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TA RIGHT ON LESSON PLAN UNIT: HELLO Date: Lesson 1: COUNTRIES AND NATIONALITIES (p 4-6) Period: I Objectives (learning outcomes): By the end of this lesson, students will be able to: a Knowledge: - Learn vocabulary about countries and nationalities - Learn structures to ask and answer about countries and nationalities b Core competence & language skills: - Develop Ss’ collaboration - Improve Ss’ communication skill c Personal qualities: - Be collaborative and supportive in pair work and team work - Love their countries and their communities II Teaching aids: - Teacher’s aids: student book and teacher’s book, class CDs, IWB software, projector/interactive whiteboard /TV (if any) - Students’ aids: Student book, notebooks Procedures: Timing minutes 10 minutes Content Warm-up: introduce the lesson What’s in this unit? - Vocabulary: countries, nationalities, sports, family members, appearance, numbers, characters - Grammar: articles, can, subject personal pronouns, possessive adjectives, to be, have got, possessive case, adjective, imperative - Reading: Friends around the world - Speaking: greetings, introduce yourself/ others, presenting a family, describing people, asking about telephone numbers - Writing: a blog entry - CLIL: The UK Vocabulary: Countries and nationalities Task Look at the map Match the countries on the map to the nationalities Canada – Canadian the UK – British Australia – Australian South Africa – South African the USA – American Activities Rationale/Competence - Go through the What’s in this unit? box and tell Ss that these are the topics, skills, and activities this unit will cover - Introduce the content of this unit - Ask Ss to look at the map and then give them time to match the countries on the map to the list of nationalities - Check Ss’ answers around the class - Play the video for - Review and introduce countries and nationalities - Help Ss remember vocabulary easier New Zealand – New Zealander Brazil – Brazilian Vietnam – Vietnamese Russia – Russian 10 Spain – Spanish 11 Egypt – Egyptian 12 Greece – Greek 13 Turkey – Turkish 14 Argentina – Argentinian Ss and elicit their comments Task Look at exercise 1, listen and repeat - Play the recording with pauses for Ss to repeat chorally and/or individually (Teacher can read and ask Ss to repeat) - Check Ss’ pronunciation and intonation minutes minutes Task Act out dialogues as in the example A: Where’s Ann from? B: She’s from Canada She’s Canadian A: Where’s John from? B: He’s from the USA He’s American Suggested Answer Key A:Where’s Lino from? B:He’s from Brazil He’s Brazilian A:Where’s Camila from? B:She’s from Argentina She’s Argentinian A:Where’s Liz from? B:She’s from the UK She’s British A:Where’s Maria from? B:She’s from Greece She’s Greek A:Where’s Igor from? B:He’s from Russia He’s Russian A:Where’s Quang from? B:He’s from Vietnam He’s Vietnamese A:Where’s Rosa from? B:She’s from Spain She’s Spanish A:Where’s Ahmet from? - Explain the task - Ask two Ss to model the example dialogue - Ask Ss to work in pairs and act out similar dialogues for the people on the map - Monitor the activity around the class - Expand Ss’ vocabulary - Practice saying the vocabulary - Improve Ss’ pronunciation - Act out dialogues and practise countries and nationalities - Practise the structure with different information - Improve Ss’ communication skill B:He’s from Turkey He’s Turkish A:Where’s Omar from? B:He’s from Egypt He’s Egyptian A:Where’s Simba from? B:He’s from South Africa He’s South African A:Where’s Helen from? B:She’s from Australia She’s Australian A:Where’s Martin from? B:He’s from New Zealand He’s New Zealander minutes minutes Task Complete the sentences I’m from Vietnam (country) I’m Vietnamese (nationality) Reading: Task Look at the pictures Where is each person from? Listen and read to find out Answer Key: Vicky is from Sydney, Australia Jill is from Wellington, New Zealand James is from Stittsville, Canada Alicia is from Worcester, South Africa minutes - Personalise the topic - Ask Ss to look at the pictures and elicit Ss’ guesses of where each person is from - Play the recording Ss listen and read and find out - Listen and read for gist - Improve Ss’ pronunciation Task Read the text Decide if the sentences are R (right) or W (wrong) - Give Ss time to read the text again and mark the statements according to what they read - Check Ss’ answers Task Complete the personal - Play the video for profiles Choose a person and Ss and elicit their present him/her to the class comments Name: James Age:11 years old - Allow Ss time to Nationality: Canadian review the text and From (city/town/village): complete the Vicky is 10 years old Jill is good at tennis James is Canadian Alicia can play tennis minutes - Ask Ss to complete the sentences about themselves Elicit answer from Ss around the class (we can change the countries to the province/ city/ district) W R R W - Read for specific information - Develop Ss’ critical thinking skill - Consolidate comprehension of a text - Use language in different contexts - Develop Ss’ adaptation skill Stittsville Country: Canada Sports: martial arts Name: Jill Age: 11 years old Nationality: New Zealander From (city/town/village): Wellington Country: New Zealand Sports: tennis Name: Vicky Age: 11 years old Nationality: Australian From (city/town/village): Sydney