - Ask Sts to answer the questions - Play the recording

I New words:

- ‘harvest time (n): mùa gặt

- ‘buffalo-drawn cart (n): xe trâu kéo - herd (v): chăn dắt

- ‘paddy field (n): đồng lúa

- ‘envious (adj): thèm muốn, ghen tị - ex’plore (v): khám phá

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- Ask Sts to listen and read - Ask Sts to check their guesses

Practice: (15’)

- Ask Sts to read the sentences and decide T or F

- Sts work individually and share answers with your partner

- Sts correct the false sentences - T gives the feedback

- Sts work independently to answer the questions (without referring to the conversation first)

- T gives the answers on the board

- Ask them to look at the words in the box and the exercise

- Have Sts work in groups, discuss and tick the correct box

- Look for expressions from the conversation to support their ideas

- Sts work independently to label the pictures Have them compare their answers with a partner

- T calls on some Sts to speak out and correct

- Get Sts to make their lists, then share their lists with the class

- T calls on some Sts to write their answers on the board

- Check the lists with the whole class

- What the children do? II Practice:

a True/ false sentences: * Key:

T T F T F

b Answer the questions: * Key:

1 He is in the countryside Right on his first day there It is big and colorful

4 His grandfather

5 He means that he wishes he were in the countryside, too

c Complete the sentences with the words in the box:

* Key:

1 colorful paddy field more slowly herding

harvest time buffalo- drawn cart

d Tick the correct box: * Key:

He likes it Because:

+“ it’s more exciting than I expected” + “The kite looks great up there in the sky” + “I live more happily here, and there’s still a lot more to explore”

2 Match the activities with the pictures: (2-P.17)

* Key:

e c f d a b

3 Make a list of some things that children do in the countryside: (3-P.17)

* Eg:

They climb tree

They go swimming in the river

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- T can organize this as a game: team name such as the "horses" and the "buffalo". - Play charades with the countryside activity vocabulary from Activity and the Sts’ list on the board

- Give them the time

- Keep score and write the points on the board Finally, announce the winner 5 Home work: (2’)

- Using the vocabulary from Activity - The class list of countryside activities from

- Read the dialogue again - Learn new words

Period: 10 Teaching date: 25/9/2017

unit 2: life in the countryside

I- Objectives:

+ pronounce correctly the sounds /bl/ and /cl/ in isolation and in context

+ use the lexical items related to the topic of life in the countryside - Vocab: brave, convenient, nomadic, pick, vast………

- Grammar: review verbs of liking, the present perfect - Skills: skills

II- Teaching aids: - Sts’ books, text books, a CD & a cassette player

III- Teaching methods: - Communicative

IV- Teaching Procedure:

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* Network:

- Have Sts play a game

- T calls on Sts to go to the board and write

- Remark and lead in new lesson Presentation: (12’)

* Teach vocab:

- Check up: rub out and remember

3 Practice: (15’)

- Sts listen to the recording and repeat the words

- Make sure everyone understands these words

- Sts compare their answers with a partner and then discuss as a class

- For some good Sts, encourage them to explain why they choose that word

- Make sure Sts understanding the meanings of the verbs first

- Sts work independently or in pairs - Let them exchange their answers - Correct answers

- Ask Sts to look at the sentences and decide if an adjective or a verb is missing

- Sts use the vocab in and to this exercise

I New words:

- brave (adj): can đảm, dũng cảm

- con’venient (adj): thuận tiện

- no’madic (adj): thuộc du mục - pick (v): hái (hoa, quả) - vast (adj): rộng lớn, bát ngát

II Practice:

A- VOCABULARY:

1 Listen and repeat the words: (1-P.18)

slow boring

colorful inconvenient friendly vast

hard peaceful brave 10 nomadic

2 Put the words in into the appropriate catergory: (2-P.18)

* Key:

To describe Words

people friendly, brave, boring, nomadic, colorful

life slow, hard,

boring, inconvenient, peaceful,

nomadic, colorful

scenery colorful, vast, peaceful

3 Match the nouns/noun phrases in the activities in the

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- Check the answers as a class

- Sts listen the recording and repeat Pause the recording to drill difficult items

- Sts work individually or in small groups

4 Production: (10’) - Play the tape twice

- Sts listen and circle the words they hear

- Have Sts look at the sentences and underline the words with /bl/ and /cl/ - Ask them listen and repeat

box with each verb: (3-P.18)

* Key:

ride: a horse, a camel put up: a tent, a pole collect: hay, water

herd: the buffaloes, the cattle pick: wild flowers, apples

4 Use the words from to to complete the sentences Remember to use the correct form of the verbs: (4-P.18)

* Key:

picking peaceful inconvenient, collect nomadic herd vast ridden, brave put up, hard

5 Listen and repeat the words: (5-P.19)

blackberry clothing climb blind click

clay bloom blossom

clock 10 clear

6 Listen and circle the words you hear: (6-P.19)

blame clock 2 blast close blue

7 Listen to the sentences and repeat: (7-P.19)

The wind is blowing so hard

These people have climbed to the top of the mountain

The tree is in full bloom Look at the clear blue sky.

Blind people can read with Braille.

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workbook (A1,2->B1,2 – P.9,10)

==================

============================ ===

unit 2: life in the countryside

I- Objectives:

+ use comparative forms of adverbs of manner - Vocab: some adjs and advs………

- Grammar: comparative forms of adjectives/adverbs - Skills: skills

II- Teaching aids: - Sts’ books, text books, cabins and projector

III- Teaching Procedure:

- Remind Sts of comparative forms of adjs

* Complete the passage: - Sts work individually, then exchange their answers

* Chatting:

- Is Nguyen taller than Lan?

- Which is more important: money or happiness?

* Review comparative forms of adjectives:

-> S1 + be + short adj + er + than + S2 (aux)

Life in the country is slower than life in the city (is)

-> S1 + be + more + long adj + than + S2 (aux)

He is more intelligent than I (am).

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- Check as a class and write the answers on the board

* Introduce comparative forms of adverbs of manner:

- Revise the different use of an adj and an adv first

- Help Sts change the second sentence to:

- Elicit the form of comparative of advs

+ for almost all adverbs ending in ‘ly’

+ for advs with the same form as adjs

+ irregular forms of advs of manner

- Sts read number in the table - Sts find out some comparatives of advs in “Getting started”. 3 Practice: (13’)

- Sts complete the task - T checks as a class

- T writes Sts’answers on the board

higher happier

easier more friendly

better fast

more exciting safer

more convenient 10 best

I Grammar:

* An adjective or an adverb: Eg:

Choose the right word for each sentence: - Life in the city is slow/slowly

- He is moving slow/slowly

- He is moving more slowly than before * Comparative forms of adverbs:

-> S1 + V + more/less adv(ly) + than + S2 (aux) He is moving more slowly than before

-> S1 + V + adv + er + than + S2 (aux)

He runs faster than I (do).

-> Some irregular forms of advs of manner:

well -> better badly -> worse - more happily; more slowly

II Practice:

1 Complete the sentences with suitable comparative forms of the advs in the box: (2-P.20)

* Key:

more slowly more generously more soundly more healthily less traditionally

2 Finish the sentences below with a suitable comparative form of hard, early, late, fast, well and badly: (3-P.20)

* Key:

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- T helps Sts to concentrate more on the practice of each group of adverbs

- Sts write their answers on the board

- T checks the answers as a class - T gives feedback

- Sts work individually to write the answers

- T goes around to help Sts - Sts work in pairs, ask and answer the questions

- Sts write the answers on the board

(underline the comparatives)

faster worse later ealier

3 Underline the correct comparative forms to complete the sentences: (4-P.20)

* Key:

more optimistically more quickly

more popularly more easily less densely populated better

4 Write the answers to the question below: (5-P.20)

* Key:

The countryside is more peaceful A computer works faster at caculus Life in a remote area is harder than that in…

Ho Chi Minh city is more expensive A buffalo can plough better

- Learn grammar, exercises in workbook (B3->5 - P.10,11)

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I- Objectives:

+ use the lexical items related to the life in the countryside + understand the posts on holidays in the countryside + write online posts on the Internet

- Vocab: disturbing, beehive………

- Grammar: review comparatives and verbs of liking - Skills: skills

- Sts’ books, text books, cabins and projector III- Teaching Procedure:

- Sts describe some pictures on P.21 - Lead in the new lesson

* Introduce the online posts:

- Sts cover the posts and look at the photos

- Sts try to guess the meaning of some words and what these people’s

opinions are

+ disturb: interrupt the sleep, relaxation

+ beehive: a box-like structure in which bees are kept.

* Teach vocab:

- T presents some new words - How to read and the way to use - Sts read in chorus times, then read individually

- Check up: slap the board 3 Practice: (13’)

- Set a time (in 3-5 minutes) for Sts to read the text

- Sts close books and play a memory game

* Chatting:

- Read some online posts to understand the countryside through visitors’eyes

* Introduce the posts on ‘Holidays in the countryside’:

- Where these people live? - What are they talking about?

- Are they have the same or different opinions?

I New words:

- dis’turb (v): làm phiền - ‘beehive (n): tổ ong

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- Sts work in groups

- T checks Sts’ understanding the meaning of each post

- Sts work independenly to complete the task

- Ask Sts to look for expressions which help them decide their answers

- Sts compare their answers with a partner and discuss any differences - Check the answers as a class

- Sts work in groups to write down their replies

(Explain that they have a chance to reply to each post with their own opinions.)

- Sts work in groups of five

- Each group draw a picture of a place they would like to live in the countryside

- Show their drawing to the class and talk about it

II Practice:

1 Read the posts: (1-P.21)

- Sts tell as much information that they can remember from the text as possible

2 Tick the appropriate box: (2-P.21) Positive

 Neutral Negative

Dennis 

Julie 

Phirun 

Yumi 

Emi 

Lan 

Bob 

3 Reply to the posts in 1: (3-P.21)

* Eg:

Bob: In my opinion, the countryside has benefits that a boring person would never discover.

* PROJECT:

“I love the countryside” Sts make a list of:

1 the things you have in the picture the activities you can there Note:

Pictures: humorous, lively, clear

Posters: easy to understand languages

Speaking: fluency, accuracy, good pronunciation

I- Objectives:

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+ read for specific information about unusual lifestyle in the countryside

+ talk about what they like or dislike in the countryside - Vocab: ger, goat, generous………

- Skill: speaking and reading

Warm up: (5’) * Chatting:

- Sts answer some questions - Lead in the lesson

Presentation: (12’) * Present the passage:

- Ask Sts to predict what they are going to read (read about an unusual life) - Sts read the text and underline the words they don’t know

3 Practice: (15’)

- Asks sts to read the headings first and make sure they understand their

meaning

- Read each part of the passage and choose the corect heading for it - Sts explain why they make their decision

- Sts read (a->e), then try to guess the meanings of these words, based on the context

- Sts compare their answers before giving the answers to teacher Asks them to give evidence when giving the

answers

- Sts need to look at the keywords in the

* Chatting:

- What does “the nomadic life” mean? - Do you like “the nomadic life”? I New words:

- ger (n): traditional circular tent

- goat (n): dê

- generous (adj): hào phóng, rộng lượng

II Practice:

A- READING:

1 Choose the most suitable heading: (1-P.22)

* Key:

1 the importance of cattle to the nomads

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passage to find out the answers (may be able to remember the main information) - Sts work individually to choose the best answers (explain their choice as well) - T checks the answers

- Ask them to work in pair to practice speaking following the teacher’s guides - Sts talk about Mongolian nomadic life

- Sts talk about life in the countryside in Viet Nam

3 Nomadic children’s lives

2 Match the descriptions with the words and phrases from the passage: (2-P.22)

* Key:

b a d c e

3 Choose the best answer: (3-P.22)

* Key:

A B C B A D

B- SPEAKING:

4 Interview your partner to see if he/she likes or dislikes Mongolian nomadic life: (4-P.23)

* Eg:

A: What you like about their nomadic life?

B: Well The children learn to ride a horse

A: And what don’t you like about it? B: They can’t live permanently in one place

5

a Work in pair Discuss and find: - Two things you both like in the countryside (The air is fresh; The scenery is beautiful and peaceful) - Two things you both dislike in the countryside (It is inconvenient; there isn’t much entertainment)

Explain your choice.

b Report your findings to the class: * Eg:

- Both of us love picking fruit in the summer It can be hard work but very satisfying

- Learn new words, exercises in workbook (C1,2 - P.12)

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I- Objectives:

+ listen for specific information about changes in the countryside + write a short paragraph about changes in the countryside

- Vocab: life in the countryside……… - Skills: listening and writing

A Class organization: - Greetings and checking attendance: 8A3:

B New lesson:

1 Warm up: (5’) * Activity 1: Chatting:

- Sts talk about some changes in their hometown

- Lead in the Listening task (We are going to listen to a boy talking about changes in his village)

2 Practice: (15’) a Listening: * Activity 2:

- Sts look at the changes (A-F) and make sure that they understand the meanings of the words/phrases

- T plays the recording and Sts tick the changes which are mentioned

* Activity 3:

- Play the recording as many times as needed (Check the word earthen)

* Activity 4:

- Sts read the questions first to see what kind of information they need to find (may answer without listening)

- T plays the recording -> Sts check and decide what words/phrases for the answers

* Chatting:

- There is a new supermarket

- Many people usually travel in their private cars

………

A- LISTENING:

1 Listen and tick () the changes he mentions:

(1-P.23)

* Key:

B  Electrical appliances in the homes C  Means of transport

E  School F  Visitors

2 Listen again and say T/F: (2-P.23)

* Key:

F T T T F

3 Listen again and answer the questions: (3-P.23)

His parents

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- Sts work individually then compare their answers with a partner

b Writing:* Activity 5:

- Remind them of the changes in the village from the listening

- Help them to write by writing the changes in brief as a guide

Ex: earthen -> brick houses oil lamps - >electric lights walking/horse -> motorcycles no visitors -> more visitors

- Sts write their opinions about thechanges * Activity 6:

- Place Sts into group, ask them to discuss and note down the changes in the area they will talk about

* Activity 7:

- Sts work individually to write a paragraph describing the changes, then discuss their answers with a partner

Production: (10’) * Peer checking:

- Ask groups to exchange their writing for other members to check

Near the village The way of life

B- WRITING:

4 What you think?: (4-P.23) Which change you see as

positive/negative in the Listening? Support your opinion with a reason.

* Ex:

“It’s good for the villagers to have TVs They can now have more fun and learn more about different people and different places.”

5 Discuss and find some changes in a rural area: (5-P.23)

- According to Sts * Ex:

“The first change is…./The change we are most interersted in is…… ”

- Correct the mistakes

- Do exercises in workbook (D1->2 - P.13,14)

Lesson 7: Looking back and Project

I- Objectives:

- By the end of the lesson, Sts will be able to: + revise all the target knowledge in unit + a project about life in the countryside

- Vocab: life in the countryside……… - Skills: skills

(35)

- Sts’ books, text books, cabins and projector

1 Warm up: (5’) * Activity 1:

- Sts write the words which concern the nomadic life

2 Review: (10’)

* Activity 2:

- Sts talk about comparative forms of adverbs

3 Practice: (28’) * Activity 3:

- Sts work individually or in pairs - When finishing, Sts should be able to explain their answers

- T checks the answers

* Activity 4:

* Network:

pasture

1 Grammar:

* Comparative forms of adverbs: For adverbs ending in ‘ly’:

-> S1 + V + more/less adv(ly) + than + S2 (aux) He is moving more slowly than before 2 For adverbs with the same form as adjs:

-> S1 + V + adv + er + than + S2 (aux)

He runs faster than I (do). fast-> faster late-> later hard-> harder early-> earlier

Some irregular forms of advs of manner:

well -> better badly -> worse 2 Practice:

1 Describe the pictures: (1-P.24)

* Key:

Picture a: peaceful, vast, quiet, pasture, paddy

field

Picture b: quiet, colorful, paddy field, harvest

time,

rice

Picture c: peaceful, vast, quiet, nomadic life,

inconvenient, ger, pasture, cattle, horses

2 Write a sentence describing what each person is doing: (2-P.24)

* Key:

A boy is riding a horse

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- Sts write the sentences in their full forms

- When finishing, some Sts write them on the board

- T gives feedback and asks Sts to correct the incorrect sentences

* Activity 5: - Sts work individually

- If time allows, Sts may swap their work with each other for peer correction

- T checks as a class

* Activity 6:

- Sts read the situations carefully and decide which two things are being compared (may use the sentences in as a guide) - Sts work individually, then compare their answers with a partner

- T checks as a class

* Activity 7:

- Sts work in groups: ask the questions and note down the answers

- A group representative reports their finding to the class

* Activity 8:

- Sts present their countryside pictures

- The whole class can vote for the best

A girl is picking apples from an apple tree A boy is flying a kite

The children are running around in the fields

A woman is collecting water from the river

3 Complete the sentences, using suitable comparatives of the adverbs in brackets: (3-P.24)

* Key:

faster than more skillfully than earlier than more beautifully - than

better - than

4 Read the situations and complete the sentences with suitable forms of the adverbs: (4-P.24)

1 A horse can run faster than a camel People in the countryside live more happily than those in the city.

Farmers depend more heavily on the weather than people in many other jobs. My sister swims worse than I do .

