Period: 7 UNIT 2: PERSONAL EXPERIENCES Date: Section: Speaking.. Aim: Students talk about past experiences and how they affected one’s life?[r]
(1)Period: UNIT 2: PERSONAL EXPERIENCES Date: Section: Reading
Objective: By the end of the lesson, Sts are going to improve their reading skill as well as way to guess meaning of new words
Skills: reading, speaking, listening Teaching aids: pictures, posters, cards Procedure:
Time Content T and Ss’ activities
3’
10’
22’
I.WARM-UP: Ordering pictures
II.PRE-READING * Pre-teach vocabulary:
- embarrassing (a) = confused (a): lúng túng, bối rối
- to glance at: liếc nhìn
- sneaky (adj): lút,vụng trộm - to make a fuss: làm ầm lên *Checking: Rub out and remember * Suggested questions:
1 Who you think they are? Where are they?
3 What are they doing? III.WHILE-READING *Task 1: Gap-filling
Answer key
1 glanced idols sneaky making a fuss embarrassing * Task 2: Ordering pictures
Answer key: d-b-f-e-a-c
* Task 3: Multiple choice + Lucky Stars
1) The girl wish to have when she was in grade
a a new schoolbag b a new shirt c a red floppy hat d a new bike 2) Her father gave her some money on her birthday
a to buy the hat she liked b to buy an ice-cream
c to travel d to buy a new computer 3) She saw in the boy’s bag a an interesting picture book b a beautiful pen
c a mobile phone
d a wad of dollar notes like hers 4) She decided to take the money from the boy’s bag without saying anything about it because _
a she hated him c she liked him b she didn’t want to make a fuss
- Gets Sts to order the pictures, then guess what is happening with people in each picture
- Leads Sts to new lesson -Listen
-Work individually
- Reads twice as model
-Gives Sts some questions, then gets them to work in pairs guess details in a story they are going to read
- Asks Sts to read the story carefully, then task - Pair worktalk about each picture
-Present in front of class -Silent reading -Do task (p.24)
-Compare the answers in pairs - Corrects
- Checks + corrects
-Divides Sts into groups, asks them to play the game “Lucky stars” by answering the questions in task
(2)8’
2’
5) She bought for herself with the money she took from the boy’s bag a the hat b the shirt
c the book d the dictionary Answer key:1c -2a -3d -4b -5a IV.POST-READING
* Suggested phrases:
Put up a notice at the school board / get on the same bus the next day and look far the boy to return the money to him / keep it as a secret / tell her father and ash him for advice………
V HOMEWORK
- Learn new words by heart
-Write a short paragraph to summarize the story (about 100 words
-Gives marks + corrects tells which group is the winner - In groups of four, asks Sts to find out the solution for the situation in the story using the prompts
-Listens + comments
- Gives tasks
Period: UNIT 2: PERSONAL EXPERIENCES Date: Section: Speaking
Aim: Students talk about past experiences and how they affected one’s life - Lexical items: words/ phrases talk about past experiences
- Structures: useful structures used to talk about past experiences Method: Communicative approach
Teaching aids: textbook, posters, pictures Procedure:
T Stages & Content T and Ss’ activities
4’
12
15
I WARM UP: Question
How the people in the photos feel?
- happy/ angry/ frightened/ relaxed/ excited/ bored II PRE- SPEAKING:
* Task 1: Work in pairs Match the things you might have done or experienced in box A with how the experience might have affected you in box B (p 25)
Answer key: 1d 2c 3a 4b 5e II WHILE-SPEAKING:
* Task 2: Work in pairs A student is talking to her friend about one of her past experiences and how it affected her The lines in their conversation are
jumbled Put them in the correct order, then practise the dialogue
Answer key:
1b 2d 3h 4a 5e 6g 7c 8f - Hỏi kinh nghiệm trải qua: Have you ever …?
- Hỏi vể chi tiết kinh nghiệm đó: How did it happen?
- Hỏi tác động kinh nghiệm đó: How did the experience affect you?
* Task 3: Work in pairs Underline the structures used to talk about past experiences in the dialogue in Task 2, then use the structures and the ideas in Task to make similar dialogues IV POST-SPEAKING:
- Ask
- Introduce the lesson - Ask sts to match A with B - Correct
- Ask sts to put in the correct order
- Guide sts how to use tenses - Simple past
- Past continuous
(3)13
1’
Useful structures: - Have you ever …? - How did it happen? - When did it happen?
- How did the experience affect you? V HOMEWORK:
Write a short paragraph about 80 words about your past experience
- Give tasks - Ss practise - T gives feedback
T asks Ss copy
Date: UNIT 2: PERSONAL EXPERIENCES
Period: Section: Listening Objectives: - By the lesson ss understand family is more important than things - They are no longer selfish
Teaching aids: Textbook, posters, tape, cassette player Procedure:
T Stages & Content T’s activities
4’
5’
5’
12’
12’
I.WARM-UP: Kim’s game
Some words: shout, help, telephone, water, cry, selfish, gas, protect, unforgettable, experience, rescue, fire, family, things, terrible
II PRE- LISTENING: * Vocabulary:
- Memorable (adj.) translate - Scream (v picture
- Embrace (v) action and explain - Protect (v)explain or may be translate - Terrified: picture and translate
- Escape (v) picture, explain or translate * Ordering words
+ When you see the fire, what you do?
