GIAO AN ANH VAN THI DIEM LOP 10 CA NAM

Match each of them with the appropriate meaning - T asks Ss to work in pair to match the word with its meaning Answers: Pair work 1-c 2- a; 3-b; 4 – d; 5- f; 6- e; 7- g Task 3: Make sent[r]

Date of preparation: August, 16th 2014 Distributive period: Date of signing: August, 18th 2014 Date of signing: INTRODUCING THE PROGRAMS OF ENGLISH 10 A Aims: - Help Ss to know about the English book grade 10 in general (Including themes, tests, lessons etc ) - Introduce how to an oral test, a fifteen - minute tests and a written test - Some requires of student to study well English - To help Ss have the opportunities to develop their oral fluency - To introduce the theme and units - By the end of the lesson, students will be able to: + Know about the English book grade 10 in general B Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm-up minutes Presentation 12 minutes * Game: Lucky Number -T divides the whole class into two groups and plays the game - The leader of each group chooses a number for their own group and does the following requirement in each question If the answer is correct, they will get 10 marks Lucky Number How many girls are there in your class? Do you know what your English teacher’s name is? Lucky Number What you prepare for this semester? Do you like studying English? Why or Why not? How you learn English well? Do you speak English fluently? - T leads Ss in the lesson A Content: Including six topics - T introduces the topics You and me Education Community Recreation Nature and Environment People and places > Six topics are divided into ten units - T asks Ss to find out the topic through the unit’s name B The design of each unit in textbook: Getting started: Introducing the overall topic of the unit Language: Learning vocabulary, grammar and pronunciation Reading: Developing reading skills and providing Ss with language and ideas about the topic Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge Listening: Developing listening skills 6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit T < > Ss Group work T < > Ss Presentation 20 minutes Consolidation minutes Homework minutes Looking back and project: - Revising and consolidating of the language in the unit - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation - After units, Ss have one period for test themselves It helps them test themselves about what they’ve learnt C Tests: 1- Checking frequency knowledge for the previous lesson 2- Fifteen minutes test (3 times for each semester) 3- Forty minutes test (2 times for each semester) 4- Semester test (Once for each semester) D The new point in learning English 10 - Communicative method /approach - Task - based method /teaching - The book is designed with skills - Complete and various tests - Learner - centered approach E Introduce the English book grade 10 - Ask Ss to look through the book then tell class how many units it has - Introduce some more information - There are themes including You and Me; Education; Community; Nature and Environment; National Parks; Recreation and People and Places - There are periods in each unit They are Getting Started, Language, Reading, Speaking, Listening, Writing, Culture and communication and Looking Back F Some requires of students - Read the lesson before studying in class - Do all exercises at home - It is good to find the meaning and the pronunciation of the new words in the dictionary at home -Listen to the teacher attentively and take part in the lesson actively and creatively - Take part in the activities that the teacher required such as pairs work, group work or individual - Each S has a notebook and book (student book and work book) - Ask Ss to consolidate the main contents - Give feedback - Prepare the new words in Unit 1: Family life Lesson1: Getting started T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: August, 16th 2014 Distributive period: Date of signing: August, 18th 2014 Date of teaching: Unit Lesson Family life Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about family life and tasks: T/F exercise and completing exercise - To teach some lexical items related to the topic Family life - By the end of the lesson, students will be able to: + Use some lexical items related to the topic Family life + Make simple dialogues using the given expressions + Read about the benefits of sharing household + Use the words and phrases related to household chores and duties B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information - Skimming and scanning reading D Procedures: Time/Stages Warm-up minutes New lesson minutes 13 minutes minutes 10 minutes Activities Interactions * Brainstorming - T asks Ss some questions: T < > Ss + What is your responsibility in your family? + Who does the household chores? + ………………… - T leads Ss to the lesson Task 1: Listen and read: Whole class - T plays the recording and asks Ss to listen and pay attention to the text to understand the content - Ss listen and read along silently Task 2: Decide whether the sentences are true, false or not given Pair work - T asks Ss to read the passage again and get information to Task in pairs - Ask students to compare the answers with a partner T < > Ss - Ask some students to read the answers - Checks and gives the correct answers: F NG F T T NG Task 3: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words/ phrases twice Ss - T asks some Ss to read the words - T corrects Ss’ pronunciation T < > Ss - T explains the meanings if necessary Task 4: Write the verbs or phrases S - T asks Ss to write the verbs or phrases that are used with the words or phrases in the conversation - T asks Ss to work individually Ss < > Ss - T plays the recording again if necessary - T asks Ss to exchange the answers with their partner - T gives feedback T < > Ss /divide/ handle (household) chores take out garbage laundry shop for groceries heavy lifting be responsible for household finances Consolidation minutes Homework minute washing-up - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn by heart the words and phrases related to household chores and duties - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: August, 16th 2014 Distributive period: Unit Lesson Date of signing: August, 18th 2014 Date of teaching: Family life Language A Aims and Objectives: - To teach Ss to pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context - To teach Ss the words and phrases related to household chores and duties - To teach Ss to use the present simple and the present continuous tense - By the end of the lesson, students will be able to: + Pronounce consonant clusters /tr/ , /kr/ and /br/ correctly in isolation and in context + Use the words and phrases related to household chores and duties + Understand and use the present simple and the present continuous tense B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson minutes minutes Activities * Checking - T asks Ss to make sentences using some words or phrases: (household) chores take out garbage laundry shop for groceries heavy lifting washing-up be responsible for household finances - T corrects Ss’ answers and gives mark A Vocabulary: Task 1: Matching - T asks Ss to read the words and phrases in the box, then discuss and find the meaning for each of them - Ss work individually - T asks students to compare the answers with a partner - T asks some students to read the answers - Checks and gives the correct answers: f e a h b g d c Task 2: Adding more - T asks Ss to read the conversation again and get information to Task individually - Ss elicit more chores to add to the list Interactions T < > Ss Individually T < > Ss Ss minutes minutes minutes minutes Consolidation minutes Homework minute - Ask students to compare the answers with a partner - Ask some students to read the answers - Feedback Task 3: Discussing - T asks Ss to discuss two questions - Have Ss work in pairs to ask and answer the questions - T encourages Ss to use the chores in the list in their answers - T asks some pairs to ask and answer the questions - T gives feedback B Pronunciation: Task 1: Listen and repeat: - T plays the recording and asks Ss to listen then repeat the words twice - T asks some Ss to read the words - T gives the meaning of the words if necessary T helps Ss distinguish the three sound clusters - T corrects Ss’ pronunciation - T helps Ss with the pronunciation Task 2: Listen and choose - T asks to read the words in rows, paying attention to the difference between the sound clusters - T plays the recording and asks Ss to listen then circle the word they hear - T asks Ss to work individually - T asks Ss to exchange the answers with their partner - T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear b b c a C Grammar: Task 1: - T asks Ss to read the text once and asks them to pay attention to the words / phrases such as every day, today, at the moment, and asks them what verb forms are often used in the sentences that have these words / phrases Ask them to choose the correct verb form - T asks Ss to exchange the answers with their partner - T checks Ss’ answers and elicits from them the rules of using the present simple and the present continuous tense - T gives feedback a a a b b b b b Ss < > Ss T < > Ss T < > Ss S T < > Ss S Ss T < > Ss S Individually - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to exercise page at home - Prepare for the next lesson T < > Ss E Experience: Date of preparation: August, 16th 2014 Distributive period: Date of signing: August, 18th 2014 Date of teaching: Unit Lesson Family life Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about Family life and answer the questions - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about Family life and answer the questions + Understand more about home life and express their own ideas about home life + Read for specific information about the benefits of sharing housework B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson minutes minutes minutes minutes Activities Interactions * Checking - T asks Ss to exercise page does, is not cooking, is working T < > Ss is taking out cleans, is cleaning is preparing looks after, works is watching, watches - T corrects Ss’ answers and gives mark Sharing housework Task 1: - T asks Ss work in groups, look at the picture and answer the questions Group work - T asks Ss to call out the answers to question freely For question 2, ask a representative of each group to give the opinion of the group The answer can be “Yes, they are Because they the housework together/ T < > Ss Because all members of the family share the housework.” Task 2: - T asks Ss to read the three heading (a-c) first and asks them if they understand the meaning Ss - Ask Ss to read through the text once without stopping at words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the text Ss < > Ss - Remind Ss that the title for the text is the one that gives the general idea of the whole text - Ask students to compare the answers with a partner T < > Ss - Check Ss’ answers and guide Ss to the correct choice if necessary by helping them eliminate the sentences that only about one aspect of the text T < > Ss Key: c Task 3: - Have Ss read the text again and underline the words sociable, vulnerable, critical, enormous and tent when they see them in the text S Then, ask Ss to work in pairs to choose the appropriate meaning for each word from the text - Explain to Ss how to use context to guess the meaning of the minutes Consolidation minutes Homework minute unknown words if necessary Key: 1.a b b b a Task 4: - T asks Ss to continue to work in pairs, and find out what it refers to in each of the sentences Let Ss read and understand the sentences before and after the one has the word in it to decide what it means Ss can use the elimination technique to get the right answer Key: a c b b Task 5: - Put Ss in groups of three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions It may help if Ss can understand the key words in the questions - Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers - Check Ss’ answer by inviting a representative form each group to give the answer to one of the questions If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it form other Ss Key: They better at school, become more sociable, and have better relationships with their teachers and friends Because it shows that they care about their wives and this makes their wives happy They may fall ill easily or may think about divorce There is a positive atmosphere for the family - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to task page at home - Prepare for the next lesson T < > Ss Pair work Ss T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: August, 24th 2014 Distributive period: Date of signing: August, 25th 2014 Date of teaching: Unit Family life Lesson Speaking A Aims and Objectives: - To teach Ss to talk about Family life - To teach Ss some words and phrases related to Family life - By the end of the lesson, students will be able to: + Talk about their home life + Exchange opinion about household chores + Talk about household chores they often + Express their opinions about the chores they like or dislike + Knowledge: - General knowledge: + Single-parent family: Gia đình có cha mẹ + Extended family: Gia đình có nhiều hệ họ hàng sống chung + Nuclear family: Gia đình có cha, mẹ và cái B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities * Checking - T asks Ss to the brainstorming Homework minutes cookin g sweeping New lesson 10 minutes 15 minutes 10 minutes Household chores washing up Interactions T < > Ss Doing the laundry List three household chores you like and dislike Discuss the reasons Give comments and lead in the lesson Activity Ask Ss work individually to write at least three household chores they like or dislike And then give the reasons Share the answers with the partners Call some of them to present the answers orally Likes Name of chore Reasons Feeding the cats and dogs Love animals Do the groceries Like shopping Taking out the garbage It is not too hard Dislikes Name of chore Reasons Laundry Take much time and quite hard Washing the dishes Often break things Looking after the baby Waste time, be tired Activity Ask Ss to look at the task Let them some minutes to read the questions first and underline the key words Ask Ss to work in pairs to match the questions with the answers Call some of them to read out the questions and answers Read the questions and underline key words …………… everyday? ……… like doing …………… ? What ………………… like ……….? ………… dislike doing …….? Matching: Suggested answers c a d b Call some of them to read the dialogue orally Practise the dialogue A: What household chores you everyday? B: I the laundry, wash the dishes, and sweep the house I sometimes the cooking when my mom is busy A: Which of the chores you like doing most? T Individually Pair work T < > Ss Ss Pair work T < > Ss T < > Ss Ss < > Ss B: Well, I think I like sweeping the house A: What you like about it? B: It’s not too hard, and I like seeing the house clean A: Which of the chores you dislike most? B: Washing the dishes because I often break things Give comment or pronunciation correction if necessary Activity Ask Ss to use the information above to make the similar conversation with partner (about themselves) Work in groups of three then present in class Practise in pairs about their own chores at home Present orally in pairs Example: A: What household chores you everyday? B: I …………………………… A: Which of the chores you like doing most? B: Well, I think I like …………………… A: What you like about it? B: Because ……………………… A: Which of the chores you dislike most? B: I hate ………………… Because ……… Consolidation minutes Homework minute T < > Ss Ss < > Ss - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson T < > Ss E Experience: Date of preparation: August, 24th 2014 Distributive period: Date of signing: August, 25th 2014 Date of teaching: Unit Family life Lesson Listening A Aims and Objectives: - To teach Ss to listen a programme about the roles of family members - To teach Ss about Family life - By the end of the lesson, students will be able to: + Develop the listening skills for details and for specific details + Talk about Family life + Listen to a programme about the roles of family members + Listen the monologue and the true or false exercise and the gap – filling exercise B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework Activities * Checking - Collect some homework books to mark writing Interactions minutes New lesson minutes minutes 10 minutes 10 minutes - Give marks - Give comments and lead in the lesson Activity - Ask Ss to answer some questions: How does your family share the household chores? Is your mother a homemaker? Is your father a breadwinner? Do you think that both parents now work to contribute the family finances? - Introduce the content of the listening that they are going to listen Activity Ask Ss to look at the sentences in task and guest which is true or which is false Play the tape first time At the first time ask Ss to give the answer if they can Read the text second time Ask Ss to give the evidence Listen the answers then give comment In the third listening teacher check the understand of Ss Call some of them to give answers Give comment Suggested answers: T T T F T Activity Have Ss work in pairs to match the words/ phrases with its appropriate meaning Ask them to guess the part of speech of the word given Part of speech Balance (n) Nurture (v) Equally shared parenting Traditional (a) Solution (n) Ask some of them to tell the answer Give comments Answers: e b c d a Activity Ask Ss to read the task Ask Ss to look at the key words 1/ How has the role of men in the family changed? 2/ How have men’s and women’s roles become alike? What is the result of equally shared parenting? Play the tape first time At the first time ask Ss to give the answer if they can Read the text second time Ask Ss to give the evidence Listen the answers then give comment In the third listening teacher check the understand of Ss Call some of them to give answers Give comment Suggested answers: They are not the only breadwinner in the family, and they get more involved in housework and parenting Both are responsible for family finances, homemaking and parenting 3.The families become happier and the divorce rate among them is the lowest T < > Ss Pair work T < > Ss Ss T < > Ss T < > Ss T < > Ss Ss < > Ss T < > Ss Consolidation minutes Homework minute - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson T < > Ss E Experience: Date of preparation: August, 24th 2014 Distributive period: Unit Family life Lesson Writing Date of signing: August, 25th 2014 Date of teaching: A Aims and Objectives: - To teach Ss to write a paragraph about family chores - To teach Ss some words and structures related to Family life - By the end of the lesson, students will be able to: + Know how to write a paragraph about family chores + Write about how each member of their family contributes to doing housework + Develop the writing skills in general Build up vocabulary supported for writing B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson minutes 12 minutes Activities Interactions * Checking - Collect some homework books to mark writing - Give marks - Give comments and lead in the lesson “Many hands make light work” Activity - Ask Ss to work in pairs to discuss the meaning of saying - Call some of them to tell the answers - Ss present the answer Many hands make light work means that if many people share a piece of work, it will become easier for everybody If all family members contribute to housework, each won’t have to much - Give comment Activity +3 Ask Ss to read the text In pairs complete the chore chart Call some of them to tell class - Ss present in class T < > Ss Pair work T < > Ss Pair work HOUSEHOLD CHORE CHART DAD MUM LAM AN 14 minutes Consolidation minutes Homework minute Mending things , cleaning the bathroom Do most of the cooking and groceries shopping Doing the laundry, taking out the rubbish and cleaning the fridge, laying the table for meals, sweeping the house and feeding the cat (share with sister) Helping mum prepare meals and washing the dishes, laying the table for meals, sweeping the house and feeding the cat (sharing with brother) - Call some students to tell the form of writing a paragraph about how people in the family share household work A paragraph about how people in the family share household work a Introduction: + The members of the family (I live in a family of four: … / There are four people in my family: ……… / My family has …… ) + How the household chores divide in general? (All members of may family the housework / My family share the household chore equally/ … ) b Body Describe each member’s duties? Structures: Be responsible for … Being the elder child, … My responsibility at home is …… c Conclusion The benefits of sharing house hold chore or your feeling about your family (I love sharing the household chores with all members of my family as ……………) Activity Ask students to complete their own Family chore chart Write the chart of a student on the board as an example HOUSEHOLD CHORE CHART DAD Doing the heavy lifting Sometimes prepare dinner MUM Do most of the cooking and groceries shopping My older sister Help my mum cook lunch and dinner Doing the laundry Water the houseplants Me Taking out the rubbish Lay the table for meals Feed the cat and dogs Call him/her write the writing on the board, and the rest of students write in their notebook (Time limited is 10 minutes) Check the writing on the board Collect the writing to give marks - Ask Ss to consolidate the main contents - Ask Ss to tell class how to write a paragraph about how people in your family share household work - Give feedback - T asks Ss to write the dialogue in the notebook - Prepare for the next lesson T < > Ss T < > Ss T < > Ss Ss < > Ss Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: August, 24th 2014 Distributive period: Date of signing: August, 25th 2014 Date of teaching: Unit Family life Lesson Communication and culture A Aims and Objectives: - To teach Ss about the sharing household chores in the family - To teach Ss to talk and read about knowledge of family fife in different cultures (Viet Nam and Singapore) - By the end of the lesson, students will be able to: + Understand and read about inventions in Asian countries + Talk about about family life in different cultures (Viet Nam and Singapore) + Discuss the sharing household chores in the family + Get knowledge of family life in different cultures (Viet Nam and Singapore) B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions * Checking - Collect some homework books to mark writing Homework - Give marks T < > Ss minutes - Give comments and lead in the lesson New Communication: Discussion: Who does what in your family? lesson Activity 1: Pair work - Ask Ss to work in pairs to describe minutes - Call some of them to tell the answers Answers: T < > Ss The father is cleaning the house The mother is doing the housework ( cooking, cleaning the house, minutes feeding the baby, doing the laundry, ironing….) Activity 2: - Tell Ss that they are going to listen to a TV talk show and will have to find out who said what in the show - Ask Ss to read the statements (a-g) and make sure that they understand all of them 10 minutes - T explains some words or phrases if necessary T < > Ss - Play the record Have Ss listen and the activity - Feedback Activity 3: Group work Ask Ss to work in groups of four to discuss the questions 11 minutes - Tell Ss to refer back to the ideas in Activity to answer the questions, Consolidation minutes Homework minute but they can also express their opinions freely - Call some groups to report their group’s opinions to the class Culture: Activity 1: - Ask Ss to work in pairs One reads the text about family life in Singapore and the other reads the text about family life in Viet Nam, then each writes down his/ her answers to the questions about his / her text - Help Ss with some vocabulary - Ask some Ss to present their answers - Feedback - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: August, 24th 2014 Distributive period: Date of signing: August, 25th 2014 Date of teaching: Unit Family life Lesson Looking back and project A Aims and Objectives: - To help Ss pronounce correctly and recognize the words cluster sounds /tr/ , /br/ , / kr / in isolation and in context - To teach Ss some lexical items related to the topic Family life - To teach Ss to the tense exercises (the present simple and the present continuous tense) - By the end of the lesson Ss are able to: + Exchange opinions about the household chores + Use words and phrases related to topic Family life + Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr / + Use the present simple and the present continuous tense B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions * Checking - Collect some homework books to mark writing Homework - Give marks T < > Ss minutes - Give comments and lead in the lesson New Pronunciation: lesson - Introduce the task and play the recording Individually T asks Ss to underline the words having cluster sounds /tr/ , /br/ , 11 minutes / kr / - Call on some Ss to read the sentences T < > Ss Vocabulary: 10 minutes 14 minutes Consolidation minutes Homework minute Activity 1: What chores are the people doing? - Have Ss work in pairs to write the name of chore under each picture - Check Ss’ answers by asking them to write the names of chores on the board next to the number of the picture Key: cooking shopping for groceries doing the laundry / washing clothes taking out the rubbish cleaning the toilet washing up ironing sweeping (the house) watering the flowers 10 feeding the cats / pets Activity 2: Use the words/ phrases in the box in their correct form to complete the text - Tell Ss to read the text carefully, using the context clues to decide which word / phrase can be used to complete each gap in the text - Check Ss’ answers and provide correction if necessary Key: does the cooking shops for groceries does the heavy lifting laundry ironing takes out the rubbish sweeping the house lays the table does the washing-up Grammar: Activity 1: - Ask Ss to work in pairs to finish the sentences with either the present simple or the present continuous tense - Check Ss’ answers - Feedback Key: am writing, miss am looking after looks, is wearing am cooking are you reading Activity 2: - Ask Ss to work in groups to discuss the questions - T goes around and helps Ss with the new words or structures - Call some groups to report the results to the class - T listens and makes comments - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson Pair work T < > Ss Group work T < > Ss Pair work T < > Ss Group work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: August, 24th 2014 Date of signing: August, 25th 2014 Distributive period: 10 Date of teaching: Unit your body and you Lesson Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about Your body and you and tasks: Listen and repeat and questions and answers - To teach some lexical items related to the topic Your body and you - By the end of the lesson, students will be able to: + Use some lexical items related to the topic parts of the body + Make simple dialogues using the given expressions B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information - Skimming and scanning reading D Procedures: Time/Stages Activities Interactions Warm up minutes - Ask students to keep book close and remember names of the body - Students listen to the teacher and point at the parts of their body when they hear the words related to part of the body ex: nose, eyes, ear, arm, hand, leg, finger - Lead in: We’re going to learn about ……… New lesson An apple a Day Task 1: This task leads students in and Ss work individually to arouse interest in the topic of the unit Tell Ss not to worry bout the new words or grammar points The new items will be dealt with later on - Play the disk and ask students to listen - Students read the dialogue Task 2: This task focuses on comprehension - Ask students to practise asking and answering the questions - Let them report the answers and check if they have any difficulty in understanding the conversation Answers may vary - Walk round and help them - Ask some students to stand up to talk again Better health; good body condition; stronger resistance to illnesses Lose weight, build healthy bones, and prevent diseases like cancer Memory or (the) brain He feels there may be unwanted effects from good things Task 3: This task familiarises Ss with the vocabulary and helps them improve the recognition of consonant clusters in focus Tell Ss to listen and repeat the words - Play the tape - Ss listen and circle the words they hear + prevent disease bones weight + brain boost healthy 14 minutes 12 minutes T < > Ss Individually T < > Ss Pair work T < > Ss T < > Ss minutes - Ss work on classifying the words into the corresponding categories disease (n) nervous (a) balance (n) healthy (a) skeleton (n) system (n) prevent (v) bones (n) balance (v) weight (n) boost (v) brain (n) lungs (n) Task 4: - Ask Ss to work individually, in pairs or in groups to report on a time when laughter was the best medicine for them T can assist by giving a list of prompts including occasions like an embarrassing situation, feeling stressful, tired or sick, etc… Ss < > Ss Individually Consolidation minutes Homework minute - Summarize the main points of the lesson T < > Ss - Ask students to write a passage about their daily routine (50 words) - Prepare for the next lesson T < > Ss E Experience: Date of preparation: September, 13th 2014 Distributive period: 11 Date of signing: September, 15th 2014 Date of teaching: Unit your body and you Lesson Language A Aims and Objectives: By the end of the lesson, students will be able to: - To teach Ss to pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context - To teach Ss to use the future simple with will and going to; the passive voice - By the end of the lesson, students will be able to: + Understand and use the passive voice with modals + Use some lexical items related to the topic Your body and you + Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context + Use the words and phrases related to illnesses and health and system of the body + Understand and use the future simple with will and going to; the passive voice B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions * Checking Warm up - Teach some of the words using the glossary, some pictures - Prepare some pictures of the body systems or organs for illustration if T < > Ss minutes possible ex: blood, heart, spine, stomach, lung, nerves, bones, skull, - Lead in: We’re going to learn about New A Vocabulary: lesson Task 1: Matching a Ask Ss to match the items in the left column with ones in the right 10 minutes column + Circulatory System : c + Skeletal System :e + Digestive System : d + Nervous System :a Individually + Respiratory System : b b Ask Ss to work in pairs, practise saying the names of the systems Remind Ss to pay attention to the stressed syllable(s) in each word T < > Ss - Ss work in pairs, practise saying the names of the systems Task 2: - Tell Ss to work on classifying the words into the corresponding 10 minutes systems - Assist Ss to find the right meanings using a dictionary B Pronunciation Task 1: Group work - Ask Ss to listen and repeat the words - Help Ss make a clear distinction of the pair /pr/ and /pl/ and the pair /gr/ and /gl/ Allow Ss to repeat a few times 17 minutes Task 2: - Ask Ss to listen and practise reading the sentences aloud Teacher T < > Ss may model first if necessary the draw Ss’ attention to the consonant clusters in focus Ask Ss to practise the sentences a few times C Grammar: a Will and be going to Task 1: S - Ask Ss to read about the usage of will and going to and make some examples of their own + “Will” can be used to express: promises offers and requests for help refusals of things Ss and predictions about the future + “Be going to?” can be used to express: T < > Ss plans, intentions Consolidation minutes Homework minute and making some predictions - Give explanations and provide help when necessary Task 2: - Ask Ss to identify the use of Will and going to in the sentences and write from to next to each one - Help Ss if necessary Key: 1 (promises) (refusals of things) (plans, intentions) (predictions) (offers and requests for help) Task 3: - Tell Ss to further apply their newly acquired knowledge of will and going to in context - Ask Ss to read the sentences Put a tick in front of the sentence if it is appropriate, put a cross if it isn’t - Ss read the sentences Put a tick in front of the sentence if it is appropriate, put a cross if it isn’t Give some explanations for their choice if they can Key: x √ √ √ √ √ √ √ Task 4: - This task encourages Ss to use the items newly learnt in practice Ask Ss to complete the sentences with the rights form of Will and be going to Remind Ss that sometime both can be used Key: will/ is going to won’t will/ is going to are going to will Are going to will am going to b The passive - Tell Ss to read about the usage of the passive voice Teacher can provide some explanations if necessary to help Ss understand the rules Task 4: - Ask to read the surprising facts about