Bài giảng giao an hoc ky II

Unit 9: The post office P52 Reading I. Objectives: 1. Educational aim: Students can read and know about Post Office and the different services and make questions and answer them well. 2. Knowledge: - General knowledge: By the end of the students will be able to know about the services. - Language: - New words: Words to the post office. 3. Skills: Reading for identifying the main idea and specific information. II. Method: Integrated, mainly communicative. III. Teaching aids: Some photos of famous post office and some information about them. IV. Procedures: Time/ Stages Teacher’s activities Students’ activities I. Warm-up: (4 minutes) II. Pre- reading: (7 minutes) III. While- reading: (20 minutes) 1. Task 1: 1. Task 2: Warm-up: (4 minutes) - Asks some questions: 1. How far is it from your home to the nearest post office? 2. Have you ever been there? 3. How often do you go to the post office? 4. What services do you think the post office offer? - Recheck and introduce the new lesson: Pre-reading: (7 minutes) - Ask students to look at the pictures in the book. - Let students work in pairs to answer the questions. - Let each student stand and speak their opinions - Go around and help them if necessary. While-reading: (20 minutes) Task 1: - Let students open the book and read silently while teacher reads aloud and correctly. - Ask students to read themselves and write down some information. - Let students work in pairs to do the task 1. Task 2: - Let students read all sentences and explain some new words if necessary. - Ask students to read again and stop at the lines that contains these words to guess the meaning. - Let students do the task individually. - Call on some students to answer and explain their answers. - Listen and correct if needed. Task 3: - Let students work in pairs. - Read the passage again and guess where in the - Listen and try to answer the questions: 1, 2 kilometers. 2, Yes, I have. - Listen to the teacher and then discuss in their groups. - Some students stand up and answer in roles . - Read quickly and give some sentences in the text which are in A. - Predict the meaning of words. - Work in pairs. - Keys : 1c ,2b .3d .4c. - Work individually and answer the questions. - Key: 1, advanced technology and a spacious and pleasant front office (lines1-2-paragraph1). 2, Mail and parcel service, express money transfer, phone calls and faxes, press distribution. 2. Task 3: IV. Post- reading: (10 minutes) passage they can find information, using their knowledge of the passage. - Ask students to do the task individually and then check their answers with a friend. - Call on some students to give and explain their answers. - Give corrective feedback. Post-reading: (10 minutes) - Ask students to close their books and practise discussing the questions - Let students give opinions - Go around to check ,help and take note of students typical errors - Call on some students to talk and give feedback. 3, air mail, surface mail, and EMS mail. 4, For someone to receive a phone call. 5, subscribe. - Read quickly and find information to compare with their partners. - Work in pairs, then one reads the sentence and the other corrects it. - Keys : 1, Open daily 7-9 p .m 2, competitive rate for parcels of under 15 kg 3. EMS mail will be delivered in the shortest time possible 4, the money will be sent to your relatives in less than 24 hours - Work in groups and discuss which sentences go with the word given - Work in small groups of 4 and take turn to talk about Thanh Ba post office. T summarizes the main points. V. Homework: (4 minutes) - Reread the passage and summary the main point (about 75 words) - Prepare the next lesson. Date: Unit 9: The post office P53_Speaking I. Objectives: 1. Educational aim: Students should know how to ask and answer about the different postal and telecommunication services. 2. Knowledge: - General knowledge: Ask and answer about postal and telecommunication services ;making requests. - Language: -New words: Words to speak about postal and telecommunication services 3. Skills: expressing opinions. II. Method: Integrated, mainly communicative. III. Teaching aids: Photos of some famous postal and telecommunication, textbook , . I. Procedures: 3. New lesson: Time/ Stages Teacher’s activities Students’ activities I. Warm-up: (3 Warm-up: (3 minutes) minutes) II. Pre- speaking: (8 minutes) Task1: III. While- speaking: (20 minutes) Task 2: IV. Post- speaking: (10 minutes) Task 3: - Ask students to close the book and discuss these questions: 1, Have you ever heard someone make a request in English? What did they say? 2, Have you ever heard someone make a request in Vietnamese? What did they say? 3, Did you observe any differences in the way requests are made in English and Vietnamese? Pre-speaking: (8 minutes) Task1: - Ask students to look the pictures in the task 1 and do the task1. - Go around and listen to them. While-speaking: (20 minutes) Task 2: - Let students open the books and look at the task2 - Explain the task and new words - Ask students to work in pair and write the dialogue together based on the information given in the task - Let students act out