G10 - LP - 1st semester - 11th month - 19-20

Week 12, period 36 Class: 10 Date of planning: 01/11/2019 Date of teaching: _ UNIT 4: FOR A BETTER COMMUNITY Lesson 5: Listening A Aims and Objectives: By the end of the lesson, students will be able to: - Listen familiarly an announcement on certain fields - Develop the listening skills for general information and specific details B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes New lesson 37 minutes 3.Consolidation minutes Task 1: - Asks students to look at the pictures to see what the people in these pictures are doing and some related questions +What you think people in these pictures are doing? +Have you ever participated in any activities like these? Share your stories! Ex: They are doing voluntary activities to help the needy Task 2: - Tell the students to match the words with their definitions then decide the parts of speech of these words - Match the words with their definitions and decide their parts of speech and take notes if necessary Key: a public service announcement (noun phrase) b donate (v) c non-profit (adj) Task 3: - Tell students that they are going to listen to the announcement by the director of Heart to Heart Charity and decide whether the statements are true (T) or false (F) - Have students guess their answers before listening - Play the recording and let students the activity Possibly play the recording again - Check students' answers and comments Key: T F F F T Task 4: - Have students listen to the announcement again and the activity If necessary, teacher may explain more - Check students' answers and comments Key C 2A B Task 5: - Instruct and control the discussion between students in each pair Ex: Have you ever volunteered or done community service? If yes, what did you do? If no, what is our plan to help people in your community? - Comment and correct the possible mistakes of students - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson Interaction s T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss Homework minute - Prepare for the next lesson T < > Ss E Experience: =========================================================================== Week: 13 Period: 37 Class: … Date of preparation: 01/11/2019 Date of teaching: … /11/2019 UNIT 4: FOR A BETTER COMMUNITY LESSON 6: WRITING - I OBJECTIVES: Knowledge:Ss know how to write an application letter Skills: Writingan application letter Attitudes: Stimulate Ss prepare for an application letter to apply for the job in the future II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time Teacher’s activities Students’ activities I Warm up (5’) II PREWRITING(13 mins) * Lead in:Hangman  ADVERTISEMENT - Divide Ss into two groups to guess the word T: What will you if you want to apply for the job advertised in the newspaper or on TV? - Make a call, write an application letter,… *Vocabulary: - apply for (st): make a formal request for (st) such as a job, a place at college,…  application (n): a formal request application form/ letter  applicant (n): a person who makes a formal request for (st) - reference (n): - patient (adj) # impatient - tutor (n) = private teacher - Spent + time/ money ( on) st/ doing st +Task 1: - Tell the students to find the purpose of the letter and the comment - Point out the reason why Quan wrote the letter ->Answer: He wanted to apply for the volunteer teaching job Task 2: Answer the questions - Tell students to read the letter again and answer the questions - Call on some students to answer and give feedback Key: - Guess the word - Answer the question - Listen to teacher and take note - Share their stories - Find the purpose of the letter - Listen to teacher - Work in pairs to answer the questions - Give their answers III WHILEWRITING: 19 mins He saw the advertisement in the Young Newspaper on February 22nd He taught a group of primary students in his area He taught them for two months He is creative, patient, and has great love for children He can give four references He can start teaching from next month Task 3: - Ask students to read the letter again and match each paragraph in the letter with its purpose - If necessary, explain to students - Ss read different purposes of each paragraph of an application letter then match each paragraph with its purposes - Work in groups and then give answers Key: Paragraph 1: b Paragraph 2: c Paragraph 3: d Paragraph 4: a +Task 4: - Ask students to read the job advert and answer the questions - Read the advertisement and answer the questions about this job advert (Answer these questions by themselves first and then check with their partners ) - Get students' answers and comments Key: Reliable and hard-working Welcoming guests and receiving donations for the organization III POST – +Task 5: WRITING(7mi - Instruct students to write a formal letter of 140-160 ns) words applying for the job Follow the writing plan in task - Go around to offer helps - Give Ss time to write - Match the paragraph with its purpose - Listen to teacher - Do the task - Give their answers - Answer the questions - Give their answers - Listen to teacher’s instruction - Write the application letter - Exchange their writings - Find out the mistakes and then correct - Hand in their writing PEER-CORRECTION: - Ask Ss to exchange their writing with their partner to correct the mistakes - Give them minutes to point out the mistakes - Get some outputs to highlight and comment and correct the possible mistakes of students IV Home work (1’) -T asks Ss to: + Write a short paragraph about one of your favourite kind of music - Ss prepare for writing and exercises in Workbook V SELF-EVALUATION: -Listen to teacher - Take note - ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… -Week: 13 Date of preparation: 01/11/2019 Period: 38 Date of teaching: … /11/2019 Class: UNIT 4: FOR A BETTER COMMUNITY LESSON 7: COMMUNICATION AND CULTURE -I OBJECTIVES: Knowledge: - Know more about local and global activities for community development - Talk about a person in their community/culture and his/her contribution to community development Skills: Integrated skills +Help Ss have more chances to practice speaking Attitudes: Help Ss have more motivation to study about developing the community II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time Teacher’s activities Students’ activities I Warm up (5’) II Communication 15 ms III Culture 15 ms Activity 1: Memory test - Divide Ss into small groups - Write these ten words and phrases on the board remote areas handicapped children donate help non-profit charity contribution poor people take care community - Tell Ss to study the words in one minute - Erase the words and have Sswrite down from memory as many words as possible - The group with the most words and phrases wins the game - Ask Ss what helps them remember the words better (Expected answer: They are all connected with volunteer activities.) + Activity 1: Think global, act local - Elicit students' interpretation of this saying, encourage students to speak their minds - Check and correct possible mistakes - Instruct students to rank the activities in order of importance + Activity 2: Exchange your opinion - Have students form groups consisting of students coming from different parts for the districts - Ss work in groups to exchange their points of view based on the example - Go around to offer helps and comments - Check answers with the whole class  + Activity 1: - Ask students to look at the man in the picture and say - Work in groups - Look at the words on the board - Remember the words - Write down the words - Listen to teacher - Interpret the saying - Listen to teacher - Rank the activities in order of importance - Work in groups - Exchange their points of view - Do the task - Give their answers - Look at the picture and tell IV Home work (1’) whether they know anything about him and his contributions - Ss discuss with their partners in appropriate groups to share their knowledge about the man named Mahatma Gandhi + Activity 2: - Tell the students to read a text about Mahatma Gandhi and answer the questions about his life - Read the text on their own, find information to answer questions, and compare with other students - Take notes if necessary - Check students' answers and comments -T asks Ss to: + Learn the structures and vocabulary + Prepare for Looking Back and Project and exercises in Workbook something that they know about that person - Work in groups to the task - Read the text about Mahatma Gandhi and the task - Compare with their friend -Listen to teacher V SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… Week: 13 Date of preparation: 01/11/2019 Period: 39 Date of teaching: … /11/2019 Class: UNIT 4: FOR A BETTER COMMUNITY LESSON 8: LOOKING BACK AND PROJECT -I OBJECTIVES: Knowledge: -talk about volunteering and community development -work out a plan to help someone in need in their community -To help Ss the exercises and distinguish between some clusters /end/, /ent/ Skills: Integrated skills Attitudes: Help Ssto practice group work and pair work II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time Teacher’s activities Students’ activities I Warm up (5’) *Activity 1: Warm – up: BINGO – 5mins II Lesson 39 ms I PRONUNCIATION: + Activity 1: Listen and circle the words you hear in the sentences - T introduces the task and plays the CD - Ss underline the words that Ss can hear in the sentences - Say “BINGO” if they mark off all their words The first one to say - Have each S write down on a piece of paper words that they have learnt in Unit Read out the words from BINGO will be the winner of the game T’s list randomly (T’s list: disadvantaged, meaningful, volunteer, interact, passionate, narrow-minded, dedicated, lowincome, remote, urgent, priority, community, global, local, fight, …) - Listen to the recording and the task - Underline the cluster sounds - Check the answers - Read the words - Call on some Ss to read the words Key: B A B B B B II Vocabulary: + Activity 1:Complete the text with the words from the box - T has Ss work in pairs, read the text carefully and fill in each gap with a word - T reminds Ss that they have to use the correct form of the words when filling - T goes around and gives helps if necessary - T checks with the class by saying the number - Check pronunciation and answers Key: meaningless excited meaningful4 interesting donate disadvantaged + Activity 2:Ask and answer the questions - Draw Ss’ attention to the photo and questions - Elicit answers from the whole class - Call on a few open pairs to ask and answer III GRAMMAR: + Activity 1:Complete the following sentences using the past simple or the past continuous form of the verbs - Remind Ss to use the forms of the past simple or the past continuous tense - Call on some Ss to write their sentences on the board for the class to comment on - Correct the errors, if necessary *Key: The telephone rang while we were having dinner I was waiting at the