Giáo án HK1 năm học 2018- 2019 môn Tiếng Anh 8

-Ask Ss work individually to write the e- mail then exchange it with their partners and check for mistakes .If there is time , have them the e-mails ask and answer about afte[r]

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GIÁO ÁN TIẾNG ANH LỚP 8 HỌC KỲ I – NĂM HỌC 2018-2019

Teaching date:29/8/2018

Period 1: REVISION I Objectives: By the end of the lesson, Ss will be able to: - Review all main what they have studied in the 7th form - Practice doing some exercises

II Teaching aids.

- Computer, active board III Procedure

A Class organization - Greeting

- Checking attendance: 8A1:………, 8A2: ……… , 8A3: ………… B New lesson.

Teacher’s activities Students’ activities 1 / Warm up:

- T asks Sts some questions:

? Can you tell me what you’ve learned in english 7?

2 / Revision : The tenses : - Present simple - Present progressive - Present perfect tense - Simple future

- Near future 3/ Practice

Exercise : Change these sentences into other tenses Present simple , Present progressive , Present perfect tense, near future , Simple future and Past simple, Past progressive tense) and add appropriate adverbs of time

1 She is in Grade

2 They are playing soccer

- Answer the T’s questions

- Listen and repeat the uses and forms of them

- Copy down

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3 She went to Ha Noi last week I will visit my sister next week Mai is going to build a new house - Ask Ss to work in pairs

- Call some pairs to demonstrate in front of class - Give feedback

Exercise Supply the correct tense of the verbs in brackets

1 Mary and John (be) _ neighbors They (know) _ each other for a long time Mary (move) _ into her house in 1990, and John (live) _ next door since he (come) _ to the area in 1988

2 Today (be) _ Sunday Nga (not go) _ to school She (stay) _ at home She (do) _ her homework now She (do) _ it for two hours

3 I (be) _ in New York I (come) _ here two years ago My friend, Nancy (live) _ here since 1982 So she (know) _ the area very well

4 Trung usually (go) _ to the library three times a week

5 Yesterday I (be) _ busy, so I (not have) _ time to phone you

6 Mrs Trang (not go) _ to work last week She (not be) _ feeling well

7 I (do ) _ all the housework The flat is really clean now

8 How long you (live) _ here? – Since 1997

9 Mr Quang (teach) _ in this school since he (graduate) _ from the university in 1989

10 My brother (leave) _ home 10 years ago I (never meet) _ him since then 11 Where you (spend) _ your summer holiday last year, Tam?

12 When we (be) _ small, our family (live) _ in the countryside

13 I (read) _ an interesting book at the

Some pairs give the answers in front of the class

St the exercise in person then give the answers in front of the class

1 are/ have known/ moved/ has lived/ came

2 is/ doesn’t go/ stays/ is doing/ has done

3 am/ came/ has lived/ knows

4 goes

5 was/ didn’t have didn’t go/ wasn’t have done

8 have you lived

9 has taught/ graduated 10 left/ have met

11 did you spend 12 were/ lived 13 am reading 14 have you known 15 have not seen/ were 16 hasn’t finished 17 saw

18 have you been/ went 19 haven’t eaten

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moment

14 How long you (know) _ Mrs Chi? – I (know) _ here for five years

15 We (not see) _ her since we (be) _ on holiday in Ha Long bay

16 Phuong (not finish) _ her homework yet

- T calls some Sts to write their answers on the board -and has other students to give remarks - Give the right answers

4 Consolidation

Sum p the main points of the lesson 5 Homework :

- Learn by heard all the uses and the forms of the tenses above

- Do as the T asks - Write down

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Teaching date: 31/8/2018

Period :2 UNIT : LEISURE ACTIVITIES Lesson 1: Getting started

I Objectives:

By the end of the lesson, students will be able to understand new words and structures in the dialogue ,answer the questions after reading the dialogue

Education: Educate sts to use: Verbs of liking +gerunds II Teaching aids.

Teacher’s activities The content 1.Warm up :

-Ask Ss prepare photos or magazine cut-outs about some popular leisure activities including those you often in their spare time

-Ask Ss to describe them in English Then ask them to guess which activities you may enjoy doing .Encourage Ss to the same in pairs .One S writes a short list of activities and the other guesses

2.Presentation :

-Ask Ss open their books to the picture Introduce Mai, Phuc and Nick

-Ask Ss to guess where they are and what they are doing .For more able classes ,brainstorm questions with Ss and wire them on the board .Questions may include :

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+What can you see in the picture ?

+Why you think Mai ,Phuc and Nick are there ?

+What are they holding in their hands ?

+What are they talking about ? -Ask Ss read the dialogue in silence to find out new words and structures

-Explain new words and structures by asking Ss

-Let Ss give examples

-Ask Ss repeat new words and structures after the teacher

-Have some Ss read aloud before the class

-Let Ss read the dialogue in front of the class

-Ask Ss part a individually -Call Ss read their keys before the class

-Ask Ss read the dialogue again to

part “b” in groups

-Let Ss answer before the class

-Call Ss tick the board

-Ask Ss look at the board and correct

-melody (n)

-It’s right up street *New structure:

-> Verbs of liking +gerunds -I like reading comics

-I’ll enjoy listening to the melodies

a Circle the correct answer: ->Keys :

1.library 2.book 3.dog 4.craft kit 5.folk music 6.Vietnamese

b Which leisure activities you thinkPhuc, Mai and Nick have ?Tick (V) the boxes .Then find the information from the conversation to explain your choice

Phuc 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

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-Let Ss practice part “c” in pairs -Have Ss to practice before the class in pairs

3.Practice :

-Ask Ss work in pairs to match the words / phrases in the box to the photos , then they listen together to check their answers -It’ s time aloud ,ask Ss to use adjectives to say what they think of these activities eg exciting , interesting

-Ask Ss work individually to the task then compare their answers with a partner

Tell Ss they need to look for the surrounding key words in order to complete the task .Note that good and satisfied fit both items and Acknowledge the point with Ss who have them the other way round

4.Consolidation :

-Let Ss play a game in pairs talk about a leisure activity .Try to keep going for one minute each When the time is up ,find a new partner and talk about another activity

5.Homework :

-to check out something means to examine something to get more information about it order to be certain that is suitable (on true or safe)

-It’s right up your street ,it is the type of thing that you are interested in or that you enjoy doing

2 Find words / phrases in the box to describe the photos Then listen to check your answers :

1 playing computer games playing beach games 3.Doing DIY

4.taxting

5.visiting museums 6.making crafts

3.Complete the following sentences with words in the bo

1.satisfied

2 exciting , relaxing 3.fun

4 boring 5.good

*Game : Changing partners Can use :

-describe the leisure activity

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-Ask Ss learn by heart new words and structures

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Period :3 UNIT : LEISURE ACTIVITIES Lesson : A closer look

I.Objectives:

By the end of the lesson ,students will be able to : -use the lexical items related to leisure activities -pronounce /br/ and /pr/

Drill listening and speaking mainly. Educate sts to pronounce /br/ and /pr/ II Teaching aids.

Teacher’s activities Students’cativities

1.Warm up :

-Ask Ss use network to answer the question :

-Ask Ss look at their book and read in silence :

-Explain new words

-Let Ss work in pairs to examine the pie-chart closely in order to understand its contents ,including the heading , subheading , figures , colour codes and notes

-Allow enough time for this step Do not give correction

-Then ask Ss to answer the questions that follow the chart

-Ask Ss practice before the class :

- Use this network to answer : What you often in your free time?

A Vocabulary :

1.Look at the following pie chart on leisure activities in the US and answer the questions :

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3.Practice :

-Have Ss to prepare part individually to complete the task After giving corrective feedback , draw their attention to the part of speech of the words mentioned (eg relaxing comes from the verb relax with-ing added and it refers to the activity)

-Then introduce the concept of gerund ( a noun made from a verb by adding-ing ) -Give Ss some examples where a gerund is transformed from a verb and used as a noun For more able class ,ask Ss to make their own sentences

-Ask Ss to cover the category labels

-Have Ss look at the words and try to guess what these words have in common T may elicit from Ss by asking questions

-Ask Ss to work in pairs to complete the task Once they have finished and T has given corrective feedback , encourage them to add more words in each category

-Have Ss work in small groups Allow them enough time 6to think about what their average day may look like (including ,study and work) and how much time is spent on leisure activities If there is plenty of time encourage them to calculate these times as percentages and put them in a simple pie chart similar to

-Have Ss write down how much time they spend leisure on an average day and three activities they the most

-Ask Ss move around and talk with at least three other classmates to find out who spends most time on leisure and what the most popular activities in the class are -Have Ss work individually to complete this task Once they have finished

-Ask Ss work in pairs to compare their answers

-Play the recording for Ss to check and then

-> The answers :

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

2.The main activities they did include : relaxing and thinking , using the computer for leisure , participating in sports , socializing and

communicating , watching TV and other leisure activities

3.The most common activities were : watching TV, socializing and

communicating and using the computer for leisure

2/ Complete the table with information from the pie chart

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repeat

-Pause the recording to drill difficult items -Ask Ss to add more words which contain these clutters For a more able class Ss may make sentences with these words and

practice saying them

-Have Ss practice the words with the clusters first

-Then ask Ss to repeat the whole sentence If the time allows ask Ss to cover their book and listen to the recording If they hear the word with cluster /pr/ they have to raise up their left hand , if it is cluster /br/ they raise their right hand

5.Homework :

-Ask Ss learn by heart new words and structures

-Write about the leisure activity

3 Look at the words Match them to the category labels :

1-e 5-d 2-b 6-h 3-f 7-c 4-a 8-g

4 How much time you spend a day on leisure activities ? What are the three activities that you the most ? Share your ideas with a partners

B Pronunciation :

5.Complete the words under the pictures with /br/ or /pr/ Listen to check your answers and repeat 1.apricot 5.princess

2.bridge 6.president 3.bracelet present 4.bread

6 Listen and repeat : ricot jam

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Period : UNIT : LEISURE ACTIVITIES Lesson : A closer look

I.Objectives:

By the end of the lesson ,students will be able to understand new grammar : +Verbs of liking +gerunds

+Verbs of liking +to –infinitive -practice by using them to exercises II Teaching aids.

Teacher’s activities Students’activities

1.Warm up :

-Answer teacher’s questions

-Explain new grammar :

If we want to follow a verb with another action, we must use a gerund or an infinitive

-Let Ss read or play the recording in Getting started for Ss to listen and ask them to underlined the verbs of liking followed by gerunds or to-infinitives that they find in the text

-May ask Ss to cover the text and just listen to identify these verbs

-Go through the Look out box with Ss -Tell Ss that verbs of liking / disliking are often followed by gerunds but verbs such

Questions :

+Do you like playing sports ? +Which sports you like best ? ->

+Verbs of liking +gerunds +Verbs of liking +to –infinitive

1 Read the conversation in Getting started again .Underline verbs that are followed by a gerund :

*Look out :

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-Introduce Ss to the Learning tip box where they can differentiate the diffirence in terms of degree these verbs of liking / disliking

3.Practice :

-Ask Ss work individually and then compare the answers with their partner -Then play the recording for Ss to check their answers

-Have Ss work in pairs to complete this task

-Then give feedback to Ss as a class

-Ask Ss practice in groups of or

-Give Ss to work individually at first and write each sentence on a trip of paper , then in their group mix the strips

-Ask Ss guess who wrote that sentence

-She loves going out with her friends = She loves to go out with her friends * Learning trip :Verbs of liking : -adore

-love -like -enjoy -fancy -don’t mind -dislike -don’t like -hate -detest

2.Tick the appropriate box Then listen to check :

a Followed by gerund only : enjoy , detest and , fancy

b Followed by both gerund and to-infinitive : love, prefer

3 Write the correct form of the verbs : making

2 to watch or watchimg skateboarding

4 learning sitting

4 Write sentences about what you like or don’t like doing in your free time , beginning with the following .Then share what you have written with your partner

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-Have Ss quickly familiarise themselves with the e-mail by asking :

+Who wrote this e-mail ? + To whom ?

+What is it about ?

-Have Ss scan the e-mail to find answers

-Ask Ss work individually and compare their answers with a classmate

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

4 Consolidation :

-Ask Ss work individually to write the e-mail then exchange it with their partners and check for mistakes If there is time , have them the e-mails ask and answer about afterwards , using the questions in 5b as a guide If there is not enough time , this task can be done as a group –writing task

5 Homework :

-Ask Ss learn by heart new words and grammar

-Give examples with liking verbs

3 I fancy I don’t mind I don’t like I detest

5 Look at the following e-mail that Minh Duc wrote to a new penfriend a There are grammar mistakes in his e-mail Can you find and correct them :

1 like -> like to / doing 2.enjoy -> enjoy doing

3.don’t like have ->don’t like to have / don’t like having

4.don’t mind to -> don’t mind doing 5.hate spend -> hate spending

6.love eat out -> love to eat out/ love eating out

*bAnswer the questions :

1 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

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Period : UNIT : LEISURE ACTIVITIES Lesson : Communication I.Objectives:

1 Knowledge:

By the end of the lesson ,students will be able to : - read and understand articals

-practice by using them to exercises II Teaching aids.

1.Warm up :

-Ask Ss answer the questions :

-Refer to any words in the Extra

vocabulary box that Ss not jet know -Ask Ss to try to guess what the meaning is and how that may relate to leisure activities

-Explain to Ss that they are going to read about some activities teenagers in their free time

-Have Ss cover the text and just look at the photos (with name and country )

-Encourage Ss to guess what these Ss in

-Questions :

+Do you like reading in your free time ?

+What kind you like best ? +Do you often read articles on the magazine ?

-> Extra vocabulary ; -window shopping -to sound weird

-to be hooked on something -to be addicted to something

1 Read the following article on the magazine Teen website

2 Can you understand the

abbreviations in the text ? Use this ‘netlingo’ dictionary if necessary Now add to the dictionary other

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the photos like doing as leisure activities -Then set a reading time limit and have Ss speed read the text

-Let Ss close the books and play a memory game dividing Ss into competing groups to tell how much information they can

remember from the text 3.Practice :

-Ask Ss if they notice any other particular features of the text Elicit answers Ss by drawing their attention to the form of the text

-Explain that is from webpage and that these abbereviation

-Then have Ss work in pairs to complete the task

-Have Ss write short text or messages -Have Ss work in pairs or small groups to complete the table

-Allow Ss to read the text more closely to fill in the table

-Have Ss work in pairs to put the leisure activities in the text in order from the most interesting to the most boring

-Allow plenty of time for this activities where Ss are encoraged to disuss , give opinions and negotate with each other in order to agree on a mutual list

Review the main points of lesson 5.Homework :

-Tell about their lesure activities in their free time

3.Find information in the text to complete the table

1.Emily :

-hanging out with friends ( window shopping)

-working as a volunteer She loves it

2.Hang :

-cloud watching

She adores it It’s easy 3.Linn :

going to community centre , painting , dancing , doing drama

She loves it 4.Minh :

-playing football

-helping his aunt in running cooking classes

He likes it It’s fun 5.Manuel:

-playing computer games -doing judo

He’s addicted to it It’s OK

4 Work with your partner and put the activities in in order from the most interesting to the most boring Then compare you ideas with other pairs

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Lesson : Skills I.Objectives:

1 Knowledge:

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

-read for general and specific information about the possible effects of spending too much time on the computer

-talk about good and bad sides of leisure activities II Teaching aids.

