Chùa Tiên Tường_Chốn Bồng Lai(Hiệp Cường-Kim Động-Hưng Yên)

- Have students read the text again and work in pairs to answer the questions on page 87.. - Call on some students to answer the questions loudly. - Correct their answer.[r]

UNIT 1: A VISIT FROM A PEN PAL

I General objectives: 1 Competencies:

- Make & respond to introduction

- How to compare with the likeness and the difference - Scan for specific information

2 Language focus: - Past simple tense - Present unreal wish

II Techniques: Brainstorming; Questions – answers

III Etching aids: Cassette; Cassette recorder; illustrating pictures; OPH; Pictures; Visual aids; Laptop; Flash cards, colored chalk

IV Total period distribution:

Period distribution Items of Teaching Getting started, Listen and read

2 Speak and Listen

3 Read

4 Write

UNIT 1: A VISIT FROM A PEN PAL

Lesson 1: Getting started – Listen and read (45 min)

I Objectives:

- Introduce, leading to the topic of a unit - Talking about places to visit

II Grammar: Wish sentence & Past habit Used to + Verb

III Vocabulary: Words relating to famous place to visit & activities done during the visit

Steps Teacher’s activities Student’s activities

Warm – Up (15’)

Lead-in (30’)

* Getting started.

- Showing pictures of places of interest of Vietnam

- Eliciting the places of interest of Ho Chi Minh City

- Asking them some questions Do you have any pen pals? Do you like to have pen pals? Where will you take him if he visits Vietnam for the 1st time? Can you tell me the names of the places in pictures?

- Teaching new words: Hung Temple; Temple of Literature; Dong Xuan Market; the City hall; Ho Chi Minh history museum; Ben Thanh market. * Listen and read

- Introducing the situation of the passage: Rizal Mary is, Lan’s pen pal visited her for the fist time and Lan took her to some places of interest in Hanoi - Playing cassette once the 1st

paragraph

- Asking them questions: What you know about Mary am?

- Having them a silent reading then identifying the places of interest - Playing cassette again

- Explaining the new difficult words: Mosque; peaceful; keep in touch;

- Looking at the pictures and guessing what places they are

- Answering the questions

- Listening to the teacher’s explanations then write the vocabulary down

- Listening to the teacher

- Listening to cassette - Answering the question - Having a silent reading

atmosphere

- Reminding them of new and old structures

* Old Structure: Past habit Used to + V

* Ex: Lan used to walk past the mosque on her way to primary school

* New structure:

Wish sentence: Present unreal wish * Ex: I wish I had more time.

- Asking them to have silent reading for information to answer the questions - Calling some students to say their choices

- Briefly explaining the use of Wish Ex: I wish I had more time.

I wish + clause (Past simple) Practice:

1 I don’t have enough money I wish ………

2 I can’t sing that song I wish ……… It’s raining I wish ……… I am too fat I wish ………

5 The weather is bad to day I wish ………

words

- Finding out structures

- Identifying new structures

- Having silent reading and get more information

- Saying the choices

- Doing the practice

1 I wish I had enough money

2 I wish I could sing that song

3 I wish it wasn’t raining I wish I weren’t too fat I wish the weather were fine today

Consolidation Where did Lan take Mary am to visit?

2 What place did they visit on Friday? What new structure is there in the

passage?

Homework - Do exercise workbook (p.5-6)

UNIT 1: A VISIT FROM A PEN PAL

Lesson 2: Speak – Listen (45 min)

I Objectives:

- Developing speaking and listening skills - Introducing oneself

II Language contents:

1 Grammar: Yes – No questions

2 Vocabulary: Some words relating to capitals and big cities in the word, especially in Asia

III Techniques:

Asking and answering – Pair work – Role play – Matching IV Teaching aids:

Pictures, cassette player and tape V Time: 45 minutes

VI Procedures:

SPEAK (28 minutes)

Steps Teacher’s activities Student’s activities

Warm – up

(3’) - Making questions:1 Where does Mary is come from? 2 Does she like Vietnamese people? 3 Does she like Ha Noi?

- Answering the questions:

1 Malaysia – Kuala Lumpur 2 Friendly

3 Interesting Presentation

(7’) -- Introducing situation.Asking Sts to work in pairs. - Matching and putting the dialogues in the correct order



Finishing part (a)

Practice

(13’) - Correcting part (a)- Sticking the answer key on the board.

- Asking Sts to read the information in three boxes at the end of the page

- Replacing

- Making similar dialogues - Practicing new dialogues (Pair work)

Free practice

- Asking Sts to play roles names and their own words LISTEN (17 minutes)

Steps Teacher’s activities Student’s activities

Pre-listening

(3’) - Introducing the lesson - Looking at the picture and taking about them

While-listening

(10’)

- Taking about the situation of the lesson

- Playing the tape

- Listening and finding out where Tim and Carol are and that they are doing.

- Listening and choosing the correct answers

- Comparing their answers with the partner’s

UNIT 1: A VISIT TO A PEN PAL

Lesson 3: Read (45 min)

I Objectives:

1 Developing speaking and listening skills Help students to know more about Malaysia II Language contents:

Vocabulary: divided, separated, comprise tropical climate, official, language of instruction

III Techniques:

Communicative approach IV Procedures:

Steps Teacher’s activities Student’s activities

Warm-up - T shows the map of Vietnam and asks

students:

1 Which country is on the map? Which city is the capital of Vietnam?

3 How many regions are there in Vietnam?

- Answering the questions

Pre-reading - T introduce a the passage by showing

the map and the picture about Malaysia

- T asks “What you know about Malaysia

- T asks sts to read the passage silently and underline the new words

- T explains new word (translation method)

- Sts answer (in Vietnamese)

- Reading the passage in silently an underline the new word - Listening to the explanation

While-reading - T reads the passage and students

listen and find the right information about Malaysia to fill in the table (pair word)

- Sts read their answer sentences

Post-reading - T hangs a cardboard and gets sts to

T/F exercises in pairs

- T asks some pairs to write their answers on the board

- T gives answer keys and corrects them

Feed-back - T asks For the false statements T

asks sts to give the correct ones - Giving the correct statements

Consolidation - T gives some questions about

Malaysia:

1 Is Malaysia one of the countries of the ASEAN?

2 How many regions are there? Is Kuala Lumpur the largest city in the country?

4 Which language is taught on secondary school?

5 What’s the weather like in Malaysia?

- Answering the questions

Homework - Learning the new words by

heart

UNIT 1: A VISIT TO A PEN PAL

Lesson 4: Write (45 min)

I Aims:

Sts can practice the skill of writing a letter (a normal letter and a friendly letter) II Teaching aids:

Pictures of some places of interest ( Hoan Kiem Lake, West Lake, London Bridge, etc), Overhead, projector

III Teaching steps:

Steps Teacher’s activities Student’s activities

Warm-up - T introduces the topic of the lesson by telling the sts his/her trip Then T ask sts some questions:

a When did you go last summer? b Do you have any relatives? c Have you ever visited them? d Could you tell us about your trip?

- Answering the questions

Presentation - T reads a sample letter

- T guides sts how to write a letter (address, heading, body, closing, signature…)

- Listening to the teacher

Practice - T has some sts read their letters in front of the class

- T corrects the mistakes

- Sts read the outline, pay attention to he content of each part

- Sts base on the outline and teacher’s instructions and write a letter

- Sts discuss in groups and write letters by themselves

Consolidation - How to write a friendly letter

UNIT 1: A VISIT FROM A PEN PAL

Lesson 5: Language focus (45 min)

I Objectives:

Students can retell their preparations before a special occasion and express their wish

II Language content: Grammar: Revision:

- Past simple - Wish sentence III Technique:

Question – Answer IV Teaching aid:

Pictures, colored chalk V Procedure:

Teacher’s activities Student’s activities

Past simple (page 11)

Exercise page 11

Exercise page 12

- Creating the situation by asking some questions:

1 Where was Mary am last week?

2 What did she in her first day in HN ?

- Asking the students to pick out the tenses in answers - Having some students give the formation of past simple tense

- Asking the students to pair word (exercise 1)

- Having some pairs present in front of the class

- Having the students group work and the quickest group present their key on the board

- Answering the T/s questions

1 She was in HN

2 Lan took her to HOAN KIEM lake

1 What did Lan on the Weekend?

- She went to the concert When did she go there? - She went there on Saturday at 8pm

Exercise 2:

- Lan made a cake

Exercise page 12

The past simple with wish:

S1 V1 S2 V2 I wish you had a longer

vacation. S1 V1 S2 V2 I wish I had more time.

S1 + WISH S2 + verb _be (were)

_/v(past) Consolidation

Homework

- Creating the situation by asking questions:

“What did Lan say to Mary am at the end of the week?” - Asking the students to analyze the sentence

- Having the students withdraw conclusion

- Asking the sts to exercise page 12 (group work)

- Having some of the sts write their sentences on the blackboard

- Giving comments or corrects the mistakes if necessary - Asking the sts to give the formation of wish sentence - Asking the sts to write five wish sentences

- Huy paint a picture of HN - They went shopping

Exercise 3:

- “ I wish you had a longer vacation”

- Wish sentence => a complex sentence

- Verb is used in the past subjunctive

Exercise 3:

a I wish I were taller b I wish it were not so

hot

c I wish I had a computer

UNIT 2: CLOTHING

I General objectives:

1 Competencies:

- Ask and answer about habits and personal taste of dreading - How to present personal ideas in written form about the simple - Problems referred to the topic using the readily-given prompts 2 Language focus:

- The present perfect tense - Passive voice review II Techniques:

Brainstorming; Questions – answers III Teaching aids:

Cassette; Cassette recorder; illustrating picture; OPH; Picture; Visual aids; Laptop; Flash cards; colored chalk

IV Total period distribution: periods.

Period distribution Items of Teaching Getting started, Listen and read

2 Speaks

3 Listen

4 Read

5 Write

6 Language focus

Lesson 1: Getting started – Listen and read (45min)

I Objectives:

- Introduce, leading to the topic of a unit: The traditional Ao Dai of Vietnam - Remind them of some countries the word with their customs

II Grammar: The present perfect tense.

III Vocabulary: word relating to ways of dressings.

Steps Teacher’s activities Student’s activities

Warm-up

 Getting started (15’) - Showing pictures of people with their costumes

- Eliciting the name of some countries

- Asking them some questions Where does she come from?

2 Why you know she come from Japan?

- Teaching new words; a kimono; a sari; a veil.

- Calling some group reprentatives to answer in front of the class

- Correcting their mistakes if possible

- Looking at the pictures and guessing what countries they are

- Answering the questions - Discussing in groups

* Sample Key:

1 She comes from Japan She comes from Vietnam He comes from Scotland She comes from India He comes from the USA She comes from (Saudi) Arabia

- Listening to the teacher’s explanations then wire the vocabulary down

Leas-in (30’)

 Listen and read (30’)

- Introducing the situation of the passage

“ Ao dai is the traditionally unique dress of Vietnam They are being used by both man and woman in specific occasions It has now being changed in different designs for fashion.”

- Playing cassette once the 1st paragraph.

- Listening to the teacher.

- Asking them questions: What is Ao Dai?

2 What are women nowadays?

3 What women also prefer?

4 What the designer to the Ao Dai?

- Having them a silent reading then identifing the main idea of the passage

- Playing cassette again

- Explaining the new difficult words; “poet’ mention; consist; of; to slit; inspiration; unique; convenient; along silk tunic; ethnic minoritres” - Reminding them of new and old structures:

1 Old Structure: Past habit Used to + V

Eg: Lan used to walk past the mosque on her way to primary school New structure:

Wish sentence: Present unreal wish Eg: I wish I had more time

- Asking them to have silent reading for information to answer the questions

- Calling some students to say their choices

- Briefly explaining the used of wish => I wish I had more time

I wish + clause (Past simple) Practice:

1 I don’t have enough money I wish ………

2 I can’t sing that song I wish ……… It’s raining I wish ……… I am too fat I wish ………

- Having a silent reading

- Listening to the cassette - Writing down the new words

- Finding out structures

- Identifying new structure

- Having silent reading and get more information

- Saying the choices

- Doing the practice

1 I wish I had enough money I wish I could sing that song I wish it’s wasn’t raining I wish I weren’t too fat

5 The weather is bad today

I wish ……… today

Consolidation - The present perfect tense - Traditions in some countries

UNIT 2: CLOTHING

Lesson 2: Speak (45 min)

I Objectives:

1 Competencies:

- Develop speaking skill

- Ask & answer about the hobby and the habits of dressing 2 Language focus:

a Grammar:

- The Simple Present Tense - The Simple Past Tense b Vocabulary:

- A colorful T-shirt; a plaid skirt; a plain suit; a short-sleeved; blouse; a sleeveless sweater; a striped shirt; baggy pants; faded jeans; blue shorts

II Techniques:

Brainstorming; questions – answers; guessing III Teaching aids:

Cassette; cassette recorder; illustrating pictures; ohp; pictures; visual aids; laptop; flashcards; colored chalk

IV Teaching steps:

Steps Teacher’s activities Student’s activities Warm – Up

Presentation

Pre-speaking

- Asking students to answer some questions about clothes:

1 What type of clothing you wear at school?

2 What’s this? It’s a skirt / a blouse …

- Introducing some new words referred to kinds of clothiers

- Asking some questions:

1 What you usually wear on the weekends?

2 Why are you wearing these clothes? What is your favorite type of clothing? Why?

- Listening to the teacher’s questions and answer

- Looking at the new words and repeats after the teacher

4 School uniform: is it comfortable? What color is it?

- Asking them to match the pictures

the given words - Matching thru picture with thewords * Key:

a A sleeveless sweater (5) b A striped shirt (6)

c A plain suit (3) d Faded jeans (8) e A short-sleeved f A blouse

g Baggy pants (7) h A plaid skirt (2) i Blue shorts (9)

Practice While-speaking Controlled

practice

- Letting the students to ask each other in groups about their habit of dressings

- Correcting their mistakes in spelling - Calling some groups to present their interview before class

- SS ask the members of the other group about the clothes they wear on the weekend

- Presetting their interview before class

Reproduction Post-speaking

- Asking the students to answer the questions :

1 What type of clothing you wear on tet holiday?

2 What would you wear to a party? - Asking them to summarize what kind of clothes they usually wear at school, at the party or on Tet holidays

- Answering the questions

- Summarizing the habit of dressing on special occasion

Consolidation - Making up another conversation between you and your friend referred to the habits of dressing on special occasion

- Reminding them the questions “What is your favorite type of clothing?”

Homework - Doing exercise 3, workbook (page 14.15)

UNIT 2: CLOTHING

Lesson 3: Listen (45 min)

I Objectives:

1 Competencies:

- Developing reading skills

- Listening for realistic information about some event 2 Language focus:

a Grammar:

Passive construction of past simple

b Vocabulary:

Attention; special; announce; entrance; wear; long-sleeved blouse; information desk

II Techniques:

Brainstorming; Questions – answers; guessing III Teaching aids:

Cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop; Flash cards; colored chalk

IV Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up Presentation Pre-speaking

- Introducing the pictures divided into three groups of different clothes - Asking them some questions to remind them the vocabulary questions: What you call these clothes in English?

2 Have you ever worn them?

- Introducing the situation of the coming announcement

“Mary, a three-year-old girl is reported missing at the Car Fair” - Asking them to listen and catch up with the information “What is Mary

- Looking at the pictures and discuss their names on groups - Answering the questions

- VOC: trousers; shorts; skirt; blouse; sandals; shoes; boots - Yes, we have

- Listening to the situation

wearing?”

While-listening - Playing cassette twice without pause.- Letting them guess in pairs “What is Mary wearing?”, then compare with the pictures

- Marking the correct pictures - Play cassette again

- Letting them make a good choice

- Listening to the cassette - Doing pair work

- Marking the pictures - Listening again

- Making a good choice * Tape script:

Attention please Here is a special announcement A little girl is reported missing She was last seen 20 minutes ago near the main entrance to the Car Fair Her name’s Mary and she are year old She has short dark hair She is wearing shorts-blue shorts and a long-sleeved white blouse She’s wearing a pair of shoes – brown shoes She may be carrying a large doll

If you see Mary, please bring her to the information desk Her father’s waiting for her there Thank you

Post-listening - Asking the students to compare their choices with partner

- Calling some students to give the answer

- Giving them the key

- Comparing their choice with partner

- Saying the choices before class - Listening to the key and correct * KEY:

1 She’s wearing blue shorts She’s wearing a long-sleeved white blouse

3 She’s wearing brown shoes

Consolidation - Repeating the words referred to clothes by looking at the pictures - Reminding them the passive structure

Homework - Doing exercise 5, workbook (page 16,17)

UNIT 2: CLOTHING

Lesson 4: Read (45 min)

I Objectives:

1 Competencies:

- Developing reading skill

- Searching for information about the history of the development of jeans 2 Language focus:

a Vocabulary: words related to the history of jeans: sailor; embroidered jeans; label; generation worldwide

b Grammar: passive voice (past simple) II Techniques:

Scanning; Questions – answers; guessing III Teaching aids:

Map; cassette; Cassette recorder; illustrating pictures; OHP; Pictures; Laptop; Flash cards; colored chalk; visual aids

IV Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up Presentation

Pre-speaking

- Introducing the new reading by asking some questions:

1 Do you know jeans?

2 Do you like wearing jeans? Who loves wearing jeans?

4 When did jeans appear for the first time?

- Encouraging the students make some questions about jeans:

“What you want about jeans?” question for elicit

- Having scanning: (task 1)

- Reading quickly to find down the new words and the information (page 17)

- Listening to the teacher’s introduction

- Answering the questions freely

- Making questions randomly

- Reading the passage for missing information

While-reading - Introduction some vocabularies - Asking the students to have a silent reading to the gap filling A

- Listening to the teacher to know the moaning of new words

- Playing cassette twice

- Calling some students to read the text aloud

- Task 2: asking the students to task B in pairs

- Doing gap filling

- Listening to the cassette - Reading the text aloud - Doing talk B in pairs - Lestening to the cassette - Reading the text aloud - Doing taks B in pairs

Post-listening - Calling some students to answer the questions before class

- Correcting their answers by giving them key

- Listening to the keys - Correcting their answers

Consolidation Do you like wearing Jeans? Where jeans come from?