human body first, then Nerves signals are sent to and from the brain as fast as 170 times per hour 10 watts is consumed by the brain The blood vessels are damaged The body is made up around octillion atoms 2,000 gallons is pumped through our body 17 muscles are used to smile and 43 to frown 32 million bacteria are estimated to live on one square inch of our skin Emotional tears are produced by humans - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to exercises again at home - Prepare for the next lesson Individually T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: September, 13th 2014 Distributive period: 12 Date of signing: September, 15th 2014 Date of teaching: Unit your body and you Lesson Reading A Aims and Objectives: By the end of the lesson, students will be able to understand: - General knowledge: Ss read for specific information about acupuncture - Language: Present simple - New words: Words related to acupuncture B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 36 minutes Activities Interactions - Lead in: Inform the class of the lesson objectives: Skimming (glancing over a text for a general overview) and scanning (quickly looking at a text for specific information) the text for the main idea and T < > Ss specific information Ask the class to recall what skimming and scanning are Task 1: - Have students look at the picture and read the title of the textACUPUNCTURE- and talk about what they may already know about acupuncture - Select some Ss who know about the practice to speak to the class using their background knowledge - If no Ss about the practice, teacher will give a brief description Task 2: The purpose of this task is to further involve the Ss in the subject of the reading - Ask students to read the passage In pairs, or in groups choose the three most things they learn about acupuncture - Ss work pairs, or in groups to discuss what they want to know about acupuncture from then decide on at least three things they want to have more information about - Ss report their list and compare with others’ - Students read the text quickly and pick out words or phrases Key: ailments alternative ease treatment acupoints evidence precaution promote Task 4: The purpose of this task is the Ss’ thorough comprehension of the reading text - Allow students to read the text again in depth to find necessary information to give answers to the questions - Ss work individually to answers the questions Ss T < > Ss T < > Ss Group work T < > Ss Pair work T < > Ss Consolidation minutes Homework minute Suggested answers: (It’s) promoting harmony between humans and the world around them and a balance between yin and yang It is believed to promote the body’s natural healing capabilities and enhance its function There are more than 2000 nowadays They are soreness, slight bleeding, or discomfort Those who have electrical or electronic medical device inside them Acupuncture is considered as a reliable alternative to modern medicine Task 5: The purpose of this task is to allow Ss to dig deeper into their background knowledge using the reading as a model and a source of information and then develop writing or speaking as a post-reading activities - Elicit Ss’ knowledge in the field of non-medical treatments These can be traditional or modern - Ss work in pairs or in groups to exchange information After sharing information, Ss report to the class - Two students present the report - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson Individually Pair work T < > Ss T < > Ss T < > Ss - Prepare for the next lesson E Experience: Date of preparation: September, 20th 2014 Distributive period: 13 Date of signing: September, 22nd 2014 Date of teaching: Unit your body and you Lesson Speaking A Aims and Objectives: By the end of the lesson, students will be able to understand: Educational aim: Students will be able to talk about how to get rid of bad habits Knowledge: - General knowledge: Ss know about some bad habits and how to get rid of those ones - Language: Present simple - New words: words related to good and bad habits Skills: Speaking B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes - Lead in: Inform the class of the lesson objectives: Talking about some bad habits New lesson Speaking: Talking about some habits Task 1: The purpose of this task is to identify good habits from some given ones - Ask students what they think of their habits - Have Ss look at the list of habits and decide which ones are good - Ss name the habits they think they have - Ss look at the list of habits and decide which ones are good - Ss explain their choice and give rectification if needed Suggested answers: + Keeping a routine + Saving money + Never giving up + Being thankful + Reading regularly + Doing regular exercise Task 2: The purpose of this task is to allow Ss to have some insight into habits and how to kick a bad one Ss will develop their confidence in speaking by giving personal opinions on relevant topics - Ss work in pairs or in groups and discuss why some of the habits are good and why some are bad by giving evidence and proof to support their ideas Examples: to stop littering Look for dustbins when you want to throw away something, etc Task 3: The purpose of this task is to assist Ss’ speaking by using relevant information - Ss read the text quickly and choose the things they think they can or can’t follow Then Ss explain their decision to the class - Ss read the phrase in the “watch out: box and try to come to a conclusion on the meaning of the idiom Task 4: The purpose of this task is for Ss to develop their ability in free speaking by applying advice to kicking a bad habit - Ss work in pairs or in groups to choose one bad habit, then make a list of “do’s” and “don’ts in order to kick that habit - Ss share their lists with each other and report to the class - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson 37 minutes Consolidation minutes Homework minute E Experience: - Prepare for the next lesson Interactions T < > Ss T < > Ss T < > Ss Pair work T < > Ss Group work T < > Ss T < > Ss T < > Ss Date of preparation: September, 20th 2014 Distributive period: 14 Date of signing: September, 22nd 2014 Date of teaching: Unit your body and you Lesson Listening A Aims and Objectives: Educational aim: By the end of the lesson, students will be able to talk about a healthy diet and improve listening skill Knowledge: - General knowledge: Ss learn how to choose a healthy diet - Language: Present simple - New words: Words related to diet Skills: Listening for specific information and deciding on True or False statements B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Task 1: Warm up The purpose of the task is to engage Ss in the lesson by eliciting their minutes personal eating habits T < > Ss - Ask Ss to answer the questions: + What you usually have for lunch or dinner? + Do you care about the nutritional value of the things you eat? - Ss talk about how much they care about the nutritional value of the things they eat? New Task 2: lesson The purpose of the task is to give Ss a closer look into what they are T < > Ss going to listen to 37 minutes - Ask Ss to look at the picture below and ask them to talk about what they think the listening may be about - Ss may respond briefly to give their opinions on the listening they are going to - Play the tape - Allow Ss to listen one more time if necessary to build up Ss confidence in their listening capability - Listen to the recording to see what they hear matches what they expected T < > Ss Consolidation minutes Homework minute Task 3: True-false The purpose of the task is to check Ss’ comprehension - Have students read the sentences carefully - Play the recording again and ask students to listen and decide whether the statements are true or false - Call on Ss to check their answers - Ss read the sentences carefully - Listen to the tape again and decide the statements that are true or false then explain them Key: 1.F 2.T 3.F 4.T 5.F Task 4: The purpose of the task is to develop Ss’ skill in listening for detailed information - Tell Ss to listen again then divide the plate into sections and label which food should be in each section - Ss write the sentences to describe the plate they have drawn in task Task 5: The purpose of the task is to swap up the listening with an expansion to writing using the knowledge and information Ss have just learnt - Listen to the teacher and write down homework - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss - Prepare for the next lesson E Experience: Date of preparation: September, 27th 2014 Distributive period: 15 Date of signing: September, 29th 2014 Date of teaching: Unit your body and you Lesson Writing A Aims and Objectives: Educational aim: By the end of the lesson, students will be able to write a short letter to ask for help and respond to requests in proper dining/ eating Knowledge: - General knowledge: Ss learn how to choose a healthy diet - Language: Present simple - New words: Words related to diet Skills: Writing B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Lead in: Inform the class of the lesson objectives: writing about what Warm up to eat and not to eat minutes Task 1: T < > Ss The purpose of this task is to provide Ss with input for their practice and production later on - Give brief explanations or provide meanings of the difficult words to help Ss when necessary - Build a list of foods from your own experience that may give you - allergies - bad breath - stress - sleeplessness - sleepiness New lesson 35 minutes Consolidation minutes Homework minute Task 2: The purpose of this task is to have Ss brainstorm and produce a list of food that may give them: - Ss work individually to built a list as instructed - allergies - bad breath - stress - sleeplessness - sleepiness Task 3: The purpose of this task is to build up Ss ability when writing a letter requesting help using the given model - Ask Ss to read the letters from the readers and may analyse the problems and the writing styles Task 4: The purpose of this task is to build up Ss’ ability in free letter writing by replying to “request-for-help” letters - Ask Ss to study the reply to Scott’s letter Help Ss if necessary to facilitate Ss’ acquisition in terms of writing styles, structures, language and tactics - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson T < > Ss Individually T < > Ss T < > Ss T < > Ss T < > Ss - Prepare for the next lesson E Experience: Date of preparation: September, 27th 2014 Distributive period: 16 Unit Lesson Date of signing: September, 29th 2014 Date of teaching: your body and you Communication and culture A Aims and Objectives: By the end of the lesson: - Ss can get knowledge of some health traditional beliefs and practices in Viet Nam and Indonesia B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson 35 minutes Consolidation minutes Homework minute E Experience: Activities * Checking - Collect some homework books to mark writing - Give marks - Give comments and lead in the lesson Communication: Discussion: Which parts/ systems of the body does each activity possibly benefit? Activity 1: - Ask Ss to practice speaking - Call some of them to tell the answers - Ask Ss to talk about how the activity (ies) benefit(s) the parts/ systems of the body Activity 2: - Ask Ss to discuss the activities in the pictures and say why they are healthy - T provides Ss with some words or phrases if necessary - Feedback Activity 3: - Ask Ss to work in groups of four Choose a system of the body and make a list of all the possible activities that are good for it - Call some groups to report their group’s opinions to the class and give reasons for their choices Culture: Activity 1: - Ask Ss to read about health practices and belies in the two countries and note the similarities and differences - Give explanations, if necessary - Help Ss with some vocabulary - Ask some Ss to present their answers - Feedback Activity 2: - Ask Ss to work with a partner to discuss the similarities and differences in traditional health beliefs and practices in the two countries Activity 3: - Ask Ss to use the information from their reading homework for this activity - Ask Ss to talk about their chosen traditional therapy Details may include what the underlying idea/ belief is, how the practice is performed, what the benefits are, who it is suitable for - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson Interactions T < > Ss Pair work T < > Ss Group work T < > Ss Pair work Pair work T < > Ss Pair work T < > Ss T < > Ss T < > Ss Date of preparation: September, 27th 2014 Distributive period: 17 Date of signing: September, 29th 2014 Date of teaching: Unit your body and you Lesson Looking back and project A Aims and Objectives: By the end of the lesson: - Ss use words and phrases related to topic “Your body and you” - Ss can pronounce and recognize the words cluster sounds /pr/ , /pl/ , / gr / and /gl/ - Ss use be going to, the simple future tense and the passive voice B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions * Checking - Collect some homework books to mark writing Homework - Give marks T < > Ss minutes - Give comments and lead in the lesson New Pronunciation: lesson - Introduce the task and play the recording Individually - T asks Ss to underline the words having cluster sounds //pr/ , /pl/ , 34 minutes / gr / and /gl/ - Call on some Ss to read the sentences Vocabulary: Activity 1: Complete the following sentences with a word or phrase about the body - Have Ss work in pairs to write the name of chore under each picture - Check Ss’ answers by asking them to write the names of chores on the board next to the number of the picture Key: brain lung/ heart digestive skeletal respiratory (system) stomach nervous Grammar: Activity 1: - Ask Ss to work in pairs to underline the part in italics that is appropriate in the following sentences - Check Ss’ answers - Feedback Key: will become are broken down and converted is going are stimulated is used won’t go are supported by is going to rain Project: - Ask Ss to go round the class and conduct a survey T < > Ss Pair work T < > Ss Pair work T < > Ss Consolidation minutes Homework minute - Have Ss use the information to write a report - T goes around and helps Ss with the new words or structures - Call some groups to report the results to the class - T listens and makes comments - Ask Ss to consolidate the main contents - Give feedback Ss T < > Ss - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss E Experience: Date of preparation: October, 4th 2014 Distributive period: 18 A Aims: - Date of signing: October, 6th 2014 Date of teaching: revision To practice speaking, reading, listening and writing To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence - To help Ss have the opportunities to develop their oral fluency - To introduce some words and phrases * Language focuses: - Tenses (simple present/ present continous, simple future, be going to) B Preparations: - Teacher: Handouts, textbook, sub boards, colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision - Exercises: Practice and production D Procedures: Interactions Time/Stages Activities Warm-up - Greeting and checking attendance T < > Ss - Teacher asks Ss to the homework minutes I Grammar: Simple present tense New lesson - Ask Ss to retell the usage, form and formation of verbs in the simple present tense 37 minutes - Ask Ss to give examples E.g I go to school on foot She lives in Yen Thuy Present continuous tense - Ask Ss to retell the usage, form and formation of verbs in the simple past tense T < > Ss E.g We are learning English now The simple future tense - Ask Ss to say the usage and form - Ask Ss to give examples E.g We will decorate the house next week Be going to - Ask Ss to say the usage and form - Ask Ss to give examples E.g Look at those black clouds It’s going to rain II Exercises: Use the correct tense of verbs in brackets: When the postman (come)…… this morning, I (have) ……… breakfast While I (talk)…… to John yesterday, the telephone (ring) …………… Excuse me, (you /speak) …………………….English? Excuse me but you (sit)…………… in my place - Oh, I’m very sorry I’m sorry I (not/understand)……………………… Please speak Homework: slowly minutes Can I borrow your pen or (you /use)………………… it at t he moment? Ann usually (do)……… the shopping but today I (do)……………… it Who (make) …………………that terrible noise? - It’s Nam He (practise)………………… the guitar My brother (visit)…………………… Ho Chi Minh city twice a year 10 When winter (come)……… , they usually (go)…………… skiing III Consolidation: - T gives comments - Teacher asks Ss to give examples for the grammatical parts above E Experience: Ss < > Ss T < > Ss Date of preparation: October, 4th 2014 Date of signing: October, 6th 2014 Distributive period: 19 Date of testing: A Aims: - To check Ss’ understanding - To give marks B Preparations: - Teacher: Sheets of papers - Students: Pens C Language focus: * Phonetics: - Pronunciation * Vocabulary: * Grammar: - Tenses - Passive voice * Listening: * Writing: D Time: 45 Minutes Test 45' Time: 45 minutes I Choose one word whose underlined part is pronounced differently Identify your answer by circling the corresponding letter A, B, C or D A shared B viewed C confided D measured A determined B expressed C approved D married A books B photographs C applicants D details A mathematics B married C tragic D ask A lunch B truth C much D cup II Choose from the four options given ( marked A, B, C or D ) one best to complete each sentence by circling the corresponding letter A, B, C or D Food is broken down and converted into energy in the ……………… system A brain B heart C digestive D skeletal In my company, the director deputy usually ………………….the responsibility for organizing meetings and conferences A makes B gets C takes D becomes That boy often plays tricks on his friends A well-behaved B honest C obedient D mischievous When we see Mr Minh tomorrow, I ……… him of that A will remind B remind C have reminded D reminded 10.I ……………… complete silence now while I try this experiment A am wanting B want C did want D have wanted 11.Billy, come and give me a hand with cooking A help B prepared C be busy D attempt 12.My husband and I both go out to work so we share the …………… A happiness B household chores C responsibility D employment 13.When my mother is busy preparing dinner, my father often gives a hand _ tidying the living room A on B with C for D about 14.Every day I ……… up at o'clock, ……… breakfast at o'clock and ……… for work at o'clock A get / eat / leave B have got / eating / leaving C got / ate / left D will get / have eaten / left 15 The place that food is first stored in the body is the…………… A brain B heart C lung D stomach 16 The baby ………………… Don’t make so much noise A sleep B sleeps C is sleeping D slept 17 Mickey Mouse Cartoons ………………… into sixty languages A have translated B translated C have been translated D were being translated 18 Turn off the gas Don’t you see the kettle ……………? A boil B boils C is boiling D boiled 19 Blood is pumped through the …………….to bring oxygen to all parts of the body A brain B heart C digestive D skeletal 20 He always ………………… for a walk in the evening A go B is going C goes D going III Find one mistake in each sentence by circling the letters A, B, C or D 21 Lan and her friend go to Hanoi next Sunday A B C D 22 It takes us two hours getting to Nam Dinh by car A B C D 23 She has been lost her way in a busy street for an hour A B C D 24 He stopped to smoke because cigarettes are harmful for his health A B C D 25 My sister enjoys to watch Korea films at the weekend A B C D IV Reading the following passage then answer the questions by circling the letters A, B, C or D John Fisher, a builder, and his wife Elizabeth wanted more living space, so they left their small flat for an old 40-metre-high castle tower They have spent five years turning it into a beautiful home with six floors, winning three architectural prizes ‘I love the space, and being private,' Elizabeth says 'You feel separated from the world If I'm in the kitchen, which is 25 metres above the ground floor, and the doorbell rings, I don't have to answer it because visitors can't see I'm in!' 'There are 142 steps to the top, so I go up and down five or six times a day, it's very good exercise! But having to carry heavy things to the top is terrible, so I never buy two bags of shopping from the supermarket at a time Apart from that, it's a brilliant place to live.' 'When we first saw the place, I asked my father's advice about buying it, because we couldn't decide After paying for it, we were a bit worried because it looked awful But we really loved it, and knew how we wanted it to look.' 'Living here can be difficult - yesterday I climbed a four-metre ladder to clean the windows But when you stand on the roof you can see all the way out to sea on a clear day, and that's a wonderful experience I'm really glad we moved.' 26 What is the writer trying to in the text? A Describe how to turn an old tower into a house B Recommend a particular builder C Describe what it is like to live in a tower D Explain how to win prizes for building work 27 From this text, a reader can find out _ A Why visitors are not welcome at John and Elizabeth's house B Why Elizabeth exercises every day C Why Elizabeth asked her father to buy the tower D Why John and Elizabeth left the flat 28 Which of the following best describes Elizabeth's feelings about the tower? A She wanted it as soon as she saw it B She likes most things about it C She has been worried since they paid for it D She finds it unsuitable to live in 29 What problem does Elizabeth have with living in such a tall building? A Her visitors find it difficult to see if she is at home B She feels separated from other people C She cannot bring home lots of shopping at once D It is impossible to clean any of the windows 30 They were rather worried after paying for the castle because _ A they really couldn't afford it B it was about to collapse C it looked terrible at first D they were unable to take care of such a large house V Change the sentences into the passive voice 31 They haven’t cleaned the streets this week  ………………………………………………………………………………………………………………… 32 He couldn’t repair the broken vase  ………………………………………………………………………………………………………………… 33 They’ll have to change the date of the meeting again  ………………………………………………………………………………………………………………… 34 Mr Dryden mended the washing machine  ………………………………………………………………………………………………………………… Date of preparation: October, 4th 2014 Distributive period: 20 Date of signing: October, 6th 2014 Date of testing: Unit music Lesson Getting started A Aims and Objectives: By the end of the lesson, students will be able to: - Know some words and phrases related to topic "Music" - Ask and answer simple questions about a pop star B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes New lesson 34 minutes - T plays some pieces of music, songs - Ss say the name of the songs - T introduces the topic - Elicit comments on the picture in the book - T asks Ss to make comments He’s handsome He’s a talented guitarist He’s a famous/ well-known singer …… Task 1: Listen and read Interactions T < > Ss Whole class -Check Ss’ understanding of some vocabulary items: + passionate + shy + deceiving + talented + platinum album + solo + single + debut album + release - Give the meanings or Vietnamese equivalent of the words Ss don’t know - T plays the CD - Sts listen and read the dialogue, pay attention to some new words - Students say the new words, T corrects if necessary - T checks pronunciation and meaning - Sts work in pairs to read the dialogue - Some pairs read the dialogue if there is time Task 2: Read the conservation again Then tick true (T) or false (F) - Explain what to and how to - T asks Ss to give answers and explanation for each answer - Ss works in pairs to decide if a statements is True, False Answers: T F (His platinum album was My World) F (He became a superstar within two years) F (His home country is Canada) T Task 3: Read the conservation again, and give answers to the following questions - Tell Sts to focus on the instructions - Checks Ss understanding of the questions - Get Sts to work in pairs or groups to discuss the answers Key: They are talking about a young pop star He looks shy and passionate He won second place in the Idol contest His mother did They gained over 10.000.000 views He had four singles enter Top 40 before his first album Task 4: Find Adjectives, then discuss their meanings - T checks with the whole class Answers: + shy: not at ease with other people + passionate: having a keen enthusiasm or intense desire for something + talented: a person with good natural ability + popular: widely liked or appreciated + well-known: famous Task 5: Circle the verbs which are followed by to-infinitives - Check the answers as a class Key: Began to post… The first solo artist to have four singles… T < > Ss T < > Ss Ss < > Ss Group work T < > Ss Individually T < > Ss Pair work T < > Ss Consolidation minutes Homework minute E Experience: - Summarize the main points of the lesson - Ask students to write a passage about their daily routine (50 words) - Prepare for the next lesson T < > Ss T < > Ss Date of preparation: October, 11th 2014 Distributive period: 21 Unit Lesson Date of signing: October, 13th 2014 Date of teaching: music Language A Aims and Objectives: By the end of the lesson, students will be able to: - Use words and phrases related to topic "Music" to talk about the music or singer they know - Pronounce and recognize the clusters /est/, / nt/, /eit/ - Identify and make compound sentences, and the verbs followed by the to-infinitive and bare infinitive B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 37 minutes Activities Interactions - T says words in Vietnamese Words for the game: Idol, talent, contest, debut album, release, solo, single, fan T < > Ss - Ss write the words in English in groups The winner is the group with most correct words A Vocabulary: Task 1: Use the words in the box to complete the definitions - Explain new words if necessary - Set time and let Sts work individually - Check the answer as a class by saying the number, sts say the Individually letter T can check their understanding by asking "How you know?" - Ss read and match each word with its definition T < > Ss Answers: 1.talent 2.pop 3.idol 4.contest fan 6.clip Task 2: Give the Vietnamese equivalents to the words Match each of them with the appropriate meaning - T asks Ss to work in pair to match the word with its meaning Answers: Pair work 1-c 2- a; 3-b; – d; 5- f; 6- e; 7- g Task 3: Make sentences about the music or singer - Call on a few Sts to write their sentences on board - Get the class to comment before giving the correct answer Task 4: Expand vocabulary Group work - T divides the class into groups to write the words related to Music and Contest The winner is the group with most words Answers: Music: concert, solo, show, single, video clip, band, singer, rhythm, Ss < > Ss musician, debut … Contest: audience, judge, contestant, score, performance… Pronunciation Task 1:Identify the word having the sounds - T sets time and let Sts the task individually - Check the answers with the whole class Answer: + passionate + talent + contest Task 2: Listen and repeat - T plays the CD and pause after each word for Ss to practice - T asks Ss to read the words in the book and check their pronunciation if necessary - Play the CD - Check the answer Answers: Commemorate; best; talent; different; guest; date; test; achievement; parent Grammar a Compound sentences - review the use of some conjunctions and, or, but and so through examples Task Matching - Check the answers Answers: 1-d; 2-c; 3-a; 4-b Task Matching - explain new words if necessary + nominate + potential: + persuade: + purchase: - Check the answer with the whole class - Ask some Ss to read aloud all the completed sentences Answers: 1-c; 2-e; 3-a; 4-b; 5-f; 6-d b Infinitives - Focus Sts’ attention on the Watch out! Box - Check which verbs are followed by “to” and which ones are not - T checks with the whole class Answers: to sing to make to fall ride to buy Consolidation minutes Homework minute Ss T < > Ss Individually T < > Ss T < > Ss T < > Ss - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to exercises again at home - Prepare for the next lesson T < > Ss E Experience: Date of preparation: October, 11th 2014 Distributive period: 22 Unit Lesson Date of signing: October, 13th 2014 Date of testing: music Reading A Aims and Objectives: By the end of the lesson, students will be able to: - Use the words and phrases related to words related to music - Read for general ideas and specific information about TV show - Guess the meaning of a word or a phrase B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information - Skimming and scanning reading D Procedures: Time/Stages Activities Warm up minutes - Get Ss to brainstorm the names of some current contest TV show - Elicit answers to these questions What are your favourite TV contest show? What you think about it? Task 1: - Show some logos - Get Ss to discuss what they know about the logos - Call on a few Ss to report the result of their discussion - Look at the logos and discuss in pairs what they know about them Task 2: - Guide Ss what to and how to - Set a time limit and let Ss the activity individually, then compare the answer in pairs - Ss this activity individually then compare the answer with a partner - Check Ss' answer and give feedback Key 2001:Tthe year that Pop Idol was first launched in the UK 2002:Tthe beginning of American Idol 2007: The first season of Vietnam Idol 2012: The fourth season of Vietnam Idol Task 3: - Focus Ss’ attention on the instructions and get them to the task individually - Have Ss guess the meaning of the word based on the context - Require Ss to choose the meaning then compare with a partner - Ss choose the correct option then compare the answer with a partner - Check Ss' answer and give feedback New lesson 34 minutes Interactions T < > Ss Pair work T < > Ss Individually T < > Ss T < > Ss Key: 1-b 2-a 3- a 4- a 5-b Task 4: - T asks Ss to read all the questions, check if they understand all the questions and underline key words of each question before finding the answer - Make sure they understand the words Format: structure Franchise: the right to use a logo and TV show format - Check Ss’ answer if an answer is incorrect, T tries to elicit it from other Ss Key: The Idol format It came from the UK 12 years It’s a franchised programme Answer vary Ss < > Ss Consolidation minutes Homework minute - Summarize the main points of the lesson T < > Ss - Ask students to write a passage about their daily routine (50 words) - Prepare for the next lesson T < > Ss E Experience: Date of preparation: October, 11th 2014 Distributive period: 23 Unit Lesson Date of signing: October, 13th 2014 Date of testing: music Speaking A Aims and Objectives: By the end of the lesson, students will be able to: - Talk about TV shows - Present their show to the class - Complete the table with the notes from each show - Make a list of details about their show B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson Activities -T has Ss stand in a line and take turns to speak out a TV show The winner is the last one standing - Brainstorm the names of TV shows Task 1: Interactions T < > Ss 34 minutes - Elicit comments on the pictures -Draw Ss’ attention to the TV blurbs - Explain the words + Celebrity panel: group of judges including famous people + VNR Records: names of a recording company + contract: hợp đồng - Go around and offer help - Call on Ss to write the table on the board - Check Ss’ answer Answer: Who wants to be a millionaire - To find a winner who will get a big sum of money - The winner will answer a series of general knowledge questions - The amount of prize- money increase with the number of questions T < > Ss Pair work T < > Ss Vietnam Idol - To find a pop star - The winner will be chosen by a celebrity panel and home viewers - The winner will get a recording contract with VNR Records Task 2: - Draw Ss’ attention to the instructions - Make sure Ss understand the activity - Go round and offer help - Write down the facts for their imaginary TV shows - Share ideas with partners in the group - Work together to combine ideas into one show Tips for presentations + smile, make eye contact + speak clearly, not too quickly + keep notes on small note cards It’s a franchised programme Answer vary T < > Ss Individually Ss < > Ss Consolidation minutes Homework minute - Summarize what they have learnt by asking Ss some questions T < > Ss - Ask students to Exercises in workbook: C1, C3 - Prepare for the next lesson T < > Ss E Experience: Date of preparation: October, 18th 2014 Distributive period: 24 Date of signing: October, 20th 2014 Date of testing: TiÕt ch÷a bµi kiÓm tra – Test 1-45’ A Mục đích: - Công bố đáp án, thang điểm cho học sinh - Gióp häc sinh nhËn biÕt vµ söa lçi sai C Sự chuẩn bị giáo viên và học sinh: - Giáo viên: Bài làm học sinh - Học sinh: Chuẩn bị kiến thức đã học D Thêi gian: 45 phót E TiÕn tr×nh: I ổn định lớp: II Tr¶ bµi: III Chữa bài: ( Công bố đáp án đúng) B B D D A 10 B 15 B 16 C 17 C 22 D 23 A 24 B 29 D 30 A D 11 A 18 C 25 C B 12 B 19 B 26 A B 13 B 20 A 27 B C 14 D 21 C 28 C 31 The streets haven’t been cleaned