Arrange the correct order of the words from the first to the end: help people to rebuild their house, call the firemen, manage to put out the fire, run to the place where there is a fire, ask someone to help, escape, scream
III WHILE- LISTENING:
+ Task 1: Christina is being interviewed about the most unforgettable experience in her life Listen to the interview, and then decide whether the statement are true (T) or false (F)
Answer
1 T F F F T
+ Task 2: Listen to the second part of the dialogue and fill in the gaps in the summary of Christina’s story below
Answer small 2.everything 3.family 4.replaced 5.took appreciate
- Explain the way of playing the game - Start the game
- T controls and decides the winner
Apply the techniques of teaching new words reasonably
- Ask ss look at the posters on the blackboard to answer the question - Ask ss work in group
- Don’t correct their answers
- Ask ss to read the instruction - Run through the task
- Ask ss to predict - Play the tape (1 or 2) - Ask ss for answers
- Ask ss give the correct information of the false sentences
- Give feedback and correct the answers - Ask ss to read the instruction
- Run through - Ask ss to guess
- Get feedback and play the tape(1 or 2) - Ask ss give answers
(4)7’
1’
IV POST- LISTENING:
What you think about the sentence: “Family is more important than things”?
- Exchange your ideas with a partner V HOMEWORK:
- Learn by heart the lesson
- Rewrite your opinion about the sentence: “Family is more important than things”
- Prepare the lesson for the next period: “WRITING”
- Ask ss work in pairs - Go around to help
Call some ss give their own answers -Correct if they have serious mistakes
- Say and write on the board
Date: UNIT 2: PERSONAL EXPERIENCES Period: Section: Writing
Objective: Writing a personal letter describing a past experience Method: Communicative approach
Teaching aids: textbook, poster
Time Content Teacher and Ss’ work 4’
15’
I.WARM UP: Complete the following sentences, using the adjectives in the box
1 He was very - when someone stole his money
2 He was very - when his father appeared on TV with the Prime Minister
3 He was very - when he saw those big dogs running toward him
4 He was very -when he heard that he got bad marks + introduce the new lesson: Writing an embarrassing experience in our life
II PRE-WRITING
* Read the following letter and complete the chart below Dear Helen,
Last year I had a scary dream, I was walking along an empty street late at night Suddenly a lion appeared at the end of the street He ran toward me with his big mouth open and sharp teeth He roared and jumped upon me I screamed loudly and awoke I’m still frightened now By the way, how are you? Do you still have a nightmare as before? I think we have similar problems now Write to me as soon as possible
Your friend, Daisy
Name of experience
when it happened
where it happened
how it happened
how the experience affected you
5 Notes:
- embarrassed / embarrassing (adj) - a / an ….thing happened to me… - I felt extremely …
- It was a really… experience → elicit: Tenses (past)
- Ask sts to complete them
- Get feedback - Give the answer
- Ask ss to the task
-Run through Voc -Model
(5)15’
10’
1’
Form (5 parts) * Main points
- when it happened - where it happened - how it happened - who was involved
- how the experience affected you III WHILE - WRITING
Write a letter to tell your friends the most embarrassing experience in the same way
IV POST-WRITING Correction
V HOMEWORK - Rewrite your letters - Prepare the next part
- Ask sts to write a letter to tell their friends the most embarrassing experience
- Go around to give sts some help
- Ask sts to write on the board - Correct sts’ mistakes
- Give homework
Date: UNIT 2: PERSONAL EXPERIENCES Period: 10 Section: Language focus
Aim: After the lesson, ss will be able to:
-Pronounce the sounds: / m /, /n /, / n / correctly
-Use the correct tenses of the verbs: s.present, s.past, past progressive, past perfect Structures: s.present, s.past, past progressive, past perfect.
Teaching aids: cards, book, posters…… Procedure
Time Content Teacher and Ss’ activities 3’
10
10
* Warm-up: Kim’s game
may wrong running make nose home snow seven sing summer nine morning money I.PRONUNCIATION:
* Listen and repeat:
/ m / / n / / n / may nose wrong make nine running summer money bring *Practise reading the sentences:
1 Good morning I want an apartment in central London We have an expensive apartment in Northern Avenue I remember meeting him on a nice summer afternoon II GRAMMAR:
A Present simple tense:
1 Ex: Nam and Phong live with their parents Nam works for a big company Phong is a student He does his exercises everyday
Form:
To Be: am / is / are
Use: We sometimes use the present simple tense to tell a story happened in the past
-Give instructions
- Divide the class into groups - Praise the winner
- Model
- Correct ss’ mistakes
-Model
-Ask ss to underline the words having these sounds
- Set the scene - Give example - Model
- Ask questions & give the form on the board
- Give instruction -Ask ss to work in pairs - Check
Key: invites -I, You, We, They + Vo
(6)7’
7’
7’
1’
Practice: Use the correct present tense forms of the verbs in brackets:
The story is about a girl called Little Red Riding Hood who (0.live) lives with her mother Little Red Riding Hood’s grandmother (1 invite) her to her cottage, so one fine day she (2 set) off to visit her The little girl (3 get) _ ready, (4.wave) goodbye to her mother and (5 promise) _to be careful On her arm she (6 carry) _ a basket which (7 contain) _a cake her mother (8 bake) _specially It (9.be) _ a lovely spring morning, the sun (10.shine) and the birds (11 sing) , happy that the winter (12.be) _ over
B.Past simple, past progressive & past perfect tense:
1 Ex: a Last night, while I was doing the exercises, the phone rang. b After I had done the exercises, I went to bed.
Form:
* Past simple:
* Past progressive: * Past perfect: Use:
a The Past simple expresses an action that happened and completed at a point of time in the past
b The Past progressive expresses an action happening in the past
Exercise2
Exercise3
Homework
2.sets 3.gets
4.waves 5.promises 6.carries contains
8 has baked is 10 is shining 11 are singing 12 is
-Set the sence - Give model
-Ask ss to listen & repeat - Ask questions
- Write the forms on the board
- Ask & explain about the use
Do tasks at home S + V2 / Ved
S + was / were + V-ing
(7)Date: UNIT 3: A PARTY Period: 13 Section: Reading
Aims: - To help ss scan for specific information about party, identify and correct false information - To help them improve reading skill
Objective: - By the end of the lesson, ss can scan for specific information about party, identify and correct false information as well as improve reading skill
Teaching aids: Textbook, blackboard, poster… Estimated: 45 ms
Time
3
5
2
10
7
10
Content * Warm - up: Pre – questions:
1 What is the relationship between the people in the pictures? 2 What are they celebrating?
3 How they look?
Answers
1 The people in both pictures belong to a family.
2 The people in picture are celebrating a birthday and the people in picture are celebrating the 50th wedding
anniversaries 3 They are happy. I PRE – READING:
Pre – teach Vocabulary:
1 Anniversary (n): ngày kỉ niệm, lễ kỉ niệm. 2 Celebrate (v): làm lễ kỉ niệm.
3 Candle (n): nến.
4 Milestone (n): kiện quan trọng, cột mốc quan trọng. Checking: Rub out and remember.
* Task 1: True / False Prediction. Lisa is celebrating her birthday
2 In the USA, only young people celebrate birthday Rosa and Luis are having a birthday party, too In the USA, most married couples celebrate wedding anniversaries every year
Keys T F F T II While – Reading:
* Task 1: Decide which of the activities below takes place at a birth party or at a wedding anniversary party or both
Key
1 Birthday party Both Both Wedding anniversary party
5 Wedding anniversary party Wedding anniversary party Birthday party
* Task 2: Underline the wrong word and provide the correct one
Keys eighth → seventh makes → eats food → presents anniversaries → ages
T and Ss’ activities Gives instructions
- Controls the game - Gives feedback
- Explanation - Explanation - Situation - Explanation
* Reads out the words; gets ss to repeat and copy
- Gives questions andgets ss to answer - Then gets them to the task
- Gets ss to practice in pairs - Monitors
- Gets ss to present - Takes notes - Gives feedback
(8)8
5 months → years 5th → 50th. silver → golden III POST – READING:
Answer the following questions.
1 Where you prefer to celebrate your birthday, at home or in the restaurant? Why?
2 Do your parents celebrate their wedding anniversaries? Are you going to celebrate your weeding anniversaries in the future? Why (not)?
* Homework:
- Learn Vocab - Read the text again at home - Prepare for new lesson: Speaking
- Gets ss to speak out - Takes notes
- Gives feedback
Date: UNIT 3: A PARTY Period: 14 Section: Speaking Aims: - To help ss talk about parties and how to plan parties - To help them improve speaking skill
Objective: By the end of the lesson, ss can talk about parties and how to plan parties as well as improve speaking skill
Teaching aids: Textbook, blackboard, poster… Estimated: 45ms
T Content Teacher’s act Students’ act
3
5
2
10
7
* Warm – up: Brainstorming Birthday party
Types of party
I Pre – speaking:
Pre – teach Vocabulary:: 1 Host (n): chủ nhà (nam) → Hostess (n): chủ nhà (nữ)
2 Decorate (v): trang hoàng, trang trí.
→ Decoration (n): trang hồng, trang trí 3 Budget (n): ngân sách.
Checking: Rub out and remember * Task 1:
1.Do you often go to parties?
2 When and where did it take place? 3 How you feel?
Talk about a party you have been to, using the cues below.
II While – speaking: * Task 1:
* Task 2: Tell your partner about the party.
- Gives instructions - Controls the game - Gives feedback
- Explanation - Explanation - Situation - Explanation
* Reads out the words; gets ss to repeat and copy
- Gives questions andgets ss to answer - Then gets them to the task
- Gets ss to practice in pairs
- Monitors
- Listen and play game in groups
- Repeat and copy
- Listen and
answer the
questions
- Practise
(9)10
8
* Given speaking:
S1: Have you ever been to a party?
S2: Yes I have just been in a party last Sunday S1: Whose party was it?