Who are now often wearing Jeans? Why?

UNIT 2: CLOTHING

Lesson 5: Write (45 min)

I Objectives: Competencies:

- Developing writing skill

- Know how to write a paragraph about the secondary school student’s wear Language focus:

a Grammar:

The simple present tense

b Vocabulary:

Be equal in; be pound of; bear one’s name; freedom of choose; self-confident; feel comfortable

II Techniques:

Questions – answers; guessing III Teaching aids:

Sample form of a letter; OHP; Pictures; Laptop; Flash cards; colored chalk; visual aids

IV Teaching steps:

Steps Teacher’s activities Student’s activities

Warm – Up Pre-writing

Pre-speaking

- Introducing the table showing the three parts of showing comments on something or a problem using appropriate argumentative language (page 18)

- Asking the students to read the topic and outline A and the model passage supporting the idea that secondary students should wear uniforms…

- Asking them some questions:

1 “What type of clothing you wear at school?” (White shirt and trousers) Why they wear uniform at school?

- Explaining some new words (be

- Looking at the table then discuss in pairs

- Identifying the appropriate argumentative language

- Reading the topic and outline a and the model passage, the highlight the sequence words

- Answering the questions

equal in, be proud of, bear one’s name, freedom of choice, self-confident)

While-reading - Letting them read the outline B - Giving them the meaning of some words: feel comfortable, freedom of choice.

- Asking them discuss in groups outline B then write down their ideas - Asking some students to write their ideas on the board

- Reading outlines B

- Knowing the meaning of some difficult words

- Discussing in groups outline B then the draft of the second passage

- Writing down their ideas in written forms

Post-writing - Correcting the mistakes

- Giving them suggested writing (see at the end of lesson plan)

- Correcting the mistakes - Writing down the suggested passage

Consolidation “Why should the secondary students wear uniforms?”

Remind them the argumentative language?

Homework - Doing exercise 8, workbook (page 18,19)

- Explaining the way how to the exercises

SUGGESTED WRITING:

My opinion is that secondary school students should wear casual clothes. Firstly, casual clothes make students feel comfortable.

Secondly, wearing casual clothes gives students freedom of choice They are rights to choose sizes, colors and fashions of clothes that they love

Thirdly, casual clothes make students feel self-confident when they are in their favorite clothes

Finally, casual clothes make students more colorful and lively.

SEQUENCE:

Organization Argumentative language

Introduction - Let the reader know the writer’s point of view

- My opinion is……… I think ………

Series of

arguments - Presents arguments in a logical way(one idea in each paragraph) give examples where possible

Firstly……… Secondly……… Thirdly ……… Finally/Lastly………

UNIT 2: CLOTHING

Lesson 6: Language focus (45 min)

I Objectives: 1 Competencies:

- Reminding them of previous knowledge on present perfect and the passive voice - Know how to used specific words of present perfect

Language focus:

a Present perfect tense with specific words: (since, for, ever, already, yet,…) b Review passive voice with tenses:

- Present simple, Past Simple, Future Simple, Present perfect and modal verb passive

II Techniques:

Questions – answers; guessing III Teaching aids:

Pictures; Laptop; Flash cards; colored chalk; visual aids IV Teaching steps:

Steps Teacher’s activities Student’s activities

Present perfect with SINCE & FOR

* Since: before a certain point of time Eg: since o’clock/ last week/ last month/ last year

* For: before duration of time

Eg: for hours/ two weeks/ three years…

- Letting the students read the model dialogue

- Leading them to underline substitution words or phrases

- From the underline substitution, asking them to reproduce the similar dialogues using the given word from the box

- Asking them to practice the dialogue in pairs

- Reading the model dialogue - Underlining the substitution words or phrases

- Answering the questions - Practicing the dialogue in pairs

Consolidation - What is WISH Sentence?

- What tense is used in wish 1st type?

- Remind them the structure of passive voice

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 1: Getting started – Listen and Read

I Objectives:

- By the end of the lesson, Ss know about the life and activities in the countryside II Language contents:

* Grammar:

- Modal could with wish - The Past Simple with wish *Vocabulary:

- Home village, bamboo forest, banyan tree, shrine, river III Technique:

Question – Answer IV Teaching aids:

Picture, cards V Time:

45 minutes VI Teaching procedure:

Steps Activities

Warm-up - Asking Ss some question about the countryside + Have you ever been to the countryside?

+ How often you go there? + Where is it?

+ Have you got any relatives there?

+ Are you used to the country life and activities?

Pre-reading - Asking Ss to look at the picture and describe what the people are doing in the picture:

1 watering the vegetables swimming

3 feeding the pigs

4 harvesting (the farmers are harvesting) feeling the pigs

6 Plowing in the field

8 Some children are playing football

- Pre-teaching new words: home village, bamboo forest, banyan tree, shrine, river

While- reading - Asking Ss read the text and answer the questions:

a What did Ba, Liz and his family on their journey to his home village?

b What did Liz think of the trip? * Answers:

a They visited Ba’s uncle, walked up the mountain to visit a shrine, went boarding in the river and had a picnic on the riverbank

b Liz enjoyed the trip very much, she took a lot of photos

- Asking Ss to read the statements on page 23 and decide which is true and which is false (pair work)

- Giving feedback:

1 F ( Ba and his family had a day trip to there home village) T

3 F (There is a big old banyan tree at the entrance to the village) F ( People had a snack under the banyan tree)

5 T

6 F ( People had a picnic on the river bank) T

8 F (Liz had a lot of photos to show her parent) T

- Having Ss work in pairs to answer the questions (page 23) It’s 60 kilometers the north of Hanoi

2 They got to village by bus

3 It’s is at the entrance to the village

4 They saw the shrine of a Vietnamese hero on the mountain They had a picnic on the river bank

6 Liz took a lot of photos to show her parents Liz wishes she could visit Ba’s village again

Post-reading - Asking Ss to talk to each other about the activities they see in the picture on page 22

Homework:

- Learn by heart new words

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 2-3:

SPEAK AND LISTEN

I Objectives:

By the end of the lesson, Ss know how to

- Ask for and give information about their home village - Develop listening and speaking skills

II Language contents: Grammar:

- Simple Present - Simple Past Vocabulary: III Technique:

Question – answer IV Teaching aids:

Picture, cards V Time:

45 minutes VI Teaching procedure:

Steps Activities

Warm-up Asking Ss some questions about the countryside: + Where is your home village?

+ What can you see on the way to your village? + How far is it from the city?

+ Are there any interesting places in your village?

Speaking - Having Ss read the questions in exercise a – page 24, work in pairs, ask and answer about their partner’s home village, using information in the box

- Telling Ss to cover the role that they don’ts play Example:

A: Where is your home village? B: It’s to the west of the city A: How far it is from the city?

A: How can your get there? B: We can get there by bus

A: How along does it take to get there? B: It takes an hour

A: What the people for a living in your village? B: They plant rice and raise cattle

A: Does you village have a river?

B: There aren’t any rivers, but there is a big lake

- Asking some opairs to perform their dialogue in front of the class

- Giving remarks

Pre-listening - Teaching some new words: a route – a pond – parking lot = car park – to pick someone up

- Introducing the text: You will listen to the trip to Ba’s village - Asking Ss to look at the map, guessing where the places on the map are and compare with their partners

- Writing their guesses on the board

While-listening - Having SS listening to the tape and check their predictions - Matching the places on the bus route with the letter on the map is and compare with their partners

- Giving feedback: * Answer:

A banyan tree B airport

C highway No D Dragon bridge E Gas station F store G pont

H bamboo forest I parking lot

Post-listening - Asking Ss to show each other the bus route they have just listened to

Homework:

- Learn by heart new words

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 4:

READ I Objectives:

By the end of the lesson, Ss will able to - Understand the text in details

- Develop reading skill II Language contents:

1 Grammar: 2 Vocabulary:

- Exchange students – grow maize – grocery store - baseball III Technique:

Question – Answer IV Teaching aids:

Pictures, cards V Time:

45 minutes

Steps Activities

Warm-up - Asking Ss “exchange students” means

Pre-reading - Introducing the text:

Van is an exchange student He is from HCM city He is now studying in the USA He is living with the Parker family on a farm outside Columbus, Ohio

- Having Ss tell the class what they know about life in the country, on the farm – what the people do? How they relax? (pair word) - Pre-teaching some new words: exchange students – grow maize – grocery store – baseball

While-reading - Asking Ss to read the text to answer the questions: How long will Van stay there?

2 What Mr and Mrs Paker do? How many children they have?

4 What does Van after finishing his homework? How does the Parker family spend their weekend? - Giving feedback:

1 He will stay there till the beginning of October

grocery store Two girls

4 He feeds the chicken and collects their eggs

5 They eat hamburger or hot dog while they watch Peter play - Asking Ss to work in pairs read the text and match the words in column A with the explanation in column B

- Giving feedback

Answer: maize corn

Feed give food to eat

Grocery store where people buy food and small things

Part-time shorter or less than standard time Collect bring things together

- Asking Ss to read the summary and then the text, complete the summary, using the information from the passage (pair work)

- Asking one student to read the complete summary in front of the class

Answer:

a Ohio Farmer works part-time at a grocery store

4 Petter Sam After farm They watch Baseball 10 member

- Correcting their mistakes

Post-reading - Asking Ss to work in pair One is Van who has just come back from the USA The other is a student who is going to the USA as an exchange student

A: Hi, Van I’m going to the USA next month as an exchange student I want to know what o should when I’m in the USA Can you help me?

B: Sure Where are you going to stay?

A: I’m going to stay with The Browns They live in a suburb …

Homework:

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 5:

WRITES

I Objectives:

By the end of the lesson, Ss can

- Write a paragraph describing a story happened in the past – a picnic in the countryside

- Develop writing skill II Language contents:

1 Grammar:

- Past Simple Tense

2 Vocabulary:

Blanket – to lie out – to gether – site III Technique:

Question – Answer IV Teaching aids:

Pictures, cards V Time: 45 minutes. VI Teaching procedures:

Steps Activities

Warm-up - Ask Ss to answer some questions about going on a picnic + Have you ever gone a picnic?

+ When did you go? + How did you get there? + What did you come back? + Did you enjoy it?

Pre-writing - Pre-teach vocabulary: blanket-to play out –to gather-site - Ask Ss to look at the picture and read the cues.

- Have Ss to describe the picture to their partners - Ask SS to tell what they can see in each picture

While-writing - Ask Ss to write a passage entitled “A country picnic” - Ask Ss to use the picture and cues to write the passage:

a bus to the countryside and then walked about 20 minutes to the picnic site next to the river We put down the blanket and laid out the food After meal we played the games “What song is it?” and blind man’s buff Late in the afternoon we went fishing We enjoyed our picnic When we looked at the time, it was nearly 6.30pm We hurriedly gathered our things and ran to the bus stop We were lucky to catch the last bus and we arrived home very late in the evening.

Post writing - Ask Ss to compare with their partner and correct if they can - Choose some writings to correct in front of the class

Homework:

- Write their passage in the notebook

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 6:

LANGUAGE FOCUS

I Objectives:

- By the end of the lesson, Ss can review: Modal could with wish

The past simple simple with wish Prepositions of time

Adverb clauses of result II Language contents:

1 Grammar:

Modal could with wish

The past simple simple with wish Prepositions of time

Adverb clauses of result III Technique:

Questions – Answer IV Teaching aids:

Pictures, cards V 45 minutes

VI Teaching procedure:

Activities

Exercise 1 - Revision: WISH: expresses wishes about the present / future WISH + S + Simple Past (be_were)

- Asking Ss to look at the picture and answer the questions: a Where is Hoa now? How does she feel?

b What is the boy doing? What does he have in his mind? …

- Asking Ss exercise – page 28, 29 (pair work) - Correcting the mistakes

Exercise 2 - Reviewing the prepositions on – at – in - with

Exercise 3 - Reviewing the use of the Past Simple and the Present Perfect We use The Past Simple tense to talk about definite The Present Perfect Tense to talk about indefinite past time

- Asking Ss to read dialogue

- Asking Ss to word in pairs to practice asking and answering about each of the items in the box

- Correcting the mistakes if necessary

Exercise and 5 - Reviewing the passive voice: BE + Past Past Participle - Having Ss exercises and

- Correcting theirs mistakes

Homework:

- Do exercises page 20 - 21?

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 1: Section

- Listen and read (page 32-33)

Period 20: Aim

Reading a dialogue for details about the questions in an exam Objective

By the end of the lesson, students will be able to produce the questions for an oral examination

Teaching aids

Text books

PRUCEDURE

Stage Steps/ Activates Word

arrangement

Warm – up * Lucky numbers:

- Write 10 numbers on the board, from to 10

- Tell students each number is for questions but of them are lucky number, they not need to answer any

questions but they get points, and they can choose another number

- Divide the class into teams The teams take turn to choose the numbers

- Tell students that they have to make questions about personal information when teacher gives them a word as a cue

Egg: Teacher: from

Students: where are you from? Name

(What’s your name?) Lucky number Live

4 Live which

(Whom you like with?) Lucky number

6 Old

(How old are you?) Lucky number Learn English

(When did you start learning English?)

Pre-reading

9 Lucky number 10 Hobbies

(What are your hobbies?) I Pre-teach vocabulary:

- Aspect (n): lĩnh vực, mặt, khía cạnh (translation)

- Examiner (n): giám khảo

(definition: a person who ask questions)

(Spoken or written) o find out how much a person know.) - coming (adj) đến

(translation)

- college (n): trờng cao đẳng hay đại học (exeample)

Candidate (n): thÝ sinh

(definition: one who takes part in an cam) -write examination / oral examination: Cuộc thi viết/ thi vấn đáp

Checking vocabulary: what and where

- Write the new words on the board, each word in each circle

- Ask students to repeat the words chorally - Rub out word by word but leave the circles - Go on until all the circles are empty

- Get students to go to the blackboard and write the words in their correct circles

II Pre-questions:

- Set the scene: Lan is talking to Paola, a foreign student, about the oral examination that she has just taken

- Give students questions

1 Were the questions in oral exam difficult or easy? How many questions did the ask Lan?

- Have students work in park to answer them

T-whole class

Coming Candidate

Oral Aspect

College

While reading

- Give feedback

I Reading and checking

- Ask student to read the dialogue between Lan and Paola on Page 32-33 ad check if their answer are correct or not * Answers:

1 They are difficult (according to Lan)

2 About over questions Besides, she was asked to read a passage

II True- False statements:

- Get students to read to list of questions for the oral examination of Royal English College

- Get them to read to dialogue again and decide what questions that the examiner asked Lan

- Let the students exercise individually then compare with their partners

* Answer keys:

Royal English College

Examination in English as Foreign Language Stage one: Oral examination

1 What is your name?



2 Where you come from?



3 Where you like?



4 Do you like with your parents?



When did you begin studding English?



Why are you learning English?



Do you speak any other languages?



How did you learn English in your country?



How will you use English in your country?



10 What aspect of learning English you find

most difficult?



11 What are you doing to learn?



12 What are you hobbies?



13 Look at this picture Describe it



14 Read this passage



- Ask students to compare the direct questions and the reported speech

* Answer key:

1 What is your pet name?



She asked me what my name was

Individuale work

Individuate work

Post – reading

Homework

2 Where you come from?



She asks me where I came from Do you speak any other languages?



She asks me if I spoke any other languages Why are you learning English?



She asked me why I was learning English How did you learn English in your country?



She asks me how I learned English in your country How will you use English in the future?



She asks me how I would use English in the future What aspect of learning you find most difficult?



She asked me what aspect of learning English I found most difficult

8 Read this passage * Speaking/role play:

- Ask students to word in pairs to practice asking and answering One student plays the role of examiner and another plays the role of Lan

- Call on some pair to demonstrate before the class - Give feedback and correct

- Have students play the role of Paola and Lan

- Call on some pairs to play the roles of Paola and Lan before the class

- Correct their pronunciation / intonation

- Ask student to write the direct questions and their reported speech in their notebooks

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 2: Speak (45 min)

I Objectives:

- Developing speaking skill to persuade others to something

- Students will be able to persuade their friends to attend the school they like II Language content:

 Grammar: Expressions of opinion to persuade someone to something  Key words: dormitory (N); reputation (N)

III Teaching aids:

 Some advertisements of English language courses

Steps Teacher’s guiding activities

Warm-up Showing some advertisements of English language courses, giving some eliciting questions:

1 Do you know what there are? What are they about?

3 What much you if you want to attend the course? Which school would you like to choose if you passed the exam? Why?

Pre-speaking 10’ * Pre-teaching: - Setting the scene

- Explaining some new words

+ Asking students to scan the information of the school ads and pick out the new words

+ Demonstrating the new words

(Using pictures/ situasitions/ Vietnamese explanations) * Pre-activity:

- Asking students to give some expressions to express opinions in order persuade others to something

- Getting students to write them into the board - Giving more expressions if necessary

While-speaking

20’ - Calling on one student to read the instruction aloud.- Asking sts to read the ads As well as the sample conversation to get ads left

- Having sts work in group of three to active Using information from the ads left

- Calling on groups to demonstrate their conversation in front of class

Post-speaking 10’ - Introducing some English language centers operating in VN at present such at ILA, SEAMEO, British, Council…

- Having sts work in groups to discuss which English language school in VN they will attend this summer

- Calling on groups to act out their conversation - Giving comments

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 3: Listen (45 min)

I Objectives:

- At the end of lesson, students can realize the importance of learning a foreign language, especially English

- Students are able to develop their listening skill II Language content:

III Teaching aids:

Cassette recorder, tape, visual aids, colored chalk, students’ book IV Time: 45 minutes

V Teaching procedure:

Steps Activities

Warm-up (5’) - T shows sts brochures of studying abroad and asks them some questions:

1 – Are you interested in studying abroad? – What should you prepare for your studying?

