New lesson : 1’ Warm Up : Today we’ll study how to pronounce the sounds and understand the use of some grammar points Cleft Sentences Teacher’s activities Students’ activities content T [r]
(1)Date of preparing : Date of teaching : week: 10 period : 82 UNIT 13: HOBBIES SECTION : writing I/ OBJECTIVES : By the end of the lesson , sts will be able to practice students’ speaking and writing skills and help students to able to write a paragraph about their collections, real or imaginary, basing on the guidelines given II/ PREPARATION : Teacher : textbook , lesson plan Students : textbook , notebook ,pen III/ TIME : 45 minutes IV / PROCEDURE : Class order : Greeting , Checking attendance (1’) Checking up( 3’-5‘) : Tasks sts to answers questions about the listening New lesson (1”) Warm Up : Today we’ll write about a collection Teacher’s activities Students’ activities content Task 1( 12’-14’): Tasks students to observe the Sts use the information in the Guidelines: useful language carefully then speaking part to support the Name of your collection use the words or phrases information required When you started your collection suggested to make sentences some students give their How you collect them answers of their own How you classify them some others give comments How you keep them Why you collect them Your plan for the future Tasks some students to give Sts then collect the ideas Suggested information: their answers and organize them and start to I like collecting stamps T asks some to give write complete paragraph I collected them three years ago Sts can ask their friends or I bought them from the post office… comments I classify them into categories: animals, their teacher to supply some Tasks some of them give the birds, landscapes… answers to the questions, ideas they not know if necessary I keep them in an album others give comments on the Sts choose one collection they Because it broadens my understanding answers and give supported like (collecting books, fish, about people, animals, plants, and trees ideas if possible pens, hats …) and start to write I continue to collect more stamps T asks some of them to give the draft of the writing first Instructions: the answers, others give Sts exchange their writing with Opening: Introduce the name of your comments their partners’ then correct the collection T asks students if they need mistakes themselves Main ideas: Answer the following questions more information which can Sts ask the teacher for help if When did you start collecting …?/ help them to organize their having any difficulty in When did you start your collection? ideas Why did you collect …? correcting the mistake How you collect them? themselves How you keep them? How you classify them? How many … you have? Ending: - What will you with your collection in the future? - How you feel about your collection? Sts take their own drafts back Task (15’-17’ ): T asks students to write the then write the complete writing Prompts: draft of the writing first in their notebooks One of my hobbies is watching TV My Lop11.com (2) T asks students to exchange their writing with their partners’ then correct the mistakes themselves T walks around to help students if possible Tasks students to take their own drafts back then write the complete writing in their notebooks T explains or correct some common mistakes if necessary T asks students to copy the correction of some common mistakes and perfect their own writing with the accurate structures and vocabulary Tcan give the sample writing if having enough time T asks students to copy the sample writing then compare with their own writing if necessary Sts listen to the teacher’s hobby starts when I was a boy of five I would explanation or his correction always ask my parents to turn on the TV set so on the blackboard that I could enjoy the cartoon films or advertisements Sts copy the correction of some Now I find that watching TV enables me learn common mistakes and perfect many things I learn a lot about how the their own writing with the wonders of the world space travel ,tiny accurate structures and viruses and other fascinating things vocabulary TV programs provide me with so many information and facts I can stay at home and Stscopy the sample writing watch almost everything happen around me then compare with their own I think I will continue to watch TV although writing if necessary TV programs are always useful to me Watching TV is actually a good hobby V/ CONSOLIDATION : 4’-5’ Teacher corrects some writing of the students if having time Students take notes of the teacher’s explanation VI/ HOME WORK: 2’ Ask students to write their own paragraphs and hand in their papers next time Prepare language focus Lop11.com (3) Date of preparing : /04/08 UNIT 13: HOBBIES week: 10 Date of teaching : 10/04/08 SECTION : language focus period : 83 I/ OBJECTIVES : After the lesson , sts will be able to distinguish the sounds / pt / ,/ bd / , / ps / ,/ bz/,and revise some grammar points( Cleft Sentences) II/ PREPARATION : Teacher : textbook , lesson plan Students : textbook , notebook ,pen III/ TIME : 45 minutes IV / PROCEDURE : Class order : Greeting , Checking attendance (1’) Checking up ( 3’-5 ‘): Tasks sts to answer some questions about the writing New lesson : (1’) Warm Up : Today we’ll study how to pronounce the sounds and understand the use of some grammar points( Cleft Sentences) Teacher’s activities Students’ activities content T models the two sounds Sts listen and observe I/ pronounciation : (7-9’) for a few times and Listen and repeat : explains the differences in / pt / / bd / / ps / / bz / producing them Sts repeat them Stopped Robbed Stops Robs T calls on some sts to Jumped Stabbed Steps Bribes repeat them Stepped Grabbed Maps Rubs T can help sts mistake their pronounciation Sts repeats these trapped bribed Shops clubs T asks sts to repeat these sentences Practise reading aloud these sentences sentences and practise them in (page 151) pair T asks sts to practise II/Grammar And Vocabulary (20’-25’) Sts read them in front these sentences Cleft sentences take the structure :In cleft sentences , the Tcalls on some sts to read of class noun /pronoun is emphasized , as distinguisted from them in front of class T corrects someone /something ,subject focus ,object focus ,adverbial focus EX1: Tom decided to go It was Tom who decided to go EX 2: He ate an apple It was an apple that he ate EX 3: They bought this from an old man It was from an old man that they bought this (not from me ) It + be + noun/pronoun + defining relative clause Exercises : Write the following sentences after the model , Activity Activity paying attention to the subject of the sentence T explains how to change Sts listen to the EX: The man gave her the book direct speech into teacher’s explanation It was the man who gave her the book sts work in pairs Do reported speech with It was the boy who visited his uncle last month the exercise given in gerund briefly then give It was my mother who bought me a present on my birthday the textbooks some examples to sts discuss the answers It was Houng and Sandra who sang together at the party illustrate and asks with their friends then It was Nam’s father who got angry with him students to work in pairs It was the boys who played football all day long correct the mistakes to the exercise It was the girl who received a letter from her friend themselves suggested yesterday T asks students to discuss sts discuss the answers It was his presence at the meeting that frightened the the answers with their with their friends children Lop11.com (4) friends some of the students to the exercise orally T asks some of the students to the exercise other students give comments orally sts take notes of the suggested answers Exercise ; Write the following sentences after the model , Activity Activity Tasks others to give Sts notice the teacher’s paying attention to the object of the sentence comments explanation EX: The boy hit the dog in the garden Tgives the suggested Sts work in pairs Do It was the dog that the boy hit in the garden answers if necessary the exercise given in It is English that the man is learning the textbooks T explains the example It was the book that the woman gave him sts discuss the answers carefully T asks students to work in with their friends then It was the postcard that she sent her friend It was the book that Hoa borrowed from Long pairs to the exercise correct the mistakes It was his grandfather who(m) the little boy greeted in a suggested themselves T asks students to discuss some of the students strange language the answers with their to the exercise It was the policeman who (m) the pedestrian asked a lot friends orally of questions T asks some of the other students give It was the strange who (m) the dog barked at students to the exercise comments ststake notes of the orally suggested answers Exercise 3: Write the following sentences after the model Activity 3: Activity 3: Tasks others to give sts notice the teacher’s ,paying attention to the adverbial modifier of the sentence comments explanation Ex She bought him a present at the shop T gives the suggested stswork in pairs Do It was at the shop that she bought him a present answers if necessary the exercise given in KEYS: the textbooks Texplains the example It was in the garden that the boy hit the dog sts discuss the answers carefully It was for tea that she made some cakes Tasks students to work in with their friends then It was for