giao an anh 8

Lesson 1: Section: Getting started - Listen and read page 27,28 Period 12 Aim: Reading the dialogue and practice Modal verbs: must, have to, ought to Objective: By the end of the lesson,[r]

UNIT 1: MY FRIENDS I Aim Helping students: - to introduce people - to respond to introductions - to describe people - to write about themselves and about other people II Language focus Present Simple to talk about general truths (Not) Adjectives + enough + to infinitive Attributive and predicative adjectives III Vocabulary IV Unit Allocation Lesson Lesson Lesson Lesson Lesson Verbs (to) annoy (to) rise (to) seem Adjectives blond slim curly sociable fair straight generous reserved Listen and read 1-2 Language focus Read 1-2 Getting started Speak 1-2 Listen a-b-c-d Write 1-2 Language Focus Language focus 2-4 Nouns a character a joke an orphanage Reading for details a conversation and revision of simple present and simple past tense Reading a text for details about Ba’s friends Listening for details to complete the dialogue and practice in describing someone Writing about oneself and about other people Further practice in Simple Present and Not Adj + enough + to-infinitive Teaching plan English grade The first semester Preparing date: 23 / / 2013 Teaching date: 26 / / 2013 8A-C Period 27/8 8B ReVSION And test I / Aims and Objectives : Students will be able to remind something about grade and know how to learn well in the new school year II / Teaching aids : Textbooks , chalks , boards ,,,, III / Procedures : Stage Teacher’s activities Students,activities I / Revision : Listen and repeat the uses The tenses : and forms of them - Present simple - Present progressive Copy down - Simple future - Near future - Past simple => Ask Ss to repeat the uses and forms of each tense Exercise : Change these sentences into Work in pairs to practice other tenses ( Present simple , Present changing these sentences into progressive , near future , Simple future and other tenses Past simple ) and add appropriate adverbs of time She is in Grade They are playing soccer She went to Ha Noi last week I will visit my sister next week Mai is going to build a new house - Ask Ss to work in pairs - Call on some pairs to demonstrate in front of class - Give feedback II/ Presenting the English Grade Listen to the introduction - There are 16 units in this program , each unit has parts Which mention a particular skill such as Listening Speaking , Reading and Writing + At the beginning of the unit is “ Getting started “ to lead in the new lesson or in order to warm up -Each unit has Language Focus which Listen and copy help Ss to summarize basic knowledge they have learnt in each one Introduce some books , reference books to students III /Homework : - Ask Ss to prepare Unit “ Getting started + Listen and read “ Self -evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… Preparing date: 24 / / 2013 Teaching date: 27/ / 2013 8C 29/8 8A-B UNIT 1: MY FRIENDS Lesson 1: Section: - Listen and read (page 10,11) Period - Language focus (page 16) Aim: Reading the dialogue and revision of simple present and simple past tenses Objective: By the end of the lesson, students will be able to know more about Hoa – Lan – Nien and to review simple present and simple past tense Teaching aids: Text book, cards Stage Warm up Prereading While reading PROCEDURE Steps/Activities * Pelmanism: - Prepare twelve cards with numbers on one side and the verbs on the other - Make sure the verbs are mixed up Stick the cards on the board so students can only see the numbers - Divide students into two teams and ask them to choose two numbers - Turn the cards over and see if they match Eg: teach - taught, give them one mark If not, turn the cards over again and ask the next team - Continue until all the cards are finished meet come live think send though receive met lived received came Sent I Pre-teach vocabulary - to seem (translation) - a next door neighbor (explanation: a person who lives next to your house) - to look like: (translation) * Checking vocabulary: Rub out and remember - Rub out the new words one a time - Each time you rub out an English word, point to the Vietnamese translation and ask “what's this in English?" - When all the English words are rubbed out go, through the Vietnamese list and get students to call the English words - If there's time, get students to come to the board and write the English words again II Pre- questions - Give students some questions and ask them to work in pairs to answer them a Is Nien Lan's friend or Hoa's friend? b How old is Nien? c Where does Nien live? d Is she a beautiful girl? - Give feedback - Ask students to read the dialogue between Hoa, Lan and Nien on page l0 and check if their answers are correct or not * Answers: a She is Hoa's friend b She 's twelve years old c She lives in Hue d Yes, she is I Comprehension questions - Ask students to read the dialogue again and answer the questions in exercise on page 11 (work in pairs) Work arrangement Group work Whole class Pair work T-Whole class Pair work Post reading a Where does Nien live? b Does Lan know Nien? c Which sentence tells you that Hoa is older than Nien? d When is Nien going to visit Hoa? * Answers: a Nien lives in Hue b No, she doesn't c The sentence is “She wasn't old enough to be in my class” d At Christmas - Call on some students to ask and answer the questions - Correct their mistakes or pronunciation - Ask them to work in closed pairs II Gap-filling - Ask students to use the simple present and simple past tense to complete paragraph (a) on page 16 - Provide some verbs so that students can use them to fill in the gaps - live (2) – send - be(2) - come “ Hoa (1) in Hue last year, but now she (2) in Hanoi Yesterday, Hoa's friend Nien (3) Hoa a letter Nien (4) Hoa's neighbor when Hoa lived in Hue She (5) younger than Hoa She (6) to Hanoi in December * Answers: (1) lived (2) lives (3) sesen (4) was (5) is (6) comes - Ask students to work individually and then compare their answers with their partners - Give feedback * Writing: - Ask students to write a paragraph about Hoa and Lan - Give students some cues and ask them to use the simple present or simple past tense to write individually Homework * Cues: a Lan / Hoa's best friend b The same class / Quang Trung School c Last year / Hoa / to school first time d Lan / show / around / introduce / to new friends - Let students discuss with their partners - Choose some answers and correct them in front of the class - Ask students to exercise 1(a); 1(b) on their notebooks Pair work Open pairs Closed pairs In dividual Work Pair work Whole class Individual work Pair work T-whole class Self -evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… Preparing date: 25 / / 2013 Teaching date: 29/ / 2013 8C 30/8 8A-B UNIT 1: MY FRIENDS Lesson 2: Section: Speak- Listen (page 11,12,13) Period Aim: Listening for details to complete the dialogue and speak to describe someone Objective: By the end of the lesson, students will be able to describe somoen and complete the dialogue by listening Teaching aids: Text book, pictures PROCEDURE Steps/Activities Stage Warm up * Brainstorming: - Ask students to think of the adjectives used to describe body build and hair thin curly body * Possible answers: - fat - slim - tall - short - overweight Work arrangement Whole class hair - straight - long - short - color black/dark blond/fair brown grey - slender Presentation - Show students a picture of Mary and ask them to describe her hair, her body build Ex: She has long blond bair She is short and thin Form: S + have / has + adjectives + hair S + be + adjectives Practice I Word cue drill - Prepare cards so that students can drill easily a he / tall / thin He is tall and thin b She/short / slim She is short and slim c He/ short / fat He is short and fat d long / black She has long black hair e curly / blond She has curly blond hair f straight/ brown She has straight brown hair II Practice Speaking - Show the posters of six people / or ask students to look at six people on page 11-12 T-Whole class Whole class - Call on a student to describe one person, the others have to guess who he/she is Example: S1: This person is short and thin She has long blond hair S2: Is this Mary? Yes - Go on until six people on the poster are described - If there’s time, ask students to describe a famous person or one of their classmates and their friends have to guess Pre-listening - Ask students to exercise "Listen a, b, c, d." on page 12-13 - Give students some expressions and make sure they know their meanings - Get students to guess and to complete four dialogues on page 12-13, using the given expressions - Give feedback - Let students listen to the tape twice While - Get students to work in pairs to complete the dialogues and compare listening with their prediction * Tape transcript: a Hoa: Hello, Nam Nam: Morning, Hoa Hoa: Nam, I’d like you to meet my cousin, Thu Nam: Nice to meet you, Thu Thu: Nice to meet you too, Nam b Khai: Miss Lien, I’d like you to meet my mother Miss Lien: It's a pleasure to meet you, Mrs Mrs Vi: The pleasure is all mine, Miss Lien Miss Lien: Oh, there is the principal Please excuse me, Mrs Vi, but I must talk to him Mrs Vi: Certainly c Ba: Bao, come and meet my grandmother Bao: Hello, ma'am Grandmother: Hello young man Ba: Bao is my classmate, grandmother Grandmother: What was that? Ba: Classmate! Bao is my classmate Grandmother: I see d Mr Lam: Isn't that Lan's father, my dear? Mrs Linh: I'm not sure Go and ask him Mr Lam: Excuse me Are you Mr Thanh? Mr Thanh: Yes, I am Mr Lam: I'm Lam, Nga's father Mr Thanh: How you do? - Ask students to practice speaking the dialogues Post- Call on some students to play the roles of Nam - Hoa Thu; Khai listening Whole class Individual work Pair work Open pairs Mrs Lien - Mrs Vi; Ba-Bao Grandmother; Mr Lam - Mrs Linh - Mr Thanh and practice the dialogues - Correct their pronunciation - Let students work in pairs to practice the dialogues (closed pairs) Closed pairs Self -evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… Preparing date: 30 / / 2013 Teaching date: 3/ / 2013 UNIT 1: MY FRIENDS Lesson 3: Section: - Getting started (page 10) Period - Read (page 13,14) Aim: Reading for specific information Objective: By the end of the lesson, students will be able to know more about Ba’s friend Teaching aids: Stage PROCEDURE Steps/Activities Warm up Chatting: - Ask students to look at four pictures on page 10 and talk about the activities they want to after school or in their free time - Give them some questions  What are these students doing? (play soccer / play chess / read books / play volley ball)  What time of the day you think it is? (in the morning / evening, after school)  Do you like soccer / reading books ?  Whom you like playing with? I Pre-teach vocabulary: - a character: (translation) Prereading - an orphanage: (explanation: a place where children without parents live) - reserved (adj) Work arrangement T-whole class - sociable: (adj) (Translation) - (to) tell jokes: (explanation: tell a story which makes people laugh) - sense of humor (translation) * Checking vocabulary: what and where - Write the word on the board, put one word in each circle tell orphanag Reserve characte Sense of humor sociable - Have students repeat the words in chorus then rub out word by word but leave the circles While reading - Go on until all the words are rubbed out - Point to each circle and ask students to repeat chorally the English words Ask students to go to the board and write the words again in the correct circles II T /F statements prediction - Stick the poster of T / F statements on the board - Set the scene: These statements are about Ba and his friends, read them and gues which statements are true, which are false - Get students to work in pairs a Ba only has three friends - Bao, Song, Khai b Ba and his friends have the same characters c Bao - Song - Khai are quite reserved in public d They all enoy school and study hard - Give feedback - Ask students to open their books and read the text on page 13 - Let students check their prediction Guess Correct a F b F c F d T - Ask students to correct false statements * Correction: a Ba has a lot of friends but he spends most of his time with Bao, Song and Khai b They have different characters c Only Song and Khai are quite reserved I Multiple choice - Get students to exercise on page 14 - Ask them to work in pairs to choose the best answers * Answers: a Ba talks about three of his friends b Bao's volunteer work does not affect his school work c Khai and Song are rather shy d Ba's friends sometimes get tired of his jokes Whole class Pair work Pair work Pair work Pair work - Explain the meanings of the phrases:  doesn't affect his school work (không ảnh hưởng tới việc học)  rather shy (hôi nhuùt nhaùt)  get tired of (nhaøm chaùn) II Comprehension questions - Ask students to work in pairs to exercise on page 14 - Let students read the text again and answer the questions * Questions and answers: a How does Ba feel having a lot of friends? (He feels lucky having a lot of friends.) b Who is the most sociable? (Bao is the most sociable.) c Who likes reading? (Khai likes reading.) d What is the bad thing about Ba's jokes? (His jokes sometimes annoy his friends.) e Where does Bao spend his free time? (Bao spends his free time doing volunteer work at a local orphanage f Do you and your close friends have the same or different characters? (students' answer) - Call on some pair of students to ask and answer the Pair work Pair work Post reading questions Teacher corrects their pronunciation - Ask all students to work in closed pairs - Ask students to work in groups and talk to one another about their friends, using the adjectives they have just learnt to describe Home work - Ask each student to write a paragraph (about 50 words) about one close friend Group work Self -evaluation: ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………… Preparing date: / / 2013 Teaching date: 6/ / 2013 UNIT 1: MY FRIENDS Lesson 4: Section: - Write (page 15) Period Aim: Writing about oneself and about other people Objective: By the end of the lesson, students will be able to write a paragraph about their close friends Teaching aids: Text book, pictures Stage Warm up Prewriting PROCEDURE Steps/Activities Kim's game: - Ask students to look at the picture on page 17 quickly (for 20 seconds) Then let them keep their books closed - Divide the class into four groups - Give students two questions, the group which answers correctly the fastest wins the game a How many people are there in the picture? (Four) b What is each person wearing? - The woman is wearing a red shirt and a green skirt - The man who is standing beside the car is wearing brown trousers and a yellow shirt - The man who is standing on the pavement is wearing a pink shirt and blue trousers - The boy is wearing blue shorts and a white shirt * Reading: - Ask students to read the information about Tam then answer some questions a What is his name? (Le Van Tam) b How old is he? (14) c What does he look he? (He is tall and thin He has short black hair.) d What is he like? (He is sociable, humorous and helpful.) e Where does he live? (He lives at 26 Tran Phu Street, Hanoi) f Whom does he live with? (He lives with his mother, father and an elder brother.) Work arrangement Group work T-Whole class While writing g Who is his friend? (Ba and Bao) - Let students write a paragraph about Tam, using the information they have just got They have to work individually - Ask students to compare with the paragraph in their books on page 15 - Ask students to write some information about one of their friends, then write a paragraph about him or her - Get students to share with their partners and correct if possible Individual work Pair work * Sample: His / her name is and homework / she is years old He / she .lives at .in with his grandmother, his parents and his younger sister, Mai He / she is tall and slender He / she has short black hair He / she rather shy but friendly and helpful He / she has a lot of friend but his / her close friends are and …………… - Ask each student to write a similar paragraph about himself / herself Post- Move around the class and help students, then ask some students to writing speak in front of the class about himself / herself - Ask students to write another paragraph about one of their family Homework members Individual work Self -evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… Preparing date: / / 2013 Teaching date: 9/ / 2013 UNIT 1: MY FRIENDS Lesson 5: Section: - Language Focus (page 16-17) Period Aim: Further Practice in simple present tense and the structure Objective: By the end of the lesson, students will be able to use simple present tense to talk about general truths and write some sentences using the structure” (not) + adjectives enough + to-infinitive” Teaching aids: Text book, cards, pictures Stage Warm up Practice PROCEDURE Steps/Activities * Categories: - Ask students to find out the adjectives beginning with the letters that the teacher gives - Divide the class into two groups - Give four letters at the same time, students are to find out four adjectives begining with the four letters given Example: T writes : a b c d S writes: awful big clever dirty T writes: g h i j S writes: great heavy intelligent jealous T writes: k m n S writes: kind lovely mean new T writes: o p q r S writes: old poor quiet rich - The team which finishes first gets one mark * Checking vocabulary: - Call on two students or two teams of students (5 students each group) to the front of the class - Make sure they stand at an equal distance from the board - Call out one new word in Vietnamese, the two students must run forward and slap the word on the board (in English ) The one who first slaps the correct word is the winner - Continue to ask two more students to come forward - Go on until students have slapped all the words II Revision of Simple Present Tense - Review simple present tense: formation, usage Focus on one of the usage of Simple present tense It is used to express an action which is always true - Give students five verbs: be-move-set-rise- go - Ask students to complete the dialogue between Ba and Tuan, his Work arrangement T-whole class T-whole class Pair work young cousin - Get students to work in pairs * Answers: Ba: What you know about the sun, Tuan? Tuan: The sun rises in the East and sets in the West Ba: Can you tell me anything about the other planets? Tuan: I know something about the Earth It goes around the sun Ba: Yes, and the moon moves around the Earth Tuan: Where is Mars, Ba? Ba: It is near the sun Tuan: No it's silly! That is Mercury Mars is near the Earth - Get students to practice the dialogue in pairs - Correct their pronunciation Focus on the pronunciation of verbs ending with S/ES Set the scene to introduce the structure "(not) + adjectives enough Presentation + to - infinitive" Teacher is to ask students to hang the picture on the board "How I say and how you answer? Complete the exchange." Can you (1) this (2) over there? No I (3) not (4) (5) to (6) the (7) over there - Answers: T: Can you hang this picture over there? S: No, I am not tall enough to hang the picture over there Form: "(not) + adjectives enough + to - infinitive" Meaning: (chưa / không đủ để làm gì.) Practice I Word - cue drill a Read English books /  good - Can you read English books? - Yes My English is good enough to read English books b Drive a car / x old - Can you drive a car? - No I'm not old enough to drive a car c Carry this bag /  strong - Can you carry this bag? - Yes I'm strong enough to carry it d Solve this problem /  clever - Can you solve this problem? - No I'm not clever enough to solve the problem - Model two cues, the whole class repeats, then ask some students to repeat individually - Make sure students remember the exchange, then ask a new student / give a new cue - Let all students work in pairs, one asks, the other answers II Further Practice - Ask students to exercise on page 17 in pairs - Give feedback and ask students to practice the dialogue * Answers: a Not big enough Pair work T-whole class Whole class Pair work Pair work Homework b Not old enough c Strong enough d Good enough - Ask students to write five sentences about themselves using the structure: "(not) adjectives enough + to - infinitive" Self -evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… Preparing date: / / 2013 Teaching date: 9/ / 2013 I Aim UNIT 2: MAKING ARRANGEMENTS Helping students: - to talk about intentions - to use telephone to make and confirm arrangements - to take a telephone message II Language focus GOING TO talks about intentions and activities in the future Adverbs of place III Vocabulary Verbs Adjectives Nouns (to) agree Commercial an assistant a fishing rod (to) arrange Countless deaf – mute a message (to) conduct Mobile a device a stationery (to) demonstrate a directory (to) emigrate an exhibition (to) transmit an experiment Lesson Listen and read - Lesson Speak - Language Focus 1-2 Reading the conversation about making and confirming arrange-ments GOING TO talks about intentions Lesson Read - Reading the text for specific information about Alexander Graham Bell Lesson Write 1-2-3 Writing a message Lesson Listen Language Focus Listening for details and practicing adverbs of place Preparing date: / / 2013 Teaching date: 12/ / 2013 UNIT 2: MAKING ARRANGEMENTS Lesson 1: Period Section: - Getting started (page18) - Listen and read (page 19) I Aim: Reading for details about a conversation on the phone Objective: By the end of the lesson, students will be able to use the telephone to make and confirm arrangements Teaching aids: Text book, poster, pictures (on page 18) PROCEDURE Stage Steps/Activities Work arrangement Warm up * Ask students to match each object (pictures on page 18) with its name PreReading While reading * Answers: a an answering machine b a mobile phone c a fax machine d a telephone directory e a public telephone f an address book - Give the definitions of these objects on a poster and ask students to match the object with its definition * Definition: to send fax to find someone's telephone number to write addresses and telephone numbers to make a phone call in a street telephone box to leave and take messages to make phone call anywhere you like * Answers: a-5 d-2 b-6 e-4 c-1 f-3 * Open prediction: - Set the scene: "Hoa and Nga are talking on the phone They are talking about going to see a movie." - Ask students to guess: a Who made the call? b Who introduced herself? c Who invited the other to the movies d Who arranged a meeting place e Who arranged the time? f Who agreed to the time? - Give feedback - Ask students to read the conversation between Nga and Hoa on page 19 and give them feedback - Answers: a Nga made the call b Nga introduced herself ' c Nga invited Hoa to the movies d Nga arranged a meeting place e Hoa arranged the time f Nga agreed to the time I Comprehension questions - Give students some questions and ask them to work in pairs to answer them a What Is Hoa's telephone number? b Which movie are they going to see? Where? c How is Hoa going to see the movies? d Where are they going to meet? What time? a Her telephone number is 3847329 b They are going to see the movie Dream City at Sao Mai Movie T-whole class Pair work Individual Work Pair work Postreading Homework Theater c Hoa is going by bike d They are going to meet outside the theater at 6.30 - Get some pairs of students to ask and answer the questions (open pairs) - Let all students work in pairs (closed pairs) II Matching the phrases with their meanings a Hold on Nó chiếu đâu? b Is six thirty all right? Khaù xa… c Where’s it on? Sáu 30 chứ? d A bit far from… (Cầm máy) chờ nhé * Answers: a- b- c- d- * Role play: - Ask students to play the roles rf two students who are talking on the phone making arrangements * Suggested dialogue: Lan: 854146 Mai: Can I speak to Lan please? Lan: Yes Lan speaking Mai: Hello Lan This is Mai Lan: Hello Mai Mai: I'm going to see a movie at 7.30 this evening Would you like to come? Lan: Of course But I have to ask my Mom Hold on OK She says I can go, where's it on? Mai: At Sao Mai Movie Theater Lan: Let's go by bicycle Mai: OK Let's meet outside the theater Lan: Is 7.00 OK? Mai: All right See you at 7.00 Bye Lan: Bye - Students can change the information which is underlined - Let students work in pairs Teacher moves around the class and helps the students - Ask students to write a similar dialogue on their notebooks Pair work Pair work Pair work Self -evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… Preparing date: / / 2013 Teaching date: 13/ / 2013 UNIT 2: MAKING ARRANGEMENTS Lesson 2: Period Aim: Section: - Speak + Listen (page18) Practicing talking on the phone Objective: By the end of the lesson, students will be able to talk on the telephone about intentions with GOING TO and complete a message Teaching aids: Text book, cards, tape recorder PROCEDURE Stage Steps/Activities Work arrangement * Chatting: T-whole class Warm up - Talk to students about using telephone  Do you have a telephone at home?  How often you make a phone call? What would you say when you pick up the phone to answer it?  What would you say if you are the caller? Pair work Presentation - Ask students to exercise on page 20 The students have to work in pairs to put the sentences in the correct order to make a complete conversation * Answers: 1-b: Hello 9210752 2-f: Hello Can I speak to Eric, please? I am Adam 3-j: Hello, Adam How are you? 4-a: I'm fine I'm going to the pop concert at the City Concert Center tonight Would you like to come? Practice Production 5-i: Which band is it? 6-c: It's Kids in Town You like it, don't you? 7-e: Yes What time can we meet? 8-k: Is 7.15 OK? The concert starts at 7.45 Let's meet inside the center, at the cafe corner 9-g: That's fine See you at 7.15.Thank you Adam 10 -h : Bye, Eric 11-d : Bye - Ask some questions to check students' understanding and focus on the structure GOING TO  Are they talking on the phone? (Yes)  •What they intend to do? (They intend to go to the pop concert.)  What time are they meeting? Where? (They are meeting inside the center at 7.15.)  What form of the verbs you use to talk about intentions? (be going to) * Form: S + be + going to + infinitive * Use: Express an intention * Role play: - Set the scene: "Ba and Bao are making arrangements to play chess." - Ask students to work with their partners to complete the dialogue - Give feedback Ba: Hello 8257012 Bao: May I speak to Ba, please This is Bao Ba: Hello, Bao How are you? Bao: I'm fine Thanks, and you? Ba: Great Me too Bao: Can you play chess tonight? Ba: I'm sorry I can't play chess tonight I'm going to my homework Bao: What about tomorrow afternoon? Ba: Tomorrow afternoon is fine Bao: I'll meet you at the Central Chess Club Ba: At the Central Chess Club? OK Let meet at the front door Bao: Is 2.00 o'clock OK? Ba: Great See you tomorrow afternoon at 2.00 o'clock - Ask students to play the roles of Ba and Bao to practice the dialogue Ask students to make the similar arrangements and practice talking with a partner - Ask students to look at the form of the telephone message on page 21 and set the scene "a woman phoned the principal of Whole class Whole class Pair work Pair work T-one student Pair work Homework Kingston junior high school, but he was out" - Have students guess the message - Let students work in pairs - Give feedback - Get students to listen to the tape twice and fill in the message, compare with their guess * Answers: Kingston Junior High School Date: ( ) Time: ( ) For: the principal Message: Mr Mary Nguyen wanted to see you at 9.45 in the morning , Telephone number: 64683720942 - Ask students to write five things that they intend to next week Whole class Self -evaluation: ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………… Preparing date: / / 2013 Teaching date: 14/ / 2013 UNIT 2: MAKING ARRANGEMENTS Lesson 3: Section: - Read (page 21-22) Periods Aim: Reading the paragraph for details about Alexander Graham Bell Objective: By the end of the lesson, students will be able to know more about Alexander Graham Bell Teaching aids: Text book, poster, pictures of Bell PROCEDURE Stage Steps/Activities Work arrangement * Brainstorming: Whole class Warm up - Let students answer the questions by coming to the board and write to chat with friend to communicate What is the telephone used Pre-reading * Possible answers: for - to have a message, to call someone - to make arrangements - to talk to a person who lives far from - to get information at the airport or railway station quickly I Pre teach vocabulary - (to) emigrate: (example): go to another country to live - (to) transmit: (translation) - (to) conduct: (synonym: What' s the synonym of (to) carry out) - (to) demonstrate: (translation) - a device: (translation) - a deaf- mute: (explanation: a person who is unable to hear and speak) * Checking vocabulary: What and where - Have students repeat the words in chorus then rub out word by word but leave the circles Remember to let students repeat before and after rubbing out each word deaf-mute conduct demonstrat e transmit emigrate - Go on until students can remember the words device - Get students to write the words again in the correct circles II T/F statements prediction - Hang the poster of T/F statements on the board and ask students to work in pairs and guess which statements are true and which are T-whole class Whole class While reading Post-reading Homework false a) Alexander G Bell was born in the USA b) He worked with deaf-mute patients in a hospital in Boston c) Thomas Watson was Bell's assistant d) Bell and Watson introduced the telephone in 1877 e) Bell experimented with ways of transmitting speech between deaf-mutes over a long distance f) Bell demonstrated bis invention at a lot of exhibitions - Give feedback - Ask students to read the text on page 21-22 and check their prediction - Have students correct false statements Guess answer Correction a F He was born in Edinburgh in Scotland b F He worked with deaf-mute patients at Boston University c T d F He introduced telephone in 1876 e F He experimented with ways of transmitting speech over a long distance II Ordering - Ask students to look at the book page 22 - Get students to read the events of Bell's life and put them in the correct order - Ask them to compare with their partners * Alexander Graham Bell was born in Scotland went to live in Canada Went to live in the United States worked with people who could neither speak nor hear worked with Thomas Watson Successfully demonstrated his invention invented the telephone Writing it up: - Get students to write a paragraph about Bell's life, using the information from the text * Suggestion: Alexander Graham Bell was born on March 3rd, 1847 in Scotland He went to live in Canada and then to the U.S.A in 1870s He worked with deaf mutes at Boston University and did experiments with ways of transmitting speech over a long distance In 1876, he and his assistant - Thomas Watson introduced the telephone successfully and in 1877 the first telephone was in commercial use - Let them swap their writings and correct - Ask students to write the paragraph (they have just written and corrected with their friends) into their notebooks Pair work Pair work Individual work Pair work Individual work Preparing date:13 / / 2013 Teaching date: 16/ / 2013 UNIT 2: MAKING ARRANGEMENTS Lesson 4: Section: - Write (page 23-24) Period 10 Aim: Writing a message Objective: By the end of the lesson, students will be able to write a telephone message Teaching aids: Text book PROCEDURE Stage Steps/Activities Warm up Pre-writing While writing Jumbled words: - Write the words whose letters are in a random order on the board - Divide the class into teams Students from teams go to the board and write the correct words - The team which writes more correct words first wins the game: mcuestor = customer ayddmi = midday essgmea = message nifurretu = furniture rvseice = service I Chatting  Talk to students about taking a telephone message  Have you ever taken a telephone message? (Yes/No)  When you take a message, what should be mentioned in the message? (Date, time, who sent, to whom, content) II Pre - teach vocabulary - a customer: (explanation: a person who comes to buy something at a shop ) - a delivery: (translation) - stationery (example: papers, pens, rulers, envelopes) - (to) pick someone up: (translation) Checking vocabulary : Rub out and remember' III Reading and gap filling - Ask students to read the message and fill in the gaps in the passage on page 23 - Let students work in pairs * Answers: "A customer phoned the Thang Loi Delivery Service on May 12 just before midday She wanted to speak to Mr Ha but he was out Work arrangement Group work T-whole class T-whole class Pair work So Mr Tam took a message for Mr Ha The customer's name was Mrs Lien and she wanted to know about her furniture delivery She wanted Mr Ha to call her She said Mr Ha could reach her at 8645141 after lunch" - Ask students to read passage on page 23 to get information and write the message - Let students write individually then share with a partner * Answers: Thanh Cong Delivery Service Date: June 16 Time: After midday For: Mrs Van Message: Mr Nam called about his stationery order He wanted you to call him at 8634082 Taken by: Mr Toan Post-writing Homework - Set the scene: "Tom phoned Nancy, but she was out Lisa, Nancy's sister took a message for Nancy Help Lisa to write a message" - Ask students to read the dialogue between Lisa and Tom then write the message - Let students work in pairs Date: ( ) Time: ( ) For: Nancy Message: Tom called about playing tennis this afternoon He will come over to pick you up at 1.30 Taken by: Lisa - Give feedback - Ask students to write the message on their notebooks Preparing date: 13 / / 2013 Teaching date: 17/ / 2013 Lesson Period 11 Aim: UNIT 2: MAKING ARRANGEMENTS Section: - Language Focus (page 25-26) Individual work Pair work Pair work Talk about intentions with GOING TO and further practice in adverbs of place Objective: By the end of the lesson, students will be able to talk about intentions with GOING TO and further practice in adverbs place Teaching aids: Text book, poster Stage Warm up Presentation PROCEDURE Steps/Activities - Divide students into two teams - Choose volunteers from each team - The volunteers stand in two lines The teacher shows the first student (in each line) a telephone number - He / she whispers the telephone number to the next person in his / her line - The second student whispers to the third until the last one - The last student shouts out the number, if it is the same as the number teacher shows, that team wins the match * Jumbled words: tdeousi erhe siiden stupairs hetre wonstairds - Hang the poster of the words with disordered letters on the board and tell the students that they are adverbs of place - Ask students to go to the board and write the meaningful words - Let them work individually, one student one word * Answers: outside here inside upstairs there downstairs - Make sure students know the meanings of these adverbs - Ask students to exercise on page 26 - Set the scene: "Ba is playing hide and seek with his cousin, Mr Tuan Use the adverbs of place to complete the speech bubbles." - Let students work in pairs then compare with another pair (at their table) - Give feedback - Answers: a Where is Tuan? I think he is upstairs b No, he isn't here c He isn't downstairs and he isn't upstairs d Perhaps he 's outside e No, he isn't there f I'm not outside I'm inside, Ba - Ask some students to read out the speech bubbles - Ask some questions to check students' understanding and focus Work arrangement T-whole class Group work Individual work Pair work Practice Further Practice Homework on the structure GOING TO  Are they talking on the phone? (Yes)  •What they intend to do? (They intend to go to the pop concert.)  What time are they meeting? Where? (They are meeting inside the center at 7.15.)  What form of the verbs you use to talk about intentions? (be going to) * Form: S + be + going to + infinitive * Use: Express an intention * Telephone transmitting: I Word cue drill Model sentences: Are you going to see a movie? Yes, I am/ No, I'm not a see a movie  b play sports, x c meet your friends  d help your mother. e your homework, x f watch TV x - Model two cues then ask students to repeat chorally then individually - Ask some students to practice asking and answering - Ask the whole class to work in pairs II Further Practice - Ask students to exercise Language Focus on page 25 They have to work with a partner and say what the people are going to - Give an example first T: Nga has a movie ticket What is she going to do? S: She'd going to see a movie - Let students work in pairs - Give feedback a They are going fishing b She's going to read the new novel c She is going to her homework d He’s going to watch an action movie on TV tonight, e She's going to give him a birthday present - Write six sentences about your house, using adverbs of place - Eg: My room is upstairs focus on the structure GOING TO T-whole class Pair work Pair work Individual work UNIT 3: AT HOME I Aim: Helping students: - to describe places and situation - to ask for and give reasons - to write a description of a room II Language focus Reflexive Pronouns Modals: Must, have to, ought to Why - Because III Vocabulary Verbs (to) injure a bead (to) destroy chore a wardrobe a cup board Nouns an object precaution a rice cooker a rug scissors a sink a socket a steamer a knife a match safety a saucepan Lesson Listen and read 1-2 Language focus i Reading the dialogue and practice Modal verbs: must, have to, ought to Lesson Speak 1-2 Talking about the position of furniture in the kitchen and in the living room Lesson Read 1-2 Language focus Reading for details about safety precautions in the house and further practice in why - question with Because Lesson Language focus Further practice in Reflexive Pronouns Lesson Language focus + listening Further practice in Why - questions and the answers - Because Lesson Write 1-2-3 Writing a description of a room Preparing date: 16 / / 2013 Teaching date: 19/ / 2013 UNIT 3: AT HOME Lesson 1: Section: Getting started - Listen and read (page 27,28) Period 12 Aim: Reading the dialogue and practice Modal verbs: must, have to, ought to Objective: By the end of the lesson, students will be able to read the dialogue and practice Modal verbs: must, have to, ought to Teaching aids: pictures Stage Warm up PROCEDURE Steps/Activities Kim's game: - Show pictures (getting started) to students - Ask them to look at pictures quickly in 30 seconds and try to remember the verbs in the pictures as many as possible - Which team remembering more verbs is the winner * Answer: a Wash dishes/ the washing up Work arrangement Teams Pre-teach Vocabulary Presentation Practice b Make the bed c Sweep the floor d Cook e Tidy up f Feed the chicken - a steamer - chore - a cup board - a sink - a sauce pan * Checking: What and where - Write the words on the blackboard Each word is inside a circle - Get students to repeat the words and then rub out one of the Whole class words but not rub out the circle - Get students to repeat the words including the rubbed out word by pointing at the empty circle - Continue until all the circles are empty - Ask students to go to the blackboard and fill in the circles with the correct words - Set the scene of the dialogue between Nam and his mother, Mrs Vui - Get student to listen to the dialogue while looking at their books - Ask students to complete the list of the things Nam has to - cook dinner Nam has to - go to the market to buy fish and vegetables Whole class - call his Aunt, Ms Chi and ask her to meet his mother at grandma's house  Form: Pair work Has/have to + Infinitive= Must + Inf - Meaning: Phaûi (laøm gì) Use: * Exchange: What you have to do? I must the washing up - Use the picture cues drill: a the washing up b make the bed c sweep the floor Whole class d cook dinner  open pairs e tidy my room  closed f feed the chickens pairs Further practice Individual work Write the things you have to on Sundays Ex: On Sunday morning, I have to tidy my room, I have to help my parents the house work On Sunday afternoon, I have to and on Sunday evening, I have to Homework Learn by heart the use and form of Modal verbs: must, have to, ought to Preparing date: 20 / / 2013 Teaching date: 23/ / 2013 UNIT 3: AT HOME Lesson 2: Section: - Speak (page 28,29) Periods 13 Aim: Practicing speaking Objective: By the end of the lesson, students will be able to use the prepositions of place to talk about the positions of furniture in the house Teaching aids: on page 28 – 29 PROCEDURE Stage Steps/Activities Work arrangement Kim's game: Warm up - Divide the class into teams - Show the picture of a kitchen (page 28) to Ss - Ask them to study the things in the picture (for 30 seconds) - Take away the picture and ask Ss to write down as many things as they can remember - Which team having more things wins the games Pre-Speaking - Ask students the positions of the items in T-class Pair work the pictures Where is the clock? It's above the fridge The fruit? in the bowl the flowers? on the table rice cooker? next to the bowl of fruit While-speaking cupboard? on the wall, above the counter knives? They are on the wall, under the cupboard dish rack? on the counter, next to the bowl of fruit - Get students to work in pairs, talking about the position of each item E.g.: The calendar is on the wall, above the stove The knives are on the wall, under the cupboard ……………… Set the scene: "Mrs Vui bought new practice furniture for her living room, but she cannot decide where to put it You should help her to arrange the furniture." - Ask Ss to look at the picture and talk about their ideas Ex: - Let's put the clock on the wall, between the shelf and the picture - OK I think we ought to put the TV and the stereo on the shelf Pair work Pair work Post-speaking Homework - I think the coffee table should be between the couch and the arm - chair - Let's put the telephone next to the couch - I think we should put the magazines above the books on the shelves - I think the shelves ought to be at one of the corners, opposite the couch -•Ask students to practice speaking: If they agree, they may use: OK You are right If they disagree, they may use: No, I think we'd better/ought to put I think it should be Describe your living room / bedroom Pair work Preparing date: 20 / / 2013 Teaching date: 24/ / 2013 UNIT 3: AT HOME Lesson 3: Section: - Listen (page 30) Period 14 Aim: • Listening and recognize the right item for the menu Objective: By the end of the lesson, students will be able to identify the right item by listening and further practice in modal verb: ought to Teaching aids PROCEDURE Stage Steps/Activities Work arrangement T-whole class * Bingo: - Ask students to write down on their notebooks things you can eat - Prepare a list of food Then call out each word in a loud voice Warm up - Students listen to the teacher carefully If anyone has the same things, they cross them out The first person crossing out all things shouts "Bingo" and wins the game - Suggested list of food: chickens, beef, cake, candy, garlic, noodles, bread, rice, ham, peas * Predictions: - Get students to look at page 30 and guess things they use to Pre-listening cook the "Special Chinese Fried Rice" - Give feedback - Students listen to the tape and check their predictions Individual work Give feedback Pair work While listening * Answers : a) Fried Rice b) Pan T-whole class c) Garlic and green peppers d) Ham and peas Ask students to retell the content of the listening content Post listening Group work Homework Write the item for the dish “nem” Preparing date: 20 / / 2013 Teaching date: 26/ / 2013 UNIT 3: AT HOME Lesson 4: Section: - Read 1-2 (page 31, 32) Period 15 Aim: Reading for details about safety precautions in the house and further practice in why - questions and answers - Because Objective: By the end of the lesson, students will be able to understand the safety precautions in the house and use Why - because Teaching aids: Text book, picture, realia PROCEDURE Steps/Activities Stage Warm up * Brain storming: drug Work arrangement electricity Danger in the home boiling water Pre-reading for chilren fire gas knife Pre-teach vocabulary - a precaution (translation) - a socket : (realia) - a match : (realia) - an object (translation) - safety (n) - (to) destroy translation - (to) injure : (picture) - Checking: Slap the board - Put the new words all over the blackboard: - Call two students or teams of students to the front of the class Ask them to stand at an equal distance from the blackboard - Teacher calls out one of the new words (in Vietnamese) in aloud voice, the two students must run forward and slap the word on the blackboard The one who first slaps the correct word is the winner If the students play in team, the winning team gets a mark Then ask two more students to come forward, etc True/False statements prediction - Ask students to read the statements and guess which is true, which is false, a It is safe to leave medicine around the house b Drugs can look like candy c A kitchen is a suitable place to play d Playing with one match cannot start a fire e Putting a knife into an electrical socket is dangerous f Young children not understand that many household objects are dangerous - Give feedback Team work Reading the text While reading a b c d e f Guess Correct F T F F T T - Ask Ss to read the poster and check their prediction - Ask Ss to correct if the statement is false Comprehension questions - Ask Ss to work in pairs to find out the answers of these questions a Why must we put all chemicals and drugs in a locked cupboard? b Why mustn't we let children play in the kitchen? c Why mustn't children play with matches? d Why must we cover electrical sockets? e Why we have to put all dangerous objects out of children's reach? - Give feedback - Ask Ss to work in open pairs and then closed pairs * Answers: a Because children often try to eat and drink them b Because the kitchen is a dangerous place c Because playing with one match can cause the fire d Because children often try to put something into electrical sockets and electricity can kill Pair work Post-reading Homework e Because the dangerous objects can injure or kill children Discussion: - Ask Ss to work in groups, discussing about the topic a Safety precautions in the street b Safety precautions at school Practice in why questions with Because - answer by doing the exercise language focus Preparing date: 27 / / 2013 Teaching date: 30/ / 2013 UNIT 3: AT HOME Lesson 5: Section: - Write Period 16 Aim: Writing a description of a room Objective: (page 32,33) Group work By the end of the lesson, students will be able to write a description! of a room in their house Teaching aid: Text book, picture, realia Stage Warm up Prewriting While writing PROCEDURE Steps/Activities Chatting: - Ask something about the room on page 32  which room is this?  