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 th[r]
(1)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 Speak and Listen
3 Read
4 Write
5 Language focus
§1 Lesson 1: Getting started – Listen and read 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’) * Getting started.- Showing pictures of places of interest of Vietnam
- Eliciting the places of interest of Ho Chi Minh City
- Asking them some questions
1 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?
4 Can you tell me the names of the places in pictures?
- Teaching new words: Hung Temple;
- Looking at the pictures and guessing what places they are - Answering the questions
(2)Lead-in (30’)
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; 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 ………
explanations then write the vocabulary down
- Listening to the teacher - Listening to cassette - Answering the question - Having a silent reading - Listening to the cassette - Writing down the new 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 I wish I could sing that song I wish it wasn’t raining I wish I weren’t too fat
5 I wish the weather were fine today
3 It’s raining I wish ……… I am too fat I wish ………
5 The weather is bad to day I wish ………
Consolidation Where did Lan take Mary am to visit? What place did they visit on Friday? What new structure is there in the
passage?
Homework - Do exercise workbook (p.5-6)
(3)§2: 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
(5’) - Asking Sts to match countries and their capitals (ASIA) - Asking Sts to play roles
- Matching
- Playing roles with their old names and their own words
(4)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
Post-listening
(5)§3.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: Which country is on the map?
2 Which city is the capital of Vietnam? 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
- Doing the exercise in pairs - Answering the questions - Correcting the mistakes 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? How many regions are there?
3 Is Kuala Lumpur the largest city in the country? Which language is taught on secondary school? What’s the weather like in Malaysia?
- Answering the questions
Homework Learning the new words by heart
(6)§4.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
Homework - Sts write letters to invite
(7)§5.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
Exercise page 12 The past simple with wish:
S1 V1 S2 V2 I wish you had a longer
- 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
- Creating the situation by asking questions:
“What did Lan say to Mary am at the end of the week?”
- Answering the T/s questions 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
- Tan hang colorful lamps - They bought flowers - Huy paint a picture of HN - They went shopping Exercise 3:
- “ I wish you had a longer vacation”
(8)vacation. S1 V1 S2 V2 I wish I had more time.
S1 + WISH S2 + verb _be (were)
_/v(past) Consolidation
Homework
- 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
- Verb is used in the past subjunctive
Exercise 3:
a I wish I were taller b I wish it were not so
hot
(9)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
1 Getting started, Listen and read
2 Speaks
3 Listen
4 Read
5 Write
6 Language focus
§6.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
1 Where does she come from?
(10)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
- 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
6 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
- 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
3 New structure:
Wish sentence: Present unreal wish Eg: I wish I had more time
- Asking them to have silent reading for
- Listening to the teacher.
- Listening to cassette - Answering the question
- Having a silent reading - Listening to the cassette - Writing down the new words
- Finding out structures
(11)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 ………
5 The weather is bad today I wish ………
- 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 I wish the weather were fine today
Consolidatio
n - The present perfect tense.- Traditions in some countries
Home work - Completing the sentences and
(12)UNIT 2: CLOTHING §7.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?
4 School uniform: is it comfortable? What color is it?
- Asking them to match the pictures the given words
- Listening to the teacher’s questions and answer
- Looking at the new words and repeats after the teacher
- Learning the new vocabularies - Answering the questions in pairs
- Matching thru picture with the words
(13)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)
- Explaining the way how to the exercises
UNIT 2: CLOTHING §8.Lesson 3: Listen (45 min) I Objectives:
1 Competencies:
- Developing reading skills
(14)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:
1 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 wearing?”
- 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
- Listening, and then catching up with the necessary information
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
(15)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
2 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)
(16)UNIT 2: CLOTHING §9.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
- Playing cassette twice
- Calling some students to read the text aloud
- Task 2: asking the students to task B in pairs
- Listening to the teacher to know the moaning of new words
- Having a silent reading - Doing gap filling
(17)- 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?
Homework - Doing exercise 8, workbook (page
(18)UNIT 2: CLOTHING §10.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)
2 Why they wear uniform at school? - Explaining some new words (be equal in, be proud of, bear one’s name, freedom of choice, self-confident)
- 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
- Listening to the explanations, 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
- Reading outlines B
(19)then write down their ideas
- Asking some students to write their ideas on the board
- 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.
(20)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………
Conclusion - Sums up the argument There ………
(21)UNIT 2: CLOTHING
§11.Lesson 6: Language focus (45 min) I Objectives:
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
Homework - Doing exercise (page 10)
(22)UNIT 3: A TRIP TO THE COUNTRYSIDE §12.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
7 A buffalo boy is flying his kite 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:
(23)* 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
(24)UNIT 3: A TRIP TO THE COUNTRYSIDE §13+14.
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?
B: It’s about 15 kilometers from the city A: How can your get there?
