ảnh mỹ thuật 6 trần công hữu thư viện tư liệu giáo dục

- asks Ss to work in pairs, look at some information about Neil Amstrong - asks Ss to read and give the meanings the words in the box. - asks ss to read the information and put each[r]

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Date:20/8/09 Period 1: revision and introduction

I.o bjectives : by the end of the lesson ss will be able to: -revise the language of english book 10 -know the form of english book 11 II.m aterials :English book 10,11

III:a nticipated problems :

Ss may forget the knowledges of english book 10 IV.p rocedure:

Stage/Time Procedure Interaction

Presentation 1

22

Presentation 2

20

Wrapping

Revision

Call some Ss to tell about the grammar of English 10 -Tenses

-To-infinitive -Gerund

-Reported speech -passive voice

Let Ss to give out some examples feedback and recall them

Introduction.

Ask Ss some question about the English book 10 to introduce the English book 11

-How many units are there….?

-How many lessons are there in a unit? -How many periods are there in a unit?

-Do you Test your self at home or at class? -How many topics are there in … ?

Introduce the English book 11 –new version -There are 16 units

-some units last periods -test your self :do at home -there are 16 topics Summarise the main points Assign homework

Wholeclass Individual

Wholeclass

Individual work

Wholeclass

Date:21/8/09 Period 2: unit 1: friendship

A reading

I.Objectives: By the end of the lesson Ss will be able to:

- develop such reading micro-skills as scanning for specific ideas,skimming for general information,and guessing meaning in context

-use the information they have read to discuss the topic II.Mareials: Textbook,handouts

III a nticipated problems :

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IV.Procedure:

Warm-up

Pre-reading

10

While-reading

Post-reading

10

Wrapping

Competition game –network.

T prepare a handout with a network of the word Friendship

Divides the class into groups and give each group a handout and ask them to complete

Dicussing the picture and poem

-T asks the whole class to look at the picture on page 12 and asks them some questions:

+ what are the girls and the boys doing? +how they feel?

+what does the picture tell you?

-T asks Ss to work in pairs to read the poem Pre-teaching vocabulary

-provide some new words on the board -Explain the meaning

-Guide Ss to read

Setting the scene

You are going to read the passage about the qualities of a lasting friendship.While you are reading ,do the tasks in the book

Task 1

Fill each blank with one of the words in the box -T writes these words on the board:

-Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings

-T asks Ss to work individually to the task -asks Ss to exchange their answers with others -asks Ss for their answers and feed back

Task 2

Decide which of the choices A,B,C or D most adequately sum up the ideas of the whole passage

-T gets Ss the task individually and then find a peer to compare their answer

-T calls on some Ss to give their answers and asks other to say whether they agree or disagree

-Feedback and gives correct answer

Task 3

Answer the six questions in the book -T asks Ss how to this task

-asks Ss to the task individually,then discuss the answer with their friends

-Calls on some Ss to answer -Feedback

Intruction:you are required to work in pairs to discuss the question in the book

-When the time run out,calls every two pairs to share ideas

-Feedback

-Summarise the main points -Assign homework

Groupwork

Pair work

Whole class

Whole class Individual work and pair work

Pair work Group work

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Lesson b: speaking I.Objectives: By the end of the lesson Ss will be able to:

Describe the physical characteristics and personalities of their friends,using appropriate adjectives II.Mareials: Textbook,handouts

Ss may not have enough vocabulary to talk about the topic,so T should be ready to provide help

IV.Procedure:

Warm up

8

Present

Competition game-Word search

-T divides the class into small groups.Then distributes the following puzzle handout for Ss to in their own

groups.which group finishes first and has all the correct answers will be the winner

H O N E S T S I G N S A D U I U H R N O I N U B O C M T N G G F T E R U E G A O U H D E A N H B T A E R R T A L L D M E D I U M I O O N G R A B H O L T N N U N D E R S T A N D I N G S H S I N C E R E S F M U S M O U G E N E R O U S O R I M F A U D A A R L I D E E E U U N O U H R H M H I A M A S A U L R B L M A N E C U N T E N S E D M S Find out:beautiful,tall,sincere.generuos,humorous, Caring,understanding,handsome

Task 1.

Group work

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12

Practice

10

Product

13

Wrapping

2

Instruction:you are going to look at the picture of four people on page 15 and describe them in pairs

-Before letting Ss to the task,asks them to read Useful language on page 16

-Teaches some words

-T asks Ss to work in pairs to describe the people in the picture,and then calls on some Ss to present their answers -feedback

Task 2.

Instruction:you are going to discuss and number the personalities in order of important in friendship and then report the results

-Before Ss the task,T asks Ss to look at the list of adjectives provided in the book

-T can elicit or explain some adjectives quickly

-Divides the class into group fo with a group leader.They discuss and the leader will take notes of the ideas and then one represent the result to the whole class

-Feedback

Task 3

Instruction:Imagine that you have a friend who has just won the first prize in Mathematics.A journalist is going to interview you about your friend

-Before Ss perform the interview in pairs,T gets Ss have a look at their role on page 16 and the suggestions on page 17

-T may elicit the questions they may ask

-Asks them to work in pairs to perform the interview -Calls on some pairs to perform the interview

-Feedback

Summarise the main points Assign homework

Pair work

Whole class Group work

Whole class Pair work

Whole class

c listening I.Objectives: By the end of the lesson Ss will be able to:

Develop such listening micro-skills as intensive listening for specific information and taking notes while listening II.Mareials: Textbook,cassette tapes,handouts

Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the task

IV.Procedure:

Warm up

7

Competition game-crossword

-the aim of this activity is to help Ss revise the vocabulary items Ss learnt in the previous lesson

-T divides the class into small groups.Then T distributes the following crossword handout for Ss to in their own groups.Which group finish first and has all the correct answers will be the winner

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Pre-listening

10

While-listening

10

7

Post-listening

8

Wrapping

3

Talking about your best friend

-T asks Ss to discuss the question on page 17 in pairs -Call some Ss to give their answers and comments on the answers

Vocabulary Pre-teaching

-Before Pre-teaching the new words,T helps Ss to pronounce the words given in the book

-Elicit some new words

Task 1.

Instruction:you are going to listen to Lan and Long talk about their best friends.Listen and decide whether the statements are true or false

-T plays the tape once for Ss to the task

-Asks for Ss’answers and writes them on the board -Play the tape the second time for Ss to check their answer

-Feedback and give the correct answers

Task 2.

Instruction:you are going to listen to the tape again and fill the table in the book with notes

-Before Ss listen to the tape again,T may ask them to try to fill the table with the things they remember from the previous times for listening

-T play the tape again for Ss to compete their notes -Get Ss to work in pairs and check their answers -Call on some Ss to give the answers

-Feedback and give correct answers

-T gets Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend

-Call on some pairs to present their answers

-Elicit feedback from the class and give final comment Summarise the main points

Assign homework

Whole class

Individual work Group work Whole class

Individual work Pair work

Whole class

d writing

Write about a friend,real or imaginary, using the words and expression that they have learnt in previous lesson

II.Mareials: Textbook,handouts

III a nticipated problems : Ss may not have sufficient vocabulary to write about the topic,so T should be ready to assist them

IV.Procedure:

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Warm up Present 13 Practice 15 Product Wrapping Guessing game

-T introduces the game:one student goes to the board and T gives him/her a piece of paper with the name of a student in the class.Other Ss have to ask Yes/No questions to find out who the student is.Ss should ask about the

appearance,personalities,or clothes… -Ss may ask questions such as:

+Is the person a girl? +Is she tall?

T sets the sence:you are going to write about a friend,real or imaginary,using …

T gets Ss to read the task and guidelines silently and work out what athey are required to write about.In general,Ss’ writing should include three parts:general information abuot their friend,his/her physical characteristics and personalities,what Ss like about the friend

T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friends T may also elicit/revise the adjectives and expressions Ss can use to describe their friend’s appearance and

personalities Writing

-T gets Ss to write their friend in 15 minutes -T goes around to observe and offer help feedback on Ss’ writing

-T asks Ss to exchange their writing with another student for peer correction

-Collects some writing for quick feedback Summarise the main points

Assign homework Group work Whole class Individual work Pair work Whole class Whole class Date:31/8/09 Period 6: unit 1: friendship

E language focus I.Objectives: By the end of the lesson Ss will be able to: -Distinguish the sounds /d / and /t /

-Pronounce the words and sentences containing these sounds correctly

-Use some structures containing infinitives with and without to appropriately II.Mareials: Textbook,handouts

Ss may find it difficult to pronounce the two sounds,so T should prepare a lot of practice

IV.Procedure:

Presentation 1

12

Pronunciation

Pronouncing the two sounds seperately

-T models the two sounds/d /and /t / for afew times and explains the differences in producing them

-T plays the tape or read once for Ss to hear the words containing these sounds.Then T plays the tape or read again and this time asks Ss to repeat

Pronoucing words containing the sounds -T reads the words in each column all at once

-T reads the words once again,each time with a word in each column to help Ss distiguish the differences between

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Presentation 2

15

Wrapping

3

the sounds in the words

-T asks Ss to practice pronouncing the words in pairs Grammar

1.To-infinitive a,presentation

-T writes some sentences on the board and underline the to-infinitive:

+I have letters to write

+does he get anything to eat?