You are planning a trip to the countryside What will you during the trip? Write the answers in the table below: (5-P.25)

Person’s name Activity

2 * Project:

- Sts present and vote for the best * Finished!

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* Activity 9:

- Sts complete the self-assessment Homework: (2’)

- Learn vocab & grammar – Unit 2

- Prepare for unit 3-Lesson (Getting started)

Unit 3: peoples of viet nam Lesson 1: Getting started

I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to cultural groups of Viet Nam and reviewed some different question types

- Vocabulary: ethnic, heitage, terraces field, curious, custom… - Skills: skills

II- Teaching aids: - Sts’ books, text books, a projector + cabins

(38)

Warm up: (5’) * Activity 1:

- Sts solve the crossword puzzle: I like to…….buffaloes in the pastures

2 The farmers are very busy during harvest …

3 Have you ever ridden a…? You have to be brave to it

4 People in the countryside are often open and …

5 …was loaded onto a cart and transported home

6 I think…life is more interesting than city life

- Lead in new lesson Presentation: (12’)

* Activity 2: Introduce the dialogue: - Look at the picture on page 26 - Introduce Duong, Nick and the guide

- Ask Sts to pridict the questions - Play the recording

- Ask Sts to listen and read - Ask Sts to check their guesses * Activity 3:

- Sts read the dialogue and underline the words they don’t know

- T may explain some words Sts don’t know

* Crossword puzzle:

1 H E R D

2 T I M E

3 H O R S E

F R I E N D L Y

5 R I C E

6 C O U N T R Y

- What can you see in the picture? - Do you know characters?

- Where are they now?

- What are they talking about?

I New words:

- ‘ethnic (adj): (thuộc) dân tộc

- ethnic mi’nority peoples (n): dân tộc thiểu số - Mu’seum of Eth’nology: bảo tàng dân tộc học

- ‘heritage (n): di sản

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Practice: (15’) * Activity 4:

- Sts read the conversation again - Sts work in pairs

- T writes the answers on the board

* Activity 5:

- Sts work individually to answer the questions

- Sts compare their answers with a partner and correct them

* Activity 6:

- Ask Sts to find the expressions in the conversation

- Sts elicit the meaning of these four expressions and give examples

* Activity 7:

- Sts role-play the conversation first, then create their short role-play - Help Sts distinguish the two words: ‘people’ and ‘peoples’

* Activity 8:

- Sts work in pairs to label each picture

- Sts read each word/phrase correctly

II Practice:

1 Listen and read: (1-P.26,27)

a Find the opposite of these words: * Key:

interesting minority largest southern

They are in the Museum of Ethnology They want to know about the ethnic groups of Viet Nam

There are 54 (ethnic groups)

The Viet (or Kinh) have the largest population

Yes, they

c Find the following expressions in the dialogue:

* Key:

exactly I see

How interesting! That’s awesome

1 Used as a reply, agreeing with what sb has just said, or emphasising that it is correct

2 Used to show a strong reaction to sth

3 Used to show you understand what someone said

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* Activity 9:

- T corrects as a class

- Sts repeat the words/phrases in chorus

4 Production: (10’) * Activity 10:

- Sts play a game

- Sts work in pairs to ask and answer the questions, using these cues

- T gives correction

- Some pairs talk before the class

5 Home work: (2’)

d Make short role-plays using the expressions in c:

- How + adjectives

- ‘people’: is used as the plural of ‘person’ to refer to men, women, and children

‘peoples’: ethnic groups of people who belong to a particular country, race, or area

2 Use the words/phrases to label each picture: (2-P.27)

* Key:

1 five-coloured sticky rice open-air market

terraced fields musical instrument

festival costume folk dance stilt house 3 Complete the following sentences: (3-P.27)

* Key:

ethnic festival heritage site member stilt houses terraced fields

4 Game: Quick quiz: (4-P.27)

1 Which ethnic group has the smallest population?

2 Do the Hmong have their own language? Where the Coho live?

4 What colour is the Nung’s clothing?

5 Which group has a larger population, the Tay or the Thai?

6 Whose arts are displayed at a museum in Da Nang?

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Period: 17

Teaching date: 1210/2016 Unit 3: peoples of viet nam

I- Objectives:

+ pronounce correctly the sounds /sk/, /sp/ and /st/ in isolation and in context

+ use the lexical items related to the topic of peoples of Viet Nam - Vocab: waterwheel, shawl, ceremony, insignificant, speciality……… - Skills: skills

1 Warm up: (5’) * Activity 1: Network: - Have Sts play a game

- T calls on Sts to go to the board and write

- Remark and lead in new lesson

2 Presentation: (10’) * Activity 2: Teach vocab:

- Sts read the exercise and underline the words they don’t know

- T may explain and give examples of adjs

- Sts work in pairs to match the adjs with their opposites

T elicits the answers from the class

* Network:

I New words:

- ‘waterwheel (n): cối xay nước - shawl (n): khăn quàng

- ‘ceremony (n): nghi lễ - speci’ality (n): đặc sản

II Practice:

A- VOCABULARY:

1 Match the adjs with their opposites: (1-P.28)

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* Activity 4:

- Sts write their answers on the board and check their answers

- For some good Sts, encourage them to explain why they choose that word

* Activity 5:

- Sts work in pairs to discuss what the word is for each picture

- Check the answers with the class

* Activity 6:

- Play the recording and Sts repeat Pause the recording to drill difficult items

- Correct Sts’ pronunciation

* Activity 7:

- Sts listen the recording carefully again and put the words in the right columns

g b a

2 Complete the sentences: (2-P.28)

* Key:

written traditional important

simple, basic rich

3 Discuss what the word is for each picture: (3-P.28)

* Key:

ceremony waterwheel (in the north)

pagoda shawl (of the Thai women)

temple (Ly Son) basket (of Sedang) B- PRONUNCIATION:

4 Listen and repeat the words: (4-P.28)

skateboard instead stamp crisp speech school display 10 basket first 11 space station 12 task

5 Listen and circle the words you hear: (5-P.28)

/sk/ /sp/ /st/

skateboard Speech stamp school display first

basket Crisp station

Task space instead

6 Listen and read, then underline the words with the sounds /sk/, /sp/, or /st/: (7-P.19) The Hmong people I met in Sa Pa speak English very well

You should go out to play instead of staying here

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- Sts work individually or in small groups

- Sts may give other words which contain these clusters

- Play the tape twice

- Sts listen and recognise all the words with /sk/, /sp/, /st/, then underline them as assigned

Many ethnic minority students are studying at boarding schools

Most children in far-way villages can get some schooling.

- Learn new words, exercises in workbook (A1,2->B1,2 – P.16,17)

- Prepare for unit 3- Lesson (A closer look 2)

=======================

Period: 18 Teaching date:14/10/2016

Unit 3: peoples of viet nam

I- Objectives:

- By the end of the lesson, Sts will be able to: + ask and answer different question types + use articles a, an, and the

- Vocab: some question words ……… - Grammar: question types and articles - Skills: skills

(44)

B New lesson:

1 Warm up: (7’) * Activity 1: Network:

- Remind Sts of question words 2 Presentation: (12’)

* Activity 2:

- Review question words

- Revise the use of ‘Which’.

- Ask Sts to give some examples * Activity 3:

- Ask Sts to read the passage (correct their pronunciation, intonation and stress, and give explanation if necessary.) 3 Practice: (13’)

* Activity 4:

- Sts work in pairs and write the questions for the answes given - Sts write the answers on the board

- T gives correction as a class

* Activity 5:

- Sts compare their answers with a

* Network:

Who I Grammar:

* Review question words:

- How, who, what, where, when, whose, which…

Note:

- Which is used instead of what or who to ask sb to be exact about one or more people or things from a limited number

Eg:

Which way leads to the town? Which of you has to cook dinner?

II Practice:

1 Write questions for these answers: (2-P.29)

* Key:

Who is living in the house? How many children they have? Do the grandparents stay at home? How often does Mrs Pha go shopping? How far is Vang’s boarding school/How far is the town?

When does Vang go home (every week)? How they live?

Would they like to live (in a modern flat) in the city?

2 Complete the questions, using the right question words: (3-P.29)

* Key:

Who Which Which What Which

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partner

* Activity 6:

- This should be a speaking activity

- Sts work in pairs

- T goes around to monitor the whole class

* Activity 7:

- Ask Sts to read the grammar box, then explain these uses of the articles

- Check Sts’ understanding of the usage by asking Sts to make some examples

- Draw Sts’ attention to the ‘Look out’ box

* Activity 8:

- Sts compare their answers with a partner

- T checks the answers as a class - Discuss the reasons for each article they choose

- Sts read the passage without paying attention to the blanks and check any unfamiliar words’

3 Make questions and answer them: (4-P.29)

* Key:

Who does the shopping in your family? Who is the principal of our school?

Which subject you like better, English or Maths?

What is the most important festival in VN? Which ethnic group has a large population, the Khmer or the Cham?

* The grammar box:

a/an: - used before a countable singular noun - used to mean ‘any, every’

The: - Used before a noun that has already been mentioned or is easily understood

- used to refer to a noun that is the only, or obvious one of the kind

- used before superlative comparison of adj and adv

4 Underline the correct article: (5-P.30)

* Key:

a the the the The a

5 Insert a, an or the in each gap to finish the passage: (6-P.30)

* Key:

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meaning

- Focus on the grammar poin - T corrects as a class

- Discuss the reasons for the article usage

- Prepare for unit 3- Lesson (Communication)

I- Objectives:

+ use the lexical items related to peoples of Viet Nam

+ know more about the life of the ethnic groups of Viet Nam - Vocab: disturbing, beehive………

- Skills: skills

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1 Warm up: (5’) * Activity 1: Chatting

- Sts describe some ethnic groups - Lead in the new lesson

* Activity 2:

- Sts work in pairs to the quiz - T checks and give explanation 2 Practice: (25’)

* Activity 3:

- Introduce some regions where the ethnic groups live:

Northwest region Northeast region Red River Delta Mekong River Delta The Central Highlands

- Sts work in groups to discuss and write down the ethnic groups in the correct box

- Encourage Sts to add other ethnic groups to the list

* Chatting:

- Discover where ethnic groups mainly live

Practice:

1 Choose the best answers: (1-P.31)

* Key:

B B A C C A

2 Write down the names of the ethnic groups in the correct boxes: (2-P.31)

Northwest region:

Viet, Hmong, Lao

Northeast region: Viet, Hmong, Nung, Tay

Mekong River Delta: Viet, Cham, Khmer

Red River Delta: Viet

The Central Highlands: Viet, Bahnar, Brau, Ede,

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- T writes on the board subjects that Sts can talk about in relation to these groups:

location lifestyle costumes foods

festivals/ceremonies marrige/weddings

- Sts prepare and talk in groups

4 Homework: (4’) * Activity 5:

- Sts work in groups They use imagination and make their own costume designs

- Sts organise an exhibition of the costume designs they have made They talk about their designs

3 Choose one group and talk about them: (3-P.31)

* Note:

Geographical location of some ethnic groups: - The Viet: all over the country

- The Tay, the Nung: North and Northeast provinces

- The Muong: Hoa Binh, Phu Tho, Son La, Thanh Hoa

- The Hani: Lai Chau, Lao Cai

- The Hmong: Northen mountainous regions, Nghe An

- The Pathen: Ha Giang, Tuyen Quang

- The Thai: Son La, Lai Chau, Yen Bai, Thanh Hoa, Nghe An

- The Bahnar: Gia Lai, Kon Tum, Binh Dinh, Phu Yen

- The Ede: Dak Lak, Gia Lai, Phu Yen, Khanh Hoa

- The Giarai: Gia Lai, Kon Tum, Dak Lak - The Brau: Kon Tum

- The Khmer: Mekong Delta provinces - The Cham: Ninh Thuan, Binh Thuan, Tay Ninh, An Giang

- The Sedang: Kon Tum, Quang Nam, Quang Ngai

* PROJECT:

“Ethnic Fashion Show” Sts make a list of:

1 the things you have in the picture the activities you can there Note:

Costume: beautiful, creative Exhibition: easy to understand languages

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I- Objectives:

+ read for specific information about the life of an ethnic group + talk about the life of ethnic groups

- Vocab: poultry, unique, weave, bamboo items, worship, ancestor……… - Skill: speaking and reading

Warm up: (5’) * Activity 1: Chatting

- Ask sts to discuss the questions in pairs and guess the answers - Lead in the lesson

2 Practice: (25’)

* Activity 2: Present the passage:

- Ask Sts to predict what they are going to read (read about one of the ethnic groups)

- Sts read the text and underline the words they don’t know - Sts discuss any unfamiliar words from the text

* Activity 3:

- Sts read in chorus once - Call on some individuals to

* Chatting:

- Where the Thai people live? - What is their population?

I New words:

-’poultry (n): gia cầm

- u’nique (adj): độc đáo, độc nhất - weave (v): dệt vải

- bamboo items (n): đồ vật làm tre - ‘worship (v): thờ cúng

- ‘ancestor (n): ông cha, tổ tiên

II Practice:

A- READING:

1 Choose the most suitable heading: (1-P.32)

* Key:

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read aloud to the class

- Sts answers and check their guesses

- Ask them to give evidence when giving the answers

* Activity 4:

- Sts read the passage again and the task

* Activity 5:

- Sts read the passage again and answer the questions

- Sts work in pairs - T checks the answers

* Activity 6:

- Sts work in pairs, each of them talks about one ethnic group - Ask some volunteers to present to the rest of the class

- Sts talk about their own ethnic group

- Ask Sts focus on one or two aspects such as clothing, food, way of living, customs,traditions, festivals, etc

2 Match the descriptions with the words and phrases from the passage: (2-P.32)

* Key:

farmers songs bamboo ceremonies stilt

3 Choose the best answer: (3-P.22)

* Key:

Yes, they

Their main food is rice

It is well-known for being unique, colourful and strong

Thai women

They worship their ancestors

B- SPEAKING:

4 Talk about one ethnic group: (4-P.32) The Bru-Van Kieu people Population:about 74,500

Regions: Quang Binh, Quang Tri, Thua Thien-Hue Language:Mon-Khmer group

Production activities: growing rice, terraced fields, raising cattle and poultry

Festivals:ceremony held before sowing seeds ………

………

5 Talk about your own ethnic group: (5-P.32)

- Learn new words, exercises in workbook (C1,2 - P.19, 20)

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I- Objectives:

+ listen for specific information about a traditional dish + write the recipe for a traditional dish

- Vocab: cultural groups of Viet Nam……… - Skills: listening and writing

1 Warm up: (5’) * Activity 1: network:

- Sts tell some traditional dishes in VN

- Lead in the Listening task (We are going to listen a passage about an important traditional dish of many ethnic minorities)

2 Practice: (15’) a Listening: * Activity 2:

- Sts discuss the two questions in pairs, then look at the picture and say what they know about that dish * Activity 3:

- T plays the recording and Sts tick

* Network:

- Spring rolls (nem), five-coloured sticky rice……

A- LISTENING:

1 Answer the questions: (1-P.33)

Do you like sticky rice?

