GIAO AN TIENG ANH THI DIEM 7

Do the task in groups Give feedback -Help Ss know how to read comprehensio n Practice speaking in pairs Play the recording Listen and say the words - Practice... B:What can we do to redu[r]

PHÂN PHỐI CHƯƠNG TRÌNH TIẾNG ANH (Thí điểm) Năm học: 2015 - 2016 HỌC KÌ I (19 tuần) Bài Nội dung Hướng dẫn cách học Lesson 1: Getting started Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back Lesson 8: Project + 15’ Test Lesson 1: Getting started Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back + Project Lesson 1: Getting started Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back + Project Review Review (cont) 45’ Test Lesson 1: Getting started Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back + Project 45’ test correction + 15’ Test Lesson 1: Getting started Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back + Project Review 45’ Test Lesson 1: Getting started Số tiết Tuần 7 10 11 12 13 14 1 15 Tiết PPCT 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 Ghi chú Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back + Project 45’ test correction Review Review 2(cont) Revision for the exam The first term exam TỔNG CỘNG 16 17 1 57 18 19 45 46 47 48 49 50 51 52 53 54 - 56 57 19 HỌC KÌ II (18 tuần) Bài 10 Nội dung Lesson 1: Getting started Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back+ Project Lesson 1: Getting started Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back + Project Lesson 1: Getting started Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back + Project Review Review (cont) 45’ Test Lesson 1: Getting started Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back + Project 45’ test correction + 15’ Test Lesson 1: Getting started Số tiết Tuần 20 21 22 23 24 25 26 27 28 29 30 Tiết PPCT 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 Ghi chú 11 12 Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back + Project Review 45’ Test Lesson 1: Getting started Lesson 2: A closer look Lesson 3: A closer look Lesson 4: Communication Lesson 5: Skill Lesson 6: Skill Lesson 7: Looking back + Project 45’ test correction Review Review 4(cont) Revision for the exam The second term exam TỔNG CỘNG WEEK 01 PERIOD 01 DATE: 31 32 1 33 34 1 54 35 36 37 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109-110 111 18 INTRODUCTION OBJECTIVES : By the end of the lesson, Ss will be able to know the content of the lesson and the structure of new textbook and know how to learn English TARGET LANGUAGES : Simple tense TEACHING AIDS : Textbook, CD, CD player, pictures PROCEDURES : TIME CONTENTS T’s & Ss’ ACTIVITIES RATIONALE I/ Warm up : Lucky number _ T asks Ss “What are _ Make class  they ?” more exciting _ Ss answer and attract Ss to 1/ What’s your name ? _ T asks : Do you know learn English 2/ LN which game ? 3/ Where you live ? _ T tells the rule of the 4/ What’s color you like ? game 5/ LN _ T divides class into 6/ Do you love your father ? groups 7/ Do you live in Thoi Thanh ? _ T guides Ss to play game 8/ LN _ Ss play game _ Help Ss know 16’ II/ New lesson : _ T gets feedback the structure of * The student’s book : textbook, _ The student’s book contains : workbook and + The book map : Introduction to component of the basics of each unit _ T introduce the student’s each units 20’ + 12 topic – based Units, each covering sections to be taught in seven 45 minute lessons + Reviews, each providing revision and further practice of the previous three units, to be dealt within two periods + Glossary : Giving meaning and phonetic transcription of the new words in the units * The workbook : _ The workbook mirrors and reinforces the content of the Student’s book It offers : + Further practice for the language and skills taught in class and four additional tests for students’ self assessment * CD * The component of each unit : + Section : Getting started + Section : Closer look + Section : Closer look + Section : Culture and communication + Section : Skill (Reading, speaking) + Section : Skill (Listening, Writing) + Section : Looking back and project III/ How to study English 7: 1/ Reading skills : Skimming for gist and scanning for details _ Reading aloud, practicing the pronunciation and intonation _ Understand the meaning of new works or guessing unfamiliar words in a logical context _ Guessing what the text is about, what words will appear in the text 2/ Speaking skill : Spoken interaction and spoken production _ Pronunciation _ Repetition _ Pair work / group work class presentation 3/ Listening skill : _ Before listening : Predict the listening content, introduce the new language or vocabulary _ After listening : Show listening book _ Ss pay attention _ T introduce workbook _ Ss pay attention _ T introduce the component of each unit _ Ss pay attention _ T guides Ss to know how to study English _ Ss pay attention _ T gets feedback _ Helps Ss know how to study new English 1’ 1’ comprehension in front of the class, provide a follow – up spoken/written activity 4/ Writing skill : _ Before writing : Understand why they write and use the language input to express the idea _ While writing : Work independently under the teacher’s guideline _ After writing : Consolidate the writing skills through a follow – up activities 5/ Pronunciation : _ Phonetics (sounds in isolation and in the context) : rhymes, chants and songs 6/ Vocabulary : _ Understand, memorize and use words appropriately in the specific contexts 7/ Grammar : _ Use correct grammatical patterns to express the ideas in specific context IV/ Consolidation : _ T checks Ss by concept checking _ Ss take note V/ Homework : _ Prepare new lesson Unit : Getting started WEEK 01 PERIOD 02 DATE: UNIT 1: MY HOBBIES Lesson 1: GETTING STARTED (P.6 -7) My favourite hobby I OBJECTIVES: Formation of behavior: By the end of the lesson, ss will be able to listen and read for specific information about hobbies then practice listening and speaking with the lexical items related to the topic "My Hobbies" Knowledge: a Vocabulary: Hobbies and action verbs b Grammar: The simple present, the simple future (review); verbs of liking + V-ing Skill: listening, speaking, reading, writing II PREPARATION: Teacher: - Materials: Ss’ books, text books, tape & cassette - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Timing Content 4’  Warm up: Chatting Questions: Vocabulary - Can you guess who they are? - hobby- Where are(n): they? Sở thích - upstairs trên - What can (adv: you seeTầng on the shelf? - collect (v): Sưu tầm, gom - unusual (adj): Lạ thường - occasion (n): Dịp - a piece of cake (adj): Dễ dàng Activities - Teacher asks Ss to look at the picture on page and answer the questions, Ss - Listen to the T and give out the answers Rationale -Make class more exciting and attract Ss to learn English 6’  New lesson: Presentation - Teacher uses different techniques to teach vocab (situation, realia) T: Checking vocab: Recall Ss - Repeat - Copy all the words - Help Ss know some words before practising reading 7’ Listen and read Teacher: Setting the scene -Help Ss know how to read comprehension 7’ Setting the scene - We are going to listen and read a dialogue among Nick, Elena and Mi talking about their favourite hobbies Practice a True or False Key: F (They go upstairs to her room) T F (Mi’s hobby is collecting glass bottles) F (Her parents, aunt and uncle) T b Answer the questions Key: She receives dolls on special occasions No, they aren’t She keeps the bottles after using them No, she doesn’t No, he doesn’t - Play the recording twice Ss - Listen to the T Ask Ss to run through the statements - Teacher gets feedback - Run through the statements Ss - Work in pairs.to read one by one sentence and decide if they are true or false - Teacher explains the question and ask Ss to give out the anwers Ss- Practise asking and answering the Qs - Practise reading the instructions -Train Ss’ speaking 2’ Listen and repeat Words or phrases in activity 5’ Choose the words and match with the pictures Key: playing board games taking photos bird-watching cycling playing the guitar gardening cooking arranging flowers skating Work in pairs and complete the following map:Suggested answers 5’ 9’ 1’ - Play the recording and have students repeat out loud Ss - Listen and repeat the words out loud -Train Ss’ reading - Set a time (five -Train Ss’ minutes) for Ss to speaking this activity Ss - Go around the class and find someone WHO… - Calls to play a game Production Game: Find Someone Who… S1: Do you like …… ? S2: Yes, I do/ No, I don’t MY HOBBIES closer Look (p.8-9) UNIT 1: Lesson 2: A -Train Ss’ speaking -Help Ss know how to learn at home  Homework - Learn by heart all the new words WEEK 01 PERIOD 03 DATE: -Train Ss’ speaking I OBJECTIVES: Formation of behavior: By the end of the lesson, ss will be able to: - Pronounce correctly the sounds /ə / and /ε/ in isolation and in context - Use action verbs: to go, to collect, to do, to play, to take, to watch + Noun - Improve their listening skill, wrting skill and pronunciation Knowledge: a Vocabulary: Hobbies and action verbs b Grammar: The simple present, the simple future (review); verbs of liking + V-ing Skill: listening, speaking, reading, writing II PREPARATION: Teacher: - Materials: Ss’ books, text books, tape & cassette - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Timing Content Presentation:  Warm(n): up: Thể dục dụng cụ -5’gymnastics Brainstorming - melody (n): Giai diệu watching TV Activities - Asks Ss to talk about their hobbies - Teacher divides the class into two teams Ss go to the board and write - Teacher gets feedback Rationale Yourmore _ Make class exciting hobbies and attract Ss to learn English listening to music 5’ 10’ -> Today we are going to learn some more action verbs about hobbies  New lesson: Introcuce the new lesson - Teacher uses different techniques to teach vocab (situation, realia, …) T: Checking vocab: Recall Ss - Repeat - Copy all the words  Practice: Have Ss read the verbs in A and match with the Match the correct verbs with … nouns in B Key: d,e,I g b,c,j f,h c - Correct Ss’ answers a 5’ Fill in each blank in the sentences… swimming – swim listen – Listening to music plant – gardening catch – fishing painting – paints 18’ Production Pronunciation Listen and tick Key: bird-watching √ answer _ Help Ss know some new words -Help Ss know how to read comprehension - Have Ss work in pairs - Practice reading to read and fill in each the sounds blank with a hobby or an action verb - Get feedback and explain to Ss the meaning (if necessary) - Have Ss work in pair to find out the keywords - Ask some Ss to write on the board, then check - Practice listening the sounds WEEK:02 PERIOD:04 - continue DATE: - still - result - time - Verbs of liking I OBJECTIVES : MY HOBBIES Closer Look (p.9-10) UNIT 1: (v): Tiếp tục 3: (adv): Lesson Vẫn (n): Kết (n): Lần + V-ing A Formation of behavior: By the end of the lesson, ss will be able to: - Pronounce correctly the sounds /ə / and /ε/ in isolation and in context - Improve their wrting skill and pronunciation Knowledge: a Vocabulary: Hobbies and action verbs b Grammar: The simple present, the simple future (review); verbs of liking + V-ing Skill: listening, speaking, reading, writing II PREPARATION: Teacher: - Materials: Ss’ books, text books, tape & cassette - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Timing Content 5’  Warm up: Slap the boarb - bottle, photo, horse-riding, piano, badminton, camping, doll Activities - Elicit some words form Ss - Teacher divide the class into two teams T feedbacks Rationale _Make class more exciting and attract Ss to learn English 8’  New lesson:  Presentation - Teacher uses different techniques to teach vocab (situation, realia, …) T: Checking vocab: Recall Ss - Repeat - Copy all the words _ Help Ss know some new words 20’  Practice Grammar: Complete the sentences Use the simple present or simple future form of the verbs Key: loves; will not continue take does ….do will enjoy Do … Will … play Read the table and complete the report using the present simple Have Ss read the sentences and give the correct tense of the verbs in brackets - Get feedback orally - Ask Ss to read the table, then complete the report with the present simple - Get feedback orally - Explain how to this - Practice using the tenses fluently -Help Ss know how to use of the present simple Key: likes; watch; don’t love go enjoy; play; plays; doesn’t like plays 3a Work in group… - Draw a table similar to the one in 3b Each groups presents their report on the board activity to Ss and set a time limit (5 minutes) for this The have Ss work in groups or - Have Ss read the Look out box - Explain the structure Then ask Ss to complete the sentences in - Give feedback - Have Ss work in pairs to write sentences, using suitable verbs of liking or not liking - Give feedback - Practice using the pre continuous fluently -Help Ss identify the pre simple & the pre continuous Complete the sentences, using the –ing form of the verbs in the box Key: riding watching; going talking playing eating walking 10’ 2’ Look at the pictures and write sentences…… Key: He doesn’t like eating apples They love playing table tennis She hates playing the piano He enjoys gardening She like dancing  Production Students’ writings  Homework - Learn by heart all the new words and structure WEEK:02 PERIOD:05 DATE: I OBJECTIVES: - Ask Ss to write sentences about their family members and talk in front of the class - Practice writing -Help Ss know how to learn at home MY HOBBIES Lesson 4: Communication (p.11) UNIT 1: Formation of behavior: By the end of the lesson, ss will be able to: making pottery Làm đồ/əgốm - -Pronounce correctly(n): the sounds / and /ε/ in isolation and in context making models (n): Làm vật mẫu - Improve their wrting skill and pronunciation take up sth (v): Đeo đuổi 2.- Knowledge: a Vocabulary: Hobbies, adjectives and action verbs b Grammar: The simple present, the simple future (review); Structure to give opinion: find sth/ doing sth + adj = think (that) sth/ doing sth + be + adj Skill: speaking, reading, writing II PREPARATION: Teacher: - Materials: Ss’ books, text books, tape & cassette - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Timin Content g 5’ Warm up: Chatting - Name some hobbies you and your friends have - What you think about these hobbies? 5’ Presentation Teaching vocabulary 23’ Practice Match the activities with the pictures Key: A carving wood; B making models; C ice-skating; D dancing; E making pottery What you think about the hobbies in 1… Structure: find sth/ doing sth + adj = think (that) sth/ doing sth + be + adj.Some adjectives: Activities Rationale - Ask Ss some questions about themselves - To help Ss practice speaking English - Teacher uses different techniques to teach vocab (situation, realia, …) T: Checking vocab: Recall-Ss - Repeat Copy all the words - Ask Ss to read aloud the activity and match with the picture and tick the questions in - Give the answers Help them know the meaning of some words or phrases - Practice reading - Ask Ss to look at the “Look out” and explain - Practice the structure speaking Ss - Listen to the T and take notes - Ask Ss to work individually to tick the table then move on to complete the five sentences in activity - Ask Ss to give out their opinion - eggshell (n): Vỏ trứng 10’ Production - carve (v): Chạm, khắc Now, interview a classmate - gallery (n): Phòng dài about… - start = begin (v): Bắt đầu Ex: (page 11- textbook) - It takes time to + V1 Mất tg để làm… - fragile (adj) Dễ vỡ 2’  Homework - Learn by heart all the new words - Practice asking and answering WEEK:02 PERIOD:06 DATE: Ss - Present their opinion T corrects their mistakes or give help - Choose some Ss to - Practice present to the class speaking about their opinion Ss - Practice asking and answering about their opinion - Advices MY HOBBIES Lesson 5: Skills (p.12) UNIT 1: I OBJECTIVES: Formation of behavior: By the end of the lesson, ss will be able to: - Pronounce correctly the sounds /ə / and /ε/ in isolation and in context - Improve their reading and skeaking skills and pronunciation Knowledge: a Vocabulary: Hobbies, adjectives and action verbs b Grammar: The simple present, the simple future (review); Structure to give opinion: find sth/ doing sth + adj = think (that) sth/ doing sth + be + adj Skill: speaking, reading II PREPARATION: Teacher: - Materials: Ss’ books, text books, tape & cassette - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Timing Content 5’ Warm up: Chatting - Do you have a hobby? - What you think about your hobby? (easy? Cheap? Unusual? ) - When did you begin your hobby? 15’ Presentation: Teaching vocab 15’ Practice Reading Activities - Ask Ss some questions about themselves Rationale _Make class more exciting and attract Ss to learn English - Teacher use different techniques to teach vocab (situation, realia) * Checking vocab: Slap the board Ss copy _ Help Ss know some new words -Help Ss know Work in pairs Look at the pictures… Key: a teddy bear, flowers, bird They are made of eggshells The hobby is carving eggshells Read the text and answer the questions Key: He thinks his father’s hobby is unusual because eggshells are very fragile and his father can make beautiful piecethe emty ones He saw the carved eggshells for the first time in an art gallery in the US They find it difficult and boring Yes, he does Read the sentences below and use more than three words… Key: carving eggshells; the US; the Internet; time; gifts 8’ Production Speaking Nick says …… Suggested answers: decorations at home, souvenirs, lights… Work in groups Take turns talking …… S1: Uses the questions from to (page 12) S2: Gives their own answers - Have Ss work in pairs to ask and answer the three questions - Give feedback how to read comprehension - Ask Ss to read the passage and answer the questions in check ideas (1 P12) - Allow Ss time to read the passage again, then find the words in the passage to complete the sentences - Work in pairs to read the passage again, then find the words in the passage to complete the sentences - Give feedback - Ak Ss to work in pairs or groups to discuss other uses of these pieces of artwork -Help Ss know how to read comprehension - Practice speaking fluently - Allow Ss a longer time to work in groups to take turn talking about their hobbies 2’  Homework - Learn by heart all the new words - Practice reading the passages, asking and answering about hobbies WEEK:03 PERIOD:07 DATE: MY HOBBIES Lesson 6: Skills (p.12) UNIT 1: -Help Ss know how to learn at home I OBJECTIVES: Formation of behavior: By the end of the lesson, ss will be able to: - Listen for specific information about Mi’s hobby - share (v):their Chia sẻ - Write a paragraph about classmate’s hobby - decorate (v): Trang trí Knowledge: a Vocabulary: and trí action verbs - decoration Hobbies, (n):adjectives Sự trang b Grammar: The simple present, the simple future (review); Structure to give opinion: find sth/ - feeling (n): Cảm nghĩ doing sth + adj = think (that) sth/ doing sth + be + adj Skill: Listening, Writing II PREPARATION: Teacher: - Materials: Ss’ books, text books, tape & cassette - Method: group work, individual work Ss: vocabulary III TIME: 45’ IV PROCEDURES: Timin Content Activities Rationale g 5’ Warm up: Chatting - Ask Ss some _Make class more exciting - What can you se in the picture? (bottles) questions about the activity and attract Ss - Which hobby is it?(collecting glass Ss - Listen to the T and to learn bottles) answer the Qs English - What you think about this hobby? (unusual, easy, cheap,…) - What can you use these bottles for? (decorating home, making vases/ lamps, .) 5’ Presentation - Teacher use different _ Help Ss techniques to teach listen & Teaching vocab vocab (situation, realia) choose the * Checking vocab: Slap correct answer the board 10’ 10’ Practice Listening Listen to an interview about hobbies A 4/Teen reporter… ( P13) Key: collecting glass bottles two years ago mother a grandmother; b flower- lamps; c home useful; continue the hobby Writing (P13) - Introduce the situation - Ask Ss to look at the word web and listen to the recording only the first time - Play the recording two more times and allow Ss to complete each blank in the word web with more than three words Ss listen and complete - Play the recording the final time and correct - Have Ss look at the “writing tip” and ask -Help Ss know how to write the webpage - Practice writing Work in pairs Ask and answer …… Student’s own word web 13’ 2’ Production Writing starts as shown below: is my classmate His/ Her hobby is _ He/ She started it …… them to use the word web to organise the ideas for writing - Allow time and ask Ss to complete the word web - In pairs to complete the word web - Allow Ss time to write a paragraph about their classmate’s hobby Ss - Practce writing a paragraph - Choose some good writings and read them aloud in front of the class -Help Ss know how to learn at home Homework - Learn by heart all the new words - Practice reading the writing, asking and answering about their hobbies WEEK:03 PERIOD:08 DATE: UNIT 1: -correct Ss’ mistakes MY HOBBIES Lesson 7: Looking Back Project (p.12)  Aim : - Helping students read the conversation for details and know to use lexical iterms related to health issues - Helping Ss know some new words about health problems and health tips  Objectives: - By the end of the lesson, Ss will be able to use lexical iterms related to health issues and remember the new words about health problems and health tips  Teaching aids: Textbook, cassette, CD player  Procedures: TIME CONTENTS T’s & Ss’ Activities 10’ Warm up: Run through the sentences - Complete the sentences with appropriate hobbies Do the task in groups Ex : If you have a lot of bottles, dolls or stamps, your Give feedback & hobby is collecting explanation + AK : 2- bird – watching , 3- playing board games – arranging flowers, – making pottery, – dancing 10’ Activity – Add hobbies to each of the following lists Easy hobbies Collecting Difficult hobbies Skating Cheap hobbies Collecting Expensive hobbies Collecting Ask Ss to add many 5’ 5’ 5’ 8’ 2’ labels Cooking used books stamps Collecting … Listening to Traveling leaves music … … …  Activity : Use the correct form of the verbs Ex :1/ listens + AK : – go , – plays , 4- read – , – collect  Activity 3: Use S, Present or S, Future to complete the sentences Ex : 1/ have + AK : – likes , – plays , – doesn’t like , – enjoys – walks , – will join , – loves , – don’t like , 10 will read  Activity4 – Write true sentences about yourself Ex : I like reading books  Activity – Take a role-play 1/ What’s your hobby ? 2/ When did you start your hobby ? 3/ Who you share your hobby with ? 4/ What you have to for your hobby ? 5/ How you think about your hobby ? 6/ Do you intend to continue your hobby in the future ? Ex : A : Good morning, Nice to meet you B : Good morning Nice to meet you, too A : Can I ask you some questions about your hobby ? B : Yes, of course A : What is your favourite hobby ? B: It’s reading books A : When … B : … Homework : - Do the project at home WEEK:03 PERIOD:09 DATE: UNIT 2: hobbies to the table as possible Give feedback & compliments Ask Ss to the task individually Compare the answers with a partner Confirm the correct answers & write them on the board Give feedback Run through some questions on the board Give the task & examples Practice in pairs Control & give comments Do the task at home HEALTH Lesson 1: GETTING STARTED (P.16 -17) Going out, or staying in?  Aim : - Helping students read the conversation for details and know to use lexical iterms related to health issues - Helping Ss know some new words about health problems and health tips  Objectives: - By the end of the lesson, Ss will be able to use lexical iterms related to health issues and remember the new words about health problems and health tips  Teaching aids: Textbook, cassette, CD player  Procedures: Timin Content healthy unhealthy Health g (5) 1)Warm up: Brainstorming well …… keep fit (10) (5) (5) (7) Activities Rationale - T asks Ss to call out words related to health -T feedbacks -Help Ss know some words related to health tired ill bad painful 2) Presentation : Presentation dialogue: - Setting the scene: Look at the picture What can you see on it? What time is it? How many people are there? Who are they? What are talking about? Who you think is healthier?  Activity 1a)  Key: Zooniverse I don’t feel like it sound down putting on weight won’t take no for an answer -Introduce the new lesson - Ask Ss to open their books to the picture - Ask Ss prediction Qs about the picture Ss answer, then T plays the dialogue and has Ss follow along Ss may track the dialogue with their fingers as they listen to the recording - Ss practise the dialogue in pairs  Activity 1b) Phong Phong Nick Nick phong - Run through vocabularies - Ask Ss to complete the task individually or in pairs - T check their answers and ask Ss to use item in a sentence Ss copy  Activity 2a)  Key: e - Ask Ss to read the conversation again and complete the - Focus Ss’ attention on the topic of the lesson -Check their pronunciatio n -Help them understand the meaning of some words or phrase -Check Ss’ understandin g WEEK:04 PERIOD:10 DATE: UNIT 2: Lesson 2: HEALTH A closer Look (p.18)  Aim : - Helping Ss know more new words about health problems and talk about their own health problems - Helping students pronounce the sounds /f/ and /v/ corectly  Objectives: - By the end of the lesson, Ss can remember the new words about health problems and talk about their own health problems and they can pronounce the sounds /f/ and /v/ corectly  Teaching aids: Textbook, cassette, CD player  Procedures: Timi ng 5’ Contents Activities 1)Warm up: Guides Ss to play a game T feedbacks Kim’s game spots sunburn put on weight 5’ 5’ 5’ 5’ sickness flu allergy _ Make class more exciting and attract Ss to learn English sickness 2) New lesson: * Vocabulary: - stomachache (n) - cough (n/ v) - sore throat (n) - temperature (n) Answer key: - have a/ an: headache, a cold…… - have: flu, stomachache…… - feel: tired, ……… Activity Look at the pictures Write the problem below the picture of each patient Answer key: flu sunburn allergy tired/ weak Activity Fill in the missing words => (a) sunburn (the) flu tired/ temperature sick/ stomachache Rationale - Introduce new lesson - Teacher use different techniques to teach vocab (situation, realia) * Checking vocab: Slap the board Ss copy T write have a/ an,have,and feel on the board - Ask Ss to read the words from the first column T writes the words in the word web around have a/an T repeat this for the next two columns Make sure to correct pronunciation error - Ask Ss to look at the health problems from Getting started and put them in the correct column _ Help Ss know some new words -Help Ss know how to read comprehension - Practice reading the sounds 5’ 5’ 4’ 5’ sore throat Activity Role-play the meeting with… (A-Ha B-Dr Thao) A Hello, dr Thao B Hi, Hung A I was tired and weak I feel sleepy, too B I see I think you have flu I will give you some aspirin A Thank you ……… Activity Tell your group about the last time you have a health problem (GW) *Prompt: *Can you extend your conversation? A I had flu week ago B Me too I feel so weak C Oh! I had a sore throat yesterday D I had a toothache I think I ate too many sweets E Oh, no You should brush your teeth at least twice a day ………  Pronunciation Activity Listen and circle … /f/ and /v/ Exe5 Listen & circle … => fat ferry vast vault save leave *more: Far; fall; Activity Listen – circle then say aloud => fast, food have, felt fatter having, lifestyle give - Asks ss to look at the pictures & write the problems below Note the noun “patient” (a person who is receiving medical treatment) - Feedback - Have ss this exercise and then compare with a partner - Ss say aloud the answers - Corrects as a class - T & Ss model the role-play before class (try to make it as fun & dramatic as possible) - Asks ss to practice in pairs (choose a problem & make a role-play; perform the role-play for the class - Asks ss comprehension questions about what they just saw: ?What was …’s problem? What advice did Dr Thao have? *Pronunciation (this -Practise Listening part focuses ss on the sounds /f/ and /v/) - Drills the sounds /f/ /v/ (luyện) & asks ss to think of any words with these sounds in them – - Says the words in – ss repeat - Plays the CD - ss circle the words they hear - Ask ss to listen once & repeat then circle the words with /f/ or /v/ sounds - Play the CD again & correct 1’  Homework: - Workbook: Part A - Write more words with /f/ & /v/ - Prepare: A closer look WEEK:04 PERIOD:11 DATE: UNIT 2: Lesson 3: - T gives homework ss write homework -Know how to learn at home HEALTH A closer Look (p.19)  Objectives : By the end of the lesson, Ss will be able to use Imperatives with more and less for direct commands, orders or suggestions as well as how to use compound sentences with coordinating conjunction  Materials : Posters, pictures Timing CONTENTS 3’  Warm up: “ Simon says ‘’ ! Ex : Simon says “ stand up ‘’ 5’  New lesson: Run through Vocabulary +junk food / ( n ) : đồ ăn vặt + depression ( n ) : chán nản, buồn rầu + concentrate ( v ) : tập trung + obesity ( a ) : béo phì 2’  Grammar – Imperatives → for direct commands, orders or suggestions Ex : Come on ! Don’t go out ! Watch less TV 5’  Activity : Which advice would you give to each of these people Ex : Picture a - Relax more, eat more fruit + Suggested answers b – spend less time using mobile phone … c – eat less fatty food, more exercise … d – sunbathe less, don’t go out more … 8’ Activity – Which tips are most important ? Why ? Ex : I think more exercise is the T’s & Ss’ Activities Run through the task & examples Do the task Give feedback and compliments Use picture & situation for the task Repeat & note Give some examples to explain the structure Repeat & note Run through the pictures Practice speaking in pairs Control the class Give the task & an example Work in groups of 3/ Rationale _Make class more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to use direct commands, orders or suggestions most important because we can avoid obesity … 8’ 5’ 5’ 2’ 2’  Activity 3– Read & fill in the headings Ex : – Do more exercise + AK : –Sleep more – Eat less junk food – Wash your hands more - Watch less TV – Spend less time playing computer games Further practice: - Complete the sentences with : or, but, so , and 1/ The Japanese eat a lot of rice, and they eat a lot of fish 2/ You can eat less fast food, or you can put on weight 3/ Americans eat a lot of junk food, but junk food causes obesity 4/ Children more exercise than adults, so they are usually healthier + Note : Coordinating conjunction ( liên từ kết hợp ) : And ( foe addition ) , or, ( for choice ) , but ( for contrast ) , so ( for a result ) Compound sentence : Two independent clauses are linked by coordinating conjunctions – Make compound sentences by joining the two simple sentences Ex : – I want to eat some food, but I have a sore throat + AK : 2/ The Japanese …., so they live … 3/ I feel …, and I feel weak 4/ You can …, or you can … – Match the beginnings of the sentences with the pictures Ex : – d Hung washes his hand a lot, so he doesn’t have flu + AK : – c, 3- a, – b  Homework  Do exercise / p 20  Read / p 20 WEEK:04 PERIOD:12 UNIT 2: Lesson 4: nation Read through the article individually Encourage Ss to discuss - Practice why reading Do the tasks Give feedback Do the task without opening textbook Give feedback & explanation - Practice using : or, but, so , and Do the task individually Give feedback Practice speaking in pairs Give feedback -Help Ss identify Two independent clauses Do the task at home -Help Ss know how to learn at home HEALTH Communication (p.21) DATE:  Objectives : - By the end of the lesson, Ss will be able to know some health facts or health myths through speaking and speaking practice  Materials: Posters, pictures, cassette Timing CONTENTS 5’ Warm up : Sleep well Do exercise 8’ 10’ 10’ 10’ Good health  New lesson: Run through Vocabulary + myth ( n ) : thần thoại, hoang đường + sushi ( n ) : bánh sushi + vitamin : vitamin + Vegetarian ( n , a ) : ăn chay, người ăn chay + leep in phrasal verb INFORMAL to sleep until later in the morning than you usually I usually sleep in at the weekends  Activity : Discuss and tick ( ˅ ) T or F : Ex : People who smiles more are happier, and they live longer – T + AK : F , F F, F, F  Activity : Discuss in groups 1/ Which sentence are you most surprised most ? 2/ Do you health facts or myths in Vietnam ? Where did you heat them ? Ex : The sentences “ Sleeping in at the weekend helps you recover from a busy week ‘’ makes me surprised most because I often sleep in the weekends ! 