the dialogue together firstly in close pairs and then in open pairs - Listen and correct Post-speaking: (10 minutes) Task 3: - Ask students to talk again - Ask one group to do the task as a model - Go around listening to some groups and help them if needed - Ask some pairs to stand in front of the class and practise speaking - Listen to each group and correct or give mark if they do it well. - Close the books - Work in pairs and discuss and find out the answer of each question - Read these words and work in groups. - Work in groups with some cues given below. - Other groups go on practicing speaking. - Practice interviewing as a dialogue - Others listen and write down some information they get - keys: A: Good morning, sir. May I help you? B: Yes, I would like to have a telephone line installed at home please? A: Certainly, sir. Where do you live? - Work and discuss in groups and one of this group asks and one of other answer. - Work in pairs and practise speaking. 4. Consolidation: T summarizes the main points. V. Homework: (4 minutes) - Let students to do exercises in workbook. - Ask students to prepare the next lesson. Date: Unit 9: The post office P54_Listening I. Objectives: 1. Educational aim: Students should know how to ask and say about the development of Vietnam’s telephone system over the past few years 2. Knowledge: - General knowledge: Students know about some information about the development of Vietnam’s telephone system - Language: - New words: Words related to Vietnam’s telephone system 3. Skills: Listening for general or specific information II. Method: Integrated, mainly communicative III. Teaching aids: Some pictures of Vietnam’s telephone system or some real information about them. IV. Procedures: 1. Organization: 2. Check old lesson: Ask some Sts to give some real information about Vietnam’s telephone system. 3. New lesson: Time/ Stages Teacher’s activities Students’ activities I. Warm-up: (4 minutes) II. Pre- listening: (8 minutes) III. While- listening: (20 minutes) Task 1: Warm-up: (4 minutes) - Give some photos and ask some questions: 1. Which is the quickest , a phone call, a fax , an e-mail or a letter? -Ask students go to board and matching some pictures with the name of telephone . Pre-listening: (8 minutes) - Let students open the books and ask and answer the questions -“ Do you think more and more people are using cell phone in Vietnam nowadays? Why? - Let students read some words they’ll listen then - Listen and check While-listening: (20 minutes) Task 1: - Let students read some sentences given and explain some new words if necessary - Read or let students listen first - Let students listen the second time - Check their listening - Observe the class and listen to each group’s feedbacks - Give more information if students wonder or not clear _ Keys: 1, b (Vietnam ranks the second) 2, D (It is among the 30 countries in the world) 3, C (in 1996, Vietnam began upgrading its fixed telephone) 4, D (at present, 93% of communes across Vietnam telephone networks) - Observe the pictures and give some information about them: 1, a phone call - Work in pairs and match the name of each picture -Listen and answer the question Because it become cheaper and come in a wider variety of colors and styles - Read in chorus - Some students read themselves: - Read silently the sentences given before listening - Listen the first time - No, we haven’t - Listen the second time and begin doing the task - Listen the third time and choose the best answer Task 2: IV. Post- reading: (10 minutes) 5, C (the change of the international telephone system) Task 2: - Before listening, let students read quickly some sentences they’ll listen and guess some answers that will be in the conversation - Let students listen the first time: Who can guess some words? - Let students listen the second time - Let student listen the last time and let them work in groups to speak out - Listen and correct their listening Post-reading: (10 minutes) - Ask students to summarise the main ideas of the listening passage using the following points - go around and help students - Listen to each group and correct mistakes if they’ve done - Each group asks and explains why they choose by some information they’ve listened. - Work in groups and answer the questions - Keys : 1, China has the best growth in telephone numbers 2, in the early 1990s, there were only 140,000 telephones in Vietnam 3, in the 1996, the fixed telephone numbers were changed from 6 to 7 digits in Hanoi and ho Chi Minh city as well as 5 to 6 digits in other provinces. - Work in groups and each group talk about the main ideas of the development in Vietnam’s telecommunication. - Write in groups and ask someone to speak out their writing. - Other groups listen and copy some information and give some questions. 4. Consolidation: T summarizes the main points. V. Homework: (4 minutes) - Ask students to write a short passage about football player they like. Date Unit 9 The post office Period 55- Writting I. Objectives: 1. Educational aim : Students should know how to write a letter to express satisfaction or dissatisfaction. 