When we traditionally have sticky rice?

2 Listen again and say T/F: (2-P.33)

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T/F

* Activity 4:

- Play the recording again and write down the words as they listen

- Play the recording again and Sts check and decide what words for the answers

- T corrects as a class b Writing:

* Activity 5:

- Sts read the notes carefully

* Activity 6:

- Have Sts write full sentences to show the steps to cook the rice - Sts have to use proper connectors ‘first/firstly, second/secondly…’ and pay attention to spelling and

punctuation

Production: (10’) * Activity 7:

- T collects some Sts’ writing papers and give comments to the class Homework: (2’)

T F F F T

3 Listen again and complete the sentences: (3-P.33)

mountainous plants purple ceremonies natural

B- WRITING:

How to make yellow sticky rice 4 Read the notes: (4-P.33)

- Ingredients - Notes

5 Write cooking steps of making yellow sticky rice: (5-P.23)

* Ex:

“This delicious dish is really easy to make First, you need to soak the rice in water for at least fie hours Then rinse the rice and drain it well Next, add the turmeric extract and mix it well Then wait for 10 minutes After that, add the coconut and salt

Remember to mix it well Finally, steam the rice for about 30 minutes Check that it is fully cooked You can serie this dish with chicken.”

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Period: 22 Teaching date:23/10/2016

I- Objectives:

- By the end of the lesson, Sts will be able to: + revise all the target knowledge in unit + a project about ethnic fashion show

- Vocab: peoples of Viet Nam……… - Skills: skills

III- Teaching Procedure:

- Greetings and checking attendance: 8A3: … B New lesson:

1 Warm up: (5’) * Activity 1:

- Sts write the words which concern the ethnic minority groups

2 Review: (10’)

* Activity 2:

- Sts talk about question words and articles

3 Practice: (28’)

* Network:

stilt house

1 Grammar:

* Review question words:

- How, who, what, where, when, whose, which…

* Articles: a, an and the:

a/an: - used before a countable singular noun - used to mean ‘any, every’

The: - used before a noun that has already been mentioned or is easily understood

- used to refer to a noun that is the only, or obvious one of the kind

- used before superlative comparison of adjs and advs

2 Practice:

1 Complete the sentences with the words/phrases from the box: (1-P.34)

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* Activity 3:

- Have Sts repeat the words as a class to practice pronunciation - Sts work individually

- When finishing, Sts should be able to explain their answers

- T checks the answers * Activity 4:

- Sts work individually or in pairs to the task

- Let some Sts read the sentences aloud

* Activity 5:

- Sts read a passage aloud

- T helps Sts clarify any difficulties

- Sts work individually or in pairs - T checks as a class

* Activity 6:

- Ask Sts read the sentences carefully and try to find the error relating to articles in each sentence - Sts work individually or in pairs - T checks as a class

* Activity 7:

- Sts complete this task individually

- T gives correction * Activity 8:

- Sts organise an exhibition of the costume designs and present their ethnic costumes

* Activity 9:

- Sts complete the self-assessment

* Key:

cultural groups ethnic communal, activities unique costumes, deverse

2 Use the correct form of the words in brackets to finish the sentences: (2-P.34)

* Key:

cultural diversity peaceful traditional richness

3 Make questions for the underlined parts in the passage: (3-P.34)

* Key:

What are these houses built on? Where is the entrance?

Which house is the largest, tallest and most elaborate building in the village?

What is it used for?

Who can sleep in this house?

4 Find and correct the mistakes: (4-P.34) a -> the the -> a

a -> the an -> the an -> the

Fill each gap with a, an, or the to complete the passage: (5-P.34)

an the a the the the * Project:

- Sts present and talk about ethnic costumes they like

* Finished!

- Learn vocab & grammar – Unit 3 - Prepare Review

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Date of teaching: 26/10/2016 Period: 23

REVIEW 1 Lesson 1: Language I Objectives.

By the end of this lesson, students will be able to: Revise all the target knowledge in unit 1, 2,

II Teaching aids: - Worksheets III Procedure

I Class organization. - Greetings

- Checking attendance: 8A3……… ………… II New lesson.

Sts and T’s activities Contents

1 Warm up

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2 Practice

LANGUAGE

T may use this language review section as a seif-test Ss the exercises in 30 minutes then T checks their nswers Otherwise, T can conduct each activity separately

Pronunciation

T plays the recording and Ss repeat Play the recording as many times as necessary Pause and correct Ss' pronunciation Play the recording two or more times, if necessary Help Ss recognise all the words with /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /d/ then underline them as instructed T may ask Ss to read the sentences as a class, or individually Check pronunciation and intonation Vocabulary

Ss the task individually and then share their answers with a partner Check Ss' answers

Ss this exercise individually T may ask some Ss to write their answers on the board T corrects as a class

3 Production Grammar

Activity 3 peaceful – noisy

hard - easy boring - exciting

forget - remember traditional - modern country life - city life love - hate majority - minority Activity 4

1 like/enjoy, listening, visiting 2 forget flying/to fly mind, to do/ doing playing/ to play

Activity 5

1 later more 3 more fluently better

5 more simply faster more carefully

Ativity 6

l.a an the The the a

Ativity 7

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5 Ss this individually and compare their answers with a partner Call some Ss to go to the board to write their answers Other Ss comment T corrects as a class

Ss the task individually T checks Call some Ss to read the whole passage

4 Home work

Everyday English

Ss the task individually Then they practise in pairs After checking their answers, ask one or two pairs to act out the dialogues

Prepare for Review 1- Skills

Date of teaching: 28 /2016

Period:23

REVIEW 1

I Objectives.

By the end of this lesson, students will be able to:

• Develop their skills using the target knowledge in unit 1, 2,

II Teaching aids: - Worksheets III Procedure

I Class organization. - Greetings

- Checking attendance: 8A:……… ………… II New lesson.

Sts and T’s activities Contents

1 Warm up

The aim of this review is to revise what Ss have studied and practised in units 1,2 and T may ask Ss what they have learn so learnt so far in terms of languae and skills Summuarise their answers and add somw more information if necessary Encourage Ss to recall and speak out as much as possible

(58)

Reading

1 Ss read the letter once or twice T clarifies anything they not understand fully

a Ss the task individually, then check with a partner T corrects

b the exercises in pairs T corrects as a class

Speaking

2 Ss work in pairs and talk about what their family members like to in their free time Encourage them to talk as much as possible, using the verbs of liking they have learnt After some time,T may let Ss swap pairs and continue to talk T goes round and gives assistance if necessary

Listening

3 Play the recording once or twice Ss listen and choose their answers

Play the recording again for Ss to check their answers Explain the new words or anything difficult if necessary

LIFE IN THE ENGLISH COUNTRYSIDE

According to a recent survey by

Country Life magazine, about 80 percent of Britain's population dream of living in the countryside In fact the countryside of England today shows the wealth of landowners and those who can afford to escape the busy and noisy city life

English village communities are often small and close.They are warm and usually welcoming Maggie, who lives in North Yorkshire, says: "Village life is wonderful and

Activity 1 a

1.T 2.T F 4.T F

b

1 Which museum does Kim love to visit on Saturday afternoon?

2 How many (clay and stone) objects are on display at the museum?

3 What can you learn in this museum/ Da Nang Museum?

Activity 3

l.B A A 4.C B

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safe for the kids There is a great sense of community here It is more relaxing and you can't tell who has money and who doesn't" People in the English countryside use private transport more, and the environment hasn't been spoilt much

3 Production Writing

4 Before writing, have Ss brainstorm ideas about life in the countryside: advantages, disadvantages, what they like and dislike, etc Then explain the writing task Also have them brainstorm words and phrases they may need for their writing

Give Ss time to the writing task Then collect their papers to check out of class

4 Home work

- Prepare for the first 45 minute- test

Activity 4

Sample writing:

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REVIEW 2( UNIT 1-2-3). PERIOD 24: SKILLS Date of Date of teaching:.30./.10./.2017

I/ Objective:

The aim of this review is to revise what Ss have studied and practiced in units 1, and

2

Skill: Reading, speaking, listening, writing II/ : Teaching aids.

- Lesson plan, visual pictures III/ Procedures :

1 Warm up

The aim of this review is to revise what Ss have studied and practised in units 1,2 and T may ask Ss what they have learn so learnt so far in terms of languae and skills Summuarise their answers and add somw more information if necessary Encourage Ss to recall and speak out as much as possible

2 Practice

Speaking

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time Encourage them to talk as much as possible, using the verbs of liking they have learnt After some time, T may last Ss swap pairs and continue to talk T goes round and gives assistance if necessary Listening

3 Play the recording once or twice Ss listen and choose their answers

Play the recording again for Ss to check their answers Explain the new words or anything difficult if necessary

LIFE IN THE ENGLISH COUNTRYSIDE

According to a recent survey by

Country Life magazine, about 80 percent of Britain's population dream of living in the countryside In fact the countryside of England today shows the wealth of landowners and those who can afford to escape the busy and noisy city life

English village communities are often small and close.They are warm and usually welcoming Maggie, who lives in North Yorkshire, says: "Village life is wonderful and safe for the kids There is a great sense of community here It is more relaxing and you can't tell who has money and who doesn't" People in the English countryside use private transport more, and the environment hasn't been spoilt much

3 Production Writing

4 Before writing, have Ss brainstorm ideas about life in the countryside: advantages, disadvantages, what they like and dislike, etc

Activity 1

l.B A A 4.C B

Activity 2 Ativity 3

Activity 4

Sample writing:

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Then explain the writing task Also have them brainstorm words and phrases they may need for their writing

Give Ss time to the writing task Then collect their papers to check out of class

4 Home work

- Prepare for the first 45 minute- test

there are lots of traditional activities that we can in the countryside such as horse-riding, swimming in the river or kite-flying For these reasons, I like country life

Date of teaching: 2/11/2017 Period 25

A WRITTEN TEST N0.1 I Objectives:

- By the end of the lesson sts will be able to check Ss’ understanding about the structures and vocabulary that they have learnt from Unit to Unit - Help ss develop skills, listening, reading and writing and the use of language

II Preparation: - Papers

Nội dung Nhận biết Thông hiểu Vận dụng Tổng

mức độ thấp Mức độ cao

TN TL TN TL TN TL TN TL

I/ Listeing Main

idea 0.8p

3 speci fic 1.2p

5

II/Phonetic No.of items:5 Mark :1

1 Vow el {a} 0,2

1 endin g (ed) 0,2

2 endin g {tion} 0,4

1 Conson ant (c) 0,2

5

III/Activity (Gra& Vocab)

No.of items:5 Mark :2

2 tense

0,8

3 word form 1,2

5

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No items:10 Mark :

scan ning 0,6

skim ming 0,6

skimmi ng 0,6

skim ming 0,6

V/ Writing Mark :2

Tổng

No :25 Mark :10

3 0,3

8 2,8

2 0.6

4 1,0

6

2 0.6

(64)

I Listen to the passage and choose the correct answer.

1 What percentage of Britan’s population dream of living in the countryside ?

A 18 % B 80 % C 20 %

2 English village communities are often and small …………

A close B poor C unknown

3 Which is village life good for , according to Maggie ? A Children B People who have money C People who don’t have money ?

4 People in English village use private transport …………

A a little B less C more

5 The environment of English villages is ………

A spoil B not spoilt much C not safe

II Choose the word that has underlined part pronounced differently from the others.

1 a pasture b vast c grassland d paste

2 a face b city c center d commercial

3 a education b question c pollution d collection

4 a leisure b pleasure c ensure d measure

5 a populated b loaded c harvested d lived

III Choose the suitable words or phrases to fill in the blanks.

1 you think is the most interesting museum in Ha Noi – I think it’s the Museum of Ethnology

a What b Which c Who d

Of which

2 Does she fancy _ a book to the younger children?

a reads b to read c reading d

read

3 A tent can be _ pulled down and transported than a ger

a more easily b most easily c easier d as easily

4 ethnic group has larger population , Tay or Ede ?

a What b Why c Which d who

5 Lan enjoys to music , especially pop music in her free time a hearing b listening c playing d talking

IV Choose the correct word for each blank in the following passage

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in Lai Chau It is typical of the (1) _ life of the Thai people In the second lunar month of the year, when it (2) warmer and hoa ban- a kind of beautiful flower in the northwest mountainous area- blossoms, Hoa Ban Festival is (3) _ This is the great time for everyone, (4) _ for boys and girls The boy picks the most beautiful flower and gives it to his girlfriend This is not only a time for love but also for Thai people to (5) _ for good crops, for happiness, and express their special thanks to the Gods and (6) _ The Thai festival is always full of songs and prayers

1 a minor b cultural c custom d festival

2 a gets b goes c comes d runs

3 a seen b arranged c observed d

celebrated

4 a largely b especially c generally d typically

5 a ask b look c pray d call

6 fathers b relatives c families d

ancestors

V Read the following passage and answer the questions.

Yoga originates in India and it is good for both your body and mind Anyone can Yoga- women or men, adult or children Special children’s classes are devised to help them cope with the pressure they feel from their school work By learning how to co-ordinate breathing and movement, yoga helps them to develop body awareness, self- control, and flexibility Taking up yoga also helps them to focus and become better at daily routines Starting yoga by setting aside a regular time for it Go slowly, listen to your body and don’t push it too far as yoga is not a competitive sport Study each pose and practice it as you control your body and mind Prepare well before each session: avoid tight clothing and a full stomach An ideal time to yoga is before breakfast

1 Where does yoga come from?

……… Who can yoga?

……… Why should children yoga too?

……… What you learn when you yoga?

……… How can you prepare for dong yoga?

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VI Write 50 to 70 words about your countryside.

……… ……… ……… ……… ……… ……… ……… ……… ……… ………

Unit 4: our customs and traditions

Lesson 1: Getting started I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to the topic ‘customs and traditions’ and reviewed ‘should/shouldn’t’ and ‘have to’.

- Vocabulary: pass down, sharp, table manners, generation… - Skills: skills

Iii- Teaching Procedure:

- Sts work in two big groups

- One St in A calls out the name of an ethnic group in VN, then points at one St in B who has to call out the name of another ethnic group The game stops when a group cannot give out any names or when time is up The group with more ethnic groups wins

- Lead in new lesson

* Call out: Bahna

2 Bru-Van kieu

3 Cham Coho Yao Ede Giarai Hmong Khmer 10 Tay

11 Lolo 12 Muong 13 Nung 14 Laha 15 Thai

16 Viet (Kinh)

17 Sedang 18 Tho 19 sandiu 20 Odu

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Presentation: (12’)

* Activity 2: Introduce the dialogue: - Look at the picture on page 38

- Introduce Mi, Nick, mai, Phong and the teacher

- Ask Sts to pridict the questions - Play the recording

* Activity 3:

- Sts work independently to find the words with the given meaning, then share the answers before dicussing as a class

- Sts read out the lines in the dialogue that contain the words

- T writes the answers on the board

* Activity 5:

- Sts read the dialogue again to this ex

- Ask for Sts’ answers and the explanations for their choices * Activity 6:

- Have Sts read the questions to make sure they understand them

- Sts firstly answer the questions without reading the dialogue, then exchange their answers with a partner

- Who can you see in the picture? - What you think the people in the picture are talking about?