00 2/ Some health facts/myths Some herb doctors/ herbalists use water to cure patients Eating many gingers help your body warmer Getting up early in the morning help you be sound mind and body … T’s & Ss’ Activities Run through the task & examples Do the task Give feedback and compliments Rationale - To help Ss practice speaking English _ Help Ss know some new words Use picture & situation for the task Repeat & note Do the task individually first and then discuss in pairs Share the answers with the class Listen to the CD and check the answers Practice speaking in groups of Control the class & give comments _ Help Ss practice speaking Encourage Ss to discuss why _ Help Ss practice 2’  Activity – Think of some sentences about health that are true or false Ex : I think it’s very dangerous to cure by water because people must be cured by medicine … Homework - Prepare : What you know about calorie ? @ Tapescript : A : So, can we smile more to live longer ? B : Yes, that’s absolutely true A : Does sleeping in help you recover ? B : No, false Walking up at the same time is better A: Should we eat more fresh fish, like sushi ? B : No Sushi is great But we shouldn’t eat too much A : Sitting too close to the TV ? B: No, it’s not how to close you sit It’s how long you watch TC for A : How about picking up food we drop Is it OK ? B: No, that’s a myth ! You shouldn’t eat it, ever ! A : OK, last one Do vegetarians get less vitamins ? B: No, that’s false You don’t need meat to get your vitamins WEEK:05 PERIOD:13 DATE: speaking Do the task individually Give comments -Advices Do the task at home HEALTH Skills (p.22) UNIT 2: Lesson 5:  Objectives : By the end of the lesson, Ss will be able to know about calorie as well as how many calories used for some activities Materials : Posters, pictures Timing 5’ CONTENTS T’s & Ss’ Activities Warm up : Run through the task & examples Finish these words Do the task 1/ E N E R GY 2/ W E A K Give feedback and 3/ A D V I C E 4/ F A T 5/ C Y C L I N G 6/ G A R D E N I N G compliments  New lesson: Run through the Rationale _Make class more exciting and attract Ss to learn English _ Help Ss know 10’  Activity – Match the headings with the paragraphs Ex : – a + AK : 1- B, – A, –C  Some key words : + calorie ( n ) : a unit of energy which is used as a measurement for the amount of energy which food provides + expert ( n ) : chuyên gia = someone who has studied a lot of about a subject or topic and understand it well + essential ( a ) : necessary + pay attention : notice, be aware + diet ( v ) : to limit the food and/or drink which you take, especially in order to lose weight + stay in shape : stay healthy 10’ 5’ 5’  Activity : Answer the questions Ex : What is a calorie ? → A calorie is energy that help us our everyday activities + AK : 2/ If we eat too many calories we get fat 3/ To stay healthy you need between 1,600 and 2, 500 calories 4/ Sports activities and running use a lot of calories 5/ People listen to his advice because he is an expert  Activity : Look at the table and discuss the questions Ex : Why you think some activities use more calories than others ?  Activity – Complete the chart about the activities you like Activity Running Walking 8’ 2’ Number of hours ( per day ) Total number of calories 888 460  Activity – Present the chart to the class Ex : I go running hour a day I use 880 calories for this activity Homework  Write about your activities and how many calories you use  Prepare : How you know about headings Read the paragraph quickly and the task Give feedback & explain Run through the words & ask Ss to discuss the meanings Give some examples to explain Repeat & note Read through the questions Answer the questions individually Give feedback Control the class some new words -Help Ss know how to read comprehension -Help Ss know how to read comprehension Practice speaking in groups Control the class Do the task individually - Practice speaking fluently - Practice Reporting the chart speaking fluently Do the task at home -Help Ss know how to learn at the Olympics ? WEEK:05 PERIOD:14 DATE: home HEALTH Skills (p.23) UNIT 2: Lesson 6:  Objectives : By the end of the lesson, Ss will be able to know about one of Olympic events – Triathlon as well as how to give advice through listening and writing practice Materials : Posters, pictures, cassette Timing 5’ 5’ 5’ 10’ 8’ 5’ CONTENTS Warm up: Look at the pictures and discuss the questions Ex : What sports people in the Olympics ? ( running, swimming … )  New lesson:  Activity – Listen to the interview and tick the problems Ex : Headache + AK : sick , allergy  Activity : Listen again and tick what advice he gives about preparing for the event : Ex : Do more exercise + AK : Do more exercise, sleep more, eat more fruits/vegetables  Activity : Write T/F for the sentences Ex : He wanted to sports because of his friends – T + AK : F, F, F, T  Activity – Discuss the questions 1/ Why is the triathlon a difficult event ? 2/ Would you like to try the triathlon one day ? Why / Why not ?  Activity – Match the problems 5’ with the answers Ex : – b + AK : c , b , a  Activity : Underlined the ways Dr Dan gives advice : T’s & Ss’ Activities Run through the questions Do the task Rationale _Make class more exciting and attract Ss to learn English Run through the headings Read the paragraph quickly and the task Give feedback & explain Run through the words & ask Ss to discuss the meanings Give some examples to explain Repeat & note _ Help Ss listen & choose the correct answer _ Help Ss listen & choose the correct answer _ Prac writing Read through the questions Answer the questions individually Give feedback Control the class _ Prac speaking _ Prac writing Practice speaking in _ Prac speaking 2’ Ex : You should …  Activity : Write a problem and the reply Ex : Student A : I feel tired now Student B : You should take a rest Homework  Write advice for some problems Ex : Having sunburn, eating too much + Tapescrips : A : Were you sporty as a child ? B : No, I always felt sick and weak I had allergies too, so I always had a runny nose and itchy skin A : When did that change ? B: My friends started doing sports, I wanted to, too My sports instructors said “ Do more exercise, or continue to feel sick It’s up to you ! ‘’ A : Was it easy ? B: No I was hard I did more exercise, so my body ached But slowly I felt better A : What you now ? B: I triathlons around the world It’s a tough competition You have to swim, run, and ride a bike A: I use around 6500 calories in one event ! B: How you prepare ? A : Three great things to before the race are : eat more healthy food, sleep more and more exercise Then you’ll be ready + Note : A triathlon is a multiplestage competition involving the completion of three continuous and sequential endurance disciplines.[1] While many variations of the sport exist, triathlon, in its most popular form, involves swimming, cycling, and running in immediate succession over various distances Triathletes compete for fastest overall course completion time, including timed "transitions" between the individual swim, cycle, groups Control the class Do the task individually _ Prac writingspeaking -Help Ss know how to learn at home Reporting the chart Do the task at home and run components.[1] The word "triathlon" is of Greek origin from τρεις or treis (three) and αθλος or athlos (contest) WEEK:05 PERIOD:15 DATE: UNIT 2: Lesson 7: HEALTH Looking Back - Project (p.24)  Objectives : By the end of the lesson, Ss will be able to review of some vocabulary & grammar learnt More, less, compound sentences through language activities Materials : Posters, pictures, cassette TIME CONTENTS 5’ Warm up : : Chatting “ What health problem ? ‘’ Ex : Oh, I forgot to wear a sun hat today – sunburn + sports , put on weight, 5’ stomachaches, flu New lesson: @ Activity – Write the health problem for each picture 10’ Ex : 1- sunburn + AK : – putting on weight,3 sunburn, 4- stomachache, 5- flu 5’ @ Activity : Complete the health tips with more or less : Ex : Eat less junk food It makes you fat + AK : 2- more , – more , – go outside, 5- watch less TV, 6- more exercise 10’ @ Activity : Combine these sentences with conjunctions Ex : I want to eat some junk food, but I am putting on weight 8’ 2’ + AK : I don’t want to be tired tomorrow, so I should go to bed early 3/ I have a temperature , and I feel tired 4/ I can exercise every morning, or I can cycle to school T’s & Ss’ Activities Run through the questions Do the task Run through the pictures Do the task individually Give feedback & explain Run through the sentences Do the task individually Give feedback and explanation Do the task in groups Give comments Control the class Practice speaking in pairs Control the class Do the task at home @ Activity – Take a role play Rationale EX : A: Hi, doctor I feel weak and sick B: Did you have enough calories ? You should eat more , and I think you should get more exercise too A : OK Thank you doctor @ Activity – Discuss with a partner Ex : A: When you have a headache, you should rub an egg on you head + B: I don’t think this is true It’s myth @ Activity : Homework - Prepare : A survey about health WEEK:06 PERIOD:16 DATE: UNIT 3: COMMUNITY SERVICE Lesson 1: GETTING STARTED (P.26-27) A helping hand  Objectives: - By the end of the lesson, Ss will be able to know something about community service through language activities Materials : Posters, pictures, cassette Timing 5’ Warmer : CONTENTS Chatting “ What can you see in the pictures ? ‘’ 5’ 10’ … Ex : People are collecting rice New lesson : – Vocabulary + community service : công việc vì lợi ích cộng đồng + volunteer ( n ) : người tình nguyện, tình nguyện + donate ( v ) : hiến tặng , đóng góp + non – profit ( a ) : phi lợi nhuận  Activity : Write T/F for these sentences T’s & Ss’ Activities Run through the questions & pictures Answer the questions Give the topic Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words Run through the pictures for the task Note Play the recording Listen to the conversation Do the task Give feedback Discuss in groups -Help Ss know how to read comprehension 5’ Ex : Mai and Phuc works for the benefits of the commutity T + AK : 2- T, – T, – F, – F  Activity - Answer the questions Ex : What you think the phrase “ make a difference ‘’ means ? I think it makes people pay much attention the poor more 5’  Activity – Put the words into the right group Nouns Help Benefit Volunteer Plant 5’ 2’ 6’ Verbs Adjectives Donate Clean Help Environmental Benefit Volunteer Recycle Plant Provide Clean Encourage  Activity – Fill in the gaps with the words in the box Ex : – volunteer + AK : homeless people, 3- donates , – community service , 5- make a difference  Activity : Describe the pictures with the verbs in Ex : donate books + AK : 2- plant , – help , – clean , – recycle  Activity : create word webs Ex : Books blood Give comments Run through the words Do the task individually Give feedback and explanation -Know how to learn at home Do the task individually Give feedback Do the task individually Give feedback Do the task in groups Give feedback Play the game : Vocabulary ping pong Donate +Key : Donate – books, blood, money, clothes Help : children, street people, old people, the poor … - Practice reading the poem fluently Do the task at home 2’ Clean : street, walls Provide : food, attention, life skills …  Homework - Prepare : some problems in the city/town WEEK:06 PERIOD:17 DATE: COMMUNITY SERVICE Lesson 2: A closer Look (p.28) UNIT 3:  Objectives: By the end of the lesson, Ss will be able to know some community problems and know how to pronounce / g / and / k /  Materials : Posters, pictures, cassette Timing CONTENTS 5’ Warm up: Write the correct phrases for the pictures Ex : Picture – disabled people + AK : – elderly people – homeless people – people in flooded area – sick children 10’ New lesson: – Take turns describing the pictures Ex : A : They’re not feeling well They stay in the hospital all day B : Are they sick children ? A : Yes How you thing we can help them ? B : We can donate some books, toys … 4’  Activity : Write the letters of the community problem for each pictue : Ex : rubbish - a + AK : a – dirty beaches , no trees, b – too many advertisements, graffiti, c – traffic jams, no trees 8’  Activity : Talk about the problems & possible solutions Ex : A : Traffic jam is a big problem to our T’s & Ss’ Activities Run through the phrases & pictures Do the task individually Give feedback & explanations Rationale _ Make class more exciting and attract Ss to learn English Run through the task & examples Do the task in pair Give comments _ Help Ss know some new words Do the task in groups Give feedback -Help Ss know how to read comprehensio n Practice speaking in pairs Play the recording Listen and say the words - Practice community B:What can we to reduce traffic jams? A: We can help by using public transport  Activity – Listen & repeat Community go colour green garden Clean glass give clothes  Activity – Listen and circle the words you hear Ex : cold + AK : green , clothes , girl, goal  Activity : Listen & repeat Ex : Go Green protects the environment  Activity : Game “ Stand up , Sit down Ex : / g / for stand up – green / k / for sit down – clothes 5’ 5’ 5’ 4’ 1’ Model the game Do the task in grops Give comments Do the task at home -Know how to learn at home  Homework - WEEK:06 PERIOD:18 DATE: reading the sounds Prepare : Present perfect & Past Simple COMMUNITY SERVICE Lesson 3: A closer Look 2(p.29) UNIT 3:  Objectives: - By the end of the lesson, Ss will be able to review of Simple Past and Present Perfect  Materials : Posters, pictures, cassette Timing CONTENTS 5’  Warm up : Underline the present perfect and simple past Ex : Have you ever done volunteer work ? + AK : – Last year we provided evening classes for fifty students – What else have you done ? – We’ve asked people to donate books and clothes to the children 10’ T’s & Ss’ Activities Run through the conversation Play the recording Do the task individually Give feedback & explanations Rationale _Make class more exciting and attract Ss to learn English _ Help Ss know some new words 5’ 5’ 5’  Activity – Simple Past or Present Perfect Ex : Last year we provided evening classes for fifty students → An action that started and finished in the past We’ve asked people to donate books and clothes to the children → An action that happened some time before now + Remember : Yesterday, last month, ago , in ( 2001 … ) with S, Past Ever, never, so far, several times with Present Perfect  Activity : Put the verbs into the correct form : Ex : They cleaned the beach on week ago + AK : 2- have colleted , – collected , – has flown , went , – have you ever seen , saw  Activity Choose the best answer Ex : – b + AK : 2- b, – a, –a , –c, – b  Activity – Put the phrases into correct column: Last December , so far … 7’ 7’ 1’ S Past Present Perfect Last December , five Never, already, years ago, when I three times, was a child , last ever, so far , spring , one hour before, once, yet ago, in 2011, yesterday,  Activity – Write sentences with the phrases from the box Ex : Yesterday I met my teacher I’ve already had lunch  Activity : Make conversation with the fact sheet Ex : A : What did Be a Buddy in 2011 ? B : Be a Buddy was established in 2011 What did Be a Buddy in 2013 A : In 2013, It’s cleaned up streets and lakes  Homework  Learn the structure at home  Prepare : How many volunteer Run through some examples Ask Ss to compare the examples to draw the rules Do the task in pair Give comments -Help Ss know how to use of the Simple Past or Present Perfect Run through the sentences Do the task individually Give feedback - Practice using the pre simple fluently Run through the phrases Do the task in groups Give feedback Do the task individually Give comments Practice speaking in pairs Do the task at home - Practice using the pre continuous fluently -Help Ss identify the pre simple & the pre continuous -Help Ss know how to learn at home activities you know ? WEEK:07 PERIOD:19 DATE: COMMUNITY SERVICE Lesson 4: Communication(p.31) UNIT 3:  Objectives: By the end of the lesson, Ss will be able to know some volunteer activities in the United States as well as community service in Vietnam  Materials : Posters, pictures Timing CONTENTS 5’  Warm up Chatting “ What you think of the activities ? ‘’ Ex : I think we can help the poor I think we can save the world 10’  New leson: – Extra Vocabulary + tutor: thầy dạy kèm, dạy kèm + nursing home ( n ) : nhà dưỡng lão + blanket ( n ) : chăn , mền + shelter ( n ) : chỗ + mural ( n ) : tranh khổ lớn vẽ trên tường + coupon ( n ) : vé, phiếu 5’  Activity : Read about the volunteer activities for teenagers in the USA Ex : Tutor a younger child or provide homework help before or after school 5’  Activity : Match the activities with the pictures Ex : – b + AK : 2- c, – e, – a, 5- d 10’  Activity – Discuss the benefits each activity may bring to the community Ex : Giving away warm clothes to homeless people in Ha Noi may help them be warmer in the winter 9’  Activity – Ask each other Have you ever done any these activities ? Name three activities you want to try and tell the reason why ? Ex : I want to recycle things to save the environment T’s & Ss’ Activities Run through the pictures & the question Discuss in groups Give comments Use pictures for the task Note down Read through the sentences Control the class Do the task individually Give feedback Give the task & examples Practice speaking in groups Do the task in pairs Give comments Do the task at home Rationale 1’  Homework: - Prepare : What activities would you like to for your hometown ? Why ? WEEK:07 PERIOD:20 DATE: COMMUNITY SERVICE Lesson 5: Skills 1(p.32) UNIT 3:  Objectives: By the end of the lesson, Ss will be able to know some volunteer activities in the United States as well as community service in Vietnam  Materials : Posters, pictures Timing CONTENTS T’s & Ss’ Activities 5’ Warm up : Run through the Match the pictures with the activities pictures Do the task in groups Ex : Picture – donating blood Give comments New lesson: 14’ – Vocabulary +statistics ( n ) : thống kê + force ( v ) : ép buộc  Activity Write T/ F for the statements Ex : According to the text, nearly Read through the text every Americans has done volunteer Do the task work in his or her life T individually + AK :2 – T, – F, F Share the answers  Activity : 5’ Tick the box – traditional volunteer together Give feedback activities in the USA providing care for animals raising money √ cooking meals √ donating blood cleaning streets √ Give the task & teaching young √ examples children Do the task individually first  Activity 10’ Share the ideas in – Idea bank groups To raise money Make Make the group idea postcards and bank sell them Choose one idea to To provide food develop it in more To help repair details things To help people Rationale _Make class more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to read comprehension - Practice speaking fluently with transportation To tutor young children 10’ 1’ Practice speaking in groups Give comments  Activity – Present the plan Ex : A : We could make postcards and sell them to raise money B : What types of postcards ? B : Landscape & film stars A : OK Where should we sell them ? Do the task at home B : Oh ! We can sell them at school A : I agree with you  Homework  Prepare : + Who you think benefits from volunteer work ? + How people benefit from volunteer work WEEK:07 PERIOD:21 DATE: -Help Ss know how to learn at home COMMUNITY SERVICE Lesson 6: Skills 2(p.33) UNIT 3:  Objectives: By the end of the lesson, Ss will be able to know how to give reasons for their ideas  Materials : Posters, pictures, cassette Timing CONTENTS 5’  Warm up: Who you think benefits from volunteer work ? How people benefit from volunteer work 10’ New lesson: – Listen & answer the questions Ex : Why does Phuc volunteer work ? Because he thinks it makes a difference in the community + AK : 2/ Because he has made many new friends 3/ Because he has answered the interview questions very well 4/ Because she can help others and because she can see how happy the street T’s & Ss’ Activities Run through the questions Do the task in groups Give comments Rationale _Make class more exciting and attract Ss to learn English _ Help Ss listen & choose the correct answer Run through some eliciting questions Play the recording Listen and the task Give feedback -Help Ss know how to write the webpage 6’ 8’ 5’ 10’ 1’ children are when they learn  Activity : - Listen again and fill in the blanks Ex : – volunteer + AK :2 – feel, – because , 4because ,children  Activity : - Study skills – Giving reason Phuc does volunteer work because he has made many new friends Conj + Remember : Because ( conj ) to use join ideas and give reasons  Activity – Combine the two sentences using because : Ex : Because he didn’t wear enough warm clothes, he’s had a cold for two days + AK : … because it rained - Because the lake … – Because she works … – They think … because the neighbourhood …  Activity – Write a short paragraph to support your volunteer ideas What you want to ? Why you want to ? Why is it interesting ? How are you going to ? Ex : I want to raise funds for street children I want to it because we will be able to provide them with food and books They will no longer be hungry They will be able to read I will ask my friends to help me We will make postcards and sell them  Homework  Prepare : Review of Simple Past & Present Perfect + Tapescrip : Reporter : So Phu, why you volunteer ? Phuc : I volunteer because it makes a difference in our community We can encourage people to protect the environment and our community will be a better place R : Do you think volunteering is good for yourself too ? P : Oh yes, I’ve made many new friends, Use examples for the task Explain the grammar point Remind Read through the text Do the task individually - Practice Share the answers writing together Give feedback Run through the questions Do the task individually Share the ideas in groups Give comments -correct Ss’ mistakes Do the task individually Share the ideas in groups Give comments Do the task at home -Help Ss know how to learn at home and I feel much more self – confident R: I agree You’ve answered the interview very well And you Mai ? Mai : Volunteering is special to me because I can help others It’s special because I can see how happy the children are when they learn WEEK:08 PERIOD:22 DATE: COMMUNITY SERVICE Lesson 7,8: Looking Back (p.33) Project (p.34) UNIT 3:  Objectives: By the end of the lesson, Ss will be able to review what they’ve learnt in this unit – Grammar – S Past, Present Perfect … and community service  Materials : Posters, pictures Timing CONTENTS 4’ Warm up : Match the verbs with the correct words : Ex : donate food + AK : Donate : food, books, clothing , blood Provide : evening classes, food, care, books, education, clothing , attention Help : the community, homeless people, the elderly, the disabled 10’ 10’ 8’  Activity – Circle the best answer Ex : – Because Minh has ( ever, never , ago ) worked for a charity shop, he really wants to it + AK : 2/ last week , 3/ already , 4/ yet , 5/ yesterday  Activity : Put the verbs into Simple Past or Present Perfect : Ex : – He thinks she’s the most kind – hearted girl he has ever met + AK :2 – visited , 3/ has visited , 4/ did Shakespeare write , 5/ has she written  Activity : Finish the sentences below : Ex : They’ve decided to buy that car because it’s cheap 2/ Put on your warm coat because … 3/ We like her because … 4/ Let’s help the street children because … T’s & Ss’ Activities Run through the questions Do the task in groups Give comments & feedback Rationale -Make class more exciting and attract Ss to learn English _ Help Ss to practise reading comprehension _ Help Ss to practise reading comprehension Give the task & examples Do the task individually Give feedback Give one example for the task Do the task individually first Share the answers together -Pratise the tenses -Pratise the tenses 10’ 5/ Because she loves her students …  Activity – Role – play - Make a conversation between a reporter and a student by using these questions & prompts : When did you start working for your organization ? Why did you decide to volunteer ? What have you done so far with … ? Was there anything that made you happy with your work last month ? Student A You joined Our Town … 2’ Production -Help Ss know how to write the webpage -Ss propose their own -Gudes SS to volunteer project: Guides Ss to complete the project in group of four, and ask them to present their project in the form of a poster If the project is useful and practical, T can even help, or ask the school to help, to realize the proposal!  Homework: Do exercises in the Workbook Prepare: Review WEEK:08 PERIOD:23 DATE: Read through the questions Practice speaking in pairs Give comments Student B You joined Big Heart … A project 1’ - Play a game Do the task at home -Help Ss know how to learn at home Review ( Units 1-2-3) Lesson 9: Language, Vocabulary, Everyday English  Objectives: - By the end of the lesson, Ss will be able to revise pronunciation, vocabulary, grammar, everyday English.about hobbies, health and community service  Materials : - A CD and a CD player Timing CONTENTS 5’ Warm up : Role play: Patient and doctor 10’ New leson: LANGUAGE Listen and tick () the word if it is the same as what you hear and cross ( X) if it is different 1.lock x cream x community  grocer x kind x vampire  cracker x 10 bread  flavour  11 fruit  fear  12 vary x Tapescript: log community find fracture flavour fear T’s & Ss’ Activities Pronunciation Rationale -Make class more exciting _ Help Ss to listening skill Ex1: T asks Ss to pronounce these words first and correct Ss’ mistakes He / She then plays the recording as many times as needed gleam closer vampire 10 bread 11 fruit 12 carry 10’ Choose the word in which the underlined sound is pronounced differently A C C B 15’ VOCABULARY Ex2: In order to this exercise correctly, Ss have to be able to pronounce the words correctly themselves T may let Ss it in groups and encourage them to read the words out loud among themselves Then T checks them as a class and encourages Ss to repeat the words Put the phrases below into the correct Ex3: All these activities categories and tick the activity/ activities have been taken from the you yourself first three units, so they are Activities to help… yourself Your community - washing your - helping the old hands before - raising money meals for the poor - tidying up - collecting your room rubbish in your - gardening area - eating a lot of - opening classes fruit for street children _ Help Ss to practise pronunciation -Pratise reading comprehension expected to be quite easy for Ss to T gives Ss about 10 minutes to read and write down the phrases into the correct columns and tick their activities For more advanced Ss, T can -Pratise the ask them to add more tenses activities into the columns How much can you remember? Choose one of the words/ phrases below to match the description The first one is an example Key: obeysity cleaning the street calories staying in shape donating Hobby 4’ GRAMMAR Choose the best answer A, B, or C to complete the sentences Key: A C A B C B Match the beginnings in A with the endings in B d e a c b EVERYDAY ENGLISH  If you answer “ Yes” to all the questions, you have very healthy eating habits If your score is under four, change your habits! 1’  Homework: Do Test yourself in the Workbook Prepare: Review 1: Skills WEEK:08 PERIOD:24 DATE:  Objectives: Ex4: This exercise is a combination of reading comprehension and vocabulary use T helps by making suggestions or giving the first letter of the word At the end, T writes the correct answers on board - Play a game -Help Ss know how to write the webpage GRAMMAR Ex5: This is a revision of the use of simple present, simple past and present perfect and the time signals that go with each Ss can complete this exercise with ease Ex6: T may let Ss read the beginnings and the endings for a few minutes, then match individually T calls -Gudes SS to on some Ss read their answers T corrects their answers T corrects the answers if necessary EVERYDAY ENGLISH Ex7: Suggested interpretation of your answers: If you answer “ Yes” to all the questions, you have very healthy eating habits For each wrong answer, take off point If your score is under four, change your habits! Review ( Units 1-2-3) Lesson 10,11: Skills (Reading- Speaking-Writing) -Help Ss know how to learn at home By the end of the lesson, Ss will be able to revise reading, speaking, listening and writing about hobbies, health and community service  Materials : - A CD and a CD player Timing CONTENTS Warm up : Chatting: What should you if you have sore eyes? New lesson: I- Reading LIVE TO BE HAPPY Read the passage, then choose the most appropriate answer A, B or C to each question A B C B II- Speaking ARE YOU A COMMUNITY PERSON? 