Country: Australia Sports: basketball Name: Age: 10 years old Nationality: South African From (city/town/village): Worcester Country: South Africa Sports: basketball Suggested Answer Key Vicky is 11 years old She is from Sydney, Australia She is Australian She can play basketball Consolidation Lesson content: minutes - Vocabulary about countries and nationalities - Structures to ask and answer about countries and nationalities Reflection: What did I learn from today lesson? What did I like from the lesson? What should I improve in the next lesson? - personal profiles - Check Ss’ answers on the board - Ask various Ss to choose a profile and present the person to the class - Improve Ss’ listening skill and critical thinking skill Extra Activity - Tell Ss you are going to read out information from one of the profiles in Exercise but will include a mistake Ss have to listen and correct the mistake you have made e.g T: Vicky is 11 years old She’s from Canberra She’s Australian Team A S1: She’s from Sydney - Summarise the main points of the lesson - Consolidate the lesson TA RIGHT ON LESSON PLAN UNIT: HELLO Date: Lesson 2: SPORTS (p 7-9) Period: III Objectives (learning outcomes): By the end of this lesson, students will be able to: d Knowledge: - Learn vocabulary about sports and family members - Learn subject personal pronouns/ possessive adjectives - Learn about verb to be e Core competence & language skills: - Develop Ss’ collaboration - Improve Ss’ communication skill and critical thinking skill f Personal qualities: - Be collaborative and supportive in pair work and teamwork - Love their countries and their communities IV Teaching aids: - Teacher’s aids: student book and teacher’s book, class CDs, IWB software, projector/interactive whiteboard /TV (if any) - Students’ aids: Student books, notebooks Procedures: Timing minutes minutes Content Vocabulary Sports Task Complete the gaps Use play or play football martial arts play basketball gymnastics play tennis Task Read the table Ask and answer questions about the sports in Exercise - affirmative I/ You/ He/ She/ It/ We/ You/ They can play tennis - negative I/ You/ He/ She/ It/ We/ You/ They can’t gymnastics - interrogative & short answers Can I/ you/ he/ she/ it/ we/ you/ they ride a bike? Yes, I/ you/ he/ she/ it/ we/ you/ they can No, I/ you/ he/ she/ it/ we/ you/ they can’t Eg: Activities Rationale/ competence - Ask Ss to look at the sports in the pictures and then use the verbs ‘play, do’ to complete the gaps - Check Ss’ answers - Present sports and the verbs associated with them (play, do) - Present can Say, then write on the board: I can play football Underline the word can and explain that it shows that we are able to sth Say, then write on the board: I can’t martial arts Underline the word can’t and explain that this word shows that we are unable to sth - Ask Ss to read the - Present can; to practise can (interrogative & short answers) - Improve Ss’ critical thinking skill - Develop Ss’ collaboration and communication A: Can you play football? B: Yes, I can./No, I can’t Suggested Answer Key A:Can you martial arts? B:Yes, I can./No, I can’t A:Can you play basketball? B:Yes, I can./No, I can’t A:Can you gymnastics? B:Yes, I can./No, I can’t A:Can you play tennis? B:Yes, I can./No, I can’t minutes minutes minutes Note! Linkers: and, or and: link similar ideas or: link two or more alternatives Task Tell the class what your partner can/can’t Eg: Peter can play football, basketball and tennis He can’t martial arts or gymnastics Suggested Answer Key Tom can play football and tennis He can’t gymnastics or play basketball Sara can gymnastics and play football She can’t play basketball or martial arts Writing (a blog entry about yourself) Task Complete the profile about yourself Then complete a blog entry about yourself (about 30 words) Name: An Age: 12 years old Nationality: Vietnamese From (city/town/village): Hanoi Country: Vietnam Sports: basketball Suggested Answer Key Hello! I’m An and I’m 12 years old I’m from Hanoi, Vietnam I’m good at basketball Subject personal pronouns/Possessive adjectives Note! • We use it for animals and things • We use they for people, animals or things subject personal possessive pronouns adjectives I my you your he his she her table Point out that can/can’t is the same in all persons - Ask Ss to ask and answer in pairs following the example using the sports in Exercise - Monitor the activity around the class - Read out the Note! box and explain the linkers (and, or) to Ss • Ask various Ss to tell the class what their partner can and can’t using and, or - Practise can (affirmative & negative) - Develop Ss’ collaboration and communication - Improve Ss’ presentation skill - Ask Ss to complete the profile about themselves - Demonstrate the task presenting yourself (Hello! I'm An and I'm 12 years old I'm from Hanoi, Vietnam I'm good at basketball.) - Allow Ss some time to complete the task using linkers Check Ss’ answers - Write a blog entry - Practise writing - Personalize the information - Read out the Note! box - Present the subject pronouns - Point to yourself and say: I, then write it on the board Point to a S and say: you, then write it on the board Point to a male S and say: he Write it - Present subject personal pronouns/ possessive adjectives - Improve Ss’ critical thinking skill minutes it its we our you your they their Task Read