Teacher’s activities Students’activities 1.Warm up :

Ask Ss answer the questions 2.Presentation :

-Start the lesson by doing a quick class survey on how many Ss use computers frequently and what they use them for (eg Watching

movies listeningto music,

playinggames,accessing social media, doinghomework )

-Ask Ss give examples of your own use of computers and mobile phones

-Then have Ss work in pairs to discuss the questions Call on some pairs to share their ideas once they have finished their discussion -Ask Ss write the ideas on the board

-Ask SS look at the title and the picture and predict what they are going to read Say that they are going to read about a student named Quang

-Encourage to develop their ideas by guesing what Quang’s story is about

Questions :

-Do you have a computer / +Doyou like it ?

+What are the benefits of using computers ?

A Reading :

1 What are the benefits of using computers or mobile

phones for leisure

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-Then ask Ss to read the text and underline any work they don’t know

-Have Ss discuss any unfamiliar words from the text

-Let Ss work individually to choose the best answer They need to be able to explain their choise as well

3.Practice :

-Tell Ss for this exercise they will need to look at the keywords in the responses in order to find out the questions

-Have Ss work individually then compare their answers with a partner

-Explain the Language notes -Ask Ss give examples

-Explain to Ss that these speech bubbles are from Quang and his friends Ss may work in pairs or in groups but they will need to say why they think who says what , based on the information from the passage Go through the phrases in the Language notes box with Ss For one of the speech bubbles , demonstrate how you can use this language

A; In my opinion , computer games train your mind and your memory

B; That so true

-In pairs , have Ss choose a speech bubble and combine it with the language in the Language notes box

-Ask for volunteer to demonstrate their short exchanges

2 Read the text and choose the correct answer :

*New words : -mind (n) -rely (v) -ban (n) -gaming (n) -get out (v) =>

1-B 2-C

3 Write the questions for the

answers based on

information from the text Is Quang ‘s garden real ? What is problem with using technology in your free time ?

3.What leisure activities teenagers these days ? 4.What are the benefits of using the computer?

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-Before the role-play starts , arrange Ss into groups : the group that play Quang , The group that plays Quang’s parents and the group that plays his teacher

-Ask each group to brainstorm how they are going to express their opinion When they are ready , put Ss into new qroups which contain Quang ,Quang’s parents and Quang’s teacher -Tell Ss that they can use the language in for their role-play and emphasise that the phrases in the Study skill box should be used in their discuusion

-if the time allows , call on or groups to repeat their role-play for the class

5.Homework :

-Give examples with Language notes

+ In my opinion -Asking for an opinion : + What you think ?

+ How you feel about that?

-Agreeing :

+ I agree with you + That so true + Exactly -Disagreeing :

+I’m afraid I don’t agree + I don’t think so

4 Quang and his parents are talking about how he should spend his free time .Decide which statements are from Quang and which are from his parents

-> Keys :

Quang’s parents : Go on and play a sport It’s good for you -Quang : I’ve made lots of friends from the game network

-Quang : I think computer games train my mind and my memory

-Quang’s parents : You see your real friends less and less -Quang : my English is much better because i surf the net Quang’s parents : Sitting for too long in front of the computer makes your eyes tired

5 Role-play : WHAT “S THE SOLUTION?

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Period : UNIT : LEISURE ACTIVITIES Lesson : Skills

I.Objectives:

-listen for specific information about ways of spending time with friends -write to discuss an opinion about leisure activities

1.Warm up :

Ask Ss answer the question : 2 Presentation :

-Share some of the things you often enjoy doing with friends in your free time

-Ask Ss to tell each other what they usually with their friends

-Ask some pairs to volunteer to tell the class if they find each other’s answers interesting -Tell Ss that they are going to listen to a radio programme

-Ask Ss to look at the questions and

underline the key words before T plays the recordimg

-Play the recording as many times as needed -Ask Ss work individually then compare

What you think about computers? A Listening

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

2 Listen to the radio programme and answer the questions

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

2.There are main ways : hanging out indoors or outdoors

3 Listen again and complete the table

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answers with their partner

3 practice

-Have Ss cover the box and write some of these words / phrases on the board

-Ask Ss where in a paragraph they often see these words and what could be the purpose for using them

-Ask Ss work individually to complete the task and discuss their answers with a partner Remind Ss that for some gaps there is more than one correct answer

-This task can be done in small groups where each group chooses one question They then agree on an opinion and work together to brainstorm the ideas to argue for thei points Each member will need to write his/her own piece

-Remind Ss to use the connectors they have learnt earlier in order to better organise their ideas

What to Why Watching (1) than a (2) Making .(3) creative Playing (4) good for your (5) Watching (6) fun Going

to (7)

educating yourself

B Writing :

Writing to give an opinion -> Organising your ideas : *.Introducing your opinion : +In my opinion

+I believe

*.Explan your opinion :

+ Firstly , secondly, thirdly, finally +besides , also , in addition

* Concluding / summarising your opinion :

+For tree reasons +in short

+As I have noted

4 Complete the following paragraph with the words in the purple box : 1.In my opinion /I believe

2.Firstly 3.Secondly

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-Ask Ss write a similar paragraph

5 Now write a similar paragraph to answer one of the following

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Period : UNIT : LEISURE ACTIVITIES

Lesson :Looking back & project I.Objectives:

By the end of the lesson ,students will be able to : use grammar to exercises -give plently of time to brainstorm ideas for a group activity

Drill reading , speaking and writing mainly. II Teaching aids.

Teacher’s activities Students’ activities

1.Warm up :

Use network to practice :

2 Presentation :

-Ask Ss complete this exercise individually or in pairs

-Ask once they have finished they should be able to explain their answers as well Accept different answers if Ss can explain their decisions logically

-Ask Ss complete this task individually -Let Ss to give their leys before the class -Ask one S write the keys on the board

What are you going to join your leisure activity?

A looking back *Vocabulary :

1.Which one is the odd one out

1 DIY

2.hanging out 3.hospital 4.detest 5.boring 6.computer

2 Rearrange the letters to find the name of the activities

1.socialising 2.relaxing

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3.Practice

-Have Ss work individually to complete the exercise If the time allows ,T may ask Ss to swap their work with each other for peer correction

-Have Ss complete the sentences using their own ideas Remind them to use gerunds or to=infinitives

-Have some Ss read out their sentences Accept all answers as long as they make sence

-Ask Ss work individually Then compare their answers with a partner

-Ask Ss practice before the class

-Call Ss write the keys before the class

-Allow Ss plenty of time to this task For each activity they choose , they should be able to give at least one reason to be protected when they go online

-Ask Ss to complete the self-assessment -Have Ss discuss as a class what difficulties remain and what areas the Ss have mastered -Explain that Ss are going to make a poster to promote a group leisure activity

-Place Ss into groups of about Give them plenty of time to brainstorm ideas for a group activity

-Once the groups have chosen their activities

5.using computers 6.making crafts *Grammar :

3.Fill the gaps with the correct form of the verbs

1.working

2.learning /to learn 3.seeing

4.doing 5.meeting 6.play

4.Complete the following sentences with your own ideas

5 Read this paragraph from

www.thinkuknow.co.uk by CEOP , the UK govement agency that helps protect children from harm online and offline in the UK and

internationally Choose the most suitable words / phrases to fill the gaps

=> Keys : 1.Firstly 2.Secondly 3.Thirdly 4.In addition 5.In short *Communication :

6.Choose from the leisure activities in this Unit Explain why you think so Then exchange your ideas with a partner

*Finished

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-Next , the groups should design their promotional posters

-Finally ,give each group minutes to

present and promote their activity to the reast of the class

Review the main points of lesson 5.Homework

-Ask Ss write a similar paragraph

to find out what slasses /clubs /activities are being offered to teenagers Note down as much detailed information about these activities

-Visit your local or school library as a group Each group member

chooses a book to read

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Period :9 UNIT : LIFE IN THE COUNTRYSIDE Lesson : Getting started :It’s harvest time

I.Objectives:

-understand new words and structures in the dialogue -answer the questions after reading the dialogue II Teaching aids.

Teacher’s activities Students’activities ! Warm up :

-Rewiew the previous unit by calling on some Ss to act out some leisure activities The class makes a guess

-Then ask Ss to decide which leisure activities are more common in the countryside and why

-Write the word : “countryside” on the board .Brainstorm words and phrases describing activities which take place in the countryside .For more advanced classes ,some comparisons of the countryside and the city can be encouraged here

-Ask Ss to look at the title of the conversation and the picture and ask them some prediction questions about what they are going to read

+What is the conversation about ? +Which searon is harvest time in ?

+What you think the countryside is like at harvest time ?

Activities which take place in the countryside :

+load the rice onto buffallo-drawn carts

+fly a kite

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+What farmers ?

+What the children ?

-Encourage Ss to answer the questions Their answers can be as simple as one word or phrase

-Explain new words :

-Play the recording ,Ss listen and read -Ask Ss if their predictions are correct -Ask Ss work independently

-Ask Ss to read the sentences and decide if they are true or false

-Let Ss compare answers with a partner -Have Ss correct the false sentences ,T write the correct answers on the board

3.Practice :

-Ask Ss to try to answer the questions without refering to the conversation first -Then ask Ss refer to the conversation again for the correct answers

-Correct the answers as a class

-Ask Ss to look at the words and make sure they understand their meaning .If they not ,ask them to refer to the conversation and have a guess

-Then ask them to the exercise When they finish , ask them to check their answers with their partner

-Have Ss work in small groups to discuss and tick the correct box and look for expressions to support their answer

1.Listen and read :

*New words : -expect (v)

-buffallo-drawncarts (n) -herd (v)

-envious (adj)

a.Are these sentences true(T) or false (F)

1.T

2.F :Nguyen joins the boys in herding the buffalloes

3.F :rice is transported home on buffallo-drawn carts

4.T 5.T

b.Answer the following questions

1.He ‘s in the countryside 2.Right on his first day there 3.it’s big and colourful

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

1.colourful 2.move slowly 3.harvest time 4.paddy field 5.herding 6.buffallo-drawn cart

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-Ask Ss work independenly to label the pictures

-Have them compare their answers with a partner

-Write the correct answers on the board -Ask Ss work in pairs to brainstorm some more countryside activities .Give them a time limit .For examples ,two minutes to make their lists

-Call on each pair to share their list with the class

-Write the combined list of activities on the board and leaves it there to be based in the next activity Before moving on ,T makes sure everybody understands all the vocabulary on the board

-Divides the class into two teams for this game They can give themselves a relevant team name such as the “horses” and the “buffalloes’ .They charades with the countryside activity vocabulary from Activity and the Ss list on the board To increase the fun element

5.Homework :

-Ask Ss learn new words and graammar by heart

-Make a list ‘ Countryside charades”

how Nguyen feels about his stay in the countryside Tick(v)

the appropriate box .Look for expresstions from the conversation to support your ideas :

He likes it :

+It’s more exciting than I expected

+It looks great up there in the sky +I live more happily and there ‘s still a lot more to explore

2.Match the activities with the pictures

1-e 4-c 2-f 5-d 3-a 6-b

3.Can you think of some more things that children in the countryside ?Make a list

4.Game :

Countryside charades

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I.Objectives:

-use the lexical items related to the topic of life in the countryside -pronounce correctly words containg the clusters /bl/ and /cl/ II Teaching aids.

1.Warm up :

Remind Ss of the vocabulary they learnt in GETTING STARTED before moving on to this lesson which focusses on words describing the countryside

-Ask Ss listen to the recording and repeat the words Make sure that they pronounce the words with the correct stress pattems -Explain new words and ask Ss repeat new words

-Nowcheck understanding of these words -Elicit ideas from the Ss Say “Give mean exampleof something vast” .Go through all the words in this way to make sure everyone understands them

-Ask Ss work individually

-Let Ss compare their answers with a partner and then discuss as a class There may be some variations in the answers

3.Practice :

A Vocabulary

1.Listen and repeat the words *New words :

-hay(adj) -vast (adj) -brave (adj) -nomadic (adj)

2.Put the words in into the appropriate category Some wprds can be used in more than one category;

to

describe

Words people friendly,b

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-Make sure Ss understand the meaning of the verbs first .There may be some cofusion abot the difference between /pick/ and /pick up/ is the specific vebs used for collecting fruit ,vegetalbes or flowers through the action is the same as the more general tearm/pickup/

-Ask Ss then work independently or in pairs When they have finished ,let them exchange their answers with a partner/another pair .Then T alicts the correct answers

-Ask Ss to look at the sentences and decide if an adjective or a verb is missing This narrows down the area of words they need to refer to

-Ask Ss then complete the sentence by themselves

-Let Ss check their answers as a class

-Ask Ss listen and repeat .Pause the recording to drill difficult

-Have Ss say the words individuaaly or in small groups

-Have Ss listen and circle the words -Have Ss the activity in pairs and challenge each other to choose the correct words

4.Consolidation

-Have Ss look at the sentences and underline the words with clusters /bl/ and /cl/ first

5.Homework :

-Ask Ss to pronounce words fluently -Learn the use adjectives

life slow,hard ,boring,in convenie nt, peaceful, nomadic, colourful scenery colourful,

vast, peaceful

3.Match the nouns / noun phrases in the box with each verb

=>Keys :

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

-herd : the buffalloes , the cattle -pick : wild flowers , apples

4.Use the words from and to complete the sentences Remember to use the correct form of the => Keys : 1.picking 5.peaceful 2.inconvenient /collect 6.nomadic 3.herd 7.vast

4.ridden/ brave 8.put up/ hard B.Pronunciation

5.Listen and repeat the words .Pay attention to the initial clusters

-/bl/ : blackberry,blind, bloom, blossom -/cl/ : clothing, climb, click, clay, 6.Listen and circle the word you hear 1.blame 2.blast 3.blue 4.clock 5.close 7.Listen to the sentences and repeat blowing

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Period : 11 UNIT 2: LIFE IN THE COUNTRYSIDE Lesson : A closer look

I.Objectives:

By the end of the lesson ,students will be able to : -review comparative forms of adjectives -learn comparative forms of adverbs II Teaching aids.