2.Work in pairs Interview each other to complete the questionaire below Circle the correct answers and report the results to your class Do you know of hygienic problems in your area? If yes, what is it? Yes  No  How often does your community organise an activity? Is it to help the needy or to improve the environment? Yes  No  Have you ever taken part in a community activity? If yes, what is it? Yes  No  How much you think you Would enjoy a community activity? Yes  No  - I like doing it - I feel OK - I don’t like it at all but I have to it How much you think your Contribution means to your Yes  No  Community? III- Listening Listen to two friends talking about different sistuations and tick the correct answer to each question T’s & Ss’ Activities READING LIVE TO BE HAPPY T asks Ss to read the questions first and identify the keywords in each question Ss can then read the text and choose the answers SPEAKING ARE YOU A COMMUNITY PERSON? -Let Ss start with the question-and-answer through speaking and listening Then they can exchange their results and take turns to report it to class LISTENING Rationale - T plays the recording - Ss listens - T helps if necessary - Check the results Conversation1: A B Conversation2: B C IV- Writing Make complete sentences from the prompts below and put them under the correct pictures Picture 1: This activity is often done in spring They dig a hole to put the young tree in They water and take great care of the trees during the first month Picture 2: They carry recycle bags to put the rubbish in They walk along the beach and collect all the rubbish The community organizes this activity once a month Home work Do Test yourself in the Workbook Prepare for the 45 minutes test WEEK:09 PERIOD:25 DATE: WRITING T asks Ss to determine the subjects and the verbs of each sentence to see if it is a simple or a compound sentence T may allow Ss to translate the sentences into Vietnamese - T checks all the answers before betting Ss the second task of the exercise THE FIRST TEST Time: 45’ I Objectives - T checks Ss’ understanding from Unit to Unit about three topics ( My hobbies/ Health/ Community service II Teaching aids: - A CD and a CD player, - Paper test Chủ đề Nhận biết KQ I Pronunciation II Grammar III Vocabulary TL Thông hiểu KQ TL Vận dụng KQ Tổng TL 5 0.2 mark 1mark 5 0.4 m 2marks 5 1mark 1mark IV Reading V.Listening VI Writing VI Total 5 2marks 5 0.4mark 2marks 2marks 10marks Paper test I: Choose the word whose underlined part is pronounced differently from that of the other words in each group A teenager B together C guess D regular A meat B reader C sea D realize A horrible B hour C hundred D hold A much B drug C future D buffalo A serious B symptom C sugar D sauce II: Choose the best option to complete the following sentences I have known her……………… two years A with B for C since D in He many old books for years A recycled B is recycling C has recycled D will recycle To prepare for the new year, I my house again since last month A paint B painted C have painted D has painted They ……… the used plastic bottles with water several times yesterday A washed B is washed C are washed D were washed 10 It is dangerous quickly A driving B drove C to drive D driven III: Match the verbs in A with the phrases in B A B 11 donate a flu 12 have b eggshells 13 have a c a mural 14 carve d blood 15 paint e temprature IV: Read the text and answer the questions The first reason why many families volunteer work is that they feel satisfied and proud The feeling of fulfillment comes from helping the community and other people In addition, volunteering is a great way for families to have fun and closer But many people say they don’t have time to volunteer because they have to work and take of their families If that’s the case, try rethingking some of your free time as a family You could select just one or two projects a year and make them a family tradition For instance, your family can make and donate gift blankets for the old homeless people on holidays Your family can also spend only one Saturday morning a month collecting rubbish in your neighborhood 16 How people often feel when they volunteer? ………………………………………………………………………………………… 17 How can your family benefit from doing volunteer? ………………………………………………………………………………………… 18 Why don’t some people have time to volunteer? ………………………………………………………………………………………… 19 How can your family help the old homeless people? ………………………………………………………………………………………… 20 Is collecting rubbish in the neighborhood an example of volunteer work? ………………………………………………………………………………………… V: Listen: You will some information about a place called Sea world Listen and complete questions 21-25 You will hear the information twice Sea world Open: Tuesday – Sunday Closed during month of: 21…………………………………… Watch a film about the sea in: 22…………………………………… Dolphin show starts at: 23…………………………………… Shop sells: 24…………………………………… Child’s ticket costs: 25…………………………………… VI: Writing: Imagine that you are a doctor Write an e-mail to respond your patient who is putting on weight Give him/ her your advice ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… ………………………………………………………………………………………… V Key Question I: A D B C C Question II: C C C A 10 C Question III: Match the verbs in A with the phrases in B 11 d 12 a 13 e 14 b 15 c Question IV: 16 They feel satisfied and proud 17 Your / Our family has fun and closer 18 Because they have to work and take of their families 19 Your/ Our family can make and donate gift blankets for the old homeless people on holidays 20 Yes, it is V: Listen: You will some information about a place called Sea world Listen and complete questions 21-25 You will hear the information twice 21 March 22 Centre 23 2.15 24 toys and books 25 £4.25 VI: Writing: Imagine that you are a doctor Write an e-mail to respond your patient who is putting on weight Give him/ her your advice - Write an e-mail - Give advice to help patient with He/She health’s problem - Spelling WEEK:09 PERIOD:26 DATE: UNIT 4: MUSIC AND ARTS Lesson Getting Started ( Making plans for the weekend)  Objectives: - By the end of the lesson, Ss will be able to use the lexical items related to the topic Music and Arts  Materials : - A CD and a CD player Timing CONTENTS 5’ Warm up Art: the use of the imagination to express ideas or feelings, particularly in painting, drawing or sculpture - the arts ( in general): art, music, theater, literature, etc…When you think of them as a group 15’ New lesson: Activity 1: Listen and read a, Are these sentences true (T) or false (F) T F T F F b)Finish the following sentences by writing one word/ phrase from the conversation as good as loud fantastic T’s & Ss’ Activities T writes on the board: Music + Arts + Then asks: - Do you often listen to music? When? How often? - What kind of music you like? Why? - What is art/ are arts? Give example? + T asks Ss to look at the title/ the picture and guess what the conversation between Duong and Nick might be about - Introduces the new lesson Ask Ss question about the picture: e.g: Who are Duong and Nick? What are they going to do? - Play the recording Ss listen and read - Ss work independently or in pairs to answer the questions Then T may let them discuss in groups T then checks their answers, and gives explanation - Ss work individually to fill the gaps in the sentences T lets them check the answers in pairs or groups, then T gives the key Calls some Ss to read the sentences Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to read comprehension - Practice reading the poem fluently -Know how to 12’ 12’ 1’ in person cinema c) Find these expressions in the conversation Check what they mean used to show your interest or surprise used when you are thinking what to say or reply used to show that you don’t agree with what Sbd has said used to show that you don’t like something d) Work in pairs Make short roleplays with the expressions above Then practise them Example: A: There’ll be a music concert on teacher’ Day B: Really? Are we going to sing? A: Yes, of course Activity 2: - Write the correct word/ phrase under each of the pictures Then listen and repeat microphone camera painting musical instrument portrait art gallery crayons museum opera 10 painbrush Activity 3: - Complete these sentences with words from art gallery paintings museum camera opera Home work: - Learn vocabulary by heart WEEK:09 PERIOD:27 DATE: UNIT 4: learn at home - Colloquial expressions - Refer back to the conversation to find the phrases Ss practise saying them together Explain the meaning to the Ss, then give some examples - Ask Ss to practise the short conversations in pairs before creating their short role-plays - Ss write the words/ phrases under the right pictures Then T plays the recording Let Ss listen and repeat Check and correct their pronunciation Give them the meaning of the words - Ask Ss to write the correct words in the spaces Allow Ss to check their answers The class gives comments, and T gives correction MUSIC AND ARTS Lesson 2: A Closer Look  Objectives: - By the end of the lesson, Ss will be able to use the lexical items related to the topic Music and Arts Pronounce sounds / ʃ / and / ʒ / correctly in isolation and in context  Materials: - A CD and a CD player Timing CONTENTS  Warm up: Brainstorming Music and art New lesson: VOCABULARY Activity 1: - Listen and repeat these words painter artist actress musician puppet dancer singer song writer T’s & Ss’ Activities Brain storm with the Ss: Let them find all the words they know related to music and arts Encourage them to read out as many words as possible VOCABULARY - Play the recording and let Ss listen Play it again with pauses for them to repeat each word Correct their pronunciation - Ss work individually to match the words with the phrases T calls one or two Ss to write the combinations on the board Then T checks the answers - T lets Ss work in pairs Activity 3: a) Put these letters in order to make and put the letters in order to form the correct words musical instruments Then check their answers drum piano cello guitar - Let Ss work in pairs T violin saxophone checks their answers Then b)Write the type of musical let them read the words instrument in the box under each after T checks their picture answers Then let them a guitar a drum one string talk about these musical guitar instruments a violin a cello a piano a saxophone - Give Ss enough time to the task individually Some Activity 4: Ss may write the answers - Put one of these words in each on the board Then let class blank to finish the sentences painter Pop singer draw comments T calls some Ss to read the sentences puppets instrument Activity 2: - Match a word in A with a phrase in B e b a d C PRONUNCIATION PRONUNCIATION / ʃ / and / ʒ / Activity 5: - Listen and repeat Pay attention to the sounds / ʃ / and / ʒ / Tapescript: / ʃ /: condition ocean shy sugar - Let Ss practice the sounds / ʃ / and / ʒ / together Show Ss how to pronounce the two sounds Play the recording and let Ss listen and repeat Correct their pronunciation Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to read comprehension - Practice reading the sounds machine / ʒ /: measure pleasure usual vision decision Activity 6: - Listen to the words and put them into two groups /ʃ/ /ʒ/ anxious closure musician occasion dishwasher leisure rubbish version Activity 7: - Listen and repeat… Can you show me the new machine They sing the song “ Auld Lang Syne” on some occasions The musician is very anxious about the next performance She wanted to share her pleasure with other people The new cinema is opposite the bus station Are you sure this is a modern version of “Romeo and Juliet?” Home work: - Learn vocabulary by heart - Do exercises Workbook WEEK:10 PERIOD:28 DATE: UNIT 4: - Plat the recording or times Help Ss distinguish the two sounds / ʃ / and / ʒ /, and put the words in the right columns Ask Ss to give more words having two sounds -Know how to learn at home - Play the recording as many times as possible and let Ss repead the sentences Correct their pronunciation and help them the task as directed * Sound / ʃ / can be presented by sh/ ch/ s/ t/ c * Sound / ʒ / can be represented by s MUSIC AND ARTS Lesson 3: A Closer Look  Objectives: - By the end of the lesson, Ss will be able to use comparisons: (not) as…… as / the same as / different from Express agreement using too & either  Materials: - A CD and a CD player Timing CONTENTS Warm up: Hangman Comparisons New lesson: * Grammar: T’s & Ss’ Activities - Guides Ss to play a game - T feedbacks -Introduces the new lesson Rationale _Make class more exciting and attract Ss to learn English - Comparisons: (not) as…… as / the same as / different from - as + adjective + as to show that two things are similar - not as + adjective + as to mean something is more or less than something else - the same as… to show similarity - different from to show that two or more things are different Example: ( in the text book.) - Activity 1: Put as, than, or from in the gaps as as as from as as - Set the scene: We are going to learn: + Comparisons: (not) as…… as / the same as / different from +Express agreement using too & either +Comparisons: (not) as…… as / the same as / different from - Explain the uses of the three structures to Ss and give some examples Ex1: Let Ss work by themselves and write down the missing words Correct Ss’ mistakes After that, T asks some Ss to read the sentences Put a suitable word in each gap in Ex2: Let Ss the task the following passage individually First Ss read the the same as as quiet as different from as narrow as text by themselves, then put a friendly as the same as suitable word in each gap, and compare their answers with a classmate T corrects Ss’ answers T may call some Ss to read out their answers separately T explains if necessary Let Ss read in chorus Correct their pronunciation Work in pairs Compare the two music clubs in the town Young talent Ex3: Let Ss work in pairs and Nightingale Help them interpret the table E.g: Young talent is more friendly than first Give them instructions Nightingale on how to the task Nightingale is not as friendly as Young - Encourage Ss to talk as Talent, but it is safer much as possible with fluency and accuracy  too & either - too: used to express agreement with a +Express agreement using too & either positive statement - T explains to the class the - either: used to express agreement use and location in the with a negative statement sentence of too and either Let them read the examples Tell them to give sentences of their own Ex4: Complete the following _ Help Ss know some new words -Help Ss know how to use of the present simple - Practice using the pre simple fluently - Practice using the pre continuous fluently sentences with “too” or “either” too either either too Too Ex4: Ss work independently, writing down the answers Then let them work in groups to check and read out the sentences T goes round and corrects mistakes or gives help when and where necessary Ex5: What music and arts are you Ex5: Let Ss work interested, or not interested in? Make independently, writing down a list by completing the sentences their sentences to make a list below ( You can use the words given or your own ideas.) of the likes and dislikes They E.g: I’m very interested in… Pop have their choices, so long as music… their sentences are correct grammatically Encourage Ex6: Work in pairs Share your list them to give their own ideas with your partner Then, report to the Ex6: Now Ss work in pairs to class using too/ either E.g: Nam is interested in drawing and I share their lists of ideas Then T may ask some more able Ss am too to report their results to the Phong doesn’t like folk music and I class don’t either Home work: Do exercises Workbook WEEK:10 PERIOD:29 DATE: UNIT 4: -Help Ss identify the pre simple & the pre continuous -Help Ss know how to learn at home MUSIC AND ARTS Lesson 4: Communication  Objectives: By the end of the lesson, Ss will be able to talk/ sing or other activities related to music and arts  Materials: - A CD and a CD player Timing CONTENTS  Warm up: Brainstorming: the names of famous musicians, actors, actresses, painters, and music bands you know T’s & Ss’ Activities - Guides Ss to play a game This can be done in groups Each group then has to show the list they have written ( The group that has the longest list wins the game) T feedbacks Rationale To introduce the new lesson New lesson:  Extra vocabulary composer (n): nhà soạn nhạc originate (v) : bắt đầu, khởi đầu anthem (n) : bài quốc ca curriculum (n) : chương trình giảng dạy academic( adj) : thuộc trường cao đẳng, đại học compulsory (adj): ép buộc, bắt buộc unimportant (adj) : không quan trọng Communication Music Quiz: What you know? Work in groups and answer the questions B C A C B B Read the following pasage In groups, discuss the questions below - Do you think music and the arts should be compulsory subjects at schools in Viet Nam? Why or Why not? Look at the different subjects below In groups, make a list from the most useful to the least useful in the space below How can the top three subjects on your list help you in other ares of school and life? - Music - Dancing - Singing - Painting - Photography Home work: Do exercises Workbook Learn vocabulary by heart WEEK:10 PERIOD:30 DATE:  Objectives: UNIT 4: T introduces the new lesson - Pre- teach vocabulary Teacher use different techniques to teach vocab (situation, realia) * Checking vocab: Slap the board Ss copy Check memory- matching Ex1: Ss work in pairs and find answers Then T gives the correct answers Ex2: Give Ss plenty of time to work independently, read the text, and understand the main ideas Then divide the class into groups of four or five to discuss the questions T goes round the class to give support if necessary Ex3: Ss work in groups of four to six to make a list from the most useful to least useful subjects given How can the top three subjects on the list help them in other areas of school and life? After the discussion, each group presents their list, and gives a talk to the class T then gives comments MUSIC AND ARTS Lesson 5: Skill -Help them understand the meaning of some words or phrase By the end of the lesson, Ss will be able to read for specific information about tradictional arts  Materials: - A CD and a CD player Timing CONTENTS Warm up:  Activities - Reading + Discuss the questions below with a partner - What kinds of traditional Vietnamese performance you know about? - Do you know about water puppetry? Have you been to a water puppet show? If yes, did you like it? Why/ Why not? Find the words in the text which mean: special or different started showed or presented from the countryside events or celebrations Answer the following questions It began in the 11th century It takes place in a pool They are controlled by puppetteers They are made of wood They are about everyday life in the countryside and about folk tales - Speaking Match the types of music in A with the adjectives to describe them in B e a b c D T’s & Ss’ Activities - Asks Ss to name the art forms they know READING - Work in pairs to discuss the questions given - Tell Ss to read the passage two or three times Set a trict time limit to ensure Ss read quickly for specific information Rationale _Make class more exciting and attract Ss to learn English _ Help Ss know some new words Ex1: Ss work individually to find the words Call on some Ss to say the words or write them on the board T gives correction Ex2: Ask Ss to read the passage again, then answer the questions Then call on some individuals to read aloud to the class Check their pronunciation and intonation Explain the new words and clarify anything difficult * If there is still time, let Ss talk about other forms of trditional arts in Viet Nam ( or in the region/ world) Refer to famous trditional arts in some countries ( e.g: Lam Vong dance of Laos, Chinese traditional opera, ballet of France and Russia…) SPEAKING Ex3: Ss work in pairs and match the two columns After that allow Ss some time to talk about their favourite kind of music: what kind they like best and why, whether they play any musical instruments, when and how often they listen to -Help Ss know how to read comprehension - Practice speaking fluently -Help Ss know how to learn at home Game: Tic Tac Toe Give the names of two Vietnamese musical instruments Sing a song in English Who is your favourite singer? Why? Talk for 30 seconds about what you see when you visit an art gallery How often you go to a concert? Tell your partner about the last concert you went to Who is your favourite Vietnamese musician? Why? Talk about 30 seconds about your favourite instrument Name one of your favourite painters Who can draw the best in your class? What does he/ she often draw? Decide which partner is X , which is O and who will go first The first player chooses a box and calls out a number E.g: Player 1: “ I want number 2” Player 2: OK, sing a song in English! music, and how music is useful to them Ex4: Game: T explains the rules of the game Tic Tac Toe to Ss Ss work in pairs Decide which partner is X , which is O and who will go first The first player chooses a box and calls out a number E.g: Player 1: “ I want number 2” Player 2: OK, sing a song in English! Then he/she has to sing a song in English If the first player answers the question for that box correctly he/ she can put an X or an O in the box The first person to get three Xs or three Os in a row, wins! Home work: Do exercises Workbook Prepare: Skill WEEK:11 PERIOD:31 DATE: UNIT 4: MUSIC AND ARTS Lesson 6: Skill  Objectives: By the end of the lesson, Ss will be able to listen to get information about an artist, write an informal letter of invitation  Materials: - A CD and a CD player Timing CONTENTS T’s & Ss’ Activities Rationale Warm up: Hangman Picasso  New lesson: Listening Listening tip: When you listen, it is very useful to take notes Try to note down the keywords ( important words) This helps you to remember the main ideas Guides Ss to play a game T feedbacks Introduce the new lesson T explains Listening Tip to Ss, telling them if they are going to apply the listening tip, then they must be given time to take notes Then tell Ss to look at the picture and say what they know about Picasso Ex1 Ask the Ss to close Listen to the passage about their books Tell Ss they Picasso and circle the words you should listen and note hear down the keywords in their  Answer key: Play the artists training portrait notebooks listening once Ask Ss what paintings they learned about Picasso Ask Ss to open their books - Look at the words you’ve circled Do you know what all of these words Play the recording again and ask Ss to listen mean? carefully and circle the words they hear in the Listen to the passage again and passage choose the correct answers T feedbacks A B A C - Ex2: Play the recording again While Ss listen, they Listen to the passage one more have to circle A, B, or C time As a class, discuss how the listening is organized ( according to for their answers - Ex3: Play the recording a timeline, the order of important again once more As a events, or another way) class, Ss discuss how the Writing listening is organized Informal letter of invitation Writing tip When you write an informal letter of The focus their attention on the writing tip invitation, you use: How about + V-ing ? Read the following letter and choose the correct answer A B Ex4: Have Ss read the sample letter carefully, and note down the useful expressions (cues) for writing an informal letter of invitation T writes them on Now write a letter to invite a friend to an art exhibition, using the the board Tell Ss to choose the correct answers following - Event: Exhibition of Modern Art - Time: o’clock, Saturday morning Ex5: Ss read the cues _Make class more exciting and attract Ss to learn English _ Help Ss listen & choose the correct answer -Help Ss know how to write the webpage - Practice writing -correct Ss’ mistakes -Help Ss know how to learn at home - Place: Arts centre - Time to meet: 8.15 Home work: Do exercises Workbook Prepare: Looking back and project WEEK:11 PERIOD:32 DATE: UNIT 4: Lesson 7: carefully, then practise wriitng the letter Tell Ss to play special attention to spelling and punctuation T may collect some Ss’ writing papers and mark them, then give comments to the class If possible, have Ss write their own letter as homework MUSIC AND ARTS Looking back and project  Objectives: By the end of the lesson, Ss will be able to look back the vocabulary, grammar, communication and project related to the topic music and arts  Materials: - A CD and a CD player Timing CONTENTS Warm up: Chatting: What topic we are working on ? - Ask Ss to tell some vocabularies related to the topic music and arts T’s & Ss’ Activities T asks Ss answer Introduce the new lesson  New lesson:  Vocabulary Match the words in column A with the ones in column B Key: e c b a d Put a word from the box in each gap to complete the passage Key: music arts stages go Films Grammar Put the words/ phrases from the box in the gaps to complete the sentences Key: art gallery artistic films in person sung Rewrite these sentences, using the words in brackets VOCABULARY Ss this task individually to match the words in two columns T corrects their mistakes Let Ss work in pairs Tell Ss to write the answers in their notebooks Give explaination if necessary Then T corrects the mistakes T may let Ss read the passage in chorus or individually Have Ss work in pairs or in groups and write their answers in their notebooks T checks their answers Ss work individually first Rationale The photograph is not as big as the painting My painting is not as expensive as this painting This picture is not different from the picture in our room This film is the same as the one we saw last week The journey was not as long as we thought at first Complete the following sentences, using “too” or “ either” too either either too too Communication Match the questions 1-6 with the answers A-F B A E C D F Finish! Now I can… PROJECT Work in groups Look at the following pictures and read the information below Based on the information about Dong Ho paintings and your own ideas, draw a picture of animals or the things around you… to write the sentences Then they work in pairs to swap their sentences T gives correction and calls some Ss to read the sentences aloud Ss the task individually Then they can check their answers with a partner Ss read the questions and answers once or twice Then match them Ss work in pairs and roleplay the questions and answers, then write all sentences in their notebooks Finish! Finally ask Ss to complete the self-assessment Identify any weakness and provide further practice if necessary Ss work in groups T tells them to look at the pictures and read the passage carefully Explain words and anything difficult for Ss Make sure they understand everything thoroughly Ss work independently T encourages them to use their imaginations and make their own paintings T helps Ss organise a painting shows among the class members Write sentences to compare those paintings Home work: Do exercises Workbook Prepare: Unit 5: Vietnamese food and drink.- Getting started DUYỆT CỦA TT WEEK:11 PERIOD:33 DATE: UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 1: Getting Started  Objectives: - By the end of the lesson, Ss will be able to understand the content of the dialogue Ss ask and answer different traditional food - Develop listening and speaking skills  Materials: - Materials: Ss’ books, text books, tape recorder and CD… Timing CONTENTS Warm up: Ss answer questions:  New lesson: Vocabulary: - tofu(n): đậu phụ - noodles (n): mì, mì sợi - warm sth up ( v): hâm nóng gì - mineral water (n): nước khoáng - carton (n): hộp bìa cứng Listen &read: a) Read the conversation and answer the questions: Because his parents are going to the opera tonight and they won’t be home until pm There’s some rice left from lunch T’s & Ss’ Activities Ask Ss about the picture: Where are Phong and his mum? What might be happening to them? What are they doing? What is there in the fridge? Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words * Teaching new words: Elicit some new words (pictures, realias, situations ….) Have Ss read twice * Checking vocab: matching Play the recording Sts listen and read Ss word and share their answers with friends T correct -Help Ss know how to read comprehension Phong should warm it up She’ll buy some milk tomorrow He can have some orange juice instead of milk b) Find the word about Food and Drink Food Drink meat milk tofu Juice fried vegetables mineral water bread orange juice noodles rice Match the food and drink with the pictures 1- J, - F, - A, 4- B, - D, - I, 7- G, - H, 9- E, 10 - C Think about their favorite foods and drinks Example: A: What’s your favorite food? B: It’s bo - beef noodle soup A: When you usually eat it? B: In the morning Have Ss work independently T asks Ss not to look at the book and try to remember which foods and drinks -Know how to learn at home Have Ss quickly match each word/ phrase with its picture Ask Ss to think about their favorite food and drink Ss work in pairs Ss listen and repeat the adjectives Listen and repeat the adjectives bitter salty delicious spicy Ss can add some more tasty fragrant adjectives to talk about the sweet sour food and drink in 5.Game: What ‘s your favorite food and drink? Example: A: It’s my favourite drink It’s a bit sour, but It’s also sweet B: Is it lemonade? A: Yes, it is / No, try again  Homework: Be ready for a closer look Learn by heart some words - Practice reading the poem fluently Ss work in groups One student describes his favourite food or drink The rest of the group tries to guess which food or drink it is WEEK:12 PERIOD:34 DATE: UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 2: A Closer Look  Objectives: - By the end of the lesson, Ss will be able to use some verbs to make the pancake with some vegetables Ss can practice pronouncing / " / and / #: / fluently - Develop listening and speaking skills  Materials: Materials: Ss’ books, text books, tape recorder and CD… Timing CONTENTS T’s & Ss’ Activities Rationale Warm up: _ Make class Guides Ss to play a game more exciting Play game: slap the board T feedbacks and attract Ss to learn Words about food and drink Introduces the new lesson English  New lesson: Vocabulary: Uses some techniques to - heat (v): đun nóng teach vocab - pour (v): rót _ Help Ss - fold (v) gấp, cuộn Checking: Rub out and know some - beat (v) đánh remember: new words - serve (v) phục vụ - turmeric (n) củ nghệ - pepper (n) hạt tiêu Look at the pictures and complete the instructions with the verbs in the box Then, listen, check and repeat the instructions Beat Heat Pour Fold Serve Put the words in the correct order to make sentences Beat the eggs together with sugar, flour , and milk Pour ¼ cup of the mixture into the pan at a time Heat the oil over a medium heat in a frying pan Cook until golden Serve the pancake with some vegetables Put the nouns in the correct columns Play the recording twice Ss repeat chorally and individually -Help Ss know how to read comprehension Ask Ss to the exercise individually and then check with the whole class - Practice reading the sounds Check Ss’ understanding of the meanings of the nouns given Ss put the nouns in the Dishes pancake, beef noodle soup, spring rolls, noodles, pork, omelette, sandwich Ingredients salt, cooking oil, flour, pork, turmeric, pepper, noodles Pronunciation: Listen and repeat the words Pay attention to the sounds/ " / and / #: / - /"/ : soft, hot, bottle, pot, rod - / #: / : pork, salt, fork, sport, sauce Listen to the sentences and circle the correct words you hear cod port sports fox short Homework: Prepare for next Learn by heart some words WEEK:12 PERIOD:35 DATE: correct columns T models the sounds / " / and / #: / first and let Ss see how the sounds are formed Ask Ss to practice the sounds together Plays the recording Sts listen and circle the words they hear UNIT 5: VIETNAMESE -Know how to learn at home FOOD AND DRINK Lesson 3: A Closer Look  Objectives: - By the end of the lesson, Ss will be able to use How much and How many to ask about quantity - Distinguish countable nouns and uncountable nouns Content: - Vocab: - The lexical items related to the topic “ Food and Drink” - Grammar: Nouns (countable nouns and uncountable nouns) How much and How many? a/ an/ some/ any  Materials: Ss’ books, text books, tape recorder and CD… Timing CONTENTS T’s & Ss’ Activities Rationale Warm up: Guides Ss to play a game _Make class Brainstorming Two Ss go to the board and write the adjs about food and drink they’ve learnt (in minutes) The person who writes more words is winner New lesson: I Grammar: For uncountable nouns we can use phrases like a bottle of, a piece of, a bar of, a glass of , a kilo of, a bag of, a lot of… Which of the following nouns are countable and which are uncountable? Key: Countable: banana, apple Uncountable: bread, beef, pepper, pork, turmeric, spinach Countable nouns: Singular: Plural There is an egg There are some eggs Uncountable nouns: There is some milk There isn’t any milk Is there any milk? Note : We can use Some in an offer or a request Example: Would you like some bananas? Can I have some milk, please? Game: Give me an egg! One team says words related to food or drink The other team add s some /a/ an Example: Team 1: egg Team 2: an egg Fill the blanks with a/ an / some or any in the following conversation any some some any a an Fill each blank with How many or How much How many How much How many T feedbacks Activities T asks Ss to study the Grammar Box Draw Ss’ attention to the difference between countable nouns and uncountable nouns Ss give some more examples more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to use of the present simple Ask Ss to the grammar exercise individually Remind them to refer to the Grammar Box - Practice using the pre simple fluently Ask Ss to study the Grammar Box Draw Ss’ attention to the use of a, an, some and any by analyzing the instructions and examples in the Grammar Box - Practice using the pre continuous Demonstrate the game to fluently the class first Then when Ss know exactly what to Ask them to work in groups -Help Ss identify the pre How many How much Use the suggested words to make questions with How much/ How many, the interview your partner Example: How much milk you drink every morning? Ss work individually Ask Ss to study the Grammar Box How many + ( countable noun) Ns How much + (uncountable noun) N simple & the pre continuous -Help Ss know how to learn at home Ask Ss to perform Homework: Be ready for Communication Learn by heart some words and grammar WEEK:12 PERIOD:36 DATE: UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 4: Communication  Objectives: - By the end of the lesson, Ss will be able to talk about different types of Vietnamese food, drink and recipes - Develop listening and speaking skills Content: - Vocab: - The lexical items related to the topic “ Food and Drink” Materials: Ss’ books, text books, tape recorder and disk… Timing CONTENTS Warm up: Chatting: Ss ask and answer some questions about food and drink New lesson: Vocabulary: - sticky rice: (n) xôi - sauce: (n) nước sốt - sausage: (n) xúc xích - yoghurt: (n) sữa chua - tuna: (n) cá ngừ T’s & Ss’ Activities T asks Ss answer Introduces the new lesson Uses some techniques to teach vocab Checking: Rub out and remember: Rationale -Help them understand the meaning of some words or phrase - ham : (n) giăm bông Listen to a celebrity chef, Austin Nguyen talking about his favorite food Which food in Extra vocabulary does he talk about? - Play the recording  Ss listen and check their predictions - First, have Ss read the questions in the table carefully and ask them to note their answers Then ask Ss to share their answers in pairs to find out what they have in common their partners Ask Ss to move around and ask different classmates every question What are your favorite foods and drinks? Write your answers in the table below Example: My favorite food is spring roll It tastes delicious … Interview three students about their 3- T calls on some Ss to favorite foods and drinks report the results of the ir interviews before the whole Report your results to the class class Homework: Prepare for Skills Learn by heart some new words WEEK:13 PERIOD:37 DATE: UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 5: Skills  Objectives: - By the end of the lesson, Ss will be able to make a bowl of noodles “Pho” and omelette - Read for specific information about Pho, a popular food in Viet Nam - Develop reading and speaking skills Content: - Vocab: - The lexical items related to the topic “ Food and Drink” -Review : a/ an / some /any Materials: Studentbooks, teacherbook, projector, pictures… Timing