Giao an Tieng anh 8

Comprehension questions - Ask students to read the dialogue again and answer the questions in exercise 2 on page 11 work in pairs a?. Where does Nien live.[r]

English lesson plan Term I school year : 2011 - 2012 Period 1: Revision PLANNINGDAY:16/8/2011 TEACHING DAY :17/8/2011 I AIM: Help Ss review and consolidate some old grammar structures they have learnt before II OBJECTIVE: By the end of the lesson, students will use some old grammar structures better and get used to English III MATERIALS: Textbook, poster IV the content of revision: Tenses: Present Simple: V-inf/ V-s/ V-es Present Continuous: am/ is/ are + V-ing Past Simple: V-ed/ V2 Simple Future: Near Future: Modals: will/ shall + V-inf am/ is/ are + going to + V-inf may, might, should, ought to, can Modal + V-inf Comparison: A, Equal Comparison: (+) as + adj/adv + as (-) not as/ so + adj/ adv + as B Comparative: - short adj/ adv + -er + than - more + long adj/ adv + than C Superlative: - - the + short adj/ adv + -est + than - the most + long adj/ adv 4- Further Practice: - Write some exercises about the grammar Ss have reviewed on the board - Ask Ss to the exercises - Give feedback and correct - Ask Ss to copy Introduce the form of a unit in English 8: Each unit of English has parts (6 lessons): - Getting started Listen and read Speak Listen Read Write Language Focus UNIT 1: MY FRIENDS I Aim Helping students: - to introduce people - to respond to introductions - to describe people - to write about themselves and about other people II Language focus Present Simple to talk about general truths (Not) Adjectives + enough + to infinitive Attributive and predicative adjectives III Vocabulary Verbs (to)annoy (to) rise (to) seem blond curly fair Adjectives slim sociable straight Nouns a character a joke anorphanage generous reserved IV Unit Allocation Listen and read 1-2 Lesson Language focus Reading for details a conversation and revision of simple present and simple past tense Lesson Read 1-2 Getting started Reading a text for details about Ba’s friends Lesson Speak 1-2 Listen a-b-c-d Listening for details to complete the dialogue and practice in describing someone Lesson Lesson Write 1-2 Language Focus Writing about oneself and about other people Language focus 2-4 Further practice in Simple Present and Not Adj + enough + toinfinitive UNIT 1: MY FRIENDS PLANNINGDAY:17/8/2011 TEACHING DAY:18/8/2011 esson 1: Section:- Listen and read (page 10,11) Period - Language focus (page 16) Aim: Reading the dialogue and revision of simple present and simple past tenses Objective: By the end of the lesson, students will be able to know more about Hoa – Lan – Nien and to review simple present and simple past tense I Teaching aids: Text book, cards PROCEDURE Stage m up -reading Steps/Activities Work arrangement * Pelmanism: - Prepare twelve cards with numbers on one side and the verbs on the other - Make sure the verbs are mixed up Stick the cards on the board so students can only see the numbers - Divide students into two teams and ask them to choose two numbers - Turn the cards over and see if they match Eg: teach - taught, give them one mark If not, turn the cards over again and ask the next team - Continue until all the cards are finished meet come live think send though Group work receive met lived I Pre-teach vocabulary received came Sent e reading - to seem (translation) - a next door neighbor (explanation: a person who lives next to your house) - to look like: (translation) * Checking vocabulary: Rub out and remember - Rub out the new words one a time - Each time you rub out an English word, point to the Vietnamese translation and ask “what's this in English?" - When all the English words are rubbed out go, through the Vietnamese list and get students to call the English words - If there's time, get students to come to the board and write the English words again II Pre- questions - Give students some questions and ask them to work in pairs to answer them a Is Nien Lan's friend or Hoa's friend? b How old is Nien? c Where does Nien live? d Is she a beautiful girl? - Give feedback - Ask students to read the dialogue between Hoa, Lan and Nien on page l0 and check if their answers are correct or not * Answers: a She is Hoa's friend b She 's twelve years old c She lives in Hue d Yes, she is I Comprehension questions - Ask students to read the dialogue again and answer the questions in exercise on page 11 (work in pairs) a Where does Nien live? b Does Lan know Nien? c Which sentence tells you that Hoa is older than Nien? d When is Nien going to visit Hoa? * Answers: a Nien lives in Hue b No, she doesn't c The sentence is “She wasn't old enough to be in my class” d At Christmas - Call on some students to ask and answer the questions - Correct their mistakes or pronunciation - Ask them to work in closed pairs Whole class Pair work T-Whole class Pair work Pair work Open pairs Closed pairs t reading ework II Gap-filling - Ask students to use the simple present and simple past tense to In dividual Work complete paragraph (a) on page 16 - Provide some verbs so that students can use them to fill in the gaps - live (2) – send - be(2) - come “ Hoa (1) in Hue last year, but now she (2) in Hanoi Yesterday, Hoa's friend Nien (3) Hoa a letter Nien (4) Hoa's neighbor when Hoa lived in Hue She (5) younger than Hoa She (6) to Hanoi in December * Answers: (1) lived (2) lives (3) sesen (4) was (5) is (6) comes Pair work - Ask students to work individually and then compare their Whole class answers with their partners - Give feedback * Writing: Individual - Ask students to write a paragraph about Hoa and Lan work - Give students some cues and ask them to use the simple present or simple past tense to write individually * Cues: a Lan / Hoa's best friend b The same class / Quang Trung School c Last year / Hoa / to school first time d Lan / show / around / introduce / to new friends - Let students discuss with their partners Pair work - Choose some answers and correct them in front of the class T-whole class - Ask students to exercise 1(a); 1(b) on their notebooks PLANNINGDAY:18/8/2011 UNIT 1: MY FRIENDS TEACHING DAY :19/8/2011 Lesson 2: Section: - Speak (page 11) Period - Listen (page 12,13) I Aim:Listening for details to complete the dialogue and speak to describe someone II Objective:By the end of the lesson, students will be able to describe somoen and complete the dialogue by listening III Teaching aids:Text book, pictures PROCEDURE Stage Steps/Activities Work arrangement Warm up Presentation Practice * Brainstorming: - Ask students to think of the adjectives used to describe body build and hair thin curly body * Possible answers: - fat - straight - slim - long - tall - short - short - overweight - color Whole class hair black/dark blond/fair Brown grey - slender - Show students a picture of Mary and ask them to describe her hair, her body build Ex: She has long blond bair She is short and thin Form: S + have / has + adjectives + hair S + be + adjectives I Word cue drill - Prepare cards so that students can drill easily a he / tall / thin He is tall and thin b She/short / slim She is short and slim c He/ short / fat He is short and fat d long / black She has long black hair e curly / blond She has curly blond hair f straight/ brown She has straight brown hair II Practice Speaking - Show the posters of six people / or ask students to look at six people on page 11-12 - Call on a student to describe one person, the others have to guess who he/she is Example: S1: This person is short and thin She has long blond hair S2: Is this Mary? Yes - Go on until six people on the poster are described - If there’s time, ask students to describe a famous person or T-Whole class Whole class Whole class one of their classmates and their friends have to guess - Ask students to exercise "Listen a, b, c, d." on page 12Pre-listening 13 - Give students some expressions and make sure they know their meanings - Get students to guess and to complete four dialogues on page 12-13, using the given expressions - Give feedback While listening - Let students listen to the tape twice - Get students to work in pairs to complete the dialogues and compare with their prediction * Tape transcript: a,Hoa: Hello, Nam Nam: Morning, Hoa Hoa: Nam, I’d like you to meet my cousin, Thu Nam: Nice to meet you, Thu Thu: Nice to meet you too, Nam b,Khai: Miss Lien, I’d like you to meet my mother Miss Lien: It's a pleasure to meet you, Mrs Mrs Vi: The pleasure is all mine, Miss Lien Miss Lien: Oh, there is the principal Please excuse me, Mrs Vi, but I must talk to him Mrs Vi: Certainly c,Ba: Bao, come and meet my grandmother Bao: Hello, ma'am Grandmother: Hello young man Ba: Bao is my classmate, grandmother Grandmother: What was that? Ba: Classmate! Bao is my classmate Grandmother: I see d,Mr Lam: Isn't that Lan's father, my dear? Mrs Linh: I'm not sure Go and ask him Mr Lam: Excuse me Are you Mr Thanh? Mr Thanh: Yes, I am Mr Lam: I'm Lam, Nga's father Mr Thanh: How you do? - Ask students to practice speaking the dialogues Post-listening - Call on some students to play the roles of Nam - Hoa Thu; Khai - Mrs Lien - Mrs Vi; Ba-Bao Grandmother; Mr Lam Mrs Linh - Mr Thanh and practice the dialogues - Correct their pronunciation - Let students work in pairs to practice the dialogues (closed Individual work Pair work Open pairs Stage arm up pairs) Closed pairs UNIT 1: MY FRIENDS TEACHING DAY :24/8/2011 PLANNINGDAY:23/8/2011 Lesson 3: Period - Read(page 13,14) I Aim: Reading for specific information II Objective: By the end of the lesson, students will be able to know more about Ba’s friend IIITeaching aids: PROCEDURE Steps/Activities Chatting: - Ask students to look at four pictures on page 10 and talk about the activities they want to after school or in their free time - Give them some questions  What are these students doing? (play soccer / play chess / read books / play volley ball)  What time of the day you think it is? (in the morning / evening, after school)  Do you like soccer / reading books ? Work arrangement T-whole class -reading e reading  Whom you like playing with? I Pre-teach vocabulary: - a character: (translation) - an orphanage: (explanation: a place where children without parents live) - reserved (adj) - sociable: (adj) (Translation) - (to) tell jokes: (explanation: tell a story which makes people laugh) - sense of humor (translation) * Checking vocabulary: what and where - Write the word on the board, put one word in each circle sociable Reserve tell characte orphanag Sense - Have students repeat the words in chorus then rub out word by word but leave the circles - Go on until all the words are rubbed out - Point to each circle and ask students to repeat chorally the English words Ask students to go to the board and write the words again in the correct circles II T /F statements prediction - Stick the poster of T / F statements on the board - Set the scene: These statements are about Ba and his friends, read them and gues which statements are true, which are false - Get students to work in pairs a Ba only has three friends - Bao, Song, Khai b Ba and his friends have the same characters c Bao - Song - Khai are quite reserved in public d They all enoy school and study hard - Give feedback - Ask students to open their books and read the text on page 13 - Let students check their prediction Guess a b c Correct F F F Whole class Pair work Pair work d T - Ask students to correct false statements * Correction: a Ba has a lot of friends but he spends most of his time with Bao, Song and Khai b They have different characters c Only Song and Khai are quite reserved I Multiple choice - Get students to exercise on page 14 - Ask them to work in pairs to choose the best answers * Answers: a Ba talks about three of his friends b Bao's volunteer work does not affect his school work c Khai and Song are rather shy d Ba's friends sometimes get tired of his jokes - Explain the meanings of the phrases:  doesn't affect his school work (không ảnh hưởng tới việc hoïc)  rather shy (h¬i nhót nh¸t)  get tired of ( nhµm ch¸n) II Comprehension questions - Ask students to work in pairs to exercise on page 14 - Let students read the text again and answer the questions * Questions and answers: a How does Ba feel having a lot of friends? (He feels lucky having a lot of friends.) b Who is the most sociable? (Bao is the most sociable.) c Who likes reading? (Khai likes reading.) d What is the bad thing about Ba's jokes? (His jokes sometimes annoy his friends.) e Where does Bao spend his free time? (Bao spends his free time doing volunteer work at a local orphanage f Do you and your close friends have the same or different characters? (students' answer) - Call on some pair of students to ask and answer the Pair work Pair work Pair work Pair work reading me work questions Teacher corrects their pronunciation - Ask all students to work in closed pairs - Ask students to work in groups and talk to one another about their friends, using the adjectives they have just learnt to describe - Ask each student to write a paragraph (about 50 words) about one close friend Group work UNIT 1: MY FRIENDS TEACHING DAY:25/8/2011 PLANNINGDAY:24/8/2011 esson 4: Section: - Write (page 15) Period - Language Focus (page 17) I Aim: Writing about oneself and about other people II Objective: By the end of the lesson, students will be able to write a paragraph about their close friends III Teaching aids:Text book, pictures PROCEDURE age Steps/Activities Work arrangement Group work Kim's game: arm up - Ask students to look at the picture on page 17 quickly (for 20 seconds) Then let them keep their books closed - Divide the class into four groups - Give students two questions, the group which answers correctly the fastest wins the game a How many people are there in the picture? (Four) b What is each person wearing? - The woman is wearing a red shirt and a green skirt -writing le writing - writing - The man who is standing beside the car is wearing brown trousers and a yellow shirt - The man who is standing on the pavement is wearing a pink shirt and blue trousers - The boy is wearing blue shorts and a white shirt * Reading: - Ask students to read the information about Tam then answer some questions a What is his name? (Le Van Tam) b How old is he? (14) c What does he look he? (He is tall and thin He has short black hair.) d What is he like? (He is sociable, humorous and helpful.) e Where does he live? (He lives at 26 Tran Phu Street, Hanoi) f Whom does he live with? (He lives with his mother, father and an elder brother.) g Who is his friend? (Ba and Bao) - Let students write a paragraph about Tam, using the information they have just got They have to work individually - Ask students to compare with the paragraph in their books on page 15 - Ask students to write some information about one of their friends, then wrrite a paragraph about him or her - Get students to share with their partners and conrrect if possible * Sample: His / her name is and homework / she is years old He / she .lives at .in with his grandmother, his parents and his younger sister, Mai He / she is tall and slender He / she has short black hair He / she rather shy but friendly and helpful He / she has a lot of friend but his / her close friends are and …………… - Ask each student to write a similar paragraph about himself / herself - Move around the class and help students, then ask some students to speak in front of the class about himself / herself T-Whole class Individual work Pair work Individual work mework - Ask students to wnte another paragraph about one of their family members UNIT 1: MY FRIENDS PLANNINGDAY:25/8/2011 TEACHING DAY :26/8/2011 Lesson 5:Section:-Language Focus(page 16) Period - Language Focus (page 17) I Aim: Further Practice in simple present tense and the structure II Objective: By the end of the lesson, students will be able to use simple present tense to talk about general truths and write some sentences using the structure” (not) + adjectives enough + to-infinitive” III Teaching aids: Text book, cards, pictures Stage arm up PROCEDURE Steps/Activities * Categories: - Ask students to find out the adjectives beginning with the letters that the teacher gives - Divide the class into two groups - Give four letters at the same time, students are to find out four adjectives begining with the four letters given Example: T writes : a b c d S writes: awful big clever dirty T writes: g h i j S writes: great heavy intelligent jealous T writes: k m n S writes: kind lovely mean new T writes: o p q r S writes: old poor quiet rich - The team which finishes first gets one mark * Checking vocabulary: - Call on two students or two teams of students (5 students each tham) to the front of the class - Make sure they stand at an equal distance from the board - Call out one new word in Vietnamese, the two students must run forward and slap the word on the board (in English ) The one who first slaps the correct word is the winner Work arrangement T-whole class ractice sentation ractice - Continue to ask two more students to come forward - Go on until students have slapped all the words II Revision of Simple Present Tense - Review simple present tense: formation, usage Focus on one of the usage of Simple present tense It is used to express an action which is always true - Give students five verbs: be-move-set-rise- go - Ask students to complete the dialogue between Ba and Tuan, his young cousin - Get students to work in pairs * Answers: Ba: What you know about the sun, Tuan? Tuan: The sun rises in the East and sets in the West Ba: Can you tell me anything about the other planets? Tuan: I know something about the Earth It goes around the sun Ba: Yes, and the moon moves around the Earth Tuan: Where is Mars, Ba? Ba: It is near the sun Tuan: No it's silly! That is Mercury Mars is near the Earth - Get students to practice the dialogue in pairs - Correct their pronunciation Focus on the pronunciation of verbs ending with S/ES Set the scene to introduce the structure "(not) + adjectives enough + to - infinitive" Teacher is to ask students to hang the picture on the board "How I say and how you answer? Complete the exchange." Can you (1) this (2) over there? No I (3) not (4) (5) to (6) the (7) over there - Answers: T: Can you hang this picture over there? S: No, I am not tall enough to hang the picture over there Form: "(not) + adjectives enough + to - infinitive" Meaning: (đủ / cha đủ….để làm gì) I Word - cue drill a Read English books /  good - Can you read English books? - Yes My English is good enough to read English books b Drive a car / x old - Can you drive a car? T-whole class Pair work Pair work T-whole class Whole class mework I Aim - No I'm not old enough to drive a car c Carry this bag /  strong - Can you carry this bag? - Yes I'm strong enough to carry it d Solve this problem /  clever - Can you solve this problem? - No I'm not clever enough to solve the problem - Model two cues, the whole class repeats, then ask some students to repeat individually - Make sure students remember the exchange, then ask a new student / give a new cue - Let all students work in pairs, one asks, the other answers II Further Practice - Ask students to exercise on page 17 in pairs - Give feedback and ask students to practice the dialogue * Answers: a Not big enough b Not old enough c Strong enough d Good enough - Ask students to write five sentences about themselves using the structure: "(not) adjectives enough + to infinitive" Pair work Pair work UNIT 2: MAKING ARRANGEMENTS Helping student - to talk about intentions - to use telephone to make and confirm arrangements - to take a telephone message II Language focus GOING TO talks about intentions and activities in the future Adverbs of place III Vocabulary Verbs Adjectives Nouns (to) agree Commercial an assistant a fishing rod (to) arrange Countless deaf – mute a message (to) conduct Mobile a device a stationery (to) demonstrate a directory (to) emigrate an exhibition (to) transmit an experiment n1 Listen and read 1-2 Reading the conversation about making and confirming arrange-ments n2 Speak 1-2 Language Focus 1-2 GOING TO talks about intentions n3 Read - Reading the text for specific information about Alexander Graham Bell n4 Write 1-2-3 Writing a message n5 Listen Language Focus Listening for details and practicing adverbs of place UNIT 2: MAKING ARRANGEMENTS PLANNINGDAY:6/9/2011 TEACHING DAY :7/9/2011 Lesson 1-Section:-Getting started(page18) Period - Listen and read (page 19) I Aim:Reading for details about a conversation on the phone II Objective:By the end of the lesson, students will be able to use the telephone to make and confirm arrangements IIITeaching aids:Text book, poster, pictures(on page 18) PROCEDURE Stage Steps/Activities Work arrangement Warm up * Ask students to match each object (pictures on page 18) with its name * Answers: a an answering machine b a mobile phone c a fax machine d a telephone directory e a public telephone f an address book - Give the definitions of these objects on a poster and ask students to match the object with its definition * Definition: to send fax T-whole class PreReading le reading to find someone's telephone number to write addresses and telephone numbers to make a phone call in a street telephone box to leave and take messages to make phone call anywhere you like * Answers: a - b-6c-1d - e - f - * Open prediction: - Set the scene: "Hoa and Nga are talking on the phone They are talking about going to see a movie." - Ask students to guess: a Who made the call? b Who introduced herself? c Who invited the other to the movies d Who arranged a meeting place e Who arranged the time? f Who agreed to the time? - Give feedback - Ask students to read the conversation between Nga and Hoa on page 19 and give them feedback - Answers: a Nga made the call b Nga introduced herself ' c Nga invited Hoa to the movies d Nga arranged a meeting place e Hoa arranged the time f Nga agreed to the time I Comprehension questions - Give students some questions and ask them to work in pairs to answer them a What Is Hoa's telephone number? b Which movie are they going to see? Where? c How is Hoa going to see the movies? d Where are they going to meet? What time? a Her telephone number is 3847329 b They are going to see the movie Dream City at Sao Mai Movie Theater c Hoa is going by bike d They are going to meet outside the theater at 6.30 - Get some pairs of students to ask and answer the questions (open pairs) Pair work Individual Work Pair work Pair work t-reading omework - Let all students work in pairs (closed pairs) II Matching the phrases with their meanings a Hold on nó đợc chiếu đâu? b Is six thirty all right? 2.kh«ng xa… c Where is it on? s¸u giê 30 phót chø? d A bit far from… gi÷ m¸y * Answers: a- 4,b-3,c-1 ,d-2 * Role play: - Ask students to play the roles rf two students who are talking on the phone making arrangements * Suggested dialogue: Lan: 854146 Mai: Can I speak to Lan please? Lan: Yes Lan speaking Mai: Hello Lan This is Mai Lan: Hello Mai Mai: I'm going to see a movie at 7.30 this evening Would you like to come? Lan: Of course But I have to ask my Mom Hold on OK She says I can go, where's it on? Mai: At Sao Mai Movie Theater Lan: Let's go by bicycle Mai: OK Let's meet outside the theater Lan: Is 7.00 OK? Mai: All right See you at 7.00 Bye Lan: Bye - Students can change the information which is underlined - Let students work in pairs Teacher moves around the class and helps the students - Ask students to write a similar dialogue on their notebooks Pair work Pair work UNIT 2: MAKING ARRANGEMENTS PLANNINGDAY:7/9/2011 TEACHING DAY:8/9/2011 Lesson 2: Section: - Speak + listen Period (page18) I Aim: Practicing talking on the phone II Objective: By the end of the lesson, students will be able to talk on the telephone about intentions with GOING TO II Teaching aids: Text book, cards PROCEDURE Stage Steps/Activities Warm up * Chatting: - Talk to students about using telephone  Do you have a telephone at home?  How often you make a phone call? What would you say when you pick up the phone to answer it?  What would you say if you are the caller? - Ask students to exercise on page 20 The students have to work in pairs to put the sentences in the correct order to make a complete conversation * Answers: 1-b: Hello 9210752 2-f: Hello Can I speak to Eric, please? I am Adam 3-j: Hello, Adam How are you? 4-a: I'm fine I'm going to the pop concert at the City Concert Center tonight Would you like to come? 5-i: Which band is it? 6-c: It's Kids in Town You like it, don't you? 7-e: Yes What time can we meet? 8-k: Is 7.15 OK? The concert starts at 7.45 Let's meet inside the center, at the cafe corner 9-g: That's fine See you at 7.15.Thank you Adam 10 -h : Bye, Eric 11-d : Bye - Ask some questions to check students' understanding and esentation Work arrangement T-whole class Pair work Practice oduction focus on the structure GOING TO  Are they talking on the phone? (Yes)  •What they intend to do? (They intend to go to the pop concert.)  What time are they meeting? Where? (They are meeting inside the center at 7.15.)  What form of the verbs you use to talk about intentions? (be going to) * Form: S + be + going to + infinitive * Use: Express an intention I Word cue drill Model sentences: Are you going to see a movie? Yes, I am/ No, I'm not a see a movie  b play sports, x c meet your friends  d help your mother. e your homework, x f watch TV x - Model two cues then ask students to repeat chorally then individually - Ask some students to practice asking and answering - Ask the whole class to work in pairs II Further Practice - Ask students to exercise Language Focus on page 25 They have to work with a partner and say what the people are going to - Give an example first T: Nga has a movie ticket What is she going to do? S: She'd going to see a movie - Let students work in pairs - Give feedback a They are going fishing b She's going to read the new novel c She is going to her homework d He’s going to watch an action movie on TV tonight, e She's going to give him a birthday present * Role play: - Set the scene: "Ba and Bao are making arrangements to play chess." Whole class Whole class Pair work Pair work T-one student Pair work Pair work omework - Ask students to work with their partners to complete the dialogue - Give feedback Ba: Hello 8257012 Bao: May I speak to Ba, please This is Bao Ba: Hello, Bao How are you? Bao: I'm fine Thanks, and you? Ba: Great Me too Bao: Can you play chess tonight? Ba: I'm sorry I can't play chess tonight I'm going to my homework Bao: What about tomorrow afternoon? Ba: Tomorrow afternoon is fine Bao: I'll meet you at the Central Chess Club Ba: At the Central Chess Club? OK Let meet at the front door Bao: Is 2.00 o'clock OK? Ba: Great See you tomorrow afternoon at 2.00 o'clock - Ask students to play the roles of Ba and Bao to practice the dialogue Ask students to make the similar arrangements and practice talking with a partner - Ask students to write five things that they intend to next week Pair work UNIT 2: MAKINGARRANGEMENTS PLANNINGDAY:8/9/2011 TEACHING DAY:9/9/2011 esson 3: Section: - Read (page 21-22) Periods Aim: Reading the paragraph for details about Alexander Graham Bell Objective: By the end of the lesson, students will be able to know more about Alexander Graham Bell I Teaching aids: Text book, poster, pictures of Bell PROCEDURE Stage arm up e-reading Steps/Activities * Brainstorming: - Let students answer the questions by coming to the board and write To chat with friend tocommunicate * Possible answers: - to have a message, to call someone - to make arrangements - to talk to a person who lives far from - to get information at the airport or railway station quickly I Pre teach vocabulary - (to) emigrate: (example): go to another country to live - (to) transmit: (translation) - (to) conduct: (synonym: What' s the synonym of (to) carry out) - (to) demonstrate: (translation) - a device: (translation) - a deaf- mute: (explanation: a person who is unable to hear and speak) * Checking vocabulary: What and where - Have students repeat the words in chorus then rub out word by word but leave the circles Remember to arr W T-w W let students repeat before and after rubbing out each word conduct transmit emigrat deaf-mute demonstrat e device e - Go on until students can remember the words - Get students to write the words again in the correct circles II T/F statements prediction - Hang the poster of T/F statements on the board and ask students to work in pairs and guess which statements are true and which are false a) Alexander G Bell was born in the USA b) He worked with deaf-mute patients in a hospital in Boston c) Thomas Watson was Bell's assistant d) Bell and Watson introduced the telephone in 1877 e) Bell experimented with ways of transmitting speech between deaf-mutes over a P e reading t-reading mework long distance f) Bell demonstrated bis invention at a lot of exhibitions - Give feedback - Ask students to read the text on page 21-22 and check their prediction - Have students correct false statements Guess answer Correction a F He was born in Edinburgh in Scotland b F He worked with deaf-mute patients at Boston University c d T F e F P He introduced telephone in 1876 He experimented with ways of transmitting speech over a long distance II Ordering - Ask students to look at the book page 22 - Get students to read the events of Bell's life and put them in the correct order - Ask them to compare with their partners * Alexander Graham Bell was born in Scotland went to live in Canada Went to live in the United States worked with people who could neither speak nor hear worked with Thomas Watson Successfully demonstrated his invention invented the telephone Writing it up: - Get students to write a paragraph about Bell's life, using the information from the text * Suggestion: Alexander Graham Bell was born on March 3rd, 1847 in Scotland He went to live in Canada and then to the U.S.A in 1870s He worked with deaf mutes at Boston University and did experiments with ways of transmitting speech over a long distance In 1876, he and his assistant - Thomas Watson introduced the telephone successfully and in 1877 the first telephone was in commercial use - Let them swap their writings and correct - Ask students to write the paragraph (they have just written and corrected with their friends) into their notebooks Indi P Indi UNIT 2: MAKING ARRANGEMENTS PLANNINGDAY:13/9/2011 TEACHING DAY:14/9/2011 Lesson 4:Section: - Write (page 23-24) Periods 10 I Aim: Writing a message II Objective: By the end of the lesson, students will be able to write a telephone message III Teaching aids: Text book PROCEDURE Stage Steps/Activities Warm up Jumbled words: - Write the words whose letters are in a random order on the board - Divide the class into teams Students from teams go to the board and write the correct words - The team which writes more correct words first wins the game: mcuestor = customer ayddmi = midday essgmea = message nifurretu = furniture rvseice = service I Chatting  Talk to students about taking a telephone message  Have you ever taken a telephone message? (Yes/No)  When you take a message, what should be mentioned in the message? (Date, time, who sent, to whom, content) Pre-writing II Pre - teach vocabulary Work a Grou T-wh While writing - a customer: (explanation: a person who comes to buy something at a shop ) - a delivery: (translation) - stationery (example: papers, pens, rulers, envelopes) - (to) pick someone up: (translation) Checking vocabulary : Rub out and remember' III Reading and gap filling - Ask students to read the message and fill in the gaps in the passage on page 23 - Let students work in pairs * Answers: "A customer phoned the Thang Loi Delivery Service on May 12 just before midday She wanted to speak to Mr Ha but he was out So Mr Tam took a message for Mr Ha The customer's name was Mrs Lien and she wanted to know about her furniture delivery She wanted Mr Ha to call her She said Mr Ha could reach her at 8645141 after lunch" - Ask students to read passage on page 23 to get information and write the message - Let students write individually then share with a partner * Answers: Thanh Cong Delivery Service Date: June 16 Time: After midday For: Mrs Van Message: Mr Nam called about his stationery order He wanted you to call him at 8634082 Taken by: Mr Toan - Ask students to write another message Post-writing - Set the scene: "Tom phoned Nancy, but she was out Lisa, Nancy's sister took a message for Nancy Help Lisa to write a message" - Ask students to read the dialogue between Lisa and Tom then write the message - Let students work in pairs Date: ( ) Time: ( ) For: Nancy Message: Tom called about playing tennis this afternoon He will come over to pick you up at 1.30 Homework PLANNINGDAY Taken by: Lisa - Give feedback - Ask students to write the message on their notebooks UNIT 2: MAKING ARRANGEMENTS TEACHING DAY Lesson 4: Section: - Language forcus (page 23-24) Periods 11 I Aim:Listening for details and further practice in adverbs of place II Objective:By the end of the lesson, students will be able to complete telephone message by listening and further practice in adverbs place III Teaching aids: Text book, poster PROCEDURE p Steps/Activities * Telephone transmitting: - Divide students into two teams - Choose volunteers from each team - The volunteers stand in two lines The teacher shows the first student (in each line) a telephone number - He / she whispers the telephone number to the next person in his / her line Work arr Group ing ning ion - The second student whispers to the third until the last one - The last student shouts out the number, if it is the same as the number teacher shows, that team wins the match - Ask students to look at the form of the telephone message on page 21 and set the scene "a woman phoned the principal of Kingston junior high school, but he was out" - Have students guess the message - Let students work in pairs - Give feedback - Get students to listen to the tape twice and fill in the message, compare with their guess * Answers: Kingston Junior High School Date: ( ) Time: ( ) For: the principal Message: Mr Mary Nguyen wanted to see you at 9.45 in the morning , Telephone number: 64683720942 * Jumbled words: tdeousi erhe siiden stupairs hetre wonstairds - Hang the poster of the words with disordered letters on the board and tell the students that they are adverbs of place - Ask students to go to the board and write the meaningful words - Let them work individually, one student one word * Answers: outside here inside upstairs there downstairs - Make sure students know the meanings of these adverbs - Ask students to exercise on page 26 - Set the scene: "Ba is playing hide and seek with his cousin, Mr Tuan Use the adverbs of place to complete the speech bubbles." - Let students work in pairs then compare with another pair (at their table) - Give feedback - Answers: Pair T-who Individu Pair Group a Where is Tuan? I think he is upstairs b No, he isn't here c He isn't downstairs and he isn't upstairs d Perhaps he 's outside e No, he isn't there f I'm not outside I'm inside, Ba - Ask some students to read out the speech bubbles - Write six sentences about your house, using adverbs of place - Eg: My room is upstairs Individu rk UNIT 3: AT HOME TEACHING DAY:17/9/2011 PLANNINGDAY:16/9/2011 I Aim: Helping students: - to describe places and situation - to ask for and give reasons - to write a description of a room II Language focus Reflexive Pronouns Modals: Must, have to, ought to Why - Because III Vocabulary Verbs (to) injure (to) destroy a bead chore a wardrobe a cup board a knife a match Nouns an object precaution a rice cooker a rug safety a saucepan scissors a sink a socket a steamer UNIT 3: AT HOME Lesson1:Section1 Gettingstarted + Listen and read (page 27,28) Periods 12 I Aim: Reading the dialogue for details Further practice in modal verbs: must, have/ has to, ought to II Objective:By the end of the lesson, students will be able to complete telephone message by listening and further practice in adverbs place III Teaching aids: pictures PROCEDURE Stage Steps/Activities Warm up Kim's game: - Show pictures (getting started) to students - Ask them to look at pictures quickly in 30 seconds and try to remember the verbs in the pictures as many as possible - Which team remembering more verbs is the winner * Answer: a Wash dishes/ the washing up b Make the bed c Sweep the floor d Cook e Tidy up Feed the chicken - a steammer - chore - a cup board - a sink - a sauce pan * Checking: What and where - Write the words on the blackboard Each word is inside a circle - Get students to repeat the words and then rub out one of the words but not rub out the circle - Get students to repeat the words including the rubbed out word by pointing at the empty circle - Continue until all the circles are empty - Ask students to go to the blackboard and fill in the circles with the correct words - Set the scene of the dialogue between Nam and his mother, Mrs Vui - Get student to listen to the dialogue while looking at their books - Ask students to complete the list of the things Nam has to - cook dinner Nam has to - go to the market to buy fish and vegetables - call his Aunt, Ms Chi and ask her to meet his mother at grandma's house  Form: Has/have to + Infinitive = Must + Inf - Meaning: ph¶i lµm g× Use: * Exchange: What you have to do? I must the washing up - Use the picture cues drill: a the washing up Pre-teach ocabulary resentation Work arrangem Teams Whole cla Whole cla Pair work Practice b make the bed c sweep the floor d cook dinner e tidy my room Whole cla f feed the chickens  open pairs * Give students words  closed Feed - empty - - tidy - sweep - clean – dust pairs Ask students to look at the pictures and complete the dialogue between Nga and Lan, using must or have to together with the verbs given * Answer: Nga: Can you come to the movies, Lan? Lan: No I have to my chores? ther practice Homework Nga: What you have to do? Lan: I must tidy my bedroom Then I have to dust the living room and I must sweep the kitchen floor, too Nga: That won't take long What's else? Lan: I have to clean the fish tank and then I must empty the garbage Finally, I must feed the dog Nga: OK Let's start Then we can go out Ask student to work in pairs, practicing the dialogue Write the things you have to on Sundays Ex: On Sunday morning, I have to tidy my room, I have to help my parents the house work On Sunday afternoon, I have to and on Sunday evening, I have to UNIT 3: AT HOME PLANNINGDAY:19/9/2011 TEACHING DAY:20/9/2011 esson 2: Section: - Speak 1-2 (page 28,29) Periods 13 Aim:Practicing speaking Objective:By the end of the lesson, students will be able to use the prepositions of place to talk about the positions of furniture in the house I Teaching aids: on page 28 – 29 Open pairs closed pai PROCEDURE Stage Steps/Activities Warm up Kim's game: - Divide the class into teams - Show the picture of a kitchen (page 