-T asks Ss to comment on the use of to-infinitive in these examples.T reviews the form and use of to-infinitive in the examples

b,practice. Exercise 1

-T asks Ss to exercise individually and then compare their answers with another student

-T calls on some Ss to read out their answers -Gives correct answers

2.Infinitive without to<bare infinitive>

a,presentation

-T calls on some Ss to give out some verbs that they are followed b bare infinitives

-T may clear that:

+We can use a noun or pronoun object+bare infinitive after verbs of perception such as

feel,hear,watch,see,notice,smell…The bare infinitive generally refers to complete action

+We use the bare infinitive after let and make:let sb sth=allow sb to sth;make sb sth=force sb to sth. b,Practice.

Exercise 2

-T asks Ss to exercise in pairs.Ss have to rewrite the sentences by using the words given

-T asks them to compare answers with another pair -T calls on some Ss to go to the board to write their answers

-Feedback and give correct answers Summarise the main points of the lesson Assign homework

Whole class Individual work Pair work

Group work Whole class

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Date:01/9/09 Period Unit : personal experiences

a : reading I Objective : By the end of the lesson ss will be able to : - scan read specific information

- understand the text and express their ideas about past experiences II Materials : text book ,pictures ,charts ,hand out

III Anticipated problems:

Ss may need help with the discussion task IV: Procedures:

Warm up

pre- reading

while

Game : jigsaw reading :

Devide the class in or groups

Give each groupa hand out with a phrases of explaination on Tell ss to read the phrases and find out the words then conpine the first letter of all these words to form the key word

The first group find it will win the game

Check ss 'understanding of instructions have ss start the game These are the phrases on the hand out

1 the biggest land animal Elephant

2 the short form of christmas X- mas

3 the object we use to write with Pen

4 part of our body that allows us to see thing Eyes

5 the opposite of "wrong " Right

6 another word of "sick " ill

7 part of our body that allows us to hear Ears part of our body that allows us to smell Nose the word for while ,red ,blue ,yellow … Colours 10.north ,south ,west and …… East Key word : experience

Asking : 1.what is experience ?

It means: event or activity that affects us in some way Have you ever been in an embressing situation ? What did you then ?

Lead in new lesson : personal experience Pre- teach vocabulary :

Provide some new words on the board Explain the meaning and guide Ss to read

Activity 1:Reading and re- ordering :(task in the text book )

Group work

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reading

10

Post reading

10

Wrapping

Ask ss to work in pair to read the story and put the pictures of the events in the order they happened in the story

Call on some ss to give the answers Check with the class

Feedback and give correct answers

Activity2 :question and answer : ( task in the text book ) Ask ss to work in pairs to answer the questions

Call some ss to write the answers on the board Make correct if necessary

Feedback and give correct answers Discussion :

Put ss in to or groups

Ask them to express their opinions on the following questions;

a have you ever been in such a situation as the man's ?

b what have you done to grow out of /over come it ?

c what you think the man should to over come his shyness ?

go around to control and give help if necessary

call on some ss to report a bout their groups 'discussion give feed back and comments on what ss have

telling a gain the story about the girl in the text book

Pair work

Individual work

Date:07/9/09 Period 8 Unit : personal experiences th

b : speaking I Objective : By the end of the lesson ss will be able to :

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III Anticipated problems: Ss may have problem using present perfect and past simple when talking about the past

IV: Procedures:

Warm up

Present

10

Practice

13

Product

12

Telling the personal experience :

The first teacher tells ss a short story which makes her fell shy.After that ask ss to tell their story Teacher should guide Ss some story in vietnamese

Go around and help Ss when they have difficulties Example :

 One morning ,I got up late It was half past six and school began at

 I quickly washed ,brushed my teeth ,dressed and jumped on my bycycle and drove to school

 I went straight in to the class and greeted the students  After or minutes ,the Ss began laughing

 I could'n understand why

 Suddenly ,I looked down and realized I had put on one brown shoe and one yellow one

Lead in :that is one of the memorable past experience in my life.I often fell ashamed when thinking of it To day we will talk about past experiences and how they affect your life

Task 1 : Matching :

Ask ss to work in pairs to match things they might have done or experienced in the box A and how experiences might have affected them in box B

Call on some ss to give their answers Feed back and give correct answer :

d e b f a c

Ask ss : - what you say to ask a bout some one' experience that might have affected them ?

Expected answer :

 Have you ever …………?  When did it happen ?

 What were you thinking and felling when it happen ?  How did the experience affect you ?

Task : ask ss to work in pairs to put the lines of the dialogue in the correct order

Go around to control and give help if necessary Call on some ss to give the answer s

Feed back : b- d -g -h -a

Role- play drilling :

- Hang a chart with a dialogue

- Ask ss work in pairs to practice speaking the dialogue

- Put the chart a way

- Call on some ss to act out the dalogue in front of the class

- Give comments Ask ss to work in pairs

Ask them to make a similar dialogue based on the structures and information in task and task

Call on some pairs to act out their dialogues in front of the class

Pair work

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wrapping

Make corrections on pronunciation ,stress and intonation

Asign home work Whole

class

Period Date:08/09/09th Unit 2: personal experiences

c : listening I Objective : By the end of the lesson ss will be able to :

- listen for specific information - understand the passage

II Materials : text book ,pictures ,CD player ,hand out

III Anticipated problems: Some ss at the back may have difficulty in listening to the CD player

IV: Procedures:

warm up

7

Game :guessing thing : What is it ?

- devide the class in to groups A and B and ask ss to guess what is it ?

- read aloud some facts about the thing one by one :  it destroy buidings ,houses and forests  it can kill people

 it give out a lot of smoke  you need water to put it out The group giving the correct answer first wins The answer : a fire

Lead -in :

Have you ever seen a fire ?

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Pre- listening

while listenning : 10

10

post listening

Wrapping 2

What will you if there is a fire ?

The lesson to day is about the fire happening to Christina 's family 13 years a go

Pre- teaching vocabulary:

1 Memorable (adj) =unforgetable

2 Scream(v) (action )

3 Gas stove (n) ( picture)

4 Appreciate (v): to recognize the good qualities of some one or something

5 protect(v)

ask ss to check all the words by making some sentences for each situation

Task 1 : tell ss they are going to listen to interview about the most unforgetable experience in Christina'life

Let 'ss to prepare in mins

Ask ss to listen and tick what is true about her Play the tape second times

Go over the answer with the class Expected answer:

T F F F 5.T

Task 2 :gap - filling

Tell to read throught the passage and guess the word in each gap

Ask ss to listen to the recordings and fill in the gaps Go around to control and give help if needed

Give feed back Suggested answer:

1 small everything family replaced took appreciate

Question and answer : Ask ss to work in pairs

Tell ss to listen again and answer the questions Call on ss to give the answers

Check with the class

1 what is Christina' job ?

2 when did her most unforgettable experience happen ?

3 what was she doing then ?

4 did the fire take many things from her ?

5 what did she realize after the fire ?

Suggested answer :

1 she is a bussiness woman

2 it happen years a go

3 it started in the kitchen

4 yes, it is

5 she realize that the family was more important than things

ask ss to retell the story

Whole class

Individual work

Pair work

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Date: 9/9/2009 Period 10 Unit : personal experiences

d : writing I Objective : By the end of the lesson ss will be able to :

- write the personal letter

- tell their memorable past experience II Materials : text book ,pictures , hand out

III Anticipated problems: Some ss may be too shy to express themshelves even in writing IV: Procedures:

Warm up

Present

Game : guess what ?

- Show a picture of a person sitting in a restaurant with a bowl of soup in front ,and a waiter at his side

- Ask ss to read the exchange between the man and the waiter and guess what the man 's response is /what the reason is ? - Suggested answer : Because I haven't got a spoon

- Elicit experiences from ss " this is some thing happening in a restaurant Have you ever had an embarrassing experiences in the rastaurant "?

- Note down Ss' ideas - Transition :

The man had an embarrassing experiences at a restaurant and he wrote to tell his friend about it Do you want to share your experiences with your friend ?To day we will learn how to write a personal letter telling friend about a past experiences

Eliciting : elicit the steps of a personal letter from ss greeting

2 Date (when it happen ) The story ( the experience ) Closing

5.Signature

Speaking :

Ask ss to work in pair to talk about their past experiences or the most embarassing moment of their based on the main points:

 when it happened : two years a go /when I was in grade 10/when I was 10………

 where it happened :in my house /at school / in the street

…

 how was the experience affected you :it changed my

Whole class

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practice

10

Product

wrapping

out look in life / it made me more careful a bout / it made me appreciate more /I fetl ashame at a mere thought of it /it gave me more confidence in …/it taught me a lesson …

Call on some ss to tell their story Give comments

Write a letter :

Ask ss to write a letter to a friend of theirs ,telling him or her about one of their most memorable experiences

Go a round to control and give help with vocabulary

When ss have finished , collect ss' writings to mark at home Peer correction :

Choose ne writing and ask a student to write on the board Ask the rest of the class to correct their mistakes and give comments

Give feed back and comments

Complete these sentences :

1 it /a hot day

2 the man /stop / a small deserted beach

3 he /not have / swimming trunk s

4 there be /no /people /in sight

5 the man /take off /all closes /swim out

Individual work

Whole class

Date 14/9/2009 Period 11 Unit :personal experiences

e : language focus I Objective : By the end of the lesson ss will be able to :

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- revise simple past,past perfect , past continuous tenses and talk about the past

II Materials: text book ,chart

III Anticipated problems: ss forget all knowledges that they have learnt IV: Procedures:

Stage/Time Procedure Interacti on

TEST 15’ Presentation

presentation 2 wrapping

Test 15 ’

Pronunciation :

Listen and repeat :

- Read the words and ask ss to listen

- Read the words and ask ss to repeat

- Call some ss to read the words

- Make correction where needed

Recognizing the sound

- write the phonetic sounds on the board /m / / n / 3./ ŋ /

- Ask ss to cose their book

- read the words and ask ss to say the number 1,2 or corresponding to the sound

Practice the sentences:

Ask ss to work in pairs to practice reading the sentences Call on some ss to read aloud

Grammar. Exercise 1. a.Presentation

-T reviews the forms,meaning and uses of the present simple,present perfect and present continuous

b.Practice

-T gets Ss to exercise individually and then find a partner to check their answers with

-t checks with the whole class and gives the answer

Exercise 2. a.presentation.