2. Knowledge: - General knowledge: Students learn to write a formal letter to express their evaluation of a service. - Language: Words used in writing about the topic. 3. Skills : Writing a letter to express satisfaction or dissatisfaction. II. Method: Integrated, mainly communicative. III. Teaching aids: Some cues, textbook …. IV. Procedures: 1. Organization: 2. Check old lesson: S1 writes vocabulary S2 does task 2 again 3. New lesson: Stages/ time Teacher’s activities Students’ activities Warm-up (4 minutes) I. I. Pre writing (8 minutes) II.While writing: (18 minutes) III.Postwriting: (13 minutes) Warm-up: (4 minutes) - Ask students to close the books - Give the papers with some different announcements and match with the correct titles -then introduce the topic of the lesson, Pre-writing: (8 minutes) Task1 - Ask students to open their books - Get students to read task1 silently and answer the questions that follow -Ask students to talk about things that they like and don’t like about the services at Thanh Ba post office or a post office they know -Then check the answers with the whole class While-writing: (18 minutes) Task 2 - Let students read quickly taks 2 - Explain some new words if necessary: - Ask some other groups to write a letter using some cues below -Introduce the structure of the letter they are going to write 1,Opening : Introduce who you are ; say the purpose of your letter 2,first paragraph : say about what you like about the service 3, Second paragraph : say about what you don’t like about the service ; make suggestions if possible 4,Closure : thank the recipient for their time and attention ;good bye -Go around and help if necessary Post-writing: (13 minutes) - Ask students to read another’s letter -Call on some students to read loudly their writing -Give feedback and correct typical errors - Work in pairs and matching - Some students do matching on the board -Listen to the teacher and read the task1 and talk about the things they like and dislike about a post office they know - Listen to the teacher - Read silently - Read those words and copy -Listen and take note quickly -Work individually - Practise writing in groups - Each member of groups reads aloud his/ her writing - Other group appreciate and correct mistakes each other215 4. Consolidation: T summarises the mains points 5. Homework - Write a letter about something they like -Prepare the next lesson Date Unit 9: The post office Period 56: Language focus I. Objectives: 1. Educational aim: Students should pronunciate /sp/ -/st/and /sk/ correctly and differ the use of “relative clauses’’. 2. Knowledge: - General knowledge: Students should use defining relative clauses and non-defining relatives clauses. - Language: 3. Skill: fluency in pronunciating /sp/ -/st/and /sk/ and use of “relative clauses. II. Method: Integrated, mainly communicative. III.Teaching aids: Some words related to /st/-/sp/ and /sk/. IV. Procedures: 1. Organization: 2. Check old lesson: - Call one or two sts to come to the board and ask them how to write a narrative; tenses of verb, connectors… - Check up and give the feedback. 3. New lesson: Stages/ time Teacher’s activities Students’ activities I. Pronunciation: (15 minutes) II. Grammar: (20 minutes) I. Pronunciation: (15 minutes) - Close the books! a. Introduce two syllables /st/ -/sp/and /sk/ - Let students practise pronunciating these words: Speak speech ,stop, best ,text ,ask ,disk, dusk, skill ,school - Listen and correct the syllables students read Practise these sentences b. Let students read aloud the words given and try to pronunciate syllable /sp/ -/st/or /sk/ correctly - Listen and check for pronunciation - Ask students to listen and read after these sentences II. Grammar: (20 minutes) -Write on the board some examples containing both defining and non-defining relative clauses -Ask students to explain the differences among them – Exercise 1 - Ask students to do exercise themselves then discuss in groups -Introduce how to do it -let them work in pairs -Walk around and check and give mark -Key: 1, a burglar is someone who breaks into the house to steal things 2,a customer is someone who buys something from to steal 3, a shop-lifter is someone who steals from a - Listen and repeat following the teacher - Work in pairs and read aloud these words then choose which words have sound /sp/ and which have sound /sk/-/st/ - Read in silent first - Some of each groups read aloud - Read after teacher and work in groups to find the syllable st/ -/sp/or /sk/ in the word in these sentences: - Read silently and give the opinion -Listen and discuss - Students work in pairs and give the differences among them - Some students give some examples - Do the exercise themselves - Each student of each group gives correct answers -Work in groups and give the correct answers -Do the exercise 2 individually -Keys: 1, who ,2 whose ,3, whom/who, 4 whose, shop 4, a coward is someone who is not brave 5, a tenant is someone who pays rent to live in a house or flat Exercise 2 -ask students to read the exercise 2 -Get students to review when to use whom(when the noun to be modified is the object of the main verb in the relative clause), who ,whose - Then do the exercise2 -Call