this week 32 The broken vase couldn’t be repaired 33 The date of the meeting will have to be changed again 34 The washing machine was mended IV NhËn xÐt chung: ( u ®iÓm vµ nhîc ®iÓm) V Ch÷a lçi ®iÓn h×nh: VI Rót kinh nghiÖm: Date of preparation: October, 18th 2014 Distributive period: 25 Unit Lesson Date of signing: October, 20th 2014 Date of teaching: music Listening A Aims and Objectives: By the end of the lesson, students will be able to: - Listen for gist and specific information - Say how they feel when they hear the National Anthem - Listen to the song excerpt and say how they feel - Listen and choose the best answer - Listen and answer the questions B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Task 1: Warm up - Show some photos of famous artists minutes - Elicit names of the artists - Play some song excerpts by the artists - Ss listen to the songs and tell the names of the songs and the artists Key Trinh Cong Son Luu Huu Phuoc Micheal Jackson Elton John New Task 2: lesson - Focus on the instructions 37 minutes - Play the recording - Ask Ss some questions What is the name of the song? Who is the composer? How often you listen to the song? How did you feel when you heard the song? What you think about the song lyrics? Task 3: - Draw Ss’ attention to the instructions - play the recording all the way through - Play it again for Ss to select the correct answer - Checks with the class, if many Ss get the wrong answer, play the CD again Key: C Task 4: - Draw Ss’ attention to the instructions - Read out the questions - Review the word affect - play the recording all the way through - Replay the recording for Ss to answer the questions - Check answers as a class - Replay the recording the third time for Ss to confirm the answers Key “I have a Dream” by ABBA Inspirational songs His favourite songs inspire him, and he can learn lessons from them Rap or Hip-hop Task 5: - Play some songs that are popular to teenagers - Ss say the names of the songs - Ss work in pairs to discuss their favourite songs and reasons they like them - Call on a few Ss to present their opinions - Ask Ss to consolidate the main contents Consolidation - Give feedback minutes - Summarize the main points of the lesson Homework - Prepare for the next lesson Interactions T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss T < > Ss minute E Experience: Date of preparation: October, 18th 2014 Distributive period: 26 Unit Lesson Date of signing: October, 20th 2014 Date of teaching: music Writing A Aims and Objectives: By the end of the lesson, students will be able to: - Write biographies based on fact files - Read given paragraphs, match each of them with the corresponding heading - Answer the questions - Write a biography with given information B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities - Play some songs by Van Cao Warm up - ask some more questions to introduce the lesson minutes Who wrote the songs you have heard? What you know about him? New Task 1: lesson Writing a biography Read the paragraphs and match them with headings 35 minutes - Draw Ss’ attention to the photo and the instructions - Explain what to and how to - Pre teach some key words Biography Composer Achievement - Check the answers as a class Key 1-b 2-c 3- d 4- a Task 2: Answer the questions - Draw Ss’ attention to the instructions and questions - Ss work individually to find the answers - Ss work in pairs to ask and answer the questions - Call on a few Ss to report the answers Key He was born in 1923 He was born in Hai Phong It was “Tien Quan Ca” He died in 1995 in Hanoi Answer vary Task 3: Interactions T < > Ss T < > Ss Individually T < > Ss Individually Pair work Consolidation minutes Homework minute Write a biography using the Fact files - Point out to Ss how to write a biography - Pre teach the key words/ phrases + patriotic + occasional opera: + national assembly: + liberation movement: + child prodigy: than dong + uprising: noi day + ballade: bai ca su thi + technically demanding: yeu cau ky thuat cao - Have Ss pay attention to punctuation, structure elements and liking words - Ask Ss to write paragraphs about early years and typical works - T goes around and gives help, collects common mistakes for later correction - Ss exchange their writing for peer correction and comment - T collects paragraphs to mark in class so that all Ss feel the need to the task - Give feedback on these papers - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson - Write a biography of your favourite composer - Prepare for the next lesson Ss < > Ss T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: September, 25th 2014 Distributive period: 27 Lesson Date of signing: September, 27th 2014 Date of teaching: Unit music Communication and culture A Aims and Objectives: By the end of the lesson, students will be able to: - Talk about the Vietnamese Quan Ho singing and the Indonesian music Dangdut - Get some knowledge about the lives and works of some composers and singers - Match the names with the pictures - Complete the sentences - Listen to the recording Ask and answer questions - Read passages about the Vietnamese Quan Ho singing and the Indonesian music Dangdut and the task B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Homework minutes New lesson 35 minutes Activity - Show some photos - Check answers as a class - T asks Ss to match the names of the artists with the photos - Check Ss’ understanding of the artists by asking some questions Key a Chopin b Elvis Presley c Michael Jackson d Tchaikovsky e Johann Strauss f Van Cao - Play some song excerpts by the artists Communication: Activity 1: Read and complete the sentences - Pre teach some key words + operetta: + swan: + magician: + refer: + emphasis + nuance: - Check the answer with the whole class Key Johann Strauss Tchaikovsky Elvis Presley Van Cao Chopin Michael Jackson Activity 2: Listen to the recording Ask and answer the questions - Draw Ss’ attention to the instructions and the questions - Play the recording all the way through - Replay the recording and set time for Ss to discuss the questions in pairs or groups - Check answers with the whole class Key There are three speakers They are talking about a local entertainment programme It is going to take place in the City Opera Mai will buy the tickets Culture: Activity 1: Listen and say the name of the song - Focus on the instructions - Play the recording of the song - Ask Ss to ask and answer the questions: Do you know this song? What’s the name of the song? - Check answer with the whole class Key: “Den Hen Lai Len” Activity 2: Read and fill the table - Pre teach the key words + folk song: + alternating group: + melody: + musical ping pong: + flute: + vocal: + musical instrument - Check the text comprehension as a class - asks Ss to write the answers on the board for class checking Activity 3: Listen and answer the questions - Play the recording - Check the answers Key: a Nhu Co Bac Trong Ngay Dai Thang T < > Ss Individually T < > Ss Pair work T < > Ss Pair work T < > Ss Pair work Consolidation minutes Homework minute b Pham Tuyen c Answer vary - Ask Ss to consolidate the main contents - Give feedback T < > Ss T < > Ss - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss E Experience: Date of preparation: September, 25th 2014 Distributive period: 28 Lesson Date of signing: September, 27th 2014 Date of teaching: Unit music Looking back and project A Aims and Objectives: By the end of the lesson Ss are able to: - Use words and phrases related to topic “Music" - Pronounce and recognize the words having the ending sounds /est/, / nt/, /eit/ - Use the coordinating conjunctions - Give the correct verb form B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities * Checking - Collect some homework books to mark writing Homework - Give marks minutes - Give comments and lead in the lesson New Pronunciation: lesson Activity 1: Listen and repeat - T introduces the task and plays the CD 34 minutes - Ss underline the words having ending sounds /est/, / nt/, /eit/ - Check the answers - Read the words - Call on some Ss to read the sentences Activity 2:Listen and write down the words - Focus on the instructions and phonetic symbols - Point out that Ss should listen and write down the words having the ending sounds /est/, / nt/, /eit/ - Check answers Key / est/ contest, rest, guest / nt/ moment, different, achievement / eit/ commemorate, late, debate, rate Vocabulary: Activity 1: Complete the text with the words from the box - T has Ss work in pairs, read the text carefully and fill in each gap with a word Interactions T < > Ss Individually T < > Ss Pair work T < > Ss Consolidation minutes Homework minute - T reminds Ss that they have to use the correct form of the words when filling - T goes around and gives helps if necessary - - T checks with the class by saying the number - check pronunciation and answers Key: passionate talented confident modest Activity 2: Ask and answer the questions - Draw Ss’ attention to the photo and questions - Elicit answers from the whole class - Call on a few open pairs to ask and answer Grammar: Activity 1: Complete the following compound sentences - Remind Ss to use the coordinating conjunctions to join the two clauses - Call on some Ss to write their sentences on the board for the class to comment on - Correct the errors, if necessary Activity 2: Underline the incorrect form of the verbs - Elicit the answers and underline the incorrect parts - Give explanations, if necessary Project: Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson Pair work T < > Ss T < > Ss Ss T < > Ss T < > Ss E Experience: Date of preparation: September, 25th 2014 Distributive period: 29 Date of signing: September, 27th 2014 Date of teaching: Review Lesson Language A Aims and Objectives: By the end of the lesson, students will be able to: - Pronounce and recognize the clusters /tr/, /kr/, / pl/, /gl/, /∂nt/, /eit/ - Understand and use the future simple with will and going to; present simple; present continuous tense; the passive voice B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up - T asks Ss to call out the themes in unit 1, and and the grammar parts - T leads Ss in the lesson A Vocabulary: Task 1: Matching - Explain new words if necessary - Set time and let Sts work individually - Check the answer as a class by saying the number, Ss say the letter T can check their understanding by asking "How you know?" - Ss read and match each phrase in A with their continuation in B Answers: 1.c d e a b Task 2: Complete the conversation - T asks Ss to work individually to use the word in the box to complete the conversation Answers: lift weights go rollerblading exercise exercise watch TV Pronunciation Task 1:Identify the word having the sounds - T sets time and let Ss the task individually - Check the answers with the whole class minutes New lesson 37 minutes Answer: /tr/ /kr/ /pl/ /gl/ /∂nt/ /eit/ train create play glide statement date traffic credit plum glass different fortunate travel critical please glue talent passionate treat cream plough glow movement debate trash crime place globe present late - T asks Ss to read these words Grammar Task 1:Correct form - T elicits the forms and uses of the present simple tense; present continuous tense and the future simple - Check the answers Answers: is coming – don’t want don’t make- am studying speaks – is speaking am – ’ll / will bring isn’t working/ doesn’t work - ’ll / will fix Task 2: Rewrite - T elicits the form and use of the passive voice used with the present simple - T explains new words if necessary Answers: This road isn’t used very often David is not often invited to parties Fruit juice is included in the menu Mr Miller’s room is cleaned every day The music can be heard form far away Interactions T < > Ss Individually T < > Ss Individually Individually T < > Ss Individually T < > Ss Individually T < > Ss Task 3: Matching - T elicits the use of so, and, but, and or - T checks with the whole class Answers: c d e a b Individually T < > Ss Consolidation minutes Homework minute - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to exercises again at home - Prepare for the next lesson T < > Ss E Experience: Date of preparation: November, 1st 2014 Distributive period: 30 Review Lesson Skills Date of signing: November, 3rd 2014 Date of teaching: A Aims and Objectives: By the end of the lesson, students will be able to: - Listen for gist and specific information - Use the words and phrases related to words related to music - Read for general ideas and specific information about a kind of music - Write about what each person’s daily life is like B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up - T asks Ss to change the sentences into the passive voice minutes They haven’t cleaned the streets this week T < > Ss He couldn’t repair the broken vase They’ll have to change the date of the meeting again Mr Dryden mended the washing machine New I Reading lesson - T asks Ss to activities and individually and check their Individually answers with a partner’s 37 minutes - T gives the correct answers and explanations, if necessary Activity 1b: c d b e a T < > Ss Activity 2: Country music When life becomes more complicated and difficult From the American West Twenty-four hours a day II Speaking - T asks Ss to work in groups, the entire group takes notes as Group work different Ss ask and answer questions about household chores in Consolidation minutes Homework minute their family - T asks each group to choose one student to report the interview results to the class - T asks Ss for their comments and decides which student has the best answers III Listening - T plays the recording once for Ss to listen and choose their answers - T plays the recording again, so Ss can check their answers, and then give the correct answers Alternatively, plays the recording one or more times for Ss to choose the correct answers Key: T F F T F T IV Writing - T asks Ss to write about two types of people who have very different lifestyles - T asks Ss to write about what each person’s daily life is like - T asks Ss to write the draft first in class, and then they may write their final versions at home Ss may start their writing like this: My father and my mother have different lifestyles My father… - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson T < > Ss T < > Ss T < > Ss - Prepare for the next lesson E Experience: Date of preparation: November, 1st 2014 Distributive period: 31 Date of signing: November, 3rd 2014 Date of testing: Unit for a better community Lesson Getting started A Aims and Objectives: By the end of the lesson, students will be able to: - Get to know vocabulary about volunteer activities - Make simple dialogues using the given expressions B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes - Show some pictures about voluntary activities and ask Ss to tell the activities in these pictures Pictures 1: Helping the elderly Picture 2: Teaching children to read and write Picture 3: Cleaning the nursing home Picture 4: cleaning the environment - T checks some Ss -Lead in the new lesson: Activities for a better community Interactions T < > Ss New lesson 34 minutes Task 1: Answer the questions - Get Ss look at the picture page 38 then answer some questions: What is the picture about? What are the people in the picture doing? What you think about their activities? Do you want to join a voluntary organization? -Let Ss guess what Quan and Hieu Answers: It's about a special class The boy in blue is teaching some children ( the answer may vary) (the answer may vary) - T plays the recording - Ss listen and read the conversation at the same time - Get Ss in pairs read the dialogue again/ then ask two pairs to act out the conversation Task 2: Answer the questions about the text -Make sense of the questions in the text - Have Ss find out the answer for the questions individually -Go round and give help if needed -Check Ss by calling some pairs to read the questions and answers aloud, the other Ss give comment - Provide final feedback and correction * Suggested answers: At about p.m yesterday afternoon Hieu was working at the Happy Mind Charity Center Yes, he was His job is meaningful because he can help the children to read and write The answer may vary Task 3: Making the conversation - Ask each pair to make a dialogue using one of the expression in the box - Now, we can understand the content of the conversation about Hieu's volunteer work and can make simple dialogues - Guide Ss to make dialogues - Check pairs and give comment Pair work T < > Ss Pair work Ss < > Ss Pair work T < > Ss Consolidation minutes Homework minute E Experience: - Summarize the main points of the lesson T < > Ss - Ask students to write a passage about their volunteer work (50 words) - Prepare for the next lesson T < > Ss Date of preparation: November, 1st 2014 Distributive period: 32 Date of signing: November, 3rd 2014 Date of teaching: Unit for a better community Lesson Language A Aims and Objectives: By the end of the lesson, students will be able to: - Use the adjectives ending with -ed, -ing, -ful and -less in context - Pronounce / nd/ , /nt/ and/ / in words and sentences correctly - Use irregular past tense verbs, the past simple and past continuous correctly in combination B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 37 minutes Activities - T asks Ss to tell the whole class about their volunteer work - T listens and gives marks A Vocabulary: Task 1: - Ask Ss to read the conversation again and underline the adjectives ending with - ed, -ing, -ful and less - T checks some Ss - Guide Ss to distinguish the use and meaning of these adjectives + Adjectives with -ed: Passive, often go with nouns denoting persons + Adjective with- ing: Active, go with noun denoting things + Adjs with ful have positive meaning while adjs with less have negative meaning * Key: - ed: disadvantaged, interested, excited - ing: interesting - ful: useful, helpful, meaningful - less: hopeless Task 2: - Ask Ss to work individually in minutes then have them compare their answer with their partner - Check Ss' answers and give explanation if any - exchange the answers with their partner - provide the answer * Key: meaningless interested hopeless useful excited, meaningful exciting Pronunciation Task 1:Identify the word having the sounds - Play the recorder and let Ss listen and repeat - Have Ss work in pairs - Invite two or three Ss read again and then give comment - Explain the requirement of this activity to Ss , focusing on the importance of pronouncing the ending sounds correctly in English Task 2: Listen and repeat - Play the recorder and ask Ss to write / nd/ , /n/ and/nt/ above the words that have the corresponding Interactions T < > Ss Individually T < > Ss Pair work Group work Ss < > Ss T < > Ss Consolidation minutes Homework minute sounds - Put Ss in pairs to practice reading the sentences - Invite some Ss to read the sentences in front of the class Correct mistakes if any Grammar Activity 1: - Ask Ss to read the sentences, check if they understand - Ask Ss to pay attention to the time expressions and ask them to find the verb tense to go with these time expressions - Ss work individually first to rewrite the sentences in the past tense, using the time expression in blankets - Ask Ss to work in pairs to check the answer Activity 2: - Invite Ss to write on the board, then ask them to highlight the irregular past tense verbs * Key: I wore jeans to school yesterday My sister and I bought a lot of clothes last summer My father read newspaper in bed last night My mother made my bed last Sunday I wrote letters to my grandparents yesterday - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to exercises again at home - Prepare for the next lesson Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: November, 1st 2014 Distributive period: 33 Unit Date of signing: November, 3rd 2014 Date of teaching: for a better community Lesson Reading A Aims and Objectives: By the end of the lesson, students will be able to: - Know the benefit of volunteer work - understand the discourse and put the sentences into appropriate place - Guess the meaning of some words through the context B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative * Skills: - Reading for gist and for specific information - Skimming and scanning reading D Procedures: Time/Stages Activities Warm up minutes Interactions - T asks Ss some questions\; Do you like volunteer work? Have you ever taken part in any volunteer work? What kinds of activities you like most? - T elicits the answers and leads Ss in the lesson T < > Ss New lesson 34 minutes Activity 1: - Introduce the title of the reading passage and elicit the reasons why people volunteer - Invite some Ss to share their choices - Ss give their own ideas by ticking the reasons in the textbook - Ss exchange the ideas with their partner Activity 2: - Ask Ss to scan the reading text and check their predictions in activity - Check Ss' answers and ask them to clues from the reading text - Provide the answers and evidences from the reading text * Key: Reasons They are: a, c, e and f Activity 3: - Remind Ss the strategies for Gapped text or Missing sentences - Go through the sentences in activity and help Ss to make sense of these sentences - Ask Ss to this task individually, then ask them to compare the answer in pairs - Check Ss' answer and give further explanation - Do this activity individually then compare the answer with a partner - Some Ss give the answer by reading the Missing sentences out loud * Key: 1- d 2- a 3- b 4- c Activity 4: Ask Ss to look back at the reading text to locate the highlighted words - Have Ss guess the meaning of each of the highlighted word based on the context - Require Ss to choose the meaning then compare with a partner - Check Ss' answer and give feedback - Guess the meaning through the context - Choose the correct option then compare the answer with a partner Key: 1.A B 3.C 4.B Activity 5: -Let Ss work in pairs to discuss the statements -Elicit different ways to give opinions that Ss know and add some more if necessary - Invite some Ss to talk in front of the whole class - Work in pairs to give their own point of view toward issues mentioned in two statements - Ss take turn to talk Pair work T < > Ss Individually T < > Ss T < > Ss Pair work Ss < > Ss Consolidation minutes Homework minute - Summarize the main points of the lesson T < > Ss - Ask students to learn by heart the new words - Prepare for the next lesson T < > Ss E Experience: Date of preparation: November, 8th 2014 Distributive period: 34 Unit Date of signing: November, 10th 2014 Date of teaching: for a better community Lesson Speaking A Aims and Objectives: By the end of the lesson, students will be able to: - Express their opinion about priorities for community development - Perform their viewpoints to other people B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes New lesson 34 minutes -Ask Ss to look at the pictures at page 42 and name the activities in these pictures - Check some Ss then ask them whether these activities are useful to the community or not - Look at the picture and tell the activity in each picture P1: green summer/ green volunteer P2: donating things P3: donating money - These activities are useful to community - Lead in the new lesson Task 1: - Ask Ss to work individually to look at some activities for community development and to match them with the reasons why they are important - Go round and help if necessary -Have them compare the answer with others Check Ss' answers - Call on individual Ss to read aloud these activities and the reasons why they are important * Key: 1.d 2.c 3.e a 5.b Task 2: - Have Ss in pairs discuss why the activities in activity are important for community development - Guide Ss to prepare the ideas to support their reasons - Invite three pairs to perform the dialogues in front of the class - Give feedback Task 3: -Have Ss work in groups of and look at activities for community development in task - Ask members in each group to rank the activities in the order of importance - Guide Ss some useful expressions in the textbook to express their ideas Task 4: - Ask the representatives from groups to present the groups' decisions to the whole class - T chooses a representative to perform their decisions/ the whole Interactions T < > Ss T < > Ss Pair work T < > Ss Group work class listen to the representatives and vote for the best decisions - Ask the whole class to vote for the group with the best decisions Ss < > Ss - Summarize what they have learnt by asking Ss some questions T < > Ss - Ask students to Exercises in workbook: C1, C3 - Prepare for the next lesson T < > Ss Consolidation minutes Homework minute E Experience: Date of preparation: November, 8th 2014 Distributive period: 35 Unit Date of signing: November, 10th 2014 Date of teaching: for a better community Lesson Listening A Aims and Objectives: By the end of the lesson, students will be able to: - Listen familiarly an announcement on certain fields - Develop the listening skills for general information and specific details B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Task 1: Warm up - Asks students to look at the pictures to see what the people in minutes these pictures are doing and some related questions +What you think people in these pictures are doing? +Have you ever participated in any activities like these? Share your stories! Ex: They are doing voluntary activities to help the needy New lesson Task 2: - Tell the students to match the words with their definitions then 37 minutes decide the parts of speech of these words - Match the words with their definitions and decide their parts of speech and take notes if necessary Key: a public service announcement (noun phrase) b donate (v) c non-profit (adj) Task 3: - Tell students that they are going to listen to the announcement by the director of Heart to Heart Charity and decide whether the statements are true (T) or false (F) - Have students guess their answers before listening - Play the recording and let students the activity Possibly play the recording again - Check students' answers and comments Key: T F F F T Interactions T < > Ss T < > Ss T < > Ss T < > Ss Consolidation minutes Homework minute Task 4: - Have students listen to the announcement again and the activity If necessary, teacher may explain more - Check students' answers and comments Key C A B Task 5: - Instruct and control the discussion between students in each pair Ex: Have you ever volunteered or done community service? If yes, what did you do? If no, what is our plan to help people in your community? - Comment and correct the possible mistakes of students - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson T < > Ss T < > Ss T < > Ss - Prepare for the next lesson E Experience: Date of preparation: November, 8th 2014 Distributive period: 36 Unit Date of signing: November, 10th 2014 Date of teaching: for a better community Lesson Writing A Aims and Objectives: By the end of the lesson, students will be able to: - Write an application letter applying for a volunteer job in a formal tone - Develop the writing skills in general Build up vocabulary supported for writing B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - T asks students to look at the job advertisement and highlight the Warm up key information: minutes - Look at the job advertisement and focus on some key information: T < > Ss job title, qualities needed for the job, working experience needed for the job, and the address of the employer - Possibly explain and give more details about the job advertisement New lesson Task 1: - Tell the students to find the purpose of the letter and the comment T < > Ss 35 minutes - Point out the reason why Quan wrote the letter Answer: He wanted to apply for the volunteer teaching job Task 2: Answer the questions - Tell students to read the letter again and answer the questions Pair work - Call on some students to answer and give feedback Key: He saw the advertisement in the Young Newspaper on February 22nd He taught a group of primary students in his area He taught them for two months He is creative, patient, and has great love for children He can give four references He can start teaching from next month Task 3: - Tell students to read the letter again and match each paragraph in the letter with its purpose - If necessary, explain to students - Ss read different purposes of each paragraph of an application letter then match each paragraph with its purposes - Work in groups and then give answers Key: Paragraph 1: b Paragraph 2: c Paragraph 3: d Paragraph 4: a Task 4: - Ask students to read the job advert and answer the questions - Read the advertisement and answer the questions about this job advert (Answer these questions by themselves first and then check with their partners ) - Get students' answers and comments Key: Reliable and hard-working Welcoming guests and receiving donations for the organization Task 5: - Instruct students to write a formal letter of 140-160 words applying for the job Follow the writing plan in task - Go around to offer helps - Get some outputs to highlight and comment and correct the possible mistakes of students Consolidation minutes Homework minute - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson - Write an application letter - Prepare for the next lesson Ss < > Ss Group work T < > Ss Pair work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: November, 15th 2014 Distributive period: 37 Unit Lesson Date of signing: November, 17th 2014 Date of teaching: for a better community Communication and culture A Aims and Objectives: - By the end of the lesson, students will be able to: + Talk and express their views about priorities for community development in their living area + Talk about a person in their community/culture and his/her contribution to community development - Through the lesson, teacher will help Ss know some local and global activities for community development B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson 35 minutes Consolidation minutes Homework minute Activities Interactions - Tell students to ask and answer about volunteer activities they have ever taken part in or hope to take part in T < > Ss - Ss present a small conversation as guided about volunteer activities to support develop community - Control the discussion and correct Communication: Pair work Activity 1: Think global, act local - Elicit students' interpretation of this saying, encourage students to speak their minds - Check and correct possible mistakes T < > Ss - Instruct students to rank the activities in order of importance Activity 2: Exchange your opinion - Have students form groups consisting of students coming from Group work different parts for the districts - Ss work in groups to exchange their points of view based on the example - Go around to offer helps and comments T < > Ss - Check answers with the whole class Culture: Wise words Activity 1: Group work - Ask students to look at the man in the picture and say whether they know anything about him and his contributions - Ss discuss with their partners in appropriate groups to share their knowledge about the man named Mahatma Gandhi T < > Ss Activity 2: - Tell the students to read a text about Mahatma Gandhi and answer the Pair work questions about his life - Read the text on their own, find information to answer questions, and compare with other students - Take notes if necessary T < > Ss - Check students' answers and comments - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss E Experience: Date of preparation: November, 15th 2014 Date of signing: November, 17th 2014 Distributive period: 38 Unit Lesson Date of teaching: for a better community Looking back and project A Aims and Objectives: - To help Ss the exercises and distinguish between some clusters /end/, /ent/ - By the end of the lesson Ss are able to: + Use the language of Unit + Talk about volunteering and community development + Work out a plan to help someone in need in a country B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities * Checking - Ask students to recall what they have learnt in Unit Homework - Speak out their ideas and opinions, knowledge that they have minutes learnt in Unit - Speak out their ideas and opinions, knowledge that they have learnt in Unit New Pronunciation: lesson Activity 1: Listen and circle the words you hear in the sentences - T introduces the task and plays the CD 34 minutes - Ss underline the words that Ss can hear in the sentences - Check the answers - Read the words - Call on some Ss to read the words Key: B A B B B B Vocabulary: Activity 1: Complete the text with the words from the box - T has Ss work in pairs, read the text carefully and fill in each gap with a word - T reminds Ss that they have to use the correct form of the words when filling - T goes around and gives helps if necessary - T checks with the class by saying the number - Check pronunciation and answers Key: meaningless excited meaningful interesting donate disadvantaged Activity 2: Ask and answer the questions - Draw Ss’ attention to the photo and questions - Elicit answers from the whole class - Call on a few open pairs to ask and answer Grammar: Activity 1: Complete the following sentences using the past simple or the past continuous form of