-T reviews the forms,meanings and the uses of the past simple and past continuous

b.Practice.

- T gets Ss to exercise individually and then find a partner to check their answers with

-t checks with the whole class and gives the answer

Exercise 3. a.Presentation

-T reviews the forms,meanings and the uses of the past perfect and compares it with other past tenses

b.practice Do Exercise

Summarise the main points

Assign homework Do Exercise at home.

Individu al work Whole class Individu al work,pai r work and whole class Individu al work,pai r work and whole class Individu al work,pai r work and whole class whole class

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Cho dạng động từ ngoặc.

1 After a brief interruption, the professor continued (lecture)………… We mustn’t risk (be)………… late for the concert

3 I couldn’t help (overhear)……… what you said

4 I postponed (make)……… a decision till it was too late (do)…… anything I regret (inform)……….you that your application has been refused They have invited us (visit)……… their house

7 It’s no worth (live)………… without meat It’s no good (cry)………

9 They have a lot of trouble (set)……… down 10 She tried (put)………….some salt into the lemonade 11 Stop (talk)………… nonsense

12 She postponed (write)…………a reply

13 He spent his whose life (study)……… sea animals 14 He couldn’t help (see)………….that it was bargain 15 He denied (make)……… false money

16 I shall always remember (meet)………… you for the first time in England

17 Remember (do)………… these English exercises before going out with your friends 18 She’s always forgetting (give)………….back the money she borrowed from me 19 I shall never forget (meet)………the King once last summer

20 Every forty-five minutes I stop work (drink)………… a cup of tea

Date:15/9/2009 Period

Unit 3: A party A Reading

I Objectives: By the end of the lesson, Ss will be able to: - Guess meaning in context

- Scan for specific information

- Use the information they have read to discuss the related topic

II Materials: Textbook, pictures, handout

III Anticipated problems:

- Ss can need to be provided vocab related to celebrations so that they can complete various learning tasks

IV Procedure:

Stages/ Time Procedure Interactio

n Warm up T gives some gifts & cards and asks Ss :

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Pre - reading

7

While reading

12

10

2 When they usuallu use them?

Or: What people usually use them for?

- People usually use them to give their relative on birthday or anniversary etc.

T asks some questions:

1 Have you ever taken part a birthday or an anniversary party? What did they on birthday or anniversary?

3 What did people prepare for the party?

Lead in: To day you will “ take part” a birthday and an anniversary by reading the passage

T gives two pictures in the text and guides Ss to guess : Which picture is a birthday and Which one is an anniversary?

Before teaching T gives out some key words T helps Ss to pronounce them correctly

T may want to model first and then ask Ss to repeat

T presents or elicits the meanings of these words from the class

Set the scene: You are going to read about how American people celebrate birthday and wedding anniversary Then you the tasks that follow

Task 1:

T gets Ss to read the passage silently and then task

Devide Ss into two groups to discuss Then call two Ss to write their group answer on the board and compare ( May be devide Ss in to small groups, each group one statement)

T give feedback Task 2:

T checks if Ss can identify and correct the wrong information after their first reading of the passage If they can’t, T can simply the sentences using multiple choice

1 Lisa’s family and friends are at her eight birthday party A B C D

2 Everyone makes cake and ice cream at the birthday party A B C D

3 Lisa opens birthday cards and food from her family & friends A B C D

4 Many American over the age of 30 don’t like to talk about their anniversaries A B C

D

5 Fifty months ago , Rosa and Luis got maried A B C D

6 People call the th wedding anniversary the “golden anniversary.”

A B C D

7 Rosa and Luis are h appy to be together for their silver anniversary A B C D

Asks Ss to work in pairs to answer the questions in the book Feedback

Individual

Whole class

Group work

Group work or Individual Pair work

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Wrapping

Assign homework

Date:21/9/2009 Period 13

Unit 3: A party B Speaking I Objectives: By the end of the lesson, Ss will be able to:

- Use appropriare language to talk about party and negotiate how to plan them - Use appropriate language to invite people tocome to party

II Materials: Textbook, , handout III Anticipated problems:

- Ss may have little experience negotiating in English , so T should be ready to provide them with appropriate language to so

IV Procedure:

Stages Procedure Interaction

Warm up

Present

T asks the Ss if they like parties and have they ever been to a party ? If Ss say yes ,T asks follow- up questions like:

Whose party was it ? What was the occasion? Where was it?

Was it fun? etc

T helps Ss to answer the questions by providing them

appropriate vocab and expresstions ( if no Ss have been to a party ,T may get them to ask him/ her about a party he/she has been to

Then T sets the scene : “ Supposed you have been to a party and now you want to tell your friends about it What you

Individual

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8

practice

10

Product

9

Wrapping

want to tell them”

Task 1

T introduces the task and goes over the questions with the class T explains new words if necessary

T gets Ss to the task individual or group Ss needs to choose the details they want to talk about and plan their stories T encourages ss to take notes while doing so T goes aroud the class to check and offer help

Task 2

T puts ss in pairs and get them to tell each other about the parties they have been to, based on the outlines they have made for task

In the meantime, T goes to check and offer help

T calls on some pairs to perform their conversations in front of the class

Task 3.

Asks Ss to work in groups to the task:you are going to take part in a competition to organize the best party.decide on the following :budget,date and time,who to invite…

Feedback and gives suggested answers

Task 4

Asks Ss to tell the rest of the class about your party Try to convince them to talk as much as possible Correct the mistakes if necessary

T summaries the main points of the lesson

T asks ss to write a paragraph about a party they have been to

Individual/ Group work

Pairs work

Group work

Individual work

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Date:22/9/09 Period 14 Unit 3: A party

C: Listening I Objectives: By the end of the lesson, Ss will be able to:

-Develop such listening micro-skills as intentive listening for specific information and take notes while listening

II Materials: Textbook, , handout, cassette tapes III Anticipated problems:

- Ss may not have sufficient vocab to talk about the topic , so T should be ready to assist them

IV Procedure:

Stages/ Time Procedure Interaction

Warm up

Pre - listening

While - listening

12

T devide the class into groups of and introduces the game: the groups should generate as many words related to birthday and birthday parties as possible in five minutes

Suggested words: cake, candle, cards, candy, flowers T gets Ss to close their books and shows them the pictures which in thebook, then asks them to guess what they are going to listen about T gives feedback and gets them to open their books

T gets ss to work in pairs to answer the questions on page 36

T calls some Ss to answer the questions and explain their reasons

T checks with the class

Pre- teaching vocabulary:

T guige ss to pronouce the words on page 36 correctly T play the tape or model first and then asks Ss to repeat after the tape or after the teacher in chorus and individually

T presents or elicits the meanings of these words from the class

Task 1:

Instruction: You are going to listen to a girl telling about a birthday party that she has been to Listen and put a tick True or False in the appropriate box

Before Ss listen and the task, T gets them to read through the statements to understand them and underline key words For example, the keywords in the first statement are “ at home”, and “ evening”

Group work & whole class

Pairs work & whole class

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10

Post - listening 7 Wrappin 2

T checks with the whole class and asks them to guess what the party might have been like (there was a birthday cake,the party lasted some hours .)