(25)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
(26)UNIT 3: A TRIP TO THE COUNTRYSIDE
§15.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
2 Mr Parker is a farmer and Mrs Parker works part time at a grocery store
3 Two girls
4 He feeds the chicken and collects their eggs
5 They eat hamburger or hot dog while they watch Peter play
(27)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 Petter Sam After farm
8 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:
(28)UNIT 3: A TRIP TO THE COUNTRYSIDE
§16.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:
(29)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
(30)UNIT 3: A TRIP TO THE COUNTRYSIDE §17.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
- Looking at he itinerary on page 30 and answers the questions: + What does he on first day?
Exercise 3 - Reviewing the use of the Past Simple and the Present Perfect
(31)- 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?
(32)UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 1: Section - Listen and read (page 32-33) Period 20:
I/Aims: Reading a dialogue for details about the questions in an exam.
II/Objective: By the end of the lesson, students will be able to produce the questions for an oral examination
III/Teaching aids: Text books
PRUCEDURE
Stage Steps/ Activates Word
arrangemen t Warm – up
Pre-reading
* 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?)
2 Lucky number / Live Live which
(Whom you like with?) Lucky number
6 Old
(How old are you?) Lucky number Learn English
(When did you start learning English?) Lucky number
10 Hobbies
(What are your hobbies?) I Pre-teach vocabulary:
- Aspect (n): Lĩnh vực, mặt, khía cạnh (translation)
- Examiner (n): giám khaûo
(definition: a person who ask questions)
(Spoken or written) o find out how much a person know.) - coming (adj): đến
(translation)
T-whole class
(33)While reading
- college (n): trường Cao đẳng hay Đại học (exeample)
Candidate (n): thí 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 - 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:
Individuale work
Individuate work
Coming Candidate
Oral Aspect
College
(34)Post – reading
Homework
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 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
(35)- Ask student to write the direct questions and their reported speech in their notebooks
(36)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?
4 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 - Giving comments
Post-speaking 10’ - Introducing some English language centers operating in VN at present such at ILA, SEAMEO, British, Council…
(37)- Calling on groups to act out their conversation - Giving comments
(38)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: – Are you interested in studying abroad?
2 – 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
(39)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: 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: Ss read advertisements to complete the table on page 36.
- Silent reading, group work: T shows Ss the sheet (copied from the 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
Academy of Language Foreign Language Council
New English Institute
(40)advanced Answer:
School Class time
(morning / afternoon / evening…)
Language level (beginner / intermediate /
advanced)
Time to start
Academy of Language
Morning, afternoon,
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
(41)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)
- Edison (n): ấn (translation)
* Checking vocabulary: Step the board
- Put the Vietnamese translation all over the board
(42)While-reading
- 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
- 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
Pair word
Pair word
Thỉnh cầu
Bày tỏ Chi tiết
Trông
(43)Post writing
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,
Lan
- Choose three letters which were written to schools
- Ask students to read aloud the letters - Give feedback and correct
- Individuate work
Pair word
T-whole class
Individuate work
(44)§24:
UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 6: Language focusI 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
Homework - Do exercise 1/ p38
(45)§25: 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
Town criers 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
(46)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
(47)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 TUAÁN THAÙI …
News v x
Movies x v
Music x v
Sports v x
Game show v v
Cartoon v x
- Get sts to ask and answer question about TV programs that people in their group like and dislike, using TAG question
(48)their group
Homework - Have sts rewrite the dialogue they made (while doing pair-work) in
(49)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’ -on the board.Teacher’s asks students to give some means of media, and then write - Suggesting: newspaper, radio, television, internet, etc
Pre-listening
7’ -there are other means of media such as: telegraph, newsreel, etc (teacherTeacher shows a telegraph and says: besides newspaper, television… 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)
Post listening
15’ -on the board.Teachers asks some students (leaders of the groups) to stick the answer - Teacher corrects the mistakes and gives the right answers
- Teacher gives them points and congratulates the swimming group - Matching exercise:
Dates Means of media
(50)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
2 telegraph internet
4 radio and newsreels First printed newspaper
(group work)
Homework
(51)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:
- Write the new words in the list on the left hand side of the blackboard
- Write the translations on the right hand side of the blackboard
(52)While reading
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
a increase b convenient c explore d risk
e electronic junk mail f time – consuming
1 khám phá rủi ro tăng lên thư rác điện tử tiện lợi
6 nhiều thời gian * Answer keys:
a - b - c – d – e – f – III Comperhension questions:
Individuate work
(53)Production
Homework
- 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
Dangerous because of virus\s and bad 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
Pair work
Group work
(54)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
- T asks to go to the blackboard and write their sentences * Information:
+ 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:
(55)While-writing 17’
+ 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? Do you usually listen to music/radio on the internet?
4 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
(56)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
* Dialogue Build:
Set The Science: Hoa and Lan are talking about their favorites in their free time
(57)Presentation
Practice
- 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 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
Whole class
(58)Production
Home work
- 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 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
Pair work