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Some common mistakes + Task 1 - Have Ss pay attention to some mistakes with how to ask the name, comparative, superlative, prepositions, exclamations, the simple present tense, the simpl[r]
(1)PERIOD 23 / WEEK Review 1: UNIT – – Lesson - LANGUAGE I OBJECTIVES: This unit reviews the language and skills Ss have learnt in Units 1, 2, and Help Ss to recall the language and encourage them to contribute as much as possible II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Content Pronunciation Activity 1: Ask Ss what kinds of words are underlined Elicit the rule from Ss (they are content words and are stressed because they contain all the important information being conveyed) Play the recording for Ss to listen and read along silently, then they can repeat out loud trying to stress the same words Call on some Ss to read out the sentences again Correct their pronunciation as a class Note: All the underlined words are stressed My town is nice and peaceful, but it isn’t very big Da Nang Museum of Cham Sculpture attracts a lot of foreign visitors A: Were you wearing a helmet when you fell off your bike? B: No, I wasn’t Son: Can I go to a party tonight, mum? Mother: OK, but please don’t make noise when you come home A: My mum’s really a good friend of mine B: Is she? Mine is very strict towards me Activity 2: Ss work in pairs first to mark the underlined words as W (weak) or S (strong) Then T plays the recording for Ss to check Play the recording again and Ss repeat Pause and correct their pronunciation A: Is (W) Minh happy about winning the scholarship? B: Yes, he is (S) But his parents are (W) happier A: I can’t (S) understand it! Aren’t (S) you my son? B: I’m terribly sorry, dad But it isn’t (S) entirely my fault A: Pho Hien is (W) a very old town in North Viet Nam B: Is it (S)? Where is it (W) located? A:It’s (W) raining Are they (W) wearing raincoats? B: She (S) is, but he (S) isn’t Vocabulary Activity 3: Ss the task individually and then share their answers with a - reduce pollution - pull down an old building - empathise with someone - make a handicraft - set up a home business - feel worried and frustrated - have high expectations - provide employment (2) partner Check Ss’ answers giant tallest attractions symbol Activity 4: fascinating excited Let Ss read the passage, then this exercise individually T affordable interest may ask some Ss to write their answers on the board T corrects as a class set up deal with turned down look up give up put up with Grammar got over keep up with Activity 5: Ss work individually and then compare their answers with a partner Call on some Ss to write their answers on the board Trang wondered what to wear to the fancy dress party Other Ss comment T corrects as a class She couldn’t decide whether to help Chau with the money Activity 6: Ss the task individually Tell them to write the reported her mum had given to her sentences in their notebooks Call on some Ss to read their Nick wondered where to get those traditional handicrafts sentences T checks Phuc had no idea who to turn to for help with his homework Hoa was not sure when to break the sad news to him As far as I know what to Everyday English Cool Activity 7: No worries Ask Ss to discuss in pairs and choose the suitable words/phrases If I were in your shoes to complete the talks After checking their answers, have some pairs act out the mini-talks IV- HOMEWORK: -Practice reading the dialogue -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare Review ( Skills ) (3) PERIOD 24 / WEEK Review 1: UNIT – – Lesson - SKILLS I OBJECTIVES: This unit reviews the language and skills Ss have learnt in Units 1, 2, and Help Ss to recall the language and encourage them to contribute as much as possible II PREPARATION: sub -board, pictures, cassette III PROCEDURES: Teacher’s and students’ activities Reading Activity 1: Have Ss read the letters silently T clarifies anything they not understand Choose Ss to read the letters aloud sentence by sentence Correct their pronunciation Then Ss the exercise in pairs T corrects as a class Speaking Activity 2: Ss work individually first Have them read all three situations and think of the one that interests them the most Then they talk in groups Give them a few minutes to prepare what they want to say Encourage them to use the language they have learnt Go around and give assistance if need be Content a - found out: got information - face up to: deal with - go on with: continue - keep away from: avoid b F T T T F Listening Activity 3: a/ Play the recording once Ss listen and write their answers Play the recording again for Ss to check Explain any In a (little) town difficult words if necessary b/ Play the recording again once or twice, or as required In a city Ss write down the words/phrases as they hear them T a stranger checks at night downtown entertainment Audio script: Michelle: Hi, Mike! How’s it going? Mike: Hi I’m good, thanks Are you still living in the same place? Michelle: Yes, I’m still in that ‘sleepy’ little town But you know, I enjoy living there It’s quiet, and everyone is friendly I don’t really like the city I feel (4) Writing Activity 4: Before Ss write, brainstorm Ss’ ideas about a craft village (or a place of interest they have been to if they haven’t been to a craft village) Tell them to look at the cues given; note, they will need modifying slightly for a place of interest Encourage them to use the words/phrases they have learnt in the units Give Ss time to the writing task Then have them swap their work with a partner to check before handing it in Collect their papers to check at home IV- HOMEWORK: -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare A 45-minute Test like a stranger here And it seems kind of dangerous, especially at night Mike: Well, I live here in the city, as you know We live in an apartment downtown The city is big, and it doesn’t feel as safe as a small town like yours But I think the people here are pretty friendly My neighbourhood is like a small town with its own stores, cafés, and restaurants …and we can enjoy all kinds of entertainment: cinemas, museums … Michelle: OK, so then on weekends I should come into the city for all that Mike: OK Sure! (5) PERIOD 25 / WEEK A 45-MINUTE TEST TEST I OBJECTIVES: By the end of this period, students will be able to: use grammar points fluently to exercises develop their reading, writing and listening skills II PREPARATION: test papers, cassette III PROCEDURES: Test A + B (included) IV- HOMEWORK: (6) Period 13 -Prepare UNIT ( Getting started ) PERIOD 33 - WEEK 11 CORRECT THE 45-MINUTE TEST Test I.OBJECTIVES: After the lesson the students will be able to recognize their mistakes to avoid Teacher will be able to raise the best students, encourage the bad ss to try more and more as well as give some resolutions II PREPARATION: Paper sheets, sub –board, charts, color chalk III PROCEDURES: Teacher’s activities Warmer - Handing the test sheets to student and asking them to have to look on their test sheet carefully then giving their questions - Explaining some questions for them Comments - Most of the students knew well all the structures and vocabularies they ‘ve leant, so they got good marks - Some students didn’t revise the old lessons and didn’t practise redoing the exercises which I gave carefully, so they got poor marks They had difficulties in writing and gap-fill - Teacher reads the names of the students who got and 10 marks then asks the class clap their hands Some common mistakes + Task - Have Ss pay attention to some mistakes with how to ask the name, comparative, superlative, prepositions, exclamations, the simple present tense, the simple future tense, how to use much – many, ask and answer the place, job, birthday, question-words - Correct the writing + Task - Have Ss the difficult sentences on the board - Correct the test ( sentence by sentence) - Give some comments and ask students to take note some main points Content Answer keys (included) IV RESULTS Class 9A1 (30) 9-10 9A2 (29) IV- HOMEWORK: 7-8 5-6 average 3-4 1-2 average (7) -Copy the correct answer into notebooks -Prepare Getting started – Unit PERIOD 42 / WEEK 14 A 45-MINUTE TEST TEST I OBJECTIVES: By the end of this period, students will be able to: use grammar points fluently to exercises develop their reading, writing and listening skills II PREPARATION: test papers, cassette III PROCEDURES: Test A + B (included) IV- HOMEWORK: (8) Period 13 -Prepare UNIT ( Getting started ) PERIOD 50 - WEEK 17 CORRECT THE 45-MINUTE TEST Test I.OBJECTIVES: After the lesson the students will be able to recognize their mistakes to avoid Teacher will be able to raise the best students, encourage the bad ss to try more and more as well as give some resolutions II PREPARATION: Paper sheets, sub –board, charts, color chalk III PROCEDURES: Teacher’s activities Warmer - Handing the test sheets to student and asking them to have to look on their test sheet carefully then giving their questions - Explaining some questions for them Comments - Most of the students knew well all the structures and vocabularies they ‘ve leant, so they got good marks - Some students didn’t revise the old lessons and didn’t practise redoing the exercises which I gave carefully, so they got poor marks They had difficulties in writing and gap-fill - Teacher reads the names of the students who got and 10 marks then asks the class clap their hands Some common mistakes + Task - Have Ss pay attention to some mistakes with how to ask the name, comparative, superlative, prepositions, exclamations, the simple present tense, the simple future tense, how to use much – many, ask and answer the place, job, birthday, question-words - Correct the writing + Task - Have Ss the difficult sentences on the board - Correct the test ( sentence by sentence) - Give some comments and ask students to take note some main points Content Answer keys (included) IV RESULTS Class 9A1 (30) 9-10 9A2 (29) IV- HOMEWORK: 7-8 5-6 average 3-4 1-2 average (9) -Copy the correct answer into notebooks -Prepare Review (10)