I New words:

- pass down (v): truyền cho - sharp (adj): xác,

- table manners (n): quy tắc, phép tắc ăn uống

- gene’ration (n): hệ

- You’re kidding (idiom): bạn nói đùa thơi

II Practice:

1 Listen and read: (1-P.38,39)

a Find a word/phrase that means:

* Key:

1 agreed

2 grandparents, parents, and children

3 totally corect exactly on time relating to human society

6 a polite way of eating at the dinner table

-> accepted ->

generation -> spot on -> sharp -> social -> table manners b Tick T/F:

* Key:

T T F F c Answer the questions: * Key:

1 It’s eating dinner at 7p.m sharp He’s surprised

3 They both refer to doing something that developes over time

4 A custom is sth accepted A tradition is sth special and is passed down through the generations

5 They should find information about a custom or tradition

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- Read the dialogue again and check the answers Confirm the correct answers * Activity 7:

- Sts work in pairs

- Ask for Sts’ answers and their explanations

- Summarise the answers * Activity 8:

- Have Sts to look at the pictures and ask them what they see in each picture - Let Sts read some customs and traditions in the box and identify any new words they not know

- Explain the new words

- Sts work in pairs and some Sts write the answers on the board Confirm the correct answers

* Activity 9:

- Some Sts give the answers to the class and explain their choice

- Sts work in small groups of five or six - Take five minutes to write down as many local customs and traditions as you can think of

- Present your list to the other groups - The group with the most ideas are the experts

5 Home work: (2’)

1 have to: It’s an obligation - you have no choice

2 should: It’s a suggestion or advice – it would be best to follow it

2 (2-P.39):

a Match the pictures with the customs and traditions in the box:

* Key:

g e c a f b h d

b Write C (custom) or T (tradition) under each picture in a:

* Key:

C C C or T C C T T C or T

3 Game: CUSTOMS AND TRADITIONS EXPERTS:

(3-P.39)

* Suggested ideas:

- giving children lucky money (in red envelopes) at Tet

- worshipping ancestors

- saying ‘cam on’ when receiving any help - ………

Period: 27

Teaching date: 6/11 Unit 4: our customs andtraditions

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I- Objectives:

+ pronounce correctly the clusters /spr/ and /str/ in isolation and in context

+ use the lexical items related to the topic ‘customs and traditions’ - Vocab: sponge cakes, fireworks ………

- Skills: skills

B New lesson:

1 Warm up: (5’) * Activity 1: Call out: - Have Sts play a game

- Ask Sts call out some customs and traditions they remember from the previous lesson

Presentation: (10’) * Activity 2: Teach vocab:

- Sts discuss any unfamiliar words - T may explain some words Sts don’t know

- Sts look at the table and make sure that they understand what to - Sts work in individually, then compare their answers with a partner

- Confirm the correct answers * Activity 4:

- Sts read the sentences in again and complete the expressions

* Call out:

- smiling to accept a compliment - worshipping ancestors

- wearing aodai on special occasions ………

- We are going to learn some expressions with the words ‘custom’ and ‘tradition’.

I New words: sponge cakes (n): fireworks (n):

II Practice:

A- VOCABULARY:

1 Match the first halves in A with the second halves in B: (1-P.40)

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- Sts write their answers on the board and check their answers

* Activity 5:

- Sts work in groups to write their answerson some pieces of big-size paper what the word is for each picture

- Sts tick them on the board and read and comment on each other’s sentences

* Activity 6:

- Sts work individually to complete the sentences with their own ideas, then share their sentences with a partner Other Sts comment on thee sentences (may assign this exercise as homework.)

* Activity 7:

- Sts complete the words under the pictures with /spr/ or /str/, then compare their answers with a partner

- Sts listen to the recording again to check the answers and repeat

- Play the recording for Sts to this exercise Play the recording again for Sts to repeat the sentences

- Correct Sts’ pronunciation

* Key:

custom with tradition of according doing tradition

3 Make sentences to say if you have these customs and traditions in your province or area, using the expressions in 2: (3-P.40)

Having fireworks on New Year’s Eve

2.Waiting until the guests finish eating before leaving the dinner table

Touching children’s heads

Decorating the house on special occasions Women shaking strangers’ hands

4 Complete the following sentences with your own ideas: (4-P.40)

1 It’s the custom in my country that…… We broke with tradition by………

5 Complete the words under the picture: (5-P.40)

straw astronaut street frustrated spring espresso spray newsprint

6 Listen and circle the words with /spr/ and underline the words with /str/: (6-P.40)

1 In my family, all the traditions of our ancestors are strictly followed

The custom of saying hello to strangers has spread through our community

(71)

That filmstrip really highlighted our customs and traditions

Parents usually want their offspring to follow the family traditions

- Prepare for unit 4- Lesson (A closer look 2)

========================================================= Period: 28

Teaching date: 9/11 Unit 4: our customs andtraditions

I- Objectives:

+ use should and shouldn’t correctly and appropriately to give advice. + express obligation and necessity using the correct form of have to - Vocab: ‘customs and traditions’words ………

- Grammar: modal verb: should and V: have to - Skills: skills

B New lesson:

1 Warm up: (7’) * Activity 1: Network: - Remind Sts of modal verbs 2 Presentation: (12’) * Activity 2:

- Give a situation:

- Ask Sts to express their advice freely

- Help Sts review ‘should and

* Network:

should can I Grammar:

- “Your brother is going out with a friend The weather forecast says it’s a hot sunny day Give him some advice.”

* Review should and shouldn’t:

(72)

shouldn’t’

- Ask Sts to give some examples 3 Practice: (13’)

* Activity 3:

- Ask Sts to look at the pictures and quickly describe what they see - Let them complete the sentences, then compare their answers with a partner

* Activity 4:

- Sts read the situations in A to make sure they understand them

- Sts work in pairs to complete the task

- Sts may give some advice for the situations and write the advice on the board

- T gives correction as a class * Activity 5:

- Sts read the information about have to.

- Ask Sts find the differences between have to and must:

+ must shows internal obligation, you make a decision about what you must

+ have to shows external obligation, someone else makes a decision about you must

- Sts read the Remember! box.

* Activity 6:

- Sts compare their answers with a

advice Eg:

We should respect old people

II Practice:

1 Complete the sentences with should or shouldn’t: (1-P.41)

* Key:

should shouldn’t shouldn’t should should

2 Match the situations in A and the advice in B: (2-P.41)

* Key:

b d c a e

* The grammar box: * Have to:

- we use ‘have to’ to express obligation or necessity It shows external obligation, someone else makes a decision about you must

(+) have/has to + Vinf

Eg: We have to clean the house carefully before

Tet

(-) don’t/doesn’t have to + Vinf Eg: She doesn’t have to wear a company

uniform

(?) Do/Does + S + have to + Vinf? Eg: Do we have to follow the tradition of

cleaning the house before Tet?

3 Complete the sentences with the correct form of have to: (3-P.42)

* Key:

(73)

partner

- Check the answers and confirm the correct ones

* Activity 7:

- Sts work individually and give T their answers

* Activity 8:

- Have Sts quickly read e-mail - Sts work individually

- Some Sts write their answers on the board and have them explain their answers as well

- Sts work in pairs Ask some pairs to write their advice and obligations on the board

- Other Sts give comments and vote for the best advice and obligations

had to, don’t have to have to

does… have to has to

didn’t have to

4 Choose A or B to convey the meaning of the first sentence: (4-P.42)

* Key:

B A A B

5 Find the mistakes in an e-mail and correct them: (5-P.42)

* Key:

1 shouldn’t -> should didn’t -> don’t has to -> have to have -> have to shouldn’t -> should should -> shouldn’t

6 List some advice and obligations your friend should follow when she/he comes to Vietnam: (6-P42)

* Ex:

- She/He should visit the Temple of Literature ………

Period: 29 Teaching date: 11/11

I- Objectives:

+ use the lexical items related to ‘customs and traditions.’ + know more about some table manners in Britain

(74)

- Skills: skills

B New lesson:

- Sts tell some table manners in their family

- Lead in the new lesson * Activity 2:

- Go through the Extra voca. + using pictures or realia

+ when you invite some guests to your house, your mother is hostess and your father is host

- Sts work in pairs to look at the pictures and discuss the differences between them, using the extra vocab

* Activity 4:

- Sts work in pairs to guess if the statements are T/F

- Write the answers on the board Do not confirm the correct answers now

* Activity 5:

- Play the recording twice for Sts to check their answers

* Chatting:

- Tell some table manners in your family? - In this lesson we will have opportunity to explore the table manners in the UK and compare them with those in Vietnam I Extra voacb:

- prong (n): đầu dĩa (phần có răng) - cutlery (n): đồ ăn (gồm thìa, dĩa, dao) - tray (n): mâm

- mat (n): chiếu

- palm (n): lòng bàn tay - host (n): chủ nhà (nam) - hostess (n): chủ nhà (nữ) II Practice:

1 Look at the pictures and discuss the differences between them: (1-P.43)

* Suggested answers:

- In the first picture, people are sitting on the mat to have the meal In the second picture, they are sitting around the dining table

- In the first picture, people are using rice bowls and chopsticks In the second picture, they are using cutlery……

2 Read the following sentences Write T/F: (2-P.43)

- Sts write T/F

3 Listen and check: (3-P.43)

* Key:

F F T F F F T T

4 Discuss the table manners in your family you often follow: (4-P.43)

(75)

- Sts explain the false sentences

* Activity 6:

- Sts work in pairs to discuss if they follow the same table manners in their family (may add some more).

- Sts work in pairs and role-play - T call some pairs to act out in front of the class

- Othe Sts give comments - T gives feedback

- Sts work in groups of three or four

- Sts back in their group, compare and combine their results, then plan their presentation

When chewing food, we shouldn’t talk The host/hostess invites everybody to start eating

The host/hostess offers to serve the food for the guests

When we have finished eating, we place our chopsticks on top of our rice bowl

5 Play role: (5-P.43)

* Ex:

Minh: Hey Jessica! My family would like to invite you to dinner.

Jessica: Oh, that’s nice but…… * PROJECT:

“How they have changed”

- Sts talk about the custom or tradition that has changed

Sts have to:

+ find a VN custom or tradition you want to talk

+ interview an old person about C or T

+ interview a younger person to see if this C or T has changed today

Note:

Costom or tradition: in Viet Nam Presentation: easy to understand languages

I- Objectives:

+ read for specific information about family customs and traditions + ask about and describe different customs and traditions

- Vocab: custom and tradition words……… - Skill: speaking and reading

(76)

B New lesson:

- Ask sts to discuss the question in pairs and guess the answers - Lead in the lesson

2 Practice: (25’)

* Activity 2: Present the passage: - Ask Sts to predict what they are going to read (read about family customs and traditions)

* Activity 3:

- Sts look at the pictures and answer the questions in pairs - Elicit the answers from Sts

* Activity 4:

- Sts read the passage quickly and do the task (Is Mi writing about her family or her soceity?)

- Sts read the statements and underline the key words - Read through the passage quickly and locate the key words - Read the part that includes the key words more carefully, then match

- Sts work individually - T checks the answers * Activity 6:

* Chatting:

- What is your family’s custom at Tet?

A- READING:

1 Look at the pictures and answer the questions: (1-P.44)

* Key:

Picture 1: A family celebrating a brithday. Picture 2: People are making chung cake. Picure 3: A family is at an amusement park.

2 Read and answer the question: (2-P.44)

* Key:

- She’s writing about her family.3 Write A, B or C in the blank to decide in which paragrapheach detail below is mentioned: (3-P.44)

* Key:

C B A A C 6.B

4 Read and answer the questions:(4-P.44)

* Key:

They are: having lunch together on the second day of Tet, spending Sunday together, and celebrating her grandparents’ wedding anniversary on the first Sunday of Octorber

They usually go to the cinema or go for a picnic together

(77)

- Sts read the passage again to answer the questions

- Sts compare their answers - Ask Sts to give evidence when giving the answers

- Sts work in pairs to take turn to ask each other the three questions

* Activity 8:

- Two pairs join together One pairs interviews the other (one St interviews and the other notes down the answers in the table.) - Some Sts present to the whole class

They made five-coloured sticky rice served with grilled chicken

They love family customs and traditions because they provide a sense of belonging

B- SPEAKING:

5 Discuss the questions: (5-P.44)

What are the three customs and traditions you like most in your family? Descibe them in details How you feel when you take part in these customs and traditions?

Why is it important to continue family customs and traditions?

6 Interview (questions in 5) and note down their answers in the table: (6-P.44)

Names of interviewee s

Question 1 Question 2 Question 3

………… …………

……… ………

Teaching : 16/11/2017

Period 31 -CORECT THE TEST I /

Aims : Students can summarize the knowledge they have learnt and know how to improve their knowledge of English

II / Preparations : Test papers , chalk , boards III / Procedure :

A.Class organization : 8A3………… B.New lesson

1 Warm up

Hold a game : find words about clothes

and palces of interest -  Find words vast - grassland - harvest

(78)

2 Correct the test

- Give the test to the children first - Ask Sts to have peer correction - Ask Sts to write on the board

- Ask Sts to read the right sentences again

1 Give feedback

Language focus is not good , either Ask them to try better

- Class 8A3 have good result Encourage them to try to keep this result

2 Homework

Ask Sts to prepare for Unit Lesson

- adore

THE

ANSWERS

I 2,5 điểm (Mỗi câu đợc 0,5 điểm)

1 11.25 library

2 coats talk

3 front

V 2.5 điểm (Mỗi câu đợc 0,5 điểm) How far is it from your house to

school? (Test 1)

How long does it take you to this test? (Test 2)

2 They walked too quickly for me to catch up with

3 It was such good coffee that I had another cup

4 Binh isn’t strong enough to lift the heavy box

5 He studies English better than any other subjects

I- Objectives:

+ listen to get specific information about family customs and traditions

+ write a description of a traditional Japanese dance - Vocab: custom and tradition words………

- Skills: listening and writing

(79)

- Sts tell some traditional dances in VN - Lead in the Listening task (We are going to listen to Mai’s presentation on the xoe dance)

2 Practice: (15’) a Listening:

* Activity 2:

- Sts look at the picture and share this tradition with a partner

- Elicit Sts’answer and write the name of the tradition dance on the board

* Activity 3:

- Play the recording once and Sts complete the table

- If Sts are not sure about their answers, play the recording again for Sts to check

* Activity 4:

- Sts tick T/F without listening the recording again

- Sts compare their answers in pairs

- T plays the recording the last time to confirm the answers for both and b Writing:

* Network:

- Lion dance, court dance (múa cung đình

Huế), Lotus dance (múa sen), hat dance (múa nón), ribbon dance, fan dance, flag

dance ……

A- LISTENING:

- The xoe dance.

2 Listen and complete the table: (2-P.45)

* Key:

happy and wealthy social

private gatherings fire

30 the music

the circle dance culture and lifestyle

3 Listen again and complete the sentences: (3-P.33)

T T F T F

B- WRITING:

Write a description of a traditional Japanese dance

4 Read about a traditional Japanese dance Make complete sentences: (4-P.45)

* Ex:

(80)

* Activity 5:

- Sts work in pairs and make sentences, using the given information (they may write down the full sentences or make full sentences orally)

* Activity 6:

- Have Sts write their descriptions

individually based on the sentences they have made (or write in groups).

- Sts exchange their descriptions to spot any mistakes

- T collects some Sts’ writing papers and give comments to the class

dance

- The dance expresses people’s honour to their ancestors………

5 Write a description of the Obon dance: (5-P.45)

* Ex:

“The Obon dance is a traditional Japanese The dance expresses people’s honour to their ancestors People often perform the Obon dance in Obon festiial, in mid-August in many regions of Japan and in mid-July in other regions There are some diferent dance forms in diferent regions, and the most popular form is the circle dance…….”

- Do exercises in workbook (E1->2 - P.35) - Prepare for unit 4-Lesson (Looking back-Project)

I- Objectives:

- By the end of the lesson, Sts will be able to: + revise all the target knowledge in unit

+ a project about the changes of customs and traditions - Vocab: customs and traditions………

- Skills: skills

(81)

Sts’ and T’s activities Content 1 Warm up: (5’)

* Activity 1:

- Sts write the expressions which concern customs and traditions

2 Review: (10’)

* Activity 2:

- Sts talk about “should” and “have to”

3 Practice: (28’)

* Network:

according to tradition…

1 Grammar:

* Review should and shouldn’t:

- We use should and shouldn’t to express advice * Have to:

- we use ‘have to’ to express obligation or

necessity It shows external obligation, someone else makes a decision about you must

(+) have/has to + Vinf

Eg: We have to clean the house carefully before Tet

(-) don’t/doesn’t have to + Vinf Eg: She doesn’t have to wear a company uniform

(?) Do/Does + S + have to + Vinf? Eg: Do we have to follow the tradition of cleaning the house before Tet?