bus stop when I received his text message It started to rain while we were walking home from school Were you listening when the teacher called your name? He was walking along the corridor when he saw a job advertisement on the notice board + Activity 2: Use correct form of the verbs - Tell students to read a text and put the verbs in the past simple or the past continuous - Elicit the answers and correct the answers - Give explanations, if necessary Key: was having realized was sitting recognized wanted was happening told ran was 10 didn’t kill + Activity 3: Answer the questions - Ask students to read the text again and answer the questions that follow - Correct and comment *Key: - Read the sentences - Read the text and fill in the gap - Use correct form of the words - Say the number - Pay attention to teacher - Listen to teacher - Give their answers - Listen to teacher - Write their answer on the board - Do self-correction - Read the text and the task - Give their answers - Listen to teacher - Read the text again and answer the questions - Self-correct She was a school girl from Surrey, England She was interested in Geography The sea water suddenly receded from the shoreline, which is a symptom of a tsunami She told her parents about a possible tsunami, and her father warned other people on the beach and the staff at the hotel where they are staying about it Students’ own answers IV Project: - Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment IV Home -T asks Ss to: -Listen to teacher work (1’) + Learn the structures and vocabulary - Prepare for the next lesson V SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… Week: 14 Date of preparation: 01/11/2019 Period: 40 Date of teaching: … /11/2019 Class: VOCABULARY PRACTICE -I OBJECTIVES: Knowledge: + Revise the knowledge of unit Skills: + Practice vocabulary and grammar unit Attitudes: To aware of the importance of reading part and prepare for the test II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III PRACTICES: A VOCABULARY I Choose the word that has the underlined part pronounced differently from the others' A disadvantaged B handicapped C bored D annoyed A donation B priority C hopeless D low-income A development B dedicated C devoted D describe A development B improvement C documentary D environment A organisation B disadvantaged C meaningless D obvious II Choose the word which has a different stress pattern from that of the others 1.A effective B difficult C mountainous D organize 2.A overcome B disaster C understand D volunteer 3.A advantaged B minority C experience D education 4.A province B prevent C campaign D remote 5.A knowledge B spirit C unpaid D sponsor III Choose the options that best fit the blanks Your music is very Can't you just stop it? A annoying B interesting C annoyed D bored If you can something to help others, you will find your life A meaningful B meaningless C helpless D interested Some of the students were at English, so volunteer teachers had to try very hard A hopeless B hopeful C endless D excited She wishes she could some work this summer A voluntarily B volunteerism C volunteer D volunteering Life is sometimes very harsh for families in big cities A lowly-income B low-income C highly-income D high-income The local government provides financial support to the children of parents A needful B needed C need-blind D needy This charity provides financial support and mental comfort to children A advantaged B disadvantaged C advantageous D disadvantageous You can books, clothes, medicine and money to this charity A donor B donate C devote C dedicate IV Fill the blanks with the correct forms of the words given prioritize, meaning, hope, dedication, boredom, donate) He is a person I don't want to talk to him Her story is nonsense It seems to me Quality education should be a top We received a She is Do you feel Week: 14 Period: 42 Class: in developing countries of 50 million VND from an anonymous donor yesterday to her job at the charity centre She spends most of her free time there about the result? – Yes, I think I performed well at the interview Date of preparation:05/11/2019 Date of teaching: … /11/2019 UNIT 5: INVENTIONS LESSON 1: GETTING STARTED I OBJECTIVES: Knowledge: + Use some lexical items related to the topic inventions + Make simple dialogues using the given expressions + Ask and answer simple questions about modern devices Skills: Integrated Attitudes:Get to know more about modern inventions II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time I Warm up (5’) Teacher’s activities * Lead in: - Ask Ss to look at the picture and introduce Phong and his father and then ask Ss the question: + What are Phong and his father talking about? They are talking about modern devices like smart phone, laptop… - Lead in the new lesson Students’ activities - Look at the pictures and answer the question - Give their answer - Listen to teacher II New lesson *Task 1: Listen and read (36 ms) - Play the recording, and ask Ss to read the conversation - Let Ss, in pairs, practice reading the dialogue aloud - Call on some pairs; give comment on Ss’ pronunciation *Task 2: Answer the questions - Ask Ss to read the conversation again and think of the answers to the questions - Have Ss work with a partner and switch roles to ask and answer - Assist Ss to understand the questions and key words in Activity - Get Ss, in pairs, to ask and answer questions about the conversation - Call several pairs to read the questions