What's this? Where is it? I Pre - teach vocabulary - folder - beneath - towel rack - dish rack - lighting fixture * Checking: Rub out and remember - Get students to copy the words into their books and then ask them to close the books - Rub out the new words one at a time Each time you rub out a word in English, point to the Vietnamese translation and ask "What 's this in English?" When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words (If there's time, get students to come to the blackboard and write the English words again) II Reading - Ask students to read the description of Hoa's room, then ask some comprehension questions * Questions: a What is there on the left of the room? b Where is the bookshelf? c What is there on the right side of the room? d Where is the wardrobe? * Answers: a There is a desk on the left of the room b The bookshelf is above the desk c There is a window on the right side of the room d The wardrobe is beside the window and opposite the desk Write the description of the kitchen on page 33 - Ask students to describe Hoa's kitchen, using the given cues - Answer: This is Hoa's kitchen There is a refrigerator in the right corner of the room Next to the refrigerator are the stove and the oven On the other side of the oven, there is a sink and next to the sink is a towel rack The dish rack stands on the counter, on the right of the window Work arrangement T-whole class Pair work Individual work Post writing Homework and beneath the selves On the selves and on the counter beneath the window, there are jars of sugar, flour and tea In the middle of the kitchen, there are a table and four chairs The lighting fixture is above the table, and directly beneath the lighting fixture is a vase with flowers - Ask students to share with their partners - Correct the mistakes from some descriptions (if any) III Speaking Ask students to talk to their partners about their room/ living room/kitchen Ask students to write a description of their bed room/living room Pair work Preparing date: 27 / / 2013 Teaching date: 01/ 10 / 2013 UNIT 3: AT HOME Lesson Section : - Language focus Period 17 Aim: Further practice in Reflexive Pronouns , in why - questions and answers – Because and modals Objective: By the end of the lesson, students will be able to use the Reflexive Pronouns ,why - questions and answers - Because and modals Teaching aids: Text book, picture, realia Stage PROCEDURE Steps/Activities Work Brain storming Tidy up Warm up our homework Things you can water flower arrangement Whole class cook clean the floor repair the machine fix the TV set paint the house Things you can’t Presentation * Give students words Feed - empty - - tidy - sweep - clean – dust Ask students to look at the pictures and complete the dialogue between Nga and Lan, using must or have to together with the verbs given * Answer: Nga: Can you come to the movies, Lan? Lan: No I have to my chores? Nga: What you have to do? Lan: I must tidy my bedroom Then I have to dust the living room and I must sweep the kitchen floor, too Nga: That won't take long What's else? Lan: I have to clean the fish tank and then I must empty the garbage Finally, I must feed the dog Nga: OK Let's start Then we can go out Ask student to work in pairs, practicing the dialogue Write the things you have to on Sundays Ex: On Sunday morning, I have to tidy my room, I have to help my parents the house work Set the scene: "Hoa is very sad because she failed her English test What you say to advise her?" "You should study harder" - Can you tell me another word for "should"? - “ought to” Use: "ought to" as well as "should" is used to give advice to someone Form: ought to + INFINITIVE Meaning: Neân Ask students to give advice to people in the pictures (page 35) a I failed my English test You ought to study harder b I'm late T-whole class You ought to get up earlier c I'm fat You ought to eat more fruit and vegetables d My tooth aches You ought to see a dentist- Get students to practice exchanges in pairs Noughts and crosses: His tooth/ ache Hoa / late My room/ untidy The floor / dirty Bao / overweight She / thin My English bad Her grades / bad the washing machine not work *Answer: a His tooth aches He ought to go to the dentist's b Hoa is late She ought to get up earlier c My room is untidy You ought to tidy your room d The floor is dirty You ought to clean it e Bao is overweight He ought to eat less meat and exercise more often f She is thin She ought to eat more g My English is bad You ought to practice more h Her grades are bad She ought to study harder i The washing machine doesn't work You ought to fix it.- Set the scene: “You your homework and no one helps you What you say?” I my homework myself - Explain the reflexive Pronouns - Form:We use I with myself You yourself/yourselves He himself She herself We ourselves They themselves It itself Emphasis pronouns: Used to emphasize a person or a thing E.g: She cut herself John saw himself in thường mirror Word cue drill: a you / / homework Practice Did you your homework? Yes I did it myself b He / fix / washing machine Did he fix the washing machine? Yes He fixed it himself c Mary / cook / dinner Did Mary cook the dinner? Yes She cook it herself d These students / paint / the pictures Did these students paint the pictures? Yes They painted them themselves e You / / your chores Did you your chores? Yes We did ourselves - Ask students to run through the vocabulary first (do your homework, fix the washing machine, cook dinner, paint the pictures, our chores) - Ask them to practice the questions and then the answers - Ask students to work in open pairs then closed pairs * Complete the dialogue: - Ask students to fill in the blanks with suitable reflexive pronouns or emphasis pronouns - Give feedback - Ask students to practice speaking in pairs a Did someone help Ba to draw that picture? Further practice No He did it himself b The repair man can't fix the washing machine until tomorrow Come on We 11 have to try and it ourselves c What's the matter, Hoa? I cut myself Let me see Oh it's all right You didn't cut yourself badly d Why are you crying, Nga? I have just watched the movies Romeo and Juliet The boy killed himself and then the girl killed herself as well Why did they killed themselves? It's a long story e Boys and girls, you'll the experiment this afternoon Will you come to help us? Yes I will But you with have to it yourself first Write sentences with Reflexive Pronouns and sentences Homework with emphasis pronouns Whole class Open pairs closed pairs Pair work Preparing date: 30 / / 2013 Teaching date: 03/ 10 / 2013 Period 18 REVISION I/ AIMS AND OBJECTIVES: By the end of the lesson, Students will be able to use tenses, prepositions, enough, be going to, modals ( must/ have to/ ought to)“Why- Because” to exercises - skills focus on reading and writing II/ TEACHINH AIDS: - Teacher: Text book, lesson plan - Students: Text book, notebooks III/ CONTENTS 1/ Grammar: - Simple tenses, prepositions, be going to, modals ( must/ have to/ ought to), “Why- Because” - S + be (not) adj + enough (for + O) + to inf 2/ Vocabulary: Review 3/ Exercise: I/ Fill in the blanks with suitable prepositions: 1/ There is a bus station _ the end of this road 2/ Keep those medicines _ the children’s reach 3/ I lost my keys somewhere _ the car and the house 4/ Come _ and sit _ your sister II/ Complete the sentences with the correct form of “ have to or must” and a verb given work get up call take (2) help leave get You _ me with my homework I can’t it by myself The doctor gave me some pills I _ them times a day Thanks for a great evening! We now or we’ll miss our bus I’m sorry I couldn’t come yesterday I _ late III/ Choose the correct form of the verbs: 1/ A: Why are you working so hard these days? B: Because I’ll buy/I’m going to buy a car, so I’m saving as much as I can 2/ What will you buy/are you going to buy Jill for her birthday a CD She hasn’t got a CD player Oh, I’ll buy/I’m going to buy her a book, then 3/ I’ve an appointment with the bank manager this morning Why will you see/are you going to see him? Because my husband and I will start/are you going to start our own IV/ Put the verbs in these sentences with the present simple 1/ You ( be) at school 2/ Lan sometimes ( visit) me 3/ My parents ( want) to go to Dalat on holidays 4/ They always ( play) soccer in the afternoon V/ Put the verbs in these sentences with the present progressive tense 1/ You ( study) at school now 2/ Lan ( watch) TV at the moment 3/ My mum ( cook) lunch at the present 4/ They ( play) soccer at the stadium Preparing date: / 10 / 2013 Teaching date: 07/ 10 / 2013 Period 19 FIRST 45-MINUTE Test A / Aims and Objectives : Ss will be able to summarize the knowledge they have learnt to the test well B / Teaching aids : Papers , chalks and boards C / Test : MA TRẬN: Topic Recognization Multiple choice Understanding Multiple choice Writing Reading Multiple choice 0.5 1.0 1.0 1.0 0.75 0.5 2,5 1.0 Language Writing Total Writing 0.5 Phonetics Writing Production 10 0.75 2.5 3 1.5 1.5 1.0 4.0 10 Total 11 3.75 4.0 27 2.25 Full name: Class: FIRST 45-MINUTE TEST I Circle the letter which pronounced differently from the others a chess b children c chemical a bead b meat c pea d head a invented b stopped c watched d walked a catch b emigrate c transmit d stand II Choose the correct answer to complete the sentences There is a case with flowers …….the table d chicken 10 A at B in 2.Lan always does her homework … C on D above A myself B yourself C himself She must…… her Mom with her housework D herself A to help B help C helps Mai went to class late ……… she watched TV late tonight D helped A because B why We have to ……… all the housework C so D that A to B does They have to finish the work……… C did D C themselves D itself C going D are going A ourselves B yourselves The earth ………… round the sun A go B goes You must not let children play in the kitchen The kitchen is a ………… place A safe B danger C dangerous D dangerously C drives D driven C are D is going to He is old enough………… a car to school A driving B to drive 10 Nam ………… to see the movie tonight A is B am III Put the correct form of the verbs in the brackets 1.Yesterday,Hoa…… (receive) a letter from Nien 2.Alexander Graham Bell …… (invent) the telephone She usually …… (read) books in her free time We ought to…… (help) our parents IV Read the passage I have a lot of friends Of all my friends Nga, Ha, and Lan are the ones I spend most of my time with Nga is the most sociable She is also kind and generous She is a hard - working student who always gets good marks After school she often helps her parents with the housework Ha and Lan are outgoing but reserved in public Ha likes playing the piano while Lan likes playing chess True (T) or False (F)?  I have only three friends: Ha, Lan and Nga  Nga always gets bad marks  Nga is the most reserved  Nga often does the housework after school  Ha and Lan like playing chess V Rewrite the sentences She is very old She can’t ride a motorbike to work She is too…………………………………………………… What about going to the movies this weekend? Let’s ………………………………………………… The table is too big to move The table isn’t……………………………………………………………… He should prepare lesson carefully He ought …………………………………… The end ĐÁP ÁN, HƯỚNG DẪN CHẤM KIỂM TRA FIRST 45-MINUTE TEST Phần I 1,0 điểm III 2,0 điểm IV câu Điểm Đáp án 4 0,25 0,25 0,25 0,25 0,5 0,5 0,5 0,5 0,5 0,5 C D A B received invented reads help F F Phần II 2,5điểm Đáp án câu Điểm 0,5 F 0,25 0,25 0,25 0,25 0,25 0,25 0,25 0,25 A B C B C D A D 2,5 điểm Phần V 2,0 điểm câu 0,5 0,5 F T 10 Điểm 0,5 She is too old to ride a motorbike to work 0,5 Let’s go to the movies this weekend 0,5 The table isn’t small enough to move 0,5 He ought to prepare lesson carefully 0,25 0,25 B D Đáp án Preparing date: / 10 / 2013 Teaching date: 08/ 10 / 2013 Period 20: The correction of FIRST 45-MINUTE TEST I Aims and objectives - Help ss check how they did the test and evaluate their skill - Vocabulary: (review from the test) - Skill: Target skill: Reading & Listening - Other skills: Writing and Speaking - Main teaching point: Check the language they have done - By the end of the lesson ss will be able to check how they did the test and find out their mistakes and know the full answers II Teaching aids Teachers: word sheets Students: The paper of the test III Procedure Check up Have two students write two wish sentences on the board New lesson.(40') Steps Practice (10') Practice (10') Teacher's and Students' activities - Have two students hand out the paper of test, and two hand out the word sheets of the test - Have students works in pairs in 10 minutes - Share and compare - Ask students to on the board - TWC and check indirect Ask students to compare with their test and check out the mistake - Have students works in pairs in 10 Practice minutes - Share and compare - Ask students to on the board - TWC and check indirect Ask students to compare with their test and check out the mistake Practice - Have students works in pairs in 10 minutes - Share and compare - Ask students to on the board - TWC and check indirect Ask students to compare with their test and check out the mistake The content of the lesson ĐÁP ÁN, HƯỚNG DẪN CHẤM KIỂM TRA FIRST 45-MINUTE TEST Phần I 1,0 điểm III 2,0 điểm IV 2,5 điểm Phần V 2,0 điểm I Aim câu câu Điểm Đáp án 4 0,25 0,25 0,25 0,25 0,5 0,5 0,5 0,5 0,5 0,5 0,5 0,5 C D A B received invented reads help F F F T Phần II 2,5điểm Điểm 0,5 F 10 0,25 0,25 0,25 0,25 0,25 0,25 0,25 0,25 0,25 0,25 A B C B C D A D B D Điểm 0,5 Đáp án She is too old to ride a motorbike to work 0,5 Let’s go to the movies this weekend 0,5 The table isn’t small enough to move 0,5 He ought to prepare lesson carefully UNIT 4: OUR PAST Đáp án câu Helping students: - to talk about the past events - to express feelings - to distinguish between facts and opinions - to write a short imaginary story II Language focus Past simple tense Prepositions of time: in, on, at, after, before, between Used to III Vocabulary Nouns Verbs equiment (to) appear (to) look after festival (to) escape (to) shout folk tale (to) graze (to) tie mark (to) own rag Adjectives cruel excited magical traditional upset magically Lesson Listen and read 1-2-3 Language focus Reading the dialogue about life of many years ago Lesson Speak Practice speaking about the way tilings used to be and the way they are now • Lesson Read + Listen 1-2 Reading the story "the lost shoe" for • details and listening to the story Lesson Further practice in Used to + inf and prepositions of time Language focus Lesson Language focus -2 Simple past tense + listening Revision and further practice in Past simple tense Lesson Write Writing a short imaginary story Preparing date: / 10 / 2013 Teaching date: 10/ 10 / 2013 UNIT 4: OUR PAST Lesson : Section: Getting started- Listen and read Period 21 Aim : Reading the dialogue about the life of many years ago Objective: By the end of the lesson, students will be able to tell the activities people used to in the past Teaching aids: Stage Steps/Activities Work arrangement * GETTING STARTED: - Ask students to look at the picture on page 38 and write the names of the things that not belong to the past * Answer: - The TV - The radio - The mobile phone The light fixture - Modern clothing/school uniforms Whole class Pre-reading I Pre - teach vocabulary: (To) Look after (synonym) Equipment (n) (example) (A) folk tale (example) Traditional (adj) (translation) (a) Great grandma (explanation) *Checking: What and where - Write each word on the blackboard inside a circle Rub out tie words one - by - one - Get students to epeat the words including II T / F statement prediction - Ask students to read the statements (on poster) and predict they are true or false Students write T if it is true and F if it is false a Nga is used to live on a farm b Nga’s grandma didn’t got o school c She has an easy and happy life when she was young d There wasn’t any modern equipment at her time Pair work e “The lost shoe” is a short story - Ask students to read the dialogue between Nga and her While reading Whole class Grandma and check their prediction - Ask them to correct the false statements - Give feedback Guess Answer Correctio a n to F Grandma used b c d e live on farm T F T F She had a hard life It is an old folk tale Comprehension, - Get students to work in pairs, asking and answering questions Pair work * Questions and answers: a Where did Nga's (grandmother use to live? She used to live en a farm b Why didn't she gcj to school? Because she had! to stay at home and help her Mom to look! after her younger brothers and sisters c What did Nga's great Grandma do? She used to cook the meals, clean the house and wash the clothes d What did Nga's great grandmother and great grandfather after dinner? Her great grandma used to lit the lamp and her great grand father used to tell stories, e What did Nga's ask her grandma to at the end of the conversation? She asked her grandma to tell her the tale "The lost shoe" - Give feedback - Ask them to work in open pairs and closed pairs Fact or opinion Have students read the statements part on page 39 and decide which is a fact and which is an opinion F a I used to live on a farm X b There wasn’t any electricity X c Mom had to everything without the X help of modern equipment d My father used to tell us stories X e The best one was the lost shoe f Traditional stories are great Post-reading - Give feedback - Survey Did you use to… ? - Get up late - Ride bicycle too fast - Go to school late - Eat too much candy - Forget to your homework O X X Name Whole class Open pairs Closed pairs Individual work Homework - Give feedback: Ask students some questions to check “Who used to get up late/ride bicycle too fast …?” Write it down - Ask students to write the result of their survey Preparing date:11 / 10 / 2013 Teaching date: 14/ 10 / 2013 UNIT 4: OUR PAST Lesson 2: Section: Speak+ Listen Period 22 Aim: Speaking about the way things used to be and the way they are now Listening and further practice in Past Simple Tense Objective: By the end of the lesson, students will be able to use USED TO talk about the things they used to and understand the main idea of a story by listening and further practice in Past Simple Tense Teaching aids: Text book, word cards ,disc and stereo Stage Steps/Activities Work arrangement * Jumbled words: Group work Warm up - Electricity - rieletcicty - Entertainment menttaenterin - Market : - rkmaet Presentation Practice Speaking Listening - Supermarket - permasuekt Pre-teach vocabulary: - Foolish (adj.) (translation) - greedy (adj.) (translation) - gold (n) (realia) - (To) lay - laid - laid (picture) - amazement (n) (translation) * Checking: What and where - Form: S + USED TO + INFINITIVE S + didn't use to + infinitive Did + S + use to + infinitive? Use: used to express a past habit, or an action usually happened in the past Meaning: Đã thường hay làm gì Speaking - Compare pictures on page 40, using "USED TO" to talk about the actions in the past - Elicit some ideas so that students can talk about them a Where did they live in the past? And now? - People used to live in small houses Now they live in big houses and buildings b How did they travel? - People used to walk Now, they can go by cars or motorbikes c What's about the electricity? - Now, there is electricity everywhere d What's about their life / work? - People used to work hard all the time Now they have a lot of time for entertainment e Did children use to go to school? Most children used to stay at home Now, they all go to school f What's about their entertainment? - Children used to play traditional games such as hide and seek, skip rope outdoors Now, they have a lot of modern games-video games 1.Prediction: Predict the moral lesson of the story - Ask students to look at four titles and guess which is the most suitable to the story a Don't kill chickens b Don't be foolish and greedy c Be happy with what you have d It is difficult to find gold - Give feedback Checking the prediction: - Have students to listen to the tape twice and check their prediction T-whole class Whole class Individual work Individual work Individual work Production Homework - Answer : "Don't be foolish and greedy" * Tape transcript: Once a farmer lived a comfortable life with his family His chicken laid many eggs which the farmer used to buy food and clothes for his family One day, he went to collect the eggs and discovered one of the chickens lad a gold egg He shouted excitedly to his wife: "We 're rich!" His wife ran to him and they both looked at the egg in amazement The wife wanted more, so her husband decided to cut open all the chickens and find more eggs Unfortunately, he couldn't find any egg When he finished, all the chickens were dead There were no more eggs of any kind for the foolish farmer and his greedy wife Write about the things you used to last year Last year, I used to get up late Now, I get up early and morning exercises Write twenty irregular verbs on the notebooks Individual work Preparing date:11 / 10 / 2013 Teaching date: 15/ 10 / 2013 UNIT 4: OUR PAST Lesson 3: Section: - Read Period 23 Aim: Reading the story "The lost shoe" for details Objective: By the end of the lesson, students will be able to understand retell the story "The lost shoe" Teaching aids: Text book, word cards for drilling Stage Steps/Activities Work arrangement * Brainstorming: Name some folk tales that you have read Whole class Warm up Cây tre trăm đốt Taám Caùm (one hundred-section bamboo) The folk tales Ñoâi hia daëm (seven-mile shoes) Pre-reading Hoàng tử Cóc (The frog Prince) Baïch Tuyeát vaø chuù luøn (Snow White and dwarfs) I Pre-teach vocabulary - cruel (adj.) (translation) - upset (adj.) (synonym) - fairy (n) (translation) - magical (adj.)  magically (adv.) - rag (n) (realia) - (To) fall in love with (translation) - immediately (adv.) - Checking: ROR II Reading 1.T / F statement predictions a Little Pea's father is a poor farmer b Her father got married again after his wife Died c Her new mother was beautiful and nice to her d She worked hard all day e She didn't have new clothes to take part in the festival - Ask students to read the statements (on posters) and guess which is true, which is false) and then share with their partners - Give feedback - Have students read the story "The Lost Shoe" on page 41 and check their prediction and ask them to correct the false statements Guess Answer Correction a T b T c F Her new mother was cruel d to her e T F A fairy gave her beautiful clothes Comprehension questions - Ask students to work in pairs answering the questions in exercise on page 42 - Give feedback a Who was Little Pea? - She was a poor farmer 's daughter b What did Stout Nut's mother make Little Pea all day? - She made her the chores all day c How did Little Pea get her new clothes? - Before the festival started, a fairy appeared and magically changed her rags into beautiful clothes d Whom did the Prince decide to marry? Why? - He decided to marry Little Pea because the shoe (which the Prince was keeping) fitted her e Is it a true story? How you know? - (Students answer themselves) Gap filling: Complete the sentences with words from the story - Ask students to work in pairs, filling the blanks with suitable words from the story * Answer: T-whole Class Individual work Pair work Post-reading Homework a Little Pea's father was a farmer Pair work b Little Pea 's mother died when she was young c Little Pea had/used to housework all day after her father got married again d The prince wanted to marry/choose a girl from Little Pea 's village, e Stout Nut 's mother did not make new clothes for Little Pea f The Prince found Little Pea 's lost shoe Pair work * Retell the story: - Ask students to work in pairs, telling the story again in details They can look at the statements in the gap filling exercise and add more g E.g "Little Pea 's father was a poor farmer Unfortunately, Little Pea 's mother died when she was very young and her father got married again The new wife was very cruel to her and asked her to work all day One day, the Prince wanted to choose a wife from her village Her new mother didn't make new clothes for her, but the fairy did She came to the festival and lost a shoe The Prince found her shoe and decided to marry her Individual work Rewrite the story Preparing date:11 / 10 / 2013 Teaching date: 17/ 10 / 2013 UNIT 4: OUR PAST Lesson 4: Section: - Write (page: 42,43) Period 24 Aim: Writing a short imaginary story Objective: By the end of the lesson, students will be able to use Simple Past Tense to write a folktale Teaching aids: Text book, eleven cards PROCEDURE Stage Steps/Activities Warm up * Chatting: Ask students some questions about imaginary stories Do you want to read imaginary stories? Name some of them Which story you like best? Have you ever read the story "how the tigers got his Stripes"? I- Pre - teach vocabulary: - wisdom (n) (translation) - a stripe (n) (realia) - a straw (n) (realia) - a servant (n) (translation) - (to) escape (translation) - (to) graze (picture) - to light - lit - lighted (mime) * Checking: matching - Write the new words in the list on the left-hand side of the blackboard - Write the translations on the right hand side of the blackboard - Ask students to come to the blackboard to match items on the left with those on the right by drawing a line connecting them Pre-writing Work arrangement While writing II Writing: Read and complete the story - Ask students the meanings of the verbs in the box - Have them work in pairs using suitable verbs to fill in the blanks - Give feedback • * Answers: appear tied as lit said burned left escaped went Comprehension questions : - Ask students to work in groups of (one table), answering the following questions: a Where was the man? b What did the buffalo when the tiger appeared? c What did the tiger want to know? d What did he before going home? Why? e What did he when he returned? * Answers: a He was in his field b It grazed nearby c The tiger wanted to know why the strong buffalo was the servant and 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 students to ask and answer questions 3- Write the storv: Get students to exercise They have to imagine to be a man in order to write the story - Get students to change The man  I His My - Get students to write individually then share with their partners and correct mistakes - Take some writings to correct in front of the class * Suggested answers: One day, as I was in a field and my buffalo grazed nearby, a tiger came It asked why the strong buffalo was my servant and I was its master I told the tiger that I had something called wisdom The tiger wanted to see it but I said that I left the wisdom at home that day Then I tied the tiger to a tree with a rope because I didn't want it to eat my buffalo I went to get some straw and I burned the tiger The tiger escaped, but today it still has black stripes from the burn * Tell the storv: Open pairs Closed pairs Post-writing Homework Lesson 5: Period 25 Aim: * Divide the class into teams Team A plays the role of the tiger Team B plays the role of the buffalo They work in team, telling the story * Ask a volunteer from each team to tell the story in front of the class * Team tiger changes: a/ the tiger  I * Team buffalo changes: a / the buffalo  I Write the story again, imagine you are:  The tiger  The buffalo UNIT : OUR PAST Section: Language focus Teaching aids: Text book, eleven cards Stage Warm up Steps/Activities Pre-teach vocabulary: - Foolish (adj.) (translation) - greedy (adj.) (translation) - gold (n) (realia) Work arrangement T-whole Class Team work Pre-listening - (To) lay - laid - laid (picture) - amazement (n) (translation) * Checking: What and where Prediction: Predict the moral lesson of the story - Ask students to look at four titles and guess which is the most suitable to the story a Don't kill chickens b Don't be foolish and greedy c Be happy with what you have d It is difficult to find gold - Give feedback While listening Checking the prediction: - Have students to listen to the tape twice and check their prediction - Answer : "Don't be foolish and greedy" * Tape transcript: Once a farmer lived a comfortable life with his family His chicken laid many eggs which the farmer used to buy food and clothes for his family One day, he went to collect the eggs and discovered one of the chickens lad a gold egg He shouted excitedly to his wife: "We 're rich!" His wife/ran to him and they both looked at the egg in amazement The wife wanted more, so her husband decided to cut open all the chickens and find more eggs Unfortunately, he couldn't find any egg When he finished, all the chickens were dead There were no more eggs of any kind for the foolish farmer and Whole class Pair work Whole class his greedy wife Find out the verbs in the story - Ask students what tense is used in the story - (Simple Past Tense) - Have students listen again and try to write as many verbs as possible The student who writes more verbs get good marks - Answers: Post-listening Homework Individual work Team work Preparing date: 18 / 10 / 2013 Teaching date: 21/ 10 / 2013 UNIT 4: OUR PAST Lesson 5: Section: - Language focus Period 25 Aim: Further Practice in prepositions of time and USED TO Objective: By the end of the lesson, students will be able to use prepositions of time and USED TO (to talk about the action which always happens in the past) Teaching aids: Text book PROCEDURE Stage Revision Practice Steps/Activities Matching: - Write some prepositions in a list on the left - hand side of the blackboard - Write the time/date/month on the right hand ;jide of the blackboard - Divide the class into two teams: Team A -Team B - Ask volunteers from each team to come to the blackboard to match the items on the left with those on the right by drawing a line connecting them - Team A uses red chalk, team B uses yellow chalk - The team which draws more correct lines will win the game In January On 3p.m Wednesday At November 1997 nd Between July After/before 6Am 7a.m and a.m - Give feedback In January In November 1997 On Wednesday On July 2nd At a.m Between 7a.m and a.m After / before 3p.m - Ask students to read aloud each phrase Gap filling - Ask students to exercise on page 44 individually then compare with their partners - Give feedback a I'll see you on Wednesday Work arrangement Team work Individual work Pair work b I'm going to Laos in January c We must be there between 8.30 and 9.15 d The bank closes at p.m if you arrive after 3p.m., the bank will be closed e I'll be home before seven because I want to see the seven o'clock news Complete the dialogue Mapped dialogue (revision of Simple Past Tense) Language focus - Set the scene: Lan asks Nga about Nga's yesterday activities Lan Nga ……………… lunch? No I ate noodles How……………… school? I……… bicycle to shool Which subject………………? …………………… match Where…… yesterday evening? ……………… home * Answers: Lan: Did you eat rice for lunch? Nga: No I ate noodles Lan: How did you get to school? Nga: I rode a bicycle to school Lan: Which subject did you have yesterday? Nga: I have math Lan: Where were you yesterday evening? Nga: I was at home - Ask students to exercise on page 45 - Form: S + USED TO + INFINITIVE S + didn't use to + infinitive Did + S + use to + infinitive? Use: used to express a past habit, or an action usually happened in the past Meaning: Đã thường hay làm gì - Have students work in pairs, looking at pictures on page 45; using USED TO with the verbs live - stay - have - be to complete the dialogue between Nga and Hoa - Give feedback Nga: Where is it? It isn't Hanoi Hoa: No it's Hue I used to stay there Nga: Is that you, Hoa? Hoa: Yes I used to have long hair Nga: Who is in this photos? Hoa: That is Loan She used to be my next door neighbor Nga: Are they your parents? Hoa: They’re my aunt and uncle They used to live in Hue, too - Deliberate mistakes: - Read aloud some sentences and ask students to listen carefully and try to find out the mistake When they hear a mistake, they stand up and say No then correct it E.g: Teacher reads aloud: Pair work Further Practice Homework I usually stay at home in Sunday A student stand up and shout: No, on Sunday, not in Sunday That student will get one good mark a My father used to play football when he has spare time - No, had spare time, not has b She used live in Hanoi - No, used to live, not used live c My parents will arrive in o'clock - No, AT o'clock, not in d He was born in June the third - No, on June the third, not in - Look at photos of your father / mother / sister / brother when he/she was young and now, then write the differences using USED TO E.g.: My mother used to have long straight hair and now she has curly hair Write twenty irregular verbs on the notebooks UNIT 5: STUDY HABITS I Aim Helping students: - to give instruction and advice - to express an obligation - to write a letter to a friend II Language focus Adverb of manner, Modal: Should Command, request and advice in reported speech Vocabulary III Vocabulary Verbs Nouns Adjectives (to) highlight behavior mother tongue proud (of) (to) spell a comment a participation satisfactory (to) underline a co-operaiton a term a habit fair a meaning lunar Lesson Getting started Listen and read Reading the dialogue between Jim and his Mom for details about his study Lesson Speak - listen Practice speaking and listening about study Lesson Read Reading for details about different ways of leaning vocabulary Lesson Write Practice writing letters to friends Lesson Language focus 1-2 Further Practice in Adverbs of manner and the modal: Should Lesson Language focus 3-4 Practice in commands, requests and advice in reported speech Preparing date: 18 / 10 / 2013 Teaching date: 22/ 10 / 2013 UNIT 5: STUDY HABITS Lesson 1: Section: - Getting started (page 46) Period 26 - Listen and read (page 46,47) Aim: • Reading the dialogue for details Objective: By the end of the lesson, students will be able to understand the dialogue between Jim and his Mom about his study Teaching aids: Text book PROCEDURE Stage Warm up Steps/Activities Network: - Ask students to write as many subjects as they can on the blackboard chemistry physics math Work arrangement T-whole class Subjects history geography literature Chatting: Ask students some quest is: - What subject are you good at? bad at? - What subject you like best? Why? - How often you have math? literature? English? I Pre - vocabulary - a report card (realia) - pronunciation (mime) - (to) improve (situation) - (to) be proud of (translation) - (to) try one's best (translation) * Checking: Rub and remember: - Rub out a word in English and point to the Vietnamese translation and ask "what's this in English?" When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words If there's time, get students to come to the blackboard and write the English words again II T / F statements prediction - Ask students to read the statements (on poster) and predict At school Pre-reading While-reading T-whole class they are true or false - Ask them to share with their partners - T / F statements: a Tim was out when his mother called him b Tim's mother met his teacher at school c Tim's report is poor d Tim needs to improve his Spanish grammar e Tim promised to try his best in learning Spanish - Give feedback Reading - Get students to read the dialogue and check their prediction - Give feedback Guess Correct a F b T c 'F d F e T - Ask students to read the dialogue and check their prediction * Answers: a F- Tim was in the living room / at home b F-his report is excellent c F-He needs to improve his Spanish pronunciation Comprehension questions - Ask students to work in pairs, answering the questions oft page 47 * Questions and answers : a Who is Miss Jackson? - She is Tim's teacher b What did Miss Jackson give Tim's mother? - She gave Tim's mother his report card c How did Tim study this semester? - He worked really hard d What did Miss Jackson say Tim should do? She said Tim should word harder on his Spanish pronunciation e What did Tim's mother give him at the end of the conversation? - She gave him a dictionary - Ask' students to work in open pairs the closed pairs * Survey: - Ask students to work in group - Ask them to stand up and ask each other the question: "what subject you need to improve?" They have to write the names and the subjects that their friends answer Nam What subject Mai literature Individual work T-whole class Individual work Group work Homework - Give feedback - Ask students who need to improve the same subject work in groups and discuss how to improve Write the way how to improve the subject that you are not good at Preparing date:18 / 10 / 2013 Teaching date: 24/ 10 / 2013 Lesson 2: Period 27 UNIT 5: STUDY HABITS Section: - Speak A / Aims and Objectives : By the end of the lesson , Ss will be able to talk about their study habits B / Teaching aids : Textbooks , cassette , chalks , poster … C / Procedure : Stage Steps/Activities Work arrangement Warm up Brainstorming Pre - - Ask Ss to write their ideas on the blackboard speaking * Possible answers : While – - Speak English to friends in class speaking Post speaking Homework - Watch English TV Work in groups to play games - Do grammar exercises - Read English stories - Read English newspapers / magazines - Listen to the English radio program Read all the ways of improving English How to improve your English II / Pre - speaking : Introduce the topic of the speaking - Call on some Ss to read the possible answers above and copy down Copy in their notebooks - Have Ss read the questions and words in the boxes III / While – speaking * Model : Lan said she did her homework after dinner He / she said ……… Listen and read the model , then copy - Call on some pairs to read the model - Ask Ss to work in pairs Work in pairs - Call on some pairs to practice in front of class - Correct mistakes if any Practice in front of IV / Post - speaking : class - Ask Ss to write with information above Eg : Lan ,s elder brother helps him with his Work individually homework - Call on some Ss to read their writings Read their writings V / Homework Copy the effective ways of learning English they have found out Do exercises in workbook Copy down Prepare the next lesson Preparing date:18 / 10 / 2013 Teaching date: 24/ 10 / 2013 UNIT 5: STUDY HABITS Lesson 2: Section: - Listen Period 27 Aim: Practicing listening Objective: By the end of the lesson, students will be able to listen for specific information to fill in a report card Teaching aids: Text book, poster Stage Steps/Activities Work arrangement Warm up * Brainstorming - Ask students to write their ideas on the blackboard Speak English to friends in class listen to the Watch English radio How to English TV program improve grammar read English read English exercise stories newspapers/ magazines I Pre teach vocabulary Pre-listening - behavior (n) (translation) - a participant (n) (explanation) - satisfactory  unsatisfactory - cooperation (n) (translation) - attendance (n) (translation) - (to) appreciate (translation) II Prediction - Ask students to look at Nga's report and predict the missing information and then compare with their partners a Day present (1) b Day absent (2) c Behavior - participant (3) d Listening (4) e Speaking (5) f Reading (6) g Writing (7) - Give feedback Listen While listening - Get students to listen to the tape and check their prediction (1) 87 days present (2) days absent (3) Participation: Spanish pronunciation (4) Listening: Comprehension (5) Speaking : A (6) Reading :A (7) Writing: B Comprehension questions - Ask students to answer some questions about Nga's report card Questions and answers: a Who are Nga 'a parents? - They are Mr Lam and Mr Linh b What's Nga's teacher's name? - Miss Lien c What subject was reported? For what term? - English, d What are the comments? - Speaking English quite well However she does ncod to improve her listening skill e.What does S stand for? What's about F, U, A,B,C,D T-whole class Individual work Pair work Individual work Pair work Post- listening - S stands for satisfactory, F for Fail, U for unsatisfactory, A for Excellent, B for good, C for fair, D for poor - Ask students to work on their own to answer the questions - Give feedback Write something about your partners' study habits E.g.: "Hoa is my best friend She works very hard and always get good grades She usually does her homework after school " Individual work Pair work Homework Preparing date:18 / 10 / 2013 Teaching date: 24/ 10 / 2013 UNIT 5: STUDY HABITS Lesson 2: Section: - Listen Period 27 Aim: Practicing listening Objective: By the end of the lesson, students will be able to listen for specific information to fill in a report card Teaching aids: Text book, poster Stage Steps/Activities Work arrangement T-whole class Warm up * Brainstorming - Ask students to write their ideas on the blackboard Speak English to friends in class listen to the Watch English radio How to improve English TV grammar exercise program read English read English stories newspapers/ magazines I Pre teach vocabulary Pre-listening - behavior (n) (translation) - a participant (n) (explanation) - satisfactory  unsatisfactory - cooperation (n) (translation) - attendance (n) (translation) - (to) appreciate (translation) II Prediction - Ask students to look at Nga's report and predict the missing information and then compare with their partners a Day present (1) b Day absent (2) c Behavior - participant (3) d Listening (4) e Speaking (5) f Reading (6) g Writing (7) - Give feedback Listen While listening - Get students to listen to the tape and check their prediction (1) 87 days present (2) days absent (3) Participation: Spanish pronunciation (4) Listening: Comprehension (5) Speaking : A (6) Reading :A (7) Writing: B Comprehension questions - Ask students to answer some questions about Nga's report card Questions and answers: a Who are Nga 'a parents? - They are Mr Lam and Mr Linh b What's Nga's teacher's name? - Miss Lien c What subject was reported? For what term? - English, d What are the comments? - Speaking English quite well However she does ncod to improve her listening skill e.What does S stand for? What's about F, U, A,B,C,D - S stands for satisfactory, F for Fail, U for unsatisfactory, A for Excellent, B for good, C for fair, D for poor - Ask students to work on their own to answer the questions - Give feedback Questions you your Individual work Pair work Individual work Pair work partner Post- listening Homework When you your homework? Who helps you with your homework? How much time you spend on: Math? English? History? Literature? Which subject you need to improve? What you to improve your English? - Ask students to work in pairs, asking their partners questions and taking notes of the answers - Ask students to work in groups of or to report what they have known about their partners' study Students can use this structure to talk  Nam said he did his homework after , dinner/  Hoa said his father helped her with her homework  Lan said she spent hours studying math  Ba said he needed to improve Literature  Mai said she should more grammar exercises Write something about your partners' study habits E.g.: "Hoa is my best friend She works very hard and always get good grades She usually does her homework after school " Individual work Pair work UNIT 5: STUDY HABITS Lesson 3: - Section: Read (page 49) Period 28 Aim: Helping students to read the text for details Objective: By the end of the lesson, students will be able to understand the text and get specific information Teaching aids: PROCEDURE Stage Steps/Activities Warm up * Chatting: - Ask students some questions about their English learning  •Do you like learning English ?  •How many new words you try to learn a day?  •What you when you read a new word?  •How you learn / remember new words? I Pre - teach vocabulary - Mother tongue (example) - (to ) underline (example) - (to) highlight (example) - (to) come across (synonym) - (to) stick (mime) , - Write new words (add some words: different, important) all over the blackboard (not in a list) - Call on students from teams to the front the class and ask them to stand at an equal distance from the blackboard Pre-reading - Call out a new word in Vietnamese and students must run forward and slap the word on the board The one who first slaps the correct word will be the winner and get one good mark - The game continues until all the words are slapped II Brains torming Ask students to work in pairs to make a list of the ways how a language learner can learn new words learn by heart translate it into mother tongue pocket to learn whenever write each word on one piece of paper and put it into the Work arrangement T-whole class Group work Pair work Ways language learners learn new words learn through example sentences While reading Post-reading Pair work write it on a small piece of paper and stick everywhere in the house True / False statements - Ask students to read the statements on page 50 then read the text and decide which is true and which is false a All language learners write the meaning of the news words in their mother tongue b Some learners write examples of the words they want to learn c Every learner tries to learn all the new words they come across d Many learners only learn the new words that are important - Give feedback - Answers: a F b T c F d T Comprehension questions - Have students work in pairs to answer the questions (exercise on page 50) - Give feedback * Questions and answers: a Do learners learn words in the same, way? - No They learn words in different ways b Why some learners write example sentences with new words? - Because they help them to remember the use of new words c What some learners in order to remember new words? - They write examples, put the words and their meanings on stickers, underline or highlight them d Why don't some learners learn all the new words they come across? - They may think they can't so Instead, they learn only important words e What is necessary in learning words? - Revision is necessary in learning words f How should you learn words? - Learners should try different ways of learning words to find out what is the best - Ask students to practice asking and answering questions in open pairs and closed pairs * Survey: - Ask students to work in groups of or to interview one another and tick the ways they have used to learn new Pair work T-whole class Group work words Home-work Ways of learning 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 Nga Hoa … - Ask students to report about their group Ex: "Hoa learns words by making a list of words, their meanings and learning them by heart She also reads stories in English Hoa ." Write the ways of learning words that you think are the best for you UNIT : STUDY HABITS Lesson 4: Section: - Write – (page 50, 51) Period 29 Aim: Writing letters to friends Objective: By the end of the lesson, students will be able to know the format of a friendly letter and practice writing a letter to a friend Teaching aids: Text book PROCEDURE Stage Steps/Activities Warm up * Chatting: - Ask students some questions dealing with writing letters  Have you ever written tosomeone?  To whom you usually write?  What you often write about? I Pre-teach vocabulary - Lunar New Year Festival (explanation) - Enjoyable (adj) (translation) - (to) celebrate (example) * Checking: Rub out and remember II Ordering - Ask students to put the parts of the letter in the correct order - Give feedback a Opening d Body of the letter b Closing e Signature c The date f Writer’s address * Answers: 1) (f) Writer’s address 4) (d)Body of the letter 2) (c) The date 5) (b) Closing 3) (a) Opening 6) (e) Signature - Ask students to read the letter on page 51 to check their order III Labeling - Ask students to label each section with the correct letter IV Comprehension questions Ask students to work in pairs and answer some questions - Give feedback * Questions and answers: a Who wrote the letter? To whom? - Hoa wrote a letter to Tim, her penpal b What are there in the heading? - There are the writer's name and the date c What is the main part of the letter? - The body of the letter is the main part d What did Hoa receive a few days ago? - She received her first semester report e Is Hoa good at Math? - No She isn't f What subject is Hoa good at? - Science, English and History g Where is she going to celebrate the Lunar New Year Festival? Work arrangement T-whole class T-whole class Pair work Individual work Pair work While writing Post-writing Homework - She is going to Hue to celebrate the festival with her grandmother - Ask students to practice asking and answering questions * Substitution writing: - Ask students to exercise on page 51, students have to imagine that they are Lan and write a letter to her penpal Donna in Sans Francisco, using the given information - Answers: 15 Thanh Giong Street, Hanoi, June 10th, 2004 Dear Donna, Thanks for your letter I'm glad to hear you had an interesting/ enjoyable Mother's Day We received our second semester report last month I got good grades for Geography, Physics and Math but my English and History results were poor My teacher advises me to improve English and History I think I have to study harder next school year In a few weeks, we 're going to celebrate the mid Autumn festival That is an Autumn moon festival in Vietnam This afternoon, I'm going to Ha Long Bay with my aunt and uncle by bus and I'm going to stay there with them until the festival comes I'll send you a postcard from there Write soon and tell me all your news Best, Lan * Correction: - Ask some students to read aloud their letters and correct the mistakes - Write a letter to your friend to tell him/her about your second semester report and about your Summer holiday T-Whole class UNIT 5: STUDY HABITS Lesson 5: Section: Language Focus 1-2 (page 52) Period 30 Aim: Further Practice adverbs of manner and the modal Should Objective: By the end of the lesson, students will be able to use adverbs of manner and modal Should as an advice Teaching aids: Text book, ten cards PROCEDURE Stage Steps/Activities Warm up * Pelmanism: - Prepare ten cards with numbers (from to 10) on one side and Work arrangement Group work the adjectives/adverbs on the other - Make sure the adjective/adverbs are mixed up, then stick them on the blackboard so that the students can see the numbers - Divide the class into two teams and ask them to choose two numbers - Turn the cards over, if they match: E.g.: soft - softly; that team has mark - If not, turn the cards over again and ask the next team to continue - Go on until all the cards are finished The team which has more marks will win the game good Presentation Practice Presentation2 warm bad fast badly rode eat ate sit sat hard (adj.) and hard (adv.) have different meanings * Setting the scene: "use any word from the game Pelmanism to complete the following sentence" * Lan has a (1) voice and she usually speaks (2) * Answers : (1) soft (adj.) (2) softly (adv.) - Help students distinguish the use of adjectives and adverbs  Form: S+V+a/answer + adjective + noun or: S + be + adjective S + V + adverb • Use: Adj modifies the noun after it the subject Adv modifies the verb of the sentence * Exercise page 52 - Ask students to work in pairs to the exercise on page 52 Students use the adverbs in the box: softly, well, fast, badly, hard to fill in the dialogue * Answers: a Does Mrs Nga speak English ? - Oh, yes She speaks English well b Ba always gets excellent grades - That's because he studies hard c That's our bus! - Run fast and we might catch it d I'm very sorry I know I behaved badly - It's all right e I can't hear you, Lan - Sorry but I'm speaking softly because I have a sore throat f Give feedback Ask students to practice the dialogue in open pairs then closed pairs * Setting the scene: - Ask students to look at Mr Hao's house and answer some questions * Questions: Team work T-whole class Pair work Open pairs then closed pairs T-whole class Practice a Is Mr Hao's house new ? b Is the wall discolored? c How is the door? d Is there grass in his garden? e Should Mr Hao repair the roof? * Answers: a No It isn't b Yes, it is c It is broken d Yes There is lots of grass in his garden e Yes, he should - Give the explanation of the modal SHOULD  Form: S + should + infinitive•  Use: give an advice  Meaning: neân (laøm gì) - Give students the question "what should he with his house?" mend? paint? What he should with his house Homework Lesson 6: Period 31 replant? cut? repair? - Ask students to use the verbs to'advise Mr Hao what to * Answers: a Mr Hao should repair the roof b Mr Hao should paint the house c Mr Hao should cut the grass d Mr Hao should replant the tree e Mr Hao should mend the door - Ask students to practice the exchange Question: What should Mr Hao do? Answer He should repair the roof paint the house cut the grass replant the tree mend the door - Students work in open pairs then closed pairs Write sentences using should + infinitive and the following cues: a Do morning exercise/ regularly b Study hard c Get up early d Ride bike / carefully e Keep room tidy UNIT 5: STUDY HABITS Section: - Language Focus 3-4 (page 53) Pair work Pair work Individual work Aim: Practicing commands, requests and advice in reported speech Objective: By the end of the lesson, students will be able to use reported speed with commands, requests and advice Teaching aids: Text book, poster PROCEDURE Stage Warm up Steps/Activities Work arrangement Group work * Word square : P R A C T I R E A R M C O A I E W E N D B P R S O I T O I T U M K R T U N O A T E D C N E C Z Y E C P A R D L I S T E N - Stick the poster on the blackboard - Ask students to find words about study in the word square - Get students to work in pairs to find the words - Divide the class into two teams, students from each team go to the board and circle the words they have found then write them down in the column of their team - The team which has more words will win the game * Answerspronounce, study, read, write speak report card practice listen * Setting the scene: Introduce Tim’s mother and Tim’s teacher –Miss Jackson by drawing their faces (pictograms) They are talking about Tim’s study - Ask students to complete the dialogue between them Miss Jackson: (1) you give Tim this (2) Tim’s mother: Yes (3) (4) Thanks (5) (6) Miss Jackson: His grades are (7) But he (8) work (9) on his Spanish (10) (1) can (2) dictionary (3) of (4) course (5)a (6) lot (7) good (8) should (9) harder (10) pronunciation - Ask some pairs of students to practice the dialogue - Introduce Tim and his mother They are at home and talking about what Miss Jackson said Tim's Mom: Miss Jackson asked me (1) give (2) this (3) Tim: Yes I know T-whole class Whole class Pair work T-whole class Practice Tim's mother: Miss Jackson said (4) (5) (6) on (7) Spanish (8) Tim: I'll try (9) best to (10) it * Answers: (1) to (2) you (3) dictionary (4) you (5) should (6) harder (7) your (8) pronunciation my (10) improve - Checking understanding: - What did Miss Jackson say to Tim's mother? "Can you give Tim this dictionary?" - What did Tim's mother report it to Tim? "Miss Jackson asked me to give you this dictionary" Form: To ask/tell + someone + to something - What else did Miss Jackson say? "Tim should work harder on his Spanish pronunciation" - What did Tim's mother report it to Tim? "Miss Jackson said you should work harder on your Spanish pronunciation" Drill 1: - Ask students to work in pairs to exercise on page 53 (explain the situation clearly) * Answers: a "Please wait for me outside my office" Miss Jackson asked me to wait for her outside her office b "Please give Tim his report card for this semester" Miss Jackson told me to give you your report card for this semester c "Can you help Tim with his Spanish pronunciation?" Miss Jackson asked me to help you with your Spanish pronunciation d "Can you meet me next week?" Miss Jackson told me to meet her next week - Call on some students to practice in pairs and correct their pronunciation - Ask students to work in closed pairs (the whole class work in pairs together) Drill 2: - Ask students to work with their partners to exercise on page 53 - Ask students to report Miss Jackson's advice to Tim's mother in their conversation * Answers: a Tim should spend more time on Spanish pronunciation - Miss Jackson said you should spend more time on Spanish pronunciation b Tim should practice speaking Spanish every day - Miss Jackson said you should practice speaking Spanish every day Pair work Open pairs Closed pairs Homework I Aim c Tim should listen to Spanish conversation on TV - Miss Jackson said you should listen to Spanish conversation on TV d Tim should practice reading aloud passage in Spanish - Miss Jackson you should practice reading aloud passage in Spanish e Tim should use this dictionary to find out how to pronounce Spanish words - Miss Jackson said you should use this dictionary to find out how to pronounce Spanish words - Call on some students to practice in pairs and correct their pronunciation - Ask students to work in closed pairs Review commands, requests and advice in Reported Speech UNIT 6: THE YOUNG PIONEERS CLUB Helping students: - to talk about the future - to ask for favors and offer assistance - to write a letter telling about the future plan II Language focus Present simple with future meaning Gerund Modal: may, can, could III Vocabulary Verbs Nouns (to) enroll (an) application a position (to) fill out citizenship resources (to recycle a drawing a scout (to) tutor a fund a tire (to) unite an interest a tutor Lesson Lesson Lesson Lesson Lesson Lesson Listen and read Language Focus Speak a Language Focus 3a Listen Speak b Language Focus 3b Read Write Getting started Present tense Adjectives academic co-educational Reading for details and practice in gerunds used after the verbs: love, like, hate Practicing asking for favors and responding to favors Listening for details and practicing offering and responding to assistance Reading for details about the youth organization of the Boy Scouts of America Writing a letter about the future plan Further Practice in Simple Present Tense with future meaning UNIT 6: THE YOUNG PIONEERS CLUB Open pairs Closed pairs Lesson 1: Section: - Listen and read (page 54) Period 32 - Language Focus (page 61) Aim: Reading for details and practice in gerunds Objective: By the end of the lesson, students will be able to understand the dialogue and practice in gerunds used after some verbs: love, live, hate, enjoy Teaching aids: Text book, cards for drill, cassette Stage Steps/Activities Work arrangement T-whole class Warm-up * Chatting: - Ask students some questions about their activities and their summer holidays  •What you usually on your summer holiday?  •Are you members of the Young Pioneers and Youth Organization?  Are there any activity programs for the summer?  • Do you take part in them? ‘ T-whole class  • What activity you like most? Presentation I Pre – teach vocabulary - (to) enroll (translation) - answer application form (visual) - Out door activities (example: Games that you play in the open air rather than in a building or a house such as: football, tennis, swimming…) * Checking vocabulary: Rub out and remember II Listen and read the dialogue - Set the scene: Nga is a student in grade eight She wants to enroll in the activities for the summer - Ask students to listen and read the dialogue at the same time Pair work - Get them to work in pairs and complete Nga’s particulars - Answers:  • Name: Pham Mai Nga  • Home address: Tran Phu Street  • Phone number: Not available  • Date of birth: April 22, 1989  • Sex: Female • Interest: drawing, outdoor, activities, acting T-whole class - Ask students some questions to check their understanding  • What’s her name?  • Where does she live?  • When was she born?  • What are her hobbies? - She likes drawing, out door activities and she also enjoys acting III Concept checking Practice Production - What is after “likes” ? (drawing) - What is after “enjoys”? (acting) - What we call “drawing” and “acting”? (gerund) - What is the form of “gerunds”? (V- ING) - When we use “gerund”? (after some verbs: like, love, enjoy, hate, mind) • Form: like, love, enjoy, hate + gerund (V-ING)  •Drill: word cue drill - Prepare cards with these cues on them: a Play soccer / volley ball b Watch TV / listen to music c Read books / homework d Chat with friends / the housework e Cook meal / decorate the house Exchange: What are your hobbies? I like/love playing soccer and volleyball - T models the first two cues, students repeat in choral twice and then individually (two or three students) The third, fourth and fifth cues: new cue, new student - Drill the questions of the exchange first, then drill the answers - Ask some pairs of students to practice asking and answering (open pairs) - Get the whole class to work in pairs (closed pairs) * Survey: - Ask students to copy down the chart (on page 61): - Ask students to work in groups of three to ask their friends and tick on the chart Do you like name/ Nam love like don’t hate like Mai love like don’t hate like play soccer washing up cooking meals performing music gardening gathering broken glasses watching TV camping play badminton doing homework Homework - Give feedback by asking students to report their friends' hobbies - E.g.: Nam loves playing soccer He doesn't like cooking and especially hates washing dishes - Write about their friend's hobbies Pair work Group work Lesson 2: Period 33 UNIT 6: THE YOUNG PIONEERS CLUB Section: - Speak a - Language Focus 3a (page 55) (page 62) Aim: Practicing asking for favors Objective: By the end of the lesson, students will be able to ask for favors and respond to favors Teaching aids: Cut out shark; cut out girl/boy; text book Stage Steps/Activities Work arrangement T-whole class * Shark 'a attack: Warm up - Cut out a shark (or crocodile) and a school girl/ boy from card - Draw some steps, then stick the cut out girl/boy on top of the steps, the shark is in the sea - Draw gaps for the word - favor - Get students into teams (or ask them as a whole class) for a letter in the alphabet They have to try to guess the word If Team work their guess is wrong, the girl/ boy has to step down If their guess is right, they will get one mark The game continues until students find out the word - favor and the shark can't eat the girl / boy - Ask students the meaning of the word FAVOR (sự giúp đỡ, chieáu coá, aân hueä) T-whole class Presentation  What you say to ask for a favor? Can/could you help me? Could you me a favor? Can/could'you ?  When you ask for favor? Need some help T-Whole class  How you say to respond to favor? Certainly/ Of course/ sure No problem - Ask students to copy down the following phrases: Whole-class Asking for favor Responding for favor Practice * Can/could you help me please? * Could you me a favor? * I need a favor * Can / could you * Certainly/of course/sure * No problem * What can I for you? * How can I help you? * I'm sorry.I'm really busy - Ask students to work in pairs to exercise 3a (page 61-62) They have to use the expressions in the box (to ask for a favor) to fill in blanks in the dialogues - Get students to practice speaking in pairs A Could you help me, please? Yes, certainly Pair work Pair work Production Homework Can you buy a ticket for me? B Could you me a favor? What can I for you? Can you take me across the road? C I need a favor How can I help? Could you help me with this math problem? D Can you help me please? Yes, of course Can you water the flowers in the garden? - Set the scene then ask students to make a dialogue between Mrs Ngoc and Hoa Mrs Ngoc is carrying a heavy bag, but she's hurt her arm so she needs some help Dialogue Mrs Ngoc: Could you me a favor, please? Hoa: Sure, what can I for you? Mrs Ngoc:Can you help me to carry my bag Hoa: I've hurt my arm Mrs Ngoc: Certainly I'll help you Thank you very much That's very kind of you - Ask students to practice the dialogue in pairs - Ask students to make similar dialogues about some of the following situations: A Your neighbor needs help tidying his yard because he had broken his leg - Ask students to make a similar dialogue and then practice in pairs • * Answer: Your neighbor : Could you help me, please? You : Of course How can I help you? Your neighbor : Can you help me to tidy the yard? I've broken my leg You : Certainly I'll help you Your neighbor : Thank you very much That's very kind of you B Your friend needs help fixing her bike because she has a flat tire - Ask students to make another dialogue and then practice in pairs - Monitor and help students - Give students another situation and ask them to write a similar dialogue: •  Your aunt wants you to buy some vegetables because she is busy cooking dinner UNIT 6: T-whole class THE YOUNG PIONEERS CLUB Pair work Pair work Lesson 3: Period 34 Section: - Listen (page 56) - Speak a (page 56) - Language Focus 3b (Page 62) Aim: Listening for details and practicing speaking when offering assistance Objective: By the end of the lesson, students will be able to complete a song and offer and respond to assistance Teaching aids: Text book Stage Warm up Steps/Activities * Listen to a song - Let students listen to the song for fun I Pre - teach vocabulary Pre-listening - (to) unite (translation) - peace (n) (antonym) - give a word with the opposite meaning II Guess the missing words - Ask students to guess the words to fill in the gaps in the song (page 56) - Ask them to share with their partners - Give feedback - Ask students to listen to the song and fill in the missing words then share with their partners While listening * The song: "Children of our land unite Let's sing for peace Let's sing for right Let's sing for love between North and South Oh children of our land unite Children of the world hold hands Let's show our love from place to place Let's shout out loud Presentation Let's make a stand Oh children of the world, hold hands - Give feedback - Ask students to listen to the dialogue between a receptionist and a tourist: Receptionist: May I help you? Tourist: Yes Can you show me the way to the nearest bank? Receptionist: Sure Turn right when you get out of the hotel Turn left at the first corner It's on your right Tourist: Thank you very much -Ask some questions to check students' understanding  What does the receptionist say? "May I help you?"  What's for? Work arrangement T-whole class Individual work Pair work Individual work Pair work Whole class T-whole class Practice (For offering assistance)  Another way to offer assistance? (Do you need any help? Let me help you.)  How you say to respond to assistance? (Yes No, thank you) - Ask students to copy down the following phrases Offering assistance Responding assistance * May I help you? * Yes That's very kind of you *Do you need any help? * No Thank you *No Thank you I'm fine * Let me help you I can manage - Ask students to repeat chorally and then individually all the phrases in the chart - Ask students to complete the dialogues in exercise 3b (page 62) A: May I help you? B: Yes Thank you Could' you fill in this form for me? A: Do you need any help? B: No, thank you I'm fine A: Oh, this bag is heavy B: Let me help you A: Yes That's very kind of you - Ask students to practice three dialogues in pairs First, call on some pairs of students to play the roles of A and B Teacher corrects the pronunciation Then have students practice in closed pairs - Give a situation, then write an open dialogue on the board - Ask students to complete the dialogue * Situation: A receptionist wants to help a tourist who needs to go to the nearest bank Receptionist: May I help you? Tourist: Yes Can you show me the way to the nearest bank? Receptionist: Sure Turn right when you get out of the hotel Turn left at the first corner It's on your right Tourist: Thank you very much - Call on some students to practice the dialogue in front of the class - Ask students to work in closed pairs - Give another situation: You want to help a tourist who needs to find the nearest police station because he has lost money - Ask students to work in pairs to make a similar dialogue then practice with their partners - Move around the class and help students Write on your notebook the dialogue between you and a tourist who lost T-whole class Pair work Open pairs Closed pairs T-whole class Whole class Pair work money Homework UNIT 6: THE YOUNG PIONEERS CLUB Lesson 4: Section : - Read 1-2 (page 57) Period 35 Aim: Reading Comprehension the passage about the Boy Scout of America Objective: By the end of the lesson, students will be able to know more about a youth organization - the Boy Scouts of America (BSA) Teaching aids: Text book Poster of II F statements Stage Steps/Activities Work arrangement Team work * Jumbled Words: Warm up - Write six words whose letters are in disorder Racchtaer 4, Pexailn lojn Nessmsibuan Mai Thauolgh - Divide the class into teams students from each team will write the right words The team which finishes first with more right words will win the game * Answers: Character Aim Businessman Join Explain Although I Pre-Teach Vocabulary Pre-reading - (to) encourage (explanation: give the verb which means to T-whole class give somebody support) - citizenship (translation: what's "quyeàn coâng daân" in English?) - coeducational (adj.) (translation) - voluntary (adj.) (translation) - (to) lead - led - led: (translation) - (to) establish: tsynonym: give the synonym of to start, to create Team work an organization) * checking the vocabulary: slap the board - Put the new words on the board - Call students or teams (4 students each) to the front of the class standing at an equal distance from the blackboard - Call out one of the new words fin Vietnamese) - Two students must run forwards and slap the correct word The student who slaps first is the winner - Go on with the next two students II T / F Statements Prediction While reading Post-reading - Stick the poster with the statements on the blackboard and guess which is true (T), which is false (F) The Boy Scout of America is a youth organization Scouting began in America William Boyce is a businessman in London Boys and girls can join BSA The Scouting Association is the biggest voluntary youth organization in the world - Give feedback III Reading - Ask students to read the passage on page 57 and check if their prediction is correct or not - Give feedback Ask them to correct false statements Guess Answer Correction T F Scout began in England F William Boyce is An American businessman F BSA is mainly for boys T IV Fill In The Missing Dates - Ask students to work in pairs to exercise (Page 57) * Answers: a When did scouting begin in England? - Scouting began in England In 1907 b What led to the Scouts Association crossing the Atlantic in 1910? - The meeting between a boy scout and Mr William Boyce led to the Scouts Association crossing the Atlantic in 1910 c What are the scouting groups that girls can join? - Girls can join in the Girls Guides Association and Camp Fire Boys and Girls d.What are the three aims of the scouting program? - They are building characters, good citizenship and personal fitness - Ask some students to ask and answer in front of the class Teacher corrects the pronunciation - Ask students to work in pairs Interview a member of the Boys Scouts of America - Call on an excellent student in class to practice with the teacher T - interviewer / S - member of BSA - Call some pairs of students to play the roles of the interviewer and the member of BSA - Ask students to work in closed pairs Whole class Pair work Open pairs Closed pairs T-student Open pairs Interview Member of BSA When did scouting begin? When were the aims established In 1907 in England They were established in 1907 They are building the characters, good citizenship and personal fitness No It is mainly for boys but girls can join similar organizations such as: tbe Girl Guides Association or the Coeducational Camp fire Boys and Girls Over 25 million Can a girl join the BSA? How many members does the Scouting Association have now? Is it the largest voluntary Youth Organization in the world? Are you happy to join the BSA? Homework Yes Of course Yes I'm happy to bea member of this organization Write the summary of the BSA UNIT 6: THE YOUNG PIONEERS CLUB Lesson 5: - Section: Write 1-2 (page 58, 59) Period 36 Aim Writing a letter Objective: By the end of the lesson, students will be able to write a letter about II a future plan using "be going to" Teaching aids: Text book PROCEDURE Stage Steps/Activities Warm up * Revision of the structure: "be going to" - Ask students the usage of "be going to" (to express a future plan) - Get students to make the sentence: "I'm going to + Verb" The verbs have to begin with a letter from A to Z - Give example: T : I'm going to accept their invitation S1: I'm going to buy a new bicycle S2: I'm going to dean the house S3: I'm going to dust the furniture S4: I'm going to explain Work arrangement T-whole class Pre-writing - Go on until the last student with the sentence: "I'm going to yell" (It is difficult to find a verb beginning with the letterZ) I Pre - teach vocabulary - (to) raise fund (translation) - a bank (visual) - natural resources: (example: coal; oil, iron., under the ground or the sea.) II Reading the notice - Ask students to read the notice - To: All Y and Y members on page 58 - Ask students some questions to check their understanding - Get students to work in pairs to answer questions * Questions: a What members of the Y and Y have to in-the recycling program? b What is the purpose of the recycling program? c What other programs can members of the Y and Y participate in? * "Answers: a They have to collect glass, paper and cans to send them for recycling b The purpose of the recycling program is to save natural resources and to earn money for the organization c They can participate in other programs such as raising funds for the poor, helping street children, planting trees and flowers along the sidewalks or in the parks - Give feedback and get some students to work in open pairs III Complete the letter - Ask some questions to set the scene:  • Who writes the letter? (Nga)  • To whom does Nga iwrite? (Linh)  • Is Nga a member of Y&Y? (Yes)  What does Nga write to Ling about? (She writes about the programs of her school Y&Y that she is going to participate in - Get students to work in pairs to fill in the gaps in the letter - Give feedback * Answers: Dear Linh, I'm glad to tell you that I'm going to have interesting activities The Y & Y is having a plan to help the community I will participate in its recycling program In joining this program, I will collect the glass, used paper and cans Then I will send them for recycling I hope I can save natural resources and raise/earn some money for my school Y & Y in these, activities I also think about participating in either planting trees and flowers or helping street children It is really interesting, isn't it? T-whole class Individual work Pair work Pair work T-whole class Pair work Write to me soon and tell me all your news Love, Nga T-whole class IV Reading the dialogue: - Set the scene: Hoa talks to her aunt about the Y & Y Green Group, about the activities that she is going to - Ask students to read the dialogue between Hoa and her aunt - Ask them some questions to check their understanding  Why does Hoa look happy? - Because she is able to join in the Y & Y Green Group  • What is she going to in the environment month? - She going to clean the lakes' banks, plant trees and flowers in the park and water them  • What are they doing to earn money for their school Y & Y? Team work - They are going to plant young trees to sell to some schools - Ask students to help Hoa to write a letter to her parents - Get students to work in group of or to write a letter on poster * Suggested letter: Dear Mom and Dad, Group work While reading Post-writing I'm very happy to tell you that I'm able to join in the Y & Y Green Group of my school The Green Group is holding an environment month plan We are going to clean the lakes' banks on weekends We are also going to plant trees and flowers in the park and water them every afternoon after class We are planting young trees and plants to sell to other schools I hope that we can bring more green to the city and earn some money for the school Y & Y The program is very interesting and useful, isn't it? I'm still in a very good health will tell you more about the group activities later With love, Hoa - Move around the class and choose four letters from group - Ask them to stick their letters on the board - Get the whole class to read the letters and correct them - Ask each student to help Hoa write a letter to her parents T-whole class Homework Lesson UNIT 6: THE YOUNG PIONEERS CLUB Section: - Getting started (page 54) Period 37 - Language Focus (page 60) Aim: Introducing some activities of the Y & Y organization and practicing Present Tense with future meaning Objective: By the end of the lesson, students will be able to use Simple Press Tense to talk about future activities Teaching aids: Text book, cards of cues, picture of a stadium PROCEDURE Stage Warm up Steps/Activities - Brainstorming: collect waste paper Work arrangement Whole class help blind people The Y & Y rograms Presentation * Possible answers: - Clean up the streets - Help elderly people - Take part in sports - Help handicapped/ street children - Collect and empty garbage - Plant trees and flowers - Water trees and flowers - Support cultural activities I Pre – teach vocabulary - a rest home: (explanation: a place where old or sick people are cared for) - an orphanage: (explanation: a place where children without parents live.) - A stadium (picture) * Checking vocabulary : Rub out and remember II Setting the scene - Introduce the dialogue : Lan and Mai are members of the Y & Y organization They are talking about the summer activity program - Ask students to complete the following dialogue: Lan: (1) we collect and empty garbage? Mai: At Dong Xuan Market Lan: (2) we collect (3) ? Mai: On January Lan: (4) we start and (5)? Mai: (6) 8am and (7) 5pm * Answers: (1): where (2) when (3): an empty garbage (4): what time (5): finish (6): we start at T-whole class Practice Produciton (7): finish at - Ask some students to play the roles of Mai and Lan to practice the dialogue III Concept checking - Ask students some questions to check their understanding  • When we use “where”? • (to ask for the place)  • When we use “when”? (to ask for the date)  • When we use “what time”? (to ask for the time)  • Is the date at present or in the future? (in the future)  What tense we use in the dialogue? - (Simple Present Tense)  We use simple present tense to express an action that happens in the future * Drill: - Ask students to practice asking and answering about the Y & Y activity program by using the following cues: a Collect and empty garbage / Dong Xuan Market - Where they collect and empty the garbage? - At Dong Xuan Market b Plant and water trees / parks - Where they plant and water trees? - In the parks c Help elderly people / March 26 - When they help the elderly people? - On March 26 d Clean up the streets / June - When they clean up the streets? - On June e Water trees and flowers / 6am – 7am - What time they water trees and flowers? - They start at 6am and finish at 7am f Collect and empty garbage / am – 5pm -What time they coleect and empty garbage? - They start at 8am and finish at 5pm - T models cues, students repeat chorally and then individually - New cue / new student - Call on some students to ask and answer - Ask all students to work in pairs - Ask students to look at the chart on page 60 to talk about the Y & Y Organization Activity Program - Get each pair to ask and answer questions about the place /date/ time E.g: a Where they plant and water trees along the street? Pair work T-whole class Pair work T-whole class Pair work T-whole class Individual work Pair work - In the City Center Streets b When they plant and water trees? - On February c What time they start and finish work? - They start at 7am and finish at 10am - Ask students to work in open pairs then closed pairs - Ask students to write on their notebook the report on the Y & Y organization Spring Activity Program E.g: On January 9, the students collect and empty garbage at Dong Xuan Market between 8am and 5pm Homework UNIT : MY NEIGHBORHOOD I Aim Helping students: - to make comparisons - to ask for information and assistance - to write a community notice II Language focus Present Perfect with FOR and SINCE Adjectives: - like - (not) the same as - (not) as … as - different from III Vocabulary Verbs (to) contact (to) notice (to) serve an air mail comfort iscount a mall Nouns a pan cake a parcel a product a resident Adjectives a roof air-conditioned a selection convenient a surface mail tasty a wet market Lesson Getting started Listen and read Reading for specific information about places in the neighborhood Lesson Speak Practice speaking about how to send parcel or to post a letter Lesson Listen Listening for details to complete the advertisement Lesson Read Reading for details about the opening of a shopping mall in Nam' neighborhood Lesson Write Writing a notice and practice in making comparisons Lesson Language Focus 1-2-3-4 Practice in the Present Perfect Tense UNIT 7: MY NEIGHBOR HOOD Lesson 1: Section: - Getting started (page 63) Period 40 - Listen and read (page 64) Aim: Helping students to know about the places in their neighborhood Objective: By the end of the lesson, students will be able to know more about Na's new neighbor Teaching aids: Text book PROCEDURE Stage Steps/Activities Warm up * GETTING STARTE - Ask students to match the names of places with the suitable pictures * Answers: a grocery store b stadium : c wet market (chợ cá tươi sống) d drug store e hairdresser 's f swimming pool - Ask for their meanings to make sure students know exactly what they mean I Pre - teach vocabulary - close by (adv.): (explanation: at a short distance) - (to) serve: (give somebody food or drink) - a pancake (translation) - tasty ( adj ) (what means the same as "delicious"?) * checking vocabulanj: What and where Pre-reading While reading - Ask students to repeat the words chorally, then rub out woifd by word but leave the circles - Go on until all the circles are empty Get students to go to the blackboard and write the words in the correct circles II Pre - questions - Set the scene: Nam and Na are talking about the place where they live But Na is new there - Give two questions and ask students to work in pairs to guess the answers a How long has Nam lived in that neighborhood? b Where does Na want to go? - Ask students to listen and read silently the dialogue between Nam and Na then ask them if their answers are correct or not - Answers: a He has lived there for 10 years Work arrangement Individual work T-whole class Pair work Post reading Homework b Na wants to go a restaurant - Give feedback III Complete the sentence - Ask students to the exercises on page 64 They work individually then compare with their partners - Answers: a Na is new to the neighborhood b She and her family arrived last week c Na's mother is very tired d There is a restaurant in the area e The restaurant serves food from Hue f Nam thinks the pancakes are tasty IV Answers given - Give students some answers and ask them to make questions - Answers: a Nam has lived here for 10 years b Yes My mother is too tired to cook c The restaurant serves Hue food d Hue food is very good - Ask students to work in pairs to make questions for those answers * Questions: a How long has Nam lived here? b Is Na's mother tired? c What kind of food does the restaurant serve? d What is the food like? - Ask some students to ask and answer the questions Teacher can correct their pronunciation - Get students to work in pairs * Write: - Ask students to write a passage about their neighborhood by answering the following questions: a How long have you lived in your neighborhood? b Do you like it? W|hy? (people are friendly/ the environment id good/safe) c Is there a restaurant/post office/ market / bank / shop is your neighborhood? d How you to! keep your neighborhood clean? - Students write, teacher moves around the class and helps students - Ask students to complete their writing UNIT 7: MY NEIGHBORHOOD Lesson 2: Section: - Speak (page 64, 65) Period 41 Aim: Speaking about how to send a parcel or a letter Objective: I Individual work Pair work Pair work Open pairs Closed pairs Individual work By the end of the send parcels or letters Teaching aids: Text book Stage Warm up Presentation Practice Further Practice lesson, students will be ! able to talk about how : Steps/Activities Chatting: - Show a letter and ask students some questions:  •What is this? (a letter)  •Where can I post it to my friend? (at the post office)  • How can I post it? (Stick stamp on it)  • How much? (800 VN dong)  • Is it more expensive when I send a parcel? (Yes Of course)  • Have you ever sent a letter or a parcel? - Introduce the new lesson I Pre - teach vocabulary - air-, mail (explanation: letter or parcel sent by air) - surface mail: (letter or parcel sent by bus, train or ship - charge (v) (n) * Checking vocabulary: Rub out and remember II Reading Comprehension - Set the scene: Mrs Kim wants to send a parcel to Qui Nhon, so she has to go to the post office Give students some questions: a Does Mrs Kim send surface mail? Why? b What's the weight of her parcel? c How much does she pay? - Ask students to read out the answers - Get students to wore in pairs to compare their answers - Answers: a Mrs Kim send the parcel surface mail because it is much cheaper b Her parcel is five kilograms c She pays 19,200 dongs - Call on some students to ask and answer the questions - Call on a student ti play the role of Mrs Kim and practice the dialogue with teacher (clerk) - Call on some pairs jof students to practice the dialogue Teacher corrects their pronunciation - Ask students to practice the dialogue in pairs - Set the scene and ask students to make the dialogue Mrs Lan wants to p^st a letter air mail - Ask students to make the dialogue between Lan and the clerk in the post office - Elicit and encourage