on some students go to board and write down their answers - Listen and remark Exercise 3 - Let students read the exercise3 and do it individually - Get students to distinguish the difference between “that” and ‘which” - Let students write the sentences with a peer - Check with the whole class Exercise 4 -Ask students to read the exercise 4 and do it individually -Get students complete other sentences in the same way -call on some students to write their answers on the blackboard -Give feedback from the class 5, whom/ who -Do the exercise3 and then compare with the partners’ answer - Listen and write down -Keys : 1,the man who answered the pone told me you were away 2,the waitress who served us was very impolite and impatient 3,the building that /which was destroyed in the fire has now been rebuilt’4, the people who were arrested have now been released 5, the bus that/ which goes to the airport runs every half an hour -listen and do the exercise 4 -compare with the partner -Listen and copy 4. Consolidation T summarizes the mains points 5. Homework: (5 minutes) - Ask students to revise the use relative clauses - Practise doing exercise in the Workbook Date Period 57 Test yourself C I. Objectives: 1. Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 7, 8 and 9. - Students can improve their techniques of doing the simple tests. 2. Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests 3. Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself II. Method: Integrated, mainly communicative III. Teaching aids: Textbook, board, hand-outs, cassette tape and player. IV. Procedures: 1. Organization: 2. Check old lesson: None 3. New lesson: Stages/ time Teacher’s activities Students’ activities Warm-up: (5 minutes) Test yourself I. Listening (2.5 points) (10 minutes) II. Reading (2.5 points) (10 minutes) III. Grammar (2.5 points) (8 minutes) IV. Writing Warm-up: (5 minutes) - Greeting - Ask students something about the test yourself C * Have you prepared it at home? * Have you got any difficulties? Test yourself I. Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once. - Ask students to listen again and speak out the statements are true or false . - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers. II. Reading (2.5 points) (10 minutes) - Present the task: - Ask pupils to work in groups to compare the answers they have already done to find the correct ones. - Give the correct answers to the class: - Keys: 1. They gather before midnight and select 12 grapes from a large bunch. 2. Because the 12 grapes are symbols of the 12 months of the year. 3. In Iran. 4. It lasts for 13 days. They read from the Koran, then all embrace each other and say, “May you live 100 years III. Grammar(2.5 points) (8 minutes) - Present the task: a/ Ask students to listen and put a tick in the right box. - Keys: 1. glean, 2. fry, 3. thrive, 4. overthrow. b/ Join the sentences, using who or which 1. Earth is a planet which can support life. 2. The book is about a girl who runs away from home. 3. A dictionary is a book which gives you the meaning of words. c. 1.b, 2.c, 3.a. IV. Writing (7 minutes) - Greeting - Answer teacher’s questions - Look at the book and listen to the task - understand the task - Read the questions - Listen to the tape - Listen again and say the statements are true or false. - Listen and discuss in groups to find the correct answers: 1.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c, 10.a, 11.i - Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task - Compare their results with the other groups, and then with the keys - Write the answers on the board - Listen to the teacher and correct the answers - Listen to the teacher - Work in groups - Compare the results with the other groups - Show the answers in front of the class. - Observe the keys and correct their answers. - Students work in groups and (7 minutes) - Present the task: - Call the students to read the suggested sentences in front of the class. - Check their writings and help them correct the mistakes if they’ve made. practise writing. - Two students go to the board and write. - Give the writings by reading aloud. - Read the writing carefully. - In groups or in pairs. - Compare the results with the other groups - Correct mistakes 4. Consolidation T summarizes the mains points 5. Homework (5 minutes) - Ask students: + to study all the lessons again + to prepare Unit 10: nature in danger, Part A. Date: Unit 10 : Nature in danger Period 58: Reading I. Objectives: 1. Educational aim: Students should know how to talk about nature in danger 2. Knowledge: - General knowledge: Students know about how we have destroyed our environment and affected other species and do to save endangered animals - Language: students could know about environmental destruction and conservation - New words: Words related to nature in danger 3. Skills: Guessing meaning in context, scanning for specific information and passage comprehension II. Method: Integrated, mainly communicative III. Teaching aids: Student’s book and pictures showing some picture about some cites in the world, etc. IV. Procedure: 1. Organization: 2. Check old lesson: Call one or two sts to come to the board and ask them to write down the form of the simple present tense and the simple past tense. 