28) to Ss - Ask them to study the things in the picture (for 30 seconds) - Take away the picture and ask Ss to write down as many things as they can remember - Which team having more things wins the games Ask students the positions of the items in the pictures Where is the clock? It's above the fridge The fruit? in the bowl the flowers? on the table rice cooker? next to the bowl of fruit cupboard? on the wall, above the counter knives? They are on the wall, under the cupboard dish rack? on the counter, next to the bowl of fruit - Get students to work in pairs, talking about the position of each item E.g.: The calendar is on the wall, above the stove The knives are on the wall, under the cupboard ……………… Set the scene: "Mrs Vui bought new practice furniture for her living room, but she cannot decide where to put it You should help her to arrange the furniture." - Ask Ss to look at the picture and talk about their ideas Ex: - Let's put the clock on the wall, between the shelf and the picture - OK I think we ought to put the TV and the stereo on the shelf esentation Work arrangemen T-class Pair work Pair work Pair work - I think the coffee table should be between the couch and the arm chair - Let's put the telephone next to the couch - I think we should put the magazines above the books on the shelves - I think the shelves ought to be at one of the corners, opposite the couch Pair work -•Ask students to practice speaking: If they agree, they may use: OK You are right If they disagree, they may use: No, I think we'd better/ought to put I think it should be Describe your living room / bedroom omework UNIT 3: AT HOME PLANNINGDAY:20/9/2011 TEACHING DAY:21/9/2011 Lesson 3: Section: - Read 1-2 (page 31, 32) Period 14 I Aim:Reading for details about safety precautions in the house and further practice in why - questions and answers - Because II Objective:By the end of the lesson, students will be able to understand the safety precautions in the house and use Why - because III Teaching aids:Text book, picture, realias Stage PROCEDURE Steps/Activities Work arrangemen arm up reading e reading * Brain storming: drug electricity Danger in the home for chilren boiling water knife fire gas Pre-teach vocabulary - a precaution (translation) - a socket : (realia) - a match : (realia) - an object (translation) - safety (adj) - (to) destroy translation - (to) injure : (picture) - Checking: Slap the board - Put the new words all over the blackboard: - Call two students or teams of students to the front of the class Ask them to stand at an equal distance from the blackboard - Teacher calls out one of the new words (in Vietnamese) in aloud voice, the two students must run forward and slap the word on the blackboard The one who first slaps the correct word is the winner If the students play in team, the winning team gets a mark Then ask two more students to come forward, etc True/False statements prediction - Ask students to read the statements and guess which is true, which is false, a It is safe to leave medicine around the house b Drugs can look like candy c A kitchen is a suitable place to play d Playing with one match cannot start a fire e Putting a knife into an electrical socket is dangerous f Young children not understand that many household objects are dangerous - Give feedback Reading the text a b c d Guess Correct F T F F Team work -reading mework e f T T - Ask Ss to read the poster and check their prediction - Ask Ss to correct if the statement is false Comprehension questions - Ask Ss to work in pairs to find out the answers of these questions a Why must we put all chemicals and drugs in a locked cupboard? b Why mustn't we let children play in the kitchen? c Why mustn't children play with matches? d Why must we cover electrical sockets? e Why we have to put all dangerous objects out of children's reach? - Give feedback - Ask Ss to work in open pairs and then closed pairs * Answers: a Because children often try to eat and drink them b Because the kitchen is a dangerous place c Because playing with one match can cause the fire d Because children often try to put something into electrical sockets and electricity can kill e Because the dangerous objects can injure or kill children Discussion: - Ask Ss to work in groups, discussing about the topic a Safety precautions in the street b Safety precautions at school Practice in why questions with Because - answer by doing the exercise language focus Pair work Group work UNIT 3: AT HOME PLANNINGDAY:29/9/2011 TEACHING DAY:30/9/2011 Lesson Section : - Language focus (page 36) Period 17 I Aim: Further practice in Reflexive Pronouns II Objective:` By the end of the lesson, students will be able to use the Reflexh Pronouns III Teaching aids: PROCEDURE Stage Steps/Activities Work arrangeme Warm up resentation Brain storming Tidy up Whole class our homework Things you can water flower fix the TV set cook clean the floor repair the machine Things you can’t paint the house - Set the scene: “You your homework and no one helps you What you say?” I my homework myself - Explain the reflexive Pronouns - Form:We use I with myself You yourself/yourselves He himself She herself We ourselves They themselves It itself Emphasis pronouns: Used to emphasize a person or a thing E.g: She cut herself John saw himself in the mirror Word cue drill: a you / / homework Did you your homework? Yes I did it myself b He / fix / washing machine T-whole class Practice ther practice Homework Did he fix the washing machine? Yes He fixed it himself c Mary / cook / dinner Did Mary cook the dinner? Yes She cook it herself d These students / paint / the pictures Did these students paint the pictures? Yes They painted them themselves e You / / your chores Did you your chores? Yes We did ourselves - Ask students to run through the vocabulary first (do your homework, fix the washing machine, cook dinner, paint the pictures, our chores) - Ask them to practice the questions and then the answers - Ask students to work in open pairs then closed pairs * Complete the dialogue: - Ask students to fill in the blanks with suitable reflexive pronouns or emphasis pronouns - Give feedback - Ask students to practice speaking in pairs a Did someone help Ba to draw that picture? No He did it himself b The repair man can't fix the washing machine until tomorrow Come on We 11 have to try and it ourselves c What's the matter, Hoa? I cut myself Let me see Oh it's all right You didn't cut yourself badly d Why are you crying, Nga? I have just watched the movies Romeo and Juliet The boy killed himself and then the girl killed herself as well Why did they killed themselves? It's a long story e Boys and girls, you'll the experiment this afternoon Will you come to help us? Yes I will But you wiH have to it yourself first Write sentences with Reflexive Pronouns and sentences with emphasis pronouns Whole class Open pairs close pairs Pair work UNIT 3: AT HOME PLANNINGDAY:30/9/2011 TEACHING DAY:1/10/2011 Lesson 5: Section: - Listen (page 30) Period 16 I Aim: Listening and further practice in modal verb - ought to II Objective: By the end of the lesson, students will be able to identify the right item by listening and further practice in modal verb: ought to III Teaching aids PROCEDURE Stage Steps/Activities Work arrangem Warm up re-listening hile listening * Bingo: - Ask students to write down on their notebooks things you can eat - Prepare a list of food Then call out each word in a loud voice - Students listen to the teacher carefully If anyone has the same things, they cross them out The first person crossing out all things shouts "Bingo" and wins the game - Suggested list of food: chickens, beef, cake, candy, garlic, noodles, bread, rice, ham, peas * Predictions: - Get students to look at page 30 and guess things they use to cook the "Special Chinese Fried Rice" - Give feedback - Students listen to the tape and check their predictions Give feedback * Answers : a) Fried Rice b) Pan c) Garlic and green peppers T-whole class Individual wor Pair work resentation Practice Production d) Ham and peas Set the scene: "Hoa is very sad because she failed her English test What you say to advise her?" "You should study harder" - Can you tell me another word for "should"? - “ought to” Use: "ought to" as well as "should" is used to give advice to someone Form: ought to + INFINITIVE Meaning: Neân - Ask students to give advice to people in the pictures (page 35) a I failed my English test You ought to study harder b I'm late You ought to get up earlier c I'm fat You ought to eat more fruit and vegetables d My tooth aches You ought to see a dentist - Get students to practice exchanges in pairs Noughts and crosses: His tooth/ ache Hoa / late My room/ untidy The floor / dirty My English bad Bao / overweight Her grades / bad She / thin the washing machine not work *Answer: a His tooth aches He ought to go to the dentist's b Hoa is late She ought to get up earlier c My room is untidy You ought to tidy your room d The floor is dirty You ought to clean it e Bao is overweight He ought to eat less meat and exercise more often f She is thin She ought to eat more g My English is bad You ought to practice more T-whole class Pair work Group work Homework h Her grades are bad She ought to study harder i The washing machine doesn't work You ought to fix it Write some advice when your friend feels sick UNIT 3: AT HOME PLANNING DAY:20/9/2011 TEACHING DAY:1/10/2011 Lesson 6: Section: - Write (page 32,33) Period 18 I Aim:Writing a description of a room II Objective: By the end of the lesson, students will be able to write a description! of a room in their house III Teaching aid: PROCEDURE tage Steps/Activities Work arrangem rm up Preiting hile iting Chatting: - Ask something about the room on page 32 which room is this? What's this? Where is it? I Pre - teach vocabulary - folder - beneath - towel rack - dish rack - lighting fixture * Checking: Rub out and remember - Get students to copy the words into their books and then ask them to close the books - Rub out the new words one at a time Each time you rub out a word in English, point to the Vietnamese translation and ask "What 's this in English?" When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words (If there's time, get students to come to the blackboard and write the English words again) II Reading - Ask students to read the description of Hoa's room, then ask some comprehension questions * Questions: a What is there on the left of the room? b Where is the bookshelf? c What is there on the right side of the room? d Where is the wardrobe? * Answers: a There is a desk on the left of the room b The bookshelf is above the desk T-whole class Pair work writing ework c There is a window on the right side of the room d The wardrobe is beside the window and opposite the desk Write the description of the kitchen on page 33 - Ask students to describe Hoa's kitchen, using the given cues - Answer: This is Hoa's kitchen There is a refrigerator in the right corner of the room Next to the refrigerator are the stove and the oven On the other side of the oven, there is a sink and next to the sink is a towel rack The dish rack stands on the counter, on the right of the window and beneath the selves On the selves and on the counter beneath the window, there are jars of sugar, flour and tea In the middle of the kitchen, there are a table and four chairs The lighting fixture is above the table, and directly beneath the lighting fixture is a vase with flowers - Ask students to share with their partners - Correct the mistakes from some descriptions (if any) III Speaking Ask students to talk to their partners about their room/ living room/kitchen Ask students to write a description of their bed room/living room UNIT 4: OUR PAST I Aim Helping students: - to talk about the past events - to express feelings - to distinguish between facts and opinions - to write a short imaginary story II Language focus Past simple tense Prepositions of time: in, on, at, after, before, between Used to III Vocabulary Nouns Verbs Adjectives equiment (to) appear (to) look cruel festival (to) escape after excited folk tale (to) graze (to) shout magical mark (to) own (to) tie traditional upset magically Individual wo Pair work on on on n4 n5 n6 rag Listen and read 1-2-3 Language focus Speak Reading the dialogue about life of many years ago Read + Listen 1-2 Language focus Reading the story "the lost shoe" for • details and listening to the story Further practice in Used to + inf and prepositions of time Language focus -2 Simple past tense + listening Write Practice speaking about the way tilings used to be and the way they are now • Revision and further practice in Past simple tense Writing a short imaginary story UNIT 4: OUR PAST PLANNINGDAY:10/10/3011 TEACHING DAY:11/10/2011 Lesson 1:Section:- Getting started -Listen and read 1-2-3(page:38,39) Period 21 I Aim : Reading the dialogue about the life of many years ag II Objective: By the end of the lesson, students will be able to tell the activities people used to in the past III Teaching aids: tage Steps/Activities Working arrangem reading * GETTING STARTED: - Ask students to look at the picture on'page 38 and write the names of the things that not belong to the past * Answer: - The TV - The radio - The mobile phone The light fixture - Modern clothing/school uniforms I Pre - teach vocabulary: (To) Look after (synonym) Equipment (n) (example) (A) folk tale (example) Traditional (adj) (translation) (a) Great grandma (explanation) *Checking: What and where - Write each word on the blackboard inside a circle Rub out tie words one - by - one - Get students to epeat the words including II T / F statement prediction - Ask students to read the statements (on poster) and predict they are true or false Students write Tf if it is true and F if it is false a Nga is used to live on a farm b Nga’s grandma didn’t got o school c She has an easy and happy life when she was young d There wasn’t any modern equipment at her time e “The lost shoe” is a short story - Ask students to read the dialogue between Nga and her Crandma Whole class Pair work reading and check their prediction - Ask them to correjct the false statements - Give feedback Guess Answer Correction F Grandma used to a live on farm T b F She had a hard life c T d F It is an old folk tale e Comprehension, - Get students to jwork in pairs, asking and answering questions * Questions and answers: a Where did Nga's (grandmother use to live? She used to live en a farm b Why didn't she gcj to school? Because she had! to stay at home and help her Mom to look! after her younger brothers and sisters c What did Nga's great Grandma do? She used to cook the meals, clean the house and wash the clothes d What did Nga's great grandmother and great grandfather after dinner? Her great grandma used to lit the lamp and her great grand father used to tell stories, e What did Nga's ask her grandma to at the end of the conversation? She asked her grandma to tell her the tale "The lost shoe" - Give feedback - Ask them to work in open pairs and closed pairs Fact or opinion Have students read the statements part on page 39 and decide which is a fact and which is an opinion a I used to live on a farm b There wasn’t any electricity F X X O Whole class Pair work Whole class Open pairs Closed pairs Individual wor t-reading mework c Mom had to everything without the X help of modern equipment d My father used to tell us stories X e The best one was the lost shoe X f Traditional stories are great X - Give feedback - Survey Did you use to… Name - Get up late - Ride bicycle too fast - Go to school late - Eat too much candy - Forget to your homework - Give feedback: Ask students some questions to check “Who used to get up late/ride bicycle too fast …?” Write it down - Ask students to write the result of their survey UNIT 4: OUR PAST PLANNINGDAY: 12/10/2011 TEACHING DAY:13/10/2011 Lesson2:Section:-Speak1-2+Listen(page 40) I Aim:Speaking about the way things used to be and the way they are now II Objective:By the end of the lesson, students will be able to use USED TO talk about the things they used to III Teaching aids:Text book, word cards for drilling Stage Steps/Activities Warm up * Jumbled words: - Electricity - rieletcicty - Entertainment - menttaenterin - Market : - rkmaet - Supermarket - permasuekt - Recall the conversation between Nga and her grandma, then ask: "Where did Nga's grandma always live?"  "She always lived on a farm" Ask: "Another word for always lived" Answer: "Used to live" Ask students to use USED TO to make question and answer "Where did Nga's grandma use to live?" She used to live on a farm - Form: S + USED TO + INFINITIVE S + didn't use to + infinitive Did + S + use to + infinitive? Use: used to express a past habit, or an action usually happened in the past Meaning: thuong hay lam gi Word cue drill: a Live / Hue / Hanoi - Did you use to live in, Hue? - No I used to live in Hanoi b Have / long hairs / short hairs - Did you use to have long hairs? - No I used to have short hairs c Get up/ late / early - Did you use to get up late? - No I used to get up early d Walk to school / bicycle - Did you use to walk to school? - No I used to go to school by bicycle e Study / evening / early morning - Did you use to study in the evening? - No I used to study in the early morning * Get students to work in open pairs then closed pairs - Compare pictures on page 40, using "USED TO" to talk about the actions in the past - Elicit some ideas so that students can talk about them a Where did they live in the past? And now? sentation ractice oduction Work arrangem Group work T-whole class Whole class Individual wor mework - People used to live in small houses Now they live in big houses and buildings b How did they travel? - People used to walk Now, they can go by cars or motorbikes c What's about the electricity? - Now, there is electricity everywhere d What's about their life / work? - People used to work hard all the time Now they have a lot of time for entertainment e Did children use to go to school? Most children used to stay at home Now, they all go to school f What's about their entertainment? - Children used to play traditional games such as hide and seek, skip rope outdoors Now, they have a lot of modern games-video games Write about the things you used to last year, year, I used to get up late Now, I get up early and morning exercises UNIT 4: OUR PAST PLANNINGDAY :13/10/2011 TEACHING DAY:15/10/2011 Lesson 3: Section: - Read 1- (page 41,41) Period 23 I Aim:Reading the story "The lost shoe" for details II Objective:By the end of the lesson, students will be able to understand retell the story "The lost shoe" III Teaching aids:Text book, word cards for drilling Stage Steps/Activities * Brainstorming: Name some folk tales that you have read Warm up Cây tre trăm đốt Tấm cám –Hoàng tử cóc (one hundred-section (The frog Prince) bamboo) e-reading Work arrangem Whole class The folk tales đôi hài dặm (seven-mile shoes) Nµng b¹ch tuyÕt vµ chó lïn (Snow White and dwarfs) I Pre-teach vocabulary - cruel (adj.) (translation) - upset (adj.) (synonym) - fairy (n) (translation) - magical (adj.)  magically (adv.) - rag (n) (realia) - (To) fall in love with (translation) - immediately (adv.) - Checking: ROR II T / F statement predictions a Little Pea's father is a poor farmer b Her father got married again after his wife Died c Her new mother was beautiful and nice to her d She worked hard all day e She didn't have new clothes to take part in the festival T-whole Class ading - Ask students to read the statements (on posters) and guess which is Individual work true, which is false) and then share with their partners Pair work - Give feedback Have students read the story "The Lost Shoe" on page 41 and check their prediction and ask them to correct the false statements Guess Answer Correction a T b T c F Her new mother was crue to d T her e F A fairy gave her beautiful clothes Comprehension questions - Ask students to work in pairs answering the questions in exercise on page 42 - Give feedback a Who was Little Pea? - She was a poor farmer 's daughter b What did Stout Nut's mother make Little Pea all day? - She made her the chores all day c How did Little Pea get her new clothes? - Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes d Whom did the Prince decide to marry? Why? - He decided to marry Little Pea because the shoe (which the Prince was keeping) fitted her e Is it a true story? How you know? - (Students answer themselves) Gap filling: Complete the sentences with words from the story - Ask students to work in pairs, filling the blanks with suitable words from the story * Answer: a Little Pea's father was a farmer b Little Pea 's mother died when she was young Pair work c Little Pea had/used to housework all day after her father got married again d The prince wanted to marry/choose a girl from Little Pea 's village, e Stout Nut 's mother did not make new clothes for Little Pea f The Prince found Little Pea 's lost shoe * Retell the story: - Ask students to work in pairs, telling the story again in details Pair work work They can look at the statements in the gap filling exercise and add more g E.g "Little Pea 's father was a poor farmer Unfortunately, Little Pea 's mother died when she was very young and her father got married again The new wife was very cruel to her and mauc her work all day One day, the Prince wanted to choose a wife from her village Her new mother didn't make new clothes for her, but the fairy did She came to the festival and lost a shoe The Prince found her shoe and decided to marry her Rewrite the story UNIT : OUR PAST PLANNINGDAY :17/10/2011 TEACHING DAY :19/10/2011 Lesson 5: Period 24 - Language focus 1-2 (page: 44) I Aim: Listening and further practice in Past Simple Tense Ii Objetive:By the end of the lesson, students will be able to understand the main idea of a story by listening and further practice in Past Simple Tense Iii Teaching aids: Text book, eleven cards Stage arm up listening e listening Steps/Activities * Pelmanism: - Prepare eleven cards with numbers on one side and the verbs on the other - Stick the cards on the board so that the students can only see the numbers, make sure the verbs are mixed up - Divide the class into two teams Each team chooses two numbers - Turn the cards over, if they match: E.g.: run - ran : that team gets mark - If not, turn the cards over again and ask the next team • - Continue until all the cards are finished run ran fly flew ride rode eat ate sit sat come Pre-teach vocabulary: - Foolish (adj.) (translation) - greedy (adj.) (translation) - gold (n) (realia) - (To) lay - laid - laid (picture) - amazement (n) (translation) * Checking: What and where Prediction: Predict the moral lesson of the story - Ask students to look at four titles and guess which is the most suitable to the story a Don't kill chickens b Don't be foolish and greedy c Be happy with what you have d It is difficult to find gold - Give feedback Checking the prediction: - Have students to listen to the tape twice and check their prediction - Answer : "Don't be foolish and greedy" * Tape transcript: Once a farmer lived a comfortable life with his family His chicken laid many eggs which the farmer used to buy food and clothes for his family One day, he went to collect the eggs and discovered one of the chickens lad a gold egg He shouted excitedly to his wife: "We 're rich!" His wife/ran to him and they both looked at the egg in amazement The wife wanted more, so her husband decided to cut Work arrangemen T-whole Class Team work Whole class Pair work Whole class -listening open all the chickens and find more eggs Unfortunately, he couldn't find any egg When he finished, all the chickens were dead There were no more eggs of any kind for the foolish farmer and his greedy wife Find out the verbs in the story - Ask students what tense is used in the story - (Simple Past Tense) - Have students listen again and try to write as many verbs as possible The student who writes more verbs get good marks - Answers: - went - were - discovered - ran - laid - looked - shouted - wanted - finished - decided - couldn't - Ask students to give the infinitives of these verbs Mapped dialogue (revision of Simple Past Tense) Language focus - Set the scene: Lan asks Nga about Nga's yesterday activities Lan Nga ……………… lunch? No I ate noodles How……………… school? I……… bicycle to shool Which subject………………? …………………… match Where…… yesterday evening? ……………… home * Answers: Lan: Did you eat rice for lunch? Nga: No I ate noodles Lan: How did you get to school? Nga: I rode a bicycle to school Lan: Which subject did you have yesterday? Nga: I have math Lan: Where were you yesterday evening? Nga: I was at home Write twenty irregular verbs on the notebooks work UNIT 4: OUR PAST Individual wor Team work PLANNINGDAY :16/10/2011 TEACHING DAY :17/10/2011 Lesson 5: Section: - Write 1-2 (page: 42,43) Period 24 I Aim:Writing a short imaginary story Ii Objective:By the end of the lesson, students will be able to use Simple Past Tense to write a folk tale Iii Teaching aids:Text book, eleven cards Stage arm up PROCEDURE Steps/Activities * Chatting: Ask students some questions about imaginary stories Do you want to read imaginary stories? Name some of them Which story you like best? Have you ever read the story "how the tigers got his Stripes"? - Pre * teach vocabulary: - wisdom (n) (translation) - a stripe (n) (realia) - a straw (n) (realia) - a servant (n) (translation) - (to) escape (translation) - (to) graze (picture) - to light - lit - lighted (mime) * Checking: matching - Write the new words in the list on the left-hand side of the blackboard - Write the translations on the right hand side of the blackboard - Ask students to come to the blackboard to match items on the left with those on the right by drawing a line connecting them * Reading: read and complete the story - Ask students the meanings of the verbs in the box - Have them work in pairs using suitable verbs to fill in the blanks - Give feedback • * Answers: appear tied as lit said burned left escaped went * Comprehension questions : Work arrangem le writing st-writing - Ask students to work in groups of (one table), answering the following questions: a Where was the man? b What did the buffalo when the tiger appeared? c What did the tiger want to know? d What did he before going home? Why? e What did he when he returned? * Answers: a He was in his field b It grazed nearby c The tiger wanted to know why the strong buffalo was the servant and thf small man was the master, d He tied the tiger to a tree with rope because he didn't want it to eat the buffalo e When he returned, he lit the straw to burn the tiger Get students to ask and answer questions - Write the storv: Get students to exercise They have to imagine to be a man in order to write the story - Get students to change The man  I His My - Get students to write individually then share with their partners and correct mistakes - Take some writings to correct in front of the class * Suggested answers: One day, as I was in a field and my buffalo grazed nearby, a tiger came It asked why the strong buffalo was my servant and I was its master I told the tiger that I had something called wisdom The tiger wanted to see it but I said that I left the wisdom at home that day Then I tied the tiger to a tree with a rope because I didn't want it to eat my buffalo I went to get some straw and I burned the tiger The tiger escaped, but today it still has black stripes from the burn * Tell the storv: * Divide the class into teams Team A plays the role of the tiger Team B plays the role of the buffalo They work in team, telling the story * Ask a volunteer from each team to tell the story in front of the class * Team tiger changes: a/ the tiger  I * Team buffalo changes: a / the buffalo  I Open pairs Closed pairs mework Write the story again, imagine you are:  The tiger  The buffalo UNIT 4: OUR PAST TEACHING DAY:22/10/2011 Languagefocus (page44,45) PLANNINGDAY:21/10/2011 Lesson6:Section Period 25 I Aim:Further Practice in prepositions of time and USED TO Ii Objective: By the end of the lesson, students will be able to use prepositions of time and USED TO (to talk about the action which always happens in the past) Iii Teaching aids:Text book PROCEDURE Stage Steps/Activities Work arrange Team work n Matching: - Write some prepositions in a list on the left - hand side of the blackboard - Write the time/date/month on the right hand ;jide of the blackboard - Divide the class into two teams: teamA -Team B - Ask volunteers from each team to come to the blackboard to match the items on the left with those on the right by drawing a line connecting them - Team A uses red chalk, team B uses yellow chalk - The team which draws more correct lines will win the game In January On 3p.m Wednesday At November 1997 Between July 2nd After/before 6Am 7a.m and a.m - Give feedback In January In November 1997 On Wednesday On July 2nd At a.m Between 7a.m and a.m After / before 3p.m - Ask students to read aloud each phrase ractice Gap filling - Ask students to exercise on page 44 individually then compare Individual wo with their partners - Give feedback Pair work a I'll see you on Wednesday er Practice b I'm going to Laos in January c We must be there between 8.30 and 9.15 d The bank closes at p.m if you arrive after 3p.m., the bank will be closed e I'll be home before seven because I want to see the seven o'clock news Complete the dialogue - Ask students to exercise on page 45 - Have students work in pairs, looking at pictures on page 45; using USED TO with the verbs live - stay - have - be to complete the dialogue between Nga and Hoa - Give feedback Nga: Where is it? It isn't Hanoi Hoa: No it's Hue I used to stay there Nga: Is that you, Hoa? Hoa: Yes I used to have long hair Nga: Who is in this photos? Hoa: That is Loan She used to be my next door neighbor Nga: Are they your parents? Hoa: They’re my aunt and uncle They used to live in Hue, too - Deliberate mistakes: - Read aloud some sentences and ask students to listen carefully and try to find out the mistake When they hear a mistake, they stand up and say No then correct it E.g: Teacher reads aloud: I usually stay at home in Sunday A student stand up and shout: No, on Sunday, not in Sunday That student will one get good mark a My father used to play football when he has spare time - No, had spare time, not has b She used live in Hanoi - No, used to live, not used live c My parents will arrive in o'clock - No, AT o'clock, not in d He was born in June the third - No, on June the third, not in - Look at photos of your father / mother / sister / brother when he/she was young and now, then write the differences using USED TO E.g.: My mother used to have long straight hair and now she has curly hair Pair work UNIT 5: STUDY HABITS PLANNINGDAY:23/10/2011 TEACHING DAY:24/10/2011 I Aim: Helping students: - to give instruction and advice - to express an obligation - to write a letter to a friend II Language focus Adverb of manner, Modal: Should Command, request and advice in reported speech Vocabulary III Vocabulary Verbs (to) highlight (to) spell (to) underline Lesson Nouns behavior a comment a co-operaiton a habit a meaning lunar Getting started Listen and read Adjectives mother tongue a participation a term fair proud (of) satisfactory Reading the dialogue between Jim and his Mom for details about his study Lesson Speak - listen Practice speaking and listening about study Lesson Read Lesson Write Reading for details about different ways of leaning vocabulary Practice writing letters to friends Lesson Language focus 1-2 Lesson Language focus 3-4 Further Practice in Adverbs of manner and the modal: Should Practice in commands, requests and advice in reported speech UNIT 5: STUDY HABITS PLANNINGDAY:23/10/2011 TEACHING DAY:24/10/2011 Lesson 1: Section: - Getting started (page 46) Period 26 - Listen and read (page 46,47) I Aim: Reading the dialogue for details Ii Objective: By the end of the lesson, students will be able to understand the dialogue between Jim and his Mom about his study III Teaching aids:Text book Stage m up re-reading hile-reading PROCEDURE Steps/Activities Network: - Ask students to write as many subjects as they can on the blackboard Subjects chemistry physics math Work arrangem T-whole class At school history geography literature Chatting: Ask students some quest is: - What subject are you good at? bad at? - What subject you like best? Why? - How often you have math? literature? English? I Pre - vocabulary - a report card (realia) - pronunciation (mime) - (to) improve (situation) - (to) be proud of (translation) - (to) try one's best (translation) * Checking: Rub and remember: - Rub out a word in English and point to the Vietnamese translation and ask "what's this in English?" When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words If there's time, get students to come to the blackboard and write the English words again II T / F statements prediction - Ask students to read the statements (on poster) and predict they are true or false - Ask them to share with their partners - T / F statements: a Tim was out when his mother called him b Tim's mother met his teacher at school c Tim's report is poor d Tim needs to improve his Spanish grammar e Tim promised to try his best in learning Spanish - Give feedback Reading - Get students to read the dialogue and check their prediction T-whole class omework - Give feedback Guess Correct a F b T c 'F d F e T Individual wor - Ask students to read the dialogue and check their prediction * Answers: a F- Tim was in the living room / at home b F-his report is excellent c F-He needs to improve his Spanish pronunciation Comprehension questions - Ask students to work in pairs, answering the questions oft page 47 * Questions and answers : a Who is Miss Jackson ? - She is Tim's teacher b What did Miss Jackson give Tim's mother? - She gave Tim's mother his report card c How did Tim study this semester? - He worked really hard d What did Miss Jackson say Tim should do? - She said Tim should word harder on his Spanish pronunciation e What did Tim's mother give him at the end of the conversation? - She gave him a dictionary - Ask' students to work in open pairs the closed pairs * Survey: - Ask students to work in group - Ask them to stand up and ask each other thequestion: "what subject you need to improve?" They have to write the names and the subjects that their friends answer Nam What subject Individual wor Mai literature - Give feedback - Ask students who need to improve the same subject work in groups and discuss how to improve Write the way how to improve the subject that you are not good at T-whole class Group work UNIT 5: PLANNINGDAY:25/10/2011 STUDY HABITS TEACHING DAY:26/10/11 Lesson 2: Section: - Speak (page: 47) Period 27 - Listen (page: 48) I Aim:Practicing speaking and listening Ii Objective: By the end of the lesson, students will be able to talk about their study habits and to listen for specific information to fill in a report card Iii Teaching aids:Text book, poster Stage Warm up -listening Steps/Activities * Brainstorming - Ask students to write their ideas on the blackboard Speak How to English to friends in class improve Watch English TV grammar read English read English exercise stories Work arrangeme T-whole class listen to the English radio program newspapers/ magazines I Pre teach vocabulary - behavior (n) (translation) - a participant (n) (explanation) - satisfactory  unsatisfactory - cooperation (n) (translation) - attendance (n) (translation) - (to) appreciate (translation) II Prediction - Ask students to look at Nga's report and predict the missing information and then compare with their partners a Day present (1) b Day absent (2) c Behavior - participant (3) d Listening (4) e Speaking (5) f Reading (6) Individual work Pair work le listening t- listening g Writing (7) - Give feedback Listen - Get students to listen to the tape and check their prediction (1) 87 days present (2) days absent (3) Participation: Spanish pronunciation (4) Listening: Comprehension (5) Speaking : A (6) Reading :A (7) Writing: B Comprehension questions - Ask students to answer some questions about Nga's report card Questions and answers: a Who are Nga 'a parents? - They are Mr Lam and Mr Linh b What's Nga's teacher's name? - Miss Lien c What subject was reported? For what term? - English, d What are the comments? - Speaking English quite well However she does ncod to improve her listening skill e.What does S stand for? What's about F, U, A,B,C,D - S stands for satisfactory, F for Fail, U for unsatisfactory, A for Excellent, B for good, C for fair, D for poor - Ask students to work on their own to answer the questions - Give feedback Questions you your partner When you your homework? Who helps you with your homework? How much time you spend on:Math? English? History? Literature? Which subject you need to improve? What you to improve your English? Individual work Pair work Individual work Pair work omework - Ask students to work in pairs, asking their partners questions and taking notes of the answers - Ask students to work in groups of or to report what they have known about their partners' study Students can use this structure to talk  Nam said he did his homework after , dinner/  Hoa said his father helped her with her homework  Lan said she spent hours studying math  Ba said he needed to improve Literature  Mai said she should more grammar exercises Write something about your partners' study habits E.g.: "Hoa is my best friend She works very hard and always get good grades She usually does her homework after school " UNIT 5: STUDY HABITS PLANNINGDAY:28/10/2011 TEACHING DAY:29/10/2011 Lesson 3: - Section: Read (page 49) Period 28 I Aim:Helping students to read the text for details Ii Objective: By the end of the lesson, students will be able to understand the text and get specific information III Teaching aids: PROCEDURE Stage Steps/Activities Work arrangem * Chatting: T-whole clas arm up - Ask students some questions about their English learning  •Do you like learning English ?  •How many new words you try to learn a day?  •What you when you read a new word?  •How you learn / remember new words? I Pre - teach vocabulary - Mother tongue (example) -reading - (to ) underline (example) - (to) highlight (example) - (to) come across (synonym) - (to) stick (mime) , - Write new words (add some words: different, important) all over Group work the blackboard (not in a list) - Call on students from teams to the front the class and ask them to stand at an equal distance from the blackboard - Call out a new word in Vietnamese and students must run forward and slap the word on the board The one who first slaps the correct word will be the winner and get one good mark - The game continues until all the words are slapped II Brains torming - Ask students to work in pairs to make a list of the ways how a language learner can learn new words learn translate it into write each word on by heart mother tongue one piece of paper and put it into the pocket to learn whenever Ways language learners learn new Pair work e reading learn through write it on a small piece of example sentences paper and stick everywhere in the house True / False statements - Ask students to read the statements on page 50 then read the text and decide which is true and which is false a All language learners write the meaning of the news words in their mother tongue b Some learners write examples of the words they want to learn c Every learner tries to learn all the new words they come across d Many learners only learn the new words that are important - Give feedback - Answers: a F b T c F d T Comprehension questions - Have students work in pairs to answer the questions (exercise on page 50) - Give feedback * Questions and answers: a Do learners learn words in the same, way? - No They learn words in different ways b Why some learners write example sentences with new words? - Because they help them to remember the use of new words c What some learners in order to remember new words? - They write examples, put the words and their meanings on stickers, underline or highlight them d Why don't some learners learn all the new words they come across? - They may think they can't so Instead, they learn only important words e What is necessary in learning words? - Revision is necessary in learning words f How should you learn words? - Learners should try different ways of learning words to find out what is the best - Ask students to practice asking and answering questions in open pairs and closed pairs * Survey: Pair work Pair work T-whole class t-reading - Ask students to work in groups of or to interview one another and tick the ways they have used to learn new words Group work me-work Ways of learning words Nga Hoa … Make a list of words, their meanings and learn them by heart Write sample sentences with new words Stick new words somewhere in the house Underline or highlight the words Read stories in English Learn words through songs - Ask students to report about their group Ex: "Hoa learns words by making a list of words, their meanings and learning them by heart She also reads stories in English Hoa ." Write the ways of learning words that you think are the best for you UNIT : STUDY HABITS PLANNINGDAY:1/11/2011 TEACHING DAY:2/11/2011 Lesson 4: Section: - Write – Period 29 I Aim:Writing letters to friends Ii Objective:By the end of the lesson, students will be able to know the format of a friendly letter and practice writing a letter to a friend Iii Teaching aids:Text book PROCEDURE Stage Steps/Activities Work arrangem Warm up * Chatting: - Ask students some questions dealing with writing letters  Have you ever written tosomeone?  To whom you usually write?  What you often write about? I Pre-teach vocabulary - Lunar New Year Festival (explanation) - Enjoyable (adj) (translation) - (to) celebrate (example) * Checking: Rub out and remember II Ordering - Ask students to put the parts of the letter in the correct order - Give feedback a Opening d Body of the letter b Closing e Signature c The date f Writer’s address * Answers: 1) (f) Writer’s address 4) (d)Body of the letter 2) (c) The date 5) (b) Closing 3) (a) Opening 6) (e) Signature - Ask students to read the letter on page 51 to check their order III Labeling - Ask students to label each section with the correct letter IV Comprehension questions Ask students to work in pairs and answer some questions - Give feedback * Questions and answers: a Who wrote the letter? To whom? - Hoa wrote a letter to Tim, her penpal b What are there in the heading? - There are the writer's name and the date c What is the main part of the letter? - The body of the letter is the main part d What did Hoa receive a few days ago? - She received her first semester report e Is Hoa good at Math? - No She isn't f What subject is Hoa good at? T-whole clas T-whole clas Pair work Individual wo Pair work le writing st-writing omework - Science, English and History g Where is she going to celebrate the Lunar New Year Festival? - She is going to Hue to celebrate the festival with her grandmother - Ask students to practice asking and answering questions * Substitution writing: - Ask students to exercise on page 51, students have to imagine that they are Lan and write a letter to her penpal Donna in Sans Francisco, using the given information - Answers: 15 Thanh Giong Street, Hanoi, June 10th, 2004 Dear Donna, Thanks for your letter I'm glad to hear you had an interesting/ enjoyable Mother's Day We received our second semester report last month I got good grades for Geography, Physics and Math but my English and History results were poor My teacher advises me to improve English and History I think I have to study harder next school year In a few weeks, we 're going to celebrate the mid Autumn festival That is an Autumn moon festival in Vietnam This afternoon, I'm going to Ha Long Bay with my aunt and uncle by bus and I'm going to stay there with them until the festival comes I'll send you a postcard from there Write soon and tell me all your news Best, Lan * Correction: - Ask some students to read aloud their letters and correct the mistakes - Write a letter to your friend to tell him/her about your second semester report and about your Summer holiday UNIT 5: STUDY HABITS PLANNINGDAY:3/11/2011 TEACHING DAY:4/11/2011 T-Whole clas Lesson5:Section:LanguageFocus1-2 Period 30 I Aim:Further Practice adverbs of manner and the modal Should Ii Objective:By the end of the lesson, students will be able to use adverbs of manner and modal Should as an advice Iii Teaching aids:Text book, ten cards PROCEDURE Stage Steps/Activities up sentation Practice * Pelmanism: Work arrangemen Group work - Prepare ten cards with numbers (from to 10) on one side and the adjectives/adverbs on the other - Make sure the adjective/adverbs are mixed up, then stick them on the blackboard so that the students can see the numbers - Divide the class into two teams and ask them to choose two numbers - Turn the cards over, if they match: E.g.: soft - softly; that team has mark - If not, turn the cards over again and ask the next team to continue - Go on until all the cards are finished The team which has more marks will win the game good warm bad fast badly rode eat ate sit sat hard (adj.) and hard (adv.) have different meanings * Setting the scene: "use any word from the game Pelmanism to complete the following sentence" * Lan has a (1) voice and she usually speaks (2) * Answers : (1) soft (adj.) (2) softly (adv.) - Help students distinguish the use of adjectives and adverbs  Form: S+V+a/answer + adjective + noun or: S + be + adjective S + V + adverb • Use: Adj modifies the noun after it the subject Adv modifies the verb of the sentence * Exercise page 52 - Ask students to work in pairs to the exercise on page 52 Students use the adverbs in the box: softly, well, fast, badly, hard to fill in the dialogue Team work T-whole clas Pair work sentation2 Practice * Answers: a Does Mrs Nga speak English ? - Oh, yes She speaks English well b Ba always gets excellent grades - That's because he studies hard c That's our bus! - Run fast and we might catch it d I'm very sorry I know I behaved badly - It's all right e I can't hear you, Lan - Sorry but I'm speaking softly because I have a sore throat f Give feedback Ask students to practice the dialogue in open pairs then closed pairs * Setting the scene: - Ask students to look at Mr Hao's house and answer some questions * Questions: a Is Mr Hao's house new ? b Is the wall discolored? c How is the door? d Is there grass in his garden? e Should Mr Hao repair the roof? * Answers: a No It isn't b Yes, it is c It is broken d Yes There is lots of grass in his garden e Yes, he should - Give the explanation of the modal SHOULD  Form: S + should + infinitive•  Use: give an advice  Meaning: neân (laøm gì) Give students the question "what should he with his house?" mend? paint? What he should with his house replant? cut? repair? Open pairs the closed pairs T-whole clas omework - Ask students to use the verbs to'advise Mr Hao what to * Answers: a Mr Hao should repair the roof b Mr Hao should paint the house c Mr Hao should cut the grass d Mr Hao should replant the tree e Mr Hao should mend the door - Ask students to practice the exchange Question: What should Mr Hao do? Answer He should repair the roof paint the house.- cut the grass replant the tree.- mend the door - Students work in open pairs then closed pairs Write sentences using should + infinitive and the following cues: a Do morning exercise/ regularly b Study hard c Get up early d Ride bike / carefully e Keep room tidy Pair work Pair work Individual wo UNIT 5: STUDY HABITS PLANNINGDAY:3/11/2011 TEACHING DAY:4/11/2011 esson 6:Section:-Language Focus 3-4 Period 31 Aim: Practicing commands, requests and advice in reported speech Objective: By the end of the lesson, students will be able to use reported speed with commands, requests and advice i Teaching aids: Text book, poster PROCEDURE Stage Warm up Steps/Activities * Word square : P R A C T I R E A R M C O A I E W E N D B P R S O I T O I T U M K R T U N O A T E D C N E C Z Y E C P A R D L I S T E N Work arrangem Group work - Stick the poster on the blackboard - Ask students to find words about study in the word square - Get students to work in pairs to find the words - Divide the class into two teams, students from each team go to the board and circle the words they have found then write them down in the column of their team - The team which has more words will win the game * Answerspronounce, study, read, write speak report card practice listen * Setting the scene: Introduce Tim’s mother and Tim’s teacher –Miss Jackson by drawing their faces (pictograms) They are talking about Tim’s study - Ask students to complete the dialogue between them Miss Jackson: (1) you give Tim this (2) Tim’s mother: Yes (3) (4) Thanks (5) (6) Miss Jackson: His grades are (7) But he (8) work (9) on his Spanish (10) (1) can (2) dictionary (3) of (4) course (5)a (6) lot (7) good (8) should (9) harder (10) pronunciation - Ask some pairs of students to practice the dialogue - Introduce Tim and his mother They are at home and talking about what Miss Jackson said Tim's Mom: Miss Jackson asked me (1) give (2) this (3) Tim: Yes I know Tim's mother: Miss Jackson said (4) (5) (6) on (7) Spanish (8) Tim: I'll try (9) best to (10) it * Answers: (1) to (2) you (3) dictionary (4) you (5) should (6) harder (7) your (8) pronunciation my (10) improve - Checking understanding: - What did Miss Jackson say to Tim's mother? "Can you give Tim this dictionary?" - What did Tim's mother report it to Tim? "Miss Jackson asked me to give you this dictionary" T-whole clas Whole class Pair work T-whole clas Practice Form: To ask/tell + someone + to something - What else did Miss Jackson say? "Tim should work harder on his Spanish pronunciation" - What did Tim's mother report it to Tim? "Miss Jackson said you should work harder on your Spanish pronunciation" Drill 1: - Ask students to work in pairs to exercise on page 53 (explain the situation clearly) * Answers: a "Please wait for me outside my office" Miss Jackson asked me to wait for her outside her office b "Please give Tim his report card for this semester" Miss Jackson told me to give you your report card for this semester c "Can you help Tim with his Spanish pronunciation?" Miss Jackson asked me to help you with your Spanish pronunciation d "Can you meet me next week?" Miss Jackson told me to meet her next week - Call on some students to practice in pairs and correct their pronunciation - Ask students to work in closed pairs (the whole class work in pairs together) Drill 2: - Ask students to work with their partners to exercise on page 53 - Ask students to report Miss Jackson's advice to Tim's mother in their conversation * Answers: a Tim should spend more time on Spanish pronunciation - Miss Jackson said you should spend more time on Spanish pronunciation b Tim should practice speaking Spanish every day - Miss Jackson said you should practice speaking Spanish every day c Tim should listen to Spanish conversation on TV - Miss Jackson said you should listen to Spanish conversation on TV d Tim should practice reading aloud passage in Spanish - Miss Jackson you should practice reading aloud passage in Spanish e Tim should use this dictionary to find out how to pronounce Pair work Open pairs Closed pairs Spanish words - Miss Jackson said you should use this dictionary to find out how to pronounce Spanish words - Call on some students to practice in pairs and correct their pronunciation - Ask students to work in closed pairs Review commands, requests and advice in Reported Speech Open pairs Closed pairs omework UNIT 6: THE YOUNG PIONEERS CLUB I AimHelping students: - to talk about the future - to ask for favors and offer assistance - to write a letter telling about the future plan II Language focus Present simple with future meaning Gerund Modal: may, can, could III Vocabulary Verbs Nouns Adjectives (to) enroll (an) application a position academic (to) fill out citizenship resources co-educational (to recycle a drawing a scout (to) tutor a fund a tire (to) unite an interest a tutor UNIT 6: THE YOUNG PIONEERS CLUB PLANNINGDAY:13/11/2011 TEACHING DAY:14/11/2011 Lesson1:Section: gettingstarted+Listen and read Period 31 I Aim:Reading for details and practice in gerunds Ii Objective: By the end of the lesson, students will be able to understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy Iii Teaching aids: Text book, cards for drill, cassette Stage Steps/Activities Warm-up * Chatting: - Ask students some questions about their activities and their summer holidays  •What you usually on your summer holiday?  •Are you members of the Young Pioneers and Youth Organization?  Are there any activity programs for the summer?  • Do you take part in them? ‘  • What activity you like most? I Pre – teach vocabulary - (to) enroll (translation) - answer application form (visual) Out door activities (example: Games that you play in the open air rather than in a building or a house such as: football, tennis, swimming…) * Checking vocabulary: Rub out and remember II Listen and read the dialogue - Set the scene: Nga is a student in grade eight She wants to enroll in the activities for the summer - Ask students to listen and read the dialogue at the same time - Get them to work in pairs and complete Nga’s particulars - Answers:  • Name: Pham Mai Nga  • Home address: Tran Phu Street  • Phone number: Not available  • Date of birth: April 22, 1989  • Sex: Female • Interest: drawing, outdoor, activities, acting esentation Work arrangemen T-whole class T-whole class Pair work T-whole clas - Ask students some questions to check their understanding  • What’s her name?  • Where does she live?  • When was she born?  • What are her hobbies? - She likes drawing, out door activities and she also enjoys acting III Concept checking - What is after “likes” ? (drawing) - What is after “enjoys”? (acting) - What we call “drawing” and “acting”? (gerund) Practice roduction - What is the form of “gerunds”? (V- ING) - When we use “gerund”? (after some verbs: like, love, enjoy, hate, mind) • Form: like, love, enjoy, hate + gerund (V-ING)  •Drill: word cue drill - Prepare cards with these cues on them: a Play soccer / volley ball b Watch TV / listen to music c Read books / homework d Chat with friends / the housework e Cook meal / decorate the house Exchange: What are your hobbies? I like/love playing soccer and volleyball - T models the first two cues, students repeat in choral twice and then individually (two or three students) The third, fourth and fifth cues: new cue, new student - Drill the questions of the exchange first, then drill the answers - Ask some pairs of students to practice asking and answering (open pairs) - Get the whole class to work in pairs (closed pairs) * Survey: - Ask students to copy down the chart (on page 61): - Ask students to work in groups of three to ask their friends and tick on the chart name/ Nam Mai Do you like love like don’t love like don’t hate like hate like play soccer washing up cooking meals performing music gardening gathering broken glasses watching TV camping play badminton doing homework - Give feedback by asking students to report their friends' hobbies - E.g.: Nam loves playing soccer He doesn't like cooking and Pair work Group work especially hates washing dishes - Write about their friend's hobbies omework UNIT 6: THE YOUNG PIONEERS CLUB PLANNINGDAY:14/11/2011 TEACHING DAY:15/11/2011 Lesson 3:Section: - Listen (page 56) Period 33 - Speak (page 56) I Aim: Listening for details and practicing speaking when offering assistance Ii Objective: By the end of the lesson, students will be able to complete a song and offer and respond to assistance Iii Teaching aids: Text book Stage Warm up re-listening Steps/Activities * Listen to a song - Let students listen to the song for fun I Pre - teach vocabulary - (to) unite (translation) Work arrangemen T-whole clas ile listening resentation - peace (n) (antonym) - give a word with the opposite meaning II Guess the missing words - Ask students to guess the words to fill in the gaps in the song (page 56) - Ask them to share with their partners - Give feedback - Ask students to listen to the song and fill in the missing words then share with their partners * The song: "Children of our land unite Let's sing for peace Let's sing for right Let's sing for love between North and South Oh children of our land unite Children of the world hold hands Let's show our love from place to place Let's shout out loud Let's make a stand Oh children of the world, hold hands - Give feedback - Ask students to listen to the dialogue between a receptionist and a tourist: Receptionist: May I help you? Tourist: Yes Can you show me the way to the nearest bank? Receptionist: Sure Turn right when you get out of the hotel Turn left at the first corner It's on your right Tourist: Thank you very much -Ask some questions to check students' understanding  What does the receptionist say? "May I help you?"  What's for? (For offering assistance)  Another way to offer assistance? (Do you need any help? Let me help you.)  How you say to respond to assistance? (Yes No, thank you) - Ask students to copy down the following phrases Offering assistance Responding assistance Individual wo Pair work Individual wo Pair work Whole class T-whole clas Practice * May I help you? *Do you need any help? * Let me help you * Yes That's very kind of you * No Thank you *No Thank you I'm fine I can manage - Ask students to repeat chorally and then individually all the phrases in the chart - Ask students to complete the dialogues in exercise 3b (page 62) A: May I help you? B: Yes Thank you Could' you fill in this form for me? A: Do you need any help? B: No, thank you I'm fine A: Oh, this bag is heavy B: Let me help you A: Yes That's very kind of you - Ask students to practice three dialogues in pairs First, call on some pairs of students to play the roles of A and B Teacher corrects the pronunciation Then have students practice in closed pairs - Give a situation, then write an open dialogue on the board - Ask students to complete the dialogue * Situation: A receptionist wants to help a tourist who needs to go to the nearest bank Receptionist: May I help you? Tourist: Yes Can you show me the way to the nearest bank? Receptionist: Sure Turn right when you get out of the hotel Turn left at the first corner It's on your right Tourist: Thank you very much - Call on some students to practice the dialogue in front of the class - Ask students to work in closed pairs - Give another situation: You want to help a tourist who needs to find the nearest police station because he has lost money - Ask students to work in pairs to make a similar dialogue then practice with their partners - Move around the class and help students Write on your notebook the dialogue between you and a tourist who lost money T-whole clas Pair work Open pairs Closed pairs T-whole clas Whole class Pair work Homework UNIT 6: THE YOUNG PIONEERS CLUB PLANNINGDAY:16/11/2011 TEACHING DAY:17/11/2011 esson 4: Section : - Read 1-2 Period 34 Aim:Reading Comprehension the passage about the Boy Scout of America Objective:By the end of the lesson, students will be able to know more about a youth organization - the Boy Scouts of America (BSA) i Teaching aids:Text book Poster of II F statements Stage Steps/Activities Work arrangem Team work * Jumbled Words: arm up - Write six words whose letters are in disorder Racchtaer 4, Pexailn lojn Nessmsibuan Mai Thauolgh - Divide the class into teams students from each team will write the right words The team which finishes first with more right words will win the game -reading e reading * Answers: Character Aim Businessman Join Explain Although I Pre-Teach Vocabulary - (to) encourage (explanation: give the verb which means to give somebody support) - citizenship (translation: what's "QuyÒn c«ng d©n" in English?) - coeducational (adj.) (translation) - voluntary (adj.) (translation) - (to) lead - led - led: (translation) - (to) establish: tsynonym: give the synonym of to start, to create an organization) * checking the vocabulary: slap the board - Put the new words on the board - Call students or teams (4 students each) to the front of the class standing at an equal distance from the blackboard - Call out one of the new words fin Vietnamese) - Two students must run forwards and slap the correct word The student who slaps first is the winner - Go on with the next two students II T / F Statements Prediction - Stick the poster with the statements on the blackboard and guess which is true (T), which is false (F) The Boy Scout of America is a youth organization Scouting began in America William Boyce is a businessman in London Boys and girls can join BSA The Scouting Association is the biggest voluntary youth organization in the world - Give feedback III Reading - Ask students to read the passage on page 57 and check if their prediction is correct or not - Give feedback Ask them to correct false statements Guess Answer Correction T-whole clas Team work Whole class Post-reading T F F Scout began in England William Boyce is An American businessman BSA is mainly for boys F T IV Fill In The Missing Dates - Ask students to work in pairs to exercise (Page 57) * Answers: a When did scouting begin in England? - Scouting began in England In 1907 b What led to the Scouts Association crossing the Atlantic in 1910? - The meeting between a boy scout and Mr William Boyce led to the Scouts Association crossing the Atlantic in 1910 c What are the scouting groups that girls can join? - Girls can join in the Girls Guides Association and Camp Fire Boys and Girls d.What are the three aims of the scouting program? - They are building characters, good citizenship and personal fitness - Ask some students to ask and answer in front of the class Teacher corrects the pronunciation - Ask students to work in pairs Interview a member of the Boys Scouts of America - Call on an excellent student in class to practice with the teacher T interviewer / S - member of BSA - Call some pairs of students to play the roles of the interviewer and the member of BSA - Ask students to work in closed pairs Interview Member of BSA When did scouting begin? When were the aims established Homework In 1907 in England They were established in 1907 They are building the characters, good citizenship and personal fitness Can a girl join the BSA? No It is mainly for boys but girls can join similar organizations such as: tbe Girl Guides Association or the Coeducational Camp fire Boys and Girls How many members Over 25 million does the Scouting Association have now? Yes Of course Is it the largest voluntary Youth Organization in the Yes I'm happy to bea world? member of this Are you happy to join organization the BSA? Write the summary of the BSA UNIT 6: THE YOUNG PIONEERS CLUB PLANNING DAY :31/11/2011 TEACHING DAY :1/12/2011 esson 5: - Section: Write 1-2 (page 58, 59) Period 35 Aim:Writing a letter Objective: By the end of the lesson, students will be able to write a letter about II a future plan using "be going to" i Teaching aids: Text book tage arm up -writing PROCEDURE Steps/Activities * Revision of the structure: "be going to" - Ask students the usage of "be going to" (to express a future plan) - Get students to make the sentence: "I'm going to + Verb" The verbs have to begin with a letter from A to Z - Give example: T : I'm going to accept their invitation S1: I'm going to buy a new bicycle S2: I'm going to dean the house S3: I'm going to dust the furniture S4: I'm going to explain - Go on until the last student with the sentence: "I'm going to yell" (It is difficult to find a verb beginning with the letterZ) I Pre - teach vocabulary - (to) raise fund (translation) - a bank (visual) - natural resources: (example: coal; oil, iron., under the ground or the sea.) II Reading the notice - Ask students to read the notice - To: All Y and Y members on page 58 - Ask students some questions to check their understanding - Get students to work in pairs to answer questions * Questions: a What members of the Y and Y have to in-the recycling program? b What is the purpose of the recycling program? c What other programs can members of the Y and Y participate in? * "Answers: a They have to collect glass, paper and cans to send them for recycling b The purpose of the recycling program is to save natural resources and to earn money for the organization Work arrangemen T-whole clas T-whole clas Individual wo Pair work c They can participate in other programs such as raising funds for the poor, helping street children, planting trees and flowers along the sidewalks or in the parks - Give feedback and get some students to work in open pairs III Complete the letter - Ask some questions to set the scene: Pair work  • Who writes the letter? (Nga)  • To whom does Nga iwrite? (Linh)  • Is Nga a member of Y&Y? (Yes) T-whole clas  What does Nga write to Ling about? (She writes about the programs of her school Y&Y that she is going to participate in - Get students to work in pairs to fill in the gaps in the letter - Give feedback * Answers: Dear Linh, I'm glad to tell you that I'm going to have interesting activities Pair work The Y & Y is having a plan to help the community I will participate in its recycling program In joining this program, I will collect the glass, used paper and cans Then I will send them for recycling I hope I can save natural resources and raise/earn some money for my school Y & Y in these, activities I also think about participating in either planting trees and flowers or helping street children It is really interesting, isn't it? Write to me soon and tell me all your news Love, Nga IV Reading the dialogue: - Set the scene: Hoa talks to her aunt about the Y & Y Green Group, T-whole class about the activities that she is going to - Ask students to read the dialogue between Hoa and her aunt - Ask them some questions to check their understanding  Why does Hoa look happy? - Because she is able to join in the Y & Y Green Group  • What is she going to in the environment month? - She going to clean the lakes' banks, plant trees and flowers in the park and water them  • What are they doing to earn money for their school Y & Y? - They are going to plant young trees to sell to some schools Team work - Ask students to help Hoa to write a letter to her parents - Get students to work in group of or to write a letter on poster * Suggested letter: Dear Mom and Dad, Group work e reading -writing I'm very happy to tell you that I'm able to join in the Y & Y Green Group of my school The Green Group is holding an environment month plan We are going to clean the lakes' banks on weekends We are also going to plant trees and flowers in the park and water them every afternoon after class We are planting young trees and plants to sell to other schools I hope that we can bring more green to the city and earn some money for the school Y & Y The program is very interesting and useful, isn't it? I'm still in a very good health will tell you more about the group activities later With love, Hoa - Move around the class and choose four letters from group - Ask them to stick their letters on the board - Get the whole class to read the letters and correct them - Ask each student to help Hoa write a letter to her parents T-whole clas mework UNIT 6: THE YOUNG PIONEERS CLUB PLANNING DAY :1/12/2011 TEACHING DAY :2/12/2011 esson Section: - Getting started (page 54) Period 37 - Language Focus (page 60) Aim: Introducing some activities of the Y & Y organization and practicing Present Tense with future meaning Objective:By the end of the lesson, students will be able to use Simple Press Tense to talk about future activities i Teaching aids: Text book, cards of cues, picture of a stadium PROCEDURE Stage Steps/Activities Work arrangemen Whole class - Brainstorming: Warm up sentation collect waste paper help blind people The Y & Y proams * Possible answers: - Clean up the streets - Help elderly people - Take part in sports - Help handicapped/ street children - Collect and empty garbage - Plant trees and flowers - Water trees and flowers - Support cultural activities I Pre – teach vocabulary - a rest home: (explanation: a place where old or sick people are cared for) - an orphanage: (explanation: a place where children without parents live.) - A stadium (picture) * Checking vocabulary : Rub out and remember II Setting the scene - Introduce the dialogue : Lan and Mai are members of the Y & Y organization They are talking about the summer activity program - Ask students to complete the following dialogue: Lan: (1) we collect and empty garbage? Mai: At Dong Xuan Market Lan: (2) we collect (3) ? Mai: On January Lan: (4) we start and (5)? Mai: (6) 8am and (7) 5pm * Answers: (1): where (2) when (3): an empty garbage (4): what time (5): finish (6): we start at (7): finish at - Ask some students to play the roles of Mai and Lan to practice the dialogue III Concept checking - Ask students some questions to check their understanding  • When we use “where”? • (to ask for the place) T-whole clas Pair work T-whole clas ractice oduciton  • When we use “when”? (to ask for the date)  • When we use “what time”? (to ask for the time)  • Is the date at present or in the future? (in the future)  What tense we use in the dialogue? - (Simple Present Tense)  We use simple present tense to express an action that happens in the future * Drill: - Ask students to practice asking and answering about the Y & Y activity program by using the following cues: a Collect and empty garbage / Dong Xuan Market - Where they collect and empty the garbage? - At Dong Xuan Market b Plant and water trees / parks - Where they plant and water trees? - In the parks c Help elderly people / March 26 - When they help the elderly people? - On March 26 d Clean up the streets / June - When they clean up the streets? - On June e Water trees and flowers / 6am – 7am - What time they water trees and flowers? - They start at 6am and finish at 7am f Collect and empty garbage / am – 5pm -What time they coleect and empty garbage? - They start at 8am and finish at 5pm - T models cues, students repeat chorally and then individually - New cue / new student - Call on some students to ask and answer - Ask all students to work in pairs - Ask students to look at the chart on page 60 to talk about the Y & Y Organization Activity Program - Get each pair to ask and answer questions about the place /date/ time E.g: a Where they plant and water trees along the street? - In the City Center Streets b When they plant and water trees? Pair work T-whole clas Pair work T-whole clas Individual wo Pair work omework I Aim - On February c What time they start and finish work? - They start at 7am and finish at 10am - Ask students to work in open pairs then closed pairs - Ask students to write on their notebook the report on the Y & Y organization Spring Activity Program E.g: On January 9, the students collect and empty garbage at Dong Xuan Market between 8am and 5pm UNIT : MY NEIGHBORHOOD Helping students: - to make comparisons - to ask for information and assistance - to write a community notice II Language focus Present Perfect with FOR and SINCE Adjectives: - like - (not) the same as - (not) as … as - different from III Vocabulary Verbs (to) contact (to) notice (to) serve Nouns an air mail comfort iscount a mall a pan cake a parcel a product a resident Adjectives a roof a selection a surface mail a wet market airconditioned convenient tasty n1 Getting started Listen and read Reading for specific information about places in the neighborhood n2 Speak Practice speaking about how to send parcel or to post a letter n3 Listen Listening for details to complete the advertisement n4 Read Reading for details about the opening of a shopping mall in Nam' neighborhood n5 Write Writing a notice and practice in making comparisons n6 Language Focus 1-2-3-4 Practice in the Present Perfect Tense UNIT 7: MY NEIGHBOR HOOD PLANNING DAY :2/11/2011 TEACHING DAY :3/11/2011 Lesson 1:Section: - Getting started (page 63) Period 39 Listen and read (page 64) I Aim:Helping students to know about the places in their neighborhood Ii Objective:By the end of the lesson, students will be able to know more about Na's new neighbor Iii Teaching aids: Text book PROCEDURE tage Steps/Activities Work arrangem rm up * GETTING STARTED - Ask students to match the names of places with the suitable pictures * Answers: a grocery store b stadium : c wet market (Chî c¸) d drug store e hairdresser 's f swimming pool - Ask for their meanings to make sure students know exactly what they mean Individual wo reading reading I Pre - teach vocabulary - close by (adv.): (explanation: at a short distance) - (to) serve: (give somebody food or drink) - a pancake (translation) - tasty ( adj ) (what means the same as "delicious"?) * checking vocabulanj: What and where - Ask students to repeat the words chorally, then rub out woifd by word but leave the circles - Go on until all the circles are empty Get students to go to the blackboard and write the words in the correct circles II Pre - questions - Set the scene: Nam and Na are talking about the place where they live But Na is new there - Give two questions and ask students to work in pairs to guess the answers a How long has Nam lived in that neighborhood? b Where does Na want to go? - Ask students to listen and read silently the dialogue between Nam and Na then ask them if their answers are correct or not - Answers: a He has lived there for 10 years b Na wants to go a restaurant - Give feedback III Complete the sentence - Ask students to the exercises on page 64 They work individually then compare with their partners - Answers: a Na is new to the neighborhood T-whole class Pair work Individual wo Pair work reading mework b She and her family arrived last week c Na's mother is very tired d There is a restaurant in the area e The restaurant serves food from Hue f Nam thinks the pancakes are tasty IV Answers given - Give students some answers and ask them to make questions - Answers: a Nam has lived here for 10 years b Yes My mother is too tired to cook c The restaurant serves Hue food d Hue food is very good - Ask students to work in pairs to make questions for those answers * Questions: a How long has Nam lived here? b Is Na's mother tired? c What kind of food does the restaurant serve? d What is the food like? - Ask some students to ask and answer the questions Teacher can correct their pronunciation - Get students to work in pairs * Write: - Ask students to write a passage about their neighborhood by answering the following questions: a How long have you lived in your neighborhood? b Do you like it? W|hy? (people are friendly/ the environment id good/safe) c Is there a restaurant/post office/ market / bank / shop is your neighborhood? d How you to! keep your neighborhood clean? - Students write, teacher moves around the class and helps students - Ask students to complete their writing Pair work Open pairs Closed pairs Individual wor UNIT 7: MY NEIGHBORHOOD PLANNING DAY :1/12/2011 TEACHING DAY :2/12/2011 Lesson 2: Section: - Speak + listen (page 64, 65) Period 40I I Aim:Speaking about how to send a parcel or a letter Ii Objective:By the end of the lesson, students will be able totalkabouthowtosend parcels or letters ! Iii Teaching aids:Text book Stage Steps/Activities Work arrang T-Whole cl arm up Chatting: - Show a letter and ask students some questions:  •What is this? (a letter)  •Where can I post it to my friend? (at the post office)  • How can I post it? (Stick stamp on it)  • How much? (800 VN dong)  • Is it more expensive when I send a parcel? (Yes Of course)  • Have you ever sent a letter or a parcel? - Introduce the new lesson I Pre - teach vocabulary T-Whole c - air-, mail (explanation: letter or parcel sent by air) sentation - surface mail: (letter or parcel sent by bus, train or ship - charge (v) (n) * Checking vocabulary: Rub out and remember Individual w Pair wor II Reading Comprehension - Set the scene: Mrs Kim wants to send a parcel to Qui Nhon, so she has to go to the post office Give students some questions: a Does Mrs Kim send surface mail? Why? b What's the weight of her parcel? c How much does she pay? ractice urther ractice - Ask students to read out the answers - Get students to wore in pairs to compare their answers - Answers: a Mrs Kim send the parcel surface mail because it is much cheaper b Her parcel is five kilograms c She pays 19,200 dongs - Call on some students to ask and answer the questions - Call on a student ti play the role of Mrs Kim and practice the dialogue with teacher (clerk) - Call on some pairs jof students to practice the dialogue Teacher corrects their pronunciation - Ask students to practice the dialogue in pairs - Set the scene and ask students to make the dialogue Mrs Lan wants to p^st a letter air mail - Ask students to make the dialogue between Lan and the clerk in the post office - Elicit and encourage students to make the dialogues themselves Pair wor T-a studen Open pa Close pa Whole cla - Expected dialogue: Clerk : Can I help |you? Mrs Lan : I want to send a letter to Kontum Clerk : Do you want to send it airmail or surface mail? Mrs Lan : I send it airmail How much is it? Clerk : Let me see Mmm, 15 grams, it 's Only1,200 dongs Mrs.Lan : Here you are Clerk : Thank you - Get students to practice the dialogue in pairs - Give other situations and ask students to make similar dialogues The box on page 65 will help students know the price Postcard / HCM City / airmail / 15g parcel / Ca Mau / airmail / kgs Parcel / Buon Me Thuot / surface / kgs - Divide class into groups, each prepares a dialogue - Ask pairs from each group to practice their dialogue Teacher corrects their pronunciation - Get students to work in pairs, practicing three