S2: It was my cousin’s ……… ………
*Task 3: You are going to take part in a
competition to organize the best party Decide on the following cues for your party:
- Budget - Date and time - Who to invite
- Formal or informal dress - Decorations
- Entertainment (music, game …) - Food and drink
III Post – speaking:
* Task 4: Tell the rest of the class about your party Try to convince them to come
* Given speaking:
Hello every one! I am going to organize a party to celebrate my birthday It will take place on September 15th 2007
……… ………
* Homework: - Learn Vocab
- Practise speaking at home - Prepare new lesson: Listening
- Gets ss to present - Takes notes - Gives feedback
- Gets ss to work in groups
- Monitors
- Gets ss to speak out - Takes notes
- Gives feedback
- Work in groups
- Present
Date: UNIT 3: A PARTY Period: 15 Section: Listening
Aim: By the end of the lesson, students will be able to talk about Mai’s birthday party Skill: listening
Visual aids: poster, book, casset, tape…
T Content Teacher’ s acts
5’
4’
13’
I Warm up:
What a birthday party often have?
( flowers, candies, candles, birthday cake… ) II Pre- listening:
Pre teach vocabulary: - Decorate (v): - Retaurant (n): - Slice (n): - Clap (v):
Task 1: True or False: Keys:
1 F F F T
- Ask students to work in group to answer
- Ask students to guess T or F (work in pairs)
(10)15’
7’
1’
5 F
III While- listening:
Task 2: Listen and answer the following questions: Keys:
1 She was 16 years old
2 Because it is noisy and expensive
3 She served them sorf drinks and biscuits at the beginning of the party
4 The birthday cake was brought out at about four thirty It was beautifully decorated with pink and white icing They clapped their hands eagerly and sang” Happy birthday.”
7 at about six in the evening IV Post- listening:
Talk about Mai’s birthday party V Homework:
Learn by heart new words Practise listening at home
- Ask students to work in pair again to listen and answer the following questions
- Play the tape times
- Correct students mistakes
- Ask students to work in group to talk about Mai’s party
- Ask some students to talk about Mai’s party in front of the class - Correct students mistakes
Ask students to at home
Date: UNIT 3: A PARTY Period: 16 Section: Writing
Aim: By the end of the lesson, students can write a letter of invitation Skill: writing
Visual aids: poster, book, board…… Planning date:
T Content Teacher’s acts
I Warm up: Magic hat
I N V I T A T I O N II Pre writing
Task : Questions
1 On what occasions are parties held?
2 What kind of clothes people often wear at a party?
3 What kind of presents people often bring to a party?
Task 2: Complete the letter of invitation Key
1 at my house to come refreshments to cook winners by Monday
Task 3: Write a letter of invitation II While writing:
IV Post writing: Correction
V Homework:
- Asks ss to guess
- Asks ss to work in group and answer - Corrects ss’ mistakes
- Asks ss to work in groups to this exercise
- Corrects ss’ mistakes - Runs through the questions
- Helps ss what they don’t understand Asks ss to work in group to write a letter of invitation
- Goes around to help ss when it is necessary
- Ask some students to write the letter on the board
- Correct their mistakes
(11)Learn by heart new words
Date: UNIT 3: A PARTY Period: 17 Section: Language Focus Aim: - Pronunciations: /l/, /r/, /h/
- Infinitive and gerund
- Passive infinitive and gerund
Teaching aids: blackboard, textbook, posters … Times: 45 ms
T Content Teacher’s activities Ss’ activities
3 * Warm – up: Order these words in correct column of /l/, /r/, /h/:
Lunch, glass, lovely, house, parent, husband, restaurant, holiday
Keys
/l/ /r/ /h/
Lunch, glass, lovely,
Parent, restaurant
Husband, house, holiday * Practice the words and sentences:
I Task 1:
Example:
He wants to become a teacher.
They pratise speaking English every day. Form:
S + want / agree / hope … + to_ Verb
S + practise/ keep / mind …… + V_ing
Exercise 1: (p.40)
Keys having getting
3 to tell practising to see II Task 2:
Example:
When I told Tim the news, he seemed to be surprised.
Form:
S + want / agree /hope + to be + V3ed * Exercise 2: (p.40)
Keys
1 B A B B A III Task 3:
Example:
Instead of being excited about the good news, Tom seemed to be indifferent
Form:
S + prastise / keep / mind + being + V3ed
Exercise 3: (p.41)
Keys
1 D C B B C * Homework:
- Get ss to order
- Get them to write on the board
- Correct
- Lead to the new lesson
- Model and get ss to repeat
- Give example - Elicit the form
- Get ss to the exercise - Correct
- Give example
- Elicit the form
- Get ss to the exercise - Correct
- Give example
- Elicit the form
- Get ss to the exercise - Correct
- Order
- Listen and repeat
- Listen and answer
- Do the exercise
- Do the exercise
(12)- Do the exercise again and prepare the next
Date: UNIT 4: VOLUNTEER WORK Period: 19 Section: Reading
Aim: By the end of the lesson, Ss will be able to: - scan read for specifies information - understand volunteer work Teaching aids: charts, pictures
Procedures:
T Stages & Content T’s activities Ss’ activities
2 12
20
10
1
I WARM-UP: Describing pictures
- What are the people in the pictures doing? II PRE-READING
* Pre-teaching vocabulary - volunteer (n) (v)
- voluntary (a) - orphanage (n) - mow (v)
- handicapped (a) - remote (a)
* Checking: Rub out and remember * Gap-fill (Task 1, p.48)