2 Practice:

1 Complete the sentences with the words from the box: (1-P.46)

* Key:

respect host worshipping cutlery

wrap generations 2 Write sentences with the following

expressions: (2-P.46) * Key:

there’s a tradition that… according to tradition… follow the tradition of… brake with tradition by… have the custom of……

3 Complete the following wordwebs: (3-P.46) expressions for customs

(82)

* Activity 3:

- Sts work individually, then compare their answers with a partner

* Activity 4:

- When finishing, some Sts write them on the board

- T and other Sts give feedback

* Activity 5:

- Sts work individually or in groups to write down as many family and social customs and traditions as possible

- Sts write their answers on the board

- T and other Sts comment on the answers

* Activity 6:

- Sts work individually and then share the answers with a classmate - T checks as a class

* Activity 7:

- Sts underline one mistake in each sentence and correct it

- Encourage Sts to explain their

* Key:

* Family customs and traditions:

+ visiting the pagoda on 1st of every lunar month.

+ eating dinner at 7p.m.

+ spending Sunday together……. * Social customs and traditions:

+ having fireworks on New Year’s Eve. + worshipping ancestors.

+ wearing ‘ao dai’ on special occasions…… 4 Complete the sentences: (4-P.46)

should wait should follow shouldn’t use shouldn’t touch shouldn’t break

Find and correct the mistakes: (5-P.46) has to -> have to

should -> shouldn’t have to has -> have to have should to -> should

have avoid -> have to avoid

* Project:

“How they have changed”

- Sts talk about the custom or tradition that has changed

* Finished!

(83)

correction

- Elicit the answers * Activity 8:

- Sts give their presentation before the class

* Activity 9:

- Sts complete the self-assessment Homework: (2’)

- Learn vocab & grammar – Unit 4

- Prepare for unit 5-Lesson (Getting started)

Peroid: 33 Teaching date: 25/11

Unit 5: Festivals in viet nam

I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to the topic ‘Festivals in Viet Nam’ and reviewed some conjunctions

- Vocabulary: royal court music, human chess, boat races, wrestling, family reunion …

- Skills: skills

B New lesson:

- Sts work in two groups of five

- Group A writes what Vietnamese people should and group B writes what Vietnamese people shouldn’t

* Network:

Tet Festival

(84)

during the Tet Festival The game stops when time is up The group with higher marks wins

- Lead in new lesson

Presentation: (12’)

* Activity 2: Introduce the dialogue: - Look at the picture on page 48 - Introduce Duong and Peter - Ask Sts to pridict the questions - Play the recording

- Ask Sts to listen and read - Ask Sts to check their guesses * Activity 3:

- Sts discuss any unfamiliar words from the text or match

- Play the recording and Sts work independently

- Play the recording once or twice more to help Sts with comprehension (may pause the recording if necessary), then share the answers before dicussing as a class

* Activity 5:

- Sts answer the questions without

looking at the conversation, then open the book and check their answers

- Today we are going to learn about some festivals in Viet Nam

* Introduce the dialogue: - Where are Duong and Peter? - What are they doing?

- What might they be talking about? I New words:

- royal court music (n): nhã nhạc cung đình

- human chess (n): cờ người - boat races (n): đua thuyền - wrestling (n): đấu vật

- family reunion (n): đồn tụ gia đình II Practice:

1 Listen and read: (1-P.49) a Tick T/F:

* Key:

T F T T F

1 In April They can see a grand opening ceremony, ao dai fashion show, Dem Phuong Dong or oriental night show, royal court music performances… and sporting activities

2 Duong’s family prepares a five-fruit tray and make jam and chung cakes

3 Because there are so many interesting things to see and enjoy, it would take too long to describe them

4 In Bac Ninh, on 12th of the first lunar

month

(85)

* Activity 6:

- Have Sts look at the dialogue again and underline the phrases

- Have Sts use the context to try to explain

* Activity 7:

- Sts work in pairs to role-play, practising the phrases in C

- Call on some pairs to perform to the class

* Activity 8:

- Have Sts work in pairs, matching the words with the pictures, then check their answers

- Sts repeat the words chorally –> T corrects their pronunciation

- Ask for translation to check their understanding

tradition events

c Find the following in the conversation Explain their meaning:

* Key:

1 Used as suggestion or to give advice (It/That) sounds + adj: used to give your first impression of what you hear

3 To stress that it is worth spending time or money doing some thing

4 To show surprise and to check that something is really OK to

d Make short conversations:

2 Label the pictures: (2-P.49) a ceremony d procession

b anniversary e carnival

c reunion f performance

3 Match the words with the pictures: (3-P.49):

1 d b a e c

4 Match the festivals with their description:

Why don’t you come with us to the Lim Festival? You won’t

(86)

* Activity 9:

- Sts work individually and share answers with a partner

- Check Sts’ answers

- Sts work in pairs, matching the

descriptions of festivals with their names - Check Sts’ answers

7 Home work: (2’)

* Key:

c d b a e

- Prepare for unit 5- Lesson (A closer look 1)

Period: 34

Teaching date: 27/11 Unit 5: Festivals in viet namLesson 2: A closer look 1

I- Objectives:

+ stress correctly multi-syllble words with –ion and –ian endings + use the lexical items related to the topic ‘Festival in Viet Nam’ - Vocab: festival words ………

- Skills: skills

1 Warm up: (5’) * Activity 1: Call out:

- Have Sts play a game and work in two groups of four

- Ask group A to call out some nouns related to festivals and group B to call out some verbs

* Call out:

- Nouns: show, royal court music, human chess

(87)

Presentation: (10’) * Activity 2: Teach vocab:

- Sts match and share their answers with a partner (may ask for translation to check their understanding.)

- Sts work in pairs to match verbs with nouns, then swap their answers with another pair to check

- Check Sts’ answers * Activity 4:

- Sts read the rules in the ‘Remember!’ box and give examples

* Activity 5:

- Sts look at the word list and sum up

* Activity 6:

- Play the recording and ask Sts to listen and repeat the words, paying attention to the stress on the syllable immidiately before the ending –ion or – ian

* Activity 7:

- Play the recording and ask Sts to listen and stress the words

- Sts compare the answers in pairs - T checks

Practice:

A- VOCABULARY:

1 Match the words to their meanings: (1-P.50)

c b e d a

* Key:

commemorate ritual worship

performance preserve

3 Match the nouns with each verb: (3-P.50)

* Key:

WATCH….a ceremony, a show

HAVE….(all can fit)

WORSHIP….a god, a hero

PERFORM….a ritual, a ceremony, a show

* Stress of words ending in –ion and – ian: - With the words ending in the suffix –ion or –ian, stress the syllable immediately before the suffix

4 (4-P.40)

a Find out the features of the words: * Key:

- They are all words with more than two syllables

- They end with the suffix –ion or –ian. b Listen and repeat the words:

* Key:

compe’tition commemo’ration pro’cession preser’vation con’fusion ma’gician mu’sician vege’tarian com’panion

5 Listen and stress the words below: (5-P.50)

* Key:

pro’cession poli’tician

com’panion mu’siccian

pro’duction his’torian

(88)

* Activity 8:

- Sts work individually to mark the stress patterns

- Sts read out the sentences and some Sts practise in front of the class - Correct Sts’ pronunciation

- Sts listen and repeat the sentences while listening to the recording

lib’rarian

6 Read and mark (‘) the stressed syllable:(6-P.50)

* Key:

com’panions his’torians

partici’pation tra’dition at’tention

- Prepare for unit 5- Lesson (A closer

I- Objectives:

+ write compound sentences using conjunctions: and, but, or, yet, so and conjunctive adverbs: however, nevertheless, moreover, therefore, otherwise

+ use subordinators: because, if, when, while, although, even though to write complex sentences

- Vocab: Festival words ………

- Grammar: compound and complex sentences - Skills: skills

- Remind Sts of conjunctions

* Network:

(89)

2 Presentation: (12’) * Activity 2:

- Help Sts review simple sentences and compound sentences and give the differences between them

- Ask Sts to give some examples

- Ask Sts to work in pairs

- Let them answer before checking with the whole class

* Activity 4:

- Sts work individually and check with another student

- T gives correction as a class

* Activity 5:

- Sts look at the rules in the ‘Look out!’ box.

- T tells them the use of

punctuation in formal language when we rite a compound sentence

but I Grammar:

* Review simple sentences and compound sentences:

- A simple sentence is one independent clause Notice that a sentence that has two verbs as in the sentence or two nouns as in is still a simple sentence because it has only one clause

Eg:

I enjoy playing tennis and look forward to it every weekend

My mother and I go shopping every Sunday - A compound sentence is two or more

independent clauses joined together Each clause is of equal importance and could stand alone They can be joined with conjunctions or conjunctive adverbs

Eg:

I like spring, but I don’t like spring rain II Practice:

1 Write S for simple sentences and C for compound sentences: (1-P.51)

* Key:

S S C S C

2 Connect each pair of sentences with an appropriate conjunction: (2-P.51)

* Key:

so or and yet but

3 Connect each pair of sentences with an appropriate conjunction adverb: (3-P.51) * Key:

however/nevertheless othewise therefore

however/nevertheless moreover

(90)

using conjunctive adverbs

* Activity 6:

- Sts read The grammar box carefully

- Go through the grammar point with the class to make sure everybody understands - Explain the meaning of subordinators

* Activity 7:

- Sts work individually to match the clause

* Activity 8:

- Sts work individually to add the subordinators

- Sts discuss the reasons for using each subordinator

- Sts work in pairs to complete the sentences

- Sts swap their sentences with other pairs

- Sts read out their answers - T checks them with the whole class

Complex sentences:

1 A complex sentence includes one independent clause, and one (or more) dependent clause The dependent clause can go before or after the independent clause A dependent clause begins with a

subordinator such as when, while, because, although/even though, or if

Eg: While the elephants are racing, people cheer to encourage them

4 Match the dependent clauses with the independent ones to make complex sentences:

(4-P.52) * Key:

b f d a

e c

5 Fill each blank with one suitable subordinator: (5-P.52)

* Key:

Because while If when

when Although/Even though

6 Complete the sentences below: (6-P.52) * Suggested answers:

1 ……… , I have never been there ……… , we shouldn’t miss it

3 ……… , you should visit Giong Temple ……… , they take a lot of photos

(91)

5 Homework: (2’) - Learn grammar, exercises in workbook (B3->7 - P.38,39)

Period: 36 Teaching date:2/12

Unit 5: Festivals in viet nam Lesson 4: Communication

I- Objectives:

+ use the lexical items related to ‘festivals in Viet Nam.’ + know more about a Khmer festival

- Vocab: bamboo archway, green rice flakes, coconut, clasped hands, floating lanterns

- Skills: skills

B New lesson:

- Sts tell some festivals in Viet Nam - Lead in the new lesson

* Chatting:

- Tell some festivals in Viet Nam

- In this lesson we are going to listen to an interview with a Khmer about a Khmer Festival

(92)

* Activity 2:

- Go through the Extra voca. + using pictures or realia

- Sts look at the pictures and answer the questions

- Play the recording and let Sts check their guesses

* Activity 4:

- Sts work in pairs, making full questions based on the given question words and giving as many answers as possible Where is the festival held? When is the festival held?

Who the people worship at the festival?

4-6 What activities people at the festival?

- Play the recording again for Sts to answer

- Check the answers with the whole class

- Sts decide which festival to talk about and assign roles (Sts could also invent a festival)

- Sts work in groups to role-play in front of the whole class

I Extra vocab:

- bamboo archway (n): - green rice flakes (n): - coconut (n):

- clasped hands (n): - floating lanterns (n): II Practice:

1 Look at the pictures and discuss the questions, then write the right words under the pictures:

(1,2-P.53) * Key:

a- bamboo archway pia cake green rice flakes clasped hands

potatoes lanterns coconuts dragon boat race

b- Ooc bom boc festival

2 Listen and answer the questions: (3-P.53)

* Key:

Soc Trang

14th, 15th evening of the 10th lunar

month

Moon God

have a worshipping ceremony float paper lanterns

hold dragon boat races

3 Role-play in groups to an

interview about a local festival: (4-P.53)

* PROJECT:

“Talent show”

What’s the festival called?

(93)

* Activity 6:

- Sts work in groups to answer the questions:

What kind of singing are the people in the pictures performing?

When they perform these songs? Can you sing any of these?

- Sts work in groups

- Sts read instructions in the book

- Sts some research outside of the class - Sts plan their presentation:

+ present the information

1 Chau van singing, xoan singing, quan ho singing and don ca tai tu singing. 2 - Chau van is often performed in

competitions or riligious ceremonies in the north of Viet Nam

- Xoan is often performed in the Hung King Temple Festival or in other festivals in Phu Tho Province

- Quan ho is often performed in the Lim festival, Bac Ninh Province and local festivals

- Don ca tai tu is often performed in the south of Viet Nam, normally in weddings, birthday anniversaries

- Sts talk about the song and perform it Sts have to:

+ choose a song that is often performed in a festival

+ search for information about the song + present the information to the whole class

+ perform the song

(94)

+ perform the song

I- Objectives:

+ read for specific information about festivals + talk about festivals

- Vocab: festival words……… - Skill: speaking and reading

- Ask sts to kool at some pictures about festivals in Viet Nam and answer the questions

- Lead in the lesson

2 Practice: (25’)

* Activity 2: Present the passage:

- Ask Sts to predict what they are going to read (read about festivals)

* Chatting:

- What are the people doing in each picture?

- Who people worship at the Hung King Temple Festival?

- Who people worship at the Huong Pagoda Festival?

A- READING:

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- Sts skim the passage and check their answers in

* Activity 3:

- Sts scan the passages to find the words

- Sts underline or circle the words they find

- T helps Sts work out the meanings of these words from the context

- Check with the whole class - Elicit the answers from Sts * Activity 4:

- Sts read the passage again and the task

- Sts note where they found the

information that helped them to answer the questions

- Sts work in pairs, choosing one of the two places Huong Pagoda or Hung King Temple to go to.

- Ask Sts to give areason for their choice - Ask Sts to think about what to take with them

- Sts may add any other items they think necessary and give reasons

nation) at the Hung King Temple Festival? - People worship Buddha at the Huong Pagoda Festival?

………

2 Find words in the passage that have similar meaning to these words or phrases: (3-P.54)

* Key:

emperors from overseas features hiking

joyful scenery

3 Read and answer the questions:(4-P.54)

* Key:

The Hung King Temple Festival takes place from the 8th to 11th day of the third lunar

month

Incense, specialites such as chung cakes, day cakes and five-fruit trays

Because there are many joyful activities including bamboo swings, lion dances, wrestling and xoan singing performances People join a procession and make offerings of incense, flowers, fruit and candles

Sts’ own answers

B- SPEAKING:

4 Discuss the questions: (5-P.54)

a Your teacher is organising a trip You have to choose Huong Pagoda or Hung King Temple:

1 Which place you prefer to go to? Explain your choice?

* Eg:

I prefer to go to Huong Pagoda because I really want to travel a long Yen Stream by boat How about you?

2 What things should you take with you? Why?

* Eg:

(96)

- Sts report their decisions to the class and decide which location is more popular (remember to give reasons for their choice)

because we’ll need it when we’re climbing the mountain

b Report your decisions to the class: - Learn new words, exercises in workbook (C1,2 - P.40)

I- Objectives:

+ listen to get specific information about a festival + write about a festival they like or have been to

- Vocab: festival words……… - Skills: listening and writing

- Sts tell some heroes in VN

- Lead in the Listening task (We are going to listen to a passage about a Vietnamese hero)

Practice: (27’) a Listening: * Activity 2:

- Sts work in pairs, describing the picture and then answer the questions

* Network: Saint Giong

A- LISTENING:

- He is a mythical hero

- He defended the country from foreign invaders

(97)

* Activity 3:

- Sts read the questions carefully and try to predict the answers based on what they know (remind them to pay attention to key words in the options)

- Play the recording once and Sts circle the right answers

- T checks their answers with the whole class

* Activity 4:

- Sts underline key words in the questions

- T plays the recording and Sts write the answers

- Play the recording again and Sts check the answers

- Some Sts read out their answers to the class

b Writing: * Activity 5:

- Sts work in groups to brainstorm ideas and write their notes

- T moves around and helps Sts

* Activity 6:

- Have Sts refer back to the reading passages in Skill for useful

language and ideas.

