Unit 1 anh 8

- Ask ss to write 5 sentences using the present perfect tense and prepare the new lesson Unit 5 – Read.... Aim: Reading for details about Tran Phu Shopping Mall?[r]

Period August, 2012 GRAMMAR REVISION THE INTRODUCTION OF tIENG ANH I Aim: Further practice with Simple Present tense and Simple Past tense II Objective: By the end of the lesson, students will be able to: – use simple present tense and simple past tense III Language focus: - Grammar / Structure: Simple Present tense and Simple past tense - Vocabulary: review IV Teaching aids: Text book, cards V Teaching procedure: Stage Warm up Presentation Teaching procedure Shark attack (Simple Past) Simple present tense Form: S + V(s/es) Usage: Simple present tense is used to express a habit in the present time Ex: I always go to school by bike Note: Verb form of the third person singular, add s/es Simple past tense Form : S + Ved/PI Usage: Simple past tense is used to express an action, which happens and finishes in the past Ex: Yesterday, I went to the library Note: Verb form of simple past tense + Regular Verbs We add “ed” after that verb Ex: like liked love loved study studied + Irregular Verbs: go went take took say said Verb form of the Regular Verbs - Verbs +ED Ex: live – lived Practice Exercise1 Put the verbs in the correct form, simple present tense or simple past tense a I (go)…………… on holiday twice a year b When we were young we (enjoy) ………….cartoon film very much c She (miss)………….the train this morning d My brother (smoke)………… 20 cigarettes a day e Lan (watch)……………TV every morning f Lan (watch)…………… TV last night - Get Ss’ answer Work arrangement group work T – Ss T – Ss Ss - Give feedback and correct Production Noughst and Crosses What/ your /you/night? mother/cook? Where / How/ go/ you/ live? school/ last year? 3.When/ you/ have/math you/ watch/ TV/ last night? What/ How many/ your father brother/ do/ pen/ you/have? / like/rock weekend? music? Consolidation - Ask Ss to talk about what they have just reviewed Home work Prepare Unit 1- Lesson (getting started- Listen and read) Period group work Ss Individual August, 2012 unit 1: my friends Lesson 1: Getting started Listen and read I Aim: Reading the dialogue for details and revision of simple tenses II Objective: By the end of the lesson, ss will be able to know more about Hoa-Lan-Nien and to review simple present and simple past tense III Language focus: +) Vocabulary: to seem (v), to look like (v), enough (a), a next-door neighbor (n) +) Grammar: simple tenses +) Structure: S + be + adj + enough + to V(inf) IV Teaching aids: textbook, pictures, cards V Teaching procedure: Stage Teacher's activities Work arrangeme nt * Brainstorming: Warm-up - Ask ss to tell some their after-school activities (play table tennis, skip rope, play chess, collect stamps, listen to music, play volleyball ) - Show pictures in part "Getting started" and ask ss to group work work in groups Each group describes a picture - Ask a student from each group to present Pre-reading I Pre-teach vocabulary T-whole - to seem (v): /si:m/ class - to look like (v): - enough (a): - a next-door neighbor (n): (explanation: a person who lives next to your house) *Checking vocab Rub out and remember II Pre-question: (use the picture in part "listen and read" to set the scene) - Elicit some information about Hoa " We are going to listen to the conversation between Hoa and Lan Hoa is talking to Lan about Nien, one of her friends in Hue Before you read the dialogue, guess T-S the answers of the following questions" a Where does Nien live? b Does Lan know Nien? c Is Hoa older than Nien? d When is Nien going to visit Hoa? - Give feedback I Checking prediction: - Ask ss to read the dialogue between Hoa and Lan (page 10) and check their answers - Give feedback *) Answer keys: a Nien lives in Hue b No, she doesn't c Yes, she is d At Christmas - Call on some pairs of ss to ask and answer the questions before class II Structure: - Elicit the model sentence from ss “Which sentence tells you that Hoa is older than Nien?" "She wasn't old enough to be in my class" * Form: S + be(not) + adj + enough + to sth Whilereading pair work T-S - Ask ss give some more examples - Introduce the structure to ask about appearance * Form: What + do/ does +S + look like? Post- reading Consolidation Homework * Language focus (p 17) - Ask ss to exercise L.F (p.17) in pairs - Give feedback + Answer keys: a not big enough b not old enough c strong enough d good enough - Ask ss to retell the content of the lesson - Ask ss to exercise (p 9-workbook) and prepare the new lesson Period 3: pair work T-S individual August, 2012 unit 1: my friends Lesson 2: Speak + Language Focus 3, I Aim: Speak to describe someone's appearances and further practice the structure (not) + adj + enough + to-infinitive II Objective: By the end of the lesson, ss will be able to describe someone and write some sentences using structure "(not) + adj + enough + to-infinitive" III Language focus: +) Vocabulary: adjectives to describe people's appearances +) Grammar: present simple tense +) Structures: S + be + adj s S + has/ have + adj s + N IV Teaching aids: textbook, pictures, cards V Teaching procedure: Work Stage Teacher's activities arrangeme nt Warm-up * Brainstorming: - Ask ss to think of the adjectives used to describe body build and hair thin fat long black Body build Presentation Practice group work Hair - Show ss a picture of Mary and ask them to describe her hair and her body build Ex: She has long blond hair She is short and thin Form: S + have/ has + adjectives + hair S + be + adjectives I Word cue drill: - Prepare cards so that ss 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: - Have ss 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 Ex: S1: This person is short and thin She has long blond hair S2: Is this Mary? S1: Yes - Go on until six people are described - Give feedback T- S pair work Whole class Post speaking I Review structure with enough T - Whole - Set the scene to review the structure: class T is to ask ss to hang the picture on the board " How I say and how you answer? Complete the exchange" T: Can you (1) this (2) over there? S: No I (3) not (4) (5) to (6) the (7) over there Form: " (not) + adj + enough + to-infinitive " Meaning: ( Cha/ không đủ để làm gì) pair work - Ask ss to language focus (p.17) in pairs - Give feedback +) Answer keys: b not old enough c strong enough d good enough II Picture describing: - Ask ss to look at the picture on page 17 quickly, and then let them keep their books closed Group work - Divide class into four/ five groups - Give ss two questions, the group which answers correctly the fastest wins the game a How many people are there in the picture? b What does each person look like? - Give feedback +) Answer keys: a There are four people in the picture b There is a tall, fat man; there is a tall thin woman with short hair; there is a boy sitting on the ground, holding his head and there is a short man standing across the street (c The man standing next to the taxi is wearing a yellow shirt and black trousers The woman is carrying a shoulder bag, and is wearing a green skirt and red blouse The boy sitting on the ground and holding his head is wearing blue shorts and a white shirt The man across the street is wearing blue trousers and a pink shirt Consolidation - Have ss retell the content of the lesson T-S Homework - Ask ss to exercise 3, 4(p 7, 8-workbook) and prepare the new lesson individual Period 4: August, 2012 unit 1: my friends Lesson 3: Listen + Language Focus 1, I Aim: Listen for details to complete the dialogue and Further of simple present, simple past tenses II Objective: By the end of the lesson, ss will be able to complete the dialogue by listening and compare the simple present and simple past tenses, use the simple present tense to talk about general truths III Language focus: +) Vocabulary: adjectives to describe people's appearances +) Grammar/ structure: simple present and simple past tenses IV Teaching aids: textbook, pictures, stereo, cards V Teaching procedure: Work Stage Teacher's activities arrangeme nt Warm-up T – Whole * Listening and singing the song “hello” for run class Pre-listening * Prediction ( Ex a, b, c, d - page 12, 13) T-S - Elicit some expressions from ss and make sure they know their meaning + What you say if you want to meet someone + What will you say when you are introduced to sb? + What will you say when you introduce someone? - Get ss to guess and to complete four dialogues on page 12, 13 using the given expressions - Give feedback WhileI Listening and checking - Let ss listen to the tape twice listening - Get ss to work in pairs to complete the dialogues and pair work Post- listening Consolidation Homework compare with their prediction - Give feedback +) Answer keys: I'd like you to meet Nice to meet you I'd like you to meet It's a pleasure to meet you Home and meet How you do? II Role play - Ask ss to practice speaking the dialogues - Call on some ss to play the roles of each person in the dialogue - Correct their pronunciation - Let ss work in pairs to practice the dialogues I Revision of simple present and simple past tenses - Get ss to review the usage and the formation of simple present (compare with simple past tense ) - Recall some adverbs of time used in each tense - Have ss to language focus 1a (p 16) individual then compare with their partners - Give feedback +) Answer keys: (1) lives (2) sent (3) was (4) is II Further practice in simple present tense - Focus on one of the usage of simple present tense, to talk about general truth ( express an action always true) - Give ss five verbs: be, move, set, rise, go - Ask ss to complete the dialogue between Ba and Tuanhis young cousin - Get ss to work in pairs - Give feedback +) Answer keys: (1) sets (2) goes (3) moves (4) is (5) is (6) is - Get ss to practice the dialogue in pairs - Correct their pronunciation - Ask ss to retell the content of the lesson - Ask ss to exercise 3, 4(p 7, 8-workbook) and prepare the new lesson Period 5: open pair closed pair T-whole class individual then pair work pair work T-S individual August, 2011 unit 1: my friends Lesson 4: Read I Aim: Reading for specific information II Objective: By the end of the lesson, ss will be able to know more about Ba's friends and describe people's characters III Language focus: +) Vocabulary: sociable (a),reserved (a), annoy (v), generous (a), to tell jokes (v), sense of humor (n), orphanage (n) +) Grammar: present simple tense IV Teaching aids: textbook, board, pictures, cards V Teaching procedure: Work Stage Teacher's activities arrangem ent Warm-up Prereading Whilereading * Take a survey: Find someone who Find someone who Name usually helps other people doesn't speak a lot in public always goes to the library sometimes tell funny stories smiles a lot I Pre-teach vocabulary - sociable (a) : hoà đồng, dễ gần gũi, chan hoà - reserved (a) : kín đáo, dè dặt - generous (a) : réng lîng, hµo phãng - humorous (a): hµi híc - to tell jokes (v) : kể chuyện hài/ chuyện đùa (tell a story that makes people laugh) - annoy (v) : lµm khã chÞu, lµm phiÒn - orphanage (n): tr¹i må c«i (a place where children without parents lives) *Checking vocab Matching II True/ Fall statements: - Set the scene: Ba is talking about his friends Each one has his own characters Read these statements and guess which statements are true , which are false - Get ss to work in pairs a Ba talks about three of his friends c Ba and his friends have the same characters b Bao-Song-Khai are quite reserved in public d Bao spends his free time at a local orphanage - Give feedback I Reading and Checking prediction: - Ask ss to read the text (page 13) and check their answers - Give feedback *) Answer keys: a T b F c F d T - Ask ss to correct the false statements b They have different characters c Only Song and Khai are quite reserved II Multiple choice: - Get ss to exercise on page 14 - Ask ss to work in pairs to choose the best answers *) Answer keys: a A b C c B d D - Explain the meanings of the phrases: doesn't affect his school work:kh«ng ¶nh hëng tíi vc häc get tired of: nhµm ch¸n volunteer work: c«ng viÖc t×nh nguyÖn III Comprehension questions: - Ask ss to read the text again and exercise on page 14 - Have ss answer the questions from a to e in pairs - Give feedback * Answer keys: a He feels lucky having a lot of friends b Bao is the