the verbs - Remind Ss to use the forms of the past simple or the past continuous tense - Call on some Ss to write their sentences on the board for the class to comment on - Correct the errors, if necessary Interactions T < > Ss Individually T < > Ss Pair work T < > Ss T < > Ss Ss Consolidation minutes 4.Homework minute Key: The telephone rang while we were having dinner I was waiting at the bus stop when I received his text message It started to rain while we were walking home from school Were you listening when the teacher called your name? He was walking along the corridor when he saw a job advertisement on the notice board Activity 2: Use correct form of the verbs - Tell students to read a text and put the verbs in the past simple or the past continuous - Elicit the answers and correct the answers - Give explanations, if necessary Key: was having realized was sitting recognized wanted was happening told ran was 10 didn’t kill Activity 3: Answer the questions - Ask students to read the text again and answer the questions that follow - Correct and comment Key: She was a school girl from Surrey, England She was interested in Geography The sea water suddenly receded from the shoreline, which is a symptom of a tsunami She told her parents about a possible tsunami, and her father warned other people on the beach and the staff at the hotel where the are staying about it Students’ own answers Project: Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss Ss Group work T < > Ss T < > Ss E Experience: Date of preparation: November, 21st 2014 Distributive period: 39 A Aims: - Date of signing: November, 24th 2014 Date of teaching: revision To practice speaking, reading, listening and writing To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence - To help Ss have the opportunities to develop their oral fluency - To introduce some words and phrases * Language focuses: - Tenses (The past simple and the past continuous tense) - The passive voice - Infinitives with and without to B Preparations: - Teacher: Handouts, textbook, sub boards, colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision - Exercises: Practice and production D Procedures: E Experience: Date of preparation: November, 21st 2014 Distributive period: 40 Test 2- 45' Date of signing: November, 24th 2014 Date of teaching: A Aims and objectives: - To check Ss’ understanding - To give marks - By the end of the lesson, students will be able to: + Revise all the language skills and grammatical points which they have studied and used in units: and + Improve their techniques of doing the simple tests + Improve their knowledge through the test B Preparations: - Teacher: Sheets of papers, written tests - Students: Pens, erasers C Language focus: * Phonetics: - Pronunciation * Vocabulary: * Listening: * Reading: * Grammar: - Tenses, infinitives, adjectives - Passive voice * Writing: MA TRẬN ĐỀ KIỂM TRA TIẾT LẦN Language area and skills Listening Topic Decide whether the statements are True (T) or False (F) Listen and choose the best answer A Pronunciation / ent/ Phonetics / est/ /i / Grammar The Past Simple and The Present Perfect Vocabulary Vocabularies Gerund and to + inf Music Reading Volunteer work Multi choice Writing Sentence transformation Recognition No Ms Understanding No Ms 1,2 Application No Ms 1,2 1 0,3 0.3 0,3 1,2 0,8 0,6 0,6 0.3 0,9 Total No Ms 2,4 0,6 0.8 14 2,8 1,2 2,4 2,4 1,2 TOTAL 10 ĐỀ KIỂM TRA TIẾT LẦN A Listening: I Listen and then decide whether the statements are True (T) or false (F) The guest of the show is Lan Huong …………… Except for Van Cao, Quang Hung doesn’t like any other Vietnamese musicians …………… Quang Hung thinks some of Van Cao’s music is very sweet and gentle …………… “ Tien Quan Ca”, the Vietnam National Anthem, was written in 1954 …………… Quang Hung sometimes feels proud of his country Vietnam, when he hears the song …………… II Listen and then choose the best answer What is the name of the radio program? A My favorite Musician B My Musicians C Famous Musicians D My Famous Musicians Which song by Van Cao does Quang Hung like most? A Suoi Mo B Truong Ca Song Lo C Tien Quan Ca D Lang Toi Why does Quang Hung like it? A It’s hard B It’s solemn C It makes him proud of his country D All correct B Grammar and vocabulary: I Choose one word whose underlined part is pronounced differently Identify your answer by circling the corresponding letter A, B, C or D A best B contest C guest D modest A present B sent C statement D talent A idol B invalid C interesting D inspire II Choose from the four options given ( marked A, B, C or D ) one best to complete each sentence by circling the corresponding letter A, B, C or D ……………, an American singer and actor, is often referred to as the “King of Rock and Roll” or “the King” A Elvis Presley B Michael Jackson C Tchaikovsky D Van Cao It is a nice house, …………………….it hasn’t got a garden A and B but C so D or Mary :'You look nice in that blue shirt '- Tom: “ _.” A It's nice of you to say so B Am I? Thanks C Oh, poor me D I am interesting to hear that The teen singer is old enough……………………up his own mind A make B to make C making D made Our school volunteer activities are very ………………… A exciting B excited C excite D excitement We were walking in the park when it ……………………to rain A start B started C was starting D starts I wore jeans to school……………… A every day B at the moment C now D yesterday Nobody can force the teen singer…………….anything that her mother does not agree with A B doing C to D did III Choose from the four given options (marked A, B, C or D) the one that needs correcting to make the given sentence meaningfully and grammatically correct I want to try on the blue skirt over there Can you showing me the changing room? A showing B Can C on D want She can sing very beautiful and dance very gracefully but she cannot any difficult math exercise A very B any C math D beautiful Sometimes it is difficult to avoid to drink when we enjoy an informal party A sometimes B to drink C it is difficult D an informal party C Reading: I Reading the following passage then answer the questions by circling the letters A, B, C or D Music can move the soul It can be a very strong influence Some music can calm us down but other music can make us wild! How does music affect us? Music is used in a variety of ways It is used in the medical field as a source of research and as a sort of treatments as well Music has been used as treatment to lower blood pressure, help ill children recover quickly, treat mental illness, treat depression, aid in healing, and reduce stress and insomnia and premature infants Julius Portnoy, a musicologist, found that it can change heart rates, increase or decrease blood pressure, effect energy levels, and digestion, positively or negatively, depending on the type of music Calming music, such as classical musk, was found to have a very calming effect on the body, and cause the increase of endorphins, thirty minutes of such music was equal to the effect of a dose of valium Both hemispheres of the brain are involved in processing music The music in these studies is not the lyrics, but the music itself, the melody, the tones, the tunes, the rhythm, and the chords Conversely music has also been documented to cause sickness The right, or wrong music, can be like a poison to the body Studies had been done on plants and the results were that loud hard rock music killed plants and soft classical music made the plants grow faster Music is very powerful, like a drug and can even be an addiction According to Patty Hearst, a researcher on music, it was documented that music was used in the aid of brainwashing some people In the book, "Elevator Music" by Joseph Lanza, it is stated that certain types of strong music over prolonged periods in certain conditions were shown to cause seizures Which is the main idea of the text? A The effects of music B Powerful music C Music treatment D Music used as drugs According to the text, _ A All pieces of music have the same influence B Music can be used in the same ways c Different music has different effects D Children cannot listen to music The word it refers to _ A the heart B the musicologist C music D treatment The writer talked about the effects of music on _ A human beings and plants B fish and birds C mammals and turtles D men and fish II Reading the following passage then fill in the gaps by circling the letters A, B, C or D VOLUNTEERS ABROAD More and more young people are (1) voluntary work abroad The wild variety of jobs and destinations available is making it an increasingly attractive option for those who have just left school and have a year free before university Many choose to spend these twelve months working in poor countries There they will earn little (2) no money But they will be doing something useful and enjoying the experience The work may (3) of helping the local communities, for example by helping to build new road or provide water supplies to isolated rural villages Other projects may concentrate more on conservation or environmental protection Whatever kind of job it is, it is certain to be (4) and worthwhile, and an experience that will never be forgotten A doing B making C taking D getting A with B but C or D and A consist B include C contain D involve A challenging B dangerous C difficult D attracted D Writing: I Choose from the four given options (marked A, B, C or D) one best solution to make a sentence from the given prompts their / airport / to / / will / they / go / meet / tomorrow / the / son/ A They will go to meet their son to the airport tomorrow B They will go tomorrow to the airport to meet their son C They will go to the airport to meet their son tomorrow D They will go to meet their son tomorrow to the airport used / tea / my / to /drink / parents / after / dinner/ A My parents used to drink tea after dinner B My parents used to drink dinner tea after C My parents used to dinner after drink tea D My parents used to drink after dinner tea II Change the sentences into the passive voice People don’t use this machine very often  This machine…………………………………………………………………………… They not often invite me to their parties  I………………………………………………………………………………………… The menu includes wine  Wine…………………………………………………………………………………… Date of preparation: November, 29th 2014 Distributive period: 41 Date of signing: December, 1st 2014 Date of testing: Unit Inventions Lesson Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about inventions and tasks: Matching and questions and answers - To teach some lexical items related to the topic inventions - By the end of the lesson, students will be able to: + Use some lexical items related to the topic inventions + Make simple dialogues using the given expressions + Ask and answer simple questions about modern devices B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Ask Ss to look at the picture and introduce Phong and his father Warm up minutes and then ask Ss the question: T < > Ss What are Phong and his father talking about? They are talking about modern devices like smart phone, laptop… - Lead in the new lesson New Task 1: Listen and read lesson - Play the recording, and ask Ss to read the conversation 34 minutes - Let Ss, in pairs, practise reading the dialogue aloud Pair work - Call on some pairs, give comment on Ss’ pronunciation Task 2: Answer the questions - Ask Ss to read the conversation again and think of the answers to the questions - Have Ss work with a partner and switch roles to ask and answer - Assist Ss to understand the questions and key words in Activity - Get Ss, in pairs, to ask and answer questions about the conversation - Call several pairs to read the questions and their answers Ask the others to give comment - Check the answers and provide the correct ones if necessary - Provide final feedback * Suggested answers: He promised to reward Phong if he passed the English test Because his old mobile phone is still good Computers have changed our lives in many ways: faster communication, free entertainment and convenient shopping He will use his laptop for listening to music, playing games, chatting with his friends, researching topics on the Web and typing his assignment Task 3: Matching - Have Ss read the dialogue again and underline the words in the table - Guide Ss to guess the meaning of these words - Ask Ss to match the words with the definitions - Check Ss’ answers -Ask the whole class to read these words Key: c 2.a d 4.b T < > Ss Pair work T < > Ss Individually Consolidation minutes Homework minute - Summarize the main points of the lesson - Ask Ss to learn by heart important words with the topic and part in student’s book - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: November, 29th 2014 Distributive period: 42 Unit Lesson Date of signing: December, 1st 2014 Date of testing: Inventions Language A Aims and Objectives: - To teach Ss to pronounce compound nouns, noun groups and their stress pattern in isolation and in context - To teach Ss to form compound nouns and their meanings - To teach Ss to use the present perfect tense and use the gerunds and infinitives to talk about the uses or purposes of something - By the end of the lesson, students will be able to: + Understand and use the present perfect tense to describe an event or action and the gerunds and infinitives to talk about the uses or purposes of something + Pronounce compound nouns and noun groups in isolation and in context + Use some lexical items related to the topic inventions B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 37 minutes Activities - Give some pictures and asks Ss in two teams to write a compound noun to describe each picture - Check Ss’ work and comment * Answer: School-boy, boy –school, blackboard, laptop, headphone - Lead in the new lesson A Vocabulary: Task 1: Matching - Ask Ss to give the meaning of the compound nouns and their parts - Call some Ss to write on the board and give comment - Help Ss to realize that most of compound nouns have the meanings as a combination of their parts, however, some words have different meaning like “ laptop” - T checks some Ss - Check answer as a class * Key: video game: a game in which players control and move images on a screen - video: film or image - game: something you play for fun smartphone: a mobile phone that has some functions of a computer - smart: intelligent, computer-controlled - phone: a telephone laptop: a portable, small computer that can work with a battery - lap: top part of your leg - top: upper surface e-book: a book that is displayed on a computer screen or an electronic device - electronic: using microchips to control a small electric current - book: a written work e-mail: a way of sending messages to other by using computer - electronic: using microchips to control a small electric current - mail: post letters Task 2: - Have Ss, in pairs, to match the first part of words with the second ones - Check Ss’ words and meaning of these compound nouns Interactions T < > Ss Individually T < > Ss Pair work Individual Ss < > Ss Pair work - Check Ss' answers and give explanation if any - Exchange the answers with their partner - Make sure that Ss have the right answers by going over all the answers in class Allow Ss to look up the words in the glossary, if necessary * Key: pencil case blackboard washing machine headphones food processor Pronunciation Task 1: Listen and repeat T < > Ss Ss < > Ss - Play the recording for Ss to repeat chorally and individually - Focus on the stress patterns of compound nouns ( main stress is usually on the first part) and noun groups ( main stress is on the second part) - Play it again with pauses for Ss to repeat each word chorally - Give the meaning of the words if necessary Help Ss distinguish compound nouns and noun groups - Ask Ss to work in pairs and take turns reading the words Task 2: Listen and tick - Play the recording and ask Ss to tick (v) before the stressed syllable in each word - Ask Ss to take turns reading the words - Invite some Ss to read the words in front of the class Correct mistakes if any * Key: b a a b a Grammar: a Gerunds and infinitives Activity 1: - Explain to Ss that: V- ing is used after for and To inf is used to describe purpose of something - Get Ss Exercise individually in minutes - Go round to assist Ss, then call some Ss to check the answers - Go over all the answers in class Key: getting, sending to create, to contract to read to play chopping, mixing to store Activity 2: - Divide the class in two groups - Take turn to send a representative to describe the pictures using target language, other member make yes/ no questions to guess the objects - Control and judge Ss’ work b The present perfect tense Activity 1: - Draw the timelines on the board and explain to Ss that they should write a word from the box above each line - Call Ss to label the timelines with the words from the box - Give feedback and explain to Ss more about the present prefect Activity 2: - Have Ss, in pairs, match the beginning with suitable ending then put the verb in the present perfect or the present simple - Check and comment 1.c ( has broken) d (looks - has lost) e (do you know, have got ) a ( have asked) c ( left - have disappeared) Individually T < > Ss Individually Group work Individually Pair work Activity 3: - Have Ss this exercise individually in minutes - Check the answers with the whole class - Provide the answer and the explanations * Answer: seems have affected were have encouraged has aided have killed prefer - Ask Ss to consolidate the main contents - Give feedback minutes 4.Homework - T asks Ss to exercises again at home minute - Prepare for the next lesson Consolidation T < > Ss T < > Ss E Experience: Date of preparation: December, 6th 2014 Distributive period: 43 Date of signing: December, 8th 2014 Date of testing: Unit Inventions Lesson Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about natural world as inspiration for inventions and match the words with their definition and answer the questions - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about natural world as inspiration for inventions and match the words with their definition and answer the questions + Know about some inventions inspired by nature B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes Wonderful nature Activity 1: Have Ss look at the pictures in the textbook and tell: What can the animals or leaves that people can’t? What objects have people invented to make up for what they can’t do? - Assist Ss with useful words to express their ideas - Ss look at the pictures and tell the abilities of the creatures and leaves mentioned in the textbook * Suggested answer: Picture a: a bird can fly Picture b: a dolphin can stay under water for a long time Picture c: a lotus leave doesn’t get wet  People have invented an aeroplane, a ship or submarine, and a waterproof raincoat to make up for what they can’t New lesson Activity 2: - Check some Ss and ask the other to give comment on their friends’ answers - Ask Ss to read the text quickly to choose the most suitable title for minutes T < > Ss Individually 10 minutes 12 minutes minutes it - Check and explain - T asks Ss to skim the text and choose the best answer * Key: b imitating Nature Activity 3: - Let Ss read the passage again and then guess the words in the left column in their context -Ask Ss to activity in minutes - Call some students to check the answers - Read the passage again to activity - Compare the answer with a partner - Provide the answers b e a c f d - Ask Ss to read these important words in the whole class twice Activity 4: - Help Ss to make senses of the questions in Activity and realize key words - Ask them to ask and answer the questions in pairs in 10 minutes - Go round and assist Ss - Ask some pairs to present the questions and answers orally, ask the others listen and give comment - Provide final feedback * Suggested answer: The inventions that imitate animals are aeroplane and the submarine The inventions that imitate plants are Velcro, the self- cleaning glass window and umbrella fabric Because it helps us to travel long distance in the air and encourage the development of tourism and trading A submarine can help scientists to learn about life under the sea The material that makes up the glass window has the ability to wash away the dirt in the rain An aeroplane “ Its wings and shape imitating those of birds” A submarine: “ imitates a dolphin’s shape” The Velcro: “hook and loop fastener; two fabrics sticking together thank to the hooks on one surface and the loops on the other” Activity 5: -Have Ss work in groups of three or four to discuss the questions and decide which of the four inventions is the best imitation of the nature And explain their choice -Check some groups’ work and comment T < > Ss Pair work T < > Ss Pair work T < > Ss Group work T < > Ss Consolidation - Summarize the main points of the lesson T < > Ss minute - Ask students to learn by heart the new words - Do exercise in reading part in student workbook - Prepare for the next lesson T < > Ss minutes Homework E Experience: Date of preparation: December, 6th 2014 Distributive period: 44 Unit Lesson Date of signing: December, 8th 2014 Date of testing: Inventions Speaking A Aims and Objectives: - To teach Ss to talk about inventions, their uses and their benefits - To teach Ss some words and phrases related to inventions - By the end of the lesson, students will be able to: + Talk about unique inventions, their uses and their benefits + Perform their viewpoints to other people in real life B Preparations: - Teacher:+ Handouts, textbook and pieces of papers + Language: Present simple, gerunds after ‘used for’ and infinitive to express purposes - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes -Ask Ss to fill in the word- web about Modern inventions and their functions in four minutes -Work in groups to fill in the word- web - the representatives from four groups present their works in the boards - Check Ss’ work and give comment - Lead in the new lesson New lesson Task 1: - Ask Ss to think of the heading of the speaking lesson “ Unique inventions”  very special and unusual inventions - Ask Ss to practise the conversation in pairs - Invite two pairs to read aloud, give comment on Ss’ pronunciation - Explain some new words +Solid object (NP): + Original (n) Task 2: -Have Ss complete the table about 3- D printer - Control and assist - Check Ss’ work and comment - Work in pairs to fill in the suitable information in the table 10 minutes 12 minutes * Suggested answers a Name of invention 3-D printer T < > Ss Pair work T < > Ss Pair work b Characteristics 13 minutes 10 minutes c Use bigger and heavier than a normal printer To produce solid objects similar to the originals Saving a lot of money d Benefits Task 3: - Ask Ss look at the pictures of a portable solar charger and a USB stick, and discuss which benefits ( in the box) are suitable for each invention - Explain new words if any - Let Ss work in groups to this activity in minutes - Check some Ss’ answers And comment - Work in groups of three or four to discuss the benefit of a portable solar charger and a USB stick * Suggested answer: + Portable solar charger: not dependent on electricity, environmentally- friendly, easy to carry, not costly + USB stick: not costly, easy to use, easy to transport files Task 4: - Have Ss in pairs make up similar dialogues with the information in the table - Check two to three pairs and give comment on Ss’ pronunciation and intonation Task 5: - T gives a model for Ss I’d like to recommend a food processor to all of you This machine is small and portable It is used to prepare meals with delicious dishes within a short time It’s an economical device for all households - Get Ss to work in groups of four or five to give a similar small talk - Check some Ss and give feedback to their talks T < > Ss Group work Ss < > Ss Pair work T < > Ss Consolidation minutes Homework minute - Summarize what they have learnt by asking Ss some questions - Ask students to learn by heart the expressions - Prepare for the next lesson - Prepare a small talk to introduce a new item to the class in the next period T < > Ss T < > Ss E Experience: Date of preparation: December, 13th 2014 Distributive period: 45 Date of signing: December, 15th 2014 Date of testing: December, 16th 2014 Correction test – Test 2-45’ A Objectives: - In this lesson, teacher evaluates Ss’ knowledge and offers a comprehensive review of Ss’ written tests Teacher has an overview of what they can and what they can’t - By the end of the lesson, students will be able to: + Be aware of the mistakes and know how to correct them B Preparations: - Teacher: Students’ tests - Students: Grammar and vocabulary C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: I Answer keys: Part A: Listening ( 0.3 point/ correct answer) Question I: F F T F F Question II: A 2.C D Part B: Grammar, phonetics and vocabulary ( 0.2 point/ correct answer) Question I: D B A Question II: A B A Question III: A D B B Part C: Reading ( 0.3 point/ correct answer) Question I: A C C A Question II: A A C A B B D C Part D: Writing Question I: ( 0.25 point/ correct answer) C A Question II: ( 0.5 point/ correct answer) This machine isn’t used very often I am not often invited to their parties Wine is included in the menu II General comments: III Common mistakes: IV Experiences: Date of preparation: December, 12th 2014 Distributive period: 46 Date of signing: December, 15th 2014 Date of testing: Unit Inventions Lesson Listening A Aims and Objectives: - To teach Ss to listen an interview for specific information - To teach Ss about modern inventions - By the end of the lesson, students will be able to: + Listen and the tasks + Develop the listening skills for specific details + Talk about modern inventions B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Inform Ss of the lesson objectives: Listening for specific Warm up information about an interview minutes - Ask Ss to name some modern inventions in the world that they T < > Ss know New Activity 1: lesson - Ask Ss to look at the picture and answer the guiding questions a What does this flying car have on both sides of its body? Does it T < > Ss 13 minutes have wheels? b Can it fly? Can it run on the ground? Can it move in water? Activity 2: - Ask Ss to look at the words listed and explain the meaning of the words they not know - Have them to listen and tick the words they hear Key: 17 minutes Traffic jams; collapse; garage; gallon; runway Activity 3: Answer the questions - Ask Ss to listen again and answer the questions - Encourage Ss to take notes Remind them that notes are keys T < > Ss words and ideas that can be written down quickly - Play the recording and let students the activity Possibly play the recording again - Have Ss compare their answers with their partners’ Key: In New York City He’s businessman He’s considering owning a flying car to deal with the traffic problem It’s not too big, so it can be put in a garage This flying car cannot take off without a runway Activity 4: T < > Ss This task focus on specific information about the flying car - Ask Ss to guess what kind of information they may put in the gaps - Play the tape again and instruct Ss only focus on information about minutes size, petrol consumption, speed of the flying car - Play the recording and let students the activity Possibly play Consolidation minutes Homework minute the recording again - Check students' answers and comments Key: bigger 5(in the air); 1(on the ground) 200 (in the air); 120 (on the ground) Activity 5: - Ask Ss to discuss in pairs whether or not they want to own a flying car - Draw their attention to the problem with the flying car (e.g In need of a runway) * Suggested answers: A possible solution to the problem Making it leave the ground like a helicopter - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson Pair work T < > Ss T < > Ss - Prepare for the next lesson E Experience: Date of preparation: December, 12th 2014 Distributive period: 47 Date of signing: December, 15th 2014 Date of testing: December, 23rd 2014 Unit Inventions Lesson Writing A Aims and Objectives: - To teach Ss to write about the benefits of an invention and provide Ss with new words and structures related to modern inventions - By the end of the lesson, students will be able to: + Learn about the disadvantaged of being a working mother + Write a short paragraph about the benefits of an invention with supporting ideas + Develop the writing skills in general Build up vocabulary supported for writing B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up Inform the class of the lesson objectives: writing a paragraph with minutes T < > Ss details or examples as supporting ideas New lesson 18 minutes How good is it? Task 1: - Have Ss work in pairs and discuss whether or not they have any of the audio devices illustrated by the pictures - Encourage Ss to extend their discussion to benefits of each kind of device * Expected answers: + The speaker can produce sounds loud enough for everybody in a Pair work T < > Ss 20 minutes Consolidation minutes Homework minute large room to hear + Headphones and earbuds not disturb other people when you listen to music; earbuds are more convenient than headphones because they are smaller in size Task 2: The focus of this task is on how to develop a paragraph Explain to Ss that one way to support an idea in a paragraph is to give further explanation or an example - Ask Ss to read a paragraph about benefits of earbuds and match the details with the benefits - Call on some students to answer and give feedback Key: 1.c 2.a 3.b Task 3: - Have Ss read the paragraph about earbuds again and complete the outline of this paragraph - Help Ss to analyse the structure of a paragraph step by step - If necessary, explain to students Key: a Topic: The benefits of earbuds b Thesis sentence (Topic sentence): what are its benefits? c Supporting idea and further explanation: small, light, portable→put in a bag or pocket Supporting idea and further explanation: not costly →about 100,000 VND Supporting idea and further explanation: used everywhere→will not disturb anybody Task 4: - Put Ss into groups of two groups Ask them to choose one invention and discuss what they will write about - Encourage Ss to make complete sentences about the benefits of the invention they have chosen - Call on some Ss to suggest their group’s thesis sentence and the benefit of the invention they have chosen - Have Ss work independently and write their own paragraphs When they finish, ask them to exchange it with partner for peer comments/ correction - Walk around and offer help if necessary - Choose one or two paragraphs and ask the whole class to give comments and corrections - Get students' answers and comments - Get some outputs to highlight and comment and correct the possible mistakes of students - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson - Write the text again at home - Prepare for the next lesson Ss < > Ss Group work T < > Ss Group work Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: December, 20th 2014 Distributive period: 48 Date of signing: December, 22nd 2014 Date of testing: December, 24th 2014 Unit Inventions Lesson Communication and culture A Aims and Objectives: - To teach Ss about inventions in Asian countries - To teach Ss to talk and read about inventions in Asian countries - By the end of the lesson, students will be able to: + Understand and read about t inventions in Asian countries + Talk about about inventions in Asian countries and the reason why they vote for an invention + Get to know about some inventions in Thailand which contribute to agriculture development and environmental protection B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes - Inform the class of the lesson objectives: Further skill development T < > Ss New Communication: lesson Gender equality in Viet Nam Activity 1: Voting 15 minutes - Explain to Ss that they need to consider all four criteria when voting Whole class for the best invention - To give Ss more freedom, allow them to choose another invention not mentioned in the list T < > Ss - Focus on four criteria Inform Ss that they will have more chances to practice speaking Activity 2: Reporting - Have Ss prepare a talk about the best invention Individually - Call some Ss to present - Ss can follow the model: We vote for…………because they are very…….We use them to…………… What’s more,……………… 10 minutes - Go around to offer helps and comments - Check answers with the whole class Culture: Activity 1: - Ask Ss to look at the pictures and discuss with a partner what the 15 minutes inventions are for Them have them guess which countries these Pair work inventions are from - Focus on the instructions and pictures *Key: China: (c) Japan: (d) T < > Ss Singapore: (b) The Philippines: (a) Activity 2: - Tell Ss some important information about King Bhumibol Adulyadej Consolidation minutes Homework minute Ask Ss if they know the meaning of ‘patent’ Explain to them that an inventor needs to get a patent for his invention to protect his/her idea - For more advanced classes, extend the activity by letting Ss discuss whether there are patents in Vietnam - Ask Ss to read the text and answer the questions Give Ss time to read the text Pre-teach some words that might be new to Ss - Walk round to monitor the class and offer help, if