III WHILE-READING
* Multiple-Choice (Task 2, p.48) Answers
1 A moving the lawns, doing shopping and cleaning up their houses
2 D an organization for boys who no longer have fathers
3 B can understand the problems of younger boys and girls
4 D bringing happiness to others makes them the happiest people
5 B Voluntary Work in the United States * Answer the questions (Task 3, p.49)
1 They usually visit these places They read books to people there play games with them or listen to their problems
2 They give care comfort to them and help them to overcome their difficulties
3 During summer vacations, they volunteer to work in remote or mountainous areas to provide education for children
IV POST-READING * Discussion
1 What kind of volunteer work you usually at school?
2 What you usually in each kind of volunteer work?
V HOMEWORK
- Ask ss to write a short paragraph, answering the question” Why people volunteer work?”
- Show some pictures and ask question
- Follow the steps to present new words
* Reads out the words; gets ss to repeat and copy - Run through
- Put Ss into pairs
- In pairs, ask them to choose the best answer from A, B, C, D for each of the sentence
- Call on some SS to give the answers
- Make corrections
- Ask Ss to work in groups - Read the question and answer
- Correct
- Ask Ss to work in groups discuss the following questions
- Call some representatives to report their group’ ideas
- Write the homework on the board
- Look at - Answer
- Guess the new words - Read
- Copy
- The whole class
-Think and answer
- Work in pairs
- Answer
- Work in groups - Answer
- Discussion
(13)Date: UNIT 4: VOLUNTEER WORK Period: 20 Section: Speaking
Aim: By the end of the lesson, Ss will be able to: - identify types of volunteer work
- Talk about volunteer work Teaching aids: Textbook, charts, pictures
T Stages & Content T’s activities Ss’ activities
5 15
13
10
2
I WARM-UP: Game
Word grid II PRE-SPEAKING: * Pre-teach vocabulary - invalid (n)
- martyr (n) : liệt só - intersections (n) : giao lộ - disadvantaged (a) : bất hạnh * Checking: Matching
* Reading and Distinguishing (Task 1, p.49) Answer
- Helping people in remote or mountainous areas
- Giving care and comfort to the poor and the sick
- Providing education for disadvantaged children
- Joining the Green Saturday Movement III WHILE-SPEAKING
* Role-play (Task 2, p.50)
A: What kind of volunteer work are you participating in?
B: We’re helping people in mountainous areas A: What exactly are you doing?
B: We’re teaching the children to read and write
A: Do you enjoy the work? B: Yes, I like helping people IV POST-SPEAKING * Group Discussion
“What should you to help children in poverty in your hometown”
Answer - saving pocket money - raising money
- collecting old clothes
- collecting old textbooks and toys V HOMEWOKR
-Write the answer in their notebooks - Prepare the next period
- Follow the steps to present new words
- Ask Ss to match the words with their Vietnamese meaning - Ask Ss to read the activities and decide which of them are volunteer work
- Call on some Ss to give the answers
- Ask Ss to work in pairs to practise speaking the dialogue
- Go around the class to help Ss with difficulties - Call on some pairs to role play in front of the class
- Put Ss into groups of four
- Ask them to discuss the question
- Call on some groups to report their ideas
- Give feedback
- Ask students to at home
- Guess the new words - Read
- Copy
- The whole class
- Matching the words with their Vietnamese meaning
- Read the activities and decide which of them are volunteer work
- Work in pairs to practise speaking the dialogue
- Work in groups
- Discussion the question
- Report ideas - Listen
(14)Date: UNIT 4: VOLUNTEER WORK Period: 21 Section: Listening
Aim: By the end of the lesson, Ss will be able to: - listen for specific
- know more about volunteer work Teaching aids: Textbook, CD player, posters
T Stages & Content T’s activities Ss’activities
4 10
20
10
1
I WARM-UP: Game
Finding One’s Other Half II PRE-SPEAKING:
* Pre-teaching vocabulary - co-operate (v)
- fundraising (n): hoạt động gây quỹ
- sponsor (n): nhà tài trợ
* Checking: Vietnamese equivalent
III POST-LISTENING: * Gap-fill (Task 1, p.51)
Answer informal
2 30 street children
3 250 children (with special difficulties)
4 1998
5 volunteer, June
* Questions &Answers (Task 2, p51) It provides classes to disadvantaged children in Ho Chi Minh City
2 Dance, theatre, singing, singing and folk music classes were set up in 1999 Because they need money to continue their English & Performance Arts classes
4 They dance, sing and play music at one of the largest hotels in HCM City They are needed because the school needs helps to organise the dinner held annually in June
IV POST-LISTENING * Speaking
V HOMEWORK
- Summarize the story about Spring School
- Prepare the next period
- Follow the steps to present new words
- Say an English work and ask Ss to speak out its Vietnamese equivalent – Say the Vietnamese meaning of a word and ask Ss to speak out the English word
- Play the tape and ask Ss to listen and fill in the missing information - Call on some Ss to give the answers
- Make corrections when needed
- Let Ss to listen to the passage again and find the answers to the questions
