- Calls on one S to read aloud the activities given in the - Work in pairs and guess textbook and asks other Ss to listen and say Yes for the activities they think the Japanese often do [r]
(1)Date of preparation: Date of teaching: UNIT 8: CELEBRATIONS Lesson: READING Period: I Objectives: Educational aim: Ss should know about traditional customs and cultural aspects of Vietnamese celebrations Knowledge: a General knowledge: At the end of the lesson, Ss will be able to: - know about VietNamese customs, foods… in the celebration of Tet - improve their reading skills (skimming, scanning, deducing, time reading…) b Vocabulary: celebration, agrarian, traditional, peach blossom, apricot blossom Skills: Integrated, mainly reading II Methods: Integrated, mainly communicative III Techniques: Questions and answers, repetition, pair work, explanation, T/F statements, gap filling, games IV Teaching aids: Textbook, charts, pictures and chalks V Procedure: Teacher’s activities Students’ activities Warm-up: - Divides the class into groups - Lets Ss listen to the songs: 1.Happy New Year My Valentine We wish you a Merry Christmas Chiec den ong Happy birthday - Asks each group to tell the name of the songs and the occasion when these songs are played The group has the faster and correct answer will be given mar The winner is the group with more marks - Leads to the lesson: Today we are going to read a passage to know more about Vietnamese Tet’s Celebration Pre - reading: - Calls on some Ss to tell about how much they know about Tet’s celebration + Could you tell me when the Vietnamese celebrate Tet? + What you in New Year’s Eve and during Tet? - Asks Ss to look at the picture on page 90 and discuss the questions given - Gives more questions to make the description easier: Lop11.com - Divide - Answer New Year’s Celebration Valentine’s celebration Christmas Mid-Autumn Festival Birthday’s celebration - Listen - Answer + From 1st to 3rd of January of Lunar calender + I usually go to watch fireworks in New Year’s Eva and go to pagoda to pray, visit my relatives, teachers and friends and go to places of entertainment - Look at the picture and answer (2) + Are they family? Who are they? + What does the grandmother give the children? + What are on the table? + What tree is on the right of the picture; on the left of the picture? + Are they happy? - Gives feedback While- reading: * Task 1: - Gives Ss minute to read and highlight the sentences containing these words and asks Ss to identify the part of speech of the new words in Task - Gives the available chart of each word’s meaning - Asks Ss to read the passage carefully within minutes and match each meaning to each word so that these meanings could be suitable with the meanings of the sentences containing them 1.Grand (adj) 2.Agrarian (adj) Banner (n) Pray (v) Sugared apples (n) + Yes, they are They are grandparents, parents and children + Lucky money + Mut, fruits, Banh chung + Kumquat tree and peach blossom + Yes, they are - Listen - Read, highlight and identify Sentences: It is the grandest and most important occasion in the year which falls sometimes between… Tet marks the beginning of spring and, for agrarian people, the start of a new year Streets are decorated with coloured lights and red banners Many people go to pagoda to pray for a happy year for themselves and their family Mut, which is candied fruit such as sugared apples, plums or tomatoes, is also popular A great deal of excitement still builds up well before Tet - Look at the chart - Match a .Sugared apples b To hope very much that ST will happen c Impressive and large or important d Connected with farming e Long piece of fabric with a message on it that is carried between two poles or in a public place - Give answers 1c 2d 3e - Give comments - Listen - Calls on some Ss to give the answers - Asks other students to give comments - Gives feedback Lop11.com 4b 5a (3) * Task 2: - Asks Ss to read and the task individually by deciding - Read and decide whether the statements are T or F within minutes - Goes around and provides help if necessary - Asks Ss to check the answers with their partner - Check - Calls on some Ss to give the answers and the evidence - Gives the answers F New Year falls sometime between 19th and 20th February on the Western calendar F … for agrarian people, the start of a new year T … but nowadays the holiday is much shorter F Children receive their “lucky money.” T …is popular throughout the country - Asks for peers’ comments F … during the whole year - Gives feedback - Give comments - Listen - Divide * Task 3: - Listen to the rule - Divides the class into groups A and B and introduces a - Ask and answer It is sometimes between 19th game “ Electric Shock” - Gives Ss minutes to prepare questions January and 20th February - Tell Ss the rule of the game: A member in group A will For months Streets are decorated with