and their answers Ask the others to give comment - Check the answers and provide the correct ones if necessary - Provide final feedback * Suggested answers: He promised to reward Phong if he passed the English test Because his old mobile phone is still good Computers have changed our lives in many ways: faster communication, free entertainment and convenient shopping He will use his laptop for listening to music, playing games, chatting with his friends, researching topics on the Web and typing his assignment *Task 3: Matching - Have Ss read the dialogue again and underline the words in the table - Guide Ss to guess the meaning of these words - Ask Ss to match the words with the definitions - Check Ss’ answers -Ask the whole class to read these words *Key: c 2.a d 4.b III Consolidation (3 ms) VI Home work (1’) - Ask Ss to summarize the main contents - Give feedback - Listen and read the conversation - Read the dialogue - Practice the dialogue - Read the conversation and answer the questions - Listen to teacher - Work in pairs to the task - Do as required - Do self-correction - Underline the words in the table - Guess the meaning of the words -Match the words with its definition - Summarize the main content -T asks Ss to: -Listen to teacher + Learn by heart important words with the topic and part in student’s book + Prepare for the next lesson V SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… Week: 15 Period: 43 Class: Date of preparation: 05/11/2019 Date of teaching: … /11/2019 UNIT 5: INVENTIONS LESSON 2: LANGUAGE I OBJECTIVES: Knowledge: By the end of the lesson, students will be able to: + Understand and use the present perfect tense to describe an event or action and the gerunds and infinitives to talk about the uses or purposes of something + Pronounce compound nouns and noun groups in isolation and in context + Use some lexical items related to the topic inventions Skills: +Integrated skill Attitudes: Encourage Ss to work in groups and in pairs II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time Teacher’s activities Students’ activities I Warm up (5’) *Activity 1: Game: ‘Hot Seat’ - Divide Ss into two groups, A and B - Ask for one representative from each group to the seat in the front of the class - Show the representatives words, one at a time, and ask them to describe the word to their groups so that they can call out the word - The group who first calls out a correct word wins one point - The group with more points wins the game - Keep a running total of points for each group on the board - Declare the winner *These are words used in the game: Washing machine sunflower Bookseller birthday High school hot dog II New lesson A Vocabulary: ms *Task 1: - Ask Ss to give the meaning of the compound nouns and their parts - Call some Ss to write on the board and give comment - Help Ss to realize that most of compound nouns have the meanings as a combination of their parts, however, some words have different meaning like “ laptop” - T checks some Ss - Check answer as a class * Key: video game: a game in which players control and move images on a screen - video: film or image - game: something you play for fun - Work in groups - One representative sits in the hot seat - Look at the words and describe to their groups - Keep on describing - Listen to the result - Give the meaning of the compound nouns - Write down the answer on the board - Listen to teacher ms 5ms 5ms 12 ms smartphone: a mobile phone that has some functions of a computer - smart: intelligent, computer-controlled - phone: a telephone laptop: a portable, small computer that can work with a battery - lap: top part of your leg - top: upper surface e-book: a book that is displayed on a computer screen or an electronic device - electronic: using microchips to control a small electric current - book: a written work e-mail: a way of sending messages to other by using computer - electronic: using microchips to control a small electric current - mail: post letters * Task 2: Matching - Have Ss, in pairs, to match the first part of words with the second ones - Check Ss’ words and meaning of these compound nouns - Check Ss' answers and give explanation if any - Exchange the answers with their partner - Make sure that Ss have the right answers by going over all the answers in class Allow Ss to look up the words in the glossary, if necessary * Key: pencil case blackboard washing machine headphones food processor Pronunciation *Task 1: Listen and repeat - Play the recording for Ss to repeat chorally and individually - Focus on the stress patterns of compound nouns (main stress is usually on the first part) and noun groups (main stress is on the second part) - Play it again with pauses for Ss to repeat each word chorally - Give the meaning of the words if necessary Help Ss distinguish compound nouns and noun groups - Ask Ss to work in pairs and take turns reading the words *Task 2: Listen and tick - Play the recording and ask Ss to tick (v) before the stressed syllable in each word - Ask Ss to take turns reading the words - Invite some Ss to read the words in front of the class Correct mistakes if any * Key: b a a b a Grammar: a Gerunds and infinitives +Activity 1: - Explain to Ss that: V- ing is used after for and To inf is used to describe purpose of something - Match the first part with the second part - Listen to teacher - Exchange their answers with their friends - Listen to recording and repeat - Pay attention to the stress - Repeat each word chorally - Listen to teacher’s explanation - Read the words - Listen and tick the correct words - Read the words - Do as required - Focus on the use of gerund and toinfinitive - Do the task individually - Give their answers - Get Ssdo Exercise individually in minutes - Go round to assist Ss, then call some Ss to check the answers - Go over all the answers in class *Key: getting, sending to create, to contract to read to play chopping, mixing to store +Activity 2: - Divide the class in two groups - Take turn to send a representative to describe the pictures using target language, other member make yes/ no questions to guess the objects - Control and judge Ss’ work b The present perfect tense +Activity 1: - Draw the timelines on the board and explain to Ss that they should write a word from the box above each line - Call Ss to label the timelines with the words from the box - Give feedback and explain to Ss more about the present prefect +Activity 2: - Have Ss, in pairs, match the beginning with suitable ending then put the verb in the present perfect or the present simple - Check and comment *Key: 1.c ( has broken) d (looks - has lost) e (do you know, have got ) a ( have asked) c ( left - have disappeared) +Activity 3: - Have Ss this exercise individually in minutes - Check the answers with the whole class - Provide the answer and the explanations * Answer:1 seems have affected were have encouraged has aided have killed prefer - Work in groups - Describe the pictures - Look at the timeline - Label the timeline - Listen to teacher - Do as required - Listen to teacher - Do the task individually - Give their answers - Listen to teacher III Consolidation - Ask Ss to summarize the main contents (2 ms) - Give feedback - Summarize the main content VI Home work (1’) -Listen to teacher - Take note -T asks Ss to: + T asks Ss to exercises again at home + Prepare for the next lesson V SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… Week: 15 Date of preparation: 05/11/2019 Period: 44 Date of teaching: … /11/2019 Class: UNIT 5: INVENTIONS LESSON 3: READING -I OBJECTIVES: Knowledge: By the end of the lesson, students will be able to: - Read for general ideas and for specific information about natural world as inspiration for inventions and match the words with their definition and answer the questions Skills: Read for general ideas and for specific information about natural world as inspiration for inventions and match the words with their definition and answer the questions Attitudes:Encourage Ss to explore more about modern inventions II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time Teacher’s activities Students’ activities I Warm up (5’) II PREREADING (10 mins) II WHILEREADING : 19 mins *Activity 1: Wonderful nature - Have Ss look at the pictures in the textbook and tell: What can the animals or leaves that people can’t? What objects have people invented to make up for what they can’t do? - Assist Ss with useful words to express their ideas - Ss look at the pictures and tell the abilities of the creatures and leaves mentioned in the textbook - Check some Ss and ask the other to give comment on their friends’ answers * Suggested answer: Picture a: a bird can fly Picture b: a dolphin can stay under water for a long time Picture c: a lotus leave doesn’t get wet  People have invented an aeroplane, a ship or submarine, and a waterproof raincoat to make up for what they can’t + Activity 2: - Let Ss read the passage again and then guess the words in the left column in their context -Ask Ss to activity in minutes - Call some students to check the answers - Read the passage again to activity - Compare the answer with a partner - Provide the answers b e a c f d - Ask Ss to read these important words in the whole class twice + Activity 3: - Ask Ss to read the text quickly to choose the most suitable title for it - T asks Ss to skim the text and choose the best answer - Check and explain * Key: - Look at the pictures and answer the questions - Listen to teacher - Give their answers - Do as required - Do the task - Give their answers - Do activity - Compare the answer with their friends - Read the text and choose the most suitable title - Give their answers III POST – READING (10mins) IV Home work (1’) b imitating Nature + Activity 4: - Help Ss to make senses of the questions in Activity and realize key words - Ask them to ask and answer the questions in pairs in minutes - Go round and assist Ss - Ask some pairs to present the questions and answers orally, ask the others listen and give comment - Provide final feedback * Suggested answer: The inventions that imitate animals are aeroplane and the submarine The inventions that imitate plants are Velcro, the self- cleaning glass window and umbrella fabric Because it helps us to travel long distance in the air and encourage the development of tourism and trading A submarine can help scientists to learn about life under the sea The material that makes up the glass window has the ability to wash away the dirt in the rain An aeroplane “ Its wings and shape imitating those of birds” A submarine: “ imitates a dolphin’s shape” The Velcro: “hook and loop fastener; two fabrics sticking together thank to the hooks on one surface and the loops on the other” +Activity 5: -Have Sswork in groups of three or four to discuss the questions and decide which of the four inventions is the best imitation of the nature And explain their choice -Check some