T plays the tape ( or read the tapecript) once for Ss to listen and the task

Then T gets Ss to find a partner to check their answers with T checks the answers with the whole class If many Ss cannot answer the questions, T plays the tape one or two more time s and pauses at the answers for them to catch

Task 2

Instruction: You are going to listen to the story again and answer comprehension questions

T checks if Ss can answer the questions in Task without listening again If they cannot, T play the tape for them to listen again but before doing this,

Then T plays the tape again for Ss to listen to and answer the questions

T gets Ss to check their answers with a partner Then T checks with the whole class

Asks Ss to work in groups to take turns to talk about Mai’s birthday party

Goes around the class to give help if necessary T summaries the main points of the lesson

For homework, Ss write a paragraph about their own birthday parties

Individual, pairs work & whole class

Whole class

Date:23/9/09 Period 15 Unit 3: A party

D: Writing I Objectives: By the end of the lesson, Ss will be able to:

- Define the format and structure of an informal letter of invitation - Write an informal letter of invitation

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Ss may not have sufficient vocabulary to write a detailed letter of invitation, so T should be ready to help them

IV Procedure:

Stages/ Time Procedure Interaction

Warm up

7

Present

Competition game

- T prepares handdouts of a jumbled letter in advance and divides the class into groups of Then T distributes the handouts & introduces the task: Ss are going to re-order the sentences into a letter of invitation

- In their groups Ss discuss to complete the task The winner will be the group which has the quickest and correct answer - After the game, T might want to get Ss to read the complete letter again & elicits the features of an informal invitation letter T might want to tell Ss that an invitationletter normally

includes:

+ The event( what you invite your friends to): a wedding party, a birthday party, etc

+ The place: restaurant, at home .etc + The time & date:

+ The invitation itself (Would you like to come?How about etc)

* The jumbled letter

1 This is my address: 142A Nguyen Du Road.

It’s a beautiful house and it is near Ho Chi Minh square. Dear Lan,

Guess what! I’ve just moved to a new house in Vinh city. Would you like to come?

Please let me know your answer as soon as possible. See you!

My parents are giving a house - warming party this Sunday everning, around 6.30 p m.

Mai

10 I think Nam and Lien are coming , too.

11 We’ll have “Pho” and some other special dishes. T gives feedback

Key: 3- - - - 11 - - 10 - - - - * Preparing Ss to write

Task 1

- T sets the scene: you are going to write a friend letter to invite your classmate to aparty that you hold

- T gets Ss to work out the content of their letters by answering the question in the Task

- T calls on some Ss to answer the questions and elicitsmore ideas from the class T writes them on the board

Eg:

+ Occasions for giving the party: birthday, moving to a new house, family gathering, Chrimas .etc

+ Dressing codes: - Formal: dresses , high- heel shoes for women, suits & ties for men

- Informal: anything can do: jeans , T- shirt, skirts…

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Practice

10

Product

Wrapping 2

+ Presents to give: anything can as flowers, books, CDs, hats etc

Task 2

- T gets Ss to the task individually & then compare their answer with a peer

- T calls on Ss to give the answers & write them on the board - T helps Ss to revise the format of a personal / informal letter by analyzing the letter that they have just completed for Task T might also want to get Ss to analyze the letter further by asking questions about its organization and languege Eg: What is the purpose of the first sentence?

What about the second sentence? Etc

Task 3

-T gets to read Task and work out the questions.Ss should note down the answers in their notebooks In the mean time, T goes around to check & offer help

- Then T gets Ss to write their letters in 10 minutes , based on the outlines they have produced

- Next,T asks Ss toget in pairs, exchange their letters & correct each other

-T goes around to offer help

- T chooses one letter & read it to the class Then T correct the mistakes & gives final comments afterwards.T should draw Ss’ attention to the format of the letter, the organisation of ideas & language use

- T summaries main point of the lesson & prepare next lesson

Individual, pairs work & whole class Individual & pair work Whole class

Whole class

Date:26/9/09 Period16 : A party

E: Language Focus I Objectives: By the end of the lesson, Ss will be able to:

- Distinguish the sound / l /, / r /, and / h/

- Pronounce the words and sentences containing these the sounds correcttly - Distinguish the uses of infinitive and gerund in active and passive voices - Use these structures to solve communicative tasks

II Materials: Textbook, handout III Anticipated problems:

- Ss might have difficulty distinguishing and using infinitives and gerunds Therefore, T should be ready to assist them

IV Procedure:

Stages/ Tme Procedure Interaction

Presentation 1

12

I Pronounciation.

Distinguishing sounds

- T models the three sounds / l/, / r/ and / h/ for a few times

- T plays the tape ( or reads) once for Ss to hear the words containing these three sounds Then T plays the tape (or read) a gain & this time asks Ss to repeat after the tape (or T )

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Presentation 2

10

Wrapping

2

* Practising sentences containing the target sounds - T asks to work in pairs and take turn to read aloud the given sentences(p.39, practise these sentences)

-T goes around to listen and takes notes of the typical errors

T calls some Ss to read the sentences again and provides corrective feedback

II Grammar

1 Exercise 1

a Presentation:

T asks S to repeat the verbs that are followed by an infinitive, a gerund,and both If Ss can’t remember, T should review some verbs

Eg:

+ Infinitive only: agree, arrange, ask, choose, decide, hope, plan,intend etc

+ Gerund only: admit, avoid, enjoy, keep, deny … ,verbs that are followed by preposition: succeed (in), think ( about), dream ( of), look forwards ( to) .etc + Both: begin, start, continue, stop, love, remember - T should point out which verbs have different

meanings when are used with an infinitive or a gerund Eg:stop, hate, remember etc

b Practice:

- T gets Ss to Exercise individually and then find a partner to check their answers with

-T checks with the whole class and provides corrective feedback

Exercise 2

a Presentation:

- If necessary, T reviews the forms of passive infinitive and gerund and emphasises their uses

+ Form:

* Passive infinitive: to be + Past Participle * Passive gerund: being + Past Participle

+ Use: to emphasise the action / event than the agent b Practice

- T gets Ss to Exercise in groups of and asks Ss to mark A,B,C or D in piece of paper When the time up T asks groups raise their key

- feedback and T gives the correct answers

Exercise 3

-T guides Ss the way to exercise the same Exercies

- Feedback and gives the correct answers -T summaries the main point of the lesson

- For homework, Ss review the uses of different verb tenses that have been covered in the lesson

Individual, pairs work & whole class

Group work/ whole class

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Date:27/9/09 Period 17: test yourself a

I.Objectives: By the end of the lesson Ss will be able to know how to a test II.Mareials: tape,cassette,book

Ss may need help with the exercises,so T should be ready to help them IV.Procedure:

I.Listening:-T play the tape twice

- Let Ss to the exercise in the book - Check their answers

- Feedback and give the correct answer II.Reading:

-T maybe give out some new words of the passage

-Ask Ss to read the passage and answer the questions in the book -Check their answers

-Feedback and give the correct answers III.Pronunciation and grammar:

A.Pronunciation

-play the tape and ask Ss to tick in the right box -check the answers

-Feedback and give the correct answer B.Grammar

-Complete the sentences,using the right form of the infinitive -Let Ss the exercise

-Check their answers

-Feedback and give the correct answer

IV.Writing: Ask Ss to write about their birthday party following the questions Below

-whose birthday party was it? -Where and when was it held? -what did you there?

-How did you enjoy it?

If the time is not enough,let Ss at home

Period18th: Date:28/9/09 FULL NAME:……… English test: 45 minutes mã đề:301

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Vocabulary and Grammar

1 One boy …………the guitar, and the other girls and boys are singing

A is playing B playing C play D played The first quality for the true friendship is………

A selfish B unselfish C selfishness D unselfishness After all, she can get new clothes anytime, but a family can never ……… A be replaced B replaced C being replaced D replace 4.It is too cold …… out

A go B went C to go D going 5.My most …… experience happened a few years ago

A embarrass B embarrassment C embarrassing D embarrasses 6.I decided to take my money back without……a word

A say B to say C says D saying 7.The children seem to be incapable……working quietly by themselves

A in B on C of D with 8.He is a(n) … man.He always help people without thinking of his own benefit

A selfish B selfishness C unselfish D unselfishness 9.Does he get anything ………?

A eat B eating C to eat D eats

10 Christina is being interviewed about the most ….experience in her life.She will always remember it A forget B unforget C forgettable D unforgettable

11 He often ……… to school late

A go B goes C is going D went 12 She……….in the sitting-room now

A read B reads C is reading D to read 13 What were you doing when I……you?

A phone B phoned C have phoned D had phoned 14 He drives very… ……

A care B careful C carefully D carelessness 15 She has a sense of …………She often makes us laugh

A humour B humourous C honest D friendly 16 We ………to some coutries in Asia recently

A are B were C had been D have been 17 They……… an interesting film last night

A watch B watched C have watched D were watching 18 I ……….on the computer when the fire broke out

A was working B worked C have worked D work 19 Before I went to school, I ……….my house

A swept B have swept C was sweeping D had swept 20 Our parents are going to celebrate their 25th ………in Dalat.

A golden anniversary B special anniversary C silvel anniversary D memorable anniversary Reading comprehension

I believe that (21)…… has had embarrassing experiences in their life I had one not so long ago and I (22) …….it was the most embarrassing experience that I have ever had It (23)………to me in a winter vacation I joined a 4-day winter camp with my friends Denise and Peter We all lived far away from the place,so in order to arrive on time at o’clock, we had to leave at 7:20 The sun was shining, flowers were blooming and bird were singing It was a beautiful day!

