- Grammar: Passive form, reported speech, compound wordsb. Skills: listening, speaking, reading and writing.[r]
(1)Period: 88
UNIT 13: FESTIVALS WRITE
I Objectives
1 Knowledge, Skills, Attitude: a Knowledge:
- By the end of the lesson, Ss practice in writing a letter on a trip they have joined
- Vocabulary: Related to “Festivals”
- Grammar: Past simple and present simple
b Skills: listening, speaking, reading and writing
c Attitude: Ss will be educated about festivals
2 Capacity is formed and developed for students
- Self-learning capability - Communicative competence - Cooperation capacity
II Preparation
1 Teacher: lesson plane, book, color chalks, pictures, MP3
2 Students: books, notebooks, pen, ruler … III Students’ activities
1 Warm up (5’)
Teacher’s and Students’ activities Content - T asks Ss to give the names of festivals
- Ss give the names of festivals Tell some festivals in Viet Nam
2 Knowledge formation activities (32’)
- T shows the photocopied picture to Ss and asks them to observe it carefully
- T asks Ss the questions - Ss answer
- T gives feedback and correct
VI Write
* Ss complete the letters with missing sentences and the words given
1/ How many people are there in the picture? What are they doing?
2/ Name all the things in the picture *Answer key:
1/ There are seven people in the picture They are participating in the rice-cooking competition 2/ Rice, basket, pans, bamboo sticks, paper fans, chopsticks, a flag
- T asks Ss to use the information in the dialogue on page 121 to fill in the gaps in the report on page 127
- Ss work in pairs - T corrects and remarks - T asks some questions:
+ What is the name of the festival? + Where was the festival held? + How long did the festival last?
+ How many activities were there? Were there any competitions?
+ How were the activities organized? + How many people took part in each activity?
+ What did they think about the festival?
1 Use the information in the dialogue on page 121 to fill in the gaps in this report.
*Answer key:
1/ rice-cooking 6/ traditional 2/ one/ a 7/ bamboo 3/ water-fetching 8/ six 4/ run 9/ separate 5/ water 10/ added
(2)festival they’ve joined recently - Ss look at the questions and practice speaking first by answering the questions from a g
- T has Ss connect the sentences to make it a report
- T monitors and helps Ss with their work - T calls on some Ss to read their reports aloud
The answers to the questions below can help you. a, What is the name of the festival?
b, Where was the festival held? c, How long did the festival last?
d, How many activities were there? Were there any competitions?
e, How were the activities organized ?
f, How many people took part in each activity? g, What did you think about the festival? Suggested: The Mid- Autumn festival
The festival was held on 15th of August the school yard The festival lasted hours There were many activities such as: singing and shouting, wearing masks, parading on the roads and banging the drums The children were interested in a special cake “Moon cakes” Children went on playing traditional games until mid-night
This festival is a very special occasion for Vietnamese people and especially for children to play and enjoy on a variety of activities Moreover, children would understand more about Vietnamese traditions
3 Consolidation (4’)
T asks Sts to rewrite their reports in their notebooks IV Experience:
……… ……… ……… Period: 89
UNIT 13: FESTIVALS LANGUAGE FOCUS I Objectives
1 Knowledge, Skills, Attitude: a Knowledge:
- Ss use reported speech and the passive in the past, present and compound words
- Vocabulary: (review)
- Grammar: Passive form, reported speech, compound words
b Skills: listening, speaking, reading and writing
c Attitude: Not available
2 Capacity is formed and developed for students
- Self-learning capability - Communicative competence - Cooperation capacity
II Preparation
1 Teacher: lesson plane, book, color chalks, pictures, MP3
2 Students: books, notebooks, pen, ruler … III Students’ activities
1 Warm up (5’)
Teacher’s and Students’ activities Content
- T asks Ss to match the words in column A with the forms in column B
- Ss work in pairs
- T calls Ss to give their answers - T corrects
- T has Ss copy
The passive form
A B
Tenses Form
1 Present Simple Past simple Future simple Present perfect
a was/ were + PP b have/ has been +PP c Is/ am/ are + PP d will/ shall + be + PP *Answer key:
c a d 4.b
2 Knowledge formation activities (32’)
(3)page 128
- T has Ss fill in the gaps with the right form of the verbs in the box
- Ss work in pairs
- T calls on some Ss to write their answers (only the verb forms)
- T corrects
verbs in the box .
* Ss must complete the sentences.
*Answer key:
a were performed b was decorated/ put c is made d will be held e was awarded f was written - T presents new words
- Ss repeat and say the meaning
- T asks Ss to look at language focus on page 128 and 129 and fill in the gaps with the right form of the verbs in the box - Ss give the answers
-T checks and corrects any mistakes if necessary
2 Complete the conversation Use the verbs in the box.
* Ss remember the way to use the passive form of present perfect tense.