ask a certain question in the task He/ she has right to point anyone in group B to answer Then, group B takes coloured lights and red banners They buy gifts, clean and turn If Ss have one correct answer they will be given decorate their houses and cook mark If the S of this group couldn’t answer, the other traditional foods group who asks will give the correct answer and have mark Which group has more marks will be the winner It is made from sticky rice, green beans and fatty port Mut is candied fruits such as sugared apples, plums ands Post reading: tomatoes - Asks Ss to work in pairs to discuss what they did to People usually visit their family celebrate the Tet last year members, old teachers and friends, - Calls on some Ss to make their speech exchange best wishes when meeting - Asks for peers’ comments or visiting, go to pagoda, play - Gives feedback games……… Homework: - Discuss - Asks Ss to - Make speech + write a short paragraph about their Tet last year - Gives comments + learn the passage again and new words - Listen + prepare for next lesson: Unit 8- Speaking - Listen Lop11.com (4) Date of preparation:17/11/2010 Date of teaching: 23/11/2010 UNIT 8: SPEAKING Period: I Objectives: Educational aim: Ss should know about traditional customs and cultural aspects of Vietnamese celebrations and festivals Knowledge: a General knowledge: At the end of the lesson, Ss will be able to: - talk about the activities of some popular holidays and celebrations in Vietnam and in the world - improve their speaking skills b Vocabulary: Skills: Integrated, mainly speaking II Methods: Integrated, mainly communicative III Techniques: Questions and answers, repetition, pair work, explanation, games IV Teaching aids: Textbook, charts, pictures and chalks V Procedure: Teacher’s activities Students’ activities Warm-up: - Greets the class - Introduces a game “Guessing” to Ss and gives the rule: “I have a bag of things here I would like to invite one student to touch one thing and describe it to your friends Who can guess the right thing will become the next person to describe” The things are a lantern, a heart, a hat of Santa Claus, a flower and a box of chocolates - Lets Ss play the game - Asks Ss to guess the topic of the lesson Ss base on the things they have just guessed - Has Ss give the name of some celebrations they know from these realias - Leads to the lesson: “Do you think that Lunar New Year is popular in the world Let’s study the following dialogue to see if Anna, who is Mai’s new friend, know about it or not.” Pre- speaking: - Gives a chart of the cues of the dialogue on page 93 - Asks Ss to work in pairs to build the dialogue from the cues given Mai: You/ know/ Tet holiday/ next month? Ann: What/ Tet? Mai: It/ time/ Vietnamese people/ celebrate/ beginning of spring It/ also/ start/ lnar new Lop11.com - Greet the T - Listen to the rule of the game and as directed - Guess the topic Key: Celebrations - Give names - Look at the chart - Build the dialogue Key: The dialogue which is similar to the one on page 93 (5) year Ann: When/ it/ exactly? Mai: This year/ 9th of February Ann: What/ you/ usually/ do/ Tet? Mai: We/ eat/ a lot of special foods/ dress up/ visit friends and relatives/ play traditional games Ann: It/ sound/ interesting - Calls on some Ss to read their dialogue The T doesn’t correct mistakes at this stage - Asks Ss to open their books to check the dialogue While- speaking: * Task 1: - Lets students practise the dialogue on page 93 in pairs - Calls in some pairs to act out the dialogue in front of the class Then asks them to practice without materials - Asks other Ss to give comments - Corrects mistakes if there is any - Read * Task 2: - Sticks a chart on the board with so many gaps - Asks Ss to work in groups A and B - Gives Ss flash cards containing the purposes and activities of three celebrations: Valentine’s Day, Thanksgiving, Mid- Autumn Festival Asks Ss to discuss these purposes and activities belong to which celebrations - Asks each group to stick the flash cards on the chart Which group has the first and correct answer will be given marks - Lets Ss play the game “Electric Shock” in 10’ - Explains the rules of the game: “You continue to play the game in groups above You have to close your books and answer the following questions After I read a question and count 1, 2, which group raises your hand first will be given right to answer If this person gives a right answer, his group will be given mark If this person gives a wrong answer, the other group will get chance to answer and get mark The winner is the group which has more marks, including the marks above.” What is the purpose of Valentine’s Day, Mid – Autumn Festival, Thanksgiving celebrations? What are the main activities in Valentine’s Day, Mid – Autumn Festival, Thanksgiving celebrations? - Look at the chart - Work in groups - Discuss Lop11.com - Open the