Teacher’s activities Students’activities 1-2 Warm up –Presentation :

-Remind Ss of comparative forms of adjectives learnt in previuos lesson by asking questions like :

+Which river is longer ,the Mekong or the Red river ?

+Who is the tallest boy in our class ? +Who is the tallest girl in our class ?

-Ask Ss exercise Go round and help Ss if necessary

-let Ss exchange their answers Check as a class and write the answers on the board with the full forms of comparisions

-First revise the different use of an adjective and an adverb.For example , T writes :

+Life in the city is slow/slowly +He is moving slow/slowly

-Ask Ss to choose the right word for each sentence

- He is moving more slowly than before

1.Complete the passage below with a suitable comparative form of the adjectives provided

1.higher 2.easier 3.better

4.more exciting 5.more convenient 6.happier

7.more friendly 8.fast

9.safer 10.best

*Comparative of adverbs :

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-Elicit the formof comparative from Ss before letting them read number in the table

-Then introduce comparatives of irregular adverbs like /fast/ , /hard/,late/,/early/ well/ -Let Ss read number and in the table 3.Practice :

-Ask Ss prepare Ex2 individually -Ask Ss give the keys

-Ask Ss write their keys on the board

Ask Ss prepare Ex3 individually -Ask Ss practice before the class

-Have Ss this exercise independently -Check the answers as a class

-Ask Ss independently .Walk around and help Ss who have difficulty writing the answers

-let Ss check their answers with a partner .Check as a class and write the correct answers on the board underlining the comparatives

form of comparative for almost all adverbs of manner ending in –ly -2.Adverb+er +(than) is the form of compararive adverbs of manner with the same form as adjectives

+fast->faster +hard-.harder +ealy->ealier +late->later

-The rain is coming .Let’s run faster

3.Some irregular forms of adverbs of manner

+well->better +badly->worse

2.Complete the sentences with suitable comparative forms of the adverbs in the box

1.more slowly 2.more soundly 3.less traditionally 4.more generously 5.more healthy

3.Finish the sentences below with a suitable comparative forms of hard ,late,fast,welland badly

1.better 4.harder 2.faster 5.worse 3.later 6.earlier

4.Underline the correct comparative forms to complete the sentences

1.more optimistically 2.more popularly

3.less densely populated 4.more quickly

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Review the main points of lesson And exercise

5.Homework :

-Learn by heart Comparative of adverbs -Give examples

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Period : 12 UNIT : LIFE IN THE COUNTRYSIDE Lesson : Communication

I.Objectives:

- read for spesific information about an unusual lifestyle in the countryside through visitors’ eyes

-practice by using them to exercises II Teaching aids.

1.Warm up ;

This page looks at online posts which are common features of sicial media sites They allow people to review things or give their opinions about things they also allow others to respond to the posts with their own opinions .As such an online dialogue occurs .The writing style of online posts is usually short ,informal and honest or direct

-Refer to the words in the Extra vocabulary box

-Ask Ss if they know their neaning .if they don’t ,wait until Ss have done the reading

-Then ask them to guess the meaning of each word in context

-Explain that Ss are going to read some online posts from people all over the world

1.Read the posts on Holidays in the countryside

*New words : -disturb (v) -beehives (n) -dig hole (n)

-unforgetable (adv)

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-Elicit from the Ss where these people live .Establish that they all live in big cities .They are talking about their experiences of staying in the countryside They all have very different opinions of the experience

-Now ask Ss to read the posts Check that everybody understands the meaning of each post before moving on

3 Practice

-Ask Ss this exercise independently -Ask them to look for expressions which help them decide their answers

-Then ask Ss compare their answers with a partner and discuss any difference -Then check answers as a class

-Put Ss into groups of between and -Explain that now they have a chance to reply to each post with their own opinions

-Hand out a piece of blank paper for each post

-Have the group write the name of each post at the top eg Bob from London -Ask each S write a short reply to a post and then passes the paper to the person on their left .They take the next paper from the person on their right ,They read the reply and then add their own

-Ask Ss refer to the examples as models for their answers Encourade Ss to choose a variety of posts with different attitudes -Ask Ss write down their replies

-Then ask each group to read out one of their reply chains to a post and discuss it as a class

people towards their experiences ? Tcik (v) the appropriate box

beehives

Positive Neutral Negative Dennis from London Julie from Paris Phirun from phnom Penh Yumi from Seoul Emi from Tokyo Lan from Ha Noi Bob from Hong Kong

3.Work in groups Reply to the osts in 1 Write down your replies

Discuss and share your replies with the class

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

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Period : 13 UNIT : LIFE IN THE COUNTRYSIDE Lesson : Skills

I.Objectives:

-read for spesific information about an unusual lifestyle in the countryside Mongolian nomadic life

-talk about what they like or dislike about life in the countryside II Teaching aids.

Teacher’s activities The content

1.Warm up :

-Write the phrase “Gobi Highlands” on the board and ask Ss if they know what and where it is

-Then write the word Mongolia next to it

-Ask Ss brainstorm what they know about this country and its people

-if possible T shows Ss some pictures and ask Ss to pick the ones they think are of Mongolia

-Ask Ss to read the headings first and make sure they understand their meanings They then read each part of the passage and choose the correct heading for it if time allows ,ask Ss to underline the words /phrases which help them make their decision

-Let Ss exchange their answers

-Allow them some time to explain to

A Reading :

1.Quickly read the passage and choose the most suitable heading A,B,C for each paragraph

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one another about their choice -Check the answers as a class

-Ask Ss to read the passage again and underline the words (a-e)

-Have Ss try to guess the meaning of these words ,based on the context -Let Ss complete the task independently

-Let Ss remember the main information of the passage without having to reread it

-Ask them to read the questions and the exercise independently

-May guide Ss to look for key words which can help them find the part of the passage where the information for the answers is given

Ask Ss individually refer to the passage and underline atleast one thing they like about Mongolian nomadic life and one thing they don’t like about it They can then start the inteview : +one asks

+other answers

Based on the facts they have underlined

-Encourage them to follow up and talk about as many different details as possible

-To follow up ,T can ask some pairs to report on their likes and dislikes T can make two list of their likes and dislikes on the board and see which ideas are the most common

*likes : *dislikes :

-Let Ss move from talking about nomadic life to the coutryside in VN 4 Consolidation :

Review the main points of lesson

-ger(n) => Key :

1.The importance of cattle to the nomads

2.The nomads’ home 3.Nomadic children’s lives

2.Match the descriptions with the words and phrases from the passage

=> Key : 1-b 4-a 2-d 5-c 3-e

3.Read the passage again and choose the best answer A,B,C or D

=>

1-A 4-B 2-C 5-B 3-A 6-D B Speaking :

1.Work in pairs .Interview your partner to see if he/she likes or dislikes mongolian nomadic life ;

A;What you like about their nomadic like ?

B;Well, the children learn to ride a horse

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5.Homework :

-Write down your reports about likes / dislikes in the coutryside

5.a: Work in pairs Discuss and find : -two things you both like about the countryside

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Period : 14 UNIT : LIFE IN THE COUNTRYSIDE Lesson : Skills

I.Objectives:

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

1.Warm up :

-Use Netword to ask Ss answer

-Give Ss time to look at the changes (A-F) .Ask questions to make sure that Ss understand the meaning of the words / phrases

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

-Give Ss time to -Check if they know the word “earthen”

-Ask Ss listen to the recording again (as many times as neede or if time allows ) and complete the exercise

-T checks their answers as a class 3.Practice :

-Ask Ss to read the questions first to see what kind of information they need to find

-What you like about the coutryside ?

-What don’t you like about the countryside ?

*A Listening ;

1.listen to a boy talking about changes in his village and tck the changes he mentions

=> Key :

B.Electrical appliances in the homes

C.Means of transport E.School

F.Visitors

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-Let some Ss might be able to answer some questions without listening to the recording again

-Play the recording Ss listen and decide what words / phrase to write down for the answer

-Ask Ss compare their answers with a partner

-Check as a class

-First ,remined Ss of the changes in the villages from the listening passage

-Can help by writing the changes in brief on the board as a guide for the writing exercise

For example :

earthen houses ->brick houses

-Place Ss into small groups of or Ss in each group work together to decide which rural area they will talk about

-Then Ask them discuss and note down some changes they can find in this area 4.Consolidation :

-Ask Ss use their notes about te changes in a rural area to write a paragraph describing the changes

-Can guide their writing by providing them with some key words/ phrases like “the list change is “ or “The change we are most interested in is” If there is not enough time to write the paragraph in class

-Write down the changes in the countryside

1.F 4.T 2.T 5.T 3.F

3.Listen again and answer the questions in no more than Four words

=> Keys : 1.His parents

2.life outside their village 3.Nearby/ Near the village 4.The way of life

*B Writing :

4.What you think ?

Which changes in the listening do you see as positive ?which do you see as negative ?

Support your opinion with a reason Write it out

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

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Period : 15 UNIT : LIFE IN THE COUNTRYSIDE Lesson :Looking back & project

I.Objectives:

By the end of the lesson ,students will be able to : -use grammar to exercises

-give plently of time to brainstorm ideas for a group activity II Teaching aids.

1.Warm up :

Encourage Ss to complete Looking Back without refering to the previuos sections in the unit .Ss should use what they remember from the unit to complete this section

-Ask Ss complete this exercise independently

-Correct the answers

-Ask Ss look at each picture ,then at the verb that goes with it.Ss write the sentences in their full forms

-Goes round while Ss are writing and helps them with any difficulties When Ss have finished ,T can choose some sentences and asks Ss to write them on the board

-Give feedback .If a sentence is incorrect ,ask Ss to correct it

-Ask Ss complete this task independently .They can then

A Looking back *Vocabulary :

1.Use the words and phrases in the box to describe the picture A word / phrase may be used for more than one picture ->key :

Picture:peaceful,vast,quiet,pasture,padd y field

Picture b:quiet ,paddy field,harvest time ,rice

Picture

c:peaceful,vast,quiet,nomadiclife, inconvenient ,pasture,cattle,horses

2.look at each picture and write a sentence describing each person is doing Use the verbs in brackets

=> Keys :

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exchange their answers with a partner -Check as a class

-Ask Ss to read the situations carefully and decide which two things are being compared

-Let Ss may refer to the completed sentences in as a guide for this sentence completion

-Ask Ss complete the exercise independently and then compare their answers with a partner

-Check as a class

-Ask Ss work in groups .They take turns to ask the questions and note down the answers

-Call the groups then assigns a group representative to report

-Ask Ss to complete the self-assessment

-Let Ss discuss what difficulties remain and what areas

-Write Exercises in their notebooks

2.A man is herding his cattle/sheep 3.A girl is picking apples (fromn apple tree )

4.A boy is flying a kite

5.The children are around in the fields /countryside

6.A woman is collecting water from the river

*Grammar :

3.Look at the pictures and complete the sentences Use suitable comparative of the adverbs in brackets

1.faster than 2.earlier than 3.better than

4.more skillfully than 5.more beautifully than

4.Read the situations below and complete the sentences with suitable forms of the adverbs in brackets

=> Key :

1 faster than a camel

2 more happily than those in the city more heavily on the weather than people in many other jobs

4 worse than I *Communication : 5.Work in groups

You are planning a trip to the countryside Wrok together and answer the question :

What will you during the trip ? Write the answers in the table below *Funished :

B Project :I love the countryside Teaching date: 8/10/2018

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lesson 1: Getting started I/ Objectives:

By the end of the lesson , Ss will be able to get acquainted with the topic about ethnic groups of Viet Nam

* Pre-teach new words + Check vocabulary : R O R

Ask Ss to read the conversation again and the exercise in pairs or in groups T writes the correct answers

on the board

Ss work individually to answer the questions Ss compare answers with a partner and then discuss as a class Then correct the answers

A Getting Started. 1 Vocabulary: - ethnic (adj): - ethnic group

- ethnic minority people - account for (v)

- awesome (adj) - terraced field (n) - stilt house (n) 2 Listen and read: 1a:

Key: interesting 2.largest minority 4.southern

1b: Comprehension questions

Key: They are in the Museum of Ethnology

2.They want to know about the ethnic groups of Viet Nam

3 There are 54 (ethnic groups)

4 The Viet (or Kinh) have the largest population

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Tell Ss to refer back to the conversation to find the expressions Together with Ss, elicit the meaning of these four expressions Then give examples For more able classes, have Ss provide the examples of when these expressions would be used Ask Ss to role-play the example conversation in pairs before creating their short role-plays More able

Ss can try to extend the conversation

Encourage Ss to use How+ as many adjectives as possible

Help Ss distinguish the two words

‘

Ss work in pairs and label each picture Then let Ss read each word/ phrase correctly Check and correct their pronunciation Ss the task by themselves After that they swap their answers with a partner T corrects as a class Then let them repeat the words/ phrases in chorus

Work in pairs Ask and answer, using these cues Ss work in pairs to ask and answer the questions T gives correction T may call on some pairs to talk before the class

1c:

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

2 How+ adj/ adv: used to show a strong reaction to sth

3 Used to show you understand what someone said

4.Used to show that you think something is great

1d Work in pairs Look out!

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 Matching:

Key: 1.five-coloured sticky rice 2.terraced fields festival

4 folk dance open-air market musical instrument

7 costume stilt house 3 Gap fill.

Key:

1.ethnic heritage site Stilt houses 4.festivals member terraced fields 4 Game

Key: Which ethnic group has the smallest population?

2.Do the Hmong have their own language? 3.Where the Coho live?

4 What colour is the Nung’s clothing? Which group has a larger population, the Tay or the Thai?

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4 Consolidation

- Teacher gets students to retell the aims of the lesson 5 Homework

- Prepare for the next lesson: Unit 4: Closer look - Practise reading the dialogue fluently

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PERIOD 17: UNIT 3: PEOPLES OF VIET NAM. lesson 2: a closer look 1

I/ Objectives:

Educational aim: - Practice the vocabulary and pronunciation of the unit - Vocabulary: (in)significant, minor, complicated, major

- Grammatical structures: - Sounds: / sk / , / sp / , /st/ II Teaching aids.