CONTENTS  Warm up Chatting - What dish you think it is? T’s & Ss’ Activities T asks Ss to look at the picture of a bowl of Pho and asks them some questions Rationale _Make class more exciting and attract Ss to learn - Which place is famous for this dish? - What are the ingredients for it? When people often have it? Do you like to have it? Why or Why not? New lesson: Vocabulary: - stew (v) (picture) : hầm - bone (n) (pic) xương -broth (n) : nước luộc thịt, nước xuýt - boneless (adj không xương - teaspoon (n) (pic) thia cà phê - pinch (n) nhúm - ingredient (n) thành phần *Reading: Exercise Read Phong’s blog again and answer the questions We can enjoy all kinds of meals during a day, from breakfast to dinner and even for a late night snack They are made from the best variety of rice The broth for ph obo is made by stewing the bones of cows for a long time in a large pot The broth for ga is made by stewing chicken bones It is boneless and cut into thin slices * Speaking: Exercise Look at the list of ingredients below Work in pairs Ask and answer questions about the ingredients for an omelette Example: A: I want to cook an omelette What ingredients I need? B: You need… A: How much/ How many ? Look at the picture of how to cook an omelette Example: d e a English Ss give the answers -T uses some techniques to present new words -Ss copy Check understanding: Rub-out and remember _ Help Ss know some new words -Help Ss know how to read comprehension - Ask Ss to scan the passage to answer the questions T gives the feedback T asks Ss to note where they found the information that help them to answer the questions Ss can compare answers before discussing them as a class T gives the key and Ss check - T reminds Ss of the form and use of a/an/ some /any… - Ss work in pairs, asking and answering questions about the ingredients for an omelette T asks Ss to work individually, using the phrases in the box to complete the instructions on how to cook an omelette - Practice speaking fluently b c Work in pairs Practicing giving instructions on how to make a dish or drink Homework - Learn by heart new words - Do ex D1,2,3 ( workbook) Prepare for the next WEEK:13 PERIOD:38 DATE: -Help Ss know how to learn at home UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 6: Skills  Objectives: - By the end of the lesson, Ss will be able to listen for specific information about different traditional food - Write about some popular foods or drinks - Develop listening and writing skills Content: - Vocab: - The lexical items related to the topic “ Food and Drink” Materials: - Studentbooks, teacherbook, projector, pictures… Timing CONTENTS Warm-up Chatting - What are the traditional food or drink in your village? - Which one is the most popular? - What are the ingredients for it? New lesson: Vocabulary: eel (n) lươn turmeric (n) shrimp (n) tôm * Listening Listen to three people talking about traditional dishes where they live Match the places with the dishes Key: b a c Listen again Tick the ingredients for each dish Some ingredients are in more than one dish T’s & Ss’ Activities T asks Ss to look at the picture of a bowl of Pho and asks them some questions Ss give the answers -T uses some techniques to present new words -Ss copy Check understanding: Rub-out and remember - T asks Ss to read the instructions carefully and remind them to remember the name of three places and three dishes mentioned in the conversation they are going to listen T plays the recording - T asks Ss to read the rubric and study the table Rationale _Make class more exciting and attract Ss to learn English _ Help Ss listen & choose the correct answer -Help Ss know how to write the webpage Key: carefully banh tom : shrimp sup luon : eel, pepper, turmeric, my quang : rice noodles, shrimp, pork * Writing Ss read the rubric and study the map carefully T calls on some Ss to write their answers on the board Make notes about some popular foods or drinks in your neighbourhood Write a paragraph about popular foods or drinks in your neighborhood Choose one or more Use the information in 3, and Phong’s blog , as a model Homework : - Complete the writing tasks into your notebook -Do exercise E 1, ( workbook ) Prepare for the next WEEK:13 PERIOD:39 DATE: -correct Ss’ mistakes - T asks Ss to make notes about some popular foods or drinks where they live Ss not have to write full sentences and they can use abbreviations Set up the writing activity Ss write a draft first Then have them write their final version in class or at home - Practice writing -Help Ss know how to learn at home UNIT 5: VIETNAMESE FOOD AND DRINK Lesson 7,8: Looking back and project  Objectives: - By the end of the lesson, Ss will be able to cover the whole unit and exercises - Know some ways of using “ a/ an / some and any…” - Communication  Content: - Vocab: - The lexical items related to the topic “ Food and Drink” - Grammar: Nouns (countable nouns and uncountable nouns) How much and How many? a/ an/ some/ any Timing CONTENTS Warm-up Add the words or phrases they have learnt to the column Key: Dishes: omelette, pancake, beef noodle soup, chicken noodle soup, rice, noodle pork, sandwich, meat, tofu, bread, spring roll… Ingredients: shrimp, salt, cooking oil, flour, T’s & Ss’ Activities T calls on some Ss to go to the board and add the words or phrases they have learnt to the column Rationale Pork, turmeric, pepper, noodle, vegetable, egg, meat, tofu… Phrases: a slice, a can, a bottle, a kilo, a bar, a glass, a bag, a teaspoon, a tablespoon… Fill each gap with a verb from the box Fold Pour Beat Heat Serve Exercise Choose a/ an or some for the following words Key: a some some some some some some an some Exercise Complete the sentences with some or any any some any some/ any any/ some Exercise Make questions with How many/ How much for the underlined words in the following sentences How much milk is there in the bottle? How many cans of lemonade you need? How many apples does Peter got in his bag? How much rice is there left in the electric cooker? Choose sentences (A - D) to complete the following conversation Practice the conversation with a partner Key: D B A C Role-play the questions and answers Homework - Project - Ss read the sentences carefully, and complete them with the verbs from the box T asks Ss to work individually first Ss exercise Ss exercise 4, T asks Ss to go to the board and write - T asks Ss to role-play in pairs - Prepare for the next WEEK:14 PERIOD:40 DATE: Revision Objectives By the end of the lesson, Ss will be able to listen and write a reply giving advice to someone with a health problem Teaching aids: - A CD, a CD player Timing Contents Warm up Chatting: -Unit 4: Music and arts - Unit 5: Food and drink Activities Listening 1-Listen to Sarah talking to a friend about her holiday photographs What place is each person in? Example: Sarah’s mother E People Places Caroline A castle Jack B cathedral Sarah C hotel Peter D market Sarah’s E mountains father F museum G restaurant H sea Reading 1-Read the blog about Vietnamese food Tick () which sentences are true and which sentences are false ( Exercise D1 – page 40workbook) T F T T F 2- Practice exercise1,2,3 P33-34, 2P41- Workbook Writing Exercise E1 P34 workbook Key: 1.The tickets to the show cost too Teacher’s & SS’ activities - Ask Ss to repeat the topic of unit 4,5 - Who is your favourite actor?/ actress? - What is your favourite food? -Ask Ss to focus on the listening skill -Practice listening *Reading - Focus on how to T/F exercises + Read the statements first + Scan the passage to find the information + Compare the information with the statements + Decide whether the statement is T or F + Write T/F on your paper test - Reading comprehension: Ask Ss to exercises in workbook *Writing - Review: Rationale much Giang can’t paint as well as Khanh can A lot of children are attracted by Charles Dickens’ novels Her book is different from mine It only takes us half an hour to get to the art gallery… - Exercise P38 workbook Language focus Exercise 3- P.37 workbook Homework Review Unit 4,5 Prepare for a 45-minute test as + adj + as to show that two things are similar Not as + adj + as to mean something is more or less than something else - The same as… to show similarity - different from to show that two or more things are different Structure : It (only) takes/ took sbd time to V… How much/ how many? *Language focus + Review : N/Ns/ Nu Phrases: a bottle of, a piece of, … DUYỆT CỦA TT WEEK:14 PERIOD:41 DATE: Class: 7A Name: THE SECOND TEST THE SECOND TEST NH: 2015-2016 Subject: English Time: 45minutes Mark Teacher’s ideas I- Listening: Listen to Diane talking to a friend about a trip to London For questions from 1-5, tick () A,B or C You will hear the conversation twice Example: Diane went to London yesterday A morning B afternoon C evening  Diane went to London by……… A car B bus C underground Diane and her friends ate………… A Mexican food B Chinese food C Spanish food Diane says the restaurant was ………… A full B expensive C quiet After the meal, Diane and her friends A sat and talked B saw a film C walked by the water During Diane’s trip to London,………… A it rained B it snowed C It was windy 2- You will hear a woman talking to a shop assistant about buying a video film for her daughter Listen and complete You will hear the conversation twice VIDEO Actor in film: Brad Smith Name of film: Blue (1) ………………………… For people : (2)…………………………years old or more Cost : (3) £……………………… Video shop in: (4)……………………… Street Opposite (5)……………………………… II- Reading 1- Read the reading below, say whether the statements are true ( T ) or false ( F ) (Write T or F at the end of the statement.) HELPING MORTHER AT HOME Every child should love his mother A girl or boy learns’ many good things from mother Mother teachers us to be obedient, helpful and friendly to others Ever since my young days I have always helped my mother in the kitchen I get up early in the morning and help my mother prepare breakfast Then I clean the kitchen and sweep the floor I also help mother wash the pot and pans On Sunday I follow my mother to the market and help her to carry vegetables and fish back home Sometimes my mother asks me to cut vegetables I readily I wash vegetables I like to give small help whenever I am free from school work One day when my mother was sick, I cooked dishes for lunch My mother is always happy and tells me that I should be good to everyone Every mother will be happy if her children help her at home It’s a useful lesson for children to love their parents Children can learn a lot of good things from their mother The writer seldom helps her mother at home She gets up late and does nothing in the morning On Sunday she goes shopping alone 2- Read the following passage and the unfinished sentences carefully Then choose the best answer and circle your choice When springtime comes, everything begins to wake up Many animals in the woods have been asleep all winter Birds have been away Under the snow, the ground has been hard and still Then, all at once, it is spring! The days begin to grow long From the south the birds fly back, ready to build their nests Animals wake up and start to look for food Trees grow new leaves Plants begin to flower Baby birds and animals are born Farmers are busy from morning until night In many countries, people greet the spring with songs and dancing Springtime is a happy time all over the world The story as a whole is about…………… A living in winter B birds flying south C flowers D springtime Spring is the time when ……………… A birds fly to the south B it starts to snow C baby birds and animals are born D farmers have more free time Farmers ……………………… in the spring A have little to B begin to look for food C sing and dance to greet the spring D begin to get very busy Many animals go to sleep in winter because …………………… A it is difficult for them to find food B they have been awake during the other seasons C it is too cold for them to look for food D they don’t need to eat Birds fly south in winter because ………………… A there are more trees for them there B it is warmer in the south than it is in the north C they want a warmer place to lay eggs D the days there are longer III- Writing : 1-Rewrite these sentences, so that their meaning stays the same, using the beginning given for each The tickets to the show are too expensive for us  The tickes to the show cost……………………………………………… Nam is a better painter than Lan  Lan can’t…………………………………………………………………… Charles Dickens’ novels attract a lot of children  A lot of children…………………………………………………………… Her book is not the same as mine  Her book is………………………………………………………………… We can get to the art gallery in half an hour  It only……………………………………………………………………… 2- Use the phrases in the box to complete the instructions below a eggs together with salt, pepper, and cold water b the egg mixture into the pan and cook for minutes c the omelette in half d the omelette on a place and serve it with some vegetables e the oilover high heat in a frying pan First, beat…………………………………………………………………… then, heat…………………………………………………………………… Next, pour…………………………………………………………………… After that, fold……………………………………………………………… Finally, put…………………………………………………………………… IV- Language focus Choose the one word or phrase A, B, C or D- that best completes sentences Turn the TV off The show is………………… A exciting B peaceful C tiring D boring What are you doing with all that paper and glue, Giang? - I am trying to………… a collage A make B play C draw D We all enjoyed the play so much that we……… for ten minutes A smiled B screamed C cried D applauded Mozart was one of the famous……………….of classical music A actors B composers C artists D makers His daughter wants to become a well-known……….but she has no talent at all A act B actor C actress D action Match the phrases in column A with the nouns in column B A a bottle of a bar of a carton of a tin of a bowl of B a cereal b oil c tuna d orange juice e chocolate Key: I- Listening: ( 2.5 marks- 0,25 mark for each correct answer) Listen to Diane talking to a friend about a trip to London For questions from 1-5, tick () A,B or C You will hear the conversation twice B B A C C 2- You will hear a woman talking to a shop assistant about buying a video film for her daughter Listen and complete You will hear the conversation twice café 12/ twelve £5.99 Shirley (the) bank II- Reading ( 2.5 marks- 0,25 mark for each correct answer) 1- Read the reading below, say whether the statements are true ( T ) or false ( F ) (Write T or F at the end of the statement.) T T F F F 2- Read the following passage and the unfinished sentences carefully Then choose the best answer and circle your choice d c d a d III- Writing : ( 2.5 marks- 0,25 mark for each correct answer) 1-Rewrite these sentences, so that their meaning stays the same, using the beginning given for each  The tickes to the show cost too much for us  Lan can’t paint as well as Nam  A lot of children are attracted by Charles Dickens’ novels  Her book is different from mine  It only takes half an hour to get to the art gallery 2- Use the phrases in the box to complete the instructions below First, beat……………………a……………………………………………… then, heat……………………e……………………………………………… Next, pour……………………b……………………………………………… After that, fold………………c……………………………………………… Finally, put……………………d……………………………………………… IV- Language focus ( 2.5 marks- 0,25 mark for each correct answer) Choose the one word or phrase A, B, C or D- that best completes sentences D A D B C Match the phrases in column A with the nouns in column B b e d c a WEEK:14 PERIOD:42 DATE: UNIT 6: THE FIRST UNIVERSITY IN VIET NAM Lesson 1: Getting stared Objectives: - By the end of the lesson, Ss will be able to understand the content of the dialogue Ss ask and answer questions about historic places such as “ the Temple of Literature and the Imperial Academy.” - Develop listening and speaking skills * Content: Vocab - words about historic places and things to take on a trip Teaching aids - CD playe, CD… Timing Contents Warm up: Ss look at the picture and answer the questions: Activities Vocabulary: - Imperial Academy (n): Quốc Tử Giám - historic (adj): có thật lịch sử - cultural ( adj): thuộc văn hóa - surround (v): bao quanh - definitely (adv): = completely Listen &read: a) Read the conversation again and answer the Teacher’s & SS’ activities T introduces something about the Temple of Literature and the Imperial Academy and asks Ss some questions: Who are they? What are they doing? What are they talking about? Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words Teaching new words: Elicit some new words (pictures, realias, situations ….) Have Ss read twice * Checking vocab: Rub-out and remember Ex 1: Play the recording Ss listen and read Ss can read the conversation in pairs and answer the questions T corrects and gives the feedback -Help Ss know how to read comprehension - Practice reading the questions: She is going to visit the Temple of Literature - the Imperial Academy It’s the first university in Viet Nam About one thousand years ago / in the 11 century In the center of Ha Noi Because It will be cold b) Read the conversation again Complete the table Keys: Things Mai needs to take and why: - Warm clothes - will be cold - camera - take photos of interesting things Things Mai doesn’t need to take and why not - an umbrella - cold (winter) and not much sunlight and rain Imagine that you are going to take a trip to a temple or a pagoda a) Look at the table and tick the items you would like to take with you b) Work in pairs Example: I’ll take warm clothes because it’ll be cold … c) Give advice to your partners Examples: Partner A : I want to take a trip to Sapa Partner B : You’d better take warm clothes because it’s cold Think about their favorite foods and drinks Example: A: Where will you go? B: We’ll go to Huong Pagoda A: When will you go? B: … Homework: Prepare for A closer look Learn by heart some new poem fluently Have Ss work independently T asks Ss to read the conversation again and underline the things Mai needs to take and why Ex2: Ss look at the table and tick the items they would like to take with them Ss work in pairs Ex3: Ask Ss to ask and answer the questions in groups about how to plan a trip to a place Ex 4: Ss read the conversation in pairs and translate it into Vietnamese -Know how to learn at home words WEEK: PERIOD: DATE: UNIT 6: THE FIRST UNIVERSITY IN VIET NAM Lesson 2: A Closer look Objectives: - By the end of the lesson, Ss will be able to know about some historic places in Viet Nam Ss can practice pronouncing / tʃ / and / dʒ / fluently - Develop listening and speaking skills * Content: - Vocab: - words about historic places and things to take on a trip Grammar: Passive voice Prepositions of positions Teaching aids: - CD, CD player Timing Contents Teacher’s & SS’ Rationale activities _ Make class more Warm up: T asks Ss to match the exciting and Activity 1: words with the pictures attract Ss to learn Matching:Key: English 1.d 2.c 3.e 4.b _ Help Ss know 5.a some new words Activities Vocabulary: - well (n) : giếng Uses some techniques to - stone tablet (n) bia đá teach vocabularies - pavilion (n) đình, tạ - heritage (n) di sản Checking: Rub out and - architectural (adj) thuộc kiến trúc remember: -Help Ss know Read the names in again and Ex: Play the recording how to read listen to the recording Complete twice comprehension the layout of the Temple of Ss guess the names of Literature five sections (1-5) in the Key: layout Van Mieu Gate Khue van Pavilion Thien QuangTinh Well - Practice reading Doctor’s stone tablets the sounds The Temple of Literature With a partner, use the prepositions in the box below to describe the layout of the Temple of Literature Example: Thien Quang Tinh Well is in the middle of the Temple of Literature … Pronunciation: Listen and write the words in the correct columns Pay attention to the sounds / tʃ / and / dʒ / - / tʃ/ : children, chair, architectural, cultural, watch, teach, question - / d / : job, jeans, engineer, heritage, village Listen and repeat the chant Write the words from with the sounds / tʃ / and / dʒ / Key: / tʃ / : chicken, chop, cherry, chip, cheap, cheaper, which, lunch / dʒ / : orange, jam, juice, jill, John Ex: Have Ss describe the layout using the prepositions suggested T may ask some to write the sentences on the board Pronunciation T models the sounds / tʃ / and / dʒ / first and then play the recording Ask Ss to practice the sounds together and write the words in the correct columns Ss sing the chant Homework: Prepare for next Learn by heart some words WEEK: PERIOD: DATE: -Know how to learn at home UNIT 6: THE FIRST UNIVERSITY IN VIET NAM Lesson 3: A Closer look  Objectives: - By the end of the lesson, Ss will be able to master the form, the use of the present simple passive *Content: - Vocab: - words about historic places and things to take on a trip Grammar: Passive voice, Prepositions of positions Teaching aids: - CD, CD player Timing Contents Teacher’s & SS’ Rationale activities Grammar: Warm up: _Make class Eg: Chatting with Ss more exciting Active: People speak English all over and attract Ss to the world Passive: English is spoken all over the world Form Affirmative: S + be + Ved/ p2 + (by sb) Negative: S + be not + Ved/ p2 + (by sb) The use: We use the present simple passive when the action is more important than the person who does it New words relic (n) di tích regard (v) coi construct (v) = build Emperor (n) hoàng đế scholar (n) người có học thức erect (v) xây dựng Complete the passage using the past participle Key: located surrounded displayed taken considered Using the verbs in brackets, Singular: Plural Key: Many precious relics are displayed in the Temple of Literature Many old trees and beautiful flowers are taken care of by the gardeners Lots of souvenirs are sold inside the Temple of Literature Khue Van pavilion is regarded as the symbol of Ha Noi The Temple of Literature is considered as one of the most important cultural and historical places in Viet Nam Using the words in the box to make sentences Eg: The Temple of Literature is surrounded by brick walls The past simple passive Form Affirmative: S + was/ were+ Ved/ p2 + (by sb) Negative: S + wasn’t/ weren’t + Ved/ p2 + (by sb) Activities T asks Ss to look at the table and explains how the present simple passive is used learn English _ Help Ss know some new words -Help Ss know how to use of the present simple Activity 1: Ask Ss to the grammar exercise individually Activity 2: Have Ss study the example to know how to write the sentences Ask Ss to write sentences individually Activity 3: T asks Ss to make sentences Activity 4: Ss work individually - Practice using the pre simple fluently - Practice using the pre continuous fluently Key: was constructed were regarded renamed Put the parts of the passage below in the correct order Then circle the examples of the past simple passive in the text Key: D-C- A -B Can you make sentences in the present and past passive voice about the places below? Example: The One Pillar pagoda is located in the center of Ha Noi The One Pillar was pagoda built in 1049 WEEK: PERIOD: DATE: Activity 5: Ask Ss to read and put the passage in the correct order Activity 6: Homework: Be ready for Communication Learn by heart some words and grammar -Help Ss identify the pre simple & the pre continuous -Help Ss know how to learn at home UNIT 6: THE FIRST UNIVERSITY IN VIET NAM Lesson 4: Communication Objectives: - By the end of the lesson, Ss will be able to talk about what they should and shouldn’t while taking tourist trips - Give tips for trips - Develop speaking skills *Content: - Vocab: - words about historic places and things to take on a trip Grammar: Passive voice Teaching aids - Sub-board, Cd player, CD Timing Contents Teacher’s & SS’ activities Warm up: Game cards Preparation: Ss have five pieces of paper on which the following phrases are written: grow rice, speak English, keep the keys here, visit Van Mieu, the homework T explain how the game is played; Vocabulary and structures in advance (adv) trước You’d better… because… It’s a good idea to … because… I think you should…… You’d better… so (that)… Activities Rationale T reminds Ss of the structures: Giving advice: Have Ss understand the meaning of them Ss predict Tips for trips a Imagine some overseas friends are planning a trip to Ha Noi Advise them what they should and shouldn’t Write Do or Don’t in each box Do Do Don’t Don’t Do Don’t Don’t Do Don’t 10 Do Read aloud times and then have students make sentences individually Activity 1: Ss work individually b Work in pairs Practise giving Activity 2: advice to your partner Let Ss have time to think Example: about their advice You’d better book a hotel in advance so that you are sure you have a room … b Instructions: Example: S1: They grow a lot of trees and flowers in the Temple of Literature S2: A lot of trees and flowers are grown in the Temple of Literature … WEEK: PERIOD: DATE: Activity 3: T calls on some Ss to change the sentence into the present simple passive voice Homework: Prepare for Skills Do exercises in the workbook UNIT 6: THE FIRST UNIVERSITY IN VIET NAM Lesson 5: Skills Objectives: - By the end of the lesson, Ss will be able to know about some famous scholars and Emperors in Viet Nam - read a passage about the first university in Viet Nam for specific information - Develop reading and speaking skills * Content: - Vocab: - words about historic places and things to take on a trip Grammar: Passive voice Teaching aids: - CD, CD player Sub-boards Timing Contents Teacher’s & SS’ activities Rationale Warm up _Make class more Ss give the answers T asks Ss to look at the exciting and pictures and discuss the attract Ss to learn questions English - Do you think the Temple of Literature- the Imperial Academy is a good English name for Van Mieu - Quoc Giam? - Why many Ss pay a visit to the Temple of Literature the Imperial Academy before their exam? - What you think will happen to this historic place in the future? I New words: Activities _ Help Ss know statue (n) tượng T uses some techniques to some new words recognize (v) công nhận present new words recognition (n) công nhận Check understanding: Rub-out reconstruct (v) = rebuild and remember I Practice Activity 1: -Help Ss know *Reading: Ask Ss to scan the passage how to read Exercise Read the passage to answer the questions comprehension and answer the questions in 1076 Because thousands of Vietnamese scholars graduated T gives the feedback - Practice from it speaking fluently Chu Van An was It is considered the first Activity 2: university in Viet Nam T asks Ss to note where Read the passage again they found the information and match the time in A with that help them to match the events in B Key: Activity 3: 1D 2A 3B 4C T asks Ss to exercise in groups And ask some Ss to * Speaking: give answers in front of the class The rest of the class Exercise Look at the four listens and gives comments statues and talk about them You can use the information in or and the other parts of the unit to help you Key: Emperor Ly Thanh Tong is considered the founder of the Temple of Literature Emperor Ly Nhan Tong is regarded as the builder of the Imperial Academy The erection of the first doctors’ stone table was ordered by King Le Thanh Tong Homework - Learn by heart new words - Do ex D1,2,3 ( workbook) Prepare for the next WEEK: PERIOD: DATE: T gives the key and Ss check Activity 4: Ss work in groups -Help Ss know how to learn at home UNIT 6: THE FIRST UNIVERSITY IN VIET NAM Lesson 6: Skills  Objectives: - By the end of the lesson, Ss will be able to listen to a passage about a famous person for specific information - Write a short passage about a historic place - Develop listening and writing skills * Content: - Vocab: - words about historic places and things to take on a trip Grammar: Passive voice Teaching aids: - CD player,CD Timing Contents Teacher’s & SS’ activities Chain game: Eg: Literature…… I New words: District (n) huyện doctoral (aj) thuộc tiến sỹ regional (aj) thuộc vùng Activites T uses some techniques to present some new words Rationale _Make class more exciting and attract Ss to learn English _ Help Ss listen & choose the correct answer royal (aj) thuộc hoàng gia career (n) nghiệp II Practice * Listening Listen to the recording and circle the appropriate answer (A, B, or C) Key: C B B A Listen to the passage again and write short answers to the questions below Key: in 1292 He was an honest man He continued his career and wrote books 78 Check understanding: Rub- out and remember Activity1: First, Have Ss read each sentence and discuss the option ( A, B, C) that is most appropriate to complete the sentence T plays the recording -Help Ss know how to write the webpage - Practice writing Activity2: T calls on some Ss to write their answers on the board T asks Ss to discuss in groups to find the information to Discuss the table in groups complete the table Complete the table about the Temple of Literature- the Imperial Academy * Writing Key: 1070 - Emperor Ly Thanh Tong 1076 - First university in Viet Nam 1484 - King Le Thanh Tong 2003 - Founders and developers of the Temple of Literature Write a passage about the history of the Temple of Literature - the Imperial Academy Activity T tells Ss to write a short passage about the history of the Temple of Literature - the Imperial Academy Homework - Complete the writing tasks into your notebook at home - Do exercise E 1, ( workbook ) - Prepare for the next WEEK: -correct Ss’ mistakes -Help Ss know how to learn at home UNIT 6: THE FIRST UNIVERSITY IN VIET NAM PERIOD: DATE:  Objectives: - By the end of the lesson, Ss will be able to cover the whole unit and exercises - Understand the form of the present simple and past passive to exercises - Communication * Content: - Vocab: - words about historic places and things to take on a trip Grammar: Passive voice Teaching aids: - CD player, CD, sub-board Timing Contents Write the past participle of the following verbs Key: Base Form Past Participle Sell sold grow grew speak spoke buy bought build built see saw Ss’ and T’s activities Warm-up T calls on some Ss to go to the board and write the past participle of the following verbs Complete the sentences with the past participle form Activity 1: considered, stated named spoken located recognized Exercise Change the sentences from the present simple active into the simple present passive Key: Tickets are sold at the gate of the tourist site A lot of flowers are grown in Da Ss complete the exercise individually Activity 2: Grammatical exercises T asks Ss to work individually first Rationale Lat The Hung King’s Temple is visited by thousands of people every day Many beautiful Cham Towers can be seen by tourists in Binh Duong province many kinds of goods can be bought by tourists in Ben Thanh Market Exercise Change the sentences from the past simple passive into the past simple active Emperor Ly Thai Tong founded One Pillar Pagoda Emperor Ly Nhan Tong constructed the Imperial Academy King Le Thanh Tong ordered the erection of the first Doctor’s stone tablet They built Tan Ky House in Hoi An two centuries ago They completed the construction of Tu Duc Tomb in 1876 Communication Exercise Ask and answer questions about the Temple of LiteratureEg: A: Where is the Temple of Literature? B: It’s located in the centre of Ha Noi … Ss exercise Report your discussions, using the information in Example: The Temple of Literature is located in the centre of Ha Noi Activity 3: Ss exercise 4, T asks Ss to go to the board and write Ss work in pairs T asks Ss to work in groups Homework - Project - Prepare for the next WEEK: PERIOD: DATE: I Objectives: CHỮA BÀI BÀI KIỂM TRA SỐ - To correct the test number Give comments to encourage the students to study hard Discuss the ways to improve the test score II Teaching aids: - Testing papers A Remark on the tests: -The number of the tests: 7A1: +Exellent tests: +Good test +Average: +Under average: -The number of the tests: 7A2: +Exellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge -There are many exellent and good tests - Some Ss' skill of doing general test is not good -The teacher shows some best and worst tests to correct before class: B Key I- Listening: ( 2.5 marks- 0,25 mark for each correct answer) Listen to Diane talking to a friend about a trip to London For questions from 1-5, tick () A,B or C You will hear the conversation twice B B A C C 2- You will hear a woman talking to a shop assistant about buying a video film for her daughter Listen and complete You will hear the conversation twice café 12/ twelve £5.99 Shirley (the) bank II- Reading ( 2.5 marks- 0,25 mark for each correct answer) 1- Read the reading below, say whether the statements are true ( T ) or false ( F ) (Write T or F at the end of the statement.) T T F F F 2- Read the following passage and the