Everything seemed so nice (24)……… I noticed that i forgot to wear my nylons The (25)…… at the camp were such that ladies needed to wear nylons So I asked Denise to drive me to a (26)……….store She parked her car in front of the store and I ran in to buy a pair of nylons When I got out of the store, I ran toward the car parked in front and got inside Suddenly, I found it was not Denise’s car and the driver was (27)……….by me

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21 A Someone B Everyone C One D No one 22 A inferred B proved C thought D agreed

23 A came B happened C brought D attracted 24 A when B as soon as C before D until

25 A rules B laws C instructions D requirements 26 A book B food C newspaper D convennience 27 A shocked B threatened C terrified D hit

28 A surprise B regret C shame D fear 29 A thing B ordeal C story D problem 30 A eyes B mouths C lips D hearts Pronunciation:

31 A many B open C money D ink

32 A together B party C American D partnership 33 A honour B exhaust C ghost D hero 34 A education B graduate C produce D procedure 35 A duty B adult C candle D individual Sentence building.[to infinitive]

36 Our teacher tell / us / practise English

……… 37 His uncle advise / him / study hard

……… 38 Their parents allow /them / stay out late

……… 39 His friend persuade / him study chemistry

……… 40 The local Youth Volunteer troop invite / us / attend / meeting

……… THE END

Period:19 Correcting the test th

1 10 11 12 13 14 15 16 17 18 19 20

a d a c C D c C c d b C b B a D B a d C

21 22 23 24 25 26 27 28 29 30

Everyone Thought Happened Until Rules Convennience Shocked Shame Story Hearts

36 Our teacher told us to practise English 37 His uncle advised him to study hard 38 Their parents allowed them to stay out late 39 His friend persuaded him to study chemistry

40 The local Youth Volunteer troop invited us to attend the meeting

Date:6/10/2009 Period20: unit 4: volunteer work

A reading

- develop such reading micro-skills as scanning for specific ideas,skimming for general information

-use the information they have read to discuss the topic

31 32 33 34 35

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II.Mareials: Textbook,handouts III a nticipated problems :

Ss may need help with the discussion task,so T sdould be ready to help them

IV.Procedure:

Warm-up Pre-reading 10 While-reading Post-reading Wrapping

Competition game –crossword

T prepare a big paper that contain a crossword

Ask Ss to work in groups to complete and find out the key word volunteer

Teacher lead in

Dicussing the picture and saying.

-T asks the whole class to look at the picture on page 46 and asks them some questions:

+ what is the old woman doing in the picture?

+What does this mean by”Little Moment Big Magic? +what does the picture tell you?

Pre-teaching vocabulary

-Guide Ss to read

You are going to read a passage about volunteer work.While you are reading,do the tasks in the book

Task 1

Fill each blank with one part of speech of the word “volunteer”

-T elicits different parts of speech of the word “volunteer” and writes these words on the board -Then T instructs Ss to read through the sentences provided in the task to identify the part of speech of the word to fill in each blank

Task 2

Instruction:choose the best answer from A,B,C or D for each of the following sentences

-T asks SS how to this task

-Asks Ss to work individually to the task,then discuss their answers with their peers

-Feedback Task

Intruction:you are required to answer the three question in the book

-T asks Ss to work individually to the task,then discuss their answers with their peers

Instruction:you are required to work in pairs to discuss the question in the book

-Asks Ss to work in pairs to discuss the question -T goes aroundto help if necessary

-Calls some pairs to report their ideas to the class -Gives feedback

-Summarise the main points -Assign homework Groupwork Pair work Whole class Whole class Individual work and pair work

Whole class Individual work and pair work Pair work

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Date:7/10/2009 Period 21: unit 4: volunteer work

b speaking

Talk bout different kinds of activities related to volunteer work II.Mareials: Textbook,handouts,pictures

IV.Procedure:

Warm up

8 Present

7 Practice

15

Product

12

Competition game-Describing the pictures.

-T divides the class into small groups.Then give each group a set of pictures.Ss are requires to describe the activity in each picture in one sentence only.Which group finishes first and has the most correct and meaningful sentences will be the winner

Task 1.

Instruction:you are required to decide which of following activities are volunteer work

-Ss also explain why a certain activity is not volunteer work

-Calls some Ss to give their answers and asks for comments from other Ss

-T elicits other volunteer activities from Ss

Task 2.

Instruction:you are going to make conversations based on the given suggestions

-Before Ss the task,T asks Ss to read the model conversation on page 50.Then Ss read the list of volunteer activities and the exact things related to them

-T can elicit or explain some words quickly -T gets across to Ss that one activity in the first column can go with several activities in the second column

-After Ss have finished T calls on some pairs to act out their conversation

-T elicits feedback from the class and gives final comments

Task 3

Instruction:Now you work in groups to talk about a kind of volunteer work your partner in the previous task to help other people

-Before Ss the task,T may ask Ss to read through the example in the book.T encourages Ss to use transition signals such as also,besides,moreover,etc… To make their talk more coherent

- Now Ss work in groups to talk about one activity their partner takes part in

-T goes around to observe and collect typical errors -Calls on some Ss to talk about the activity they take

Group work

Individual work and pair work

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Wrapping

part in -Feedback

Assign homework Whole class

Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

II.Mareials: Textbook,cassette tapes,handouts III a nticipated problems :

IV.Procedure:

Warm up

5

Pre-listening

10

While-listening

10

Competition game-slap the board

-T puts the vocabulary items on the board in any order -Calls on some Ss to form teams and one person from the team runs to the board as a representative.T gives a vietnamese translation for one of the words on the board.The first team to hit the correct word gets the point.The representative changes,ready for the next word…

-After minutes ,the team with more points will be the winner

Discussing the questions

-T asks Ss to read through the questions and choices on page 51 and makes sure Ss understand all them

-T asks Ss to discuss the questions in pairs

-Call on some Ss to report on their partner’s answers

Vocabulary Pre-teaching

-Before Pre-teaching the new words,T helps Ss to pronounce the words given in the book

-Elicit some new words

Task 1.

Instruction:you are going to listen to the passage and fill in the missing information in each sentence -T plays the tape once for Ss to the task

-Asks for Ss’answers and writes them on the board -Play the tape the second time for Ss to check their answer

Task 2.

Group work

Pair work

Whole class

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9

Post-listening

8

Wrapping

3

Instruction:you are going to listen to the tape again and answer the questions

-Before Ss listen to the tape again,T may ask them to try to answer the questions with the things they remember from the previous times of listening -T play the tape again for Ss to the task -Get Ss to work in pairs and check their answers -Call on some Ss to give the answers

-T gets Ss to work in groups to summerise the story about Spring school,using the suggestions.Each group member has to take notes of the discussion

-T goes around to offer help and collect the mistakes -Call on some pairs to present their summary

Assign homework

Whole class

Whole class Group work

Whole class

d writing

Write a thank-you letter to a donor to acknowledge the donor’s contribution II.Mareials: Textbook,handouts

IV.Procedure:

Warm up

7

Present

13

Practice

Quiz-A formal letter

(To remind Ss of some rules of writing formal letters in English)

-T prepare a handout with a quiz about writing formal letters in English.The quiz consists of several incomplete statements.Ss work in groups to complete these statements as quickly as possible.The group with the quickest and most correct answers will be the winner

Preparing to write

-T asks Ss to read the sample letter on page 52 and discuss the purpose of the letter in pairs

-T calls on some Ss to give the answer.T gets across to Ss that(1) the sample letter is written to thank a donor for donating money;(2)thank-you letters nto donors

-T asks Ss to read the letter again and the TASK1 individually.When they finish,Ss exchange their answers with other Ss

-T checks Ss’answers by asking some Ss to read their answers out loud

Writing

-Before Ss write the letter ,T asks them to read the

Group work

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15 Product Wrapping instruction carefully

-T gets Ss to write the letter in 15 minutes -T goes around to observe and offer help

feedback on Ss writing’

-Collects some writing for quick feedback

-Finally,T provides general comments on the letter Summarise the main points

Assign homework Individual work Pair work Whole class Whole class Date:14/10/09 Period 24: unit 4: volunteer work

E language focus I.Objectives: By the end of the lesson Ss will be able to: -Distinguish the sounds /w / and /j /

-Pronounce the words and sentences containing these sounds correctly -Use gerund,present participles,perfect gerund and perfect participles appropriately

II.Mareials: Textbook,handouts III a nticipated problems :

Ss may find it difficult to differentiate between gerunds and present participles,so T should be ready to explain

IV.Procedure:

Presentation 1 10 Presentation 2 10 10 Pronunciation

Pronouncing the two sounds seperately

-T models the two sounds/w /and /j / for afew times and explains the differences in producing them

-T plays the tape or read once for Ss to hear the words containing these sounds.Then T plays the tape or read again and this time asks Ss to repeat

Pronoucing words containing the sounds -T reads the words in each column all at once

-T reads the words once again,each time with a word in each column to help Ss distiguish the differences between the sounds in the words

-T asks Ss to practice pronouncing the words in pairs Grammar

1.Gerund.

a,presentation

-If necessary T reviews the form and uses of gerund To save time T may give Ss the handout that contain the form and the uses of gerund

b,practice. Exercise 1

2.present participles. a,presentation

-If necessary T reviews the form and uses of present participles.To save time T may give Ss the handout that contain the form and the uses of present participles

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7

6

Wrapping

2

Exercise 2

-T asks Ss to exercise in pairs

-T asks them to compare answers with another pairs -T calls on some Ss to go to the board to write their answers

3.perfect gerund and perfect participles. a.presentation.

