Practise reading and copy down Some Ss rewrite English words - Ss read the passage in the textbook on page 155 and answer the questions. the attainment by all peoples of the.[r]
(1)Period : (READING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to
- read for specific information to understand the passage, - know some things about deserts
2 Knowledge
Grammar : - Pronunciation : Full and contracted forms of auxiliaries - Conjunctions: So, but, however and therefore
Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities Warm-up (5 min)
Game: Animals in hiding - Divide the class into groups
- Hang on a poster with the sentences - Tell Ss to find out the animals hiding in the sentences
-The group with more animals is the winner
1 That will be a real help She came late yesterday He came to America today Eric owes me ten cents Do good workers succeed? If Roger comes, we’ll begin In April I on ly came once I’ll sing; you hum on key She clothes naked babies 10 At last, I, Gerald, had won
Lead-in :
1 Which kind of these animals can live in deserts?
2 Can you name some other animals and plants live in deserts?
Ss work in groups, looking at the poster and find out the animals in it Some Ss of each group write on the board the animals they find out Expected answers:
1 That will be a real help (bear) 2 She came late yesterday (camel) 3 He came to America today (cat) 4 Eric owes me ten cents (cow) 5 Do good workers succeed? (dog) 6 If Roger comes, we’ll begin (frog) 7 In April I on ly came once (lion) 8 I’ll sing; you hum on key (monkey)
9 She clothes naked babies (snake) 10 At last, I, Gerald, had won (tiger) - Camel, snake
- Scorpion; cactus
(2)- Name some countries which have deserts
In today’s lesson, we’ll get to know more about deserts.
* Pre-reading : (9 min)
Pre-teach vocab
stretch (n+v) – comprise (v) = include (v) – explore (v) – aerial survey (n) - border (n) – scientific expedition – sand dune (n) – crest (n) – stable (a) -
* Checking : rub out and remember * While-reading : (18 min)
Get Ss to read the passage and the tasks that follow
Task
Give the Vietnamese equivalents to the following words or phrases (p 98 ) - Ask Ss to work individually and the compare with a partner
- Call on some Ss to read out their answers
-Teacher and Ss check Task (p.98)
Get Ss to decide whether the statements are true (T) or false (F)
- Ask Ss to compare the answers with their partners
- T checks with the whole class
* Post-reading : (12 min) : Work in pairs Task Answer the questions
- Call on some Ss to write the answers on the board
- Invite other students’opinions - Give feedback and make comments HOMEWORK
*Teacher assigns homework Comment : (2)
Eliciting some new words from Ss Practise reading and copy down
- T reads the Engish words and has Ss say the Vietnamese meaning - T says the Vietnamese meaning
of the words and has Ss speak out the English words
Ss work individually, and then compare with a partner
Some Ss say out their answers : Ss work individually and then compare with a partner
Some Ss say out their answers Expected answers :
1 F F T F F T
Some Ss write the answers on the board
1 - The Great Victoria Desert, - The Gibbon, Great Sundy and Tanami Deserts,
- The Simpson Deserts (paragraph 2, lines 1-3) In 1845 (paragraph 2, line 4) (paragraph 2, lines 6-7) by camels
(3)Period : (SPEAKING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to
- talk about natural features of desrerts and desert life - express their ideas about related matters
2 Knowledge
Grammar : - Pronunciation : Full and contracted forms of auxiliaries - Conjunctions: So, but, however and therefore
Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4min)
Game : Word bricks
- Divide Ss into groups A and B - Give group A a set of 10 red cards (word bricks), and the same set of 10 green ones to group B
- Tell Ss to use 10 of the words on the bricks to complete 10 words on the chart - Ask Ss to go to the board to put each word brick into each blank to make it a correct word
- The group with more correct words is the winner of the game
1 B………NA CA………S G………SS H………E BU………LO CR………ILE C………L RA………T G………T 10 SH………P
- Representative of each group write the right sentence on the board - The group with the right sentence and faster will win :
- Ss use 10 of the words on the bricks to complete 10 words on the chart - Ss go to the board to put each word brick into each blank to make it a correct word
Eliciting from Ss
- T reads the Engish words and has Ss say the Vietnamese meaning - T says the Vietnamese meaning
of the words and has Ss speak out the English words
(4)* While-speaking : (20 min) Task (p 99)
Work in pairs Check the trees and animals that you think might exist in a desert
Get Ss to look at the newspaper cuttings on page 87 and say what will have happened by the end of the 21st century. Task Work in pairs (p.99)
- Let Ss find out natural features of a desert
- Call on some Ss to say the Vietnamese equivalents
- Ask Ss to work in pairs, ask and answer -
- Go around to control and give help if necessary
Note down some mistakes Ss have made for later correction
- Call on some Ss to say out their ideas - Give feed back and comments
* Post-speaking Task
- Ask Ss to discuss and choose most important things you should bring along with you when you go on an expedition across a desert
- Call on some Ss to read aloud their choices / write them on the board - Give feedback and make comments
Homework
Teacher assigns homework
8 Rabbit Goat 10 Sheep
A What trees you think might exist in a desert?
B In my opinion, there are no trees,only cactus and hummock grasses might exist in a desert. A What about animals?
B I think only camel can live in deserts.
A Why you think so?
B Because it’s very hot during the day and very cold at night.And there’s very little water near oases.
- climate : very hot and dry - rainfall : very little
- plants/trees : no trees Cactus, spinifex and hummock grass - Animals : camels
- Soil : sandy and dry
- Seasons : winter and summer - Some Ss read aloud their sentences Some Ss write their ideas on the board
Homework :
(5)Period : (LISTENING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - listen for general information,
- know for details Knowledge
Grammar : - Pronunciation : Full and contracted forms of auxiliaries - Conjunctions: So, but, however and therefore.
Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities Warm-up (6 min)
Game : What and Where
(about the vocab in the previous lesson) Lead-in :
- Our lesson today will focus on some features of deserts and how they are formed
Pre-listening (8 min)
Pre-teach vocabulary :
hard (a) ≠ soft – spread, spread, spread (v) – needle (n) - cause (n) – location (n) – firewood (n) – speed (n)
* Checking : What and where Ask and answer the questions - What is a desert?
- How is a desert formed?
- Can human beings make a desert? Why? / Why not?
* Listen and repeat (p 100)
While-listening (20 min)
Task : True / False statements (p.100)
Play the CD times and gets Ss to work in pairs to put a tick T / F in the boxes - Invite some Ss to give the answers
Elicit some words from Ss
Practise reading many times, in chorus and individually
Some Ss rewrite the English words Elicit new words from Ss
Practise reading and copy down Some Ss rewrite the English words Some Ss answer
Ss work in pairs
Ss listen and put a tick in the box Ss listen for the second time
Some Ss call out their answers and T writes them on the board
Expected answers : T
2 T T
(6)- Check the answers with the whole class
- Play the CD one more time for Ss to listen and check if necessary
Task Listen again and answer the questions (p 100)
- Have Ss compare the results with a partner
- Call on some Ss to write their answers on the board
- T and Ss check
Task 3.Listen to the part of the expert’s talk again and fill in the missing word(s)
- Ask Ss to compare the result with their partners
- Check the answers with the class
Post-listening (12 min) : Work in
groups
Summarize the main ideas of the expert’s talk
What is a desert?
What causes the growth of a desert?
What should humans to prevent the growth of desert
Homework
*Teacher assigns homework
Matching and find out the Vietnamese equivalents
1 ………like a fish A sheet ………like a horse B drink Like crocodile ………… C rake As ……… as ABC D eat As thin as ……… E easy As white as ………… F tears
- Ss work individually and then compare the results with a partner The talk examines deserts, what they are and how they are formed
2 Desert is a hot, dry and sandy place Nature and humans
4 They eat every plant they can find Expected answers :
1 90%
2 smaller plants prevent spreading capital canals
Desert is a hot, dry and sandy place
Nature and humans Plant trees – build canals
Homework : Ss memorize new words and prepare for the new lesson
(7)Period : (WRITING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - describe the main features of a desert - write a paragraph about the Sahara Desert Knowledge
Grammar : - Pronunciation : Full and contracted forms of auxiliaries - Conjunctions: So, but, however and therefore
Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities Warm-up (4 min)
Game : What and Where
(about some words in the previous lesson)
- Ask Ss to listen and repeat those words and erase them word by word
Lead-in :
In today’s lesson, you will learn to write a short paragraph about the main features of the Sahara Desert.
Pre-writing (7min)
Pre-teach Vocab :
Natural features – extend (v) – total area (n) – arid (a) – moisture (n) – oasis (n) average elevation – date palm (n) – fox (n)
* Checking : What and where
While-writing (20 min)
Task : - Ask Ss to work in pairs to answer the questions, using “general information” on page 102 :
1 Where is the Sahara Desert?
Elicit some words from Ss
Practise reading many times, in chorus and individually
Some Ss rewrite the English words
- Eliciting from Ss
- Some Ss rewrite the English words -Ss practise reading in chorus and individually
-T reads the Engish words and has Ss say the Vietnamese meaning
-T says the Vietnamese meaning of the words and has Ss speak out the English words
- Ss work individually and then compare
the results with a partner - Expected answers :
1 It is located in the northern Africa
(8)2 How large is it?
3 How is the climate?
4 Name some of the natural features
of the Sahara.