the table Then match the sentences I am Tony You’re Australian He’s Alan She’s 12 It’s my book Paul and Mary are British a Their teacher is Mr Brown b Its colour is black c His friend is Laura d Your friend is Australian, too! e My friend is Eric f Her name is Amy Answer key: e d c f b a minutes Task Complete the gaps with the correct subject pronoun or possessive adjective Julie and I are friends Our home is in London This is Mario and Lyn Their friend is Rosa We’re Greek Our friends are Greek, too This is Tom He is from Canada Jane is from the UK She is 10 years old on the board Explain that we use he for a boy or a man Continue for the rest of the subject pronouns - Practise the - Present the theory on the possessive adjectives exercise Hold up a pen Say, then write on the board: This is my pen Underline the word my Explain that my is a possessive adjective Present the other possessive adjectives in the same way e.g This is his pen., This is her pen., etc - Ask Ss to read the theory Ask Ss to go through the cartoon and identify the words in bold (I: subject personal pronoun, my: possessive adjective) Then, explain the task and read out the example - Give Ss time to complete the task and then check Ss’ answers One student reads out the first part of the sentence and another student reads out the second part Ss can be in open or closed pairs - Explain the task - Allow Ss some time to replace the words in bold - Check Ss’ answers - Practise subject pronouns/posses sive adjectives - Clarify the grammar point minutes Task Look at the pictures Read the sentences (1-5) and choose the correct item Then complete the gaps with the correct words (A-E) I’m Julie and this is her/my _ This is Jake and this is his/your bicycle I’m Anna and this is my/his brother Ben This is your/our guitar This is Jessica and this is her/its watch Tim and Paul are friends and this is your/their ball minutes The verb to be affirmative I am (’m) You are (’re) He/She/It is (’s) We/You/They are (’re) negative I am not (’m not) You are not (aren’t) He/She/It is not (isn’t) We/You/They are not (aren’t) interrogative short answers Am I …? Yes, I am./No, I’m not Are you …? Yes, you are./No, you aren’t Is he/she/it …? Yes, he/she/it is./No, he/she/it isn’t Are we/you/they …? Yes, we/you/they are./No, we/you/they aren’t Task Read the table Complete the gaps Then match the sentences (1-6) to the sentences (a-f) Pam isn’t 10 years old They aren’t (are) Spanish I ’m (‘m not) British We are (aren’t) Russian London isn’t in the USA You are (aren’t) 12 years old a We aren’t (are) Australian b I ’m not (‘m) Canadian c It is in the UK d She is 12 f You aren’t (are) 10 g They are (aren’t) Brazilian Answer key: - Explain the task - Allow Ss some time to choose the correct words in bold and complete the sentences using the colour-coded pictures - Check Ss’ answers - Practise subject pronouns/posses sive adjectives - Practise the exercise with the mixed grammar point - Present the verb ‘to be’ Write on the board: I am White I’m White Present the full and contracted forms of the Present Simple affirmative of the verb ‘to be’ - Point to a S Say: You’re Mario Write it on the board - Point to a male S in the class and say: He’s Tony Write it on the board - Point to a female S in the class and say: She’s Maria Write it on the board Continue with the rest - Present the simple negative of the verb ‘to be’ Say, then write on the board: I’m English I’m not French Underline the words I’m not Elicit how the negative of the verb ‘to be’ is formed (by adding not after am, is, are) Do the same to present all persons singular and plural in both full and contracted forms - Present the interrogative form Present/practise the verb ‘to be’ - Improve Ss’ analytical thinking skill - Apply the theory into the exercise 1.d f b a c e minutes Task Read the text Complete the questions, then answer them Hi! I’m Peter Knowles I’m 10 years old and I’m from the USA This is my best friend, Kate She’s 11 years old Our favourite sport is tennis and short answers Say, then write on the board: Am I a teacher? Underline Am I Explain that we form the interrogative of the verb ‘to be’ by putting the verb ‘to be’ before the subject pronoun - Answer the question on the board: Yes, I am Explain that this is a positive short answer Explain that we form positive short answers with yes, the appropriate personal pronoun and the verb in the affirmative - Write on the board: Am I a doctor? No, I’m not Explain that we form a negative short answer with no, the appropriate personal pronoun and the verb in the negative Alternatively, use the cartoon to present the affirmative, negative and interrogative of the verb ‘to be’ or ask Ss to identify what the words in bold are (I’m not = negative form of the verb ‘to be’) - Ask Ss to read the table and then explain the task and read out the example - Allow Ss time to complete the task and check Ss’ answers - Explain the task and read out the example - Give Ss time to complete the task - Check Ss’ answers - Give a model/ an example - Practise the verb ‘to be’ Answer key: Is Peter from the USA? Yes, he is Is he 11? No, he isn’t Are Kate and Peter best friends? Yes, they are Is Kate 11 years old? Yes, she is Is basketball their favourite sport? No, it isn’t minutes Task Make sentences that are true about you Use the affirmative or negative Suggested Answer Key I am/am not 