- Sts work individually to write a first draft

2 Listen and circle the correct answers: (2-P.55)

* Key:

B A

C

3 Listen again and write answers to the questions: (3-P.55)

1 He is a mythical hero, who grew from a three-year-old child into a giant overnight

2 The preparations begin one month before the festival

3 A religious ceremony

4 There is a cheo performance.

5 This festival shows the love for our

motherland and the preservation of our cultural heritage

B- WRITING:

4 Discuss the festival in Viet Nam that you like best: (4-P.55)

It’s held in…

It’s held on…

It worships… I like

the… festiva l

The main acts are… It’s

impressive because…

I like this festival because…

I also like it because… It

commemorates

(98)

- Display some articles on the board

- Other Sts and T give comments Homework: (2’)

5 Write an article about this festival: (5-P.55)

- Do exercises in workbook (E1->2 - P.43) - Prepare for unit 5-Lesson (Looking back-Project)

I- Objectives:

- By the end of the lesson, Sts will be able to: + revise all the target knowledge in unit + a project “Talen show”

- Vocab: festivals……… - Skills: skills

1 Warm up: (5’) * Activity 1: - Sts write the right words

2 Review: (10’)

* Activity 2:

- Sts review simple and compound sentences

- Sts talk about complex sentences and give the similarities and the diffrences between compounds and complex sentences

- Sts give some examples 3 Practice: (28’)

* Jumbled words: icnesen = incense

ofernfigs = offerings pary = pray

lnerants = lantern csrwod = crowds

cehergin = cheering 1 Grammar:

* Review simple and compound sentences: * Complex sentences:

1 A complex sentence includes one independent clause, and one (or more) dependent clause The dependent clause can go before or after the independent clause

(99)

* Activity 3:

- Sts write the answers on the board

* Activity 4: For and - Sts work individually first

- Check their answers with a partner

- Discuss the answers as a class - T and other Sts give feedback

* Activity 5:

- Sts work individually or in groups to sort the words and phrases for the two festivals - Check their answers as a class

* Activity 6:

- Sts work in pairs to interview each other about the three activities that they like best and give reasons (give as many reasons as possible)

2 Practice:

1 Complete the sentences with the words from the box: (2-P.56)

* Key:

ethnic ancient commemorate procession respect perform

ritual performances

2 Write sentences with the following expressions: (3-P.56)

* Key:

If While Even though When Because

3 Complete the following wordwebs: (4-P.56) * Suggested answers:

1 When the Lim festival begins, people come to see the quan ho singing performance.

2 Because we have many festivals in January, we call it the month of fun and joy

3 If you go to the Hue festival, you can enjoy an ao dai fashion show.

4 Even though/Although sticky rice is very tasty, it’s hard to eat it every day

5 While/When we are boiling chung cakes, we often listen to uor grandparents’ stories

Complete the sentences: (5-P.56)

New Year Festival Mid-Autumn Festival family reunion mooncakes

visiting relatives lion dance firework displays floating lanterns

kumquat welcome-the-moon party

the first-footer Hang Nga and Cuoi stories

Find out which festival your partner prefer: (6-P.56)

* Ex:

A: I like the firework displays best because they look beautiful

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* Activity 7:

- Sts give their presentation and performance before the class - The whole class can vote for the best

* Activity 8:

Day because I can get lucky money ……… * Project:

“Talen show”

- Sts talk about the song and perform it * Finished!

- Learn vocab & grammar – Unit 5 - Prepare for the next lesson

- Prefor the test

=======================================================

Period: 41

Teaching date: 11/12 A WRITTEN TEST N0.2

I- Objectives:

The aim of this review is to test what Ss have studied and practiced in units 4,5 Vocabulary: Words from

Grammar: Tenses,Verbs followed by a gerund and an infinitive, connectives, adverb clause of result

(101)

MA TRẬN ĐỀ KIỂM TRA

Nội dung Nhận biết Thông hiểu Vận dụng Tổng

mức độ thấp Mức độ cao

I/ Listen No : Mark :

2 main idea 0.8 3speci fic 1.2 Ii/Phonetic No: Mark:

2(ed/u} 0,5 2(ion) 0,5 3(str) 0, 75 1{s/e s} 0,25 III/Vocab& grammar No: 15 Mark :

5Voca b 3tense s 0.6 2cone ctive 0.4 5Adv / adj 15 IV/ Reading No : Mark :

4.scan 4skim V/Writing

No : Mark :

1 (If) 0.25 while 0.25 (altho ugh) 0.25 (B.c) 0.25 Tổng No :40 Mark :10

(102)

THE QUESTIONS I Listening

1 Listen to Mai’s presentation and fill in the missing words (1 point)

Today I’m going to tell you about the xoe dance, a (1) ……… dance of the Thai ethnic group in Vietnam Thai people have followed this spiritual tradition for generations

The xoe dance expresses people’s working life and wishes for a happy and (2)……… life It is performed in both public and private gatherings such as celebrations, festivals, or family reunions

The xoe dance has more than 30 (3)……… based on the first six ancient forms The most popular form is the xoe vong or “circle dance” because it expresses social unity People young or old alike, join hands to make a circle around the fire and dance to the music Besides the circle dance, there are dances with (4)……… hats paper fans or scarves

Old people say they shouldn’t (5)………with this tradition because it reflects Thai culture and lifestyle As a Thai folk song goes, without the xoe dance, the rice won’t grow and people won’t get married

II Pronunciation

1.Put the following words into the appropriate column, then mark the stressed syllable

1.Competition 2.strangers district 4.companion 5.pedestrian /ION/……… /STR/……… Choose the word which has a different sound in the part underlined. 6 A looked B watched C carried D stopped 7 A unite B underline C university D uniform 8 A character B children C teacher D change III Vocabulary and Grammar

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A watched B was watching C watch D am watching You should buy the blue sweater It suits you ……… than the red one

A good B well C better D the best

3 The ………… of quan ho singing has been recognized as a world heritage. A preservation B procession C song D performance 4 Saint Giong was unable to talk, smile, or walk ……… he was three years old.

A even though B because C while D if

5 It’s a rule, so everyone ………strictly follow it

A doesn’t have to B shouldn’t C has to D should

6 The 54 ethnic peoples of Vietnam are…………, but they live peacefully

A similar B unlike C diverse D like

7 I detest……….so early in the morning

A get up B getting up C gets up D to get up Both my brother and I help ……… our family’s goats We feed them on the pastures by the edge of the village

A herds B to herd C herding D to herding

9 Lang Lieu couldn’t buy any special food……… he was very poor

A although B when C while D because

10 The girl was crying when a fairy………

A appears B was appearing C appeared D is appearing 2 Identify a mistake in each sentence and correct it (1 point)

1 Vietnam is an multicultural country with 54 ethnic group

………

2 We speak English fluent now than last year

……… We broke with tradition by make sponge cakes for the Mid-Autumn Festival instead of moon cakes

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……… I don’t like this performance although it’s too boring

……… IV Reading

Read the fairy tale Cinderella and the tasks below.

Once upon a time there was a young girl called Cinderella Cinderella was living happily with her family when her mother died Her father married an evil widow with two daughters Cinderella’s stepmother and two stepsisters mistreated her She had to wear old clothes and work hard while the sisters wore fancy clothes and had fun A good witch helped Cinderella She turned Cinderella’s old dress into a beautiful gown Cinderella went to a party and a handsome prince politely invited her to dance with him He fell in love with her and wanted to find out who she was Cinderella left the party in a hurry and didn’t tell the prince her name but she left a glass slipper, and the prince used that to find her They got married and lived happily ever after

1 Answer true (T) or false (F)

True False Cinderella was living happily with her family when her

mother died

2 Her father married a kind woman

3 Her stepmother and two stepsisters were very kind to her The prince got married to the girl who fitted the left glass slipper

2 Answer the questions

1 What did Cinderella’s father when his wife died?

……… How did Cinderella’s stepmother and two stepsisters treat her?

……… Who turned Cinderella’s old clothes into a beautiful gown?

……… What did the prince use to find Cinderella?

(105)

V.

Writing

1 Combine each pair of sentences to make one sentence, using the words given in brackets

1 We won’t hold the festival It costs too much money (IF)

=> ……… The tortoise was running The hare was sleeping (WHILE)

=> ………… ……… The girl worked hard Her stepmother wasn’t happy (ALTHOUGH) => ………….……… The Buffalo- fighting Festival took place in Do Son last Saturday There were so many people (BECAUSE)

=> ……… ………

(106)

REVIEW 2 Lesson 1- Language I/ Objectives

1 Educational aim:

- To revise and practice the language Ss have studied and the skills they have practiced since Unit 4,5,6

- S may forget some vocabularies, grammar so the teacher should be ready help them

II/ Teaching aids Active board III/ Procedures :

1,Class organization

8A 3……… 2,Checking previous lesson -Insert the new lesson New lesson

Teacher’s / Students’ activites Reviewed & Practiced content Warm up

T: What were you doing at o’clock last night?

S: I was watching TV

T: what were you watching at 7o’clock last night?

S: I was watching news Presentation Pronunciation Activity 1

1a Ask Ss to this exercise individually, and then to share their answers with a partner before giving T the answers T writes the correct answers on the board

b Ask Ss to work in pairs: one student says the sentences and the other gives comments and even makes any corrections if possible T may around to provide help

Activity

- In order to this exercise correctly, Ss have to be able to pronounce the words

1 Underline the words with /spr/ with /str/ and cirlce the words

Key:

1 What fresh strawberries they are! 2 What lovely spring flowers they

are!

3 What a cunning sprite it is! 4 What a brave instructor he is! 5 What a noisy street it is!

2 Circle the word with a different strees pattern from the others

Key:

(107)

correctly themselves

- T may let Ss it in groups and encourage them to read the words out loud among themselves - Then T plays the audio and checks them as a class, encouraging Ss to repeat the words

Practice Vocabulary Activity

- Ask Ss to this exercise individually and then share their answers with a partner T may ask a student to write his/her answers on the board Then T checks the answers with the whole class Activity

- After Ss this exercise individually, T quickly checks Ss’answers

Activity

- Elicit the form and use of have to, and should Ask Ss to tell the differences between the uses of don’t have to and mustn’t

-T may call a student to the exercise on the board while other Ss also these Check Ss’ answers Ask them for explanations if necessary

Activity

- Elicit the use of some connectors in compound sentences and complex sentences

- Ask Ss to tell the differences between the forms and uses of compound sentences and complex sentences - T may ask a S to write his/her

answers on the board T checks the answers with the whole class

Activity

- Elicit the form and use of the past continuous tense

- Ask Ss to tell the differences between the use of simple past tense and the past continuous tense

- T may call a S to the exercise on the

4 C presen’tation D ‘heritage

Vocabulary

3 Choose the best answer Key: A B C D B 6.B

4 Use the words in the box to complete the sentences

Key: legend cunning ever generous kind

Grammar

5 Read and match the notice Key:

1 B A E D C

6 Complete

Key: Although otherwise While Moreover

however

7 Put the vebs in brackets into past simple or the part continuous

Key: were you doing was watching was telling happened

were setting off Everyday English

(108)

board while other Ss also this Check Ss’ answers - Ask them for explanation necessary

Activity

- Ask Ss to this exercise in pairs After checking their answers, ask some pairs to act out the conversations

Wrap-up

-T: asks Ss to repeat grammar - Ss : retell:

Homeassignment

- Do Ex 1,2 in page 52 -SBT - Prepare unit 6: Review (skills)

Key:

1 C A B D E

Period 52: (Đảo chương trình) Teaching date: 15/12

REVIEW 2 Lesson 2- Language I/ Objectives

By the end of the lesson sts will be able to review past simple, past continuous - use them to the exercises

II MAIN LANGUAGE

a/ Grammar: past continuous , past simple b/ Structure:

III PROCEDURE

1.Checking the old lesson 2.New lesson

Teacher’s / Students’ activities Content

- T asks ss to repeat the use past continuous - Ss repeat

- Ss copy down

- T asks ss to repeat form of past continuous - Ss repeat

1.Past continuous a Use:

Thì khứ tiếp diễn dùng để: - hành động xảy thời điểm khứ

Ex: They were watching TV at 7p.m last night

- Chỉ hành động xảy khứ hành động khác đan xen vào làm gián đoạn

Ex: I was listening to music when she came

(109)

- Ss copy down Exercises

IPut the verbs into correct form: past progressive or past simple.

Ex: My mother was waiting (wait) for me when I came (come) home

1.The doorbell (ring) while Tom (watch) television

2.How fast you

(drive) when the accident (happen)? 3.Anna and Susan (make) dinner when Martin (arrive) home 4.The light (go) out while we (have) dinner But it (come) on again after about ten minutes

5.“What you (do) this time yesterday?” – I (work) on the computer.”

6.It suddenly (begin) to rain while Laura (sit) in the garden

7.It (be) cold when we (leave) the house that day, and a light snow (fall)

8.When I last (see) them, they (try) to find a new house near their work

9.I (walk) along the street when I suddenly (feel) something hit me in the back I (not/know) what it was 10When we (drive) down the hill, a strange object (appear) in the sky II Write sentences with the cue words, using the past progressive tense.

Ex: I/ write/ my report/ o’clock last night  I was writing my report at o’clock last night.

1 They/ play/ tennis/ 10.30 yesterday morning Ann/ do/ homework/ o’clock this afternoon My father/ wash/ car/ from five to six

4 This time last year/ we/ live/ France The students/ offer/ flowers/ the visitors I/ cook/ dinner/ half an hour ago

7 She/ work/ the studio/ that time

8 What/ you/ do/ from to yesterday

Ex: I was watching TV while my mother was cooking

- Chỉ việc hành động ttiếp diễn khứ vào thời gian không xác định

Ex: They were doing exercises b Form

(+) S +was/ were + V-ing

Ex: She was playing the piano at 10 o’clock yesterday

(-) S + wasn’t/ weren’t + V-ing Ex: They weren’t watching TV at o’clck yesterday

(?) Was/ were + S + V-ing…? Ex: Was she eating?

Yes, S + was / were No, S + wasn’t /weren’

Wh-Q + was/ were + S + V-ing? + was: I, he , she

+ Were: you , we, they + was not = wasn’t +Were not = weren’t

Answer:

1.rang – was watching

2.were … driving – happened 3.were making – arrived 4.went – were having – came 5.were … doing – was working 6.began – was sitting

7.was – left – was falling 8.saw – were trying

(110)

afternoon?

III Write the correct form of each verb Use the past continuous or the past simple

1 Long ago , a great lion named Mufasa (live) ………… in Africa His evil brother, Scar, was supposed to be the next king He (wait)…… for his next chance Then Mufasa’s son , Simba, was born, and everything (change)………… Simba was now next in line to become king Scar (become)……… jealous of Simba, so he (make)……… a terrible plan to kill Mufasa and Simba

the plains (be)………… beautiful, and everything (seem)…… perfect That summer was the happnest time of Simba’s life He (get) ……… stronger and bigger as the days passed His father (train)……… him every day, and he (dream)………… of becoming the king

3 Mufasa (be)………… the king of lions Everyone on the great plains (be)………… happy, except his brother, Scar Everytime Mufasa (see)……… his brother, he (talk) ………… in secret with his friends

4 His young son , Simba , (grow up)…… quickly and he (train)… his son to be the next king.Life (be)………… good, and everything in his kingdom (go)……… well

5 that summer (seem) ………… very strange and unpleasant to Scar, but he (know)………… that soon his luck would change He and his friends (plan)…… to get rid of his two biggest problems forever His newphew , little Simba, (grow up )…… too quicky He (need )… to get rid of Simba and Mufasa before it was too late

* Listening

Part Listen and answer Tor F King and queen had no children

2 One day the queen gave birth to a lovely baby son

3 The king invited all the faires except wicked fairy

4 Her mother was n’t careful to keep her away from spindles

5 The princess slept for over one hundred years

Answer:

1.They were playing tennis at 10.30 yesterday morning

2.Ann was doing her homework at o’clock this afternoon

3.My father was washing his car from five to six

4.This time last year we were living in France

5.The students were offering the flowers to the visitors

6.I was cooking dinner half an hour ago

7.She was working in the studio at that time

8.What were you doing from to yesterday afternoon?