dialogues Teacher moves around and helps students - Ask students to write a dialogue on their notebooks Group work Open pairs Closepairs Homework UNIT 7: PLANNING DAY MY NEIGHBORHOOD TEACHING DAY Lesson 3: - Section: Listen (page 65, 66) Period 41 I Aim: Listening for specific information Iii Objective: By the end of the lesson, students will be able to know what Na is going to on the weekend by listening Iii Teaching aids: Text book, cassettes PROCEDURE Stage Steps/Activities Work arrangem T-whole class * Brainstorming and guessing: Warm up/ - Ask students to look at advertisements of “what’s on this re-listening week?” and get students to guess what is in the blanks 2-3-4 Movies The new comer (has been done) Place Activity Place Stadium School ground City / Town Ground drama / play English Speak Club / Contest Dancing Picture Exhibition Music Gallery Culture house School hile listening City Hall - Set the scene: "Na is new in the neighborhood She is talking to Nam about what she 's going to on the weekend" - Ask students to lisien to the tape and fill in the blanks in each advertisement Listening task 1: - Let students listen to the tape twice and give the answers - Give feedback * Answers: a The new comer b Town Ground c English speaking Contest d Culture House Listening task 2: - Ask students to read the statements in the exercises page 66 - Get students to guess which is true, which is false and which has no information Ask them to share their ideas with their friends - Give feedback - Let'students listen to the conversation again and tick in the correct boxes: True / False or No information * Answer True False No information  a Na doesn’t know the  neighborhood very  well b Na doesn’t like  movies  c Na will go to the photo Exhibition  d Na won’t go to theComprehension English questions: - Ask students some questions to check their understanding of the conversation a Does Na like movies? (Yes) b Why won't she go to see the film "The New comer"? (because she has seen it before) c Why won't Na go to the photo exhibition? Individual wor Individual wor Pair work T-whole class st listening (because it doesn't open during the weekend) d Who will Na go to the soccer match with? (Nam, Ba and Minh) e What time does the match start? (At p.m.) - Let students listen again if necessary - Ask students to work in groups to talk to their friends about what Na is going to this weekend Ex: "Na looks at the advertisements to decide what to and where to go this weekend She likes movies but she won't see the film at Millennium Cinema because she has seen it before She won't go to the photo exhibition because it doesn't open at weekends She cannot go to the English Speaking Contest either because it is on Thursday Finally, she decides to go to the soccer match with Nam because she thinks it must be fun to watch a real match at the stadium and she wants to visit the Town Ground too - Ask the volunteer from each group to tell the whole class about Na - Ask students to write a short passage about what Na is going to do._ UNIT 7: MY NEIGHBORHOOD PLANNING DAY :5/12/2011 TEACHING DAY :7/12/2011 Lesson 4: - Section: - Read (page 67,68) Period 42 I Aim:Reading for details about Tran Phu Shopping Mall Ii Objective: Group work By the end of the lesson, students will be able to understand the passage about a new shopping Mall Iii Teaching aids:Text book PROCEDURE Stage Steps/Activities Work arrangem * Guessing the words (Revision): T-whole class Warm up - Give the definitions and get students to find out the words as quickly as possible A place where you can buy everything (Supermarket) A place where you can buy vegetables and fruit (Grocery store) A place where you can buy books (Bookstore) A place where you can come to eat (restaurant) A place where you can come to see the movies (Movie Theater) A person who comes to the store and buys something (customer) - Give students good marks if they have correct answers I Pre - teach vocabulary - a roof (picture) - convenient (translation) - a selection (explanation: a process of choosing carefully) T-whole class -reading - Available (translation) - A mall (Synonym: many stores, restaurants even movies theaters are under one roof) - A resident (translation) * Checking vocabulary: What and where Whole class Roof Available Convenien residen selection comfortabl - Get students to repeat the words in chorus when the teacher points to the words - Rub out word by word but leave the circles - Go on until the circles are empty - Get students to write the words again in correct circles e reading II Brains terming - Set the scene: In Nam's neighborhood, there is a new shopping mall - Ask students to think about the convenience of the mall customers don't care of shop in comfort the weather Whole class The convenience of the new shopping * possible answers: - wide selection of goods - Lower prices - Buy many things at the same time - Have fun or relax while shopping - Ask students to read the text silently and compare their ideas or get more information - Give feedback - True / False statements: - Have students look at the statements in the exercise page 68 - Make sure they understand the statements - Get them to read the text again and decide which statements are true, which are false * Answers: True False  a A mall is open six days a week b There are more than 50 stores in the  mall  c Everyone in the neighborhood is pleased  about the new mall d It will be more comfortable to shop in the mall than in the present  shopping area e Some of the stores on Tran Phu Street may have to close - Have students correct false statements a The mall is open daily Pair work Pair work t reading mework b There are 50 stores in the mall c Not everyone is pleased The owner of the small stores on Tran Phu Street are not happy III Comprehension questions - Ask students to work in pairs to answer the questions in the exercise on page 68 * Answers: a It is different from the present shopping area All the shops are under one roof So customers will shop in comfort and won't notice the weather, especially during the hot and humid summer months b There are 50 air conditioned specialty stores, movie theaters and 10 restaurants There is also a children's play area c They think the mall will take their business d The stores in the mall will offer a wider selection of products, some goods are at lower prices - Ask some students to ask and answer the questions - Get all students to work in pairs * Discussion: - Give a situation and ask students to discuss it "Do you want to have a new mall in your neighborhood? If there is one, what will happen to the residents?" - Ask students to write the meanings of these phrases into their notebooks  • under one roof  • shop in comfort  • take their business  • offer a wider selection  • specialty stores  • have been concerned about UNIT 7: MY NEIGHBORHOOD Pair work Group work Group work PLANNING DAY TEACHING DAY esson 5: Section: - Write (page 68) Period 43 - Language Focus (page 71) Aim:Helping students to write a notice and make comparisons by using adjectives: like, the same as, different from Objective: By the end of the lesson, students will be able to write a notice and to use some adjectives to make comparisons i Teaching aids: Text book, 10 cards for Pelmanism, books and dictionary PROCEDURE Stage Steps/Activities Work arrangem arm up tation actice * Pelmanism: - Prepare 10 cards with number (from to 10) on one side and 10 adjectives with their opposites on the other - Stick 10 cards on the board so students can only see the numbers - Divide class into teams and ask them to choose numbers, turn the cards over, if they match eg: cheap - expensive, that team gets one mark The next team continues Group work - Go on until all cards are turned over The team which has more marks the games Different cheap expensive long same modern short big small - Show students books, a red book and a yellow one which have the same size and a bigger brown dictionary then ask students to make comparisons * Possible answers:  The red book is the same as the yellow one  The red book is as big as the yellow book  The yellow book is different from the brown dictionary - Write the form on the board The same as… (not) as… as different from - Ask students to the exercise on page 70-71 (work in pairs) * Answers: a not as big as e not as big as b different from f the same as c different from g as long as d the same as h not as modern as T-whole clas writing le writing t-writing i not as cheap as - Set the scene: “The residents and store owners on Tran Phu Street are going to hold a meeting to discuss the effects of the new mall” - Get students to read the notice and answer some questions to check their understading * Questions: a Why are the residents and store owners on Tran Phu Street going to hold a meeting? b When will they hold a meeting? What time? c Where will they hold the metting? * Answers: a To discuss the effects of the new hall b They will hold the meeting on May 20 at p.m c They will hold the meeting at 12 Hang Dao Street, Binh’s hardware store - Let students know the way to write a notice, not write full sentences - Ask students to read passage on page 68 T-whole clas - Ask some questions to check students’ understanding and get them to use short answers a What is the English Speaking Club going to hold? (a Speaking Contest) b Where and when will it be held? (At hall 204 on November 15th) c.What time? (From 7.30pm to 10.00pm) d Who is the person to contact? (Tran Thi Thu Hang of class 8H) - Get students to write the notice individually - Monitor and help them write - Ask students to share with their partners - Check some notices and correct them - Write the model notice on the board (Elicit student to write) * Answer: The School English Speaking club HOLDING A SPEAKING CONTEST TO CELEBRATE TEACHER’S DAY Date: November 15 Time: 7.30pm to 10.00pm Individual wo Pair work T-whole clas mework Place: Hall 204, Building G Please contact Ms.Tran Thi Thu Hang of Class 8H at the above address for more information - Ask students to exercise on page 68 PLANNING DAY UNIT : MY NEIGHBORHOOD TEACHING DAY Lesson 6: Section: - Language Focus1,2,3,4 (page 69,70) Period 44 I Aim:Practice in Present Perfect Tense Ii Objective: By the end of the lesson, students will be able to use Present Perfect Tense Iii teaching aid: Text book, poster, cards Stage up PROCEDURE Steps/Activities * Matching: - Stick a poster of infinitives and Past Participles on the board - Divide the class into teams - Get students from teams to go to the board and write each pair of infinitive - past participle Eg.: be - been The team which writes more pairs wins the game be see collected go worked lived seen eat attended write been written eaten work attend done live collect gone * Answers be - been write - written go - gone live - lived see - seen collect - collected - done attend - attended eat – eaten work – worked - Get students to repeat in chorus and remember the past Work arrangem Group work ntation ractice participles of irregular verbs - Set the scene: Na is new in Nam's neighborhood They are talking to each other - Give students an open dialogue between Nam and Na then ask them to complete it Na: How long (1) you (2) in this neighborhood? Nam: I (3) (4) here (5) 10 years Na: Really It's a long time * Answers: (1) have (3) have (5)have (2)lived (4) lived - Ask students to repeat the dialogue and ask some students to practice in pairs  •Form: have/has + past Participle  •Use: to talk about something which started in the past and continues up to the present  We often use "For" and "Since" with the Present Perfect Tense For + length of time Since + starting point Drill 1: Substitution Drill - Ask students to look at exercise on page 69 and decide which is the length of time and which is starting point - T reads out a phrase, students add Since or For Ex: T : five minutes Ss : for five minutes - Go on until students can remember how to use For /Since * Answers: • For five minutes • Since 1990 • Since the summer • For three hours • For 10 weeks • Since Friday • For 20 years Drill 2: - Give the cues written on cards and ask students to make Ml sentences, T corrects their pronunciation a I /live/here/last week have lived here since last week b We / not eat / in that restaurant/2 years We haven't eaten in that restaurant for years Whole class Pair work Individual work c I / not see / her / yesterday I haven't seen her since yesterday d They / attend / Quang Trung School /last year They have attended Quang Trung School since e My Dad / work / for his Company / 20 years My Dad has worked for his Company for 20 years f Ba / collect /stamp/1995 Ba has collected stamps since 1995 - Ask students to exercise on page 70 (in pairs) last year Pair work oduction work - Give feedback * Answers: (1) have been (2) hope (3) have lived (4) is (5) want (6) look (7) have been (8) have seen - Get students to work in pairs to practice the conversation between Ba and Tom - Ask students to exercise (page 69) on their notebooks UNIT 8: COUNTRY LIFE AND CITY LIFE I AimHelping students: - to talk about differences - to talk about future events and changes - to write a letter to a friend II Language focus Present Progressive •To talk about the future •To describe changes with get and become Comparative and Superlative adjective III Vocabulary Verbs Nouns Adjectives Pair work (to) face (to) prefer (to) struggle Lesson Lesson Lesson Lesson Lesson Lesson a drought a facility a flood a migrant nature strain a tragedy typhoon accessible adequate peaceful Permanently (adv) plentiful rural urban Getting started Listen and read Reading for details about the differences between the city and country life Speak Language Focus Speaking about the changes, using the Present Progressive Tense with Get and Become Listen Language Focus 1-2 Read Listeng for details and Further Practice in Present Progressive Tense Reading the text for details about the problems of farmers moving to the city Writing a letter to a friend about their neighborhood Further Practice in Comparative and Superlative adjectives Write Language Focus 4-5 UNIT 8: COUNTRY LIFE AND CITY LIFE PLANNING DAY TEACHING DAY Lesson 1: Section: - Getting started (page 72) Period 45 - Listen and read (page 72,73) I Aim:Reading for details about the differences between city life and country life Ii Objective: By the end of the lesson, students will be able to talk about the city life and the country life IiiTeachingaids:Textbook PROCEDURE Stage Steps/Activities Work arrangem * Chatting: T-Whole clas Warm up - Talk to students about life in the city and life in the country by asking some questions a Where you live? b Do you want to live in the city ? Why? c Do you want to live in the country? Why? e-reading I Pre - teach vocabulary - a relative (example: uncles, aunts, cousins) T-whole clas - peaceful (synonym: the synonym of quiet and calm) le reading - permanently (adv.) (explanation: its means existing all the time) - Accessible (translation) - Medical facilities (translation) * Checking vocabulary : Rub out and remember II Brainstorming (getting started) - Get students to talk about city life and country life The words in the box of getting started may help them noisy quiet city life country life * Possible answers: - tall buildings - beautiful views - plenty kinds of goods - fresh food - polluted air - fresh air - traffic jams - friendly - entertainment - peaceful - busy - Ask students to read the dialogue between Na and Hoi and compare their ideas - Give feedback and get more information Comprehension Questions - Get students to work in pairs to answer the questions in exercise on page 73 * Questions and answers: a Where has Na been? Na has been to Kim Lien Village b How long was she there? She was there for the weekend c What is her opinion of the countryside? To her, the country aide is peaceful and quiet and there is nothing to d Na says "there is nothing to do", what does she mean by this? There is no libraries, no movies, no supermarkets, no zoos e What are some of the changes that Hoa mentions? Country life is becoming better Many remote area are getting electricity People can now have things like refrigerators and TV, medical facilities are more accessible - Ask students to work in pairs to answer the questions - Ask some pairs to practice the dialogue Discussion Pair work Pair work t reading oduction mework - Divide the class into groups Two groups include students who prefer the dty life and the others include students who prefer the country life - Ask students to work in groups to answer the questions Do you prefer the dty or the country life? Why? Speaking 1: - Ask students to look at the two pictures oil page 73 and talk to their partners about the changes of the town The words in the box under the pictures may help students - Write the word prompts on the board so that students can speak easily Eg: traffic busy sky cloudy houses high city beautiful trees green (trees) - Get students to work in pairs - Monitor and help students speak * Possible answers:  The traffic is getting busier  There are more tall buildings and houses  The houses are getting more modern  The town is becoming more beautiful  There are more green trees  The streets are becoming cleaner larger / noisier  Goods are getting more expensive Speaking 2: - Ask students to work in groups and talk about changes in their hometown/ neighborhood - Call on volunteer from each group to show their ideas before the class Other groups can add in their ideas - Ask students to write some sentences, using Present Progressive Tense to describe changes in their school UNIT 8: COUNTRY LIFE AND CITY LIFE Group work Pair work Group work Individual wor PLANNING DAY esson 3: TEACHING DAY Section: - Listen (page 74) - Language Focus 1-2 (page 77, 78) Period :46 Aim: Listening for details to complete the dialogue and Further Practice in Present Progressive Tense Objective: By the end of the lesson, students will be able to complete the dialogue by listening and Further Practice in Present Continuous to talk about the future, i Teaching aids:Text book, cards PROCEDURE Stage Steps/Activities Work arrangemen * Matching: Group work Warm up - Prepare eight cards with phrases on them - Write eight verbs on the board (play, do, watch, go, clean, have, phone, speak) - Divide the class into teams - Hand out each team cards - Ask students to stick the cards with phrases besides the suitable verbs: Eg: play-table tennis - The team which is faster is the winner * Answers: play table tennis my homework watch a program go to violin lesson clean clean the house have a meeting phone my aunt, Mrs Hang speak to Mom - Ask students to use the suitable verbs in the Present Progressive re-listening Tense to complete the dialogue in the exercise page 78 - Get students to work in pairs Pair work - Call some pairs to practice the dialogues before class and teacher T-Whole clas corrects * Answers: a am playing b are doing c am watching d am going e are cleaning f am having * Concept checking: hile listening ost-listening  What tense we use in dialogues? (Present Progressive Tense )  What is the form? (am / is / are + V-ing) Look at the adverbs of time in the dialogue Are they at present or in the future? (in the future)  Present Progressive Tense is used to talk about the future - Set the scene: "Aunt Hang is talking to Lan on the phone She is coming to visit Lan in Hanoi" - Ask students to listen to the tape and complete the dialogue on page 74 - Let students listen twice and find out the missing words individually - Ask students to share their answers with their partners * Tape transcript: Lan: Hello Aunt Hang: Hello Is that Lan? Lan: Yes Who is this? Aunt Hang: It's Aunt Hang How are you? Lan: I'm fine Where are you phoning from? Aunt Hang: Hue I'm calling to tell you uncle Chiand I are coming to visit you next week Lan: Great! When are you arriving? Aunt Hang: On Thursday We're arriving in Hanoi in the late afternoon Lan: OK Do you want to speak to my Mom? Aunt Hang: Yes, please Lan: Hold on a moment and I'll get her - Ask students to (Jo exercise on page 77 - Call on some students to practice the dialogues on page 77 - Give them the shipping information and ask them to make similar dialogues Eg l: Si: Is the boat to Qui Nhon leaving at 11.30? S2: Is that good fortune? S1: That's right S2: I'm very sorry It's been delayed S1: Oh no! S2: Now, it's leaving at 13.55 Eg 2: S1: Is the boat from Camau arriving at 11.00 S2: Are you talking about Diamond Eyes? Individual wo Pair work Pair work Pair work S1: Yes S2: It's arriving on time - Ask students to write sentences, using Present Progressive Tense about what they are doing next week Homework UNIT 8: COUNTRY LIFE AND CITY LIFE PLANNING DAY TEACHING DAY Lesson 4: Section: - Read (page 75) Period 47 I Aim:Reading Comprehension about the problemof people from countryside moving to the city Ii Objective:By the end of the lesson, students will be able to understand the text about one of the social problems Iii Teaching aids:Text book, poster Stage Steps/Activities Work arrangemen Group work Warm up * Jumbled Word*: - Write the words with disordered letters on the board (or use the poster) re-reading  Fulentipl   Taneru   Loofd   Roestdy   Laputipoon   suertl   ciliestiaf  plentiful nature flood destroy population result facilities - Divide the class into teams - Ask students from each team to go to the board and write the correct words - The team which is faster with more correct words wwords wins the game I Pre - teach vocabulary - rural (adj.) (explanation: something deals with the countryside) - urban (adj.): (antonym) - (a) stain: (translation) - (a) typhoon: (synonym) - (a) drought (explanation: hot and dry weather for a long time) - (to) struggle (translation) - (a) migrant (explanation: a person who moves from one place to another especially in order to find work) - (to) increase (translation) * checking vocabulary: what and where II Brainstorming Ask students to think of the difficulties of farmers' life Typhoons Floods get little money Difficultie s of * Possible answers: - Droughts - the weather - hard work - no vacations - lack of dean water/ electricity - insects destroy harvests - Ask the students to guess how farmers deal with difficulties - Get students to work in groups to guess T-whole class Whole class hile reading st - reading Homework - Let students read the text silefftly and answer the questions : "What many farmers to solve their prolem?" * Answer: They move to the city so that they can get well - paid jobs III Gap - filling - Ask students to work in pairs to complete summary on page 75, using the information from the passage * Answers: "People from the countryside are leaving their home to go and live in the city Farming can sometimes be a difficult life and these people from rural areas feel the city offers more opportunities However, many people coming to the city create problems There may not be enough schools or hospitals, while water and electricity supplies may not be adequate This is a problem lacing governments around the world." IV Finding the words - Ask students to exerci&e on page 75 - Let them read the text again and work with their partners * Answers: a of the countryside  rural b as many as needed  plentiful c become greater or larger  increase d a great pressure  strain e a terrible event  tragedy f of the city or city life  urban * Discussion: - Give a situation: If you wer a Minister, what would you for farmers?" - Ask students to work in groups and discuss * Possible answers:  • Build streets, theaters, stadium in the country  • Build schools, hospitals  • Provide clean, water, electricity, facilities  • Build factory  - Ask volunteers from groups to show their ideas before the class - Ask students to write things that the government should for the rural areas Pair work Pair work Group work UNIT 8: COUNTRY LIFE AND CITY LIFE PLANNING DAY TEACHING DAY esson 5: Section: - Write (page 76) Period 48 Aim: Writing letters to friends about the neighborhood Objective: By the end of the lesson, students will be able to write letters to their friends about their neighborhood i Teaching aids: Text book, cards PROCEDURE Stage Steps/Activities Work arrangem Whole class Warm up * Revision: - Ask students to put the, outline for an informal letter in the correct order - Prepare cards with outlines on them - Call six students to hold them and stand in a random order - Ask some other students to rearrange them in the correct order - Write the answer on the board so that students can remember the outline of a letter Heading  •Writer's address  •Date  •Dear ,.,,,, Opening Body of letter Closing * Answer questions: - Ask students to work in pairs to answer the questions in exercise e-writing on page 76 - Give feedback a Where you live? (I live in a small town / big city / village) b What does your house look like? (My house looks very nice / small with 4/5 rooms and a nice/ small garden) c What can you see front your bedroom window? ' ' (From my bedroom window, I can see a small park with many green trees and colorful flowers.) d How far is it from your hpme to school? (It's far from my home so I have to ride my bike / It's very near so I can walk.) e What kinds of facilities are there in your neighborhood? (There is a park / a swimming pool/ some restaurants, a post office / ft library.) f What things in your neighborhood you le writing st writing mework like best? Why? (I like the park best because I can walk with my sisters after dinner/ every morning / I like the library best because I can read many interesting books, or study or learn how to uee the computer there.) Ask students to write letters to friends about their neighborhood - Let them write individually - Ask them to compare with their partners and correct if they can - Suggested letter: (Writer’s address) (date) Dear I live in a small town My family has a large house with four rooms and a small garden My sister and I share one bedroom From the bedroom window, I can see a beautiful park with green trees, flowers and a pood We don't live far from my school so I usually walk there In my neighborhood, there is a swimming pool and a beautiful park On the weekend, I often go swimming with my friends Early in the morning, I always jog with my sister around the park But the thing I like best in my neighborhood is the public library near my school There I not only can study and read books but also watch video and learn how to use the computer Do you have a library like that in your neighborhood? Is there anything interesting in the place where you live? Write to me I'd like to say goodbye now I'm looking forwards to hearing from you soon Love, (Signature) * Correction: - Choose some letters to correct before class (using projector if possible) - Ask students to write their letter (after correction) on their notebooks Individual wor Pair work T-Whole clas UNIT 8: COUNTRY LIFE AND CITY LIFE PLANNING DAY TEACHING DAY Lesson 6: Section: - Language Focus 4-5 (page 79) Period 49 I Aim: Further Practice in comparative and superlative adjectives Ii Objective:By the end of the lesson, students will be able to use comparative and superlative adjectives Iii Teaching aids:Book, red and yellow chalk PROCEDURE Stage Steps/Activities Work arrangem Warm up sentation * Brainstorming: - Ask students to find out short adjectives and long adjectives they have learnt - Divide the class into teams, one using yellow chalk and the other red chalk - Get students to go to the blackboard and write the adjectives expensive Long adjectives Group work big short adjectives * Answers: - accessible - busy - beautiful - easy - convenient - cheap - difficult - good irregular - intelligent -bad adjectives - comfortable - poor - delicious - fresh - interesting - small - Remind students of the forms of comparative and adjectives  Comparative: Short adjective - ER + than + object More long adjective + than + object  Superlative: superlative Whole class ractice ction The + short adjective - EST The MOST + long adjective  Irregular adjectives: good/well - better - the best bad - worse - the worst many - more - the most little - less - the least - Ask students to exercise on page 79 They have to work in pairs to make comparisons between the city and the country about: food, traffic, transport, air, entertainment, medical facilities, schools, electricity with the adjectives; easy, expensive, cheap, good, bad, poor, big, accessible, fresh - Give some examples a.The air in the country is fresher than in the city b The medical facilities in the city are more accessible; than in the country - Move around the class and help the students write comparison sentences - Let each student read aloud one of the sentences they have made * Possible answers: a The food in the city is more expensive than in the country b The school in the city is bigger than in the country c Electricity in the city is better than in the country d The entertainment in the country is poorer than in the city e The traffic in the city is busier than in the country f The transport in the country is worse than in the city g - Let students make any sentence they want, only focus on the structures, not on the meaning - Ask students to dp exercise on page 79 - Ask them read the advertisement then ask them some questions to check their understanding  What are advertised? (an apartment, a villa and a house)  How old are they? (The apartment is years old, the villa is years old and the house is new)  How much we pay per month? (900,000 dongs for the apartment; 6,6 million dongs for the house and 7,8 million dongs for the villa) - Divide the class into teams and ask them to play the game Pair work T-whole clas omework Noughts and Crosses One team is Noughts (O) and the other is Crosses (X) - Two teams choose the words in the boxes in turns Then use the comparative or superlative If the sentence is correct, they will get one mark - The team which has noughts or crosses on a line will win the game.• Draw this chart on the board and the game begins old expensive big expensive small hot biff beautiful old * Possible answers: a The villa is older than the apartment b The house is more expensive than the apartment c The villa is bigger than the apartment d The apartment is smaller than the villa e The apartment is hotter than the house f The house is the biggest g The villa is the most beautiful h The-apartment is older than the house - Students can make more sentences - Ask students to write sentences comparing their neighbors' their house with Group work UNIT : A FIRST- COURSE - with the knowledge of the situations which require first - I Aims Helping students aid - to make and respond to offers, promises and requests - to write a thank- you note II Language Focus in order to, so as to Making requests, offers and requests using modal, "will" Future simple with "will/ shall" III Vocabulary Verb Noun (to) bleed bite ambulance (to) elevate burn parademic (to) minimize crutch wheelchair (to) lie flat emergency tissue damage (to) lower eye chart Wound (to) overheat fainting Victim (to) ease injection stretcher promise sting shock Adjective concious sterile n and read1, Reading a dialogue for details about the situation which requires first- aid k Language Focus 2,3,4 Practice in making and responding to offers,requests and promises Future simple with "will/ shall" n Listening for specific information about what is happening at a hospital Language Focus Reading for instructions about the situations which require firstaid., ^ Using "in order to/ so as to" to express purposes 1, 2, Write a thank-you note UNIT : A FIRST- AID COURSE PLANNING DAY: TEACHING DAY: Period 55 - Getting started Listen and Read I Aim: Reading for details about the situations which require first – aid Lesson 1: Section : Ii Objectives: By the end of the lesson, Ss can know what they would in the situations which require first – aid Iii Teaching aids: Pictures on page 80, cassette, gap fill chart, drawing IV.PROCEDURE Total: out: Stage Steps/Activities Work arrangem arm-up  GETTING STARTED Kim's game • Whole class - Ask Ss to open their, books and look at the things on page 80 (for 20") Tell them these things are often used for first- aid - Divide the class into two groups - Ask Ss to close their books and go to the board to write the names of Team work the things they've just seen from memory, (either in English or Vietnamese) - Tell them the group having the most right English words is the winner - Have Ss open the books again and go through the words in English Whole class Answer Key: emergency room sterile dressing medicated oil water pack water pack alcohol - Ask Ss to discuss and write down what they would in these situations which require first-aid Groupwork - Call on some groups to give their answers and correct Of 4/5 Ss Possible answers: + A girl has a burn on her arm  Use cold water / ice to ease the pain + A boy has a bad cut on his leg  Use alcohol medicated oil / sterile dressing + A girl has a nose bleed  Use a handkerchief to stop the bleeding / tell her to lie down + A boy has a bee sting  Use medicated oil Teacher-Ss  LISTEN AND READ I Pre teach Vocabulary -reading (an) ambulance (draw an ambulance) (an) emergency (T: When we need an ambulance?)  S: When there is an emergency unconcious (adj)  concious (What's “bat tinh” in English?) (to) bleed  the bleeding (When you have a cut, the cut will (bleed) ?) - Have Ss copy the vocabulary in their notebooks Checking technique: Slap the board Whole class - Put the new words (in Vietnamese or drawing) all over the board - e-Reading -Reading not in a list - Call on Ss or teams (4 or Ss for each) in both sides to the front of the class standing at equal distance from the blackboard - Call out one of the new words (in English) in a loud voice - Two Ss must run forward and slap the word, the student who slaps the correct word first is the winner and gets a mark II Gap fill Prediction - Hang the chart with the paragraph on the board "There was an emergency at Lan's school, A student (1) off her bike and hit her head on the road She was ,(2)., but she cut her head and (he .(3) was (4), badly Lan telephoned Bach Mai Hospital and asked the nurse to send an (5) to Quang Trung School Lan was asked to keep the student, (6) while waiting for the ambulance." - Ask Ss to predict the words in the gaps - Call on some Ss to go to the board and write their words - Have Ss open their books, listen to the tape while reading the dialogue - Check if Ss' predictions are right or not Anwer Key: Team work Individual Teacher-Ss fell concious cut bleeding ambulance awake III Comprehentian question - Ask Ss to read th<> dialogue again and select the topics covered in Groupwork of he dialogue (page 81) - Tell Ss (in groups) to write their answers on a sheet of paper and hand in after finishing Teacher-Ss - Collect Ss’ papers and correct Answer Key: a , b , c , e , f IV.Role Play Pairwork - Have Ss in turns play the roles to demonstrate the dialogue V Write- it -up - Ask Ss to write a story using the information from the dialogue - Tell Ss to begin their story with: "Yesterday there was an emergency at " - Monitor and help Ss with their work me work - Have Ss find some more words (about 4/5) for situations which require first- aid - Let Ss the exercises in the workbook, (page ) Individual UNIT : A FIRST- AID COURSE PLANNING DAY TEACHING DAY Lesson 2: Section: - Speak (page 81, 82) Period 56 - Language Focus 2,3,4 (page 87, 88) I Aim:Practice in making and responding to offers, promises and requests Ii Objectives By the end of the lesson, Ss can make and requests, offers, and promises Iii Teaching aids: Pictures on page 82, 87, 88, chart, posters PROCEDURE Stage Steps/Activities Work arrangem Groupwork of arm-up Revision: Ss Network - Draw the network with an example on the board and use it as a game - Deliver posters to Ss and ask them to write as many words as possible on their posters - Ask Ss to stick their posters on the board after they finish Tell them the group to have most right words is the winner - Situations which reaquire first-aid Have a snake bite Possible answers: have a nose bleed have a burn have a cut have a bee sting…  SPEAK I Set the scene - Ask Ss questions to elicit the models - Have Ss repeat or times beore writing them on the broad - Underline the key words actice Questions: I want you to get me a bandagel How can I say? I’d like you to come to my party How can I say? I tell my mother that I’ll surely finish my work before bedtime How can I say? II Model Sentences Will you (please) get me a bandage? Would vou like to come to my party ? I promise I’ll finish my homework before bedtime Concept cheeking: - Get Ss to work out the rules for themselves by asking questions Teacher –Ss - After formulating the model sentences, elicit some more phrases with the Same use from Ss To make a request: Will Would Could you (please) + bare infinitive ? Responses : + Sure / OK / All right — I’m sorry I can’tJ I’m afraid not To make an offer: Will / Won’t you Shall I bare infinitive ? Can I Would you like + to infinitive ? What can I / get for you ? Can I get you .? Responses; + Yes, please / That would be nice - No, thank you To make a promise : I promise I’ll /I won’t I will I promise I promise to Responses: I hope so / Good / I’m glad / Whole class Don’t forget - Get Ss to copy III Matching Hang the chart with the statements on the Groupwork of 4/5 board - Ask Ss to look at the pictures on page 82 and match the situations with the statements The girl has a bum on her hand The girl has a bad fever The boy has just broken the vase The boy hat a headache The boy has a snake bite Answer key l.a 2.d 3.e b c IV Picture Drill: - Identify the situations in the pictures Picture a)  request b) offer offer / request c)  offer/ request d)  offer e)  promise - Model Picture a) then get Ss to repeat (chorus individual) - Call on one student to demonstrate Picture b) with the teacher Open pairs: - Get or pairs to demonstrate the exchanges of the rest, (c, d, e) Closed pairs: - Get Ss in turns to practice all the exchanges (a  e) - Monitor and correct, encourage Ss to make sentences for themselves - Collect the Ss' ideas and write them on the board, (generally in a list.)  •LANGUAGE FOCUS 2, 3, LF Repetion Drill: will (‘ll), or shall, or won't - Ask Ss to listen to the dialogue and repeat if they think the sentence is right and keep silent if the sentence is wrong - Read the dialogue aloud, sentence by sentence, (half of the sentences are right, the others are wrong.) Answer key: will will won't Shall will ‘ll LF Role play: - Ask Ss to look at the pictures and dialogues on page 87, 88 and fill in the gaps with the right words - Monitor and correct - Call on some pairs to play the roles in front of the class - Ask Ss to Language Focus then practise speaking with a partner Teacher-Ss Pairwork Teacher-Ss Teacher-Ss Pairwork - Let Ss the exercises in the workbook, page mework UNIT 9: A FIRST- AID COURSE PLANNING DAY TEACHING DAY Lesson Section : - Listen (page 82) Period: 57 I Aim:Listening to a paragraph for details about the activities in an emergency room ii Objectives: Help Ss know how to listen for details Iii Teaching aids: Pictures on page 82, cassette, a chart PROCEDURE Stage Steps/Activities Work arrangem Tgroupwork of 4/ Warm-up Guess from context: What actions ? Ask Ss to look at the picture on page 82 and write out all title verbs describing the actions of the people in it - Tell Ss the group having the most right verbs is the winner Answer Key: (to) drive, wheel / move / push, weigh, wait, lie, stand, lean  LISTEN I Pre teach Vocabulary (an) eye chart (use the picture ) Teacher-Ss  eye sight (nu) e- listening (a) parademic (He takes care of patients but he isn't a doctor nor a nurse.) (a) wheelchair (use the picture)  (to) wheel (to push a wheelchair) (a) stretcher (picture) -listening (a) crutch  crutches (picture) • Have Ss copy Checking technique: What and Where - Have Ss repeat the words in chorus then rub out word by word but leave the circles - Go on until the circles are empty - Get Ss (5 at a time) to come to the blackboard to fill in the circles with the right words again II Matching Ask Ss to look at the picture in their books again and match the letter A, B, C, D, E, F to the correct words in the box Answer Key: A  ambulance D  eye chart B  wheelchair E  scale C  crutches F  stretcher III Order Prediction - Rub out the letters (A, B ) but leave the words - Tell Ss they are going to listen place in an emergency room which contains the words on the board - Put the words in the table Yourguess On tape ambulance ……… wheelchair ……… crutches ……… eye chart ……… scale ……… stretcher ……… - Have Ss copy and guess the order of the words - Play the tape and ask Ss to listen - Ask Ss to give their answers and correct IV True / False Statements - Stick the chart with the statements on the board: A doctor is wheeling a patient into the emergency room The patient's head is bandaged Groupwork of 4/5 Individual Whole class Individual A nurse is pushing a wheelehair with a patient sitting on it The eye chart consists of 28 letters ranging in the different size The baby's mother is trying to stop the nurse from weighing her baby - Ask Ss to read the statements carefully and check if they understand the meaning of the statements - Ask as to work in pairs to decide which of the statements is true and which is false - Play the tape and have Ss listen (2 or times) - Ask Ss to give their answers and correct Answer Key: a parademic not a doctor) False True (empty wheelehair not with a patient ) False True (stop her baby from crying) False V Write- It-Up - Ask Ss to write the story about the activities in the picture, using the Present continuous “This is the emergency room in a large hospital……… - Ask Ss to rewrite the above story in the Past Tense - Let them the exercises in the workbook, page Whole class Pair work Individual UNIT : A FIRST- AID COURSE PLANNING DAY :9/1/2012 TEACHING DAY :10/1/2012 esson 4: Section : - Read (page 83, 84) Period 58 - Language Focus (page 86) Aim:Reading for the instructions about some more situations requiring ifirst- aid Objectives: At the- end of the lesson 8s can use in order to and so as to to indicate purposes i Teaching aids: chart, picture / drawing, mimes, cardboards PROCEDURE Stage Steps/Activities Warm up re-reading Revision: Bingo - Ask Ss to give nouns for emergencies which require Irst-aid and write them on the board Suggested words burn, cut, bee sting, snake bite, fainting, shock, nose bleed - Have Ss choose any words on the board and write them down on a piece of paper - Call out the words until someone has ticked all the four words and shouts “Bingo!” He / She wins the game  READ I Pre teach Vocabulary (to) lie flat; (mime / drawing) (to) elevate  (to) lower (gesture) (a) victim (person who needs first- aid) (to) overheat (make sth too hot) tissue damage (translation) (to) ease = (to) stop - Have Ss copy technique: Rub out and Remember - Have Ss repeat and rub out the English words (one at a time), leave the Vietnamese translations - When all the English words are rubbed out, go ough the Vietnamese list and get the Ss to call out English words II Network - Draw the network with some examples on the board - Ask Ss to think of what to in these emergency cases Collect and write the Ss' ideas on the board cool the burn with ice Let the victim lie down Don’t give the Work arrangem Whole cla Individua Teacher-S Whole cla hile-reading victim any food - Have Ss open their books and read the instructions on page 83 - Ask some Ss to go to the board and add the missing information III Matching - Ask Ss to read the statements on page 84 and match three Leadings A, 8, C to them Answer Kev: A a, c, e B b C d IV Grid - Draw the grid on the board - Ask Ss to read the instructions again and fill in the Information Individua Pairwork Groupwork 4/5 Ss - Call on some Ss to the board to write their answers Answer Key Cases Fainting Shock Do Don't - Leave the patient lying flat Elevate the - Give him/ her a cup of tea when he/ she revives Don't force him/ her to sit or stand - Don't overheat the victim with blankets or coats - Don't give the victim any food or drink or drug Cooltheburn immediately to minimize the tissue damage Put the affected partunder a running coldtap (if possible) - Ease the pain with ice or cold water packs Cover the burned area with a thick sterile dressing Whole class Teacher - - Have Ss copy the grid in their notebooks V Model Sentences: - Ask the question to elicit the answer A Why should we cool the burn immediately ? B We should it so as to minimize the tissue damage in order to bare inf - Model then have Ss repeat, choral  individual Concept checking Form : so as to / in order to + bare infinitive Meaning : nªn Whole cla Use : to indicate purposes - Let Ss copy  LANGUAGE FOCUS VI WH- question and answer Drill: - Prepare cardboards, each consists of question and answer written in cues Why/ you / open / umbrella? (Past simple) - to protect myself from the rain, (full answer) Why / Mary/I write / notice/ board ? (Past simple) - to inform her classmates about the changes in schedule Why / Mr Green/I have to// get up early / morning (Present simple) - to get to the meeting on time Teacher – Ss Why/ your elder brother/ study very hard (Present Continuous ) - to pass the final exam Teacher-Ss - Show the first cardboard and say the utterance or times then get Pairwork Ss to repeat or times, (choral individual) ost-reading Homework - Go on with the second cardboard - Open pairs: Get or pairs to demonstrate the exchanges then correct - Stick all the cards on the board and ask Ss to pairwork - Closed pairs: Ask the whole class to work in pairs - Monitor and correct VII Role Play - Write the model on the board and ask Ss to ask and answer questions using their own words Model: A: Why B: in order to / so as to - Ask Ss to write the questions and full answers (LF 1) in their exercise books - Let Sa the exercises in the workbook, page UNIT 9: A FIRST-AID COURSE PLANNING DAY:10/1/2012 TEACHING DAY:11/1/2012 Lesson Section : - Write 1, 2, (page 84, 85) Period: 59 I Aim: Writing a thank- you note Ii Objectives: By the end of the lesson, Ss know how to write a thank-you note Iii Teaching aids: Posters, drawing PROCEDURE Stage Steps/Activities Work Pairwork Teacher-S Pairwok Warm up Pre-writing Revision: Shark Attack - Draw the figures of sea wave, steps, a boy / girl, a shark - Draw dashes, each dash for a letter of the word to be revised, (lie flat, elevate, lower, victim, ease….) Write 1, 2, I Pre teach Vocabulary - Elicit words from Ss (to) thank (so) for (sth) (give an example with a gap)  eg: She thanked me helping her (to) cheer (so) up: (to make (so) feel happier) (to) come over: (translation) - Have Ss copy Checking technique: Slap the board - Write the Vietnamese translation all over the board, adding some words in the last lesson - Call on 2Ss or teams of 4/5 Ss in both sides to the front of the class - Call out the English words and Ss run forward to slap the Vietnamese word on the board II Set the scene - Ask Ss to close their books and listen Nga was sick and she had to go to hospital After she left the hospital, she wrote a thank-you note to Hoa Why and what did she write ? III True / False Predictions - Hang the poster with the statements on the board Nga writes to thank Hoa for some candy Hoa's gift cheered Nga up Nga'd like Hoa to see her at the hospital Nga is very bored now 5.Nga writes the letter at the hospital - Ask Ss to read the statements and predict, - Get Ss to give their predictions, (only one student for each statement) and write on the board (T/F) - Ask Ss to look at the letter on page 84 and complete it with the right verb forms - Monitor and help Ss with the tense forms - Call on some Ss to give their answers and correct - Ask Ss to read the whole letter and check if their arrangemen t Teacher-Ss Teacher-Ss Whole class Teacher Individual Whilewriting Postwriting Homework predictions are right or not - Correction Answer Key: False  flowers (not candy) True False  at her house (not at the hospital) True False  at her house (not at the hospital) IV.Questions and Answers - Tell Ss they are going to write a thank-you note to a friend and invite him / her to go on a picnic with them - Put the poster with the questions (page 85) on the board What did your friend give/send you? On what occasion ? What was / were it / they like ? How did you feel when you received the present ? How you feel now ? Do you want to invite your friend to somewhere ? If so, then when ? How will you contact your friend ? - Ask some Ss to answer the questions orally - Have Ss practise speaking to each other - Monitor and correct - Ask Ss to join the sentences into a paragraph (not put any numbers, eg: 1, 2, 3, ) to make it a thank-you note - Tell Ss to write their letters on a sheet of paper to hand in or in their exercise notebooks V Exhibition - Divide the class into groups and choose a letter randomly in each group - Ask groups to copy chosen letters on posters then put them on the board - Compare the posters and correct - Call on some more Ss to read their letters for the class (if possible) - Give feedback and correct - Ask Ss to use the same format to write another letter to another friend for another occasion, - Let Ss the exercises in the workbook, page… Teacher-Ss Teacher-Ss Pairwork Individual Groupwork Teacher Individual Teacher UNIT 10: RECYCLING (Period 61-65) I AimsHelping students - to give and respond to instructions - to talk about feelings - to write a set of instructions II Language Focus Passive forms Adjectives followed by - an infinitive - a noun clause Present simple Future simple III Vocabulary Verbs (to) decompose (to) recycle (to) reduce (to) refill (to) reuse (to) protect (to) contact IV Unit Allocation Nouns natural resource compost deposit fabric fertilizer glassware metal representative esson Getting started Listen and Read 1, Reading a dialogue for details about how to protect environment and save natural resources esson Speak Listen Practice in giving and responding to instructions Listening specific information about making compost esson Read 1, Language Focus 1, Reading for details about how things are recycled Passive for Present Simple and Future Simple esson Write 1, Write a set of instructions on how to recycle used things esson Language Focus 3, Adjective followed by -ato infinitive - a noun clause UNIT 10: RECYCLING PLANNING DAY12/1/2012 TEACHING DAY:13/1/2012 esson 1: Section : - Getting started (Page 89) Period 60 - Listen and Read 1, Aim:To give Ss information about the environment problems Objectives: Ss will be able to something to protect the environment and save natural resources i Teaching aids: Posters, flashcards, a chart, cassette PROCEDURE Stage Steps/Activities Work arrangement Groupwork of Warm up  GETTING STARTED teams Brainstorm: - Draw the circle with an example on the board Ways to reduce the amount of garbage Reuse plastic bags Pre-reading - Ask Ss to think of ways to reduce the amount of garbage they produce - Deliver posters to Ss, dividing them into groups - Tell Ss to put the posters on the board after they finish and the team having the most good ideas is the winner - Give feedback Possible answers: Use cloth bags, use tree leaves to wrap things, make garbage into fertilizer, make vegetable matter into animal food  LISTEN AND READ I Pre-teach Vocabulary - Elicit words from Ss (a) representative (translation) (to) protect (to keep so/ sth safe from danger)  (to) protect (so / sth) from (so / sth) natural resource(s) (translation/ explanation) (coal mines, oil/gold/mineral deposits are ) (to) recycle (to make something already used able to be used again) (to) contact (translation/ definition) (to communicate with someone by telephone or letter ) - Have Ss copy Checking technique: Jumbled words - Stick flashcards with jumbled words on the board tconatc psentreretiv ceresoru e Teacher-Ss Whole class ralnatu ropttce cyrecel - Ask Ss to rewrite the words in the right order - Tell Ss the first two groups with the right words will get points - Correct Answer Key: contact representative resource natural protect recycle II True / False Predictions - Ask Ss to listen to the situation - Set the scene: A representative from Friends of the Earth, Miss Blake, is talking to the students of Quang Trung School, friends of the Earth shows people how to protect the environment and save natural resources - Put the chart with the statements on the board - Ask Ss to work in pairs to decide if the statements are true or false - Write the Ss' guesses on the board, (only one guess for each statement) True or False ? Friends of the Earth is an organization to help people make friends with each other Miss Blake asks the students to remember things: reduce, reuse, recycle Reduce means buying the products which are overpacked We cannot reuse things like envelopes, glass, plastic bottles, old plastic bags Miss Blake says that we should use cloth bags and shouldn't use plastic bags at all Recycling means not just throwing things away but trying and finding another use for them Whilereading - Ask Ss to open their books, listen to the tape while reading the dialogue - Call on Ss to correct the false statements Answer Key: False  an organization to help people protect the environment and save Groupwork of 4/5 Ss Teacher-Ss Whole class natural resources True False  Reduce mean not buying…… False  We can reuse things………… True True III Comprehension Questions - Ask Ss to look at the questions on page 90 and work in pairs Post-reading Homework - Monitor and help Ss with their work - Call on some pairs to ask and answer the questions - Give feedback Answer Key: a Reduce means not buying products which are overpacked b We can reuse things like envelopes, glass, plastic bottles and old plastic bags c Recycle means not just throwing things away Try and find another use for them d We can look for information on recycling things by having a contact with an organization like Friends of the Earth, going to the local library or asking your family and friends e (Students' answers) (Possible answer: We shouldn't use plastic bags because when we throw them away, they could stay very long and could not be selfdestroyed / self demolished) IV Discussion - Write the topic on the board How to protect our environment ? - Ask Ss to express their opinions / ideas on this topic - Write the Ss' ideas on the board into a list - Give feedback, correct and have Ss copy - Write the questions and full answers in your exercise notebooks - Do the exercises in the Workbook on page Pairwork Individual UNIT 10 : RECYCLING PLANNING DAY :16/1/2012 TEACHING DAY:17/1/2012 Lesson Section : - Speak (page 90, 91) - Listen (page 91) Period 61 I Aim: To help Ss practice in giving and responding to instructions and Listening for specific information about making compost Ii Objectives: Ss can give and respond to instructions Iii Teaching aids: Picture (copied from textbook, p.91), a mapped dialogue chart, realia (clothes), cassette Stage Steps/Activities Work arrangem ent Whole Memory game (Kim's game) Warm up - Show the picture to the Ss and ask them to observe it carefully, class let them look at the picture for about 20"then put it away - Divide the class into teams - Ask Ss (one student in each team at a time) to go to the board and write as many words showing things in the picture as possible - Tell Ss the team with the most right words is the winner Teamwork Possible answer: used paper, old newspapers, books, cardboard boxes, bottles, glasses, jars, plastic bags, food cans, drinking tins, vegetable matter, clothes, shoes, schoolbags, —.-  SPEAK I Pre-teack Vocabulary - Elicit words from Ss fertilizer (nu) (explanation) (Fanners often use this thing to make their plants or trees grow well What's it ?) Pre-speaking  (to) fertilize Teacher2 compost (nu) (question) Ss (What you call the fertilizer made from spoiled food, leaves, vegetable matter )  (a) compost heap fabric (n) (realia : clothes) (What are these clothes made of ?) leather (n) (question) (Our shoes, sandals are often made of ?) - Have ss copy Checking technique: Bingo - Get Ss to brainstorm a list of about 10 new words fertilizer, compost, leather, fabric, plastic, glass, metal, paper, cardboard, tin… Individual - Ask Ss to choose any words and copy into their papers - Call out the words until a / some student(s) has / have ticked all of their words and shout " Bingo" and they win II Dictation List - Tell Ss they are going to listen to the words for items and put Individual them into the right groups - Draw the table on the board and ask Ss to copy it - Tell Ss to listen to the words and put them in the right columns - Model some words - Read the words (in the table below) aloud, slowly and jumble them up - After listening, ask Ss to work in pairs and give their answers - Read the words again and correct Answer Key: Pairwork Group Glass used paper (old cardboard boxes) (bottles, glasses, jars) Plastic (plastic bags, plastic bottles.) Metal (food cans, drinking tins.) Fabric clothes (cloth bags, material.) Leather (shoes, sandals, schoolbags) Vegetable matter fruit peels, (vegetables, rotten fruits) Paper While-speaking Items newspaper, books, III Mapped Dialogue Tacher-Ss - Put the mapped dialogue chart on the board - Elicit the exchanges from Ss - Have some pairs practice each exchange before going on to another exchange - After finishing the dialogue, ask a good pair to demonstrate the whole dialogue Open pairs: Pairwork - Ask some pairs to demonstrate the dialogue Close pairs: - Ask Ss to work in pairs, replacing the information (in brackets) with the words in the dictation list - Monitor and correct Which group (do clothes) belong to?  What can we with (those clothes)? Is / Are (fruit vegetable matter)? What will we with (it)? Post-speaking Homework Put (them) in (fabric) We can (recycle them and make them into paper or shopping bags That’s right We make (it into compose and fertilize our field)  LISTEN IV Multiple Choice - Tell Ss they are going to listen to an expert who gives the Individual instructions to make compost - Ask Ss to open their books and read the multiple choice questions on page 91 - Check if Ss understand the questions - Play the tape or times, Ss listen and the exercise - Have Ss give their answers and correct Answer Key: a A b B c A d B - Practise the dialogue with your partner, replacing the information - Do the exercises in the workbook on page UNIT 10: RECYCLING PLANNING DAY :30/1/2012 TEACHING DAY:31/1/2012 Lesson Section : - Read 1,2 (page 92,93) Period 62 -LanguageFocus1 (page 95) I Aim: Reading for details about how things are recycled Ii Objectives: By the end of the lesson, Ss will be able to form the Passive in the Present Simple Iii Teaching aids: wordsquare chart, photocopied pictures (p 95), drawing PROCEDURE Stage Steps/Activities Work arrangemen t Groupwork Warm up Revision: Wordsquare of teams E N V I R O N M E N T N B c G A R B A G E R Put the V E D R D O P P U R E E J U E Y I L A R S C L U S E D P A P E R Y O S T N O T S E D E C P R O T E C T R U U L E A B R C A I B C S E R E C E E N C A E E K D E E E f G H G I J L wordsquare chart on the board - Tell Ss the topic is about the environment and there are 14 hidden words - Divide the class into groups - Ask Ss to write their answers on a piece of paper and hand in when they finish - Tell Ss the group with the most right words is the winner - Pre-reading hile reading Answer key: environment, garbage, pure, used paper, protect envelope, dust, green tree, can, plastic, paper bag reduce, reuse, recycle  READ 1,2 I.Pre-teach vocabulary - Elicit words from Ss (a) tire (picture) (a) pipe (drawing) (a) deposit (translation) (to) refill (explanation) (to fill something empty again) 5.(to) melt  (to) freeze - Get Ss to copy the new words Checking technique: Rub out and Remember Whole class - Ask Ss to close their notebooks and look at the board - Rub out the English words, one at a time, point to the Vietnamese words and ask Ss "What's this in English ?" - When all the English words are rubbed out, go though the Whole class Vietnamese list & get Ss to call out the English words II Open prediction - Tell Ss they are going to read a page in a newspaper giving some recycling facts to protect the environment - Write the questions on the board and ask Ss to guess what they're Individual going to read - What people with used things ? - What can they make from them ? - Write the Ss'guesses on the board Car tires  Milk bottles  Glass  Drink cans  Household and garden waste  III Grid (Read 2) - Draw the grid on the board and have Ss copy it - Ask Ss to open their books and read the text - Ask Ss to work in pairs to make a list of recycling facts mentioned in the text Whole class - Call on some Ss to write the information in the grid on the board Answer Key: Used things Car tires Milk bottles Glass Drink cans Household and garden waste Pair work Recycling Facts are recycled to make pipes and floor recoverings are cleaned and refilled (with milk) is broken up,melted and made into new glassware are brought back for recycling is made into compost Individual IV.Comprehension questions: (Read 1) - Ask Ss to work individually to answer the questions on page 93 - Let Ss compare their answers with their partners Pairwork - Call on some Ss to answer - Give feedback Model sentences: Passive Voice / Form Choral  - Elicit the model sentences from Ss the have Ss repeat Individual Car tires are recycled to make pipes and floor coverings Glass is recycled into new glassware S be past part Teacher –Ss Concept checking : + Form : Passive Form in the Present Simple Subject + is/ant/are + past participle + Use : it is used when the subject is affected by the action of the verb (Vietnamese can be used for weaker students) + How to change an active sentence to a passive one Active S V O Passive S eg: I be + pp love My parents - Have Ss copy by O my are loved parents by me Groupwork of 4Ss Post reading  LANGUAGE FOCUS V Ordering pictures - Ask ss to read the instructions and look at the pictures on page 95 - Tell them to put the pictures in the correct order according to the instructions - Call on some groups to give their answers Answer kev: a.l b.4 c.3 d.5 e.2 f.6 Whole clas Individual Pair work Homework VI Rewriting - Ask Ss to rewrite the sentences (UP 1) in the passive form - Let them compare their writing and ask some ss to go to the board and write their sentences Answer Key: b Then the glass (it) is washed with a detergent liquid c The glass pieces are dried completely d They are mixed with certain specific chemicals e The mixture is melted until it becomes a liquid f A long pipe is used It is dipped into the liquid, then the liquid is blown into intended shapes - Use the sequencing to rewrite the instructions (LF1) (First…… , then ………… next ……… finally ………… ) UNIT 10: RECYCLING PLANNING DAY:1/2/2O12 TEACHING DAY:2/2/2012 Lesson Section : -Write 1, (page 93, 94) Period 63 Aim: To help Ss to write a set of instructions on how to recycle used things Objectives: Students will be able to write a set of instructions, sequencing i Teaching aids: drawing, mime, photocopied pictures (p.94) PROCEDURE Stage Steps/Activities Warm up  REVISION: Lucky Numbers - Write numbers on the board, from to - Tell Ss each number is for a question but of them are lucky numbers If Ss choose a lucky number, they not have to answer any question but they get points and they can choose another number - Divide the class into teams Lucky number Say this sentence in the passive "People speak English everywhere" Say this sentemce in the active "Cartoons are liked by most children" Lucky number Work arrangemen t Team work Lucky number Say this sentence in the passive "We not use things carefully." Say this sentence in the active "Are candies liked by the children?" Say this sentence in the passive "Mr Han teaches Maths" (same as 8) "Vegetarians not eat meat"  WRITE 1,2 I.Pre- teach vocabulary - Elicit words from Ss (to) soak (explanation) (to put sth in liquid for a time becomes completely wet) (to) mash (mime) (a) wire mesh (translation) (a) bucket (drawing) Teacher-ss so that it - Have Ss copy down Checking technique: Slap the board - Put the Vietnamese translation all over the board - Call on Ss or teams of 4/5 Ss in both sides of the class to the front of the class standing at equal distance from the board - Call out the English word & ss run forward to slap the Vietnamese word on the board - The student slapping the right word first is the winner and gets a point for his/her team II Ordering prediction - Set the scene : tell Ss they are going to read a text about how to recycle used paper - Put the verbs on the board randomly in a flow chart - Ask Ss to work in groups to guess the order of the actions soak dry pull out mix press mash 1 2 3 4 5 6 - Call on about pairs to write their answers on the board - Explain the process of recycling, using mimes or Vietnamese and correct Team work Teacher Groupwork of 4/5 Ss While writing ost writing Answer key: 1.soak mash mix pull out press dry - Ask Ss to open their books, read the text on page 93 and fill in the verbs - Monitor and correct the exercise in the text book Answer key : use mix place press wrap wait dry III Recall - Ask Ss to close their books - Write the sequencing on the board and have Ss to practise speaking first - Call on Ss to say the sentences from memory First, Then, Next, After that, Finally, - Get Ss to write the text in brief using the sequencing - Monitor and help ss with their work Answer Key: First, soak old newspaper in a bucket overnight Then, mash the paper by a wo&den spoon Next, mix the mashed paper with water After that, use a wire mesh to pull the mixture out, put it on the doth and press it down firmly Finally, take the mesh out of the cloth & dry it in the sun - Call on some Ss to read their writing for the class - Give feedback and correct IV Ordering Pictures - Stick the photocopied pictures on the board randomly - Ask ss to listen and work in groups to rearrange the pictures according to the instructions on how to prepare the tealeaves - Read the instructions aloud a.First take the used tealeaves from the tea pot b Next scatter the tealeaves on a tray c Then dry the leaves in the sun d Finally, put the dry leaves in a pot for future use - Get Ss to give their answers - Correct, Individual Individual Groupwork - Write the instructions on how to make a thing you have ever made using the sequencing omework UNIT 10: RECYCLING PLANNING DAY :2/22012 TEACHING DAY:3/2/2012 Lesson Section: - Language Focus 2, 3, (page 96, 97) Period 64 I Aim:To get Ss to further practise in the Passive and in expressing their feelings using Adjectives Ii Objectives: Students will be able to form the Passive in Future simple and the structures with Adjectives Iii Teaching aids: cardboards, poster, handouts PROCEDURE Stage Steps/Activities Work arrangemen t Individual Warm up Question Game: What's your job? - Call on a student to go to the board and give him / her a job name - Ask the rest of the class to guess the job by asking yes- no questions - The chosen student can only answer yes or no Example questions: Do you get a big salary ? Do you wear uniform ? - Tell Ss someone who can guess the right job will get a point and take the place of the last chosen student Presentation  LANGUAGE FOCUS I Pre-teach Structures - Set the scene: Ask ss to listen to the situation A famous inventor, Dr Kim, is going to build a time machine One of his assistants, Hoi, is asking him questions about the invention He wants to know when Dr Kim will start the project How can he say the sentence in the Passive ? (Use Vietnamese for weaker student) Model Sentences: When will the project be Will S be Practice Teacher-Ss started? past participle Concept checking: Use : Passive Form in the Future Simple Form :will / shall + be + past participle - Have Ss copy down - Show Ss the questions (prepared on a poster) and ask them to fill in the gaps, using the Passive It .to the public when it is finished (show) it by the end of the year? (build) It before Tet (finish) it by you ? (made) - Call ss to give their answers and correct Answer Key: will be showed / shown Will be built ? will be finished Will be made ? II Interview - Prepare separate large cardboards, one for Dr Kim; one for Hai Whole class Individual Production Hai When /will /the project / start/ ? 2.Many people / want / see / time machine/ Will/it/build/by the end / year/? 4.Will/it/make/ by you? Let's begin tomorrow - Presentation Presentation Dr Kim 1.Very soon Yes / It / show / to the puplic/ when/it/finish / I'm afraid not/ but / it / finish / before Tet / No,/1 / need you / build it/ When can you start ? Tell Ss half of them are going to play the role of Hai to interview Mr Kim, and the others are Mr Kim - Model : give one of the cardboards to a good student and ask him / her to demonstrate the interview Teacher (Dr Kim) - Student (Hai) Teacher –st - Stick the cardboards on the board and get about pairs to demonstrate - Deliver hand- outs (same content as cardboards) to the whole Open pairs class and ask them to pairwork - Monitor and correct  LANGUAGE FOCUS I Pre-teach Structures - Set the scene: Ba gives Nam a lot of directions at a time so Nam find it difficult to follow Ba's directions What does he say to Nam ? Teacher -Ss Model Sentences: It ’s difficult to follow your directions It be adj to infinitive Concept checking: Form: It + be + adjective + to infinitive - Have ss copy II Gap Fill - Ask Ss to open their books and complete the dialogues on page 96 - Call on some pairs to demonstrate the dialogues and correct • LANGUAGE FOCUS Teacher – Ss I Preteach structures - Set the scene: Practice Production Homework Nam passed the English exam and his grandparents are delighted at it What did they write to him ? - Elicit the model Model Sentences: We are delighted that you passed the English exam S be adj that/noun clause Concept checking : Form: S + be + adj + that / noun clause - Get Ss to copy II Matching - Ask Ss to read the letter on page 97 and match the words - Call on some ss to go to the board to draw the lines relieved (adj) a xin chóc mõng Congratulations b mong chê look forward to (v) c x¸c nhËn l¹i confirm (v) d nhÑ nhâm - Ask Ss to copy the vocabulary III Gap-fill - Ask Ss to work in pairs to complete the letter using the words in the box - Get some Ss to give their answers, - Give feedback and correct - Rewrite the letter beginning with : "Nam's grandparents are delighted that he - Do the exercises in the workbook, page ………… UNIT 11 : TRAVELING AROUND VIETNAM (Period 66- 71) I Aims Helping students - to expreSs interest - to make and respond to formal requests - to make suggestions - to complete a narrative II Laguage Focus Making requests with - Would / Do you mind if I ? - Would / Do you mind + V-ing? –ed and –ing participles III Vocabulary Verb Noun Adjective (to) import accommodation giant (to) recognize canoe magnificent (to) sunbathe corn Whole class Individual V Unit Allocation on Listen and Read 1, Crop departure florist institute limestone stream sugar cane tribe water buffalo waterfall Reading dialogue for details about how to expreSs interest on Speak Language Focus Practice in making and responding to formal requests using MIND Listening and reading for details about place directions and places of interest on Listen and Read on Read Language Focus Reading for information about places of interest in Vietnam and making suggestions Further practice with " mind " on Write I, Complete a narrative, on Focus 1,2 Practice in using -ed and -ing participle UNIT 11 : TRAVELING AROUND VIET NAM PLANNING DAY :7/2/2012 TEACHING DAY:8/2/2012 Lesson 1: Section : - Getting started (page 98) Period 66 - Listen and Read 1, (page 99, 100) I Aim: Reading for details about how to expreSs interest Ii Objectives: By the end of the leSson, Ss will be able to use expressions to expreSs their interest Iii Teaching aids: casette, charts (jumbled words and pre-quest pictures on p 98 PROCEDURE Stage Steps/Activities Work arrangeme nt Teamwork Warm-up Jumbled Words - Write the topic on the board: Places of interest - Put the chart with jumbled words on the board HarborGate HalongNharong Ngo Mon The Temple Pre-reading - Ask each team to connect the words to make the right phrases for places of interest and write them on the board as fast as poSsible Answer Kev: Ngo Mon Gate, Ha long Bay, The Temple Literature, Nha rong Harbor Individual  GETTING STARTED - Ask Ss to open their books (p.98) and match the names with the pictures - Call on some Ss to give their answers Answer Key: a) Ngo Mon Gate b) Nha rong Harbor c) The Temple Literature Teacher Ss d) Ha long Bay  LISTEN AND READ I Pre teach Vocabulary - Elicit the words from Ss (a) crop (translation / explanation) (something such as grain, rice, fruit is grown in one season.) (a) sugar cane (What is used to make sugar?) (a) water buffalo  buffaloes (translation) (a) forty - minute drive (explanation) Example: The drive takes 40 minutes  It's a 40 - minute drive - Ask Ss to notice that a plural noun must be changed to the singular form when preceding the noun it modifies In a noun Individual  choral phrase - Have Ss drill some more: (oral  writing) The vacation lasted months  It was a - month vacation The boy is thirteen years old  He is a thirteen - year - old boy - Have Ss copy down Checking technique Bingo - Get Ss to brainstorm a list of words and write them on the Whole class board crop, sugar cane, water buffalo, rice paddy, a 40-minute drive, a Individual 6- letter word, a five- dollar note, a 200- page book - Ask Ss to choose any words / phrases and copy them on their paper - Call out the woi "a until someone shouts "Bingo" II Pre- questions - Set the scene - Put the chart with the questions on the board Where does Hoa meet The Jones ? Is it the first time The Jones have visited Viet Nam ? ' How they travel to Ha Noi ? What they see along the road to Ha Noi? What would Tim tike to ? - Check if Ss understand the questions and have them a few minutes to think about the questions - Ask Ss to listen to the tape while reading the dialogue on page 99 - Have Ss work in pairs to answer the questions Individual Pairwork While - reading - Call on some pairs to give their answers Answer Key Hoa meets The Jones at the airport Yes, it is By taxi, They see a boy riding a water buffalo, rice paddies, corn and sugar cane fields He'd like to take a photo III True / False Statements (It should be used as a listening task for good students, if not, Whole class use the text books) - Ask Ss to listen and say out True or False - Read the sentences aloud and wait for Ss answers a This is the first time Hoa has met Tim's family b Hoa helps Mrs Jones with her luggage c The Jones family is traveling from the airport in a bus d Shannon has never seen rtce paddies before e The car is traveling past farmland f Only rice and corn are grown around Ha Noi - Ask some Ss to correct the false sentences and have Ss write in their notebooks, (a  f) Whole class Post-reading Homework Answer Key: a True b True, c False  in a taxi d True e True f False  Not only rice and corn but also sugar canes are grown around Ha Noi IV DiscuSsion - Ask Ss to read the dialogue again, discuSs with them and ask them to pick out the sentences containing the situations mentioned below * to expreSs interest: - I'd like you to meet my parents - It's nice to meet you - It's great to be in Viet Nam - I'd like to sit with Tim * to expreSs a request: - Would you mind sitting in the front seat - Would you mind if I took a photo ? - Practise the dialogue in group of Do the exercises in the workbook on page Individual UNIT 11 :TRAVELING AROUND VIET NAM PLANNING DAY: 9/2/2012 TEACHING DAY:10/2/2012 esson Section : - Speak + Listen (page 100, 101) Aim: To help Ss practice in making suggestions and using " mind " to make requests Objectives: By the end of the leSson, Ss will be able to make and • respond to formal requests using "mind" and make suggestions i Teaching aids: cardboards, a mapped dialogue chart Stage Warm-up Presentation PROCEDURE Steps/Activities - GAME: What does it say ? - Choose a student and ask him / her to go to the front of the class with his / her back to the board so that he / she cannot see what is written on the board Write the information on the board, (normally in brief) - Ask the rest of the class try to help the student guess what is written on the board by asking questions until he / she says out right the word(s) on the board eg: On the board: Yes, I Ss ask : Do you like your teacher ? Or On the board: Every day Ss ask: How often you have a shower?  