T may explain and give examples of adjectives Ask Ss to give some more

Then Ss work in pairs to match the adjectives with their opposites T elicits the answers from the class

If there is time, advanced Ss can write the words in sentences (or for homework)

Ss work individually to the task Some Ss may write the answers on the board Check their answers

- Ss work in pairs and discuss what the word is for each picture Check the answers with the class For more able Ss, ask them to give other words they

I Vocabulary 1 Look at …. - insignificant (adj) - minor (adj)

- crisp (n)

Key: d 2.c 3.g 4.a 5.f e 7.b

2 Complete the sentence

Key: written 2.traditional 3.important simple, basic 5.rich

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know which are related to the life of ethnic minority people - Play the recording and Ss repeat T may pause the recording to drill diffi cult items Play the recording as many times as necessary Correct Ss’ pronunciation

Play the recording again Ss listen carefully and put the words in the right columns Note that ‘school’may cause some confusion because the sounds of /sk/ are spelled with the letters ‘sch’ Ask Ss to give other words which contain these clusters Play the recording two or three times (or more if necessary) Help Ss recognise all the words with /sk/, /sp/, or /st/, then underline them as assigned

Key: ceremony 2.pagoda temple (Ly Son)

4 waterwheel (in the north) 5.shawl (of the Thai women) 6.basket (of the Sedang)

Pronunciation

Clusters: /sk/, /sp/ and /st/ 4 Listen and repeat

5 Listen again and put them in the right column according to their sounds.

6 Listen and read the following sentences Then underline the words with the sounds /sk/, /sp/, or /st/.

Key:

1 The Hmong people I met in Sa Pa speak English very well

2 You should go out to play instead of staying here

3 This local speciality is not very spicy Many ethnic minority students are studying at boarding schools

5 Most children in far-away villages can get some schooling

4.Consolidation

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Practise the cluster /sk/, /sp/ and /st/ 5 Homework

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UNIT 3: PEOPLES OF VIET NAM. PERIOD 18: lesson 3: a closer look 2 I/ Objectives:

Educational aim: - Review: + Articles ( a, an, the)

+ All types of questions and question words - Grammatical structures: - All types of questions and question words II Teaching aids.

-Give Ss about five minutes to read the passage

- T calls on some Ss to read aloud to the class Correct their pronunciation, itonation and stress, and give explanation if necessary

- Ss work in groups

- Have some Ss come up and write questions on the board - Teacher gives correction as a class

- Ss complete the exercise individually then teacher checks as a class

- Let Ss work in pairs Encourage Ss to talk with

Grammar

I Questions: review. Read the passage - Ss the task individually

2 Write questions for these answers: Keys:

1 Who is living in the house?

2 How many children they have? Do the grandparents stay at home? How often does mrs Pha go shopping?

3 Complete the questions

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fluency and accuracy, and as naturally as possible

- T goes around to monitor the whole class

- Ask Ss to read the grammar box, explain the use of articles, going through the examples in the box

- Draw Ss’ attention to the Look out box

- Ss complete the exercise individually, compare the answers with a partner then teacher checks as a class

- Have Ss read the passage without paying attention to the blanks Then as a class, check any unfamiliar vocabulary - Focus on grammar point - Ss work individually to the task Ask some Ss to read the passage sentence by sentence - T corrects as a class Discuss the reasons for the article usage

4 Work in pairs

- Ss use the words to make questions and answer them

Questions:

1 Who does the shopping in your family?

2 Who is the principal of our shool? Which subject you like better,

English or Maths?

4 What is the most important festival in Vietnam?

5 Answers

II Articles: a, an the * Activity

1 a the The the the a

* Activity

1 a a/the The an/the the an

4.Consolidation

- Teacher gets students to retell the aims of the lesson 5.Homework

- Prepare for the next lesson: Unit 3: Communication - Do exercise B1- B6 (Workbook)

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PERIOD 19: lesson 4: communication I Objectives:

Educational aim: By the end of the lesson, ss will be able to describe and give opinions about peoples of VN

- Vocabulary: Northwest region, Northeast region, Red River Delta, The Central Highlands,

Play Kim’s game:

- T divides the class into two groups

- T shows ss pictures about some activities and asks ss to have a quick look, then write on the board what activities there are in the pictures

- The group has more words wins the game

* Getting started.

Quiz: What you know about ethnic groups of VN?

T: Ask Sts to work in pairs to the quiz S: work in pairs

Play game

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T: Check and give explanation 1.B A C B C A * Doing: Matching:

T: Ask sts to this task in groups

Let them discuss then write down the ethnic groups in the correct box

Ss: this exercise in groups and give T the answers

T : confirms the correct answers Encourage sts to add other ethnic groups they know to the list

S: add some more if they know T: move round the groups and give assistance where needed

Northwest region: Viet, H mong, Lao Northeast region: Viet, Hmong, Nung, Tay Red River Delta: Viet

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

Mekong River Delta: Viet, Cham, Khmer T: Bring the groups back together

Write on the board subject that Sts can talk about in relation to these groups

Elicit these subject if possible

Give some facts to facilitate the activity Give sts time to prepare and then let them talk in groups

- Complete your speaking about the ethnic groups

- Exercise in the Workbook

* Vocabulary Northwest region Northeast region RedRiver Delta

The Central Highlands Mekong River Delta Do the matching

4.Consolidation

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UNIT 3: PEOPLES OF VIET NAM. PERIOD 20: lesson 5: skill1 I Objectives:

- Read for general and specific information about ethnic minorities - Talk about our own ethnic group

- Vocabulary: canal, cattle, poultry ( chim muông), bamboo, weave cloth ( thổ cẩm), ornament ( đồ trang trí )

Teacher’s activities Students’ activities I Pre – reading

* Preteach the vocabulary

* Checking technique: Slap the board

* Pre questions

-Ask Ss to look at Exercise to make prediction

II While - Reading

- Get Ss to read the tet carefully to check their prediction

- T gives feedback

I READING 1 Vocabulary

- costume (n) /ˈkɒs.tjuːm- dig (v): đào - canal (n) /kəˈnæl/: kênh, mương - poultry (n) /ˈpəʊl.tri/: gia cầm - weave (v): dệt

/: trang phục

- ornament (n) /ˈɔː.nə.mənt/: đồ trang trí; trang sức; đồ thờ

- worship (v) /ˈwɜː.ʃɪp/: thờ

- ancestor (n) /ˈæn.ses.tər/: tổ tiên - terraced field (n): ruộng bậc thang - sow (v) /səʊ/: gieo hạt

- Individual work

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- Ask Ss to read the text again and the task

- T corrects the answer as a class

- Ask Ss to read the text again and answer the questions - T corrects the answer as a class

III Post-reading * Speaking.

- Divide the class into ggroups, each preparing to talk about one ethnic group

- T goes around to assist if necessary the asks some volunteers to present to the rest of the class

- Let Ss talk about their own ethnic group

1.farmers .2 bamboo Stilt

4 songs ceremonies

3 Answer the questions Yes, they

2 Their main food is rice

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

4 Thai women

5 They worship their ancestors II SPEAKING.

4 Group work - Ss work in groups 5 Free talk

talk about their own ethnic group, ask Ss focus on on or two aspects suc as clothing, food, ways of living, customs and traditions

4.Consolidation

Teacher gets students to retell what they have learnt 5.Homework

- Prepare for the next lesson: Unit 3: Skills - Learn by heart all the new words

- Do Ex D1, (WB)

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PERIOD 21: lesson 6: skill 2 I Objectives:

-By the end of the lesson, sts can:

- Listen to get specific information about a traditional apeciality - Write a paragraph about how to cook a traditional dish

Teacher’s activities Students’ activities Pre- Listening

Givess Ss time to discuss the two questions in pairs and then as a class Encourage Ss to make guesses if they are not sure Tells Ss to look at the picture and say they know about the dish

While- Listening

Plays the recording once or twice Ask Ss to listen carefully and tick True or False according to what they hear in the passage Plays the recording again Ss write down the words as they listen Play the recording again for them to check T correct as a class

Writing

Tells Ss to read the notes carefully

Have Ss write full sentences to show the steps to cook the rice

Listening:

Discuss the two questions in pairs

Look at the picture and tell what dish is it

Listen to the tape and the task

Key: 1.T 2.F 3.T 4.F 5.F

Listen again and complete the sentences Key:

1.mountainous 2.purple 3.natural 4.plants 5.ceremonies

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Explains:

tbsp: tablespoonfull: thìa xúp đầy

tsp: teaspoonful: thìa cà phê đầy

Make sure that they use proper connectors first/firstly,

second/secondly and pay attention to spelling and punctuation

T may collect some Ss’ writing papers and mark them, then give comments to the class

T may ask Ss to write a

paragraph as homework( in the form of a letter to a pen friend, for example)

Read the notes carefully

Write full sentences to show the steps to cook the rice

Sample cooking steps:

This delicious dish is really easy to make. First, you need to soak the rice in water for at least five 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 30 minutes Check that it is fully cooked You can serve this dish with chicken.

4 Consolidation

Teacher gets students to retell what they have learnt 5 Homework

- Prepare for the next lesson: Unit 3: Looking back and project - Do Ex E3 (WB) (page 29)

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Educational aim: -By the end of the lesson, sts can: - Use action verbs to talk about ethnic peoples

- Use articles: a, an, the

- Pronounce the words containing cluters/ sk/ , / sp/ , and / st/ - write a paragraph about how to cook a traditional dish

New lessonTeacher’s activities Students’ activities Vocabulary

1 Complete the sentences

Lets Ss repeat the words as a class to practice pronounciation

- Ss can comple this exercise individually

- Lets advanced classes can complete this exercise in pairs

- Checks with the whole class and give answer key

2 Use the correct form of the words to finish the sentences

- Lets Ss the exercise by themselves or in pairs

- Check with the whole class - Asks Ss to rea the completed sentences aloud

Grammar

3 Make questions for the underlined parts in the passage - Lets Ss read the passage aloud. Clarify any difficulties

- Repeat the words in chorus

- Do the task individually or in pairs

Key:

1.cutural group 2.communal/ activities 3.costumes / diverse 5.unique

Do the exercise in individually (or in pairs)

Key: 1.cutural 2.peacful 3.richness 4.diversity 5.traditional

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- Asks Ss to write down the sentences which has underlined part

- Ss the task in pairs or individually

Check with the whole class

4 Find and correct error

- Tells Ss to read the sentences carefully and try to find the error relating to articles in each sentence Ss can work in pairs or individually - Checks if Ss correctly

5 Fill in each gap with a, an, the Ss complete this task individually T gives correction

Communication

6 Game: cultural Knowledge Challenge

Ss work in pairs Let them recall what they have learnt about the cultural groups of Viet Nam Ss take turns to ask each other questions about the topic The person asking can look at the book The first person to get five correct answers is the winner

If time allows, Ss which partners and play again

- Read the passage

- Write down the sentences which has underlined part

- Do the task Key:

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

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

4 What is it used for?

5 Who can sleep in this house? Read the sentences carefully and try to find the error relating to articles in each sentence

Key:

1.a->the 2.a->the 3.an->the

4.the semi-nomadic life->a semi -nomadic life

5.an->the

Complete this task individually an 2.a 3.the 4.the 5.the 6.the A Are you ready?

B Yes

A What is the population of the largest ethnic group?

B About 74 million It's the Kinh or Viet

A Very good Your turn

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smallest ethnic group? A I think it;s the Odu group B Exactly

Project: Ethnic Fashion Show!

1 Ss work in groups Give Ss about five minutes to discuss the question.

2 Ss work independently Encourage them to use imagination and make their own costume designs ( at home, or in class if possible, and with the materials available) Tell them to be creative

4 Consolidation

Teacher gets students to retell what they have learnt 5 Homework

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REVIEW 1( UNIT 1-2-3). PERIOD 23: SKILLS I Objective:

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

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

- Ss individually and check their answers with a partner before giving their answers to T to confirm the correct answers - T checks Ss’s answers

- Ss the task in pairs T checks as a class

- 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 lets Ss swap pairs and continue to talk

- T goes round and give

A Reading

* Ex1a (individual) KEY:

1T 2T 3F 4T 5F * Ex1b (pair work)

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

2 How many objects are on display at the museum?

3 What can you learn in this museum? B Speaking:

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assistance if necessary

- 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

- Have Ss brainstorm ideas about life in the countryside:

+ Advantages + Disadvantages

+ What they like and dislike, - Explain the writing task Also have them brainstorm words and phrases they may need for their writing

- Ss the task individually T moves around and give assistance if necessary

- Get one S to write on the board and check as a class

C Listening:

*Ex3 Listen and choose the correct answer

Key:

1B 2A 3A 4C 5B

D Writing:

*Ex4.: Write a paragraph giving your opinion about life in the countryside

Sample writing:

In my opinion, life in the countryside has many good points Firstly, country folk are friendlier than city folk. Secondly, life is slower and simpler than in the city The food is fresher and the air is cleaner Finally, 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.

4.Consolidation

Teacher sumarise and review unit 1, 2, 5.Homework

- Review unit 1, 2,

- Prepare for the first written test

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I Objective:

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

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

Learning activities Language focus

Ask Ss some Questions Reading

1 Read the following letter from Kim to her pen friend, Jon.

a Tick (v) true or false.

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

Key: T T F T

F

b Write questions for the underlined phrases in the letter.

Ss the exercises in pairs T corrects as a class Key:

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

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

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

2 Work in pairs Talk about what your family members like to in their free time.

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 last Ss swap pairs and

Wh questions words

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continue to talk T goes round and gives assistance if necessary

Listening

3 Listen to the passage and choose the correct answer. 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

Key: B A A C

5 B Writing

4 Giving your opinion

Write a paragraph giving your opinion about life in the countryside You may begin like this:

In my opinion/ I think life in the countryside has many good points Firstly,…

You may use the following cues: * People (friendly…)

* Life (peaceful, simple, slow…) * Food (fresh, cheap…)

* Traditional activities

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

Sample writing:

Inmy opinion, life in the countryside has many good points Firstly, country folk are friendlier than city folk Secondly, life as slower and simpler than in the city The food is fresher and the air is cleaner Finally, there are lots of traditional activities that we can in the

4.Consolidation

Teacher sumarise and review unit 1, 2, 5.Homework

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PERIOD 25 THE FIRST WRITTEN TEST Time: 45 minutes

I Objective:

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

-Vocabulary: Words from

-Grammar: Tenses,Verbs followed by a gerund and an infinitive, comparison, article II Teaching aids.

a.

Class organization - Greeting

- Checking attendance: 8A1:………, 8A2: ……… , 8A3: ………… b.