-If necessary T reviews the form and uses of perfect gerund and perfect participles.To save time T may give Ss the handout that contains the form and the uses of perfect gerund and perfect participles

b.practice

Summarise the main points of the lesson Assign homework

Whole class

Date:19/10/09

Period 25th : Unit 5: ILLITERACY

A: Reading I Objectives: By the end of the lesson, Ss will be able to:

- Identify the main idea of the reading passage

- Extract detailed information through reading comprehension

II Materials: Textbooks

III Anticipated problems:

- Students may not know some phrases relating to illiteracy such as Universalisation of

Primary Education ; The Vietnam Society of Learning Promotion; illiteracy eradication

IV Procedure:

Stages Procedure Interaction

I Lead-in - Teacher holds the book upside down and ask these question? What am I doing? ( reading)

2 Can I read ? Why not? (No, because they are holding the book upside down)

Lead-in sentence: Some people can not read because they don’t know how to read and they have not learnt how to read They are illiterate The topic of the unit: ILLITERACY

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2

Pre –reading

- Ask students to work in pairs looking at the picture and talking about the cues on page 56

- When feedback to their work, pre teach the following words and phrases: remote; mountainous area; ethnic minority; eradication

( using the picture on page 56 to elicit the words)

Pairwork T-S

3 While-reading

TASK 1:

- Ask students to look at Task and it while reading the passage

Option 1: If students are good enough, keep Task as in the textbook

Option 2: If students are not very good, design a matching exercise – Teacher writes down phrases in Vietnamese on BB and ask students to match with English expressions in Task 1, page 57

1 Universalisation of Primary Education

2 The Vietnam Society of Learning Promotion

3 illiteracy eradication farming techniques family planning

A Xoá mù chữ B Kü thuËt canh t¸c

C Hội khuyến học Việt Nam C Kế hoạc hố gia đình

E Phỉ cËp gi¸o dơc tiĨu häc

Keys: E C A B C

TASK 2:

- Ask students to Task on page 58 Key: D

TASK 3:

Option 1: If students are good enough, get them to ask and answer the questions in Task in pairs

- After feedback, ask students to work in pairs ask and answer bout questions in Task

Pairwork

Groupwork

Individual Pairwork

3. Post – reading

- Ask students to work in groups to brainstorm around the following question:

What you think we should to help illiterate people read and write?

Organise evening classes

Groupwork

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Provide free books

- Feedback to plenary

- Ask students to use the cues above to talk

T-S

Individual

4.

Home-work

- Ask students to write a paragraph about how to help illiteracy people using the cues in post –reading

Teacher - led

Date: 20/10/08 Period 26th Unit 5: ILLITERACY

B: Speaking I Objectives: By the end of the lesson, Ss will be able to:

- Talk about illiteracy problems and school or class problems - Offer solutions to overcome the above mentioned problems

II Materials:

Textbook, a word puzzle

Students might not have enough vocabulary to talk about school or education problems They may not also be confident enough to discuss the ways of offering solutions to the given problems

IV Procedure

I Warm

up - Ask students to the word puzzle in groups Ask them to find meaningful words

A C R H S N G F H

B D E E C E I A E

O E G H H S E C O

H T U T O R I N G

P H L U O A F D X

T T A I L F N E P

D B T H L C U A Q

U S I P T H O U W

P R O B L E M P A

O Z N O W A K T S

E V Z I Q T N K P

Keys: school; problem; regulation; cheat; tutoring

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(If students are not very good, give them the initial letters of these words)

2 Pre – speaking

TASK 1:

- Ask students to Task on page 59 (matching)

If teachers have time and energy, they can prepare pictures relating to problems in column A and ask students to match pictures with problems When they finish, ask them to use solutions in column B to match with problems in column A Keys: in Teachers’ book

- Pre-teach vocab: regulation; low-income

Groupwork

3 While-speaking

TASK 2:

- Ask students to read the example in Task and teacher elicit the structures used for asking advice and offering solutions Asking advice: What you think we should …… or What should we to help…?

Offering solutions: I think we should …….or they should ….

- Divide the class into groups Each group will be given one problem from column A Ask them to use the above structures to offer solutions to their problems

TASK 3:

- Ask students to work in groups to brainstorm problems relating to their class

talkative students class size

old desks leaking roof

- Ask each group to choose two or three problems and discuss solutions they can offer to overcome these problems

Individual Teacher – led

Groupwork

3. Post – speaking

- Ask students to write a letter to their friends talking about problems of their class

4.

Homework

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Date: 21/10/09 Period 27th : Unit 5: ILLITERACY

C: Listening I Objectives: By the end of the lesson, Ss will be able to:

- Extract detailed information about the listening text of school survey in Perth, Australia

II Materials:

- Textbook, tape, cassette player

Students may not know how a survey is! IV Procedure

Stages Procedure Interactio

n 1.Warm

up

- Ask students to a survey or the task called “Find

someone who…………” then help students know the notion of a survey and tell them they are going to study about “survey” today

Groupwor k

2Pre -listenin g

-Set the scene: You are going to listen about the results of a school survey carried out in Perth, Western Australia The school asked its students what makes an effective school

Pre-teaching vocabulary

- Help students to pronounce the words in their book correctly T

may want to play the tape or model first and then ask Ss to repeat after the tape or after him/ her in chorus and individually - Elicit the meanings of these words from the class

- Check the meaning with a gap-filled exercise

Teacher-led

3 While-listening

Task 1

- Get students to read the questions carefully and work out what information they need to concentrate on while listening Then T checks with the whole class

- Get students to read the options in each question carefully and underline the words that make them different T checks with the whole class (e.g in question these are “express attitudes”, “deliver speech”, “exchange ideas”, “give opinions”; in question

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2 they are “develop styles”, “set goals”, “develop strategies”, “consult teachers”, etc.)

-Ask students to guess the answer to each question and then tells them they need to listen attentively to check if their guesses are confirmed

- Play the tape (or reads the tapescript) once for Ss to listen and the task

-Then get them to find a partner to check their answers with -Check the answers with the whole class If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch

Keys: 1 D B 3.B 4.C Task 2

- Ask students whether they can answer the questions in Task without listening again If they cannot, T plays the tape for them to listen again but before doing this, T should encourage Ss to read through all the questions, identify the information they need to look for in each question (by finding the key words and the question word, e.g “what’, “where’, “when”, “how”, etc.) and if possible, predict the answers

-Then play the tape again for students to listen and answer the questions

-Get students to check their answers with a partner Then check with the whole class T should play the tape again and pause at difficult points if many Ss cannot complete the task

Keys:

1 In Perth, Western Australia 2 80%

3 They felt that they should be allowed to have a say in the

school decision making

Teacher-led

Pairwork Whole class

3.

Post – listening

- Before getting students to discuss, remind them of some useful expressions for asking for and giving opinions

- Divide the class into small groups of or and gets them to discuss the question in the textbook T might want to appoint a group leader for each group This person will monitor the discussion, note down friends’ ideas and appoint a representative to present the outcome of their discussion to the class

- Go around to check and offer help

-After checking that all the groups have finished, T calls on the representative of each group to report their peers’ ideas T checks if other groups would have the same or different ideas - Listen and take notes of their errors T provides corrective feedback after that

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Homework homework

Date:26/10/09

Period 28th : Unit 5: ILLITERACY

D: Writing

I Objectives: By the end of the lesson, Ss will be able to:

Describe information from table/ transfer information from table into text

II Materials:

- Textbook, tickets

- Students might not know how to transfer information from a table into a text They also may not know phrases used to describe information from a table

IV Procedure

1.

Warmer

- Prepare a set of tickets:

- Draw this table on the board

- Divide the class into two teams Ask students from each team to go to the board and pick up the tickets and put them into correct column with given symbols

- Feedback to the whole

(If teachers are good at mining, you can you your arms to express

This is much more funny and you also can teach adverbs: sharly, slightly, gradually ………… )

Groupwork

2 Pre – writing

TASK 1

- Ask students to have a look at the words from the box on page 61 and ask them whether there are any new words If yes, explain the meanings Suggested words: dramatically; varied

Individual

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- Tell them that they are going to read a text about literacy rate in Fancy and ask them to use them to use the words from the box to fill in the spaces in the text

- Ask them then to work in pairs to exchange their works - Feedback to plenary

- Then ask them to look at the text a gain and answer the following questions in pairs

Remind students the ways to use on the contrary, while, dramatically, steadily, sharply

TASK 2:

- Get students to look at the table of Literacy rates in Sunshine country from 1998 – 2007

- Ask them some questions orally to help them get some information

1 What does the table describe?

2 How did the rate increase from 1998 -2004 in the Lowlands?

3 How did it increase from 2004 – 2007 in the Lowlands?

4 How did the rate increase from 1998 – 2007 in the Midlands?

5 Did the rate increase or decline in the Highlands from 1998-2004? How?

Pairwork

Wholeclass

Pairwork

Individual T-S

3 While-writing

TASK 3:

- Tell them that they are going to describe the trends of literacy rates in Sunshine from 1998 to 2007 But before writing a paragraph, ask them to complete the following sentences by matching two parts from column A and B

- Now ask them to look at the table again and in groups write a paragraph beginning like this

The table describes the trends of literacy rates in Sunshine country from 1998 to 2007………

3. Post – writing

- Ask groups to read their paragraphs and ask other groups to provide comments During the presentation, T should take notes of good things and errors for feedback afterwards