most sociable group work T-whole class pair work pair work pair work pair work c Khai likes reading d His jokes sometimes annoy his friends e Bao spends his free time doing volunteer work at a local orphanage - Call on some pairs to stand up, ask and answer the questions * Speaking - Ask ss to work in groups to discuss question f - Ask ss to talk to one another about their friends, using the adjs they have just learnt to describe - Support some useful adjs if necessary Friendly Outgoing Kind Hard-working Reliable Honest Confident Pleasant Shy - Give feedback Postreading Consolidati - Ask ss to retell some adjs and the way to describe characters of a person on Homework - Ask ss to write a short paragraph about one close friend and prepare the new lesson Period group work T-S individual August, 2011 unit 1: my friends Lesson 5: Write I Aim: Write about oneself and about other people II Objective: By the end of the lesson, ss will be able to write a paragraph about themselves or their close friends III Language focus: +) Vocabulary: adjectives to describe someone's appearance or characters +) Grammar: present simple tense IV Teaching aids: textbook, board, poster V Teaching procedure: Stage Warm-up * Brainstorming: - Get ss to review the adjectives to describe people's appearance and characters fat tall slim kind generous appearanc e Pre-writing Work arrangem ent Teacher's activities characte r group work I Reading comprehension - Ask ss to read Tam's personal card and the paragraph about T-whole Tam and compare the information from two kinds of writing class - Ask ss some questions to check their understanding a What's his Name? ( Le Van Tam) b How old is he? ( 14 ) c What does he look like? ( 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, HN) f Who does he live with? ( He lives with his family) g Who is his friend? ( Ba and Bao) II Completing the personal card - Ask ss to think about one of their friends and fill in the similar form, using the questions from a to g on page 15 as prompts - Have ss work in pairs to ask and fill in the form individual pair work Name: Age: Appearance: Character: Address: Family: Friends While- writing * Write - it - up - Ask ss to write a paragraph about their friends based on the pair work form they've completed - Get ss to share with their partners and correct if possible - Collect some writing to correct in front of the class * Sample: His/ Her name is He/She is years old He/ She lives at .in with his/ her He/ She is and He/ She has hair He/ She rather shy/ He/ She has a lot of friends but his/ her close friends are Post- writing Consolidation Homework - Ask ss to write a similar paragraph about himself/ herself - Have ss to share with their partners - Move around and help ss - Ask some ss to speak in front of the class about him/ her - Give feedback individual pair work - Ask ss to retell the way to write a paragraph about personal T - S information - Ask ss to write down the paragraph about themselves into their note books and prepare the new lesson Period 7: individual August, 2012 unit 2: making arrangements Lesson 1: Getting started , Listen and read I Aim: Reading for details about a conversation on the phone II Objective: By the end of the lesson, ss will be able to - understand the topic of unit " Making arrangements" - use telephone to make and confirm arrangements III Language focus: +)Vocabulary: a fax machine (n), a telephone directory (n), a public telephone (n), a mobile phone (n), an answering machine (n), +) Grammar: present simple tense +) Structures: Would you like ? Let's ? IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Stage Teacher's activities Warm-up * Matching: - Show pictures and give ss some words in box (page 18) - Ask ss to match each object with its name - Give feedback +) Answer keys: a an answering machine b a mobile phone c a fax machine d a telephone directory e a public telephone f an address book - Ask ss some questions to lead in the new topic - Lead in new lesson Pre-reading I Revision - Have ss to review some thing they know about this topic that they learnt in grade - Ask ss to retell: + the way to say telephone numbers, + the structure when they want to talk to someone ( Can I speak to , please? ), + the invitation ( Would you like ?/ let's ) - Give feedback II Open prediction: - Set the scene: Hoa and Nga are talking on the phone They are talking about going to see a movie - Ask ss to guess: Who: a made the call? b introduced herself? c invited the other to the movies? d arranged a meeting place? e arranged the time? f agreed to the time? - Give feedback Whilereading I Reading and Checking prediction: - Ask ss to read the conversation between Hoa and Nga (page 19) and check their prediction - Give feedback Work arrangeme nt group work T-whole class pair work pair work *) Answer keys: 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 II Comprehension questions: - Give ss some questions and ask them to work in pairs to pair work answer them - Get some pairs of ss to ask and answer in front of the class (open pairs) - Let all ss work in pairs ( closed pairs ) *) Questions and Answers: a What is Hoa's telephone number? ( Her telephone number is 847 329 ) b Which movie are they going to see? Where? ( They are going to see the movie Dream City at Sao Mai Movie Theater.) c How is Hoa going to see the movies? ( She is going by bike.) d Where are they going to meet? What time? ( They are going to meet outside the theater at 6.30 ) individual III Matching: work - Give ss some phrases and ask ss to match them with their meanings Hold on a Nó đợc chiếu đâu? Is six thirty all right? b Kh¸ xa Where is it on? c Sáu 30 đợc chứ? A bit far from d ( CÇm m¸y) chê nhÐ - Give feedback *) Answer keys: 1-d 2-c 3-a 4-b Post- reading * Dialogue practicing: pair work - Ask ss to work in pairs, play the role of Hoa and Nga and practice the dialogue - Give feedback Correct their pronunciation if necessary Consolidation -Ask ss to retell some vocabulary and structures used in talking on the phone; invitation Homework - Ask ss to make a similar dialogue based on the dialogue individual between Hoa and Nga (change some details of the original one: name, telephone number, content ) and prepare the new lesson Period 8: T-S September, 2012 unit 2: making arrangements Lesson 2: Speak + Language Focus I Aim: Practicing talking on the phone Further practice in adverbs of place II Objective: By the end of the lesson, ss will be able to - make arrangements on phone - get further practice in adverbs of place III Language focus: +)Vocabulary: adverbs of place +) Grammar: present simple tense IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Stage Warm-up Pre-speaking Whilespeaking Teacher's activities * Chatting: - Talk to ss 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?  What would you say if the person you want to speak to is out? * Dialogue practicing: - Ask ss to exercise (page 20) The ss have to work in pairs to put the sentences in the correct order to make a complete conversation - Have ss guess who is the caller and who is the receiver - Get ss to practice the dialogue in pairs - Give feedback +) Answer keys: 1-b, 2-f, 3-j, 4-a, 5-i, 6-c, 7-e, 8-k, 9-g, 10-h, 11-d I Role play: - Set the scene: Ba and Bao are making arrangement to play chess - Ask ss to work with their partners to complete the dialogue - Give feedback +) Answer keys: Bao: (1) May I speak to Ba, please? This is Bao Bao: (2) I'm fine, thanks And you? Bao: (3) Can you play chess tonight? Bao: (4) What about tomorrow afternoon? Bao: (5) I'll meet you at the Central Chess Club Bao: (6) Is 2.00 o'clock OK? - Ask ss to play the role of Ba and Bao to practice the dialogue - Correct the ss' pronunciation if necessary Focus on the usage of Great Me too / I'm sorry, I can't II Dialogue making: - Ask ss to make the similar arrangements and practice Work arrangement T-whole class pair work pair work talking with a partner - Give feedback Post-speaking * Revision of adverbs of place - Have ss review the adverbs of place that they've done in part warm up - Make sure ss know the meanings of these adverbs - Ask ss to exercise on page 26 - Set the scene: "Ba is playing hide and seek with his cousin, Tuan Use the adverbs of place to complete the speech bubbles" - Give feedback +) Answer keys: (a) upstairs (b) here (c) downstairs (d) outside (e) there (f) inside Consolidation -Ask ss to retell some vocabulary and structures used in talking on the phone; invitation Homework - Ask ss to write down their dialogue into their notebook, exercise ( p.17-workbook ) and prepare the new lesson Period 9: pair work T -S individual September, 2012 unit 2: making arrangements Lesson 2: Listen + Language Focus 1, I Aim: Listening a telephone conversation for details Practicing talking about intentions with BE GOING TO II Objective: By the end of the lesson, ss will be able to - complete telephone massage by listening - talk about intentions using BE GOING TO III Language focus: +)Vocabulary: to leave/ take a message (v), make an appointment (v), to be available (v), +) Grammar: present simple tense IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Stage Warm-up Work arrangement Teacher's activities * Net work - Ask Ss the way to make an arrangement What would you say when you make an arrangement? When (5) Greeting (1) Introducing(2) Makingarrangement arrangements Making Where (4) What (3) Saying good bye(6) T-whole class Pre-listening Whilelistening I Open prediction - Ask ss 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 ss guess the message in pairs - Give feedback I Listening and Checking prediction: - Get ss to listen to the tape twice and fill in the message, compare with their guess - Give feedback *) Answer keys: pair work individual then pair work Kingston junior high school Date: ( .) Time: ( ) For: The principal Message: Mrs Mary Nguyen want to see you at 9.45 in the morning Telephone number: 646.837.209.42 * Tape transcript: Secretary: Kingston junior High School Good afternoon Woman: Good afternoon Could I talk to the principal, please? Secretary: I'm afraid Mr Kelvin is out at the moment Would you like to leave a message? Woman: Uhm, no But I'd like to make an appointment to see him Secretary: I think he'll be available on Tuesday Woman: Tuesday 's OK Can I see him in the morning? Secretary: Sure, you can What time would you like to come? Woman: Is 10.30 OK? Secretary: I'm sorry The principal will have a school visit at 10.30 What about 9.45? Woman: 9.45? Let me see Yes, It's alright Secretary: What's your name, please? Woman: My name 's Mary Nguyen Secretary: Is that N-G-U-Y-E-N? Woman: Yes, that's right Mrs Nguyen Secretary: And your address, please? Woman: Number 23, 51st Street My telephone number is 646.837.209.42 Secretary: Thank you, Mrs Nguyen Woman: Thank you very much Goodbye Secretary: Good bye Post-Listening I Revision of intention future tense - Set the scene to review the structure: "Nga has a movie ticket Let's guess What is she going to do?" => She is going to see a movie Form: " S + be (not) + going to + infinitive " T – SS Usage: express an intention II Practice: - Ask ss to exercise Language focus on page 25 they have to work with a partner and say what the people are going to - Give feedback +) Answer keys: a They are going (to go) fishing b She is going to read the new novel c She is going to her homework in Math d He is going to watch n action movie on TV tonight e She is going to give him a birthday present III Take a survey: - Have ss copy the questionnaires in their book Add more activities to the list Then complete the "you" column with checks and crosses - Get ss to work with a partner to ask what he/she is going to Complete the "your partner" column of questionnaires - Model the first one then ask ss to repeat chorally then individually Model sentence: Are you going to see a movie? Yes, I am/ No, I'm not - Ask some pairs to practice asking and answering Ask the whole class to work in pairs - Give feedback Consolidation - Have ss retell the content of the lesson Homework - Ask ss to write down their dialogue into their notebook, exercise ( p.17-workbook ) and prepare the new lesson Period 10: pair work individually pair work T -S individual September, 2012 unit 2: making arrangements Lesson 4: Read I Aim: Reading the paragraph for details about Alexander Graham Bell II Objective: By the end of the lesson, ss will be able to know more about Alexander Graham Bell III Language focus: +)Vocabulary: emigrate (v), transmit (v), conduct (v), demonstrate (v), a device (n), a deaf-mute (n), exhibition (n) +) Grammar: past simple tense, passive voice IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Stage Warm-up Pre-reading Whilereading Teacher's activities * Hangman: T E L E P H O N E - Ask ss some question to lead in the new lesson - Lead in the new lesson: I Pre-teach vocabulary - to emigrate (v): go to another country to live - to transmit (v): truyÒn, ph¸t (tÝn hiÖu) - to conduct (v) = to carry out (v): Thùc hiÖn, tiÕn hµnh - to demonstrate (v): BiÓu diÔn - a device (n): ThiÕt bÞ, dông cô, m¸y mãc - a deaf-mute (n): ngêi c©m ®iÕc (a person who is unable to hear and speak) - an exhibition (n): cuéc triÓn l·m, trng bµy * Checking vocabulary: matching II True False statements prediction: - Set the scene: (show the picture about Alexander Graham Bell to set the scene) * Statements: ( exercise 1, textbook, page 22 ) - Ask ss to work in pairs and guess - Give feedback I Reading and Checking prediction: - Ask ss to read the text (page 21, 22) and check their prediction - Have ss correct the false statements - Give feedback *) Answer keys: Guess Answer Correction a F He was born in Edinburgh, Scotland b F He worked with deaf-mutes at Boston University c T d F They introduced tele in 1876 e F Bell experimented with ways of transmitting speech over a long distance f T II Ordering: - Ask ss to look at the exercise ( p 22 ) - Get ss to read the events of Bell's life and put them in the correct order - Ask them to compare with their partner - Give feedback *) Answer keys: Alexander Graham Bell: 1-d was born in Scotland 2-e) went to live in Canada 3-a) went to live in the United States 4-g) worked with people who could neither speak nor hear 5-c) worked with Thomas Watson Work arrangeme nt group work T-whole class pair work pair work pair work Post- reading Consolidation Homework Period 11: 6-b) successfully demonstrated his invention * Matching: - Ask ss to work in pairs to match the years with the correct events - Give feedback years events a.1847 The first telephone was in commercial use b.1870s They first introduced telephone c.1876 Alexander G Bell was born d.1877 Bell emigrated to Canada and the USA * Answer keys: a-3, b-4, c-2, d-1 -Ask ss to retell some information about Alexander Graham Bell - Ask ss to write a short paragraph about Bell's life and prepare the new lesson pair work T-S individual September, 2012 unit 2: making arrangements Lesson 5: Write I Aim: Writing a message II Objective: By the end of the lesson, ss will be able to write a tele.message III Language focus: +)Vocabulary: customer (n), delivery (n), stationery (n), midday (n), to pick sb up (v) +) Grammar: past simple tense IV Teaching aids: textbook, board, poster V Teaching procedure: Stage Warm-up Pre-writing Teacher's activities Work arrangeme nt * Hangman: M E S S A G E - Talk to ss about taking a telephone message  Have you ever taken a telephone message?  When you take a message, What should be mentioned in the message? ( Date, time, who sent, to whom, content) I Pre-teach vocabulary - a customer (n): kh¸ch hµng, ngêi tiªu dïng ( a person who comes to buy sth at the shop) - a delivery (n) sù giao hµng furniture delivery (n): - stationery: đồ dùng văn phòng, văn phòng phẩm (Ex: papers, pens, rulers, envelopes) stationery order (n): đơn đặt hàng văn phòng phẩm - To pick sb up (v): đón * Checking vocabulary: Rub out and remember II Reading and gap filling - Ask ss to read the message and fill in the gaps in the passage on page 23 - Have ss work in pairs - Give feedback * Answer keys: (1) (tele)phoned (5) name group work T-whole class pair work (2) May 12 (3) spoke/ talked (4) took (6) delivery (7) Mr Ha (8) at While- writing * Completing the message: - Ask ss to read passage on page 23 to get information pair work and write the message - Let ss write individually and then share with a partner - Give feedback * Answer keys: 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 634 028 Taken by: Mr Toan - Ask ss to write another message - 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 ss to read the dialogue between Lisa and Tom then pair work write the message - Let ss work in pairs - Give feedback * Answer keys: Date: ( ) Time: ( ) For: Nancy Message: Tom called about playing tennis this afternoon He will come over to pick you up at 1.30 Taken by: Lisa Post- writing * Role play: - Ask ss to base on the passage (p.23) to make a complete conversation between Customer and Mr Toan - Move around and help ss - Ask some pairs to speak in front of the class - Give feedback +) Suggested dialogue: Mr Toan: Thanh Cong Delivery Service Good morning Customer: Good morning Could I speak to Mrs Van, please? Mr toan: I'm afraid Mrs Van is in a meeting Would you like to leave her a message? Customer: Yes I'd like to know about my stationery order Can you tell her to reach me at 634 082? Mr Toan: Sure What's your name, please? Customer: My name's Nam Mr Toan: Thank you Mr Nam Customer: Thank you Goodbye Mr toan: Good bye pair work T-S Consolidation - Ask ss to retell the form of a telephone message Homework - Ask ss to write the dialogue into their note books and prepare the new lesson individual III.Rearrange these words to make the meaningful sentences(5 x 0.6 = marks) 1.He isn’t tall enough to reach the self 2.We are going to play soccer at the weekend 3.Bell and Watson introduced the telephone in 1876 4.You ought to exercise everymorning 5.Yesterday,I met him on the street IV Read the passage and choose T/ F statements.(Đọc đoạn văn và chọn câu đúng(T) sai(F) (4 x 0.5 = marks) T F F T Period 21: October, 2012 unit 4: our past Lesson 1: Getting started Listen and read I Aim: Reading the conversation about life of many years ago II Objective: By the end of the lesson, ss will be able to - understand the topic of unit " Our past" - talk about the activities people used to in the past - Distinguish the fact and opinion III Language focus: +) Vocabulary: Great-grandma / Great-grandfather (n), modern (adj), Traditional (adj), equipment (n), Folktale (n) +) Grammar/ Structure: Used to + inf IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Stage Warm-up Pre-reading Teacher's activities * Getting started: - Ask ss to look at the picture on page 38 and write the names of the things that not belong to the past - Give feedback +) Answer keys: - TV / The radio - The mobile phone/ The lighting fixture - Modern clothing / school uniforms - Lead in the new lesson I Pre-teach vocabulary: Work arrangem ent pair work Whilereading Post- reading - Look after (v): tr«ng nom, ch¨m sãc - Great-grandma / Great-grandfather (n): cô bµ/ cô «ng - modern >< Traditional (adj):hiện đại/ truyền thống - equipment (n): thiÕt bÞ - Folktale (n): chuyÖn d©n gian * Checking: what and where II Open prediction: - Set the scene: Nga and her grandmother are talking about the things Nga's grandmother used to when she was a young girl Guess the things that she had to - Give feedback I Reading and Checking prediction: - Ask ss to read the conversation between Nga and her grandmother (page 38, 39) and check their prediction - Give feedback *) Answer keys: + stay home + help mom + look after younger brothers and sisters II Role adoption: - Have ss work in pairs and practice the dialogue - Call some pairs to practice in front of the class - Give feedback III Comprehension questions: - Ask ss to read the dialogue again and answer the questions part 2, page 39 - Give feedback +) Answer keys: a Nga's grandmother used to live on a farm b Because she had to stay home and help her mom c Nga's great grandmother used to cook meals, clean the house and wash the clothes d Her great grandmother used to lit the lamp and her great grandfather used to tell them stories e She asked her grandma to tell her the tale "the lost shoe" IV Fact or opinion? - Elicit the words " fact" and "opinion" Ex: Fact: I eat chicken and beef Opinion: I don't like pork - Have ss read the statements part on page 39 and decide which is a fact and which is an opinion - Give feedback +) Answer keys: F O a I used to live on a farm x b There wasn't any electricity x c Mon 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 * Structures: - Elicit model sentences from ss +) Model sentences: T-whole class pair work pair work pair work T-S pair work T- S Consolidation Homework I used to look after my younger brothers and sisters She used to cook meals, clean the house - Form: (+) S + used to + V (inf) (-) S + usedn't / didn't use to + V(inf) (?) (Wh-) did + S + use to + V(inf)? - Use: used to express a past habit or an action usually happened in the past -Ask ss to retell the content of the lesson - Ask ss to Language Focus 4( p 45 ) and prepare the new lesson T-S individual Period 22: October, 2012 unit 4: our past Lesson 2: Speak + Language Focus I Aim: Speaking about the way things used to be and the way they are now Further practice in "used to" II Objective: By the end of the lesson, ss will be able to use USED TO to talk about the things they used to be III Language focus: +)Vocabulary: +) Grammar: past simple tense +) Structure: Used to + V (inf) IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Stage Teacher's activities Warm-up * Chatting: Shark attack - Cut out and a schoolgirl from card - Draw some steps then stick the cut out girl on the top of the steps, the sea is around the steps and the shark is in the sea - Draw 10 gaps for the word “used to” - Get Ss in teams (or ask them as a whole class) to guess the letters of the word If their guess is right, they will get one mark If their guess is not right, the girl has to step down _ _ _ _ _ _ _ (used to) Pre-speaking * Pre-discussion: - Decide ss into two groups - Ask each group look at a picture on page 40 and make a list of what they see in the picture - Call the leader from each group to present their group's idea - Give feedback Picture (past) Picture (now ) - small houses - big houses/ high - people work on paddy building Work arrangement T-whole class pair work field - children play at home - traditional games - stack of straw - people go on foot - work in shops - children go to school - modern games - traffic lights - people go by cars/ motorbikes Whilespeaking *Discussion: - Ask ss to work in pairs, look at the picture and the words listed, talk about differences between life in the past and now by using used to - Elicit some ideas so that students can talk about them Ex: Where did people live in the past? And now? People used to live in small houses Now they live in big houses and buildings - Go around and help ss - Call some pairs to present in front of the class - Give feedback *) Suggestion: + How did they travel? People used to walk to travel Now they can go by cars or motorbikes + What's about the electricity? There didn't use to be electricity in the home Now there is electricity everywhere + What's about their life and work? People used to work hard every time Now they have lot of time for entertainment + Did children go to school? Children used to stay home Now they go to school + What's about their entertainment? Children used to play traditional games Now they play computer games + People used to raise cattle for meat Now they buy it in the supermarket Post-speaking I Revision of "Used to": - Get ss to review the form and usage of "used to" Form: (+) S + used to + V (inf) (-) S + usedn't / didn't use to + V(inf) (?) (Wh-) did + S + use to + V(inf)? - elicit the use II Language Focus 4: Complete the dialogue - Ask Ss to exercise on page 45 - Have Ss 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 and correct *Answer : Used to stay/ used to have / used to be / used to live pair work T – Ss pair work Consolidation -Ask ss to retell the usage of used to, the differences between life in the past and now Homework - Ask ss to exercise (p.130-workbook) and prepare the new lesson Period 23: T -S individual October, 2012 Unit 4: our past Lesson 3: Listen + Language Focus 1, 2, I Aim: Listening to a folktale to get the moral lesson Further practice in past simple, prepositions of time II Objective: By the end of the lesson, ss will be able to - understand the main idea of a story by listening - use Simple Past tense , prepositions of time III Language focus: +)Vocabulary: +) Grammar: past simple tense, preposition of time +) Structure: IV Teaching aids: textbook, pictures, cards, poster, stereo V Teaching procedure: Stage Teacher's activities Warm-up * Chatting: - Talk to ss about using telephone  Do you often read stories?  