- T uses the sts’ answers to lead to the topic of the lesson

Pre-listening (7’) - T puts some questions based on the tape script (yes – No question, or questions)

While-listening

(20’) - Sts listen to the tape (1

st time), the answer the teacher’s questions. - Sts listen to the tape (2nd time) and the exercise (true/false) (pair word)

- T checks their answer

- Sts correct the false sentences (group work), then check their own ones by listening to the tape (3rd time).

Post-listening

(11’) - Sts summarize the dialogue (group work)

Homework (2’) - Write the summary of the dialogue in your exercise books

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 4: Read (45 min)

I Objectives:

By the end of this unit, students will know how to scan for specific information from an advertisement

II Language content:

- Grammar: Present and past simple tenses (review)

- Key words: language level: beginner; intermediate, advanced III Techniques:

Question – answer, scanning IV Teaching aids:

Textbook, worksheet V Time: 45 minutes

VI Procedure:

Steps Activities

Pre-reading (10’) -Warm up: T has Ss answer some questions: What did you last summer?

2 Did anyone attend a summer class?

3 If you want to attend an English school, what should you to know that is a suitable language school for you?

- T has Ss have a look at the pieces of advertisement on p.36 then asks Ss:

1 What are they? ( piece of advertisement)

2 What are they about? ( foreign language school) - T has Ss TASK 1: exercise a/p.36

While-reading

20’ * TASK 1- Silent reading, group work: T shows Ss the sheet (copied from the: Ss read advertisements to complete the table on page 36 table on p.36) and has Ss complete the table in minutes The fastest group will go to the board to complete the sheet

School Class time

(morning / afternoon / evening…)

Language level (beginner / intermediate / advanced)

Time to start

Language Council

New English Institute

- T teacher some new words: language level; beginner, intermediate, advanced

Answer:

School Class time

(morning / afternoon /

evening…)

Language level (beginner / intermediate /

advanced)

Time to start

Academy of

Language afternoon,Morning, evening

Advanced First week of November

Foreign Language Council

Morning and

evening intermediateBeginner/ 3

rd November

New English Institute

Afternoon, evening, weekend

Beginner (today)

- Ss correct themselves

- T correct the Ss answer if necessary then has Ss TASK * TASK 2: Choose the suitable language school for Mr Lam

- Pair work: T has Ss read the notes Mr Lam made then have a look at the advertisements and choose suitable language school for him in minutes

- Ss compare their answer with some others pairs to correct themselves - T asks some Ss to give their answer and the reason they have that answer

- T corrects Ss’ answer if necessary

Post-reading 12’ - T has Ss work in groups of three to discuss which school in the advertisements is suitable to each one and their reason

- T has some Ss present their choices in front of the class - T corrects Ss’ answer if necessary

Lesson 4:

Section:

- Write (page 37)

Period 23:

Aim

Writing a letter of inquiry * Objectives:

By the end of the lesson, students will be able to write a letter of inquiry to the instruction requesting for more information about the courses and fees

* Teaching aids: Text books

PROCEDURE

Stage Steps/Activities Word

arrangement

Warm-up  Jumbled words:

 Versetimadnet  advertisement  Swine  news

 Resetting  interest  Atmorfioinn  information  Eel  fee

 Sasecenry  necessary  Pulpy  supply

- Divide the class into two teams

- Ask students from teams to go to the board and write the correct words

- The team which is faster with more corrects words will win the game

Pre-writing I Pre-teach vocabulary - Request (n/v): đòi hỏi (synonym: ask for) - Detail (n): chi tiết

(definition: a small part of whole, particular fact) - Look forward to (v): trông mong, trông chờ (synonym: expect)

- Express (v): bày tỏ, biểu lộ

(definition: show or make known a meaning, idea or fleeing)

- Exactly (adv): cách xác (translation)

While-reading

- Edison (n): ấn (translation)

* Checking vocabulary: Step the board

- Put the Vietnamese translation all over the board

- Call on two students from both sides of the class - Ask them to stand at an equal distance from the board - Call out the English word, the students run forward and slap the Vietnamese word on the blackboard

- The students slapping the right word first is the winner and gets a point for his / her team

- Continue until students have slapped all the words II Reading comprehension:

- Have students read the letter written by John Robinson on page 37

- Ask them work in pairs to answer some questions about the letter

* Questions:

a Where did Robinson see the school’s advertisement? b What language does he want to learn?

c What aspect of Vietnamese does he want to improve?

d What does Robinson want to know? - Give feedback and correction

* Answers:

a He saw the school’s advertisement in today’s edition of Vietnamese news

b He wants to learn Vietnamese

c He wants to learn to read and write Vietnamese d He wants to know some details of the courses and fees

III Marching:

- Give students four parts of a letter of inquiry a Introduction

b Request

c Further information d Conclusion

Pair word

Pair word Thỉnh

cầu

Bày tỏ Chi tiết

Troâng

Post writing

- Ask students to divide the letter (written by Robinson) into parts and match each paragraph with a suitable headline

- Let students word in pairs compare their the answer * Answer keys:

a I saw your school’s advertisement in Introduction: today’s edition of the Vietnamese News

b Request: I saw your school’s advertisement in today’s edition of the Vietnamese News

c Request: I am interested in learning Vietnamese end’s I like some information about your school

d Father information: I speak little Vietnamese, but I want to learn read and write it Could you please send details of courses and feed? I can complete a spoke Vietnamese test if necessary

e Conclusion: I look forward to hearing from you * Writing a letter:

- Have student read again the three advertisements on page 36 and choose one of the schools they want to attend to improve their English

- Get students to write a letter of inquiry to the intuition requesting for more information about the courses and fees The exercise Matching above will help students write their letters easily

- After finishing the letter, students have to compare with their partners and make some correction

- Give feedback Call on some students to read their letter before class

- Make some corrections * Suggested letter:

Dear Sir,

I saw your Instates advertisement on today’s TV program I am very interested in learning English and I would like some more in formation about your Institute

I can speak a little English, but I read it very slowly and my writing is bad So want to improve my reading and writing

Could you please provide more information about the length of the courses and fees for beginners? I can supply my record of English study necessary

I look forward to hearing from you soon Your faithfully,

- Individuate work

Pair word

Lan

- Choose three letters which were written to schools

- Ask students to read aloud the letters - Give feedback and correct

Individuate work

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson 6: Language focus (45 min)

I Aims: Practice: - Modal with IF

- Here and now words with reported speech - Direct and reported speech

II Procedures:

Steps Activities

Warm up - Teacher comes in the class and whispers a sentence with one student Then this student tells one another

Presentation - Teacher gives some direct sentences and asks students to change into indirect sentences

* I’m happy to see you



Aunt Xuaân said she was happy to see you * “Do you like pop music”



She asked me if/ whether I like pop music * Where you live?



She asked me where I lived

- Ss complete the table / p.38 in pairs - Ss compare their tables

- T corrects

Practice - One student read the instruction 3/p39 - Ss work in pairs

- Some of pairs practice in front of the class - T.corrects their mistakes

- One student reads the instruction 4/p39 - Ss work in pairs

- Some of pairs practice in front of the class - T corrects their mistakes

Consolidation - Ss work in group (3 ss/a group) using reported speech and another asks the last what did she / he say / talk – the last answers in reported speech) - Some group practice in front of class

- Teacher gives some picture and asks Ss to give some advices using model verbs with if

- Ex: Mrs White is too fat She wants to get thinner



If she wants to lose weight she should / must … - Teacher asks some students to answer / p.38 - Teacher corrects their mistakes

- Copy the table / p.38 in notebooks

UNIT 5: THE MEDIA

Lesson 1: Getting started – Listen and Read (45 min)

I Objectives:

At the end of the lesson, students are able to talk about the media as well as to know something about the development of means of communication

II Language contents:

1 Vocabulary: Words refer to the media “town crier – interactive TV – the latest news information – remote controls”

2 Grammar: Gerund after some verbs III Techniques:

Miming; Pair / Group work; Question – Answers IV Teaching aids:

Cassette recorder; tape; illustrating pictures; visual aids; Flash cards; colored chalk’ student’s book

V Time: 45 minutes VI Teaching procedures:

Steps Activities

Warm-up

(7’) Miming- The leader/ volunteer of each group gets card from the teacher then: Ss are divided into groups mimes the activity the he/ she gets from the card

- The others of the group guess and say the name of the activity Then they write the name of the activity on the board (If the members of the group cannot say the name of the activity, the rest of the class can join the game)

Presentation

(18’) - Teacher elicits to the topic of the lesson by using the groups of words written on the blackboard - Pair work: Students listen to the tape (1st times) and check the table (books closed)

Listen and check the appropriate paragraph (A, B, C, D)

A B C D

Television The latest news

Newspapers & magazines Interactive TV

Remotes controls

- Students listen to the tape (2nd times) and check the answers. - Students read the text silently and complete the table (p.41) - Teacher checks the student’s answers and explains new words if

necessary (Students listen & take notes)

Practice

(12’) - Group work:- Students ask & answer the questions (p.42)

- Teacher checks the student’s answers Then students write the answer in their exercise books

- Students ask & answer the questions about their favorite

activities in their free time, the benefits of these actives (if they know) and how much time they often spend on each activity - Teacher gives some advices if necessary

Consolidation

(5’) - Students summarize the development of the media, using works / groups of works / statements on the board

Homework (3’) - Read the text again and learn the vocabulary by heart - Write some TV programs in your exercise books Which

UNIT 5: MEDIA

Lesson: Speak (45 min)

I Objectives:

By the end of the lesson, sts will be able to talk to their friends about the T.V programs that they like or dislike

II Teaching aids: A4 papers, tape III Teaching procedure:

Steps Activates

Warm up Let sts listen to some introductory music and ask them to say in which TV programs these music playing  cartoon, folk music, show game, …

Pre-speaking Let sts listen to some introductory music and ask them to say in which TV programs these music playing  cartoon, folk music, show game, …

- Ask sts some questions about the TV programs they like best - Have some Sts Read the dialogue in pairs before class check their pronunciation / intonation of TAG question

- Let sts work in pairs to practice the dialogue

- Have sts pick out sentences showing agreement and disagreement and ask them to practice

a Agree:

 I prefer documentaries  I love watching sports  I enjoy it too

b Disagree:

 Not really

 I don’t like watching sports  I’m the opposite

Documentaries seem quite boring to me

While-speaking Have sts talk each other about the TV programs they like or dislike (making similar dialogue)

Post-speaking - Have sts copy down this table (work in group)

MAI TUẤN THÁI …

News v x

Movies x v

Music x v

Sports v x

Cartoon v x

- Get sts to ask and answer question about TV programs that people in their group like and dislike, using TAG question

- Have sts find out the most and the least favorite TV programs of their group

UNIT 5: THE MEDIA

Lesson 3: Listen (45 min)

I Objectives:

Developing listening skill: listen and complete a table By the end of the lesson, students know the important dates of the media

II Language content:

1 Vocabulary:

- Assignment (n) - Telegraph (n) - Newsreel (n)

2 Grammar:

- Simple past tense

III Teaching aids: cassette recorder and tape, handout (for exercise) IV Teaching procedures:

Steps Teacher’s guiding activates

Warm up

3’ -write on the board.Teacher’s asks students to give some means of media, and then - Suggesting: newspaper, radio, television, internet, etc

Pre-listening

7’ -television… there are other means of media such as: telegraph,Teacher shows a telegraph and says: besides newspaper, newsreel, etc (teacher explains these words)

- Teacher asks students if they know when the telegraph was invented

While listening

18’ -about her assignment (a test)Teacher introduces the conversation between Chau and her father - Teacher asks students top pay attention to the dates when listening to the tape

- Students listen for the 1st time

- Students listen again and complete these information in the table (group work)

- Students listen for the last time to check the answers (The groups exchange the answers for correction)

15’ answer on the board

- Teacher corrects the mistakes and gives the right answers

- Teacher gives them points and congratulates the swimming group

- Matching exercise:

Dates Means of media

a The 8th century AD. b Between the 7th and 8th c Early in 19st century. d Late 19st century. e Early in 20st century. f In 1940s

g In 1950s h Early 1990 i Late 1990

j Mid and late 1990 k Late 20st century. - Teacher gives feedback

1 Television telegraph internet

4 radio and newsreels First printed newspaper

(group work)

Homework

UNIT 5: THE MEDIA

Lesson 4:

Section:

- Read (page 43-44)

Period 31:

Aim

Reading a text about the internet Objective

By the end of the lesson, students will get some knowledge about the internet Teaching aids

Text books, posters, pictures

Stage Steps/Activities Word

arrangement

Warm – up * Charting:

- Show a picture of a computer and ask students about it

 What’s this?

 Can you use computers?

 What subject help you to use computers?  Have you ever used Internet?

 Do you find the Internet useful?  What you use the Internet for?

I Pre-teach vocabulary

- Forum (n): diễn đàn - (translation)

- Sift (v): lướt sóng, lướt mạng Internet - (translation)

- Deny (v): từ chối, phủ nhận - (synonym : refuse)

- Get access to: tiếp cận

- Limitation (n): giới, hạn chế - Spam (n): thư rác

- (translation)

- Alert (adj): tỉnh táo, nhanh trí, cảnh giác - (definition: quick in movement of the body or mind)

- Wander (v): ñi lang thang

- (definition: move or go around without any purpose or destination)

* Checking vocabulary Matching:

While reading

hand side of the blackboard

- Write the translations on the right hand side of the blackboard

- Have student’s com to the blackboard to match items on the left with those on the right by driving a line connecting them

II True – false stamens prediction

Set the science: There is a forum on the Internet You will read some opinions about the advantages and

disadvantages of the Internet

- Ask students to read the stamens (on poster) and word in pairs to predict they are true or false True – False statements

a Internet is a wonderful invention of modern life

b The internet is available not only in cities but also in the countryside

c People use the Internet for two purposes: education and entertainment

d Bad program is one of the limitations of the Internet

e You should be alert when using the internet - Give feedback

I Reading and checking prediction:

- Have students read the text on page 43, 44 and check their predictions Then ask them to correct the false stamens

- Give feedback and correct

* Answer keys:

a T

b F

c F

d T

e T

* Corrections:

a The Internet is availed only in cities

b People use the Internet for many purposes: education, information, communication, commerce, entertainment II Guessing meaning of the words Ask students to work in pairs to guess the meanings of the works.

- Get students to match the English words in column A with their meaning in column B

A B

Individuate work

a increase b convenient c explore d risk

e electronic junk mail f time – consuming

1 kh¸m ph¸ 2.sự rủi 3.tăng lên th rác điện tử tiƯn lỵi

6 mÊt nhiỊu thêi gian

* Answer keys:

a - b - c – d – e – f – III Comperhension questions:

- Have students read the text again and answer the questions on page 44

- Get students to work in pairs, practicing asking and answering

- Call on some students to call out their answers

- Give feedback and correct

* Answer keys:

1 What does Sandra use the Internet to get information and to communicate with friends and relatives?

2 Why is it uneasy for Honghoa to get access to the Internet?

- Because she lives in the countryside where the Internet is unavailable

3 According to Huansui, why people use the Internet? - People use the Internet for education, communication, commerce and entertainment

4 Make a list of benefits of the Internet according to the three responses

-Benefits:

 Fast and convenient way to get information  Communication

 Education  Entertainment

 Commerce

5 Are there any disadvantages of the Internet? If so What are they?

Yes There are some disadvantages.

 Time-consuming  Costly

Production

Homework

programs

 Spam/electronic jock mail  Personal information leaking

- Have student work in pairs, practice asking and answering

* Discussion:

- Divide the class in to four teams

- Give them the questions and ask them to discuss in groups

“Do you agree or disagree with the response? What is your response to this forum?”

- Get students to write their responses in their notebooks.

Group work

UNIT 5: THE MEDIA

Lesson 4: Write (45 min)

I Objectives:

- By the end of the lesson, students will be able to express their ideas about a certain problem in their writing

- Develop speaking and writing skills II Language contents:

1 Grammar: review: present simple tense and modal verb CAN

2 Vocabulary: words related to the new topic “The Internet” III Techniques:

- Question – answer (communicative approach) - Brainstorming

- Eliciting IV Teaching aids:

- Blackboard and chalk - Pictures, flash cards - Sheers of paper, pens V Time: 45 minutes.

VI Procedures:

Steps Activities

Pre-writing 20’

 Warm up:

- T hands out some picture articles… to the sts Sts will take their turns to look ask them

- T ask: “Do you know where I got these?” On the Internet

 Preparation:

- T introduces these pictures/articles … are for: + information

+ entertainment + education

- T points out the benefits of the Internet (That means we can get many things we need on the internet)

- T asks sts to read the reading text (5.Read) again and discuss in groups to give more ideas about the three main contents on the internet

While-writing 17’

+ We can check weather conditions before we go on a pick nick or we can book the tickets, find time tables and maps foot the trip reserve rooms in a hotel …

* Entertainment:

+ We can listen to music or radio, watch films or play games…

+ We can communicate with our friends or relatives by means of e-mail or chatting …

* Education:

+ We can teach ourselves We can look up the new words… - Sts are divided into groups

- T hands out some sheets of paper, asking sts to write a passage about the benefits of the internet, using the cues in their text books (p44)

Information Entertainment Education

New, articles, weather forecast

Music, movies, games, chatting, e-mail, web

cam…

On-line school, on-line lessons,

self-study, - T sticks their tasks on the blackboard

- T invites representatives of each group to read their passages in front of the class

- T takes one of their tasks and corrects the mistakes, the others will be corrected at home by the teacher (notice the use of simple present tense) - Sts exchange their tasks for comparison

Post – writing

(8’) - T gives conclusion:“We can use the Internet for many purposes It is really a wonderful invention of our modern life But be alert while enjoying surfing.”