New lesson.

A MA TRẬN:

Chủ đề Nhận biết Thông hiểu

Vận dụng

Tổng Cấp độ thấp Cấp độ cao

TN TL TN TL TN TL TN TL

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2C 0,5đ 2C 0,5đ g 1C 0,25đ điểm Writing Find mist ake C 0,5 đ Find mistak e 2C 0,5 đ Find mista ke C 0,25 đ Rewr ite 3C 0,75đ 8Câu 2 điểm Tổng 4C 1 đ 7C 1,75 đ 5C 1,25 đ 7C 1,75 đ 4C 1 đ 5C 1,25 đ 4C 1 đ 4C 1 đ 40Câu 10điểm

B ĐỀ BÀI

Question I Listen and fill in the gap ( points) A few weeks ago Mandy Poole (1) to Sunshine TV She wanted to be on their (2)……… … quiz show,call Lucky Break Mandy loves the (3)……… … and she watches it every day She’s (4)……… …… the show now and she’s having (5)………… … … breakfast She’s going to be very (6)………… … soon, because the show’s presenter, Russel Dean has (7)………… … her name and he’s going to (8) ……… … her up

Question II Find the word which has different sound in the part underlined ( point) A wanted B washed C decided D needed

10 A beds B months C walks D books

11 A pictures B watches C washes D brushes 12 A homework B brother C open D judo Question III Choose the best answer ( 2.0 points )

13 My dad doesn’t mind……… my mom from work every day A pick up B picked up C picking up D picks up

14 Using computers too much may have harmful effects your minds and bodies

A on B to C with D onto

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17 Can you speak English ……… My English is not good

A slow B more slowly C quickly D more quickly 18 Viet Nam is ………… multicultural country with 54 ethnic groups A a B an C the D A and C 19.Which ethnic groups has the largest population in Viet Nam? A Kinh B Muong C Tay D Hmong 20.The Lao are one of ……… many Thai- speaking peoples A the B a C an D A and C Question IV Give the correct form of the following verbs: ( point)

21 Children in this village love _ kites on summer afternoons (fly) 22 The children used to _ a long way to school (go) 23 They a nomadic life for six years (live) 24.The Hmong boys like _ the game “danh quay” in spring ( play) Question VI

1 Read the passage, and then decide whether the statements that follow are True (T) or False (F) : (1 point)

In my opinion, using the computer as your hobby can be harmful to both your health and

your social life Firstly, sitting all day in front of the computer can cause health problems

such as eye-tiredness and obesity Secondly, you may get irritated easily Besides, if you use

the computer too much, you will not have time for our family and friends In short, computers

should only be used for a limited time

25 Using the computer too much can make your eyes tired … 26 We still can spend a lot of time with our family and friends … 27 According to the writer, we can use the computer for a long time

28 Computers should only be used for a limited time

3 … … 2 Read the passage carefully (0,5 point)

MY VILLAGE

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talk about their farm work and exchange news The children run around, playing games and shouting merrily Laughter is heard everywhere

My father sometimes takes me to the market town nearby where he sells our home products like vegetables, fruits, eggs… He then buys me an ice cream and lets me take a ride on the electric train in the town square I love those trips

On starry nights, Children lie on the grass, looking at the sky and daring each other to find the Milky Way We dream of faraway places

Answer the following questions.

29/ Does the boy like riding on the electric train in the town square? à………

30/ What the children on starry nights?

à……… Question VII Writing:

a Use the adjectives in brackets in their correct forms of comparison to complete the sentences (0,5 point)

31/ The countryside is ……… than the town ( beautiful) 32/ The Mekong River is ………the Red River (long)

b Rewrite the second sentence so that it has a similar meaning to the first one (1 point)

33 Tea is cheaper than coffee

F Coffee ……….……….……….……….……… 34 I adore listening to music every day

F I enjoy ……….……….……….….………

35 The red car is more expensive than the black one F The black car ….……….……….……….……… 36 No one in my group is more intelligent than Long F Long ……….……….…….……….………

c Write a short paragraph (70-80 words) giving your opinion about life in the countryside (1 point)

You can use these clue questions:

What is your opinion about the life in the countryside? How are the people, landscape, weather or air?

How is the life there? How is the food ?

What activities can you there?

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C ĐÁP ÁN

Question I Listen and fill in the gap ( points) A few weeks ago Mandy Poole (1)wrote to Sunshine TV She wanted to be on their (2)time quiz show,call Lucky Break Mandy loves the (3)show and she watches it every day She’s (4) watching the show now and she’s having (5) her breakfast She’s going to be very (6) surprised soon, because the show’s presenter, Russel Dean has (7) chosen her name and he’s going to (8) call her up.

Question II Find the word which has different sound in the part underlined ( point) B washed

10 A beds 11 A pictures 12 B brother

Question III Choose the best answer ( 2.0 points ) 13 C picking up

14 A on

15 A friendly 16 A ethnic minority 17 B more slowly 18 A a

19 A Kinh 20.A the

Question IV Give the correct form of the following verbs: ( point) 21 flying/ to fly

22 go

23 have lived 24.playing/ to play

Question VI

25 T 26 F 27 F 28.T 2 Read the passage carefully (0,5 point)

29.Yes , he does

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Question VII Writing:

31.more beautiful 32 longer than

33 Coffee is more expensive than tea Or Coffee is not as/so cheap as tea 34 I enjoy listening to music every day

35, The black car is cheaper than the red car/one Or The black car is not as expensive as the red car/one. 36 Long is the most intelligent in my group

- Vocabulary: 0,25 - Meaning: 0,25 - Grammar: 0,25 - Logical: 0,25

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Unit Our customs and traditions P 26 Lesson Getting started

I , Objectives

This lesson will present the vocabulary and grammar items to be learned Ss then practice listening and speaking with the lexical items related to the topic "Our customs and traditions"

Game

- Divide class into teams: A and B

- A student from team A calls out the name of an ethnic group in Vietnam, then points at one student from group B This student has to call out the name of another ethnic group The game stops when a group cannot give out the name of any ethnic group or when time is up.The group with more ethnic groups wins

- Write on the board: “Yes, and they have their own ways of life, and _and _ - Use the sentence to set the scene

- Teacher – students - team work

- customs, traditions

1 New lesson

+ Check vocabulary : R O R

A Getting Started. 1 Vocabulary:

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-Play the recording Ss listen and read.Pause the recording at the appropriate places if Ss need with comprehension questions

-Ss work independently Allow them to share answers before discussing as a class

- Have Ss look at the “watch out” box T gives explanation

- Ss work independently Allow them to share answers before discussing as a class

- Have Ss read the questions to make sure they understand them Ask Ss firstly to answer the questions without reading the dialogue Ss exchange the answers with a classmate

- Ss check their answers by reading the dialogue again Call some Ss to write the answers on the board Confirm the correct answers

- Ss work in pairs Ask for Ss’ answers and explanations Summarise the answers

- Have Ss look at the picture, read the customs and traditions in the textbox, identify any new words they not know

- Ss work in pairs

- Ss work individually then compare in pairs

- Ss play the game in groups

- generation (n): hệ

- You are kidding: Bạn đùa - Table manners: Phép tắc ăn uống 2 Listen and read:

1a:

KEY: 1.accepted generations 3.spot on 4.sharp

5.social 6.table manners 1b: T/F?.

KEY: 1T 2F 3T 4F

1c: Answer the questions

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

3 They both refer to doing something that develops over time

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

5 They should find information about a custom or tradition

1d Work in pairs

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 Matching: 2a

1g 2c 3f 4h 5e 6a 7b 8d

2b

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3 Game.

4 Consolidation

- Teacher gets students to retell the aims of the lesson 5 Homework

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UNIT 4: CUSTOMS AND TRADITIONS. PERIOD 27: lesson 2: a closer look 1

I Objectives:

- Practice the vocabulary and pronunciation of the unit Knowledge and skills:

- Grammatical structures:

- Sounds: / spr / , / str / II Teaching aids.

Vocabulary

Draw Ss’ attention to the Watch out! Box Explain to them the words ‘custom’ and tradition’ can be countable or

uncountable Remember to come back to this point after finishing exercise

1 Have Ss look at the table in the book. Make sure that they understand what to Ss complete the exercise individually and then compare their anwers with a partner Call some Ss to give the answers Write them on the board Confirm the correct answers

Now have Ss read the sentences again to see if the word ‘custom’ or ‘tradition’ in each sentence is countable (C) or

uncountable (U) Ask for Ss’ answers

I Vocabulary

- Read the Watch out

E1

Look at the table and read and the exercise individually

- Compare with partner

Key: 1.e 2.d 3.a 4.g 5.b 6.c 7.f Read the sentences to see if the word ‘custom’ or ‘tradition’ in each sentence is countable (C) or uncountable (U)

1.C C 3.U 4.C 5.U 6.C C

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2 Have Ss read the sentences in again and complete the expressions Then Ss compare their answers with a partner Call one or two Ss to write the complete expressions on the board

3 Ask Ss to work in groups to this activity T may prepare some pieces of big-size paper for the groups to write their answers on When they finish, Ss stick their paper on the board Ss read and comment on each other’ sentences

4 Ss individually complete the sentences with their own ideas, then share their sentences with a partner Ask for Ss’ answers and write them on the board Others comment on these sentences ( the answers may be varied)

Pronunciation

5 Have Ss complete the words under the pictures with /spr/ and /str/ then share their sentences with a partner Ask for Ss’ answers and write them on the board Don’t say if they are right or wrong Then play the recording for them to check the answer and repeat the words Play the recording as many times as necessary 6 Play the recording for Ss to this exercise

Asks for Ss’ answers

Plays the recording again for Ss to repeat the sentences

Asks some Ss to read aloud the sentences

Read the sentences in again and complete the expressions Then compare the answers with a partner

Key: 1.custom 2.tradition 3.according 4.tradition 5.with 6.of 7.doing E3:

Work in groups to the exercise Key:

1.strictly 2.strangers,spread 3.streets 4.filmstrip 5.offspring

E4:

Complete the sentences individually

II Pronunciation E5:

Complete the words under the pictures with /spr/ and /str/ then share their sentences with a partner

- Listen and repeat and check the answers

E6: Listen and the task - Listen and repeat

- Read the senteces aloud

4.Consolidation

- Prepare for the next lesson: Unit 4: Closer look - Do exercise A1, , B1, workbook

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I Aims

By the end of the lesson, ss will be able Review Should and Shouldn’t to express advice and Have to to express obligation or necessity.

- Grammar: giving advice, express obligation or necessity II Teaching aids.

Teacher’s activities Students’ activities Should and shouldn’t to express

advice: review Give a situation:

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

Encourage Ss to express their advice freely If Ss mention

should/shouldn’t, tell them that in this lesson they are going to review should/shouldn’t to express advice about customs and traditions 1 Asks Ss to look at the pictures and quickly describe what they see Have them complete the sentences and then compare the answers with a friend Elicit Ss’s answers

Confirm the correct ones

2 Have Ss read the situations in A to make sure they understand them Ss this activity in pairs Ask for Ss’s answers

For a more able class, have Ss give some other advice for the situations Ss may write their advice on a big piece and show it to the class

I Should and Shouldn't:

Read the situation and give advice You should take along a sun hat ………

Should and should: to give advice

E1:

Look at the pictures

Complete the sentences and then compare the answers with a friend Key:

1.should 2.shouldn’t

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Have to to express obligation or necessity

Tell Ss that sometimes when they go to a place, it is obligatory that they follow its customs and traditions

Have Ss read the information about have to T may want to add that must is also used to express obligation One of the differences between have to and must is that must shows internal obligation, i.e., you make a decision about what you must Give one example: We must clean the house before Tet because we think it will bring luck.

3 Ss this exercise individually, and then compare their answers with a classmate Check Ss’s answers and confirm the correct ones

4 Ss this exercise individually and give T their answers

5 Have Ss quickly read the e-mail Ss this exercise individually and then compare the answers with a classmate Ask one or two Ss to write their answers on the board Have them explain their answers

Do this activity in pairs

Key: 1.b 2.c 3.e 4.d 5.a

II Have to

Read the information about Have to Have to + infinitive

Don’t/ Doesn’t + have to + infinitive Do/ Does + s + have to + infinitive?

Read the Remember

* Don’t have to is used when not necessary to something

Example: My mother dosen't have to work on Saturdays

* If you want to tell somebody not to something as an obligation, we use mustn’t instead

Example: You mustn't wear shorts shirts in here

E3

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4 had to/ don’t have to

5.does…have to 6.didn’t have to E4 Do this exercise individually Key: 1.B 2.A 3.A 4.B

E5 Read the e-mail and this exercise individually and then compare the

answers with a classmate

1 Shouldn’t give-> should give (reason: There are lots of confusing customs and traditions in Japan, so Eri thinks she should give Mi advance)

4 Consolidation

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Unit Our customs and traditions P 29 Lesson Communication I Aims

Talking about table manners

By the end of the lesson, Ss can know more about table manners in the UK and compare them with those in Viet Nam

- Team work

- T controls the game, plays the role as an umpire

Brainstorming

New lesson

Teacher uses different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vacab

- Checking: R0R

1 Vocabulary

- cutlery (n) /ˈkʌt.lə.ri/: dao kéo - mat (n): chiếu

- prong (n) /prɒŋ/: răng, ngạnh (của dĩa)

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- Ss look at the pictures and discuss the different between them in pairs

- Get Ss to work pairs

- Have some Ss write their answers on the board

- Play the recording for Ss to check their answers Ss listen to the recording twice If there are any incorrect answers, have Ss explain why the sentences are false

- Teacher gives the correct answers

- Ss work in pairs Encourage Ss to add some more table manners - Have some Ss present their ideas - Ss work in pairs and role-play, continue the conversation in the book or make up their own After some tome, call some pairs to act out the conversation in front of the class Other Ss give comments - Give praise and feedback on Ss’ conversations

2 Act1: Discuss in pairs.

- 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

…

3/Act 2: T/F statements

4 Act 3:

1F: you hold the fork in the left hand and the knife in the right

2T

3F: There is also a spoon and a fork for dessert

4T

5F: You should never use your own ctlery to take more food from the serving dish, use the serve spoon

6F: you should break off the bread with your hands

7F: Guess have to wait until the host or hostest starts eating

5 Act 4:

6 Act 5:

4.Consolidation

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5.Homework

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Unit Our customs and traditions P 30 Lesson Skills 1

I Aims

Reading for specific information about family customs and traditions Asking about and describing different customs and traditions

By the end of the lesson students will be able to: II Teaching aids.