Which story impresses you most? Why?  Which moral lesson you get from this story? Pre-listening I Pre-teach vocabulary: - lay - laid (v): đẻ (trứng), đặt - Foolish (adj): d¹i dét, ngu ngèc - Greedy (adj): tham lam - Gold (adj): vµng - amazement (n): sù kinh ng¹c, söng sèt * Checking: rub out and remember II Open prediction: - Set the scene: There are a lot of Vietnamese folktales which have precious moral lessons We are going to listen to one of those stories - Ask ss to look at titles and guess which the most suitable moral lesson to the story is a Don't kill chicken b Don't be foolish and greedy c Be happy with what you have d It is difficult to find gold - Give feedback Whilelistening I Listening and Checking prediction: - Have ss to listen to the tape twice and check their Work arrangement T-whole class T-whole class pair work individual prediction - Give feedback *) Answer keys: b Don't be foolish and greedy * Tape transcript: Once a farmer lived a comfortable life with his family His chickens laid many eggs which the farmer used to sell to buy food and clothing for his family One day, he went to collect the eggs and discovered one of the chickens a gold egg He shouted excitedly to his wife, "we're rich! 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 open all the chickens and find more gold eggs Unfortunately, he couldn't find any eggs When he finished all, the chickens were dead There were no more eggs of any kind for the foolish farmer and his greedy wife Post-listening I Past simple tense - have ss review the simple tense of verbs by doing Language Focus +Answer keys: b fly – flew g be – was/ were c take – took h ride - rode d go – went i eat - ate e have – had j sit - sat f – did k come – came Mapped dialogue: Langue Focus 2) - Set the scene: Lan ask Nga about Nga’s yesterday activities Lan Nga …………………lunch? No, I ate noodles How………….school? I……….bicycle to school Which subject……… ? …………….math Where………yesterday ……………… home evening? *Answers: Lan: Did you eat rice for lunch ? Nga: No, I ate noodles Lan: How did you get to school? Nga : I rode a bike to school Lan:Which subject did you have yesterday? Nga: I have math Lan: Where were you yesterday evening? Nga: I was at home II Prepositions of time: - Have ss review the prepositions of time between in Prepositions on at of time pair work pair work T – Ss before after III Practice ( Language focus 3, p 44 ) - Write some preposition in a list on the left hand side of the black board - Write the time / date/ month… on the right hand of the black board - Divide the class in to two teams: team A and team B - Ask two volunteers from two teams to go to the board and match the items on the left with the suitable items on the right - Team A use the red chalk and team B use the yellow chalk - The team which draws more correct lines will win the game In January On p.m Wednesday At November 1997 Between July 2nd After/ Before am am and am - Give feedback and correct In January at / after/ before p.m / am on Wednesday/ July 2nd in November 1997 Between am and am - Ask Ss to read aloud each phrase - Ask Ss to exercise on page 44 individually then compare with their partners - Give feedback * Answer : a on, b in, c between, d at/after, e before Consolidation -Ask ss to retell the usage of simple tense and prepositions of time Homework - Ask ss to exercise (p.131-workbook) and prepare the new lesson team work T -S individual Feedback: Period 24: October, 2011 unit 4: our past Lesson 4: Read I Aim: Reading the story "the lost shoe" for details II Objective: By the end of the lesson, ss will be able to understand and retell the story " the lost shoe" III Language focus: +) Vocabulary: a fairy (n), cruel (adj), a prince (n), to marry (v), rag (n), upset (adj) +) Grammar: Past simple tense IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Stage Warm-up Teacher's activities *Brainstorming - Ask S to name some folk tales that you have read + Do you like folktales? + What are those stories usually about? + Can you tell me the name of some stories that you remember? Work arrangem ent T - Whole class The frog Prince Tam Cam Pre-reading Whilereading The folk The folk talestales Snow White and dwarfs Seven – mile shoes I Pre-teach vocabulary: - fairy (n): bµ tiªn - cruel (n) >< kind/ nice: độc ác - prince (n): hoµng tö - rag (n): quÇn ¸o r¸ch - to marry (v): cíi, kÕt h«n - to drop (v): đánh rơi * Checking: matching II True/ false statements prediction: - Set the scene: We're going to read the folktale “the lost shoe" Look at the statements and guess which is true and which is false - Give ss some statements on the poster and ask them to guess which is true and which is false * Statements: a Little Pea was a poor farmer's daughter b Her father got married again after his wife died c Her new mother was nice to her d Her second mother made her chores all day e She didn't have new clothes to take part in the festival - Give feedback I Reading and Checking prediction: - Ask ss to read the story and check their prediction - Ask ss to correct the false statements - Give feedback + Answer keys: Guess Answer Correction a T b T c F Her new mother was cruel to her T-whole class pair work pair work d T e F a fairy gave her beautiful clothes II Gap-filling: - Have ss read the story again and the task They pair work have to complete the sentences with the words from the story - Give feedback + Answer keys: a farmer d marry/ choose b died e new clothes c had again f lost III Comprehension questions: - Ask ss to read the story again and answer the questions part 2, page 42 in pairs pair work - Give feedback +) Answer keys: a Little Pea was a poor farmer's doctor b Stout Nut's mother made Little chores all day c Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes d The prince decided to marry the girl who fitted the lost shoe/ who owned it Post- reading I Discussion: - Have ss discuss the questions: Is this a true story? How you know? What is the moral lesson from the story? - Give feedback + Possible answers: No Because there is a fairy in the story "one good turn reserves another" II Retell the story: - Ask ss to retell the story, using their own words - Give feedback Consolidation -Ask ss to retell the content of the lesson T-S Homework - Ask ss to summarize the story into their notebooks and prepare the new lesson individual group work Feedback: Period 25: October, 2012 unit 4: our past Lesson 5: Write 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 Language focus: +) Vocabulary: wisdom (n), stripe (n), straw (n), servant (n), escape (v), graze (v), light (v) +) Grammar: simple past tense IV Teaching aids: textbook, pictures, cards V Teaching procedure: Stage Teacher's activities Warm-up * Chatting - Ask Ss 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 tiger got his stripes?” Pre-writing I Pre-teach vocabulary - 'wisdom (n): trÝ kh«n, trÝ tuÖ - a stripe (n): säc, v»n - a straw (n): r¬m, r¹ - a 'servant (n): ngêi hÇu, ngêi ®Çy tí - (to) e'scape (v): trèn tho¸t - (to) graze (v) gÆm cá - (to) light - lit - lighted (v): đốt, châm, nhóm (lửa) *Checking vocab matching II Reading gap-filling: - Ask ss to complete the story part 1, p.43 - Ask Ss the meanings of the verbs in the box - Have them work in pairs using suitable verbs to fill in the blanks - Give feedback * Answers: appeared went tied 2.was lit said burned 4.left escaped Comprehension questions: - Ask Ss to work in groups , 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? - Give feedback * Answer keys: a He was in his field b It grazed nearby c The tiger wanted to know why the strong buffalo was the servant and the 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 ss to ask and answer the questions Work arrangeme nt T- whole class T-whole class pair work group work While- writing * Write the story - Get Ss to exercise They have to imagine being a man in order to write the story - Get Ss to change The man – I His – My - Get Ss to write individually then share with their partners and correct mistakes - Take some writing 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 all 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 individual then pair work Post- writing * Tell the story - Divide the class in to teams Team A plays the role of group work 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 : The tiger – I * Team buffalo changes : The buffalo – I Consolidation - Ask ss to retell the content of the lesson Homework - Ask ss to write the story again , imagine you are: + The tiger +The buffalo prepare the new lesson Feedback: Period 26: October, 2012 unit 5: study habits Lesson 1: Getting started Listen and read I Aim: Reading the dialogue for details II Objective: By the end of the lesson, ss will be able to - understand the topic of unit " Study habits" - understand the dialogue between Tim and his mom about study III Language focus: +) Vocabulary: a repost card (n), pronunciation (n), to T-S individual improve (v), to be proud of (v), to try one's best (v) +) Grammar/ Structure: IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Stage Warm-up Teacher's activities * Brainstorming: - Ask ss to write as many subjects as they can on the black board chemistry math physics geography literature Pre-reading Subjects Work arrangem ent T- whole class history English I Chatting: - Ask ss some questions: + What subject are you good/ bad at? + What subject you like best? Why? + How often you have maths/ literature/ ? II Pre-teach vocabulary: - a 'report card (n): phiÕu ®iÓm, phiÕu b¸o c¸o - pronun'ciation (n): c¸ch ph¸t ©m - (to) improve (v): trau dåi, c¶i thiÖn - (to) be proud of (v): tù hµo - (to) try one's best (v): cè g¾ng hÕt søc m×nh * Checking: rub out and remember II True-False statements prediction: - Set the scene: Tim and his mother are talking about Tim's studying Read the statements and guess which is true and which is false - Ask ss to read the statements and predict they are true or false - Give feedback T-whole class Whilereading I Reading and Checking prediction: - Ask ss to read the conversation between Tim and his mother (page 46, 47) and check their prediction - Give feedback *) Answer keys: guess correct a F he was in the living room b T c F It's excellent d T e F.he needs to improve his S pronunciation f T II Comprehension questions: - Ask ss to read the dialogue again and answer the questions part 3, page 47 - Give feedback +) Answer keys: a She's Tim’s teacher b She gave Tim's mother his repost card c Tim studied very well this semester/ Tim worked very hard this semester d Miss Jackson said Tim should work harder on his Spanish pronunciation e She gave Tim a dictionary/ Miss Jackson's dictionary pair work pair work pair work Post- reading * Survey: - Ask ss to work in groups - Ask them to stand up and ask each other the question: " What subject you need to improve?" They have to write the names and the subjects that their friends answer Eg: Name What subject Mai literature Consolidation -Ask ss to retell the content of the lesson T-S Homework - Ask ss to Language Focus 4( p 45 ) and prepare the new lesson individual T- S Feedback: Period 27: October, 201 unit 5: study habits Lesson 2: Speak + Listen I Aim: Practice speaking and listening II Objective: By the end of the lesson, ss will be able to talk about their study habit and listen for specific information to fill in a report card III Language focus: +) Vocabulary: behavior, a participant, satisfactory, cooperation, attendance, appreciate +) Grammar/ Structure: IV Teaching aids: textbook, cards, poster, stereo V Teaching procedure: Stage Warm-up Teacher's activities *Shark attack: S T U D Y Pre-speaking Whilespeaking H A B I T I Chatting Do you often your home work? Which subject you do? Who helps you? How much time you spend on English? - Get Ss’ answer - Give feedback II Vocabulary: - Give ss some more names of subjects Civic education: GDCD Physical education: GD The chat Technology: Cong Nghe Biology: Sinh hoc Physics: Vat ly watch films in English go to English clubs Speak to foreigners: I Interviewing - Ask ss to work on their own to complete the column “you” - Ask ss