15 years old My best friend is/isn’t from Greece My favourite sport is/isn’t tennis My friends are/aren’t 14 years old Our favourite colour is/isn’t green I am/am not good at tennis The contractions game Ss need to learn the contractions as they are very commonly used when speaking English One simple activity you can is to tell Ss you are going to say sentences If the sentence is in the contraction form, Ss stay seated, but Ss should stand up and repeat the sentence with the contraction if the sentence is NOT contracted Example T: I’m English Ss: [Stay seated] T: She is Canadian Ss: [Stand up and say 'She's Canadian.'] Consolidation Lesson content: minutes - Vocabulary about countries and nationalities - Structures to ask and answer about countries and nationalities - Explain the task and give Ss time to complete it - Check Ss’ answers - Practise the verb ‘to be’ - Personalise the information - Warm up the atmosphere - Review the lesson - Summarise the main points of the lesson - Consolidate the lesson Reflection: What did I learn from today lesson? What did I like from the lesson? What should I improve in the next lesson? TA RIGHT ON LESSON PLAN UNIT: HELLO Date: TA RIGHT ON LESSON PLAN UNIT 6: ENTERTAINMENT Date: Lesson 9: 6F SKILLS (p 112) Period: I Objectives (learning outcomes): By the end of this lesson, students will be able to: a Knowledge: - b - c - Learn vocabulary about: Phrasal verb (pick sb up); Nouns (track, session, rate); Adjectives (outdoor, life-sized) Tell the class about the place they want to visit Core competence & language skills: Listen and read for gist Listen and read for specific information Improve their presentation skill and critical thinking skill Develop Ss’ collaboration Personal qualities: Have a healthy lifestyle II Teaching aids: - Teacher’s aids: student book and teacher’s book, class CDs, IWB software, projector/interactive whiteboard/TV (if any) - Students’ aids: Student books, notebooks Procedures: Stage/ time Warm- up minutes New lesson Presentation 10 minutes minutes Content Game: hangman DINOSAUR Task 1: Look at the texts Which is an advert? A letter? What is each about? Listen and read to find out Answer Key Text A is a letter Text B is an advert Text A is about a mini-golf course with a dinosaur theme Text B is about a go-karting track Vocabulary: • outdoor Activities - Divide the class into groups and ask Ss to guess the letter and the whole words If they can guess letter, they will get mark If they can guess the whole word, they can get marks - Which group having more marks will be the winner - Ask Ss to look at the texts and identify which one is an advert and which one is a letter Elicit their answers - Play the recording Ss listen, read the texts and find out what they are about - Give Ss time to look up the meanings of the Rationale/ competence - Introduce the new lesson (Dinosaur theme) -Lead to the lesson - Identify text types - Listen and read for gist - Develop Ss’ critical thinking - Learn vocabulary Practice 10 minutes Application/ personalization 10 minutes Consolidation minutes • life-sized • pick sb up • track • session • rate Task 2: Read the texts and decide if the statements are R(right), W(wrong) or DS(doesn’t say) Jurassic Falls Adventure Golf is an indoor mini-golf course W You can get a special price if you have lunch at Gogyuzu DS Alex offers to give Julian a lift to the mini-golf course R Capital Karts has a dinosaur theme W People always book their gokarting session before they get there DS You can get a discount if you and your friends go to Capital Karts together R Task 3: Which of the places in the texts would you like to visit? Why? Tell the class Suggested Answer Key I would like to visit Jurassic Falls Adventure Golf because it sounds very enjoyable Plus, there is a place to have lunch there, too! Lesson content: - Vocabulary: pick sb up, track, session, rate, outdoor, life-sized - The place they want to visit words in the  box - Translate into Vietnamese if necessary - Expand Ss’ vocabulary - Give Ss time to read the text again and then read the statements and mark them according to what they read - Check Ss’ answers - Play the video for Ss and elicit their comments - Read for specific information - Practice extensive reading - Improve Ss’ analytical thinking skill - Give Ss time to prepare their answers and then elicit answers from Ss around the class - Express an opinion - Improve Ss’ Critical thinking - Summarise the main points of the lesson - Consolidate the lesson Reflection: What I learned from today lesson… What am I satisfied with? - Because … What should be improved? What would I change my lesson plan for next time (in the future)? TA RIGHT ON LESSON PLAN UNIT 6: ENTERTAINMENT Lesson 10: 6F SKILLS (p 113) Date: Period: I Objectives (learning outcomes): By the end of this lesson, students will be able to: a Knowledge: - Learn do/go/have phrases, - Invite – accept/refuse, - Write a letter about your weekend plans b Core competence and language skills: - Raise Ss’ cross-culture awareness - Improve their listening and writing skill, analytical skill, critical thinking skill - Listen for specific information c Personal qualities: - Have a good lifestyle II Teaching aids: - Teacher’s aids: student book and teacher’s book, class CDs, IWB software, projector/interactive whiteboard/TV (if any) - Students’ aids: Student books, notebooks Procedures: Stage/ time Content Warm- up minutes Game: Write in the air New lesson Introduction minutes Vocabulary do/go/have phrases Task Choose the correct item Listen and check (3.21) have/go roller skating have/do a sleepover go/do windsurfing do/go paintballing have/do a games night do/go Vovinam Speaking Task Discuss as in the example Use the ideas in Exercise as well as your own ideas A: Would you like to go paintballing this Saturday? B: Sure, why not?