* vocabulary
+ jumble (v)
+ scatter (v) (to throw things everywhere on the ground) + jar (n) (drawing/ realia)
+ pull (v)
* Answer key:
1 jumbled scattered
2 broken pulled broken - T has Ss read the example and suggests Ss
how to the exercise
- Ss rewrite the sentences Then give the answer
- T corrects if necessary
3 Rewrite the sentences your sentences.
* Ss remember the way to use compound word.
*Answer key:
a It’s a fire-making contest b It’s a pull-fighting festival c It’s a car-making industry d It’s a flower-arranging contest e It’s a rice-exporting country f It’s a clothes-washing machine - T asks Ss to look language focus on page
130 and the exercise - Ss give the answers
- T checks and corrects any mistakes if necessary
- Ss rewrite the sentences, remember to keep the meaning unchanged
4 Yesterday Lan’s Report what the man told Mrs Thu.
* Ss know the way to change reported speech.
*Answer key:
b He said he could fix the faucets c He said the pipes were broken
d He said new pipes were very expensive e He said (Mrs Thu)I had to pay him then * Post (5 minutes)
a The children said, “We are waiting for the school bus” " The children said …
b Nobody has used this machine for years " This machine …
c The last time I played tennis was in 1990 " I haven’t …
3 Consolidation (4’)
T reminds Ss of the passive form, compound words and reported speech IV Experience:
……… ……… ……… Period: 90
UNIT 14: WONDERS OF THE WORLD GETTING STARTED & LISTEN AND READ I Objectives
(4)- By the end of the lesson, Ss practice in reading to seek information about a language game to complete a summary
- Vocabulary: Related to “Wonders of the world”
- Grammar: - Passive form, present (revision), future - Indirect questions with “if” and “whether” - Question words before to – Infinitive - Verb + to – Infinitive
b Skills: listening, speaking, reading and writing
c Attitude: Ss will be educated about protecting wonders of the world
2 Capacity is formed and developed for students
- Self-learning capability - Communicative competence - Cooperation capacity
II Preparation
1 Teacher: lesson plane, book, color chalks, pictures, MP3
2 Students: books, notebooks, pen, ruler … III Students’ activities
1 Warm up (5’)
Teacher’s and Students’ activities Content
- T prepares some postcards or pictures of the famous world landmarks or scene spots in Vietnam
- T shows the pictures, one by one, to Ss and asks them what place it is
- T divides the class into teams, the team able to answer the question will get point
àQuiz
Eg: Mount Bach Mai
2 Knowledge formation activities (32’)
- T informs the topic: wonders of the world -T has Ss look at the pictures on page 131 and the matching
- T checks if they know where/ in which country these wonders are
I Getting started
* Ss know the famous world landmarks. * Answer key:
a/ The Pyramids
b/ Sydney Opera House c/ Stonehenge
- T sets the scene:
“Nga, Nhi and Hoa are playing a language game called guessing game How does this game work? Rearrange the statements in the right order of the game”.
- T puts the statements chart on the board - T asks Ss to read the statements and put them in the right order
II Listen and read:
* Ss know how to play the guessing game. - B asks questions to find out who or what is - A thinks of a famous person or place
- B wins if he/ she can guess the correct answer - A give B a clue
- B loses if he/ she can’t guess the correct answer - A can only answer “yes” or “no”
- Ss practice the dialogue 1 Practice the dialogue. - T has Ss read the dialogue again and
complete the summary (2) on page 132 - T has Ss to compare their answers with their partners
- Ss give the answers
- T checks and corrects any mistakes if necessary
2 Complete the summary.
* Answer key:
1 Game, Place, Clue, Vietnam America, Golden right, was
(5)
-Ss pick out the structure - T checks and corrects - Ss copy down
- T asks Ss to match the words in Column A with their explanations in Column B
- T asks some Ss to give their answer - T checks and corrects
* Model sentences:
I don’t know how to play it
Form: S + V + question word + to –inf
Use: Reduced form of an indirect question Eg: I don’t know how I can play it
how to play it
* Post Matching
A B
1 Suggest (v) Golden (adj) Clue (n) bored
a a piece of information that helps you discover the answer to question b What you often feel when you have nothing to
c made of gold d make a suggestion * Answer key:
1 d c a b
3 Consolidation (4’)
- Pair work: Ss join in “Language games”
P1 shows the picture of Mount Everest and asks P2 some questions: Student 1: Is it a river *
Student 2: No, it’s a mountain Student 1: It is in Africa?
Student 2: It isn’t in Africa It’s in the Himalaya range It’s Mount Everest IV Experience:
……… ……… ………
Signature of the Leader