5 What kind of animals and plants can live in the desert?
- Go around the room to give help - Invite some Ss to write their sentences on the board
- T & Ss check
Task : Write a composition
- Have Ss to work in pairs, based on the information given in Task 1, write an composition of about 120 - 150 words about the Sahara Desert
- Go around the class to control and give help
- Ask some Ss to read their results to the class
- Give feedback
Post-writing (12 min)
- Ask a student to write the composition on the board
- Ask other Ss to make correction and comments
- Give feedback and comments Homework
*Teacher assigns homework
Iraq It lies largely in Morocco, Algeria, Tunisia, Libya, Egypt, Mauritania, Mali, Niger and Sudan
2 It covers a total area of more than
9,065,000 square kilometres, 1,610 km wide and about 5,150 km long from east to west
3 The Sahara is one of the hottest
region in the world with arid land and dry climate It is very hot in summer and very cold in winter
4 In the desert, sometimes there are few
oases The surface of the desert
comprises sandy land and large dunes of sand People can also can find some tablelands with an average elevation from 400 to 500 m
5 Very few forms of animal and plant
life exist, main trees are cactus, date palm, acacia; main animals are gazelle, antelope, fox, jackal and camel
Ss combine the answers above to write a composition about the Sahara Desert
(9)Period : (LANGUAGE FOCUS) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to
- distinguish between the full and contracted forms of auxiliaries
- know the use conjunctions: So, but, however and therefore. Knowledge
Grammar : - Pronunciation : Full and contracted forms of auxiliaries - Conjunctions: So, but, however and therefore
Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4 min) : Game : Brainstorm
- Ask every student to rewrite the animals they know in English
- Ss work individually and then compare the results with a partner
- Ss work individually and compare the results with a partner, after that compare with a group
- Pronunciation : (5 min) - * Listen and repeat (p 103)
Full forms and contracted forms * Practise reading these sentences (p 103)
- Get Ss to listen and repeat the sentences on page 103
- Call on some Ss to read the sentences - Make corrections in pronunciation if needed
Ss work individually and then compare
the results with a partner
- Ss work individually and compare the results with a partner, after that compare with a group
- A representative of each group write the result on the board
- The group with more animals will win
Most of the auxiliaries have
both full and contracted forms.
- Get Ss to listen and repeat the sentences on page 103
(10)Grammar: (pp 103-105)
Exercise (7 min)
- Ask Ss to work in pairs to add so or but and a comma where appropriate
- Call on some Ss to read out their answers
- Check the answers with the whole class
* Exercise : (15 min) :
Underline the correct alternative in the following sentences.
- Get Ss to choose a correct answer - Go around to give help if necessary - Ask some Ss to write the answers on
the board / read aloud - Give feedback
* Exercise : (12 min) :
- Get Ss to complete the sentences by adding so, therefore or however where appropriate
- Ask Ss to work individually and then compare with a partner
- Give feedback
*Teacher assigns homework Comment : (2)
- Ss to write down as many words as they can remember on a piece of paper
- The student with the most correct words is awarded with good marks so
2 but so but 5.so but but so
Ss work individually and then compare with a partner
* Expected answers :
1 but however yet so but However but but between/opposite
Ss work individually and then compare with a partner
* Expected answers : so
2 so so
4 Therefore However Therefore so
8 However
(11)Period : (READING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to
- read for specific information to understand the passage, - know some things about endangered species
2 Knowledge
Grammar : - Pronunciation : Rhythm
- Modal verbs: may, might, must, mustn’t, needn’t Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities Warm-up (5 min)
Game:Wordstorm:Animals in Vietnam - Divide the class into groups
- Tell Ss to write down as many animals living in VN as possible
-The group with more animals is the winner
Lead-in :
1 What animals you think are in danger of becoming extinct?
In today’s lesson, we’ll get to know about the reasons why some animals are now in danger of extinction and some solutions to the protection of the endangered species.
* Pre-reading : (9 min)
Pre-teach vocab
In danger of extinction (exp) - habitat destruction (n) – exploit (v) – toxic chemicals (n) – fertile (a) – contaminated = polluted – biodiversity (n) – driven …to the verge of extinction – benefit from (v)
Ss work in groups
Some Ss of each group write on the board the animals they know
Eliciting some new words from Ss Practise reading and copy down
- T reads the Engish words and has Ss say the Vietnamese meaning - T says the Vietnamese meaning
(12)– conserve (v)
* Checking : rub out and remember
* While-reading : (18 min)
Get Ss to read the passage and the tasks that follow
Task (108) Matching
Give the Vietnamese equivalents to the words in column A with phrases in B(p.108)
- Ask Ss to work individually and then compare with a partner
- Call on some Ss to read out their answers
-Teacher and Ss check Task (p.108)
Get Ss to choose A, B, C or D to
complete the sentences about the reading passage
- Ask Ss to compare the answers with their partners
- T checks with the whole class
* Post-reading : (12 min) : Work in pairs Task Finding information
- Ask Ss to read the passage again in pairs - Ask Ss to find evidence in the passage to support these statements
- Invite other students’opinions - Give feedback and make comment
HOMEWORK
*Teacher assigns homework Comment : (2)
Ss work individually and then compare with a partner
Some Ss say out their answers Expected answers :
1 C D A B Some Ss write the answers on the board
Ss work individually and then compare with a partner
Some Ss say out their answers Expected answers :
1 D B A A D
Ss work individually and then compare with a partner
Some Ss say out their answers Expected answers :
1 paragraph 2, lines 7-8 paragraph 3, lines 2-4 paragraph : The Red List, Enacting laws to protect wildlife, Establishing habitat reserves
(13)Period : (SPEAKING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - talk about endangered animals
- express their ideas about endangered animals Knowledge
Grammar : : - Pronunciation : Rhythm
- Modal verbs: may, might, must, mustn’t, needn’t Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4min)
Game : Wordstorm: wild animals - Divide Ss into groups
- Ask each group to write down wild animals they know
- The group with more animals is the winner of the game
* Pre-speaking Pre-teach vocab
giant (a) – bamboo forest (n) - height (n) – weight (n) – life span (n) – tropical (a) – subtropical (a) – illegal (a) – reason (n) * Checking : rub out and remember Task (p 109)
1 Where elephants/tigers/pandas live? Are they endangered? Why?
In today’s speaking lesson, you’ll
practise talking about the information of some endangered animals such as elephants, rhinos, tigers, pandas …
- Representative of each group write the wild animals on the board
- The group with more wild animals will win
Eliciting from Ss
-T reads the English words and has Ss say the Vietnamese meaning
- T says the Vietnamese meaning of the words and has Ss speak out the English words
Suggested answers: - In forests
(14)* While-speaking : (20 min) Task (p 110)
Work in pairs Look at the information about the panda
Get Ss to practise the example dialogue T – Ss Ss – T Ss – Ss
Task Work in pairs (p.110) - Let Ss look at the information about tiger, rhino and elephants
- Ask Ss to make conversations about the above animals
- Ask Ss to work in pairs, ask and answer -
- Go around to control and give help if necessary
Note down some mistakes Ss have made for later correction
- Call on some Ss to say out their ideas - Give feed back and comments
* Post-speaking Task
- Ask Ss to take turns to give an oral report on the animals above
- Call on some Ss to read aloud their choices / write them on the board - Give feedback and make comments
Homework
Teacher assigns homework
A Where giant pandas live?
B In bamboo forests in the mountains in central and western China.
A What is the population of pandas in the world?
B Only about 600. A What’s their height? B From 1.2 to 1.5m
A How much they weigh? B About 75 to 100kg
A How long they live? B About 20 to 30 years A What they eat? B Bamboos
A Do you know the reason why they are in danger of extinction?
B Yes.Because of habitat destruction and illegal trading.
About elephants
A Where elephants live? B In central highland forests, in India, Thailand, China…
A What is the population of pandas in the world?
B Only about 700,000 A What they eat?
B Grass, bark, root, leaves and fruit. A Do you know the reason why they are
in danger of extinction?
B Yes.Because of habitat destruction and illegal hunting.
- Some Ss read aloud their sentences Some Ss write their ideas on the board
Homework :
(15)ENDANGERED SPECIES Period : (LISTENING)
Time : 45 minutes * OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - listen for general information,
- know for details Knowledge
Grammar : - Pronunciation : Rhythm
- Modal verbs: may, might, must, mustn’t, needn’t Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities
Warm-up (6 min)
Game : Animal Quiz
Hang a poster on the board:
1.What’s the largest animal in the world?
2 What’s the fastest animal in the world?
3.What’s the friendly sea mammal in the world?
4 What’s the most poisonous snake in the world?
5 What is the largest bird in the world? 6.What’s the rarest large mammal in in the world?
7.Which creature is the most dangerous to man?