/That’s a great idea./Thanks, but I can’t./I’d love to, but I can’t Suggested Answer Key A:Would you like to go roller skating Presentation 10 minutes Outdoor Track Session Dinosaur Rate Pick up Activities - Write the words in the air by teacher’s finger - Ask Ss to guess what the word is Rationale/ competence - Review the previous content - Improve Ss’ listening skill - Explain the task and give Ss time to complete it - Play the recording Ss listen and check their answers - Present new vocabulary - Improve Ss’ comparing and contrasting skill - Expand Ss’ vocabulary - Ask Ss to talk in pairs and invite – accept/refuse using the activities in Exercise as well as their own ideas and following the example - Monitor the activity around the - Know how to invite – accept/refuse - Develop Ss’ communication skill - Improve Ss’ collaboration Practice minutes Further practice 5minutes Application/ personalization this weekend? B:Sure, why not? A:Would you like to have a sleepover on Friday night? B:That’s a great idea A:Would you like to go windsurfing in July? B:Thanks, but I can’t A:Would you like to have a games night on Thursday? B:I’d love to, but I can’t A:Would you like to t’ai chi tomorrow morning? B:Sure, why not? Listening Task Listen to John and Sue discussing a weekend activity and for the questions (1-5), choose the correct answer (A, B or C) (3.22) What will Sue on Saturday afternoon? A play tennis B attend a party C go to an escape room The escape room they will go to looks like a room in A a spaceship B a normal house C a castle They are going to an escape room A opposite a post office B beside a library C near an office building Entry to the escape room will cost A £5 B £10 C £15 Sue and John agree to meet at _ A 7:00 B 6:30 C 6:45 Culture Spot The Old Quarter in Hanoi, Vietnam is a popular place for teens to hang out With shops, trendy cafés, restaurants and lively nightlife; it's a perfect place to go shopping, have a meal or go dancing with friends Where is a popular place for teens to hang out in London, UK? What can they there? Suggested Answer Key Camden Market is a popular place for teens in London With a lot of stalls, shops, cafés and restaurants, it is the perfect place to pick up bargains and try delicious street food Writing (a letter about your weekend plans) class and then ask some pairs to ask and answer in front of the class - Ask Ss to read the questions and answer choices and underline the keywords Elicit what the recording will be about - Play the recording twice if necessary Ss listen and choose their answers - Check Ss’ answers Play the recording with pauses for Ss to check their answers - Listen for specific information - Develop Ss’ critical thinking - Read out the box and then give Ss time to research online and find a popular place for teens to hang out in London, UK, as well as what they can there Ask Ss to present it to the class - Develop cross-cultural awareness - Improve Ss’ analytical skill - Read out the - Write a letter minutes minutes Consolidation minutes Opening/Closing remarks • How are you doing? • How are things? • Write back soon Task Imagine you are going to Capital Karts this weekend Write a letter to your English-speaking friend (about 50-60 words) Write about where you are going, who you are with and what you are going to Invite him/her to join you Suggested Answer Key Hi James, I hope you’re well Are you free this weekend? I’m going to go to Capital Karts in Barking It’s an indoor gokarting track just 15 minutes from Central London I’m going there with my brother It’s only £10 for a 30minute session We can also have lessons there with a professional racing driver Would you like to come with us? I think it will be a lot of fun We can pick you up and bring you back afterwards Let me know soon Sam Lesson content: - Do/ go/ have phrases - Write a letter about weekend plans and invite your friends language box - Explain the task and give Ss some time to complete it referring back to the text if necessary and covering all the points in the rubric about weekend plans - Apply what Ss have learnt into practice - Develop Ss’ critical thinking skill - Check Ss’ answers - Ask Ss to exchange their writing and correct their friends’ mistakes (peer correction) - Alternatively, assign the task as HW - Find their friends’ mistakes - Improve critical thinking - Summarise the main points of the lesson - Consolidate the lesson Reflection: What I learned from today lesson… What am I satisfied with? - Because … What should be improved? What would I change my lesson plan for next time (in the future)? - TA RIGHT ON LESSON PLAN UNIT 6: ENTERTAINMENT Lesson 11: CLIL (Citizen) (p 114) Date: Period: XI Objectives (learning outcomes): By the end of this lesson, students will be able to: n Knowledge: - Learn vocabulary: Nouns (planet, souvenir, ivory, tusk, custom); Phrase (take care) - Know what travelling with care is o Core competence