- Ask them to compare the answers in pairs
- Ask Ss to work in pairs to tell about Spring School, using the following suggestions:
- Ask students to at home
- Guess the new words - Read
- Copy
- The whole class
- Speaking out its Vietnamese
- Speaking out the English word
- Listen and fill in the missing information - Give the answers - Take notes
- Listen to the passage again and find the answers to the questions
- Compare the answers in pairs
- Work in pairs to tell about Spring School, using the following suggestions:
(15)Date: UNIT 4: VOLUNTEER WORK Period: 22 Section: Writing
Aim: By the end of the lesson, Ss will be able to write a formal letter expressing gratitude Teaching aids: Textbook, charts, regalia
Procedures:
T Stages & Content T’activities Ss’activities
3
10
5
15
10
2
I WARM -UP: Jumble Word STANHK THANKS * Lead in
II PRE-WRITING: * Pre-teaching vocabulary - amount (n): số tiền
- donation (n): vật tặng, đóng góp
- issue (v): phát hành * Checking: ROR
III WHILE-WRITING: * Task page 52
Answer - Dear Sir or Madam
- I am very happy to receive a donation of $500 from you company some days ago - the money will help us to repair the old school building and build a new block of flats for the handicapped students
- We will certainly issue a receipt as soon as possible
- I would like to express our thanks for the donation from your company
- I look forward to hearing from you soon Yours faithfully
* Task page 53:
Write a thank you letter IV POST-WRITING:
* Correction
V HOMEWORK:
- Write a letter of thank for a birthday present
- Ask Ss to work out anagram of the following
-Ask: When you say “thanks?”
- Follow the steps to present new words
- Rub out the word and leave the Vietnamese meaning on the board -Point at each Vietnamese equivalent & have Ss say the English word - Ask Ss to write the English words again
- Ask Ss to read the letter and underline the sentences that express the following points: the opening of the letter the way(s) the money is used
the gratitude to the donor
the donated amount
the way the receipt is issued the closing of the letter
- Ask Ss to read the situation in task page 53 and then write a letter to thank for the donation - Choose one writing and ask a student to write it on the board - Give comments
- Ask Ss to write a letter of thank for a birthday present
- Work out anagram of the following
- When someone gives you a present/favor… - Guess the new words - Read
- Copy
- The whole class - Say the English word - Write the English words again
- Read the letter and underline the sentences that express the following points:
the opening of the letter the way(s) the money is used
the gratitude to the donor
the donated amount the way the receipt is issued
the closing of the letter
- Read the situation in task p 53 & then write a letter to thank for the donation
- Write it on the board - The whole class to correct the mistakes - Take notes
- Do it at home
Date: UNIT 4: VOLUNTEER WORK Period: 23 Section: Language Focus
Aim: By the end of the lesson, Ss will be able to:
(16)Teaching aids: Textbook, handouts Procedures:
T Stages & Content T’activities Ss’activities
2
10
12
20
I WARM-UP:
* Introduce the sounds /w/ and /j/ II PRESENTATION:
1 Activity: Listen and repeat
2 Activity: Practice reading the sentences
III GRAMMAR:
1 Gerund and Participle 2 Perfect gerund and perfect participle
IV PRACTICE: 1 Exercise page 54
Answer
1 hearing bending behaving meeting spending waiting starting
2 Exercise page 54 Answer
1 burning, rising reading behaving meeting spending preparing trying modernizing 2 Exercise page 55
1 having made Having been having been Having tied having taken
V HOMEWORK:
Do exercise in the exercise book
- Bring along a yardstick & whistle to show to Ss and ask them what the things are
- Ask Ss to give the initial consonant sounds of the words
- Read the sounds and the words - Ask Ss to repeat
- Call on some Ss to read
- Ask Ss to work in pairs to practice reading the sentences
- Elicit and give a presentation of the grammatical point
- Ask Ss to the exercise on p 54 - Call on some Ss to give the answers
- Ask Ss to the exercise on p 54 - Call on some Ss to give the answers - Ask Ss to the exercise on p 55 - Call on some Ss to give the answers - Give the assignment
- Read the words aloud - Give the initial consonant sounds of the words
- Repeat - Read
- Work in pairs to practice reading the sentences - Listen
- Do the exercise on p 54 - Give the answers
- Do the exercise on p 54 - Give the answers
- Do the exercise on p 55 - Give the answers
(17)Date UNIT 5: ILLITERACY Period: 26 Section: Reading
Aim : Students can read and understand about “Universalisation of primary Education” and “Illiteracy Eradication” in Vietnam
- By the end of the lesson, students will be able to use the new words through speaking Teaching aids: Textbook, Chalk, Cards, Posters …
Procedures:
T Stages Teacher’s act Students’ act
12
20
13
Warm-up: Guessing game and Shark attack the word “Illiteracy”
I.PRE-READING 1.Pre-teach vocabulary: - a campaign (n) (translation) - ethnic minority (n) (explanation) - voluntarily (adv) (synonym) - to decrease (v) (antonym) 2 Going through the pictures: * Questions:
a Who comes to attend this class? b Where are they?