8 Which is the animal that looks like a large monkey without tail?
Lead-in :
- Our lesson today will focus on some information about gorilla
Pre-listening (8 min)
Pre-teach vocabulary :
attain (v) – height (n) – weight (n) - sociable (a) – civil war (n) – forest
Elicit some words from Ss
Some Ss write the English words whale
2 cheetah / leopard dolphin
4 cobra / black and yellow krait / mamba
5 ostrich rhinoceros mosquito / rat gorilla
Practise reading many times, in chorus and individually
(16)ranger (n) – grown-up (a) = adult * Checking : What and where Ask and answer the questions
1 You can find gorillas in ………… The male gorilla may attain a height of………
3 The life span of a gorilla in the wild is about ………years
* Listen and repeat (p 111)
While-listening (20 min)
Task : Listen to the passage and choose the best answers (p.111)
Play the CD times and gets Ss to work in pairs to put a tick T / F in the boxes - Invite some Ss to give the answers - Check the answers with the whole class
- Play the CD one more time for Ss to listen and check if necessary
Task Listen again and complete the chart below (p 112)
- Have Ss compare the results with a partner
- Call on some Ss to write their answers on the board
- T and Ss check
Task 3.Listen to the part of the expert’s talk again and fill in the missing word(s)
- Ask Ss to compare the result with their partners
- Check the answers with the class
Post-listening (12 min) : Work in
groups
Summarize the main ideas of the passage, using the information and the answers in Task and
Homework
*Teacher assigns homework
Practise reading and copy down Some Ss rewrite the English words Some Ss answer
Ss work in pairs
Ss choose the best answers C Africa
2 B 1.7
3 A and C (about 30 to 50 years)
Ss listen and choose the best answers Ss listen for the second time
Some Ss call out their answers and T writes them on the board
Expected answers : A
2 B D D D
- Ss work individually and then compare the results with a partner peaceful
2 plant-eating
3 a few females and their young plants, insects
5 in trees
6 in grasses on the ground civil war
8 forests being cut down
(17)Period : (WRITING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to
- write about measures to protect endangered species Knowledge
Grammar : - Pronunciation : Rhythm
- Modal verbs: may, might, must, mustn’t, needn’t Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities Warm-up (4 min)
Game : What and Where
(about some words in the previous lesson)
- Ask Ss to listen and repeat those words and erase them word by word
Lead-in :
In today’s lesson, you will learn to write the ways to protect and save the endangered animals.
Pre-writing (7min)
Pre-teach Vocab :
Sufficient (a) – fund (n) – raise money – be damaged (v) – rely on (v) –
fashionable (a) – habitat reserve (n) – raise the awareness (v)
* Checking : What and where
While-writing (20 min)
Task : - Ask Ss to work in pairs to suggest possible measures that should be taken to solve the following
problems on page 113 :
1.People not know much about ð need to protect rare and endangered
Elicit some words from Ss
Practise reading many times, in chorus and individually
Some Ss rewrite the English words
- Eliciting from Ss
-Ss practise reading in chorus and individually
-T reads the Engish words and has Ss say the Vietnamese meaning
-T says the Vietnamese meaning of the words and has Ss speak out the English words
- Ss work individually and then compare the results with a partner - Expected answers :
1 We should organize different
(18)animals
2 Projects to save endangered animals do not have sufficient fumds
3 The habitats for endangered animals are being seriously damaged and polluted
4 People who live in or near
endangered animals’habitats have poor living conditions and rely mostly on wildlife products for their livelihood
5 Some countries not have laws to
protect endangered animals - Go around the room to give help - Invite some Ss to write their sentences on the board
- T & Ss check
Task : Write a paragraph
- Have Ss to work in pairs, to write a paragraph about measures for protecting endangered animals using the ideas discussed in Task Begin your paragraph with:
- Go around the class to control and give help
- Ask some Ss to read their results to the class
- Give feedback
Post-writing (12 min)
- Ask a student to write the composition on the board
- Ask other Ss to make correction and comments
- Give feedback and comments Homework
*Teacher assigns homework
the need to protect these animals
2 We should organize different
activities to raise money for projects to save endangered animals
3 We should ban dumping wastes into
the sea, making campfires in the forests or destroying forests
4 We should raise their living
conditions by giving some lands for farming and raising animals
5 We should ask governments to enact
laws to protect endangered animals Some Ss write their sentences on the board
Ss combine the answers above to write a paragraph about measures for protecting endangered animals
“There are a number of measures that
should be taken to protect endangered animals………
Homework :
(19)Period : 10 (LANGUAGE FOCUS) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - practise giving the rhythm of English,
- use modal verbs: may, might, must, mustn’t, needn’t Knowledge
Grammar : - Pronunciation : Rhythm
- Modal verbs: may, might, must, mustn’t, needn’t Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4 min) : Game : Brainstorm
- Ask every student to write a sentence in English
- Ss work individually and then compare the results with a partner
- Ask some Ss write their sentences onthe board
- T corrects mistakes if needed and then asks Ss to read rhythmically
- Pronunciation : (5 min) * Listen and repeat (p 114)
* Practise reading these sentences (p 114), paying attention to the stressed syllables
- Get Ss to listen and repeat the sentences on page 114
- Call on some Ss to read the sentences - Make corrections in pronunciation if needed
- Ss work individually and compare the results with a partner, after that compare with a group
- A representative of each group writes the result on the board
- Ss listen and repeat the sentences on page 114
(20)Grammar: (pp 114-115)
Exercise (7 min)
- Ask Ss to work in pairs to complete the sentences, using may/might with one of the verbs in the box
- Call on some Ss to read out their answers and say the Vietnamese equivalents
- Check the answers with the whole class
* Exercise : (15 min) :
- Ask Ss to work in pairs to complete the sentences, using needn’t with one of the verbs in the box
- Call on some Ss to read out their answers and say the Vietnamese equivalents
- Go around to give help if necessary - Ask some Ss to write the answers on
the board / read aloud - Give feedback
* Exercise : (12 min) :
- Get Ss to complete the sentences with
must, mustn’t or needn’t
- Ask Ss to work individually and then compare with a partner
- Give feedback
*Teacher assigns homework Comment : (2)
Ss work individually and then compare the results with a partner Some Ss to read out their answers and say the Vietnamese equivalents
- Expected answers : might wake
2 might bite might need might slip might break
Ss work individually and then compare with a partner
* Expected answers : needn’t come needn’t walk needn’t ask needn’t tell needn’t explain
Ss work individually and then compare with a partner
* Expected answers : needn’t
4 must mustn’t needn’t needn’t
8 must mustn’t
Homework :
(21)Unit eleven : BOOKS
Period : 12 (READING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to
- understand the passage about ways of reading books, - scan for specific details
2 Knowledge
Grammar : - Pronunciation : Rhythm - Modals in the passive voice Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities Warm-up (5 min)
Game: Wordstorm: books read recently - Divide the class into groups
- Tell Ss to write down some books and authors
-The group with more books is the winner
Lead-in :
1 Do you often read books?
2 What kind of books you enjoy reading?
In today’s lesson, we’ll get to know some ways of reading or reading habits.
* Pre-reading : (9 min)
Pre-teach vocab
Taste (v) - swallow (v) – chew (v) – digest (v) – dip into (a) – the first few pages – source of knowledge (n) * Checking : rub out and remember
Ss work in groups
Some Ss of each group write on the board the books they read / know
Eliciting some new words from Ss Practise reading and copy down
- T reads the Engish words and has Ss say the Vietnamese meaning - T says the Vietnamese meaning
(22)* While-reading : (18 min)
Get Ss to read the passage and the tasks that follow
Task (120)
Give the Vietnamese equivalents to the words and phrases that follow
- Ask Ss to work individually and then compare with a partner
- Call on some Ss to read out their answers
-Teacher and Ss check Task (p.120)
Get Ss to decide whether the following sentences are true (T), false (F) or not mentioned (NM) Put a tick in the appropriate box
- Ask Ss to compare the answers with their partners
- T checks with the whole class Task Answer the questions
- Ask Ss to read the passage again in pairs - Ask Ss to answer the questions
- Invite other students’opinions - Give feedback and make comments
* Post-reading : (12 min) : Work in pairs Ask Ss to find the names of types of books in the square The words may go
across, down, up, backwards or diagonally.
HOMEWORK
*Teacher assigns homework Comment : (2)
Ss work individually and then compare with a partner
Some Ss say out their answers Expected answers :
optionable
Ss work individually and then compare with a partner
Some Ss say out their answers Expected answers :
1 NM F NM T F Ss work individually and then
compare with a partner
Some Ss say out their answers Expected answers :
1 There are three ways
2 when you find a good story and have time to enjoy it
3 read the first few pages
4 The information and stories with color, picture and action
5 (the last paragraph, lines 6-7) Here are some clues (p.121) Expected answers:
a thrillery b romance c novel d science e craft f fiction g comic h biography Homework :
(23)Unit eleven : BOOKS
Period : 13 (SPEAKING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - talk about reading habits,
- talk about characters in a book Knowledge
Grammar : - Pronunciation : Rhythm - Modals in the passive voice Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4min)
Game : Wordstorm: types/kinds of books - Divide Ss into groups
- Ask each group to write down types of books they know
- The group with more types is the winner of the game
* Pre-speaking Pre-teach vocab
detail (n) – while waiting for a bus – during the break – content (n) - contents (n) – the main character (n) – brave (a) – witty (a)
* Checking : rub out and remember Lead-in:
- When you often read books? - What kind of books you read?
In today’s speaking lesson, we’ll talk about the reading habits.
- Representative of each group write the result on the board
- The group with more types will win
Novel, romance, thrillery, science fiction, fiction, short stories, funny stories, science book, story book, picture book …
- Ss practise reading the words a few times (in chorus and individually) Eliciting from Ss
-T reads the English words and has Ss say the Vietnamese meaning
- T says the Vietnamese meaning of the words and has Ss speak out the English words
(24)* While-speaking : (20 min) Task (p 122)
- Ask Ss to copy the conversation on the board
- Have Ss practise talking , in groups, in pairs
(open pairs and then closed pairs)
Task (p 122)
- Ask Ss to work in pairs to complete the conversation and practise reading it
Task Work in pairs (p.122) - Let Ss look at the information about tiger, rhino and elephants
- Ask Ss to complete the conversation and practise reading it
- Ask Ss to work in pairs, ask and answer -
- Go around to control and give help if necessary
Note down some mistakes Ss have made for later correction
- Call on some Ss to say out their ideas - Give feed back and comments
* Post-speaking Task
- Ask Ss to ask and answer about the book they are reading Note down the answers
- Give feedback and make comments
Homework
Teacher assigns homework
A Do you like reading?