groups’ work and comment -T asks Ss to: + Learn the vocabulary + Prepare for the next lesson – Speaking - Do as required - Answer the questions - Present their work - Listen to teacher - Discuss the question - Give their choice -Listen to teacher - Take note V SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… Week: 15 Period: 45 Class: Date of preparation: 01/11/2019 Date of teaching: … /11/2019 UNIT 5: INVENTIONS LESSON 4: SPEAKING I OBJECTIVES: Knowledge: - By the end of the lesson, Ss can be able to: - Talk about inventions, their uses and their benefits - Learn some words and phrases related to inventions Skills: Speaking skills + Talk about unique inventions, their uses and their benefits - + Perform their viewpoints to other people in real life Attitudes:Sscan know how to talk about benefit of some inventions and be interested in them II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV.PROCEDURE Stage/ time I Warm up (5’) II PRESPEAKING (10 mins) III WHILESPEAKING: 19 mins Teacher’s activities *Warm up: Kim's Game - Divide the class into groups of or (one table one group) - Show Ss 11 pictures of some modern inventions in the world in 20 seconds - Ask Ss to write down as many things as they can remember - The group with the most correct things is the winner *Key: a CT scanner - a washing machine a laptop - an e-book reader/ ipad a fax machine - a microwave oven USB sticks - an air-conditioner a satellite - a food processor a portable solar charger + Task 1: - Ask Ss to think of the heading of the speaking lesson “Unique inventions”  very special and unusual inventions - Ask Ss to practise the conversation in pairs - Invite two pairs to read aloud, give comment on Ss’ pronunciation - Explain some new words +Solid object (NP): + Original (n) +Task 2: -Have Ss complete the table about 3- D printer - Control and assist - Check Ss’ work and comment - Work in pairs to fill in the suitable information in the table * Suggested answers a Name of 3-D printer invention b bigger and heavier than a normal Characteristics printer c Use To produce solid objects similar to the originals d Benefits Saving a lot of money + Task 3: - Ask Ss look at the pictures of a portable solar charger and a USB stick, and discuss which benefits ( in the Students’ activities - Work in pairs - Look at the pictures and remember - Write down the inventions - Look at the answer - Think about the heading of lesson - Practice the conversation - Read aloud the conversation - Listen to teacher - Complete the table - Give their answer - Look at the pictures and discuss - Listen to teacher and take note box) are suitable for each invention - Explain new words if any - Let Ss work in groups to this activity in minutes - Check some Ss’ answers And comment - Work in groups of three or four to discuss the benefit of a portable solar charger and a USB stick * Suggested answer: + Portable solar charger: not dependent on electricity, environmentally- friendly, easy to carry, not costly + USB stick: not costly, easy to use, easy to transport files +Task 4: - Have Ss in pairs make up similar dialogues with the information in the table IV POST – SPEAKING(10 - Check two to three pairs and give comment on Ss’ mins) pronunciation and intonation IV Home work (1’) +Task 5: - T gives a model for Ss I’d like to recommend a food processor to all of you This machine is small and portable It is used to prepare meals with delicious dishes within a short time It’s an economical device for all households - Get Ss to work in groups of four or five to give a similar small talk - Check some Ss and give feedback to their talks -T asks Ss to: + Learn by heart the expressions + Prepare for the next lesson + Prepare a small talk to introduce a new item to the class in the next period - Do as required - Present their work - Make the similar dialogue - Present their works - Pay attention to teacher - Make another small talk - Give their answer -Listen to teacher - Take note V SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… ………… Week: 16 Date of preparation: 01/11/2019 Period: 46 Date of teaching: … /11/2019 Class: UNIT 5: INVENTIONS LESSON 5: LISTENING -I OBJECTIVES: Knowledge:Ss can know more about a modern invention: flying car Skills: Listening - Listen an interview for specific information + Listen and the tasks + Develop the listening skills for specific details + Talk about modern inventions Attitudes: Encourage Ss to think about modern invention II TEACHING AIDS: - Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time Teacher’s activities I Warm up (5’) *Activity 1: Jumbled Words - Ask Ss to work individually to rearrange the words SERAUBD II PRELISTENING (13mins) III WHILELISTENING: 19 mins -> Students’ activities -Rearrange the jumbled words EARBUDS OSEARPMTNH -> SMARTPHONE EOARCRA -> AEROCAR - Lead in the lesson + Activity 1: - Ask Ss to look at the picture and answer the guiding questions a What does this flying car have on both sides of its body? Does it have wheels? b Can it fly? Can it run on the ground? Can it move in water? - Ask Ss to give the answers for the questions + Activity 2: - Ask Ss to look at the words listed and explain the meaning of the words they not know - Have them to listen and tick the words they hear *Key: Traffic jams; collapse; garage; gallon; runway + Activity 3: Answer the questions - Ask Ss to listen again and answer the questions - Encourage Ss to take notes Remind them that notes are keys words and