SPEAK I Pre teach Structures - Set the scene: Remind Ss of the exchanges between Hoa and Mr Jones and between Hoa and Tim in the last dialogue and elicit the sentences from Ss Model Sentences: A••: Would you sitting in the front mind seat of the taxi ? B : No problem A : Would you mind took a photo ? if I B : Not at all Concept checking: Use: To make and respond to formal requests Form : Would you mind / Do you mind + Verb -ing ? Would you mind if I + Verb (in Past simple tense) ? Do you mind if I + Verb (in Present simple tense) ? Responses:  Agreement: No, I don’t mind / No, of course not / Not at all / Please /Please go ahead  Disagreement: I'm sorry, I can't / I'm sorry, it's impossible Work arrangeme nt Whole class Practice Production I'd prefer you didn't / I'd rather you didn't Meaning: Xin baïn caûm phieàn ………… - Get Ss to copy II Cardboard Drill: Language Focus - Prepare cardboards with cues including checks () and croSses () a, move/ car () c get/ coffee (x) b put out/ cigarette () ) d wait / moment (x) - Model the first cue or times Would you mind moving your car ? - Call on or Ss to repeat it and correct - Go on with the same steps for the second cue (if neceSsary) - Ask Ss to work through the rest of the cues, new cue- new st - Demonstrate how to put the exchange together, using a good student Teacher: Would you mind moving your car? Student: No, of course not Whole class Teacher-Ss Teacher-St Pairwork - Open pairs: Get or pairs to demonstrate the exchanges - Stick all the cardboards on the board - Closed pairs: Get the whole class to practice all the exchanges - Monitor and correct Choral  Individual III Mapped Dialogue - Set the scene: You are a tourist on vacation in Ho Chi Minh City You want to visit a market This is the conversation between you and the tourist officer - Put the dialogue chart on the board - Elicit the exchanges from Ss and have them repeat You Excuse me! I'd like to visit a market Would you mind suggesting one? That sounds interesting Tourist officer Yes ? Not at all How about going to Thai Binh Market? It opens from about am to pm Homework Thank you You' re welcome - Open pairs: Ask some pairs to demonstrate the dialogue - Closed pairs: Have Ss open their books and use the Pair work information on page 101 to practise other dialogues - Ss in pairs should be aSsigned to work on different information each eg: Group 1: Markets Group 2: Museums Group 3: Restaurants ……………… - Monitor and correct - Choose the information on p.101 and write down complete dialogues, uaing your own words - Do the exercises in the workbook, on page UNIT 11 : TRAVELING AROUND VIET NAM PLANNING DAY:12/2/2012 TEACHING DAY:13/2/2012 esson Period: 68 - Read (page 102 – 104) Aim:Listening and reading for details about the place directic information about some places of interest in Viet nam Objectives: Ss will foe able to get information from simple advertisements i Teaching aids: caSsette: a route map, pictures of cities, drawing, cue chart PROCEDURE Stage Steps/Activities Work arrangement Individual Warm up QUIZ What's this place ? - Ask questions and call the student who puts his / her hand up first to answer - Tell Ss each place consists of questions; points for the l st question; points for the 2nd and point for the 3rd * Da Lat It is called the city of Eternal Spring It has a lot Of waterfalls and lakes You can find the most, kinds of flowers here * NhaTrang It's a seaside resort It has a very big monument of Buddha It has an Oceanic Institute * SaPa It is a mountainous resort It has tribal villages Sometimes it has snow * Ha Long Bay It is recognized as a World Heritage Site by UNESSCO It has a lot of caves It consists of a lot of islands  LISTEN * Set the scene: The Jones family are going around HaNoi arid they are talking about tjie directions to places in the maps, Listen to them and match the places to the correct positions on the map - Put the map on the board and ask Ss to identify the places Whole class - Play the tape or times - Tell Ss to work in pairs to compare their answers - Get Ss to give their answers and correct Pairwork Answer Key: a) restaurant b) hotel c) bus station Pre-reading While-reding d) pagoda e) temple  READ I Pre-teach vocabulary - Elicit words from Ss accommodation (nu) (a place to live, work or stay in) giant (adj) = very big tribe (n) (translation)  tribal (adj) slope (những)  slope (a) jungle (a very thick forest) limestone (nu) (translation) Checking technique: Bingo - Get Ss to brainstorm a list of 10 new words and write them on the board accommodation, giant, tri'ml, slope, jungle, limestone, magnific ant, resort, waterfall, recognize - Ask Ss to choose any words and copy them into a paper - Call out the words until someone shouts "Bingo" and wins II Grid: - Ask Ss to read the advert, sements about the resorts (p 102, 103) and check () the topics mentioned in the grid (p 104) - Get Ss to work in pairs to compare their answer - Ask Ss to give their answers Answer Key:  Nha Trang: flights to Ha Noi, railway, hotels, local transport, tourist attractions  Da Lat hotels, local transport, waterfalls, tourist attractions - Show the word-ctte chart on the board and get a good student to model  Sa Pa hotels, local transport, mountain slopes tourist attractions, villages  Haï Long Bay World Heritage, tourist attractions, sand beaches, railway, hotels, caves, local transport  restaurants, types of food  no place - Have Ss copy down III Interview - Ask Ss to work in pairs, one plays the role of a toursit and the Teacher-Ss Whole class Individual Pairwork Post reading Homework other plays the role of a tourist officer to ask for and give the information about the toursit sistes - Show the word-cue chart on the board and get a good student to model Tourist Tourist officer -Would you mind telling Not at all It is a me something about (seaside resort.) (NhaTrang)? -Yes, you can visit (the -Is there anything giant Buddha, the special ? Oceanic Institute as well as the off shores islands.) How about the - (There is a small accommodation ? selection of hotels here, so you have to book, it in advance.) - You can (go to the - How can I travel around Northern and southern the city ? destinations by bus or train) - Thank you very much - You're welcome - Ask Ss to use the information in the advestisements to make other dialogues and practise speaking - Ss in pairs should be assigned to work on only one topic Eg: Oroup I: Nha Trang Group 2: Sa Pa …………… - Monitor and help Ss with their work - Get some pairs with different topics to demonstrate their dialogues - Rewrite the advertisements to make them into short paragraphs, like this: "Nha Trang is a wonderful seaside resort for summer holidays…… Whole class Pairwork UNIT 11 : TRAVELING AROUND VIET NAM PLANNING DAY: TEACHING DAY esson Section: - Read (page 105) Period 68 - Language Focus (page 110) Aim: Reading for details about some places of interest in Viet Nam Further practice in making a,id responding to requests using "mind" Objectives: Ss will be able fo make some suggestions on some tourist in Viet Nam to foreign tourists i Teaching aids: pictures (p.110) posters, gap fill chart PROCEDURE Stage Steps/Activities Work arrangem Teamwork arm up  • REVISION: Wordsquare - Put the word square poster on the board and inform the topic - Divide the class into teams, - Ask Ss to find 13 hidden words and write them on a pice of paper - Tell Ss the team to find out the most right words will get points A D K B A C H M A A Answer Key: D C N U H A L O N G D A L A T V N U H D Y T R I B E L N A E R G Y M V S A T T F E B S K B L K A R G S E A S I D E I A X O A P A P K C N N C R C A P J I T R G U T H E C I T A D E L Resort, beach, Sa Pa, caves, lake, mountain, Nha Trang Bach Ma, Ha Long, Da Lat, tribe, seaside, The Citadel Pre eading  READ I Pre-teach Vocabulary - Elicit words from Ss mountain - climbing (n) (picture/explanation) (to) sunbathe (To lie in the sun to get some sunlight.) Teacher-Ss (a) florist (What you call the person who sells flowers?) (to) import (translation / definition) (to bring products, goods into one country from another.)   to export - Get Ss to copy down Checking technique: What and Where - Draw circles on the board - Elicit the voc.abulary from Ss again and write them in the circles - Get Ss to repeat and rub out the words, one at a time, but leave the circles and continue until the circles are empty - Ask Ss to repeat the rubbed- out words by pointing at the empty circles - When Ss seem to remember all the words, ask Ss at a time to go to the board and fill in the circles with the right words Whole class Whole class reading t-reading II Matching - Put the posteron the board and ask Ss to or match the words phrases in column A to column B A B Nha Trang a tribal villages, mountain Da Lat climbing Sa Pa b The place where Ha Long Bay President Ho chi Minh 5.NhaRong Harbor left Viet Nam in 1911 c swimming and sunbathing, d Oceanic Institute e flower gardens - Ask Ss to go to the board and draw the lines to connect the words Answer Key: d e a c b III Grid - Get Ss to open their books, read the text on page 105 and check (V) the boxes - Monitor and correct Individual sentation ractice oduction IV Role play - Tell Ss to ask and answer questions using the information in the text - Write the model on the board A: Where should (Andrew) go? B: He should go to (Sa Pa) A: Why ? B: Because (he studies tribes and he likes mountain - climbing) - Model, using a good student - Ask Ss to work in pairs to practice speaking - Monitor and correct Pairwork Teacher-Ss Teachedr-1s Pairwork  LANGUAGE FOCUS I Revision: Gap fill - Put the gap-fill chart on the board - Ask SB to use the right words in the box to fill in the gaps turned off explain telling ask Would you mind me something about it ? Do you mind if I you a question ? Would you please .,this new word to me? Would,you mind if I the television ? Answer Kev: I telling ask explain turned off II Ordering pictures - Get Ss to write the numbers and look at the pictures on page 110 (1  6) - Ask Ss to listen to the situations and order the pictures turn off the stereo watch TV while eating sit down postpone the meeting turn on the air- conditioner smoke - Ask Ss to give their answers Answer Key: d f a c e b III Role play - Get Ss to work in pairs, playing the roles to demonstrate the exchanges based on the models below the pictures - Write down all the exchanges of the pictures in L.F 4(a  f) Do the exercises in the workbook, page ……… Individual Whole class Pairwork mework UNIT 11 : TRAVELING AROUND VIET NAM PLANNING DAY :14/2/2012 TEACHING DAY:15/2/2012 Lesson Section: - Write 1, (page 105-107) Period 69 I Aim: To help Ss practice in writing a narrative using a guided composition Ii Objectives: Ss will be able to know how to write a narrative Iii Teaching aids: pictures (p 106, 107), gap fill charts, cardboards PROCEDURE Stage Steps/Activities Warm up Pre-reading Which word ? (Get Ss to study the definition of a narrative by a gap fill.) - Put the miSsing words in a box on the board and have Ss study first (Use Vietnamese) written climax attention brief events - Show the chart and ask Ss to fill in the gaps with the words in the box A narrative is a sequence of (l) These events are usually (2)… in chronological order and often lead to a (3) The first sentence of a narrative should get the reader' s (4) .and the ending should be (5) - Ask Ss of each group to go to the board and write the words as fast as possible - Explain the definition in Vietnamese Answer Key: events written climax attention brief  WRITE I Pre-teach Vocabulary - Elicit words from Ss (a) canoe (picture / drawing) (to) paddle (mime)  paddle (n) (a thing used to paddle) Work arrangement Group work of 4/5 Ss Teacher- (to) hire (translation) (to) overturn (drawing) Ss (to) rescue (definition) (to save somebody 's life from danger) - Get Ss to copy Whole Checking technique: Jumbled words class - Put the cardboards with the jumbled words on the board - Ask Ss to work in groups to find the rightwords and go to the baord to write them a cusere b erhi c apdled d erhi e ventuader f erovutrn Answer Key: a rescue b canoe c.paddle d.hire e adventure f overturn II Ordering Statements: - Set the scene; Last week, while on vacation in Dalat, The Jones family had quite an unforgetable adventure on Xuan Huong Lake.What did they and what happened to them ? - Ask Ss to open their books, read the first part of the story on page 105 and rearrange the sentences On page 106 to complete the story - Call on some pairs to give their answers and correct - Get some Ss to read the story aloud for the ' class and correct pronunciation errors Answer Kev: c)  a)  g)  d)  f)  b)  e)  WRITE I Pre-teach: Matching - Have Ss look at the pictures on page 106 & 107 and guess the meaning of the new words - Write the vocabulary on the board and ask Ss to match them (to) stumble vang lªn (to) go off nhËn (to) realize trît ch©n - Get Ss to copy II Ordering picturesAsk Ss to look at the pictures again and rearrange the events in Whole class the correct chronological order to make it a story Call on some Ss to give their answers and correct While-writing Post-writing Homework Answer Key: d)  b) e)  h)  a)  f) c)  g III Write- it- up - Ask Ss to use the pictures already rearranged and the given words to write the story about Uyen - Monitor and help Ss with words or structures while they are writing - After Ss finish, call on some Ss to read their story aloud for the class - Give feedback and correct - Ask Ss to notice the Past simple tense is often used in a narrative Answer Key: Uyen had a day to remember last week She had a Math exam on Friday but she got up late Sherealized her alarm clock did hot go off As she was leaving home, it started to rain heavily Uyen tried to run as fast as she could Suddenly she stumbled against a rock and fell onto the road Her schoolbag went into a pool of water and everything got wet Strangely, the rain stopped as she got to her classroom Luckily, Uyen had eriough time to finish her exam - Write the whole story in your notebooks - Work in groups of writing a story to tell the class in the next leSson Individual UNIT 11 : TRAVELING AROUND VIET NAM PLANNING DAY :16/2/2012 TEACHING DAY:17/2/2012 esson 6: Section : - Language Focus 1, (page108,109) Period 70 Aim: To help Ss practice in using - ed and - ing participles Objectives: Ss will be able to use present and past particij describe things and people i Teaching aids: pictures (p 108,109), cardboards, gap- fill chart PROCEDURE Stage Steps/Activities Work arrange ment Whole class Warm up Memory gam? - Ask Ss to open their books and observe the picture on page Presentation 09 carefully - Let SS look at tHe picture for 20" and ask them to close their books - Divide the class into two teams and ask each team to go to the board and write from memory the names of the things they've just seen in the picture - Tell them, the team having the most right words is the winner - Have Ss open their books again, go through the words and correct Answer Key: - box, lamp, truck, doll, flowers, elephant, bear, rabbit  LANGUAGE FOCUS I Pre-teach - Ask Ss to open their books and look at the picture on page 108 - Set the scene: It's time for receSs and the people at Quang Trung School are in the school yard What are they doing ? - Ask questions and call on Ss to answer then correct Teacher: What's Mr Quang doing ? Student: He's walking / going up the stairs Teacher: (Miss Lien) Student:(carrying a bag / talking to Nam) Teacher: (Nam) Student : (standing next to MiSs Lien/ talking to Miss Lien) Teacher: (Ba) Student: (sitting under the tree/ reading a book) Teacher: (Lan) Student: (standing by the table) Teacher: (Nga and Hoa) Student: (playing cheSs) - Elicit the target language by asking the question below then have Ss repeat: T: Who is the man walking up the stairs ? Model sentences: The man walking up the stairs is Mr Quang (present participle phrase) Concept check Form: Verb + ing  Present participle Use: A present participle (phrase) can be used as an affective to qualify a noun with active meaning Whole class Teamwork Whole class Teachers-St Choral  individual Whole class Practice Presentation - Have Ss copy II Word- Cue Drill, - Show the cardboards and have Ss run through the situations again Mr Quang / walking up the stairs Miss Lien / carrying a bag Nam / talking to Miss Lien Ba / sitting under the tree Lan / standing by the table Nga and Hoa / playing cheSs - Model the sentence (l)and have Ss repeat.: The man walking up the stairs is Mr Quang - Show the cardboards to Ss and ask them to say the next sentences  LANGUAGE FOCUS I Pre-teach: - Matching - Ask Ss to look at the words in the box and the picture on page 109 to the matching box a wrap in truck b dreSs in lamp c recycled from doll d keep in flowers e make in toys f paint - Ask Ss to look at the picture on page 109 again and answer (the questions Where is the old lamp made in ? (China) What colour is the box painted ? (green) What is the truck recycled from ? (cans) What colour is the doll dreSsed in ? (red) What are the flowers wrapped in ? (blue paper) Where are the toys kept ? (in a cardboard box) Choral  individual Pairwork Teacher-Ss - Elicit the target language by asking the question below tr|en have Ss repeat T:How much is $ie old lamp made in China ? Choral  Model Sentences: Individual The old lamp made in China is five dollars (past participle pharase) Practice Production Homework Concept check Form: - Regular verb + ed Past - Irregular verb participle  Clumn Use: A past participle (phrase) can be used as an adjective to qualify a noun with paSsive meaning - Get Ss to copy II Question- Answer Drill - Have Ss look at their books, listen to the questions and answer T: How mucji is the box painted green ? St: The box painted green is one dollar Truck made from recycled cans / $ Doll dreSsefl in red / $ Flowers wrapped in blue paper / $ Toys kept ih a cardboard box / $ 10 - Ask Ss tio work in pairs, asking answering thfe questions - Call on some pairs to demonstrate for the class III Gap fill: Present or past participle? - Ask Ss to use the right form of the verbs in the box to fill in the gaps sit break live water sing The gift at 50 Tran Hung Dao is my friend The garden every morning is full of flowers The cat on tha table is hers The vase .yesterday is my father's favorite one The woman on the stage is my neighbor Answer Key: living watered sitting broken singing - Do the exercises in the workbook, page ……… UNIT 12 : A VACATION ABROAD (Period 74-79) Aims:Helping students - to make plans - to make, accept and decline invitations - to ask and answer questions about the weather - to write a postcard Language Focus Past progressive Past progressive with When and While Teacher-Ss IndividualChoral Pairwork Individual Present progressive with Always i.Vocabulary Verbs (to) bother (to) carve (to) include (to) pick up (to) pour (to) come over V Unit Allocation on Listen and Read 1, Nouns brochure gallery itinerary lava prison sightseeing valley wharf volcano overhead (adv) Reading for details about accepting and declining invitation on Speak Practice in making plans on Listen Listening for information a weather on Read 1,2 Reading for information about of interest in the world on Write 1, Practice in writing a postcard on Focus 1,2,3 Practice in past progress When and While and! progressive with Always Note: Period 72: Revision 73: Test (45’) UNIT 12: A VACATION ABROAD PLANNING DAY:26/2/2012 TEACHING DAY:27/2/2012 Lesson Section : - Getting started (page 111) Period 73 - Listen and Read 1, (page 112,113) I Aim: Reading for details about making plans for a vacation abroad Ii Objectives: By the end of the lesson, Ss will be aware of how to make, accept and decline invitations Iii Teaching aids: photocopied pictures (p.11l), cassette, chart (True / False) PROCEDURE Stage Steps/Activities Work arrangement Individual Warm up  GETTING STARTED I Guessing game: - Show the photocopied pictures to Ss; one by one, and ask Ss to guess what country it is Answer Key: a) The USA b) Australia c) Thailand d) Britain e) Canada f) Japan - Ask if they know what first pictures are (a) Statue of Liberty b) The Opera House c) II Chatting Teacher: Where you want to visit among these countries ? Student: Teacher: Why ? Student: Prereading e reading  LISTEN AND READ I Pre-teach Vocabulary - Elicit words from Ss (to) include (translation) (to) come over (explanation) (to come to someone's house to visit for a short time) (to) pick (someone) up (explanation) (to come and get someone in your car to drive him / her to a place.) abroad (adv) = in a foreign country  (to) be / go / travel / live a abroad - Get Ss to copy Checking technique: Rub Out and Remember - Ask Ss to close their notebooks and look at the board - Rub out the English words, one at a time, point to the Vietnamese words and ask Ss “What’s this in English?” - When all the English words are rubbed out, go though the Vietnamese list & get Ss to call out the English words II True/ False Prediction - Set the scene: Mrs Quyen is going to the USA for a vacation She is ringing her friend, Mrs Smith, to tell her about the trip - Put the chart on the board and ask Ss to read the statements Mrs Quyen is calling Mrs Smith from the airport in San Francisco Mrs Smith invite Mrs Quyen and her husband to stay with her while they are in town Mrs Quyen doesn’t accept Mrs Smith ‘s invitation because she want to stay with a Vietnamese friend of hers Mrs Quyen and her husband will be in the USA for days Mrs Quyen and her husband will come over to Mrs Smith’s place for dinner one night Mr Thanh; Mrs Quyen’s husband, goes abroad for a business meeting - Ask Ss to work in pairs to decide if the statements are true or false - Get Ss to give their answers and write them on the broad - Have Ss open their books, listen to the tape while reading the dialogue on page 112 - Call on some Ss to correct the false statements Answer Key: False  Mrs Quyen is calling Mrs Smith from Teacher-Ss Ha Noi True False  …because her accommodation is included in her ticket price True False  Only Mrs Quyen will come over to Mrs Smith’s III Grid (Listen and Read 1) - Draw the grid on the board and have Ss copy it - Ask Ss to open their books and read the dialogue - Ask Ss to work in pairs to complete Mrs Quyen’s schedul with the information taken from the dialogue - Call on some Ss to go the board to write the information in the grid on the board Answer Key: Date Mon 25 Tue 26 Wed 27 Thur 28 Schedule Coming to San Francisco Going out Having Leaving dinner San with the Francisco Smiths - Have Ss copy IV Comprehension Questions - Ask Ss to look at their books and answer the questions on page 113 - Let Ss compare their answers with their partner - Call on some Ss to answer - Give feedback and correct Answer Key a) No, they won’t Because they are coming on a tour, and their accommodation is included in the ticket price, so they will stay at the hotel b) No, he won’t Because he will have a business meeting in the evening that day c) Mrs Smith will pick her up at her hotel - Get Ss to copy V Grammar Awareness - Tell Ss to read the dialogue again and pick out the statements indicating the following situations: Making an invitation Accepting an invitation Declining an invitation Making a complaint - Call on Ss to give their answers and have Ss copy Answer Key: Making an invitation “Would you like to come and stay with us…?” “… you must come over for dinner one night.” Accepting an invitation: “Yes, we’d love to but we’ll only be in town for three nights” Declining an invitation: “That’s very kind of yo but we’re coming on a tour…” Making a complaint: “Oh dear He’s always working” - Do the exercises in the workbook, page……… Homework UNIT 12: A VACATION ABROAD PLANNING DAY:29/2/2012 TEACHING DAY:1/3/2012 Lesson 2: Section: - Speak (page 113, 114)Period 74 I Aim:To get Ss to practice in making plans using tourist brochi flight information Ii Objectives: By the end of the lesson, Ss will be able to talk about their plans for a trip abroad i Teaching aids: photocopied tables (p.113, 114), chart (mapped dialogue), realia PROCEDURE Stage Steps/Activities Work arrangement Warm-up  Quit - Tell Ss the student who can answer the question will get or good marks What's the end of everything ? (letter g) What word starts with T, ends with T, and is full of T? (Teapot ; Pot  full of) What's in the middle of New York City ? (York) Which river in America has eyes ? (Mississippi; four eyes  hononym) •  SPEAK Presenta I Pre-teach Vocabulary tion Practice - Elicit words, from Ss Teacher - Ss (an) itinerary (explanation / translation) (a plan for a journey including the route and the places you visit.) (a) gallery (situation) (I go to this place to see works of arts to be shown What's it in English ?) (a) flight = a journey made by plane via (prep) = through a place, facilities (plural) (translation) (a) brochure (realia)  Travel brochure - Have Ss copy Checking technique: Slap the board - Put the Vietnamese translation all over the board - Call on Ss or teams of 4/5 Ss in both sides of the class to the front of the class standing at equal distance from the board - Call out the English word & Ss run forward to slap the Vietnamese word on the board - The student slapping the right word first is the winner and gets a point for his /her team II Matching - Show the photocopied tables (p 113, 114) on the right of the board randomly and ask Ss to match them with the right titles on the left - Write the titles (on the left ) Itinerary Flight information Hotel advertisement Travel brochure - Call on some Ss to go to the board to draw the lines to match the tables with the titles III Tell Me About - Leave the tables on the board and ask Ss to look at them - Go through the tables, asking Ss questions for information about the flights, accommodation, and tourist places Suggestions: * For the flight information table: + How many flights a week can you take from Los Angeles to Boston ? + Which flight can you take every day of the week? * For the Hotel advertisement table: + Which of the hotel is cheaper ? Whole class Teamwork Individual Individual + How much is a double room in Revere Hotel ? How about the Atlantic Hotel ? * For the Travel brochure: + Where can you visit ? IV Mapped Dialogue - Set the scene: These people are making a plan, for their trip from Los Angeles to Boston Let's it with them ! - Put the mapped dialogue chart on the board - Elicit the exchanges from Ss - Have some pairs practice each exchange before going on to another exchange - After finishing the dialogue, ask a good pair to demonstrate the whole dialogue Open pairs: - Ask some pairs to demonstrate the dialogue Closed pairs: - Ask Ss to work in pairs, replacing the information using the tables - Monitor and correct Teacher-Ss Pairwork Where shall we stay? The Revere Hotel is expensive but it has a gym I think we should visit Where should we visit? Havard Medical School, the Museum and Arts Gallery There’s a daily flight at 10 What time should we leave am, would that be OK? Los Angeles? Produ ction V Transformation - Ask Ss to make a plan for their coming summer holiday by filling the information in their itinerary eg: Depart (Hue): Arrive (Ho chi Minh City): Accommodation: Sightseeing: Depart (HCM City): - Call on some pairs to demonstrate their plans for the class - Give feedback and correct Pairwork - Write your itinerary into your notebooks - Do the exercises in the workbook, page work UNIT 12: A VACATION ABROAD PLANNING DAY :1/3/2012 TEACHING DAY:2/3/2012 Lesson Section: - Listening (page 115) Period 75 Aim: Listening for information about the weather Objectives:Practice in listening to the weather forecast for information the weather in big cities in the world i Teaching aids: Cassette, chart (gap fill) PROCEDURE Stage Steps/Activities Work arrangement Groupwork of Warm up  Chain game Get Ss, one by one, to go to the front of the class, each student says out 10/12 Ss a word until they make a meaningful sentence At the end, ask the whole group to repeat the sentence eg: Teacher: Yesterday S1: I S2: went S3: shopping S4: and S5: bought S6: a lot of S7: things S8: ………… Prelistening I Brainstorm - Write the topic on the board - Ask Ss to find the words related to the topic Collect Ss words and write them on the board Possible answer Cloudy, cool, cold, warm, hot, dry, fine, humid, rainy, snowy, sunny, wet, windy, stormy, degree, minus, Centigrade - Go through the meaning of the words and have Ss copy II Chatting - Ask Ss some questions to lead in the lesson - Suggestions: Have you ever listened to the weather forecast on TV or on the radio ? What does it often tell you about ? (weather & temperature) Do you think it's necessary to listen to the weather forecast ? Why / Why not ? What you know about the high and the low temperature ? (It refers to the lowest and highest temperature degrees in a day.) Individual Teacher-Ss III Gap fill - Put the gap- fill table on the board - Have Ss copy in their notebooks Whilelistening Temperature High 26 22 City Sydney Tokyo weather dry; windy dry; windy Low 20 15 London Bangkok humid, cold warm; dry -3 24 32 NewYork windy; cloudy cool; dry 15 10 16 Paris Whole class Teacher Postlistening - Tell Ss they are going to listen to the weather forecast about the cities hi the table and have to fill in the gaps with the information they hear - Play the tape or times - Tell Ss to work in pairs to compare their answers - Get Ss to give their answers and correct - Have Ss copy the answer Answer Key: (bold words and numbers in the table above) IV Role Play - Have Ss ask and answer the questions about the weather and temperature using th information in the table - Model, using a good student - Write the exchanges on the board A: What's the weather like in Sydney today? B: It will be dry and windy A: How about the temperature ? B: The low will be 20 and the high 26 degrees - Open pairs: Ask a pair to demonstrate the exchanges - Close pairs: Have the whole class practise speaking, using the information in the table - Monitor and correct Pairwork Teacher-Ss Teacher-St Pairwork - Call on some pairs to demonstrate the exchanges before the class - Write-it -up: Use the information in the table to write a weather report, beginning with; " Here is today's weather forecast for the international travellers In Sydney, it will be ………………… Teacher-Ss UNIT 12: A VACATION ABROAD PLANNING DAY:2/3/2012 TEACHING DAY:3/3/2012 esson Section :Read 1,2 (page 116 – upload.123doc.net) Period 76 I Aim: Reading for infonnation about the places of interest in the world Ii Objectives: By the end of the lesson, Ss can obtain some knowledgt about some scenic sports in the U.S.A i Teaching aids: postcards, cardboards, pictures, drawing PROCEDURE Stage Steps/Activities Work arrangement Warm up  Pelmanism Adjectives - Nouns - Prepare 11 cardboards numbered from to 11 on one side and the words on the other side Adjectives Nouns humid humidity warm warmth windy wind dry dryness cloudy cloud coolness - Inform the rules of the game - Stick the cardboards on the board showing the numbered side - Divide the class into teams & ask each team to choose numbers, one in the first row, and one in the second row If the words in the both cards match in sequence of an adjective with a noun, this team will get a point Pre ading READ I Pre teach vocabulary - Elicit words from Ss (a) volcano (picture/ drawing) lava fnu) (picture/ drawing) (to) pour out (picture/drawing) pour out Teacher-Ss volcano (to) carve (mime/explanation) (to) be situated (translation) overhead (adv) = above your head - Have Ss copy down the vocabulary Checking technique: Ordering - Write the vocabulary on the board randomly - Have Ss copy the Words into their exercise notebooks - Read the paragraph aloud "Mrs Quyen & her husband visited many places of interest in the V.S.A while they were there First they went swimming at Waikiki Beach situated on the Hawaiian Island of Oahu There they could see the lava pouring out of the Kilawea Volcano when they flew overhead They also saw the heads of American Presidents carved into the rock of Mount Rushmore " - Get Ss to compare their answers with their partners - Ask Ss to give their answers & read the text again to correct Answer Kev Volcano (6) overhead (7) Island (3) lava (4) went swimming (1) pouring out (5) carved (8) situated (2) II Grid Individual Pairwork Teacher-Ss e reading Draw the grid on the board Ask Ss to copy the grid in their notebooks Place What she did and saw a Hawaii Went swimming b New York visited Kilauea Volcano c Chicago d Mount Rushmore e San Fancisco - Ask Ss to read the postcards from Mrs Quyen to her children and fill in the gaps with the Teacher Whole class Pairwork information taken from them - Call on some Ss to go the board & write the information in the gird on the board - Give feedback & correct Answer Key: Place What she did and saw a Hawaii Went swimming, visited Kilawea b New York Volcano c Chicago Went shopping, bought lots of souvenirs d.Mount Saw Lake Michigan Rushmore Saw the heads of American Presidents e.San Fancisco Visited Fisherman’s wharf, the Napa Valley wine-growing area and the Alcatraz Prison - Ask Ss to read the postcards from Mrs Quyen to her children and fill in the gaps with the information taken from them - Call on some Ss to go to the board & write the information in the grid on the board - Give feedback & correct Answer Key Place What she did and saw a Hawaii b.New York c.Chicago d.Mount Rushmore e.San Fancisco Postreading Went swimming, visited Kilawea Volcano Went shopping, bought tots of souvenirs Saw Lake Michigan Saw the heads of American Presidents Visited Fisherman's wharf, the Napa Valley winegrowing area and the Alcatraz Prison  Read III Comprehention questions - Ask Ss to look at the questions on p upload.123doc.net & answer the questions - Tell them to compare their answers with their partners - Call on some pairs to give their answers & give feedback Answer Key a) She went there by plane b) She saw the famous prison on the island of Alcatraz c) It is the mount where the heads of four American Presidents are carved into the rock; and it can be seen from more than 100 km away d) It is also called " The windy City" e) She went shopping - Write the answers into your notebooks - Do the exercises in the Workbook , page mework UNIT 12: A VACATION ABROAD PLANNING DAY :4/3/2012 TEACHING DAY:5/3/2012 Lesson Section: Write 1,2 (page upload.123doc.net) Period 77 I Aim:To get Ss to practice in writing a postcard Ii Objectives: Ss will be a le to write postcards to their friends about their trip i Teaching aids:chart , drawing PROCEDURE Stage Steps/Activities Work arrangement Warm-up  Lucky numbers - Write the numbers on the board (1  10) - Tell Ss each number is for a question but of them are lucky numbers For a lucky number, Ss will get points - Ask Ss to answer briefly Questions: Where did Mrs Quyen & her husband spend their holiday? - In the U.S.A Lucky number What did they see on Mount Rushmore? - The heads of American Presidents carved into the rock Who did they visit when they were in the U.S.A? - The Smiths Lucky number What did Mrs Quyen while her husband was visiting the Statue of Liberty? - She went shopping Lucky number What did Mrs Quyen buy? - Lots of souvenirs What did she send to her children from the U.S.A? - Postcards 10 Lucky number  WHITE I Gap- fill - Set the scene From the U.S.A, Mrs Quyen sent a postcard to her friend Sally to tell her about the trip - Ask Ss to look at the postcard on p.upload.123doc.net and complete the gaps with the appropriate words - Call on some Ss to go to the board & write the words they guess Answer kev in people weather 4.visited 5.her nice/ lovely bought for heaviness 10 soon II Grid - Write the topic on the board - Information needed to write a postcard - Ask Ss to look at part (p.upload.123doc.net) - Go through the instructions by using questions : eg: What you write about the place? (Names of places.) Teamwork e-writing -writing mework What you write about the weather? (The weather is warm or cold or ) - Draw the grid on the board - Let Ss copy the grid - Ask Ss to read the postcard (Write 1) again and fill in the gaps with the sentences showing the information on the left - Give feedback and correct - Call on some Ss to go to the board and write their answers in the grid - Give feedback and correct - Ask Ss to write the grid in their notebooks Answer key: Teacher Whole class Necessary information for a postcard Place (We're having a wonderful time in the U.S.A ) How you feel about the (The people are friendly) people Weather (The weather has been warm & sunny) Who you meet/ visit (In San Fransico, I visited my friend, Sandra Smith.) What you see (no information) What you buy (I bought lots of souvenirs)  WRITE I Set the scene Imagine you are a tourist on vacation in a certain place (city in Viet Neon, Write a postcard to a friend about your trip, using the information in the grid II Writing - Tell Ss to write the postcard on a piece of paper (to be collected if necessary) - Monitor and assist Ss with their writing /// III Exhibition - Call on some Ss to the front of the class and ask them to read their postcards to the whole class - Give feedback and correct - Write your postcard in your notebook - Do the exercises in the workbook, page Teacher Individual Individual Teacher UNIT 12: A VACATION ABROAD PLANNING DAY:8/3/2012 TEACHING DAY:9/3/2012 Lesson 6: Section: Language Focus 1, 2, (page upload.123doc.net) Period 78 Aim:Practice in Past progressive and Present progressive tenses with"always" objectives: Ss will be able to talk about activities using the Present and Past rogressive tenses i Teaching aids: pictures (p 119,120 ), cardboards PROCEDURE Stage Steps/Activities Work arrangemen t Teamwork Warm-up  Memory game - Divide the class into parts Teami - Ask the first student in one group to say a simple sentence - Ask the first student in the other group I repeat the previous sentence and add one new sentence of his / her own - Go on until the last student _ the whole sentences and his / her team loses the game  LANGUAGE FOCUS I Ordering pictures - Ask Ss to look at the pictures on page 119 (LF1) carefully Tell Ss to Whole class listen and number the pictures Presentatio - Read the verbs aloud walk with a dog talk to Grandma n eat dinner read a comic take a shower write a letter II Teaching grammar - Set the scene: "Look at picture a) ! What was Ba doing at o'clock last night ?" - Elicit the answer from Ss, get Ss to repeat and write the sentence on the board - Continue to picture (f) with the same steps “What were Lan and her Grandma doing at that time?” Model Sentences: Ba was taking a shower at o’clock last night They were talking to each other at that time (be) (V-ing) Concept check: Past progerssive tense Form: was / were + Verb-ing Use: to indicate an action that was in progress at a point of time in the past Practice - Let Ss copy III Word-cue Drill - Show the cardboards and go through the verbs Ba / take a shower Hoa / have dinner Bao / read a comic Nga / write a letter Na / walk with her dog Lan and her grandma / talk to each other - Model the first sentence and have ss repeat, -Ask the whole class work through the rest of the cues - Call on some Ss to go to the board and write the sentences  LANGUAGE FOCUS I Matching - Ask Ss to look at the pictures on page 119 and the matching on page 120, Presenta - Call on some Ss to give their answers Answer Key: tion a)C b)F c)E d)B e)D f) A II Teaching Grammar -Elicit the model sentences by asking the questions: What was the Le family doing when the mailman came? What happened while Nga was eating ? Model Sentences: The Le family was sleeping when the mailman came Past Continuous Past simple The phone rang while Nga was eating Past simple Past Continuous Concept check Form: Main clause Conjunction Adv clause Past continuous when Past simple Past simple while Past continuous Whole class Teacher-Ss Teacher Choral  Indivi Pairwork Teacher-Ss Use: Sequence of tense: An action was taking place in the past when another action took place Practice - Get Ss to copy Whole class III Picture Drill - Put the photocopied pictures on the board in the order of the word cues - Model the first sentence and have Ss repeat The Le family was Choral  Indivi sleeping when the mailman came - Ask ss to work through the rest of the cues Picturea)  The Le family / sleep b)  Hoa / eating c)  Nam / win the race d)  Mrs Thoa / cook e)  Lan / arrive at school f)  It/rain  LANGUAGE FOCUS Choral  Indivi I Set the scene Presenta - Elicit the model from Ss, using Vietnamese - Have Ss repeat and write the sentence on the board tion Model Sentences: Bao is always forgetting his homework (be) (adv) verb-ing Present progressive Concept checking Form: is/am/are + always + verb-ing Use: to express a complaint - Have Ss copy II Picture Drill - Ask Ss to look at the pictures - Model the fisrt picture and have Ss repeat - Ask Ss to work through the rest of the pictures - Call on some Ss to go to the board to write the sentences - Write complete sentences in the notebook (1,2,3) Choral  Indivi UNIT 13: FESTIVALS (Period 80 - 84) I AimsHelping students - to ask for explanations of events - to give an account of something - to write a paragraph about what was done II Language Focus Passive form: Be + Past participle Compound words Reported speech III Vocabulary Verb (to) award (to) fetch (to) participate (to) separate (to) urge (to) yell (to) rub (to) spread Noun carol competition council husk patron saint pomegranate teammate judge tradition patron saint IV Unit Allocation n1 Getting started Listen and Read 1, Language Focus n2 Speak 1, Listen 1, n3 n4 Read 1, Write 1, jolly (adj) Compound words Ask for explanations of events Practice in talking about preparations for a special event Listening for details about the preparations for Tet Reading for details about Christmas Practice in writing a paragraph about what has been done n5 Focus 1, 2, Practice in reported speech Passive forms Reported speech UNIT 13 : FESTIVALS PLANNING DAY 9/3/2012 TEACHING DAY:10/3/2012 Lesson Section: - Getting started (page: 121) - Listen and Read 1, (page: 121, 122) - Language Focus (page: 130) Period:78 I Aim: Reading for details about traditional Festivals Ii Objectives: Ss will be able to ask for explanations of events Iii Teaching aids: posters, cassette PROCEDURE Stage Steps/Activities Warm-up Prereading  GETTING STARTED: Chatting - Write the names on the board Tom, David, Huckleberry, Oliver, Robinson - Tell Ss these people are going to go on their visits to Vietnam and they need advice on where to go - Introduce the names, one by one Tom likes swimming and sunbathing Where should he go?., Why? David is interested in ancient cities  ? Huckleberry likes mountain • climbing  ? Oliver is keen on pottery  ? Robinson is fond of crowded places  ?  