B Yes, I
A What kind of books you often read?
B I often read story books, science books and even picture books
A When you often read books?
B I often read books in my free time
A How you read books?
B I read the contents of a book first after that I read other parts
A Why you like reading?
B Because books are a wonderful source of knowledge and pleasure Do you agree with me?
A Of course I
- Ss work in pairs to complete the conversation and practise reading it - Some Ss say out their answers : A What kind of books you
like/enjoy reading?
B ……… A How you read books? B……… A When you often read books? - Some Ss read aloud their sentences Some Ss write their ideas on the board
A What are you doing at the moment? B ………
A Who is the main character? B ……… A What’s he like?
Homework :
(25)Unit eleven : BOOKS
Period : 14 (LISTENING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - listen for general information,
- listen for specific details Knowledge
Grammar : - Pronunciation : Rhythm - Modals in the passive voice Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities
Warm-up (6 min)
Game : Book Quiz
Ask Ss to make questions to know the title of the book that their classmate have read:
1.Have you read any books recently ? 2 Who wrote it?
3.What’s it about? Lead-in :
- Our lesson today will listen to a woman talking about the book that she has just read
Pre-listening (8 min)
Pre-teach vocabulary :
incredible (a) = unbelievable – journey (n) – wilderness (n) – personality (n) – survive (v) – unnoticed (a) – reunite (v) – faithful to – fascinating story (a) * Checking : What and where * Listen and repeat (p 123)
A student answers
Practise reading many times, in chorus and individually
Elicit new words from Ss
(26)While-listening (20 min)
Task : Listen to a woman talking about the book that she has just read and the tasks that follow
Play the CD times and gets Ss to work in pairs to put a tick T / F in the boxes - Invite some Ss to give the answers - Check the answers with the whole class
- Play the CD one more time for Ss to listen and check if necessary
Task Listen again and fill in the gaps in the passage (p 124)
- Have Ss compare the results with a partner
- Call on some Ss to write their answers on the board
- T and Ss check
Post-listening (12 min) : Discussion.
- Tell Ss to work in pairs to ask and answer the questions :
“Would you like to read the book?”
“Why? / Why not?”
- Call some pairs to act out their conversation
- Give feedback and make comments
Homework
*Teacher assigns homework
Ss listen and choose the best answers Ss listen for the second time
Some Ss call out their answers and T writes them on the board
Expected answers : B
2 C B A A
- Ss work individually and then compare the results with a partner family
2 strength humans journey pet Example:
A Would you like to read the book? B Yes, I’d like
A Why would you like?
B I’d like to read the book because I like animals What about you? A I’d like to read the book because I want to know about the life of animals
(27)Unit eleven : BOOKS
Period : 15 (WRITING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to
- write complete sentences, using the prompts given - write a book report
2 Knowledge
Grammar : - Pronunciation : Rhythm - Modals in the passive voice Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities
Warm-up (4 min)
Game : What and Where
(about some words in the previous lesson)
- Ask Ss to listen and repeat those words and erase them word by word
Lead-in :
In today’s lesson, you will learn to write the ways to protect and save the endangered animals.
Pre-writing (7min)
Pre-teach Vocab :
opinion (n) – heading (n) – recommend (v) – theme (n) – title (n) – plot (n) – captain (n) – cruel (a) – violence (n) * Checking : What and where
While-writing (20 min)
Task : - Ask Ss to work in pairs to put the questions under the correct headings :
- Go around the room to give help - Invite some Ss to write their sentences on the board
- T & Ss check
Elicit some words from Ss
Practise reading many times, in chorus and individually
Some Ss rewrite the English words - Eliciting from Ss
-Ss practise reading in chorus and individually
-T reads the Engish words and has Ss say the Vietnamese meaning
-T says the Vietnamese meaning of the words and has Ss speak out the English words
- Ss work individually and then compare the results with a partner - Expected answers :
HEADINGS
General introduction
7 “The Sea Wolf” 4 Jack London
9 A novel on love and violence
Summary of the book’s content
2 on o pirate’s ship on the Pacific
(28)HEADINGS
General introduction
7 What’s the title of the book? Who is the author?
9 What type of book is it?
Summary of the book’s content
2 Where is the book set?
5 What is the main theme of the story? Who are the main characters?
8 What is the plot of the story?
Conclusion
1 What is your opinion of the book? Would you recommend the book to others?
Task : Work in pairs
- Have Ss to work in pairs, to ask and answer the above questions about a book Ss have just read
- Go around the class to control and give help
- Ask some pairs to read their results to the class
- Give feedback
Post-writing (12 min)
- Ask a student to write a report on the book he/she has just read
- Ask other Ss to make correction and comments
- Give feedback and comments
Homework
*Teacher assigns homework
5 cruelty, strength and love
6 Wolf Larsen, Van Weyden and Maud
Brewster
8 The story is about a literature
researcher Van Weyden and a woman writer, Maud Brewster, who were caught in a storm and rescued by a sealer owned by a cruel captain Wolf Larsen.
Conclusion
1 It’s an interesting novel
2 I think it’s worth reading because it
gives us a lesson: with true love, man can find happiness
- Ss work in pairs, to ask and answer the above questions about a book they have just read
- Some pairs read their results to the class
Ss write a report on the book that they have just read
The book I have recently read is “The Sea Wolf” by Jack London That’s a novel on love and violence.
The book is set on o pirate’s ship on the Pacific Ocean The theme of the story is cruelty, strength and love The main characters are captain Wolf Larsen, Van Weyden and Maud
Brewster The story is about a literature research Van Weyden and a woman writer, Maud Brewster, who were caught in a storm and rescued by a sealer owned by a cruel captain Wolf Larsen.
It’s an interesting novel I think it’s worth reading because it gives us a lesson: with true love, man can find happiness
(29)Unit eleven : BOOKS
Period : 16 (LANGUAGE FOCUS) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - practise giving the rhythm of English, - use modal verbs in the passive voice Knowledge
Grammar : - Pronunciation : Rhythm - Modals in the passive voice Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4 min) : Game : Brainstorm
- Ask every student to write a sentence in English
- Ss work individually and then compare the results with a partner
- Ask some Ss write their sentences on the board
- T corrects mistakes if needed and then asks Ss to read rhythmically
- Pronunciation : (5 min) * Listen and repeat (p 126)
* Practise reading these sentences (p 126), paying attention to the stressed syllables
- Get Ss to listen and repeat the sentences on page 126
- Call on some Ss to read the sentences - Make corrections in pronunciation if needed
Grammar: (pp 126-127)
Ss work individually and then compare the results with a partner - Ss work individually and compare the results with a partner, after that compare with a group
- A representative of each group write the result on the board
- Ss listen and repeat the sentences on page 126
- Ss read the sentences In chorus and individually
(30)Exercise (7 min)
- Ask Ss to work in pairs to rewrite the sentences in the passive
- Call on some Ss to read out their answers and say the Vietnamese equivalents
- Check the answers with the whole class * Rule:
can/may/must/will/should + be + V3
* Exercise : (15 min) :
- Ask Ss to work in pairs to complete the sentences, using the suitable passive form of the verbs in brackets
- Call on some Ss to read out their answers and say the Vietnamese equivalents if needed
* Rule:
is going to be/have to be/ought to be + V3
- Go around to give help if necessary - Ask some Ss to write the answers on
the board / read aloud - Give feedback
* Exercise : (12 min) :
- Get Ss to write similar sentences - Ask Ss to work individually and then compare with a partner
- Give feedback
*Teacher assigns homework Comment : (2)
compare the results with a partner Some Ss read out their answers and say the Vietnamese equivalents - Expected answers :
1 This machine mustn’t be used after 5.30 p.m
2 This machine must be cleaned every time you use it
3 The flowers should be kept in a warm sunny place
Ss work individually and then compare with a partner
* Expected answers : will be prepared
2 is food going to be cooked will be pre-packaged can be warmed
5 should food be choosed has to be offered
7 could be selected ought to be made
- Ss work individually and then compare with a partner
- Some Ss write their sentences on the board
Homework :
Ss memorize the new words and prepare for the new lesson
(31)Period : 19 (READING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - scan for specific information,
- know something about water sports Knowledge
Grammar : - Pronunciation : Elision
- Transitive and intransitive verbs Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities Warm-up (5 min) Game: Wordsquare
E K S W I M M I N G
X J B A S E B A L L
F O O T B A L L X Y
E C H E S S M E N Z
C E Z R U G B Y J K
B A D M I N T O N B
I Z G O L F F A N S
V O L L E Y B A L L
B A S K E T B A L L
- Divide the class into groups
- Hang on a poster with the wordsquare - Tell Ss to find out the words in the wordsquare (10 words)
- The group with more points is winner
Lead-in :
(Ask Ss to look at the words and guess what they are going to learn)
In our reading lesson today, we’ll focus on water sports.
- Can you name the sport in the picture? - Where is it played?
- How people play it?
* Pre-reading : (9 min)
Pre-teach vocab
Goalie = goalkeeper (n) – defensive
Ss work in groups, looking at the poster and find out the words in it The words to find :
Across : swimming, baseball, football, chess, chessmen, rugby, badminton, golf, volleyball, basketball
Down : water
Some Ss answer: water polo in a pool
3 seven players per team (6 swimmers + a goalie)
(32)player (n) - interfere with (v) – eject (v) – tie (n) – commit a foul (v) – penalize (v) – overtime period (n)
* Checking : rub out and remember * While-reading : (18 min)
Get Ss to read the passage and the tasks that follow
Task Work in pairs
- Ask Ss to match the words in column A with their meanings in column B
- T writes the number from - in a column and the letters a,b,c, d and e in another
- Ask Ss go to the board and draw a line to match
- Teacher and Ss check
Task Completing the sentences - Ask Ss to complete the sentences on p 130, using the information from the passage
- Ask Ss to compare the answers with their partners
- Call on some Ss to write the answers on the board
Task Answer the questions.