ideas that can be written down quickly - Play the recording and let students the activity Possibly play the recording again - Have Ss compare their answers with their partners’ Key: In New York City He’s businessman He’s considering owning a flying car to deal with the traffic problem It’s not too big, so it can be put in a garage This flying car cannot take off without a runway + Activity 4: This task focuses on specific information about the flying car - Ask Ss to guess what kind of information they may put in the gaps - Play the tape again and instruct Ss only focus on information about size, petrol consumption, speed of the flying car - Play the recording and let students the activity Possibly play the recording again - Check students' answers and comments *Key: bigger - Listen to teacher and take out their books and notebooks - Look at the picture and answer the question - Give the answers for each questions - Look at the words and listen to teacher - Tick the words that they heard - Listen again and answer the questions - Take notes - Do as required - Compare the answers with their friends - Guess the information - Listen to the tape and as required - Do the activity - Listen to teacher III POST – LISTENING(7 mins) IV Home work (1’) - 5(in the air); 1(on the ground) 200 (in the air); 120 (on the ground) + Activity 5: - Ask Ss to discuss in pairs whether or not they want to own a flying car - Draw their attention to the problem with the flying car (e.g In need of a runway) * Suggested answers: A possible solution to the problem Making it leave the ground like a helicopter -T asks Ss to: + Prepare for writing and exercises in Workbook - Discuss the question - List out some benefits and drawbacks -Listen to teacher - Take note V SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… Week: 16 Date of preparation: 01/11/2019 Period: 47 Date of teaching: … /11/2019 Class: UNIT 5: INVENTIONS LESSON 6: WRITING -I OBJECTIVES: Knowledge:Ss know towrite about the benefits of an invention and provide Ss with new words and structures related to modern inventions Skills: + Write a short paragraph about the benefits of an invention with supporting ideas + Develop the writing skills in general Build up vocabulary supported for writing Attitudes: Stimulate Ssto express their interests II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time Teacher’s activities Students’ activities I Warm up (5’) *Activity 1: Miming - Put Ss into two groups, A and B - Each time call on two representatives from the two groups - Whisper one of the following inventions to the group representatives: digital camera smartphone earbuds flying car laptop e-book food processor - Tell the representatives to mime the inventions they have just heard - As soon as the miming has been done, the other group has to guess what it is by just calling out the answer (Any member of the group can this.) - Give an example in front of the whole class - Allow a few seconds for each mime and each answer - To make the game more competitive, get the group to - Work in groups - Listen to the following inventions - Mime the inventions - Guess the inventions - Listen to example - Play the game count quickly from 1-10 if the other group haven’t found the answer within the allowed time limit - Award a point for each correct answer - The group with more correct answers wins II PRE*Task 1: - Have Ss work in pairs and discuss whether or not WRITING they have any of the audio devices illustrated by the (13 mins) pictures - Encourage Ss to extend their discussion to benefits of each kind of device * Expected answers: + The speaker can produce sounds loud enough for everybody in a large room to hear + Headphones and earbuds not disturb other people when you listen to music; earbuds are more convenient than headphones because they are smaller in size *Task 2: The focus of this task is on how to develop a paragraph - Explain to Ss that one way to support an idea in a paragraph is to give further explanation or an example - Ask Ss to read a paragraph about benefits of earbuds and match the details with the benefits - Call on some students to answer and give feedback Key: 1.c 2.a 3.b *Task 3: - Have Ss read the paragraph about earbuds again and complete the outline of this paragraph - Help Ss to analyse the structure of a paragraph step by step - If necessary, explain to students Key: a Topic: The benefits of earbuds b Thesis sentence (Topic sentence): what are its benefits? c Supporting idea and further explanation: small, light, portable→put in a bag or pocket Supporting idea and further explanation: not costly →about 100,000 VND III WHILESupporting idea and further explanation: used WRITING: 19 everywhere→will not disturb anybody mins *Task 4: - Put Ss into groups of two groups Ask them to choose one invention and discuss what they will write about - Encourage Ss to make complete sentences about the benefits of the invention they have chosen - Call on some Ss to suggest their group’s thesis sentence and the benefit of the invention they have chosen - Have Ss work independently and write their own paragraphs When they finish, ask them to exchange it III POST – WRITING(7mi with partner for peer comments/ correction - Walk around and offer help if necessary ns) - Work in pairs to the task - Talk about the benefits of the devices - Listen to teacher - Do as required - Give their answers - Read the paragraph and the task - Follow teacher’s steps - Choose one invention