- T asks some questions:

1 What you have to before having a picnic or a trip?

2 How can you communicate with your friends or relatives on the fastest way?

3 Do you usually listen to music/radio on the internet? Do you usually chat with someone on the internet? ………

- And the last question: “What you usually on the internet?”

- T asks sts to ask and answer the question => make a deep impression on their minds about what they have studied

UNIT 5: THE MEDIA

Lesson 6:

Section: - Language Focus 3-4 (page 46)

Period 33:

Aim

Further Practice on using gerunds after some verbs Objective

By the end of the lesson, students will be able to talk to their friends about their likes or dislikes

Teaching aids

Text books, posters

PROCEDURE

Stage Steps/Activities Word

arrangement

Warm-up * Word square:

L M P R A C T I S E

I O M I S S D N I M

K I R L S T C C K B

E N J O Y L O V E O

A F V S V U N A K N

F I S V O R S V I M

I N U U T S I O L L

N I G Y N E D I S H

I S G E S T E D I I

S H B C D E R O D U

- Stick the poster on the board

- Ask students to find out 13 verbs in the word square

- Divide the class into two teams, students from each team go to the board and circle the words they have found, and then write them down in the column of their team

- The team which has more right words will be win the game * Answer keys:

Like, consider, finish, avoid Love, enjoy, miss, pat ice Deny, mind

Suggest, finish Dislike

Presentation

* Dialogue Build:

Set The Science: Hoa and Lan are talking about their favorites in their free time

- Show the open dialogue and ask students to build a complete dialogue

Lan: (1) You (2) (3) soccer? Hoa: No, I (4) it

Lan: (5) (6) enjoy (7) TV? Hoa: Yes, I (8) it

Lan: (9) You (10) finish?

Hoa: I don’t know I’ve (11) tiered (12)

* Answer keys:

(1) (2) like (3) playing (4) hate (5) (6) you (7) Watching (8) Love (9) (10) Enjoy (11) never (12) it

* Revision of Gerunds After Some Verbs

* Form:Like Love

Enjoy + V-ing (Gerund) Dislike

Hate

Teacher can remind some other verbs Mind

Finish Suggest Consider Deny

Keep on (continue) Miss

Can’t help Practice

Practice

Production

Stand (bear)

- Get student to exercise on page 46

- Have students ask and answer questions about each item in the box Soccer fishing movies

Detective stories Candy Music - Give an example

a Soccer:

- Do you like playing soccer? - Yes, I

- Call on some pairs of students to practice asking and answering

- Give feedback and correction b Fishing:

- Do you enjoy fishing? - No, I hate it

c Movies:

- Do you love going to the movies? - Yes, I love it

d Detective stories:

- Do you like reading detective stories? - I don’t know I’ve never read them e Candy

- Do you love eating candy?

- Yes, I like it Especially chocolates f Music

- Do you love listening music?

- Yes, I love it Especially pop music

- Have students work in pairs to ask and answer questions

* Writing: (substitution box)

- Have students write true sentences about their family members, relatives, friends and themsevelves

- Ask students to look at the works in the three box on the page 46 and use them as cues

- Give example

My father likes watching sports but my mother doesn’t She loves listening to music

- Ask some students to read then write their sentences on the board

- Give feedback and correction

- Get students to continue to write individually

a My mother hates advertisements on TV but little brother

Pair work

Pair work

Home work

doesn’t, he loves it very much

b I like writing letters to my friends but my sister doesn’t She hates writing

- Ask student to write some sentences about their friends, using like, love, enjoy … + V-ing

UNIT 6: THE ENVIRONMENT

I Aim

Helping students:

- to ask for and give reasons

- to persuade somebody to something - to complete a questionnaire

- to write a letter of complaint II Language focus:

1 Adverbs clauses of reason Adjective + that clause

3 Conditional sentences type III Vocabulary:

Verbs: Objectivities: Nouns:

(to) cover disappointed deforestations garbage

(to) minimize polluted dump hedge

(to) persuade unpolluted dynamite junkyard

(to) prevent environment mass

(to) provide fence pesticide

(to) reduce flow rock

(to) spray fly row

(to) wrap foam sewage

(to) pollute fold trash

Pollution V Unit Allocation:

Lesson (1) Before you read (2) Listen and Read (4) Listen

Reading about the work of a group of conservationists and listening for details to complete the notes

Lesson (3) Speak Practice in persuading somebody doing something Lesson Language Focus 1-3 Revision of some adjectives and adverbs and practice

Lesson (5) Read Reading a poem for details about the environment Lesson (6) Write Practice in writing a letter of complaint

UNIT 6:

THE ENVIRONMENT

Lesson 1: Section - Before you read (page 47)

Period 37: - Listen and read (page 47, 48)

Aim

Reading about the work of a group of conservationists and listening for details to complete

Objective

By the end of the lesson, students will know more about the environment problems and the solutions

Teaching aids

Text books, picture

PROCEDURE

Stage Steps/Activities Work

arrangement Warm-up

Pre-reading

* Brainstorming:

- Ask students to think of the environment problems in their city

- Get students to go to the board and write down their ideas Air pollution dirty street

* Possible answers:

- The destruction of the forests - Rubbish/ garbage/ trash - smote from cars, motorbikes… - smote from factories

I Pre-teach vocabulary:

- deforestation (n): tàn phá rừng

(explanation: the destruction of the forests) - garbage dump (n): đống rác

(picture)

- dynamite fishing (n): việc đánh bắt cá thuốc nổ (picture)

- spraying pesticides (n): việc phun thuốc diệt sâu bọ (picture)

- Disappointed (by/about/at something) (adj): thất vọng, buồn rầu

(synonym)

T-whole class

T-whole class

Environmental

While reading

- Sewage (n): nước thải, nước cống * Checking vocabulary: what and where

Write the words on the board, put one word on each circle

- Have students repeat the words in chorus, then rub out word by word but leave the circle

- Go on until all the words are rubble out

- Point to each circle and ask students to repeat chorally the English words

- Ask students to go to the board and write the words again in their correct circles

II Matching

- Ask students to look at the six pictures on page 47 in their text books

- Ask them to match the words in the box with the correct picture

* anskeys:

- Picture a: air pollution

- Picture b: spraying pesticides - Picture c: garbage dump - Picture d: water pollution - Picture e: deforestation - Picture f: dynamite fishing III Prediction:

- Ask students to keep the books closed

* Set the scene: Mr Brown is talking to some volunteer conservationists Guess the place where they are going to work - Give students minute to guess

- Give feedback

- Ask students to open their books and read the text on page 47-48

- Let students check their prediction * Answer keys:

I Matching

T-whole class

Individual work

Individual work

Pair work

Garbage

dump

pesticides

Spraying

Disappointed

Sewage

Deforestation

Dynamite

Post reading

- Ask students to match the names in column a with the activities in column B (exercise 2a on page 48)

- Ask them to read the text again and work in pairs to match * Answer key:

Group 1: - f walk along the shore Group 2: - e check the sand

Group 3: - b check among the rock

Mr Jones: - a collects all the bags and takes them to the dump

Mrs Smith - c Provide the picnic lunch for everyone

Mr Brown - d give out the bags II Comprehension questions

- Ask students to work in pair to answer the question on page 48 (exercise 2b)

- Let students read the text again and answer the questions - Give feedback

* Questions and answer: - Who is the speaker? (The speaker is Mr Brown) - Who are the listeners?

(The listeners are (members of) the volunteer conservationists) - Where are they?

( They are on the beach) - What are they going to do?

( They are going to lean the beach)

- What will they achieve if they work hard today?

( If they work hard today, they will make the beach clean and beautiful again soon)

- Have you ever done anything similar? If yes, what did you do?

Where did you it?

(Yes, I have We clean our school/the pair/street We collected the rubbish and take them to the garbage dump)

- If the pollution continues, what might happen?

(If the pollution continues, the environment around us won’t be good and it will be harmful to our health, our life)

- Ask students to work in closed pairs

* Listening:

- Ask students to complete the notes about the reasons why ocean is polluted by listening to the tape

- Let students listen twice/ three times

Pair work

Pair work

- Give feedback * Answer keys:

1 Garbage is dumped into the ocean Oil spills come from ships at sea Oil is washed from land

* Tape transcript:

UNIT 6: THE EMVIRONMENT

Lesson 2: Section: - Speak (page 49-50)

Periods 38:

Aim

Practice speaking (to persuade people to protect the environment) Objective

By the end of the lesson, students will be able to persuade their friends to protect environment

Teaching aids

Text books, posters, pictures

PROCEDURE

Stage Steps/Activities Work

arrangement Warm-up * Jumble words:

- Divide the class into two team Students from to teams go to the board and write the correct words

- The team which writes more correct words fists wins the game

1 uadepse beaargg roderpvo lupotilon duproce paispoidednt

= = = = = =

Persuade Garbage Provide Pollution Produce Disappointed I Pre-teach vocabulary

- Prevent (v): ngăn chặn, phòng chống (translation)

- Reduce (v): giảm, làm giảm (example: last time, this shirt cost) 50.000 dongs Now it costs 30.000 dongs What

happens?)

- wrap (v): bao bọc (mine)

- fauce (n): vịi nước, cá rô-bi-nê (picture) - leaf (n): leaches (pl.) (realia)

t-whole class group work

t-whole class

Practice

* Checking vocabulary:

- Put the new words all over the board, each word in a circle

- Call two students or two teams (6 students for each team) to the from of the class Ask them to stand at an equal distance from the blackboard

- Teacher calls out some of the new words on Vietnamese in a loud voice; the two students must run forward and slap the word on the blackboard The one who slap the right word first is the winner

- Ask more students to come forward, etc … until all the words are slapped

II Matching

- Ask students to complete the expressions in column A by using one of the lines in column B (page 49) then compare with their partners

- Have students match the lines in column B with an expression in column A so that they have sentences of persuasion

* Form :

I think you should Won’t you

It would be better if you Can I persuade you to Why don’t you

Why not

+ INFINITIVE

What / how about + V-ing * Use: Express persuasion

III Practice speaking

- Each student’s calls out one of their sentences unstill all sentences are finished

* Example:

S1: I think you should use banana leaves to wrap food S2: Won’t you use banana leaves to wrap food?

S3: Why don’t you turn off the lights before going to bed?

Individual work Pair work

Individual work

Prevent Reduce Leaf Faucet

Production

S4: It would be better if you go to school or go to work by bike

S5: Can I persuade you to check all the faucets before going out?

S6: Why not put garbage bins around the school yard?

S7: I think you should use public buses instead of motorbike S8: What about using public buses instead of motorbike? S9: ………

IV Questionnaire

- Let students work in pair to answer to the questions in the questionnaire

- Give feedback, teacher can write some possible answer on the board so that weak students can follow

- Ask students to practice asking and answering - Ask the whole class to work in pairs

* Possible answer:

1 How can we save paper?

* I think you should recycle used paper, newspapers * Why don’t you use banana leaves for wrapping? * Won’t you write on both sides of plastic bags? How can we use fever plastic bags?

* How about cleaning and reusing them?

* Why not use paper bags instead of plastic bags? How can we reduce water pollution?

* It would be better if you don’t throw waster and garbage into streams, lakes or rivers and even ocean

4 How can we prevent littering?

* I think we should put garbage bins around the school yard * Why don’t you throw all garbage in waster bins?

5 How can we reduce air pollution?

* Can I persuade you to go to school by bike? * Why not use private vehicles less?

6 How can we reduce the amount of garbage we produce? * Won’t you try to reuse and recycle things?

* Exhibition:

- Divide the class into groups, each group has a secretary Ask them to discuss the question: “What you to protect the environment”

- The students in groups have opinions, the secretary writes down

- Gets students to use the ideas in exercise 3a, b

- After finishing, the students stick the posters on the wall

Pair work

Open pairs

Group work

They can go around the class and read posters - Give feedback

UNIT 6: THE ENVIRONMENT

Lesson 3: section: - Read (page 50)

Period 39:

Aim

Reading a poem about the environment Objective

By the end of the lesson, students will be to understand a poem about the environment

Teaching

Text book, poster, picture

PROCEDURE

Stage Steps/Activities Work

arrangement Warm up

Pre-reading

* Chatting:

- Ask students some questions about poetry + Do you like poetry?

+ Which poetry you like best?

+ Name some poems that are your favorite? + Do you think it is easy understand a poem?

+ Have you ever read an English poem? Do you understand it? Do you like it?

I Pre-teach vocabulary - Junk yard (n): bãi phế thải

(explanation: a place where people store wastes)

T-whole class

While reading

- treasure (n): kho baùu (translation) - Hedge (n): hàng rào (visual)

- nonsense (n): điều vô nghóa, dại dột (translation) - Foam (n): bọt (picture)

* Checking vocabulary: Rub out and Remember - Get students to copy the work in their books - Ask students to repeat the words chorally

- Rub out the words one at a time Each time you rub out an English word, point to the Vietnamese translation and ask “what’s this in English?” (the whole class answer chorally) - When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English equivalent

- If there’s time; get students to come to the board and write the English words again

II Pre questions

- Give students two questions and ask them to answer before reading the poem

* Set the scene:

Two people are going on the picnic They are talking about the pollution

Question:

a) Who are the people in the poem? b) Where are they?

- Have students work impairs to guess the answers - Give feeback

I Reading and checking:

- Have students read the poem and check their answers * Answer key:

a) The mother and her son b) They are in the park/woods

- Ask students to practice asking and answering the questions in pairs

II Matching

- Have students practice guessing the meaning if the words by matching each word in column A with an appropriate

explanation in column B

A B

1 junk yard end up treasure foam

a a row of things forming a fence b people

c a piece of land full of rubbish d a flow of water

Pair work

Pair work

Post reading

Home work

5 stream hedge folk

e mass of bubbles of air gas f valuable or precious things g reaches of state of

* Answer key:

1-c, 2-g, 3-f, 4-e, 5-d, 6-a, 7-b III Comprehension questions

- Show questions (from 1-5) on page 51

- Get students to work in pairs to answer the questions * Answer key:

1 According to the mother, what will happen of the pollution goes on?

- If the pollution goes on, the world will end up like a second hand junk yard

2 Who does the mother think pollute the environment?

- The mother thinks other folk pollute (are responsible for the pollution of) the environment but not her or her son

3 What will happen to the boy if he keeps on asking his mother such questions?

- His mother will talk him home right away

4 Do you think the boy’s question is silly (line 9-10)? Why not? - No Because he is right; if he throws the bottles that will be polluting the woods

5 What does the poet want us to learn about keeping the environment unpolluted?

- The poet wants us to learn that everyone is responsible for keeping the environment from pollution

* Discussion:

- Divide the class into four groups - Have students discuss the question:

“What could you in your house to minimize pollution?” - Ask students to write things that they have to to keep the environment unpolluted

Pair work

UNIT 6: THE ENVIRONMENT

Lesson 4: section: - Write (page 52-53)

Period 40:

Aim

Writing a letter of complaint Objective

By the end of the lesson, students will be able to write a complaint letter Teaching

Text book, posters, picture

PROCEDURE

Stage Steps/Activities Work

arrangement Warm up * Categories:

Pre writing

that teacher gives

- Divide the class into groups

- Give four, five letters at the same time, students are to find out four/five verbs beginning with four/five letters given - The team which finish first gets one mark

Example: T Writes: S Writes: T Writes: S Writes: T Writes: S Writes: a add s study m meet b borrow t talk n nod c cut u use o open d drive v value p put 1 Pre-teach vocabulary

- complain (v): phµn nàn (translation) complain (n)

complication (n): gây nhiều rắc rối - resolution (n):sự tâm (translation) - float (v): (picture)

- prohibit (v): ngăn cấm ( translation)

* Checking vocabulary: rub out and Remember

- Get students to copy the words in their books and then ask them to close their books

Rub out the new words one at a time Each time you rub out the word in English, point to the Vietnamese translation and ask “What’s this in English?” When all the English words are rubble out, go thought the Vietnamese list and get students to call out the English words (If there’s time, get students to come to the board and write the English words again.) 2 Ordering

- Ask them to keep their books closed

- Provide students five section of a complaint letter (with their definitions) in random order

- Get them to put the sections in a correct order a Action: talks about future action

b Situation: states the reason for writing c Politeness: ends the letter politely

T-whole class

While writing

d Complication: mention the problem e Resolution: makes a suggestion * Answer key:

1-b 2-d

3-e SCRAP 4-a

5-c

3 Reading and matching

- Have students read the letter on page 52 * Set the scene:

Mr Nhat wrote a letter to the director of L & P Company in Ho Chi Minh City The five sections of the letter are not in the right order Label each section with the appropriate letter: S, C, R, A or P

- Ask students to work in pairs

- - Give feedback: call on a student to read aloud the letter (in the correct order) Teacher gives ideas if necessary

* Answer key: Dear Sir/Madam

R I would suggest your company to tell your drives to clear up all the trash on the ground before leaving S I am writing to you about the short stop of your

trucks around my house on their way to the North A I look forward to hearing from you and seeing good

response from your company

C When the trucks of your company have a short break on the streets around my house, the drives have left lots of garbage on the ground after their

refreshment When the trucks leave the place, the ground is covered with trash and few minutes later there is smell and flies

P Sincerely, Tran Vu Nhat

- Let students read the production 6b on page 53

- Ask some questions to make sure the students know what there have to write

* Questions:

a What people in the lake behind your house these days?

( They begin to catch fish) b What makes you worried?

Pair work

Post writing

Homework

( They use electricity to catch fish) c To whom you write the letter to?

(We write to the head of the local authorities) d What suggestion you want to make?

(We suggest the local authorities should prohibit and fine heavily any one using electricity to catch fish)

e Any future plant you want to make?