- Get Ss to read the reading passage and answer the questions
- Ask Ss to compare the answers with their partners
- Call on some Ss to write the answers on the board
* Post-reading:(12 min): Work in groups Ask each group to make a comparison between water polo and football, using the following suggestions
* places to play * number of players * main rules * length of game
- Invite groups’opinions
- Give feedback and make comments HOMEWORK
*Teacher assigns homework Comment : (2)
say the Vietnamese meaning
-T says the Vietnamese meaning of the words and has Ss speak out the English words
Ss work individually, and then compare with a partner
Some Ss go to the board and match a number and a letter
Expected answers :
1 e c a b d - Ss complete the sentences on p 130, using the information from the
passage
- Ss compare the answers with their partners
- Some Ss write the answers on the board
Expected answers :
1 1.8 30 metres 20 metres white caps blue caps
red caps with the number one in white their own goal lines
4 holding or punching the ball 5-8 minutes
Expected answers : in a pool
2 in the centre of the pool The ball can be advanced by passing with one hand or swimming with the head above the water and the ballbetween the arms so it rides on the wave created by the swimmer’s head The goalies
5 He is ejected Homework :
Ss memorize the new words and prepare for the new lesson
(33)Period : 20 (SPEAKING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to
- understand and talk about other forms of water sports, - give their own opinions about water sports
2 Knowledge
Grammar : - Pronunciation : Elision
- Transitive and intransitive verbs Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4min)
Game : Brainstorm - Divide Ss into groups
- Deliver a piece of paper to each group Ask them to write down as many words of sports as possible in minutes
- Ss show their paper on the board - The group which has more words will win
* Pre-speaking (7 min)
Pre-teach vocab
oar (n) – air tank (n) – regulator (n) – fins (n) mask (n) - wet suit (n)
* Checking : rub out and remember * While-speaking : (20 min)
Task (p 47) Work in pairs
Get Ss to look at the pictures in the textbook on p 131 and match the names with the appropriate water sports
- Ask Ss to compare the answers with their partners
- Call on some Ss to say out the answers
- Representative of each group write the Vnmese meaning on the board - The group with more correct words and faster will win
Eliciting from Ss
Practise reading and copy down Some Ss rewrite English words
Expected answers:
1 swimming water polo synchronized swimming
4.windsurfing
(34) Task Work in pairs (p.131)
- Get Ss to work in pairs to ask and
answer the questions about water sports Where is it played?
2 What equipment is required to play with?
3 Is it played individually or in a team? How many people are there in each team?
- Go around to control and give help if necessary
Note down some mistakes Ss have made for later correction
- Call on some Ss to say out their ideas - Give feed back and comments
* Post-speaking
Task (p.132) Discussion - Divide the class into two groups - Get Ss of each group rewrite the ideas they have just talked on the board Give feedback and make comments
Homework
Teacher assigns homework Ask Ss to write a short paragraph about the school education system in Vietnam Comment : (2)
Ss work in pairs, one asks, one answers
Suggested ideas :
* Water polo is played in a pool It is played with a ball and people play it in a team.
* Windsurfing is played in the sea It is done with a board and people go windsurfing individually.
Some Ss write their ideas on the board
Group work
Ss express their preferences Example :
Student 1: I prefer scuba diving to
water polo because it is adventurous Howerver, it can be dangerous
because you can easily be attacked by sharks.
Student 2: I prefer windsurfing to
water polo because it is more interesting and exciting However it can be more heart-stopping and dangerous.
Homework :
Revise what you have learnt and prepare for the new lesson
(35)Period : 21 (LISTENING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - listen for general information,
- know more about water sports Knowledge
Grammar : - Pronunciation : Elision
- Transitive and intransitive verbs Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities Warm-up (6 min)
Game : Bingo
- Ask Ss to write five sports they enjoy doing most
- Listen to the teacher and tick the words they hear Anyone who has all the five words ticked first will win and say “Bingo”
Lead-in :
- Do you know any water sports? - Are you good at swimming?
- What is the water sport in the picture? - Is it played in a swimming pool or in the sea?
- Is it played with or without equipment?
- Is it played individually or in a team?
Today you will listen to synchronized swimming.
Pre-listening (8 min)
Pre-teach vocabulary :
Ask Ss to listen and repeat chorally and individually (at the end of page 132) * Checking : What and where
While-listening (20 min)
- Ss work individually, writing sports they like doing on a piece of paper - Listen to the teacher and tick the words they hear Anyone who has all the five words ticked first will win and say “Bingo”
Optionable answers
Elicit new words from sts Practise reading and copy down Some Ss rewrite the English words
(36) Task : Listen to a woman talking about synchronized swimming and circle the most appropriate option (A, B or C) to complete each of the following sentences (p.133)
Play the CD times and gets Ss to work in pairs to circle the most appropriate option (A, B or C) to complete each of the following sentences (p.133)
- Invite some Ss to give their answers - Check the answers with the whole class
- Play the CD one more time for Ss to listen and check if necessary
Task Listen again and answer the questions (p.134)
- Have Ss compare the results with a partner
- Call on some Ss to write their answers on the board
- T and Ss check
Post-listening (12 min) : Chatting
- Ask Ss to work in pairs to talk about the history of synchronized swimming, using the cues below
- Call some Ss to report to the class
Homework
*Teacher assigns homework
Ask Ss to write a short paragraph about the sport they like doing
Comments (2mn)
Ss listen and circle the most appropriate option (A, B or C) to complete each of the following sentences (p.133)
Ss listen for the second time
Some Ss call out their answers and T writes them on the board
Expected answers :
1 B C A B A
Ss work in groups of four or five The great Australian swimmer, Annette Lellerman
2 in 1923 Curtis did in 1946
5 at Los Angeles in 1984 Suggested questions :
A Who invented synchronized
swimming?
B A great Australian swimmer, Annette Kellerman
C When did she invent it? B In 1907
D.Who founded a water ballet club? B Katherine Curtis
A When did she found it? B In 1923
C When were the first formal national
championship conducted?
B In 1946
D When did synchronized swimming
become an Olympic event?
B In 1984
Homework : Ss memorize new words and prepare for the new lesson
(37)Period : 22 (WRITING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - understand the instructions,
- write instructions on how to play a game Knowledge
Grammar : - Pronunciation : Elision
- Transitive and intransitive verbs Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities Warm-up (4 min)
Game : Hot seat
- Divide the class into groups
- Choose representatives from the groups to sit in the “hot seats” in the front with their backs to the board - Write a word on the board and ask the groups to explain, describe or define the word in any ways so that their team mates in the hot seats can speak out the word
- Award one point to the fastest group to succeed in guessing the word
- The group with more points is the winner
- These are the words to guess:
Swimming, water polo, wind-surfing, rowing, synchronized swimming, sailing, water skiing, surfing
Lead-in :
In today’s lesson, you will learn how to write instructions for an activity.
Pre-writing (7min) : Chatting
- Do you like swimming?
- Where you often go swimming? - How long can you swim?
- Do you warming-up exercise
- The class is divided into groups - Two representatives from the groups sit in the “hot seats” in the front with their backs to the board
- A word is written on the board and the groups explain, describe or define the word in any ways so that their team mates in the hot seats can speak out the word
- One point is awarded to the fastest group to succeed in guessing the word - The group with more points is the winner
(38)before swimming?