and language skills: - Talk about travelling with care Develop Ss’ conversation skills, critical thinking skills, presentation skills and creativity - Improve reading skills - read for gist, read for cohesion and coherence p Personal qualities: - Be responsible for travelling (travel with care) - Be a good citizen and take responsibility for the community XII Teaching aids: - Teacher’s aids: student book and teacher’s book, class CDs, IWB software, projector/interactive whiteboard/TV Students’ aids: Student books, notebooks Procedures: Stage/ time Warm- up minutes New lesson 10 minutes minutes Content Activities Activity: Add words to make phrases go with: do, go, have: Do: _ Go: Have: _ Suggested answer: Do: a games night, Vovinam, yoga, sports… Go: roller skating, windsurfing, paintballing, fishing, shopping… Have: a sleepover, a breakfast/ lunch/ dinner, a bath, a shower… Task Read the title and the headings in the text What is the text about? - Ask ss to close their books and notebooks and then write the phrases as many as possible - Ask Ss to look at the picture and read out the title of the text and the Listen to and read the text to find out headings (3.23) - Ask Ss to guess Suggested Answer Key what they will read The text is about how to travel carefully about - Play the recording (video) and ask Ss to listen and read and find out Vocabulary: - Refer Ss to the  box • take care - Ask Ss to Rationale/ competence - Review the previous lesson - Expand Ss’ vocabulary - Lead to the lesson - Listen and read for specific information - Improve intensive reading skills - Provide Ss with new vocabulary Practice minutes • planet • souvenir • ivory • tusk • custom underline those words in their textbook and try to guess their meanings - Elicit and explain their meanings to Ss - Develop Ss’ self- study skill - Improve Ss’ critical thinking skills Task 2: Read the text again and complete the sentences - Give Ss time to read the text again and complete the sentences - Check Ss’ answers - Play the video for Ss and elicit their comments - Read for key information - Help Ss understand the text Be careful when you buy souvenirs Don’t drop litter Spend money in local shops and markets Always respect the local traditions Dress in the same way Further practice minutes Put these action into correct groups: Care for Spend Show the planet your respect money safely - Ask Ss to close their books and try to remember the lesson as much as possible - Memorise the lesson - Improve Ss’ analytical skills - Develop Ss’ - Ask Ss to complete collaboration the table with and provided phrases communication - Share with their skills Never drop litter on beaches friends Be careful what you buy - Give feedback Always respect local traditions Spend your money in local shops Dress in the same way Buy souvenirs in local market Application/ personalization minutes Speaking Task Use your answers from Exercise to tell your partner about what travelling with care means Use should or shouldn’t Travelling with care means that you should(n’t) … Suggested Answer Key Travelling with care means that you shouldn’t buy souvenirs from elephant tusks, or wood from rainforest trees and you shouldn’t drop litter You should stay in small local hotels and spend your money in local shops and markets - Ask Ss to use their answers to Exercise to talk about travelling with care and what it means - Ask various Ss to tell the class - Consolidate information in a text - Give Ss more chance to apply what they have learnt - Develop Ss’ collaboration and communication skills Consolidation minutes You should also respect the local traditions and sometimes dress in the same way as the local people to show respect Lesson content: - Vocabulary: take care, planet, souvenir, ivory, tusk, custom - Travelling with care Reflection: What I learned from today lesson… What am I satisfied with? What should be improved? What would I change my lesson plan for next time (in the future)? - Because … - Summarise the main points of the lesson - Consolidate the lesson TA RIGHT ON LESSON PLAN UNIT 6: ENTERTAINMENT Date: Lesson 12: RIGHT ON! (p.115) Period: XI Objectives (learning outcomes): By the end of this lesson, students will be able to: n Knowledge: - Categorise travel activities - Give a presentation on being a smart traveller o Core competence: - Develop communication skills, critical thinking skills, presentation skills - Build Ss’ imagination and creativity - Create a leaflet p Personal qualities: - Learn about the value of respect for others - Be responsible for their community XII Teaching aids: - Teacher’s aids: student book and teacher’s book, class CDs, IWB software, projector/interactive whiteboard/TV (if any) Students’ aids: Student books, notebooks Procedures: Stage/ time Warm- up minutes Content Task 1: What should smart travellers do? Put the ideas in the list under the correct headings Write in your notebook • waste water • ask before taking photos • know how to read a map • learn about the local culture • take pebbles and shells from beach • treat animals badly (ride elephants, walk lions) • know how to swim • drop litter Smart travellers: Should Shouldn’t ask before taking waste photos, water, Suggested Answer Key Shoul Shouldn’ d t •know how to read a map •learn about the local •take pebbles and shells from the beach •treat animals Activities Rationale/ competence - Ask