unfinished sentences carefully Then choose the best answer and circle your choice d c d a d III- Writing : ( 2.5 marks- 0,25 mark for each correct answer) 1-Rewrite these sentences, so that their meaning stays the same, using the beginning given for each  The tickes to the show cost too much for us  Lan can’t paint as well as Nam  A lot of children are attracted by Charles Dickens’ novels  Her book is different from mine  It only takes half an hour to get to the art gallery 2- Use the phrases in the box to complete the instructions below a eggs together with salt, pepper, and cold water b the egg mixture into the pan and cook for minutes c the omelette in half d the omelette on a place and serve it with some vegetables e the oilover high heat in a frying pan First, beat……………………a……………………………………………… then, heat……………………e……………………………………………… Next, pour……………………b……………………………………………… After that, fold………………c……………………………………………… 10.Finally, put……………………d……………………………………………… IV- Language focus ( 2.5 marks- 0,25 mark for each correct answer) Choose the one word or phrase A, B, C or D- that best completes sentences D A D B C Match the phrases in column A with the nouns in column B b e d c A WEEK: PERIOD: DATE: review Language ( Pronunciation, vocabular, Grammar and every day English) I Objectives By the end of the lesson, Ss will be able to review the unit to Preparing for the coming test II Teaching aids: - A CD, a CD player Timing Contents Ss’ and T’s activities Warm up - Tell the purposes of this lesson - Using the review as a self-test Activities - Ss the test in 30 minutes, Pronunciation then T checks their answers Circle the word in which the with the whole class underlined sound is Pronunciation pronounced differently Listen, Ex1: Ss the exercise check and repeat the words individually, and then share sure their answers T writes the cinema correct answers on the board compose architect question Vocabulary Do the crossword puzzle Vocabulary and complete the sentences Ex2: Ss the exercise music individually, then T writes the food correct answers on the board art drink university Temple Grammar Complete the following two passages about camping Use Grammar the words or phrases in the Ex3: After Ss have done this boxes exercise individually, T quickly How many How much checks Ss’s answers How much Ex4: T checks the answers with Rationale How many 5.a much some many Write the sentences using the suggested words or phrases I think classical music is as exciting as country music These clothes are not as expensive as I thought My taste in art is the same as hers ( her taste) The price of foods in HaNoi is not the same as it is in Hai Phong Life in Viet Nam is different from life in England Rewrite the sentences in the passive The song Auld Lang Syne is sung on some occasions Vietnam’s anthem Tien Quan Ca was composed by Van Cao Water puppetry is ferformed in a pool A lot of meat was bought ( by his mother ) yesterday The rice noodles are made from the best variety of rice Complete the conversations with the questions in the box Act them out with your partner C E A B D WEEK: PERIOD: DATE: the whole class Ex5: Asks Ss to write his/her answers on the board T checks with the whole class Everyday English Ex6: T may call a pair of Ss to the exercises in front of the class Check Ss’ answers Ask them for explaination if necessary Homework - Review unit 4-6 - Do exercises in workbook - Prepare for the coming test review Skills ( Reading, speaking, listening and writing) I Objectives By the end of the lesson, Ss will be able to review the unit to Preparing for the coming test II Teaching aids: - A CD, a CD player II New lesson Timing Contents Ss’ and T’s activities Warm up Rationale Reading Read their descriptions and tick the boxes - Gone with the Wind: 3,5 - A Space Odyssey: 1,2, Speaking Work in pairs Plan a trip to a place… - Where and when you go - Who you go with - How you travel - What you bring - What you Work in groups Take turns talking about the arrangements fro the trip Listening Listen to a man talking about his meal in a restaurant and tick the adjectives you hear great fresh delicious sweet tasty good Listen again and complete the menu Menu Appetizer Salad Main dish Fish, vegetables Dessert An ice cream Drink A cup of tea Writing Look at the pictures below Write the instructions of how to cook a mushroom omelette First, slice the mushrooms Then, beat the eggs in a bowl Next, add salt to the egg mixture After that, pour the eggs into a frying pan Add the mushrooms and cook Finally, fold the omelette in half Chatting: - Tell me the good way to learn Newwords Activities Reading Ex1: For exercise 1, ask Ss to complete the answers individually T gives the correct answers Speaking Ex2: Have Ss work in pairs, asking and answering question with the suggestions T may go around to help weaker Ss Ex3: Have Ss work in groups taking turns to talk about arrangements for the trip Then ask each group to choose the St who does the task best to talk in front of the class Ask some Ss give comments Listening Ex4: Have Ss look at the adjectives which the man uses to describe his meal in a restaurant Play the the recording once for Ss to listen and tick their answers Ex5: Have Ss look at the menu Play the recording again for Ss to complete the menu Writing Ex6: Set up the writing activity T reminds Ss that the first and most important thing is always to think about what they are going to write In this case, Ss may use the sequence of activities ( first, then, next, after that, and finally) Homework - Review unit 4-6 - Do exercises in workbook - Prepare for the coming test WEEK: PERIOD: DATE: revision I Objectives By the end of the lesson, Ss will be able to listen and write a reply giving advice to someone with a health problem II Teaching aids: - A CD, a CD player Timing Contents Listening 1-Listen to a holiday in England and fill in the missing words Holiday in England November 21st -26th Monday: leave at 6.30a.m Tuesday : visit… Castle…… Wednesday: sleighing.in hills Thursday: go to…museum Friday: play volleyball Saturday: buy presents… Reading 1-Read the blog about Vietnamese food Tick () which sentences are true and which sentences are false ( Exercise D1 – page 40workbook) T F T T F 2- Practice exercise1,2,3 P33-34, 2P41Workbook Writing Exercise E1 P34 workbook Key: 1.The tickets to the show cost too Ss’ and T’s activities Warm up - Tell me the instruction how to cook rice Activities *Listening -Ask Ss to focus on the listening skill -Practice listening *Reading - Focus on how to T/F exercises + Read the statements first + Scan the passage to find the information + Compare the information with the statements + Decide whether the statement is T or F + Write T/F on your paper test - Reading comprehension: Ask Ss to exercises in workbook *Writing - Review: as + adj + as to show that two things are similar Not as + adj + as to mean something is more or less than something else - The same as… to show similarity - different from to show that two or more things are different Rationale much Giang can’t paint as well as Khanh can A lot of children are attracted by Charles Dickens’ novels Her book is different from mine It only takes us half an hour to get to the art gallery… Structure : It (only) takes/ took sbd time to V… How much/ how many? *Language focus + Review : N/Ns/ Nu Phrases: a bottle of, a piece of, … - Exercise P38 workbook Language focus Exercise 3- P.37 workbook Test yourself Homework Review Unit 4,5 Prepare for the first term test WEEK: PERIOD: DATE: WEEK: PERIOD: DATE: english test for the first term ( §Ò phßng gi¸o dôc) correction the test for the first term I Objectives: - Correction the written test - Help Ss how to learn - Correction the test - Find out bad and good students to help them to learn - Communicative II Teaching aids: - Lesson plan, test and key II Teaching procedure: Correct the test following the key of Phuc Yen education and training department WEEK: PERIOD: DATE: Unit 7: TRAFFIC Lesson 1: Getting started – Monday in the playground I Objectives By the end of the lesson, Ss will be able to know some words, phrases related to traffic topic The usage of “How” to ask about means of transport II Teaching aids: Timing Teacher’s & SS’ activities Warm up - T introduces the topic “ Traffic” Ask: How/ By what means you go to school every day? On foot? By bicycle? By bus? On your parents’ motorbike… - What means of transport is faster? What mean is safer? What means you like most?Why? - What can you see on the way to school every day? - Who are Mai and Oanh? - What may they talk about? + Play the recording Ss listen and read Contents Getting started a Choose the correct answer B A B C b Answer the following questions She played with her brother/ stayed at home It’s about kilometers She usually goes to school with her dad Because sometimes there are traffic jams Activities She goes to school by 1-a: Ss work independently or in bike pairs to choose the correct answer c Can you find the to the questions T then checks following in the their answers, and gives conversation? Do you explaination if necessary know what they mean? b- Ss work in pairs T lets them to have someone’s check the answers in pairs or attention groups, then gives the keys If when you strongly there’s time, call some pairs to support or agree with read the questions and give something answers very excited and keen to C- Colloquial expressions something Tell Ss to refer back to the d Work in pairs Make conversation to find the phrases short role-plays with the Ss practise saying them together expressions above Then ( T plays the recording again if practice them necessary) Explain the meaning to Example: - How about the Ss, then give some examples cycling to school with me d Ask Ss to role-player the short tomorrow? conversations in pairs before - Great idea! creating their short role-plays More able Ss can try to extend the Means of transport conversation Write the words using the first letter given Ss work in pairs and write the bike/ bicycle means of transport under the right bus Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to read comprehension - Practice reading the poem fluently -Know how to learn at home pictures Then T lets Ss read each word correctly Check and correct their pronunciation Ss work individually to the task, and write their answers in their notebooks T checks their answers Let Ss stand up and go round the class to ask everyone the question: Ss have to take notes, and then some of them report their result to the class Homework -Learn new words and phrases Prepare A closer look WEEK: PERIOD: DATE: plane boat ship train motorbike car Match a verb on the left with a means of transport on the right There may be more than one correct answer ride a bike drive a car fly by plane sail on/ in a boat get on/ get off a bus/ a train/ a bike/ a motorbike Find someone in your class who never - How often you walk to school/ go to school by bus…? - Do you (often walk to school/ go to school by bus? Unit 7: TRAFFIC Lesson 2: A closer look Objectives By the end of the lesson, Ss will be able to use the lexical items “Traffic” Pronounce sounds /e/, /ei/ correctly in isolation and in context Timing Teacher’s & SS’ activities Contents Warm up - Brainstorm the Ss: let them give all road signs they see every day on the way to school, or I- Vocabulary elsewhere, and all the words they ROAD SIGNS know related to the topic of traffic Have you seen these and transport Encourage them to road signs? Talk about say out as many words as the meaning of the signs possible below with a partner Activities Label the signs in VOCABULARY with the words/ phrases Ss work in pairs to talk about below the meaning of the road signs, trafic lights no then write out their answers parking no right turn Ss work individually to label hospital ahead related to the topic Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words the road signs in with the words/ phrases Look out: There are usually three kinds of signs: informative, prohibitive, and warning parking cycle lane school ahead no cycling Look out! - A sign within a red triangle will warn you of something - Signs with red circle are Let Ss work in pairs and talk mostly prohibitive- that about the traffic signs they see on means you can’t the way to school ( or else) T something goes around and gives assitance if - Signs in blue are usually necessary, and check their to give information answers Work in pairs Discuss PRONUNCIATION which of the signs you see First, T give examples of the on the way to school sounds /e/, /ei/ Let Ss practise the Example: sounds together Ask Ss to A: On the way to school, I observe the T’s mouth and listen can see a “ no left turn” to the teacher for these two sounds sign carefully Play the recording and B: On my way to school let Ss listen and repeat as many there is a hospital, so I can times as required Correct their see a “hospital ahead” pronunciation sign II- PRONUNCIATION /e/ /ei/ Listen and repeat Pay Play the recording or times attention to sounds /e/, Help Ss distinguish the sounds /ei/ /e/ , /ei/ and recognize all the /e/: left, ahead, present, words with the two sounds, then helicopter, centre, never, underlined them as assigned seatbelt Refer back to the page Ask /ei/: plane, way, station, Ss to find all the words having train, indicate, mistake, sounds /e/, /ei/ pavement, break Listen to these sentences carefully Single-underline the words with sound /e/, and Homework double-underline the -Learn new words and phrases words with sound /ei/ Prepare A closer look /e/: ever /ei/: break, way very railway, station always, obey, safety left, when UK next They, waiting, train Read a loud -Help Ss know how to read comprehension - Practice reading the sounds -Know how to learn at home WEEK: PERIOD: DATE: Unit 7: TRAFFIC Lesson 3: A closer look Objectives By the end of the lesson, Ss will be able to use “it” for distances, use “ used to” to talk about past habit or state Timing Teacher’s & SS’ activities Contents Rationale Warm up _Make class Chatting: You have already I It indicating distance more learned it as the formal subject to - We can use it in the position exciting and indicate time and weather, climate, of the subject to indicate attract Ss to …In this unit, it appears to distance learn indicate distance Write sentences with it Use English Activities these cues GRAMMAR It is about 700 metres from It indicating distance my house to Youth Club _ Help Ss - T explains, then give example It is about km from my know some Let Ss work by themseves and home village to the nearest new words write down the sentences T town observes and help when and where It is about 120 km from Ho necessary After that ask some Ss Chi Minh to Vung Tau to read their sentences T corrects It is about 384,400 km from Ss’ mistakes the Earth to the Moon Ss work in pairs They ask and It is not very far from HaNoi -Help Ss answer qustions about distances in to Noi Bai Airport know how to their neighbourhood, following the Work in pairs Ask and use of the example Encourage them to talk answer questions about present as much as possible T corrects distances in your simple their answers, and their neighbourhood pronunciation and intonation Example: Used to A: How far is it from your Explain to the Ss that used to is the house to school? same form for all persons It is B: It’s about a kilametre used to discribe an action, a habit II- Used to or a state that happened regularly - We use used to to describe an in the past, but does not happen action or a state that happened now regularly in the past but does not happen at present Ss work independently, writing Example: There used to be down the answers Then let them many trees on the street, but work in groups to check and say now there are only shops out the sentences T goes round Form: giving help when and where (+) S + used to + V necessary Some Ss may write (-) S + didn’t use to + V - Practice their answers on the boards Other (?) Did + S + use to using the pre Ss give comments and T give Watch out: In questions and simple corrections Let Ss work individually to rewrite the sentences in their notebooks While Ss their task, T goes round to monitor the whole class When Ss finish their task, call some to read out their sentences Let others give comments, T corrects mistakes if necessary Ss work in groups They take turns to ask and answer questions Then T may ask some Ss to report their result to the class One S may report to the class negative sentences, the final “d” in used is dropped Complete the sentences with used to or use to and the verbs in the box below be ride play go feel used to ride used to be used to go Did…use to play did… not use to feel Rewrite the sentences using used to My mum used to live in a small village when she was a girl There did not use to be (as) many vehicles on the road We used to cycle to school two years ago Now there are more traffic accidents that there used to be My uncle used to be a bus driver some year ago, but now he has a desk job Work in groups Did you use to those things? Ask and answer Example: Did you use to play marbles? Yes, I did ………… Homework - Do exercise part A, B workbook Prepare: Communication WEEK: PERIOD: DATE: fluently - Practice using the pre continuous fluently -Help Ss identify the pre simple & the pre continuous -Help Ss know how to learn at home Unit 7: TRAFFIC Lesson 4: Communication  Objectives By the end of the lesson, Ss will be able to know names of some countries and some strange laws in other countries Timing Teacher’s & SS’ activities Contents Rationale Warm up - Have you ever heard about strange laws in other countries? Activities - Pre- teach vocabulary - First, have Ss read the new vocabulary after the teacher saying that they will appear in the task that follow Explain their meaning I- Extra vocabulary roof: nóc, mái nhà illegal: bất hợp pháp, trái luật Laws: luật, phép tắc Reverse: đảo, nghịch, lùi xe Right-handed: thuận tay phải II- Practice 1: Ss work in groups and give the 1: Look at the flags of names of the five countries some countries Give the names of these countries The UK Australia Play the recording Ss listen India carefully and check their answer to Thailand Then T gives the correct Malaysia answers Now listen and check - Play the recording again Let Ss your answers Complete complete the table by themselves, the blanks Share your then share their answer with a answer with a partner partner T goes round the class to Reasons this happened: give support if necessary some countries used the Ss work in pairs, discussing to same system as UK find one false driving law many people are rightT may ask the question: Which handed ( so on the left-hand one you think seems most side, it is easier for them to unreasonable? Then let Ss think use a sword or something and give the answer when they are on horseback Ss work in groups and dis cuss – in the past) the laws in and put them in order from the strangest ( N01) to the Look at the strange least strange ( N05) T may ask Ss driving laws below Five of to explain why them are true, but one is false In pairs, can you find the fasle driving law? - “In France, you can only reverse your car on Homework Sundays” This sentence is - Do exercise part C workbook false! Prepare: Skills Now, work in groups Discuss the laws and put them in order from the trangest (1) to the least strange (5) The groups may have different results WEEK: PERIOD: DATE: Unit 7: TRAFFIC Lesson 5: Skills  Objectives By the end of the lesson, Ss will be able to read for specific information about traffic rules/ laws Talk about obeying traffic rules/ laws, and how to use the road safely Timing Teacher’s & SS’ activities Contents Rationale Warm up _Make class - Chatting: Look at the picture more exciting What can you see in the picture? I- Reading and attract Ss to Activities Look at the picture Can learn English READING you see anything that is T tells Ss to look at the picture dangerous? and say why it is dangerous Now match these words _ Help Ss know Example: It is dangerous to ride a to make common some new words motorbike on the pavement expressions g d b c Ss work in pairs to the a h f 8.e matching T checks their results Answer the following Then T asks Ss which they can see question in the picture in - not pay attention - not look around Ss work in group Tell them to - not go in red light, answer the question: + Make a list: When you are a road user, what Read the following text should you Not do? and the tasks below Then they make a list to compare Answer these question -Help Ss know with other groups We should cross the street how to read T may give some cues: not pay at the zebra crossing comprehension attention, not look around, go in He/ She must always red light,… fasten the seabelt No, He/ She shouldn’t Tell Ss to read the passage two Because it is dangerous or three times Set a strist time ( He/ She may cause an limit to ensure Ss read quickly for accident.) specific information We must give a signal Explain the new words and clarify Because the other road anything difficult T may ask users can see them clearly - Practice questions to see if Ss understand and avoid crashing into speaking fluently the passage them Ask Ss to read the passage -Help Ss know again, than they work with a how to learn at partner to answer the questions home Speaking Ss the class survey After that call some Ss to report to the class Allow some time for Ss to read individually Then they work in groups to discuss who is using the II- Speaking Class survey Ask your classmates the question How you go to school every day? + Make a list of the means raod safely, and who is acting dangerously, and give reasons Homework - Do exercise part D workbook - Prepare: Skills WEEK: PERIOD: DATE: of transport that is used the most, and use the least Read the following sentences In groups, discuss who is using the road safely, and who is acting dangerously Give reasons safely dangerously ( because he is likely to have an accident) safely dangerously ( it is difficult for him to see the road properly, and to ride) dangerously ( a car or motorbike may crash into him) dangerously ( She may have an accident if something happeneds unexpectedly.) Unit 7: TRAFFIC Lesson 6: Skills * Objectives By the end of the lesson, Ss will be able to listen to get information about traffic problems in big city, write a paragraph about traffic problems in a city/ an area Timing Teacher’s & SS’ activities Contents Rationale Warm up I- Listening _Make class - Show pictures of traffic Traffic problems in a big more exciting problems in big cities cities and attract Ss to Work in groups Where learn English you think this picture was Activities taken? Why is it special? _ Help Ss listen LISTENING - In a big city… & choose the Ss work in groups They study Look at the following correct answer the picture and answer the tow headline and check your questions answers - In Brazil Tell Ss to look at the - long traffic jam ( very long newspaper headline and check line of vehicles) -Help Ss know their answers Now listen to the passage how to write the and choose the correct webpage Play the recording one or two answer times Ask Ss to listen carefully B C A and circle the correct answers C WRITING - What you think about traffic problems in big cities in Viet Nam are II- Writing Tick the traffic problems in big cities in Viet Nam Picture: 1,2,3,4,6 Writing: Have Ss look at the pictures, - There are too many vehicles read the pgrases and tick the ( on the road) problems - Many roads are narrow and Then Ss write full sentences bumpy Call some Ss to write on the - There are traffic accidents board Others give comments T every day gives corrections - Many young children ride their bikes dangerously Tell Ss to study the sentences Write a paragraph about they have written, then practise the traffic problems where writing the paragraph you live, or in a town, or a Tell Ss to use proper connector: city you know well Use the first/ firstly, second/ secondly, cues above, and the ……and pay attention to spelling following outline and punctuation Introduction: - Collect some Ss’ writing Problem1: papers and mark them, then give Problem 2: comments to the class Problem 3: Conclusion: ( Reason or Homework advice/ suggestion) - Do exercise workbook - Prepare: Looking back WEEK: PERIOD: DATE: - Practice writing -correct Ss’ mistakes -Help Ss know how to learn at home Unit 7: TRAFFIC Lesson 7: looking back + Project * Objectives By the end of the lesson, Ss can use what they have learnt during the unit to help them answer the questions Ss need to see how for they have progressed, and which areas need further practice Timing Teacher’s & SS’ activities Warm up - Chatting: What is the topic of Unit Activities VOCABULARY Ss this task individually to write the meaning below each sign T corrects their mistakes and lets them read the words correctly Contents I- Vocabulary What these signs mean? Write the meaning below each sign Then put them into the correct box Traffic lights School ahead Hospital ahead Rationale - Then let Ss work in groups and put the signs into the correct boxes Let Ss work in pairs Tell Ss to write the answers in their notebooks T checks their answers GRAMMAR 3.Have Ss work in pairs or in groups and write their answers in their notebooks T checks their answers 4.Ss work individually first to write the sentences Then they work in pairs to swap their sentences T gives correction and calls some Ss to read the sentences aloud COMMUNICATION Ss read the questions and answers once or twice ( they can read alound), then match them.Ss work in pairs and role- play the questions and answers, then write all sentences in their notebooks Finished! Finally ask Ss to complete the selfassessment Identify any difficulties and weak areas and provide further practice if need be PROJECT 1- Ss work in groups Homework - Make some traffic signs of your own out of paper, cardboard or other Cycle lane Parking No parking left turn only No cycling Prohibition signs: 6,8 Warning signs: 1,2, Information signs: 3,4,5 Write the names of means of transport in the word web below Then draw lines joining the correct verbs to the transport - Suggestion: bicycle, motorbike, car, bus, taxi, train, plane, boat, ship… II- Grammar Change the sentences according to the prompts in brackets Did you use to go to school on foot? Mr Van didn’t use to ride his motorbike dangerously Did the streets use to be cleaner and more peaceful? I used to go out on Sundays They didn’t use go to on holiday together Write sentences using these cues It is over 100 km from my home-town to HCM city It is about 25 km to my grandparents’s house I used to ride a small bike in the yard before my flat There used to be a bus station in the city centre, but it was/ has been moved to the suburbs Children must learn about road safety before they are allowed to ride a bike on the road III- Communication Match the questions 1- materials - Prepare: Unit 8- Getting started WEEK: PERIOD: DATE: with the answers a-f b a e d f c Finish! Now I can… Talk about road signs and means of transport Use it to talk about distance Use used to to talk about a past habit Write a paragraph about traffic problems Unit 8: Films Lesson 1: Getting started ( What film shall we see?) I Objectives By the end of the lesson, Ss will listen and read about topic” What film shall we see?” Use the lexical items related to the topic “ Films” Timing Teacher’s & SS’ activities Warm up - Write the title on the board “Films” Elicit any information Ss know about films by asking about types of film they know, the latest films they have seen, their favourite films and film stars - What the picture might show or what the conversation might be about Activities Ask Ss questiona about the picture: - Where are Phong and his sister Mai? What might be happening to them? What are thet doing? What are they talking about? - Can you guess what kind of films Phong and Mai would like to see - Have you ever gone to see a film with your brothers/ sisters? When and where? What film did you see then? How did you feel then? - Plat the recording Ss listen and Contents I- Getting started Listen and read a Read the conversation again and and answer the questions b a 3.a c b Rationale repeat a First, have Ss work independently Then allow them to share answers before discussing as a class b First, Ask Ss not to look at the book and try to remember what questions Mai asks Duong about the film they are going to see Then let Ss open their books and check their answers Have Ss quickly match the types of film with their definitions Then play the recording for Ss to check their answers - Do you often see a sci-fi/ horror film… ? 