students to make the dialogues Work arrangement T-Whole class T-Whole class Individual work Pair work Pair work T-a students Open pair Close pair Whole class to themselves Homework - Expected dialogue: Clerk : Can I help |you? Mrs Lan : I want to send a letter to Kontum Clerk : Do you want to send it airmail or surface mail? Mrs Lan : I send it airmail How much is it? Clerk : Let me see Mmm, 15 grams, it 's Only1,200 dongs Mrs.Lan : Here you are Clerk : Thank you - Get students to practice the dialogue in pairs - Give other situations and ask students to make similar dialogues The box on page 65 will help students know the price Postcard / HCM City / airmail / 15g parcel / Ca Mau / airmail / kgs Parcel / Buon Me Thuot / surface / kgs - Divide class into groups, each prepares a dialogue - Ask pairs from each group to practice their dialogue Teacher corrects their pronunciation - Get students to work in pairs, practicing three dialogues Teacher moves around and helps students - Ask students to write a dialogue on their notebooks Group work Open pairs Closepairs UNIT 7: MY NEIGHBORHOOD Lesson 3: - Section: Listen (page 65, 66) Period 42 Aim: Listening for specific information Objective: By the end of the lesson, students will be able to know what Na is going to on the weekend by listening Teaching aids: Text book, cassettes PROCEDURE Stage Steps/Activities Warm up/ Pre-listening * Brainstorming and guessing: - Ask students to look at advertisements of “what’s on this week?” and get students to guess what is in the blanks 2-3-4 Movies The new comer (has been done) Place Stadium School ground City / Town Ground Activity drama / play Work arrangement T-whole class English Speak Club / Contest Dancing Picture Exhibition Music Place Gallery Culture house School City Hall - Set the scene: "Na is new in the neighborhood She is talking to Nam about what she 's going to on the weekend" - Ask students to lisien to the tape and fill in the blanks in each advertisement While listening Listening task 1: - Let students listen to the tape twice and give the answers - Give feedback * Answers: a The new comer b Town Ground c English speaking Contest d Culture House Listening task 2: - Ask students to read the statements in the exercises page 66 - Get students to guess which is true, which is false and which has no information Ask them to share their ideas with their friends - Give feedback - Let'students listen to the conversation again and tick in the correct boxes: True / False or No information * Answer a Na doesn’t know the neighborhood very well b Na doesn’t like movies c Na will go to the photo Exhibition d Na won’t go to the English Speaking Cotest e Na will go to the soccer match with Nam f Nam is a soccer fan Individual work Individual work Pair work True False No information       Comprehension questions: - Ask students some questions to check their understanding of the conversation a Does Na like movies? (Yes) b Why won't she go to see the film "The New comer"? (because she has seen it before) T-whole class c Why won't Na go to the photo exhibition? Post listening (because it doesn't open during the weekend) d Who will Na go to the soccer match with? (Nam, Ba and Minh) e What time does the match start? (At p.m.) - Let students listen again if necessary - Ask students to work in groups to talk to their friends about what Na is going to this weekend Ex: "Na looks at the advertisements to decide what to and where to go this weekend She likes movies but she won't see the film at Millennium Cinema because she has seen it before She won't go to the photo exhibition because it doesn't open at weekends She cannot go to the English Speaking Contest either because it is on Thursday Finally, she decides to go to the soccer match with Nam because she thinks it must be fun to watch a real match at the stadium and she wants to visit the Town Ground too - Ask the volunteer from each group to tell the whole class about Na - Ask students to write a short passage about what Na is going to do._ UNIT 7: MY NEIGHBORHOOD Group work Lesson 4: - Section: - Read (page 67,68) Period 43 Aim: Reading for details about Tran Phu Shopping Mall Objective: By the end of the lesson, students will be able to understand the passage about a new shopping Mall Teaching aids: Text book PROCEDURE Stage Steps/Activities Work arrangement * Guessing the words (Revision): T-whole class Warm up - Give the definitions and get students to find out the words as quickly as possible A place where you can buy everything (Supermarket) A place where you can buy vegetables and fruit (Grocery store) A place where you can buy books (Bookstore) A place where you can come to eat (restaurant) A place where you can come to see the movies Pre-reading (Movie Theater) A person who comes to the store and buys something (customer) - Give students good marks if they have correct answers I Pre - teach vocabulary - a roof (picture) - convenient (translation) - a selection (explanation: a process of choosing carefully) - Available (translation) - A mall (Synonym: many stores, restaurants even movies theaters are under one roof) - A resident (translation) * Checking vocabulary: What and where Roof Available Convenien residen Whole class selection comfortabl - Get students to repeat the words in chorus when the teacher points to the words - Rub out word by word but leave the circles - Go on until the circles are empty - Get students to write the words again in correct circles II Brains terming - Set the scene: In Nam's neighborhood, there is a new shopping mall - Ask students to think about the convenience of the mall customers don't care of shop in comfort the weather The convenience of the new shopping While reading T-whole class * possible answers: - wide selection of goods - Lower prices - Buy many things at the same time - Have fun or relax while shopping - Ask students to read the text silently and compare their ideas or get more information - Give feedback - True / False statements: - Have students look at the statements in the exercise page 68 - Make sure they understand the statements Whole class - Get them to read the text again and decide which statements are true, which are false * Answers: True a A mall is open six days a week b There are more than 50 stores in the mall c Everyone in the neighborhood is pleased about the new mall d It will be more comfortable to shop in the mall than in the present shopping area e Some of the stores on Tran Phu Street may have to close False      - 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 III Comprehension questions - Ask students to work in pairs to answer the questions in the exercise on page 68 * Answers: a It is different from the present shopping area All the shops are under one roof So customers will shop in comfort and won't notice the weather, especially during the hot and humid summer months b There are 50 air conditioned specialty stores, movie theaters and 10 restaurants There is also a children's play area c They think the mall will take their business d The stores in the mall will offer a wider selection of products, some goods are at lower prices - Ask some students to ask and answer the questions - Get all students to work in pairs * Discussion: - Give a situation and ask students to discuss it "Do you want to have a new mall in your neighborhood? If there is one, what will happen Post reading Pair work Pair work Pair work Group work Homework to the residents?" - Ask students to write the meanings of these phrases into their notebooks  • under one roof  • shop in comfort  • take their business  • offer a wider selection  • specialty stores  • have been concerned about Group work UNIT 7: MY NEIGHBORHOOD Lesson 5: Section: - Write (page 68) Period 44 - Language Focus (page 71) Aim: Helping students to write a notice and make comparisons by using adjectives: like, the same as, different from Objective: By the end of the lesson, students will be able to write a notice and to use some adjectives to make comparisons Teaching aids: Text book, 10 cards for Pelmanism, books and dictionary PROCEDURE Stage Steps/Activities Work arrangement Group work Warm up * Pelmanism: - Prepare 10 cards with number (from to 10) on one side and 10 adjectives with their opposites on the other - Stick 10 cards on the board so students can only see the numbers - Divide class into teams and ask them to choose numbers, turn the cards over, if they match eg: cheap - expensive, that team gets one mark The next team continues - Go on until all cards are turned over The team which has more marks the games Different Presentation cheap expensive long same modern short big small - Show students books, a red book and a yellow one which have the same size and a bigger brown dictionary then ask students to make comparisons * Possible answers:  The red book is the same as the yellow one  The red book is as big as the yellow book  The yellow book is different from the brown dictionary - Write the form on the board The same as… T-whole class Practice Pre-writing While writing Post-writing (not) as… as different from - Ask students to the exercise on page 70-71 (work in pairs) * Answers: a not as big as e not as big as b different from f the same as c different from g as long as d the same as h not as modern as i not as cheap as - Set the scene: “The residents and store owners on Tran Phu Street are going to hold a meeting to discuss the effects of the new mall” - Get students to read the notice and answer some questions to check their understading * Questions: a Why are the residents and store owners on Tran Phu Street going to hold a meeting? b When will they hold a meeting? What time? c Where will they hold the metting? * Answers: a To discuss the effects of the new hall b They will hold the meeting on May 20 at p.m c They will hold the meeting at 12 Hang Dao Street, Binh’s hardware store - Let students know the way to write a notice, not write full sentences - Ask students to read passage on page 68 - Ask some questions to check students’ understanding and get them to use short answers a What is the English Speaking Club going to hold? (a Speaking Contest) b Where and when will it be held? (At hall 204 on November 15th) c.What time? (From 7.30pm to 10.00pm) d Who is the person to contact? (Tran Thi Thu Hang of class 8H) - Get students to write the notice individually - Monitor and help them write - Ask students to share with their partners - Check some notices and correct them - Write the model notice on the board (Elicit student to write) * Answer: The School English Speaking club HOLDING A SPEAKING CONTEST TO CELEBRATE TEACHER’S DAY T-whole class Individual work Pair work T-whole class Homework Date: November 15 Time: 7.30pm to 10.00pm Place: Hall 204, Building G Please contact Ms.Tran Thi Thu Hang of Class 8H at the above address for more information - Ask students to exercise on page 68 UNIT : MY NEIGHBORHOOD Lesson 6: Section: - Language Focus (page 69,70) Period 45 1-2-3-4 Aim: Practice in Present Perfect Tense Objective: By the end of the lesson, students will be able to use Present Perfect Tense Teaching aids: Text book, poster, cards Stage Warm up Presentation PROCEDURE Steps/Activities * Matching: - Stick a poster of infinitives and Past Participles on the board - Divide the class into teams - Get students from teams to go to the board and write each pair of infinitive - past participle Eg.: be - been The team which writes more pairs wins the game be see collected go worked lived seen eat attended write been written eaten work attend done live collect gone * Answers be - been write - written go - gone live - lived see - seen collect - collected - done attend - attended eat – eaten work – worked - Get students to repeat in chorus and remember the past participles of irregular verbs - Set the scene: Na is new in Nam's neighborhood They are talking to each other - Give students an open dialogue between Nam and Na then ask them to complete it Na: How long (1) you (2) in this neighborhood? Nam: I (3) (4) here (5) 10 years Work arrangement Group work Whole class Na: Really It's a long time * Answers: (1) have (3) have (5)have (2)lived (4) lived - Ask students to repeat the dialogue and ask some students to practice in pairs  •Form: have/has + past Participle  •Use: to talk about something which started in the past and continues up to the present  We often use "For" and "Since" with the Present Perfect Tense Practice For + length of time Since + starting point Drill 1: Substitution Drill - Ask students to look at exercise on page 69 and decide which is the length of time and which is starting point - T reads out a phrase, students add Since or For Ex: T : five minutes Ss : for five minutes - Go on until students can remember how to use For /Since * Answers:  • For five minutes  • Since 1990  • Since the summer  • For three hours  • For 10 weeks  • Since Friday  • For 20 years Drill 2: - Give the cues written on cards and ask students to make Ml sentences, T corrects their pronunciation a I /live/here/last week have lived here since last week b We / not eat / in that restaurant/2 years We haven't eaten in that restaurant for years c I / not see / her / yesterday I haven't seen her since yesterday d They / attend / Quang Trung School /last year They have attended Quang Trung School since last year e My Dad / work / for his Company / 20 years My Dad has worked for his Company for 20 years f Ba / collect /stamp/1995 Ba has collected stamps since 1995 - Ask students to exercise on page 70 (in pairs) Pair work Individual work Pair work Production Homework - Give feedback * Answers: (1) have been (2) hope (3) have lived (4) is (5) want (6) look (7) have been (8) have seen - Get students to work in pairs to practice the conversation between Ba and Tom - Ask students to exercise (page 69) on their notebooks Pair work UNIT 8: COUNTRY LIFE AND CITY LIFE I Aim Helping students: - to talk about differences - to talk about future events and changes - to write a letter to a friend II Language focus Present Progressive •To talk about the future •To describe changes with get and become Comparative and Superlative adjective III Vocabulary Verbs (to) face (to) prefer (to) struggle Lesson Lesson Lesson Nouns a drought nature a facility strain a flood a tragedy a migrant typhoon Getting started Listen and read Speak Language Focus Listen Language Focus 1-2 Adjectives accessible plentiful adequate rural peaceful urban Permanently (adv) Reading for details about the differences between the city and country life Speaking about the changes, using the Present Progressive Tense with Get and Become Listeng for details and Further Practice in Present Progressive Tense Lesson Lesson Lesson Read Write Language Focus 4-5 Reading the text for details about the problems of farmers moving to the city Writing a letter to a friend about their neighborhood Further Practice in Comparative and Superlative adjectives UNIT 8: COUNTRY LIFE AND CITY LIFE Lesson 1: Section: - Getting started (page 72) Period 46 - Listen and read (page 72,73) Aim: Reading for details about the differences between city life and country life Objective: By the end of the lesson, students will be able to talk about the city life and the country life Teaching aids: Text book PROCEDURE Stage Steps/Activities Work arrangement * Chatting: T-Whole class Warm up - Talk to students about life in the city and life in the country by asking some questions a Where you live? b Do you want to live in the city ? Why? Pre-reading c Do you want to live in the country? Why? I Pre - teach vocabulary - a relative (example: uncles, aunts, cousins) T-whole class - peaceful (synonym: the synonym of quiet and calm) - permanently (adv.) (explanation: its means existing all the time) - Accessible (translation) - Medical facilities (translation) * Checking vocabulary : Rub out and remember II Brainstorming (getting started) - Get students to talk about city life and country life The words in the box of getting started may help them noisy city life * Possible answers: quiet country life - tall buildings - beautiful views - plenty kinds of goods - fresh food - polluted air - fresh air - traffic jams - friendly - entertainment - peaceful - busy - Ask students to read the dialogue between Na and Hoi and compare their ideas - Give feedback and get more information Comprehension Questions While reading - Get students to work in pairs to answer the questions in exercise on page 73 * Questions and answers: a Where has Na been? Na has been to Kim Lien Village b How long was she there? She was there for the weekend c What is her opinion of the countryside? To her, the country aide is peaceful and quiet and there is nothing to d Na says "there is nothing to do", what does she mean by this? Post reading Production There is no libraries, no movies, no supermarkets, no zoos e What are some of the changes that Hoa mentions? Country life is becoming better Many remote area are getting electricity People can now have things like refrigerators and TV, medical facilities are more accessible - Ask students to work in pairs to answer the questions - Ask some pairs to practice the dialogue Discussion - Divide the class into groups Two groups include students who prefer the dty life and the others include students who prefer the country life - Ask students to work in groups to answer the questions Do you prefer the dty or the country life? Why? Speaking 1: - Ask students to look at the two pictures oil page 73 and talk to their partners about the changes of the town The words in the box under the pictures may help students - Write the word prompts on the board so that students can speak easily Eg: traffic busy sky cloudy houses high city beautiful trees green (trees) - Get students to work in pairs - Monitor and help students speak * Possible answers:  The traffic is getting busier  There are more tall buildings and houses  The houses are getting more modern  The town is becoming more beautiful  There are more green trees Pair work Pair work Group work Pair work  The streets are becoming cleaner larger / noisier  Goods are getting more expensive Homework Lesson 3: Aim: Speaking 2: Group work - Ask students to work in groups and talk about changes in their hometown/ neighborhood - Call on volunteer from each group to show their ideas before the Individual work class Other groups can add in their ideas - Ask students to write some sentences, using Present Progressive Tense to describe changes in their school UNIT 8: COUNTRY LIFE AND CITY LIFE Section: - Listen - Language Focus 1-2 (page 74) (page 77, 78) Listening for details to complete the dialogue and Further Practice in Present Progressive Tense Objective: By the end of the lesson, students will be able to complete the dialogue by listening and Further Practice in Present Continuous to talk about the future, Teaching aids: Text book, cards PROCEDURE Stage Steps/Activities Warm up * Matching: - Prepare eight cards with phrases on them - Write eight verbs on the board (play, do, watch, go, clean, have, phone, speak) - Divide the class into teams - Hand out each team cards - Ask students to stick the cards with phrases besides the suitable verbs: Eg: play-table tennis - The team which is faster is the winner * Answers: play table tennis my homework watch a program go to violin lesson clean clean the house have a meeting phone my aunt, Mrs Hang speak to Mom Work arrangement Group work Pre-listening While listening Post-listening - Ask students to use the suitable verbs in the Present Progressive Tense to complete the dialogue in the exercise page 78 - Get students to work in pairs - Call some pairs to practice the dialogues before class and teacher corrects * Answers: a am playing b are doing c am watching d am going e are cleaning f am having * Concept checking:  What tense we use in dialogues? (Present Progressive Tense )  What is the form? (am / is / are + V-ing) Look at the adverbs of time in the dialogue Are they at present or in the future? (in the future)  Present Progressive Tense is used to talk about the future - Set the scene: "Aunt Hang is talking to Lan on the phone She is coming to visit Lan in Hanoi" - Ask students to listen to the tape and complete the dialogue on page 74 - Let students listen twice and find out the missing words individually - Ask students to share their answers with their partners * Tape transcript: Lan: Hello Aunt Hang: Hello Is that Lan? Lan: Yes Who is this? Aunt Hang: It's Aunt Hang How are you? Lan: I'm fine Where are you phoning from? Aunt Hang: Hue I'm calling to tell you uncle Chiand I are coming to visit you next week Lan: Great! When are you arriving? Aunt Hang: On Thursday We're arriving in Hanoi in the late afternoon Lan: OK Do you want to speak to my Mom? Aunt Hang: Yes, please Lan: Hold on a moment and I'll get her - Ask students to (Jo exercise on page 77 - Call on some students to practice the dialogues on page 77 - Give them the shipping information and ask them to make similar dialogues Eg l: Si: Is the boat to Qui Nhon leaving at 11.30? S2: Is that good fortune? Pair work T-Whole class Individual work Pair work Pair work Homework S1: That's right S2: I'm very sorry It's been delayed S1: Oh no! S2: Now, it's leaving at 13.55 Eg 2: S1: Is the boat from Camau arriving at 11.00 S2: Are you talking about Diamond Eyes? S1: Yes S2: It's arriving on time - Ask students to write sentences, using Present Progressive Tense about what they are doing next week Pair work UNIT 8: COUNTRY LIFE AND CITY LIFE Lesson 4: Section: - Read (page 75) Period 49 Aim: Reading Comprehension about the problemof people from countryside moving to the city Objective: By the end of the lesson, students will be able to understand the text about one of the social problems Teaching aids: Text book, poster Stage Steps/Activities Work arrangement Warm up * Jumbled Word*: - Write the words with disordered letters on the board (or use the poster)  Fulentipl  plentiful  Taneru  nature  Loofd  flood  Roestdy  destroy  Laputipoon  population  suertl  result  ciliestiaf  facilities Group work Pre-reading - Divide the class into teams - Ask students from each team to go to the board and write the correct words - The team which is faster with more correct words wwords wins the game I Pre - teach vocabulary - rural (adj.) (explanation: something deals with the countryside) - urban (adj.): (antonym) - (a) stain: (translation) - (a) typhoon: (synonym) - (a) drought (explanation: hot and dry weather for a long time) - (to) struggle (translation) T-whole class - (a) migrant (explanation: a person who moves from one place to another especially in order to find work) - (to) increase (translation) * checking vocabulary: what and where II Brainstorming - Ask students to think of the difficulties of farmers' life Typhoons Floods get little money Whole class Difficulties of farmers’ life * Possible answers: - Droughts - the weather - hard work - no vacations - lack of dean water/ electricity - insects destroy harvests - Ask the students to guess how farmers deal with difficulties - Get students to work in groups to guess - Let students read the text silefftly and answer the questions : "What many farmers to solve their prolem?" * Answer: They move to the city so that they can get well - paid jobs III Gap - filling - Ask students to work in pairs to complete summary on page 75, using the information from the passage While reading * Answers: "People from the countryside are leaving their home to go and live in the city Farming can sometimes be a difficult life and these people from rural areas feel the city offers more opportunities However, many people coming to the city create problems There may not be enough schools or hospitals, while water and electricity supplies may not be adequate This is a problem lacing governments around the world." IV Finding the words - Ask students to exerci&e on page 75 - Let them read the text again and work with their partners * Answers: a of the countryside  rural b as many as needed  plentiful c become greater or larger  increase d a great pressure  strain e a terrible event  tragedy f of the city or city life  urban Post - reading * Discussion: Pair work Pair work Group work Homework - Give a situation: If you wer a Minister, what would you for farmers?" - Ask students to work in groups and discuss * Possible answers:  • Build streets, theaters, stadium in the country  • Build schools, hospitals  • Provide clean, water, electricity, facilities  • Build factory  - Ask volunteers from groups to show their ideas before the class - Ask students to write things that the government should for the rural areas UNIT 8: COUNTRY LIFE AND CJTY LIFE Lesson 5: Section: - Write (page 76) Period 50 Aim: Writing letters to friends about the neighborhood Objective: By the end of the lesson, students will be able to write letters to their friends about their neighborhood Teaching aids: Text book, cards PROCEDURE Stage Steps/Activities Work arrangement Warm up * Revision: - Ask students to put the, outline for an informal letter in the correct order - Prepare cards with outlines on them - Call six students to hold them and stand in a random order - Ask some other students to rearrange them in the correct order - Write the answer on the board so that students can remember the outline of a letter Heading  •Writer's address  •Date  •Dear ,.,,,, Opening Body of letter Closing * Answer questions: - Ask students to work in pairs to answer the questions in exercise on page 76 - Give feedback a Where you live? Whole class Pre-writing While writing (I live in a small town / big city / village) b What does your house look like? (My house looks very nice / small with 4/5 rooms and a nice/ small garden) c What can you see front your bedroom window? ' ' (From my bedroom window, I can see a small park with many green trees and colorful flowers.) d How far is it from your hpme to school? (It's far from my home so I have to ride my bike / It's very near so I can walk.) e What kinds of facilities are there in your neighborhood? (There is a park / a swimming pool/ some restaurants, a post office / ft library.) f What things in your neighborhood you like best? Why? (I like the park best because I can walk with my sisters after dinner/ every morning / I like the library best because I can read many interesting books, or study or learn how to uee the computer there.) - Ask students to write letters to friends about their neighborhood - Let them write individually - Ask them to compare with their partners and correct if they can - Suggested letter: (Writer’s address) (date) Dear I live in a small town My family has a large house with four rooms and a small garden My sister and I share one bedroom From the bedroom window, I can see a beautiful park with green trees, flowers and a pood We don't live far from my school so I usually walk there In my neighborhood, there is a swimming pool and a beautiful park On the weekend, I often go swimming with my friends Early in the morning, I always jog with my sister around the park But the thing I like best in my neighborhood is the public library near my school There I not only can study and read books but also watch video and learn how to use the computer Do you have a library like that in your neighborhood? Is there anything interesting in the place where you live? Write to me I'd like to say goodbye now I'm looking forwards to hearing from you soon Love, (Signature) * Correction: Individual work Pair work - Post writing Choose some letters to correct before class (using projector if possible) - Ask students to write their letter (after correction) on their notebooks T-Whole class Homework UNIT 8: COUNTRY LIFE AND CITY LIFE Lesson 6: Section: - Language Focus 4-5 (page 79) Period 51 Aim: Further Practice in comparative and superlative adjectives Objective: By the end of the lesson, students will be able to use comparative and superlative adjectives Teaching aids:Book, red and yellow chalk PROCEDURE Stage Steps/Activities Warm up * Brainstorming: - Ask students to find out short adjectives and long adjectives they have learnt - Divide the class into teams, one using yellow chalk and the other red chalk - Get students to go to the blackboard and write the adjectives expensive big Long short adjectives adjectives * Answers: - accessible - beautiful - convenient - difficult - intelligent - comfortable - delicious - interesting Presentation Work arrangement Group work - busy - easy - cheap - good irregular - bad adjectives - poor - fresh - small - Remind students of the forms of comparative superlative adjectives  Comparative: Short adjective - ER + than + object More long adjective + than + object  Superlative: The + short adjective - EST The MOST + long adjective  Irregular adjectives: and Whole class Practice Production good/well - better - the best bad - worse - the worst many - more - the most little - less - the least - Ask students to exercise on page 79 They have to work in pairs to make comparisons between the city and the country about: food, traffic, transport, air, entertainment, medical facilities, schools, electricity with the adjectives; easy, expensive, cheap, good, bad, poor, big, accessible, fresh - Give some examples a The air in the country is fresher than in the city b The medical facilities in the city are more accessible; than in the country - Move around the class and help the students write comparison sentences - Let each student read aloud one of the sentences they have made * Possible answers: a The food in the city is more expensive than in the country b The school in the city is bigger than in the country c Electricity in the city is better than in the country d The entertainment in the country is poorer than in the city e The traffic in the city is busier than in the country f The transport in the country is worse than in the city g - Let students make any sentence they want, only focus on the structures, not on the meaning - Ask students to dp exercise on page 79 - Ask them read the advertisement then ask them some questions to check their understanding  What are advertised? (an apartment, a villa and a house)  How old are they? (The apartment is years old, the villa is years old and the house is new)  How much we pay per month? (900,000 dongs for the apartment; 6,6 million dongs for the house and 7,8 million dongs for the villa) - Divide the class into teams and ask them to play the game Noughts and Crosses One team is Noughts (O) and the other is Crosses (X) - Two teams choose the words in the boxes in turns Then use the comparative or superlative If the sentence is correct, they will get one mark - The team which has noughts or crosses on a line will win the game.• Draw this chart on the board and the game begins Pair work T-whole clas Group work old expensive big expensive small hot biff beautiful old * Possible answers: a The villa is older than the apartment b The house is more expensive than the apartment c The villa is bigger than the apartment d The apartment is smaller than the villa e The apartment is hotter than the house f The house is the biggest g The villa is the most beautiful h The-apartment is older than the house - Students can make more sentences - Ask students to write sentences comparing with their neighbors' their house Homework I Aims Helping students UNIT : A FIRST- COURSE - with the knowledge of the situations which require first - aid - to make and respond to offers, promises and requests - to write a thank- you note II Language Focus in order to, so as to Making requests, offers and requests using modal, "will" Future simple with "will/ shall" III Vocabulary Verb Noun (to) bleed bite ambulance (to) elevate burn parademic (to) minimize crutch wheelchair (to) lie flat emergency tissue damage (to) lower eye chart (to) overheat fainting Adjective concious sterile (to) ease Listen and Head 1, injection promise shock sting stretcher treatment victim wound Reading a dialogue for details about the situation which requires first- aid Speak Language Focus 2,3,4 Practice in making and responding to offers,requests and promises Future simple with "will/ shall" Listen Listening for specific information about what is happening at a hospital Read Language Focus Reading for instructions about the situations which require first- aid., ^ Using "in order to/ so as to" to express purposes Write 1, 2, Write a thank-you note Preparing date: 04/ 1/ 2013 Teaching date: 07 / 01 / 2013 8A - 8B UNIT : A FIRST- AID COURSE Lesson 1: Section : - Getting started (page 80) Period 55 - Listen and Read (page 80, 81) Aim: Reading for details about the situations which require first – aid Objectives: By the end of the lesson, Ss can know what they would in the situations which require first – aid Teaching aids: Pictures on page 80, cassette, gap fill chart, drawing PROCEDURE Stage Steps/Activities Work arrangement Warm-up  GETTING STARTED Kim's game • Whole class - Ask Ss to open their, books and look at the things on page 80 (for 20") Tell them these things are often used for first- aid - Divide the class into two groups - Ask Ss to close their books and go to the board to write the Team work names of the things they've just seen from memory, (either in English or Vietnamese) - Tell them the group having the most right English words is the winner - Have Ss open the books again and go through the words in Whole class English Answer Key: emergency room sterile dressing medicated oil water pack water pack alcohol - Ask Ss to discuss and write down what they would in these Groupwork situations which require first-aid Of 4/5 Ss - Call on some groups to give their answers and correct Possible answers: + A girl has a burn on her arm  Use cold water / ice to ease the pain + A boy has a bad cut on his leg  Use alcohol medicated oil / sterile dressing + A girl has a nose bleed  Use a handkerchief to stop the bleeding / tell her to lie down + A boy has a bee sting  Use medicated oil Teacher-Ss  LISTEN AND READ I Pre teach Vocabulary Pre-reading (an) ambulance (draw an ambulance) (an) emergency (T: When we need an ambulance?)  S: When there is an emergency unconcious (adj)  concious (What's “bat tinh” in English?) (to) bleed  the bleeding (When you have a cut, the cut will (bleed) ?) - Have Ss copy the vocabulary in their notebooks Checking technique: Slap the board - Put the new words (in Vietnamese or drawing) all over the board - not in a list - Call on Ss or teams (4 or Ss for each) in both sides to the front of the class standing at equal distance from the blackboard - Call out one of the new words (in English) in a loud voice - Two Ss must run forward and slap the word, the student who slaps the correct word first is the winner and gets a mark II Gap fill Prediction - Hang the chart with the paragraph on the board "There was an emergency at Lan's school, A student (1) off her bike and hit her head on the road She was ,(2)., but she cut her head and (he .(3) was (4), badly Lan telephoned Bach Mai Hospital and asked the nurse to send an (5) to Quang Trung School Lan was asked to keep the student, (6) while waiting for the ambulance." - Ask Ss to predict the words in the gaps - Call on some Ss to go to the board and write their words - Have Ss open their books, listen to the tape while reading the dialogue - Check if Ss' predictions are right or not Anwer Key: Whole class Team work Individual Teacher-Ss concious cut While-Reading fell bleeding ambulance awake III Comprehention question - Ask Ss to read th<> dialogue again and select the topics covered in he dialogue (page 81) - Tell Ss (in groups) to write their answers on a sheet of paper and hand in after finishing - Collect Ss’ papers and correct Post-Reading Answer Key: a , b , c , e , f IV.Role Play - Have Ss in turns play the roles to demonstrate the dialogue V Grammar Examples: a The ambulance will be there in about 10 minutes b I promise I’ll keep her awake Groupwork of 4/5 Ss Teacher-Ss c Use towel or handkerchief to cover the wound in order to stop the bleeding  We use future simple to express an action happen in Pairwork the future  We use WILL to make requests, offers and promises I promise/hope I will……………  We use in order to/so as to + V for purposes Individual S + V +….+ so as to/ in order to + V Home work - Ask Ss to write a story using the information from the dialogue - Tell Ss to begin their story with: "Yesterday there was an emergency at " - Monitor and help Ss with their work - Have Ss find some more words (about 4/5) for situations which require first- aid - Let Ss the exercises in the workbook, (page ) Self -evaluation: ……….……… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………… Preparing date: 07/ 1/ 2013 Teaching date: 10/ 01 / 2013 8A-8B UNIT : A FIRST- AID COURSE Lesson 2: Section: - Speak (page 81, 82) Period 56 Aim: Practice in making and responding to offers, promises and requests Objectives: By the end of the lesson, Ss can make and requests, offers, and promises Teaching aids: Pictures on page 82 chart, posters PROCEDURE Stage Steps/Activities Work Warm-up Revision: Network - Draw the network with an example on the board and use it as a game - Deliver posters to Ss and ask them to write as many words as possible on their posters - Ask Ss to stick their posters on the board after they finish - Tell them the group to have most right words is the winner arrangement Groupwork of 8-10 Ss Situations which reaquire first-aid Have a snake bite Possible answers: have a nose bleed have a burn have a cut have a bee sting…  SPEAK I Set the scene - Ask Ss questions to elicit the models - Have Ss repeat or times beore writing them on the broad - Underline the key words Questions: I want you to get me a bandagel How can I say? I’d like you to come to my party How can I say? I tell my mother that I’ll surely finish my work before bedtime How can I say? II Model Sentences Will you (please) get me a bandage? Would vou like to come to my party ? I promise I’ll finish my homework before bedtime Concept cheeking: - Get Ss to work out the rules for themselves by asking questions - After formulating the model sentences, elicit some more phrases with the Same use from Ss To make a request: Will Would Could you (please) + bare infinitive ? Responses : + Sure / OK / All right — I’m sorry I can’tJ I’m afraid not Teacher –Ss To make an offer: Will / Won’t you Shall I bare infinitive ? Can I Would you like + to infinitive ? What can I / get for you ? Can I get you .? Responses; + Yes, please / That would be nice - No, thank you To make a promise : I promise I’ll /I won’t I will I promise I promise to Responses: I hope so / Good / I’m glad / Don’t forget Practice - Get Ss to copy III Matching - Hang the chart with the statements on the board - Ask Ss to look at the pictures on page 82 and match the situations with the statements Whole class Groupwork of 4/5 Ss The girl has a bum on her hand The girl has a bad fever The boy has just broken the vase The boy hat a headache The boy has a snake bite Homework Answer key l.a 2.d 3.e b c IV Picture Drill: - Identify the situations in the pictures Picture a)  request b) offer offer / request c)  offer/ request d)  offer e)  promise - Model Picture a) then get Ss to repeat (chorus individual) - Call on one student to demonstrate Picture b) with the teacher Open pairs: - Get or pairs to demonstrate the exchanges of the rest, (c, d, e ) Closed pairs: - Get Ss in turns to practice all the exchanges (a  e) - Monitor and correct, encourage Ss to make sentences for themselves - Collect the Ss' ideas and write them on the board, (generally in a list.)  • - Let Ss the exercises in the workbook, page Teacher-Ss Pairwork Teacher-Ss Teacher-Ss Pairwork Self -evaluation: …………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………… Preparing date: 07/ 1/ 2013 Teaching date: 11/ 01 / 2013 8A-8B UNIT 9: A FIRST- AID COURSE Lesson Section : - Listen (page 82) Period: 57 Aim: Listening to a paragraph for details about the activities in an emergency room Objectives: Help Ss know how to listen for details Teaching aids: Pictures on page 82, cassette, a chart PROCEDURE Stage Steps/Activities Work arrangement Warm-up Guess from context: What actions ? - Ask Ss to look at the picture on page 82 and write out all title verbs describing the actions of the people in it - Tell Ss the group having the most right verbs is the winner Answer Key: (to) drive, wheel / move / push, weigh, wait, lie, stand, lean  LISTEN I Pre teach Vocabulary (an) eye chart (use the picture ) Tgroupwork of 4/5 Ss Pre- listening  eye sight (nu) (a) parademic (He takes care of patients but he isn't a doctor nor a nurse.) (a) wheelchair (use the picture)  (to) wheel (to push a wheelchair) (a) stretcher (picture) (a) crutch  crutches (picture) • Have Ss copy Checking technique: What and Where - Have Ss repeat the words in chorus then rub out word by word but leave the circles - Go on until the circles are empty - Get Ss (5 at a time) to come to the blackboard to fill in the circles with the right words again II Matching Ask Ss to look at the picture in their books again and match the letter A, B, C, D, E, F to the correct words in the box Whilelistening Teacher-Ss Groupwork of 4/5 Ss Answer Key: A  ambulance D  eye chart B  wheelchair E  scale C  crutches F  stretcher III Order Prediction - Rub out the letters (A, B ) but leave the words - Tell Ss they are going to listen place in an emergency room which contains the words on the board - Put the words in the table You guess On tape ambulance ……… wheelchair ……… crutches ……… eye chart ……… scale ……… stretcher ……… - Have Ss copy and guess the order of the words - Play the tape and ask Ss to listen - Ask Ss to give their answers and correct IV True / False Statements - Stick the chart with the statements on the board: A doctor is wheeling a patient into the emergency room Individual Whole class Individual The patient's head is bandaged A nurse is pushing a wheelehair with a patient sitting on it The eye chart consists of 28 letters ranging in the different size The baby's mother is trying to stop the nurse from weighing her baby - Ask Ss to read the statements carefully and check if they understand the meaning of the statements - Ask as to work in pairs to decide which of the statements is true and which is false - Play the tape and have Ss listen (2 or times) - Ask Ss to give their answers and correct Answer Key: Post-listening Homework False a parademic not a doctor) True False (empty wheelehair not with a patient ) True False (stop her baby from crying) V Write- It-Up - Ask Ss to write the story about the activities in the picture, using the Present continuous “This is the emergency room in a large hospital……… - Ask Ss to rewrite the above story in the Past Tense - Let them the exercises in the workbook, page Whole class Pair work Individual Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 11/ 1/ 2013 Teaching date: 14/ 01 / 2013 8A- 8B UNIT :A FIRST- AID COURSE Lesson 4: Section : - Read (page 83, 84) Period 58 Aim: Reading for the instructions about some more situations requiring first- aid Objectives: Teaching aids: chart, picture / drawing, mimes, cardboards PROCEDURE Stage Steps/Activities Work arrangement Warm up Revision: Bingo - Ask Ss to give nouns for emergencies which require Irst-aid and write them on the board Suggested words burn, cut, bee sting, snake bite, fainting, shock, nose bleed - Have Ss choose any words on the board and write them down on a piece of paper - Call out the words until someone has ticked all the four words and shouts “Bingo!” He / She wins the game  READ I Pre teach Vocabulary (to) lie flat; (mime / drawing) (to) elevate  (to) lower (gesture) Whole class Pre-reading (a) victim (person who needs first- aid) (to) overheat (make sth too hot) tissue damage (translation) (to) ease = (to) stop - Have Ss copy technique: Rub out and Remember - Have Ss repeat and rub out the English words (one at a time), Individual Teacher-Ss Whole class leave the Vietnamese translations - When all the English words are rubbed out, go ough the Vietnamese list and get the Ss to call out English words II Network - Draw the network with some examples on the board - Ask Ss to think of what to in these emergency cases - Collect and write the Ss' ideas on the board cool the burn with ice g burn lie down First-aid? While-reading faintin Let the victim Don’t give the shock victim any food - Have Ss open their books and read the instructions on page 83 - Ask some Ss to go to the board and add the missing information III Matching - Ask Ss to read the statements on page 84 and match three Leadings A, 8, C to them Answer Kev: A a, c, e B  b C d IV Grid - Draw the grid on the board - Ask Ss to read the instructions again and fill in the Information - Call on some Ss to the board to write their answers Answer Key Cases Fainting Do Don't - Leave the patient Don't force him/ lying flat Elevate her to sit or stand the patient’s feet ,or lower his /her head below the level of the heart - Give him/ her a cup of tea when he/ she revives Individual Pairwork Groupwork of 4/5 Ss Shock - Don't overheat the victim with blankets or coats - Don't give the victim any food or drink or drug Burns - Cool the burn immediately to minimize the tissue damage : Put the affected part under a running cold tap (if possible) - Ease the pain with ice or cold water packs Cover the burned area with a thick sterile dressing Whole class - Have Ss copy the grid in their notebooks Teacher - Ss Whole class Post-reading Homework - Ask Ss to write the first aid instructions above in their exercise books Let Ss the exercises in the workbook, page Teacher – Ss Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 14/ 1/ 2013 Teaching date: 17/ 01 / 2013 8A- 8B UNIT 9: A FIRST-AID COURSE Lesson Section : - Write 1, 2, (page 84, 85 Period: 59 Aim: Writing a thank- you note Objectives: By the end of the lesson, Ss know how to write a thank-you note Teaching aids: Posters, drawing PROCEDURE Stage Warm up Pre-writing Steps/Activities Work arrangement Revision: Shark Attack - Draw the figures of sea wave, steps, a boy / girl, a shark - Draw dashes, each dash for a letter of the word to be revised, (lie flat, elevate, lower, victim, ease….) Teacher-Ss  Write 1, 2, I Pre teach Vocabulary - Elicit words from Ss (to) thank (so) for (sth) (give an example with a gap)  eg: She thanked me helping her (to) cheer (so) up: (to make (so) feel happier) (to) come over: (translation) - Have Ss copy Checking technique: Slap the board - Write the Vietnamese translation all over the board, adding some words in the last lesson - Call on 2Ss or teams of 4/5 Ss in both sides to the front of the class - Call out the English words and Ss run forward to slap the Vietnamese word on the board II Set the scene - Ask Ss to close their books and listen Nga was sick and she had to go to hospital After she left the hospital, she wrote a thank-you note to Hoa Why and what did she write ? III True / False Predictions Teacher-Ss Whole class Teacher While-writing Post- writing - Hang the poster with the statements on the board Nga writes to thank Hoa for some candy Hoa's gift cheered Nga up Nga'd like Hoa to see her at the hospital Nga is very bored now 5.Nga writes the letter at the hospital - Ask Ss to read the statements and predict, - Get Ss to give their predictions, (only one student for each statement) and write on the board (T/F) - Ask Ss to look at the letter on page 84 and complete it with the right verb forms - Monitor and help Ss with the tense forms - Call on some Ss to give their answers and correct - Ask Ss to read the whole letter and check if their predictions are right or not - Correction Answer Key: False  flowers (not candy) True False  at her house (not at the hospital) True False  at her house (not at the hospital) IV.Questions and Answers - Tell Ss they are going to write a thank-you note to a friend and invite him / her to go on a picnic with them - Put the poster with the questions (page 85) on the board What did your friend give/send you? On what occasion ? What was / were it / they like ? How did you feel when you received the present ? How you feel now ? Do you want to invite your friend to somewhere ? If so, then when ? How will you contact your friend ? - Ask some Ss to answer the questions orally - Have Ss practise speaking to each other - Monitor and correct - Ask Ss to join the sentences into a paragraph (not put any numbers, eg: 1, 2, 3, ) to make it a thank-you note - Tell Ss to write their letters on a sheet of paper to hand in or in their exercise notebooks V Exhibition - Divide the class into groups and choose a letter randomly in each group - Ask groups to copy chosen letters on posters then put them on the board - Compare the posters and correct - Call on some more Ss to read their letters for the class (if Individual Teacher-Ss Teacher-Ss Pairwork Individual Groupwork Teacher Individual Homework possible) - Give feedback and correct - Ask Ss to use the same format to write another letter to another friend for another occasion, - Let Ss the exercises in the workbook, page… Teacher Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 15/ 1/ 2013 Teaching date: 18/ 01 / 2013 8A- 8B UNIT 9: A FIRST-AID COURSE  Lesson Section : - LANGUAGE FOCUS (page 86- 88) Period: 60 Aim: Using in order to and so as to to indicate purposes.Will /shall to make request,offer,promise Objectives: By the end of the lesson, 8s can use in order to and so as to to indicate purposes and make request,offer,promise with will or shall Teaching aids: Posters, drawing PROCEDURE Stage Warm up Language Focus Steps/Activities Work arrangement Revision: Shark Attack - Draw the figures of sea wave, steps, a boy / girl, a shark - Draw dashes, each dash for a letter of the word to be revised, (lie flat, elevate, lower, victim, ease….) Teacher-Ss  Model Sentences: - Ask the question to elicit the answer A Why should we cool the burn immediately ? B We should it so as to minimize the tissue Teacher-Ss damage in order to bare inf - Model then have Ss repeat, choral  individual Concept checking Form : so as to / in order to + bare infinitive Meaning : để Use : to indicate purposes Whole class Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… I Aims Helping students UNIT 10: RECYCLING II Language Focus Passive forms Adjectives followed by Present simple Future simple - to give and respond to instructions - to talk about feelings - to write a set of instructions - an infinitive - a noun clause (Period 61-65) III Vocabulary Verbs (to) decompose (to) recycle (to) reduce (to) refill (to) reuse (to) protect (to) contact Nouns natural resource compost deposit fabric fertilizer glassware metal representative IV Unit Allocation Getting started Listen and Read 1, Reading a dialogue for details about how to protect the environment and save natural resources Speak Listen Practice in giving and responding to instructions Listening for specific information about making compost Read 1, Language Focus 1, Reading for details about how things are recycled Passive form in Present Simple and Future Simple Write 1, Write a set of instructions on how to recycle used things Language Focus 3, Adjective followed by - a to infinitive - a noun clause Preparing date: 18/ 1/ 2013 Teaching date: 21/ 01 / 2013 8A- 8B UNIT 10: RECYCLING Lesson 1: Section : - Getting started (Page 89) Period 61 - Listen and Read Aim: To give Ss information about the environment problems Objectives: Ss will be able to something to protect the environment and save natural resources Teaching aids: Posters, flashcards, a chart, cassette PROCEDURE Stage Warm up Steps/Activities  GETTING STARTED Brainstorm: - Draw the circle with an example on the board Work arrangement Groupwork of teams Ways to reduce the amount of garbage Reuse plastic bags Pre-reading - Ask Ss to think of ways to reduce the amount of garbage they produce - Deliver posters to Ss, dividing them into groups - Tell Ss to put the posters on the board after they finish and the team having the most good ideas is the winner - Give feedback Possible answers: Use cloth bags, use tree leaves to wrap things, make garbage into fertilizer, make vegetable matter into animal food  LISTEN AND READ I Pre-teach Vocabulary - Elicit words from Ss (a) representative (translation) (to) protect (to keep so/ sth safe from danger)  (to) protect (so / sth) from (so / sth) natural resource(s) (translation/ explanation) (coal mines, oil/gold/mineral deposits are ) (to) recycle (to make something already used able to be used again) (to) contact (translation/ definition) (to communicate with someone by telephone or letter ) - Have Ss copy Checking technique: Jumbled words - Stick flashcards with jumbled words on the board tconatc psentreretive ceresoru ralnatu ropttce cyrecel - Ask Ss to rewrite the words in the right order - Tell Ss the first two groups with the right words will get points - Correct Answer Key: contact representative resource natural protect recycle II True / False Predictions - Ask Ss to listen to the situation - Set the scene: A representative from Friends of the Earth, Miss Blake, is talking to the students of Quang Trung School, friends of the Earth Teacher-Ss Whole class Groupwork of 4/5 Ss Teacher-Ss shows people how to protect the environment and save natural resources - Put the chart with the statements on the board - Ask Ss to work in pairs to decide if the statements are true or false - Write the Ss' guesses on the board, (only one guess for each statement) True or False ? Friends of the Earth is an organization to help people make friends with each other Miss Blake asks the students to remember things: reduce, reuse, recycle Reduce means buying the products which are overpacked We cannot reuse things like envelopes, glass, plastic bottles, old plastic bags Miss Blake says that we should use cloth bags and shouldn't use plastic bags at all Recycling means not just throwing things away but trying and finding another use for them Whilereading - Ask Ss to open their books, listen to the tape while reading the dialogue - Call on Ss to correct the false statements Answer Key: False  an organization to help people protect the environment and save natural resources True False  Reduce mean not buying…… False  We can reuse things………… True True III Comprehension Questions - Ask Ss to look at the questions on page 90 and work in pairs - Monitor and help Ss with their work - Call on some pairs to ask and answer the questions - Give feedback Answer Key: a Reduce means not buying products which are overpacked b We can reuse things like envelopes, glass, plastic bottles and old plastic bags c Recycle means not just throwing things away Try and find another use for them d We can look for information on recycling things by having a contact with an organization like Friends of the Earth, going to the local library or asking your family and friends e (Students' answers) Whole class Pairwork Post-reading Homework (Possible answer: We shouldn't use plastic bags because when we throw them away, they could stay very long and could not be selfdestroyed / self demolished) IV Discussion - Write the topic on the board How to protect our environment ? - Ask Ss to express their opinions / ideas on this topic - Write the Ss' ideas on the board into a list - Give feedback, correct and have Ss copy Individual - Write the questions and full answers in your exercise notebooks - Do the exercises in the Workbook on page Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 21/ 1/ 2013 Teaching date: 24/ 01 / 2013 8A- 8B UNIT 10 : RECYCLING Lesson Section : - Speak (page 90, 91) Period 62 Aim: To help Ss practice in giving and responding to instructions Objectives: Ss can give and respond to instructions Teaaching aids: Picture (copied from textbook, p.91), a mapped dialogue chart, realia (clothes), cassette Stage Warm up Steps/Activities Work arrangement Memory game (Kim's game) - Show the picture to the Ss and ask them to observe it carefully, let them look at the picture for about 20"then put it away - Divide the class into teams - Ask Ss (one student in each team at a time) to go to the board and write as many words showing things in the picture as possible - Tell Ss the team with the most right words is the winner Possible answer: used paper, old newspapers, books, cardboard boxes, bottles, glasses, jars, plastic bags, food cans, drinking tins, vegetable Whole class Teamwork Pre-speaking matter, clothes, shoes, schoolbags, —.-  SPEAK I Pre-teack Vocabulary - Elicit words from Ss fertilizer (nu) (explanation) (Fanners often use this thing to make their plants or trees grow well What's it ?)  (to) fertilize compost (nu) (question) (What you call the fertilizer made from spoiled food, leaves, vegetable matter )  (a) compost heap fabric (n) (realia : clothes) (What are these clothes made of ?) leather (n) (question) (Our shoes, sandals are often made of ?) - Have ss copy Checking technique: Bingo - Get Ss to brainstorm a list of about 10 new words fertilizer, compost, leather, fabric, plastic, glass, metal, paper, cardboard, tin… - Ask Ss to choose any words and copy into their papers - Call out the words until a / some student(s) has / have ticked all of their words and shout " Bingo" and they win II Dictation List - Tell Ss they are going to listen to the words for items and put them into the right groups - Draw the table on the board and ask Ss to copy it - Tell Ss to listen to the words and put them in the right columns - Model some words - Read the words (in the table below) aloud, slowly and jumble them up - After listening, ask Ss to work in pairs and give their answers - Read the words again and correct Answer Key: Group Items Paper used paper (old newspaper, books, cardboard boxes) (bottles, glasses, jars) Glass (plastic bags, plastic bottles.) Plastic (food cans, drinking tins.) Metal Fabric clothes (cloth bags, material.) (shoes, sandals, schoolbags) Leather Vegetable fruit peels, (vegetables, rotten fruits) matter III Mapped Dialogue - Put the mapped dialogue chart on the board Teacher-Ss Individual Individual Pairwork Whilespeaking - Elicit the exchanges from Ss - Have some pairs practice each exchange before going on to another exchange - After finishing the dialogue, ask a good pair to demonstrate the whole dialogue Open pairs: - Ask some pairs to demonstrate the dialogue Close pairs: - Ask Ss to work in pairs, replacing the information (in brackets) with the words in the dictation list Tacher-Ss Pairwork - Monitor and correct Post-speaking Which group (do clothes) belong to?  What can we with (those clothes)?  Homework Put (them) in (fabric) We can (recycle them and make them into paper or shopping bags Is / Are (fruit vegetable That’s right matter)? What will we with We make (it into (it)? compose and fertilize our field) - Do the exercises in the workbook on page Individual Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 21/ 1/ 2013 Teaching date: 25/ 01 / 2013 8A- 8B UNIT 10 : RECYCLING Lesson Section : - Listen Period 63 Aim: Listening for specific information about making compost Objectives: Help Ss know how to listen for details Teaching aids: Pictures on page 82, cassette, a chart PROCEDURE Stage Warm-up Steps/Activities - Greetings vegetable matter ? Tell me garbage you can make compost? - Get sts think and answer - Write sts’ answers on board Work arrangement Tgroupwork of 4/5 Ss Garbage can make Pre- listening compost Vocabulary: - moisture (n): sù Èm ít (explanation) - heap (n): đống, chồng (visuals) - grain (n): h¹t (lóa) (realia) - condensation (n): đông đặc (realia) - shade (n): bãng m¸t, bãng r©m (visuals) - Checking vocabulary: What and where T/ F statements: Statements Using any meat or grain products to make compost heap Teacher-Ss Whilelistening: The best place for a compost heap is everywhere The compost heap needs moisture Don’t cover the heap with a sheet of strong plastic Keep adding to the pile and after about six weeks - Hang on the table on board - Let sts to look at the poster read and guess which one is true or false - Call sts read the ststements and guess T/F Checking sts’ gueesing: - Open the tape (twice) - Let sts to listen to the tape then check - Ask them to share with their friends - Open tape again - Listen and correcrt * Answerkey: F: Don’t use any meat and grain products F: The best place for a compost heap is in a garden T F: Cover the heap with a sheet of strong plastic F: Keep adding to the pile and after about six months Multiple choice: (using questions on p 91) - Ask sts to look at the questions on p 91 - Read the questions then disscuss with their partners to answer - Open tape again - Let sts to listen to the tape again to choose the correct answer - Ask them to shere with theirs friesnds - Call sts to answer - Give out correct answer * Answerkey: 1/ What type of garbage can you put in the copost? A All vegetable matter 2/ Where is the best place for a compost heap? B A place that gets sun and shade 3/ Should you water the compost? B Yes 4/ How long does it take before you can use the compost? B Six months Retell how to make compost Let them the exercises in the workbook, page Prepare for Read Groupwork of 4/5 Ss Teacher-Ss Teacher-Ss Teacher-Ss Post-listening Individual Homework Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 25/ 1/ 2013 Teaching date: 28/ 01 / 2013 8A- 8B Lesson Period 64 UNIT 10: RECYCLING Section : - Read (page 92,93) Aim: Reading for details about how things are recycled Objectives: By the end of the lesson, Ss will be able to form the Passive in the Present Simple Teaching aids: wordsquare chart, photocopied pictures (p 95), drawing PROCEDURE Stage Warm up Steps/Activities Revision: Wordsquare E N V E L O P E R D Pre-reading Work arrangement N B E J U S R A E E Groupwork of teams V c D U S T O B C E I G R E E N T R E E R A D Y D O E C E f O R O I P T C A N G N B P L A S T I C H M A P A P E R B A G E G U R E D U C E I N E R S R E U S E J T R E C Y C L E K L - Put the wordsquare chart on the board - Tell Ss the topic is about the environment and there are 14 hidden words - Divide the class into groups - Ask Ss to write their answers on a piece of paper and hand in when they finish - Tell Ss the group with the most right words is the winner Answer key: environment, garbage, pure, used paper, protect envelope, dust, green tree, can, plastic, paper bag reduce, reuse, recycle  READ I.Pre-teach vocabulary - Elicit words from Ss (a) tire (picture) (a) pipe (drawing) (a) deposit (translation) (to) refill (explanation) (to fill something empty again) 5.(to) melt  (to) freeze - Get Ss to copy the new words Checking technique: Rub out and Remember - Ask Ss to close their notebooks and look at the board - Rub out the English words, one at a time, point to the Vietnamese words and ask Ss "What's this in English ?" Whole class While reading - When all the English words are rubbed out, go though the Vietnamese list & get Ss to call out the English words II Open prediction - Tell Ss they are going to read a page in a newspaper giving some recycling facts to protect the environment - Write the questions on the board and ask Ss to guess what they're going to read - What people with used things ? - What can they make from them ? - Write the Ss'guesses on the board Car tires  Milk bottles  Glass  Drink cans  Household and garden waste  III Grid (Read 2) - Draw the grid on the board and have Ss copy it - Ask Ss to open their books and read the text - Ask Ss to work in pairs to make a list of recycling facts mentioned in the text - Call on some Ss to write the information in the grid on the board Answer Key: Used things Recycling Facts are recycled to make pipes Car tires and floor recoverings are cleaned and refilled Milk bottles (with milk) Glass is broken up,melted and made into new glassware Drink cans are brought back for recycling Household and is made into compost garden waste IV.Comprehension questions: (Read 1) - Ask Ss to work individually to answer the questions on page 93 - Let Ss compare their answers with their partners - Call on some Ss to answer - Give feedback Model sentences: Passive Voice / Form - Elicit the model sentences from Ss the have Ss repeat Car tires are recycled to make pipes and floor coverings Glass is recycled into new glassware S be past part Whole class Individual Whole class Pair work Individual Pairwork Choral  Individual Teacher –Ss Concept checking : + Form : Passive Form in the Present Simple Subject + is/ant/are + past participle + Use : it is used when the subject is affected by the action of the verb (Vietnamese can be used for weaker students) + How to change an active sentence to a passive one Active S V O Passive S eg: I be + pp love My parents my by O Whole clas parents are loved Individual - Have Ss copy Pair work Post reading Work in pair and find out the passive form sentences in the text Let them the exercises in the workbook, page Homework Prepare for Write Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 28/ 1/ 2013 Teaching date: 31/ 01 / 2013 8A- 8B UNIT 10: RECYCLING Lesson Section : -Write (page 93, 94) Period 65 Aim: To help Ss to write a set of instructions on how to recycle used things Objectives: Students will be able to write a set of instructions, sequencing Teaching aids: drawing, mime, photocopied pictures (p.94) PROCEDURE Stage Steps/Activities Warm up  REVISION: Lucky Numbers - Write numbers on the board, from to - Tell Ss each number is for a question but of them are lucky numbers If Ss choose a lucky number, they not have to Work arrangement answer any question but they get points and they can choose another number - Divide the class into teams Lucky number Say this sentence in the passive "People speak English everywhere" Say this sentemce in the active "Cartoons are liked by most children" Lucky number Lucky number Say this sentence in the passive "We not use things carefully." Say this sentence in the active "Are candies liked by the children?" Say this sentence in the passive "Mr Han teaches Maths" (same as 8) "Vegetarians not eat meat"  WRITE 1,2 I.Pre- teach vocabulary - Elicit words from Ss (to) soak (explanation) (to put sth in liquid for a time so becomes completely wet) (to) mash (mime) (a) wire mesh (translation) (a) bucket (drawing) Team work Teacher-ss that it - Have Ss copy down Checking technique: Slap the board - Put the Vietnamese translation all over the board - Call on Ss or teams of 4/5 Ss in both sides of the class to the front of the class standing at equal distance from the board - Call out the English word & ss run forward to slap the Vietnamese word on the board - The student slapping the right word first is the winner and gets a point for his/her team II Ordering prediction - Set the scene : tell Ss they are going to read a text about how to recycle used paper - Put the verbs on the board randomly in a flow chart - Ask Ss to work in groups to guess the order of the actions soak dry pull out mix press mash 1 2 3 4 5 6 Team work Teacher Groupwork of 4/5 Ss While writing Post writing Homework - Call on about pairs to write their answers on the board - Explain the process of recycling, using mimes or Vietnamese and correct Answer key: 1.soak mash mix pull out press dry - Ask Ss to open their books, read the text on page 93 and fill in the verbs - Monitor and correct the exercise in the text book Answer key : use mix place press wrap wait dry III Recall - Ask Ss to close their books - Write the sequencing on the board and have Ss to practise speaking first - Call on Ss to say the sentences from memory First, Then, Next, After that, Finally, - Get Ss to write the text in brief using the sequencing - Monitor and help ss with their work Answer Key: First, soak old newspaper in a bucket overnight Then, mash the paper by a wo&den spoon Next, mix the mashed paper with water After that, use a wire mesh to pull the mixture out, put it on the doth and press it down firmly Finally, take the mesh out of the cloth & dry it in the sun - Call on some Ss to read their writing for the class - Give feedback and correct IV Ordering Pictures - Stick the photocopied pictures on the board randomly - Ask ss to listen and work in groups to rearrange the pictures according to the instructions on how to prepare the tealeaves - Read the instructions aloud a.First take the used tealeaves from the tea pot b Next scatter the tealeaves on a tray c Then dry the leaves in the sun d Finally, put the dry leaves in a pot for future use - Get Ss to give their answers - Correct, - Write the instructions on how to make a thing you have ever made using the sequencing Individual Individual Groupwork Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 28/ 1/ 2013 Teaching date: 1/ 02 / 2013 8A- 8B UNIT 10: RECYCLING Ldsson Section: - Language Focus (page 96, 97) Period 66 Aim: To get Ss to further practise in the Passive and in expressing their feelings using Adjectives Objectives: Students will be able to form the Passive in Future simple and the structures with Adjectives Teaching aids: cardboards, poster, handouts PROCEDURE Stage Warm up Presentation Steps/Activities Work arrangement Question Game: What's your job? - Call on a student to go to the board and give him / her a job name - Ask the rest of the class to guess the job by asking yes- no questions - The chosen student can only answer yes or no Example questions: Do you get a big salary ? Do you wear uniform ? - Tell Ss someone who can guess the right job will get a point and take the place of the last chosen student  LANGUAGE FOCUS V Ordering pictures - Ask ss to read the instructions and look at the pictures on page Individual 95 - Tell them to put the pictures in the correct order according to the instructions - Call on some groups to give their answers Answer kev: a.l b.4 c.3 d.5 e.2 f.6 Practice Production - Ask Ss to rewrite the sentences (UP 1) in the passive form - Let them compare their writing and ask some ss to go to the board and write their sentences Answer Key: b Then the glass (it) is washed with a detergent liquid c The glass pieces are dried completely d They are mixed with certain specific chemicals e The mixture is melted until it becomes a liquid f A long pipe is used It is dipped into the liquid, then the liquid is blown into intended shapes - Use the sequencing to rewrite the instructions (LF1) (First…… , then ………… next ……… finally  LANGUAGE FOCUS I Pre-teach Structures - Set the scene: Ask ss to listen to the situation A famous inventor, Dr Kim, is going to build a time machine One of his assistants, Hoi, is asking him questions about the invention He wants to know when Dr Kim will start the project How can he say the sentence in the Passive ? (Use Vietnamese for weaker student) Model Sentences: When will the project be started? Will S be past participle Concept checking: Use : Passive Form in the Future Simple Form :will / shall + be + past participle - Have Ss copy down - Show Ss the questions (prepared on a poster) and ask them to fill in the gaps, using the Passive It .to the public when it is finished (show) it by the end of the year? (build) It before Tet (finish) it by you ? (made) - Call ss to give their answers and correct Answer Key: will be showed / shown Will be built ? will be finished Will be made ? II Interview Teacher-Ss Whole class Individual - Prepare separate large cardboards, one for Dr Kim; one for Hai Presentation Presentation Hai Dr Kim When /will /the 1.Very soon project / start/ ? Yes / It / show / to the 2.Many people / want puplic/ when/it/finish / / see / time machine/ I'm afraid not/ but / it / Will/it/build/by the finish / before Tet / end / year/? No,/1 / need you / 4.Will/it/make/ by build it/ you? When can you start ? Let's begin tomorrow - Tell Ss half of them are going to play the role of Hai to interview Mr Kim, and the others are Mr Kim - Model : give one of the cardboards to a good student and ask him / her to demonstrate the interview Teacher (Dr Kim) - Student (Hai) - Stick the cardboards on the board and get about pairs to demonstrate - Deliver hand- outs (same content as cardboards) to the whole class and ask them to pairwork - Monitor and correct  LANGUAGE FOCUS I Pre-teach Structures - Set the scene: Ba gives Nam a lot of directions at a time so Nam find it difficult to follow Ba's directions What does he say to Nam ? Model Sentences: It ’s difficult to follow your directions It be adj to infinitive Concept checking: Form: It + be + adjective + to infinitive - Have ss copy II Gap Fill - Ask Ss to open their books and complete the dialogues on page 96 - Call on some pairs to demonstrate the dialogues and correct • LANGUAGE FOCUS I Preteach structures - Set the scene: Nam passed the English exam and his grandparents are delighted at it What did they write to him ? - Elicit the model Model Sentences: We are delighted that you passed the English exam Teacher –st Open pairs Teacher -Ss Teacher – Ss S be adj that/noun clause Concept checking : Form: S + be + adj + that / noun clause - Get Ss to copy Practice Production Homework II Matching - Ask Ss to read the letter on page 97 and match the words - Call on some ss to go to the board to draw the lines relieved (adj) a xin chúc mừng Congratulations b trông chờ look forward to (v) c xaùc nhaän laïi confirm (v) d nheï nhoõm - Ask Ss to copy the vocabulary III Gap-fill - Ask Ss to work in pairs to complete the letter using the words in the box - Get some Ss to give their answers, - Give feedback and correct - Rewrite the letter beginning with : "Nam's grandparents are delighted that he - Do the exercises in the workbook, page ………… Whole class Individual Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… UNIT 11 : TRAVELING AROUND VIETNAM I Aims Helping students (Period 66- 71) - to expreSs interest - to make and respond to formal requests - to make suggestions - to complete a narrative II Laguage Focus Making requests with - Would / Do you mind if I ? - Would / Do you mind + V-ing? –ed and –ing participles III Vocabulary Verb Noun (to) import accommodation (to) recognize canoe (to) sunbathe corn Crop departure florist institute limestone stream sugar cane tribe water buffalo waterfall IV Unit Allocation giant magnificent Lesson Listen and Read 1, Reading dialogue for details about how to expreSs interest Lesson Speak Language Focus Practice in making and responding to formal requests using MIND Lesson Listen and Read Listening and reading for details about place directions and places of interest Lesson Read Language Focus Reading for information about places of interest in Vietnam and making suggestions Further practice with " mind " Lesson Write I, Complete a narrative, Lesson Focus 1,2 Practice in using -ed and -ing participle Preparing date: 1/ 2/ 2013 Teaching date: 4/ 02 / 2013 8A- 8B Adjective UNIT 11 : TRAVELING AROUND VIET NAM Lesson 1: Section : - Getting started (page 98) Period 67 - Listen and Read 1, (page 99, 100) Aim: Reading for details about how to expreSs interest Objectives: By the end of the leSson, Ss will be able to use expressions to expreSs their interest Teaching aids: caSsette, charts (jumbled words and pre-quest pictures on p 98 PROCEDURE Stage Warm-up Steps/Activities Jumbled Words - Write the topic on the board: Places of interest - Put the chart with jumbled words board Work arrangement Teamwork on the HarborGate HalongNharong Ngo Mon The Temple Bay Liteitature Pre-reading - Ask each team to connect the words to make the right phrases for places of interest and write them on the board as fast as poSsible Answer Kev: Ngo Mon Gate, Ha long Bay, The Temple Literature, Nha rong Harbor  GETTING STARTED - Ask Ss to open their books (p.98) and match the names with the pictures - Call on some Ss to give their answers Answer Key: a) Ngo Mon Gate b) Nha rong Harbor c) The Temple Literature d) Ha long Bay  LISTEN AND READ I Pre teach Vocabulary - Elicit the words from Ss (a) crop (translation / explanation) (something such as grain, rice, fruit is grown in one season.) (a) sugar cane (What is used to make sugar?) (a) water buffalo  buffaloes (translation) (a) forty - minute drive (explanation) Example: The drive takes 40 minutes  It's a 40 - minute drive - Ask Ss to notice that a plural noun must be changed to the singular form when preceding the noun it modifies In a noun phrase - Have Ss drill some more: (oral  writing) Individual Teacher Ss Individual  choral The vacation lasted months  It was a - month vacation The boy is thirteen years old  He is a thirteen - year - old boy - Have Ss copy down Checking technique Bingo - Get Ss to brainstorm a list of words and write them on the board crop, sugar cane, water buffalo, rice paddy, a 40-minute drive, a 6- letter word, a five- dollar note, a 200- page book - Ask Ss to choose any words / phrases and copy them on their paper - Call out the woi "a until someone shouts "Bingo" II Pre- questions - Set the scene - Put the chart with the questions on the board Where does Hoa meet The Jones ? Is it the first time The Jones have visited Viet Nam ? ' How they travel to Ha Noi ? What they see along the road to Ha Noi? What would Tim tike to ? - Check if Ss understand the questions and have them a few minutes to think about the questions - Ask Ss to listen to the tape while reading the dialogue on page 99 - Have Ss work in pairs to answer the questions Whole class Individual Individual Pairwork While reading - Call on some pairs to give their answers Answer Key Hoa meets The Jones at the airport Yes, it is By taxi, They see a boy riding a water buffalo, rice paddies, corn and sugar cane fields He'd like to take a photo III True / False Statements (It should be used as a listening task for good students, if not, use the text books) - Ask Ss to listen and say out True or False - Read the sentences aloud and wait for Ss answers a This is the first time Hoa has met Tim's family b Hoa helps Mrs Jones with her luggage c The Jones family is traveling from the airport in a bus d Shannon has never seen rtce paddies before Whole class Post-reading Homework e The car is traveling past farmland f Only rice and corn are grown around Ha Noi - Ask some Ss to correct the false sentences and have Ss write in their notebooks, (a  f) Answer Key: a True b True, c False  in a taxi d True e True f False  Not only rice and corn but also sugar canes are grown around Ha Noi IV DiscuSsion - Ask Ss to read the dialogue again, discuSs with them and ask them to pick out the sentences containing the situations mentioned below * to expreSs interest: - I'd like you to meet my parents - It's nice to meet you - It's great to be in Viet Nam - I'd like to sit with Tim * to expreSs a request: - Would you mind sitting in the front seat - Would you mind if I took a photo ? - Practise the dialogue in group of Do the exercises in the workbook on page Whole class Individual Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 15/ 2/ 2013 Teaching date: 18/ 02 / 2013 8A- 8B UNIT 11 :TRAVELING AROUND VIET NAM Lesson Section : - Speak Period: 68 Aim: To help Ss practice in making suggestions and using " mind " to make requests Objectives: By the end of the leSson, Ss will be able to make and • respond to formal requests using "mind" and make suggestions Teaching aids: cardboards, a mapped dialogue chart PROCEDURE Stage Steps/Activities Work arrangement Warm-up Presentation Practice - GAME: What does it say ? - Choose a student and ask him / her to go to the front of the class with his / her back to the board so that he / she cannot see what is written on the board Write the information on the board, (normally in brief) - Ask the rest of the class try to help the student guess what is written on the board by asking questions until he / she says out right the word(s) on the board eg: On the board: Yes, I Ss ask : Do you like your teacher ? Or On the board: Every day Ss ask: How often you have a shower?  SPEAK I Pre teach Structures - Set the scene: Remind Ss of the exchanges between Hoa and Mr Jones and between Hoa and Tim in the last dialogue and elicit the sentences from Ss Model Sentences: A••: Would you mind sitting in the front seat of the taxi ? B : No problem A : Would you mind if I took a photo ? B : Not at all Concept checking: Use: To make and respond to formal requests Form : Would you mind / Do you mind + Verb -ing ? Would you mind if I + Verb (in Past simple tense) ? Do you mind if I + Verb (in Present simple tense) ? Responses:  Agreement: No, I don’t mind / No, of course not / Not at all / Please /Please go ahead  Disagreement: I'm sorry, I can't / I'm sorry, it's impossible I'd prefer you didn't / I'd rather you didn't Meaning: Xin baïn caûm phieàn ………… - Get Ss to copy II Cardboard Drill: Language Focus - Prepare cardboards with cues including checks () and croSses () a, move/ car () c get/ coffee (x) b put out/ cigarette () ) d wait / moment (x) - Model the first cue or times Would you mind moving your car ? - Call on or Ss to repeat it and correct - Go on with the same steps for the second cue (if neceSsary) - Ask Ss to work through the rest of the cues, new cue- new st Whole class Whole class Teacher-Ss - Demonstrate how to put the exchange together, using a good student Teacher: Would you mind moving your car? Student: No, of course not Teacher-St Pairwork Production Homework - Open pairs: Get or pairs to demonstrate the exchanges - Stick all the cardboards on the board - Closed pairs: Get the whole class to practice all the exchanges - Monitor and correct Choral Individual III Mapped Dialogue - Set the scene: You are a tourist on vacation in Ho Chi Minh City You want to visit a market This is the conversation between you and the tourist officer - Put the dialogue chart on the board - Elicit the exchanges from Ss and have them repeat You Tourist officer Excuse me! Yes ? I 'd like to visit a market Would you mind suggesting one? Not at all How about going to Thai Binh Market? It opens from about am to pm That sounds interesting Thank you You' re welcome - Open pairs: Ask some pairs to demonstrate the dialogue - Closed pairs: Have Ss open their books and use the information on page 101 to practise other dialogues - Ss in pairs should be aSsigned to work on different information Pair work each eg: Group 1: Markets Group 2: Museums Group 3: Restaurants ……………… - Monitor and correct - Choose the information on p.101 and write down complete dialogues, uaing your own words - Do the exercises in the workbook, on page  Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 18/ 2/ 2013 Teaching date: 21/ 02 / 2013 8A- 8B UNIT 11 : TRAVELING AROUND VIET NAM Lesson Section : - Listen Period: 69 Aim: Listening for details about the place directic information about some places of interest in Viet nam Objectives: Ss will foe able to get information from simple advertisements Teaching aids: caSsette: a route map, pictures of cities, drawing, cue chart PROCEDURE Stage Pre listening Steps/Activities QUIZ What's this place ? - Ask questions and call the student who puts his / her hand up first to answer - Tell Ss each place consists of questions; points for the l st question; points for the 2nd and point for the 3rd * Da Lat It is called the city of Eternal Spring It has a lot Of waterfalls and lakes You can find the most, kinds of flowers here * NhaTrang It's a seaside resort It has a very big monument of Buddha It has an Oceanic Institute * SaPa It is a mountainous resort It has tribal villages Sometimes it has snow * Ha Long Bay It is recognized as a World Heritage Site by UNESSCO It has a lot of caves It consists of a lot of islands  LISTEN * Set the scene: The Jones family are going around HaNoi arid they are talking about tjie directions to places in the maps, Listen to them and match the places to the correct positions on the map - Put the map on the board and ask Ss to identify the places While listening - Play the tape or times - Tell Ss to work in pairs to compare their answers - Get Ss to give their answers and correct Answer Key: a) restaurant b) hotel c) bus station d) pagoda e) temple Work arrangement Individual Post listening Homework - Ask Ss to use the information in the advestisements to make other dialogues and practise speaking - Ss in pairs should be assigned to work on only one topic Eg: Oroup I: Nha Trang Group 2: Sa Pa …………… - Monitor and help Ss with their work - Get some pairs with different topics to demonstrate their dialogues - Rewrite the advertisements to make them into short paragraphs, like this: "Nha Trang is a wonderful seaside resort for summer holidays…… Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 18/ 2/ 2013 Teaching date: 22/ 02 / 2013 8A- 8B UNIT 11 : TRAVELING AROUND VIET NAM Lesson Section: - Read Period 70 Aim: Reading for details about some places of interest in Viet Nam Further practice in making a,id responding to requests using "mind" Objectives: Ss will be able fo make some suggestions on some tourist in Viet Nam to foreign tourists Teaching aids pictures (p.110) posters, gap fill chart PROCEDURE Stage Steps/Activities Work arrangement Warm up  • REVISION: Wordsquare - Put the word square poster on the board and inform the topic - Divide the class into teams, - Ask Ss to find 13 hidden words and write them on a pice of paper - Tell Ss the team to find out the most right words will get points Teamwork  READ I Pre-teach vocabulary - Elicit words from Ss accommodation (nu) (a place to live, work or stay in) giant (adj) = very big tribe (n) (translation)  tribal (adj) Pre reading While-reading slope (những)  slope Checking technique: Bingo - Get Ss to brainstorm a list of 10 new words and write them on the board accommodation, giant, tri'ml, slope, jungle, limestone, magnific ant, resort, waterfall, recognize - Ask Ss to choose any words and copy them into a paper - Call out the words until someone shouts "Bingo" and wins II Grid: - Ask Ss to read the advert, sements about the resorts (p 102, 103) and check () the topics mentioned in the grid (p 104) - Get Ss to work in pairs to compare their answer - Ask Ss to give their answers Answer Key:  Nha Trang: flights to Ha Noi, railway, hotels, local transport, tourist attractions  Da Lat hotels, local transport, waterfalls, tourist attractions - Show the word-ctte chart on the board and get a good student to model  Sa Pa hotels, local transport, mountain slopes tourist attractions, villages  Haï Long Bay World Heritage, tourist attractions, sand beaches, railway, hotels, caves, local transport  restaurants, types of food  no place - Have Ss copy down III Interview - Ask Ss to work in pairs, one plays the role of a toursit and the other plays the role of a tourist officer to ask for and give the information about the toursit sistes - Show the word-cue chart on the board and get a good student to model Tourist Tourist officer -Would you mind telling me something Not at all It is a about (NhaTrang)? (seaside resort.) -Is there anything -Yes, you can visit (the special ? giant Buddha, the Teacher-Ss Whole class Whole class Individual Post-reading Oceanic Institute as well as the off shores islands.) - How about the - (There is a small accommodation ? selection of hotels here, so you have to book, it in advance.) - You can (go to the - How can I travel Northern and around the city ? southern destinations by bus or train) - Thank you very much Pairwork Teacher-Ss - You're welcome Teachedr-1st Pairwork Do the exercises in the workbook, page ……… Homework Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 22/ 2/ 2013 Teaching date: 25/ 02 / 2013 8A- 8B UNIT 11 : TRAVELING AROUND VIET NAM Lesson Section: - Write Period 71 Aim: To help Ss practice in writing a narrative using a guided composition Objectives: Ss will be able to know how to write a narrative Teaching aids: pictures (p 106, 107), gap fill charts, cardboards PROCEDURE Stage Warm up Steps/Activities Which word ? (Get Ss to study the definition of a narrative by a gap fill.) - Put the miSsing words in a box on the board and have Ss study first (Use Vietnamese) written climax attention brief events - Show the chart and ask Ss to fill in the gaps with the words in the box A narrative is a sequence of (l) These events are usually (2)… in chronological order and often lead to a (3) The first sentence of a narrative should get the reader' s (4) .and the ending should be (5) Work arrangement Groupwork of 4/5 Ss Pre-writing While-writing - Ask Ss of each group to go to the board and write the words as fast as possible - Explain the definition in Vietnamese Answer Key: events written climax attention brief  WRITE I Pre-teach Vocabulary - Elicit words from Ss (a) jungle (a very thick forest) limestone (nu) (translation) 3.