( We look forward to seeing the protection of environment from the local authorities)

- Ask students to write the letter individually

- Get students to share with their partners and correct if possible

* Sample:

Dear Mr President

I am writing to you about the catching of fish of many people in the lake behind my house

I am very worried because they use electricity to catch fish After a short time, they leave the lake; a lot of small fish die and float on the water surface

I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish I look forward to hearing from you and seeing the protection of environment from the local authorities

Sincerely,

- Move around the class and help students - Call on some students to read aloud their letter

- Give feedback, correct some letters before the class T can write the mistakes (spelling; grammar…) on the board

- Ask students to write their letter in their notebooks

UNIT 6: THE ENVIROMENT Lesson 6: LANGUAGE FOCUS

I Objectives:

- By the end of the lesson, sts will be able to use adjectives and adverbs to make sentences adjective + that clause

II Language contents:

- Adjectives and adverbs - Adverbs clauses of reason - Adjective + that clause - Conditional sentences type III Techniques:

- Role play

- Fill in the blanks - Matching

IV Teaching aids:

- Picture – student books V Procedures:

Steps Activities Warm-up

5’ -Prepare twelve cards with numbers on one side and the adjectives (6 cards), adverbs (6) on the other side - Make sure the adjectives are mixed up

- Stick the cards on the board so students can only see the number

- Divide the students into two teams and ask them to choose two numbers - Turn the cards over and see if they match

Eg: happy – happily, give them on mark If not, tune the cards obvert again and ask the next team to choose numbers

- Continue until all the cards are finished

Extreme Happy Sad Good Slow Sadly

Fast Slowly Well Fast Extremely happily

Presentation & Practice 35’

EXERCISE 1:

* From the result of the game, sts give the formation of adv of manner Adj + LY – Adverb of maner

- T asks sts to the exercise (p 51-1) in groups - T gives the answer keys

- T asks sts to tell the positions of adj – adv EXERCISE 2:

* Revision of adverb clauses of reason with because, since, as: Give two sentences and ask students to combine them into one

Example: a) Nam goes to school late b) He missed the bus



ANSWER: SINCE or AS

- Have students to language Focus exercise on page 54-55

- Let students work in park and join the pair of sentences together using, Because, Since or As

- T: call on some students to read aloud their sentences - T: correct the sentences

EXERCISE 3:

Set the scene to introduce the structure:

Adjective + that clause Ba: Dad! I got mark on my text

Father: That’s wonderful I’m pleased that you are working hard



adjective + that clause

- T: Ask students to the exercise on page 55 - T: Let sts work in pair to complete the dialogues - T: Give feedback

EXERCISE 4:

- Set the scene to introduce the structure of Con additional sentences type - Write the statement on the board

………we pollute the water, we ………have no fresh………to use - Ask students to complete the sentences by filling in each blank with one suitable word

If + main clause, subordinate clause (Simple present tense) (will / infinitive)

* Matching:

- Have students the Language Focus exercise on page 56 They have t match each half – sentence in column B

- Ask students to work in pairs and find out five complete conditional sentences

EXERCISE 5:

Complete the sentences:

- Explain sts how to the text - Give them an example:

+ If the rice paddies are polluted, the rice plants will die

- T: have students work in pairs and write the complete sentences in their notebook

- Give feedback Homework

5’

UNIT 7: SAVING ENERGY

Lesson 1:

GETTING STARTED – LISTEN AND READ I Objectives:

- How to say energy

- Give and respond to suggestions II Language contents:

- Grammar: suggest + V-ing (review) - Vocabulary: enormous (adj)

III Techniques:

- Question and answer - True / False statements IV Teaching aids:

- Pictures – Students - Tape V Procedures:

Steps Activities

Warm-up

5’ - Sing the song “Turn on – Turn off” (based on “Stand up – Sit down”) Getting

started (5’)

- Teacher shows the pictures and asks Ss to tell about these rooms: + Is there any one in the bath-room/ living-room?

+ Is the TV on?

+ Who is watching TV/ listening to the radio? + Who is using water?

+ How about the lights/ the water in the bath-room? - SS answer

- Teachers says: Wasting energy + What should we do?

+ Should we turn the TV off then we go out of the room? + What should we to save energy?

Presentation 7’

- T introduces section “listen and read”

- T explains a few new words that Ss need for the dialogue + Enormous (adj): very big

+ Turn on (phr.v) # Turn off (phr.v) Waste (v) # Save (v)

- Ss listen to tape (books closed) - Ss listen to tape (books opened) - Ss practice the dialogue in pairs Practice

18’

For the False statements, T asks Ss to give the correct ones * Comprehension:

- Ss work in pair to answer the question: a/ What is Mrs Ha worried about? b/ Why is Mrs Ha worried?

c/ Which sentences tell you that Mrs Mi advises Mrs Ha to save money? d/ What does Mrs Mi advise Mrs Ha to do?

Consolidation 8’

- Fill in the blanks with correct words (group work) - Free practice: about saving energy (pairs)

Homework

UNIT 7: SAVING ENERGY

Lesson 2:

SPEAK

I Objectives:

- Making suggestions and responses II Language contents:

- Grammar: to suggest + V-ing/ to suggest (that) Subject + should + V - Vocabulary: to turn off, to turn on

III Techniques: pair work and group work

IV Teaching aids: Pictures, Tape recorder, and chalks. V Times: 45 minutes

VI Procedures:

Section Steps Techniques and Content

2 Listen and Read ( Revision)

Warm-up (5’’)

- Supposing a situation: It is in the morning and the weather is cool All the fans in the classroom are on Ask students what would to save energy in the case  Giving suggestions

- Asking students to give on the suggestions Mrs Mi gives to Mr Ha in the previous lesson

3 Speak

a)

Presentation

(10’’) - Reminds Sts of the structures they have learnt that are used to give suggestions (What about…/ Why don’t we…/ Let’s…/)

- Asking students to open the textbooks Page 58, part – Speak and to add some mores structures, paying more attention on the two structures using “should”

- Asking students how to response a suggestion (Agree and Disagree)

+ Agree: OK/ That’s a good idea/All right

+ Disagree: No I don’t want to/ I prefer to/ Let’s … - Conducting repetition these structures among the students

- Asking some pair to perform before the class and checking (pronunciation, grammar)

* Predicting the activities: asking students to predict the activities for each pictures that are for saying energy (more than one activity for each picture is fine_ = page 59

- Checking before the class

* Pair work: Giving suggestions and responses out if these activities

* Group work: Students workings in groups of 4, playing the roles of A, B, C and D

- Some groups forming before the class - Explaining the task of this activity

- Students working in groups of again, working out a similar exchange to save energy foot their class, using the expressions and ideas in the previous activities Some groups performing the class then checking Consolidation

(5’’)

- Asking students to put the suggestions in a presentation to save energy

“To save energy, I think we should …, I suggest…, and let’s…”

- Using responses to show (dis) agreement Homework

UNIT 7: SAYING ENERGY

Lesson 2: Section: -Listen (page 60)

Period 47:

Aim

Listening to a text for details and further practice in making suggestions Objective

By the end of the lesson, students will know more about solar energy by listening Teaching aids

Text books, cassette

PROCEDURES

Stage Steps/ Activities Work

arrangement Warm up

Pre-listening

* Information transmitting: - Divide class into two teams

- Choose six volunteers from each team

- The volunteers stand in two lines The teacher shows the first student in each line a sentence

- The first students whisper the whole sentences to the second students in his / her line

- The second student whispers to the third and so on

- The last students shout out the sentence, (or write it on the board) if it is the same as the sentence teacher shows, that team wins the match

* Sentence 1: I suggest collecting waste paper

* Sentences 2: I suggest practicing English every day II Pre-teach vocabulary:

- solar (adj): thc vỊ mỈt trêi

(explanation: everything which is connected with the sun)

- solar panel (n) tÊm pin mỈt trêi

- nuclear power (n):năng lợng hạt nhân(translation) - install (v): cài đặt, nắp đặt (translation)

* Checking vocabulary: Slap the board

- Call on two students or teams of students to the front of the class

- Make sure they stand at an equal distance from the board

T- whole class

Group work

T- whole class

Group work

Solar Install Solar energy Solar

panel Populatio

While listening

- Call out one word in Vietnamese, the students much run forward and slap the correct word on the board The one who slaps first is the winner

- Continue to ask more students to come forward - Go to until students have slapped all the words



II True – False statements prediction

- Ask students to look at the statements on page 60 (4a)

- Have they work in pairs and guess which statements are true and which one are false

1 Solar energy can be cheap and clean

2 Most of our electricity now comes from nuclear power

3 The solar energy that gets to the Earth cannot provide enough power for the world’s population

4 Solar energy can be used on cloudy days

5 All buildings in Sweden will be heated by solar energy in 2050

- Give feedback

I Listening and checking:

- Have students listen to the tape twice and check their prediction

- Get students to correct the false statement * Answer keys:

1 T 

2 F  Most of our electricity comes from the use of coal, gas, oil or nuclear power

3 F  1% of the solar energy that gets to the Each can provide enough power for the world’s population

4 T 

5 F  They will be heated by solar energy in 2015 * Tape transcript:

“Are you using looking for cheep, clean, effective source power that doesn’t cause pollution or waste natural resources? Look no further than solar energy from our sun At present, most of our electricity comes from the use of coal and gas, oil or nuclear power This power could be provide by the sun One percent of the solar energy that reaches the Earth is enough to provide power for the total population

Many countries are already using solar energy Solar panels are

Pair work

Post listening

placed on the roof of a house and the Sun’s energy is used to heat water The energy can be stored for a number of days, so on cloudy days you can use solar energy too

Sweden has an advanced solar energy program There, all buildings will be heated by solar energy and cars will use solar power instead of gas by the year 2015”

II Gap-filling

- Have students look at exercise 4b on page 60 and work in pairs to guess the words in the blank

- Give feedback

- Have students listen to the tape again and fill in the gaps If students can’t finish, let them listen once more

* Answer keys:

1 The Sun can be an effective source of power Solar energy doesn’t cause pollution

3 A lot of countries in the world are already using solar energy It is possible to store solar energy for a number of days Solar panels are installed on the roof of a house to receive the energy from the Sun

6 We can save natural resources by using solar energy instead of coat, gas and oil

* Write it up:

- Have students write passage (about 100 words) about solar energy, using the information in the two exercises above * Sample:

Most of our electricity now comes from coal, gas, oil, or nuclear power The sun could provide this power so many countries are already using energy Only one percent of the solar energy that gets to the Earth can provide enough power for the work’s population Solar energy is a cheap, clean effective source of power that doesn’t cause pollution or waste natural resources There’s an advanced solar energy program in Sweden It is said that by the year of 2015, all building in Sweden will be heated by solar energy and cards will use solar power too

We hope that there is such a program in Vietnam We can save natural resources such as coal, oil, gas… by using solar energy And every house hold in Vietnam has hot water in Winter without paying money

Pair word

UNIT 7: SAVING ENERGY

Lesson 3: Section:- READ

I Objectives:

- By the end of the lesson, sts will know how European countries save energy II Teaching aids:

- Pictures, textbook, posters (or A4 paper) III Teaching procedure:

1) Pre-reading (8’)

- Show this picture and ask sts:

“What does this picture advertise for?”  energy – saving bulb - Ask sts to tell the advantages of energy – saving bulb

2) While-reading (20’)

- Have sts read the passage silently and find out: + How many paragraphs

+ The main idea of each paragraph - Have some sts read the text loudly

- Ask sts to choose the best summary of the passage

- Have sts work in pairs to find out the answers of questions page 61 (text book) - Ask sts to make questions and answer  give feedback

3) Post-reading (15’)

- Ask sts to work in groups, discussing the ways to spend less on lighting then write these ideas on the poster

- Have sts exchange posters and choose the best poster IV Homework (3’)

- Write sentences on how to save energy - Write answer of the exercise b/page 61

Last longer Energy – saving

BULB

Saving electricity

UNIT 7: SAVING ENERGY

Lesson 4: Section: - WRITE

I Objectives:

- Help students develop there writing skills: + How to prepare and write a speech II Teaching aids:

- Pictures of some MC - Textbooks

- Paper with big size and pens III Teaching procedure:

Steps Time Teacher’s activities Student’s activities

Warm-up 5’ - Introduce some MC: Thanh Bạch, Nguyên Vũ, Lại Văn Sâm

- Ask questions:

+ “How can we to become a good MC?”

- Listen

- Discuss & answer:

+ “Speak fluently and clearly”

Pre-writing 5’ + “What should we in order to speak fluently and clearly?”

While-writing 20’ - Have students discuss and find out the three parts of a speech - Ask students about the function of each part: introduction, body and conclusion

- Correct mistakes and give the answers:

1-B 2-C 3-A - Practice:

+ Have students work in groups (part B, p61)

- Correct the mistakes and give the corrects answers

- Discuss and find by reading the information in textbooks - Answer the question by matching each part speech in column B

- Some students read aloud the three parts of a speech

- Discuss and put the following section in the correct place complete a speech

Post-writing 10’ - (part C, p.62) have some sts work on groups Divide the class into groups: each group prepare a speech, write it on the paper and stick it on the board

- Correct the mistakes and give remarks

- Choose one topic, discuss and write down the speech on a paper and then stick it on the board

- One person in each group makes a speech before the class

Home-work 5’ - Have students prepare a speech and write down on their notebooks,

UNIT 7: SAYING ENERGY

Lesson 6: Section: -Language Focus 1-2 (page 63)

Period 48:

Aim

Further practice in connectives and phrasal verbs Teaching aids

Text books

PROCEDURES

Stage Steps/ Activities Work

arrangement Warm

up

Pre-sensations 1

Practice 1

* Bingo:

- Ask students to write down in their notebook verbs with prepositions

- Prepare a list of verbs + preposition Then call out each word in a loud voice

- Students listen to the teacher carefully If anyone has the same verb + prepositions, they cross it out

The first students crossing out all verbs + prepositions shout “Bingo” and win the game

* Suggest list of verbs + Prepositions

Look for Turn on Want for Depend on Listen to Dream about

Look after Turn off Belong to Go on Talk to

- Provide students verbs + prepositions and then ask them to match the verbs with the pictures on page 64

* Answer keys:

- Picture 1: look after the baby - Picture 2: go on (wasting paper) - Picture 3: turn off TV

- Picture 4: look for

- Picture 5: turn off the faucet

- Have students work in pairs to Language Focus exercise on the page 63 They have to use suitable verbs to complete the sentences

* Answer keys:

1) Hanh can’t go to the movies with us tonight She will have to look after her little sister

2) If we go on watching water, there will be a shortage of fresh

Presentations 2

Practice 2

Production

water in a few decades

3) Turn on the TV for me, will you? I want to watch weather forecast

4) I think I’ve lost my new pen I’ve looked for it everywhere and I can’t find it anywhere

5) Mrs Yen forgot to turn off the faucet when she left for work

* Brainstorming:

therefore however and so

moreover or

but because

- Ask students to thinks of connectives that they’ve learnt - Have students go to the board write down the connectives - Give feedback

- Have students work individually to the exercise

Language focuses on page 63 They have to complete the sentences by using correct connectives

* Answer keys:

a) Mrs Quyen bought com, potatoes and cabbage at the market b) I’d love to play volleyball but I have to complete an assignment c) Nam got was because he forgot his umbrella

d) Hoa failed her math test Therefore, she has to the test again e) Do you want Vietnamese tea or milk tea?

f) Its raining, so I can’t go to the beach

g) Ba’s hobbies are playing football and collecting stamps h) Na is very tired However, she has to finish her homework before she goes to bed

- Ask students to work in pairs to compare their answers

- Give feedback Have some students read aloud the completes sentences, chalk their pronunciation and the meanings

Naught and Crosses:

- Divide the class into to teams One team is Naught (O) and the other is Cross (X)

- Have two teams choose the words in the boxes in turns And make sentences with the connectives given If the sentences in correct, they will get one mark

Individual work

Home-work

- The team which has Nougats or Crosses in a line will win the game

- Draw this chart on the board and the game begins

1 or and so

4 but therefore however

7 so because and

* Possible answers:

1) Do you want to take a bath or take a shower?

2) I’ll get a plumber to check the pipes and to repair the faucets 3) He got up late so he had to take a taxi to school

4) It’s raining but he is still going swimming

5) Her English is not good therefore she decides to practice more 6) Lan

7) Baths use twice as much water, so I suggest talking showers 8) The water bill is enormous this month because there is a crack in the pipes

9) I suggest taking showers and fixing the faucet, - Ask students to write sentences with connectives

 Therefore  Because  However  Or

UNIT 8

CELEBRATION

GETTING STARTED & LISTEN AND READ Teaching steps:

Stage Steps/ Activities Work

arrangement Warm-up

Pre-reading

While-reading

- Ask Ss the name of some celebrations on VN & in other countries

- Give Ss some picture about birthday, wedding, Tet holiday,… and then ask Ss to guess the names of the pictures

- Ask Ss to look the picture are the books and then have they read the names of the celebration

- Give Ss the corrects answers

- Ask Ss which celebrations they like best Answer:

1 Easter Wedding Birthday

4 Christmas Mid-Fall Festival Lunar New Year Listen and read:

- Introduce the subject matter of the text - Introduce new words and then explain them Celebration (n)/ To celebrate (v)

2 Easter (n)

3 Lunar New Year (n) Mid-Fall Festival (n)

5 To occur (v)/ occurrence (n) Sticky rice (n)

7 Apart (adv) Passover (n)

9 Jewish (a)/ Jew (n) = Jewish people 10.Freedom (n)/free (v)/ free (n) 11 Slavery (n)

12 Joy (n)/ Joyful (a) 13 Parade (n)

- Get Ss to copy

- Ask Ss to listen to the tape (books closed); ask them to find out the celebrations mentioned in the text

- Ask Ss to give the answers

- Get Ss to listen to the tape (books opened)

- Then have them find out the words or phrases which are concerted with celebrations

Individual

Teacher-Ss

Post-reading

- Ask Ss to reread the new words on the board

- Explain new structure briefly: relative clauses ( Mệnh đề quan hệ) – Who, whom, which, whose, that

- Get Ss to finish the table in the text - Correct the mistakes if necessary

Celebrat

ion When? Activities Food Country

Tet In late January or early February Cleaning and decorating homes, and enjoying special food Sticky rice

cakes Viet Nam

Passover Late in March or early April

Not

available Special meal called the Seder Israel Easter Around the same time as Passover People crowd the streets to watch colorful parades Chocolate and surge eggs In many countries

- Give Ss some questions to check their comprehension Can you tell me the names of some celebrations you know? In what occasion young children receive chocolate or sugar eggs?