LISTEN AND READ I Pre-teach Vocabulary (to) fetch: (definition) (to go to get (sth) and bring it back.) (to) yell = to shout loudly (to) urge: (translation / explanation) (to make a person / an animal move more quickly) (to) rub: (mime) (to) participate = to take part (in sth) • participation (n) (to) award: (situation) (He is the winner of the competition They (award) him the first prize.)  to award (so) (sth) = to award (sth) to (so) Work arrangement Individual Teacher-Ss e-reading - Get SS to copy Checking technique: what and where - Elicit words from Ss and write them inside the circles - Get Ss to repeat and rub out the words, not the circles- continue until the circles are empty - When Ss seem to remember all the words, ask Ss to come to the board and fill in the circles with the right words II Open prediction - Set the scene: Ba invites his friend Liz to a traditional festival in the North of Vietnam Do you know what kind of festival it is? (It is the rice cooking festival.) - Ask Ss to guess what they are going to read by asking questions then write Ss' answers on the board Suggestions: + How many competitions people enter in a rice- cooking festival? (3) + In water-festival competition, what people do? How about a fire- making competition? A rice-cooking competition? (on the board) Rice- cooking festival (Water fetching) (fire-making) (rice-cooking) to fetch water to make a fire to cook rice Ask SS to open their books (p 121, 122), read the dialogue and listen to the tape - Play the tape - Check if Ss' guesses are correct or not III True or False - Ask Ss to read the statements (2, page 122) and check () the boxes, using the information in the dialogue - Get Ss to give their answers and correct the false sentences - Have Ss copy down Whole class Teacher-Ss Individual Teacher Teacher-ss Whole class Pair work Whole class Answer Key: reading ework a) False  Only one team member takes part in water-fetching contest b) False  One person has to collect one water c) True d) False  Pieces of bamboo are used to make fire e) False  In the final contest, the judges taste rice d) True IV Grammar Drill: Compound Adjectives - Elicit the examples and write them on the board A ricecooking Festival a water- fetching Competition a firematching (article) (noun) (verb-ing) (noun) the bottle the the Teacher-Ss Compound adjectives Concept Check: Use: to form a compound adjective Form: noun + Verb-ing - Have ss copy V Transformation Drill: (Language Focus 3) - Deliver posters to Ss - Ask Ss to the exercise on page 130 and write their answers on the posters - Have Ss put their posters on the board - Give feedback and correct Answer Key: a) A fire - making contest b) a bull- fighting festival c) a car-making industry d) a flower-arranging contest e) a rice- exporting country f) a clothes-washing machine - Practise speaking the dialogue with your partner - Language Focus 3: Write the sentences and rewrite them using the compound adjectives UNIT 13 : FESTIVALS PLANNING DAY :11/3/2012 TEACHING DAY:12/3/2012 esson 2: Section : - Speak 1, (page 123) Period 79 - Listen 1, (page 124) Whole class Group work of teams Teacher-Ss Aim: Practice in talking about preparations and listening for details Objectives: SS will be able to talk about their preparations for a special event i Teaching aids: Chart (mapped dialogue), cassette PROCEDURE Stage Steps/Activities Warm – - Find things in common ~ Ask Ss to think of things they often prepare for Tet and write them up down on a piece of paper - Divide the class into sides - Choose one student randomly in a side and ask him/her call out his or her words while the ss in the other side check () the words on their paper same as that student's - The students to have the most same answers will get Z good mark Suggestions: - Decorate / clean / paint the house/ the room/the yard - Buy cakes/ candies/ drinks/ food/ fruits… - Cook/ make cakes - Get/ buy new dress - Write / send New Year cards to friends/ relatives  SPEAK I Pre-teach vocabulary - Elicit the vocabulary from Ss Pomegranate Peach blossoms Marigolds Dried watermelon seeds Spring rolls - Get Ss to copy Checking technique: Bingo - Get Ss to brainstorm a list of 10 new words and write them on the board: Pomegranate, peach blossom, watermelon, marigolds, spring role, (to) fetch, competition, contest, (to) separate, council - Ask Ss to choose any 4/5 words and copy them into their papers - Call out the words until someone has ticked all of his/her words and shouts "Bingo" and wins II Ordering - Ask Ss to read the dialogue on page 123 and put the sentences in the correct order - Call on some pairs to give their answers Work arrangemen t Individual Teacher-Ss Individual Pair work Practice - Give feedback and correct Answer Kev: A F B  G C H E  I D J III Mapped Dialogue - Ask ss to close their books - Put the chart with the cues on the board - Elicit the exchanges from Ss - Have some pairs practise each exchange before going on to another exchange - After finish the dialogue', ask a good pair to demonstrate the whole dialogue + Open pairs: Call on some pairs to demonstrate the dialogue + Closed pairs: Have the whole class work in pairs - Monitor and correct Mrs Quyen Lan A: You/tidied/bedroom? yes / where/ going / B: market/have to/ Could/ collect/ new Ao Dai oranges/pomegranates tailor/ corner/? C: aure/will Thanks/ anything/ D: not really/ But/ want/me/do/ while/ out/? want house/ look nice/ MonV I/ what/ now/ will/ festival clean/ glass windows E: That/ very good/ Bye/ Bye  SPEAK - Ask Ss to choose one of the festivals (p.123) and make up their own dialogues - Monitor and assist 3s (if necessary) while they are working - Call on some pairs to demonstrate their dialogues for the class - Give feedback and correct  LISTEN I Gap - fill prediction - Set the scene: *Take Robinson family is making preparations for Tet They want to buy things to make it a traditional festival as Vietnamese people " - Ask Ss to open their books and read the statements on page 124 - Get Ss to predict the words in the gaps - Write Ss' guesses on the board Teacher-Ss Pair work - Play the tape (2 or times) - Ask Ss to listen and' fill in the gaps - Call on some Ss to give their answers and check if Ss' guesses are right or not - Play the tape again and correct Answer Key: a Mr Robinson / Flower market b Traditional c Dried watermelon seeds d Make spring rolls II Grid - Ask Ss to copy the grid (p.124) in their notebooks and fill in the gaps with the information taken from the statements above - Call on some Ss to give their answers Answer Key: Things to - Go to the flower market to Mr buy peach blossom and a Robinson bunch of marigolds Homewo rk Mrs Robinson - go to Mrs Nga’s to learn how to make spring rolls Liz - Go to the market to buy candies and a packet of dried watermelon seeds - Write your own dialogue in your notebooks - Do the exercises in the workbook, page UNIT 13: FESTIVALS PLANNING DAY :12/3/2012 TEACHING DAY:14/3/2012 Lesson Section: - Read 1, (page 124, 126) Period 80 I Aim: Reading for details about Christmas, Ii Objectives: Ss will get some knowledge about Christmas Iii Teaching aids: Pictures, cardboards, poster, cassette (song PROCEDURE Stage Steps/Activities Work arrangeme Warm up Prereading  Sing a song - Teach Ss an English Christmas song Eg: Silent night, I wish you a merry Christmas - Ask Ss to listen to the tape and sing along  READ I Pre- teach vocabulary - Elicit words from Ss (to) spread (explanation) (to cover a larger and larger area.)  to spread - spread - spread Christmas carol (example) (Silent night is a Christmas carol) Patron saint (translation) jolly (adj) = happy and cheerful (to) decorate (picture/ definition) (to make something look more attractive by putting things on it) - Get Ss to copy Checking technique: Jumbled words a tansa b yljol c locra aucls d pdsear e codraete f ontrpatsian - Stick the cardboards on the board - Divide the class into teams and ask them to the work as fast as possible - Check if Ss' answer are right or not Answer Key: a Santa Claus b jolly c carol d spread e decorate f patron saint II Matching - Stick the pictures on the board (Christinas tree/ card/ carol/ Santa Claus) - Put the statements /poster on the board, ask 8s to read them and the matching nt Whole class Teacher-Ss Whole class Teamwork Pair work While reading It has been said he was the patron saint of children, a fat jolly man who wore a red suit and gave children presents on Christmas Eve The custom of decorating it and putting it in a common place, spread throughout Europe to America They were stories put to music and enjoyed by most people First the leaders of the Church did not like them but later they became popular An English man had someone design it to send Christmas greetings to his friends Now it is a part of the Christmas tradition a Christmas Carol Christmas Card Santa Claus Christmas tree - Call on some Ss to give their answers and write them on the board - Ask Ss to open their books and read the paragraphs on page 124 and 125 - Check if Ss' answers are right or not Answer Key: l.c 2.d 3.a 4.b III Grid - Draw the grid on the board and have Ss copy it - Ask Ss to read the paragraph again and complete the grid - Call on some Ss to fill in the gaps in the grid on the board - Give feedback and correct - Have Ss copy the grid Answer Key: Christmas Place of origin Date Specials Riga (The Christmas Tree) (early 1500s) Individual Whole class Whole class mework (The Christmas Card) (England) mid-19th century Christmas Carol (no information) (800 years ago) USA (Santa Claus) (1823) IV Comprehension questions - Ask Ss to answer the questions on page 126 - Tell Ss to compare their answer with their partners Individual - Call on some ss to give their answers Pair work - Give feedback and correct Answer Key: More than a century ago He wanted to send Christmas greetings to his friends Teacher-Ss 800 years ago An American professor named Clement Clarke Moore On the description of Saint Nicholas in professor Moore's poem - Get Ss to write the answers in their notebooks Whole class - Write it up: Use the information in the grid to write the brief paragraphs UNIT 13: FESTIVALS PLANNING DAY :15/3/2012 TEACHING DAY:16/3/2012 Lesson 4: Section: - Write 1, (page 126, 127) Period 81 I Aim: To get Ss to practice in writing a report Ii Objectives: Ss practice in writing a report on a festival they have joined Iii Teaching aids: Photocopied, picture (p 126), chart PROCEDURE Stage Steps/Activities Warmup  Memory game - Show the photocopied picture to Ss and ask them to observe it carefully -• Let Ss look at the picture for about 20 "then put it away - Divide the class into teams - Ask Ss (one student in each team at a time) to go to the board and Work arrangement Teamwork Prewriting write their answers - Ask Ss to listen to the questions: How many people are there in the picture? What are they doing? Name all the things in the picture - Put the picture on the board again - Give feedback and correct Answer Kev: 1.They are participating in the rice-cooking competition rice, basket, pans, bamboo sticks, paper fans, chopsticks, a flag,  WRITE: I.Lucky Numbers - Write numbers on the board from to - Tell Ss each number is for a question but of them are lucky numbers If Ss choose a lucky number, they not have to answer any question but they get points and they can get another number - Divide the class into teams What you call the festival where people have to cook rice? - (the rice cooking festival How many competitions are there in the rice-cooking festival? What are they? - (3/ water-fetching, fire-making and rice-cooking) Lucky number What people use to fetch water? (bottles) Lucky number Do they use pieces of wood to make fire? (No pieces of bamboo) What people have to before they cook the rice? (separate the rice from the husk) Lucky number How many people are there altogether in a team taking part in the rice-cooking festival? (9, one for water-fetching, two for fire-making and six for rice-cooking) II Gap fill - Ask Ss to use the information in the dialogue on page 121 to fill in the gaps in the report on page 127 - Have Ss write their answers on a piece of paper - Tell Ss the first or 10 pairs with the right answers will get or good marks - Collect Ss' papers and correct Answer Key: Rice-cooking one/a water-fetching run water traditional bamboo six Teamwork Pair work While writing separate 10 added III Questions and answers - Ask Ss to write a similar report on a festival they've joined recently - Have Ss look at the questions on page 127 - Let Ss practice speaking first by answering the questions from a  g - Have Ss connect the sentences to make it a report Monitor and help Ss with their work Call on some Ss to read their reports aloud Write your report in your notebooks Do the exercises in the workbook, page Individual UNIT 13: FESTIVALS PLANNING DAY :16/3 TEACHING DAY:17/3 esson 5: Section: - Language Focus 1, 2, (page: 128-130) Period 82 I Aim: To get Ss to practice in reporting what was said and further practice in using the passive forms Ii Objectives: Ss will be able to use reported speech and the passive in the past present and future tenses Iii Teaching aids:Cardboards, chart PROCEDURE Stage Steps/Activities Work arrangeme nt Teamwork Warm up Pelmanism: Infinitive - past participle - Prepare 11 cardboards, numbered from to 11 on one side and the words on the other side - Stick the cardboards on the board showing the numbered side - Divide the class into teams and ask each team to choose numbers, one in the first row, and one in the second row If the words in both cards match in sequence of an infinitive with its past participle, this team will get a point Infinitive Past Participle put put write written hold held make made break broken  LANGUAGE FOCUS 1 Pre- teach: Matching Pair work - Ask Ss to match the words in Column A with the forms in Column B Presentation A Tenses Present Simple Past Simple Future Simple Present Perfect Answer Key: 1.c 2.a 3.d 4.b Practice Presentation B Form a was/were + past part b have/has been + past part c Is/am/are + past participle d Will/shall + be + past part Whole class Pair work II.Gap fill - Ask Ss look at LFl on page 128 - Have Ss fill in the gaps with the right form of the verbs in the box - Call on some Ss to go to the board and write their answers (only the verb forms) - For each sentence, Ss should be asked why they decided to use that verb form Answer Key: a were performed b was decorated/ put c is made d will be held e was awarded f was written  LANGUAGE FOCUS Whole class I Pre-teach vocabulary (to) jumble (translation) (to) scatter (explanation/ mime) (to throw things everywhere on the ground) (a) jar (drawing/ realia) - Have Ss copy Practice Presentation II Gap fill - Ask Ss to look at LF on page 128 and 129 and fill in the gaps with the right form of the verbs in the box - Call Ss to go to the board and write their answers (only the verb forms) - For each sentence, Ss should be asked why they decided to use that verb form Answer key: jumbled broken 3.broken scattered pulled  LANGUAGE FOCUS I Pre-teach - Set the scene: "Yesterday, Lan'sgrandmother, Mrs Thu, needed a plumber A man came to her door and said, "I 'm plumber" - Write the quoted speech on the board: He said, "I'm a plumber (quoted/ direct speech) - Ask Ss to report what the man said and write it on the board Model sentences: Reported speech He said he was a plumber (reported/ indirect speech) - Ask Ss to pay attention to the changes in Tenses Quoted speech Reported speech - Present simple  Past simple - Will  Would - must  had to Pronouns: (depending on the subject of the main clause) Adverb of place and time This  That Now  then Here  there Today  that day Tomorrow  the next day Yesterday  the day before ago  before Spelling - Have Ss copy II Transformation Drill Teacher – Ss Practice Home work - Ask Ss to look LF on page 130 and the exercise - Let Ss resay the sentences first, then ask them write down - Call on some Ss to go to the board and write the sentence - Correct Answer Key: b He said he could fix the faucets c the pipes were broken d new pipes were very e _ expensive Mrs Thu had to pay him then - Have Ss copy - Do the exercises in the workbook, page Whole class UNIT 14: WONDERS OF THE WORLD (Period 85 - 90) I AimsHelping students - to seek information - to recognize and correct mistakes - to prepare and complete questionaire - to write a letter to a friend II Language Focus Passive forms Indirect questions with if and whether Question words before to - infinitives Verb + to - infinitives III Vocabulary Verb (to) claim (to) compile Iv unit Allocation Lesso Getting started - Listen and n1 Read 1, Noun Adj Reading to seek information Lesson Speak 1, Practice in asking and answering questions about places and how to report them Lesson Listen Language Focus n4 Read n5 Write 1, Recognize and correct mistakes Verb forms: To infinitive / Bare infinitive Reading for details about v/onders of the world Review Passive forms Write a letter to a friend n6 Language Focus 1, 2, Reported speech with if and whether UNIT 14 : WONDERS OF THE WORLD PLANNING DAY:20/3 TEACHING DAY:21/3 Lesson 1: Section : - Getting started (page :131) Period 83 - Listen and Read 1, (page : 131, 132) I Aim: To get to practice in reading to seek information Ii Objectives: Ss will seek information about a language game to complete a summary Iii Teaching aids:Pictures ( p 131), postcards, cassette, chart PROCEDURE Stage Steps/Activities Warm-up Pre-reading Quiz - Prepare some postcards or pictures of the famous world landmarks or scene spots in VN - Show the pictures, one by one, to Ss and ask them what place it is - Divide the class into teams, the team able to answer the question will get point - Give Ss some suggestions to help them easily recognize the place Eg: Mount Bach Ma Suggestions:  It is a place in the Central Vietnam with cold weather everyday of the year  •Getting started - Inform the topic: Wonders of the world - Have Ss look at the pictures on page 131 and the matching - Check if they know where / in which country these wonders are Answer key: a) The Pyramid b) Sydney Opera House c) Stone Henge  Listen and Read I Ordering: - Set the scene: "Nga, Nhi and Hoa are playing a language game called guessing game How does this game work? Rearrange the Statements in the right order of the game." Work arrangement Teamwork Individual - Put the statements chart on the board - Ask Ss to read the statements and put them in the right order * How to play the guessing game: B asks questions to find out who or what is A thinks of a famous person or place B wins if he / she can guess the corre answer A gives B a clue B loses if he / she cannot guess the correct answer Whilereading A can only answer "yes" or "no" - Call on some pairs to go to the board and write their answers - Ask Ss to open their books and read the dialogue on page 131, 132 while listening to the tape./ Play the tape - Check if Ss' guesses are right or not - Have Ss copy the statements in the right order Answer key : A thinks of II Gap fill - Have Ss read the dialogue again and complete the summary (2) on page 132 - Ask Ss to compare their answers with their partners - Have some Ss give their answers Answer Key: Game Place Clue Vietnam America Golden Right Was III Grammar Awareness - Elicit the target language by asking Ss a question (in Vietnamese) Model Sentences: I don’t know How to play it S V Question to infinitive word Concept checking: Form: S V Question word To infinitive… Use: Reduced form of an indirect question Eg: I don’t know how I can play it how to play it Pairwork Whole class Whole class Pairwork Teacher-Ss Please tell me Postreading where I can go during the where to go visit IV Matching - Asking Ss to read the summary again - Write the words on the board - Ask Ss to match the words in Column A with their explanations in Column B A Suggest (v) Golden (adj) 3.Clue (n) 4.bored Individual B a a piece of information that helps you discover the answer to a question b What you often feel when you have nothing to c made of gold d make a suggestion - Ask some Ss to give their answers Answer Key: l.d 2.c 3.a 4.b Homewor V Guessing game: (if there is enough time) - Topic: famous tourist sites k - Do the exercises in the workbook, page UNIT 14 : WONDERS OF THE WORLD PLANNING DAY:21/3 TEACHING DAY:22/3 Lesson 2: Section : - Speak 1, (page : 132,133) Period 84 I Aim: Practice in asking and answering questions about places and how to report them Ii Objectives: Ss will be able to make a report on famous places using reported speech Iii Teaching aids: chart, posters PROCEDURE Stages Steps/Activities Work arrangement  WHO IS THE FASTEST ? Groupwork of Warm-up - Inform the topic and time limit 4/5 Ss + write 10/15 famous world places within minutes - Deliver posters to Ss - Tell Ss to put their posters on the board Presentation Practice - Give feedback and correct  SPEAK I Preteach: Matching - Put the chart with the statements on the board - Ask Ss to read the statements and the names of the famous places in the box on page 133 and the matching It was designed and built by the French civil engineer with 300 metres in height It is in South Central Asia, 8.848 metres high above sea level It was built from 246 - 209 BC and some people say it can be seen from the moon It is a bell striking the hours in the clock tower of the Houses of Parliament in London It is a skycraper in Manhattan, New York City It is a famous place in Quang Binh Province recognized as a world Heritage Site by Unessco - Check if Ss understand the statements - Call on some pairs to give their answers - Give feedback and correct Answer Key: 1.Effel Tower Mount Everest Great Wall of China Big Ben Empire State building USA Phong Nha Cave II Questions and Answer Drill - Ask Ss to write yes/no questions about 10 places in the box, using the information in the matching (Each student in a group asks a question) Suggest: l Have they just built the Eiffel Tower in Paris? 2.1s the Empire State building located in New York City? Are the Petronas Twin Towers located in Maylaysia? Is the Great Barrier Reef in Australia? Have you ever seen Mount Rushmore? Is Mount Everest in Nepal? - Monitor and assist Ss if necessary - Have Ss ask and answer the questions, check yes or no - Call on a group to demonstrate their work III Grammar Drill Pairwork Group of 10 Ss - Set the scene - Ask a student: (Lan/ ) T: Is Hue Citadel in the Central Vietnam S: Yes, it is - Ask Ss to listen: T: I asked Lan if Hue Citadel was in the Central Vietnam She said (that) it was - Write the statement on the board  Model sentences: I said to Lan, "Is Hue Citadel in the Central Vietnam?" (Yes/No question  direct speech) I asked if Hue Citadel was in the Central Lan whether Vietnam (Main Clause) Production Homework Teacher-ss Indirect (Yes/No) question Concept Check: Indirect Yes/No question Form: V (O) If/ S V… S whether Use: - to say  to ask / want to know - if the verb in the main clause is in past tense, the tense in the indirect questions must be changed: Direct question Indirect question Present Simple  Past Simple Past Simple  Past perfect Present perfect  Past perfect - Have Ss copy - Choose a group’s answer to demonstrate the model (asking and reporting) - Call on Ss in different groups to report in front of the class - Give feedback and correct  Write 10 indirect questions of your group in your notebooks UNIT 14 : WONDERS OF THE WORLD PLANNING DAY : 22/3 TEACHING DAY :23/3 Lesson 3: Section : - Listen (page 133) Whole class Teacher Pairwork Groupwork of 10 Period 85 - Language Focus (page 137) I Aim: To get SS to practice in recognizing and correcting mistakes Further practice in using to-infinitive Ii Objectives: SS will be able to recognize mistakes through listening to an advertisement Iii Teaching aids:cassette, chart, pictures, realia PROCEDURE Stage Steps/Activities Warmup Prelistening  Crossword puzzle Put the chart on the board L O S C L U J U N G G E S T E E L Work arrangement E - Ask Ss to draw the crossword in their notebooks - Ask Ss to listen and fill in the crossword Unable to find sth/so Something that help you find out an answer to a question A very thick forest To make a suggestion - Collect Ss' answers and give them good points if they are right  LISTEN I Pre-teach vocabulary - Elicit words from Ss Relaxing (adj)  (translations) (a) relaxing vacation Crystal clear (adj) = completely clear and bright Coral (n) : (realia / translation) To snorkel (picture) - Have Ss copy the vocabulary Checking technique: What and where - Elicit words from Ss again and write them inside circles - Get Ss to repeat and rub out the word, not the circle - Continue until the cirles are empty - Get Ss to repeat the rubbed out words by pointing at the empty circles - When Ss seem to remember all the words, ask Ss (5 at a time) to come Whole class Pairwork Teacher-Ss Whole class to the board to fill in the circles again Relaxin g Heritage While listening Snorkel Coral Whole class Crystalclear II Listen - Set the scene: "You are going to listen to an advertisement on the tape There are mistakes in the advertisement in your books What are they?" - Have Ss read the advertisement in their books for a few minutes - Ask Ss some questions about the geographical names in the paragraph - Play the tape or times - Get some Ss to give their answers - Play the tape the last time, give feedback and correct Answer Key: Look no further than beautiful far north Queensland Stay right on the beach at she Coconut Palm Hotel Take guided tours through the rainforest, swim in the crystal-clear water of the Coral Sea and Snorkel amongst the coral of the Great Barrier Reef Marine Park • a world Heritage Site Call (077) 6924 3927 for more information  LANGUAGE FOCUS Preteach - Elicit the target language from Ss: I want to go out at To infinitive weekends She enjoys swimming very Verb-ing much He can speak many modal bare languages Verb infinitive Concept Check: Form: S Verb To infinitive verb Use: Most of the verbs in English are followed by a to infinitive Form: S Verb Verb-ing Use: Same use as enjoy: start, begin, advise… Form: S Modal verb Bare infinitive Use: Modals: can, could, will, would, shall, should, may, might, must - Get Ss to copy - Ask Ss to open their books and complete the passage on 137 with the Teacher Whole class right form of the verbs - Call on some Ss to give their answers - Correct and have a student read the whole paragraph aloud - Ask Ss to write sentences of their own, using three forms above - Monitor and assit Ss if necessary - Call on some Ss to go to the board and write their sentences - Give feedback and correct - Award good marks to Ss having good and right sentences - Do the exercises in the workbook, page UNIT 14 : WONDERS OF THE WORLD PLANNING DAY:23/3 TEACHING DAY:24/3 Lesson 4: Section : - Read (page 134) Period 86 I Aim: Read for details about the wonders of the world Ii Objectives: SS will be able to get some knowledge about the wonders of the world Iii Teaching aids:pictures, postcards, chart Procedure Stage Steps/Activities Warm-up Hangman - Draw dashes on the board, each dash is for a letter of the world - Have SS guess the letters, one by one - For every wrong guess, draw a line (from to 8), SS will lose the game if they guess wrong times (C) (O) (R) (A) (L) Work arrangement Whole class Prereading Revision: Coral, crystal-clear, snorkel, relaxing  READ Pre-teach vocabulary - Elicit words from Ss (to) compile : (translation) (to) claim : (translation/ explanation) (to say something is true) (to) honor = to show respect Teacher-Ss (a) god (male)  goddess (female) (translation) religion (n) (translation)  religious (adj) royal (adj) (situation) (Phu Xuan (Hue) used to be an old royal capital city of Vietnam.) - Have Ss copy •Checking technique: Slap the board (* ) Compil e royal Claim honor God religious II True-False prediction Put the chart on the board An Egyptian man compiled a list of what he thought were the seven wonders of the world The only surviving wonder is The Pyramid of Cheeps in Egypt Today, we can still see the Hanging Gardens of abylon in present day Iraq Whole class Angkor Wat was originally built to honor a Hindu God The Great wall of China first wasn't in the list of the wonders of the world In the early 15"' century, the Khoner King chose Angkor War as the new capital - Ask Ss to (I ide if the statements are true or false - Write Ss' guesses on the board - Ask Ss to read the text on page 134, to check their guesses - Call on some Ss to correct the false statements Answer key: False: A Greek man named Antipater did it True False : The only surviving wonder is the pyramid of Cheeps in Egypt True True False : In the early 15th century, the Kh'mer King chose Phnom Penh as the new capital III Multiple Choice (prepare it as a listening task) - Ask Ss to choose the best answers to complete the sentences Individual - Put the answers chart on the board - Read the statements aloud and make hand gestures to show the Whole class missing words Postreading work - Ask Ss to choose A, B, C or D - Correct and have Ss write the right answers in their notebooks Answer Key: a) The only surviving wonder on Antipater's list is the Pyramid of Cheops b) Angkor wat was originally built for Hindus c) Angkor wat was part of a royal Khmer city a long time ago d) In the 1400s, the Khmer King chose Phnom Penh as the new capital IV Grid - Draw the grid on the board and have Ss copy it - Ask Ss to read the text again and fill in the grid with the information taken from the text Wonders of the world Country Hanging gardens of Iraq Babylon - Call on some Ss to give their answers 2.- Do the exercises in the workbook, page Pairwork Whole class UNIT 14 : WONDERS OF THE WORLD PLANNING DAY:29/3 TEACHING DAY:30/3 Lesson 5: Period 87 Section : Write (page :135) I Aim: Practice'in writing a letter to a friend Ii Objectives: Ss can write a letter to a friend about a place they have visited Iii Teaching aids:picture, drawing PROCEDURE Stage Steps/Activities Warm-up  Guessing game: Wonders of the world - Ask Ss to think of one of the wonders of the world and write it on a piece of paper - Call on a student to the front of the class with his / her paper Work arrangement Whole class - Have the rest of the class ask him/ her yes-no questions to guess the wonder - The student having the right guess will take the place of the last student  WRITE I Pre-teach vocabulary Teacher-Ss Pre-writing - Elicit words from Ss (a) ranger (explanation) (person who takes care of a park) Edge (n) (drawing) the edge of the table Whilewriting (a) canyon : (translation / picture) breathtaking (adj) := very exciting, impressive temperate (adj) (explanation / translation) Stone Age (translation) - Get Ss to copy Checking technique: Rub out and Remember II Insertion Individual - Ask Ss to read the letter Tim sent to Hoa about his trip to the grand Canyon on page 135 - Tell Ss to complete the letter by inserting the letters of the missing sentences (A, B, C and D) - Call on some ss to read their completed letters in front of the class - Give feedback and correct Answer Key: l.C 2.B 3.D 4.A III Writing - Set the scene: Imagine you have visited a place recently Write a letter to a friend of Teacher yours and tell him/ her about this place - Draw the outline on the board and elicit some details + place (Phong Nha cave/ Cue Phuong National park ) + Distance (100km/12 hours by train/ ) Teacher-Ss + How to get there (by bus/ plane/ ) + Sights (beautifull/breathtaking/ ) + weather (temperate/ sunny/cool/ ) + How you feel ( happy/ relaxed/ ) - Have Ss talk about something they have done first by asking questions for them to answer - Ask Ss to write the letter in their notebooks Post writing - Monitor and assist Ss if necessary Whole class - Call on some Ss to read their letters in front of the class - Give feedback and correct IV Interview - Ask Ss to use the outline on the board and the information in their Pairwork letters to make an interview - Model : call on a student to stand up to answer the questions: • Where have you just visited? • How far is it? How did you get there?• What is it like?/ Is it beautifull?• How about the weather/ • How did you feel? - Ask Ss to play in turn the role of an interviewer and an interviewee - Monitor and correct - Call on some pairs to demonstrate their interview - Write the completed letter (1) in your notebooks Homework - Do ther exercises in the workbook, page UNIT 14 : WONDERS OF THE WORLD PLANNING DAY :1/4 TEACHING DAY:2/4 Lesson 6: Period90 Section : - Language Focus 1, 2, (page :136, 137 .) I Aim: Further practice in Reported speech and the passive Ii Objectives: SS can report what people ask and answer about one of the world cultureal Heritage of Vietnam Iii Teaching aids: charts, posters PROCEDURE Stage Steps/Activities Work arrangement BINGO Individual Warm up Temperate, breathtaking, royal, religious, canyon, pyramid, edge, god, jungle, compile (10 words) LANGUAGE FOCUS Presentation I Revision Pracitce Production - Ask Ss to resay the form of the passive in the Past simple tense Individual Was/were + past participle - Have Ss look at the exercise and choose the right verbs in the box for the gaps in the sentences Pairwork - Ask Ss to complete the sentences with the right passive form of the verbs - Call on some ss to give their answers - Give feedback and correct Answer Key: a) was completed d) was presented b)was constructed e) was reached c) was designed Individual II Matching - Write the words and their meaning on the board - Ask Ss to read the exercises again and the matching Construct (v) design (v) summit(n) expendition guide Presentation Practice a) thiÕt kÕ b) chuyÕn th¸m hiÓm c)x©y dùng d) híng dÉn viªn e) tô häp - Call on some Ss to go to the board draw the lines to connect the words Answer Key: l.C 2.A 3.E B D  LANGUAGE FOCUS I Set the scene Teacher Yesterday, Nga and Nhi talked about My Son, one of the world cultural Heritage of Vietnam Beside answering some of Nhi's questions, Nga gave her some additional information about My Son Individual - Ask Ss to report what Nhi asked Nga, using reported speech - Call on some Ss to resay the use of the Indirect Yes/ No question if necessary - Show the questions on the board - Model the first question and ask Ss to listen a) Do you know My Son, Nga?  