(a) canoe (picture / drawing) (to) paddle (mime)  paddle (n) (a thing used to paddle) (to) hire (translation) (to) overturn (drawing) (to) rescue (definition) (to save somebody 's life from danger) - Get Ss to copy Checking technique: Jumbled words - Put the cardboards with the jumbled words on the board - Ask Ss to work in groups to find the rightwords and go to the baord to write them a cusere b erhi c apdled d erhi e ventuader f erovutrn Answer Key: a rescue b canoe c.paddle d.hire e adventure f overturn II Ordering Statements: - Set the scene; Last week, while on vacation in Dalat, The Jones family had quite an unforgetable adventure on Xuan Huong Lake.What did they and what happened to them ? - Ask Ss to open their books, read the first part of the story on page 105 and rearrange the sentences On page 106 to complete the story - Call on some pairs to give their answers and correct - Get some Ss to read the story aloud for the ' class and correct pronunciation errors Answer Kev: c)  a)  g)  d)  f)  b)  e) III Ordering picturesAsk Ss to look at the pictures again and rearrange the events in the correct chronological order to make it a story Call on some Ss to give their answers and correct Answer Key: Teacher-Ss Whole class d)  b) e)  h)  a)  f) c)  g) Whole class Post-writing Homework III Write- it- up - Ask Ss to use the pictures already rearranged and the given words to write the story about Uyen - Monitor and help Ss with words or structures while they are writing - After Ss finish, call on some Ss to read their story aloud for the class - Give feedback and correct - Ask Ss to notice the Past simple tense is often used in a narrative Answer Key: Uyen had a day to remember last week She had a Math exam on Friday but she got up late Sherealized her alarm clock did hot go off As she was leaving home, it started to rain heavily Uyen tried to run as fast as she could Suddenly she stumbled against a rock and fell onto the road Her schoolbag went into a pool of water and everything got wet Strangely, the rain stopped as she got to her classroom Luckily, Uyen had eriough time to finish her exam - Write the whole story in your notebooks - Work in groups of writing a story to tell the class in the next leSson Individual Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 25/ 2/ 2013 Teaching date: 28/ 02 / 2013 8A- 8B UNIT 11 : TRAVELING AROUND VIET NAM Lesson 6: Section : - Language Focus Period 72 Aim: To help Ss practice in using - ed and - ing participles ;mind Objectives: Ss will be able to use present and past particij describe things and people Teaching aids: pictures (p 108,109), cardboards, gap- fill chart PROCEDURE Stage Warm up Presentation Steps/Activities Work arrangement Memory gam? - Ask Ss to open their books and observe the picture on page 09 carefully - Let SS look at tHe picture for 20" and ask them to close their books - Divide the class into two teams and ask each team to go to the board and write from memory the names of the things they've just seen in the picture - Tell them, the team having the most right words is the winner - Have Ss open their books again, go through the words and correct Answer Key: - box, lamp, truck, doll, flowers, elephant, bear, rabbit  LANGUAGE FOCUS I Pre-teach - Ask Ss to open their books and look at the picture on page 108 - Set the scene: It's time for receSs and the people at Quang Trung School are in the school yard What are they doing ? - Ask questions and call on Ss to answer then correct Teacher: What's Mr Quang doing ? Student: He's walking / going up the stairs Teacher: (Miss Lien) Student:(carrying a bag / talking to Nam) Teacher: (Nam) Student : (standing next to MiSs Lien/ talking to Miss Lien) Teacher: (Ba) Student: (sitting under the tree/ reading a book) Whole class Whole class Teamwork Whole class Teachers-St Teacher: (Lan) Student: (standing by the table) Teacher: (Nga and Hoa) Student: (playing cheSs) - Elicit the target language by asking the question below then have Ss repeat: T: Who is the man walking up the stairs ? Model sentences: The man walking up the stairs is Mr Quang (present participle phrase) Practice Concept check Form: Verb + ing  Present participle Use: A present participle (phrase) can be used as an affective to qualify a noun with active meaning - Have Ss copy II Word- Cue Drill, - Show the cardboards and have Ss run through the situations again Mr Quang / walking up the stairs Miss Lien / carrying a bag Nam / talking to Miss Lien Ba / sitting under the tree Lan / standing by the table Nga and Hoa / playing cheSs - Model the sentence (l)and have Ss repeat.: The man walking up the stairs is Mr Quang - Show the cardboards to Ss and ask them to say the next sentences  LANGUAGE FOCUS I Pre-teach: - Matching - Ask Ss to look at the words in the box and the picture on page 109 to the matching box a wrap in truck b dreSs in lamp c recycled from doll d keep in flowers e make in toys f paint - Ask Ss to look at the picture on page 109 again and answer (the questions Where is the old lamp made in ? (China) What colour is the box painted ? (green) What is the truck recycled from ? (cans) What colour is the doll dreSsed in ? (red) What are the flowers wrapped in ? (blue paper) Where are the toys kept ? Choral  individual Whole class Choral  individual Pairwork Teacher-Ss (in a cardboard box) - Elicit the target language by asking the question below tr|en have Ss repeat T:How much is $ie old lamp made in China ? Choral Model Sentences: Individual The old lamp made in China is five dollars (past participle pharase) Practice Concept check Form: - Regular verb + ed Past - Irregular verb participle  Clumn Use: A past participle (phrase) can be used as an adjective to qualify a noun with paSsive meaning - Get Ss to copy II Question- Answer Drill - Have Ss look at their books, listen to the questions and answer T: How mucji is the box painted green ? St: The box painted green is one dollar Truck made from recycled cans / $ Doll dreSsefl in red / $ Flowers wrapped in blue paper / $ Toys kept ih a cardboard box / $ 10 - Ask Ss tio work in pairs, asking answering thfe questions - Call on some pairs to demonstrate for the class III Gap fill: Present or past participle? - Ask Ss to use the right form of the verbs in the box to fill in the gaps sit break live water sing The gift at 50 Tran Hung Dao is my friend The garden every morning is full of flowers The cat on tha table is hers The vase .yesterday is my father's favorite one The woman on the stage is my neighbor Answer Key: living watered sitting  broken singing  LANGUAGE FOCUS I Revision: Gap fill - Put the gap-fill chart on the board - Ask SB to use the right words in the box to fill in the gaps turned off explain telling ask Would you mind me something about it ? Do you mind if I you a question ? Teacher-Ss IndividualChoral Pairwork Individual  Production Would you please .,this new word to me? Would,you mind if I the television ? Answer Kev: I telling ask explain turned off II Ordering pictures - Get Ss to write the numbers and look at the pictures on page 110 (1  ) - Ask Ss to listen to the situations and order the pictures turn off the stereo watch TV while eating sit down postpone the meeting turn on the air- conditioner smoke - Ask Ss to give their answers Answer Key: d f a c e b III Role play - Get Ss to work in pairs, playing the roles to demonstrate the exchanges based on the models below the pictures - Write down all the exchanges of the pictures in L.F 4(a  f) - Do the exercises in the workbook, page ……… Homework Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Preparing date: 26/ 2/ 2013 Teaching date: 01/ 03 / 2013 8A- 8B Period 73 REVISION AND CONSOLIDATION Aims and Objectives : By the end of the lesson , Ss will be able to grasp the knowledge they have learnt from unit to unit 11 and know how to supplement what they are short of Teaching aids : Textbook , chalks , boards Procedure : PROCEDURE Stage Presentation Steps/Activities Work arrangement - EX - Set the scene: It's time for receSs and the people at Quang Trung School are in the school yard What are they doing ? - Ask questions and call on Ss to answer then correct Teacher: What's Mr Quang doing ? Student: He's walking / going up the stairs Teacher: (Miss Lien) Student:(carrying a bag / talking to Nam) Teacher: (Nam) Student : (standing next to MiSs Lien/ talking to Miss Lien) Teacher: (Ba) Student: (sitting under the tree/ reading a book) Teacher: (Lan) Student: (standing by the table) Teacher: (Nga and Hoa) Student: (playing cheSs) - Elicit the target language by asking the question below then have Ss repeat: T: Who is the man walking up the stairs ? Model sentences: Whole class The man walking up the stairs is Mr Quang (present participle phrase) Practice Concept check Form: Verb + ing  Present participle Use: A present participle (phrase) can be used as an affective to qualify a noun with active meaning - Have Ss copy II Word- Cue Drill, - Show the cardboards and have Ss run through the situations again Mr Quang / walking up the stairs Miss Lien / carrying a bag Nam / talking to Miss Lien Ba / sitting under the tree Lan / standing by the table - Model the sentence (l)and have Ss repeat.: The man walking up the stairs is Mr Quang - Show the cardboards to Ss and ask them to say the next sentences EX I Pre-teach: - Matching - Ask Ss to look at the words in the box and the picture on page Teamwork Whole class Teachers-St Choral  individual Whole class Choral  individual 109 to the matching box truck lamp doll flowers toys a wrap in b dreSs in c recycled from d keep in e make in f paint - Ask Ss to look at the picture on page 109 again and answer (the questions Where is the old lamp made in ? (China) What colour is the box painted ? (green) What is the truck recycled from ? (cans) What colour is the doll dreSsed in ? (red) What are the flowers wrapped in ? (blue paper) Where are the toys kept ? (in a cardboard box) Pairwork Teacher-Ss - Elicit the target language by asking the question below tr|en have Ss repeat T:How much is $ie old lamp made in China ? Choral Model Sentences: Individual The old lamp made in China is five dollars (past participle pharase) Practice Concept check Form: - Regular verb + ed Past - Irregular verb participle  Clumn Use: A past participle (phrase) can be used as an adjective to qualify a noun with paSsive meaning - Get Ss to copy II Question- Answer Drill - Have Ss look at their books, listen to the questions and answer T: How much is the box painted green ? St: The box painted green is one dollar Truck made from recycled cans / $ Doll dreSsefl in red / $ Flowers wrapped in blue paper / $ Toys kept ih a cardboard box / $ 10 - Ask Ss tio work in pairs, asking answering thfe questions - Call on some pairs to demonstrate for the class Teacher-Ss IndividualChoral Pairwork Individual  Production Homework III Gap fill: Present or past participle? - Ask Ss to use the right form of the verbs in the box to fill in the gaps sit break live water sing The gift at 50 Tran Hung Dao is my friend The garden every morning is full of flowers The cat on tha table is hers The vase .yesterday is my father's favorite one The woman on the stage is my neighbor Answer Key: living watered sitting  broken singing EX3 I Revision: Gap fill - Put the gap-fill chart on the board - Ask SB to use the right words in the box to fill in the gaps turned off explain telling ask Would you mind me something about it ? Do you mind if I you a question ? Would you please .,this new word to me? Would,you mind if I the television ? Answer Kev: I telling ask explain turned off - Get Ss to work in pairs, playing the roles to demonstrate the exchanges based on the models below the pictures - Do the exercises in the workbook, page ……… Self -evaluation: … ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… …………………………………………………………………………………………………… Date of planning: 1/3/2013 Date of teaching: 4/03/2013 -8A/8B Period 74 written test 45 minutes I Aims and Objectives To evaluate ss’ knowledge from unit to unit 11 Classification of students according to marks II Content of the test Ma trËn A Ma trËn ( b¶ng chiÒu ) Chñ CKT&KN NhËn đề biÕt TN TL I/ed;o;a;i/ Pronunciati on 0,75 II/IV Know the use of prep, adv, vocabulary, present Language perfect,pre &past part focus 1,0 Th«ng hiÓu TN TL VËn dông TN TL Tæng 0,25 2 1.0 1.0 3.0 III/VWriting Give the correct form of the verbs Rewrite the following sentences using past simple,present perfect,suggestion, Reading 3 1.5 1.5 1,0 4.0 0.5 Total 1.0 3.75 0.5 3.75 Hien Van Secondary School WRITTEN TEST Full name: ………………………… Time: 45 minutes Class: Date: / / 2013 22 2.5 I Choose the word whose underlined part is pronunced differently from the others A learned B played C cooked D ruled A home B love C come D some A mind B window C find D tidy A vacation B restaurant C lake D information II Choose the best answer A, B, C or D to complete the sentences We should use cloth bags ………………… of plastic bags A instead B besides C apart D without C to learn D to be learned It's interesting ………………… English A learn B learning I was very happy ……………… your letter last night A receive B to receive C to receiving D received Would you mind ……………… the telephone? A if I use B I used C I using D if I used C sitting D is sitting Te girl …………… by the desk is Lan A sat B to sit Farmers use vegetables matter and animal dung to make ………………… 2.0 10 A waster B paper C garbage D compost III Supply the correct tense form of the verbs in the brackets Nylon …………………… (invent) in the early 1930s by an American chemist He suggested …………………………(travel) around city by bicycle Hoa ……………………(live) in Bac Ninh since 1990? The vase ………(make) in Bat Trang is very beautiful IV Change the following sentences into the passive form They will delive the letter tomorrow - The letter …………………………………………………………………………… They grow rice in tropical countries - Rice ………………………………………………………………………………… V Combine each pair of the sentences using the past or present participles I like fresh fruit The fresh fruit are grown at home - …………………………………………………………………………………………… The woman is carrying a handbag She is Miss Nga - …………………………………………………………………………………………… VI Read the passage and answer the questions below Last Saturday, John and Vanessa Smith visited Amsterdam They went there by car They left their car in a street near a canal Then they went sightseeing At four o'clock they decided to go back to their car But where was it? They forgot the name of the street! They looked for the car for four hours and then went to the police 1.How did the Smiths travel to Amsterdam? - …………………………………………………………………………………………… Where did they leave their car? - …………………………………………………………………………………………… What did they there? - …………………………………………………………………………………………… Did they find their car? - ……………………………………………………………………………………………… Key I II III 1.C 1A was 2.A 3.B 2C 3B 4B 2traveling 3Has ….lived 4B 5C 4made 6D IV V VI The letter will be delieved tomorrow 2Rice is grown in tropical countries 1Ilike fresh fruitgrown at home 2The woman carrying a handbag is Miss Nga 1They traveled by car 2They left it in a street 3They went sightseeing 4No,they diddn’t Date of planning: 4/3/2013 Date of teaching: 7/03/2013 -8A/8B Period 75: The correction of test 03 I Aims and objectives - Help ss check how they did the test and evaluate thier skill - Vocabulary: (review from the test) - Skill: Target skill: Reading & Listening - Other skills: Writing and Speaking - Main teaching point: Check the language they have done - By the end of the lesson sts will be able to check how they did the test and find out their mistakes and know the full answers II Teaching aids Teachers: word sheets Students: The paper of the test III Procedure Check up Have two students write two wish sentences on the board New lesson.(40') Ste ps Teacher's The content of the lesson and students' activities Exercise Greetings I 1.C 2.A Have two 3.B students hand 4B out the papers II 1A of the test 2C Exercise 3B Have some 4B 5C minutes for 6D Exercise students to III check their was test 2traveling Share and 3Has ….lived compare 4made IV Exercise The letter will be delieved tomorrow Have two students Exercise again on the board TWC and give feed back Exercise Ask students to compare the result with their test 2Rice is grown in tropical countries V 1Ilike fresh fruitgrown at home 2The woman carrying a handbag is Miss Nga VI 1They traveled by car 2They left it in a street 3They went sightseeing 4No,they diddn’t Summary: Sum up the grammars used in the test *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… UNIT 12 : A VACATION ABROAD I Aims Helping students (Period 74-79) - to make plans - to make, accept and decline invitations - to ask and answer questions about the weather - to write a postcard II Language Focus Past progressive Past progressive with When and While Present progressive with Always Ill.Vocabulary Verbs (to) bother (to) carve (to) include (to) pick up (to) pour (to) come over Nouns brochure overhead (adv) gallery itinerary lava prison sightseeing valley wharf volcano IV Unit Allocation Lesson Listen and Read 1, Reading for details about accepting and declining invitat Lesson Speak Practice in making plans Lesson Listen Listening for information a weather Lesson Read 1,2 Reading for information about of interest in the world Lesson Write 1, Practice in writing a postcard Lesson Focus 1,2,3 Practice in past progress When and While and! progressive with Always Note: Period 72: Revision 73: Test (45’) Preparing date: 5/ 3/ 2013 Teaching date: 08/ 03 / 2013 8A- 8B Period 76 UNIT 12: Lesson Section : - Getting started - Listen and Read 1, A VACATION ABROAD (page 111) (page 112,113) Aim: Reading for details about making plans for a vacation abroad Objectives: By the end of the lesson, Ss will be aware of how to make, accept and decline invitations Teaching aids: photocopied pictures (p.11l), cassette, chart (True / False) PROCEDURE Stage Steps/Activities Work arrangement Warm up  GETTING STARTED I Guessing game: - Show the photocopied pictures to Ss; one by one, and ask Ss to guess what country it is Answer Key: a) The USA b) Australia c) Thailand d) Britain e) Canada f) Japan - Ask if they know what first pictures are (a) Statue of Liberty b) The Opera House c) II Chatting Teacher: Where you want to visit among these countries ? Student: Teacher: Why ? Student:  LISTEN AND READ I Pre-teach Vocabulary - Elicit words from Ss (to) include (translation) (to) come over (explanation) (to come to someone's house to visit for a short time) (to) pick (someone) up (explanation) (to come and get someone in your car to drive him / her to a place.) abroad (adv) = in a foreign country  (to) be / go / travel / live a abroad - Get Ss to copy Checking technique: Rub Out and Remember - Ask Ss to close their notebooks and look at the board - Rub out the English words, one at a time, point to the Vietnamese words and ask Ss “What’s this in English?” - When all the English words are rubbed out, go though the Vietnamese list & get Ss to call out the English words II True/ False Prediction - Set the scene: Mrs Quyen is going to the USA for a vacation She is ringing her friend, Mrs Smith, to tell her about the trip - Put the chart on the board and ask Ss to read the statements Mrs Quyen is calling Mrs Smith from the airport in San Francisco Mrs Smith invite Mrs Quyen and her husband to stay with her while they are in town Mrs Quyen doesn’t accept Mrs Smith ‘s invitation because she Individual Pre-reading While reading Teacher-Ss want to stay with a Vietnamese friend of hers Mrs Quyen and her husband will be in the USA for days Mrs Quyen and her husband will come over to Mrs Smith’s place for dinner one night Mr Thanh; Mrs Quyen’s husband, goes abroad for a business meeting - Ask Ss to work in pairs to decide if the statements are true or false - Get Ss to give their answers and write them on the broad - Have Ss open their books, listen to the tape while reading the dialogue on page 112 - Call on some Ss to correct the false statements Answer Key: False  Mrs Quyen is calling Mrs Smith from Ha Noi True False  …because her accommodation is included in her ticket price True False  Only Mrs Quyen will come over to Mrs Smith’s III Grid (Listen and Read 1) - Draw the grid on the board and have Ss copy it - Ask Ss to open their books and read the dialogue - Ask Ss to work in pairs to complete Mrs Quyen’s schedul with the information taken from the dialogue - Call on some Ss to go the board to write the information in the grid on the board Answer Key: Date Schedule Mon 25 Coming to San Francisco Tue 26 Going out Wed 27 Having dinner with the Smiths Thur 28 Leaving San rancisco - Have Ss copy IV Comprehension Questions - Ask Ss to look at their books and answer the questions on page 113 - Let Ss compare their answers with their partner - Call on some Ss to answer - Give feedback and correct Answer Key a) No, they won’t Because they are coming on a tour, and their accommodation is included in the ticket price, so they will stay at the hotel b) No, he won’t Because he will have a business meeting in the evening that day c) Mrs Smith will pick her up at her hotel - Get Ss to copy V Grammar Awareness - Tell Ss to read the dialogue again and pick out the statements indicating the following situations: Making an invitation Accepting an invitation Declining an invitation Making a complaint - Call on Ss to give their answers and have Ss copy Answer Key: Making an invitation “Would you like to come and stay with us…?” “… you must come over for dinner one night.” Accepting an invitation: “Yes, we’d love to but we’ll only be in town for three nights” Declining an invitation: “That’s very kind of yo but we’re coming on a tour…” Making a complaint: “Oh dear He’s always working” - Do the exercises in the workbook, page……… Homework *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date: 8/ 3/ 2013 Teaching date: 11/ 03 / 2013 8A- 8B Period 77 UNIT 12: A VACATION ABROAD Lesson 2: Section: - Speak (page 113, 114) Aim: To get Ss to practice in making plans using tourist brochi flight information Objectives: By the end of the lesson, Ss will be able to talk about their plans for a trip abroad Teaching aids: photocopied tables (p.113, 114), chart (mapped dialogue), realia PROCEDURE Stage Steps/Activities Warm-up  Quit - Tell Ss the student who can answer the question will get or good marks What's the end of everything ? (letter g) What word starts with T, ends with T, and is full of T? (Teapot ; Pot  full of) Work arrangement What's in the middle of New York City ? (York) Which river in America has eyes ? (Mississippi; four eyes  hononym) •  SPEAK I Pre-teach Vocabulary - Elicit words, from Ss Presentation Practice (an) itinerary (explanation / translation) (a plan for a journey including the route and the places you visit.) (a) gallery (situation) (I go to this place to see works of arts to be shown What's it in English ?) (a) flight = a journey made by plane via (prep) = through a place, facilities (plural) (translation) (a) brochure (realia)  Travel brochure - Have Ss copy Checking technique: Slap the board - Put the Vietnamese translation all over the board - Call on Ss or teams of 4/5 Ss in both sides of the class to the front of the class standing at equal distance from the board - Call out the English word & Ss run forward to slap the Vietnamese word on the board - The student slapping the right word first is the winner and gets a point for his /her team II Matching - Show the photocopied tables (p 113, 114) on the right of the board randomly and ask Ss to match them with the right titles on the left - Write the titles (on the left ) Itinerary Flight information Hotel advertisement Travel brochure - Call on some Ss to go to the board to draw the lines to match the tables with the titles III Tell Me About - Leave the tables on the board and ask Ss to look at them - Go through the tables, asking Ss questions for information about the flights, accommodation, and tourist places Suggestions: * For the flight information table: + How many flights a week can you take from Los Angeles to Boston ? + Which flight can you take every day of the week? * For the Hotel advertisement table: Teacher - Ss Whole class Teamwork Individual Individual + Which of the hotel is cheaper ? + How much is a double room in Revere Hotel ? How about the Atlantic Hotel ? * For the Travel brochure: + Where can you visit ? IV Mapped Dialogue - Set the scene: These people are making a plan, for their trip from Los Angeles to Boston Let's it with them ! - Put the mapped dialogue chart on the board - Elicit the exchanges from Ss - Have some pairs practice each exchange before going on to another exchange - After finishing the dialogue, ask a good pair to demonstrate the whole dialogue Open pairs: - Ask some pairs to demonstrate the dialogue Closed pairs: - Ask Ss to work in pairs, replacing the information using the tables - Monitor and correct Pairwork Where shall we stay? Production Homework The Revere Hotel is expensive but it has a gym Where should we visit? I think we should visit Havard Medical School, the Museum and Arts Gallery What time should we There’s a daily flight at leave Los Angeles? 10 am, would that be OK? V Transformation - Ask Ss to make a plan for their coming summer holiday by filling the information in their itinerary eg: Depart (Hue): Arrive (Ho chi Minh City): Accommodation: Sightseeing: Depart (HCM City): - Call on some pairs to demonstrate their plans for the class - Give feedback and correct - Write your itinerary into your notebooks - Do the exercises in the workbook, page Teacher-Ss Pairwork *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date: 11/3 /2 013 Teaching date: 14 /3/ 2013 8A- 8B Period 78 UNIT 12: A VACATION ABROAD Lesson Section: - Listening (page 115) Aim: Listening for information about the weather Objectives: Practice in listening to the weather forecast for information the weather in big cities in the world Teaching aids: Cassette, chart (gap fill) PROCEDURE Stage Warm up Steps/Activities Work arrangement  Chain game Get Ss, one by one, to go to the front of the class, each student says out a word until they make a meaningful sentence At the end, ask the whole group to repeat the sentence eg: Teacher: Yesterday S1: I S2: went S3: shopping S4: and S5: bought S6: a lot of S7: things S8: ………… Groupwork of 10/12 Ss Pre-listening While-listening I Brainstorm - Write the topic on the board - Ask Ss to find the words related to the topic Collect Ss words and write them on the board Possible answer Cloudy, cool, cold, warm, hot, dry, fine, humid, rainy, snowy, sunny, wet, windy, stormy, degree, minus, Centigrade - Go through the meaning of the words and have Ss copy II Chatting - Ask Ss some questions to lead in the lesson - Suggestions: Have you ever listened to the weather forecast on TV or on the radio ? What does it often tell you about ? (weather & temperature) Do you think it's necessary to listen to the weather forecast ? Why / Why not ? What you know about the high and the low temperature ? (It refers to the lowest and highest temperature degrees in a day.) III Gap fill - Put the gap- fill table on the board - Have Ss copy in their notebooks City Sydney Tokyo London Bangkok NewYork Paris weather dry; windy dry; windy humid, cold warm; dry windy; cloudy cool; dry Low 20 15 -3 24 10 Temperature High 26 22 32 15 16 Individual Teacher-Ss Whole class Teacher - Tell Ss they are going to listen to the weather forecast about the cities hi the table and have to fill in the gaps with the information they hear - Play the tape or times - Tell Ss to work in pairs to compare their answers - Get Ss to give their answers and correct - Have Ss copy the answer Answer Key: (bold words and numbers in the table above) Pairwork Teacher-Ss Post-listening IV Role Play - Have Ss ask and answer the questions about the weather and temperature using th information in the table - Model, using a good student - Write the exchanges on the board A: What's the weather like in Sydney today? B: It will be dry and windy A: How about the temperature ? B: The low will be 20 and the high 26 degrees - Open pairs: Ask a pair to demonstrate the exchanges - Close pairs: Have the whole class practise speaking, using the information in the table - Monitor and correct - Call on some pairs to demonstrate the exchanges before the class - Write-it -up: Use the information in the table to write a weather report, beginning with; " Here is today's weather forecast for the international travellers In Sydney, it will be ………………… Teacher-St Pairwork Teacher-Ss *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date:11/3/ 2013 Teaching date: 15/3 / 2013 8A- 8B Period 79 UNIT 12: A VACATION ABROAD Lesson Section :Read 1,2 (page 116 – upload.123doc.net) Aim: Reading for information about the places of interest in the world Objectives: By the end of the lesson, Ss can obtain some knowledge about some scenic sports in the U.S.A Teaching aids: postcards, cardboards, pictures, drawing PROCEDURE Stage Steps/Activities Warm up  Pelmanism Adjectives - Nouns - Prepare 11 cardboards numbered from to 11 on one side and the words on the other side Adjectives Nouns humid humidity Work arrangement warm windy dry cloudy warmth wind dryness cloud coolness - Inform the rules of the game - Stick the cardboards on the board showing the numbered side - Divide the class into teams & ask each team to choose numbers, one in the first row, and one in the second row If the words in the both cards match in sequence of an adjective with a noun, this team will get a point Pre reading READ I Pre teach vocabulary - Elicit words from Ss (a) volcano (picture/ drawing) lava fnu (picture/ drawing) (to) pour out (picture/drawing) pour out Teacher-Ss volcano (to) carve (mime/explanation) (to) be situated (translation) overhead (adv) = above your head - Have Ss copy down the vocabulary Checking technique: Ordering - Write the vocabulary on the board randomly - Have Ss copy the Words into their exercise notebooks - Read the paragraph aloud "Mrs Quyen & her husband visited many places of interest in the V.S.A while they were there First they went swimming at Waikiki Beach situated on the Hawaiian Island of Oahu There they could see the lava pouring out of the Kilawea Volcano when they flew overhead They also saw the heads of American Presidents carved into the rock of Mount Rushmore " - Get Ss to compare their answers with their partners - Ask Ss to give their answers & read the text again to correct Answer Kev Volcano (6) overhead (7) Individual Pairwork Teacher-Ss While reading Island (3) lava (4) went swimming (1) pouring out (5) carved (8) situated (2) II Grid Draw the grid on the board Ask Ss to copy the grid in their notebooks Place What she did and saw a Hawaii Went swimming b New York visited Kilauea Volcano c Chicago d Mount Rushmore e San Fancisco - Ask Ss to read the postcards from Mrs Quyen to her children and fill in the gaps with the Teacher Whole class Pairwork information taken from them - Call on some Ss to go the board & write the information in the gird on the board - Give feedback & correct Answer Key: Place a Hawaii b New York c Chicago d.Mount Rushmore e.San Fancisco What she did and saw Went swimming, visited Kilawea Volcano Went shopping, bought lots of souvenirs Saw Lake Michigan Saw the heads of American Presidents Visited Fisherman’s wharf, the Napa Valley wine-growing area and the Alcatraz Prison - Ask Ss to read the postcards from Mrs Quyen to her children and fill in the gaps with the information taken from them - Call on some Ss to go to the board & write the information in the grid on the board - Give feedback & correct Answer Key Place What she did and saw a Hawaii Went swimming, visited b.New York Kilawea Volcano c.Chicago Went shopping, bought tots of d.Mount souvenirs Rushmore e.San Fancisco Post-reading Saw Lake Michigan Saw the heads of American Presidents Visited Fisherman's wharf, the Napa Valley winegrowing area and the Alcatraz Prison  Read III Comprehention questions - Ask Ss to look at the questions on p upload.123doc.net & answer the questions - Tell them to compare their answers with their partners - Call on some pairs to give their answers & give feedback Answer Key a) She went there by plane b) She saw the famous prison on the island of Alcatraz c) It is the mount where the heads of four American Presidents are carved into the rock; and it can be seen from more than 100 km away d) It is also called " The windy City" e) She went shopping - Write the answers into your notebooks - Do the exercises in the Workbook , page Homework *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date :15 /3/ 2013 Teaching date: 18 /3 / 2013 8A- 8B Period 80 Lesson UNIT 12: A VACATION ABROAD Section: Write 1,2 (page upload.123doc.net) Aim: To get Ss to practice in writing a postcard Objectives: Ss will be a le to write postcards to their friends about their trip Teaching aids: chart , drawing PROCEDURE Stage Warm-up Steps/Activities Work arrangement  Lucky numbers - Write the numbers on the board (1  10) - Tell Ss each number is for a question but of them are lucky numbers For a lucky number, Ss will get points - Ask Ss to answer briefly Questions: Where did Mrs Quyen & her husband spend their holiday? - In the U.S.A Lucky number What did they see on Mount Rushmore? - The heads of American Presidents carved into the rock Who did they visit when they were in the U.S.A? - The Smiths Lucky number What did Mrs Quyen while her husband was visiting the Statue of Liberty? - She went shopping Lucky number What did Mrs Quyen buy? - Lots of souvenirs What did she send to her children from the U.S.A? - Postcards 10 Lucky number  WHITE I Gap- fill - Set the scene From the U.S.A, Mrs Quyen sent a postcard to her friend Sally to tell her about the trip - Ask Ss to look at the postcard on p.upload.123doc.net and complete the gaps with the appropriate words - Call on some Ss to go to the board & write the words they guess Answer kev in people weather 4.visited 5.her nice/ lovely bought for heaviness 10 soon II Grid - Write the topic on the board - Information needed to write a postcard - Ask Ss to look at part (p.upload.123doc.net) - Go through the instructions by using questions : eg: What you write about the place? Teamwork (Names of places.) What you write about the weather? (The weather is warm or cold or ) - Draw the grid on the board - Let Ss copy the grid - Ask Ss to read the postcard (Write 1) again and fill in the gaps with the sentences showing the information on the left - Give feedback and correct - Call on some Ss to go to the board and write their answers in the grid - Give feedback and correct - Ask Ss to write the grid in their notebooks Answer key: Teacher Whole class Necessary information for a postcard Place (We're having a wonderful time in the U.S.A ) How you feel about (The people are friendly) the people Weather (The weather has been warm & sunny) While-writing Post-writing Homework Who you meet/ visit (In San Fransico, I visited my friend, Sandra Smith.) What you see What you buy (no information) (I bought lots of souvenirs)  WRITE I Set the scene Imagine you are a tourist on vacation in a certain place (city in Viet Neon, Write a postcard to a friend about your trip, using the information in the grid II Writing - Tell Ss to write the postcard on a piece of paper (to be collected if necessary) - Monitor and assist Ss with their writing /// III Exhibition - Call on some Ss to the front of the class and ask them to read their postcards to the whole class - Give feedback and correct - Write your postcard in your notebook - Do the exercises in the workbook, page Teacher Individual Individual Teacher *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date :18 /3/ 2013 Teaching date: 21 /3 / 2013 8A- 8B Period 81 UNIT 12: A VACATION ABROAD Lesson 6: Section: Language Focus Aim: Practice in Past progressive and Present progressive tenses with "always" Objectives: Ss will be able to talk about activities using the Present and Past progressive tenses Teaching aids: pictures (p 119,120 ), cardboards PROCEDURE Stage Warm-up Presentation Steps/Activities Work arrangement  Memory game Divide the class into parts Or teams - Ask the first student in one group to say a simple sentence - Ask the first student in the other group I repeat the previous sentence and add one new sentence of his / her own - Go on until the last student _ the whole sentences and his / her team loses the game  LANGUAGE FOCUS I Ordering pictures - Ask Ss to look at the pictures on page 119 (LF1) carefully Tell Ss to listen and number the pictures - Read the verbs aloud walk with a dog talk to Grandma eat dinner read a comic take a shower write a letter II Teaching grammar - Set the scene: "Look at picture a) ! What was Ba doing at o'clock last night ?" - Elicit the answer from Ss, get Ss to repeat and write the sentence on the board - Continue to picture (f) with the same steps “What were Lan and her Grandma doing at that time?” Teamwork Model Sentences: Ba was taking a shower at o’clock last night to each other at that time They were talking (be) (V-ing) Concept check: Past progerssive tense Form: was / were + Verb-ing Use: to indicate an action that was in progress at a point of Whole class Practice Presentation time in the past - Let Ss copy III Word-cue Drill - Show the cardboards and go through the verbs Ba / take a shower Hoa / have dinner Bao / read a comic Nga / write a letter Na / walk with her dog Lan and her grandma / talk to each other - Model the first sentence and have ss repeat, -Ask the whole class work through the rest of the cues - Call on some Ss to go to the board and write the sentences  LANGUAGE FOCUS I Matching - Ask Ss to look at the pictures on page 119 and the matching on page 120, - Call on some Ss to give their answers Answer Key: a)C b)F c)E d)B e)D f) A II Teaching Grammar -Elicit the model sentences by asking the questions: What was the Le family doing when the mailman came? What happened while Nga was eating ? Model Sentences: The Le family was sleeping Past Continuous Practice Whole class Teacher-Ss Teacher Choral  Individual Pairwork Teacher-Ss when the mailman came Past simple The phone rang while Nga was eating Past simple Past Continuous Concept check Form: Main clause Conjunction Adv clause Past continuous when Past simple Past simple while Past continuous Use: Sequence of tense: An action was taking place in the past when another action took place - Get Ss to copy III Picture Drill - Put the photocopied pictures on the board in the order of the word cues - Model the first sentence and have Ss repeat The Le family was sleeping when the mailman came - Ask ss to work through the rest of the cues Picturea)  The Le family / sleep b)  Hoa / eating c)  Nam / win the race Whole class Choral  Individual Presentation d)  Mrs Thoa / cook e)  Lan / arrive at school f)  It/rain  LANGUAGE FOCUS I Set the scene - Elicit the model from Ss, using Vietnamese - Have Ss repeat and write the sentence on the board Model Sentences: Bao is always forgetting his homework (be) (adv) verb-ing Present progressive Concept checking Form: is/am/are + always + verb-ing Use: to express a complaint - Have Ss copy II Picture Drill - Ask Ss to look at the pictures - Model the fisrt picture and have Ss repeat - Ask Ss to work through the rest of the pictures - Call on some Ss to go to the board to write the sentences - Write complete sentences in the notebook (1,2,3) Choral  Individual Choral  Individual *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… UNIT 13: FESTIVALS I Aims Helping students (Period 80 - 84) - to ask for explanations of events - to give an account of something - to write a paragraph about what was done II Language Focus Passive form: Be + Past participle Compound words Reported speech III Vocabulary Verb (to) award (to) fetch (to) participate (to) separate (to) urge (to) yell (to) rub (to) spread Noun carol jolly (adj) competition council husk patron saint pomegranate teammate judge tradition patron saint IV Unit Allocation Lesson Getting started Compound words Ask for explanations Listen and Read 1, of events Language Focus Lesson Speak 1, Listen 1, Practice in talking about preparations for a special event Listening for details about the preparations for Tet Lesson Read 1, Reading for details about Christmas Lesson Write 1, Practice in writing a paragraph about what has been done Lesson Focus 1, 2, Practice in reported speech Passive forms Reported speech Preparing date :18 /3/ 2013 Teaching date: 22 /3 / 2013 8A- 8B Period 82 Lesson UNIT 13 : FESTIVALS Section: - Getting started - Listen and Read 1, (page: 121) (page: 121, 122) Aim: Reading for details about traditional Festivals Objectives: Ss will be able to ask for explanations of events Teaching aids: posters, cassette PROCEDURE Stage Warm-up Pre-reading Steps/Activities Work arrangement  GETTING STARTED: Chatting - Write the names on the board Tom, David, Huckleberry, Oliver, Robinson - Tell Ss these people are going to go on their visits to Vietnam and they need advice on where to go - Introduce the names, one by one Tom likes swimming and sunbathing Where should he go?., Why? David is interested in ancient cities  ? Huckleberry likes mountain • climbing  ? Oliver is keen on pottery  ? Robinson is fond of crowded places  ?  LISTEN AND READ I Pre-teach Vocabulary Individual Teacher-Ss (to) fetch: (definition) (to go to get (sth) and bring it back.) (to) yell = to shout loudly (to) urge: (translation / explanation) (to make a person / an animal move more quickly) (to) rub: (mime) (to) participate = to take part (in sth) • participation (n) (to) award: (situation) (He is the winner of the competition They (award) him the first prize.)  to award (so) (sth) = to award (sth) to (so) - Get SS to copy Checking technique: what and where - Elicit words from Ss and write them inside the circles - Get Ss to repeat and rub out the words, not the circlescontinue until the circles are empty - When Ss seem to remember all the words, ask Ss to come to the board and fill in the circles with the right words II Open prediction - Set the scene: Ba invites his friend Liz to a traditional festival in the North of Vietnam Do you know what kind of festival it is? (It is the rice cooking festival.) - Ask Ss to guess what they are going to read by asking questions then write Ss' answers on the board Suggestions: + How many competitions people enter in a rice- cooking festival? (3) + In water-festival competition, what people do? How about a fire- making competition? A rice-cooking competition? (on the board) Rice- cooking festival (Water fetching) to fetch water While-reading Whole class Teacher-Ss Individual Teacher Teacher-ss (fire-making) (rice-cooking) to make a fire to cook rice Ask SS to open their books (p 121, 122), read the dialogue and listen to the tape - Play the tape - Check if Ss' guesses are correct or not III True or False - Ask Ss to read the statements (2, page 122) and check () the boxes, using the information in the dialogue - Get Ss to give their answers and correct the false sentences - Have Ss copy down Whole class Pair work Whole class Post reading Answer Key: a) False  Only one team member takes part in the water-fetching contest b) False  One person has to collect one water bottle c) True d) False  Pieces of bamboo are used to make the fire e) False  In the final contest, the judges taste the rice d) True IV Grammar Drill: Compound Adjectives - Elicit the examples and write them on the board A ricecooking Festival a waterfetching Competition a firematching (article) (noun) (verb-ing) (noun) Teacher-Ss Compound adjectives Homework Concept Check: Use: to form a compound adjective Form: noun + Verb-ing - Have ss copy V Transformation Drill: (Language Focus 3) - Deliver posters to Ss - Ask Ss to the exercise on page 130 and write their answers on the posters - Have Ss put their posters on the board - Give feedback and correct Answer Key: a) A fire - making contest b) a bull- fighting festival c) a car-making industry d) a flower-arranging contest e) a rice- exporting country f) a clothes-washing machine - Practise speaking the dialogue with your partner - Language Focus 3: Write the sentences and rewrite them using the compound adjectives Whole class Group work of 4/5 teams Teacher-Ss *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date :22 /3/ 2013 Teaching date: 25 /3 / 2013 8A- 8B Period 83 Lesson 2: UNIT 13 : FESTIVALS Section : - Speak 1, (page 123) Aim: Help students to talk about the preparations Objectives: SS will be able to talk about their preparations for a special event Teaching aids: Chart (mapped dialogue)textbook PROCEDURE Stage Warm – up Steps/Activities Work arrangement - Find things in common ~ Ask Ss to think of things they often prepare for Tet and write them down on a piece of paper - Divide the class into sides - Choose one student randomly in a side and ask him/her call out his or her words while the ss in the other side check () the words on their paper same as that student's - The students to have the most same answers will get Z good mark Suggestions: - Decorate / clean / paint the house/ the room/the yard - Buy cakes/ candies/ drinks/ food/ fruits… - Cook/ make cakes - Get/ buy new dress - Write / send New Year cards to friends/ relatives  SPEAK I Pre-teach vocabulary - Elicit the vocabulary from Ss Pomegranate Peach blossoms - Get Ss to copy Checking technique: Bingo - Get Ss to brainstorm a list of new words and write them on the board: Pomegranate, peach blossom, spring role, (to) fetch, competition, contest, (to) separate, council - Ask Ss to choose any 4/5 words and copy them into their papers - Call out the words until someone has ticked all of his/her Individual Teacher-Ss Individual Practice words and shouts "Bingo" and wins II Ordering - Ask Ss to read the dialogue on page 123 and put the sentences in the correct order - Call on some pairs to give their answers - Give feedback and correct Answer Kev: A F B  G C H E  I D J III Mapped Dialogue - Ask ss to close their books - Put the chart with the cues on the board - Elicit the exchanges from Ss - Have some pairs practise each exchange before going on to another exchange - After finish the dialogue', ask a good pair to demonstrate the whole dialogue + Open pairs: Call on some pairs to demonstrate the dialogue + Closed pairs: Have the whole class work in pairs Pair work Teacher-Ss Pair work - Monitor and correct Mrs Quyen A: You/tidied/bedroom? B: market/have to/ oranges/pomegranates C: Sure/will D: not really/ But/ want house/ look nice/ festival E: That/ very good/ Bye Lan yes / where/ going / Could/ collect/ new Ao Dai tailor/ corner/? 