necessary - Read the text on their own, find information to answer questions, and compare with other students - Take notes if necessary - Check students' answers and comments * Key: The two issues are agriculture development and environmental protection a rain-making technique; b biodiesel; c Chaipattana Aerator Chaipattana Aerator and rain-making techniques All three inventions have helped to protect the environment: + Chaipattana Aerator→ cleans wastewater + Rain-making techniques→ improves forest conditions + biodiesel→ reduce the use of fossil energy - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson Pair work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: December, 20th 2014 Distributive period: 49 Date of signing: December, 22nd 2014 Date of testing: December, 25th 2014 Unit Inventions Lesson Looking back and project A Aims and Objectives: - To help Ss pronounce correctly compound nouns and noun groups with stress on the first or second word in isolation and in context - To teach Ss some lexical items related to the topic Inventions - To teach Ss to the tense exercises (the present simple and present perfect) and exercises on gerunds and to infinitives - By the end of the lesson Ss are able to: + Pronounce correctly compound nouns and noun groups related to the topic Inventions + Use some key words of the same topic and the passive voice with modals + Exchange opinions about the benefits of some inventions B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities * Checking - Ask students to recall what they have learnt in Unit Homework - Speak out their ideas and opinions, knowledge that they have minutes learnt in Unit - Inform the class of the lesson objectives: reviewing pronunciation, vocabulary, and grammar New I Pronunciation: lesson Activity 1: minutes - Ask Ss to pick out compound nouns and put them in the first column The other words are noun groups and are put in the second column - Help them review the stress patterns of compound nouns and noun groups Key: Oo 12 minutes 15 minutes Interactions T < > Ss Individually T < > Ss oO Food processor Solar charger Smartphone Correction pen Laptop Digital camera Washing machine Earbuds Runway Activity 2: - Play the recording Ask Ss to listen and repeat the words II Vocabulary: Activity 1: - The five words in the box are the most commonly used ones in the unit Have Ss put them in the gaps of the five sentences - Have Ss read the exchange once to grasp the general idea Then have them work with a partner and discuss which word should be used in each gap - T has Ss work in pairs, read the sentences carefully and choose the words to complete the sentences - T goes around and gives helps if necessary - T checks with the class *Key: economical invention portable benefits expensive III Grammar: Activity 1: - Have Ss read the exchange once to grasp the general idea Then have them work with a partner and discuss which verb should be used in each gap - T has Ss work in pairs, read the sentences carefully and choose the words to complete the sentences - T goes around and gives helps if necessary - T checks with the class * Key: is haven’t planned have wasted don’t have haven’t started says Activity 2: - Ask Ss to use the gerund after ‘be used for’ and infinitive form after ‘be used to” to describe functions or purposes of things Whole class T < > Ss Pair work T < > Ss Pair work minutes Consolidation minutes 4.Homework minute - Have Ss the exercise individually first Then ask them to work in pairs to practice asking and answering the questions - Ask Sts to underline the words in italics that best complete the sentence - Call some of them to tell the answers - Give comment if necessary *Key: A washing machine is used for washing clothes A solar charger can be used for charging mobile devices I use a laptop (smartphone, ipad, ) to listen to music and watch video A correction pen is used for covering a writing error I use a 3-D printer to produce/make solid objects (OR:…for producing solid objects) IV Project: Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson Individually T < > Ss Group work T < > Ss T < > Ss E Experience: Date of preparation: December, 20th 2014 Distributive period: 50 Date of signing: December, 22nd 2014 Date of testing: December, 30th 2014 Review Lesson Language A Aims and Objectives: - To teach Ss to pronounce compound nouns and noun groups with stress on the first or second word in isolation and in context - To teach Ss to use the present perfect; past simple; past continuous tense; to V or V-ing - By the end of the lesson, students will be able to: + Recognize stress pattern: Compound nouns and noun groups + Understand and use the present perfect; past simple; past continuous tense; to V or V-ing B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up Activities - T asks Ss to call out the themes in unit and and the grammar parts Interactions T < > Ss minutes New lesson 17 minutes minutes - T leads Ss in the lesson A Vocabulary: Task 1: - Explain new words if necessary - Set time and let Ss work individually - Check the answer as a class Answers: boring – bored interested – interesting parentless – homeless useful disappointed - hopeful Task 2: Complete the sentences - T asks Ss to work individually to use the words in the box to complete the sentences - T asks Ss to write the answers on the board - T reads aloud each answer and asks the class if they agree or not, then confirms the correct one Answers: smart phone e-books online games laptop mobile phones Pronunciation Task 1: Stress - T sets time and let Ss the task individually - Check the answers with the whole class Individually T < > Ss Individually T < > Ss Individually Answer: 13 minutes O O O O Washing machine Electronic book Food processor Solar charger Immune system Medical mirror Laptop Mobile phone Hearing aid Online game - T asks Ss to read these words Grammar Task 1:Correct form - T elicits the forms and uses of the past simple; past continuous tense with “when” or “while” - T asks a student to write the answers on the board while other Ss also this task - Check the answers - Ask Ss for explanations, if necessary Answers: arrived – was talking was making – rang were playing – began saw – was standing stole – was getting on Task 2: Correct form - T elicits the form and use of present perfect - T explains new words if necessary Answers: Have you visited did you see saw was spending have never been Task 3: Correct form - T elicits the form of the verb (V-ing or to V) - Ask Ss to this activity individually and then compare their T < > Ss Individually T < > Ss Individually T < > Ss Individually Consolidation minutes Homework minute answers with a partner’s - T checks with the whole class Answers: conducting to surf printing to buy to defrost - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to exercises again at home - Prepare for the next lesson T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: December, 20th 2014 Distributive period: 51 Review Lesson Skills Date of signing: December, 22nd 2014 Date of testing: December, 31st 2014 A Aims and Objectives: - To revise the language and skills Ss have learnt and practised in units -5 - By the end of the lesson, students will be able to: + Listen for specific information + Use the words and phrases related to words related to Inventions + Read for general ideas and specific information about Inventions + Summarise their answers + Write about the benefits of a handheld device B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up - Inform the class of the lesson objectives: Reading about Up in the minutes sky, speaking about activities for your community, listening about T < > Ss volunteer work for children in Viet Nam and writing about the benefits of a handheld device New I Reading lesson - T asks Ss to activities and individually and check their Individually answers with a partner’s 10 minutes - T gives the correct answers and explanations, if necessary minutes 10 minutes 10 minutes Consolidation minutes Homework minute Activity 1b: c d b e a Activity 2: Country music When life becomes more complicated and difficult From the American West Twenty-four hours a day II Speaking - T asks Ss to work in groups, the entire group takes notes as different Ss ask and answer questions about household chores in their family - T asks each group to choose one student to report the interview results to the class - T asks Ss for their comments and decides which student has the best answers III Listening - T plays the recording once for Ss to listen and choose their answers - T plays the recording again, so Ss can check their answers, and then give the correct answers Alternatively, plays the recording one or more times for Ss to choose the correct answers Key: T F F T F T IV Writing - T asks Ss to write about two types of people who have very different lifestyles - T asks Ss to write about what each person’s daily life is like - T asks Ss to write the draft first in class, and then they may write their final versions at home Ss may start their writing like this: My father and my mother have different lifestyles My father… - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson - Prepare for the next lesson T < > Ss Group work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: December, 20th 2014 Distributive period: 52 Date of signing: December, 22nd 2014 Date of teaching: revision A Aims: - To practice speaking, reading, listening and writing - To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence - To help Ss have the opportunities to develop their oral fluency - To introduce some words and phrases - By the end of the lesson, students will be able to: + Listen for specific information to the written test + Read for general ideas and specific information + Speak English by setting tasks within their competence + Write correct sentences in isolation and in contexts * Language focuses: - Tenses (The present perfect tense) - The passive voice - Infinitives with and without to, gerund - Stress in compound nouns and noun phrases B Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision - Exercises: Practice and production D Procedures: Time/Stages Warm-up Activities - Greeting and checking attendance - Inform the class of the lesson objectives: Revise the vocabulary, grammatical parts and phonetics in units 1-5 New lesson I Speaking: - Ask Ss to revise the words and structures to talk about their daily minutes routines, their favourite musicians/ songs, how to keep fit, what kind of volunteer work they would like to do, what they have done to make their community better and which modern inventions they like most II Listening: - Ask Ss to revise the words and structures related to the topic Family life III Reading: - Ask Ss to revise the words and structures related to the topic Music 10 minutes and Volunteer work IV Phonetics and grammar: - Ask Ss to revise stress in compound nouns and noun phrases The present perfect tense 1.1 Công thức (+) S + has/ have + Ved2 (-) S + has/ have + Ved2 (?) Have/ Has + S + ved2? 1.2 Cách sử dụng – Diễn tả hành động xảy quá khứ và liên quan đến 1.3 Trạng ngữ - just, already, since, for, yet, before, recently, up to now, up to present, lately… Present simple tense: a Form: (+) S + V(s/es) (-) S + do/ does + not + Vo (?) Do/ Does + S + Vo? The passive voice 2.1 Công thức S + be + Ved2 + (by O) Purpose: minutes Interactions T < > Ss T < > Ss Ss < > Ss 17 minutes - Be used for + V-ing - To infinitives Verbs: - Infinitives with to - Infinitives without to - Gerunds V Exercises: Exercise 1: Use the correct tense of verbs in brackets: Mr Jackson (paint)………………………… his house since last month I (read)……… the novel written by Jack London several times before The sun (warm) …………… the air and (give) ……………… us light He is in Hanoi now He (be) ……there since I (leave)……………… Ann usually (do)………… the shopping but today I (do)………… it When winter (come)…… , they usually (go)…………… skiing The teacher (not arrive)……………….yet T < > Ss Exercise 2: Supply the correct verb form: Don’t forget …………….……… (phone) your mother I love …………… (be) on my own and …….……… (listen) to music Would you like …………….……… (go) to the beach this afternoon? I enjoy …………….……… (read) your letters very much He promised (help)………………………… me the homework minutes Mathew suggested ………….… (go) out for a meal but I wanted …………….……… (stay) at home She couldn’t …….……… (reply) because she didn’t know what to say My friend let me …………….……… (drive) her car Homework: She doesn’t allow …………….……… (smoke) in the house minutes 10 I wish that dog would …………….……… (stop) …………….……… (bark) It’s driving me mad 11 The film was very sad It made me …………….……… (cry) Change the sentences into the passive voice The maid hasn't washed the dishes They have received an important person People don't use this road very often People speak English here III Consolidation: - T gives comments - Teacher asks Ss to give examples for the grammatical parts above - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson - Prepare for the written test T < > Ss T < > Ss E Experience: Date of preparation: December, 12th 2014 Distributive period: 53 Date of signing: December, 15th 2014 Date of teaching: The first term test- 45' A Aims and objectives: - To check Ss’ understanding - To give marks - By the end of the lesson, students will be able to: + Improve their techniques of doing the simple tests + Improve their knowledge through the test B Preparations: - Teacher: Sheets of papers and written tests - Students: Pens C Language focus: * Listening: * Phonetics: Stress * Vocabulary: * Reading: * Grammar: - Tenses, gerunds, infinitives, adjectives and conjunctions - Passive voice * Writing: A Listening: ( 0.25 point/ correct answer) I Listen to the conversation between Paul and Andrea and decide whether the statements are true ( T ) or false ( F ) Statements True (T) False (F) Andrea can’t wait for her flight Paul is very excited about coming home Paul’s home is 280 kilometres from where they are now There are more children in Andrea’s family than in Paul’s When Andrea’s family get together, they often go out for dinner II Listen to the conversation between Paul and Andrea again and fill in the missing information Andrea: Haven’t decided yet ? All the seats have been reserved by now I’m sure It’s the holiday season, after all Paul : …….my family lives about (1) 180 kilometers from here I usually take the train or coach Andrea : You don’t sound excited about it Paul : Well, we are not really a (2) close-skit family I have three brothers and they are spread out all over the place Andrea :Well, I try to get home as soon as possible We’re a (3) big family there are… Paul : six kids ? Andrea :Yes, and we’re all really close my brothers are married…….so we end up going out to dinner a lot Paul : Well, At my home my mother loves to cook, so when we get home she often cooks big meals We have leftovers for days B Phonetics, grammar and vocabulary: ( 0.2 point/ correct answer) I Choose one word which is stressed differently from the rest Identify your answer by circling the corresponding letter A, B, C or D A washing machine B food processor C laptop D electronic book A solar charger B mobile phone C online game D hearing aid II Choose from the four options given ( marked A, B, C or D ) one best to complete each sentence by circling the corresponding letter A, B, C or D A food processor is used for……………….up or …………… food A chop – mixing B chopping – mix C chopping –mixing D chop –mix We can use a USB stick ………………… a lot of music or video files A store B storing C to store D stores A digital camera is more………….than a film camera; You don’t have to buy rolls of films A expensive B beautiful C economic D economical Don’t panic Your guests ………………… arriving yet, so ask everyone to bring something A not start B haven’t started C hasn’t started D not starting th Our teacher gave us an assignment on modern …………….of the 20 century A inventors B inventions C invents D inventing We stayed at home ………………….watch TV A and B but C so D or When we see Mr Minh tomorrow, I ……… him of that A will remind B remind C have reminded D reminded 10 The baby ………………… Don’t make so much noise A sleep B sleeps C is sleeping D slept 11 A laptop or a smart phone can be used for………… access to the Internet or sending letters A get B to get C getting D got 12 You can use social network sites …………your personal profile and to contact other people A create B to create C creating D creates III Choose from the four given options (marked A, B, C or D) the one that needs correcting to make the given sentence meaningfully and grammatically correct 13 She has breakfast at 8.30, then she go to work immediately A B C D 14 They speak English well because they practise speak it everyday A B C D 15 Let's to get up early and go for a walk before breakfast? A B C D C Reading: ( 0.25 point/ correct answer) I Read the following passage then answer the questions by circling the letters A, B, C or D Although computers are considered the most perfect and effective devices in our modern time, we cannot avoid some certain problems when we are working on a computer Letters and phone conversations are private It is against the law to open someone's mail without permission or to listen secretly to someone's telephone conversation And now there are laws to protect the privacy of e-mail It is also against the law to read the messages that a person sends or receives on a computer Although each person has a secret password for his or her e-mail, sometimes the passwords are discovered by hackers and the mail box is opened Recently several companies that business on the Internet have been attacked The attackers sent huge amounts of useless e-mails to the Web sites of these companies The effect was to slow or stop the ability of the companies to their business Such actions are known as "denial of service" attacks The companies say they may have lost millions of dollars because they were not able to provide goods and services during the attacks Most of the companies were able to solve the problem in about three hours The victims of the attacks included some of largest and most successful companies on the Internet, such as Yahoo, Amazon, and Corn and E-Trade The police have investigated the attackers The computer industry leaders have discussed the electronic attacks and the problems of computer crime They suggest that a person who is found guilty of such a crime should be sentenced to at least l0 years in prison It is _ to read the messages that a person send or receive on a computer A legal B illegal C encouraged D advisable Which sentence is true? A It is quite secret to send or receive messages through the Internet B We need a password to open an e-mail box C We never have problems with e-mail D E-mails on the Internet are open letters What did the hackers do? A They attacked the network by computer viruses B They made a lot of order through the Internet C They sent a lot of e-mails to the companies D They sent useless e-mails to the Web sites of these companies Most of the companies _ A could solve the problem B could not solve the problem C closed D were sentenced to about ten years in prison II Read the following passage then fill in the gaps by circling the letters A, B, C or D In the book "The Secret Power of Music" David Tame, has written music is (1) _than a language and it is the language of languages It can be said that music is of all the arts There is none of other arts that more powerfully moves and changes the consciousness It can be said that music is a very powerful tool (2) _can have positive effects, virtually life saving mentally and physically when it is used in the right context, but has equally destructive and detrimental potential if used negatively Music has a definite effect (3) _ people, animals, and plants In fact it can have a powerful (4) _on our body, mind, and emotions Music with a 'beat' can stimulate our body; music with powerful melodies and harmonies performed with feeling can make us weep or cry out with joy and music like the fugues of Bach and Mozart can be mentally strong Every Hollywood movie producer is aware of the power of music, and that is why it plays such a key role in motion pictures The music that accompanies movies grabs our feelings A many A that B much B when C more C where D as D whose A in B on C for D of A interest B entertainment C delight D influence D Writing: I Choose from the four given options (marked A, B, C or D) one best solution to make a sentence from the given prompts ( 0.25 point/ correct answer) scientists / research / effects / music / heart / for years A Scientists have done research on the effects of music on the heart for years B Scientists did research on the effects of music on the heart for years C Scientists have done research on the effects that of music on the heart for years D It is the effects of music on the heart make scientists have done research for years Music / improve / person's enjoyment / enhance / quality of life / reduce / risk / diseases A Music improves a person's enjoyment, enhances the quality of life and reduces the risk of diseases B Music improves a person's enjoyment, enhancing the quality of life and reduces the risk of diseases C Music can improve a person's enjoyment, to enhance the quality of life and to reduce the risk of diseases D Music improves a person's enjoyment because enhances the quality of life and reduces the risk of diseases you / / last night? - stay home / listen / music A Why were you doing last night? - Because I was staying at home and listening to music B How did you last night? - So I stayed at home and listened to music C What have you done last night? - I have-stayed at home and listened to music D What were you doing at o’clock last night? - I was staying at home and listening to music you / want / become / musician? - Music / something / interest / most A What makes you want becoming a musician? - Because music is something that interests me the most B Why you want to become a musician? - Because music is something that interests me the most C Who makes you become a musician? - Therefore, music is something that interests me the most D Which you want to become a musician? - If music is something that interests me the most II Change the sentences into the passive voice ( point/ correct answer) The students can’t this difficult test  ………………………………………………………………………………………………… They have seen that film several times before  ………………………………………………………………………………………………… Date of preparation: December, 27th 2014 Distributive period: 54 Date of signing: December, 27th 2014 Date of testing: December, 31st 2014 Unit gender equality Lesson Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about gender equality and tasks: True false exercise and questions and answers - To teach some lexical items related to the topic Gender Equality - By the end of the lesson, students will be able to: + Use some lexical items related to the topic Gender Equality + Make simple dialogues using the given expressions B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes New lesson 14 minutes 20 minutes - Ask Ss to discuss the questions: Why some couples prefer a son to a girl? Do you think so? Why? Why not? - Ask some Ss to give their opinions -Lead in the new lesson: Gender Equality Task 1: Answer the questions - Get Ss look at the picture page then answer some questions: Who you see in the picture? Where you think they are? What are they doing? - T plays the recording - Ss listen and read the conversation at the same time - Get Ss in pairs read the dialogue again/ then ask two pairs to act out the conversation Task 2: -Make sense of the sentences in the text - Have Ss find out the answers for the questions individually - Go round and give help if needed - Check Ss by calling some Ss to read sentences aloud and decide if the statements are true, false or not given, the other Ss give comment - Ask Ss to refer back to the conversation to get necessary information - Provide final feedback and correction * Suggested answers: F F T NG T Task 3: Answer the questions T < > Ss Pair work T < > Ss Individually Pair work - Ask Ss to read the conversation again and think of the answers to the questions - Have Ss work with a partner and switch roles to ask and answer - Check the answers and provide the correct ones if necessary Key: Only 82 girls enrolled per 100 boys in secondary school Because they might be forced to work at home and in the field There are slightly more boys than girls in both primary and secondary schools Women Gender discrimination should be eliminated so that everyone has equal opportunities in education T < > Ss Consolidation - Summarize the main points of the lesson T < > Ss minute - Ask students to write a passage about Gender Equality in their village (50 words) - Prepare for the next lesson T < > Ss minutes Homework E Experience: Date of preparation: December, 27th 2014 Distributive period: 55 Date of signing: December, 27th 2014 Date of teaching: Unit gender equality Lesson Language A Aims and Objectives: - To teach Ss to pronounce two- syllable words with stress on the first or second syllable in isolation and in context - To teach Ss to use the passive voice with modals - By the end of the lesson, students will be able to: + Understand and use the passive voice with modals + Pronounce two-syllable words with stress on the first or second syllable in isolation and in context + Use some lexical items related to the topic Gender Equality B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up - T asks Ss to tell the whole class about their opinions about Gender Equality - T listens and gives marks Vocabulary: Task 1: Matching - Ask Ss to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them - T checks some Ss - Check answer as a class minutes New lesson minutes Interactions T < > Ss Individually minutes 10 minutes 14 minutes * Key: d f e a c b Task 2: - Ask Ss to work individually in minutes then have them compare their answer with their partner - Check Ss' answers and give explanation if any - Exchange the answers with their partner - Make sure that Ss have the right answers by going over all the answers in class Allow Ss to look up the words in the glossary, if necessary * Key: enroll force eliminate discrimination equal gender Pronunciation Task 1: Listen and repeat - Play the recording and let Ss listen and repeat - Play it again with pauses for Ss to repeat each word chorally - Have Ss work in pairs - Invite two or three Ss read again and then give comment - Give the meaning of the words if necessary Help Ss distinguish two-syllable words with stress on the first or second syllable - Ask Ss to work in pairs and take turns reading the words Task 2: Listen and mark - Play the recording and ask Ss to put a mark (’) before the stressed syllable in each word - Ask Ss to take turns reading the words - Invite some Ss to read the sentences in front of the class Correct mistakes if any Task - Have Ss work individually to put the words in the right box according to their stress patterns - Exchange the answers with their partner - Check as a class Stress on the first syllable Stress on the second syllable Woman, gender, treatment, Enroll, perform, agree, allow, household, equal, college promote Grammar: Activity 1: - Explain to Ss that modal verbs are special verbs that behave differently from other verbs They are used to express ability, advice, duty, permission, possibility, prohibition or request Modals Functions Can, could Ability Should, ought to Advice or duty Must Duty Can, could, may Permission May, might, can, could Possibility Can’t, mustn’t, may not Prohibition May, will, would Request - Ask Ss to read the sentences, check if they understand T < > Ss Pair work Individual Ss < > Ss T < > Ss Ss < > Ss Individually T < > Ss - Ss work individually first and pay attention to all modal verbs used in the sentences - Ask Ss to work in pairs to check the answer - Go over all the answers in class Key: shouldn’t (advice) must (duty) May (permission) might ( possibility) Will (request) mustn’t (prohibition) can (ability) Activity 2: - Ask Ss to read the sentences Have them underline the passive voice with modals Let them work with a partner before checking answers as a class * Key: may be kept might be forced shouldn’t be allowed should be eliminated Activity 3: - Have Ss work in pairs first, and then write down the correct answers Observe and offer help if necessary * Key: Pair work Ss < > Ss Lan might be chosen (by our class) to represent us in the School Youth Union Will Korean be taught in our school next year? Consolidation minutes Homework minute - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to exercises again at home - Prepare for the next lesson T < > Ss E Experience: Date of preparation: December, 27th 2014 Distributive period: 56 Date of signing: December, 27th 2014 Date of teaching: Unit gender equality Lesson Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about gender equality in employment and answer the questions and decide whether the sentences are true, false or not given - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about gender equality in employment and answer the questions and decide whether the sentences are true, false or not given B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes Activities Gender equality in employment Activity 1: - Focus Ss’ attention on the heading of the section Gender equality Interactions T < > Ss New lesson 14 minutes 10 minutes 10 minutes in employment Ask Ss to guess what the text about - Inform the class of the lesson objectives: Read for general ideas and for specific information about gender equality in employment - T elicits the answers and leads Ss in the lesson Key: They are the symbols of genders, gender equality and gender discrimination Activity 2: - Ask Ss to match each of the words with its meaning - Have Ss work individually first, and then check with a partner Let Ss use a dictionary, if necessary - Go over all the answers to make sure they have the correct answers * Key: c e d b a Activity 3: - Ask Ss to read the text quickly and find the repeated words and their collocations (e.g firefighter, firefighter’s, female, women, women’s, male, man’s, gender, discrimination, gender differences) - Explain to Ss that repeated vocabulary in the text may imply its main idea or title - Have Ss skim the text to choose the best title * Key: b A woman Who Did a ‘Man’s Job Activity 4: - Ask Ss to look back at the reading text to check if the statements are true, false or not given - Ask Ss to underline the key words in the statements and relevant words/ phrases in the text - Check Ss' answer and give feedback Key: 1.F NG 3.F 4.T 5.T 6F Activity 5: - Ask Ss to scan the text to find answers to the questions - Let them highlight the key words both in the questions and in the text - Have Ss take turns asking and answering in pairs - Check answers as a class Key: She wanted to become a firefighter She sued New York City and the FDNY for gender discrimination and won They became the targets of laughter and anger from the co-workers and local people They were unwelcomed at meals, faced loneliness and even violence They had to exactly the same jobs as all other male firefighters Pair work T < > Ss Individually T < > Ss Pair work T < > Ss Consolidation minutes Homework minute E Experience: - Summarize the main points of the lesson T < > Ss - Ask students to learn by heart the new words - Prepare for the next lesson T < > Ss Date of preparation: January, 3rd 2015 Distributive period: 57 Unit Date of signing: January, 5th 2015 Date of teaching: gender equality Lesson Speaking A Aims and Objectives: - To teach Ss to talk about equal job opportunities - To teach Ss to express agreements or disagreements about equal job opportunities for men and women - By the end of the lesson, students will be able to: + Express their opinion about equal job opportunities for men and women + Perform their viewpoints to other people in real life B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes New lesson minutes 13 minutes 14 minutes -Ask Ss to call out some phrases to express their point of view - Lead in the new lesson - T informs Ss of the lesson objectives: Exchanging opinions about equal job opportunities for men and women Task 1: - Write Equal job opportunities on the board Give Ss time to read through the useful expressions - Let Ss work in pairs - Go round and help if necessary - Have them compare the answer with others Check Ss' answers - Call on individual Ss to read aloud these activities and the reasons why they are important * Key: A 2.A 3.D A 5.A D Very true, but………………; Sure, but…………… (D) That’s for sure / Exactly / I couldn’t agree more (A) Task 2: - Have Ss in pairs read the example, and then ask all Ss to share their opinions - Guide Ss to prepare the ideas to support their reasons - Invite some students to perform their opinion in front of the class - Give feedback Task 3: - Ask one student to read out loud the opinion Married women should not pursue a career and explain the activity to the class - Divide Ss into groups of three/ four Ss - Ask one group to model the activity using the example conversation Then ask all Ss to discuss and note down their group’s discussion - After 3-4 