to work in pairs, ask their partners questions and take notes of the answers - Get ss to complete the table below (Ss can use the sentences in the box – page 48 as prompts) your questions you partn er When you your home work? Who help you with your homework? How much time you spend on Math Which subject you need to improve? What you to improve your English II Reporting - Ask ss to work in groups of or to report what they have known about their partners’ study Ex: Nam said he did his homework after dinner Work arrangem ent group work T- Ss T– whole class pair work group work Hoa said her father helped her with her homework - Ask ss to answer some questions about Nga’s report card - Give feedback Pre-listening Whilelistening I Pre-teach vocabulary: - behavior (n): hµnh vi, c xö - a participant (n): ngêi tham gia - satisfactory (adj): tho¶ m·n - co-operation (n): sù hîp t¸c - attendance (n): sù cã mÆt - a’ppreciate (n): cảm kích, đánh giá cao * Checking: rub out and remember II Open prediction: - Set the scene: This is Nga’s school report card You will hear the conversation between Miss Blake (Nga’s teacher) and Mrs Chen about Nga’s first term results Can you guess her result? - Ask ss to look at Nga’s report and predict the missing information and then compare with their partners  Days present (1) – sè ngµy cã mÆt  Days absent (2) – sè ngµy v¾ng mÆt  Behavior-participation (3) – thái độ-tham gia  Listening (4) – kü n¨ng nghe  Speaking (5) – kü n¨ng nãi  Reading (6) – kỹ đọc  Writing (7) – kü n¨ng viÕt  Teacher’s signature (8) – ch÷ ký gi¸o viªn - Give feedback I Listening and Checking prediction: -Have ss to listen to the tape twice and check their prediction - Give feedback *) Answer keys:  87 days present  days absent  Behavior-participation : S  Listening : C  Speaking : A  Reading : A  Writing : B  Teacher’s signature : Miss Blake * Tape transcript: Miss Blake: Good evening, Mrs Chen Mrs Chen: Good evening Miss Blake: I’m pleased to tell you that Sarah has worked very hard this year and her grades are very good Mrs Chen: I’m so pleased to hear that Miss Blake: She missed days of school due to sickness but an attendance of 87 days for the whole term is acceptable Both her participation and cooperation are satisfactory So, there is no problem there Mrs Chen: How is she doing in English? Miss Blake: Her speaking and reading are excellent and her writing is good If she works a bit harder on her writing skills, she should get an A for writing T-whole class individual then pair work individual next term Mrs Chen: How about listening comprehension? Miss Blake: I’m afraid she’s not good at that I gave her a C Mrs Chen: How can we help her improve? Miss Blake: Get her to watch English TV if possible, and encourage her to listen to English radio programs Also, I have some cassettes here which you can borrow Mrs Chen: Thank you very much, Miss Blake We really appreciate your help Post listening * Comprehension questions: - Ask ss to answer some questions about Nga’s report card - Give feedback +) Questions and answers: Who is Sarah Chen’s mother? ( She is Mrs Chen) What’s Nga’ teacher’s name? (She is Miss Blake) What subject was reported? ( English ) What does S stand for? What about F, U,A, B, C,D (S stands for satisfactory ) Consolidation -Ask ss to retell the content of the lesson Homework - Ask ss to prepare the new lesson pair work T -S individual Feedback: Period 28: October, 2012 unit 5: study habits Lesson 3: Read I Aim: Reading the text for details II Objective: By the end of the lesson, ss will be able to understand the text and get specific information about the ways to learn the new words III Language focus: +) Vocabulary: mother tongue (n), underline (v), highlight (v), come across (v), stick (v) +) Grammar: Present simple tense IV Teaching aids: textbook, cards, poster, stereo V Teaching procedure: Stage Teacher's activities Warm-up *Chatting: - Ask ss some questions about their learning English + 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? + Do you have any special ways to learn English vocab Pre-reading I Pre-teach vocabulary - mother tongue (n): tiếng mẹ đẻ - learn by heart (v): häc thuéc lßng Work arrangeme nt T-S T-whole class - underline (v): g¹ch ch©n - highlight (v): lµm næi bËt - come across (v): gÆp ph¶i - stick (v): d¸n *Checking vocab Slap the board II True – False statements prediction: - Ask ss to read the statements on page 50 and guess they are true or false - Give feedback Whilereading I Reading and checking prediction: - Ask Ss to read the text about the ways to learn new words on page 49 and check their prediction - Have Ss work in pairs - Give feedback +) Answer keys: a F b T c F d T - Ask ss to practice reading pair work pair work T-ss Consolidation - Ask ss to retell the content of the lesson T-S Homework individual - Ask ss to write the ways of learning words that you think are the best for you and prepare the new lesson Feedback: Period 29: October, 2012 unit 5: study habits Lesson 4: Read I Aim: Reading the text for more details II Objective: By the end of the lesson, ss will be able to understand the text and get specific information about the ways to learn the new words Practice more about reading III Language focus: +)Vocabulary: +) Grammar: Present simple tense IV Teaching aids: textbook, cards, poster V Teaching procedure: Stage Teacher's activities Warm-up - test 15 minutes Pre-reading I vocabulary *Checking vocab Slap the board Whilereading II Read Ask ss to read again and answer the questions Comprehension questions: - Have ss work in pairs to answer the questions (p 50) - Give feedback +) Answer keys: Work arrangeme nt T-S T-whole class pair work a No They learn words in different ways b Because they help them remember the use of new words c They write example, put the words and their meanings on stickers, underline or highlight them d They may think they can’t so Instead, they learn only important words e Revision is necessary in learning new words f We should try different ways of learning new words to find out what is the best Post-reading *Discussion: - Have Ss work in group of four and discuss the most suitable ways to learn new words for their group +) Way to learn new words - 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 pair work group work Consolidation - Ask ss to retell the content of the lesson T-S Homework individual - Ask ss to write the ways of learning words that you think are the best for you and prepare the new lesson Feedback: Period 30: October, 2012 unit 5: study habits Lesson 5: Write I Aim: Writing letter to friends II Objective: By the end of the lesson, ss will be able to Writing letter to friends III Language focus: +)Vocabulary: Lunar New Year Festival, enjoyable, celebrate +) Grammar: Present simple tense IV Teaching aids: textbook, cards, poster V Teaching procedure: Stage Warm-up Teacher's activities *Chatting: - Ask Ss some questions : + Do you often write a letter to your friends? + What you often write about? + How can you write a letter? Work arrangeme nt T-S Pre-writing I Pre-teach vocabulary - Lunar New Year Festival - enjoyable (adj) - to celebrate (v) *Checking vocab Slap the board II ordering: - Ask Ss to put the parts of the letter in the correct order - Give feedback a open d body of the letter b closing e signature c the date f writer’s address - Ask Ss to read the letter on page 51 to check their order *Answers: 1- f Writer’s address 2- c The date 3- a Opening 4- d Body of the letter 5- b Closing 6- e Signature T-whole class pair work III Labeling - Ask ss to label each section with the correct letter IV Comprehension questions: - Ask ss to work in pairs and answer some questions +) Questions and answers: a Who wrote the letter? To whom? ( Hoa wrote a letter to Tim, her pen pal) b What did Hoa receive a few days ago? ( She received her first semester report) c Is Hoa good at math? ( No, she isn’t) d What subjects is she good at? (science, English and History) e What did her teacher ask her to do? ( Her teacher asked her to spend more time on Math) f What is she going to do? (She is going to Hue to celebrate the Lunar New Year Festival with her grandmother) While- writing I Set the scene: Imagine you are Lan Now write a letter to your pen pal, Donna in San Francisco using the given information II Letter writing: - Ask ss to write the letter ( exercise 2, page 51) +) Possible answer: Quy Chau town Nghe An, October 25th 2011 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 T–S individual 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 are going to celebrate the mid Autumn Festival That is an Autumn moon festival in Viet Nam This afternoon, I am 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 Post-writing * Correction: - Ask some Ss to read their letter aloud and correct the mistakes T- whole class Consolidation - Ask ss to retell the content of the lesson T–S Homework - Ask Ss to write to their friend to tell him or her about their second semester report and about their Summer holiday and prepare the new lesson individual Feedback: Period 31: November, 2012 unit 5: study habits Lesson 6: Language Focus I Aim: Further practice in adverbs of manner, the modal (should); commands, requests and advice in reported speech II Objective: By the end of the lesson, ss will be able to - use adverbs of manner, the modal with should as an advice - use commands, requests and advice in reported speech III Language focus: +)Vocabulary: +) Grammar: IV Teaching aids: textbook, cards, poster, pictures V Teaching procedure: Stage Warm-up Teacher's activities Work arrangeme nt *pelmanism: group work soft softly Activity good well fast fast bad badly hard hard I Revision adverbs of manner - Ask ss to change the sentence without changing in meaning Nga is a good English speaker = Nga speaks English well Use: adv modifies the verb of the sentence adj modifies the noun after it or subject T- S pair work II Practice ( Exercise 1, page 52): - Ask ss to work in pairs to exercise 1, page 52 They have to use advs in the box to fill in the dialogue - Give feedback *Answers: b hard c fast d badly e softly Activity Commands, requests and advice in reported speech: T- whole - Recall the conversation between Tim and his class mother and draw out the model sentences Miss Jackson said: “Can you give Tim this dictionary?” or “Please give Tim this dictionary” Tim’s mother reported it to Tim: “Miss Jackson ask me to give you this dictionary” “ Miss Jackson told me to give you this dictionary” + Form: To ask/ tell + someone + to sth What else did Miss Jackson say? “Tim should work harder on his Spanish pronunciation” Tim’s mother reported it to Tim: “Miss Jackson said you should work harder on your Spanish pronunciation” II Practice: *language focus 3, page 53 - Ask ss to work in pairs and report Miss Jackson’s pair work commands and requests - Give feedback + Answer keys: a Miss Jackson asked me to wait out side her office b Miss Jackson told me to give you your report card for this semester c Miss Jackson told me to help you with your Spanish pronunciation d Miss Jackson asked me to meet her next week * Language focus 4, page 53 - Get ss to report Miss Jackson’s advice - Give feedback + Answer keys: a Miss Jackson said Tim should spend more time on Spanish pronunciation b Miss Jackson said Tim should practice speaking Spanish every day c Miss Jackson said Tim should listen to Spanish conversation on TV d Miss Jackson said Tim should practice reading aloud passage in Spanish e Miss Jackson said Tim should use this dictionary to find out how to pronounce Spanish words Consolidation - Ask ss to retell the content of the lesson T-S Homework - Ask Ss to review the grammar and prepare the new lesson individual Period 32: November, 2012 unit 6: the young pioneers club Lesson 1: Getting started + Listen and read I Aim: Reading for details and practice in gerunds II Objective: By the end of the lesson, ss will be able to - understand the topic of unit " The young pioneer club" - understand the dialogue and practice in gerunds used after some verbs: love, like, hate, enjoy III Language focus: +)Vocabulary: (to) enroll , application form (n), out door activity (n), (to) fill out, act (v), (to) sign (v) +) Grammar/ Structure: Used to + inf IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Work Stage Teacher's activities arrangem ent *Chatting ( Getting started): Warm-up - Ask Ss some questions about their activities and their T– summer holidays Whole class + 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? - Ask ss to identify the activities (part “getting started” ) that the HCM Young pioneer and Youth Organization (Y&Y) participate in - Have them check the boxes and then add more activities to the list Pre-reading I Pre-teach vocabulary: - (to) enroll (v): ®¨ng kÝ - application form (n): đơn xin tham gia - out door activity (n): hoạt động ngoài trời - (to) fill out (v): điền ( vào mẫu đơn ) - (to) act (v): diÔn ( kÞch ) - (to) sign (v): kÝ * Checking: what and where II Open prediction: T-whole class Whilereading Post- reading - Set the scene: Nga is a student in grade eight This summer she will enroll in some activities given by the youth Union What does have to first when she enrolls? - Have ss guess what Nga has to first if she wants to enroll the activities - Give feedback I Reading and Checking prediction: - Ask ss to read the conversation between Nga and the secretary (page 54) and check their prediction - Give feedback *) Answer keys: + Nga has to fill the application form out II Completing the form: - Get ss to work in pairs, read the dialogue again and complete Nga’s details - Give feedback * Answer keys: 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 III Comprehension questions: - Ask Ss to work in pairs, using the form practice asking and answering + 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 IV Concept checking: - What’s after “like” ?