Pre-teaching vocabulary:
fingertip (n) – with your feet apart – bend forward – stand(v) – raise your hands – touch the ground
* Checking : What and where
While-writing (20 min)
Task Work in pair (p.134)
- Ask Ss to read the sentences carefully and match each sentence with one appropriate action
- Go around the room to give help - Ask Ss to compare their answers together then say them out
- T & Ss check
- A student says out the instructions and others them
Task : (p 135)
- Have Ss to work in pairs, writing the instructions for one warm-up exercise before playing water polo Use the verbs in the box
- Go around the class to control and give help
- Ask some Ss to write their answers on the board
- Peer correction - Give feedback
Post-writing (12 min)
Peer Correction
- Ask Ss to make correction and comments
- Give feedback and comments Homework
*Teacher assigns homework Comments (2min)
- Eliciting from Ss
- Ss copy down and read several times - Some Ss rewrite the English words
- Ask Ss to compare their answers together then say them out
- A student says out the instructions and others them
Expected answers:
1 c a d b
- Ss work individually, and then compare with a partner
- Some Ss write their instructions on the board
Expected answers:
2 Stand with your feet apart, raise your hands above your head
3 Bend forward, fingertips touch the ground
4 Bend again, fingertips touch the ground between the feet
5 Finally put each arm back to the first position
Homework :
Ss memorize the new words and prepare for the new lesson
(39)Period : 23 (LANGUAGE FOCUS) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - pronounce the elisions in a sentence correctly, - distinguish the difference between transitive and intransitive verbs
2 Knowledge
Grammar : - Pronunciation : Elision
- Transitive and intransitive verbs Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4 min) : Obeying instructions
- Invite a volunteer to the front of class - The volunteer says out some
instructions & the others obey and follow the instructions
- Pronunciation : (5 min) : Elision
*- Listen and repeat (p.136)
- Ask Ss to listen and repeat the words on p 136 chorally and then individually - Check with the whole class
* Practise reading these sentences (p 49)
Grammar :
Exercise (7 min)
- Ask Ss to work in pairs to put the following verbs into suitable column - Elicit the difference between transitive and intransitive verbs
- Call on some pairs to write their answers on the board
- Check the answers with the class *Transitive verb: a verb needs a direct object
Ex She wrote me a letter
*Intransitive verb: a verb used without a
- Some Ss model - The others follow
Ss put an accent on the stressed syllable
* Elision: the act of leaving out the
sound of part of a word when pronouncing
Rules:
- Loss of weak vowel after p, t, k Ex potato /p’teitou/, tomato /t’ma:tou/ Canary /k’neri/, perhaps /p’hæps/ today /t’dei/, tonight /t’nait/, police /p’lis/, correct /k’rekt/
- Avoidance of complex consonant clusters
Ex Acts /æks/, looked back /luk bæk/ Ss work individually and then
compare with a partner * Expected answers :
(40)direct object Ex He is sleeping * Exercise : (15 min) :
- Ask Ss work in pairs to decide which verbs are transitive and intransitive Put a tick ( ) in the right column
- Go around to give help if necessary - Ask some Ss to write the answers on the board
- Give feedback
* Exercise : (12 min) :
- Get Ss to read the sentences and choose the sentences that have objects and then change them to the passive voice
- Ask Ss to work individually and then compare with a partner
- Ask some Ss to go to the board and write down the passive form of the sentences
- Check the answers with the whole class
Production:
Ask Ss to write a sentence and say whether it is a transitive or intransitive verb
*Teacher assigns homework
Comment : (2)
help climb rain exist Ss the exercise (p 136)
individually and compare with a partner
* Expected answers : Cf textbook, p 136
Ss work individually and then compare with a partner
* Expected answers :
1 The bill will be paid by An Towels are supplied by the hotel My mistakes were noticed by everyone
7 I wasn’t surprised by the news The story was told by an old man
Optionable answers Homework :
Ss memorize the new words and prepare for the new lesson
Grade 12 Nguyễn Thành Viễn
(41)* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - scan for specific information,
- know something about the 22nd Sea Games. Knowledge
Grammar : - Pronunciation : Linking
- Double comparison : Comparative + and + comparative The + comparative, the + comparative Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities Warm-up (5 min) Game: Wordsquare
B O D Y B U I L D I
R U N N I N G X Z N
B A D M I N T O N G
A T H L E T I C S X
L O N G J U M P K F
B A S K E T B A L L
H I G H J U M P W G
C Y C L I N G X Z N
P O L E V A U L T I
- Divide the class into groups
- Hang on a poster with the wordsquare - Tell Ss to find out the words in the wordsquare (9 words)
- The group with more points is the winner
Lead-in :
(Ask Ss to look at the words and guess what they are going to learn)
In our reading lesson today, we’ll focus on the 22nd Sea Games.
- Can you name the sport in the picture? - Where is it played?
- Where was the 22nd Sea Games held?
Ss work in groups, looking at the poster and find out the words in it The words to find :
Across : bodybuilding, running,
badminton, athletics, long jump, basketball, high jump, cycling, pole-vaulting
Some Ss go to the board and write the words they found out
Some Ss answer football
2 in My Dinh stadium in VN
4 In 2003 Gold buffalo
Eliciting some new words from Ss Practise reading and copy down
- T reads the Engish words and has Ss say the Vietnamese meaning
- T says the Vietnamese meaning of the words and has Ss speak out the English words
(42)- When was it held?
- What mascot symbolized the 22nd Sea Games?
* Pre-reading : (9 min)
Pre-teach vocab
host (v) – sports event (n) - outstanding (a) = excellent – defend (v) – prove (v) – propose (v) – perform (v)
* Checking : rub out and remember * While-reading : (18 min)
Get Ss to read the passage and the tasks that follow
Task Work in pairs
- Ask Ss to give the Vietnamese
aquivalents to the following words and phrases
- Ask some Ss say out the Vietnamese aquivalents
- Teacher and Ss check
Task Completing the sentences - Ask Ss to scan the passage and complete the sentences on p 140, using the
information from the passage
- Ask Ss to compare the answers with their partners
- Call on some Ss to write the answers on the board
Task Answer the questions.
- Get Ss to read the reading passage and answer the questions
- Ask Ss to compare the answers with their partners
- Call on some Ss to write the answers on the board
* Post-reading:(12 min): Work in groups Ask and answer about the 22nd SeaGames
- Invite groups’opinions
- Give feedback and make comments HOMEWORK
*Teacher assigns homework Comment : (2)
Some Ss say out the Vietnamese aquivalents
- Ss complete the sentences on p 140, using the information from the
passage
- Ss compare the answers with their partners
- Some Ss write the answers on the board
Expected answers :
1 the 5th to 13th December, 2003 90 golds
3 the swimming ane shooting events some point in the future
Expected answers :
1 solidarity, cooperation for peace and development
2 444 gold medals
3 Vietnamese Women’s Football team
4 The Thai Men’s Football team (The last paragraph, lines 1-5) A What you know about the 22nd Sea Games?
B Yes, but a little What you want to know about it?
A Where and when was it held? B It was held in VN from the 5th to 13th December, 2003.
A How many countries participated in the Games?
B 11 countries
A How many gold medals did VN win?
B VN won 158gold medals and was ranked the first
A Thanks You’ve got good memory Homework : Ss memorize new words and prepare for the new lesson
(43)Period : 25 (SPEAKING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - understand and talk about popular sports, - give their own opinions about team sports Knowledge
Grammar : - Pronunciation : Linking
- Double comparison : Comparative + and + comparative The + comparative, the + comparative Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4min)
Game : Brainstorm - Divide Ss into groups
- Deliver a piece of paper to each group Ask them to write down as many words of sports as possible in minutes
- Ss show their paper on the board - The group which has more words will win
Lead-in:
Do you any sports?
Which sport you like playing? Which sport you like watching? Which sport you hate playing / watching?
Today we’ll talk about your likes or dislikes of sports and the records people made in the 22nd SEA Games.
* Pre-speaking (7 min)
Pre-teach vocab
Win, won, won (n) – lose, lost, lost (v) – athletics (n) – defeat (v) – score (n) – play off (n+v) – record (n)
* Checking : rub out and remember * While-speaking : (20 min)
- Representative of each group write the Vnmese meaning on the board - The group with more correct words and faster will win
Optional answers
Eliciting from Ss
(44) Task (p.141) Work in pairs
Get Ss to look at the pictures in the textbook on page 141 and write the name of the sport under each symbol
- Ask Ss to compare the answers with their partners
- Call on some Ss to say out the answers Task Work in pairs (p.141)
- Get Ss to work in pairs to ask and
answer the questions about the records of the 22nd SEA Games.
A Who won athletics (Men’s 200m) in the
22nd SEA Games?
B Boonthung from Thailand.
A How long did it take him to run 200 m B He ran 200m in 20.14 seconds.
- Go around to control and give help if necessary
Note down some mistakes Ss have made for later correction
- Call on some Ss to say out their ideas - Give feed back and comments
* Post-speaking
Task (p.132) Work in groups - Divide the class into groups of or - Get Ss of each group make a report on the sports results, using the information in the scoreboard Follow the example Give feedback and make comments
Homework
Teacher assigns homework Comment : (2)
Expected answers: football tennis
3 swimming 4.cycling basketball
6 running (athletics)
Ss read above sports a few times (in chorus and individually)
Ss work in pairs, one asks, one answers
Suggested ideas :
A Who won Women’s Maraton in the 22nd SEA Games?
B Emi from Indonesia.
A How long did it take him to run 42km?
B He ran 42km in 2hours 52 minutes 28 seconds.
A Who won Men’s Long Jump in the 22nd SEA Games?
B Amri from Malaysia. A How high did he jump? B He jumped 7.76m.
Some Ss write their ideas on the board
Group work
Ss express their results * Example :
Thailand and Malaysia played in the third place playoff The Thai team won the bronze medal The result was 6 –
Homework :
Revise what you have learnt and prepare for the new lesson
(45)Period : 26 (LISTENING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - listen for general information,
- know more about the 22nd SEA Games. Knowledge
Grammar : - Pronunciation : Linking
- Double comparison : Comparative + and + comparative The + comparative, the + comparative Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities Warm-up (6 min)
Game : Bingo
- Ask Ss to write five sports they enjoy doing most
- Listen to the teacher and tick the words they hear Anyone who has all the five words ticked first will win and say “Bingo”
Lead-in :
- Look at the picture on page 142 What sport is it?
- Do you like it? Why or why not? - What you know about Women’s Football team?
- Can you guess what jobs they did after the 22nd SEA Games?
Today you will listen to know about these famous Vietnamese women
Pre-listening (8 min)
Pre-teach vocabulary :
Ask Ss to listen and repeat chorally and individually (at the end of page 142) * Checking : What and where
While-listening (20 min)
- Ss work individually, writing sports they like doing on a piece of paper - Listen to the teacher and tick the words they hear Anyone who has all the five words ticked first will win and say “Bingo”
- pole-vaulting
- No, I don’t Because it’s too dangerous
Elicit new words from sts Practise reading and copy down Some Ss rewrite the English words
Ss work in pairs
(46) Task : Listen to the first newspaper article about Amnat, the winner in the 22nd SEA Games Pole Vaulting
competition, and answer the questions (p.143)
Play the CD times and gets Ss to work in pairs to answer the following
questions
- Invite some Ss to give their answers - Check the answers with the whole class
- Play the CD one more time for Ss to listen and check if necessary
Task Listen to the second
newspaper article about the players of Vietnam’s Women’s football team and decide whether the statements are true (T) or false (F) (p.143)
- Have Ss compare the results with a partner
- Call on some Ss to say out their answers
- T and Ss check
Post-listening (12 min) : Chatting
- Ask Ss to discuss the following
questions: Which Vietnamese footballer you like best? Why?