3a Have Ss work independently, filling in the table with the information of the film they have seen recently Remind them to use the words and phrases they have learnt in and from the conversation in b First, model this activity with a more able Ss Then ask Ss to work in pairs T may go around to help weaker Ss Call some pairs to practice in front of the class b Find the questions in the conversation that ask about Coconut Crazy Then listen, check and repeat the question a What kind of film is it? b Who does it star? c What is it about? d What critics say about it? Match the types of films with their definitions Then listen, check and repeat d f a c b e h 8.g 3a Think of a film Fill in the blank below Type of film……………… Actors/ stars……………… The plot…………………… Reviews…………………… b In pairs, interview each other and try to guess the film Example: A: What kind of film is it? B: It’s an action film A: Who does it satr? B: It stars Daniel Craig A: What is it about? B: It’s about a spy called 007 A: Is it Skyfall? B: Yes! Homework - Listen and read the getting started again - Prepare: Unit 8- A closer look WEEK: PERIOD: DATE: * Objectives Unit 8: Films Lesson 2: A closer look By the end of the lesson, Ss will use the lexical items related to the topic “Films” Know the meaning and how to use –ed and –ing adjectives Pronounce correctly the –ed ending in verbs Timing Teacher’s & SS’ activities Contents Rationale Warm up _ Make class Chatting: Do you know the more exciting adjectives which are often used I- Vocabulary and attract Ss to describe films? The following are adjectives to learn Activities which are often used to English VOCABULARY describe films Can you add First, hace Ss work some more? independently Then, ask them to hilarious moving share their answers with one or boring gripping _ Help Ss more partners With weaker shocking scary know some class, ask for translation of some violent entertaining new words adjectives in the box to check * Remember: -ed and –ing their understanding Ask Ss to adjectives make some examples with the Complete the table with the adjectives they have learnt –ed and –ing forms of the Remember: -ed and – ing adjectives adjectives interested Ask Ss to study the Remember embarrassing Box exciting -Help Ss know Have Ss compare the table disappointed how to read individually Then have some Ss exhausted surprising comprehension write their answers on the board confused frightening before checking with the whole Choose the correct class adjectives Ask Ss to the exercise moving frightened individually and then check with disappointed amazed the whole class When checking, terrified - Practice ask Ss to refer to the Remember reading the Box to make the meanings of the sounds adjectives clearer to them 4a Work in pairs Look at the (a+b) First, model this questions below Tell your activity with some more able partner how you felt, using –ed Ss Then, ask Ss to work in adjectives pairs T may go around to Example: I felt terrified before help weaker Ss Call some my last Maths test pairs to practise in front of 4b Now use –ing adjectives to the class describe these things and experiences in your life Example: The last film I saw was called Norwegian Wood It was really moving PRONUNCIATION II- Pronunciation Listen and repeat the verbs Pay T models the sounds /t/ /d/, attention to the sounds /t/, /d/, and /id/ in different words with and /id/ at the end of each verb the ending –ed Play the /t/ /d/ /id/ recording and ask Ss to listen and repeat the words, paying attention to the sounds /t/, /d/, and /id/ at the end of each word T may play the recording as many times as necessary Then, ask Ss to put the words in the correct columns while they listen Ss compare their answers in pairs T checks Remember: Ask Ss to look at the rules in the remember Box Tell them the rules of pronunciation First, model this activity with a more able Ss Then ask Ss to work in pairs T may go around to help - Call some pairs to practice in front of the class T checks pronunciation Homework - Do exercise A in workbook - Prepare: Unit 8- A closer look WEEK: PERIOD: DATE: watched danced walked waited needed hated played bored closed * Remember: Work in pairs Ask and answer questions about the pictures Then listen to the recording Example:cry a lot/ laugh a lot A: He cried a lot, didn’t he? B: No, he didn’t He laughed a lot -Know how to learn at home Unit 8: Films Lesson 3: A closer look Objectives By the end of the lesson, Ss will use although, despite, and in spite of to express contrast between two prices of information in the same sentence Use however and nevertheless to express contrast between two sentences Timing Teacher’s & SS’ activities Warm up Chatting: We are going to learn about although, despite/ in spite of; however/ nevertheless Activities Grammar Although, despite/ and in spite of - Ask Ss to study the Grammar Box Contents Rationale _Make class GRAMMAR more exciting Although, despite/ and in spite and attract Ss of to learn We use although, despite/ in English spite of to express contrast between two pieces of Draw Ss’ attention to the meaning and use of although, despite, and in spite of by analysing the examples in the grammar Box Then ask some more able Ss to give some more examples - For 1,2and 3, tell Ss what they should Ask Ss to the grammar exercises individually Remind them to look back to the Grammar Box and use a dictionary if necessary Then have Ss compare answers in pairs before checking with the whole class information in the same sentence We use although before a clause and despite/ in spite of before a noun or a phrase Complete the sentences Use although + a clause from the box 1… although few people came to see it Although they spent a lot of money on the film Although the acting is exellent ….although it was a comedy …although it is set in modern times Complete the sentences, using although, despite/ in spite of Sometimes, two answers are possible Although despite/ in However and nevertheless spite of Ask Ss to study the Grammar Box although Despite/ In Draw Ss’ attention to the meaning and spite of use of however and nevertheless by Although analysing the instruction and examples Rewrite these sentences in the Grammar Box Then ask some using the words in the more able Ss to give some more brackets Change other words examples in the sentence if necessary Tell Ss what they should Ask Ss I don’t think… although he to the grammar exercise is… individually Remind them to look Although many…, … back to the Grammar Box and use a Despite having to work…, dictionary if necessary Then Ss … compare answers in pairs before Although he has….,… checking with the whole class In spite of (having) a happy Read the instructions ending,… Ask Ss to the exercise individually, However and nevertheless using their own ideas to write We also use however and sentences Then have them work in nevertheless to express contrast pairs, comparing their sentences between two sentences We Homework usually use a comma after - Do exercise B in workbook them - Prepare: Unit 8- Communication Complete the sentences… However/ Nevertheless Despite/ In spite of However/ Nevertheless Although Although _ Help Ss know some new words -Help Ss know how to use of the present simple - Practice using the pre simple fluently - Practice using the pre continuous fluently Use your own ideas… Ss’ ideas -Help Ss identify the pre simple & the pre continuous -Help Ss know how to learn at home Week: Date of planning: Date of teaching: Period: Unit 8: Films Lesson 4: Communication  Objectives By the end of the lesson, Ss will a survey on favourite actors/ films…then report their results to those group members Timing Teacher’s & SS’ activities Warm up - What kind of films you like to see? Who are your favourite actors/ actresses? - Today, we are going to an interview with your classmate about films Please think of the questions you may ask your friends in your interview with them Activities - Translate the meanings of the words in extra vocabulary Ask Ss to look at the picture and read the conversation and guess what the missing words from the blanks may be T plays the recording and lets Ss check their guesses Play the recording again for Ss to check the answers Ask Ss to work in group of six or eight, asking their group members one set of questions Remind them to write the names of names of the people they interview and note the answers in the table Contents I- Extra vocabulary survey: khảo sát go ahead: làm đi, tự nhiên violence: có nhiều cảnh bạo lực Listen to the conversation and fill in the blanks with the words you hear survey actor Tom Cruise actrwess Angelina Jolie Work in groups of six or eight Each of student chooses one of the following sets of survey questions - Survey on favourite actors - Survey on the best films - Survey on action films - Survey on cartoons Make notes of your results Rationale T has Ss make notes of their survey result, using the suggestions in Student’s book T may have them practice reporting the results of their surveys in pairs or in groups Ask Ss to join another group, reporting the results of their survey to the new members Choose some Ss to report the results of their interviews before the whole class After each S has finished his/her report, T invites some comment from other Ss Then T makes comments and corrects Ss’ mistakes Homework - Do exercise part C in workbook - Prepare: Unit 8- Skill Week: Date of planning: Date of teaching: Period: - Most people I have surveyed… - About half of the people I have surveyed - Almost no one I have surveyed… Join another group Report your results to those group members Unit 8: Films Lesson 5: Skills Objectives By the end of the lesson, Ss will read for specific information about someone’s review of his/her favourite film Talk about film (its plot, main characters, cast, etc.) Timing Teacher’s & SS’ activities Warm up Now, look at the picture of the film Titanic  Have you ever seen this film?  Do you know who actor and actress in the picture are?  Do you like him/her? Why/ Why not? Activities READING 1- Ask Ss to scan the passage to find where the words sinking, must-see, special effects, and visuals are in the passage T may help Ss work out the meanings of these words out of the context 2- T may set a longer time limit for Ss to read the text again and answer the questions Ask Ss to note where they found the information that helped Contents I- Reading Read Nick’s review of the film Titanic on his blog Then find and underline the words from the box below What they mean? sinking: (sự) chìm, đánh chìm must-see: phim hấp dẫn cần xem special effects: kỹ xảo đặc biệt, hiệu ứng đặc biệt visuals: thị giác, nhìn Read Nick’s blog again and answer the questions It is a romantic film It stars Leonardo DiCaprio Rationale _Make class more exciting and attract Ss to learn English _ Help Ss know some new words them to answer the questions Ss can compare answers before discussing them as a class and Kate Winslet It is about the sinking of the ship Titanic on its first voyage The main characters are Jack Dawson and Rose Dewitt Buckater Jack saves Rose from killing herself by jumping from the ship Although they are from different social class and Rose is already engaged, the SPEAKING two fall in love 3- First, ask Ss to read every film The ending of Titanic is very poster T may help them with the new sad vocabulary Then ask Ss to work in They say it is a must-see in pairs, talking about the films they the 20th century would/ wouldn’t like to see - T may II- Speaking go round to help 3- Look at the film posters - Calls some pairs to practise in front below Work in pairs Talk of the class about the films you would/ 4- First, ask Ss to work in pairs, asking wouldn’t like to see and answering about the films from 4- Now, ask and answer the posters questions about the films - T may go round to help Example: A: I want to see War - Calls some pairs to practise in front of the Worlds of the class B: What kind of film is it? 5- First, remind Ss of the words A: It’s a science fiction phrases about films Ss may refer to B: What is it about? the words and phrases they can use to A: It’s about… talk about films 5- Hotseating: In groups, - Ss work in groups; T goes around to choose a student to play the provide support if necessary role od a character in any of the films above Brainstorm questions you’d like to ask Then interview the student Example questions: Homework  Can you describe your - Do exercise part D in workbook new film in three words? - Prepare: Unit 8- Skill  Did you enjoy making the film?  Why should we watch this film? Week: Date of planning: Date of teaching: Period: -Help Ss know how to read comprehension - Practice speaking fluently -Help Ss know how to learn at home Unit 8: Films Lesson 6: Skills *Objectives By the end of the lesson, Ss will listen for special information about someone’s favourite film star; Write a review of a film Timing Teacher’s & SS’ activities Warm up - Ask Ss to tell about their favourite actors/ actresses Ask them: Who is your favourite actor/actress? What does he/she look like? What are his/her sucessful films? What awards/ prises has he/she won?What critics say about him/her? Activities LISTENING Ask Ss to read the instruction carefully and remind them to remember key words in the statements Play the recording and ask Ss to correct the statements Then ask two or three Ss to write their answers on the board Play the recording again for Ss to check the answers Ask Ss to read the rubric and study the questions carefully Ss may work in pairs to discuss the answers from the information they have heard in Play the recording again and have Ss answer the questions as they listen Ss can share their answers with their partners Call some Ss to write their answers on the board WRITING Ask Ss to make notes about one of their favourite films Remind them that they not have to write full sentences and they can use abbreviations Then, ask Ss to share their notes with their partners T asks some Ss to read aloud Set up the writing activity T reminds Ss that the first and important thing is always to think about what they are going to write In this case, Ss not have to find out so many ideas of what they have to write because they may have made in So T only has to brainstorm Ss for the language necessary for writing - Ask Ss to write the draft first Then have them write their final version in class or at home Homework - Write the final version Contents I- Listening Nick and his father are talking about Tom Hanks, a Hollywood film star Listen to their conversation and correct the following statements Tom Hanks is Nick’s father’s favourite film star Tom Hanks isn’t a handsome actor Tom Hanks has won two Oscars Listen again Answer the questions below He has won the Oscar for Best Actor twice They say he is one of the best actors in Hollywood He plays the role of a soldier in Saving Private Ryan Because it is one of the best comedies in the 1990s II- Writing 3, Make notes about one of your favourite films - Name of the film, type of film, and actors or director - The plot: What happens in the film? How is the film? ( gripping/ moving/ hilarious) What about the ending? - Other aspects of the film, the acting, the music, the special effects, the visuals, etc… - Critics’ reviews, your onerall opinion 4, Write a review of your ffavourite film… Introduction ( paragraph 1) Body Paragraph The plot: What happens in the film? How is the film? ( gripping/ moving/ hilarious) what about the ending? Paragraph 3: Other aspects of the film: the acting, the music, the special effects, the visuals, etc Rationale _Make class more exciting and attract Ss to learn English _ Help Ss listen & choose the correct answer -Help Ss know how to write the webpage - Practice writing -correct Ss’ mistakes -Help Ss know how to learn at home - Prepare: Unit 8- Looking back Week: Date of planning: Date of teaching: Period: Conclusion ( Paragraph 4) Critics’ reviews, your overall opinion ( Why you recommend the film to everyone) Unit 8: Films Lesson 7: Looking back + Project * Objectives By the end of the lesson, Ss will revise the knowledge they have learnt about the topic “films” Timing Teacher’s & SS’ activities Contents Rationale Warm up - Chatting: What topic have you learnt in Unit 8? I- Vocabulary - How to write a film review? Think of an example of every type of films in the box Example: Mr Bean is a comedy Activities “Big Ben Down” is an VOCABULARY action film Ask Ss to think of as many Read the sentences What examples of different types of films types of films are people talking as possible Then ask some Ss to say about? out their examples in front of the Key: class It’s a comedy Ask Ss to read the sentences It’s a horror film carefully and decide which types of It’s a documentary films the people are talking about It’s a romantic comedy Remind that the adjectives in the It’s a Sci-fi film sentences will provide the context for Fill in the blanks with -ed or them to choose the correct types of –ing adjectives that are formed films from the verbs in brackets 3, 4: Ask Ss to individually terrified disappointing Check the results with a partner T annoying satisfied gives feed back shocking Complete the second sentences… They were excited about the film The film was boring so they left halfway through it We were moved at the ending GRAMMAR of the film 5, First, ask Ss to individually You’ll be surprised at his new Then ask them to check their answers film with a partner before discussing the Lots of people find the way he answers as a class Remind Ss to keep behaves/ his behaviour confusing a record of their original answers so II- Grammar that they can use that information in Match the first half in A with their Now I can…statement the suitable half in B d e a b c COMMUNICATION 6, First, ask Ss to the task III- Communication individually to number the lines of Number the lines of the the dialogue Then ask them to check dialogue in the correct order their answers with the whole class E I A D F After finishing, ask Ss to practise B G C H saying the dialogue with their IV- Finished! partners Finished!    Finished! Finally, ask Ss to complete the selfNow I can… assessment Identify any difficulties * Use words and weak areas and provide further and phrases practice for different types of films * distinguish the uses of – PROJECT ed adjectives Ask Ss to read the film posters and and –ing point out what information should be adjectives included in a film poster Then ask Ss * use to work in pairs/ groups to discuss the connectors: question in Each Ss may make althpugh, notes about the ideas from his/her despite, in partner or other group member spite of, Ask each s to choose one of their however, and favourite films, and design a poster nevertheless for it They may use the ideas from * talk about the notes for their task your Display Ss’ leaflets on the wall T favourite choose some of the posters of the film films posters and ask Ss to give comments * write a film Homework review - Do exercise in work book ( The rest ones) PROJECT - Prepare: Unit 9- Festival around the Look at the film below Think World about the following questions - What is the purpose of a film poster? E.g: To give information of a film Choose one of your favourite films and design a poster for it Then organise an exhibition of film posters in your class Week: Date of planning: Date of teaching: Period: Unit 9: FESTIVALS AROUND THE WORLD Lesson 1: Getting started – The Festival Project * Objectives By the end of the lesson, Ss can use the lexical items related to the topic “ Festivals around the world” and read for specific information about an unusual festival Timing Teacher’s & SS’ activities Contents Rationale Warm up _ Make class - Play games: Solve the crossword more exciting below T shows keys on the projector and attract Ss - Review the previous unit before Ss to learn open their books by asking them to English solve a crossword puzzle New words Activities fascinating (aj) hấp dẫn _ Help Ss know T uses some techniques to present amazing (aj) đáng ngạc some new some new words nhiên words Checking the understanding by making religious (aj) thuộc tôn giáo sentences with the new words firework (n) pháo hoa make a camp (v) cắm trại 1-a: Ss work independently Allow them to share answers before discussing as a class T then checks their answers, and gives explanation if necessary b- Ss read the conversation again to this exercise Ask for Ss’ answers as well as the explanation for their choices Tell Ss that in the box are some festivals Ss this activity in pairs T plays the recording for Ss to listen, check and repeat their answers Make sure that Ss pronounce correctly the name of the festivals Explain to Ss that festivals are held for different reasons Ask Ss if they know the meaning of these words Seasonal (aj) relate to or happening a during a period in the year Religious (aj) connected with religion or with a particular religion Superstitious (aj) based on the belief that particular events happen in a way that cannot be explained by reason or science Ss work with classmate and compare their answers T reminds them to follow the model conversation in the box Getting started a Answer the following questions No, she didn’t because she said “ Oh really?” to show her surprise People light candles and display/ let off fireworks It’s La Tomatina Because to celebrate the festival people go to the desert, make a camp, and have a party They should write up reports and hand them in to the teacher b Tick (v) T (true) or F (false) T T F T -Help Ss know how to read comprehension - Practice reading the poem fluently Write the festivals in the box under the pictures Then listen and repeat Water festival Cannes Film Festival -Know how to Ghost Day Tet learn at home Rock in Rio Christmas Halloween Easter Match the festivals below with the reasons they are held Key: Religious: Halloween, Ghost Day Music /Arts Rock in Rio, Cannes Film Festival Seasonal: Tet, Water Festival Religious: Christmas, Easter Compare your answers with a partner Example: A: I think Rock in Rio and the Cannes Film Festival are music or arts festivals B: I agree A: Which you think are seasonal festival? B: I think Christmas and Easter How about you? A: I think Halloween and Ghost Organize a competition game for this activity Homework -Learn new words and phrases Prepare A closer look Week: Date of planning: Date of teaching: Period: day Can you add more festivals to the groups in 3? Unit 9: FESTIVALS AROUND THE WORLD Lesson 2: A closer look * Objectives By the end of the lesson, Ss can use adverbial phrases correctly and appropriately The lexical items related to the topic “Festivals around the world” Pronounce two-syllable words with correct stress in isolation and in context Timing Teacher’s & SS’ activities Warm up - T asks Ss some questions about festivals in their home village Activities VOCABULARY T uses some techniques to present some new words Checking the understanding by making sentences with the new words Contents Ss answer: I- Vocabulary celebratory (aj) mang tính kỷ niệm parade (n) diễu hành carnival (n) ngày hội joyful (aj) vui mừng adopt (v) kế tục pumpkin (n) bí ngô a Ss work individually to complete the table and compare their answers a Can you complete the table with a partner below with appropriate verbs, T plays the recording for Ss to check nouns and adjectives? their answers Listen and check your answers Key: celebration festive parade culture performance b Have them read all the sentences and b Now complete the guess the part of speech of the word to following sentences with the be filled in each blank words from the table T comments on and confirms the Key: correct answers festival celebrate celebrations culture parade performers Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to read comprehension - Practice reading the sounds Ss work in groups, Ss the activity They choose one activity and take turn to lengthen their sentences by adding the activities PRONUNCIATION T explains the rules: T can give some examples to illustrate Ss listen and repeat the words In groups, choose a festival Take turns to say the festival Example: A; I am going to Rio Carnival to watch performers dance B: I am going to Rio Carnival to watch performers dance, and musicians play samba music … Look out! In two-syllable words the mark’ represents the stress syllable - Most nouns and adjs have two syllables: Stress falls on the first syllable - Most verbs have two syllables: Stress falls on the second syllable Exceptions: the sound / ə /, / i /,… hardly falling on Key: Stress on 1st syllable: gather, picture, artist, lovely, famous Stress on 2nd syllable: relax, enjoy, hotel, describe, rename Have Ss read out the words first Then play the recording Ss this exercise individually first then compare their answers with a partner Homework -Learn new words and phrases Prepare A closer look Week: Date of planning: Date of teaching: Period: Circle the word with a different stress pattern from the others Then listen and check Key: balloon complete prepare alone tidy Read the following sentences and mark “ ’ ” the stressed syllable in the underlined words ‘project ‘dancers a‘ttend ‘answer ‘music Unit 9: FESTIVALS AROUND THE WORLD Lesson 3: A closer look -Know how to learn at home * Objectives By the end of the lesson, Ss can review H/ Wh questions and use adverbial phrases Do exercises Timing Teacher’s & SS’ activities Warm up Chatting: T chats with Ss about festivals in the pictures Ask Ss to look at the pictures and think of the information they want to get about the festival Activities GRAMMAR Adverbial phrases: - T explains and gives examples: +Adverbial phrases made with nouns: Eg: every year, every day, last year… + +Adverbial phrases made with prepositions: Eg: in 2013, in a small town, with beautiful plants +Adverbial phrases made with toinfinitive: Eg: to enjoy the party, to have more friends Tell Ss that they are going to read information about the Cannes Film Festival and complete the table Think about a festival you know in VietNam Ss exercise individually, and then compare their answers with a classmate Check Ss’ answers and confirm the correct ones Ss this activity in pairs Check Ss’ answers and have them role play Contents Rationale _Make class more exciting and attract Ss to learn English Grammar: Look out! An adverbial _ Help Ss phrase gives extra information know some about the time, place, manner, new words etc of an action Adverbial phrases are made with nouns, prepositions or infinitives They can be used to answer different questions -Help Ss know Type/ question: how to use of When " time the present simple Where " place How often " frequency Why " reason How " manner What " thing Now look at the webpage Complete the table about the festival Key: What? A film festival Who? By film star, Where? In a city in France When? May How often? Every year How? In a very serious - Practice using way the pre simple Why? To win the fluently Palme Do’r Join the questions to the types of answers Key: who " person Why " reason Which " whole sentence …… Phuong is doing an interview for VTV Now make questions for the the conversation underlined parts Key: Ss work independently, writing 1.Where did you buy this Tdown the questions shirt? T can call on some Ss to write their How often you go to the answers on the boards music festival? Other Ss give comments and T give Why did your friends save corrections money? When did you go to the Flower Festival in Da Lat? Games Ss work in groups One student Example: thinks of any festival he/she likes A: Where is the festival held? Other Ss ask questions about the B: In the USA and some other festival to find out what festival it is countries in the world Remember to use H/Wh-questions and C: When people celebrate it? adverbial phrases ………… Homework - Do exercise part A, B workbook - Practice using the pre continuous fluently -Help Ss identify the pre simple & the pre continuous -Help Ss know how to learn at home Week: Date of planning: Date of teaching: Period: Unit 9: FESTIVALS AROUND THE WORLD Lesson 4: Communication * Objectives By the end of the lesson, Ss will be able to ask and answer questions about festivals Timing Teacher’s & SS’ activities Contents Rationale Warm up - T asks Ss to tell some festivals in their home village I- Extra vocabulary - Make some questions about festivals thanksgiving: (n) lễ tạ ơn chúa Activities stuffing: (n) lông vũ, gối ôm - Pre- teach vocabulary feast: (n) bữa tiệc - First, teacher uses some techniques gravy: (n) nước sốt thịt to present new words Then have Ss cranberry: (n) man việt read the new vocabulary after the quất teacher Check the understanding: Make II- Practice sentences with the new words 1: Look at the animal below Ss look at the picture and discuss Discuss the following the questions in pairs questions with a partner Key: a A turkey b It’s one of the traditional Play the recording Ss listen carefully and check their answer to Then T gives the correct answers Ss work in pairs to decide if the statements are true or false Ss work in pairs Imagine that one of them is a student from the US and the other is from Phu Yen, Viet Nam Explain that the only the Ss from Viet Nam read the information on page 35 T calls some pairs to act out the conversations in class foods of important festival c Thanksgiving Now listen and check your answers In pairs, write true (T) or false (F) for the following sentence Key: F ( It’s also held in Canada) F ( It’s celebrated on the fourth Thursday of November and in Canada it’s celebrated on the second Monday of October T F ( Children also take part in food preparation.) T F ( Some people like to go for a walk or takes naps) F Work in pairs Imagine that one of them is a student from the US and the other is from Phu Yen, Viet Nam Ask and answer about Thanksgiving and Hoi Mua, a harvest festival in Phu Yen Homework - Do exercise part C workbook Prepare: Skills Week Date of planning: Date of teaching: Period: Unit 9: FESTIVALS AROUND THE WORLD Lesson 5: Skills * Objectives By the end of the lesson, Ss will be able to read for specific information about an unusual festival Help Ss to read quickly ( scanning) Timing Teacher’s & SS’ activities Contents Rationale Warm up _Make class - In pairs, look at the picture below I New words more exciting They are all from the La Tomatina greasy (aj) vấy mỡ, dính mỡ and attract Ss festival in Spain Put them in the order pole (n) cái cột to learn you think they happen at the festival - Present some new words cannon (n) súng jet (n) vòi phun nước chaos (n) lôn xộn goggle (v) gương mắt, trợn tròn mắt Activities READING Ss read the text quickly and check the answers Now quickly read the texts below and check your answers Key: C – D – A - B Ss read the text again and answer the questions: Answer the following questions It is celebrated on the last Wednesday every August He stayed up late They placed a ham on top of greasy pole They had to wear goggles to protect their eyes It was a jet from water cannon It was red with rivers of tomato juice Speaking Work in groups and read the newspaper headlines Ss can underline parts of the text that help them with the answers Ss work in groups and read the newspaper headlines They discuss what is unusual about the festivals Have some Ss present their group’s ideas 5-6 Tell Ss that the table includes information about the two festivals in Ss work in groups and prepare a short presentation about the festival they like Homework - Do exercise part D workbook - Prepare: Skills Week Date of planning: Date of teaching: English _ Help Ss know some new words -Help Ss know how to read comprehension - Practice speaking fluently Choose one festival to teach your group about -Help Ss know Suggestion questions: how to learn at home What they often at Season festival? Where they organize activities? When does the festival take place? …… Period: Unit 9: FESTIVALS AROUND THE WORLD Lesson 6: Skills * Objectives By the end of the lesson, Ss will be able to listen to get specific information about a music festival Timing Teacher’s & SS’ activities Contents Rationale Warm up _Make class - Look at the pictures below Suggestions: more exciting What kind of festival you think it It is a music festival and attract Ss is? to learn Share your ideas with a partner English I- Listening Listen to Nick talk about a _ Help Ss listen Activities music festival he attended & choose the LISTENING Tick (V) T (true) or F (false) correct answer Ss read the statements in exercise Correct the false sentences and guess if they are true or false F ( one of the most famous Write the guesses on the board festivals) T - Play the recording one or two times F ( They stayed in a tent) -Help Ss know Ask Ss to listen carefully and check F ( He’s Nick’s father’s how to write their guesses favorite singer) the webpage T plays the recording again Ss answer the questions Have Ss compare their answers in pairs before giving T the answers Now listen and answer the questions It takes place every June They are music bands He interested the audience with the hit song They also went to the Bohemian Woods They enjoyed a mixed of good music from around the world II- Writing WRITING Think of a festival they attended and make notes about it - What was the festival? - Who celebrated it? - Where was it held? - When was it held? - How was it held? - Why was it held? Ss write a paragraph individually based on the notes they have made Think about a festival you attended Make notes about it below Writing: - answer Suggestions It was a cock fighting festival It was held in the common house’s yard in my village It was held on January 15th ( Lunar New Year) …… Write a paragraph about the festival you attended use the - Practice writing -correct Ss’ mistakes -Help Ss know how to learn at home T can ask one or two Ss to write the paragraph on the board Other Ss and teacher comment on the paragraphs Homework - Do exercise workbook - Prepare: Looking back notes above Ss can start like this Last week I attended a festival It was called “ Harvest festival” It was held by farmers in my village … Week Planning date: Teaching date: Period Unit 9: FESTIVALS AROUND THE WORLD Lesson 7: looking back + Project * Objectives By the end of the lesson, Ss can cover the Ss apply them to exercises Timing Teacher’s & SS’ activities Warm up - Cain game: T divides the class into two teams and calls on some representatives to go to the board Activities VOCABULARY Ss this activity individually then compare their answer with a partner T asks Ss to go to the black board to write the answers whole unit: Grammar, vocabularies and structures Contents Start like this: Festivalikegg…… I/ VOCABULARY Rearrange the letters to make reasons for holding festival Then match them to the pictures of the festivals religious ( Christmas) music ( Glastonbury) superstitious ( Day of the Dead) Rationale seasonal ( Thanksgiving) Ss this activity individually then Complete the sentences with compare their answer with a partner the correct form of the words in brackets Key: cultural parade celebratory festive performance celebration GRAMMAR II- Grammar Ss this exercise individually Complete each question with Check their answers Accept all the a suitable H/Wh- question answers if they make sense word More than one question word may be accepted Key: What Where How Which Where/ When / How / Why When Make your own sentences Ss make up their own sentences with the adverbial phrases with the adverbial phrases in the box from the box Have two Ss write their sentences on My father went to Ho Chi the board T goes around and observes Minh city last week and take notes of Ss’ mistakes Other Ss comment on the sentences on the board III- Communication Role-play in pairs Student A is a reporter Student B is a Ss work in pairs to role-play They secondary school student ask and answer about their favorite Continue the conversation festival Ask some pairs to act out the below role-play Reporter: I’m a reporter from Other Ss comment and vote for the Culture Magazine Can I ask best conversation you some questions about your favorite festivals? Student: Yes, of course I like……….best Reporter: Where’s the festival held? Finish! Now I can… PROJECT Talk about the festival… 1- Ss work in groups Homework Get to know about some festivals - Prepare for: Unit 10 Week Date of planning: Date of teaching: Period REVIEW Lesson * Objectives By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit to unit Timing Teacher’s & SS’ activities Contents Rationale Warm up: Brainstorming ? What have you learnt in unit 7, 8, in terms of language? … I Pronunciation Ss this exercise individually then Activity share their answers with a partner B C C before giving T the answers Write the correct answers on the board Have some Ss read out the words Activities Organise this as a game Ss this in pairs Which pair adds the most words will go to the board