book and check - Practise in pairs - Act out - Give comments - Listen - Stick - Play the game - Listen to the rule and as directed (6) * Task 3: - Gives Ss a lot of topics about celebrations (Valentines, Mid- Autumn, Thanksgiving, Christmas, New Year) and asks them to choose one topic to practice speaking in groups of 5, using the purposes and activities of the three celebrations above - Goes around and gives helps if necessary - Calls on some groups to present - Asks other groups to give comments - Gives feedback Post- speaking: - Divides the class into groups - Directs the drama: “Class, have you ever wished to become an actor or actress? Today, I will give you a chance to make your dream come true I have bags of secret things related to different celebrations (Christmas, Valentine’s Day, Halloween, Tet holiday) I will give it to groups And your duty is to set a play according to situations I give you in the bag Then, I will call on groups, in turn, to act Remember! You only have minutes to make your play Which group performs best will take a special gift from me * Relias: + Christmas: sock, Santa Claus puppet + Valentine’s Day: rose, chocolate + Halloween: candies, a mask + Tet: a red envelope, watermelon * Situations: + Christmas: Tonight is the Christmas’ Eve, two children are talking about their wish + Tet: On the 1st day of Tet, the kid comes to visit his grandparents What is happening here? One will be a kid, the two other will be his grandparents + Valentine’s Day: A man wants to express his love to a woman How will he do? What will the woman say? + Halloween: A group of children is coming to your house in the Halloween night What will they do? You will invite them to join your friends’ fancy dress party What will you say? - Goes around and provides help if necessary - Calls on each group to act - Gives comment and informs the result Homework: - Asks Ss to: + write a short paragraph of a celebration they like + prepare for the next lesson: Unit 8- Listening Lop11.com - Practise talking in groups - Present - Gives comments - Listen - Divide - Listen to the T - Act - Listen - Listen Write Prepare (7) Date of preparation: 18/11/2010 Date of teaching: 24/11/2010 UNIT 8: LISTENING Period: I Objectives: Educational aim: Ss should know about traditional customs and cultural aspects of Japanese New Year’s Days Knowledge: a General knowledge: At the end of the lesson, Ss will be able to: - know some activities in celebrating New Year in Japan - improve their listening skills (Selective listening, listening for specific information and for comprehension) b Vocabulary: Skills: Integrated, mainly speaking II Methods: Integrated, mainly communicative III Techniques: Questions and answers, repetition, pair work, explanation, T/F statements, gap filling, games IV Teaching aids: Textbook, charts, pictures and chalks V Procedure: Teacher’s activities Students’ activities Warm- up: Game “Who has the best memory?” - Divide the class into groups A and B - Lets students watch a series of pictures about “ New Year in Japan” and asks Ss to take notes - Asks Ss some questions Each group will discuss and write down the answers on a chart Which group has the first and correct answers will be the winner a What country does the celebration take place in? b When does the celebration take place? c What are people doing? - Asks Ss: “What topic is the lesson today about?” - Leads to the lesson: Today we are going to listen to a text about The New Year in Japan Pre – listening: - Pre- teach some new words + longevity (n) + constancy (n) + pine tree (n) + shrine (n) + represent (v) + similarity (n) + get rid of… (exp) Lets Ss guess the meaning of the words basing on the T’s guidelines Reads aloud the words and asks Ss to repeat Lop11.com - Watch and take notes - Discuss and write down Key: a In Japan b New year c They are visiting pogadas, wearing kimono, helding feasts… - Answer Key: New Year’s Celebration in Japan - Listen - Listen and take notes (8) Checks by rubbing out the words and asks Ss to remind - Guess - Asks Ss to work in pairs to guess the activities the - Repeat after the T Japanese often on the New Year’s Day - Calls on one S to read aloud the activities given in the - Work in pairs and guess textbook and asks other Ss to listen and say Yes for the activities they think the Japanese often on their New Year Days and say No if the Japanese don’t - Gives no corrections at this stay - Read aloud While listening: *Task 1: - Listen - Sets the scene: Ss are going to listen to people talking about how the New Year is celebrated in Japan Ss listen and tick the - Study the statements carefully and things they hear - Lets Ss study all the statements carefully and identify the identify key key words words of each statement E.g Special clothes clean/ house - Listen - Plays the tape twice - Check - Asks Ss to check the answers with their partners - Give answers and evidence - Calls some Ss to give the answer and the evidences Key: They put on special clothes Everyone cleans the house Bells ring 108 times Housewives prepare special food They go to a shrine They drink rice wine 10 They watch television Evidences: … Some families put on specia kimono … On the New Year’s Eve every household a big cleaning up … The television or radio wil broadcast 108 bells … when housewives start cooking special food for New Year’s Day … dress to go to visit their shrine … drink a lot of rice wine 10 …Family members sit round and star watching the national singing contest on television - Asks other Ss to give comments - Give comments - Gives feedback (plays the tape again and pauses at related - Listen information to correct Ss’ answers.) Lop11.com (9) *Task 2: Questions and answers - Read and identify - Has Ss read all the questions carefully and identify the key words of each question E.g why/ big clean up where/ hear the bells - Try to answer - Asks Ss to try to answer the questions without listening the tape - Listen again first - Plays the tape again - Check their answers - Asks Ss to compare the answers with their partner - Read aloud and give evidence - Calls on some Ss to read aloud the answers and give evidence.Key: Because they want to get rid of the dirt of the old year and welcome the New Year From the television or the radio Kimonos or special dress No, New Year’s Day is mostly celebrated among family only - Asks other Ss to give comments - Give comments - Gives feedback (plays the tape again and pauses at related - Listen information to correct Ss’ answers) - Asks Ss some more questions + In the dialogue, Mai said, “ The timing of the bells is very important” and Lan asked her, “Why is that ?” So, can anyone tell me how Mai explain? + Can anyone tell me what people in the New Year’s Eve? Directs students to use some transitional signals: “ at first…, then…, after that…” to list the things the Japanese in the New Year’s Eve Post-listening: - Asks Ss to work in pairs and discuss the differences between Vietnamese New Year and Japanese New Year in terms of “ preparations, foods and clothes, activities on New Year’s Eve - Discuss in groups and people to celebrate with.” Homework: -Asks Ss to: + write a short paragraph (100- 120 words) about the Japanese New Year’s celebration + learn all the new words + prepare for the next lesson: Writing_ Unit - Listen Lop11.com (10) Date of preparation: 19/11/2010 Date of teaching: 25/11/2010 UNIT 8: WRITING Period: I Objectives: Educational aim: Ss should know about traditional customs and cultural aspects of Vietnamese celebrations Knowledge: a General knowledge: By the end of the lesson, Ss will be able to: - write about some popular celebrations in Vietnam - improve their writing skills (Selective listening, listening for specific information and for comprehension) b Vocabulary: Skills: Integrated, mainly speaking II Methods: Integrated, mainly communicative III Techniques: Questions and answers, repetition, pair work, explanation, T/F statements, gap filling, games IV Teaching aids: Textbook, charts, pictures and chalks V Procedure: Teacher’s activities Students’ activities Warm- up: Pre- writing: - Delivers Ss handouts of a passage describing New Year in Viet Nam as a model and asks Ss to read and underline the main ideas - Read and underline in terms of names, time, purposes and main activities in mms In Viet Nam, the New Year celebration is the most important festival that falls on the first days of January of the Lunar calendar There are three main days that we celebrate On the New Year’s Eve at 12 midnight, the grandmother or mother in each family burns joss sticks to receive and welcome New Year Then, we go to sleep to wait for the sun to rise When the sun rises, we wake up and put on new clothes Next, our parents sit on a chair in front of our grandparents and wish them a happy new year and a long life Finally, we wish our parents a new year and longevity All the members in the family give best wish to each other We keep this custom year after year On the second day, the students visit their teachers They wish their teachers a happy new year and present some gifts to them This is a good opportunity for students to express their gratitude to their teachers and tell about their achievement and recall unforgettable memories of student hood Lop11.com (11) On the third day, friends meet together They wish each other a happy new year Then, they have a party or go somewhere Friends enjoy this day so much because they may not see ach other throughout a year Overall, New Year’s Day are celebrated as a time of reunion and thanksgiving among members in family, students, teachers and friends We all wish a happy and prosperous new year to every one in the world - Asks Ss to work in groups to discuss the main points of the passage as