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

* Tell Ss to read the text quickly and tell if Mi is writing about her family or her society - Elicit the answers from Ss - Instruct Ss on the way to the exercises

- Ask Ss to read the passage again then answer the questions

- Ss read the passage again then answer the questions Ss can underline parts of the text that help them with the

* READING 1 Pre questions

Picture 1: A family is celebrating a birthday Picture 2: People are making CHUNG cakes Picture 3: A family is at an amusement park 2 Reading:

* Key:

- She is writing about her family 3/ Matching

1C 2A 3C 4B 5A 6B

4/ Answer the questions

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answers Ss compare their answers before giving the answers to T

- Ask Ss to give evidence when giving the answers

* Speaking.

- In pairs Ss take turns to ask each other the three questions about their own family customs and traditions T moves around the class, facilitating where necessary and assessing how Ss are doing

- Two pairs of Ss join together One pair interviews the other One student interviews and the other notes down the answers in the table Then, the second pair interviews the first pair

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

3 They don’t remember

4 They made five-coloured sticky rice served with grilled chicken

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

5/ Work in pairs discussing the questions:

6/ Interview.

4.Consolidation

- Do Ex D1, 2, (WB)

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P 31 Correcting the test I Aims

- Help students evaluate their abilities and they can try their best to the next examination

- Students can avoid making mistakes in the next time II Teaching aids.

- Checking attendance: 8A1:………, 8A2: ……… , 8A3: ………… B Answer key.

Question I Listen and fill in the gap ( points) A few weeks ago Mandy Poole (1)wrote to Sunshine TV She wanted to be on their (2)time quiz show,call Lucky Break Mandy loves the (3)show and she watches it every day She’s (4) watching the show now and she’s having (5) her breakfast She’s going to be very (6) surprised soon, because the show’s presenter, Russel Dean has (7) chosen her name and he’s going to (8) call her up.

Question II Find the word which has different sound in the part underlined ( point) B washed

10 A beds 11 A pictures 12 B brother

Question III Choose the best answer ( 2.0 points ) 13 C picking up

14 A on

15 A friendly 16 A ethnic minority 17 B more slowly 18 A a

19 A Kinh 20.A the

Question IV Give the correct form of the following verbs: ( point) 21 flying/ to fly

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23 have lived 24.playing/ to play

Question VI

25 T 26 F 27 F 28.T 2 Read the passage carefully (0,5 point)

29.Yes , he does

30 On starry nights, Children lie on the grass, looking at the sky and daring each other to find the Milky Way

Question VII Writing:

31.more beautiful 32 longer than

33 Coffee is more expensive than tea Or Coffee is not as/so cheap as tea 34 I enjoy listening to music every day

35, The black car is cheaper than the red car/one Or The black car is not as expensive as the red car/one. 36 Long is the most intelligent in my group

- Vocabulary: 0,25 - Meaning: 0,25 - Grammar: 0,25 - Logical: 0,25

Students’ own opinions C Homework

- Prepare unit 4: Communication Teaching date: 15/11/2018

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I Aims

To help students develop writing skill, listening skill By the end of the lesson students will be able to:

- Listen to get specific information about a traditional dance of an ethnic group in Viet Nam

- Write a description of a traditional Japanese II Teaching aids.

- Teacher asks whether students have any questions about the exercise in the workbook or not

- Teacher checks students’ homework

- Ask the teacher any difficult questions that they can’t answer

3.New lesson

Teacher’s activities Students’ activities I Listening.

-Present some new words

- Ss look at the picture and share what they know about this tradition with a partner - Elicit Ss’ answers and have SS share as much information as possible

I Listening. 1 Vocabulary

- spiritual (adj): thuộc tinh thần - ancient (adj): cổ xưa

- conical hat (n): nón - scarf (n): khăn quàng cổ 2 Activity 1:

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- Play the recording once Ask for Ss’ answers then write them on the board T checks with whole class

- Play the recording again for Ss to the task individually - T checks with whole class

- Ss work in pairs and make sentences using the given information Teacher moves around to give help if necessary

- Ss write their description individually based on the sentences they have made, beginning with the given sentences

- Get Ss to work in groups exchange their descriptions to spot any mistakes Share them with the whole class

- Collect some Ss’ work to mark at home

1 happy and wealthy

2 private gatherings 30 the circle dance Social fire The music

8 culture and lifestyle Key: According to timeline 4 T/F

1T 2F 3F 4T 5T

II Writing. 5 Work in pairs

6 Writing

There is a tradition in Japan that people perform the Obon dance during the Obon festival.

The Obon dance expresses people’ honouring their ancestors It is performed in mid-August in many regions of Japan and in mid-July in other regions.

The Obon dance has different forms in different regions The most popular form is circle dance People make a circle around a yagura, a high wooden stage and dance. Some dancers move clockwise and some dance counter-clockwise.

This is one of the most important traditions Lots of people come back to reunite with their families during the Obon festival

4.Consolidation

-Summarize the main point of the lesson 5.Homework

- Learn new words by heart

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Unit Our customs and traditions P 33 Lesson Looking back & project I Aims

To help students recycle the language from the previous sections and link with the topic: customs and traditions

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

- Revise and make the use of all the target knowledge in unit II Teaching aids.

- Tell Ss to the task individually and then check with their partners then correct the mistakes Let them repeat the

words Check their

pronounciation

_ Ss work individually then work in pair to swap their sentences

- T checks with whole class

- Have Ss work in pairs and write their answer in their notebooks

I Vocabulary:

Activity 1: Gap fill

KEY respect worshipping wrap host

2 cutlery generations Gap fill

KEY

1 We have the custom of not sweeping their house on the first day of the Lunar New Year

2 We decided to break with tradition by having fish for Thanksgiving dinner There is a tradition that the eldest son inherits the property

4 According to tradition, the goddess lies sleeping beneath the mountain

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- Ss work individually then work in pair to swap their sentences - Get Ss to write their answers on the board

- T gives correction

- Ss work individually - T checks with whole class

- Teacher guides and sets this activitiy as homework

- Ss work in groups

(Ss may finish their task at home)

becoming teachers

Activity 3: Gap fill

II Grammar Activity 4:

KEY

1 should wait Shouldn’ use shouldn’t break Should follow shouldn’t touch

Activity 5: Gap fill, using too or either Key:

1.has to → have to should → shouldn’t

3 have to has → have to have should to → should

5 have avoid → have to avoid III Communication

*Activity 6: Game: What should I KEY:

1B 2A 3E 4C 5D 6F IV Project

How they have changed 4.Consolidation

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Unit Festivals in Viet nam P 34 Lesson Getting started I Aims

This lesson will present the vocabulary and grammar items to be learned Ss then practice listening and speaking with the lexical items related to the topic "Festivals in Viet Nam"

Net work

- T has Ss work in team - Check and give feedback

-Teacher sets the scene by asking Ss about the picture

+ What can you see in the picture?

+ Where is it? Do you know this place?

- Elicits the new words using pictures and explaination

+ Check vocabulary : R O R

-Pre- reading: T/F prediction: T asks Ss to work in pairs

Getting Started. I Vocabulary: - Oriental (adj) - family reunion (n): - a five-fruit tray (n): - dragon (n):

- recommend (v) - anniversary (n) - carnival (n)

* Listen and repeat the words

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-Ss give their prediction

*While reading: Ss read the dialogue and answer the questions:

-Ss read and listen to the conversation to answer the questions individually

-Give feedback

- Ss the exercise individually or in group

- Ss work individually then cross check

- T checks as a class

- Ss work individually then cross check

1 T/F prediction (1a)

- T elicits the prediction from Ss

*While reading: Ss read the dialogue and check T/F:

key:

1T 2T 3F 4F 5T 2.Answer the questions (1b)

Key:

1 In April They can see a grand opening ceremony, an ao dai fashion show, … 2……

3 Can you find the expressions in the conversation?

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’s worth spending time or money doing something

4 To show surprise and to check that something is really OK to

4 Label the pictures

a ceremony b.anniversary c……

5+6 Matching

5: 1d 2a 3c 4b 5e 6: 1c 2b 3e 4d 5a

4.Consolidation

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Unit Festivals in viet nam P 35 Lesson A closer look 1 I Aims

By the end of the lesson, ss will be able to pronouce correctly the stress of words ending in “-ion” and “-ian” in isolation and in context; Use the lexical items related to the topic “Festivals in Viet Nam”

- Vocab: Festivals, festival activities

- Pronunciation: stress of words ending in “-ion” and “-ian” II Teaching aids.

Net work:

Ss work in groups

3.New lesson

- Teacher uses different techniques to teach vocab (situation, realia)

- Follow the seven steps of teaching vacab

* Checking vocab: Matching (Act 1)

I Vocabulary 1 Vocabulary - preserve (v) - worship (v) - ritual (adj):

- commemorate (v) - incense (n)

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- Ss work individually then compare in pairs T checks then gives feedback

- Have Ss work in pairs then cross check

- Check Ss’ answers

- Ask Ss to look at the words in the table:

T: What you notice about the endings?

T: How many syllables does each word have?

- Get Ss to read the remember box T discusses this rule with class, models stress in different words and elicits some pronunciation from Ss

- Plays the recording for them to listen and repeat the words Play the recording as many times as needed

- Play the recording and ask Ss to stress the words Ss compare their answers in pairs

- Ss work individually to mark then work in groups to read out the sentences T goes around and helps Play the recording for Ss to check

- Repeat in chorus and individually - Copy all the words

1c 2e 3a 4b 5d 2 Gap fill

Key:

1 commemorate Worship

3 preserve Ritual preformance 3 Matching

Key: 1.watch a ceremony, a show have (all can fit)

3 worship a god, a hero

4 perform a ritual, a ceremony, a show II Pronunciation

Stress in words ending in –ion and –ian

-ion, -ian

- more than two syllables

- Get Ss to listen and repeat the words, paying attention to the endings

4 Listen and stress the words. Compe'tition preser'vation Mu'sician commemor'ation Com'fusion vege'tarian ….

5 Read then mark the stress Key:

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3.at'tention 4.his'torian tra'dition

4.Consolidation

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Unit Festivals in Viet nam

P 36 Lesson A closer look 2 I Aims

By the end of the lesson, ss will be able to:

- Write compound sentences using conjunctions and, but, or, yet, so and conjunctive adverbs however, nevertheless, moreover, therefore, otherwise. II Teaching aids.

- Remind Ss of what is simple and compound sentence

- Ss work in pairs T checks

- Ss work individually and check with another S

Grammar

Simple and compound sentences

- A simple sentence is one independent clause

- A compound sentence is two or more independent clauses joined together Each clause is of equal impartance and could stand alone

1 Activity 1

1S 2C 3C 4S 5S 2 Activity 2

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- Ask Ss to study the rules in the Look out box

- Get Ss to read the Grammar box carefully

- Make sure they understand it - Ss work individually and check with another S

- T checks with whole class - Ss work individually and check with another S

- T checks with whole class, discuss the reasons for using each subordinator

- Ss work in pairs swap their work with other pairs and cross-check

- T goes around to help weak Ss

3 Activity 3

1 Chu Dong Tu and Giong are both legendary saints; however/nevertheless, they…

2 Tet is the….; therefore, most… Tet is a time… ; moreover, it…

4 The khmer believe….; otherwise, they… The Hung King Temple Festival was a local festival; nevertheless/however, it has become a bublic holiday in Viet Nam since 2007

Complex sentences

- Ss write down the rules on their notebooks

4 Activity 4

1b 2d 3e 4f 5a 6c

5 Activity 5 because

2 if when while when Although/Even though 6 Activity 6

4.Consolidation

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Unit Festivals in Viet nam P37 Lesson Communication

I Aims

Talk about festivals

By the end of the lesson, Ss will be able to talk about festivals II Teaching aids.

Checking old lesson:

- Teacher checks Ss homework - Get one S to go to the board and ask him/her about what he/she learned in the previous lesson

- Teacher-Students

3.New lesson

Teacher uses different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vacab

- Checking: R0R

- Play the recording for Ss to check the answers

- First, have Ss read the questions

1 Vocabulary

- bamboo archway (n) - green rice flakes - coconut (n) - clasped hands - floating lanterns

ACt1 Label the picture.(Predict)

Act2 Listen and check. b Ooc bom boc festival

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in the table carefully and ask them to note their answers Then ask Ss to share their answers in pairs to find out what they have in

common with their partners

- Ask Ss to decide which festival to talk about and assign roles Ss could also invent a festival

- Ask some Ss to role-play in front of the class

- Teacher make comments and correct common errors

2.14th , 15th evenings of the 10th lunar month

3.Moon God

4.have a worshipping ceremony float paper lanterns

6 hold dragon boat races Act4 Role-play

4.Consolidation

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Unit Festivals in viet nam P 38 Lesson Skills 1 I Aims

Reading for specific information about festivals Talking about festivals

By the end of the lesson students will be able to: - Read for specific information about festivals II Teaching aids.

- In small groups, have Ss look at the pictures and answer the questions

- Give Ss minutes to skim the passages and check their

answers in

- Ask Ss to scan the passages to find out the words, underline them with a pencil

- Help Ss to work out the meanings of these words from context

- T checks with whole class - Teacher goes around the class to help weak Ss

READING 1 Guessing.

- Ss guess the answers to the questions 2 Answer the questions:

Ss move their eyes very quickly over the text to get a genral idea of the subject 3 Find words/phrases in the passages that have similar meaning…

1.emperors 2.features 3.joyful 4.from overseas 5.hiking

6.scenery

4 Answer the questions

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- Ss work in pairs, choosing one of the two places

- Ss then think about what to take with them T goes around and helps

- Ask Ss to report their decisions to the class and decide which location is more popular

place from the 8th to the 11th day of the third lunar month

2 Incense, specialities such as chung cakes, day cakes and five-fruit trays

3 Because there are many joyful activities including bamboo swings, lion dances, wrestling and xoan singing performances People join the procession and make offerings of incense, flowers, fruit and candles

SPEAKING 5a Work in pairs

5b Report to the class.

RECIPE FOR AN OMELETTE

4.Consolidation

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Unit Festivals in Viet nam P 39 Lesson Skills 2 I Aims

Listen for specific information about a festival.Write about a festival they like or have been to By the end of the lesson students will be able to:

- Listen for specific information about a festival II Teaching aids.