and write the paragraph - Give their thesis sentence - Write the paragraph - Write down their paragraph on the board - Give their comments - Choose one or two paragraphs and ask the whole class to give comments and corrections - Get students' answers and comments - Get some outputs to highlight and comment and correct the possible mistakes of students IV Home work (1’) - -T asks Ss to: -Listen to teacher + Write the text again at home - Take note - Ss prepare for writing and exercises in Workbook V SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… Week: 16 Date of preparation: 01/11/2019 Period: 48 Date of teaching: … /11/2019 Class: UNIT 5: INVENTIONS LESSON 7: COMMUNICATION AND CULTURE -I OBJECTIVES: Knowledge: - Know more about inventions in Asian countries Skills: Integrated skills + Understand and read about inventions in Asian countries + Talk aboutinventions in Asian countries and the reason why they vote for an invention + Get to know about some inventions in Thailand which contribute to agriculture development and environmental protection Attitudes: Help Ss have more motivation to explore the modern inventions II TEACHING AIDS: Handouts, textbook, pieces of papers, cassette, board, chalk, handouts III METHODS: Integrated, mainly communicative IV PROCEDURE Stage/ time I Warm up (5’) Teacher’s activities *Activity 1: Crosswords - Divide the class into two teams and ask them to listen to the cues and find out the names of the inventions From each name, pick out one LETTER *Cues: Invention 1: They are invented by the Chinese and used for eating food (chopsticks) P Invention 2: It is a type of camera that records images that can be looked at on a computer (digital camera) T Invention 3: It is a mobile phone that can be used as a small computer and that connects to the internet (smartphone) P Invention 4: It is a vehicle designed for air travel that has wings and one or more engines (airplane) L Invention 5: It is one kind of fuels made from vegetable oils or animal fat (biodiesel) O Students’ activities - Find the inventions From the letters, try to find out the key word of the crosswords Invention 6: It is a device that is used to recharge a battery in electrical devices (charger) A *KEY WORD: LAPTOP II Communication 15 ms III Culture 15 ms *Activity 1: Voting - Explain to Ss that they need to consider all four criteria when voting for the best invention - To give Ss more freedom, allow them to choose another invention not mentioned in the list - Focus on four criteria Inform Ss that they will have more chances to practice speaking *Activity 2: Reporting - Have Ss prepare a talk about the best invention - Call some Ss to present - Ss can follow the model: We vote for…………because they are very…….We use them to…………… What’s more,……………… - Go around to offer helps and comments - Check answers with the whole class *Activity 1: - Ask Ss to look at the pictures and discuss with a partner what the inventions are for Then have them guess which countries these inventions are from - Focus on the instructions and pictures *Key: China: (c) Japan: (d) Singapore: (b) The Philippines: (a) *Activity 2: - Tell Ss some important information about King BhumibolAdulyadej Ask Ss if they know the meaning of ‘patent’ Explain to them that an inventor needs to get a patent for his invention to protect his/her idea - For more advanced classes, extend the activity by letting Ss discuss whether there are patents in Vietnam - Ask Ss to read the text and answer the questions Give Ss time to read the text Pre-teach some words that might be new to Ss - Walk round to monitor the class and offer help, if necessary - Read the text on their own, find information to answer questions, and compare with other students - Take notes if necessary - Check students' answers and comments * Key: The two issues are agriculture development and environmental protection a rain-making technique; b biodiesel; c Chaipattana Aerator Chaipattana Aerator and rain-making techniques - Listen to teacher - Choose another invention to the task - Pay attention to the criteria - Prepare a talk about the best invention - Present their work - Look at the picture and discuss what inventions are for - Listen to teacher - Talk about some inventions in Vietnam - Read the text and the task - Find out the answer and then compare with their friends IV Home work (1’) All three inventions have helped to protect the environment: + Chaipattana Aerator→ cleans wastewater + Rain-making techniques→ improves forest conditions + biodiesel→ reduce the use of fossil energy -T asks Ss to: + Learn the structures and vocabulary + Prepare for Looking Back and Project and exercises in Workbook -Listen to teacher V SELF-EVALUATION: ……………………………………………………………………………………………………………… ……………………………………………………………………………………………………………… Ngày14 tháng 11 năm 2019 TỔ TRƯỞNG KÝ DUYỆT NGUYỄN THỊ PHƯƠNG NGUYÊN ... words - Say the number - Pay attention to teacher - Listen to teacher - Give their answers - Listen to teacher - Write their answer on the board - Do self-correction - Read the text and the task -. .. pictures - Look at the timeline - Label the timeline - Listen to teacher - Do as required - Listen to teacher - Do the task individually - Give their answers - Listen to teacher III Consolidation -. .. period - Do as required - Present their work - Make the similar dialogue - Present their works - Pay attention to teacher - Make another small talk - Give their answer -Listen to teacher - Take