3 Which celebration occurs in late January or early February? Which festival is celebrated in many countries?

- Ask Ss to give some information about the other celebrations which they know (Ex: Mid-Fall Festival, Wedding, Lunar New Year,…)

Celebration When? Activities Food Countries Mid-Fall Festival Christmas Group work Whole class group individual

Teacher – Ss

Homework Rereading the text

UNIT 8: CELEBRATION

Lesson 2: Section: - Speak (page 66-67)

Period 51:

Aim

Practice giving and responding to compliments Objective

By the end the lesson, students will be able to give a respond to compliments Teaching aids

Text books, cards

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-up

Presentation

* Revision of adjectives

- Have students review adjectives - Get students to make sentences I have + a/an adjective + friend

- The first students has to use the adjective beginning with the letter A The second students has to use the adjective

beginning with the letter B The third with C… * Ex:

S1: I have an active friend S2: I have a beautiful friend S3: I have a clear friend S4: I have a dirty friend ………

- Go on until the last student with the adjective beginning with the letter Y

Pre-teach vocabulary - active (adj)

-activist (n): người hoạt động tích cực (translation) - nominate (v): ghi danh, mệnh danh, chọn

Nomination (n) (translation)

- charity (n): lòng từ thiện, hội từ thiện

(explanation: kindness in giving help to the poor) * Checking vocabulary: What and Where

- Write the words on the board, put one word in each circle

T- whole class

Practice

Further Practice

- Have students repeat the words on chorus then rub out word by word but leave the circle

- Go on until the circle are empty

- Get students to rewrite the words in their correct circle II Model sentences:

- Set the scene: Trang has just won the first prize in the English speaking contest What does Mai say to pay Trang a compliment? And what does Trang respond?

Mai: Well done, Trang Trang: Thanks

- Ask students how to give and respond to compliments

* Give a compliment:

- Well done - That’s a great… - That’s an excellent… - Congratulation on…

- Let me congratulate you on…

* Respond to a compliment:

- Thanks/ Thanks a lot

- It’s very nice/kind of you to say so - That’s very kind of you

* Word-cue drill:

a Well done/thanks

b Congratulations/ thanks a lot

c Let/congratulate/ on passing the exam/kind d Great report/ nice of you

- Have students practice giving and responding the compliments

- Have students works in open pairs then closed pairs

- Ask students to works in pairs, to read the situation on page 66 67 then give and respond to compliments

- Give feedback

- Call on some pairs of students to act out

* Answer keys:

a On her mother’s birthday, Huyen made a big beautiful cake to celebrate

* Mother: Well done, Huyen * Huyen: Thanks, Mom

b Tuan is an active student He has taken pair in different charity activities in his town Tuan has been the most nominated as the most effective activist in the town charity program

T- whole class

Open pair Closed pair

Production

Homework

o Friend: Congratulation on your nomination, Tuan o Tuan: It’s very nice of you to say so

c Hoa brings to class a new picture she has painted You: That’s an excellent drawing, Hoa

Hoa: That’s very kind of you to say so

- Divide the class into teams: A, B, C and D

- Have students work in groups to think of situations in which they can give compliments

- Ask team A to give situation, team B, C, D to make up the dialogue

- Have the teams take turns giving the situations

- Give good marks for the teams which give good situations and make up suitable dialogue

* Suggested answers:

a Situation 1: Tam has just passed the graduation examination Friends: Congratulation!

Tam: Thanks a lot

b Situation 2: Hoa make an excellent report on saving energy

Hoa: It’s very kind you to say so

c Situation 3: Lan got high mark for Math You: Well done

Lan: It’s very nice of you to say so

d Situation 4: Ba has just won the school swimming championship

Friends: Congratulations on your great efforts, Ba Ba: Thank you very much

- Ask students to write some situations with the compliments, the response to the compliments into their notebooks

UNIT 8: CELEBRATION

Section: Listen

 Aim: Filling the missing words by listening to a song

 Objective: By the end the lesson, students will be able to complete a song and

sing a song beautifully

 Teaching aids: Text books, picture, cassette player

Stage Steps/ Activities Work

arrangement Warm-up

Pre-listening

While-listening

Post-listening

Homework

- Listen to a song:

- Ask students “Have you ever listened to the song before?” - Let students listen to the song Auld Lang sine for fun Vocabulary:

- Give some new words to students

o Auld Lang Sine (The Good Old Days) o Due to (a) = cause by

o Bureau = department o Acquaintance

o Trusty (a)

- Explain new words, using pictures, body language, or objects

Guessing:

- Have students listen to the song Auld Lang Sine and then to guess the words in the blanks

- Give feedback

- Let students listen to the song twice - Check their guess

- Give feedback

- Give students some questions to check their comprehension - Have some students sing a song

Sing the song by heart

T- whole class

T-whole class

UNIT 8: CELEBRATION

Lesson 3: READ

I Objectives:

Students can express their opinions II Language Contents:

Vocabularies: to lose heart, to distinguish, groom (n), hug (n), priority (n), and considerate (adj)

Grammar: Relatives Clauses III Techniques:

Questions and Answers, Matching, Write-it-up IV Teaching Aids:

Pictures, Worksheets V PROCEDUCE

Steps Teachers Activities Student’s

activities Warm-up

(5’) * Having Sts listen to the song “Cha Yeâu”* Having Sts sing it at the same time if they like The whole class Pre-reading

(10’)

* Asking Sts about the topic of the song

* Having Sts work in groups ask and answer about Father’s Day

- What you know about Father’s Day? - When did Father’s Day organized? - Where did is fist organized?

- What is the purpose of this celebration?

- What is the representative activity of Father’s Day? * Explaining some new words

To lose heart groom (n) To distinguish hug (n) Considerate (adj) priority (n)

The whole class Group work

The whole class While –

Writing (20’)

Task 1: Matching

* Giving Sts worksheets RITA

JANE BOB

‘s farther always put his family in the first position, got married, he was very sad Is proud of him because he is a considerate and children

Is always a little girl of her father although she had children

Received the best education from him * Having Sts read the text in silence

suitable names

* Having some groups to perform their work in front of the class

* Giving the feedback

Task 2: Questions and Answers

* Having Sts read the text again, then work in pair to discuss the questions

* Having some pair to act out their work in front of class * Giving comment

The whole class

Pair work The whole

class Post-Writing

(10’) Task 3: Write – it – up * Having Sts write a short paragraph (about 50 words) to show their opinions, feelings, and memories about their father * Having some Sts read this paragraph in front of class

The whole class

UNIT 8: CELEBRATION

Lesson 4: WRITE

I Objectives:

Students can write a letter to a friend to share their ideas II Language Contents:

Vocabularies: to enhance, to support, nationwide (adj) III Techniques:

Questions and Answers IV Teaching Aids:

Text books and Cards V Procedures:

Steps Teachers Activities Student’s

activities Warm-up

(5’)

* Using the game “Jumbled words” to review vocabularies * Giving each group (4 groups) some words whose letters is in a random order on the board, and asking them to write the correct words

1 calerbetoni => celebration ftigs => gifts

2 tratidoni => tradition fleenigs => feelings folwres => flowers rebemern => remember pirtase => parties spicale => special

Group work

Pre-Writing (10’)

* Sticking the cards of the some celebrations on the board, and asking Sts to write the correct date for each celebration: - Women’s Day: 8-3 - Teachers’ Day: 20-11 - Children’s Day: 1-6 - May Day: 1-5

- Christmas Day: 25-12 - Vietnamese Independence Day: 2-9

* Through the celebrations above, presenting the new lesson by asking Sts some questions:

1 In the celebrations above, which one can stand for a Mother’s Day in Vietnam?

2 What about a Father’s Day in Vietnam? * Reading the situation in – Write/page 70

The Whole class

The Whole class

While-reading

(20’)

* Asking Sts to read the outline carefully * Explaining some new words:

To enhance, to support, nationwide (adv)

* Giving some suggesting questions for each paragraph on the board on order to help Sts discuss in groups more easily

Paragraph 1:

- Do you love your parents? If yes, I thinks it is necessary to have a Day for your Father? You’re Mother?

- Tell the reason for celebrating this day (Sts can use the suggesting ideas in the Paragraph 1)

Paragraph 2:

- When you celebrate? Why?

- Celebrating this day at home or a restaurant? Why? - Should you have a party with many guests or should you have lunch/dinner with family members?

- What gifts should you buy for your father/mother> - What food should you serve?

(Sts can use the suggesting ideas in the Paragraph 2) Paragraph 3:

Do you thing your idea will be sororities nationwide? Why? * After discussing in groups, asking each group write a letter to a friend to share their ideas about celebrating a Day for Father or Mother on the papers A4

Group work

Group work

Group work

Post-Writing (10’)

* Asking representatives of groups to stick their papers on the board

* Asking Sts to give their opinions about the two papers on the board

* Correcting mistakes

The Whole class

Homework * Having Sts write a letter about celebrating a Day for

UNIT 8: CELEBRATION

Section: Language Focus

 Aim: Practice in Relative clause

 Objective: By the end the lesson, students will be able to use relative clauses.  Teaching aids: Text books, picture

Stage Steps/ Activities Work

arrangement Warm-up

Presentation

Practice

Jumbled words:

Give the words whose letters are in a random order on the board/poster

Ex: ubclpi = public Paephn = happen ………

Vocabulary:

- Give new words to students:

 Compose (v)

 Occur (v) = happen  Satisfy (v) = please  Violet (n)

 Jumper (n)  Lap (n)

- Explain the new words, and how tousle Relative Pronouns WHO, WHICH, EVEN THOUGH, THOUGH,

CONCESSION, ALTHOUGH (using pictures, objects or Vietnamese)

Form and use:

 Who-which: replace the pronoun

 Who is used for people, which is used for things?

- Give students examples - Set the scene

- Have students language focus exercises, using relative clauses

- Have students look at pictures on page 71 to describe each of the people in the pictures, using Relative clauses - Correct the mistakes if they appear

T- whole class

T- whole class

Pair work

Individual work Even though

Though

Free practice

Homework

- Have Ss language focus exercise individually, using though, although or even or though

- Have Ss look as the pictures on page 72-73 and complete the sentences, using correct tense of the verb

- Call on some Ss to read aloud their sentences and correct their mistakes

- Ask students to describe the people in their families’ photographs

- Have students write sentences to describe the people in the pictures on page 71 in their notebooks

UNIT 9: NATURAL DISASTERS

I Aim:

Helping students:

- To make predictions

- To tall about the weather forecast - To describe events

- To write a story II Language focus:

1 Relative pronoun: who – that – which

2 Relative Clauses (defining and non defining) III Vocabulary:

Verb Adjectives Nouns

(To) behave abrupt battery temperature

(to) border extensive bureau thunderstorm

(to) collapse tidal carriage tide

(to) destroy coast typhoon

(to) erupt damage volcano

(to) expect earthquake volume

(to) lift flashlight disaster

(to) trust forecast

(to) warm Funnel

Highlands Pacific Rim IV Unit Allocation:

Lesson (2) Listen and Read Reading a dialogue for details about the weather forecast and completing the information

Lesson (3) Speak Practicing speaking about what to prepare for a typhoon

Lesson (1) Before you read

(5) Read Reading a text about natural disasters for details Lesson (6) Write Writing a story about a typhoon

Lesson (4) Listen

Language Focus – Listening for details to complete a table and Further Practice in Relative pronouns: Who-which –that

UNIT 9: NATURAL DISASTERS

Lesson 1: Section: - Listen and read (page 74 – 75)

Period 56:

 Aim: reading a dialogue for details about the weather forecast.

 Objective: By the end the lesson, students will be able to get the information

about weather from the weather forecast

 Teaching aids: Text books, picture

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-Up

Pre reading

* Chatting:

- Ask students some questions about weather

 What’s the weather like today?  Do you like hot/clog water?

 Have you ever listened to the weather forecast on the

radio or on TV?

 Do you think weather forecast is useful for us? How is

it useful?

II Pre-teach vocabulary:

- turn up (v): điều chỉnh to lên (âm TV, radio) (mime) - expect (v): mong đợi, chờ đón (translation)

- thunderstorm (n): bão có sấm sét, mưa to (picture) - delta (n): vùng châu thổ (visual)

- just in case (n): phòng khi, lỡ (translation) - trust (v): tin tưởng, tin thật (synonym: rely on)

* Checking vocabulary: what and where

- Have students repeat the words chorally then rub out word but leave the circles Remember to let students repeat before and after rubbing out each word

- Go on until students can remember the words

- Get students to write the words again in the correct circles II Pre-questions:

T-whole class

T-whole class

While reading

Post reading

- Set the scene: Thuy is talking to her grandmother while they both are watching TV

- Give students one question and ask them to guess the answer

a What are they watching? - Give feedback

* Answer keys:

a They are watching the weather forecast on TV I Gap filling:

- Have students read the dialogue silently and exercise 2b on page 75

- Get them to share their answers with their partners - Give feedback

* Answer keys:

1 Thuy’s grandmother wants her to turn up the volume on TV because she wants to listen to the weather forecast

2 The coast of Thanh Hoa will be raining

3 The central highlands will experience thunderstorms

4 Ho Chi Minh City will have temperature between 270C and 350C

5 Although Thuy’s grandmother doesn’t trust weather forecast she like watching them

II Comprehension questions:

1 Why does Thuy’s grandmother ask her to turn up the volume?

- Because she wants to listen to the weather forecast Which City is the hottest today?

- Ho Chi Minh City in the hottest Where is Thuy going?

- She going on to the part on the other side of Thang Long Bridge with her old friends (she’s going on the picnic) What does Thuy grandmother want her to do? - She wants her to bring along a raincoat

- Have students practice asking and answering in pairs III Practice the dialogue

- Let students listen to the dialogue and focus on the pronunciation

- Call on some students to play the roles of Thuy, grandmother and weatherman to practice the dialogue - Ask students to practice the dialogue in group of three * Speaking:

- Ask students to read again the weather forecast on TV and

Individual work Pair work

Pair work

Homework

notice some phrases

Will have temperature Between …………and………

* will experience temperature Between …………and………

* HCM’ temperature will be Between …………and………

* can expect clouds / thunderstorm

- Ask students to look at the map and play the role of the weatherman to present the weather forecast, baked on the information given

- Call on some students to present before the class

- Have students work in pairs – one students speaks, the other listens

UNIT 9: NATURAL DISASTERS

Lesson 2: Section: - Listen and read (page 76 – 77)

Period 57:

 Aim: practice speaking about preparations for a typhoon.

 Objective: By the end the lesson, students will be able to talk about what they

want to buy and to prepare for a typhoon

 Teaching aids: Text books, posters

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm –up

Presentation

* Brainstorming:

- Have students think about what they to prepare for a typhoon

- Have students to go to the board and write down Buy food

Store water

* Possible answers:

+ Check the doors and the windows

+ Cut some branches of high tree in the garden or around the house

+ Buy oil, gas + buy candles + Check the roof

I Pre-teach vocabulary - bucket (n): sô (visual)

- leak (n): chỗ thủng, chỗ dột (visual) - tie (v): cột, trói (mime)

- latch (n): chốt cửa (picture) - ladder (n) : thang (picture) - blanket (n) : mền (picture) - available (adj) : có sẵn (translation)

- damage (v): phá hỏng, làm thiệt hại (synonym of hurt or spoil)

* Checking vocabulary: Slap the board

- Write the Vietnamese translation all over the board

T- whole class

Practice

- Call on two students or teams of 4/5 students to the front of the class

- Call out English works and two students run forward to slap the Vietnamese word on the blackboard The students

slapping the correct word first gets one mark II Revision:

* Form:

must nay + infinitive * Use: in deduction or prediction * Practice:

the water pipe may be damaged

There be must strong wind blowing * Possible answers:

- There may be a power cut - There must be heavy rain - Big trees may fall down - The market may be closed - There may be a flood - ………

- Have students to exercise 3a on page 76 The students have to check () what preparations they think should be done for a typhoon

*Answer keys:

 Buying some canned food

T- whole class

Pair work What happens if

Production

Painting the house Buying a dog  Buying candles  Buying marches

Hiring some video movies  Filling all buckets with water  Buying a ladder

Washing your blankets  Fixing the leak in the roof

 Tying the roof to the ground with pegs and ropes Inviting some friends over for a dinner

 Checking all the window and a door latches

- Elicit some questions and get students to ask and answer in pairs

a Why we need to buy food?

( Because the market will be cooled and no food will be available)

b What food we need to buy?

(rice, oil, canned food, soy sauce, flour,…) c Why we need to buy candles?

( Because there may be power cut)

d Why need to fill all buckets with water?

(Because water pipes may be damaged and we’ll not have enough water to use right after the typhoon)

e Why need to buy a ladder?

( Because the roof may be damaged by the typhoon, and we have to fix it)

f Why we need to the check all the window and door latches?

(Just in case the strong wind pushes the doors open)

- Ask students to use the expressions on page 77 when talking to one another

* I think …

* I think you should… * Yes, I think so … * What for?

* ………

- Divide the students into the group of four

- Have students talk about what they think they want to buy and to prepare a typhoon; explain why They can you the questions and the answers above Besides, the ideas in the

Pair work

Homework

bubbles on page 77 can help students talk easily

- Go around and help students Encourage students to show their own ideas

- Write something about what they have to to prepare for a typhoon

UNIT 9: NATURAL DISASTERS

Lesson 3: Section: - Listen (page 77)

Period 57:

Aim:

 Listen for details to complete a table and Further Practice in  Relative pronouns: who – which – that

Objective:

 By the end the lesson, students will get some ideal on how to live with

earthquakes by listening and further practice on Relative pronouns: who – which – that

Teaching aids:

 Text books, pictures

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm up

Pre-listening

* Chatting:

- Ask students some questions about earthquakes + Have you ever heard of and earthquake?