- Ss work in pairs, describing the picture and then answer the questions

- Get the Ss to read the questions carefully then guess the answers

- Play the recording and ask Ss to circle the right answers - Have Ss underline keywords in the questions Play the recording for Ss to the task individually

I Listening 1 Work in pairs

2 Multiple choice

Key: 1B 2A 3C

3 Answer the questions Key:

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- Play the recording again for Ss to check the answers then select Ss to read out their answers to the class Elicit any corrections from the class - Ask Ss to brainstorm ideas and write their notes Move around, helping Ss with ideas where necessary

- Set up the writing activity T reminds Ss that the first and most important thing is always to think about what they are going to write In this case, Ss not have to think of so many ideas about what they have to write because they have made lists in

- T brainstorms with Ss for the language necessary for writing (may refer to the reading in Skills 1)

- Ask Ss to write a draft first Then have them write their final version in class or at home

- T moves around to give help if necessary

three-year-old child into a giant overnight The preparations begin one month before the festival

3 A religious ceremony

4 There is cheo play performance This festival shows the love for our motherland and the preservation of our cultural heritage

II Writing 4 Work in pairs

5 Now use the notes to write an article about the festival for the school website. Use the connector given to make compound and complex sentences.

I like the Giong Festival This festival is celebrated every year in Phu Linh Commune, Soc Son District, Ha Noi It commemorates the hero, Saint Giong It is held from the 6th to the 12th day of the 4th

lunar month…

4.Consolidation

- Prepare for the next lesson: Unit 5: Looking back & Project - Learn by heart all the new words

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Unit Festivals in viet nam P 40 Lesson Looking back & project I Aims

To help students recycle the language from the previous sections and link with the topic: Festivals in Viet Nam

- Revise and make the use of all the target knowledge in unit - Make a class cook book

Ss work individually to exercises Ss compare the answers with a partner

- Ss work individually then check answers with a partner Check Ss’ answers Ask some Ss to write the answers on the board

- Ask Ss to work individually to complete the sentences

- Ss check their answer with a partner before discussing the answers as a class

I Vocabulary:

Activity 1: Label the pictures: Keys: 1.incense 2.oferrings pray 4.lanterns 5.crowds cheering

2 Activity 2: Gap fill Key:

1.ethnic 2.commemorates

2.respect 4.ritual Ancient 6.procession 7.perform

8 performances II Grammar

 Activity 3, (individually)

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- As above, Ask Ss to work individually to complete the sentences

- Ss check their answer with a partner before discussing the answers as a class

-T asks Ss to the task individually to sort the words and phrases for the festivals Then check their answers as a class

- Get Ss to interviwe each other about the activities that they like best and give reasons

Act 4:

1 …, people come to see the quan ho singing performance

2…., we call it the month of fun and joy 3… , you can enjoy an ao dai fashion show 4……, it’s hard to eat it every day

5……, we often listen to our grandparents’ stories

III Communication

 Project: TALENT SHOW Ss work in groups based on the suggestions in the textbook

4 Consolidation

-Summarize the main point of the lesson 5 Homework

- Prepare for the next written test 45’

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I Aims

- To assess student’s progress in learning English, evalate their ability( language knowledge ans skills)

- Based on the test results, T can make approprite adjustment to their methods of teaching in each class so as to impro the quality of English teaching and learning II Teaching aids.

a Class organization. - Greeting

- Checking attendance: 8A1:………, 8A2: ……… , 8A3: ………… b New lesson.

MA TRẬN:

Chủ đề Nhận biết Thông hiểu

Vận dụng

Tổng Cấp độ thấp Cấp độ cao

TN TL TN TL TN TL TN TL

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0,5 đ 0,5 đ 0,25 đ 0,75đ

Tổng

4C 1 đ

7C 1,75

đ

5C 1,25 đ

7C 1,75 đ

4C 1 đ

5C 1,25 đ

4C 1 đ

40Câu 10điểm

ĐỀ BÀI A- LISTENING:

Question I Listen to the conversation between Duong and Peter Then tick True (T) or False (F) : (1.0 point)

Peter won’t come to Viet Nam in spring

Peter doesn’t want Duong to recommend somewhere to go Peter wants to come to the Hue Festival

4.Duong recommends Peter to see the Hue Festival, the Lim Festival, and to celebrate the Tet holiday with his family

Question II Listen to the conversation again and answer the questions (1.0 point)

1.Where will Peter come in spring ?

……… 2.When is the Hue Festival held?

……… 3.What does Duong’s family to welcome Tet?

……… Where is The Lim Festival held?

……… B- USE OF LANGUAGE:

Question III Find the word which has different sound in the part underlined ( 1.0 point)

1 A mention B question C action D education

2 A populated B loaded C harvested D lived A community B computer C museum D customs A minority B ethnic C tradition D religion Question III.Choose the best answer ( 2.0 points )

1 You should information about a custom or tradition

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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

4.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 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 In 2010, Ha Noi its 1000th anniversary.

A celebrated B commemorated C worshipped D remembered Tet is an occasion for family in Viet Nam

A visitings B meeting C reunions D seeings

8 spring comes, many Vietnamese villages prepare for a new festival season

A While B When C Nevertheless D However Question IV Give the correct form of the following verbs: ( 1.0 point) 1 My mother always tells me that I have to home by p.m (be)

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 In Australia, you mustn’t _ on a person’s accent (comment) C-READING:

Question V

1 Read and complete the passage with words in the box (1.0 point) traditional includes preparation therefore

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2 Read the passage and answer these questions below (1point)

TET holiday is celebrated on the first day of the Lunar New Year in Viet Nam Some weeks before the New Year, the Vietnamese clean their houses and paint the walls New clothes are bought for the occasion One or two days before the festival, people make Banh Chung, which is the traditional cake, and kinds of jam On the new Year’s Eve, the whole family get together for a reunion dinner Every member of the family should be present during the dinner in which many different kinds of dishes are served On the New Year morning, the young member of the family pay their respects to the elders And the children receive lucky money wrapped in red tiny envelops Then people go to visit their neighbors, friends and relatives

1 Is TET holiday celebrated on the second day of the Lunar New Year in Viet Nam? - ………

2 What the Vietnamese often some weeks before the New Year? -……… Who people often visit on TET holiday?

- ……… How many kinds of dishes are served in the reunion dinner?

-……… D-WRITING:

Question VI There is a mistake in the four underlined parts of each sentence Find the mistake (A, B, C, or D ) ( 0,5 point)

1.In Australia, you mustn’t to comment on a person’s accent

A in B you C to comment D accent 2.Tom enjoys to play football with his friends every weekend

A to play B every weekend C Tom D with

Question VII Combine each pair of sentences to make one sentence, using the words given in brackets.(0,5 point)

1.John fails the final exam He is very sad (BECAUSE) ……… .… …

2 My grandfather is very old He is still young at heart (ALTHOUGH) ……… ……… Question VIII Traditional Festivals in Vietnam play a very important role in attracting foreign tourists In about 100 words write about one of the traditional festivals in Vietnam (1point)

……… ………

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ĐÁP ÁN A- LISTENING :

Tape: The conversation between Peter and Duong in part 1-Unit 5, page 48 in the text book

Question I: (1 point)

1.F 2.F 3.T 4.T

Question II: (1 point)

1 Peter will come to Viet Nam in spring In April

3 Duong’s family prepares a five-fruit tray and makes jam and makes Chung cakes

In Bac Ninh B- USE OF LANGUAGE Question III (1 point)

1.B 2.D 3.D 4.A

Question IV (2 point)

1.D 2.D 3.A 4.C

5.D 6.A 7.C 8.B

Question V (1 point)

be 2.was having take 4.comment C.READING

Question VI:

1.Read and complete the passage with words in the box (1 point)

1.traditional 2.Includes therefore preparation 2 Answer the following questions: (1 point)

1.No, It isn’t

2 Some weeks before the New Year, the Vietnamese clean their houses and paint the walls

3 People go to visit their neighbors, friends and relatives 4.Many different kinds of dishes are served

D WRITING

Question VI: (0,5 point) 1.B to comment -> comment 2.A to play-> play

Question VII: (0,5 point)

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2 Although my grandfather is very old, he is still young at heart

Question VIII Traditional Festivals in Vietnam play a very important role in attracting foreign tourists In about 100 words write about one of the traditional festivals in Vietnam (1point)

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Unit Folk tales

P 42 Lesson Getting started I Aims

This lesson will present the vocabulary and grammar items to be learned Ss then practice listening and speaking with the lexical items related to the topic "Folk tales"

- Vocab: Characters in a folk tale, adjectives describing characters - Grammar: Past simple, past continuous

Brainstorming - Ss work in groups

-Teacher sets the scene by asking Ss about the picture

+ Where are Duong and Nick? + What are they doing?

+ What are they talking about? - Elicits the new words using pictures and explaination

* Vocabulary checking : R.O.R

- Ss the task individually

Getting Started. 1 Vocabulary: - to research - to give birth to sb - legend (n)

- folk tale (n)

- genre /ˈʒɑ̃ː.rə/ (n) = type - plot (n): the content of a story - origin (n)

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Compare in pairs - T checks as a class - Ss work in pairs

- Ss the task individually Compare in pairs

- Have Ss discuss in pairs then draw Ss’ attention to the structure

- Have Ss study the Grammar box - Ss the task individually - Have Ss quickly match the types of stories with their definitions Then play the recording for Ss to check their answers

- Have Ss work independently, filling the table with the information of the legend, folk tale, fable or fairy tale they know - Ss work in pairs interviewing each other T goes around to help

1B 2C 3A 4C 5A

b Matching

.1c 2d 3a 4b c Complete the table

Title: Lac Long Quan and 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 100 baby boys + Lac Long Quan missed the sea + LLQ took 50 of their sons to the sea + Au Co tok the others to the mountain d Model sentence

What an interesting legend it is! Ss practise using the cues given: handsome/man

2 interesting/game good/news lovely/dogs brave/women 2 Matching

1C 2D 3B 4A 3 Game: Guess the story

4.Consolidation

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Unit Folk tales

By the end of the lesson, ss will be able to pronouce correctly the intonation in exclamatory sentences; Use the lexical items related to the topic “Folk tales”

* Give some new words

Vocabulary checking : R.O.R

- Have Ss read the name aloud - Have them match the names with the pictures

- Corect as a class

- Have Ss work independently Ss

I Vocabulary

* Pre teach Vocabulary: - Buddha (n) /ˈbʊd.ə/ - knight (n) /naɪt/ - witch (n) /wɪtʃ/ - ogre (n) /ˈəʊ.ɡər/ - wolf (n) /wʊlf/ - eagle (n)

- cunning (adj) - wicked (adj) - fierce (adj) /fɪəs/

1.Activity 1, 2: Matching

Act 1: 1G 2C 3E 4B 5H 6A 7D 8F

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then compare in pairs - T checks as a class

- T plays the recording twice Ss listen and repeat, paying attention to the intonation of each sentence - Play the recording the third time for Ss to check the answers

- Ss work in pairs first practise saying the sentences Call some Ss to practise in front of the class - T plays the recording and Ss listen and repeat

II Pronunciation

Intonation in exclamatory sentences 4 Listen and repeat

5 Practise these sentences

4.Consolidation

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Unit Folk tales

By the end of the lesson, ss will be able to use the passive voice to use the past continuous tense correctly and distinguish between the past continous tense and the simple past tense

- Elicit model sentence from Ss

- Ss study the grammar box - T does the concept check Check: Matching R0R

- Get Ss to complete the exercise individually

- Ss compare in pairs then T checks as a class

1 Presentation * Model sentence:

I was doing some Internet research on Vietnamese legends for my project

The past continous tense - Form?

S + was/were + Ving

- Use?

2 Practice Exercise 2:

1 was wearing Were you doing was doing Ran

5 was not/wasn’t waiting Exercise

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- Get Ss to study the Look out box

- Ss discuss the moral lesson of the fable in pairs

- Ss the exercise individually, remind Ss to make notes of their guess - Ss work in pairs asking their partner to check the guess - T goes around to provide help

Exercise

1 was walking, stopped, had was lying, heard, needed heard, was following, started dropped, ate

5 were dancing, left

6 was missing/missed, decided Exercise

1 was shining was sleeping went were flying

5 opened fell

“Be happy with what you have.”

Exercise 6: Guess what your partner was doing last Sunday at these times

4.Consolidation

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Unit Folk tales

P 45 Lesson Communication I Aims

Ss will be able to get to retell the story “Little Red Riding Hood” and some folk tales in English

By the end of the lesson, Ss will be able to get to get the aims well II Teaching aids.

Teacher’s activities Students’ activities Play Kim’s game:

- T divides the class into two groups

- T shows ss pictures with folk tales and asks ss to have a quick look, then write on the board - The group has more words wins the game

Introduction:

- What fairy tales did you like to read when you were very little? - How fairy tales are structured? Lead in: Today, we are going to do some activities with a fairy tale. Please think of what information is normally at the beginning, in the middle, and at the end of a fairy tale.

Activity 1: a Vocabulary

- T: Go through the vocabulary

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with ss by giving explanations in English

- Ss: listen to the T and take notes b Matching:

Ss this exercise individually and give T the answers

T confirms the correct answers T asks ss to make one sentences with each picture (if time allows) Activity 2: Retell the fairy tale: Ask ss to work in group of six, in turn retelling the fairy tale to the group member in their won words Set a three-minute time limit per story and have one group member keep time

Then they can choose the best storyteller in their group

Activity3: Discussing and writing an ending for the fairy tale.

- Ask ss to work in groups, discussing and writing an ending for the fairy tale

- Encourage then to have fun and be creative

- Choose a student from each group to read the ending to the whole class

- After each student has finished, invite some comment from ss in other groups

- T makes some comments and corrects ss’ mistakes if there are any

- Have ss vote for the best fairy tale ending

- Give your opinions about cooking, collecting stamps, collecting glass bottles, watching TV and gardening

- exercises: … in the work

2 Activity 1a, b

Keys: 1h 2a 3e 4f 5d 6c 7b 8g

3 Activity 2

- Ss work in groups of six

4 Activity 3

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book

- Be ready for the next lesson 4.Consolidation

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Teaching date: 17/12/2018 Unit Folk tales P 46 Lesson Skills 1 I Aims

Reading a passage for specific information in a fairy tale.Talking about a legend, folk tale, fairy tale, fable

By the end of the lesson students will be able to: - Read a passage for specific information in a fairy tale II Teaching aids.