c What are they doing?
d What kind of textbook are they learning?
e Is this class held in the day time/ the evening? Why? 3.Find the Vietnamese equivalent to the following expressions:
- Feedback: Nought and crosses (3 lucky numbers) Answers
1 Phổ cập giáo dục tiểu học Vùng miền núi xa xơi Xố mù chữ
4 Kỹ thuật canh tác Kế hoạch hoá gia đình II.WHILE-READING
1 Which of the choices A, B, C, D most adequately sums up the whole passage? (task 2)
- Answer: D (the fight against illiteracy) 2 Answer the questions (task 3)
94% of the population
The campaign for illiteracy eradication 1400 – one thousand four hundred
They voluntarily spent their vacations teaching ethnic minority illiterate people to read and write Illiteracy will soon be eradicated
Feedback:
III.POST-READING: Discussion * Questions:
1 What you think about literacy in the modern world?
2 What should we to help the illiterate people read and write?
IV.HOMEWORK
-Write the answer in their notebooks - Prepare the next period
- Instruct the game
- Follow the steps to present new words
- Give the questions - Run through
- Feedback
- Correct if necessary
- Ask sts to read the text
- Get sts to read the text again
- Run through the new words
- Present the questions
- Model
- Give the
- Work in pairs
- Guess the new words
- Read - Copy
- The whole class
-Think and answer
- Work in group
- Give the Vietnamese
meaning
- Open their books - Read and choose the best answer - Answer the questions
(18)assignment Date UNIT 5: ILLITERACY
Period: 27 Section: Speaking
Objective: By the end of the lesson, sts can speak some difficult problems in their school and offer solutions Teaching aids: Pictures, Posters, text book
Procedures:
T Stages and Content Teacher’s acts Sts’ acts
7’ I WARM UP
Guessing letters and jumbled word Key: Problems
-T: gives a poster on the the board
- shows the instructions to play game -corrects
-sts: look at the poster -listen carefully and play a game
5’
7’
13’
II PRESENTATION 1.Pre-teach
* Vocabulary
- (to) cheat (v) (at s.th) - (to) enforce (v) - solution (n) - low – income (n)
2 Task (Exercise in the text book)
Match each problem in A with its appropriate solutions in B
Key
b & g a & e
3 d & f
4 c & j
5 i & h 3.Task 2
Talk about your school problems and offer solutions Use the suggestions in task
Discussion
Think about some school problems and then give some solutions
- follows the steps for teaching vob
-T introduces what she/he is going to teach
-T asks sts to work in pairs and read Task1 to it -T give key
- T and two sts read model sentences
- Tasks other groups read again
- Tasks sts to work in groups
- look at the board - listen and repeat - copy them
- Sts know what their teacher says
- Sts work in pairs - Sts task
- Sts correct the mistakes
- Sts read model sentences with their teacher
-work in groups * Useful expressions
-Have you thought about ….?
-What can be done to solve this problem? -How about ….?/ what about …?
-It might be a good idea to …
T gives suggested useful expressions on the board T explains some difficult words if necessary
(19)-Tell some problems and solutions of their school
-sts pratise speaking and use the information of task 1, teacher’s giving
-Sts re-speak in front of the class
Sts
-work in groups again -think some ideas about problems and solutions of their class
-practise speaking with
suggested model
sentences (conservation Sts go in front of the class and retell
Sts correct the mistakes 10’
I think we should …
-Problems in school (in column A – Task 1)
- Offering solutions
1 School library should lend them books Give some advice for them
3 Give some bicycles Model
1 Example: in the text book Task 3
Think of three or four problems your class is experiencing, Talk about them and offer solutions You may use the cues below Suggested words
-make too much noise -forget doing homework Model
A: What you think about our class size? Over 50 students so it’s difficult for teachers to help each of us
B.Yes, but we don’t have enough teachers and classrooms
C.So what our school has to is to have more teachers and have more rooms built
T asks sts to tell problems and solutions of their school
Tasks sts to use the information of Task -T goes around and helps sts
-T asks them to pratise in their groups
-T calls some groups to practise speaking in front of the class
T asks sts to continue to work in groups again -T asks them to give problems and solutions in their class
-T gives them some words -T asks them to practise T calls some groups to retell their ideas
T checks sts’ pronunciation 3’ III HOMEWORK
Practise speaking more time at home
Write the homework on the board
Do it at home
Date UNIT 5: ILLITERACY Period: 28 Section: Listening
Aim: Listening for specific information: Basic knowledge: words & expression
Skill: listening skill
Teaching aids: cassette, posters, textbook Procedure: stages & activities
T Stages & Content T’s activities Ss’ activities
5’ WARM UP: Kim’s game
- Guides
- Checks
- Memorize
- Go to the board & write down the words - Answer
Listen and repeat effective, self- respect,