and write their answers Other pairs may want to add more words Write other words on the board A B Activity Suggested answers: - O’bey: receive, polite, perform - ‘Dancer: beauty, copy, teacher II Vocabulary Activity Ss this individually and then share their answers with a partner Check Ss’ answers Ahead only No crossing No U-turn Right turn only Railway crossing Activity celebrations cultural Ask Ss what kind of word can be performances parades filled in each blank (i.e noun, verb, festive etc) Elicite answers Ss this exercise individually Two Ss write their anwers on the board Confirm the correct answers Activity 5 This can be done as a small documentary hilarious thriller competion game The student who boring animation solves the crossword the fastest is the moved III Grammar winner Activity c f a b Elicit the kinds of H/Wh question d e Ss this exercise individually Chech Ss answers and write the correct Activity answers on the board It’s about 1,877 kilometres Ss this individually and compare from Ha Noi to Can Tho their answers with a partner Call some How far is it from Hue to Da Nang? Ss to go to the board to write their There didn’t use to be many sentences Other Ss comment Confirm traffic jams when I was the correct sentences young In spite of being tired/their tiredness, they wanted to watch the film./ They wanted to watch the film in spite of being tired/their tiredness Although the festival took place in a remote area, a lot of people attended it./ A lot of peole attended the festival although it took place in a remote area IV Everyday English Activity _ Yeah Things have changed Oh, the most Ss this in pairs Afer checking important thing before we their answers, ask one or two pairs to forget… What will we see? act out the conversation _7 _ Haha Look at this I think this new animation is interesting Read these comments: ‘hilarious’, ‘exciting’ and ‘worth seeing’… _1 _ Mai, let’s go to the cinema this Saturday _4 _ That’s fine How far is it from your house to the Cinemax? _5 _ It’s only two kilometres You can cycle to my house, and then we can walk there Remember? Two years ago there didn’t use to be any cinemas near our house _2 _ Great idea, Mi Which cinema sahll we go to? _8 _ OK That’s a good idea I’ll be at your house at and we’ll walk there Remember to buy the tickets beforehand _3 _ How about the Cinemax? It’s the newest one in Ha Noi Homework - Review the target knowledge - Prepare for Review- Skills Week: Date of planning: Date of teaching: Period REVIEW Lesson * Objectives By the end of the lesson, Ss will be able to review the skills related to the topics that they have learnt among unit 7, 8, Timing Teacher’s & SS’ activities Contents Rationale Warm up ? Let ss look at the picture and ask: What is this? (It’s a cup.) Who can receive this cup? (People who win the Oscars.) Activities - Give ss some tip to this kind of I Reading reading text: Read the headings first Then read the paragraph quickly Find the main point of each paragraph by finding topic sentence Ss read the text quickly and match Activity A B the headings with the paragraphs Ss C.1 compare their answers with a partner before giving the teacher the answers Confirm the correct answers Activity 2 Ss these exercises individually, check their answers with a partner They were first organised in before giving the answers to T Two 1929 Ss go to the board and write their They are named after the answers if time allows Oscar statuette He is the preson who designed/ He designed the Oscar statuette Ss work in groups and discussed the questions Ss report their group’s answers to the class Summarise Ss’ideas Play the recording for the first time Ss listen and decide if the statemennts are true or false Elicit the answers from Ss and write them on the board Don’t confirm the correct answers at this stage Emil Jannings received the first Oscar statuette It is the prize for/ given to the best film II Speaking II Listening Activity F (Because Mrs Hoa said: It’s the first time you’ve come to my house, isn’t it?) F (Because the photos are on the wall) T T T Activity 5 Ss listen to the recording again and answer the questions Ss compare their answers before giving T their answers Write their answers on the board Now play the recording again to check the answers to exercise and Ms Nick Hoa 1.tried Dutch foods and drinks watched traditional Dutch dancing watched parades listened to folk music was interested in the festival ٧ ٧ ٧ ٧ ٧ ٧ ٧ Ss read Mai’s email to understand the context Ss write their email individually Ask one S to write the email on the board Other Ss and T comment on the email on board Collect some emails to correct at home Homework - Review unit 7, 8, - Prepare for the 45 test III Writing Week: Date of planning: Date of teaching: Period : UNIT 10: SOURCES OF ENERGY Lesson1 : Getting Started - A different type of Footprint * Objectives: - By the end of the lesson, Ss will have some information about energy SOURCES and they are able to talk about the different types of energy sources - Develop Ss’ listening, speaking ,reading and writing skills - Vocabulary: Types of energy sources - Grammar: Future continuous tense and simple future passive form Timi ng Teacher’s & SS’ activities * Warm- up - Have Ss play games related to the topic - Have Ss read the words times in chorus - Ask Ss to describe the picture ( Who, where , what … ? ) - Asking some questions - Set the sense - Lead to the new lesson Contents * Networds Gas Solar ENERGY Oil A, What types of energy you know ? B, Where they come from ? ( renewable & non-renewable ) I Vocabulary Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to read comprehens ion - Practice reading the poem fluently -Know how to learn at home Activities Pre-teach some new words - Elicit some new words from the P and situations , realias - Read many times in chorus -Checking vocab: Slap the board - Call some individuals energy source => source of energy resource renewable >< non-renewable to last ( forever) to use up to run out to produce 10 negative effect = carbon footprint (n) (n) ( Adj) ( v) Nang luong ………… …………… ………… ………… ……… ……… ……… ………… ( Np) II Practice Listen and read a Read the conservation again and answer the questions 1, It’s about the negative effects we have on the environment 2, “ Non-renewable energy” means that it will run out if we use it up 3, Sunlight is a renewable energy because we can’t use it all up or it will last forever - Ask some groups to present their work before the 4, Mai thinks she has a small carbon footprint class because she recycles the products she uses and she goes everywhere by bike 5, The products that we use are bad for the environment or the energy that we use produces carbon dioxide might create a big carbon footprint 2.Have Ss Ex1-a - Guide Ss how to Ex1 - Call some Ss to give the answer - provide the answers - Then, Ex1-b ( Group-work ) b Complete the network below using the information from the conservation SOURCES OF ENERGY Renewable sources Non-renewable sources wind Wave solar coal Gas oil Listen and repeat the words or phrases Wind Coal Natural gas Nuclear Biogas oil Hydro Solar 3.Ask Ss to Ex2 in chorus - call some individuals - cross – check Ask Ss to Ex3 (individually) - cross – check -T provide the keys Put the words into the correct groups below Renewable sources Non-renewable sources Wind , coal , hydro , Natural gas , biogas , oil, nuclear …… solar …… Ask and answer the questions about renewable and non-renewable resources A: What type of energy source is wind ? B: It’s a renewable source of energy A: What type of energy source is coal ? B: It’s a non-renewable source of energy A: …………………………………… Homework - Learn by heart all the new * Do homework at home words - Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Do B1, B2 ( workbook) Week: Planning date: Teaching date: Period UNIT 10 : SOURCES OF ENERGY Lesson2 : A Closer Look *- Objectives: - By the end of the lesson, Ss will be able to talk about types of energy sources, and know how to stress in the three-syllable words - Develop Ss’ listening, speaking and writing skills - Vocabulary: Advantages & Disadvantages of energy - Phonetics : How to tress in the three-syllable words Timing Teacher’s & SS’ activities I Warm- up - Have Ss play game “ spider-web of words ” - Read times in chorus - Lead to the new lesson Contents Rationale * play games Benefits of Renewable energy source Effects of Nonrenewable energy source safe , clean , cheap Dangerous , ………………………………… harmful , expensive … I Vocabulary * Advantages and Disadvantages of energy sources _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to read comprehension - Practice reading the sounds -Know how to learn at home Activities 1- Elicit some new words ( pictures , realias , situations ….) - Have Ss read many times in chorus - call some individuals * Advantage = benefit unlimited available abundant = plentiful convenient ( cheap , clean , safe … ) * Disadvantage limited harmful polluting exhausted ( expensive , dangerous) (n) (Ad) (n) (Adj) … … … - Checking vocab: Hang-man 2, Have Ss Ex1 on the text book - Guide how to * Practice Put the words below into the table to describe the types of energy Sources Advantages Disadvantages of energy Wind Abundant , Not available - Ask Ss to in minutes - Provide the keys Water / hydro Solar Biogas Nuclear 3, Have Ss work in pairs to ex2 - Cross –check - T feedback 4, Have Ss Ex3 on the text book - Guide how to - Ask Ss to - Provide the keys - Ask Ss to write down on the notebooks Pronunciation unlimited Clean , safe Renewable , plentiful, available , clean , safe Renewable , plentiful, clean , safe Renewable , clean , safe Abundant Expensive , not available Expensive Abundant , cheap Expensive , dangerous Coal, oil , Harmful, natural exhausted , gas … polluting Compare your answers with your partner For example : A: I think biogas is renewable B: Me, too I also think it is abundant and cheap …………………………………… look at the pictures and complete these sentences , using the words in1 solar – clean / safe non-renewable wind – clean expensive – dangerous II Pronunciation * How to stress in three-syllable Nouns and Adjectives 1- Guide Ss how to Rule1 : Ooo When Sylablel2 &3 are short vowels stress the nouns and ( very popular) the adjectives with Eg : excellent , difficult , president , plentiful , three syllables energy accident , dangerous Rule2 : oOo When Syllable is a long vowel or a dipthong and Syllable3 is a short vowel or dipthong /ou/ ( popular) Eg : disaster , potato , enormous , expensive , 2- Give examples convenient , advantage - explain the rules * Practice - Have Ss practice in chorus Listen and repeat Which words are stressed on the first syllable and which ones are stressed on the second syllable ? Put them in the correct columns 3- Ask Ss to Ex - Ooo dangerous plentiful oOo - expensive - abundant & to distinguish the two ways of stressing three-syllable words 4- Have Ss practice - cross-check - call some individuals Homework - Learn by heart all the new words - Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Do a * b1,2 ( workbook) - limited - convenient - easily - enormous - energy - advantage Read the following sentences and mark the stressed syllable in the underlined words Then listen , check and repeat Coal will be replaced by another renewable resource Wind power is convenient and abundant Natural gas is limited and it is harmful to the environment Solar energy is plentiful and it can be replaced easily Nuclear power is expensive and dangerous * at home Week: Planning date: Teaching date: Period : UNIT 10 : SOURCES OF ENERGY Lesson 3: A Closer look * Objectives: - By the end of the lesson, Ss will be able to talk about ENERGY SOURCES and they master the uses of the future continuous tense and the simple future passive - Develop Ss’ listening , reading and writing skills - Vocabulary: Energy sources - Grammar: The future continuous tense and the simple future passive Timing Teacher’s & SS’ activities Contents Rationale I Warm- up - Have Ss answer some questions - Lead to the new lessons (old Lesson if have time * Questions : Review simple future tense What will it be tomorrow ? Where will you go for this summer vacation ? When will you have a party for your next birthday ? How will the world change if we use up all the non-renewable energy sources ? S Will V (inf)…… ( simple future tense) _Make class more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to use of the present simple - Practice using the pre simple fluently - Practice using the pre continuous fluently -Help Ss identify the pre simple & the pre continuous -Help Ss know how to learn at home II Activity - Give examples - Explain other uses of - Give the form - Have Ss work in pairs to Ex 1,3 ( work individually) - Call someone to present their answers - Cross –correct - Provide the keys * Grammar I The future continuous tense * Examples : - At 8.00 tomorrow morning, I will be learning Math at school - This time next summer , we will be visiting Paris => expressing an action in progress at a definite point of time in the future (+) S + will be + V-ing (-) S + will not be + V-ing (?) Will + S + be + V-ing ? Note : The future continuous often company with a definite point of time in the future ( Adverbs of time )such as On Sunday next week , At 8.00 tomorrow morning This time next summer By 2020 ,…………… * Practice : Complete the sentences using the future continuous form of the verbs in brackets 1, will be putting 2, will be taking - Ask Ss to write down on their notebooks - Give the form - Give examples - Explain other uses of the passive voice - Have Ss work in pairs to Ex5 ( work individually) - Call someone to present their answers - Cross –correct - Provide the keys - Ask Ss to write down on their notebooks - Ask Ss to work in pairs / in groups of four - Call some pairs / groups to present their answers - Cross -check 3, will be installing 4, will be spending 5, will be using 3.Complete the conversation with the verbs in brackets ( simple future or future continuous tense ) 1, will watch 2, will we put 3, will be having 4, will travel 5, will walk or cycle 6, will be cycling 7, will be going II The future simple passive form * Form (+) S + will be + Vpp ( by O ) (-) S + will be + Vpp ( by O ) (?) will + S + be + Vpp ( by O ) ? * For Examples -Solar panels will be put on the roof of the houses - The exercises will be finished tomorrow - Low energy light bulbs will be used widely NOTE : Passive form is used when… - the doer is not known and not important - the object is not important NOTE2 : If the doer is definite and still important , we can add “ by O ” at the end of the sentence * Practice : Complete the magazine article with the passive form of the verbs in the table 1, be provided 2, be used 3, be placed 4, be stored 5, be solved * Further Practice 4.Work in pairs Tell your partner what you will be doing at the following point of time Eg: This time tomorrow I will be learning English this time tomorrow Or This time tomorrow , I will be learning English Tomorrow afternoon this weekend this time next week when you are fifteen years old Look at the pictures and write what will be done in the future * Suggestions A hydro power station will be built in the region to increase the electricity Solar panels will be put / installed on the roof of the buildings A network of wind turbines will be installed to generate electricity Bicycles will be used to travel in the city ( Do at home if necessary) 2.Write what these students will be doing tomorrow afternoon 1, Jenny will be giving a talk about saving energy 2, Helen will be putting solar panels in the playground 3, Susan will be checking cracks in the water pipes 4, Jack will be putting low energy light bulbs in the classrooms 5, Kate will be showing a film on types of renewable energy sources - T feed-back III Homework - Learn by heart all the new words - Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Do B3,4,5,6 ( workbook) - Redo section 2,6, – students’ book Change these sentences into the passive voice Waves will be used as an environmentally friendly energy source A network of wind turbines will be installed to make electricity In the countryside , plants will be burntn to produce heat Energy consumption will be reduced as much as possible Alternative sources of energy will be developed Solar energy will be used to solve the problem of the shortage of energy Week: Planning date: Teaching date: Period : UNIT 10 : SOURCES OF ENERGY Lesson 4: Communication * Objectives : - By the end of the lesson, Ss will be able to talk about their carbon footprint as well as the ways how to save energy in life - Developing Ss’ reading and speaking skills - Vocabulary: ways to save energy in life - Skills : take a survey Timing Teacher’s & SS’ Contents activities I.Warm - up: * Questions : What did you to save energy ? - Have Ss answer What you usually to save energy ? the questions What will you to save energy ? - Set the sense - Lead to the new lesson II Activities 1- Elicit some new words from pictures and situations - Read aloud many times in chorus - Checking vocab: matching game - Call some individuals 2-Practice Answers : - I ………………………… - I………………………… - I………………………… ( students’ answers ) I-Vocabulary * How to save energy - to take a shower - to ride a bike - to use public transport - to use a hand-fan - to use low energy light bulbs - to turn off electricity things - to use biogas - to ………………… ……… ……… ……… … II Practice Do a test by answering the following questions - Have Ss a test with the number from to / ex1 QQuestions Always Often Some Never Do you ( = ) ( = 2) Times ( = ) ………? (= 3) - Guide how to ( 1, take individually) showers 2, walk or ride 3, use public transport…… 4, use a handfan 5, use low energy 6, turn off the … 7, only use as - Ask Ss to work in much water groups of six as… student is the 8, only use a monitor little student are the electricity Rationale participants 9, use biogas … 10, go to school by bike - Call some groups Look up the score and answer the following to represent their question works 1, What is your total score ? ……………… …………… ……………… Then explain how well your partner saves energy “How big your partner’s carbon footprint is.” - Feedback Student1 : ………………… Student2 : …………………… Student : ………………… Student :…………………… Student5 : …………………… Keys : - Give the answers 10-20 : Your footprint is small You are really environmentally friendly 21-30 : Your footprint is quite small Remember to care about , and respect , the world around us 31- 40: Your footprint is quite big You something to save energy , but there’s always room for improvement Report your partner’s carbon footprint to - Have Ss work in your groups / class Use the following pairs prompts For example : - Call some Ss/ pairs My partner’s carbon footprint is bog He is to represent their considerate because uses lots of baths He could try report before the harder to use showers instead of baths By reducing class the baths , he can help to save energy in the future ( Ss’answers ) - Feedback III Homework - Do Speaking Do at home ( workbook) - Write a report about your own carbon footprint Week: Planning date: Teaching date: Period : UNIT 10 : SOURCES OF ENERGY Lesson 5: SKILLS * Objectives: - By the end of the lesson, Ss will get some more information about ENERGY SOURCES as well as well be able to talk about their advantages and disadvantages - Develop Ss’ reading and speaking skills - Vocabulary: Advantages and disadvantages of energy sources - Skills : How to make a speech about advantages and disadvantages of energy Timing Teacher’s & SS’ Contents Rationale activities I Warm- up _Make class * Network ( old lesson) more exciting wind sun - Have Ss play and attract Ss game “ spider web ” to learn English Names of - Read times in chorus energy sources _ Help Ss - Set the sense know some new words - Lead to the new nuclear water lesson * Discussion : - Have Ss work in groups to discuss the following questions Discuss the following questions 1, What are the main sources of energy in Viet Nam ?……coal , oil, hydro power, … 2, What types of energy sources will be used in the future ?……………………… ( ….solar energy , wind energy … ) - Listen and feedback -Help Ss know how to read comprehension - Practice speaking fluently -Help Ss know how to learn at home II Activities 1- Elicit some new words ( pictures , realias , situations ….) - Have Ss read I Vocabulary Fossil fuel - to create = to produce = to generate - To replace - to turn ( turbines) (n) (v) ……… ……… ………… …… many times in chorus - Call some individuals - to convert into - to value - alternative - a great deal of = a lot of (adj) ………… 2* Checking vocab: Slap the board and remember 3- Guide Ss the way how to Ex3a - Give examples - Ask Ss to work individually - Call some Ss to the black-board - Provide the correct answers II Practice A Reading Read the text below and check your ideas Read the text then answer the questions a Match the verbs with the nouns – c create energy – a drive machinery - e generate electricity – b turn turbines –d heat houses b Answer the questions Two They are renewable and non-renewable Hydro power is limited because dams cannot be built in certain areas ,and nuclear energy is dangerous 4- Guide Ss the way how to Ex3- because the wind can turn turbines to make electricity Solar energy can be changed into b electricity or cab be used to heat or cool our - Give examples houses - Ask Ss to practice in pairs We use hydro power most - Cross –check he think Viet Nam will use the wind and the - Call some Ss to sun as alternative sources of energy in the the black-board future - Provide the correct answers - Ask Ss to write down on their notebooks B Speaking : Ask and answer questions about the advantages and disadvantages of each type of energy source - Call some pairs to Example : role-play before the - Have Ss work in pairs class - Cross-check - T feedback 5- Divide the class into groups - Have Ss make a speech about the advantages and disadvantages of each type of energy source - T observe - call some groups to represent their work - Feedback III Homework - Learn by heart all the new words - Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Do Reading ( workbook) - Redo Ex5 ( students’ book) A: What type of energy is oil ? B: It is non-renewable source of energy , because it cannot easily be replaced A: What are its advantages and disadvantages ? B: It can be used to drive machinery , but it also pollutes the environment ……………………………… ……………………………………… Talk about the advantages and disadvantages of each type of energy source ( speaking) Example : Hydro power is a renewable source of energy because it comes from water It is cheap and plentiful Unfortunately , dams can only be built in certain areas Do at home Week: Planning date: Teaching date: Period : UNIT 10 : SOURCES OF ENERGY Lesson : SKILLS * Objectives: - By the end of the lesson, Ss will be able to write a passage about energy and the ways how to save energy in life Ti mi ng - Develop Ss’ listening and writing skills - Vocabulary: energy sources &ways to save energy - Skills : How to write a passage Teacher’s & SS’ activities Contents I Warm- up I Vocabulary - Have Ss play game “ spiderUse public web of phrases ” transport - Read times in chorus Rationale Ride to work What we should to save energy Turn off lights … - Discuss some questions - Set the sense - Lead to the new lesson ……… Look at the pictures Discuss the followings 1, What you think is unusual about this means of transport ? 2, Have you seen any transport like this ? 3, What should we to save energy in our life ? _Make class more exciting and attract Ss to learn English _ Help Ss listen & choose the correct answer -Help Ss know how to write the webpage - Practice writing -correct Ss’ mistakes -Help Ss know how to learn at home II Activities 1- Elicit some new words ( pictures , realias , situations ….) - Have Ss read many times in chorus - Call some individuals * Checking vocab: What & Where 2- Have Ss guess the answers before listening - Cross-check - Play the tapes - Call someone to give their answers - Play the tape again - provide the keys 3- Ask Ss to work individually - Cross –check - Call some Ss to the blackboard - Provide the correct answers - Have Ss work in groups to discuss what we should to save energy - T observe and feedback - Ask Ss to write down the I Vocabulary : ( in developing countries) to use up to lead to to change to heat up to release to solve ( the problem) to protect to invest to increase >< to reduce 10 to avoid ( doing ST) (v) ……… ……… … …… II Practice A Listening Listen to the passage and tick true or false to the statements 1, T 2,T 3,T 4, F 5, T Listen to the passage again and complete the sentences 1, mountainous 2, Cooking and heating 3, air pollution 4, on the increase 5, wind and the sun B Writing Complete the article Use the phrases below -E , -D , -A , 4-B , 5-C Discuss the following ways to save energy Decide on the most important , then write them in the box What should you to save energy ? Reduce our electricity Use public transport Reduce the use of fossil fuel Increase the tax on petrol Use low energy light bulbs answers on their notebooks 4- Divide the class into groups - Have Ss practice in group - Present their works on the sub-boards - T observe - Feedback III Homework - Learn by heart all the new words - Do Writing ( workbook) Week: Planning date: Teaching date: Period : Write a short passage about what we should to save energy ( maybe at home) Start like this : Every day, we use too much energy at home We should …………………… ……………………………………………………… ……………………………………………………… ………… Do at home UNIT 10 : SOURCES OF ENERGY Lesson : Looking back & Project * Objectives: - By the end of the lesson, Ss will be able to revise what they have learnt about ENERGY SOURCES in the previous lessons as well as make their own products slogans about how to save energy - Develop Ss’ listening speaking reading and writing skills - Vocabulary: Sources of energy & ways to save energy in life - Grammar: The future continuous tense and the future simple passive form Timing Teacher’s & SS’ Contents Rationale activities I Warm up I Vocabulary ( Review) - Have Ss put the Put the words into the correct groups words into the Sources of Advantages Disadvantages correct groups to energy recall some new Biogas Clean Polluted words Solar energy Cheap Expensive - Read times in Gas Plentiful Limited chorus - Checking Nuclear energy Available Exhausted/ remembering by dangerous games harmful Water power unlimited - Guide how to play - observe & feedback II Activity II Grammar: ( Review) A, The future continuous tense 1-Review briefly the => expressing an action in progress at a definite usages and forms of point of time in the future the future continuous tense and the simple future passive voice (+) S + will be + V-ing (-) S + will not be + V-ing (?) Will + S + be + V-ing ? B, The future simple passive form Passive form is used when… - Give examples - the doer is not known /not important - the object is not important - re-explain the uses * Form and the form (+) S + will be + Vpp ( by O ) (-) S + will be + Vpp ( by O ) (?) will + S + be + Vpp ( by O ) ? NOTE : If the doer is definite and still important , we can add “ by O ” at the end of the sentence - Have Ss Ex ( * Practice : Complete the sentences using the verbs in pair work & brackets in the future continuous group-work) - cross- check 1, will be wearing 2, will be lying 3, will be working 4, will be studying 5, will be building Change the following sentences into the passive voice A lot of money will be spent on heating next - call someone to year represent their Biogas will be used for fuel in homes and for answers transport Renewable energy like wind and solar - Provide the keys energy will be used to solve the problems of pollution The use of electricity will be reduced to save energy A hydro power station will be built in this area next year - Ask Ss to write Complete the dialogue, using the future down their continuous form of the verbs answers on their 1, will be earning 2, will be doing notebooks 3, will be doing 4, will be hosting 5, will be doing III Communication: How to save energy Look at the pictures and answer the question below What should you to save energy ? - Have Ss look at - We should turn off the fire when the the pictures and kettle is boiling say out - We should turn off the faucet when the tub is full of water - We should close the refrigerator’s door when we not use it - Call some ones to present - - Feedback and correct mistakes if necessary 3- Have Ss discuss the slogans - Observe and feedback - Divide the class into groups - Have Ss work in groups to draw slogans about how to save energy - Call some groups to present their products ( exhibition) - T observe - Feedback III Homework - Learn by heart all the new words Week: Planning date: Teaching date: Period: - We should turn off the fan when we not use it We should turn off the lights when there is no one in the room We should turn off the gas-stoves when we not cook IV: Project.