Nhi asked Nga if / whether she knew My Son II Substitution Drill  Oral Drill Production - Call on one student to read the question, another student read the reported sentence Pairwork - Give feedback and correct if necessary - Go on asking Ss to the rest questions orally with the same steps  Writing Drill - Call on some Ss to go to the board and write the reported Invidual sentences - Correct and ask Ss to write the right answers in their notebooks Whole class Answer Key: a Nhi asked Nga if/whether Production b d b e f She knew My Son My Son was in Quang Nam province Many people lived at My Son It was far from Hanoi Many tourists visited M.S every year Nga wanted to visit Ms one day  LANGUAGE FOCUS III Word Cue drill * Oral Drill - Show the word-cue chart on the board - Model the first sentence and ask Ss to listen a tell/ how/ go there  Nga told Nhi how to go there - Check if Ss recognize the model sentence  S | V | Question word | To infinitive) - Ask one student to say the next sentence - Give feedback and correct - Have Ss dp the rest of the exercise orally with the same steps •  Writing Drill - Ask some Ss to go to the board and write complete sentences - Give feedback, correct and have Ss copy Answer Key: Production Homework a Nga told Nhi how to go there b Nga showed Nhi where to get tickets c Nga pointed out where to buy souvenirs d Nga advised Nhi how to go from My Son to Hoi An e Nga told Nhi what to there during the visit Group work - Deliver posters to Ss of 4/5 Ss - Write the question words on the board and ask Ss to write complete sentences of their own - Tell Ss to write their sentences on posters and put them on the board after finishing them - Award Ss good marks if their sentences are right - Language focus 1: Turn the passive sentences into the active - Do the exercises in the workbook, page _ UNIT 15:COMPUTER Period 91-95 AimsHelping students - to recognize facts and opinions - to express opinions - to agree and disagree - to complete a flow chart - to write a set of instructions Language Focus Present perfect with Yet and Already Comparison of present perfect and past simple I Vocabulary Verb (to) adjust (to) connect (to) fix (to) fix (to) install (to) post (to) restrict (to) turn on Noun under guarantee concern Degree document Freshman plug/ socket Jack requirement Jam printer manual Adjective challenging skeptical properly V Unit Allocation on Listen and Read 1, on on Speak 1, Read 1, on Write 1, 2/ Listen Reading to recognize facts and opinions and to know how to express opinions Practice in expressing agreement and disagreement Reading for details about how computer work in a university Practice in writing instructions on how to use the on Language Focus 1, printer and completing a flow chart Present perfect with Yet and Already on Language Focus 3, Comparison of present perfect and past simple UNIT 15: COMPUTERS PLANNING DAY:5/4 TEACHING DAY:6/4 esson 1: Section: - Getting Started (page 138) Period 91 Listen and Read 1, (page 138, 139) Aim:To get Ss to differentiate facts from opinions through reading ObjectivesSs will be able to express their opinions about a problem i Teaching aids: Photocopied picture (page 142), realia, cassette, chart PROCEDURE Stage Steps/Activities Warm up  GETTING STARTED: Brainstorm • Write the topic on the board  Computers can help us: - Save time - ……………… - Ask Ss to think of the topic and express their opinions - Collect Ss opinions and write them on the board Suggestions: + Computers help us learn interestingly + Computers help us learn more quickly + Computers are convenient / easy for keeping / storing information + Computers are very quick in giving answers to our questions  LISTEN AND READ I Preteach vocabulary Pre-reading - Elicit words from Ss (a) printer (picture) (a) manual (explanation / realia) (a book coming with a machine tells you how to use / operate the machine (to) connect: (hand gesture) under guarantee: (situation) (The machine you buy at a shop will be under guarantee from to 12 months (a) plug (realia) (a) socket (picture /realia)_ Work arrangement Individual Teacher-Ss Whilereading Whilereading - Have Ss copy Checking Technique: Bingo (*) II True / False prediction - Set the scene: Nam and his father, Mr Nhat are talking about the problem of the computer they've just bought What happens to the computer? - Put the chart on the board and have Ss guess which statements are true and which are false The printer isn't working Nam has already turned the computer on Nam knows how to connect a printer but he hasn't connected it properly The manual helped them to find out the problem Mr Nhat bought the computer in HCM City and it's still under guarantee Mr Nhat thinks the company wouldn't anything with his computer because it's too far from his place - Call on some pairs to give their answers - Write Ss' guesses on the board - Ask Ss to open their books, read the dialogue on page 138 and listen to the tape - Have Ss work in pairs again to check if their guesses are right or not - Give feedback and correct Answer key: True True False: Nam knows how to connect a printer and he has connected it properly False: Mr Nhat thinks it isn't very helpful True False: Mr Nhat thinks the company s hould something with it - Have Ss copy the corrected sentences III Reading Comprehension - Explain the words: "Fact and Opinion" + Fact: a thing that is known to be true, especially when it can be proved + Opinion: Your feelings or thoughts about someone or something, rather than a fact - Get Ss to read the statements and check () the suitable boxes - Call on some Ss to give their answers Teacher Pairwork Whole class Pairwork Teacher Ss Teacher Individual Answer key: a) b) c) d) e) f) Postreading             IV Write it up - Ask Ss to use reported speech to rewrite the dialogue - Divide the class into groups and assign each group to report about Whole class  sentences - Have them write their report on a poster and put it on the board for Group work of public check Ss - Do the exercises in the workbook, page Homework UNIT 15 : COMPUTERS PLANNING DAY:8/4 TEACHING DAY:9/4 Lesson 2: Period 92 Section: - Speak (page 139, 140) I Aim:To get Ss to practice in expressing agreement and disagreement Ii Objectives: Ss will be able to use some common useful expressions to express agreement and disagreement Iii Teaching aids:Photocopied pictures (page 139), charts PROCEDURE Stage Steps/Activities  Guessing game: "Do you think that ?" - Ask Ss each to think of one of the ways computers are helpful and write it on a piece of paper - Call on a student to the front of the class - Get the rest of the class ask him / her "Do you think that computers are ………… ? - The student can only answer with yes or no - Tell Ss the one to have the right guess will get one good mark and go on answering the classmates / questions Presentati  •SPEAK Work arrangement Warm-up Whole class on I Brainstorm - Write the topic on the board: Useful expressions to express agreement and , disagreement - Put the table on the board and elicit Ss' answers then write them in the table Opinion Practice Agreement Degree of Agreement I agree, but… Yes, but on the other hand… Disagreement I like… So I I disagree I don’t I agree I can’t agree with like… You’re right you I think… Neither I No, I think… I feel… I don’t believe - Explain the phrase "on the other hand" to Ss - Get ss to copy the table II Matching - Put the photocopied pictures (p 139) on the right of the board and the word cues on the left (not in order) - Ask Ss to match the words with the pictures Reading comic books d  Playing in the rain a  Driving a car b  Foreign food c  Call on some Ss to go to the board to draw the matching lines Answer key: b c a d III Picture Drill - Erase the words but leave the pictures  ORAL DRILL - Get a student to demonstrate the model (a) T: I think driving a car is easy P: I disagree I think it's difficult to drive a car or So I - Ask Ss to use the adjectives in the box on page 140 to express their opinions after going through the meaning of some new words entertaining time-consuming challenging - Ask Ss to use the pictures on the board to practice speaking with their partners Individual Teacher-Ss Pair work - Call on some pairs to demonstrate for the class - Give feedback and correct + Suggestions a Driving a car Learning - easy once we get used to to drive a car it - Challenging / difficult to get used to driving in traffic - Dangerous b Comic books Reading - boring comic books - interesting / fun - time-consuming c Playing in the rain - fun - interesting - entertaining c Foreign food - delicious Hamburgers, pizza, - fun to cat French fries - unhealthy Productio n mework IV Mapped dialogue - Present the dialogue and have Ss repeat, sentence by sentence - Call on one student to demonstrate the dialogue - Open pair - Closed pairs: Ss make similar dialogues referring the cues on page 140 (below the dialogue) to replace the information - Put the mapped dialogue chart on the board I am having problems with What's wrong? It doesn't work I think No You didn't Oh! Sorry - Write complete dialogues in your notebooks Do the exercises in the workbook, page… Teacher Teacher-Ss Teacher-Ss Pair work UNIT 15: COMPUTERS PLANNING DAY 12/4 TEACHING DAY:13/4 Lesson 3: Section : - Read 1, (page 141, 142) Period 93 I Aim: Reading comprehension Ii Objectives:Ss can know more about how computers work in a university Iii Teaching aids:Chart, cardboards PROCEDURE Stage Steps/Activities Warm up Pre-reading  Jumbled words: - Inform the topic  Words relating to a computer - Put the cardboards on the board terpirn = seumo = recsnc = nimorot = bdoaryke = Moseu dap = - Divide the class into teams and ask each team to go to the board to write their answers as fast as possible Answer Key printer mouse screen monitor key board mouse pad I Preteach vocabulary - Elicit words from Ss (a) Freshman = the first-year student at a college/ university (a) Jack (translation) (a) bulletion board = notice board skeptical (adj) (translation) impact (riu) : (translation) - Have Ss copy the vocabulary Checking technique: What and Where - Elicit words from ss and write them inside circles - Get Ss to repeat and rub out the word, not the circle - Continue ufttil the circles are empty - Get Ss to repeat the rubbed - out circles by pointing at the empty Work arrangement Teamwork Teacher-Ss Whole class Whole class circles - Have Ss fill in the circles on the board with the right words again (5 ss at a time) II Open prediction Group of Ss - Introduce the topic of the text - Ask Ss to guess what they're going to read - Suggested questions: Teacher-Ss Where in the library we get / find information? Individual How can we store the information? If we want to discuss something, how can we do? - Write the Ss' guesses on the board - Ask Ss to read the text to check if their guesses are correct or not I True / False Statements While - Get Ss to read the text again then read the true / false statements and decide if the statements are true or false -reading - Call on some ss to give their answers and correct the false statements - Have Ss copy all the right statements in Whole class their notebooks Answer Key c) T d) F : Students don't have to go to computer rooms because college campuses now have computer jacks in every part of Pair work the university e) T f) T IV Comprehension questions Have Ss read the questions on page 147 Individual and find the information in the text to answer Ask Ss to compare their answers with Pair work their partners Call on some Ss to give their answers for the class Give feed back and correct Answer Key: a) It has no library All the information normally found in a library is now stored in the university's computers b) All the information normally fount library or messages normally found on a bulletin board ! c) A computer and a telephone (line) d) With a bulletin board on the Internet, a great number of people (over 20 million) can get access to the bulletin and exchange information quickly e) (Student's answers) i - Write the answers in your notebooks Do the exercises in the workbook, page UNIT 15 : COMPUTERS PLANNING DAY :15/4/2012 TEACHING DAY:16/4/2012 esson : Section - Write 1,2 (page 142, 143) Period 94: - Listen (page 141) I Aim : to get Ss to practice in writing instructions – Listening for details Ii Objectives : Ss will be able to write a set of instructions on how to use the printer and complete a flow chart Iii Teaching aids : picture (p 142, 143) charts PROCEDURE Stage Warm up Work Steps/ Activies arrangement * WORDSQUARE Group work - Put the word square chart on the board of 4/5 Ss - Inform the topic and the number of the hidden words Words related to a computer - Ask Ss to write the words they find out on a piece of paper and hand in offer they finish their work C N E E R C S K O U T P U T P E M O N I T O R Y P A E N O C I B U H B C D E N O T R A Y O P T A E S U O M G E R R I P O W E R D Hidden words : 10    - Give feedback and correct Answer Key  : output, monitor, tray, power Teacher  : screen, icon, mouse  : computer, printer, and keyboard * WRITE writing I Preteach Vocabulary - Use the picture on page 142 to elicit words from Ss paper input tray power button icon (Picture) output path (to) remove : to put (sth) away - Have Ss copy Checking technique : Matching - Ask Ss to look at exercise (p 142) and the matching Whole - Get some Ss to give their answers and correct Individ Answer Key a b c d e f.5 II Gap fill - Get Ss to make use of some phrasal verbs - Put the words on the board and ask Ss to fill in the gaps with the right words of possible (to) wait… (so/sth) (to) remove … (sth) (to) turn … (a machine) (to) plug … (sth) (to) load … (sth) - Ask some Ss to give their answers and correct Answer Key Pair w a b c e f d Teache Answer Key (to) wait for (so/sth) (to) remove  (sth) (to) turn on / off (a machine) (to) plug in (sth) (to) load  (sth) III Writing - Ask Ss to look at the pictures on page 143 and read the cues - Have Ss work in pairs to outline the instructions -Call on some Ss to say out the instructions first (1 or Ss for each While sentence) - Have some Ss read their writing before the class – writing While– listening - Givi feed back and correct Answer Key Plug in the printer and turn on the power Remove the old paper and load the new paper in the paper input tray Wait for the power button to flash Have the pages appear on the computer screen Click the printer icon on the screen and wait for a few seconds The printed-paper will get out from the output path in minute *LISTEN I Pre-teach - Put the flow chart on the board and have Ss copy it into their exercise books - Get Ss to understand chart and the meanings of all the shapes used in the chart Pair w II Gap fill - Ask Ss to look at the flow chart and guess the words in the gaps Post - Play the tape (2 or times) and ask ss to listen listening - Tell Ss to fill the gaps with the information they have heard from the tape - Have Ss compare the answers with their partners Home work - Call on some Ss to go the board to write their answers Answer Key Individ Pair work - Have Ss copy III Write – it – up - Have Ss write a set of instructions on how to get a drink from a machine, using the flow chart - Call on some Ss to read their writing for the class - Do the execises in the workbook, page … Whole class Individual UNIT 15 : COMPUTERS PLANNING DAY:18/4/2012 TEACHING DAY:19/4/2012 esson : Section - Language Focus 1, (page 144, 145) Period 95: Aim : Further practice in using the present perfect Objectives : Ss can use “yet” and “already” to express the present perfect i Teaching aids :chart PROCEDURE Stage m up Steps/ Activies Lucky Numbers (Consolidation of Tenses) - Write 10 numbers on the board (1 to 10) - Tell Ss each number is for a question but of them are lucky numbers If Ss choose a lucky number, they don’t have to answer any question but they’ll get points and they can choose another number - Divide the class into teams Questions : What does your father/mother do? (He/She is…… ) What did you last night? (Past simple) Lucky Number How often is Hue Festival held? (It is held every years) Lucky Number What were you doing at o’clock last night? Guess what your parents are doing at the moment? Who often cooks in your family? Which grade will you be in next school year? Work arrangement Teamwork ntation (I’ll be in Grade next school – year) 10 Lucky Number * LANGUAGE FOCUS I Set the scene “Ba’s mother has just been back from market She wanted him to some housework while she was at the Teacher market Ba made notes in his diary and checked () the work he has done Look at Ba’s diary” - Show the chart (Ba’s diary) on the board - Do homework   (already) - Tidy the room  x (not yet) - Turn off the washing machine   (already) - Call and tell Aunt Le to have lunch   (already) - Ask questions and elicit the answers from Ss T : Has Ba done his homework yet? S : Yes, he has already done his homework T : Has ba tidied the room yet? Teacher-Ss S : No, he hasn’t tidied the room yet - Have Ss repeat and write the sentences on the board Concept Check: Present perfect with Yet and Already Use : Yet: used in questions and negative statements Already : used in positive statements Positions : Yet: at the end of the sentence Already – between auxiliary Have and past participle - at the end of the sentence - Have Ss copy II Gap fill Dialogue Whole class ice uction - Ask Ss to look at Ba’s diary and complete the dialogue using Yet and already Pairwork Call on some pairs to demonstrate the dialogue for the class - Give feedback and correct Answer Key: Teacher - ss Ba’s mother: Have you finished your homework yet, Ba? Ba :Yes, I have finished it already, Mon Ba’s mother: Good What about your room? Is it tidied now? Ba :I’m sorry, Mom I haven’t cleaned and tidied it yet Ba’s mother: Bad boy, Ba And the washing machine! Have you turned it off yet? Ba:Don’t worry, Mom I have (already) turned it off already Ba’s mother : Have you called and told aunt Le to have lunch with us today? Ba : Yes I’ve already called and told her to have lunch with us, and she said she would come * LANGUAGE FOCUS III Questions – Answers - Ask Ss to look at the flight information tables and ask questions to show the models T : Has the flight to Vientiane departed yet? S : Yes, it has already departed T : Has the flight from Los Angeles arrived yet? S : No, it hasn’t arrived yet - Ask Ss taking in turns to ask and answer the questions - Call on son???? Ss to demonstrate the exchanges in front of the class - Give feedback and correct Language Focus 2: Teacher-Ss Homework - Write the questions and answers into your exercise books Pair work - Do the exercises in the workbook, page UNIT 15 : COMPUTERS PLANNING DAY TEACHING DAY esson 6: Section - Language Focus 3,4(page 146) Period 96: Aim : Further practice in comparison of the present perfect and past simple Objectives : Ss can use present perfect to express complete and incomplete actions and recognize the difference between the present perfect and past simple i Teaching aids : charts PROCEDURE Stage m-up ntation Steps/ Activies Work arrangement  Guessing game : What’s your job? Individual - Call on a student to go the board and give him/her a job name - Ask the rest of the class to guess the job by asking yes/no question - The chosen student can only answer yes or no Example questions : + Do you work with children? + Do you wear uniform? + Do you travel a lot? - Tell ss someone who can guess the right job will get a point and take the place of the last chosen student  LANGUGE FOCUS I Pre - teach Set the scene: * Use Vietnamese to elicit the models: I’ve ever been to Dalat  (finished) (Tôi đã đến Đà Lạt) My parents have gone to Dalat for days  (incomplete) (Ba mÑ t«i ®Ðn Dµ L¹t ngµy råi) Concept check : present perfect tense Use : -finished action  indefinite time Teacher – Ss - Incomplete actions  for, since, recently… Form : have/has + past participle Whole class - Have Ss copy II Grammar Drill Individual - Ask Ss to look at the table on page 146, real the sentences and check () the correct columm - Call on some ss to give their answers - Give feedback and correct Answer Key a I’ve been to Finished Incomplete action action SaPa  highlands b They have lived in Ca  Mau for 10 years c She has finished her  homework d He has worked with the computer since early  morning e We have found the  troubles of the printer f.Someone has unplugged the printer g.People information have  received through the internet recently  * LANGUAGE FOCUS I Revision - Put the chart on the hoard and ask Ss to read the sentences - Ask Ss to decide which sentence is in the present perfect and which is past simple Her family moved to Hanoi years ago He has never met such an intelligent boy before My brother has become more independent since he left ice home When did the Second word war break out? - Call on Ss to give their answers - Give feedback and correct Answer Key: Past simple  finished action with definite time Present perfect  an action (not) taking place from the past to the present Has become: present perfect  (same as number 2) Left : past simple  finished action with understood definite time past simple  (same as number 1) II Grammar Drill Individual Teacher - Ask Ss to complete the dialogues on page 146 orally - Call on some pairs to give their answers - Give feedback and correct - Have some pairs to demonstrate the dialogues for the class - Pronunciation correction Answer Key Ba : Have you seen the film Jurassic Park yet? (see) Nam : Yes, I have Ba : When did you see it? Nam : I saw it three months ago Loan : We haven’t had a vacation since last year (not have) Chi : Why not? Loan: My parents have been very busy since then (be) Pair work Nga : Have you heard the news about Nam? (hear) Mai : No What happened? (happen) Nga : He hed an accident He was jogging (heve) He suddenly fell and broke his leg (jall, berak) Sung : Have the plane arrived yet? Clerk : Yes, it has Sung : When did it arrive? Clerk : It arrived at the airport two hours ago Teacher-Ss uction ework III Writing - Ask Ss to write sentences of their own in the past simple and in the present perfect - Have some of them write their sentences on the board for public check and give them points of possible Do the exercises in the workbook, page… Group of 4/5 Ss Teacher - Ss UNIT 16 : COMPUTERS (Period 96– 100) I Aims Helping students - to say what something was like - to talk about processes - to write about a process II Language Focus Passive forms Sequence markers Iii Vocabulary Verbs Nouns (to) crush conveyor – belt vat (to) grind facsimile roller (to) liquify hairdryer (to) manufacture helicopter (to) remove loudspeaker (to) drain microwave mold process pulp reinforced concrete toaster wire procedure IV Unit Allocation n1 n2 n3 n4 Getting started Reading for details about the development of Listen and Read 1, paper and the process of producing chocolate Speak 1,2 Language Focus (page 156) Practice in talking about the inventions using the passive Listen 1, Listening to fill to fill in the gaps and order the Read 1, sentence Reading a poem for information about inventions Write 1, Practice in using sequence markers n5 Language Focus Language Focus 1, 2, Further practice in using the passive Note : Period 104 : Revision 105 : The Second Semester Exam Test UNIT 16 : INVENTIONS PLANNING DAY TEACHING DAY Lesson : Section - Getting started (page 147) Period 96: - Listen and Read 1,2 (page 147 -149) I Aim : Reading for details about the development of paper and how to produce chocolate Ii Objectives : Ss can know the origin of papar and talk about the process of produce chocolate Iii Teaching aids : Cassette, pictures (147, 148), grid charts tage Warm up PROCEDURE Steps/ Activies Work arrangement *QUIZ – WHO DID IT? - Divide the class into teams - Tell Ss the team raising their hands first (after the teacher finishes the question) will have the right to answer Teamwork eading the question - Inform the questions: “Who was the inventor of ……………?” or “Who invented ……………?” Suggestions : Steam engine  Thomas Savery built the first steam engine in 1698 and later Watt improved it Light bulb  Humphry Davy, an English scientist, in 1800 Sewing machine  Isaac Meritt Singer (1850) Aqualung  Jacques – Yves Cousteau in 1943 Tlephone  A Graham Bell * GETTING STARTED - Get Ss to look at the pictures on page 147 and ask them some questions to valuate how much they understand the pictures Individual Suggenstions: - Where are they from? (picture a, b, c, e) - What is the man in picture a) doing? - What is ir? (d) - Ask Ss to read the sentences (AE) and match them with the correct pictures - Call on some ss to give their answers - Give feedback and correct Answer Key: A b) B c) C e) D a) E d) * LISTEN AND READ 1,2 Pair work eading -reading I Preteach Vocabulary - Elicit words from ss Teacher – Ss (to) remove (to) crush (to) liquify (to) grind  to grind – ground – ground (to) manufacture = (to) produce (a) process  manufacturing process (Use the flowchart to explain the word) (a) mold (realia/picture…) conveyor belt (picture) - Have Ss copy Checking Technique: Slap the board - Put the English words all over the board - Call on Ss or teams of 4/5 ss in both sides of the Whole Class class to the fornt of the class Teamwork - Call out the Vietnamese words and Ss run forward to slap the English words on the board -Student who slaps the right word first is the winner and gets a point for his/her team II Open Prediction - Set the scene: Tim Jones, Hoa’s American penpal, is visiting a chocolate factory with his class and his teacher Mrs Allen Now, guess who will show them around the factory and what Teacher they will learn from this visit -Write the Ss’ predictions on the board III Matching - Play the tape and ask ss to listen while reading the Individual dialogue on page 148 - Ask Ss to match the half sentences on page 149 Whole class reading - Have ss compare their answer with their pictures Call on Ss to give their answers for the class Individual Give feedback and correct Get Ss to write the full sentences in their exercise Pair work notebooks Teacher –ss Answer Key : E a) The beans are cleaned before being cooked D b) Mr Roberts thought Tim and Sam were going to touch Whole class the button C c) After cooking, the cocoa bean smell like chocolate F d) Sugar in one of the ingredients in chocolate B e) Mrs Allen warned Sam to leave some chocolate for others A f) A sample of chocolate is given after visitors have toured the factory IV Grid - Put the grid on the ??oard and have Ss copy - Ask Ss to read the dialogue again and fill in the grid CHOCOLATE MANUFACTURING PROCESS Answer Key: The beans are washed, weighed and cookeo Then shells are removed Whole class Pair work The beans are crushed and liquefied Cocoa butter, sugar, vanilla and milk are added The mixture is ground, rolled and pound into the molds - Call on some pairs to go to the board to write their answers - Give feedback and correct Rewrite the grid using sequence markers (First, next, then…, finally) Teacher –Ss ework UNIT 16 : INVENTIONS PLANNING DAY Lesson : Section - Speak Period 97 - Language Focus TEACHING DAY (page 149, 150) (page 156) I Aim : Further practice in using the passive Ii Objectives : Ss can talk about the inventions using the passive Iii Teaching aids : tables PROCEDURE Stage Warm –up ntation Steps/ Activies “Bingo (revision) - Get Ss to brainstorm a list of 10 words and write them on the board (foreman, process, manufacture, remove, crush, liquefy, grind, pour, mold, conveyo - Ask Ss to choose any words and copy them into their paper - Call out the words until someone has ticked all of his/her words and shouts “bingo” * SPEAK 1,2 I.Pre-teach Vocabulary - Have Ss study the meanings of the inven – tions using Vietnamese Facsimile Reinforced concrete Microphone X-ray Loudspeaker Helicopter II Grammar Awareness - Ask Ss to read the dialogue on page 148 again and pick out all of the passive sentenc - Call on Ss to give their answer - Have Ss review the passive in the present and past simple tenses Answer Key: This is where the cocoa beans are stored (present simple) That button can not be touched (passive with model) The beans are washed, weighed and cooked here After the shells are removed… into molds III Word – Cue Drill - Have Ss read the model dialogue on page 149 - Let Ss know what they are going to do: Ask and answer questions about the invention in the missing information ice - Ask ps to look at the tables on page 150 and 156 and model the exchanges, using student T : What was invented by Friedrich Koenig? S : Printing Press T : When was it invented? S : Where was Koenig from? T : He was from Germany S : What was invented by C.W.Rice in 1924? T : Loudspeaker S : Where is C.W.Rice from? T : The USA - Have Ss work in pairs, one looks at the table on page 150 and the other page 156 Ask Ss to ask and answer the questions orally then fill in the missing information Monitor and help Ss if necessary Call on some pairs to demonstrate the exchanges Give feedback and correct Have Ss copy the complete table Answer Key : INVENTION DAT INVENTOR NATIONALITY E Printing Press 1810 Friedrich Koenig German Bicycle 1816 Karl D German Sanerbronn Facsimile 1843 Alexander English Bain Sewing 1845 Elias Howe American 1849 F.J.Monier French Micropone 1878 D.E.Hughes American X-ray 1895 Wilhelm Konarad German Loudspeaker 1924 C.W.Rice American Helicpter 1939 Igor American machine Reinforced concrete Sikorsky uction ework Color 1950 Television Peter Carl American Goldmark Optical fiber 1955 Narinder german Kapany Laser 1958 Gordon American Gould IV Making reports - Model and have Ss repeat Eg : The printing Press was invented by Friedrich Koenig in 1810 - Ask Ss to use the complete table to report what they have found Use the information in the table to write 12 complete sentences in the… UNIT 16 : INVENTIONS PLANNING DAY esson : Section - Listen 1,2 Period 98 - Read 1,2 TEACHING DAY (page 150, 151) (page 151, 152) Aim : Listening and reading for information about papermaking & inventions Objectives : Ss can fill in the gaps and order sentences  from listening i Teaching aids : cassette, picture (p 150), realia PROCEDURE e m up Listening Steps/ Activies * Guessing game :What invention? Work arrangement Individual - Ask Ss each think of an invention or write it down on a piece of paper - Call on student to the front of the class or ask the rest of the Ss ask him/her yes/ no questions Eg : Are you thinking of ? - The chosen student can only answer Yes or No * LISTEN 1,2 I Preteach Vocabulary - Elicit words from Ss Procedure (n) (translation) Pulp (nu) (question) Teacher –Ss (What is used to make paper?) Vat (n) (picture / drawing) (to) drain (explanation) (to make sth empty or dry by removing all the liquid from it) Roller (n) (picture) Roll (m) (realia) - Have Ss copy Checking tachnique : What & Where - Elicit words from ss and write them inside circles - Get Ss to repeat and rub out the word, not the circle Whole class While – ning listening - Continue until the circle is empty - Get Ss to repeat the rubbed out words by pointing at the empty circles - When Ss seem to remember all the words, ask Ss (5/6 at a time) to come to the blackboard to fill in the circles with the right words Pr P V Dr R R II Gap fill (Listen 1) Teacher – Ss - Inform the topic: paper-making process - Have Ss read the sentences - Play the tape or times and ask Ss to fill in the paps with the words they catch - Ask Ss to compare their answers with their partners Teacher - Call on Ss to give their answers - Give feedback & correct Whole class Answer Key: Individual simple two hundred rollers same left III Ordering Prediction (Listen 2) Pair work - Ask Ss to read the sentences (a  g) carefully and guess the order - Write the Ss’ predictions on the board - Play the tape again & ask Ss to listen - Call on Ss to give their correction - Give feedback & correct Answer key : c Paper pulp was placed in the vat Pair work d Paper pulp was mixed with water a The water was drained e The pulp fibers were poured out g The pulp was conveyed under the rollers * READ 1,2 Teacher – Ss I Preteach vocabulary: Brainstorm Teacher-Ss – reading e– ing - Elicit words from Ss or write them on the board Microwave (n) Vacuum (n) Toaster (n) - Have Ss copy Teacher - Ss Checking technique :Bingo - Get Ss to brainstorm a list of 10 new words and write them on the board - Ask Ss to choose any 4/5 words and copy them into their paper - Call out the words until someone has ticked all of their words and shout “Bingo” and wins Suggested words : microwave, vacuum, hairdryer, dishwasher, telephone, toaster, washing machine,… II Matching (Read 1) - Get Ss to read the poem on page 151 - Ask Ss some questions to help them understand the reading Whole class more Individual + What’s the 1st verse about? + Is the 2nd verse about the appliances used in the kitchen? + What are “doom, chugga-chug, vroom, boom”? - Have Ss match the headings to the verses on page 152 - Call on Ss to give their answers - Give feedback and correct Answer Key: - Verse : b Appliances that cook food Individual – - Verse : c Appliances that clean or dry things - Verse : a Instrument invented by Alexander Graham Bell III Gap fill : (Read 2) - Tell Ss to read the sentences carefully and fill in the gaps with the inventions taken from the poems - Have Ss compare their answers with their from the poems - Have Ss compare their answers with their partners - Call on ss to give their answer and correct Pair work Answer Key: Vacuum Telephone Washing machine Microwave Hair dryer Teacher – Ss Toaster - Do the exercises in the workbook, page… ing ework Pair work Teacher - Ss UNIT 16 : INVENTIONS PLANNING DAY TEACHING DAY esson : Section - Write 1,2 (page 152, 153) Period 99 - Language Focus (page 155) Aim : Further practice in using the sequence markers Objectives : Ss can use the sequence markers to describe a manufacturing procedure eaching aids : Pictures (p 153) cardboards PROCEDURE Stage m – up Steps/ Activies Work arrangement * Jumbled words - Put the cardboards with jumbles words on the board Group work of - Inform the topic: words related to papermaking procedure 4/5 Ss Lppu = Llreor = Morever = Darni ver = Berif ver = - Ask each group to write their answer on a piece of paper to hand in Answer key : Pulp remove fibre writing roller drain * WRITE I Preteach vocabulary - Elicit words from ss (a) log: Teacher – Ss (drawing / explanation) (a thick piece of wood that is cut from a tree) (to) flatten (to make sth become flat) (to) refine (Translation) Chemically (adv) (Translation) (treated in a chemical process) - Get Ss to copy Checking technique : Rub out and Remember Whole class - Ask Ss to close their books - Rub out the new English words (one at a time), point to the Vietnamese words and ask Ss “what’s this in English?” - When all the English words are rubbed out, go through Whole class the Vietnamese list and get Ss to call out the English words II Gap fill - Ask Ss to read the text on page 152 and fill in the gaps with the right sequence markers to describe the procedure of paper – making - Ask Ss some question to check if they understand the text + What is cut into chips? + What are chips mixed with before they are crushed to heavy pulp? + Why is the pulp passed through rollers? + What is the last step in paper – making? - Call on some Ss to read the completed sentences - Give feedback and correct Answer key: First Next Then After this Then Finally Whole class * WRITE : III Ordering Pictures - Have Ss look at the picture on page 153 - Ask Ss to think of the process of chocolate – making and put the pictures in the correct order - Call on some pairs to give their answers - Ask Ss to listen to check if their answers are correct or not - Read the statements aloud d The fruit harvest is fermented for to days to kill the Teacher-Ss beans and turn them brown Pair word 2.a The beans are dried in the sun 3.e The beans are cleared in special machines 4.c The beans are roasted to bring out the chocolate flavor 5.b They are shelled and ground to produce chocolate liquor Teacher – Ss 6.f The liquor is made into chocolate candy or cocoa powder Teacher - Give feedback and correct Anskwer key: 6-2-4-1-5-3 IV Write - Ask Ss to rearrange the sentences on page 153 according to the ordered pictures - Call on Ss to give their answer Answer key: d) a) e) c) b) f) - Have Ss use the sequence makers to link the sentences together in a paragraph - Monitor and assist Ss if necessary Teacher – Ss - Call on some Ss to read their writing for the class - Give feeback and correct - writing - Have Ss copy Individual V Word cue dril (Language Focus 4) - Ask Ss to use the picture and the word cues on page Teacher-Ss 155 to write a description of how white rice is produced in the – writing e-work traditional way, using the sequence markers - Have Ss complete the sentences orally first - Ask Ss to write the paragraph in their exercise Individual notebook - Monitor while Ss are writing and help if necessary - Call on some Ss to read their writing - Give feedback and correct Teacher-Ss Answer key: Whole class First, the crop is harvested Then the rice plants are Individual threshed (to separate the grains form the straw) Next (After this), the rice grains are husked in the mill to produce brown rice After this, the bran is removed in the mortar and it is finally winnowed to produce white rice Work book: Exercise …………., Page………… Teacher - Ss UNIT 16 : INVENTIONS PLANNING DAY TEACHING DAY Lesson : Section - Language Focus 1, 2, (page 154, 155) Period 100: Ii Aim : Further practice in using the passive Ii Objectives :Ss can change active sentences into passive ones and write WH questions in the passive Iii Teaching aids :Cardboards PROCEDURE Stage m – up Steps/ Activies Work arangement * Pelmanism - Inform the topic: Infinitive – Past participle Teamwork - Divide the class into teams Infinitive Write Past participle written Draw Drawn Sell Sold Win Won Run Run Teacher – S * LANGUAGE FOCUS Preteach Vocabulary (to) run a business/company: (translation) (to be in charge of sth) around the corner = very near due to = because of flood (n): (situation) (There might be … When it rains heavily for days) Zipper (realia) xeropraphy - Have Ss copy Whole class Checking Technique: Slap the board - Put the Enghlish words all over the board - Call on Ss or teams of 4/5 Ss in both sides of the class to the front of the class - Call out the Vietnamese translations and Ss run forward to slap the English words on the board - The student slapping the right word first is the winner and gets one point for his/her team - Have Ss review how to change an active Teacher – Ss sentence into a passive one Teacher –Ss Language Focus : - Have Ss exercise on page 154 - Call on some ss to give their ansvers orally for the class - Get some Ss to go to the board and write the sentences Pair work - Give feedback and correct Answer key : a The document was typed by (Mrs Quyen) b The computer was repair (by Mr.Nhan) c The picture was drawn (By Ba) d The lights were turned off (by Hoa) e The cake was baked (by Lan) Language Focus 2: - Have Ss exercise - Ask Ss to compare their answers Call on some Ss to give their answers orally then ask them Individual Pair work to go to the board and write the sentences - Givi feedback and correct Answer key: a …was awarded… b … won… c … ran… e …was run…/ was sold… f …was closed (or closed)… Language Focus 3: - Have Ss exercise - Go through the underlined words with Ss before have them write questions Eg : a The zipper  what b Maize  what in the 16th century  when c by Lewis Waterman  who in 1884  when d in Hungary  where e in copying machines  in which machine  Get some Ss to give their answers in front of the Teacher-ss class - Give feedback and correct Answer key : a What was invented by W.L Judson in 1893? b.What was brought in to Viet Nam by Phung Khac Khoan? When was maize brought into Viet Nam? c Who invented the fountain pen? When was the fountain pen invented? d Where was the ballpoint pen invented? e In which machine is xerography widely used? Transformation Drill (Language Focus 3) uction ework -Have Ss change the passive sentences into the active Individual ones -Call on some Ss to go to the board and write their sentences -Give feedback and correct Answer key: a W.L Judson invented the zipper in 1893 b Phung Khac Khoan brought maize into Vietnam in the 16th century c Lewis Waterman invented the fountain pen in 1884 d Brotthers Lazlo and George Biro invented the ballpoint pen in Hungary in 1935 e People use xerography widely in commerce and industry in copying machines -Laguage Focus 1,2: Turn the sentences into the active if possible