3Thanks/ anything/ want/me/do/ while/ out/? Mom I/ what/ now/ will/ clean/ glass windows Bye/  SPEAK - Ask Ss to choose one of the festivals (p.123) and make up their own dialogues - Monitor and assist 3s (if necessary) while they are working - Call on some pairs to demonstrate their dialogues for the class - Give feedback and correct Homework - Write your own dialogue in your notebooks - Do the exercises in the workbook, page *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date :25 /3/ 2013 Teaching date: 28 /3 / 2013 8A- 8B Period 84 UNIT 13 : FESTIVALS Lesson 3: - Listen 1, (page 124) Aim: Help students to listen about preparations for details Objectives: SS will be able to listen about the preparations for Tet Teaching aids: Chart , cassette PROCEDURE Stage Warm – up Steps/Activities Work arrangement - Find things in common ~ Ask Ss to think of things they often prepare for Tet and write them down on a piece of paper - Divide the class into sides - Choose one student randomly in a side and ask him/her call out his or her words while the ss in the other side check () the words on their paper same as that student's - The students to have the most same answers will get Z good mark Suggestions: - Decorate / clean / paint the house/ the room/the yard - Buy cakes/ candies/ drinks/ food/ fruits… - Cook/ make cakes - Get/ buy new dress - Write / send New Year cards to friends/ relatives Individual Teacher-Ss Individual Pre-listening  LISTEN I Pre-teach vocabulary - Elicit the vocabulary from Ss Marigolds Dried watermelon seeds Spring rolls - Get Ss to copy Checking technique: Bingo II Gap - fill prediction - Set the scene: *Take Robinson family is making preparations for Tet They want to buy things to make it a traditional festival as Vietnamese people " - Ask Ss to open their books and read the statements on page 124 - Get Ss to predict the words in the gaps - Write Ss' guesses on the board - Play the tape (2 or times) - Ask Ss to listen and' fill in the gaps Pair work Teacher-Ss While-listening - Call on some Ss to give their answers and check if Ss' guesses are right or not - Play the tape again and correct Answer Key: a Mr Robinson / Flower market b Traditional c Dried watermelon seeds d Make spring rolls III Grid - Ask Ss to copy the grid (p.124) in their notebooks and fill in the gaps with the information taken from the statements above - Call on some Ss to give their answers Answer Key: Things to - Go to the flower market to Mr buy peach blossom and a Robinson bunch of marigolds Pair work Mrs Robinson Post-listening Homework - go to Mrs Nga’s to learn how to make spring rolls Liz - Go to the market to buy candies and a packet of dried watermelon seeds Retell the content of the tape - Write in your notebooks - Do the exercises in the workbook, page *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date :25 /3/ 2013 Teaching date: 29 /3 / 2013 8A- 8B Period 85 UNIT 13: FESTIVALS Lesson Section: - Read (page 124, 126) Aim: Reading for details about Christmas, Objectives: Ss will get some knowledge about Christmas Teaching aids: Pictures, cardboards, poster, cassette (song PROCEDURE Stage Steps/Activities Work arrangement Warm up Pre-reading  Sing a song - Teach Ss an English Christmas song Eg: Silent night, I wish you a merry Christmas - Ask Ss to listen to the tape and sing along  READ I Pre- teach vocabulary - Elicit words from Ss (to) spread (explanation) (to cover a larger and larger area.)  to spread - spread - spread Christmas carol (example) (Silent night is a Christmas carol) Patron saint (translation) jolly (adj) = happy and cheerful (to) decorate (picture/ definition) (to make something look more attractive by putting things on it) - Get Ss to copy Checking technique: Jumbled words a tansa b yljol c locra aucls d pdsear e codraete f ontrpatsian - Stick the cardboards on the board - Divide the class into teams and ask them to the work as fast as possible - Check if Ss' answer are right or not Answer Key: a Santa Claus b jolly c carol d spread e decorate f patron saint II Matching - Stick the pictures on the board (Christinas tree/ card/ carol/ Santa Claus) - Put the statements /poster on the board, ask 8s to read them and the matching It has been said he was the a Christmas patron saint of children, a fat Carol jolly man who wore a red suit and gave children presents on Christmas Eve The custom of decorating it Christmas and putting it in a common Card place, spread throughout Europe to America They were stories put to music and enjoyed by most people First the leaders of the Santa Church did not like them but Claus Whole class Teacher-Ss Whole class Teamwork Pair work later they became popular An English man had someone design it to send Christmas greetings to his friends Now it is a part of the Christmas tradition While reading Post reading Christmas tree - Call on some Ss to give their answers and write them on the board - Ask Ss to open their books and read the paragraphs on page 124 and 125 - Check if Ss' answers are right or not Answer Key: l.c 2.d 3.a 4.b III Grid - Draw the grid on the board and have Ss copy it - Ask Ss to read the paragraph again and complete the grid - Call on some Ss to fill in the gaps in the grid on the board - Give feedback and correct - Have Ss copy the grid Answer Key: Christmas Place of origin Date Specials (The Tree) Christinas Riga (early 1500s) (The Card) Christmas (England) mid-19th century Christmas Carol (no information) (800 years ago) (Santa Claus) USA (1823) Individual Whole class Whole class IV Comprehension questions - Ask Ss to answer the questions on page 126 - Tell Ss to compare their answer with their partners - Call on some ss to give their answers - Give feedback and correct Answer Key: More than a century ago He wanted to send Christmas greetings to his friends 800 years ago An American professor named Clement Clarke Moore On the description of Saint Nicholas in professor Moore's poem - Get Ss to write the answers in their notebooks - Write it up: Use the information in the grid to write the brief paragraphs Teacher-Ss - Complete the brief paragraphs in your notebook - Do the exercises in the workbook, page Whole class Individual Pair work Homework *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date :29 /3/ 2013 Teaching date: 01/4 / 2013 8A- 8B Period 86 UNIT 13: FESTIVALS Lesson 5: Section: - Write 1, (page 126, 127) Aim: To get Ss to practice in writing a report Objectives: Ss practice in writing a report on a festival they have joined (Teaching aids: Photocopied, picture (p 126), chart PROCEDURE Stage Warm-up Steps/Activities Work arrangement Teamwork  Memory game - Show the photocopied picture to Ss and ask them to observe it carefully -• Let Ss look at the picture for about 20 "then put it away - Divide the class into teams - Ask Ss (one student in each team at a time) to go to the board and write their answers - Ask Ss to listen to the questions: How many people are there in the picture? What are they doing? Pre-writing While writing Name all the things in the picture - Put the picture on the board again - Give feedback and correct Answer Kev: 1.They are participating in the rice-cooking competition rice, basket, pans, bamboo sticks, paper fans, chopsticks, a flag,  WRITE: I.Lucky Numbers - Write numbers on the board from to - Tell Ss each number is for a question but of them are lucky numbers If Ss choose a lucky number, they not have to answer any question but they get points and they can get another number - Divide the class into teams What you call the festival where people have to cook rice? - (the rice cooking festival How many competitions are there in the rice-cooking festival? What are they? - (3/ water-fetching, fire-making and rice-cooking) Lucky number What people use to fetch water? (bottles) Lucky number Do they use pieces of wood to make fire? (No pieces of bamboo) What people have to before they cook the rice? (separate the rice from the husk) Lucky number How many people are there altogether in a team taking part in the rice-cooking festival? (9, one for water-fetching, two for fire-making and six for ricecooking) II Gap fill - Ask Ss to use the information in the dialogue on page 121 to fill in the gaps in the report on page 127 - Have Ss write their answers on a piece of paper - Tell Ss the first or 10 pairs with the right answers will get or good marks - Collect Ss' papers and correct Answer Key: Rice-cooking one/a water-fetching run water traditional bamboo six separate 10 added III Questions and answers - Ask Ss to write a similar report on a festival they've joined recently Teamwork Pair work Individual - Have Ss look at the questions on page 127 - Let Ss practice speaking first by answering the questions from a  g - Have Ss connect the sentences to make it a report Monitor and help Ss with their work Call on some Ss to read their reports aloud Write your report in your notebooks Do the exercises in the workbook, page *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date :01 /4/ 2013 Teaching date: 04/4 / 2013 8A- 8B Period 87 UNIT 13: FESTIVALS Lesson 6: Section: - Language Focus (page: 128-130) Aim: To get Ss to practice in reporting what was said and further practice in using the passive forms Objectives: Ss will be able to use reported speech and the passive in the past present and future tenses Teaching aids: Cardboards, chart PROCEDURE Stage Warm up Steps/Activities Work arrangement Pelmanism: Infinitive - past participle - Prepare 11 cardboards, numbered from to 11 on one side and the words on the other side - Stick the cardboards on the board showing the numbered side Teamwork - Divide the class into teams and ask each team to choose numbers, one in the first row, and one in the second row If the words in both cards match in sequence of an infinitive with its past participle, this team will get a point Presentation Infinitive Past Participle put put write written hold held make made break broken  LANGUAGE FOCUS Pair work Practice Presentation Practice Presentation Pre- teach: Matching - Ask Ss to match the words in Column A with the forms in Column B A B Tenses Form Present Simple a was/were + past part Past Simple b have/has been + past part Future Simple c Is/am/are + past participle Present Perfect d Will/shall + be + past part Answer Key: 1.c 2.a 3.d 4.b II.Gap fill - Ask Ss look at LFl on page 128 - Have Ss fill in the gaps with the right form of the verbs in the box - Call on some Ss to go to the board and write their answers (only the verb forms) - For each sentence, Ss should be asked why they decided to use that verb form Answer Key: a were performed b was decorated/ put c is made d will be held e was awarded f was written  LANGUAGE FOCUS I Pre-teach vocabulary (to) jumble (translation) (to) scatter (explanation/ mime) (to throw things everywhere on the ground) (a) jar (drawing/ realia) - Have Ss copy II Gap fill - Ask Ss to look at LF on page 128 and 129 and fill in the gaps with the right form of the verbs in the box - Call Ss to go to the board and write their answers (only the verb forms) - For each sentence, Ss should be asked why they decided to use that verb form Answer key: jumbled broken 3.broken scattered pulled  LANGUAGE FOCUS I Pre-teach - Set the scene: "Yesterday, Lan'sgrandmother, Mrs Thu, needed a plumber A man came to her door and said, "I 'm plumber" Whole class Pair work Whole class Practice Home work - Write the quoted speech on the board: He said, "I'm a plumber (quoted/ direct speech) - Ask Ss to report what the man said and write it on the board Model sentences: Reported speech He said he was a plumber (reported/ indirect speech) - Ask Ss to pay attention to the changes in Tenses Quoted speech Reported speech - Present simple  Past simple - Will  Would - must  had to Pronouns: (depending on the subject of the main clause) Adverb of place and time This  That Now  then Here  there Today  that day Tomorrow  the next day Yesterday  the day before ago  before Spelling - Have Ss copy II Transformation Drill - Ask Ss to look LF on page 130 and the exercise - Let Ss resay the sentences first, then ask them write down - Call on some Ss to go to the board and write the sentence - Correct Answer Key: b He said he could fix the faucets c the pipes were broken d new pipes were very e _ expensive Mrs Thu had to pay him then - Have Ss copy - Do the exercises in the workbook, page Teacher – Ss Whole class *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… UNIT 14: WONDERS OF THE WORLD (Period 85 - 90) I Aims Helpinng students - to seek information - to recognize and correct mistakes - to prepare and complete questionaire - to write a letter to a friend II Language Focus Passive forms Indirect questions with if and whether Question words before to - infinitives Verb + to - infinitives III Vocabulary Verb Noun Adj (to) claim (to) compile Unit Allocation Lesson Getting started Listen and Read 1, Reading to seek information Lesson Speak 1, Practice in asking and answering questions about places and how to report them Lesson Listen Language Focus Recognize and correct mistakes Verb forms: To - infinitive / Bare infinitive Lesson Read Reading for details about v/onders of the world Review Passive forms Lesson L Lesson Write 1, Write a letter to a friend Language Focus 1, 2, Reported speech with if and whether 1—., Preparing date :01 /4/ 2013 Teaching date: 04/4 / 2013 8A- 8B Period 88 Lesson 1: UNIT 14 : WONDERS OF THE WORLD Section : - Getting started (page :131) - Listen and Read 1, (page : 131, 132) Aim: To get to practice in reading to seek information Objectives: Ss will seek information about a language game to complete a summary Teaching aids: Pictures ( p 131), postcards, cassette, chart PROCEDURE Stage Steps/Activities Warm-up Quiz - Prepare some postcards or pictures of the famous world landmarks or scene spots in VN - Show the pictures, one by one, to Ss and ask them what place it is - Divide the class into teams, the team able to answer the question will get point - Give Ss some suggestions to help them easily recognize the place Eg: Mount Bach Ma Suggestions:  It is a place in the Central Vietnam with cold weather everyday of the year  •Getting started - Inform the topic: Wonders of the world - Have Ss look at the pictures on page 131 and the matching - Check if they know where / in which country these wonders are Answer key: a) The Pyramid b) Sydney Opera House c) Stone Henge  Listen and Read I Ordering: - Set the scene: "Nga, Nhi and Hoa are playing a language game called guessing game How does this game work? Rearrange the Statements in the right order of the game." - Put the statements chart on the board - Ask Ss to read the statements and put them in the right order * How to play the guessing game: B asks questions to find out who or what is A thinks of a famous person or place B wins if he / she can guess the corre answer A gives B a clue B loses if he / she cannot guess the correct answer Pre-reading Work arrangement Teamwork Individual Pairwork While-reading A can only answer "yes" or "no" - Call on some pairs to go to the board and write their answers - Ask Ss to open their books and read the dialogue on page 131, 132 while listening to the tape./ Play the tape - Check if Ss' guesses are right or not - Have Ss copy the statements in the right order Answer key : A thinks of II Gap fill - Have Ss read the dialogue again and complete the summary (2) on page 132 - Ask Ss to compare their answers with their partners - Have some Ss give their answers Answer Key: Game Place Clue Vietnam America Golden Right Was III Grammar Awareness - Elicit the target language by asking Ss a question (in Vietnamese) Model Sentences: Whole class Whole class Pairwork Teacher-Ss I S Post-reading don’t know How to play it V Question to infinitive word Concept checking: Form: S V Question word To infinitive… Use: Reduced form of an indirect question Eg: I don’t know how I can play it how to play it Please tell me where I can go during the where to go visit IV Matching - Asking Ss to read the summary again - Write the words on the board - Ask Ss to match the words in Column A with their explanations in Column B A B Suggest (v) a a piece of information Golden (adj) that helps you discover 3.Clue (n) the answer to a question 4.bored b What you often feel when you have nothing to Individual c made of gold d make a suggestion - Ask some Ss to give their answers Answer Key: l.d 2.c 3.a 4.b V Guessing game: (if there is enough time) Homework - Topic: famous tourist sites - Do the exercises in the workbook, page *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date :05 /4/ 2013 Teaching date: 08/4 / 2013 8A- 8B Period 89 UNIT 14 : WONDERS OF THE WORLD Lesson 2: Section : - Speak (page : 132,133) Period 86 Aim: Practice in asking and answering questions about places and how to report them Objectives: Ss will be able to make a report on famous places using reported speech Teaching aids: chart, posters PROCEDURE Stage Steps/Activities Warm-up  WHO IS THE FASTEST ? - Inform the topic and time limit Work arrangement Group work of 4/5 Ss Presentation Practice + write 10/15 famous world places within minutes - Deliver posters to Ss - Tell Ss to put their posters on the board - Give feedback and correct  SPEAK I Pre teach: Matching - Put the chart with the statements on the board - Ask Ss to read the statements and the names of the famous places in the box on page 133 and the matching It was designed and built by the French civil engineer with 300 metres in height It is in South Central Asia, 8.848 metres high above sea level It was built from 246 - 209 BC and some people say it can be seen from the moon It is a bell striking the hours in the clock tower of the Houses of Parliament in London It is a skycraper in Mahattan, New York City It is a famous place in Quang Binh Province recognized as a world Heritage Site by Unessco - Check if Ss understand the statements - Call on some pairs to give their answers - Give feedback and correct Answer Key: 1.Effel Tower Mount Everest Great Wall of China Big Ben Empire State building USA Phong Nha Cave II Questions and Answer Drill - Ask Ss to write yes/no questions about 10 places in the box, using the information in the matching (Each student in a group asks a question) Suggest: l Have they just built the Eiffel Tower in Paris? 2.1s the Empire State building located in New York City? Are the Petronas Twin Towers located in Malaysia? Is the Great Barrier Reef in Australia? Have you ever seen Mount Rushmore? Is Mount Everest in Nepal? - Monitor and assist Ss if necessary - Have Ss ask and answer the questions, check yes or no - Call on a group to demonstrate their work III Grammar Drill - Set the scene - Ask a student: (Lan/ ) T: Is Hue Citadel in the Central Vietnam S: Yes, it is Pair work Group of 10 Ss Teacher-ss - Ask Ss to listen: T: I asked Lan if Hue Citadel was in the Central Vietnam She said (that) it was - Write the statement on the board  Model sentences: I said to Lan, "Is Hue Citadel in the Central Vietnam?" (Yes/No question  direct speech) I asked if Hue Citadel was in the Lan whether Central Vietnam (Main Clause) Indirect (Yes/No) question Production Concept Check: Indirect Yes/No question Form: V (O) If/ S V… S whether Use: - to say  to ask / want to know - if the verb in the main clause is in past tense, the tense in the indirect questions must be changed: Direct question Indirect question Present Simple  Past Simple Past Simple  Past perfect Present perfect  Past perfect - Have Ss copy - Choose a group’s answer to demonstrate the model (asking and reporting) - Call on Ss in different groups to report in front of the class - Give feedback and correct  Write 10 indirect questions of your group in your notebooks Homework Whole class Teacher Pair work Group work of 10 Ss *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date : 08 /4/ 2013 Teaching date: 11/4 / 2013 8A- 8B Period 90 Lesson 3: UNIT 14 : WONDERS OF THE WORLD Section : - Listen (page 133) - Language Focus (page 137) Aim: To get SS to practice in recognizing and correcting mistakes Further practice in using to-infinitive Objectives: SS will be able to recognize mistakes through listening to an advertisement Teaching aids: cassette, chart, pictures, realia PROCEDURE Stage Steps/Activities Warm-up  Crossword puzzle - Put the chart on the board Pre-listening Work arrangement J L C U O L N S U G G E S T E E L E - Ask Ss to draw the crossword in their notebooks - Ask Ss to listen and fill in the crossword Unable to find sth/so Something that help you find out an answer to a question A very thick forest To make a suggestion - Collect Ss' answers and give them good points if they are right  LISTEN I Pre-teach vocabulary - Elicit words from Ss Relaxing (adj)  (translations) (a) relaxing vacation Crystal clear (adj) = completely clear and bright Coral (n) : (realia / translation) To snorkel (picture) - Have Ss copy the vocabulary Checking technique: What and where - Elicit words from Ss again and write them inside circles - Get Ss to repeat and rub out the word, not the circle - Continue until the circles are empty - Get Ss to repeat the rubbed out words by pointing at the empty circles - When Ss seem to remember all the words, ask Ss (5 at a time) to come to the board to fill in the circles again Whole class Pairwork Teacher-Ss Whole class Whole class Relaxin Snorkel g Coral Heritage Crystal-clear While listening II Listen - Set the scene: "You are going to listen to an advertisement on the tape There are mistakes in the advertisement in your books What are they?" - Have Ss read the advertisement in their books for a few minutes - Ask Ss some questions about the geographical names in the paragraph - Play the tape or times - Get some Ss to give their answers - Play the tape the last time, give feedback and correct Answer Key: Look no further than beautiful far north Queensland Stay right on the beach at she Coconut Palm Hotel Take guided tours through the rainforest, swim in the crystal-clear water of the Coral Sea and Snorkel amongst the coral of the Great Barrier Reef Marine Park • a world Heritage Site Call (077) 6924 3927 for more information  LANGUAGE FOCUS Pre teach - Elicit the target language from Ss: I want to go out at to infinitive weekends She enjoys swimming very Verb-ing much He can speak many modal bare language Verb infinitive Concept Check: Form: S Verb To infinitive verb Use: Most of the verbs in English are followed by a to infinitive Form: S Verb Verb-ing Use: Same use as enjoy: start, begin, advise… Form: S Modal verb Bare infinitive Use: Modals: can, could, will, would, shall, should, may, might, must - Get Ss to copy - Ask Ss to open their books and complete the passage on 137 with the right form of the verbs - Call on some Ss to give their answers - Correct and have a student read the whole paragraph aloud - Ask Ss to write sentences of their own, using three forms above - Monitor and assist Ss if necessary - Call on some Ss to go to the board and write their sentences - Give feedback and correct Teacher Whole class - Award good marks to Ss having good and right sentences - Do the exercises in the workbook, page *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date : 08 /4/ 2013 Teaching date: 12/4 / 2013 8A- 8B Period 91 UNIT 14 : WONDERS OF THE WORLD Lesson 4: Section : - Read (page 134) Aim: Read for details about the wonders of the world Objectives: SS will be able to get some knowledge about the wonders of the world Teaching aids: pictures, postcards, chart PROCEDUF Stage Steps/Activities Warm-up Hangman - Draw dashes on the board, each dash is for a letter of the world - Have SS guess the letters, one by one - For every wrong guess, draw a line (from to 8), SS will lose the game if they guess wrong times (C) (O) (R) (A) (L) Work arrangement Whole class Pre-reading Revision: Coral, crystal-clear, snorkel, relaxing  READ Pre-teach vocabulary - Elicit words from Ss (to) compile : (translation) (to) claim : (translation/ explanation) (to say something is true) (to) honor = to show respect Teacher-Ss (a) god (male)  goddess (female) (translation) religion (n) (translation)  religious (adj) royal (adj) (situation) (Phu Xuan (Hue) used to be an old royal capital city of Vietnam.) - Have Ss copy •Checking technique: Slap the board (* ) Compil Claim God Whole class e royal honor religious II True-False prediction Put the chart on the board An Egyptian man compiled a list of what he thought were the seven wonders of the world The only surviving wonder is The Pyramid of Cheeps in Egypt Today, we can still see the Hanging Gardens of babylon in present - day Iraq Angkor Watt was originally built to honor a Hindu God The Great wall of China first wasn't in the list of the wonders of the world In the early 15"' century, the Kh’mer King chose Angkor War as the new capital - Ask Ss to decide if the statements are true or false - Write Ss' guesses on the board - Ask Ss to read the text on page 134, to check their guesses - Call on some Ss to correct the false statements Answer key: False: A Greek man named Antipater did it True False : The only surviving wonder is the pyramid of Cheeps in Egypt True True False : In the early 15th century, the Kh' mer King chose Phnom Penh as the new capital III Multiple Choice (prepare it as a listening task) - Ask Ss to choose the best answers to complete the sentences - Put the answers chart on the board - Read the statements aloud and make hand gestures to show the missing words - Ask Ss to choose A, B, C or D - Correct and have Ss write the right answers in their notebooks Individual Whole class Post-reading Answer Key: a) The only surviving wonder on Antipater's list is the Pyramid of Cheops b) Angkor watt was originally built for Hindus c) Angkor watt was part of a royal Khmer city a long time ago d) In the 1400s, the Khmer King chose Phnom Penh as the new capital IV Grid - Draw the grid on the board and have Ss copy it - Ask Ss to read the text again and fill in the grid with the information taken from the text Wonders of the world Hanging gardens of Babylon Homework Pair work Whole class Country Iraq - Call on some Ss to give their answers - Do the exercises in the workbook, page *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date : 12 /4/ 2013 Teaching date: 15/4 / 2013 8A- 8B Period 92 UNIT 14 : WONDERS OF THE WORLD Aim: Practice'in writing a letter to a friend Objectives: Ss can write a letter to a friend about a place they have visited Teaching aids: picture, drawing PROCEDURE Stage Steps/Activities Warm-up Pre-writing  Guessing game: Wonders of the world - Ask Ss to think of one of the wonders of the world and write it on a piece of paper - Call on a student to the front of the class with his / her paper - Have the rest of the class ask him/ her yes-no questions to guess the wonder - The student having the right guess will take the place of the last student  WRITE I Pre-teach vocabulary - Elicit words from Ss (a) ranger (explanation) (person who takes care of a park) Edge (n) (drawing) Work arrangement Whole class Teacher-Ss the edge of the table While-writing (a) canyon : (translation / picture) breathtaking (adj) := very exciting, impressive temperate (adj) (explanation / translation) Stone Age (translation) - Get Ss to copy Checking technique: Rub out and Remember II Insertion - Ask Ss to read the letter Tim sent to Hoa about his trip to the grand Canyon on page 135 - Tell Ss to complete the letter by inserting the letters of the missing sentences (A, B, C and D) - Call on some ss to read their completed letters in front of the class - Give feedback and correct Answer Key: l.C 2.B 3.D 4.A III Writing - Set the scene: Imagine you have visited a place recently Write a letter to a Individual Teacher Post writing Homework friend of yours and tell him/ her about this place - Draw the outline on the board and elicit some details + place (Phong Nha cave/ Cue Phuong National park ) + Distance (100km/12 hours by train/ ) + How to get there (by bus/ plane/ ) + Sights (beautifull/breathtaking/ ) + weather (temperate/ sunny/cool/ ) + How you feel ( happy/ relaxed/ ) - Have Ss talk about something they have done first by asking questions for them to answer - Ask Ss to write the letter in their notebooks - Monitor and assist Ss if necessary - Call on some Ss to read their letters in front of the class - Give feedback and correct IV Interview - Ask Ss to use the outline on the board and the information in their letters to make an interview - Model : call on a student to stand up to answer the questions: • Where have you just visited? • How far is it? How did you get there?• What is it like?/ Is it beautifull?• How about the weather/ • How did you feel? - Ask Ss to play in turn the role of an interviewer and an interviewee - Monitor and correct - Call on some pairs to demonstrate their interview Teacher-Ss Whole class Pairwork - Write the completed letter (1) in your notebooks - Do ther exercises in the workbook, page *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date : 15 /4/ 2013 Teaching date: 18/4 / 2013 8A- 8B Period 93 UNIT 14 : WONDERS OF THE WORLD Aim: Further practice in Reported speech and the passive Objectives: SS can report what people ask and answer about one of the world cultural Heritage of Vietnam Teaching aids: charts, posters PROCEDURE Stage Steps/Activities Work arrangement BINGO Individual Warm up Temperate, breathtaking, royal, religious, canyon, pyramid, edge, god, jungle, compile (10 words) LANGUAGE FOCUS Presentation I Revision Individual - Ask Ss to retell the form of the passive in the Past simple tense Was/were + past participle - Have Ss look at the exercise and choose the right verbs in the Pairwork box for the gaps in the sentences - Ask Ss to complete the sentences with the right passive form of the verbs Pracitce - Call on some ss to give their answers - Give feedback and correct Answer Key: a) was completed d) was presented b)was constructed e) was reached c) was designed Individual II Matching Production - Write the words and their meaning on the board - Ask Ss to read the exercises again and the matching Construct (v) design (v) summit(n) expendition guide Presentation a) thieát keá b) đoàn thám hiểm c) xây dựng d) hướng dẫn viên e) ñænh (nuùi) - Call on some Ss to go to the board draw the lines to connect the words Answer Key: l.C 2.A 3.E B D  LANGUAGE FOCUS I Set the scene Yesterday, Nga and Nhi talked about My Son, one of the world cultural Heritage of Vietnam Beside answering some of Nhi's questions, Nga gave her some additional information about My Son - Ask Ss to report what Nhi asked Nga, using reported speech - Call on some Ss to resay the use of the Indirect Yes/ No question if necessary - Show the questions on the board - Model the first question and ask Ss to listen Teacher Individual Practice Production Production a) Do you know My Son, Nga?  Nhi asked Nga if / whether she knew My Son II Substitution Drill  Oral Drill - Call on one student to read the question, another student read the reported sentence - Give feedback and correct if necessary - Go on asking Ss to the rest questions orally with the same steps  Writing Drill - Call on some Ss to go to the board and write the reported sentences - Correct and ask Ss to write the right answers in their notebooks Answer Key: a Nhi asked Nga if/whether b d b e f She knew My Son My Son was in Quang Nam province Many people lived at My Son It was far from Hanoi Many tourists visited M.S every year Nga wanted to visit Ms one day  LANGUAGE FOCUS III Word Cue drill * Oral Drill - Show the word-cue chart on the board - Model the first sentence and ask Ss to listen a tell/ how/ go there  Nga told Nhi how to go there - Check if Ss recognize the model sentence  S | V | Question word | To infinitive) - Ask one student to say the next sentence - Give feedback and correct - Have Ss dp the rest of the exercise orally with the same steps •  Writing Drill - Ask some Ss to go to the board and write complete sentences - Give feedback, correct and have Ss copy Answer Key: a Nga told Nhi how to go there b Nga showed Nhi where to get tickets c Nga pointed out where to buy souvenirs Pairwork Invidual Whole class Production Homework d Nga advised Nhi how to go from My Son to Hoi An e Nga told Nhi what to there during the visit - Deliver posters to Ss - Write the question words on the board and ask Ss to write complete sentences of their own - Tell Ss to write their sentences on posters and put them on the board after finishing them - Award Ss good marks if their sentences are right - Language focus 1: Turn the passive sentences into the active - Do the exercises in the workbook, page _ Group work of 4/5 Ss *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Preparing date : 23 /4/ 2013 Teaching date: 26 /4 / 2013 8A- 8B Period 94 REVISION I.Aims: Help sts revise the knowledge they have learnt II.Objectives: By the end ò the lesson sts will be able to use and understand the knowledge they have learnt well III.Procedures: I Circle the best option A, B, C or D to complete each of the following sentences Millions of Christmas cards _ every year A is sent B are sent C send D are sending I don't know how _ this game A play B played C to play D playing I take part _ most of the youth activities of my school A on B in C to D for We're looking forward to _ you earlier A see B seeing C saw D be seeing C fix D fixing He had his father _ his watch A fixed B to fix Luckily, Peter had _ to finish his final exam A many time B enough time C time enough D some time Tom _ his hand when he was cooking the dinner A burnt B was burning C burn D is burning C to not be D not be no C taking D will take C have visited D was visiting I must go now I promised _ late A not being B not to be Would you mind if I _ a photo? A take B took 10 I _ Cuba in 1990 A visit B visited 11 It is _ to find an expensive hotel in this town A difficult B difficultly C difficulty D differ 12 _you ever _ to America yet? A Have …been B Were …being C Were … been D Are … been II Write the correct form of the words in brackets (1.0 point) Stop, Nam! It's to be near the stove (danger) dangerous The glass pieces are dried (complete) completely My elder brother studies hard this year in order to pass the exam to the university (enter)entrance Please confirm your date and time if you want to come with us (arrive) arrival III Complete the second sentence in such a way that it has the same meaning as the first one (2 points) Clement Clarke Moore wrote the poem in 1823 -> The poem was written by Clement Clarke Moore in 1823 "We are waiting for the school bus", said the children -> The children said they were waiting for the school bus Roses can't possibly grow in such poor ground -> It is impossible to grow in such poor ground The last time I played tennis was in 1990 ->I haven't played tennis since 1990 IV Read the passage and answer the questions (2 points) THE GREAT WALL OF CHINA In China, there is a wall that is 1,500 miles long It is called the Great Wall of China It winds uphill and down, through valleys and mountains It was made by hand The Great Wall of China was built from 246 - 209 BC The people of China made it to keep out their enemies There are watch towers all along the way The Wall is made of brick and earth It is high and wide on top People can walk along the top as if it were a road No other defense line has ever been made as long as the Great Wall of China Where is the Great Wall? ………It is in China When was it built? It was built from 246-209 BC What is it made of? It is made of brick and earth What was it built for? It was built to keep out the enemies IV Consolidation : Retell the knowledge in the lesson V Homework :Revise for the test *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Date of planning: 26/4/2013 Date of teaching: 29/04/2013 -8A/8B Period 95 written test 45 minutes I Aims and Objectives To evaluate ss’ knowledge from unit 12 to unit 14 Classification of students according to marks II Content of the test Ma trËn A Ma trËn ( b¶ng chiÒu ) Chủ đề CKT&KN IPronunciation IILanguage focus III/V-Writing /o;y;ed;es/ NhËn biÕt TN TL 0.75 Know the use of prep, adv, vocabulary, present perfect, present &past 0.75 part, Wh + to V Give the correct form of the verbs Rewrite the following sentences using Do/Would you mind ,passive voice present &past part, Th«ng hiÓu TN 0.25 TL VËn dông TN TL Tæng 1.0 0.5 0.75 2.0 10 1.5 2.0 1.5 5.0 IV-Reading reported speech, phrase of purpose, false subject, present perfect Ha Long Bay 0.5 Total 10 3.5 1.0 0.5 3.75 2.0 26 2.75 Full name Class TEST45 MINUTES-GRADE I Choose the word that has underlined part pronounced different from the others: 1.A open B no C close D lose 2.A recycle B fly C by D many 3.A hoped B cleaned C talked D washed C lives D helps 4.A likes B gets II Choose the best word or phrase to complete each sentences: 1.The Great Wall of China was ( built / done / invented /discovered) from 226 to 209 BC 2.People learned how ( was made / to make / making / made) paper many centuries ago 3.People use first-aid(so to as/ in order to / so as not to/ so to) ease the victim’s pain 4.Farmers use vegetables matter and garden waste to make (chemical/ paper/ garbage/compost) 5.Mr Quang asked Lam (go/went/to not go /not to go) to school late again 6.There are many ( seasides / beaches / pagodas / tribal villages) in Sa pa 7.The girl ( stands / is standing / standing /stood) next to the door is Lan 8.We are interested ( in / at / of / with ) the outdoor activities at school III Give the correct form of the verbs in brackets This school ( build ) …………since 1999 Do you mind ( not talk)………… in the classroom? Would you mind if they (go ) with me? I’m wearing the dress ( buy) …………by my mother Millions of Christmas cards (send) every year 10 IV Read the following passages and answer the questions Ha Long Bay is popular with both Vietnamese and international tourists One of the attractions of Ha Long is the Bay’s calm water with limestone mountains The Bay’s water is clear during the spring and early summer Upon arriving in Ha Long City, visitors can go along Chay Beach From the beach, they can hire a boat and go out to the Bay It is here that the visitors can find some of Southeast Asia’s most beautiful sites Dau Go Cave is one of the most beautiful caves in Ha Long Bay .1 Is Ha Long Bay popular with only Vietnamese? Are there any limestone mountains in Ha Long Bay? What can the visitors hire to go out the bay? Where is Dau Go Cave ? V Rewrite the following sentences as directed “I must go now.” my sister said to me -> My sister told me……………………… We are studying hard because we don’t want to get bad marks -> We are studying hard so as…………………………… I have never listened to this kind of music before ->This is the first ……………………………………………………… Will they build a new school here? ->Will a new……………………………………………? Learning English well isn’t easy -> It…………………………………………………………… The end Key Date of planning: 29/4/2013 Date of teaching: 2/05/2013 -8A/8B Period 96: The correction of test 04 I Aims and objectives - Help ss check how they did the test and evaluate their skill - Vocabulary: (review from the test) - Skill: Target skill: Reading & Listening - Other skills: Writing and Speaking - Main teaching point: Check the language they have done - By the end of the lesson sts will be able to check how they did the test and find out their mistakes and know the full answers II Teaching aids Teachers: word sheets Students: The paper of the test III Procedure Check up Have two students write two wish sentences on the board New lesson.