(drawing) - What’s after “enjoys”(acting) - What we call “drawing” and “acting” (gerund) - What’s form of “gerund”? ( after some verbs : like , love , enjoy , hate , mind)  Form : Like, love , enjoy, hate + gerund (V- ing) * Take a survey: Find some one who Do you Name enjoy drawing? Nam, like outdoor activities? love taking part in sports? enjoy acting? like helping people? T-S pair work pair work pair work T-S group work - Ask ss to work in groups of or 6, using questions with “ you like/ enjoy/ love ?” to ask their friends then fill in the table Eg: Mai: Do you enjoy drawing? Nam: Yes, I Consolidation -Ask ss to retell the content of the lesson T-S Homework - Ask ss to Language Focus 2( p 61 ) and prepare the new lesson individual Feedback: Period 33: November, 2012 unit 6: The young pioneer club Lesson 2: Speak + Language Focus I Aim: Practicing asking for favors and offering assistance II Objective: By the end of the lesson, ss will be able to - ask for favors and respond to favors - offer assistance and respond to assistance III Language focus: +) Vocabulary: +) Grammar/ Structure: IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Stage Warm-up Teacher's activities * Hangman: F A V O R Pre-speaking presentation: * Asking and responding for favor: - Set the scene: In daily life, we always have to ask for favors So what you say? + Can / could you help me? + Could you me a favor? + Can / Could you ………….? * When you ask for favor? + Need some help * How you say to respond to favor? Certainly / Of course / Sure / No problem - Ask Ss to copy down the following phrases Asking for favor Responding for favor * Can / Could you help me *Certainly / Of please? course / Sure * No * Could you me a problem favor? * What can I for * I need a favor you? * Can/ Could you ……… * How can I help you ? * I’m sorry I’m really busy - Ask ss to work in pairs to practice the dialogue between Mrs Ngoc and Hoa - Set the scene: Mrs Ngoc is carrying a heavy bag, but she’s hurt her arm so she needs some help - Call some pairs to practice the dialogue * Offering and responding to assistance: - Have ss listen to the dialogue between receptionist and Work arrangem ent group work T-S pair work Whilespeaking Post-speaking tourist - Ask some questions to check their 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 ss to look at the expression again and repeat in chorus Offering assistance Responding to assistance May I help you? Yes/ No Thank you Do you need any help? Yes That’s very kind of you Let me help you No Thank you I’m fine Practice: - Have ss use the situations in the box (p.56) to make similar dialogue, using the expression they’ve just learned - Go around and help ss - Call some pairs to play the role in front of the class - Give feedback *dialogue making: pair work - Get ss to use the situation in the box (p.56) and appropriate phrases to make similar dialogues - Give feedback - Call some pairs to demonstrate their dialogue in front of the class * Practice asking for a favor: Matching: - Ask ss to use the expression in the box to ask for a favor - Give feedback T- Whole + Answer keys: class A buy a ticket for me? B Take me across the road? C Help me with this math problem? D Water the flowers in the garden? - Ask ss to work in pairs to practice the dialogues Completing the dialogue - Ask ss to language focus 3b They have to use expressions in the boxes on page 55 to complete the pair work dialogues - Give feedback + Answer keys: (1) Can I (3) me help you (2) Do you need (4) very kind - Get ss to practice the dialogue in pairs Consolidation - Ask ss to retell the content of the lesson Homework - Ask ss to write down their own dialogue about the situation that they’ve created in the class and prepare the new lesson T -S individual Period 34: November, 2012 unit 6: The young pioneer club Lesson 3: Listen + Language Focus 1, I Aim: Listening for details Further practice in present tense with future meaning, gerunds, and modals (may, can, could) II Objective: By the end of the lesson, ss will be able to - complete the song by listening - get further practice in present tense with future meaning, gerunds, and modals (may, can, could) III Language focus: +) Vocabulary: (to) unite, peace (n) +) Grammar/ Structure: IV Teaching aids: textbook, pictures, cards, poster, stereo V Teaching procedure Work Stage Teacher's activities arrangement Warm-up * Listen to a song: - Let ss listen to the song for fun Pre-listening I Pre-teach vocabulary: - (to) unite (v) /ju:'nait/ : ®oµn kÕt - peace (n) / pi: s/: hoµ b×nh II Open prediction: (guess the missing words) - Ask ss to read the words of the song (p.56) and tell what the song is about ( the song is about children) - Ask ss to read the words again and guess the missing words - Give feedback Whilelistening * Listening and Checking prediction: - Ask Ss to listen to the song and fill in the missing words and then share with their partners - Give feedback *) Answer keys: “Children of our land (1) unite Let’s sing for (2) peace Let’s sing for (3) right Let’s sing for (4) love between(5) North and (6)South Oh children (7) of our land, unite Children of the (8) world hold hands Let’s (9) show our love from (10) place to place Let’s shout (11) out loud Let’s make a (12) stand Oh children of the (13) world, hold hands.” - Ask ss to find out the main idea of the song ( sing the praises of peace, union for children ) I Present simple with future meaning Post-Listening Set the scene: ( Hang the table on page 60 to set the scene) You are going to read the Spring Activity program of Y&Y Pioneers Organization and tell me what, where, when they will in the program T-whole class T-whole class pair work individual then pair work T – Ss Ex: S1 When they collect and empty garbage? S2 On January S1 Where they collect and empty garbage? S2 At Dong Xuan market S1 What time they start and finish? S2 They start at am and finish at pm Concept checking + When we use “where”? (to ask for place) + 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) ->We use simple tense to express an action that happens in the future Practice - Ask ss to practice asking and answering about the Y&Y activity program, using the information in the box Give feedback II Revision of gerunds Love/ like/enjoy/hate/ + gerund (V-ing) * Language focus (p.61) - Have ss language focus 2(p.61) They have to look at the table and talk about Ba and Lan’s hobbies Ex: A Ba loves playing soccer, but he doesn’t like washing up B Lan doesn’t like playing soccer and she doesn’t like washing up, either - Give feedback pair work T – Ss Pair work T -S Consolidation - Ask ss to retell the content of the lesson Homework - Ask ss to prepare the new lesson (Unit 6: Read) individual Feedback: Period 35: November, 2012 unit 6: the young pioneers club Lesson 4: Read I Aim: Reading Comprehension the passage about Ho Chi Minh Communist Youth Union II Objective: By the end of the lesson, ss will be able to know more about a youth organization in Viet Nam– Ho Chi Minh Communist Youth Union III Language focus: +) Vocabulary: (to) encourage (v), citizenship (n) ,beloved (a), Federation (n), Campaign (n), (to) establish (v) +) Grammar: IV Teaching aids: textbook, pictures, cards, board V Teaching procedure: Stage Warm-up Pre-reading Whilereading Teacher's activities * Brainstorming: " What social activities the Y&Y in Viet Nam often do? " help elderly people help blind people clean up the beaches/ Social activities street of the Youth Union take part in sports - Lead in I Pre-teach vocabulary - (to) encourage [in'kʌridʒ](v): khuyÕn khÝch ( explanation: give the verb which means to give somebody support) - citizenship ['sitizn∫ip] (n): quyÒn c«ng d©n - beloved (adj): duoc yeu qui - Federation [,fedə'rei∫n] (n): Lien doan - Campaign [kæm'pein] (n): chien dich, cuoc van dong - (to) establish [is'tæbli∫] (v): ( synonym: give the synonym of to start, to create an organization) *Checking vocab Slap the board II True/ False Statements Prediction: - Stick the poster with the statements on the blackboard and guess which is true ( T ), which is false ( F ) HCM Communist Youth Union is an organization for Vietnamese youth from 15 to 20 years of age HCM founded the Union in 1976 Green Summer Volunteers Campaign is one of the Youth Union’s social activities HCM established the guidelines for young Vietnamese people of today and tomorrow - Give feedback I Checking prediction: - Ask students to read the passage about HCM Communist Youth Union and check if their prediction is correct or not - Give feedback Ask them to correct false statements Guess Answer Correction a F from 15 to 30 b F in 1931 c T d T II Filling In The Missing Dates - Give ss some uncompleted sentences a The youth Union was founded in b In the youth Union was officially named as it is called today c The Youth Union’ activities aim to help the young develop _ d Its aim and principles have been _ Work arrangem ent group work T-whole class pair work pair work pair work for the young Vietnamese people of today and tomorrow - Ask students to work in pairs, read the text and complete the sentences - Give feedback + Answer keys: a .1931 b .December 1976 c .their public awareness and form their personality d .the guidelines III Comprehension questions: - Ask ss to read the text again and answer the questions: pair work a At what age can one join the Youth Union? b When was the Youth Union founded? c What is the complete name of the Youth Union? d Can you name some social activities of the Youth Union e What these activities aim to help? f Who established the guidelines for the Vietnamese youth? - Give feedback * Answer keys: a Any Vietnamese youth from 15 to 30 years of age can join the Youth Union b It was founded on March 26 1931 c The complete name of the youth Union is HCM Communist Youth Union d Some social activities of the youth Union are helping the handicapped, Cleaning the Environment, Green Summer Volunteers Campaign e These activities aim to help the young develop their public awareness and form their personality f HCM established the guidelines for the Vietnamese youth - Ask some students to ask and answer in front of the class Teacher corrects the pronunciation Post- reading * Interviewing: -Ask ss to work in pairs to interview a member of HCM Communist Youth Union - Call on an excellent st in class to practice with teacher T- pair work interviewer/ S-member of HCYU Interview When was the Union founded? What are the aims of the Union? Can one at the age of ten join the Union? How many times did the Union change its name? What was the first Member of BSA -In 1931 -They are building characters, love for the nation and encouraging good citizenship, soft skills and personal fitness -No, she can’t - Vietnam Communist name? Youth Union Consolidation - Ask ss to retell the content of the lesson T-S Homework - Ask ss to write a summary