him that his father repaired the bicycle correct the mistakes pairs to the exercise themselves suggested It was in Britain that he met his wife T asks students to discuss some of the students to It was from the shop that she bought that present the answers with their the exercise orally It was at 8:00 a.m that the meeting started other students give friends comments T asks some of the students to the exercise sts take notes of the suggested answers orally T asks others to give comments T gives the suggested answers if necessary V/ CONSOLIDATION : 2’ Summarises the main points of the lesson VI/ HOME WORK: 2’ learnt by heart verbs ,form and exercises in text book prepare reading of unit 14 Lop11.com (5) Date of preparing : /04/08 Date of teaching : 11/04/08 week: 10 period : 84 UNIT 14: RECREATION SECTION : reading I/ OBJECTIVES : After the lesson , sts will be able to help students to guess the meaning of some words and the task given in order to understand the reading about recreations II/ PREPARATION : Teacher : textbook , lesson plan Students : textbook , notebook ,pen III/ TIME : 45 minutes IV / PROCEDURE : Class order : Greeting , Checking attendance (1’) Checking up(3’-5’): Tasks sts to tell about cleft sentences 3.New lesson : (2’-3’) Warm- up What you when you have spare time? Can you name some favorite leisure activities of teenagers? Whom you like to carry out these forms of entertainment? Today we are going to read a very interesting piece of writing about hobbies Teacher’s activities Students’ activities content _ asks students to look at the observe the pictures then Guiding questions: pictures then answer the What is the most popular form of answer the teacher’s questions provided entertainment in Britain? questions orally What kind of sports British men usually attend? students answer the questions _ asks students some guiding How can British people take part in activities orally questions such as bricklaying, stock market, painting, _ students give comments if _ asks students to answer the karaoke ? possible questions orally Do these courses require qualifications? _ asks students to give Keys: comments if possible Watching TV _ explain the pictures and give snooker, pool, darts the suggested answers They can pay the fees to entry weekend courses No, they don’t presents some new words students pronounce the words Pre teaching vocabulary : (8’-10’) _ gives the brief meaning of -recreation (n):sựtiêu khiển correctly the words using various -pursuits (n) :sở thích techniques -snooker (n) :bi-da _ helps students pronounce -darts (n) :trò ném phi tiêu the words correctly -spectator (n) :khán giả -rugby (n) :môn bóng bầu dục -enormous (adj) :rộng lớn -sophisticated (adj):phức tạp -engrave (v) :khắc While- reading : listen to the tape then read plays the tape then ask the reading again and task Task1 (10’-14’) :Translate them into students to task Vietnamese _ asks some students to give individually Answers the answers then correct their _ compare their results with 1A, 2B, 3B, 4A, 5B, 6A answers if necessary those of their friends _ asks students to give the _ some of them give the evidence to illustrate their answers, others give Lop11.com (6) answers to make sure that they understand the reading _ gives suggested answers _ asks students to copy the right answers asks students to read the reading again then task in pairs orally _ asks some students to give the answers _ can ask students to give the evidence to illustrate their answers _ corrects the students’ answers and give suggested answers _ asks students to rewrite the sentences basing on the information given comments _ take notes of the suggested answers if necessary Task _ work in pairs and complete the sentences with the information in the reading _ compare their results with those of their friends _ some of them give the answers, others give comments _ take notes of the suggested answers if necessary Task 2: Answer the questions Keys: Because they make people happy, healthy, and open-minded Football and rugby in winter, cricket and athletics in summer Walking and swimming Because weekend courses bring people happiness Post- reading:(7’-8’) Tell some other useful activities ? – shoemaking, glass engraving, “living with more meaning” course Do you find recreation useful ? Can you name some common forms of entertainment in VietNam? – Yes In VietNam we can join basket ball, karate, swimming, or cooking course, V/ CONSOLIDATION : 2’ Students work in pairs and answer the question: Are all the British leisure activities mentioned in the passage also popular in Vietnam? VI/ HOME WORK: 2’ Read the reading carefully and translate it into Vietnamese Learn the vocabulary listed by heart Prepare B speaking Lop11.com (7)