1.lived, was waiting, changed, became, made

2.were, seemed, was getting, trained , was dreaming

3.was, was , saw, was talking

4 was growing up, was training, was , was going

5 seemed, knew, were planning, was growing up, needed

(111)

until a prince arrived at the castle The prince kissed her, she woke up They fall in love , got married and lived happily

*Wrap up

- GV nhắc lại ngữ pháp vừa ôn * Homeassignment

Yêu cầu hs học thuộc ngữ pháp, ôn dạng chữa

Period: 53

Teaching date: 19/12 The first semester test

I- Objectives:

The aim of this review is to test what Ss have studied and practiced in units 4,5 Vocabulary: Words from

Grammar: Tenses,Verbs followed by a gerund and an infinitive, connectives, adverb clause of result

MA TRẬN ĐỀ KIỂM TRA

Nội dung Nhận biết Thông hiểu Vận dụng Tổng

mức độ thấp Mức độ cao

I/ Listen No : Mark :

2 main idea 0.8

3speci fic 1.2

(112)

Ii/Phonetic No: Mark:

1(u} 0,25 1(ion) 0,25 2(ed) 0,5 III/Vocab& grammar No: 15 Mark :

2modal 0,4 2modal 0,8 4tense s 0.8 4cone ctive 0.8 3tense s 1.2 15 IV/ Reading No : Mark :

3.scan 3skim V/Writing

No : Mark :

1 (B.c) 0.5 (ho wev er) 0.5 Tổng No :32 Mark :10

3 0.65 0.8 10 2.85 0.5 12 3.5 1.2 0.5 32 10 THE QUESTIONS

I. Listen and decide whether these statements are true or false (1 point)

T F

1 Saint Giong is worshipped for defending the Ming

2 The preparations for the festival begin two month beforehand The festival is held from the 6th to the 12th of the 4th lunar month.

4 There is a performance of quan ho singing when night falls.

5 This festival shows the love for our motherland and the preservation of our cultural heritage

Question II Find the word which has different sound in the part underlined

1 A mention B question C action D education

2 A listened B opened C wanted D lived

3 A community B computer C museum D customs

4 A needed B opened C wanted D decided Question III Choose the best answer A, B, C , or D to complete the sentences

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2 A tradition is something we that is special and down through the generations

A to passed B passed C passing D is passing

3 In the UK, there are lots of customs for table manners For example, We use

a knife and fork at dinner

A have to B are having C has to D having to In Viet Nam, you use only the first name to address people older than you

A should B must C shouldn’t D have to

5 At the Mid-Autumn Festival ,kids can sing, dance, and enjoy moon-cakes ; , every child likes it very much

A However B Moreover C Because D Therefore

6 In 2010, Ha Noi its 1000th anniversary.

A celebrated B commemorated C worshipped D remembered

7 Tet is an occasion for family in Viet Nam

A visitings B Meeting C reunions D seeings spring comes, many Vietnamese villages prepare for a new festival season

A While B When C Nevertheless D However

9.People burn incense to show respect to their during Tet

A relatives B ancestors C friends D neighbors 10.The Le Mat Festival the founding of the village

A worships B commemorates C performs D.preserves Question IV Give the correct form of the following verbs:

1 We to Hung King Festival since last Sunday (go)

2.When I came, the whole family _ _ dinner around a big dining table (have)

3 Children should _ things from adults with both hands (take) 4 My father and I up at o’clock every morning (get)

5 They _ English at the moment ( learn) Question V Choose the correct word for each blank in the following

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Festival is (3)……… This is a great time for everyone, (4) ……… for boys and girls The boy (4)………… the most beautiful flower and gives it to his girlfriend This is not only a time for love but also for the Thai people to (5) ……… for good crops, for happiness, and express their special thanks to the Gods and (6) ………… The festival is always full of songs and prayers

1 A minor B cultural C custom D festival A gets B goes C comes D runs

3 A seen B arranged C observed D celebrated A largely B especially C generally D typically A ask B look C pray D call A fathers B relatives C families D ancestors Question VI Combine each pair of sentences to make one sentence, using the words given in brackets

1.Lang Lieu couldn’t buy any special food He was very poor (BECAUSE)

……… 2.The Hung King Temple Festival was a local festival It has become a public holiday in Viet Nam since 2007.(HOWEVER)

………

……… THE END

Teaching : 21/12/2017

Period 54 -CORECT THE FIRST SEMESTER TEST I /

1 Warm up

Hold a game : find words about clothes and palces of interest

 Find words - vast

- grassland - harvest

- ethnic minority - fancy

- adore THE

(115)

- Give the test to the children first - Ask Sts to have peer correction - Ask Sts to write on the board

3 Give feedback

Language focus is not good , either Ask them to try better

- Class 8A3 have good result Encourage them to try to keep this result

4 Homework

Ask Sts to prepare for Unit Lesson

I LISTEN (TRACT 38 )

Listen and decide whether these statements are true or false (2 point)

1F 2F 3T 4F 5T Question II : (1 point) 1.B

2.C 3.D 4.B

Question III: (2 point)

1D 2B 3A 4C 5D

6A 7C 8B 9B 10B

Question IV: (2 point) 1.went

2.was having 3.take

4.get

5.are learning

Question V: (2 point)

1B 2A 3D 4B 5C

6.D

Question V: (1 point)

1 Lang Lieu couldn’t buy any special food because he was very poor

2.The Hung King Temple Festival was a local festival; however , it has become a public holiday in Viet Nam since 2007

Unit 6: folk tales

I- Objectives:

- By the end of this lesson, Sts will be presented the vocabulary related to the topic ‘Folk Tales’ and reviewed simple past tense

- Vocabulary: a legend, a folk tale, a fable, a fairy tale, a fairy, give birth - Structure: Exclamatory sentences

- Skills: skills

(116)

- Sts work in two groups of five - Each group writes the names of the legends, fold tales, fables and fairy tales they know Which group writes more is the winner

- Lead in new lesson Presentation: (12’)

* Activity 2: Introduce the dialogue:

- Look at the picture on page 58 - Introduce Duong and Nick - Ask Sts to pridict the questions - Play the recording

* Activity 3:

- Sts discuss any unfamiliar words from the text or match

- Sts work independently

- Ask Sts to share answers before discussing as a class

* Network:

- Today we are going to learn about some folk tales

- Where are Duong and Nick? - What are they doing?

- What are they talking about?

* Sts may share any famous Vietnamese legends: - Have you ever read or been told a famous Vietnamese legend?

- What is its title? - What is it about?

- What are the main characters in it? I New words:

- a legend (n): truyền thuyết - a folk tale (n): truyện dân gian - a fable (n): truyện ngụ ngôn - a fairy tale (n): truyện thần tiên - a fairy (n): nàng tiên, cô tiên - give birth (v): sinh II Practice:

a Choose the correct answers: * Key:

B C C A

A

b Match the words to their meanings: Folk Tales

Lac Long Quan and Au Co

Little Red Riding

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* Activity 5:

- Sts work in pairs to match the words to their meanings

- Sts share their answers with a partner

* Activity 6:

- Have Sts try to remember the information about the legend of Lac Long Quan and Au Co, and complete the table

- Have Sts open their books and check their anwers

* Activity 7:

- Sts work in pairs to discuss the question

- Draw Sts’ attention to the structure, meaning and use of exclamatory sentences by analysing the instruction and examples in the Remember! Box.

- Call on some pairs to perform to the class

- T elicit the first answer Sts write out the rest of the sentences

- Check the answers with the class

* Activity 8:

- Sts qickly match the types of stories with their definitions

* Key:

c a d b

c Find theinformation in the conversatio to complete the table:

* Key:

Title Lac Long Quan & Au Co

Genre Legend

Main characters Lac Long Quan, Au Co and their

sons

Plot - Lac Long Quan married Au Co

- Au Co gave birth to one hundred baby boys

- Lac Long Quan missed the sea - Lac Long Quan took fifty of their sons to the sea

- Au Co took the others to the mountains

d Exclamatory sentences: Remember!

* Exclamatory sentences are used to express surprise or strong feelings We use ‘What’ in exclamatory sentences:

- What + a/an + adj + N + S + V!

Eg: What a naughty boy he is!

- What + adj + N (uncountable)/Ns!

Eg: What naughty boys they are!

What beautiful weather it is!

* We don’t always use an adj or a subject and a verb in exclamatory sentences:

1 handsome/man: What a handsome man (he is)! interesting/game: What an interesting game (it is)! good/news: What good news (it is)!

4 lovely/dogs: What lovely dogs (they are)! brave/women: What brave women (they are)! 2 Match the words with their definitions: (2-P.59)

* Key:

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- Play thr recording for Sts to check their answers

- Sts work in pairs to think of an example of each type of story 4 Production: (10’)

* Activity 9:

- Sts work individually, filling in the table with the information of the legend, fold tales, fables and fairy tales they know

* Activity 10:

- Model this activity with a student, the ask Sts to work in pairs

- Call some pairs to practise in front of the class

5 Home work: (2’)

3 GAME: Guess the story: (3-P.59):

a Think of a legend, folk tale, fable or fairy tale and complete the table below:

* Key:

Title Genre

Main characters Plot

b Interview each other and try to guess the title of the story:

* Ex:

A: What kind of story is it? B: It’s fairy tale

A: Who are the main characters?

B: Cinderella, her stepsisters, her stepmother, and a prince

………

- Prepare for unit 6- Lesson (A closer look 1)

Period: 43

Teaching date: 25/12 Lesson 2: A closer look 1Unit 6: folk tales

I- Objectives:

+ use an exclamatory sentence with the correct intonation + use the lexical items related to the topic ‘Folk Tales’ - Vocab: folk tales words………

- Skills: skills

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1 Warm up: (5’) * Activity 1: Call out:

- Have Sts play a game and work in two groups of four

- Ask group A to call out some nouns related to folk tales and group B to call out some adjs - Remark and lead in new lesson Presentation: (10’)

* Activity 2:

- Sts work individually, then ask them to share their answers with one or more partners

- Ask Sts to call out some folk tales that include one of these characters

- Sts work in pairs to match the creatures with the pictures, then swap their answers with other Sts - Ask Sts to catrgorise the

creatures into typically ‘good’ and ‘bad’.

* Activity 4:

- Sts complete the table individually

- Some Sts write their answers on the board before checking with the whole class (may ask for

translation of some adjs to check their understanding).

* Activity 5:

- Sts work in pairs, using the adjs in a to describe characters in one of their favourite folk tales

- Some Sts say their meaningful

* Call out:

- Nouns: fairy, woodcutter, prince, princess

- Adjs: generous, kind, mean, cheerful…

Practice:

A- VOCABULARY:

1 Match the characters with the pictures: (1-P.60)

G H C A E D B F

2 Match the creatures with the pictures: (2-P.60)

* Key:

G B F C A H E D

3 (3-P.60)

a Put the adjs in the box into the correct columns:

* Key:

Positive Negative

cheerful generous brave kind

cruel mean evil greedy wicked fierce cunning

b Use these adjs to describe some characters in one of your favourite folk tales:

* Ex:

There’s a wolf in Little Red Riding Hood He’s cunning and wicked

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sentences in front of the class

- Play the recording and ask Sts to listen and repeat the sentences, paying attention to the intonation of each sentence

- Remind Sts that they use falling intonation for exclamatory

sentences * Activity 7:

- Sts work in pairs, practise saying the sentences

- Call some Sts to practise in front of the class, then ask Sts to listen while T plays the recording

- Sts repeat chorally after each setence

- Correct their pronunciation 5 Homework: (2’)

Remember!

- We use falling intonation for exclamatory sentences.

4 Listen and repeat the sentences, paying attention to intonation: (4-P.60)

What colourful hat she is wearing! What a time we’ve had today! What beautiful eyes she has! What a nice day it is!

What good news it is!

5 Listen and repeat these sentences: (5-P.60)

1 What a beautiful princess she is! What brave knights they are! What a big nose the wolf has! What a fierce ogre it is!

What a handsome prince he is!

Period: 44

Teaching date: 28/12 Unit 6: folk tales

I- Objectives:

- By the end of the lesson, Sts will be able to: + use the past continuous tense correctly

+ distinguish between the past continuous tense and the simple past tense

- Vocab: folk tales words ……… - Grammar: past continuous tense

- Skills: skills

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- Remind Sts of some past forms of the verbs

2 Presentation: (12’) * Activity 2:

- Sts read part of the conversation from ‘Getting started’, paying attention to the underlined part

- T elicit from Sts the form and use of the past continuous tense

- Sts read the ‘Grammar’ box.

- Draw Sts’ attention to the use of the past continuous tense (by analysing the

examples)

- Some Sts give examples

- Ask Sts to give some examples

3 Practice: (13’)

* Activity 3:

* Network:

ate went

I Grammar:

* Past continuous tense: - The use:

+ We use the past continuous to describe an action that was in progress at a started time in the past

+ We use the past continuous to describe an action that was in progress when

another shorter action happened (this shorter action is express by the simple past)

Eg:

At p.m my father was watching TV She was crying when a fairy appeared - Form:

(+) Positive: I/he/she/it + was + V-ing We/you/they + were + V-ing (-) Negative: I/he/she/it + was not/wasn’t + V-ing

We/you/they + were not/weren’t + V-ing

(?) Question: Was + I/he/she/it + V-ing? Were + we/you/they + V-ing? II Practice:

1 Write S for simple sentences and C for compound sentences: (2-P.61) * Key:

was wearing ran were you doing wasn’t waiting

was going

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- Sts work individually Remind them to look back at the ‘Grammar’ box

- Sts compare their answers in pairs before checking with the whole class

* Activity 4:

- Sts work individually, using the suggested words to write sentences to describe what was happening in each picture

- Sts share their answers with a partner - T gives correction as a class

* Activity 5:

- T models this activity with a more able student

- Ask Sts work in pairs

- Call some pairs to practise in front of the class

* Activity 6:

- Sts read the ‘Look out!’ box Draw Sts’ attention to this use of the past simple tense - T may give a comparison between the simple past tense and the past continuous tense

- Some Sts give examples * Activity 7:

- Sts compare their answers in pairs before checking with the whole class

* Activity 8:

- T may the first sentence as an example

2 (3-P.61)

a Use the past continuous to write sentences to describe what was happening in each picture: * Key:

1 The servant was pinning in the woods The girl was picking flowers by the side of the road

3 The knights were riding (their) horses to the castle

4 Cinderella was dancing with the prince Sait Giong was flying to the heaven The oger was roaring with anger b Ask and answer questions about the picture in a:

b Ask and answer questions about the pictures in a * Ex:

A: What was the servant doing? B: She was spinning

* Look out:

The past simple:

- We use the past simple for a succession of actions

Eg: When Tom had the news, he ran to his car, jumped in it and drove home 3 Write the correct form of each verb Use the past continuous or the past simple: (4-P.62)

* Key:

was walking, stopped, had was lying, heard, needed heard, was following, started dropped, ate

were dancing, left

was missing/missed, decided

4 (5-P.62)

a Put the verbs in brackets into the past simple or the past continuous:

* Key:

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- Sts compare their answers with a partner - T corrects as a class

* Activity 9:

- Sts discuss the question in pairs

- Some pairs give their anwers to the whole class

- T and other Sts give comments 4 Production: (10’)

* Activity 10:

- Sts work individually, guessing what their partner was doing at the time Remind Sts to make a note of their guesses

* Activity 11:

- T models this activity with a more able student

- Ask Sts work in pairs

- Call some pairs to practise in front of the class

went fell

b What is the moral of the fable? - Be happy/content with what you have (6-P.62)

a Guess what your partner was doing last Sunday at these time:

* Ex:

- I think Minh was having breakfast at a.m last Sunday

b Ask your partner to check your guesses:

* Ex:

A: Were you having breakfast at a.m last Sunday?