3. New lesson: Notes Teacher’s activities Students’ activities Warm-up: (5 minutes) Warm-up: (5 minutes) - Ask students to look at the pictures and answer the questions : 1, What animals can you see in these pictures? 2, where do these animal often live? 3,What would happen if their habitats were destroyed? - Let students understand more about nature in danger, today we learn Unit 10- part A: Reading - Open the book - Listen to the teacher - Give the answers 1. a tiger ,an elephant , a bear , a lion 2, they often live in the forests ,zoos or National parks 3. if their habitats were destroyed ,animal s would die, the environment would be polluted. Nature would be in danger [...]... Through this unit, students can ask and answer about the Asian Games and sports - Language: Ask and answer questions about the Asian Games and sports 3 Skills: Fluency in expressing opinion and expressions about the Asian Games and sports in Vietnam II Method: Integrated, mainly communicative III Teaching aids: Pictures, English textbook 11, hand-outs IV Procedures: 1 Organization: 2 Check old lesson:... People’s carelessness can cause forest fires They are dangerous e People’s carelessness can cause forest fires are dangerous f People’s carelessness can cause forest fires which is dangerous g People’s carelessness can cause forest fires that is dangerous h People’s carelessness can cause forest fires which are dangerous 40 John Smith is a farmer I bought his land a John Smith, whose land I bought, is a... People’s carelessness can cause forest fires They are dangerous a People’s carelessness can cause forest fires are dangerous b People’s carelessness can cause forest fires which is dangerous c People’s carelessness can cause forest fires that is dangerous d People’s carelessness can cause forest fires which are dangerous 40 John Smith is a farmer I bought his land a John Smith, whose land I bought, is a... teacher and following words and explain why Answer the questions The air, the sun , the land , the ocean , the house - the air wind power -Suggested: the house : the other words can be - the sun -solar energy sources of energy - the land geothermal heat What kind of energy can be taken from each of - the ocean water power these recourses? -Listen to the teacher and look at - If you want to... if necessary description of a pie chart and discuss the - Work in groups and answer the organization and other characteristics of the questions description -Useful language: - Explain some new words 1 parts(introduction, body and - answer the questions conclusion) 1, how many parts are there in the description? 2 language use : +make up less what are they? than percent 2,what does the first part tell... measures for protecting endangered nature 2 Knowledge: - General knowledge: Students could talk about endangered nature and ways to protect it - Language: asking for and giving information - New words: words related to nature in danger 3 Skills: State their preferences and explain the reasons II Method: integrated, mainly communicative III Teaching aids: pictures IV Procedure: 1 Organization: 2 Check old... carefully and decide the correct answers - Ask students to give reasons for their answers Key: 1.T- 2T- 3F- 4T- 5.T - Keep book open -Listen to the teacher - Read the sentences in task 1 and try to understand them - Listen to the typescript and choose the correct answers -Listen to the teacher and do the task2 -Listen again and give correct answers Task2 -Keys : -Ask students to look at the task 2 and 1,... Students could talk about the advantages and disadvantages of using alternative sources of energy in the future - Language: - New words: words related to the topic 3 Skills: talking about the talk about the advantages and disadvantages of using alternative sources of energy II Method: integrated, mainly communicative III Teaching aids: pictures ,textbook IV Procedure: 1 Organization: 2 Check old lesson:... students can revise all the language skills and grammatical points which they have studied and used in the three units: 4, 5 and 6 2 Knowledge: After this lesson, students will be able to: - Language: Students can improve their techniques of doing the simple tests 3 Skill: After this lesson, students will be able to: - Improve their knowledge through the test II Method: Integrated, mainly communicative III... students to read about the advantages -Do the task 1 in pairs and disadvantages of using alternative -Work in pairs and order the causes sources of energy ,explain their order - Let them work in pairs to order the advantages and disadvantages of using - Work in groups alternative sources of energy - The students are called stand up and tell -Call on some students to give their answer loudly in front of . individually and answer the questions. - Key: 1, advanced technology and a spacious and pleasant front office (lines1-2-paragraph1). 2, Mail and parcel service,. Objectives: 1. Educational aim: Students can read and know about Post Office and the different services and make questions and answer them well. 2. Knowledge: -