(20)10’
18’
10’
2’
II.PRE-LISTENING: * Pre- teach vocabulary: - Imply: (v) ( situation) - Weakness (n) ( antonym) - Academic( adj) ( translation) - Self – respect( n) ( example) * Checking R & R
Before you listen ( p 60) Ask & answer the questions:
1 Have you ever done a survey? Do you know where Perth is? III WHILE –LISTENING: While you listen ( p 60 , 61)
Task 1:listen & choose the best option to complete the
sentences: Checking: lucky stars
Key: D B B B Task 2: listen & answer the questions
Key:
1 The survey took place in Perth 80 percent of the students
3 They think that they should be allowed to give some
input into school decision making IV POST –LISTENING:
After you listen( p 61) Discussing:
Which you think is more essential for better learning –
good teachers or good textbooks? V HOMEWORK:
Write a short paragraph about the discussion
- Reads
- Elicits - Models - Writes
- Asks
- Runs through
- Plays the tape - Checks - Elicits - Runs through
- Check
- Elicits - Models
-Assigns
- Listen - Repeat - Copy
- Work in pairs
- Listen and take notes
- Work in pairs - Listen to the tape the first time
- Answer and correct - Listen
- Listen to the tape the second time - Work in groups - Correct
- Listen
- Work in groups
- Listen and take notes
Date: UNIT 5: ILLITERACY
Period: 29 Section: Writing Aim: By the end of the lesson, sts can describe information in a table
Lexical items: words/ phrases used in illiteracy Grammar: past & present tenses
Teaching aids: textbook, pictures, T's prompts Procedure:
Time Content Teacher and Ss’ activities
5 I WARM UP: Jumbled words - education (education)
- platoon (population) - liliratecy ( illiteracy )
* set the scene
(21)12
15
10
3’
II PRE-WRITING * Vocabulary
- rate (n)
- researcher = planner
- develop (v)- development (n)
- data (n)
- region = area(n) * Task 1: Gap-fill (p 61) Key:
1 varied
2 rise
3 declined
4 different
5 went up
6 dramatically
+ Notes
- structures - form
III. WHILE WRITING * Useful language (p 62 )
+ Write a paragraph of about 100 words, describing the information in the table
(p 62) IV POST WRITING:
V HOMEWORK: Rewrite the paragraph
- eliciting sts to tell them - writing them on bb - modeling
- check (R.&.R)
- asking sts to read the passage and fill in the gaps
- correcting
- asking sts to look the text again and pay attention to them
explaining clearly
- dividing class into groups - asking sts to write a para - going around for help
- feedback ( asking sts to tick their posters on the board)
- giving task
Date: UNIT 5: ILLITERACY Period: 30 Section: Language Focus
Objectives: Ss can distinguish and pronounce two consonants /pl /- /pr / -/bl/ &ø /br / in single words and sentence By the end of the lesson, Ss can be able to use reported speech with infinitives
Teaching aids: Textbook, pictures Procedures:
Time Content Teacher and Ss’ activities
3’
7’
I/WARM-UP: Picture
What does Tom say to Linda?
èHe says to Linda “Please, bring the pretty blanket back to me.” FIntroduction: The pronunciation of / pl /,
/ bl /, / pr / & / br / diphthongs II/PRONUCIATION: * Task 1: Listen and repeat 1.Listen and repeat:
/pl/ /bl/ /pr/ /br/ play blue pride brother plow blind proof brought plug bleed practice bread Reading aloud
+ Brian, God bless you and I’ll pray for you + I’m preparing for my pronunciation practice III/GRAMMAR :
- Show the picture - Ask ss question - Model
-Ask ss to repeat
- Model - Explain
- Read word by word
- Model - Read
(22)5
10
10
8’ 2’
* Vocabulary:
- encourage (v) : khuyến khích - remind (v) : nhắc nhỡ - warn (v) : cảnh báo - refuse (v) : từ chối - agree (v) : đồng ý Checking: R&R
Reported speech with to infinitives: Presentation: Pictures
Picture 1
Q: What does John promise? A: He promises to give Marry a gift
Picture 2
Q: What did he want? A: He wants to be a doctor
Picture 3
Q: What did the teacher encourage the students? A: She encouraged the students to study harder
Picture 4
Q: What did the doctor advise him?
A: The doctor advised him not to eat too much ice-cream
Practice: Exercise 1: Keys : to come back again
2 us not to swim too far from the shore Peter to close the window
4 Eric to joint the football team to give it to him the day after Lan to become a doctor
7 me to lock the door before going to school him to go home and rest for a while Exercise 2: Keys:
1 He advised me not to drink too much beer He invited me to come and see him whenever I wanted
3 I asked him not to smoke in my car She told me to give her my phone number I reminded her to give the book back to Joe John promises to to it again
7 She agreed to wait for me
8 He asked me to lend her some money Production : Pictures cues
Homework :
Do exercise in the exercise book
-Elicit
-Follow the step for presenting vob
- Elicit (picture) - Ask
- Follow the step for presenting structure
- Ask Ss to give the answer - Correct
-Ask ss to write out the form -Check & and ask ss to copy - Ask Ss to exercises in pair - Correct
- Ask Ss to exercises in pair - Correct
-Show pictures on the BB -Ask ss to make sentences
- Give comment on the period - Give the assignment
(23)