told before within 2’ - Calls in some Ss to come to the board and write down their answers - Asks others to give comments - Asks Ss how the passage is organized in terms of time, place, etc…(Chronological or spatial order) - Asks Ss to analyze the passage: How many paragraphs are there in the passage? What is the function of the first paragraph? (introduction) How about the last one? What did the author write in the body paragraphs? How did the author connect the paragraphs and sentences within a paragraph? - Gives feedback: - Shows the model outline to Ss: I Introduction: Write the topic sentence Provide some background information about your topic (time, purpose…) II Supporting paragraphs: List the ideas that develop the main idea of your description Place each supporting ideas in its own paragraph Develop each supporting point with facts, details and examples II Conclusion: Lop11.com - Discuss - Write down on the board - Give comments - Answer Key: There are paragraphs in the passage The first paragraph functions as an introduction The last one functions as a conclusion In the body paragraphs, the author described some activities in three main days in New Year holiday To connect paragraphs, the author used chronological language: On the New Year’s Eve, on the second day, on the third day, overall To connect sentences, the author used: then, next, finally - Listen and take notes (12) Restate the main idea in different words Your feeling While- writing: - Divides the class into groups - Gives Ss topic of celebrations and asks them to choose one topic for their group (Topics: New School Year, Teacher’s Day, Christmas Day, Valentine’s Day) - Asks Ss to work in groups to make an outline telling about names, times, purposes, main activities according to the pictures they have matched (in lead-in stage) on flashcards within 15’ - Asks Ss of groups to go to the board to stick their flashcards - Gives groups a lot of smiling and crying faces to give comments on other groups’ outlines - Gives feedback Homework: - Asks Ss to: + write a description about the celebration or festival they like best + prepare for the next lesson Lop11.com - Divide - Choose the topic - Make an outline in group - Stick on the board - Give comments - Listen - Listen (13) Date of preparation: 21/11/2010 Date of teaching: 30/11/2010 UNIT 8: LANGUAGE FOCUS Period: I Objectives: Educational aim: Ss should be aware of the importance of pronouncing correctly and using pronouns one(s), someone, no one, anyone, everyone and vocabulary about holidays and celebrations in daily life Knowledge: a General knowledge: At the end of the lesson, Ss will be able to: - pronounce and distinguish the sounds / fl /, / fr /, / 0r / correctly - understand and use pronouns one(s), someone, no one, anyone, everyone and vocabulary about holidays and celebrations b Vocabulary: quarrel, apply for, situation Skills: Integrated skills II Methods: Integrated, mainly communicative III Techniques: Questions and answers, repetition, pair work, explanation, gap filling and practice IV Teaching aids: Textbook, charts, pictures and chalks IV Procedure: Teacher’s activities Student’s activities 1.Warm-up : - Gives some pictures about flower, flag, flood, fruit, fridge, frog, three, throat and thread - Asks Ss to look at the pictures and read aloud the words describing the pictures - Give the correct words - Has Ss guess the sounds they are going to learn based on the pictures above - Leads to the lesson: Today we will learn how to pronounce the sounds / fl /, / fr / and / 0r / Pronunciation 2.1 Presentation - Divides the board into columns labeling with / fl /, / fr / and / 0r / and asks Ss to fill in each column with suitable words they have just found - Asks Ss to add more words that they know to the five lists - Helps Ss pronounce these sounds by demonstrating them clearly and correctly - Reads through these above words and the words containing the sounds on page 97 - Reads again and asks Ss to repeat - Calls on some Ss to read aloud Lop11.com - Look at the pictures - Read aloud - Listen - Guess - Listen - Fill in / fl / Flower Flag Flood / fr / Fruit Frog Fridge / 0r / Three Throat Thread - Add more - Listen to the T’s pronunciation - Listen - Repeat (14) - Asks for peers’ comments - Gives feedback 2.2 Practice - Models the dialogue with a S - Asks Ss to practice the dialogue in pairs within 2’ - Goes around and provides help when necessary - Calls on some pairs to act out in front of the class - Asks other Ss to gives corrections - Gives feedback Grammar : 3.1 Pronouns one(s), someone, anyone, no one, everyone a Presentation: - Run through the meaning and use of these above pronouns + someone = somebody: It is used with a singular verb in an affirmative statement or in a question when the speaker/ writer expects the “yes” answer E.g: There is someone waiting for you at the school gate