(40') Steps Teacher's and students' activities The content of the lesson Exercise Exercise Exercise Exercise I 1.D Have two 2.D students hand out 3.B the papers of the 4C II test 1built to make Have some in order to compost minutes for students to check not to go tribal villages their test standing Share and in compare III has been built not talking Have two students went again on the bought board are sent IV TWC and give No, it isn’t feed back Yes ,there are Ask students They can hire a boat to go out the bay to compare the It is in Ha Long Bay Greetings result with their test Exercise V 1.My sister told me that she had to go then We are studying hard not to get bad marks 3.This is the first I have listened to this kind of music Will a new school be built here? It isn’t easy to learn English well Summary: Sum up the grammars used in the test I Aims Helping students UNIT 15:COMPUTER Period 93-98 - to recognize facts and opinions - to express opinions - to agree and disagree - to complete a flow chart - to write a set of instructions II Language Focus Present perfect with Yet and Already Comparison of present perfect and past simple III Vocabulary Verb (to) adjust (to) connect (to) fix (to) fix (to) install (to) post (to) restrict (to) turn on Noun under guarantee concern degree document freshman jack jam manual printer requirement plug/ socket Adjective challenging skeptical properly IV Unit Allocation GETTING STARTED Lesson Listen and Read 1, Lesson Lesson Speak 1, Read 1, Lesson Write 1, 2/ Listen Lesson Lesson Language Focus 1, Language Focus 3, Reading to recognize facts and opinions and to know how to express opinions Practice in expressing agreement and disagreement Reading for details about how computer work in a university Practice in writing instructions on how to use the printer and completing a flow chart Present perfect with Yet and Already Comparison of present perfect and past simple Date of planning: 29/4/2013 Date of teaching: 3/05/2013 -8A/8B UNIT 15: COMPUTERS Lesson 1: Section: - Getting Started Period 97 - Listen and Read (page 138) (page 138, 139) Aim: To get Ss to differentiate facts from opinions through reading Objectives: Ss will be able to express their opinions about a problem Teaching aids: Photocopied picture (page 142), realia , cassette, chart PROCEDURE Stage Steps/Activities Warm up Pre-reading  GETTING STARTED: Brainstorm • Write the topic on the board  Computers can help us: - Save time - ……………… - Ask Ss to think of the topic and express their opinions - Collect Ss opinions and write them on the board Suggestions: + Computers help us learn interestingly + Computers help us learn more quickly + Computers are convenient / easy for keeping / storing information + Computers are very quick in giving answers to our questions  LISTEN AND READ I Preteach vocabulary - Elicit words from Ss (a) printer (picture) (a) manual (explanation / realia) (a book coming with a machine tells you how to use / operate the machine (to) connect: (hand gesture) under guarantee: (situation) (The machine you buy at a shop will be under guarantee from to 12 months (a) plug (realia) (a) socket (picture /realia)_ - Have Ss copy Checking Technique: Bingo (*) II True / False prediction - Set the scene: Nam and his father, Mr Nhat are talking about the problem of the computer they've just bought What happens to the Work arrangement Individual Teacher-Ss Teacher While-reading While-reading computer? - Put the chart on the board and have Ss guess which statements are true and which are false The printer isn't working Nam has already turned the computer on Nam knows how to connect a printer but he hasn't connected it properly The manual helped them to find out the problem Mr Nhat bought the computer in HCM City and it's still under guarantee Mr Nhat thinks the company wouldn't anything with his computer because it's too far from his place - Call on some pairs to give their answers - Write Ss' guesses on the board - Ask Ss to open their books, read the dialogue on page 138 and listen to the tape - Have Ss work in pairs again to check if their guesses are right or not - Give feedback and correct Answer key: True True False: Nam knows how to connect a printer and he has connected it properly False: Mr Nhat thinks it isn't very helpful True False: Mr Nhat thinks the company s should something with it - Have Ss copy the corrected sentences III Reading Comprehension - Explain the words: "Fact and Opinion" + Fact: a thing that is known to be true, especially when it can be proved + Opinion: Your feelings or thoughts about someone or something, rather than a fact - Get Ss to read the statements and check () the suitable boxes - Call on some Ss to give their answers Answer key: a) b) c) d) e) Post-reading f)             Pairwork Whole class Pairwork Teacher Ss Teacher Individual Whole class Homework IV Write it up - Ask Ss to use reported speech to rewrite the dialogue - Divide the class into groups and assign each group to report about  sentences - Have them write their report on a poster and put it on the board for public check Group work of 10/15 Ss - Do the exercises in the workbook, page *Self –evaluation: ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… ………………………………………………………………………………………………………… Lesson 2: Period 94 UNIT 15 : COMPUTERS Section: - Speak 1, (page 139, 140) Aim: To get Ss to practice in expressing agreement and disagreement Objectives: Ss will be able to use some common useful expressions to express agreement and disagreement Teaching aids: Photocopied pictures (page 139), charts PROCEDURE Stage Steps/Activities Warm-up  Guessing game: "Do you think that ?" - Ask Ss each to think of one of the ways computers are helpful and write it on a piece of paper - Call on a student to the front of the class - Get the rest of the class ask him / her "Do you think that computers are ………… ? - The student can only answer with yes or no - Tell Ss the one to have the right guess will get one good mark and go on answering the classmates / questions  •SPEAK I Brainstorm - Write the topic on the board: Useful expressions to express agreement and , disagreement Presentation Work arrangement Whole class - Put the table on the board and elicit Ss' answers then write them in the table Practice Opinion Agreement I like… I don’t like… I think… I feel… I don’t believe… So I I agree You’re right Neither I Degree of Agreement I agree, but… Yes, but on the other hand… Disagreement I disagree I can’t agree with you No, I think… - Explain the phrase "on the other hand" to Ss - Get ss to copy the table II Matching - Put the photocopied pictures (p 139) on the right of the board and the word cues on the left (not in order) - Ask Ss to match the words with the pictures Reading comic books d  Playing in the rain a  Driving a car b  Foreign food c  Call on some Ss to go to the board to draw the matching lines Answer key: b c a d III Picture Drill - Erase the words but leave the pictures  ORAL DRILL - Get a student to demonstrate the model (a) T: I think driving a car is easy P: I disagree I think it's difficult to drive a car or So I - Ask Ss to use the adjectives in the box on page 140 to express their opinions after going through the meaning of some new words entertaining Individual Teacher-Ss Pair work time-consuming challenging - Ask Ss to use the pictures on the board to practice speaking with their partners - Call on some pairs to demonstrate for the class - Give feedback and correct + Suggestions a Driving a car Learning to drive a car b Comic books Reading comic books c Playing in the rain c Foreign food Hamburgers, pizza, French fries Production Teacher - easy once we get used to it - Challenging / difficult to get used to driving in traffic - Dangerous - boring - interesting / fun - time-consuming - fun - interesting - entertaining - delicious - fun to cat - unhealthy IV Mapped dialogue - Present the dialogue and have Ss repeat, sentence by sentence - Call on one student to demonstrate the dialogue - Open pair - Closed pairs: Ss make similar dialogues referring the cues on page 140 (below the dialogue) to replace the information - Put the mapped dialogue chart on the board I am having problems with It doesn't work I think What's wrong? No You didn't Oh! Sorry Homework - Write complete dialogues in your notebooks Do the exercises in the workbook, page… Teacher-Ss Teacher-Ss Pair work Lesson 3: Period 95 UNIT 15: COMPUTERS Section : - Read 1, (page 141, 142) Aim: Reading comprehension Objectives: Ss can know more about how computers work in a university Teaching aids: Chart, cardboards PROCEDURE Stage Warm up Pre-reading Steps/Activities  Jumbled words: - Inform the topic  Words relating to a computer - Put the cardboards on the board terpirn = seumo = recsnc = nimorot = bdoaryke = Moseu dap = Work arrangement Teamwork Teacher-Ss - Divide the class into teams and ask each team to go to the board to write their answers as fast as possible Answer Key printer mouse screen monitor key board mouse pad I Preteach vocabulary - Elicit words from Ss (a) Freshman = the first-year student at a college/ university (a) Jack (translation) (a) bulletion board = notice board skeptical (adj) (translation) impact (riu) : (translation) - Have Ss copy the vocabulary Checking technique: What and Where - Elicit words from ss and write them inside circles - Get Ss to repeat and rub out the word, not the circle - Continue ufttil the circles are empty - Get Ss to repeat the rubbed - out circles by pointing at the Whole class Whole class While-reading empty circles - Have Ss fill in the circles on the board with the right words again (5 ss at a time) II Open prediction - Introduce the topic of the text - Ask Ss to guess what they're going to read - Suggested questions: Where in the library we get / find information? How can we store the information? If we want to discuss something, how can we do? - Write the Ss' guesses on the board - Ask Ss to read the text to check if their guesses are correct or not I True / False Statements - Get Ss to read the text again then read the true / false statements and decide if the statements are true or false - Call on some ss to give their answers and correct the false statements - Have Ss copy all the right statements in their notebooks Answer Key c) T d) F : Students don't have to go to computer rooms because college campuses now have computer jacks in every part of Pair work the university e) T f) T IV Comprehension questions Have Ss read the questions on page 147 Individual and find the information in the text to answer Ask Ss to compare their answers with Pair work their partners Call on some Ss to give their answers for the class Give feed back and correct Answer Key: a) It has no library All the information normally found in a library is now stored in the university's computers b) All the information normally fount library or messages normally found on a bulletin board ! c) A computer and a telephone (line) d) With a bulletin board on the Internet, a great number of people (over 20 million) can get access to the bulletin and exchange information quickly e) (Student's answers) i - Write the answers in your notebooks Do the Group of Ss Teacher-Ss Individual Whole class exercises in the workbook, page UNIT 15 : Lesson : Section Period 96 : COMPUTERS - Write 1,2 (page 142, 143) - Listen (page 141) Aim : to get Ss to practice in writing instructions – Listening for details Objectives : Ss will be able to write a set of instructions on how to use the printer and complete a flow chart Teaching aids : picture (p 142, 143) charts PROCEDURE Stage Warm – up Work Steps/ Activies arrangemen Group w * WORDSQUARE of 4/5 Ss - Put the word square chart on the board - Inform the topic and the number of the hidden words Words related to a computer - Ask Ss to write the words they find out on a piece of paper and hand in offer they finish their work C N E E R C S K O U T P U T P E M O N I T O R Y P A E N O C I B U H B C D E N O T R A Y O P T A E S U O M G E R R I P O W E R D Hidden words : 10    - Give feedback and correct Answer Key Teacher –  : output, monitor, tray, power  : screen, icon, mouse  : computer, printer, and keyboard * WRITE I Preteach Vocabulary Pre writing – - Use the picture on page 142 to elicit words from Ss paper input tray power button icon (Picture) output path (to) remove : to put (sth) away - Have Ss copy Whole c Checking technique : Matching - Ask Ss to look at exercise (p 142) and the matching - Get some Ss to give their answers and correct Individu Answer Key a b c d e f.5 II Gap fill - Get Ss to make use of some phrasal verbs - Put the words on the board and ask Ss to fill in the gaps with the right words of possible Pair wo (to) wait… (so/sth) (to) remove … (sth) (to) turn … (a machine) (to) plug … (sth) (to) load … (sth) - Ask some Ss to give their answers and correct Answer Key a b Teacher c d e f Answer Key (to) wait for (so/sth) (to) remove  (sth) (to) turn on / off (a machine) (to) plug in (sth) (to) load  (sth) III Writing - Ask Ss to look at the pictures on page 143 and read the cues - Have Ss work in pairs to outline the instructions -Call on some Ss to say out the instructions first (1 or Ss for each sentence) While - Have some Ss read their writing before the class – - Givi feed back and correct writing Answer Key Plug in the printer and turn on the power Remove the old paper and load the new paper in the paper input tray Wait for the power button to flash Have the pages appear on the computer screen Click the printer icon on the screen and wait for a few seconds The printed-paper will get out from the output path in minute *LISTEN I Pre-teach - Put the flow chart on the board and have Ss copy it into their exercise books - Get Ss to understand chart and the meanings of all the shapes used in the chart Pair wo II Gap fill - Ask Ss to look at the flow chart and guess the words in the gaps - Play the tape (2 or times) and ask ss to listen - Tell Ss to fill the gaps with the information they have heard from the tape - Have Ss compare the answers with their partners - Call on some Ss to go the board to write their answers Answer Key Individu While– Pair wo listening - Have Ss copy III Write – it – up - Have Ss write a set of instructions on how to get a drink from a machine, using the flow chart - Call on some Ss to read their writing for the class - Do the execises in the workbook, page … Post – listening Homew ork Whole c Individu Date of planning: 17/5/2013 Date of teaching: 20/05/2013 -8A/8B UNIT 15 : COMPUTERS Lesson : Section - Language Focus Period 102 : Aim : Further practice in using the present perfect Objectives : Ss can use “yet” and “already” to express the present perfect Teaching aids : chart PROCEDURE Stage Warm – up Steps/ Activies Lucky Numbers (Consolidation of Tenses) - Write 10 numbers on the board (1 to 10) - Tell Ss each number is for a question but of them are lucky numbers If Ss choose a lucky number, they don’t have to answer any question but they’ll get points and they can choose another number - Divide the class into teams Questions : What does your father/mother do? (He/She is…… ) What did you last night? (Past simple) Lucky Number How often is Hue Festival held? (It is held every years) Lucky Number Work arrangement Teamwork What were you doing at o’clock last night? Guess what your parents are doing at the moment? Who often cooks in your family? Which grade will you be in next school year? (I’ll be in Grade next school – year) 10 Lucky Number * LANGUAGE FOCUS Presentation I Set the scene “Ba’s mother has just been back from market She Teacher wanted him to some housework while she was at the market Ba made notes in his diary and checked () the work he has done Look at Ba’s diary” - Show the chart (Ba’s diary) on the board - Do homework   (already) - Tidy the room  x (not yet) - Turn off the washing machine   (already) - Call and tell Aunt Le to have lunch   (already) - Ask questions and elicit the answers from Ss T : Has Ba done his homework yet? S : Yes, he has already done his homework T : Has ba tidied the room yet? S : No, he hasn’t tidied the room yet - Have Ss repeat and write the sentences on the board Concept Check: Present perfect with Yet and Already Use : Yet: used in questions and negative statements Already : used in positive statements Positions : Yet: at the end of the sentence Already – between auxiliary Have and past participle - at the end of the sentence - Have Ss copy Teacher-Ss II Gap fill Dialogue Whole class - Ask Ss to look at Ba’s diary and complete the dialogue Practice using Yet and already Call on some pairs to demonstrate the dialogue for the Pairwork class - Give feedback and correct Answer Key: Ba’s mother: Have you finished your homework yet, Ba? Ba : Teacher - ss Yes, I have finished it already, Mon Ba’s mother: Good What about your room? Is it tidied now? Ba : I’m sorry, Mom I haven’t cleaned and tidied it yet Ba’s mother: Bad boy, Ba And the washing machine! Have you turned it off yet? Ba: Don’t worry, Mom I have (already) turned it off already Ba’s mother : Have you called and told aunt Le to have lunch with us today? Ba : Yes I’ve already called and told her to have lunch with us, and she said she would come III Questions – Answers - Ask Ss to look at the flight information tables and ask questions to show the models T : Has the flight to Vientiane departed yet? S : Yes, it has already departed T : Has the flight from Los Angeles arrived yet? Production Homework S : No, it hasn’t arrived yet - Ask Ss taking in turns to ask and answer the questions - Call on son???? Ss to demonstrate the exchanges in front of the class - Give feedback and correct Language Focus : - Write the questions and answers into your exercise books - Do the exercises in the workbook, page Teacher-Ss Pair work Preparing date : 17/5/2013 Teaching date: /5/2013 8A-8B Period 103: REVISION I Aims: Help sts revise the knowledge they have learnt II.Objectives: By the end ò the lesson sts will be able to use and understand the knowledge they have learnt well III.Procedures: ĐỀ SỐ I/ Rewrite the sentences as guided.(2.5ms) Nam said to Phuong " Is Ha Long Bay in the Northern of Viet Nam?" ( indirect speech)  They held the rice-cooking festival in the communal house (passive form)  It is a contest in which participants have to make the fire (Using compound word)  Miss Lien wrote the letter (passive form)  Nhi said to Nga: “Do you know My Son?” ( indirect speech)  II/ Choose the correct words (2ms) Mrs Robinson: John, I want you to go the (6) _ market for me, please Mrs Robinson: What I have to (7) _? Mrs Robinson: Some peach blossoms and a bunch of flowers Mrs Robinson: What sort of flowers? Mrs Robinson: (8) _, because they are (9) _ at Tet Mrs Robinson: Anything else? Mrs Robinson: No, but I need Liz to (10) _ things Liz: What is that, Mom? Mrs Robinson: Yes, go to the market and pick up some (11) _ and one packet of dried watermelon (12) _, please Liz: Okay What are you going to do? Mrs Robinson: I’m going to Mrs Nga’s She’s going to show me how to make (13) _ 1 1 rolls A fish A buying A Marigolds A traditioner A new A sweeties A feeds A summer B flower B buy B Many golds B traditioning B a few B candies B needs B autumn rolls C food C by C Mari C tradition C a lot C babies C seeds C spring rolls D flour D bought D Golds D traditional D few D ladies D leeks D winter rolls III/ Choose the best answer.(3 ms) 14 I don't know how _ this game A play B played C to play 15 I take part _ most of the youth activities of my school A on B in C to D playing D for 16.Nga a letter at eight o'clock last night A write B was writing C is writing 17 Mrs Nga _ always _ her umbrellas D writes A.were/ losing B has/ lost C will/ lose D is/ losing 18.They have to the rice from the husk and then cook the rice A separate B.take C bring 19 Angkor Wat is one of the largest in the world D make A temples B churches C pagodas 20 People usually use compost to their fields D tombs A fertilize B melt 21 Would you mind the door? D reduce C recycle A open B to open C opening 22 _you ever _ to America yet? D opened A Have … B Were … C Were … D Are … been being been been 23 An English speaking contest at Quang Trung school next week A is held B was held C will be held D has been held 24 I'm interested in the _ contest A making-fire B fire-making C fire-made 25 I asked Nga I could borrow her book ! D made-fire A and B if C or D but IV/ Read the passage and choose the correct answer (2.5ms) (Class 8A) THE RICE-COOKING FESTIVAL The rice-cooking (26) _ was held in the communal house yard about one kilometer a way from a (27) _ There were three (28) _: water fetching, fire-making and rice-cooking The festival (29) _ one day In the water-fetching (30) _ one person from each team had (31) _ to the river to get the (32) _ In the fire-making contest two team members had to make fire in the (33) _ way They tried to rub pieces of (34) _ together to make the fire Six people from each team (35) _ in the rice-cooking festival They had to separate the rice from the husk and then cook the rice Then choose the correct answer: A holiday B contest C festival D competition A mountain B city C house D river A holidays B contests C festivals D.competitions A takes B took C taking D take A contest B contests C test D tests A to run B run C ran D running A bamboo B rice C fire D water A strange B tradition C traditional D tradition 3 A bamboo B rice C fire D water A participates B participate C.participating D participated IV Cñng cè - luyÖn tËp Gi¸o viªn cñng cè l¹i néi dung kiÕn thøc c¬ b¶n häc sinh cÇn n¾m buæi häc V Híng dÉn häc sinh häc tËp ë nhµ Học sinh có kế hoạch ôn tập kiến thức đã học trên lớp Preparing date : 17/5/2013 Teaching date: /5/2013 8A-8B Period 104: REVISION I Aims: Help sts revise the knowledge they have learnt II.Objectives: By the end ò the lesson sts will be able to use and understand the knowledge they have learnt well III.Procedures: ĐỀ SỐ I/ Choose the word that has underlined part pronounced different from the others: 1.A open B buffalo C canoe D cold 2.A recycle B sky C why D country 3.A helped B washed C asked 4.A proud B pronoun C enough D cleaned D around II Choose the best word or phrase to complete each sentences: 1.Sydney Opera House was ( built / done / invented /discovered) in 1973 2.People learned how ( was made / to make / making / made) paper many centuries ago 3.People use first-aid(so to as/ in order to / so as not to/ so to) ease the victim’s pain and anxiety 4.It is difficult ( to learn / learning / learn/learned ) English well 5.Mr Tan asked Lan (go/went/to not go /not to/go) to school late again 6.There are ( seasides / beaches / pagodas / tribal villages) in Sapa 7.The student ( stands / is standing / standing /stood) next to the door is Hoa 8.We are very fond ( in / at / of / with ) the outdoor activities at school III Supply the correct form of words: Are you a ……… or you are living here ( tour ) There are a lot of ……………….festivals in Viet Nam ( tradition) We should recycle used things in order to save ………………….resources ( nature) This is a rice ………………………… festival ( cook) IV Give the correct form of the verbs in brackets.(1,5ms) This house ( build ) ……………for six months Do you mind ( not tell)………… her my address? Would you mind if he ( come ) …………….here with me ? Lan…………(live) in Ha Noi since 2005? I’m wearing the dress ( buy) …………by my mother V Rewrite the following sentences as directed.(2ms) You should send the letter now -> The letter……………………… My brother is studying hard because he doesn’t want to fail the final exam ->My brother is studying hard so as…………………………… 3.They have never eaten this kind of food before ->This is the first ……………………………………………………… 4.Will they build a new school in your neighborhood? ->Will a new……………………………………………? VI Read the following passages and decide if the statements are true ( T ) or False ( F )(Class 8A) Machu Picchu is ancient city in Peru The construction of the city started in 1450 The city covers about 13 square kilometers For centuries, the city was buried in the jungle and was not discovered until 1911 Today , Machu Picchu is one of the most famous tourist attractions in all parts of South America The Great Wall of China is the longest man- made structure It was built during the Ming dynasty in the late 1400s, although many parts of the wall are much older and go back to around 200B.C The wall is about 11 meters high The main part of the wall stretches for about 3,400 kilometers Machu Picchu is a modern city in Peru People began to build the city in 1450 The city was built on the area of thirty square kilometers People found the city buried in the jungle in 1911 The city is attractive to many tourists from South America The Great Wall of China was constructed by man The wall was built during the Ming dynasty in 1400 Many parts of the wall were built around 200B.C The wall is about eleven meters high 10 The main part of the wall is bout 3,400 kilometers long IV Cñng cè - luyÖn tËp Gi¸o viªn cñng cè l¹i néi dung kiÕn thøc c¬ b¶n häc sinh cÇn n¾m buæi häc V Híng dÉn häc sinh häc tËp ë nhµ Học sinh có kế hoạch ôn tập kiến thức đã học trên lớp UNIT 15 : COMPUTERS Lesson 6: Section - Language Focus 3,4 (page 146) Period 98 : Aim : Further practice in comparison of the present perfect and past simple Objectives : Ss can use present perfect to express complete and incomplete actions and recognize the difference between the present perfect and past simple Teaching aids : charts PROCEDURE Stage Warm-up Steps/ Activies  Guessing game : What’s your job? - Call on a student to go the board and give him/her a job name - Ask the rest of the class to guess the job by asking yes/no question - The chosen student can only answer yes or no Example questions : Work arrangement Individual + Do you work with children? + Do you wear uniform? + Do you travel a lot? - Tell ss someone who can guess the right job will get a point and take the place of the last chosen student  LANGUGE FOCUS I Pre - teach Presentation Set the scene: * Use Vietnamese to elicit the models: I’ve ever been to Dalat  (finished) (Tôi đã đến Đà Lạt) My parents have gone to Dalat for days  (incomplete) (Ba mẹ tôi Đà Lạt đã ngày rồi) Teacher – Ss Concept check : present perfect tense Use : -finished action  indefinite time - Incomplete actions  for, since, recently… Form : have/has + past participle - Have Ss copy II Grammar Drill - Ask Ss to look at the table on page 146, real the sentences and check () the correct columm - Call on some ss to give their answers - Give feedback and correct Answer Key Finished action a Incomplete action I’ve been to SaPa  highlands b They have lived in  Ca Mau for 10 years c has She finished  her homework d He has worked with the computer since early  morning e have We found  the troubles of the printer f Someone has unplugged the printer  Whole class Individual g People have received information through the  internet recently * LANGUAGE FOCUS I Revision - Put the chart on the hoard and ask Ss to read the sentences - Ask Ss to decide which sentence is in the present perfect and which is past simple Her family moved to Hanoi years ago He has never met such an intelligent boy before My brother has become more independent since he left home When did the Second word war break out? - Call on Ss to give their answers - Give feedback and correct Answer Key: Practice Individual Teacher Past simple  finished action with definite time Present perfect  an action (not) taking place from the past to the present Has become: present perfect  (same as number 2) Left : past simple  finished action with understood definite time past simple  (same as number 1) II Grammar Drill - Ask Ss to complete the dialogues on page 146 orally - Call on some pairs to give their answers - Give feedback and correct - Have some pairs to demonstrate the dialogues for the class - Pronunciation correction Answer Key Ba : Have you seen the film Jurassic Park yet? (see) Pair work TeacherSs Nam : Yes, I have Ba : When did you see it? Nam : I saw it three months ago Loan : We haven’t had a vacation since last year (not have) Chi : Why not? Loan: My parents have been very busy since then (be) Nga : Have you heard the news about Nam? (hear) Mai : No What happened? (happen) Nga : He hed an accident He was jogging (heve) He suddenly fell and broke his leg (jall, berak) Production Sung : Have the plane arrived yet? Clerk : Yes, it has Homework Sung : When did it arrive? Clerk : It arrived at the airport two hours ago III Writing - Ask Ss to write sentences of their own in the past simple and in the present perfect - Have some of them write their sentences on the Ss board for public check and give them points of possible Do the exercises in the workbook, page… Group of 4/5 Ss Teacher - UNIT 16 : COMPUTERS (Period 99 – 103) I Aims Helping students - to say what something was like - to talk about processes - to write about a process II Language Focus Passive forms Sequence markers II Vocabulary Verbs Nouns (to) crush conveyor – belt vat (to) grind facsimile roller (to) liquify hairdryer (to) manufacture helicopter (to) remove loudspeaker (to) drain microwave mold process pulp reinforced concrete toaster wire procedure IV Unit Allocation Lesson Getting started Listen and Read 1, Reading for details about the development of paper and the process of producing chocolate Lesson Speak 1,2 Practice in talking about the Language Focus (page inventions using the passive 156) Lesson Listen 1, Read 1, Listening to fill to fill in the gaps and order the sentence Reading a poem for information about inventions Lesson Write 1, Practice in using sequence Language Focus Lesson markers Language Focus 1, 2, Further practice in using the passive Note : Period 104 : Revision 105 : The Second Semester Exam Test UNIT 16 : INVENTIONS Lesson : Section Period 99 : - Getting started (page 147) - Listen and Read 1,2 (page 147 -149) Aim : Reading for details about the development of paper and how to produce chocolate Objectives : Ss can know the origin of papar and talk about the process of produce chocolate Objectives : Ss can know the origin of paper and talk about the process of producing something Teaching aids : Cassette, pictures (147, 148), grid charts PROCEDURE Stage Steps/ Activies Work arrangement Warm up *QUIZ – WHO DID IT? - Divide the class into teams - Tell Ss the team raising their hands first (after the teacher finishes the question) will have the right to answer the question - Inform the questions: “Who was the inventor of ……………?” or “Who invented ……………?” Suggestions : Teamwork Steam engine  Thomas Savery built the first steam engine in 1698 and later Watt improved it Light bulb  Humphry Davy, an English scientist, in 1800 Sewing machine  Isaac Meritt Singer (1850) Prereading Aqualung  Jacques – Yves Cousteau in 1943 Tlephone  A Graham Bell Individual * GETTING STARTED - Get Ss to look at the pictures on page 147 and ask them some questions to valuate how much they understand the pictures Suggenstions: - Where are they from? (picture a, b, c, e) - What is the man in picture a) doing? Pair work - What is ir? (d) - Ask Ss to read the sentences (AE) and match them with the correct pictures - Call on some ss to give their answers - Give feedback and correct Answer Key: A b) B c) C e) Prereading D a) E d) * LISTEN AND READ 1,2 I Preteach Vocabulary - Elicit words from ss (to) remove (to) crush Teacher – Ss (to) liquify (to) grind  to grind – ground – ground (to) manufacture = (to) produce (a) process  manufacturing process (Use the flowchart to explain the word) (a) mold (realia/picture…) conveyor belt (picture) - Have Ss copy Checking Technique: Slap the board Whole - Put the English words all over the board Class - Call on Ss or teams of 4/5 ss in both sides Teamwork of the class to the fornt of the class - Call out the Vietnamese words and Ss run forward to slap the English words on the board -Student who slaps the right word first is the winner and gets a point for his/her team II Open Prediction - Set the scene: Tim Jones, Hoa’s American penpal, is visiting a chocolate factory with his class and his teacher Mrs Teacher Allen Now, guess who will show them around the factory and what they will learn from this visit Whilereading -Write the Ss’ predictions on the board III Matching - Play the tape and ask ss to listen while reading the dialogue on page 148 - Ask Ss to match the half sentences on page 149 - Have ss compare their answer with their pictures - Call on Ss to give their answers for the class - Give feedback and correct - Get Ss to write the full sentences in their exercise notebooks Answer Key : E a) The beans are cleaned before being Individual Whole class Individual Pair work Teacher – ss cooked Whole D b) Mr Roberts thought Tim and Sam were class going to touch the button C c) After cooking, the cocoa bean smell like chocolate F d) Sugar in one of the ingredients in chocolate B e) Mrs Allen warned Sam to leave some chocolate for others A f) A sample of chocolate is given after visitors have toured the factory Postreading IV Grid - Put the grid on the ??oard and have Ss copy - Ask Ss to read the dialogue again and fill in the grid CHOCOLATE MANUFACTURING Whole class PROCESS Answer Key: The beans are washed, weighed and cookeo Pair work Then shells are removed The beans are crushed and liquefied Cocoa butter, sugar, vanilla and milk are added The mixture is ground, rolled and pound into the molds - Call on some pairs to go to the board to write their answers - Give feedback and correct Rewrite the grid using sequence markers (First, Homework next, then…, finally) Teacher – Ss UNIT 16 : INVENTIONS Lesson : Section Period 100 : - Speak (page 149, 150) - Language Focus (page 156) Aim : Further practice in using the passive Objectives : Ss can talk about the inventions using the passive Teaching aids : tables PROCEDURE Stage Warm –up Steps/ Activies Work arrangement “Bingo (revision) - Get Ss to brainstorm a list of 10 words and write them on the board (foreman, process, manufacture, remove, crush, liquefy, Individual grind, pour, mold, conveyor belt) - Ask Ss to choose any words and copy them into their paper - Call out the words until someone has ticked all of his/her words and shouts “bingo” * SPEAK 1,2 I.Pre-teach Vocabulary - Have Ss study the meanings of the inven – tions using Vietnamese Presentation Facsimile Reinforced concrete Microphone X-ray Loudspeaker Helicopter II Grammar Awareness - Ask Ss to read the dialogue on page 148 again and pick out all of the passive sentences - Call on Ss to give their answer - Have Ss review the passive in the present and past simple tenses Answer Key: TeacherSs This is where the cocoa beans are stored (present simple) That button can not be touched (passive with model) The beans are washed, weighed and cooked here After the shells are removed… into molds III Word – Cue Drill - Have Ss read the model dialogue on page 149 - Let Ss know what they are going to do: Ask and answer questions about the inventions to fill in the missing information - Ask ps to look at the tables on page 150 and 156 and model the exchanges, using a good student T : What was invented by Friedrich Koenig? Pair work Individual S : Printing Press T : When was it invented? S : Where was Koenig from? Practice T : He was from Germany S : What was invented by C.W.Rice in 1924? Whole T : Loudspeaker class S : Where is C.W.Rice from? T : The USA - Have Ss work in pairs, one looks at the table on page 150 and the other page 156 - Ask Ss to ask and answer the questions orally then fill in the missing information - Monitor and help Ss if necessary - Call on some pairs to demonstrate the exchanges - Give feedback and correct - Have Ss copy the complete table Answer Key : INVEN TION D ATE Printing Press INVEN TOR 810 Bicycle Friedri Karl D 816 NATION ALITY German German Teacher – Sanerb S ronn e 843 Alexan English der Bain Sewing S ch Koenig Facsimil Teacher – Elias American Pair work machine 845 Reinfor ced concrete 849 Micropo ne Howe 878 895 eaker 924 r American Wilhel German m Konarad Helicpte D.E.Hu ghes Loudsp French nier X-ray F.J.Mo C.W.Ri American Igor American ce 939 Sikorsk y Color Televisi 950 Peter American Carl on Goldm Teacher- ark Optical fiber 955 Narind german Ss er Kapany Laser 958 Gordon American Gould IV Making reports Pair work - Model and have Ss repeat Eg : The printing Press was invented by Friedrich Koenig in 1810 - Ask Ss to use the complete table to report what they have found Use the information in the table to write 12 complete sentences in the… Production Homework TeacherSs Individual UNIT 16 : INVENTIONS Lesson : Section Period 101 : - Listen 1,2 (page 150, 151) - Read 1,2 (page 151, 152) Aim : Listening and reading for information about papermaking & inventions Objectives : Ss can fill in the gaps and order sentences  from listening Teaching aids : cassette, picture (p 150), realia PROCEDURE Stage Steps/ Activies Warm up * Guessing game :What invention? Work arrangement Individual - Ask Ss each think of an invention or write it down on a piece of paper - Call on student to the front of the class or ask the rest of the Ss ask him/her yes/ no questions Eg : Are you thinking of ? - The chosen student can only answer Yes or No PreListening * LISTEN 1,2 I Preteach Vocabulary - Elicit words from Ss Procedure (n) (translation) Pulp (nu) (question) (What is used to make paper?) Vat (n) (picture / drawing) (to) drain (explanation) (to make sth empty or dry by removing all the liquid from it) Roller (n) (picture) Roll (m) (realia) Teacher – Ss - Have Ss copy Checking tachnique : What & Where - Elicit words from ss and write them inside circles - Get Ss to repeat and rub out the word, not the circle - Continue until the circle is empty - Get Ss to repeat the rubbed out words by pointing at the empty circles - When Ss seem to remember all the words, ask Ss (5/6 at a time) to come to the blackboard to fill in the circles with the right words While – listening Pr P V Dr R R Ss - Inform the topic: paper-making process - Have Ss read the sentences - Play the tape or times and ask Ss to fill in the paps with the words they catch - Ask Ss to compare their answers with their partners - Call on Ss to give their answers - Give feedback & correct Answer Key: two hundred class Teacher – II Gap fill (Listen 1) simple Whole rollers Teacher Whole class Individual same4 left III Ordering Prediction (Listen 2) Post listening Pair work - Ask Ss to read the sentences (a  g) carefully and guess the order - Write the Ss’ predictions on the board - Play the tape again & ask Ss to listen - Call on Ss to give their correction - Give feedback & correct Answer key : c Paper pulp was placed in the vat d Paper pulp was mixed with water a The water was drained Pair work e The pulp fibers were poured out g The pulp was conveyed under the rollers Teacher – Ss * READ 1,2 I Preteach vocabulary: Brainstorm Pre – reading TeacherSs - Elicit words from Ss or write them on the board Microwave (n) Vacuum (n) Toaster (n) - Have Ss copy Checking technique :Bingo Teacher Ss - Get Ss to brainstorm a list of 10 new words and write them on the board - Ask Ss to choose any 4/5 words and copy them into their paper - Call out the words until someone has ticked all of their words and shout “Bingo” and wins Suggested words : microwave, vacuum, hairdryer, dishwasher, telephone, toaster, washing machine,… II Matching (Read 1) - Get Ss to read the poem on page 151 - Ask Ss some questions to help them understand the reading more + What’s the 1st verse about? While – reading + Is the 2nd verse about the appliances used in the kitchen? + What are “doom, chugga-chug, vroom, boom”? - Have Ss match the headings to the verses on page 152 - Call on Ss to give their answers Whole class Individual - Give feedback and correct Answer Key: - Verse : b Appliances that cook food - Verse : c Appliances that clean or dry things - Verse : a Instrument invented by Alexander Graham Bell III Gap fill : (Read 2) Post – reading - Tell Ss to read the sentences carefully and fill in the gaps with the inventions taken from the poems - Have Ss compare their answers with their from the poems - Have Ss compare their answers with their partners - Call on ss to give their answer and correct Answer Key: Vacuum Telephone Washing machine Microwave Hair dryer Individual Pair work Teacher – Ss Toaster - Do the exercises in the workbook, page… Pair work Homework Teacher Ss UNIT 16 : INVENTIONS Lesson : Section - Write 1,2 (page 152, 153) Period 101 : - Language Focus (page 155) Aim : Further practice in using the sequence markers Objectives : Ss can use the sequence markers to describe a manufacturing procedure Teaching aids : Pictures (p 153) cardboards PROCEDURE Stage Warm – up Work Steps/ Activies arrangement * Jumbled words - Put the cardboards with jumbles words on the board Group work of 4/5 Ss - Inform the topic: words related to papermaking procedure Lppu = Llreor = Morever = Darni ver = Berif ver = - Ask each group to write their answer on a piece of paper to hand in Answer key : Pulp remove roller fibre drain * WRAITE I Preteach vocabulary Teacher – - Elicit words from ss Prewriting (a) log: (drawing / explanation) (a thick piece of wood that is cut from a tree) (to) flatten (to make sth become flat) (to) refine (Translation) Chemically (adv) (Translation) Ss (treated in a chemical process) - Get Ss to copy Checking technique : Rub out and Remember Whole class - Ask Ss to close their books - Rub out the new English words (one at a time), point to the Vietnamese words and ask Ss “what’s this in English?” Whole - When all the English words are rubbed out, go class through the Vietnamese list and get Ss to call out the English words II Gap fill - Ask Ss to read the text on page 152 and fill in the gaps with the right sequence markers to describe the procedure of paper – making - Ask Ss some question to check if they understand the text + What is cut into chips? + What are chips mixed with before they are Whole class crushed to heavy pulp? + Why is the pulp passed through rollers? + What is the last step in paper – making? - Call on some Ss to read the completed sentences - Give feedback and correct Answer key: First Next Then After this Then Finally * WRITE : III Ordering Pictures - Have Ss look at the picture on page 153 - Ask Ss to think of the process of chocolate – making and put the pictures in the correct order - Call on some pairs to give their answers - Ask Ss to listen to check if their answers are correct or not - Read the statements aloud d The fruit harvest is fermented for to days to kill the beans and turn them brown TeacherSs Pair word 2.a The beans are dried in the sun 3.e The beans are cleared in special machines 4.c The beans are roasted to bring out the chocolate flavor Teacher – Ss 5.b They are shelled and ground to produce chocolate Teacher liquor 6.f The liquor is made into chocolate candy or cocoa powder - Give feedback and correct Anskwer key: 6-2-4-1-5-3 IV Write - Ask Ss to rearrange the sentences on page 153 according to the ordered pictures - Call on Ss to give their answer Answer key: While writing d) a) e) c) b) f) - Have Ss use the sequence makers to link the sentences together in a paragraph Teacher – Ss - Monitor and assist Ss if necessary - Call on some Ss to read their writing for the class - Give feeback and correct - Have Ss copy V Word cue dril (Language Focus 4) Individual TeacherSs - Ask Ss to use the picture and the word cues on page 155 to write a description of how white rice is produced in the traditional way, using the sequence markers Post – writing - Have Ss complete the sentences orally first Individual - Ask Ss to write the paragraph in their exercise notebook - Monitor while Ss are writing and help if necessary - Call on some Ss to read their writing TeacherSs - Give feedback and correct Whole Answer key: class First, the crop is harvested Then the rice plants Individual are threshed (to separate the grains form the straw) Next (After this), the rice grains are husked in the mill to produce brown rice After this, the bran is removed in the mortar and it is finally winnowed to produce white rice Work book: Exercise …………., Page………… Homework Teacher Ss UNIT 16 : INVENTIONS Lesson : Section - Language Focus 1, 2, (page 154, 155) Period 103 : Aim : Further practice in using the passive Objectives : Ss can change active sentences into passive ones and write WH questions in the passive Teaching aids : Cardboards PROCEDURE Stage Steps/ Activies Warm – * Pelmanism up - Inform the topic: Infinitive – Past participle Work arrangement Teamwork - Divide the class into teams Infinitive Write Past participle written Draw Drawn Sell Sold Win Won Run Run Teacher – * LANGUAGE FOCUS S Preteach Vocabulary (to) run a business/company: (translation) (to be in charge of sth) around the corner = very near due to = because of flood (n): (situation) (There might be … When it rains heavily for days) Zipper (realia) xeropraphy - Have Ss copy Checking Technique: Slap the board Whole class - Put the Enghlish words all over the board - Call on Ss or teams of 4/5 Ss in both sides of the class to the front of the class - Call out the Vietnamese translations and Ss run forward to slap the English words on the board - The student slapping the right word first is the winner and gets one point for his/her team - Have Ss review how to change an active Teacher – Ss sentence into a passive one Language Focus : Teachar – Ss - Have Ss exercise on page 154 - Call on some ss to give their ansvers orally for the class - Get some Ss to go to the board and write the sentences - Give feedback and correct Answer key : a The document was typed by (Mrs Quyen) b The computer was repair (by Mr.Nhan) c The picture was drawn (By Ba) d The lights were turned off (by Hoa) e The cake was baked (by Lan) Language Focus 2: - Have Ss exercise Pair work - Ask Ss to compare their answers Individual Call on some Ss to give their answers orally Pair work then ask them to go to the board and write the sentences - Givi feedback and correct Answer key: a …was awarded… b … won… c … ran… e …was run…/ was sold… f …was closed (or closed)… Language Focus 3: - Have Ss exercise - Go through the underlined words with Ss before have them write questions Eg : a The zipper  what b Maize  what in the 16th century  when c by Lewis Waterman  who in 1884  when d in Hungary  where e in copying machines  in which machine  Get some Ss to give their answers in front of the class - Give feedback and correct Answer key : a What was invented by W.L Judson in 1893? What was brought in to Viet Nam by Phung Khac Khoan? When was maize brought into Viet Nam? c Who invented the fountain pen? When was Production the fountain pen invented? Teacher-ss d Where was the ballpoint pen invented? e In which machine is xerography widely used? Transformation Drill (Language Focus 3) -Have Ss change the passive sentences into the active ones -Call on some Ss to go to the board and write their sentences -Give feedback and correct Answer key: a W.L Judson invented the zipper in 1893 b Phung Khac Khoan brought maize into Homework Vietnam in the 16th century c Lewis Waterman invented the fountain pen in 1884 d Brotthers Lazlo and George Biro invented the ballpoint pen in Hungary in 1935 e People use xerography widely in commerce and industry in copying machines -Laguage Focus 1,2: Turn the sentences into the active if possible Individua