- Call some Ss to demonstrate in front of the class
Homework
*Teacher assigns homework
Ask Ss to write a short paragraph about the sport they like doing
Comments (2mn)
and guess the answers before Teacher plays the recording twice
Some Ss say out their answers Copy them on the board
Ss listen for the second time
Some Ss call out their answers and T writes them on the board
Expected answers :
1 one Thailand 4.80m No, he didn’t
Ss work individually and then compare the result with a partner
1 T
2 F (perhaps, not certainly) T
4 T
5 F (She hopes to open a café, not a restaurant)
Suggested questions :
A Which Vietnamese footballer you
like best?
B Công Vinh
C Why you like him? B Because he plays well.
Homework :
Ss memorize the new words and prepare for the new lesson
(47)Period : 27 (WRITING) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - use the words on football,
- describe a football match Knowledge
Grammar : - Pronunciation : Linking
- Double comparison : Comparative + and + comparative The + comparative, the + comparative Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities Warm-up (4 min)
Game : Miming game
- Divide the class into groups
- Choose representatives from the groups to mime the activities
- Write a word on a piece of paper - Ask each representative to mime the activities, and the members of his/her group guess what the activity is
- Award one point to the fastest group to succeed in guessing the word
- The group with more points is the winner
Lead-in :
In today’s lesson, you will learn how to write instructions for an activity
Pre-writing (7min) : Chatting
- Which of the sports above you like watching most?
- Do you ever watch a football match? - Who played?
- What team won the match?
In the lesson today, we’ll learn how to describe a football match
Pre-teaching vocabulary:
- The class is divided into groups - Two representatives from the groups mime an activity:
Swimming – volleyball – mountain-climbing – playing computer games – basketball – badminton - football.
- One point is awarded to the fastest group to succeed in guessing the word - The group with more points is the winner
(48)Some useful languages (Cf p.144) * Checking : What and where
While-writing (20 min)
Task Ordering (pp.143-144) - Tell Ss they are going to write a description of a football match between their school’s team and one of the neighboring schools’teams
- Ask Ss to work with a partner and put the questions in the suitable sections - Go around the room to give help - Ask Ss to compare their answers together then say them out
- T & Ss check
- A student says out the instructions and others them
Task : (p 144)
- Have Ss to work in pairs, ask and answer the above questions about a football match they have watched recently
- Go around the class to control and give help
- Ask some Ss to write their answers on the board
- Peer correction - Give feedback
Post-writing (12 min)
- Ask Ss to write a description of the football match mentioned above, based on the results of Tasks and using The Useful Language.
- Give feedback and comments Homework
*Teacher assigns homework Comments (2min)
- Eliciting from Ss
- Some Ss rewrite the English words - Ask Ss to compare their answers together then say them out
- A student says out the answers Expected answers:
Introduction: 3
Details of the match:
10
Conclusion: 5
- Ss work individually, and then compare with a partner
- Some Ss write their answers on the board
Expected answers:
4 To celebrate the HCM Communist
Youth Union’s Foundation Day,
7 our school sports club played against
LM high school
3 on 26th March, in Long my stadium
6 It was a beautiful, sunny day 1 Both teams played rather well 8 The spectators cheered and
encouraged both teams.
9 LM team played better
10 Van Quyen scored a goal at the 60th
minute and Cong Vinh scored a goal at the 89th minute.
2 LM team won the match with the
score 2-1
5 It was really a good match. Ss can start writing with:
To celebrate the HCM Communist Youth Union’s Foundation Day, our school sports club has recently played a friendly football match with ………
Homework : Ss memorize new words and prepare for the new lesson
(49)Period : 28 (LANGUAGE FOCUS) Time : 45 minutes
* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - pronounce the linking in a sentence correctly, - write double comparative sentences
2 Knowledge
Grammar : - Pronunciation : Linking
- Double comparison : Comparative + and + comparative The + comparative, the + comparative Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4 min) : Obeying
instructions :
- Invite a volunteer to the front of the class
- The volunteer says out some
instructions & the others obey and follow the instructions
- Pronunciation : (5 min) : Elision
*- Listen and repeat (p.145)
- Ask Ss to listen and repeat the words on p 145 chorally and then individually - Check with the whole class
* Practise reading these sentences (p 145)
Grammar :
Exercise (7 min)
- Ask Ss to match a half-sentence from box A with a suitable half-sentence from box B to make meaningful sentences - T write the numbers to and the letters a to g on the board
- Call on some Ss go to the board and
- Some Ss model - The others follow
Ss put an accent on the stressed syllable
Linking: the linking sound
between an ending consonant and a beginning vowel
Ss work individually and then compare with a partner
Ss the exercise (p.146) individually and compare with a partner
* Expected answers
2 e a b d g f
(50)draw a line to match them
- Check the answers with the class * Exercise : (15 min) :
- Ask Ss work in pairs to complete each of the following sentences, using the structure comparative + and +
comparative with the words in brackets Follow the example
- Go around to give help if necessary - Ask some Ss to write the answers on the board
- Give feedback
* Exercise : (12 min) :
- Ask Ss work in pairs to complete each of the following sentences, using the structure the + comparative, the + comparative Choose a suitable half-sentence from the box Follow the example
- Ask Ss to work individually and then compare with a partner
- Ask some Ss to go to the board and write down the passive form of the sentences
- Check the answers with the whole class
Production:
- Ask Ss to write a similar sentence each - Ask some Ss to write their sentences on the board
- T and Ss check
* Teacher assigns homework
- Ask Ss to write similar sentences each Comment : (2)
Cf textbook, p.146
Ss work individually and then compare with a partner
* Expected answers : shorter and shorter
2 more and more expensive worse and worse
4 more and more complicated better and better
6 more and more active more and more difficult closer and closer
Ss work individually and then compare with a partner
* Expected answers : the better I feel
2 the faster you will learn the more impatient he became the higher your bill will be the better the service the more I liked him the more you want
Optionable sentence
Homework :
Ss memorize the new words and prepare for the new lesson
Grade 12 Nguyễn Thành Viễn
(51)* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - scan for specific information,
- know some more information about the International Red Cross Knowledge
Grammar : - Intonation : The falling tune - Phrasal verbs
Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities Warm-up (5 min) Game: Wordsquare
B O D Y B U I L D I
R U N N I N G X Z N
B A D M I N T O N G
A T H L E T I C S X
L O N G J U M P K F
B A S K E T B A L L
H I G H J U M P W G
C Y C L I N G X Z N
P O L E V A U L T I
- Divide the class into groups
- Hang on a poster with the wordsquare - Tell Ss to find out the words in the wordsquare (9 words)
- The group with more points is winner
Lead-in :
In our reading lesson today, we’ll focus on the international organizations
- Do you know these symbols ? - What are they?
- Is there a Red Cross Society in VN?
* Pre-reading : (9 min)
Pre-teach vocab
humanitarian (a) – natural disaster (n) - epidemics (n) – famine (n) – initiative (n) – appalled (a) – appeal to (v) – react (v) – without hesitation – wash away
Ss work in groups, looking at the poster and find out the words in it The words to find :
Across : bodybuilding, running,
badminton, athletics, long jump, basketball, high jump, cycling, pole-vaulting
Some Ss answer
Eliciting some new words from Ss Practise reading and copy down
- T reads the Engish words and has Ss say the Vietnamese meaning - T says the Vietnamese meaning
of the words and has Ss speak out the English words
Ss work individually, and then compare with a partner
(52)* Checking : rub out and remember * While-reading : (18 min)
Get Ss to read the passage and the tasks that follow
Task Work in pairs
- Ask Ss to choose the best words in the box to complete the sentences
- Ask some Ss to say out their answers - Ask some Ss to say out the Vietnamese aquivalents
- Teacher and Ss check
Task True/False statements
- Ask Ss to decide whether the following statements are true (T) or false (F) p 154 - Ask Ss to compare the answers with their partners
- Call on some Ss to say out the answers and T writes them on the board
- T and Ss check
Task Answer the following
questions.
- Get Ss to read the reading passage and answer the questions
- Ask Ss to compare the answers with their partners
- Call on some Ss to write the answers on the board
* Post-reading : (12 min) : Work in pairs Ask Ss to fill in each space of the
following paragraph with a suitable word - Invite groups’opinions
- Give feedback and make comments HOMEWORK
*Teacher assigns homework Comment : (2)
Vietnamese aquivalents
- Ss work individually, and then compare with a partner
- Some Ss say out their answers Expected answers :
1 dedicated appealed initiated appalled resulted
- Some Ss say out their answers Expected answers :
1 F T T F T
- Ss work individually, and then compare with a partner
- Some Ss say out their answers Expected answers :
1 The Federation’s mission is to
improve the lives of vulnerable people who are victims of natural disasters, poverty and health emergencies
(paragraph 3, L.6-7) 2 186 (paragraph 4, L.3)
3 People in those countries can get
quick help and supports when they are in difficulties.