Did someone call me last night? + anyone = anybody: It is used with a singular verb in a negative or interrogative statement E.g: Have you ever met anyone like him? Don’t tell anyone my secret + everyone = everybody: It usually goes with a singular verb It refers to every person or allpeople E.g: Everyone must protect the environment + no one: It usually takes a singular affirmative verb E.g: No one like her story + one and ones: They are used to replace a previous mentioned noun when we don’t want to repeat that noun “One” replaces a singular noun, and “ones” replace a plural noun E.g: I don’t like the red shirt; I prefer the blue one Don’t buy the sour oranges Buy the sweet ones * Extra exercise: Sentence completion - Divides the class into groups of - Delivers each group a handout of some uncompleted sentences and asks them to complete them by adding the missing clause Which group have the first and correct answers will become the winner I will tell you the truth if…….……… If I were you, …………… If I had had enough money, ……… If it is nice tomorrow, ……………… Lop11.com - Read aloud - Gives comments - Listen - Read the dialogue with the T - Practise in pairs - Act out - Gives corrections - Listen - Fill in - Make sentences If I have time, I’ll help you If I were the King, you would be the queen If he had studied hard, you would have passed his exam - Give comments - Listen - Give the correct form - Compare - Read aloud and write down * Exercise 1: would drive could choose is will take closed will come * Exercise 2: had been told had realized (15) What would happen if………… I would have gone swimming if………… - Gives feedback 3.2 Conditional in reported speech a Presentation: - Gives Ss a chart of three examples “If you finish before 4.30, I come and pick you up,” he said to me He told me (that) if I finished before 4.30, he would come and pick me up “I could see my parents everyday If I live in Hue,” Hoa said Hoa said (that) she could she her parents everyday if she lived in Hue “I wouldn’t have begun to learn Russian if I had known the difficulties,” the man said to her The man said to her (that) he wouldn’t have begun to learn Russian if he had known the difficulties - Asks Ss: “When the direct speech is a conditional sentence, which type that we have to change, which types we don’t have to change?” - Corrects Ss’ answers and gives the correct answers: Type Type Types 2, The same b Practice: - Has Ss to the exercise by changing conditional sentences into reported speech - Goes around and provides help when necessary - Asks Ss to check the answers with their partner - Calls on some Ss to read aloud the answers and write them down on the board - Asks for peers’ comments - Gives feedback Lop11.com wouldn’t have been would have bought had studied - Give comments - Listen - Divide into groups of - Complete the sentences - Listen and take notes - Look at the chart - Answer - Listen and take note - Change into reported speech - Check with the partners - Read aloud and write down The man told her that he would come to see her if he had time He asked her what she would say if someone stepped on her feet They told me that if it didn’t rain they would go out with me The man asked the woman what she would if she were a billionaire The man said to me that if I had asked him, he would have lent me his motorbike The man said to his daughter that he would be very disappointed if she didn’t come The boy told the girl that he was sure they would understand if she explained the situation to them - Gives comment - Listen and take note (16) * Extra practice: Use the given information to make - Make conditional sentences conditional sentences I wasn’t hungry so I didn’t eat anything If I had been hungry, I would have The accidents happened because the driver in front eaten something The accidents wouldn’t have stopped so suddenly I didn’t know that Lan had to get up early, so I didn’t happened if the driver in front hadn’t stopped so suddenly wake her up Mary wasn’t injured in the crash because she was If I had known Lan had had to get up wearing seat belt early, I would have woken her up I didn’t meet you last night, so I couldn’t tell you the Mary would have been injured in the truth crash if she hadn’t been wearing seat Because Alan never eats breakfast, he always belt If I had met you last night, I could overeats at lunch Jack was late to his own wedding because his watch have told you the truth If Alan always ate breakfast, he was ten minutes slow I don’t ride the bus to work every morning because wouldn’t have overeaten at lunch it’s always so crowded Jack wouldn’t have been late to his wedding if his watch hadn’t been 10 minutes slow I would ride the bus to work every Homework: morning if it were not always crowded - Asks Ss to: + learn the form and use of the conditionals types 1, and + make conditional sentences % that whom /w Lop11.com (17)