( Poster / sub-boards) Look at the slogans and answer the questions below - How are they used ? - Why are they important ? Write a simple slogans in your groups about how to save energy ( exhibition their slogans ) ( maybe at home ) Do at home Unit 11: TRAVELLING IN THE FUTURE Lesson 1: Getting started * Objectives By the end of the lesson, Ss can: - use lexical items ralated to future means of transport and movement - understand the difference between facts and opinions - use will for future prediction Timing Teacher’s & SS’ activities Warm up To start the lesson, ask Ss as a class to brainstorm on the board one or two means of transport that are now commonly used in Viet Nam Connect this with what they have learnt in Unit (Traffic) andUnit 10 (Energy) by asking Ss to describe how these means of transport work in which situations they are used, and the advantages and disadvantages of using them Contents Example: “motorbikes” - have motors powered by engines - use petrol - used for road traiffic - advantages, practical, personal transport - disadvantages: not safe cause pollution Ask Ss how people in Viet Nam Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words will travel around in year 2100 Activities Ask them to predict it Presentation theirmeans of transport - Elicit the new words mentionedon the board will still Write ‘flying car’ on the board be used Ask them to explain Ask Ss what they think how a ‘flying their preductions car’ might be different from an I New words ordinary car (e.g.appearance, energy, Flying car (n): ô tô bay Jet pack (n) : động phản lực advantages, disadvantages, etc.) mini Write ‘jet pack’ and ‘teleporter’ Teleporter (n): dịch chuyển tức on the board Ask Ss to guess what thời they are, them give explanations Driverless car (n): ô tô không ‘Jet pack’: a jet-powered device người lái you wear on the back that will help Crash (v) (n): đâm, va chạm you to fly (“động phản lực mini”) Avoid (v): tránh Helicopter (n) : máy bay trực ‘teleporter’: an imaginary method of thăng transportation in which one disappears Imaginative(n) : giàu trí tưởng at one point, usually in an instant, and tượng reappear at another - Check the new words: What and where - Let ss predict how people travel in the future, then write some of the students’ answers on the board - Let ss draw the usage of “will” in this situation Practice Have Ss cover the text and ask them to look at the piture only Introduce the names of the students (Veronica, Mai, and Phuc) Ask them: - What can you see in the picture? - What are Veronica, Mai, and Phuc doing? What makes you think so? - What you think is on the screen? Is there a connection between what is on the screen with what Mai is thinking about? - What topic are they talking about? II Model sentences: Eg: People will own driverless cars in the future Will + V: for future prediction III Activities Activity a Answer the following questions Key a a b c -Help Ss know how to read comprehension - Practice reading the poem fluently -Know how to learn at home Ask Ss to uncover the text Play the recording and ask them to locate the parts of ‘flying cars’, ‘jet pack’, and ‘teleporter’ a Ss work individually to answer the questions Ss compare answers in pairs and then discuss as a class T goes through each question and asks Ss how the text in the conversation supports their answers (For question 2, however, T may draw Ss’ attention to the suffix-less For question 4, T may remind Ss of the meaning of green in previous units) After the discussion, T writes correct answers on the board Look out T emphasises-less is added to a noun to make an adjective Ask Ss to give more examples For a more able class, ask Ss to make sentences with the new adjectives created b Ss work in pairs to ask and answer the question After that call some pairs to ask and answer for the class to listen For a more advanced class, questions & # can be used as a team-based class debate Draw Ss attention to the Remember box Give more examples if necessary and ask Ss to identify which are facts and which are opinions Ask Ss to work in pairs to tick the Facts vs Opinions box Then ask for their answers as a class Ask Ss to explain their decisions before giving the keys For question 5, tell Ss that a prediction is always an opinion Ask b Key: If there are too many flying cars, there will be traffic jams in the sky Some means of transport will not be convenient in bad weather (e.g.jet pack) Future means of transport may use a lot of fuel which will make pollution worse 2&3: Open answers from Ss Activity Write a fact and an opinion (which could be your personal opinion) about flying cars on board Ask Ss to decide which statement could be proved and which is what you feel F O F O O Ss to expain before giving your own explanation a Ss work individually to come up with the means of transport mentioned in the conversation b T makes an example by giving a comvination, e.g an electric car Ask Ss to say how they think an electric car works Then Ss work individually to make a list of the combined words Production: 3C c Tell Ss how to this task by looking at the example given Then ask Ss to work in pairs After the discussion, ask the class how many comvined words they have Elicit the words on the board Then ask Ss to pick up one favourite combination from their list Call on several pairs and have them to explain why they choose that means of transport as their favourite one Homework -Learn new words and phrases Week: Planning date: Teaching date: Period: Activity a Key: driverless car flying car Unit 11: TRAVELLING IN THE FUTURE Lesson 2: A Closer Look * Objectives By the end of the lesson, Ss can: - appropriately use rising and falling intonation for Yes-No and Wh-questions - use lexical items ralated to future means of transport and movement Timing Teacher’s & SS’ activities Warm up The class can be started with a game Write the verbs: drive, ride, fly, sail, pedal on pieces of paper Ask one Contents Rationale _ Make class more exciting and attract Ss to learn English S at a time to volunteer to perform the action looking at the verb and the class guess what action the S is doing After each correct guess, write the verb on the board Ask Ss to add means of transport they know that go with that verb Explain that there may be a means of transport that is not suitable for particular verbs Activities Presentation Let Ss work in pairs to activity 1then elicit the new words from the pictures _ Help Ss know some new words I New words Pedal (v), (n): đạp (xe), bàn đạp Float (v): Heated (adj): nóng Hot air balloon (n): kinh khí -Help Ss know cầu how to read Tram (n): comprehension Bullet train (n): tàu hỏa siêu tốc (tàu viên đạn) II Activities - Practice Activity reading the Key:a a motorbike (explain sounds when ride is used and drive is used) b a car c a train d a bus e a plane Activity Key: a a ship b a bus c a hot air balloon d a bicycle e a plane f motorbikes Practice Check ss’ answer After having the keys, Ss work in pairs again to say the correct pharases e.g.drive a train, drive a car, drive a bus Ask Ss to underline the most important key words in the thinking bubbles Do the first item with Ss as an example Ss then work individually and compare their answers in pairs Ss work individually then pairs Activity Explain the use of in and on in Key: in Remember box on in If time allows, ask Ss to ask and answer how they often go/travel to some places (school, supermarket, the sea, etc.) Write two questions on the board: one Y/N question and one Wh-question Tell Ss to say the questions aloud and ask them to notice how the two questions are said in different ways on in; on Tekk Ss to find out the rules in Look out! Box Ask Ss to give some questions and have more practice Play the recording Ss work individually and tick in the appropriate box Audio script: What will be next? Do you think you can use it in bad weather? How much fuel will these means of transport use? Will pollution be much worse? Ss practise saying the questions individually then as a class Ss practise saying the questions individually and decide if they are spoken with rising or falling voices Do not give the keys at this point Play the recording for Ss to check their answers, then confirm their correct answers Ss work in pairs and ask and answer the question in Production: * Survey Give ss survey form then guide them to conduct it ( pay attention to intonation when questioning) Homework -Learn new words and phrases Prepare for A closer look Activity Key: falling rising falling rising * Survey: Have you ever (travelled in/on ) ? What is your favorite means of transport? -Know how to learn at home Week: Planning date: Teaching date: Period: Unit 11: TRAVELLING IN THE FUTURE Lesson 3: A Closer Look * Objectives By the end of the lesson, Ss can: - use will for future prediction - use possessive pronouns Timing Teacher’s & SS’ activities Warm up Set up the situation to lead into the lesson: T- Ss exchange: T: How you go to school everyday? Ss: I go to school by… (by bike) T: What color is your bike? Ss: My bike/ It is red/… T: Mine is white And how will you travel when you are 25? Ss: I will …… Lead into the objectives of the lesson are to use will for future prediction and use possessive pronouns Activities Presentation Remind Ss of Phuc, Veronica, and Mai and the group’s project in Getting Stated Ask Ss if they are talking about the past, the prensent, or the future For more able class, elicit from Ss more information about what the group discuss Ask Ss to cover the text to listen carefully to pick up any phrases/sentences that contain will Contents Rationale _Make class more exciting and attract Ss to learn English _ Help Ss know some new words I Grammar Will for future predition Key: We often use will to make a -Help Ss know how to use of prediction about the future the present Prediction simple Affirmative S + will + V Negative S + will not (won’t) + V Interrogative Will + S + V? Possessive pronouns This is your pen ‘your’is a possessive adjective and it is put before the noun Go through the example with Ss This pen is yours ‘yours’ is a Say the two sentences have the same possessive pronouns and stands - Practice alone meaning using the pre Highlight the changes in possessive in the two sentences the simple fluently Instead of saying: This pen is your pen (which sounds repetitive), we say This pen is yours Instead of saying: This bike is my bike, not his bike, we say This Explain that we use possessive bike is mine, not his pronouns to avoid repeating information Draw Ss’ attention to the table: The personal pronouns I, you, she, he, it, we, they, correspond the respective possessive adjectives my, II Activities your, his, her, its, our, their, and the Activity respective possessive pronouns mine, Key: This computer is theirs yours, his, hers, its, ours, theirs The black bike is mine Practice These shoes are his Ss work individually to The cat is Veronica’s complete task Then T calls on The picture is ours some Ss to write the answers on the Activity board and gives feedback Key: Pepple won’t use flying cars until the year 2050 Ss work individually then Do you think the fuel price compare their answers with each will increase next month? other The mail won’t arrive until next week I don’t think he will take the new position We will use more solar energy in the future Production: Write ‘fortune teller’ on the board Ask Ss why people want to visit a fortune teller, and what the fortune teller is expected to talk Activity Key: Will I be will be Will I be will be Will I be won’t be will travel - Practice using the pre continuous fluently -Help Ss identify the pre simple & the pre continuous -Help Ss know how to learn at home about If you have experience asking a fortune teller to predict your future (or simi-lar), tell the class what the fortune teller says (in direct form) Ask Ss if they have ever talked with a fortune teller about the future, and if the predictions have become true or not Ss work in pairs to complete the task Then T gives feedback to Ss as a class If time allows, ask Ss to play roles to predict the future of each other Game Have Ss work in groups of or Each group member writes sentences individually, then the group get together to see how many sentences they have The group that has the most correct sentences wins For more advanced classes, this can be done using ‘Sentence - making race’ Have groups write in 10 minutes as many sentences as possible The group that has the most correct sentences wins Homework -Learn new words and phrases Prepare for Communication Week: Planning date: Teaching date: Period: Unit 11: TRAVELLING IN THE FUTURE Lesson 4: Communication * Objectives By the end of the lesson, Ss can: - talk about their footprint Timing Teacher’s & SS’ activities Contents Warm up - Chatting: What are renewable - Non-renewable sources of sources of energy and What are the energy: coal, oil, natural non-renewable sources of energy? gas… Rationale Activities + Ask Ss to look at the picture of the footprint at the bottom right hand side of page 43 and answer the questions: What does the carbon footprint mean? How big is your carbon footprint? Have Ss read each item in independently and write the number (from 1-4) in the boxes in accordance with what they always, often, sometimes or never Ask Ss to mark each other’s answers in pairs After adding up the marks, ask Ss to write the score in the total score box Have Ss explain in pairs how well they save energy, using the three levels of scores in Have Ss talk about their partners’ footprint in groups, using the prompts in c and the ideas in a 3.Homework -Do exercise in workbook ( part C) - Prepare: Skill Renewable: wind, water, solar energy Answer the questions below with a number from 1-4 1= always 2= often 3= sometimes 4= never Do you….? Work in pairs Add up each other’s answers, and look up the score below Then explain how well your partner saves energy Score: 10-20: Your footprint is small… Score: 21-30 : Your footprint is quite small… Score 31-40: Your footprint is big… Talk about your partner’s carbon footprint to your group Use the following frompts * My partner footprint is… * He/she is considerate because… * He/ she could try hard to… * by….in the future, he/she can help to… Week Date of planning: Date of teaching: Period: Unit 11: TRAVELLING IN THE FUTURE Lesson 5: Skill * Objectives By the end of the lesson, Ss can: - read a text about special vehicles Timing - give facts or opinions Teacher’s & SS’ activities Contents Rationale Warm up Brainstorming: means of transport _Make class more exciting and attract Ss to learn English Activities Pre- reading and speaking Ask Ss to look at the pictures and describe what they see If the pictures are too small, T can prepare bigger photos of a hover scooter, a monowheel, and a segway Help Ss to find out the connection between the pictures by asking questions such as: How many people can travel on them? Where are these vehicles used? How can these people control the vehicles? Do not give the names of the vehicles at this point - Elicit the new words While- reading Suggested answers: These are all personal of _ Help Ss know transport One person can travel some new on them They are all used for words ground transport People control them by using handle bars I New words Flop (v): thất bại Hover scooter (n): xe trượt trên mặt đất Monowheel (n): xe đạp bánh Pedal (n), (v): bàn đạp Segway (n): segway (tên loại phương tiện giao thông di chuyển di chuyển tay lái) Pull (v): kéo> < push Handle (n): tay cầm Create (v) – Creation (n) Ask Ss to read the text and try to identify which picture is a hover II Activities scooter, a monowheel, and a segway Activity Ask Ss to explain their decisions Key: invention Ss work individually then weird compare partners the answers with their -Help Ss know how to read comprehension - Practice speaking fluently -Help Ss know flop how to learn at home Activity 4: The Segway Ss work in pairs to complete Maybe because a personal the task Ask Ss to underline the words hover scooter is expensive, and in the text that help them to find the it may be difficult to park answers The monowheel For more able class, ask Ss if The Segway they agree or disagree with what the author says and why While- speaking: Explain the Stydy Skill box for opinion signal words T may bring in some photos or write on the board some interesting topics and ask Ss for their opinions Ask Ss to use opinion signal words where possible Remind Ss of the difference between a fact and an opinion that they have learnt in Getting Started Ss work in pairs to complete the task fact opinion opinion fact opinion fact Post- reading and speaking: Ss work in pair to prepare their presentation about the vehicle Remind them to use statements about both facts and opinions Ss can add their own ideas where possible Call on some pairs to present it to the class Homework -Learn new words and phrases Prepare for skills Week Date of planning: Date of teaching: Period: Unit 11: TRAVELLING IN THE FUTURE Lesson 6: Skill * Objectives By the end of the lesson, Ss can: - listen for specific information about inventions of future means of transport - Write a paragraph about future means of transport Timing Teacher’s & SS’ activities Warm up Contents Rationale _Make class Chatting: Which transport you think of in the future? Activities Have Ss guess the answers first Tell Ss that the questions ask about what they think, and not what is true about the vehicle Remind them to use opinion signal words where possible Do not give corrective feedback - Accept all answers from Ss and ask them to explain why they think so Play the recording and ask Ss to check their answers in Ss work individually to answer the questions and compare the answers with their partners Ss work in pairs to the task Give correct feedback and play the recording again if necessary Refer to the text in Reading to support Ss in this task Have Ss swap their writing with each other Ask them to identify facts and opinions For more able classes, ask Ss to give their own feedback about their friend’s writing Homework -Learn new words and phrases - Exercise: Part D, E ( Workbook) Prepare: Looking back and project I- Listening Look at the picture Which you think are the correct options below - Ss’ opinion Now listen and check your answers can doesn’t not easy can’t is more exciting and attract Ss to learn English _ Help Ss listen & choose the correct answer -Help Ss know how to write the webpage Listen again and answer the following questions The vehicle is called TF-X It can travel at 300 kph It was designed in 2013 Tick the benefits of this vehicle that are mentioned in the recording It can avoid traffic. It can avoid bad weather.( not mention) It travels fast  You can invite three of your relatives and three of your friends to travel with you on this vehicle at the same time ( the car has two seats) Learning to drive the car is simple  II- Writing Write a short paragraph about a future means of transport in this unit Include both facts and your opinions about the vehicle - name of mean of transport - how it looks - how its functions - what you think about it Swap your writing with your partner Find which sentences are facts, and which ones are opinions Do you agree or disagree with your friend’s opinions? - Practice writing -correct Ss’ mistakes -Help Ss know how to learn at home Week Date of planning: Date of teaching: Period: Unit 11: TRAVELLING IN THE FUTURE Lesson 7: Looking back + Project I Objectives By the end of the lesson, Ss can: - Look back the unit to review: Timing Teacher’s & SS’ activities Warm up Chatting: Ss talk about their future means of transport Contents I- Vocabulary Activities Use the clues in the two pictures to form + VOCABULARY a phrase Have Ss work b.solar-powered taxi individually to combine the c driverless plane pictures together to form a d space car phrase e underwater bus Complete this table Transport possibilities in the future Verb Energy Characteristics Ss first work individually, used then work in groups to fill bicycle Ride, WindAutomated, the table pedal powered high-speed car drive WaterFlying, powered driverless train drive SolarUnderwater, powerd supersonic airplane Fly, Solardriveless drive powered II-Grammar Rationale + GRAMMAR Ss work individually then compare their answers with each other Change the personal pronouns in brackets into suitable possessive pronouns 1.mine yours 3.theirs hers Look at the information about skycycling tubes Then write a description of this means of transport using will and won’t Skycycling tubes will be easy to drive… 5.Complete the dialogues using will (+) or Ss write the text and swap won’t (-) with each other for peer (I don’t know).Perhaps we won’t travel in comments driveless cars in the future Ss work individually then Will we have high speed trains in the next compare their answers with five years? each other Yes, maybe we will I think we will have electric taxis very soon Oh, I think we won’t have them until the year 2030 III- Project Our own future transport In groups, brainstorm ideas for your future means of transport Think about the following: + Where does it travel? Does it fly, float, drive or something else? + Project + How does it travel? Do you pedal it? Encourage Ss to draw …………………………………………… picturesor use videos to illustrate their ideas They may use posters or prepare a presentation using computer if possible Homework -Learn new words and phrases - Exercise: Workbook Prepare for the second term test Week Date of planning: Date of teaching: Period: I Objectives REVISION By the end of the lesson, Ss can review for the coming test II New lesson I: Choose the word whose underlined part is pronounced differently from that of the other words in each group A teenager B together C guess D regular A meat B reader C sea D realize A horrible B hour C hundred D hold A much B drug C future D buffalo A serious B symptom C sugar D sauce II: Choose the best option to complete the following sentences I have known her……………… two years A with B for C since D in He many old books for years A recycled B is recycling C has recycled D will recycle To prepare for the new year, I my house again since last month A paint B painted C have painted D has painted They ……… the used plastic bottles with water several times yesterday A washed B is washed C are washed D were washed 10 It is dangerous quickly A driving B drove C to drive D driven III: Match the verbs in A with the phrases in B A B 11 donate a flu 12 have b eggshells 13 have a c a mural 14 carve d blood 15 paint e temprature IV: Read the text and answer the questions The first reason why many families volunteer work is that they feel satisfied and proud The feeling of fulfillment comes from helping the community and other people In addition, volunteering is a great way for families to have fun and closer But many people say they don’t have time to volunteer because they have to work and take of their families If that’s the case, try rethinking some of your free time as a family You could select just one or two projects a year and make them a family tradition For instance, your family can make and donate gift blankets for the old homeless people on holidays Your family can also spend only one Saturday morning a month collecting rubbish in your neighborhood 16 How people often feel when they volunteer? ………………………………………………………………………………………… 17 How can your family benefit from doing volunteer? ………………………………………………………………………………………… 18 Why don’t some people have time to volunteer? ………………………………………………………………………………………… 19 How can your family help the old homeless people? ………………………………………………………………………………………… 20 Is collecting rubbish in the neighborhood an example of volunteer work? ………………………………………………………………………………………… V: Listen: You will some information about a place called Sea world Listen and complete questions 21-25 You will hear the information twice Open: Tuesday – Sunday Closed during month of: 21…………………………………… Watch a film about the sea in: 22…………………………………… Dolphin show starts at: 23…………………………………… Shop sells: 24…………………………………… Child’s ticket costs: 25…………………………………… VI: Writing: Write about a festival you know - T comments Week Date of planning: Date of teaching: Period: I Objectives TEST ( NUMBER 4) - Check the Ss’understanding Have a future plan I- Listening Listen and complete the missing words or phrases in the passage She …………(1) the book It is her ………… (2) book It has a …………….(3) cover It has ………….(4) pages It has many ………… (5) It …… (6) pictures of many animals She likes animals She has …… ……(7) cats She likes her cats ………(8) names are Fluffy and Muffy She ……… (9) them the pictures ………(10) the book II- Language focus I Choose the word that has the underlined parts pronounced differently from the others in each group: A there B healthy C gather D northern A raised B practised C talked D liked A days B ways C bays D says II Choose the word whose stress pattern is different from that of the other words in each group A diver B vessel C affect D chopstick A relax B marbles C comic D atlas III Choose the best answer from the four choices (A or B,C,D) to complete each of the following sentences Our school will the school festival next week A organize B take C rehearse D play silly mistake! A What B What a C How D How a We are free now Shall we go to our club’s party? - ……………….…… A Yes, I shall B Yes, we should C Yes, we go D Yes, let’s I and my brother usually spend two hour ……………….……every evening A our homework B to our homework C doing our homework D to doing our homework Of the two students , he is ……………….…… A tall B taller C the taller D the tallest When I saw your teacher this morning, I found that he looked very ……………….…… A happy B happily C to be happy D being happy Come here We have ……………….……good news for you and your family A a B many C a lot D some Mr Truong feels sick now because he drank too………………wine this morning A many B few C lots D much I didn’t break those glass windows but my classmates,Tuan and Hoang……………….…… A B didn’t C did D didn’t, either 10 - “Would you like some corn?” - “ .” A No, thanks I’m full B Ok I don’t like corn C All right D Yes, I would IV- Reading Read the following passage and choose the best answers My Television My television is an important (1) _of furniture to me I can’t get (2) the house very often, but my TV brings the whole (3) to me From the evening news and the “all-news” channels I learn about events(4) the outside world: politics, the environment, recent changes in technology and medicine, and (5) on I like game shows and travel programs, (6) And I love comedies: I think it’s important to be (7) _to laugh I can even watch shows (8) _other languages and “go shopping” by TV With the major national networks, I have a (9) of fifty different programs (10) _the same time! A bit B piece C slice D pair A out B in C out of D in to A world B places C towns D cities A on B in C out D over A such B this C that D so A too B so C either D neither A ability B enable C able D inability A of B in C at D by A choose B chose C choice D choosing 10.A in B at C on D of V- Writing Write the second sentence so that it has a similar meaning to the first one: Although he broke his leg, he managed to get out of the car  In spite of ………………………………………………………… I haven’t met my grandmother for a month  It ………………………………………………………………… We have two- month summer vacation  Our summer vacation …………………………………………………… My father spent two hours repairing my bike  It ………………………………………………………………………… I prefer playing outdoor games to indoor games  I’d ……………………………………………………………………… Matrix Chủ đề Listening Reading Writing Nhận biết KQ Thông hiểu TL KQ TL Vận dụng KQ Tổng TL 10 10 10 10 Language focus 10 15 VI Total 10 Week Date of planning: Date of teaching: Period: 15 5 10marks Unit 12: An Overcrowded world Lesson 1: Getting started * Objectives By the end of the lesson, Ss can use the words to describe overcrowded places, words about the effects of overcrowding Timing Teacher’s & SS’ activities Warm up Contents Write the word ‘population’ on the board Make sure Ss know the meaning of this word by either giving the equivalent Vietnamese word or writing: There are million people in Ha Noi Rationale _ Make class more exciting and attract Ss to learn English _ Help Ss know some new words → Ha Noi has a population of million Ask Ss if they know the population of any area in the country or in the world Once the Ss have done it, add the prefix “over” and elicit the meaning of this newly-formed word from Ss Activities I New words Presentation Overcrowded (adj): đông nghịt Elicit the new words Overpopulation (n): dân số quá đông Slum (n): Khu nhà ổ chuột Peaceful (adj): bình Crime (n): tội phạm -Help Ss know how to read comprehension - Practice reading the Commit crime: phạm tội Healthcare (n): chăm sóc sức khỏe Wealthy (adj): giàu có Diverse (adj): đa dạng, khác Lawful (adj): hợp pháp, đúng pháp luật > < Unlawful Spacious (adj): rộng rãi - Set the scene: Ask Ss to look at the title of the text and the pictures and ask them prediction question about what they are going to read The questions may be:  What is the conversation about?  What you think Brazil is like?  Do you think Phuong likes Brazil?  What can you find about Rio/Brazil in this conversation? Ss guess the answers Practice II Activities Activity 1a T T Play the recording Ss listen and T F read Ask Ss if their predictions are correct F 1a Ss work independently Ask them to read the sentences and decide if they are true or false Ss compare answers with a partner Have Ss correct the false sentences T writes the correct answers on the board b Ask Ss to read the explanations in the exercise and try to find the words without checking the text Then ask Ss to refer to the dialogue again for the correct words Correct the answers as a class Make sure Ss know the Activity 1b deverse wealthy major slums crime Activity a c b poem fluently -Know how to learn at home meaning of the words in the box Then e Ss work independently to label the pictures Have them compare their answers with a partner d Play the recording and have Ss repeat the words T gives correction if necessary Production: Ss complete the exercise independently T calls some Ss to share their sentences with the class T can choose some good sentences and write them on the board for other Ss to learn from Encourage Ss to make as many sentences as possible In groups, ask Ss to think of the problems and make a list of them If Ss have difficulty, suggest that they look for problems in their daily life at their own classes, schools, homes, areas or any other places they know for the answers Call each goup to report their list to the class T may help write the problems on the board Ask the class if they agree or not Encourage them to give an explanation to their answers Homework Then move on to the next group and -Learn new words and phrases the same Week: Date of planning: Date of teaching: Period: Unit 12: AN OVERCROWDED WORLD Lesson 2: A Closer Look * Objectives By the end of the lesson, Ss can: use the lexical items related to the topic of an overcrowded world Timing Teacher’s & SS’ activities Contents Rationale Warm up _ Make class Brainstorming: more exciting and attract Ss Ask Ss if they can to learn remember any new words they learn in Getting Started Categorize them as positive (peaceful, wealthy…) and negative (poor, slums…) Move on to this lesson which focuses on some problem as a result of overpopulation Activities Presentation Elicit the new words English _ Help Ss know some new words I New words Dense (adj): dày đặc, đông đúc shortage (n): thiếu hụt nutrition (n): dinh dưỡng malnutrition (n): suy dinh dưỡng spread (v): lan tràn, phát tán II Activities Activity Practice crime Ss listen to the recording poverty and number the words Ss disease listen again and repeat the dense words T checks the understanding of the words bay asking questions like: ‘Do you think our school has enough space?’; ‘What causes disease?’ Ss work individually T checks the answer as a class Encourage Ss to explain why they choose that word for the sentence malnutrition shortage space healthcare - Practice reading the sounds Activity healthcare crime Diseae Malnutrition poverty Activity Eg: He drove fast a He had an accident √ b He felt hungry T can give an example of causes and effects Write the example on the board and ask 1.b a f Ss which one is the effect Ss work independently or in pairs When they have finished, let them exchange their answers with a partner/another pair T then -Help Ss know how to read comprehension d c 6.e Activity a Lack of entertainment, opportunities for employment, enough services few not gives correct answer T may b Poverty, slums, disease, pollution, ask Ss to explain why unempoyment, poor healthcare In groups, Ss discuss to c Noise/ air pollution, crime, overcrowded, shortage of fine out which problems each accommodation -Know how to place may have T collects learn at home Ss’ answers and write them on the board Then the whole class look at the problems and discuss for Activity agreement/disagreement s’pacious Po’llution ‘poverty Pronunciation ‘stressful ‘hungry Nu’trition Word stress In’crease (v) Su’pport ‘violence ‘shortage Di’sease ‘healthcare Ss listen and mark the stressed syllables T corrects the answers Have Ss listen again and repeat the words Activity As a noun Production: Look out! Write two pair of the word’supply’ and ‘question’ on the board, denoting one is a verb and one is a noun Ask some Ss to read them Ask other Ss to listen and see if they can find the difference in pronunciation of the two words Key: su’pply (n), su’pply (v); ‘question (n), ‘question (v) Have Ss listen and repeat the words Homework -Learn new words and phrases Prepare for A closer look As a verb ‘record ‘record ‘picture ‘picture ‘answer ‘answer pa’rade pa’rade Su’pport Su’pport Week: Date of planning: Date of teaching: Period: Unit 12: AN OVERCROWDED WORLD Lesson 3: A Closer Look * Objectives By the end of the lesson, Ss can: use comparatives of quantifiers, make tag questions Timing Teacher’s & SS’ activities Warm up Chatting: - Remind Ss of items they learnt in the previous lessons + words of quantifiers (many,a little…) + countable and uncountable nouns + imperatives with “more”, “less”, and “fewer” Activities GRAMMAR: COMPARISONS OF QUANTIFIERS Have Ss read the sentences and the rules in the table Ask Ss to add more words to the table for each type of comparison Ss complete the reading independently.Encourage Ss to observe and recognise that both tables include the same kinds of information Contents I- Comparisons of quantifiers Read the sentences - more + Nu/Ns + than… - less + Nu + than… - fewer + Ns + than… Look at the information for the two cities below, and compare their data Eg: In Brumba, there are more people per square kilometre than in Crystal ……………………………………… Read the comparisons of the two cities, and decide if they are true If they are not, correct them Correct Incorrect In Brumba, more people live in slums Incorrect People in Crystal earn more per day Correct Correct Rationale _Make class more exciting and attract Ss to learn English _ Help Ss know some new words -Help Ss know how to use of the present simple Ss complete exercise by referring to the tables Complete the sentences with more, less or fewer fewer more more Have Ss this exercise fewer independently T then check less the answers as a class II- Tag- questions + How can the government improve the life of people in the slums? + Do you live in an overcrowded place? + They have moved to the city to look - Practice GRAMMAR: TAGfor a job, haven’t they? using the pre QUESTIONS simple - Write questions on the fluently board: Check if the tags are correct If they Draw Ss’ attention to how these are not, correct them three questions are formed: the Incorrect….do you? – don’t you? first two types Ss have already Incorrect…aren’t they?- don’t they? learnt and the new one, tag Correct questions Correct Have Ss read the conversation Incorrect…can’t they?- can they? Choose one of the question tags in Ss this exercise the box to complete each blank in the independently Then they share interview their answers with a partner T don’t they checks and writes the correct tags isn’t it? - Practice on the board can’t we? using the pre is it? continuous fluently Ss this exercise independently T checks the answers as a class Homework -Learn the grammar rules Prepare for Communication -Help Ss identify the pre simple & the pre continuous -Help Ss know how to learn at home