+ What happens if there is an earthquake?

+ In which country earthquakes occur frequently? + What would you if there was an earthquake? I Pre teach vocabulary

- block (v): hạn chế, ngăn cản

(definition: make movement difficult or impossible) - roller (n): trục lăn, lăn (picture)

- strike – struck – struck (v): va chạm (synonym: hit) - snout (n): mõm (của động vật) (visual/picture) - hurricane (n): bão (in North and South America) (synonym: typhoon in Asia)

- cyclone (n): lốc xoáy, bão (in Australia) -eruption (n): phun trào (núi lưả) (picture) * Checking vocabulary:

- Call on two students or team of students to the front of the class

- Make sure they stand at an equal distance from the board - Call out the definition or the synonym of the word, the two

T- whole class

While listening

Presentation

students must run forward and slap the correct word on the blackboard The one who slaps the first gets one good mark - Continue until students have slapped all the words

* Suggested phrases:

1 Make movement difficult or impossible (block) Typhoon in North and South American (strike) Typhoon in Australia (cyclone)

4 The synonym of “hit” (strike)

5 The nose or jaws of an animal (snout) An outbreak or bursting forth (eruption) II Prediction

* Set the scene: An expert is giving a talk on how to live with earthquakes.

- Have students look at the box on the page 77 and guess the words in the blanks from (1) to (9)

- Give feedback

- Have students listen to the tape twice and check their prediction

* Answer keys:

(1) Bottom shelf of the bookshelf (2) Fridge

(3) Watching machine (4) Mirrors

(5) A window (6) Inside

(7) Under a strong table (8) Doorway

(9) Corner of a room

* Tape transcripts:

If you live in an earthquake zone, you should take some time to look around your house Place heavy books on the bottom shelf of your bookshelves Block the roller on your fridge and washing machine to present them from moving Put hanging potted plants in plastic container Check the mirrors in your bathroom and bedroom Make sure they can’t move Don’t put your bed next to window Planning where you are going to be during an earthquake is very important The first thing to remember is to stay inside Then you should sit under a strong table or doorway, or stand in the corner of a room

Pair work

T- whole class

Practice

I Quiz

- Divide the class into two teams

- Call out the questions and the students have to answer as quickly as possible The team having the right answers gets good marks The team which has more marks wins the game

* Questions:

1 Which country won the 1998 Tiger Cup? (Singapore)

2 Which animal has or horns on its snout? ((Rhinoceros)

3 Which explorer discovered America? (Christopher Columbus)

4 Which planet is closest to the earth? (Venus)

5 Which animal was chosen to be the logo of Sea games 2003?

(Buffalo)

6 Which ASEAN country is divided into two regions by the sea?

(Malaysia)

7 Which food can you chew but can’t swallow? (chewing gum)

8 Which thing can you swallow but can’t chew? (water)

II Revision of who-which or that - Who is used for people - Which is used for thing

- That is used for both who or which

- Have students work in pairs to the exercise in Language Focus on page 81

- Ask them to answer the questions, using the Relative pronouns which or who

- Give feedback

- Correct their pronunciation

* Answer keys:

a) The city which was struck by a huge earthquake in 1995 is Kobe

b) The country which won the 1998 Tiger Cup is Singapore

c) The animal which had one or two horns on its snout is rhinoceros

d) The explorer who discovered American is

Pair work

Home work

Christopher Columbus

e) The planet which is closest to Earth is Venus

f) The animal which was chosen to be the logo of Sea games 2003 is buffalo

g) The ASEAN country which is divided into two regions by the sea is Malaysia

h) The food which can you chew but you can’t swallow is the chewing gum and the thing can you

swallow but you can’t chew is water

- Have students work in closed pairs to ask answer the questions

- Ask students to combine each pair of sentences into one They have to write in their notebooks

a) Do you know the people? They live in the While House b) The pill made me sleep I took it twice a day

c) The magazine is very interesting You gave it to me yesterday

d) The building is the oldest in our city It was built over 100 years ago

Pair work

UNIT 9: NATURAL DISASTERS

Lesson 3: Section: - Before you read (page 74)

- Read (page 78-79)

Period 56: Aim:

 Reading a text about natural disasters for details

Objective:

 By the end the lesson, students will be able to more information about the natural

disasters in the word Teaching aids:

 Text books, pictures

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm –up

Pre reading

 Matching and chatting:

- Show four pictures on page 74 and ask students to match them with four words: snowstorm, earthquake, volcano, and typhoon

 Answer keys:

a) Snowstorm – Picture b) Earthquake – Picture c) Volcano – Picture d) Typhoon – Picture

- Give students some questions about the four natural disasters

+ How you know it is a snowstorm/ an earthquake/ a volcano/ a typhoon?

+ Have you ever experienced any of these natural disasters? What happened? How did you feed?

I Pre-teach vocabulary

- Tidal wave (n): sóng thần (translation)

- abrupt (adj): bất ngờ, đột ngột (synonym: quick, sudden) - shift (n): chuyển dịch, thay đổi (definition: change of position)

- warn (n): cảnh báo, báo trước (translation) - funnel-shaped (adj): có hình phiểu (visual) - suck up (v): hút lên (translation)

T-whole class

While reading

- tornado (n): lốc xoáy

- Majority (n): đa số, phần lớn (example)

* Checking vocabulary: Rub out and remember

- Rub out the words one at time, each time you rub out the word in English, point to the Vietnamese translation and ask students to repeat again When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words

I True- False Statements Predictions

* Set the scene: There are statements about the information of some to natural disastests All of you have to read them and guess whether they are true or false

- Hang the poster of T/F statements on the board

- Get students to work in pairs to guess which statements are true and which are false

1 Most of earthquakes in the world occur in the Ring of Fire The earthquake in Kobe in 1995 caused severe damage A huge tidal wave traveled from California to Alaska and hit Anchorage in the 1960s

4 Typhoon, hurricane and tropical storm are different words for the same natural disasters

5 The eruption of Mount Pinatubo is the world’s largest ever volcano eruption

6 A Tornado looks like a funnel - Give feedback

I Reading and checking

- Have students read the text on page 78 and check their perfection

Get students to correct false statements Guess Answer Correction

1 T

2 T

3 F A huge tidal wave traveled from Alaska to California

4 T

5 F The eruption of Mount Pinatubo is the world’s largest volcanic eruption in more than 50 years

6 T

II Complete the sentences:

Pair work

Post reading

Home work

- Have students work in pairs and complete the sentences in exercise 5b on page 79

* Answer keys:

1 The majority of earthquakes occur around the Pacific Rim During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed

3 A tidal wave can only occur when there is an abrupt shift in the underwater movement of the Earth

4 In Australia, a tropical storm is known as a cyclone Christopher Columbus gave us the word “typhoon”

6 A Tornado is a type of storm that passes overland below a thunderstorm and sucks up anything that is in its path

* Asking and answering:

- Divide the class into four groups - Have students read the text again

- Group asks a question Group 2, 3, answer it - Group ask another question Group 1, 3, answers - Go on until the four groups ask their questions

* Possible answers:

1 Why people call the Pacific Rim “Ring of Fire”

- Because 90% of earthquakes occur around the Pacific Rim What will happen when there is an abrupt shift in the underwater movement of the earth?

- Tidal waves will happen What does typhoon” mean? - It mean “big wind”

4 Can we predict a volcano?

- Yes The scientists can warn us about the eruption

- Have students write the exercise 5b into their notebooks, using their ideas

Pair work

Group work

UNIT 9: NATURAL DISASTERS

Lesson 5: Section: - Write(page 79-80)

- Read(page 78-79) Period 60:

Aim:

 Writing a story about a typhoon

Objective:

 By the end the lesson, students will be able to write a story

Teaching aids:

 Text books, pictures

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-up

Pre writing

* Jumble words:

- Write the words whole letters are in a random order on the board

- Divide the class into two teams Students from two teas go to the board and write the correct words

- The teams which write more correct words first win the game

1 otnophy – typhoon damotro – tornado lacono – volcano

4 tearquake – earthquake ormst – storm

I Pre-teach vocabulary

- behave (v): cư xử, ứng xử (translation)

- shelter (n): chỗ trú ngụ (definition: a place of safely) - all of sudden (IDM): bất ngờ, dưng (synonym: suddenly)

* Checking vocabulary: what and where

- Have students repeat the words chorally then rub out word by word but leave the circle Remember to let students repeat

T-whole class

While writing

before and after rubbing out each word

- Go on until students can remember the words

- Get students to write the words again in the correct circle II Telling the story

- Show six pictures on the board

- Set the scene: This is Lan’s family, they are at home

- Ask home questions to elicit the story

1 Picture 1:

- Who is this? It’s Lan

- Where is she? She’s outside/in the garden

- What is she doing? She’s playing with her dog, Skippy => Lan is out side playing with her dog

2 Picture 2:

- How is the dog? It looks strange Perhaps is it scared?



All of a student, the dog behaves strangely

3 Picture 3:

- What’s on TV? The weather forecast

- What does Lan’s mother say? She tells Lan that she has just heard on TV that there is a typhoon coming



Lan ran home and her mother tells her that there is a typhoon coming

4 Picture 4:

- What are they doing? They are gathering and talking about the coming typhoon



Mrs Quyen gathers her family and asks them to find shelter in the house

5 Picture 5:

- What’s the weather like now? It is very dark It has strong wind a heavy rain



Suddenly, it becomes dark The storm comes with strong win and heavy rain

6 Picture 6:

- What’s the weather like now? It’s fine - How are they now? They all are happy



The storm finishes soon and everyone is glad

- Ask some students to look at the pictures and retell the story - Have students write a story individually The cues in the box on page 79 will help students to write easily

- Ask students to use past tense

- Go around and help students to write

* Sample:

It was a beautiful day The sun was shiny, the sky was blue

T-whole class

Individual work Individual

Post writing

Homework

and the weather was perfect Lan was outside playing with her dog, Skippy All of a student, the dog began behaving strangely She kept running around circles Lan ran home with her dog to tell her mother what Skippy was doing Lan’s mother, Mrs Quyen told Lan that she heard on TV that there was a typhoon coming Mrs Quyen gathered her family and told them to find shelter in the house

Suddenly, the sky became very dark The storm came with strong wind and heavy rain Mrs Queen and her family were scared, but soon the storm finished and everyone was glad What a clever dog Skippy is She saved LAN from being caught in the typhoon

- Get students to share with their partners and correct mistakes

* Correction:

- Take some writing to correct on front of the class - Ask students to rewrite their writings

- Collect their papers and correct

- Get students to write another story They can make changes or add more details to the story

UNIT 9: NATURAL DISASTERS

Lesson 6: Section: - Language Focus (page 81-82))

Period 61:

Aim:

 Further Practice in defining Relative clauses and non – defining Relative clauses

Objective:

 By the end the lesson, students will be able to distinguish between defining

Relative clauses and non – defining Relative clauses Teaching aids:

 Text books, cards

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm – up

Presentati on

* Pelmanism:

- Prepare twelve cards with number on one side and the words on the other

- Stick the cards on the board so that the students can only see the numbers, make sure the words are mixed up in pairs - Divided the class into two teams Each team chooses two numbers

- Turn over cards at a time If they match that team gets one mark If not, turn the cards over again and ask the next team - Continue until all the cards are turned over

Kangaroos Tokyo Lang Son Sacramento Pompeii Italia

Neil

Armstrong Japan Australia The USA Ky Cung California

I Pre-teach vocabulary

- sweep – swept – swept : quét, đi, tràn qua (mime) - destroy (v): phá huỷ (define: pull down or break to pieces) - extensive (adj): lớn, rộng lớn (synonym : wide, large) - border (v): tiếp giáp với (visual)

* Checking vocabulary: Rub out and rubber

- Rub out the words one at a time Each time you rub out the word in English, point to the Vietnamese, ask students to repeat in English When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words

II Defining and non defining Relative clauses:

- Give students two pairs of sentences and ask them to use

Practice

Relative pronoun who or which to combine them

1 The Novel has been lost You gave me the novel on my birthday



The Novel which you gave me on my birthday has been lost Vietnam, exports rice Vietnam is in the Southeast Asia



Vietnam, which is in the Southeast Asia, exports rice

- Help students distinguish between defining and non-defining Relative clauses

- Defining Relative clauses identify nouns; these clauses tell us which person or thing the speaker means

- Non-defining Relative clauses give more information about a person or thing already identified When we write these clauses, we put commas at the beginning of the clause (and often at the end of the clause)

* We can not use “that” in a non – defining Relative clause * In a non – defining Relative clause we cannot leave out who or which

Recognizing – defining Relative clause.

- Have students to the exercise in Language Focus on page 82

- Ask students to underline the Relative clause in each sentence, and then add commas to separate the non defining Relative clause from the rest of the sentences

- Get students to work in pair, and then ask some students to write the sentences on the board

* Answer keys:

a Kangaroos, which come from Australia, have long tails b Ba, who lives Trang Tien Street, likes playing the guitar c The novel that you gave me on birthday, has been lost D Neil Armstrong, who first walked on the room, lives in the USA

e The chair that I bought yesterday, is broken (defining Relative clause)

F Mrs Lien, who sings very well, is my English teacher III Matching

- Have students the exercise in Language Focus on page 81-82

- Ask students to match each of the sentences in column A with related sentences in column B, and then use a suitable relative pronoun to join them

Production

Homework

- Get students work individual, then share with their partners

* Answer keys:

1-e: Andrew is flying to Sacramento, which is the capital city of California

2-g: It snowed in Lang Son, which is on the Ky Cung River, in Winter of 2002

3-f: Pompeii, which is an ancient city of Italy, was completely destroyed in AD 79 by an eruption of Mount Vesuvius

4-a: Hurricane Andrew, which swept through southern Florida in August 1992, killed 41 people and made more than 200.000 homeless

5-c: The cyclone of November 1970 in Bangladesh, which is bordered by the Bay of Bengal on the south, was one of the worst natural disasters of the 20th century.

6-d: The most disasters earthquake in Japanese history, which occurred in 1923, damaged Tokyo and yokohama and killed about 150.000 people

7-b: The October 1989 Loma Pieta earthquake, which measured 7.1 on the Richter scale, caused extensive damage to older buildings in San Francisco Bay area

* Writing:

- Have students rewrite the sentences in Language focus exercise on page 82

- Ask students to replace each underlined clause with their own clause

- Let students use facts or their imagination Ex:

a Vietnam, which is a small country, exports rice

b Kangaroos, which are called “Chuot tui” in Vietnamese, have long tails

c Ba, who is my best friend, likes playing the guitar d (defining)

e Neil Armstrong, who is a famous astronaut, lived in the USA f (defining)

g Miss Lien, who teachers us English, is a beautiful woman - Have students write some more (about 5) sentences with non-defining relative clauses

Individual work

UNIT 10: LIFE ON OTHER PLANETS

I Aim

Helping students:

- To talk about possibility - To seeks information - To write an exposition II Language focus

1 Modal verbs: may, might

2 Conditional sentences: type and type III Vocabulary

Verbs Adjectives Nouns (to) capture

(to) claim (to) disappear (to) exist (to) grade (to) prove (to) sight (to) terrify

Alien Conclusive Crazy Mysterious Precious Round Subject (to) Unidentified

Creature Evidence Gemstone Hole

Imagination Infant Meteor

Micro organism

Planet Public Pull Sample Shape Space craft Spot trace Mineral

3 (1) Before you read

(2) Listen and read Reading a text about UFOS for details to complete the notes Lesson (3) Speak Practicing speaking about Mars

Lesson (5) Read Reading a text about a space trip

Lesson (6) Write Writing an exposition about the existence of UFOS

Lesson (4) Listen

Language Focus Listening to the description of the moon fordetails and further practice in modal verbs

may, might.

UNIT 10: LIFE ON OTHER PLANETS

Lesson 1: Section - Before you read (page 83)

Period 63: - Listen and read (page 83-84)

Aim

Reading a text about UFOs for details to complete the notes Objective

By the end of the lesson, students will be able to know more about UFOs Teaching aids

Text books, pictures

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-up

Pre-reading

* Guessing words:

- Have students guess three words

- Give students the number of the letters of each word and give the definitions so that students can guess the words 1) -* This word has 12 letters It is the opposite of identified 2)

-* This word has letters It means moving through the air as a birth does

3) -* This word has letters It is in form It means a thing that can be seen or touched

* Answer keys:

1 Unidentified

2 Flying  UFOs (Vật thể bay không xác định) Objects

* Chatting:

- Show the picture on page 83 to the students and ask them some questions about UFOs

* What can you see in the pictures? * What we call them in Vietnamese? * Do you know another word for UFOs? (flying saucer)

* Do you thing they really exist?

* Have you ever seen any films on UFOs?

* Do you want to see a UFO? What you want to know about UFOs?