4. Wrap – up

- Consolidate the ways we use to describe information from a table into a text

- Assign homework

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Date:27/10/00

Period 29th : Unit 5: ILLITERACY

E: Language Focus

- Distinguish the clusters /pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly

- Understand reported speech with infinitive(s) and use these structures to communicative tasks

II Materials:

Textbook, handouts

- Students might have some difficulties in pronouncing the clusters IV Procedure

Stages

Procedure Interaction

1 Warm

up Jumbled words

- Ask Ss to arrange the words into a meaningful sentence prepare/bring/please/to/blue pens/the/ posters / small/to/class

Key: Please bring blue pens to the class to prepare posters

- Ask Ss to read aloud the sentence and pay attention to the underlined words to lead into the lesson

Individual

1.Pronunci ation

Distinguishing sounds

- Model the three clusters /pl/, /bl/, /pr/, /br/ for a few times and explains how to produce them

- Play the tape (or reads) once for Ss to hear the words containing these clusters Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T)

- Ask Ss to read the words in each column out loud in chorus for a few more times Then T calls on some Ss to read the words out loud T listens and corrects if Ss pronounce the target words incorrectly If many Ss not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually

Practising sentences containing the target sounds

- Ask Ss to work in pairs and take turn to read aloud the given sentences (p 63, Practise these sentences)

- Go around to listen and takes notes of the typical errors

- Call on some Ss to read the sentences again and provides corrective feedback

Individual work, pair work & whole class

2.

Grammar a- Presentation:- Asks Ss ( A & B ) to come to the board T says to A: “Close the

window, please” and to B: “Sing a short song” After A & B performed the actions, T asks the whole class: Why did A close the window? Why did B sing a song?

- Write the model sentences on the board:

“Close the window, please” the teacher said to A The teacher asked A to close the window.

T and Ss

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- Then continue

“Sing a short song”, the teacher said to B. The teacher told B to sing a short song.

- Ask Ss to look at the examples to elicit the structures

b Practice:

Exercise 1:

- Ask Ss exercise in pairs - Provide feedback

Keys:

1 They promised to come back again

2 The lifeguard advised us not to swim too far from the shore John asked Peter to close the window

4 The teacher encouraged Eric to join the football team John promised to give it to him tomorrow

6 My mum wanted Lan to become a doctor

7 My sister reminded me to lock the door before going to school His boss advised him to go home and have a rest for a while (If students are good enough, ask them to look at the model sentence

- “ Keep quite.” The teacher said to us - The teacher told us to keep quite.

Then work with them the question as demonstration After that ask them to the same with the rest

When they finish, ask them to have a look at sentences they have written and ask them whether they work out the grammatical structure hidden behind this exercise They may come with your expected answer)

Pairwork Exercise 2:

- Divide the class into groups of

- Give each group direct sentences and reported verbs (taken from the text book)

- Ask them to match the sentences with the verbs - Feedback to the whole

- Ask them to write reported sentences - Feedback

- Groups swap the direct sentences

- Each group reads out their direct sentences, other groups have to read out the corresponding reported sentences

Groupwork

Communicative practice (production stage) - Divide the class into groups

- Give each group a different picture of people talking(their speech is written out on the pictures)-Ss have to report what the people in the pictures are talking-Feedback

Groupwork

3.Wrap- up -T summarises the main points of the lesson

-For homework T asks Ss to revise reported speech with infinitives and exercises in the workbook

Teacher-led

Date:29/10/09

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A: Reading

Develop such reading micro-skills as scanning for specific ideas and identifying meaning in context

Use the information they have read to discuss the related topic

II Materials:

Textbook

Ss may need to be provided appropriate linguistic resources so that they can complete various learning tasks

IV Procedure:

1.Warm-up

- Get Ss to work in pairs, matching the given competitions with the correct pictures on page 66

- Check the answer with the whole class

-T might want to get Ss to tell which of these competitions they like most and why T gets Ss to name some other competitions that they know or have ever participated in and elicits their comments on the events

Pair work & whole class

2. Pre-reading

- Introduce the topic of the lesson and get Ss to work in pairs and answer the questions on page 67

- Call on some Ss to answer the questions T should ask Ss to give reasons for their answers T helps Ss to express their ideas

- Elicit comments from the class and asks Ss to guess what they are going to read about

Pair work & whole class

3 .While-reading

Set the scene: You are going to read about a school’s competition Then you the tasks that follow.

Task 1

- Get Ss to read the passage silently and then Task T may want to remind Ss of the strategies for guessing the meaning of new words For example, Ss should look for the instances of the new words in the text and read around them Ss use the context in which the words occur and their knowledge of word formation to understand the meanings E.g the word “representative” found in line may refer to “someone who represents a group” Ss can understand this meaning thanks to the phrase “the representatives of three classes” and their knowledge that ‘representative’ derives from “represent”

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- Check the answers with the whole class

- T might want to check that Ss understand all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese

Task 2

- Check if Ss can answer the comprehension questions in Task without having to read the passage again If Ss cannot, T gets them to read the questions carefully - Get Ss to check their answers with a peer

- Call on some Ss to read aloud their answers and ask them to explain their choices

- Provide the correct answers:

Task 3

- Check if Ss can answer the comprehension questions in Task without having to read the passage again If Ss cannot, T gets them to read the questions carefully - Get Ss to check their answers with a peer

- Call on some Ss to write their answers on the board and ask them to explain their choices

- Give the correct answers:

Individual, pair work & whole class

4

Post-reading

-Read the poem aloud once or twice and gets Ss to repeat each line after him/ her T should draw Ss’ attention to the rhythm and intonation when reciting the poem

- Let Ss practise reciting the poem in their own groups T goes around and offers help

-Call on different groups to read the poem and asks the class to decide who the best performers are

- Call on different groups to read their translations to the class

5 Wrap up -T summarises the main points of the lesson

-For homework, Ss write a paragraph to explain whether and why they would agree or disagree with the statement that “It is not important whether we win or lose a competition The important thing is our participation in it and the enjoyment we have from it”

Whole class

Date:2/11/09

Period 31 st Unit 6: Competitions

B: Speaking

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II Materials:

Textbook, handouts

Ss may have limited linguistic resources for discussion, so T should be ready to assist them

IV Procedure:

Stages Procedures Interaction

1.Warm up - Prepare pictures of the famous TV game shows “Who wants to be a millionaire?”, “1 vs 100” and talent show “Pop Idol”

- Show the pictures to Ss and gets them to say the names of the games in Vietnamese

- Elicit what Ss know about these games and if there are similar ones in Vietnam

- Introduce the topic of the lesson: Talking about competitions and contests

Whole class

2.Pre-speaking

Task 1

- Introduce the task and gets Ss to it individually and then compare their answers with a peer T should encourage Ss to guess the meanings of the new words, if any

- Explain or elicits the meanings of the new words T might also want to get Ss to name some contests under each category E.g General knowledge quiz includes “Hành trình văn hoá”, “Ai triệu phú?”, etc Singing contests include “Sao Mai”, “Sao Mai điểm hẹn”, etc - Call on different pairs to report their answers T should encourage Ss to explain why they like or dislike a game/ contest T helps Ss to express their ideas when necessary

3.While-speaking

Task 2

- Introduce the task and calls on one or two pairs of Ss to read aloud the sample dialogue T corrects errors, if any - Go over the table of useful expressions on page 69 and explains new words to Ss when necessary T might also want to elicit the structures that are used for asking for and giving opinions about contests T might want to write these structures on the board and gets Ss to some practice before putting them in groups and the task E.g

Asking for opinions:

What you think about ?

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What’s your opinion about ? How you feel about ? Do you like ?

Giving opinions:

I think is/ are good/ fun/ great/ wonderful/ perfect/ extremely interesting/ stimulating/ hilarious/ amusing I think is/ are boring/ silly/ dull

- Put Ss into pairs and gets them to make similar conversations to the sample dialogue, using the structures and vocabulary they have learned

- Go around to check and offer help

-After checking that Ss have finished the task, T calls on different pairs to perform their conversations

- Elicit comments from the class and provides feedback

4 Post - speaking

Task 3

- Put Ss into groups of 3-4 T tells each group to choose a famous TV game/ talent show or competition/ contest and work out details about it They should not let other groups know what game/ contest it is

- Go around to offer help

-After Ss have finished, T calls on each group to come to the front The whole class will ask questions about the game/ contest and guess what game/ contest it is

Wrap-up - Summarise the main point of the lesson

-For homework, Ss write a paragraph about a game show/ contest they like, using Task as guiding questions

Whole class

Date:3/11/2009

Period 32nd Unit 6: Competitions

C : Listening

I Objectives: By the end of the lesson, Ss will be able to: Develop extensive listening skills

Use the information they have listened to for other communicative tasks

II Materials:

Textbook, cassette tapes, handouts

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Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them

IV Procedure:

Stages Procedure Interacti

on

1.Warm-up Jumbled words

(To teach vocabulary and leads Ss to the topic) - Divide the class into groups of or

- Give each group one card containing 10 words whose letters are jumbled and asks Ss to rearrange the letters to make good words The group which finishes the task first with the most correct words will be the winner

Group work

2.

Pre-listening - Use the picture in the textbook to introduce the topic of the lesson E.g T might want to ask Ss questions like “What you see in the picture?”, “What event is it?”, “Where you think the Boston Marathon might take place?”, “Who can participate in it?”