(1) appalled (2) lack (3) of (4) in
Homework : Ss memorize new words and prepare for the new lesson
Grade 12 Nguyễn Thành Viễn
(53)* OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - know some more information about WHO, - talk about some other international organizations Knowledge
Grammar : - Intonation : The falling tune - Phrasal verbs
Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4min)
Game : Brainstorm - Divide Ss into groups
- Ask representative of each group to write down as many words of
international organizations as possible in minutes on the board
- The group which has more words will win
Lead-in:
WHO UNICEF WWF These are famous international
organizations Today we will talk about them
* Pre-speaking (7 min)
Pre-teach vocab
attain (v) = achieve – objective (n) – found (v) – headquarters (n) – advocate (v) – basic (a) – disadvantaged children * Checking : rub out and remember * While-speaking : (20 min)
Task (p.155) Work in pairs
Get Ss to read the passage in the textbook on page 155 and answer the questions - Ask Ss to compare the answers with their partners
- Representative of each group write the Vnmese meaning on the board - The group with more correct words and faster will win
Eliciting from Ss
Practise reading and copy down Some Ss rewrite English words - Ss read the passage in the textbook on page 155 and answer the questions - Ss compare the answers with their partners
1 World Health Organization 2 On 7th April 1948
(54)- Call on some Ss to write the answers on the board / say out the answers
5 Where is its headquarters located? Task Work in pairs (p.156)
- Get Ss to work in pairs to ask and
answer the questions about UNICEF and WWF
A What does UNICEF stand for?
B It stands for United Nations Children’s
Fund (formerly International Children’s Emergency Fund)
A When was UNICEF founded / established?
B It was founded / established in 1948 A Where is its headquarters?
B In New York
A What is its major objective?
B Its major objective is to advocate …
A What are its main activities?
B Its main activities are providing …and carrying …
- Go around to control and give help if necessary
Note down some mistakes Ss have made for later correction
- Call on some Ss to say out their ideas - Give feed back and comments
* Post-speaking
Task (p.156) Work in groups - Divide the class into groups of or - Get Ss of each group to write down what they know about UNESCO, FAO, WTO …
Give feedback and make comments
Homework
Teacher assigns homework Comment : (2)
highest possible level of health.
4 carrying out research on medical
development and improving international health care.
5 In Geneva, Switzerland Expected answers:
A What does WWF stand for? B It stands for World Wildlife Fund A When was WWF
founded/established?
B It was founded / established in
1961
A Where is its headquarters?
B In New York
A What is its major objective?
B Its major objective is to protect …
A What are its main activities?
B Its main activities are carrying … and collecting …
Ss work in pairs, one asks, one answers
Some Ss write their ideas on the board
Group work
Ss express their results Follow the example
Homework :
Revise what you have learnt and prepare for the new lesson
(55)Time : 45 minutes * OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - listen for general information,
- know more about the UN Knowledge
Grammar : - Intonation : The falling tune - Phrasal verbs
Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities Warm-up (6 min)
Game : Bingo
- Ask Ss to write five international organizations they know
- Listen to the teacher and tick the words they hear Anyone who has all the five words ticked first will win and say “Bingo”
Lead-in :
- Look at the picture on page 156 What is the building?
- Where is it?
- When did Vietnam join in the UN?
Today you will listen to know some more about the United Nations. Pre-listening (8 min)
Pre-teach vocabulary :
Ask Ss to listen and repeat chorally and individually (on page 157)
* Checking : What and where
While-listening (20 min)
Task : Listen to the first part of the passage and circle the best answer A, B, C or D to the following questions (p.157)
Play the CD times and gets Ss to work in pairs to answer the following
- Ss work individually, writing international organizations they know on a piece of paper
- Listen to the teacher and tick the words they hear Anyone who has all the five words ticked first will win and say “Bingo”
- United Nations Headquarters - In New York
- In 1976
Elicit new words from sts Practise reading and copy down Some Ss rewrite the English words
Ss work in pairs
Ss read the sentences in Task carefully and guess the answers before Teacher plays the recording twice
(56)questions
- Invite some Ss to give their answers - Check the answers with the whole class
- Play the CD one more time for Ss to listen and check if necessary
Task Listen to the second part of the passage and fill in the missing words (p.1157)
- Have Ss compare the results with a partner
- Call on some Ss to say out their answers
- T and Ss check
Post-listening (12 min) : Work in
groups
- Ask Ss to list as many as possible the names of the international organizations they have known so far
- Call some representatives to write their results on the board
Homework
*Teacher assigns homework
Ask Ss to write a short paragraph about an international organization they know
Comments (2mn)
them on the board
Ss listen for the second time
Some Ss call out their answers and T writes them on the board
Expected answers :
1 C D C
Ss work individually and then compare the result with a partner
1 international problems the UN
3 in its goals at war
5 independence Work in groups
- Ask Ss to list as many as possible the names of the international organizations they have known so far
- Call some representatives to write their results on the board
Homework :
Ss memorize the new words and prepare for the new lesson
(57)Time : 45 minutes * OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to
- know more about the activities of WWF, WHO and the UN,
- write about the reason why you choose an organization to work for Knowledge
Grammar : - Intonation : The falling tune - Phrasal verbs
Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s Activities Students’Activities Warm-up (4 min)
Game : Miming game
- Divide the class into groups
- Choose representatives from the groups to write the names of
international organizations in English while T says them in Vietnamese
- Award one point to the fastest group to succeed in guessing the word
- The group with more points is the winner
Pre-writing (7min) : Chatting Pre-teaching vocabulary:
Salary (n) – research – charity – remote (a) – mountainous (a) – medical research
* Checking : What and where * Categorizing:
- Ask Ss to look at some suggestions on page 158
- Ask them to put the suggestions into the correct column
While-writing (20 min)
Task Work in group - Ask Ss to discuss the questions:
- The class is divided into groups - Two representatives from the groups write on the board
- One point is awarded to the fastest group to succeed in writing the word - The group with more points is the winner
- Eliciting from Ss
- Ss copy down and read several times - Some Ss rewrite the English words - Ask Ss to compare their answers together then say them out
- A student says out the answers Expected answers:
1 WWF :
- Do research on rare plants and animals
(58)1 Which international organization would you like to work for: WWF, WHO or the UN?
- Go around the room to give help - Ask Ss to compare their answers together then say them out
- T & Ss check
- Get Ss to ask and answer the
questions, using the above suggestions A Which international organization
would you like to work for: WWF, WHO or the UN?
B I’d like to work for the UN. A Why you think so?
B.Because I can live and work in
NewYork
Task : (p 158)
- Have Ss to work in pairs, ask and answer the above questions
- Go around the class to control and give help
- Ask Ss to write a paragraph of about 100 words expressing the reason why you choose the organization to work for
- Peer correction - Give feedback
Post-writing (12 min)
- Ask some Ss to write their paragraph on the board
- Give feedback and comments
Homework
*Teacher assigns homework Comments (2min)
- Protect endangered species
- Work in remote and mountainous areas
- Use English at work 2 WHO :
- Help improve international health care
- Do medical research
- Do charityand volunteer work - Meet different people
- Use English at work 3 The UN :
- Have an opportunity to live abroad - Use English at work
- Travel all over the world - Have high salary
- Meet different people
- Live and work in New York
Ss work in pairs One asks, one answers
- Ss work individually, and then compare with a partner
- Some Ss write their answers on the board
Ss may start their writing as follows:
I would like to work for the UN for a number of reasons Firstly, … Secondly, …Thirdly,… Finally,…
Homework :
Ss memorize the new words and prepare for the new lesson
(59)Time : 45 minutes * OBJECTIVES
1 Educational aim : By the end of the lesson, Ss will be able to - know how to use the falling tune,
- know some meaning of some phrasal verbs and how to use them
2 Knowledge
Grammar : - Intonation : The falling tune - Phrasal verbs
Vocabulary : see infra
3 Skills : Reading for gist and for specific information * METHOD : Integrated, mainly communicative
* TEACHING AIDS : Textbook, pictures, realia, handouts, CD player … * PROCEDURE
Teacher’s activities Students’activities
Warm-up (4 min) :
Game : Brainstorm - Divide Ss into groups
- Ask representative of each group to write down as many words of
international organizations as possible in minutes on the board
- The group which has more words will win
- Check with the whole class
Intonation
* Practise reading these sentences with the falling tune (p 159)
Grammar :
Exercise (7 min)
- Ask Ss to complete the sentence from the box Some words can be used more than once
- T write the numbers to 10 on the board
- Call on some Ss go to the board and write their answers
- Check the answers with the class
- Representative of each group write the Vnmese meaning on the board - The group with more correct words and faster will win
Ss read many times chorally and individually
Ss work individually and then compare with a partner
Ss the exercise (p.159) individually and compare with a partner
* Expected answers
(60)- Call some Ss to say the Vietnamese equivalents if necessary
* Exercise : (15 min) : p.160
- Ask Ss work in pairs to complete the sentences below, using the right word from the box Some words can be used more than once
- Go around to give help if necessary - Ask some Ss to write the answers on the board
- Give feedback
* Exercise : (12 min) :
- Ask Ss work in pairs to replace the words in brackets in the following sentences with a suitable phrasal verb in the box.(Make any other necessary changes)
- Ask Ss to work individually and then compare with a partner
- Ask some Ss to go to the board and write down the passive form of the sentences
- Check the answers with the whole class
Production:
- Ask Ss to write a similar sentence each, using one of the above phrasal verb - Ask some Ss to write their sentences on the board
- T and Ss check
*Teacher assigns homework
- Ask Ss to write similar sentences each Comment : (2)
10 put on
Some Ss say the Vietnamese equivalents if necessary Cf textbook, p.160
Ss work individually and then compare with a partner
* Expected answers :
1 in up out round
5 on up down away
9 down 10 on Ss work individually and then compare with a partner
* Expected answers : turns up
2 look after takes after got over held up try out went off
Optionable sentence
Some Ss write their sentences on the board
Homework :
(61)(62)