Ss to read the phrases - Explain/Elicit the meanings of any unknown words - Ask various Ss to copy the table into their notebooks and complete it with the phrases - Check Ss’ answers on the board - Categorise travel activities - Expand Ss’ vocabulary - Improve Ss’ critical thinking culture •know how to swim New lesson 10 minutes Practice 15 minutes badly (ride elephants, walk lions) •drop litter Task 2: In your notebook, use the ideas from Exercise and your own ideas to create a leaflet for smart travellers Suggested Answer Key Are you a smart traveller? Follow these rules and you can be Smart Travellers should: •ask before taking photos •know how to read a map •learn about the local culture •know how to swim shouldn’t: •waste water •take pebbles and shells from the beach •treat animals badly (ride elephants, walk lions) •drop litter Task 3: How can one be a smart traveller? Give the class a presentation Suggested Answer Key Good morning/afternoon everyone My name is Maja and today, I am going to talk to you about how to be a smart traveller First of all, there are a number of things you should and things you should know before you visit a place For example, you should know how to read a map so you don’t get lost You should know how to swim so you don’t get into trouble in the water You should also learn about the local culture before you visit a place and ask people before you take their photos Secondly, there are a number of things you shouldn’t while in another country For example, you shouldn’t waste water or any other resource You also shouldn’t take pebbles or shells from the beach You should respect the animals as well as the people and you shouldn’t treat animals badly by taking part in any tourist attraction that hurts them such as riding an elephant or walking a lion Most importantly, you shouldn’t drop litter You should leave a place how you found it and treat the local people, animals and nature with respect - Explain the task and give Ss time to create a leaflet using their answers from Exercise1 - Ask various Ss to share their leaflets with the class - Give Ss time to complete the task or assign the task as HW - Create a leaflet - Ask Ss to work in small groups and give Ss time to use the information from Exercises1&2 to prepare a presentation - Ask various groups of Ss to give their presentations to the class - Give a presentation on being a smart traveller - Develop Ss’ presentation skill - Express information - Improve Ss’ collaboration - Develop Ss’ critical thinking skill - Improve Ss’ creativity and imagination - Improve Ss’ collaboration and communication Further practice minutes Application/ personalization 13 minutes Consolidation minutes Thank you for listening Are there any questions? Respect for others Task 4: Read the quotations and match them to their meanings Which quotation tells us that looking after the world is good for us as well? B means that we don't understand how important something is until we don't have it anymore? C says that all of us should look after our world? A A: "The greatest threat to our planet is the belief that someone else will save it." Robert Swan (British explorer) B: "Teaching a child not to step on a caterpillar is as valuable to the child as it is to the caterpillar." Bradley Miller (American author) C: "When the well is dry, we will know the worth of water." Benjamin Franklin (American politician, inventor and writer) Task 5: Find another quotation about respecting our world, the people and the animals in it Use the keywords environment quotations Suggested Answer Key The Earth does not belong to us We belong to the Earth Marlee Matlin (American actress, author and activist) Lesson content: - Categorise travel activities - Give a presentation on being a smart traveller - Create a leaflet Reflection: What I learned from today lesson… What am I satisfied with? What should be improved? What would I change my lesson plan for next time (in the future)? - Because … - Read the quotations and give Ss time to read the meanings and match them to the quotations - Check Ss’ answers - Learn about the value of respect for others - Develop values - Develop critical thinking skill - Give Ss time to research online for a suitable quotation and then ask various Ss to share their quotations with the class - Present a quotation on respect for others - Develop the value of respect for others - Use technology - Consolidate the lesson - Summarise the main points of the lesson TA RIGHT ON LESSON PLAN UNIT 6: ENTERTAINMENT Date: Lesson 13,14: PROGRESS CHECK (p 116,117) Period: XI Objectives (learning outcomes): By the end of this lesson, students will be able to: p Knowledge: - Test/consolidate vocabulary and grammar learnt throughout the unit - Practise every day English, to read for specific information - Listen for specific information, to write a letter q.Core competence: Develop self-study skills Self-evaluate their progress Develop conversation skills and creativity Be collaborative and supportive in pair work and teamwork r Personal qualities: - Have a good habit and healthy lifestyle - Be responsible for their community - XII Teaching aids: - Teacher’s aids: student book and teacher’s book, class CDs, IWB software, projector/interactive whiteboard/TV (if any) Students’ aids: Student books, notebooks Procedures: Stage/ time Content Activities Warm- up 10 minutes Vocabulary: Task 1: Fill in the gaps with circus, theatre, stadium, concert hall, amusement park, and exhibition centre You can watch a performance with actors at a(n) theatre You can see a robotics exhibition at a(n) exhibition You can listen to classical music at a(n) concert hall You can see a sports event at a(n) stadium You see clowns and acrobats at a(n) circus You can go on a roller coaster at a(n) amusement park Task 2: Choose the correct item Let’s do/go paintballing next weekend Lisa is going to have/do a sleepover with her school friends How often you go/do roller skating? Henry usually plays/goes windsurfing at the weekend - Ask Ss to the exercise individually and then share it with their partners - Check Ss’ answer Practice minutes - Ask ss to the exercise individually and then share it with their partners - Check Ss’ answer Rationale/ competence - Memorise the vocabulary - Improve Ss’ analytical thinking skill - Review vocabulary about TV programmes/ films and verbs: do, go, play 10 minutes 10 minutes 10 minutes minutes I enjoy watching documentaries/ thrillers because they are educational Let’s do/go Vovinam He likes picking/sampling up bargains at markets He enjoys watching soap shows/operas Grammar: Task 3: Choose the correct item We will travel/are going to travel to Warsaw next Saturday It’s too cold I will close/am closing the window If you go to Rome, you are seeing/will see the Colosseum They are leaving/will leave tomorrow morning at 7:30 by train We will travel/travel abroad this summer if we have enough money Task 4: Put the verbs in brackets in the correct tense If I am (be) tired, I’ll go home If you ask her, she will help (help) you If you leave (leave) now, you’ll be there before the lecture starts If it rains this afternoon, we won’t go (not/go) to the park They won’t come (not/come) if they finish late Everyday English Complete the dialogue Use the statements (a-e) a What time is it on? b Do you want to watch it? c Don’t worry d Oh, I know that one e What else is on? A: Paul, your favourite cookery show is on TV (1 b) Do you want to watch it? B: Not really I’m not interested in that show anymore (2e) What else is on? A: Well, there’s this film on – it looks like an action film B: (3d) Oh, I know that one It’s called Fifth Gear Let’s watch it A: OK, but don’t forget I want to watch a documentary later B: (4a) What time is it on? A: It’s at 7:00 on Channel B: (5c) Don’t worry The film will be over before it starts A: Great I’ll get some snacks Reading Task 6: Read the text Decide if the sentences are R (right), W (wrong) or DS (doesn’t say) You are not allowed to touch the exhibits - Improve Ss’ analytical thinking - Ask Ss to the exercise individually and then share it with their partners - Ask Ss to explain the rules - Check Ss’ answer - Review the structure: willbe going topresent continuous with future meaning - Ask Ss to the exercise individually and then share it with their partners - Ask Ss to explain the rules - Check Ss’ answer - Review grammar point: conditional sentences type - Ask Ss to the exercise individually and then share it with their partners - Sustain communicative dialogue - Check Ss’ answer - Improve Ss’ - Ask Ss to presentation practice in pairs skills and then present in front of the class - Ask Ss to the exercise individually and then share it with their partners - Improve Ss’ reading skill (scanning) - Improve Ss’ listening skill 20 minutes 10 minutes in the museum W The museum isn’t suitable for very young kids W You can have a birthday party there R Summer camp at the museum lasts for a month DS You need to be 15 years old to volunteer at the museum R Writing Task 7: Write a letter to your English friend about your plans for the summer (about 50-60 words) Write about where you are going to go, whom you are going to go with and what you are going to there Invite your friend to come with you Listening Task 8: Listen to Suzanne and Kent talking about a film and for the questions (1-4), choose the correct answer (A, B or C) - Check Ss’ answer - Ask Ss to the exercise individually and then share it with their partners - Ask Ss to correct their friends’ mistakes - Play the recording twice and ask Ss to listen and try to find out the answer individually - Check Ss’ answer - Improve Ss’ writing skill - Develop Ss’ imagination and creativity - Ask Ss to reflect on what they have learnt and rank how well they master the lesson - Improve Ss’ self-evaluation and selfreflection - Improve Ss’ listening skill Answer key: C A A 4.B Personalizat ion 10 minutes - Explain more whatever Ss don’t understand Reflection: What I learned from today lesson… What am I satisfied with? - Because … - Review the lesson What should be improved? What would I change my lesson plan for next time (in the future)? - ... Find the words that contain blended consonants Answer Key Jessica is the tall one Mary is the short one Blended consonants: great, Australia, friend, plump Note! Blended consonants are two - Direct... words contain blended consonants? kind funny friendly polite clever blended consonants NOTE: - Ask Ss to find words in the dialogue that contain blended consonants - Read out the Question word... Ss’ pronunciation and intonation Then, elicit which words contain blended consonants - Present character adjectives - Improve Ss’ observing skill - Improve Ss’ listening skill and pronunciation