- Listens and help Ss express their ideas T might want to give very brief information about the game, like it is one of the oldest races in the US and held every year in mid April

Listen and repeat

- Help Ss to pronounce the words in their book correctly T may want to play the tape or model first and then ask Ss to repeat after the tape or after him/ her in chorus and individually T corrects errors, if any

- Check that Ss know the meaning of these words

- Ask Ss to make sentences with some important words, e.g

race, athletic, association, etc

Whole class

3.While

listening Task 1Instruction: You are going to listen about the Boston

Marathon Listen and answer True or False questions Put a tick () in the appropriate box.

- Before Ss listen and the task, get them to read through the statements to understand them and underline key words For example, the key words in the first statement are “every year” and “USA”, etc

- Check the answers with the whole class If many Ss cannot answer the questions, T plays the tape one or two more times

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and pauses at the answers for them to catch

Task 2

- Play the tape again for Ss to listen and answer the questions While Ss are listening, T should encourage them to note down the answers T should remind Ss to write down only the main points in note forms but not full sentences

- Get Ss to check their answers with a partner Then T checks with the whole class T should play the tape again and pause at difficult points if many Ss cannot complete the task

Answer:

1 New York In 1972 6164

Post-listening - Introduce the task: Ss talk about a famous Vietnamese runner or sportsman/ sportswoman that they like

- Put Ss in small groups of or Each group will prepare a short biography of a famous Vietnamese runner (or sportsman/ sportswoman) that they like but they should not let other groups know who this person is -After checking that all the groups have finished, T calls on the representative of each group to talk about their favourite sportsman/ sportswoman, without telling the class the name of this person Other groups will try to guess who this person is - Listen and take note of Ss’ errors T provides corrective feedback after that

Group work

5.Wrap- up -T summarises the main point of the lesson

-For homework, Ss learn by heart new words and make sentences with them

Whole class

Date: 4/11/2009

Period 33rd Unit 6: Competitions

D: Writing

Write a letter to reply to the request of information

II Materials:

Textbook, handouts

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IV Procedure:

Stages Procedure

Interaction

1.Warm up

A hang-man game

- Divide the class into big groups and draws each of them a gallows on the board

Team A Team B

- Explain to Ss that they are going to play a “Hangman” game which has to with the names of Vietnam’s popular TV game/ talent shows and contests The rule is each time T gives a secret word and the groups will take turn to guess it by telling what letters they think there are in this word If Ss choose a letter that appears one or more times in the secret word, the letters and their positions will be revealed and Ss can keep on guessing the next letter On the other hand, if Ss guess a letter that is not in the secret word, then a piece of the man being hanged will be added to the gallows and they will lose their turn to the other group Ss will get one point for each secret word they can guess correctly and get a minus point for each complete hangman they have got When the game is over, T will count how many points each group has collected and the group with more points will win the game

Group work

2.Pre-writing

Preparing Ss to write Task 1

- Ask Ss if they want to participate in a competition/ contest, what information about the competition/ contest they would like to know and would look for T writes the answers on the board

- Then get Ss to read the letter in Task individually T asks Ss to identify who wrote the letter, for what purpose, what information she requested and compare their answers with the ideas on the board

Individual work & whole class

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writing a peer what they need to include in the reply letter and what kind of language (formal? informal?) they need to use

- Check the answers with the class and gives feedback If necessary, T reminds Ss of the format and language of a formal letter (e.g it normally includes the sender’s address, it begins with “Dear ,”, not “Hello/ Hi” and is closed with “Yours sincerely/ faithfully/ truly,”, or “Best/ kind/ warm regards”, not “Bye” or “Cheers”

- Now get Ss to write their own letters in 10 minutes

- Then ask Ss to get in pairs, exchange their letters and correct each other

- Go around to offer help

Individual work & pair work

4 Post-writing

Feedback on Ss’ writing

- Choose one or two letters and reads it/ them to the class - Then elicit corrective feedback from the class and gives final comments afterwards T should draw Ss’ attention to the format of the letter, the organisation of ideas and language use

Whole class

5

Wrap-up -T summarises the main points of the lesson

-For homework, T asks Ss to revise their letters according to their peer’s suggestions and submit for marking in the next lesson

Whole class

Date: 13/11/2007 Period 34 th Unit 6: Competitions

E : Language Focus I Objectives: By the end of this lesson, Ss will be able to:

Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly

Understand reported speech with gerund and use these structures to solve communicative tasks

II Materials:

Textbook, handouts

III Anticipated problem:

Ss might have difficulty with the clusters because they don’t exist in Vietnamese

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Stages Procedure

Interaction Pronunciat

ion

- Model the three clusters /tr/, /dr/, /tw/ for a few times and explains how to produce them E.g.: When producing /tr/, Ss should produce /t/ first and then quickly switch to /r/, and so on

- Play the tape (or reads) once for Ss to hear the words containing these clusters Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T) - Ask Ss to read the words in each column out loud in chorus for a few more times Then T calls on some Ss to read the words out loud T listens and corrects if Ss pronounce the target words incorrectly If many Ss not pronounce the words correctly, T may want to get them to repeat after the tape (or himself) again in chorus and then individually

- Go around to listen and takes notes of the typical errors - Call on some Ss to read the sentences again and provides corrective feedback

2

Grammar

a Presentation

- If necessary, T reviews reported speech with gerund + Form: Verb + (OBJECT) + Preposition + (NOT) V-ing (*) + Meaning and use: We usually use a gerund structure to report thanking, apologies, accusations, and so on We don’t use “say” in this structure.

E.g.: I apologised the teacher for submitting my assignment late We thank you for having helped us generously

Note:

-Some verbs not need a preposition, e.g stop, deny, admit, suggest, and so on

-T might want to remind Ss that time and place references often have to change in reported speech

b Practice Exercise 1:

- Get Ss to Exercise individually and then find a partner to check their answers with

- Check with the whole class and provides corrective feedback

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Exercise 2:

- Get Ss to Exercise individually and then find a partner to check their answers with

- Check with the whole class and provides corrective feedback

Individual work, pair work & whole class 3.Wrap- up -T summarises the main points of the lesson

Whole class

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Date: 10/11/2008 Period 35TH Test yourself b

I.Objectives: By the end of the lesson Ss will be able to know how to a test

II.Mareials: tape,cassette,book

III a nticipated problems :

Ss may need help with the exercises,so T should be ready to help them

IV.Procedure:

I.Listening:-T play the tape twice

- Let Ss to the exercise in the book - Check their answers

- Feedback and give the correct answer II.Reading:

-T maybe give out some new words of the passage

-Ask Ss to read the passage and answer the questions in the book -Check their answers

-Feedback and give the correct answers III.Pronunciation and grammar:

A.Pronunciation

-play the tape and ask Ss to tick in the right box -check the answers

-Feedback and give the correct answer B.Grammar

-Complete the sentences,using the right form of the infinitive -Let Ss the exercise

-Check their answers

IV.Writing: Ask Ss to write about their birthday party following the questions Below

-whose birthday party was it? -Where and when was it held? -what did you there?

-How did you enjoy it?

If the time is not enough,let Ss at home

Period 38 TH : Date: 18/11/2008 Unit 7: world population

Lesson : reading I : Objectives : By the end of the lesson ,ss will be able to : - gues the meaning of words based on contexts

- scan for specific information II Materials : Text book ,hand outs

III Anticipated problems: ss may need to be provided vocabulary related to the topic so that they can complete various learning tasks

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Stages Procedures Interaction

Warm - up

pre- reading

while reading

20

Game : Hang man :Have ss to guess a word correcponding to 10 adashes

Hinds : it is problem that India , China ,Vietnam have to solve

P O P U L A T I O N Divide the class in to teams

- one student from each team suggest a letter in turn - if the letter appears in the word ,the teacher write it in - if the chosen letter is not in the word , the teacher starts the contruct gallows for that team One line is added for each wrong choice

-Each team has its own gallows

-Each team can also make a guess

at the word but only when it is that team’s turn A wrong guess means more line in the gallows A correct

guess finishes the game

- if the team win by completing on guessing a word correctly member

Of the team takes over as the 10

Hang man

Lead - in :

Questions :

1 What does “ population” mean ?

2 What is the population of Viet Nam ?

3 Do you think it is larger or small ?

4 What is the world population nowdays ?

Have ss to look at picture in the text book and descibe them Get ss to answer the questions

Go over the answers with the class

Introduce : today we are going discover the world population through the time

Pre -teaching vocabulary B.C ( before chrismast )

2 A.D ( Anno domini )

3 Antonym = opposite

4 Available : (n)

5 Decrease (v) = decline

Checking :Rub out the words and leave the Vietnamese meaning ,synonym or explaination on the board

Point and each explaination or synonym and have ss to speak out the E word

Task 1:

Ask ss to fill in each blank with a suitable word Ask ss to refer to the text for difficult words Move around to give help

Go over the answer with the students Expected answer :

1 although method increase 4.resouces figures limit intonational

8 control

Team work

Whole class

Individual work

Pair work

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12

wrapping

Task 2 :Questions and answering : ask ss to work in pairs to answer the questions

Call on some ss to read the answers in front of the class Check with the class