- Ask Ss to scan the passage to find where the words fortune, starfruit tree, filled, load and repay are in the story

- Help Ss work out the meaning of these words in context

- T calls on some Ss to read the questions from exercise first - Ask Ss to pay attention to the keywords they will need to understand the meaning of the passage and answer the questions

- T asks Ss to read the text and find the information that can be used to answer the questions As the whole class, T and Ss discuss any unfamiliar words from the passage when

I Reading New words - starfruit tree (n): - ripe (adj)

- fortune (n) - load (v) - repay (v)

2 Comprehension questions only a starfruit tree

2 The eagle promised to repay him in gold 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

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necessary

- Teacher asks Ss to read the passage again and the task individually

- T corrects the answers as the whole class

- Teacher asks Ss to exercise individually

- T may help Ss with any new words

- Ss work in pairs asking and answering about the stories - T moves around to provide help Call some pairs to practise in front of the class - Ss play the game in group of four

3 Gap fill Key:

1.greedy 2.time 3.fortune 4.gold 5.swapped 6.dropped

II Speaking

Activity 4: Read the story summaries.

Activity 5

A: I want to read Saint Giong B: What kind of story it is? A: It’s a legend

B: Who are the main characters…? A:…

Activity 6: Game: Who am I?

4.Consolidation

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P 47 Correcting the test I Aims

- To help students recycle the language from the previous sections and link with the topic By the end of the lesson students will be able to:

- - Revise and make the use of all the target knowledge II Teaching aids.

ANSWER KEY A- LISTENING :

Tape: The conversation between Peter and Duong in part 1-Unit 5, page 48 in the text book

Question I: (1 point)

1.F 2.F 3.T 4.T

Question II: (1 point)

1 Peter will come to Viet Nam in spring In April

3 Duong’s family prepares a five-fruit tray and makes jam and makes Chung cakes

In Bac Ninh B- USE OF LANGUAGE Question III (1 point)

1.B 2.D 3.D 4.A

Question IV (2 point)

1.D 2.D 3.A 4.C

5.D 6.A 7.C 8.B

Question V (1 point)

be 2.was having take 4.comment C.READING

Question VI:

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1.traditional 2.Includes therefore preparation 2 Answer the following questions: (1 point)

1.No, It isn’t

2 Some weeks before the New Year, the Vietnamese clean their houses and paint the walls

3 People go to visit their neighbors, friends and relatives 4.Many different kinds of dishes are served

D WRITING

Question VI: (0,5 point) 1.B to comment -> comment 2.A to play-> play

Question VII: (0,5 point)

1 John is very sad because he fails the final exam

2 Although my grandfather is very old, he is still young at heart

Question VIII Traditional Festivals in Vietnam play a very important role in attracting foreign tourists In about 100 words write about one of the traditional festivals in Vietnam (1point)

Students’ writing IV.Consolidation

Teacher gets students to retell what they have learnt V.Homework

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Unit Folk tales P 48 Lesson Skills 2 I Aims

Listen for specific information about a famous teacher

Write a short passage about a historic place By the end of the lesson students will be able to:

T writes the word ‘ fairy tale’ on the board as the centre of a word web and asks volunteers to come up and add any words or phrases to the word-web connected with the topic of ‘fairy tale’ (Accept all ideas and don’t correct anything Then tell Ss they are going to listen to a fairy tale.) Activity 1:

Ask Ss to look at the pictures and make some guesses about the fairy tale: ? What/ who you thimk the main characters in the fairy tale?

? What may happen in the fairy tale? Activity 2:

- Have sts read through the word web and guess the words or phrase to fill in each blank

- Ask sts to write their guesses on the board

T: Now you are going to listen to the story - Play the recording twice and ask sts to listen and complete the word web

1 Once upon a time, there was a king, a qeen, and a princess One night an ogre captured the princess and put her in his tower One day a dragon heard the princess cry for help

4 At the end of the story, the dragon married the princess

1 castle give gold with anger breath

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- Ask sts to compare their answer with each other and then with the word / phrase on the board

- Play the recording again for pairs to check their answers

T: Ask sts to make notes about one of their favorite fairy tale or invent their own fairy tale

- Call one to write his or her story on the board

- Others sts and T comment on the story on the board

- T: collect some writings to correct at home

T: Ask sts to retell about his or her story Rewrite the story

- Title:

- Main characters: - Plot:

4.Consolidation

- Prepare for the next lesson: Unit 6: Looking back & Project - Learn by heart all the new words

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Unit The folk tales

P 49 Lesson Looking back & project I Aims

To help students recycle the language from the previous sections and link with the topic: The first university in Viet Nam

- Revise and make the use of all the target knowledge in unit II Teaching aids.

A Warm – up( 5’): Play: Lucky number - T explains the rule

- T gives the explanation and ss say the word - Ss play in big groups

Lucky number

1 2 3 4

5 6 7 8

9 10 11 12

Activity 1: Matching:

- Ss this task individually to match the words in two columns

- T corrects their mistakes

Activity 2: Complete the passage - Ss work in pairs

- T tells ss to write the answers in their note books

- T gives explanation if necessary

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- T corrects the mistakes

- Then, T let ss read the passage individually Activity 3: Filling the gaps

- Have ss work in groups and write the answers in their note books

- T checks the answers

Activity 4: Rewrite the sentences

- Ss work individually first to write the sentences

- Then they work in pairs to swap their sentences

- T gives correction and calls some ss to read the sentences aloud

Activity 5: Complete the sentences. - Ss the task individually

- Then, they can check their answers with a partner

Activity 6:Matching

- Ss read the questions and answers once or twice Then match them

- Ss work in pairs and role play their questions and answers, and then write all sentences in their notebooks

- T will conduct if there is enough time. Ask students to complete the project

8 dragon

Characters woodcutter witch dragon fairy giant hare emperor tortoise knight ogre eagle Buddha Personality cruel

kind generous mean wicked cheerful fierce evil cunning brave greedy 4.Consolidation

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UNIT 7: POLLUTION

Period 50: Lesson 1: Getting started I.Objectives

1 Educational aims

- To use the lexical items related to the topic “ pollution”

- To use words and phrases showing cause/ effect relationships the causes and effects of pollution

Teacher’s / Students’ activities Content

Activity

- T asks Ss to open their book and look at the picture Ask them some questions + Who can you see in the picture?

Ss: They are Nick and Mi

+ Where you think they are? S: They are beside the factory + What can you see in the picture? S: I can see air pollution

+ What you think the people in the picture are talking about?

S: they are talking about pollution - T introducres new words

- T plays the recording and have Ss follow along

- Ask Ss to practice dialogue with a partner

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- Ss can compare their answers with the information in the dialogue in add some more details to their answers

Activity a

- T ask Ss work independently to find the words with the given meanings in the conversation

- Asks them to share answer with a partner - Remember to ask Ss to read the lines in the conversation that contain the words

- T have Ss write the correct answers on the board

Activity b

- 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

- T checks answers Activity c .

- Have Ss read the sentences quickly to make sure they understand them - Ask them firstly to decide if the

senetences are true, false or there is no information without reading the dialogue - Have Ss write their answers on the board - Have Ss read the conversation again to

check their answers

- Aks Ss if they want to change the answers on the board and ask thenm to explain their choices

- T corrects Activity 2.

- Have Ss look at the pictures Ask them what they see in each picture

1 Listen and read

-aquatic(adj): nước - dump(v): bơm, xả

- poison (n, v): chất độc , làm nhiễm độc

- illustrate (v) minh hoạ - substance (n): chất

- radioactive (n) thuộc phóng xạ

- soil (n): đất

- thermal (adj): thuộc nhiệt - visual (adj) : thuộc thị giác

a.Find awaord / phrase that means

Key:

1 deal apuatic dump poison polluted to come up with

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- Tell Ss that Ss in the box are some types of pollution

- Ss read these and identify any new owrds they not Explain the new words to that Ss can understand the pollution types

- Ss this activity in pairs

- Call on some Ss to give their answers and write on the board

Acvtivity 3.

- Have Ss read through the sentences to get a general understanng

- 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 classsmate - Call on some Ss Ss to stand up and give

their answers - T corrects Activity

- Ask Ss to work in grups 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

- Calll representatives to present their group’s order ans reason

- Have the class vote for the group with the best reason

E Wrap-up

-T: asks Ss to read conditional sentences type 1,2

- Ss : If the factory continues dumping poison into the lake, all the fish and other aquatic animals will die

T introduces this sentence is conditional sentence type

+ If the air wasn’t dirty, I wouldn’t sneeze so

Key

1 They are in Mi’s home village

2 It’s almost black

3 She’s surprised because she sees the fish are dead It’s dumping poison into

the lake

5 He’s sneezing so much because the air is not clean

c Tick True or F otr No information (NI)

Key:

1 F T NI T T

2.There are different types of pollution Write each type under a picture

Key:

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much

T introduces this sentence is conditional sentence type (unread at present)

F Homeassignment

- Do Ex B (2,3) in page –SBT - Learn by heart new words - Prepare unit 7: A closer look

F land/ soil pollution G light pollution H air pollution

3.Complete the sentences with the types of pollution

Key

1 thermal pollution air pollution

3 radioctive pollution light pollution water pollution land/ soil pollution noise pollution visual pollution

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REVIEW 2 Period 51: Lesson 1 I/ Objectives

- To revise and practice the language Ss have studied and the skills they have practiced since Unit 4,5,6

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 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!

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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

strees pattern from the others Key:

1.A bam’boo 2.B ‘cultural A compe’tition

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

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- 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 board while other Ss also this Check Ss’ answers –

Activity

- Ask Ss to this exercise in pairs After checking their answers,

- -T: asks Ss to repeat grammar - Ss : retell:

Homeassignment

- Do Ex 1,2 in page 52 -SBT - Prepare unit 6: Review (skills)

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

8 Choose the most appropriate response to complete the

conversation Key:

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Teaching date: /01/2019

Review 2 P 52 skills I Aims

This lesson will help students revise the language they have studied and the skills they have practised since unit 4.

By the end of the lesson, Ss can review skills( reading, speaking, listening & writing they have learnt from unit 4-5-6 by doing exercises

- Ss individually and check their answers with a partner before giving their answers to T T confirms the correct answers - T checks Ss’s answers

- Have Ss work in pairs, asking and answering questions with the suggestions

- T moves around to help weaker Ss

- Ask each group to choose the student who does the task best to talk in front of the class Ask some others Ss to give comment - Have Ss look at the adjectives which the man uses to describe his meal in a restaurant Play the

A Reading * Ex1 (individual) KEY:

Gone with the wind: 3, A space Odyssey: 1, 2, B Speaking:

*Ex2

*Ex3

Ss work in groups taking turns talking about arrangements for the trip

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recording for Ss to the task - Have Ss look at the manu, play the recording for Ss to complete the menu

- Set up the writing activity

- T: Always think about what you are going to write You should use : first, next, then, after that, finally

KEY : great, sweet, tasty, fresh, delicious, good

*Ex5 (individual)

MENU Appetizer Salad

Main dish Fish, vegettables Dessert An ice-cream Drink A cup of tea D Writing:

*Ex7 (individual) 1 Consolidation

Teacher sumarise and review unit 4, 5, 2 Homework

- Review unit 1-6

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Teaching date: 24/12/2018 (Đảo chương trình)

Period 53 The first semester test I Objectives.

- To check students understanding about grammar and vocabulary in Units 1- and level students base on their result, then have suitable changes in teaching for the next lessons

a.Class organization. - Greeting

- Checking attendance: 8A1:………, 8A2: ……… , 8A3: ………… b.New lesson.

A MA TRẬN

Nội dung Nhận biết Thông hiểu Vận dụng Tổngsố

TN TL TN TL TN TL

Phonetics option

4c 1đ

4c 1đ Vocabulary and

Grammar

hobbies 3c 1,5đ

Hobbies 3c 1,5đ

6c 3đ

Reading telephon

e 4c 2đ

answe r 2c 1đ

6c 3đ

Writing 4c

2đ 4c 2đ Listening activitie

s

4c 1đ

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14c 4đ

4c 2đ

2c 1đ

4c đ

24c 10,0đ B NỘI DUNG ĐỀ

I Chọn từ có phần gạch chân phát âm khác với từ lại: A young B mountain C country D enough A machine B March C speech D children

3.A bread B steamer C bead D teacher

4.A injure B knife C picture D sink II Chọn đáp án đúng

1 My brother speaks English…………

A good B better C well D the best Miss Jackson said you…… harder on your Spanish pronunciation

A working B to work C will work D should work They ……… English for two years

A have learned B has learned C learned D learns Peter dislikes ……… the clothes

A washes B to wash C washing D wash We must be there ……… 10.15 and 11.30

A between B to C on D after Nam is under fifteen He isn’t ………to drive a car

A old enough B enough old c young enough D enough young III Đọc đoạn văn làm tập bên

Alexander Graham Bell was born in 1847 Edinburgh, Scotland As a boy,Alexander became interested in sound and speech

In 1870 Bell decided to emigrate to America They lived in Boston, where Alexander taught in a school for the deaf mutes There he began experimenting with a machine to help the deaf-mutes

For years, Bell and his assistant, Thomas Watson, worked day and night Finally, on March 19, 1876 they first introduced the telephone Bell said on the telephone: “Mr Watson come here , I want you” This was the first telephone message Bell demonstrated his invention to the public at countless exhibition Many people were surprised when they saw and heard this invention By 1877 the first telephone was in commercial use

True /False F/T

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4 Bell and Watson introduced the telephone in 1877 Answer the questions:

1 Where was Alexander Graham Bell born? What did he invent?

IV Làm theo hướng dẫn(2ms)

1 The teacher said to us: “Don’t make so much noise” (tường thuật lại câu) The teacher told us ………

2 His mother said : “You should study harder” ( tường thuật lại câu) His mother said that he ………

3 Mr Lam is too weak He can’t lift the table ( nối câu dùng Enough) à………

4 Her hair is long and black (viết sang hình thức thứ hai ) -> She has ………

V Nghe đoạn băng xem câu sau (T) hay sai (F) so với nội dung nghe.

1 Secretary wants Nga to get an application form ……… Nga was born in April ,1999 ………

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Teaching date: /1/2019

Period: 54 TEST CORRECTION I.Objectives.

Checking the main knowledge of students II Teaching aids.

Answer keys

I Mỗi câu 0.25đ 1.B, 2.A, 3.A, 4.B

II Mỗi câu 0.25đ

1 well 2.should work have learned washing Between old enough III Mỗi câu trả lời 0.5đ

1.F, 2.F, 3T, 4.F * Answers:

1 He was born in Scotland 2.He invented the telephone IV Mỗi câu trả lời 0.5đ

1 The teacher told us not to make so much noise 2.His mother said that he should study harder Mr Lam is weak enough to lift the table She has long black hair

V Mỗi câu 0.25đ 1.T, 2.F, T, 4.T

4 Consolidation

- Have students hand in their test paper and give remark on students participation 5 Homework

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