* If you saw an UFOs, what would you do? I Pre- teach vocabulary

- spacecraft (n): tàu vũ trụ (picture)

T-whole class

While reading

- meteor (n): băng (visual, picture) - evidence (v): chứng

(definiton: anything that makes clear, shows or proves) - alien (n): người hành tinh khác

(definition: person on other planets) - capture (v): baét

(synonym: catch (by force) arrest)

- device (n): dụng cụ, thiết bị (translation) - claim (v): đòi quyền, nhận (translation)

* Checking vocabulary: what and where

- Have students repeat the words chorally then rub out word by word but leave the circles Remember to let students repeat before and after rubbing out each word

- Go on until students can remember the words

- Get students to write the words again in the correct circles II Guessing the meaning of the words:

- Get students to read the text and find the words in the text that have the meanings given in * a on page 84:

- Ask students to work in pair - Give feedback

* Answer keys:

1 proof, support = evidence

2 falling star or shooting star = meteor

3 unknown/strange people or thing = aliments bringing together or gathering = collecting caught as a prisoner = captured

6 because impossible to see = disappeared III Complete the notes

- Have students to exercise 2b on page 84

- Get students to read the text again and complete the notes They have to work individually then compare with their partners

- Call on some students to read aloud their sentences

* Answer keys:

T-whole class

Pair work

Post reading

Home work

UFO Sightings:

a) An aircraft , a weather balloon or a meteor can be mistaken for a alien spacecraft

b) In 1947, a pilot saw nine large round objects traveling at about 2.800 meters an hours

c) There were over 1.500 UFO sightings worldwide in 1952

d) In 1954, a woman and her children saw a UFO above their house

e) A farmer saw an egg- shaped object in one of his fields and also aliens collecting soil samples in 1964

f) In 1971, two men claimed they were captured by aliens and taken aboard a spacecraft

g) A pilot and his plane disappeared after sighting an UFO in 1978

h) In 1981, a Frenchman reported that he saw a plate – like device at a treetop 30 meters away from his garden

* Discussion:

- Have the whole class discuss the topic “UFOs” - Choose good students to be the leader

- Get the leader to make a summary of the evidence of the existence of UFOs and then discuss with his/ her friends - Give the leader some questions for him / her to ask his/ her friends

* Do you believe in Kenneth Arnold, or the woman who saw a UFO above her house?

* Have you ever seen a picture of an alien? Can you imagine what the aliens are like? Are they small or big? Are they intelligent? (If yes) Why you think so?

- Have students write the notes on page 84 in their notebook

Individual work Pair work

UNIT 10: LIFE ON OTHER PLANETS

Lesson 2: Section - Speaker (page 85)

Period 64:

Aim

Practice speaking about Mars Objective

By the end of the lesson, students will be able to talk to one another about what they think there might be on Mars, on the moon and on other planets

Teaching aids

Text books, pictures, posters

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-up

* Word square

S E A R T H

M U M E R C

U R N S A U

S S R U B R

A A R V C Y

M O O N T S



Earth



Sun



Mars (Hoả)



Moon



Mercury (Thuûy) - Ask students some questions about the solar system * Which planet is the nearest to the sun? (M)

* Which is the biggest? * Which is the hottest? I Pre-teach vocabulary

- microorganism (n): vi sinh vật (translation) - gemstone (n): đá quý (relia)

- sparkling (adj): lấp lánh (realia) - creature (n): sinh vật (translation) - trace (n): dấu vết (visual)

- mineral (n): khống sản (example)

* Checking vocabulary: Rub out and remember

- Rub out the new word one at a time Each time you rub out the word in English, point to the Vietnamese translation and ask students to repeat in English When all the English words are rubbed out go through the Vietnamese list and get the whole class to call out the English words

II Revision of model verbs: may – might

* Form: May/might + infinitive

* Use: We use may, might to talk about present or future possibility

- Might is normally a little less sure than may.

II Matching

- Set the scene: A space tourist traveled to Mars, he saw many things there and noted them down These are drawing of things. Try to guess and match the drawings with their names.

- Number from to from left and right

* Answer keys:

1) Minerals] 2) Water 3) Mountains 4) Plants

5) Little creatures 6) Gas

7) Gemstone II Drill

- Use the drawing to drill * Exchange: what’s this? This may be water on Mars

1 What are they?

They may be minerals on Mars What are they?

They might be plants on Mars What’s this?

This may be gas on Mars What are they?

They may be gemstones on Mars What are they?

The may be little creatures III Practice the dialogue

- Have students practice the dialogue between Nam and Hung on page 85

- Call on some pairs of students to practice the dialogue - Correct their pronunciation

- Have all students work in pairs to practice the dialogue

* Dialogue

Production

Homework

Hung: There might be water on Mars

Nam: And what about those back sparkling spots on the right corner?

Hung: Well, they might be traces of gemstones There may be a lot of precious stones on Mars

IV Matching dialogue

- Have students make up similar dialogue about the drawings, using the cues in 3a

* Sample:

You: What these drawing say?

Your friend: These may be mountains on Mars You: And what about the red signs on the left corner? Your friend: Well, they might be gas on Mass

- Call on some pairs of students to practice their dialogue before the class

- Give feedback * Discussion:

- Give students the topic “What may there be on Mercury/on the moon/ on Mars?”

- Ask students to write the dialogue in their notebooks

Whole class

UNIT 10: LIFE ON OTHER PLANETS

Lesson 3: Section - Read (page 86-87)

Period 63:

Aim

Reading a text about a space trip Objective

By the end of the lesson, students will be able to understand the text about a space trip

Teaching aids

Text books, pictures

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-up

Pre reading

* Chatting:

- Prepare some lectures of a spaceship or of the first travel of man to the moon

- Show students that picture and ask them some questions to involve students in the topic of the lesson

* Do you want to travel?

* Have you ever traveled in our country or broad? * Have you ever dreamed of a trip to space? * Do you want to be an astronaut?

* Do you think traveling into space takes a lot of money? I Pre-teach vocabulary

- push – up (v): hít đất (mime)

- orbit (n/v:) quĩ đạo/di chuyển theo quĩ đạo (visual/picture/translation)

- totally (adv): hoàn toàn (synonym: completely)

- marvelous (adj): tuyệt diệu, kỳ diệu (synonym: wonderful) - physical condition (n): tình trạng thể chất, thể lực

(translation)

* Checking vocabulary: Slap the board

- Write the new words all over board, each word in one circle

- Call on two teams of students to the front of the lass

While reading

- Call out the Vietnamese and two students run forward to slap the English equivalent on the board The students slapping the correct word first get one mark

- Go on until all the word is slapped II Ordering statements

- Show the poster of five statements on the board

- Have students work in pair to put the statements in order to show what they need and get in Joining a trip space

1 Get a letter from a doctor to show you are in perfect health See pictures of the earth, its interesting places, and the stars from very far

3 Feel tree and enjoy wonderful feeling

4 Get ready and be in an excellent physical condition Get on the trip

- Give feedback

- Have students read the text and check their guess

* Answer keys:

a b c d e

I Comprehension question:

- Have students read the text again and work in pairs to answer the questions on page 87

- Call on some students to answer the questions loudly - Correct their answer

- Get students to practice asking answering the questions

* Answer keys:

1) What will you have to if you decide to take a space trip? - If you decide to take a space trip, you’ll have to run a lot, swim every day, and aerobics and push – ups to have an excellent physical condition

2) What must you if you want to show you are in perfect health?

- If you want to show you are in perfect health, you must get a letter from the doctor

3) What scenes on the earth can you see from the outer space?

- You can see pictures of the earth: your country, interesting places, the oceans, and the big rive the tall mountains

Pair work

Post reading

Homework

4) How many times a day can you see those scenes? - We can see those scenes 16 times a day

5) What things can you while you are in orbit that you cannot when you are on the earth?

- We can walk on the wall or on the ceiling

* Discussion:

- Give students the topic of the discussion

“If you were able to take a space trip, what would you to prepare for the trip? What would you like to bring along?

- Divide the class into groups The students discuss on groups

- Ask each group to choose one leader who will present his/her group’s opinions

- Help students to show their ideas

- Get students to write a short paragraph to answer the questions in the discussion

UNIT 10: LIFE ON OTHER PLANETS

Lesson 4: Section - Write (page 88-89)

Period 66:

Aim

Writing an exposition about rhea existence of UFOs Objective

By the end of the lesson, students will be able to write an exposition about the existence of UFOs

Teaching aids Text books

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-up

Pre-writing

* Jumbled words:

- Write the words whose letters are in random other on the board

- Divide the class into two teams Students from two teams go to board and write the correct words (rearrange the letters in correct order) The team which writes more correct words first wins the game

1 ucinionttrod = introduction oybd = body

3 nculcoonsi = conclusion taimnenterent = entertainment caret = trace

6 peapaceran = appearance I Pre-teach vocabulary

- imagination (n): tưởng tượng (translation)

- trick (n): mẹo, kỷ xảo (definition: a cunning action) - man – like creature (n): sinh vật giống người (translation) - mysterious (adj): bí hiểm (definition: difficult or impossible to explain)

- Flying saucer (n): đóa bay (synonym: UFO)

* Checking vocabulary: What and Where

- Write the new words on the board, one word in each circle

- Ask students to repeat the words chorally the rub out word

T-whole class

While writing

by word but leave the circles - Go on until all the circle is empty

- Get students to go to the board and write the words again in the correct circles

II Matching:

- Get students to exercise 6a on page 88

- Have students read the outline of an exposition in column A and put the paragraphs in column B in order to match the sections in A

* Answer keys:

1 Introduction: I don’t believe there exist UFOs even though Many new sappers talk a lot about them

2 Body: Firstly, flying saucers might be aircrafts, balloons clouds or tricks of light Secondly, there are not enough photos showing clearly the shapes of the UFOs Moreover, if there are UFOs, there will certainly be traces of their landing on the ground

3 Conclusion: There fore, UFOs are just the imagination of some writes and they exist only in films for entertainment III Reading the dialogue

- Have students read the dialogue between An and Ba about the existence of UFOs

- Give students some questions to make sure they understand the dialogue

* Comprehension questions:

1 Does An believe there are UFOs? (No, he doesn’t)

2 Does Ba believe in UFOs? (Yes, he does)

3 What does An think about UFOs?

( He think that is might be people’s imagination) Why does Ba think UFOs exist?

(Because newspapers talk a lot about UFOs and many people around the world say they are having seen flying saucers?) What evidence makes Ba believe in UFOs?

(There are plenty of photos of them and the mysterious circles on the fields)

- Call on some students to answer the questions - Correct their answers

- Ask students to practice asking and answering in pairs

* Writing:

- Get students to use Ba’s opinion to write an exposition about

Pair work

Individual work Pair work

Pair work Individual

Post writing

Home work

the existence of UFOs

- Let students write the exposition individually then share with their partners and correct mistakes by themselves

* Suggested writing:

“I believe UFOs exist because article and reports in newspapers talked a lot about their appearance

First, many people from different countries reports that once saw flying saucers

Second, there are many photos of flying saucers and some of the photographers said they saw man – like creatures get out of the saucers

Moreover, people are discussing the mysterious circles on the fields in the countryside of Great Britain

So I think UFOs are not human’s imagination They are real; and we should be ready to welcome their visits”

* Correction:

- Collect some writing to correct the mistake before the class - Call on some students to read aloud their writings

- Get students to write an exposition, using An’s opinion

T-whole class

UNIT 10: LIFE ON OTHER PLANETS

Lesson 5: Section - Listen (page 3)

- Language Focus - Period 67:

Aim

Listening for details to complete a table and further practice in modal verbs –

may, might.

Objective

By the end of the lesson, students will be able to know more about the moon by listening and relative pronouns who – which – that

Teaching aids

Text books, pictures

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-up

Pre listening

* Shark’s attack:

- Prepare a shark (or a crocodile) and a school girl/boy on cards

- Draw some steps on the board, then stick the girl/boy on top of the steps, the shark is in the sea (around the steps)

- Draw gaps for the word: MOON

- Get students into teams (or ask them as a whole class) They have to try to guess the letter If their guess is right, they will get one mark (The girl/boy stands till)

- The game continues until students find out all the letters of the word MOON and the shark can’t eat the girl/boy

- The game can go on with the words: * Temperature

* Lake * Mountain ………

I Pre-teach vocabulary

- expert (n): chuyeân gia (definition: a person who has special knowledge, skill or proactive)

- crater (n): hố (bom), miệng núi lửa (visual/picture) - one – sixth = phần sáu

- two – fifths = hai phần năm

* Checking vocabulary: Matching II Prediction

- Set the scene: “You will listen to the description of the moon But before listening, you should read the statements on page 86

T-whole class

While listening

and guess which is correct and which is incorrect”.

- Have students work in pair to tick the statements that they think they are correct

- Give feedback

a There is no air on the moon

b There are rivers and lakes on the moon c There is no sound on the moon

d It is very cold at night on the moon

e During the day the temperature is even lower f There are no round holes on the moon

g There are no mountains on the moon

h You will weigh kilo heavier on the moon i You will be able to jump very high on the moon j One day on the moon lasts for two weeks

I Listening and checking:

- Have students listen to tape twice and check their perdition

* Answer keys:

a, c, d, f, i, j

* Tape transcript:

“Good evening Welcome to our Science For Fun Program This week, we’ve received a lot of questions asking about life on the moon We’ve talked to some experts and this is what we’ve found out There is no water or air on the moon It is all silent because there is no air Of course, there will be no music, no sounds There are no rivers and no lakes At night, it is very cold The temperature rises to 1000C above zero. There are great round holes on the moon They look like big lakes They are called craters There are more than 30.000 craters on the moon There are also high mountains The highest mountains on the moon are about 26.000 feet or 8.000 meters high

And here is something very interesting to know: on the moon you weigh one sixth of what you weigh on earth If you

weight 50 kilos, on the moon you will weigh only a little more than an Olympic Champion You can take very long steps as well And… May be you won’t sleep very well because one day the moon lasts for weeks

So, is there life on the moon? I’ll leave the questions for you answer yourself”

II Comprehension questions

- Give students some questions and ask them to work in pair

Pair work

Presentation

Practice

Production

to answer them - Give feedback

* Questions:

1 Why are there no sounds on the moon? How many craters are there on the moon?

3 How much will you weigh on the moon if you weigh 50 kilos on the earth?

4 Will you sleep very well on the moon? Why? Why not? - Let students listen to the tape once again (or twice) and they check their answers

- Call on some students to read aloud their answers

Corrects their answer and let them listen to a tape again if they can’t answer the question

* Answer key:

1 Because there is no air on the moon

2 There are about 30.000 craters on the moon

3 If I weigh 50 kilos, I’ll weigh only a little more than kilos No, we won’t Because one day lasts for two weeks on the moon

- Ask students to practice asking and answering in pairs

* Revision of modal verbs: may and might

* Form : May/Might + infinitive (without to) *Use:

* May/Might is used to talk about present or future possibility * Might is normal a little less sure than May

* Drill:

- Have students look at the pictures on page 89-90 to exercise in Language Focus

- Get students to work in pairs They have to practice asking and answering

a Ex: S1: What may it be?

S2: It may be a look or it might be a game b What may it be?

It may be a box of crayons or it might b a box of plaint c What may it be?

It may be a football or it might bad a basketball d What may it be?

It may be a boat or it might be a train e What may it be?

It may be a flying saucer or it might be a meteor

Pair work

f What may it be?

It may be an evening star or it might be a spacecraft

* Guessing game:

- Prepare some things sex: a key, a doll, a book, a pair of glasses, a comb…

- Put a thing in a box and ask students to guess what it is by asking the questions: May it be a book the students who has the correct guess will get good marks or get a present

UNIT 10: LIFE ON OTHER PLANETS

Lesson 1: Section - Language Focus – 3, (page 90-91-92)

Period 68:

Aim

Further practice in conditional sentences type and type Objective

By the end of the lesson, students will be able to use conditional sentences Teaching aids

Text books

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-up

Presentation

* Jumble words:

- Write the words with the random letters on the board - Divide the class into two teams Students from two teams go to the board and write the correct words

- The teams which write more correct words win the game isrh = rich

2 lockc = clock tivis = visit alrma = alarm aienl = alien psces = space

I Revision of conditional sentences type 1

* Form:If clause: simple present tense main clause: simple future (will + verb (infinitive))

* Use: We use this structure when there is a possibility that the situation in the if – clause will happen in the future or is true in the present

* Practice:

- Have students work in pair to the exercise in Language Focus on page 90

- Ask students the fives sentences, using conditional sentences type

- Call on some students to read their sentences before the class

- Give feedback and correct

* Answer keys:

a If Ba forgets his lunch, he’ll be hungry at lunch time b Lan will miss the bus if she does not hurry

c If Ha is not careful, he’ll drop the cup

T-whole class

T- whole class

Practice

Production

d Mrs Nga will join us if she finishing her works early e If Mrs Binh writes a shopping list, she won’t forget what to buy

II Conditional sentences type 2

- Set the scene: Ba is not rich so he can’t travel around the word

- Ask students to complete the sentences:

* If Ba ………rich, he ………around ………

* Answer keys:



If Ba were rich, he would travel around the world

* Form : Main Clause: would/ could/ might + verb If Clause: past simple tense/ past subjunctive

* Use: We use this structure to talk about unreal or unlikely present of future situations

We often use “If I were you” to give advice

- Ask students to Language Focus exercise on page 90 They have to work with a partner and make commotional sentences type

- Give an example first (3a) - Let students work in pairs - Give feedback and correct

* Answer keys:

a If Mr Loc had a car, he would drive to work

b If Lan lived in Ho Chi Minh City, she should visit SaiGon Water Park

c If Nam had an alarm clock, he would arrive at school on time

d If Hoa lived in Hue, she would see her parents every day e If Nga owned a piano, she would play it very well

f If Tuan studied harder, he would get better grades

g If Na had enough money, she would buy a new Computer (Na would buy a new Computer if she had enough money) I Matching game

- Divide the class into two teams, team a and team B

- Ask each students from team A to write on if clause (of the conditional sentences type 2) on a small piece of paper - Get each student from team B to write one main clause - Take pieces of paper from team to have complete conditional sentences

- Call on some students to pick up pieces of paper from teas and call out the sentences

T-whole class

Pair work

Group work

Individual work

Homework

- This game help students to practice writing conditional sentences and make them feel relax

II Writing

- Give the topic and ask students to discuss in groups before writing

“What would you if you met an alien from outer space?” - Give an example first

If I meet an alien from outer space, I would invite him/her to my home and talk to him/her

- Have each student write things he/she would like to - Get students to share with their partners

- Call on some students to call out their sentences before class

- Give feedback and correct

- Get students to write some more sentences they get from their friends in class