B: Yes, I was./No, I wasn’t

- Learn grammar, exercises in workbook

(B3->7 - P.45->47)

I- Objectives:

- By the end of the lesson, Sts will be able to: + use the lexical items related to ‘Folk tales.’ - Vocab: granny, scream, swallowed……

- Skills: skills

A Class organization: - Greetings and checking attendance: 8A: B New lesson:

* Chatting:

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- Sts tell some folk tales in Viet Nam

- Lead in the new lesson * Activity 2:

- Go through the Extra vocab.

- Help Sts understand the meanings of the words in Extra vocab.

+ using pictures or realia 2 Practice: (25’)

* Activity 3:

- Sts work independently, looking at the pictures and putting parts of the fairy tale in order (the pictures are in the correct order but the text a->h is jumbled). * Activity 4:

- Sts work in pairs,

comparing their anwers and discuss any differences Then discuss as a class * Activity 5:

- Sts work in groups of six, in turn retelling the fairy tale to their group members in their own words

- Then Sts choose the best storyteller in their group 3 Production: (10’) * Activity 6:

- Sts work in groups again, discussing and witing their own ending for the fairy tale (have fun and be creative).

- A st from each group reads the ending to the whole class T and other Sts give comments

- Tell about the folk tale you liked best when you were small

- Today, we are going to some activities with a fairy tale Please think of what information in normally at the beginning, in the middle, at the end

I Extra vocab:

- granny (n): bà (thân mật)

- scream (v): kêu thét, la thất - swallow (v): nuốt

II Practice:

1 Look at the pictures and put the parts of the fairy tale in order: (1-P.63)

* Key:

h d a c e b f g

2 Retell the fairy tale: (2,3-P.63)

* PROJECT:

“Entries in my Diary”

Posters: humorous, lively, clear Languages: easy to understand Speaking: fluency, accuracy, good pronunciation

Sts have to:

+ read the fairy tale

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- T may correct Sts’ mistakes

- Sts vote for the best fairy tale ending

* Activity 7:

- Sts work in groups to read the fairy tale Sleeping Beauty Each st may notes about the main characters and the plot of this tale - Imagine he/she is one of the characters and write two or more entries (note the use of the past simple and the past continuous)

- Sts work individually - Sts study the given example carefully

- Write two or more entries in the diary

Period: 46

Teaching date: 4/1/2018 Unit 6: folk tales

I- Objectives:

- By the end of the lesson, Sts will be able to: + read for specific information in a fairy tale

+ talk about a legend/ folk tale/ fairy tale/ fable (its plot, main charcters, etc.)

- Vocab: folk tale words……… - Skill: speaking and reading

- Ask sts some questions about a folk tale

* Chatting:

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- Lead in the lesson 2 Practice: (25’)

* Activity 2: Present the passage:

- Ask Sts to predict what they are going to read (read about a folk tale.)

- Sts scan the text and find out the words - T helps Sts work out the meanings of these words from context

* Activity 3:

- Sts read the story again and answer the questions

- Sts note where they found the

information that helped them to answer the questions

- Sts compare their answers with a partner * Activity 4:

- Sts work individually, completing the details of the fable The Starfruit Tree - Sts share their answers with a partner - T checks the answers

* Activity 5:

- Sts work individually to read every story summary T helps them with any new vocab

* Activity 6:

- Sts work in pairs, asking and answering about the stories in

- After finishing, T may call some pairs to practise in front of the class

- Sts work in groups of five Each member chooses a character in any of the stories in

- The others ask ‘Yes-No questions’ to discover who that person is

khe”?

- Tell some main characters?

A- READING:

1 Read the fable and find the following words What they mean?: (1-P.64) * Key:

fortune: a large amount of money starfruit tree: tree with green fruit shaped like a star

ripe: ready to be eaten

filled: put gold into the bag until there is no

more space repay: pay back

load: something that is being carried

2 Read the story again and answer the questions:

(2-P.64) * Key:

1 He gave his younger brother only a starfruit tree

2 The eagle promised to repay him in gold

3 He offered to swap his fortune for his brother’s starfruit tree

4 He filled a very large bag and all his pockets with gold

5 He was dropped (by the eagle) into the sea

3 Complete the details of the fable: (3-P.64)

* Key:

greedy gold time swapped fortune dropped

B- SPEAKING:

4 Read and decide which story you would like to read: (4-P.64)

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The Tortoise and the Hare Chung Cakes, Day Cakes

5 Ask and answer questions about the story:

(5-P.64) * Eg:

A: I want to read Sait Giong B: What kind of story is it? A: It’s a legend

B: Who are the main characters in it? 6 GAME: Who am I?

Teaching :

Period 47 -CORECT THE TEST N0 2 I /

1 Warm up

Hold a game : find words about clothes and palces of interest

- Give the test to the children first

- Ask Sts to have peer correction

- Ask Sts to write on the board

 Find words - vast

- grassland - harvest

- ethnic minority - fancy

- adore

THE I Listening: Track 30

1 Listen to Mai’s presentation and fill in the missing words (1 point)

1 traditional conical

2 wealthy break

3 forms

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5 Give feedback

Language focus is not good , either Ask them to try better - Class 8A3 have good result

Encourage them to try to keep this result

2 Choose the word which has a different sound in the part underlined.

6 A looked B watched C carried D stopped 7 A unite B underline C university D uniform 8 A character B children

C teacher D change

6 Homework

Ask Sts to prepare for

1 Put the following words into the appropriate column, then mark the stressed syllable (1 point)

/ion/ /str/

com’panion compe’tition

‘strangers ‘district pe’destrian III Vocabulary & Grammar

1 Choose the best answer A, B, C or D to complete each sentence

1 B C

2 C B

3 D B

4 A D

5 C 10 C

2 Identify a mistake in each sentence and correct iT an multicultural country => a multicultural country fluent => more fluently

3 by make => by making

4 has to take off => have to take off Although => because

IV Reading

1 Answer true (T) or false (F)

1 T F F T

2 Answer the questions:

1 He married an evil widow with two daughters they treated her badly

3 A good witch did

4 He used a glass slipper that Cinderella left behind V Writing

1 Combine each pair of sentences to make one sentence, using the words given in brackets

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Unit Lesson the festival

2 The tortoise was running while the hare was sleeping /While the hare was sleeping, the tortoise was running

3 Her stepmother wasn’t happy although she worked hard / Although the girl worked hard, her stepmother wasn’t happy

4 Because the Buffallo- fighting Festival took place in Do Son last Saturday, there were so many people /There were so many people because the Buffallo-fighting Festival took place in Do Son last Saturday

I- Objectives:

+ listen to get specific information in a fairy tale

+ write a narrative of a legend/ folk tale/ fairy tale/ fable - Vocab: folk tale words………

- Skills: listening and writing

- Sts look at the pictures and make some guesses about the fairy tale The Princess and the Dragon

- Lead in the Listening task (We are going to

* Network:

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listen to a fairy tale named The Princess and the Dragon.)

Practice: (27’) a Listening: * Activity 2:

- Sts cover the story which is written out in the green box

- Sts read the statements carefully and underline the key words

- Play the recording and ask Sts to correct the statements Some Sts write their answers on the board

- Play the recording again for Sts to check their answers

* Activity 3:

- Sts read the story carefully and work in pairs to discuss what may be missing

- Play the recording again and ask Sts to find the missing words as they listen

- T checks their answers with the whole class b Writing:

* Activity 4:

- Sts make notes about about one of their favourite fairy tales

* Activity 5:

- Sts refer back to the reading passage in Skill 1 for useful language and ideas, some

necessary expressions and language

- Sts work individually to write a first draft - T displays some of the stories

- T and other Sts give comments

A- LISTENING:

1 Correct the following statements: (1-P.65)

* Key:

prince -> princess a giant -> an ogre sing -> cry

made friends with -> married

2 Listen and fill in the missing words: (2-P.65)

* Key:

castle breath give gold strong back

with anger

B- WRITING:

3 Make notes about one of your favourite fairy tales: (3-P.65)

Title Main characters Plot: beginning Plot: middle Plot: end

4 Use your notes in to write the fairy tale:(4-P.65)

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- T displays some of the stories - T and other Sts give comments

- Swap stories with their classmates and read other’s stories

- Do exercises in workbook (E1->2 - P.51)

Period: 49 Teaching date:

I- Objectives:

- By the end of the lesson, Sts will be able to: + revise all the target knowledge in unit + a project “Entries in my Diary”

- Vocab: folk tales……… - Skills: skills

1 Warm up: (5’) * Activity 1: - Sts write the right words

- Sts think of as many examples of different types of stories as possible - Some Sts say their examples in

* Jumbled words: itchw = witch

ryaif = fairy geela = eagle aebrv = brave mnea = mean

A- VOCABULARY:

1 Think of an example for each type of story: (1-P.66)

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front of the class

* Activity 3: For and 3

- Sts work individually at first, then compare their answers with a partner before discussing the answers as a class

* Activity 4:

- Sts review simple past tense

- Sts talk about Past continuous tense (the use and form.)

* Ex:

Lac Long Quan and Au Co is a legend

2 Write the correct words under the pictures: (2-P.66)

* Key:

witch fairy

hare tortoise knight giant

ogre dragon

3 Complete the following wordwebs: (3-P.66)

* Key:

Characters Personality Woodcutter Cruel

witch Kind

dragon generous

fairy mean

giant wicked

hare cheerful

knight fierce

tortoise evil

ogre cunning

Emperor brave

Eagle greedy

buddha

B- GRAMMAR:

* Review simple past tense: * Past continuous tense: - The use:

+ We use the past continuous to describe an action that was in progress at a started time in the past

+ We use the past continuous to describe an action that was in progress when another shorter action happened (this shorter action is express by the simple past)

Eg:

At p.m my father was watching TV She was crying when a fairy appeared - Form:

(+) Positive: I/he/she/it + was + V-ing We/you/they + were + V-ing

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* Activity 5:

- T models this activity with a student

- Sts work in pairs

* Activity 6: For and

- T models these activities with a student

- Sts work in pairs

- T may go around to provide help if necessary

* Activity 7:

- Sts work individually at first to number the lines of the dialogue - Ask them to check their answers with the whole class

- After finishing, Sts practise saying the dialogue with their partners * Activity 8:

We/you/they + were not/weren’t + V-ing

(?) Question: Was + I/he/she/it + V-ing? Were + we/you/they + V-ing?

4 Ask and answer questions: (4-P.66) Nam/ play video games

A: Was Nam playing video games?

B: No, he wasn’t He was playing the piano Mrs Lan/ the gardening

A: Was Mrs Lan doing the gardening? B: No, he wasn’t She was cooking Mr Hung/ write a letter

A: Was Mr Hung writing a letter?

B: No, he wasn’t He was reading a newspaper ………

Find out which festival your partner prefer: (5-P.66)

* Ex:

1 At 10 p.m yesterday evening

A: What were you doing at ten yesterday evening?

B: I was watching TV At a.m this morning

A: What were you doing at a.m this morning? B: I was doing morning exercise

3 At lunch time yesterday

A: What were you doing at lunch time yesterday?

B: I was having lunch

………

6 Make exclamatory sentences: (6-P.66)

* Ex:

- What a lovely shirt you’re wearing!

7 Write the correct words under the pictures: (7-P.67)

* Key:

D H I J A B C G F 10 E * Project:

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- Sts display their entries

* Activity 9:

Posters: humorous, lively, clear Languages: easy to understand Speaking: fluency, accuracy, good pronunciation

* Finished!

- Learn vocab & grammar – Unit 6 - Prepare for the review

UNIT 7: POLLUTION.

PERIOD 50: lesson 1: Getting started I/ Objectives:

1 Educational aim: - Introduce the topic of the unit Knowledge

- Vocabulary: lexical items related to the topic

- Grammar: Review: conditional sentences type and type Skills: L, S, R, W

II/ Teaching aids:

- T: lesson plan, visual pictures - Ss: vocabularies related to hobbies III/ Procedures :

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A Warm – up.( 5’)

Review the previous before Ss open their books by asking them to take part in a small game Ss word in two big groups A and B Make a paper ball Throw the ball to one student in group A and he/ she has to call out one fairytale If he/ she is right group A gets one point, then he/ she throws the ball to a student in group B The game stops when time is up The group with more points wins

Ask Ss is they know any story about the environment or pollution

Write the unit title on the board “pollution” Ask Ss to call out things which cause pollution, e.g., cars, factories, cows,… Now start the lesson

Ask Ss to open their books and look at the picture Ask them some questions:

Who can you see in the picture? Where you think they are? What can you see in the picture? What you think the people in the picture are talking about?

Ss answer the questions as a class

Play the recording and have Ss follow along After that, Ss can compare their answers with the information in the dialogue and add some more details to their answers

a Find a word/ phrase that means:

Ss word independently to find the words with the given meanings in the conversation Allow them to share answers before discussing as a class Remember to ask Ss to read out the lines in the dialogue that contain the words Quickly write the correct answers on the board

Key:

1 Dead Aquatic Dump Poison Polluted To come up with

Have Ss look at the Watch out! Box and quickly read the information Ask them if they know what I can’t believe my eyes

Vocabularies related to fairytales

Vocabularies related to pollution

*Vocabulary Dead (adj) 2.Aquatic(adj) 3.Dump(v/n)

4.Poison(v/n)5 Polluted(adj) To come up with

* Adverb clause of cause and reason. - She’s surprised because she sees the fish are dead

- He’s sneezing so much because the air is not clean

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means Then explain to them that this expression means you are very surprised at something you see

b Answer the questions.

Have Ss read the questions to make sure they understand them Ss read the conversation again to answer the questions Ss exchange their answers with a classmate Call on some Ss to write their answers on the board Check their answers Key: They are in Mi’s home village.

3 She’s surprised because she sees the fish are dead

4 It’s dumping poison into the lake He’s sneezing so much because the air is not clean

c Tick (v) T (true) or F (false) or NI (no information).

Have Ss read the sentences quickly to make sure they understand them Ask them firstly to decide if the sentences are true, false or there is no information without reading the dialogue Then have some Ss write their answers on the board Now ask Ss to read the conversation again to check their answers Ask Ss if they want to change the answers on the board and ask them to explain their choices Confirm the correct answers

Key: F(It’s polluted by the factory). T NI T T

2 There are different types of pollution. Write each type under a picture.

Have Ss look at the pictures Ask them what they see in each picture Now tell Ss that in the box are some types of pollution Ss read these and identify any new words they not know Explain the new words so that Ss can understand the pollution types Ss this activity in pairs Call on some Ss to give their answers and write them on the board

Key:

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Thermal pollution

E Water pollution F land/ soil pollution G Light pollution H air pollution

3 Complete the sentences with the types of pollution.

Have Ss read through the sentences to get a general understanding T may teach some words which T thinks Ss not know such as contamination

Ss this activity individually and then compare their answers with a classmate Call on some Ss to stand up and give their answers Confirm the correct answers Key:

1 thermal pollution Air pollution radioactive pollution light pollution Water pollution Land/ Soil pollution Noise pollution visual pollution

4 Work in groups Which types of pollution in does your neighbourhood face ? Rank them in order of seriousness Give reasons for your group’s order.

Vote for the group with the best reasons. Organise game for this activity Ss word in groups of six In five minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness They also have to give reasons for their order Call group representatives to present their group’s order and reasons Have the class vote for the group with the best reasons

If time does not allow, not have Ss this activity Instead just ask Ss to quickly review the pollution types

Ask students to complete all the exercises Home-work(3’)

A Radioactive pollution B noise pollution C visual pollution D Thermal pollution

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