of HCM Communist Youth Union and prepare the new lesson (write) individual Feedback: Period 36: November, 2012 unit 6: the young pioneers club Lesson 5: Write I Aim: Writing a letter II Objective: By the end of the lesson, ss will be able to write a letter about a future plan using “be going to ” III Language focus: +) Vocabulary: (to) raise fund, a bank (n), natural resources +) Grammar: future tense IV Teaching aids: textbook, pictures, cards V Teaching procedure: Stage Warm-up Teacher's activities * Brainstorming: help elderly people Social activities of HCM Y&Y help blind people clean up the beaches/ street Work arrangeme nt T- Whole class take part in sports Pre-writing I Pre-teach vocabulary - (to) raise fund (v) - a bank (n) - natural resources (n) *Checking vocab Slap the board II Reading the notice -Ask Ss to read the notice _ to: All Y&Y members on page 58 - Ask Ss some questions to check their understanding - Get Ss to work in pairs to answer questions * Questions and answers: a, What members of the Y and Y have to in the recycling program? (They have to collect glass, used paper, and cans to send them for recycling.) b, What is the purpose of the recycling program? (The purpose of the recycling program is to save natural resources and to earn some money for the organization.) c, What other programs can members of the Y and Y participate in? T-whole class pair work (They can participate in other programs such as raising funds for the poor, helping street children, planting trees and flowers along sidewalks or in the park) - Give feedback and get some Ss to work in open pairs III Completing the letter - Ask Ss some questions to set the scene + Who writes the letter? (nga) + To whom does Nga write? (Linh) + Is Nga a member of Y and Y? (Yes) + What does Nga write to Linh about? ( She write to Linh about the programs of her school Y&Y that she is going to participate in) - Get ss to work in pairs to fill in the gaps in the letter - Get Ss’ answers and give feedback * Answer keys: (1) community (6) save (2) recycling (7) earn (3) collect (8) participating (4) send (9) planting (5) recycling (10) helping IV Reading the dialogue - Set the scene: Hoa talks to her aunt about her Y&Y Green Group, about the activities that she is going to - Ask Ss to read the dialogue between hoa and her aunt - Ask them some questions to check their understanding * Why does Hoa look happy? ( Because she’s going to join the Y&Y Green Group) * What is she going to in the environment month? ( She is going to clean the lake banks, plant trees and flowers in the school garden and water them every afternoon after class ) * What are they doing to earn some money for their school Y and Y? ( They are going to plant young trees to sell to some schools ) T- whole class pair work T- whole class While- writing * Writing letter - Ask Ss to help Hoa to write a letter to her parents - Get Ss to work in group of or to write a letter on group work poster + Suggested letter: Dear Mom and Dad I’m very happy to tell you that I am able to join in the Y and Y green Group of my school The Green Group is holding an environment month plan We are going to clean the banks of the lakes 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 We hope that we can bring more green color to the city and earn some money for the school Y and Y The program is very interesting and useful, isn’t it? I am still in a very good health I will tell you more about the group activities later Consolidation With love, Hoa * Correction Move around the class and choose four letters from groups - Ask them to stick their letters on the board - Get the all class to read the letters and correct them - Ask ss to retell the content of the lesson Homework - Ask ss to write the letter into their note book Post- writing Period 37: T – Whole class T-S individual November, 2012 Revision I Aim: Help Ss to review what language they've learnt from unit to unit II Objective: By the end of the lesson, ss will be able to get further practice in past simple, present tense with future meaning, prepositions of time, adverbs of manner, some modals, gerunds and reported speech III Language Focus: Vocabulary: review Grammar/ Structure: IV Teaching aids: textbook, cards, extra board V Teaching procedure: Stage Teacher's activities *Warm up Bingo - Ask students to list the words in the unit - Play game Bingo *Activity - Review the simple past - Ask them to write the simple past of the verbs - Write the past simple form of the verbs a b buy c love d give e drink f swim g can - Ask them to write the answer on the board - Correct if it’s wrong *Activity - Guide them to the exercise: Complete the dialogues using the past simple - Complete the dialogues using the past simple a A: How did you go to school by? B:…………………… Work arrangeme nt pair work *Activity *Activity Consolidation Homework b A:…………………… B: No I got up at o’clock Yesterday was Sunday c A: Did you sleep well yesterday? B: …………………… - Let them to the exercise with partners - Call them to give feedback - Correct if it’s wrong - Review the commands, requests and advice in reported speech - Guide them to the exercise: Read the sentences Tam said to Lan yesterday and change them into reported speech Read the sentences Tam said to Lan yesterday and change them into reported speech a “You should go to school early.” b “Can you lend me your English book?” c “Please help me to this exercise.” d “Please give Tung this pen.” - Ask them to - Call them to give feedback - Ask them to write the answer on the board - Correct if it’s wrong - Review the gerunds - Guide them to the exercise: Use “ING” form of the words in the box to complete the sentences a ………… tap water is very dangerous for your health b …………football is my favorite sport c We like…………to school by bus d Tam hates…………TV - Ask them to - Ask them to write the answer on the board - Correct if it’s wrong T-S -Have ss sum up the main points of grammar - Ask them to review what they learnt to get ready for the written test Period 37: November, 2012 WRITTEN TEST A Aim:Review some vocabularies and structures from unit4 to unit B Objective:By the end of the lesson,students will be able to the test C.Test * Matrix: Chủ đề Unit 4:Our past individual Th«ng hiÓu NhËn biÕt VËn dông câu Điểm câu Điểm Câu Điểm Tæng câu Điểm Unit 5: Study habbits Unit 6:The young pioneers club Tæng: * the test: WRITTEN TEST Name:………………………………………Class:8A I Find words that have the underlined parts pronounced /id/ as in the word wanted missed played divided collected _ _ looked needed visited saved _ _ II Fill in the gaps in the table below with the correct adjectives or adverbs Adjectives Adverbs badly good careful easily fast III Put the verbs in brackets in the correct form You (used) _ to play so much when you (live) in the country? My sister loves (cook) , but she doesn’t like (wash) _ the dishes It always (rain) _ a lot at weekends We should (brush) _ our teeth everyday IV Fill the gaps with in, at, on, after or before She passed her driving test April _ Saturday morning I have coffee and toast for breakfast and read the newspaper You should brush your teeth _ you go to bed It’s ridiculous The bank closes 2.30 pm Jim had a terrible journey to Wales _ Christmas 2003 _ 1492 Columbus sailed the blue ocean Some people study best night but I prefer the morning You can play game you finish your homework V Read the story below carefully, and then answer the questions The dog and the meat Once there was a big dog The dog got a piece of meat He carried the meat home in his mouth so that he could enjoy it there later On the way home, he came to a bridge over a river When he crossed the bridge, he looked down into the water In the river, he saw another dog That dog was big and also had a piece of good meat in its mouth He wanted that meat too, so he tried to bite the other dog But when he opened his mouth, his meat fell into the water with a plash and disappeared So he went home with nothing and stayed hungry E.g What did the dog have? He had a piece of meat What did he see in the river when he crossed the bridge? _ Why did the first dog try to bite the second dog? _ What happened when he opened his mouth? _ Did he have anything at last? _ What you think about the dog? _ VI Rewrite the following sentences without changing in meaning When I was small, my family lived in Hai Phong My family used “You should pay more attention on writing”, my teacher said to me My teacher said Hoa dances beautifully Hoa is He stays up late and he is always tired the next morning He should _ early -The end- 14th week November, 2011 Period 38 TEST correction I Aim: Correct the written test II Objective: By the end of the lesson, ss will be able to know how good their English is and mistakes they often make during doing the test Ss also have chance to review whole knowledge they've learned III Teaching aids: chalks, board IV Procedure: Pay back the test for ss: - Pay the test papers back for ss - Ask them to look at their test carefully and find out the mistakes themselves - Remark the mistakes that ss often make Correct the mistakes - Ask ss to correct the mistakes themselves firstly - ask ss to work in pairs to share and correct for each other - Give feedback Give answer keys and correct the test for ss * Correction I point = x 0.25 divided visited collected needed II point = x 0.2 Adjectives bad good careful easy fast Adverbs badly well carefully easily fast III 1.5 = x 0.5 Did you use / lived cooking / washing rains brush IV points = x 0.25 in on before at at in at after V/ 2.5 = x When he crossed the bridge, He saw another dog in the river Because he wanted the meat of the second dog When he opened his mouth, the meat fell into the river and disappeared No ( He had nothing at last ) Ss’ answer (Possible answer: I think the dog was greedy) VI points = x 0.5 My family used to live in Hai Phong when I was small My teacher said that I should pay more attention on writing Hoa is a beautiful dancer He should go to bed early 15th week Period 40: November, 2011 unit 7: my neighborhood Lesson 1: Getting started (page 63) Listen and read (page 63, 64) I Aim: Helping Ss to know about the places in their neighborhood II Objective: By the end of the lesson, ss will be able to - understand the topic of unit " My neighborhood" - read the dialogue between Na and Nam to know more about Na’s new neighbor - use the present perfect tense with for and since to talk about an action that hasn’t finished III Language focus: +)Vocabulary: close by , (to) serve, a pancake, tasty +) Grammar: Present perfect tense IV Teaching aids: textbook, pictures, cards, poster, stereo V Teaching procedure: Stage Warm-up Pre-reading Teacher's activities *Matching ( 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¸ t¬i sèng) d drug store e hairdresser’s f swimming pool -Ask for their meaning to make sure students know exactly what they mean - Lead in I Pre-teach vocabulary: - close by (adv): gÇn ( a short distance ) - (to) serve (v): phôc vô ( Give sb food or drink ) - a pancake (n): b¸nh xÌo - tasty (adj): ngon = delicious (adj): * Checking: what and where II Open prediction: - Set the scene: Na and Nam are talking about their Work arrangem ent T– Whole class T-whole class Whilereading Post- reading Consolidation Homework 15th week Period 41: neighborhood - Give ss some questions and have them work in pairs to guess the answers * Questions: + Who is new to the neighborhood? + What is around the corner in the neighborhood? + Is the food good? - Give feedback I Reading and Checking prediction: - Ask ss to read the conversation between Na and Nam (page 63, 64) and check their prediction - Give feedback *) Answer keys: + Na is new to the neighborhood + The restaurant is around the corner + Yes, it is II Dialogue practicing: - Ask ss to wok in pairs to practice the dialogue - Call some a pairs to read the dialogue in front of the class III Completing the sentences: - Get ss to read the dialogue again and complete the sentences (task 2, page 64) - Have then work individual then compare with their partners - Give feedback * Answer keys: a Na is new to the neighborhood 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 pair work pair work pair work individual then pair work * Present perfect tense: T-S - Ask ss the question to draw out the model sentence + How long has Nam lived here? He has lived here for 10 years - Ask ss some questions to check their understanding + Did Nam live here years ago? ( Yes, he did ) + Does he live here now? (Yes, he does.) * Form: (+) S + have/ has + Vp2 + O (-) S + have/ has + not + Vp2 + O (?) (Wh-) + have/ has + S + Vp2 + O? * Use: to talk about actions which started in the past and continues up to the present + We often use “For” and “since” with the present perfect ( For + a point of time / Since + a period of time ) -Ask ss to retell the content of the lesson T-S - Ask ss to Language Focus 2(p 69) and prepare the individual new lesson November, 2011 unit 7: my neighborhood Lesson 2: Speak + Language focus 1, I Aim: Practicing speaking about how to send a parcel or letter Practice in using present perfect form of verbs II Objective: By the end of the lesson, ss will be able to know - the procedure of sending parcels or a letters - the way to form the verbs in present perfect tense III Language focus: +) Vocabulary: parcel (n), airmail (n), surface mail (n), change (n) +) Grammar/ Structure: IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Stage Warm-up Work arrangement Teacher's 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 E g: be – been The team which writes more pairs wins the game Be see collected Live seen Write been written go eat eaten worked T-whole class T-whole class pair work attended work Attend done live collect gone *Answer: Be – been write – written Go – gone live - lived See – seen collect- collected Do – done attend – attended Eat – eaten work – worked - Get students to repeat in chorus and remember the past participles of irregular verbs Pre- Speaking I Vocabulary: - parcel (n): bu phÈm - airmail (n): bu phẩm gửi đờng hàng không (explanation) - surface mail (n): bu phẩm gửi đờng bộ/ thuỷ (explanation) - change (n): cíc phÝ - item (n): lo¹i th, lo¹i bu kiÖn * Checking vocabulary: matching 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 - Ask students to read the dialogue and find out the answers - Get students to work in pairs to compare their T – whole class While -speaking answers - Call on some students to ask and answer + questions and answers: a Does Mrs Kim send the parcel air mail or surface mail? Why? (Mrs Kim sends the parcel surface mail because it is much cheaper.) b What’s the weight of her parcel? ( Her parcel is five kilograms ) c How much does she pay? ( She pays 19,200 dongs ) III Role play - Call on a student to play the role of Mrs Kim and practice the dialogue with teacher ( clerk) - Call on some pairs of students to practice the dialogue Teacher corrects their pronunciation - Ask students to practice the dialogue in pairs IV Dialogue making - Set the scene: Mrs LAN wants to send a letter to Kon Tum airmail - Ask students to make the dialogue between Mrs Lan and the clerk in the post office - Elicit and encourage students to make the dialogues themselves  Expected dialogue: Clerk: Can I help you? Mrs Lan: I want to send a letter to Kon tum 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, 20 grams, it’s only 800d Mrs Lan: Here you are Clerk: Thank you - Get students to practice the dialogue in pairs - Get other situations and ask students to make similar dialogues The box on page 65 will help students know the price pair work pair work T – Ss pair work Postcard/HCM City/airmail/15g Parcel/Ca mau/airmail/2kgs Parcel/Buon Me Thuot/ surface/5 kg Post speaking - 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 * Present perfect tense (language Focus 4) - Have ss review the verb form of present perfect tense has/ have + Past Participle - have ss language focus on page 70 They have to complete the conversation, using the correct form T – ss of the verbs in the box - Give feedback + Answer keys: (1) have been (2) hope (3) have lived (4) Is pair work (5) want (6) looks (7) Have been (8) have seen T -S Consolidation - Ask ss to retell the content of the lesson Homework - Ask ss to write a dialogue using one of the information in the box (page 65) on their notebooks and prepare the new lesson (Unit 7Listen + Language Focus 2, 3, 5) 15th week Period 42: individual November, 2011 unit 7: my neighborhood Lesson 3: Listen + Language Focus 2, 3, I Aim: Listening for specific information and further practice in present perfect tense and comparison II Objective: By the end of the lesson, ss will be able to - know what Na is going to on the weekend by listening - get further practice in present perfect tense and comparison III Language focus: +) Vocabulary: +) Grammar/ Structure: present perfect tense, comparison IV Teaching aids: textbook, pictures, cards, poster, stereo V Teaching procedure: Stage Warm-up/ Pre-listening Teacher's activities Work arrangement * Brainstorming and guessing: - Ask ss to look at advertisements of “What’s on this T-whole class week?” and get ss to guess what is in the blanks 2-34 T-whole class The new comer movie Stadium/ school ground City/ town ground Dancing/ music Activities English speaking club/ contest Picture / photo exhibition Places School/ Culture House - Set the scene: Na is new in the neighborhood She is talking to Nam about what she’s going to on the weekend - Ask ss to guess the missing phrase in each blank in the advertisement Places pair work Whilelistening - Give feedback Listening task 1: individual - Ask Ss to listen to the tape and fill in the blanks in then each advertisement pair work - Let students listen to the tape twice and give the answers - Give feedback *) Answer keys: a The new comer b Town Ground c English speaking Contest d Culture House II 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 conversation again and tick in the correct boxes: True / False or No information + Answer keys: True False No inf a Na doesn’t know the neighborhood very x well b Na doesn’t like movies x c Na will go to the photo Exhibition x d Na won’t go to the English Speaking Contest x e Na will go to the soccer match with Nam f Nam is a soccer fan x Post - listening I Revision of Present perfect tense - Have students review the present perfect tense  Form: have/has (not) + past participle  Use: to talk about something which started in the past and continues up to the present perfect tense For + length of time Since + starting point 1.Drill 1:Substitution Drill (language focus 2) - 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 x T – whole class T – Whole class       Since 1990 Since the number For three hours For 10 weeks Since Friday For 20 years pair work Drill (Language Focus 3) - Get ss to exercise (page 69) They have to complete the sentences using the present perfect form of the verbs in brackets - Give feedback + Answer keys: a have lived d have attended b have not eaten e has worked c haven’t seen f has collected II Comparison *Pelmanism: - Prepare 10 cards with number( from to 10) on one side and 10 adjectives with their opposites on the other 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 The yellow is not as/so big as the brown dictionary - Write the form on the board The same as … (not) as … as Different from - Ask students to the exercise on page 7071(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 i not as cheap as Consolidation - Ask ss to retell the content of the lesson Homework - Ask ss to write sentences using the present perfect tense and prepare the new lesson (Unit – Read) group work pair work T -S individual 16th week Period 43: December, 2011 unit 7: my neighborhood Lesson 4: Read (page 67, 68) I Aim: Reading for details about Tran Phu Shopping Mall II Objective: By the end of the lesson, ss will be able to understand the passage about a new shopping Mall III Language focus: +) Vocabulary: roof, convenient, selection, available, mall, resident +) Grammar: IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Work Stage Teacher's activities arrangement *Guessing the words ( Revision ): Warm-up - Give the definitions and get students to find out the T – Whole words as quickly as possible class A place where you can buy everything(Supermarket) 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 Pre-reading I Pre-teach vocabulary: T-whole class - a roof (n)( picture) - convenient (adj)( translation) - a selection (n)( explanation : a process of choosing carefully) - available ( adj) ( translation) - a mall (n) ( Synonym: many stores, restaurants even movies theaters are under one roof) - a resident (n) (translation) * Checking: matching II Open prediction: T-whole class - Show the advertisement to ss and ask them some questions + What you know about the text by reading the advertisement? ( Shopping mall ) + What can we in the shopping mall? + In what way is it different from shopping in the market or shop? pair work - Set the scene Whilereading I Reading and Checking prediction: - Ask ss to read the text and the advertisement (page 68) to check their prediction - Give feedback *) Answer keys: T F a A mall is open six days a week v b There are more than 50 stores in the mall v c Everyone in the neighborhood is pleased v about the new mall d It will be more comfortable to shop in pair work Post- reading Consolidation Homework 16th week Period 44: the mall than in the present shopping area v e Some of the stores on Tran Phu Street v may have to close - Have students correct false statements a The mall is open daily 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 II Comprehension questions: - Ask students to work in pairs, read the text again and pair work answer the questions in the exercise on page 68 + Answer keys: 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 specially 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 * Discussion: group work - Have ss work in groups to discuss the advantages and disadvantages of going shopping in the shopping mall or supermarket Advantages Disadvantages -convenient -Expensive -more choice of products -Inconvenient ( not many -comfortable where, only in big city ) -good services -Ask ss to retell the content of the lesson T-S - Ask ss to write some information about the shopping mall individual and prepare the new lesson December, 2011 unit 7: my neighborhood Lesson 5: Write (page 68) I Aim: Helping students to write a notice II Objective: By the end of the lesson, ss will be able to write a notice about the English Speaking contest and class meeting or Sports class meeting III Language focus: +) Vocabulary: store owner, effect, hardware store +) Grammar: IV Teaching aids: textbook, pictures, cards, poster V Teaching procedure: Work Stage Teacher's activities arrangement * Chatting: Warm-up - ask ss some questions to review the information about the T – Whole shopping mall that they studied in the last period class Questions: +What happens in Nam’s neighborhood these days? +Is it convenient to shopping in the mall? +Who are not happy about the new shopping mall? +Why the store owners think the mall will take their business? +What the residents and store owners discuss the situation Pre-writing I Pre-teach vocabulary: T-whole class - Store owner (n): chñ cöa hµng - Effect (n): ¶nh hëng - Hardware store (n): cửa hàng bán đồ kim khí * Checking: what and where II Reading: - 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 understanding T-whole class *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 meeting? *Answers: a To discuss the effects oh the new hall pair work 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 - 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 15 th) c What time? ( From 7.30pm to 10.00 pm.) d Who is the person to contact? ( Tran Thi Thu Hang of class 8H ) While- writing - get s to write the notice about the English Speaking Contest 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) + Sample: The School English Speaking Club HOLDING A SPEAKING CONTEST TO CELEBRATE TEACHER’S DAY Date: November 15 Time: 7.30pm.to 10.00pm Place: Hall 204, Building G Please contact Tran Thi Thu Hang of class 8H at the individually then pair work above address for more information Post- writing - Ask ss to work in groups to write a notice for a class meeting, a picnic or a sports club meeting - Get them to use the above notices as examples - Call the leader of each group to present out their notice - Give feedback and correct group work Consolidation -Ask ss to retell the content of the lesson T-S Homework - Ask ss to write the notice into their notebook and prepare the new lesson (Unit – Lesson 1) individual