minutes, have some Ss from different groups report the results of their group work back to the class T < > Ss Pair work T < > Ss Pair work T < > Ss Group work Ss < > Ss Consolidation minutes Homework minute - Summarize what they have learnt by asking Ss some questions T < > Ss - Ask students to learn by heart the expressions - Prepare for the next lesson T < > Ss E Experience: Date of preparation: January, 3rd 2015 Distributive period: 58 Unit Date of signing: January, 5th 2015 Date of teaching: gender equality Lesson Listening A Aims and Objectives: - To teach Ss listen for specific information about wage discrimination - To teach Ss about wage discrimination against women - By the end of the lesson, students will be able to: + Listen and the tasks + Develop the listening skills for specific details + Talk about gender equality/ inequality in wages and employment B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Inform Ss of the lesson objectives: Listening for specific Warm up information about wage discrimination minutes - Ask Ss to explain “Same work-same pay ?” T < > Ss - Explain “Same work-same pay ?” New Task 1: lesson - Let Ss look at the picture and elicit their answers to the questions Pair work Ask them to use the caption as suggestion 15 minutes Suggested answer: The man looks happy but the woman looks sad because she gets less pay/ money T < > Ss Task 2: - Have students tell the meaning before listening to make sure they Whole class know the meaning of each word - Play the recording and ask Ss to repeat the words one by one 27 minutes Possibly play the recording again - Check students' answers and comments Task 3: - Tell Ss that they are going to listen to a talk on (gender) discrimination Pair work - Ask Ss to read all the statements and guess if they are true (T) or false (F) - T explains if there are any new words to make sure Ss understand T < > Ss all the statements - Play the recording and let Ss the activity - Check their answers - Play the recording again and pause at the place where they can get correct information Key: F T F T F T T < > Ss Task 4: - Ask Ss to read the instruction and the sentences 1-4 Make sure that they understand the sentences - Provide help with the new vocabulary, if necessary - Play the recording once or twice again for Ss to fill the gaps - Ask Ss to work with a partner to compare their answer Consolidation minutes Homework minute - Check students' answers and comments Key discrimination happens paid more perform 66% own 1% encourage women like nursing - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson Ss < > Ss T < > Ss T < > Ss - Prepare for the next lesson E Experience: Date of preparation: January, 3rd 2015 Distributive period: 59 Unit Date of signing: January, 5th 2015 Date of teaching: gender equality Lesson Writing A Aims and Objectives: - To teach Ss to write about the disadvantaged of being a working mother - By the end of the lesson, students will be able to: + Learn about the disadvantaged of being a working mother + Write about the disadvantaged of being a working mother + Develop the writing skills in general Build up vocabulary supported for writing B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up - Inform Ss of the lesson objectives: Writing a short text with minutes T < > Ss detailed explanations as supporting ideas New lesson 10 minutes 10 minutes Task 1: - Write the phrase Working mothers on the board - Focus on the pictures and the instructions - Elicit Ss’ opinions about the pictures Give suggestions if necessary by asking questions like: Who are these people in the pictures? What are the women doing? Are they busy? Are they housewives? Do they work? - Ss can talk about the good sides/ advantages as well as the bad sides/ disadvantages of being a working mother Answer: 1b c a Task 2: - Ask Ss to read the sample writing again and complete the outline Help Ss analyse the structure of the text - Call on some students to answer and give feedback T < > Ss Pair work Ss < > Ss 15 minutes Consolidation minutes Homework minute Key: A Life is getting expensive, so women’s salaries are becoming important B They discover strengths and weaknesses, become more knowledgeable and look for good ways to educate children C Children see parents work hard and share domestic responsibilities, and they learn from them Task 3: - Tell students to read the letter again and discuss the words in pairs - Offer help if Ss cannot give the answer - If necessary, explain to students Task 4: - Focus on the instructions and the pictures Give Ss time to read the suggestions - Call on some Ss to say what they will write as the topic sentence, supporting ideas 1, 2, 3, and concluding sentence - Tell Ss to write a draft first, then write a short text about the disadvantages of being a working mother - Have Ss write the text in class When they finish, ask them to exchange it with partner for peer comments/ correction - Walk around and offer help if necessary - Get students' answers and comments - Get some outputs to highlight and comment and correct the possible mistakes of students - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson - Write the text again at home - Prepare for the next lesson Group work T < > Ss Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: January, 10th 2015 Distributive period: 60 Unit Lesson Date of signing: January, 12th 2015 Date of teaching: gender equality Communication and culture A Aims and Objectives: - To teach Ss about the present situation of gender equality in the United Kingdom - To teach Ss to talk about Viet Nam’s achievements in addressing gender equality - By the end of the lesson, students will be able to: + Understand and talk about the present situation of gender equality in the United Kingdom + Talk about Viet Nam’s achievements in addressing gender equality development B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes - Inform the class of the lesson objectives: Further skill development T < > Ss New lesson 20 minutes 18 minutes Consolidation minutes Communication: Gender equality in Viet Nam Activity 1: - Focus on the instructions and pictures Inform Ss that they will have more chances to practice speaking - Give them some time to read about the achievements Viet Nam has made in addressing gender equality - Give Ss more freedom by allowing them to add more achievements from reliable sources * Suggested answers: Seventy per cent of all public school teachers are women Forty-nine per cent of lecturers of two-year-colleges and forty-three per cent of university lecturers are women Activity 2: Exchange your opinion - Have students work in pairs to talk about achievements in addressing gender equality in Viet Nam, using the information given in Activity and from other sources - Have two Ss model the example - Ss work in pairs to exchange their points of view based on the example - Go around to offer helps and comments - Check answers with the whole class Culture: Gender equality in the United Kingdom Activity 1: - Focus on the instructions and pictures Elicit answers from Ss by asking the class questions like: Who you see in the pictures? What is the man doing? Are there many man teaching young kids? What is the woman doing? Is her job popular with women? Activity 2: - Tell the students to read a text and answer the questions - Give Ss time to read the text Pre-teach some words that might be new to Ss - Walk round to monitor the class and offer help, if necessary - Read the text on their own, find information to answer questions, and compare with other students - Take notes if necessary - Check students' answers and comments * Key: Girls perform better than boys at all levels of education in the United Kingdom Women make up 47 per cent of the British workforce Millions of women and girls still experience domestic violence, and the gap in full-time wage between men and women is 10 per cent and most of the people in low-paid jobs are women - Ask Ss to consolidate the main contents - Give feedback Pair work T < > Ss Pair work T < > Ss Pair work T < > Ss Individually T < > Ss T < > Ss 4.Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation: January, 10th 2015 Distributive period: 61 Unit Lesson Date of signing: January, 12th 2015 Date of teaching: gender equality Looking back and project A Aims and Objectives: - To help Ss pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in context - To teach Ss some lexical items related to the topic Gender Equality - By the end of the lesson Ss are able to: + Pronounce correctly two-syllable words related to the topic Gender Equality + Use some key words of the same topic and the passive voice with modals B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson 14 minutes 20 minutes Activities * Checking - Ask students to recall what they have learnt in Unit - Speak out their ideas and opinions, knowledge that they have learnt in Unit Pronunciation: Activity 1: - Ask Ss to put the two-syllable words in the box in the correct columns according to their stress patterns - Help Ss review the stress patterns of two-syllable words Key: Stress on the first syllable Stress on the second syllable symbol, letter, healthcare, complete, infect, suggest, challenge, income, workforce, improve, become army Activity 2: - Play the recording Ask Ss to listen and repeat the words Vocabulary: Activity 1: - T has Ss work in pairs, read the sentences carefully and choose the words to complete the sentences - T goes around and gives helps if necessary - T checks with the class by saying the number Key: gender equality preference eliminated right discrimination access progress caretaker Interactions T < > Ss Individually T < > Ss Pair work T < > Ss Consolidation minutes 4.Homework minute Grammar: Activity 1: - Remind Ss to use the forms of the passive voice - Give time for Ss to make their own choice - Have them check in pairs - Call on some Ss to read their sentences for the class to comment - Correct the errors, if necessary Key: c f e d a b Activity 2: - Remind Ss to use the forms of the passive voice - Ask Ss to work in individually first - Elicit the answers and correct the answers - Give explanations, if necessary Key: An essay on gender equality must be written (by each student) This exit door can be opened in case of emergency Men and women should be given equal pay for equal work My mother might be given an award More progress will be made (by the Vietnamese government) in gender equality Obesity may be considered as serious health problem Project: Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Give feedback - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson Pair work T < > Ss Individually T < > Ss Group work T < > Ss T < > Ss E Experience: Date of preparation: January, 17th 2015 Distributive period: 62 Date of signing: January, 19th 2015 Date of teaching: Unit cultural diversity Lesson Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about Vietnamese weddings and tasks: Questions and answers - To teach some lexical items related to traditions, cultural characteristics and superstitions - By the end of the lesson, students will be able to: + Use some lexical items related to the topic Cultural diversity + Make simple dialogues using the given expressions + Get to know the topic: Cultural diversity + Master some vocabularies about wedding traditions and customs in Vietnam + Get to know two grammar points B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes New lesson 15 minutes 19 minutes Consolidation - Ask Ss to compare the two photos of a traditional wedding and a modern one - Elicit more ideas from Ss’ background knowledge - Elicit any topic-related words that Ss may know: ritual, costumes, decorations… - Encourage and accept different comments and opinions - Introduce the topic of the lesson: Wedding in Vietnam Activity 1: Listen and read - Tell Ss that they are going to listen to a conversation in the school library between two friends: Kevin and Maria - Have Ss predict what Kevin and Maria are talking about - Encourage all kinds of predictions - Tell Ss not to worry about new words or grammar points because these will be dealt with later - Play the recording Activity 2: Answer the question What is the conversation about? - Have Ss discuss their answers in pairs Then check their answers Answers: a The Vietnamese wedding Activity 3: Read the conservation again, and give answers to the following questions - Tell Ss to focus on the instructions - Checks Ss' understanding of the questions - Set time for this activity, base on Ss’ level proficiency - Get Ss to work in pairs or groups to discuss the answers - Call on different Ss to answer these questions Key: Because he is preparing for his presentation about the similarities and differences between a traditional Vietnamese wedding and a modern one They follow the same core procedure which consists of the proposal ceremony, the engagement ceremony and the wedding ceremony The modern weddings are less complicated Yes, they get some help from their parents and the attending guests 5.Students’ answers Activity 4: - Ask Ss to work in small groups - Ask Ss what they know about Vietnamese weddings, based on the conversation and their background knowledge as well - Encourage Ss to take notes and plan a short report - Ask one or two groups at random to present their report to the whole class - Give feedback on Ss’ presentations - Ask Ss: What have you learnt today? What can you now? Interactions T < > Ss T < > Ss Pair work Individually Group work T < > Ss minutes Homework minute - Summarize the main points of the lesson - Ask Ss to learn by heart the words or phrases related to the wedding ceremony - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: January, 17th 2015 Distributive period: 63 Date of signing: January, 19th 2015 Date of teaching: Unit cultural diversity Lesson Language A Aims and Objectives: - To teach Ss to pronounce correctly two –syllable words of different parts of speech but with the same spelling in isolation and in context - To teach Ss to use comparative, superlative adjectives and articles - By the end of the lesson, students will be able to: + Understand and use the passive voice with modals + Pronounce correctly two –syllable words of different parts of speech but with the same spelling in isolation and in context + Use some lexical items related to the topic Cultural diversity in context B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Lead-in - T informs the class of the lesson objectives: Getting to know minutes comparative and superlative adjectives and articles, pronounce T < > Ss New lesson A Vocabulary: Activity 1: Matching minutes - Ask Ss to read the conversation again to find and underline the seven words - Have Ss identify the part of speech of these words (they are all nouns) Individually - Ask Ss to study the words and phrases around these seven words and predict their meanings - Tell Ss to match these words with their given definitions - Let Ss work on their own first, then compare their answers with a partner - Check the answer as a class - Teacher may teach some related words or phrases depending on Ss’ level of proficiency T < > Ss + to be/ get engaged to sb +to propose to sb: to ask sb to marry you minutes +to arrange / plan a wedding +to make a toast to the bride and groom 10 minutes 14 minutes +the newly-wedded couple * Key: g e d b a c f Activity 2: - Introduce and explain the requirement of this activity is to choose the correct word for the context in each sentence - Set a time limit for completing the activity - Encourage Ss to exchange their answers with a partner to see if they understand the contexts and meaning of each sentence - Elicit answers from the whole class and give more explanation to help Ss understand correctly, if necessary * Key: wedding groom bride reception guests before engaged Pronunciation Activity 1: Listen and repeat - Tell Ss to listen and repeat sets of words with the same spelling - Ask Ss to pay attention to the stress patterns - Encourage Ss to say how the stress patterns are different in these words - Give them the meaning of these words, if necessary - Ask Ss to work in pairs and take turns reading these words in columns and in rows - Invite individuals Ss at random to read the words Correct them, if necessary Activity 2: - Ask Ss to listen to the sentences and practice saying them correctly - Pay attention to the stress of the underlined words consisting of two syllables - Have Ss listen and put a mark (’) before the stressed syllable - Check if Ss have marked the stress correctly and let them practice in pairs saying these sentences - Invite some Ss to read these sentences in front of the class and correct mistakes, if there are any Grammar: Activity 1: Comparative and superlative adjectives - Firstly ask Ss to look at the examples and revise the comparative and superlative form of the adjectives E.g: My house is smaller than your house My house is the smallest in this street Exercise is more difficult than exercise Exercise is the most difficult in this book - Ask Ss to tell the T the comparative and superlative form of the adjectives Adjectives Comparatives Superlatives Short adjs .- er the .- est long longer the longest hot hotter the hottest Long adjs more the most expensive more expensive the most ex - Listen to the S and give remarks - Notes: Irregular adjs good => better => the best bad => worse => the worst far => further/farther => the furthest/farthest Task 1: - Explain the activity Pair work Whole class Individual Ss < > Ss T < > Ss Ss < > Ss Individually T < > Ss Consolidation minutes Homework minute - Ask Ss to read through the six statements - Help them to understand the meaning of these statements Explain any new words that they don’t know - Ask Ss to work in groups to discuss whether or not they agree with these statements Ss are encouraged to speak their minds Tell Ss that there are no right or wrong answers here - Call on some groups at random to report their opinions - Ask Ss to study words or phrases in italics and work out the rules for comparative and superlative adjectives - Go through the examples in Do you know…? box and provide any explanations Task 2: - Explain the activity: write five sentences comparing the two weddings - Ask Ss to work in groups Give each group a large size piece of paper to write down their sentences - Set a time limit for this activity When time is up, ask all the groups to stick their paper on the board or around the classroom - Give Ss time to look at other groups’ sentences to see if they have interpreted and presented the information from the table in the same way - Check all groups’ sentences and encourage Ss to come up with sentences using other comparatives in addition to the suggested answers - Give Ss time to write the correct sentences into their notebook Answers: Mr Smith’s wedding was more crowded than Mr Long’s (wedding) Mr Smith’s wedding reception was more expensive than Mr Long’s Mr Smith was older than Mr Long when he got married Mr Long’s engagement period was longer than Mr Smith’s The service at Mr Smith’s wedding was better than at Mr Long’s wedding Activity 2: Articles * Presentation: +We use a/an with c countable noun when we first mention it and the after that Eg: He is planning a wedding reception He has invited 100 people to the wedding reception + We use the when it is clear in the situation which thing or person we mean Eg: The bride looks very happy - Tell Ss that in this activity they are expected to choose the correct articles from the ones given in brackets - Let Ss work individually first Set a time limit for this activity and assist Ss if they have any problems understanding the information from the text - Ask Ss to check with a partner to see if they have the same answers If they have different answers, ask them to explain their choices - Check the answers with the whole class and ask Ss to refer to Do you know… ? box for further explanation Key: a a the the the the a the the - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson Expected answers: + Talk about Vietnamese wedding + Use words or phrases about weddings and wedding rituals + Use comparative and superlative adjectives in a meaningful way + Distinguish the articles a/ the and use them correctly - T asks Ss to exercises again at home Group work Group work T < > Ss Individually T < > Ss - Prepare for the next lesson - Complete Exercises in workbook T < > Ss E Experience: Date of preparation: January, 24th 2015 Distributive period: 64 Unit Date of signing: January, 26th 2015 Date of teaching: cultural diversity Lesson Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about superstitions in Viet Nam and tasks: answer the questions and discuss - To teach Ss some words and phrases related to traditions, cultural characteristics and superstitions - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about superstitions in Viet Nam and answer the questions B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 12 minutes Activities * Ask Ss to look at the picture and describe it - Ask some guiding questions to facilitate them (?) Is this an altar? (?) How you know that? (?) Can you see the peach blossoms? (?) What is it laid on the altar? Activity 1: Are you superstitious? Are the following statement true for you? - Ask Ss to read the statements and help them to understand the meaning - Ask Ss to work in groups and exchange their answers - Encourage Ss to give explanations or reason for their behaviour - Elicit answers from the whole class Encourage different viewpoints and explanations - Tell Ss that they will read a text on a topic related to the things they have just discussed Pre-teaching vocabulary: + superstition (n) mê tín, dị đoan + superstitious (a) mê tín + mystery (n) bí ẩn Interactions T < > Ss Group work T < > Ss 12 minutes 10 minutes + legend (n) truyền thuyết + ritual (n) lễ nghi + prestigious (a) có uy tín + fortune (n) vận may + ancestor (n) tổ tiên Activity 2: - Ask Ss to read the questions Help them to understand the questions if necessary - Get Ss to look at the options and predict the answers based on the answer options given and Ss’ background knowledge - Set a time limit for Ss to read the text and answer the questions - Ask Ss to exchange their answers in pairs or groups and encourage them to discuss the reasons for their options if necessary - Ask Ss to read the text again to see if they still find it difficult to understand any part of the reading text and assist them if necessary - For stronger class, ask Ss to summarize the main content of the reading and present their summaries to the whole class *Key: 1.C 2.B 3.D 4.A Activity 3: * The aim of this activity is for Ss to reflect on their experience and express - Tell Ss to work in pairs - Have Ss read the questions and practice asking and answering them - Encourage Ss to give reason to support their opinions - Ask several Ss to report what they learn about their partners from their discussion in pairs Pair work T < > Ss Pair work T < > Ss Consolidation minutes Homework minute E Experience: - Summarize the main points of the lesson T < > Ss - Ask students to learn by heart the new words - Prepare for the next lesson T < > Ss Date of preparation: January, 24th 2015 Distributive period: 65 Unit Date of signing: January, 26th 2015 Date of teaching: cultural diversity Lesson Speaking A Aims and Objectives: - To teach Ss to talk about superstitions in different countries - To teach Ss to compare traditions and customs in two countries and discuss those in Vietnam - To teach Ss to practise sharing and giving responses to new information - By the end of the lesson, students will be able to: + Express their opinion about superstitions in different countries + Compare traditions and customs in two countries and discuss those in Vietnam + Perform their viewpoints to other people in real life B Preparations: - Teacher: Handouts, textbook, pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson minutes 13 minutes 13 minutes Consolidation minutes Activities Interactions - Ask Ss to look at the pictures and elicit any words related to the topic *Expected answer: T < > Ss + Pic 1: Superstitions about black cats, + Pic 2: samovar – a traditional way of making tea + Pic 3: skating – a national sport + Pic 4: fish and chips – a traditional food, figure Activity 1: - Tell Ss that they will a quiz about two countries: the UK and Individually Russia Elicit any background knowledge about cultural aspects of these two countries - Ask Ss to the quiz individually and then check their answers in pairs Encourage Ss to explain their choice *Key: 1.b 2.a 3.b 4.a T < > Ss Activity 2: - Divide the whole class into two big teams of equal number of members: Team A and Team B - Each team (then further divided into smaller groups) will read about one country, either the UK or Russia Group work - Set a time limit for this activity and walk around the classroom to monitor, facilitate and assist Ss when necessary - Have Ss note down the most interesting things about the country that they read and then share the information with other members of their group - Encourage them to use the superlative adjectives T < > Ss - Call several groups at random to report their viewpoints Example: A: I think the most interesting thing about….is that…… B: Do you? I think…… is more interesting C: I agree with B I find ……the most interesting Activity 3: Group work - Ask Ss to share information with members of other group - Have Ss study the example carefully - Ask them to practice in pairs as the example - Move around to assist or listen to different pairs to detect errors Ss < > Ss /problems - Call on several Ss at random and have them tell the whole class what they learnt about the other country from the conversation with their partners -Give feedback on Ss’ performance: eg Pronunciation, ideas, using body language, turn-taking - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? T < > Ss - Suggested answers: Homework minute + Know more about tradition and customs of the UK and Russia and talk about them +Give a mini-talk about some cultural aspect of Vietnam - Ask students to learn by heart the expressions - Prepare for the next lesson T < > Ss E Experience: Date of preparation: January, 24th 2015 Distributive period: 66 Unit Date of signing: January, 26th 2015 Date of teaching: cultural diversity Lesson Listening A Aims and Objectives: - To teach Ss listen for specific information about the wedding traditions of a small community in the USA - To teach Ss about the wedding traditions of a small community in the USA - By the end of the lesson, students will be able to: + Listen and the tasks + Develop the listening skills for specific details + Talk about the wedding traditions of a small community in the USA B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Inform Ss of the lesson objectives: Listening for specific Warm up information about the wedding traditions of a small community in minutes the USA T < > Ss - Ask Ss to look at the photo of an Amish wedding and elicit Ss’ impression about this community - Ask Ss to read a number of statements about the Amish community - Help Ss to understand these statements if necessary - Ask Ss to work in pairs and exchange their predictions - Elicit Ss’ predictions about this community, accepting different opinions New * Pre-teaching vocabulary lesson + approval (n) đồng thuận + newly-wed (n) cặp vợ chồng cưới Pair work 13 minutes + signify (v) báo hiệu Task 1: - Have Ss listen to the CD for the first time and try to note down the information that helps them to check their answers - Ask Ss to share with their friends to see if they have the same T < > Ss answers or not - Let Ss listen to the CD for the second time and try to note down information they didn’t understand for the first time - Elicit answers from Ss and ask them to give clues to their answers 13 minutes minutes Consolidation minutes Homework minute - Let Ss listen again and pause at certain places if necessary to help Ss hear the information they need *Key: F F T T T Task 2: - Ask Ss to skim the given text, paying attention to the context around the gaps, and predict the information needed for each gap: eg parts of speech; their meaning - Ask Ss to share their prediction in pairs - Elicit Ss’ predictions - Let Ss listen and fill in the gaps Let them again if necessary - Elicit Ss’ answers and give them the correct ones Key: December two or three approval wedding meal visiting relatives Task 3: - Have Ss work in pairs to name the things they have learnt about the Amish wedding customs and talk about whether they find anything unusual or interesting - Call on some Ss at random and have them express their opinions to the whole class - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Expected answer: + Learn about the wedding customs of Amish community in the USA + Practice listening skill Pair work Ss < > Ss - Prepare for the next lesson T < > Ss T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: January, 24th 2015 Distributive period: 67 Unit Date of signing: January, 26th 2015 Date of teaching: cultural diversity Lesson Writing A Aims and Objectives: - To teach Ss to write about the typical characteristics of the Vietnamese people - To teach Ss to develop ability to think in a logical way when rearranging sets of jumbled paragraphs to form a well-structured text - By the end of the lesson, students will be able to: + Learn about the typical characteristics of the Vietnamese people + Write about the typical characteristics of the Vietnamese people + Develop the writing skills in general Build up vocabulary supported for writing B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 12 minutes 10 minutes 15 minutes Activities - Inform Ss of the lesson objectives: Writing about the typical characteristics of the Vietnamese people Task 1: - Ask Ss to rearrange the jumbled paragraphs to make a meaningful text - Ask Ss to this activity individually - Set a time limit for this activity and assist Ss if necessary Key: 1-b 2-c 3- d 4- a Task 2: - Draw Ss’ attention to the instructions and questions - Get Ss to work individually to find the answer - Ask them to practice in pairs - Call on a few Ss to report the answers Key: He was born in 1923 He was born in Hai Phong It was “Tien Quan Ca” He died in 1995 in Hanoi Answer vary Task 3: - Draw Ss’ attention to the instructions, the photos, and the fact files - Point out to Ss how to write a biography - Pre teach the key words/ phrases + patriotic + occasional opera: + national assembly: + liberation movement: + child prodigy: thần đồng + uprising: dậy + ballade: bài ca sử thi + technically demanding: yêu cầu kỹ thuật cao - Have Ss pay attention to punctuation, structure elements and liking words - Ask Ss to write paragraphs about early years and typical works - T goes around and gives help, collects common mistakes for later correction - Collect paragraphs to mark in class so that all Ss feel the need to the task - Give feedback on these papers Task 4: - Focus on the instructions and the pictures Give Ss time to read the suggestions - Call on some Ss to say what they will write as the topic sentence, supporting ideas 1, 2, 3, and concluding sentence - Tell Ss to write a draft first, then write a short text about the disadvantages of being a working mother - Have Ss write the text in class When they finish, ask them to exchange it with partner for peer comments/ correction - Walk around and offer help if necessary - Get students' answers and comments - Get some outputs to highlight and comment and correct the possible mistakes of students - Ask Ss to consolidate the main contents Interactions T < > Ss T < > Ss Individually Pair work T < > Ss Individually T < > Ss Individually T < > Ss Consolidation minutes Homework minute - Focus on the form of a biography - Ask Ss to complete the writing at home and collect - Ask Ss: What have you learnt today? What can you now? Expected answer: - Understand the artists’ biography such as Van Cao, Luu Huu Phuoc and Federic Francois Chopin - Write biographies with given information - Write the text again at home - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: January, 24th 2015 Distributive period: 68 Unit Lesson Date of signing: January, 26th 2015 Date of teaching: cultural diversity Communication and culture A Aims and Objectives: - To teach Ss about the gift-giving in the UK and the ideas of success in the USA and Viet Nam - To teach Ss to talk about the gift-giving in the UK and the ideas of success in the USA and Viet Nam - By the end of the lesson, students will be able to: + Understand and communicate about the gift-giving in the UK and the ideas of success in the USA and Viet Nam + Talk about the gift-giving in the UK and the ideas of success in the USA and Viet Nam B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Inform the class of the lesson objectives: Further skill development Warm up minutes - Show some pictures of gift-giving custom in some celebrations and T < > Ss festivals - Ask Ss on what occasions people often give and receive presents Activity Key a Christmas b.Valentine c Tet holiday d Teacher’s Day e Mother’s Day f Birthday New Communication: lesson Activity 1: - Pre teach some key words 19 minutes + stocking: (n) T < > Ss + symbolise: (v) tượng trưng + Santa Claus: (n) ông già Noen + Easter: (n) lễ tạ ơn + legally (adv) cách hợp pháp Individually - Ask Ss to read the text individually and, for each occasion, highlight the similarities and differences with the customs in Vietnam 18 minutes - Give Ss enough time to read the text *Practice: - Have Ss study the sample conservation, assisting them if necessary - Ask Ss to work in pairs and role-play a conversation, using the information that they have highlighted - Call on some pairs at random to perform their conversations in front of the whole class - Give feedback on their performance Activity 2: + Ask Ss to work individually to put the jumped words and phrases to make questions about giving and receiving presents - Call some Ss to read aloud or write on the board those questions and correct any mistakes +Have Ss take turns asking and answering these questions in pairs - Walk around to facilitate Ss when they need help - Call on several Ss at random to report what they have learnt about their partner, and then give feedback Key: Who you often buy presents for? On what occasions you buy presents? Which shop you usually go to when you’re shopping for presents? What’s the most expensive present you’ve given? On what occasions you receive presents? What presents you normally get? What is the best present you’ve ever received? Culture: Activity 1: * Pre teach the key words + standard of living: (n) mức sống + properous (a) thịnh vượng + self-reliance (a) tự chủ + respect (v) tôn trọng + high-status (a) địa vị cao - Divide the class into two big groups Each group will read one reading passage to get the main idea - Ask one student from group A to work with one student from group B to form a pair and exchange the information that they have just read - Have each pair find out the similarities and differences of the idea of success between these two nations - Ask several pairs to report their findings *Key: For the Americans, success means providing their family with a decent standard of living and ending their career in a higher and more prosperous position than when they began it Success is also the result of hard work and self-reliance For Vietnamese, success goes along with a high-status job with good income and respect at work Both the American and Vietnamese associate success with earning a lot of money The Americans rely more on themselves, while the Vietnamese expect more respect from other people Pair work Individually T < > Ss Pair work T < > Ss Group work T < > Ss - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? minutes What can you now? Expected answer: + Know more about gift-giving in the UK + Communicate about giving and receiving gifts + Talk about the ideas of success for the Americans and for the Vietnamese 4.Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson Consolidation T < > Ss T < > Ss E Experience: Date of preparation: January, 24th 2015 Distributive period: 69 Unit Lesson Date of signing: January, 26th 2015 Date of teaching: cultural diversity Looking back and project A Aims and Objectives: - To help Ss pronounce correctly two-syllable words of different parts of speech but the same spelling in isolation and in context - To teach Ss some lexical items related to the traditions, cultural characteristics and superstitions - By the end of the lesson Ss are able to: + Pronounce correctly two-syllable words related to the topic Cultural diversity + Use some key words of the topic Cultural diversity + Do the exercises on comparative and superlative adjectives as well as articles B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions * Checking - Ask students to recall what they have learnt in Unit Homework - Speak out their ideas and opinions, knowledge that they have T < > Ss minutes learnt in Unit New Pronunciation: lesson Activity 1: Individually - Ask Ss to tell the differences in stress patterns of the words that 17 minutes have the same spelling, but belong to different parts of speech - Play the CD once and ask S to put the mark before the stressed syllable in the words given T < > Ss - Let them listen again if necessary - Ask Ss to check their answer with other classmates - Elicit answers from the whole class - Let Ss listen again and pause to help them to notice the stress of the target words *Key: ex’port ‘protest ‘contrast im’port ob’ject Vocabulary: Activity 1: Pair work 20 minutes Consolidation minutes 4.Homework minute - Ask Ss to work on their own first - Then ask Ss to compare answers with a partner to see if they have the same answer - After that, elicit answers from the whole class and correct the wrong ones - Ask Ss to read the text again and practice retelling the story in pairs or groups if there is enough time *Key: wife get married engaged reception honeymoon wedding bridegroom best man bride 10 bridesmaids Grammar: Activity 1: Fill in the gaps with the correct form of the adjective in brackets Add any other words if necessary - Elicit the rule of forming comparative and superlative of adjective from Ss - Ask Ss to work individually and then exchange with others *Key: harder, easier more/less dangerous the most famous more polluted the most delicious Activity Correct the sentences, adding articles when necessary - Ask Ss name the grammar point - Ask them to the activity to reinforce these grammar points - Check the answers with the whole class and explain any points if necessary * Key: We are having a great time in Hanoi Let’s go to Nha Trang for a week next summer Where’s the money I gave you on the first of this month? For my birthday, I got a book, a DVD, and the latest CD by my favourite band On the radio, I heard a/the song that I really liked Project: Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Expected answer: + Learn more about cultural aspects of Vietnam + Give presentation about those cultural aspects - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss Individually T < > Ss Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: February, 7th 2015 Distributive period: 70 Date of signing: February, 9th 2015 Date of teaching: Revision for test A Aims: - To practice speaking, reading, listening and writing - To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence - To help Ss have the opportunities to develop their oral fluency - To introduce some words and phrases * Language focuses: - The passive voice with modals - Comparative and superlative adjectives B Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision - Exercises: Practice and production D Procedures: Time/Stages Warm-up Activities - Greeting and checking attendance - Teacher asks Ss to the homework minutes I Grammar: The passive voice with modals New lesson S + modals + be + V-edpII + (by O) E.g She can answer the question 17 minutes The question can be answered  Note : Một số động từ khác có thể bị động chia giống nh modals Interactions T < > Ss S + will/ have to/ be going to + be V-edpII + (by O) Comparative and superlative adjectives a So sánh  Đối với tính từ ngắn *Form: adj + ER + than * e.g: Mr Brown is older than Mr Peter  Đối với tính từ dài * Form: more + adj + than *e.g: A car is more expensive than a bicycle b So sánh  Đối với tính từ ngắn * Form: the + adv/adj + EST * e.g: Ha is the tallest in the class  Đối với tính từ dài * Form: the + most + adv/adj * e.g: This is the most difficult lesson in the book T < > Ss Ss < > Ss 20 minutes * Các trường hợp ngoại lệ So sánh So sánh Good better best Bad worse worst Many/ much more most Little less least Far farther/further farthest/furthest Near nearer nearest/next II Exercises: Exercise 1: Change the following sentences into passive sentences You should open the wine about three hours before you use it You must not hammer nails into the walls without permission Someone will serve refreshments Individually T < > Ss No one can anything unless someone gives us more information We will not admit children under sixteen They suggested making the tests easier (Use should) Children couldn’t have done all this damage Exercise 2: Give the correct form of the adjectives in brackets It was an awful day It was the (bad) _ day of my life Homework: He was a bit depressed yesterday, but he looks minutes (happy) today John’s car is (well) than Mary’s That’s the (far) _ way to the city center I feel (good) _ today than I did last week HCM City is the (big) city in Viet Nam Marjorie has (many) _ books than Sue He is (bad) than ever before This bottle has (little) water than my bottle 10 Nam is (nice) _ than Minh III Consolidation: - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Individually T < > Ss T < > Ss - Teacher asks Ss to give examples for the grammatical parts above E Experience: Date of preparation: February, 7th 2015 Distributive period: 71 Test 4- 45' Date of signing: February, 9th 2015 Date of teaching: A Aims and objectives: - To check Ss’ understanding - To give marks - By the end of the lesson, students will be able to: + Revise all the language skills and grammatical points which they have studied and used in units: and + Improve their techniques of doing the simple tests + Improve their knowledge through the test B Preparations: - Teacher: Sheets of papers and written tests - Students: Pens, erasers C Language focus: * Phonetics: - Stress * Vocabulary: * Listening: * Reading: * Grammar: - The passive voice with modals - Comparative and superlative adjectives * Writing: MA TRẬN ĐỀ KIỂM TRA TIẾT LẦN Language area and skills Topic Listening Decide whether the statements are True (T) or False (F) Listen and choose the best answer Phonetics Stress in two syllable words Grammar The passive voice with and modals Vocabulary Comparative and superlative degree of adjectives Vocabularies Recognition No Ms Understanding No Ms 1,2 Application No Ms 1,2 0,9 1,2 0,8 0,6 0,6 0,6 Reading Cultural diversity Writing Multi choice Sentence transformation 0.3 TOTAL Total No Ms 2,4 0,9 0.8 14 2,8 1,2 2,4 1,5 0,6 10 Date of preparation: February, 7th 2015 Distributive period: 72 Date of signing: February, 9th 2015 Date of teaching: Unit new ways to learn Lesson Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about personal electronic devices and tasks: Questions & answers and true/ false exercises - To teach some lexical items related to: + Electronic devices that can help us learn + Using the Internet to learn English - By the end of the lesson, students will be able to: + Use some lexical items related to personal electronic devices + Make simple dialogues using the given expressions + Master some vocabularies about personal electronic devices + Get to know one grammar point B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes New lesson 15 minutes minutes Ask Ss these questions: Have you ever owned any personal electronic devices? What are they used for? - Leads in the new lesson - Introduce the topic of the lesson: New ways to learn Activity 1: Listen and read - Ask As look at the pictures and guess the topic of the conversation - Have Ss predict what they are talking about - Encourage all kinds of predictions - Tell Ss not to worry about new words or grammar points because these will be dealt with later - Play the recording Activity 2: True/ False What is the conversation about? - Go through the statements to make senses quickly - Ask Ss it individually in minutes - Encourage Ss to compare the answers with a partner - Invite some Ss to give the answer and then explain their choices - Give feedback to Ss’ work Answers: F 2.F NG T F T Activity 3: - Have Ss work in pairs to find the adjectives which describe the devices used as learning tool then discuss the meaning in five minutes - Invite some Ss to give the words and the meaning 10 minutes - Give feedback on Ss’ presentations * Suggested answer: personal: your own electronic: having many small parts that control and direct a small electric current modern: relating to the present time or recent time excellent: exceptionally good useful: being of practical use mobile: able to be moved easily digital: showing information by using figures perfect: being complete & without weaknesses great: superior in quality or degree Activity 4: Read the conservation again, and give answers to the following questions - Tell Ss to focus on the instructions - Checks Ss' understanding of the questions - Set time for this activity, base on Ss’ level proficiency - Get Ss to work in pairs or groups to discuss the answers - Call on different Ss to answer these questions Key: They are talking about smartphones, laptops and tablet computers They have changed the way we learn They use them to take photos or record their work, which can be Interactions T < > Ss T < > Ss Individually Pair work Pair work T < > Ss Pair work later shared with the class because they can be used to store information, take notes, write essays and calculations He does his assignments and projects, and studies English Consolidation minutes Homework minute - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Ask Ss to learn by heart the words or phrases related to the personal electronic devices - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: February, 7th 2015 Distributive period: 73 Date of signing: February, 9th 2015 Date of teaching: Unit new ways to learn Lesson Language A Aims and Objectives: - To teach Ss to pronounce correctly three –syllable adjectives and verbs in isolation and in context - To teach Ss to use relative clauses: Defining and non-defining relative clauses with “who, that and whose” - By the end of the lesson, students will be able to: + Understand use relative pronouns and relative clauses + Pronounce correctly three –syllable adjectives and verbs in isolation and in context + Use some lexical items related to the topic New ways to learn in context B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Lead-in - T informs the class of the lesson objectives: Getting to know relative minutes pronouns and relative clauses T < > Ss New lesson Vocabulary: Activity 1: Matching 10 minutes - Ask Ss to work individually, read the phrases(1-5) then find the meaning for each of them (a-e) in minutes -Elicit Ss to use the context of the conversation to choose the meaning for Individually each phrase * Key: a d b c a Activity 2: - Invite some Ss to check the answer -Ask Ss to work individually first, then check with a partner - Check with the whole class and ask Ss if they have ever used one of T < > Ss 10 minutes these devices and add more uses if any * Key: A,B,C A, C A, C B B A,B, C Pronunciation Activity 1: Listen and repeat - Play the recording for Ss to listen 14 minutes - play it again with pauses for Ss to listen and repeat - Ask some Ss to read the words again and give comment on Ss’ pronunciation - Invite individuals Ss at random to read the words Correct them, if necessary Activity 2: - Focus on the stress patterns of three- syllable adjectives and verbs - Ask Ss to listen and practice saying them correctly - Play the tape again Ask Ss to put a mark before the stress syllable in each word - Check with the whole class to make sure that every student has done this exercise correctly * Key: ‘concentrate ‘similar con’tribute ‘digital intro’duce ‘excellent ‘recognise Vietna’mese under’stand ‘personal ‘interest sym’bolic Grammar: Defining and non-defining relative clauses Activity 1: - Ask Ss to read the sentences taken from Getting started underlined the relative pronouns and their functions - Revise the uses of the relative pronouns through these sentences - Help Ss to distinguish defining relative clause vs non-defining relative clause - Check Ss’ work and comment * Key: that which That which whose - These pronouns are used to define or identify the nouns preceding them + Defining relative clauses: 1,3,5 + Non- defining R.Cs: 2,4 Activity 2: - Have Ss work in pairs to match sentence part in A with a suitable one in B in minutes - Check some Ss’ answer and comment - Ask Ss to read watch out, check for comprehension * Key: e 2.d a f c b Activity 3: - Let Ss this exercise in minutes - Call some Ss at random to give the answer and then give feedback to Ss’ work Answers: which/ that whose which who/ that whose who T < > Ss Ss < > Ss Whole class Individual Ss < > Ss T < > Ss Pair work Individually T < > Ss Consolidation minutes Homework minute - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook T < > Ss T < > Ss E Experience: Date of preparation: February, 7th 2015 Distributive period: 74 Unit Date of signing: February, 9th 2015 Date of teaching: new ways to learn Lesson Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about new ways to learn English and tasks: Answer the questions and discuss - To teach Ss some words and phrases related to new ways to learn English - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about new ways to learn English and answer the questions B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson 12 minutes 14 minutes minutes Activities - Ask two Ss to the exercises with relative clauses and then give comment and marks Activity 1: -Let Ss look at the pictures and answer the questions What are students doing? What is the reading text about? They are using smartphones, and tablets to study in the classroom We are going to read about electronic devices which help us learn knowledge Activity 2: - Check if Ss know the meaning of the words on the left, explain these words if necessary - Have Ss match each of the words with its meaning first then check with a partner - Go over the answer to make sure Ss have done correctly * Answer: c 2.d a e f 6.b Activity 3: -Make sense of the three options -Ask Ss to read the text silently in minute -Have Ss choose the best title and give their explanation for their choice - Call one or two Ss to check the answer * Key: b New ways to learn English - Work in pairs to this activity -Take turns asking and answering Activity 4: - Ask Ss to scan the text to find the answer for the question - Have Ss in pairs ask and answer - Check some pairs, give feedback to Ss’ answer * Key: We can download them in mobile devices and study anywhere We can see words on the screen and hear them spoken Interactions T < > Ss Pair work T < > Ss Pair work T < > Ss We can choose to practice with native speakers of different accents and genders We can use them to record real life English speech, lessons, songs or English language films Because it will make learning English easier, faster, more effective and more enjoyable Activity 5: - Divide class into groups of or Ss and let them discuss the question - Walk round to monitor the class and offer help - Invite two or three groups to report what they have talked - Give comment to Ss’ talks * Suggested answers: Some Ss in my groups have smartphones and laptop We use these devices to look up new words, download and store digital lessons and practice These devices help us improve our pronunciation, vocabulary and skills as well Consolidation minutes Homework minute E Experience: Group work T < > Ss - Summarize the main points of the lesson T < > Ss - Ask students to learn by heart the new words - Prepare for the next lesson T < > Ss Date of preparation: February, 7th 2015 Distributive period: 75 Unit Date of signing: February, 9th 2015 Date of teaching: new ways to learn Lesson Speaking A Aims and Objectives: - To teach Ss to talk about how electronic can help us learn - To teach Ss to practise sharing and giving responses to new information - By the end of the lesson, students will be able to: + Express their opinion about how electronic can help us learn + Give a report about how their classmates use the devices to learn school subjects + Perform their viewpoints to other people in real life B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Show several images of electronic devices on the screen, ask sts to Warm up write the names and how they help you learn at school? minutes * Suggested answer: T < > Ss Personal computer, laptop, smartphone, tablet, speakers New lesson minutes minutes Activity 1: - Give Ss time to read through the arguments in favour of using electronic devices in learning and match arguments 1-4 with explanations a-d - Ask them to compare the answer with a partner - Call on some Ss to check - Ask Ss to exchange the answer with a partner * Answer: Individually T < > Ss minutes minutes Consolidation minutes Homework minute 1.d b c A Activity 2: - Guide Ss to understand the requirement of this activity - Give Ss several ways to express their ideas about the most effective ways of using electronic devices - Present a model E.g: In my opinion, making learning and teaching faster, easier and better is an effective way of using electronics because teachers can use these devices to prepare for the lesson, and students can look for information on electronics - Have Ss, in groups, to express their ideas -Call on some Ss to check Activity 3: - Call on some Ss to check - Ask two Ss to model the example - Have Ss discuss in pairs in minutes -Walk round and offer help if necessary - Check two pairs and comment Activity 4: - Divide class into groups of to students, ask Ss to focus on getting answer to the questions and note down their group’s discussion in minutes - Ask the representatives from some groups to report the results of their group work to the class - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? - Suggested answers: + I can talk about how electronic devices can help us learn + I can give a report about how their classmates use the devices to learn school subjects - Ask students to learn by heart the expressions - Prepare for the next lesson Group work T < > Ss Pair work Ss < > Ss Group work T < > Ss T < > Ss E Experience: Date of preparation: February, 7th 2015 Distributive period: 76 Date of signing: February, 9th 2015 Date of teaching: Correction test – Test -45’ A Objectives: - In this lesson, teacher evaluates Ss’ knowledge and offers a comprehensive review of Ss’ written tests Teacher has an overview of what they can and what they can’t - By the end of the lesson, students will be able to: + Be aware of the mistakes and know how to correct them B Preparations: - Teacher: Students’ tests - Students: Grammar and vocabulary C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: I Answer keys: Part A: Listening ( 0.3 point/ correct answer) Question I: F F T F F Question II: A 2.C D Part B: Grammar, phonetics and vocabulary ( 0.2 point/ correct answer) Question I: D B A Question II: A B A Question III: A D B B Part C: Reading ( 0.3 point/ correct answer) Question I: A C C A Question II: A A C A B B Part D: Writing Question I: ( 0.25 point/ correct answer) C A Question II: ( 0.5 point/ correct answer) This machine isn’t used very often I am not often invited to their parties Wine is included in the menu II General comments: D C III Common mistakes: IV Experiences: Date of preparation: February, 20th 2015 Distributive period: 77 Unit Date of signing: February, 23rd 2015 Date of teaching: new ways to learn Lesson Listening A Aims and Objectives: - To teach Ss listen to instructions on how to access and use online English language materials for specific information - By the end of the lesson, students will be able to: + Listen and the tasks + Develop the listening skills for specific details + Talk about how to use electronic devices to study English online B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Have students look at the pictures and elicit their answers to the Warm up questions in the instructions minutes Ex: What are the students doing? T < > Ss What you think you are going to listen about? - Ask them to use the caption to help them guess Suggested answers: The students are learning English with computers Maybe they are searching the Internet for information or using a webpage to study We guess we are going to listen to some new ways to learn using the Internet and electronic devices - After all, inform students of the lesson objective: listening for specific information about using electronic devices to study English New * Pre-teaching vocabulary lesson - get tired of : - search engine: T < > Ss minutes - level: - record: - native speaker: - effectively: - success: - Teacher may give more explanation on the use of these words and minutes phrases Task 1: True or False? 10 minutes 10 minutes Consolidation minutes Homework minute + Ask Ss to read all the statements and guess if they are true of false Make sure that students understand all the statements before listening - Explain if there are any new words Give the Vietnamese equivalents if necessary - Play the recording and have students the activity Check their answers - Play the recording again if many students in the class have incorrect answers, pausing at the places where they can get the correct information *Key: F T T F T Task 2: Listen again and complete the following sentences by writing no more than three words - Teacher asks students to read the instructions and the sentences 15 Make sure that they understand the sentences Provide help with the new vocabulary if necessary - Play the recording once or twice again - Ask students to work with a partner to compare their answers - Invite representatives from some pairs to report their answers to the class Give feedback and correct any wrong answers Keys: easily and effectively access and take learning vocabulary native speakers chance of success Task 3: Discussion - Inform students that this is a post-listening activity - Ask students to work in groups of or and discuss the questions Students note down their group members' answers and get ready to report Have some students present their reports to the class - Check and give feedback - Call on some Ss at random and have them express their opinions to the whole class - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Expected answer: + I’ve learnt to instructions on how to access and use online English language materials + I can talk about how to use electronic devices to study English online - Prepare for the next lesson T < > Ss T < > Ss Pair work Group work T < > Ss T < > Ss E Experience: Date of preparation: February, 20th 2015 Date of signing: February, 23rd 2015 Distributive period: 78 Unit Date of teaching: new ways to learn Lesson Writing A Aims and Objectives: - To teach Ss to write about the advantages and disadvantages of electronic devices as learning tools - To teach Ss to talk about electronic devices used among children in the USA - By the end of the lesson, students will be able to: + Write about the advantages and disadvantages of electronic devices as learning tools + Develop the writing skills in general Build up vocabulary supported for writing + Talk about electronic devices used among children in the USA B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up - Write the phrase Using electronic devices in learning on the board minutes T < > Ss Focus on the pictures and the instructions - Elicit students' ideas about the pictures Give suggestions by asking some questions to help students think and talk about the advantages and disadvantages of using electronic devices in learning New Activity 1: lesson - Give students time to read the sentences about some advantages T < > Ss and disadvantages of using electronic devices in learning 12 minutes - Give the explanation and meaning of some new words and phrases mentioned in the texts - Have them compare their answers with a partner first, and then ask Individually some students to read out loud their answers to check as a class Key: 10 minutes A: 2, 4, D: 1,3,5 15 minutes Activity 2: - Give students time to read the text about the disadvantages of using electronic devices in class - Elicit students' answers about the use of linking words Linking words: First of all, Second, Last but not least, In conclusion Activity 3: - Ask students to read the sample writing again Remind them of the structure of a short text that starts with a topic sentences, followed by supporting ideas 1,2,3 and ends with a concluding sentence - Tell students to write a draft first, then write a short text about the advantages of electronic devices as learning tools - Students write the text in class When they finish, ask them to exchange it with a partner for peer comments/correction - Walk around and offer help if necessary - Alternatively, have students write the text at home - Collect students' papers in the next lesson Give feedback on some papers in class Pair work T < > Ss Individually T < > Ss Consolidation minutes Homework minute - Ask Ss to consolidate the main contents - Focus on the form of a biography - Ask Ss to complete the writing at home and collect - Ask Ss: What have you learnt today? What can you now? Expected answer: - I’ve learnt how to write a short text with supporting ideas and detailed explanations - I can write about the advantages and disadvantages of electronic devices as learning tools - Write the text again at home - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: February, 20th 2015 Distributive period: 79 Unit Lesson Date of signing: February, 23rd 2015 Date of teaching: new ways to learn Communication and culture A Aims and Objectives: - To teach Ss to talk about the electronic devices used among children in the USA - By the end of the lesson, students will be able to: + Understand and communicate about electronic devices used among children in the USA + Talk about the electronic devices used among children in the USA + Talk and express their ideas and opinions about the effects of personal electronic devices B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Inform the class of the lesson objective (further skill development, Warm up minutes after reading some comments on electronic devices and a text about T < > Ss how children in the United States use electronic devices, Students have more chances to practice speaking.) New Communication: lesson Activity 1: - Ask students to read the comments on personal electronic devices and 19 minutes T < > Ss decide the most reasonable comment, and to provide reasons for their choice - Encourage students to express their own opinions Activity 2: Pair work - Have students read the instructions carefully Ask a pair of students to model the example Have all students work in pairs (and use their own arguments if they can) - Go around the class to offer help if necessary 18 minutes Consolidation minutes - T may provide students new words, phrases, and structures that they may need to express their opinions Example: Student A: What you think could be the disadvantage of electronic devices? Student B: Some people think that electronics are bad for your eyes, and radiation from them could harm your body Student A: Oh, really? I cannot believe that I think they are harmless to users Culture: Activity 1: * Pre teach the key words - Teacher teaches students the meaning of some new words and phrases in the text - modern technology: (np) - assignments: (vp) - promote: (v) - ability: (n) - critical thinking :(np) - bad effect (np); - After that, teacher asks students to read the text about how electronic devices are used among children in the United States - Have students read and answer the questions in pairs Then check students' answers as a class - Some students present their results to the class - Teacher controls the performance of correction among students *Key: They use them to look up and store information, assignments and projects, calculations and play games About out of have They may help promote listening and speaking ability They may help improve their critical thinking, reading, writing, and maths skills They can be great educational tools, but the wrong use may cause very bad effects Activity 2: - Teacher has students in groups of or 5, and talk about how children in their area/Vietnam use mobile/ electronic devices - Students work in groups of or to talk about how children in Vietnam use mobile electronic devices - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? T < > Ss Pair work T < > Ss Group work T < > Ss T < > Ss 4.Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation: February, 20th 2015 Distributive period: 80 Unit Lesson Date of signing: February, 23rd 2015 Date of teaching: new ways to learn Looking back and project A Aims and Objectives: - To help Ss pronounce correctly three -syllable adjectives and verbs in isolation and in context - To teach Ss some lexical items related to new ways to learn - By the end of the lesson Ss are able to: + Pronounce correctly three -syllable adjectives and verbs related to the topic new ways to learn + Use some key words of the topic new ways to learn + Do the exercises on relative clauses B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions * Checking - Ask students to recall what they have learnt in Unit Homework - Speak out their ideas and opinions, knowledge that they have T < > Ss minutes learnt in Unit New Pronunciation: lesson Activity 1: Individually - Teacher plays the recording Have students listen and repeat after 18 minutes the recording - Teacher helps students to review the stress patterns of threesyllable adjectives and verbs T < > Ss Activity 2: - Teacher plays the recording again Students listen and put a mark (') before the stressed syllable ‘adjective, e’lectric, e’ffective, ‘wonderful, con’venient, ‘similar, ‘graduate, de;velop, con’tinue, con’sider, ‘dedicate, recom’mend Vocabulary: Pair work Activity 1: - Teacher informs students that the words in the box are among the most commonly used in the unit Students decide which words best complete the sentences - Teacher may help to remind the meaning and use of the words 19 minutes T < > Ss given Alternatively, extend this activity by asking students to make their own sentences with each of the words *Key: D E B C F A Grammar: Activity 1: - Teacher sets the time limit and gets students to the activity Individually individually, then call on some students to tell their answers and write the correct answers on the board - Ask Ss to work individually and then exchange with others Consolidation minutes 4.Homework minute *Key: which/ that who which whose who/ that whose Activity 2: - Teacher asks students to pay attention to the instructions Set a time limit and have students the activity individually - Call on six students to write their answers on the board Underline any mistakes and ask other students to correct them Provide help, if necessary Project: Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Expected answer: + I can pronounce correctly three -syllable adjectives and verbs + I can use relative pronouns “which, that, who and whose.” - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: March, 14th 2015 Distributive period: 81 Lesson Date of signing: March, 16th 2015 Date of teaching: Review Language A Aims and Objectives: - To revise the language and skills Ss have learnt and practiced in unit 6-8 - By the end of the lesson, students will be able to: + Pronounce correctly two- syllable words and three -syllable adjectives and verbs + Understand and use the language and skills Ss have learnt and practiced in unit 6-8 B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Warm up minutes New lesson 12 minutes Activities Interactions - Teacher may introduce the review by asking Ss if they remember what they have learnt so far in terms of language T then summarises Ss’ answers and adds some more information, if necessary T < > Ss A Vocabulary: Task 1: - Ask Ss to this activity individually, and then compare their answers with a partner’s - Write the correct answers on the board Ask students to raise hands if their answers match Answers: pay discrimination right gender inequality Individually Task 2: 10 minutes - Ask Ss to this activity individually - Ask a student to write his/ her answers on the board Read each one and ask the class if they agree or not, then confirm the correct one Answers: electronic player television shows tablet software T < > Ss Pronunciation Task 3: Sort out the words - Ask Ss to this activity individually, and then compare their answers with a partner’s - Show the correct answers on the board Answer: 15 minutes OO actor lovely artist famous O OOO relax forget enjoy remove indicate organise modernise difficult O - T asks Ss to read these words Grammar Task 4: - Elicit the form and use of the passive voice, and the meaning of the modals: must, will, should, may - Ask a student to write his/ her answers on the board while other Ss this activity individually - Check answers as a class Answers: This door must be kept shut Refreshments will be served (by someone) Bicycles must not be left in the hall Milk should be shaken before it is used Books may be kept for two weeks Individually T < > Ss Individually Task 5: - Elicit the form and use of comparative and superlative of adjectives Ask Ss to this activity individually, and then compare their answers with a partner’s - Ask a student to write his/ her answers on the board - Check answers as a class Answers: more simple (or simpler) than the oldest more important than the most beautiful heathier (or more healthy) than T < > Ss Task 6: Matching - Elicit the use of relative clauses (defining and non-defining) Ask Ss to this activity individually, and then compare their answers with a partner’s - Write the correct answers on the board Answers: Tom works for a company that/ which makes electronic devices Linda told me her e-mail address, which I wrote on a piece of paper I don’t like people who/ that are never on time What was the name of girl whose mobile phone was stolen? Mr Brown, who has worked for the same university all his life, is retiring next month Consolidation minutes Homework minute Individually T < > Ss - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to exercises again at home - Prepare for the next lesson T < > Ss E Experience: Date of preparation: March, 14th 2015 Distributive period: 82 Review Lesson Skills Date of signing: March, 16th 2015 Date of teaching: A Aims and Objectives: By the end of the lesson, students will be able to: - Listen for gist and specific information - Use the words and phrases related to words related to new ways to learn - Read for general ideas and specific information about an interactive white board - To talk about different customs in Vietnam and in the world - Write about what each person’s daily life is like B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up - Teacher may introduce the review by asking Ss if they remember minutes what they have learnt so far in terms of language T then summarises T < > Ss Ss’ answers and adds some more information, if necessary New lesson I Reading Individually 37 minutes - Ask Ss to activities and individually, and check their answers with a partner’s Give correct answers and explanations if necessary Keys: 1b: 1.d 2.c b a 2: It helps students learn English in a more stimulating way Because it can engage students and provide them with interactive opportunities Because with it teachers can make grammar or vocabulary presentations and save them for using again They can download gap-fill exercises, multiple-choice quizzes or games They can drag and drop their answers into the gaps with their fingers II Speaking - Ask Ss to work in groups, reading about different customs in four countries Then ask Ss to discuss the three questions that follow - Ask Ss to share their opinions with their partners III Listening - Play the recording once for Ss to listen and choose their answers - Play the recording again for Ss to check their answers Then give the correct answers - Alternatively, play one or more times for Ss to choose the correct answers Key: F T 3.F 4.F 5.T F IV Writing - Ask Ss to use the points given in Dos and Don’t (of their own ideas) to write about what customs a visitor to Viet Nam should know Ask Ss to write the draft first in class, and then they may write their final versions at home T < > Ss Group work T < > Ss Individually T < > Ss Consolidation minutes - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson T < > Ss Homework minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation: March, 14th 2015 Distributive period: 83 Date of signing: March, 16th 2015 Date of teaching: Unit preserving the environment Lesson Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about environment impacts and ways to protect the environment and tasks: Questions & answers and matching exercises - To teach some lexical items related to preserve the environment - By the end of the lesson, students will be able to: + Use some lexical items related to environment impacts and ways to protect the environment + Make simple dialogues using the given expressions + Master some vocabularies about environment impacts and ways to protect the environment + Get to know one grammar point: Reported speech B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes New lesson 15 minutes 10 minutes 10 minutes Consolidation minutes Homework minute Ask Ss these questions: Have you been aware of environmental problems? What have you done for the environment? - Leads in the new lesson - Introduce the topic of the lesson: Preserving the environment Activity 1: Listen and read - Ask As look at the pictures and guess the topic of the conversation - Have Ss predict what they are talking about - Encourage all kinds of predictions - Tell Ss not to worry about new words or grammar points because these will be dealt with later - Play the recording Activity 2: Matching - Ask Ss to work in pairs to label the photos - Allow minutes for the pairs to look up the words and phrases in a dictionary and confirm their meaning - Check Ss’ answers as a class Have Ss note down the words in their notebooks Answers: a greenhouse effect b pollution c deforestation d polar ice melting e fossil fuels Activity 3: Questions and answers - Ask Ss to read the conversation again and think of the answers to the questions - Ask Ss to work individually Allow enough time for them to check the information Remind Ss to underline the key words in the questions, and use them to scan for the relevant information in the conversation - Elicit answers from different Ss * Suggested answer: He is writing a letter for the school newsletter The editor asked Nam to write some practical advice on environmental preservation It means the negative influence or effect on the environment Because he thinks if we can see the impacts on the natural environment, we will know how to protect it They are deforestation, pollution, global warning, fuel depletion, polar ice melting and the rise of sea levels Answers will vary - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Ask Ss to learn by heart the words or phrases related to environment impacts and ways to protect the environment T < > Ss T < > Ss Individually Pair work Individually T < > Ss T < > Ss T < > Ss - Prepare for the next lesson E Experience: Date of preparation: March, 14th 2015 Distributive period: 84 Unit Date of signing: March, 16th 2015 Date of teaching: preserving the environment Lesson Language A Aims and Objectives: - To teach Ss to pronounce correctly three –syllable nouns in isolation and in context - To teach Ss to use reported speech to report what was said previous - By the end of the lesson, students will be able to: + Use reported speech to report what was said previous + Pronounce correctly three –syllable nouns in isolation and in context + Use some lexical items related to the topic Preserving the environment in context B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Lead-in - T informs the class of the lesson objectives: Getting to know indirect minutes speech New lesson Vocabulary: Activity 1: 10 minutes - Go through the words in the box and check Ss’ understanding - Ask Ss to complete the sentences individually In a weaker class, get them to work on the sentences in pairs - Check answer as a class * Key: preserve Deforestation Fossil fuels greenhouse effect Global warming depletion Damage Activity 2: - Read the information in Do you know…? and go through the nouns and verbs with the class - Elicit or explain the meaning of the words - Ask Ss to work individually - Check answer as a class * Key: protect preservation contaminate consumption deforest pollute deplete Activity 3: - Ask Ss to read the sentences first for comprehension, and then underline the key words and phrases These words are often used together as 10 minutes collocations, and can be used to figure out the missing words - Check answers as a class or have Ss compare their completed sentences Key: consumption consume preserve preservation polluted pollution contamination contaminate Pronunciation Activity 1: Listen and repeat - Focus Ss’ attention on the instructions and the word box Play the Interactions T < > Ss Individually T < > Ss Individually T < > Ss Whole class Ss < > Ss 14 minutes Consolidation minutes Homework minute recording and pause after each word for Ss to repeat chorally and individually - Elicit the meaning of the words and help Ss identify the syllable in each word - Ask Ss to to read quickly the sentences in the VOCABULAY section 3, and underline three-syllable nouns Ask Ss to add two of them to the word box Suggested answers: energy, atmosphere Activity 2: - Focus Ss’ attention on the instruction Have Ss read through Do you know…? Check understanding of the activity - Play the recording once through for Ss to listen - Play the recording again for Ss to the activity - Check answer as a class * Key: ’article ’influence ’energy so’lution ’newsleter po’llution pro’tection ’atmosphere ’editor con’fusion ’scientist ’chemical Grammar: Reported speech Activity 1: - Focus Ss’ attention on the instructions and ask them to read Do you know…? Check understanding - Ask Ss to read the conversation in GETTING STARTED again and find the speakers’ names to fill the gaps * Key: 1,3,5: Nam 2: the editor 4,6: Nam’s father Activity 2: - Read the instructions and analyse the first sentence as example Remind Ss of the changes to the verb form and pronoun * Key: Nam said (that) pollution was one of the problems in his neighbourhood The editor said (that) more people were aware of the preservation of natural resources The students told their teacher (that) they were discussing the protection of the natural environment Nam’s father told him to use the web search engine to find the information that he need Nam said (that) air pollution was one of the causes of the greenhouse effect - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook Individual Ss < > Ss Pair work Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: March, 14th 2015 Distributive period: 85 Unit Date of signing: March, 16th 2015 Date of teaching: preserving the environment Lesson Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about threats to natural environment and tasks: Matching and true/false exercise and discuss - To teach Ss some words and phrases related to preserving the environment - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about threats to natural environment and tasks B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson 12 minutes 14 minutes minutes Activities Interactions - Ask two Ss to the exercises with reported speech and then give comment and marks T < > Ss Activity 1: Prediction - Let Ss look at the photos and the instructions Ask what can you see in the photos? What is the environmental impact in each photos? - Elicit the answers and put and put them on the board - Give feedback Key: a noise pollution b water pollution c air pollution d soil pollution Activity 2: - Ask Ss to read the instruction and the options carefully, and underline any key words that may help them predict the content of the text - Allow enough time for Ss to skim the paragraphs quickly Encourage Ss to share their ideas with their partners - Check the answer * Answer: c Activity 3: - Focus Ss attention on the instruction Write all the highlighted words from the reading text on the board - Go over the definitions with the whole class - Check comprehension and have Ss match the words - Alternatively, ask Ss to work in pairs Key ecosystem pesticides inorganic vegetation fertilizer pollutants Activity 4: - Ask Ss to read the instructions carefully, and underline the key words in the sentences provided - Encourage Ss to underline the parts of the reading text relevant to the statements - Check answer as a class, and encourage Ss to justify their choices by referring to the relevant information in the reading text * Key: Pair work T < > Ss Pair work T < > Ss Group work T F T T T T Environmental pollution is one of the impacts of human activities The greenhouse effect is a result of air pollution Activity 5: - Ask Ss some guiding questions before their discussion: What type of pollution is there in your neighbourhood? What are the causes and effects? How can you help reduce this type of pollution? - Arrange Ss into group of or and let them discuss the question T < > Ss Pair work T < > Ss Consolidation minutes Homework minute - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Ask students to learn by heart the new words - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: March, 28th 2015 Distributive period: 86 Unit Date of signing: March, 30th 2015 Date of teaching: preserving the environment Lesson Speaking A Aims and Objectives: - To teach Ss to talk about the environment impacts of human activities - To teach Ss to practise sharing and giving responses to new information - By the end of the lesson, students will be able to: + Express their opinion about the environment impacts of human activities + Give a report about the environment impacts of human activities + Perform their viewpoints to other people in real life B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities - Ask Ss to write sentences using some words in context: Vegetation, fertilizers, pesticides, pollutants Homework minutes - Feedback New lesson 16 minutes Activity 1: - Ask Ss to label the photos with the types of pollution - Check the answers and have different Ss write them on the board * Answer: a soil pollution b water pollution c air pollution c noise pollution Activity 2: - Guide Ss to understand the requirement of this activity Interactions T < > Ss Pair work T < > Ss - Focus Ss’ attention on the instructions and the table - Ask Ss to work individually and read the text carefully before they complete the table Remind them to refer back to the reading text to get the necessary information Individually - Encourage Ss to share their ideas with a partner Check answers as a class and write them on the board Human activity fossil fuel burning by motor vehicles, factories, aircrafts and rockets 16 minutes Consolidation minutes Homework minute E Experience: Type of pollution air pollution Consequence T < > Ss a series of environmental problems such as acid rain, greenhouse effect, globe warming and health problem contaminated vegetation and the decrease of soil fertility leading to the negative utilization of land human psychological and health problems such as stress, the increase of health rate and hearing damage fertilizers and pesticide sprays, harmful rubbish soil and chemicals thrown in pollution the rivers loud and annoying sounds from factory noise machinery, motor pollution vehicles, aircraft, and musical instruments Activity 3: This activity focuses on speaking about environmental impacts - Give enough time for Ss to read the conversation individually Check comprehension as a class - Have Ss practise the conversation in pairs - Monitor the activity and select some pairs to role-play the conversation in front of the class Activity 4: Focus Ss attention on the instructions - Divide the class into groups of – students - Allow Ss enough time to select the type of pollution and prepare their conversation - Encourage Ss to write the main points or ideas expressed by each speaker Help Ss with any problems and remind them that they can add their own ideas while discussing Activity 5: - Have Ss act out their conversations in front of the class Discuss their performance as a class - Alternatively, have Ss discuss and act out their conversations in groups - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? - Suggested answers: + I can talk about types of pollution and negative effects on the environment and human health - Ask students to learn by heart the expressions - Prepare for the next lesson Pair work Ss < > Ss Group work T < > Ss T < > Ss T < > Ss Date of preparation: March, 28th 2015 Distributive period: 87 Unit Date of signing: March, 30th 2015 Date of teaching: preserving the environment Lesson Listening A Aims and Objectives: - To teach Ss listen to a student’s talk on environmental impacts - Check comprehension and ask Ss to brainstorm ideas on what to to preserve the natural environment Write their ideas on the board to avoid repeating the same information - By the end of the lesson, students will be able to: + Listen and the tasks + Develop the listening skills for gist and specific details + Talk about environmental impacts B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Have students look at the pictures and elicit their answers to the Warm up questions in the instructions minutes Ex: What are the students doing? T < > Ss What you think you are going to listen about? - Ask them to use the caption to help them guess Suggested answers: The people are planting a tree - After all, inform students of the lesson objective: listening for gist and specific information about environment impacts New * Pre-teaching vocabulary lesson - natural disaster(n) - erosion -sewage - civilization T < > Ss minutes - aquatic - mass media - extinct /extinction - Elicit, model times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down Whole class - Teacher may give more explanation on the use of these words and phrases 19 minutes Task 2: This activity focuses listening for gist - Ask them to read the instructions and the titles Make sure that Ss understand the task and vocabulary T < > Ss - Check comprehension and explain degradation (loss or decrease of quality) - Play the recording twice, pausing before and after the second listening for Ss to read and check their answers - Tell Ss to go through the answer opinions and select the most appropriate one Check answers as a class and ask Ss explain why this is the correct choice 12 minutes Consolidation minutes Homework minute E Experience: Keys: c Environmental Degradation Task 3: Discussion This activity focuses on listening for specific information Individually - Ask Ss to read the instruction and the words provided individually Make sure that they understand the task and the vocabulary - Play the recording again for Ss to the task Allow minutes for Ss to discuss the meaning of the words in pairs or to look them up in T < > Ss a dictionary - Check answers as a class Key degraded (lower in quality); resulted (cause at outcome); erosion (condition in which the earth’s surface in worn away by the action of water or wind); sewage (waste matter from home, carried away in a system of pipes); aquatic (of water or living in water); awareness (knowledge of something) Whole class Task 4: This activity focuses on listening for specific information - Focus Ss’ attention on the instructions Allow enough time for Ss to read the sentences Check comprehension - Ask Ss to guess the word(s) and complete the sentences Then play the recording again for Ss to check T < > Ss - Alternatively, play the recording all the way through for Ss to listen and complete the sentences - Check answers as a class Key affected global warming Ecosystem health problems control friendly materials Task 5: Allow time for Ss to read the instruction and the questions remind them to underline the key words and phrases in each question Group work Check comprehension - Play the recording again, pausing at times Tell Ss to note down the answers during the pauses - Check answers as a class T < > Ss Key The natural world in which people, animals and plants live The burning of fossil fuels by factories and motor vehicles the use of harmful chemicals in agriculture The extinction of rare animals and extreme floods and land erosion We should dump harmful rubbish and chemicals at appropriate places We should replace deforestation with forestation We should make every effort to preserve the environment for the next generations - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? T < > Ss What can you now? - Prepare for the next lesson T < > Ss Date of preparation: March, 28th 2015 Distributive period: 88 Unit Date of signing: March, 30th 2015 Date of teaching: preserving the environment Lesson Writing A Aims and Objectives: - To teach Ss to write about environmental problems and give some practical advice to preserve the environment - To teach Ss to talk about environmental problems - By the end of the lesson, students will be able to: + Write about environmental problems and give some practical advice to preserve the environment + Develop the writing skills in general Build up vocabulary supported for writing + Give some practical advice to preserve the environment B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up - Focus Ss’ attention on the topic of the writing Ask different Ss minutes T < > Ss about their monthly water/ electricity bills of their homes by asking: How much does your family pay for water/ electricity? Ask different Ss to give some practical advice on reducing their bills, and write the information on the board New Activity 1: lesson - Ask Ss to look at the picture and read the caption T < > Ss Elicit answers from different Ss Write their answers on the board 12 minutes Activity 2: - Focus Ss’ attention on the instructions and the text Remind them to underline key words and phrases Check comprehension Individually - Allow enough time for Ss to read through the text and the matching individually Give vocabulary explanations or offer help if necessary - Ask Ss to share their answers with their partners - Check answers as a class Notes Natural resources: all the land, forests, minerals, etc existing 10 minutes naturally in a place that can be used by people T < > Ss Key d c b a Activity 3: Ask Ss to focus on the instructions and underline the key words Individually Check comprehension 15 minutes - Allow Ss enough time to read the information and the matching individually - Check answers as a class T < > Ss Key a b c d.2 Consolidation minutes Homework minute Activity 4: Focus Ss’ attention on the instructions and the table Check Group work understanding Explain the structure of the model to make sure Ss can use it - Ask Ss to work in groups of or to select one of the natural resources and discuss the information in the table Encourage the groups to write complete sentences using information provided T < > Ss - Go round and offer help with any vocabulary or grammar question - Ask representatives of different groups to read their drafts to the class Correct the errors, if necessary - Ask Ss to use the group drafts and write their own texts individually If there is not enough time, assign the task for home work - Ask different Ss to write selected paragraphs on the board for the class to give comments - Ask Ss to consolidate the main contents - Focus on the form of a biography T < > Ss - Ask Ss to complete the writing at home and collect - Ask Ss: What have you learnt today? What can you now? Expected answer: - Now I know what the natural resources are and how to write practical advice on preserving them - Write the text again at home T < > Ss - Prepare for the next lesson E Experience: Date of preparation: March, 28th 2015 Distributive period: 89 Date of signing: March, 30th 2015 Date of teaching: Unit preserving the environment Lesson Communication and culture A Aims and Objectives: - To teach Ss to talk about the organisation “World Wide Fund for Nature” - By the end of the lesson, students will be able to: + Understand about “World Wide Fund for Nature” + Discuss environmental problems and solutions + Talk and express their ideas and opinions about environmental problems and solutions B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Inform the class of the lesson objective: Further develop Ss’ Warm up minutes communication skills and their ability to discuss environmental T < > Ss problems and solutions New Communication: lesson Activity 1: - Focus Ss attention on the instructions and the photos Check 19 minutes comprehension - Ask different Ss to describe how the action will affect the environment in each photo Put the information in two columns on the board Key: Photo a: A man is spraying pesticides This can cause soil pollution Photo b: Forest trees were cut down This is deforestation and it will result in climate change, global warming, extreme floods and erosion Activity 2: - Tell Ss that they are going to listen to two speakers talking about one of the photos in Focus Ss’ attention to the instructions and questions, and remind them to underline the key words in the questions Check comprehension - Play the recording twice, pausing before the second listening for Ss to note down the answers - Check answers as a class Key: Photo b Deforestation Climate change, global warming, and extreme floods Control deforestation and have proper forestation plans 18 minutes Activity 3: - Ask Ss to work in pairs and read the instructions Check understanding of the task and allow enough time for the groups to brainstorm ideas and prepare - Call on representatives of different groups to report their ideas to the class Culture: Activity 1: Focus on the picture of the animal and the abbreviation Check comprehension - Have Ss make their predictions individually - Check as a class Key: A panda It comes from China WWF is for World Wide Fund for Nature (formerly World Wildlife Fund) Activity 2: - Allow enough time for Ss to read the questions and underline the key words individually Then ask them to read the text and underline information Monitor the activity and offer help with vocabulary, if necessary - Encourage Ss to share their answers in pairs or groups - Call on different Ss to report their answers to the class - Ask Ss to consolidate the main contents Consolidation - Ask Ss: What have you learnt today? minutes What can you now? 4.Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson Pair work T < > Ss Whole class T < > Ss Pair work T < > Ss Individually Group work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: March, 28th 2015 Distributive period: 90 Date of signing: March, 30th 2015 Date of teaching: Unit preserving the environment Lesson Looking back and project A Aims and Objectives: - To help Ss pronounce correctly three -syllable nouns in isolation and in context - To teach Ss some lexical items related to preserve the environment - By the end of the lesson Ss are able to: + Pronounce correctly three -syllable nouns related to the topic the environment + Use some key words of the topic the environment + Do the exercises on reported speech B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions * Checking - Ask students to recall what they have learnt in Unit Homework - Speak out their ideas and opinions, knowledge that they have T < > Ss minutes learnt in Unit New Pronunciation: Task 1: lesson 19 minutes - Play the recording, pausing after each word for Ss to repeat chorally and individually Task 2: - Play the recording again, pausing after each word for Ss to listen, and put a stress mark (’) before the stressed syllable - Check answers as a class - Ask different Ss to read out the words to the rest of the class Key:1 po’llution e’rosion ’energy ’animal con’sumption a’wareness ’poverty de’pletion so’lution 10 pro’tection Individually T < > Ss Vocabulary: Activity 1: - Ask Ss to focus on the instruction and the words in the box Tell them that these words are nouns or verbs Encourage Ss to re-read Do you know…?on page 40 in the student’s book to help them identify the class of the words - Check answers as a class Key: Verb: preserve protect consume emit deplete erode Noun: animal pollution energy resource threat disposal Pair work T < > Ss Activity 2: 19 minutes - Allow time for Ss to read the instruction and the sentences individually - Check comprehension and offer help with any unfamiliar vocabulary if necessary - Ask Ss to work individually and encourage them to share the answers with their partners - Check Ss’ answers as a class Key: preserve pollution Awareness protect consumption depletion Grammar: Individually T < > Ss Activity 1: - Ask Ss to read the instructions and look at the photo Elicit some descriptions of the photo from the class by asking: Where are the people in the photo? What are they doing? Why are they doing it? - Give SS time to read the text and the task individually Go round and offer help with any unfamiliar vocabulary Check comprehension - Check answers as a class Key: ‘All this rubbish is killing fish and other sea creature’ ‘We can clean the beach together’ ‘I will ask our friends and neighbours to come and help us’ ‘I’m happy to hear that, children’ ‘protect yourselves from germs’ Individually T < > Ss Activity 2: Focus Ss’ attention on the instruction and sentences Check comprehension, and remind Ss to reread Do you know…?on page 40 - Ask Ss to the task individually Go round and offer help if necessary - For peer review, call on different Ss to write their sentences on the board for the class to comment Key:1 Mr Jones was very sad and said that all that rubbish was killing fish and other sea creatures Nick said that they could clean the beach together Mary told them she would ask their friends and neighbours to come and help them Mr Jones told his children were so happy to hear that Mr Jones gave the people gloves and told them to protect themselves from germs Project: Inform the class of the lesson objectives: further explore the topic and develop their communicative skills Ask Ss to read the instructions and check understanding of the activity Point out that they should first select a typical pollution problem that they want to discuss Then they should brainstorm all the necessary information, and arrange it in a logical order Finally, they should discuss, and decide on some practical advice Encourage them to write a draft to share with other groups before they write the final advice Have more able Ss write a plan including specific action points, e.g organise tree-planting days twice a year - Encourage Ss to search for some pictures or photos to support their ideas Ask Ss to read Do you know…? on page 30 Unit 3, Tieng Anh 10, student’s Book for the information on how to make an effective presentation - Since the project is rather demanding, allow enough time for its completion or so assign it as homework Whole class T < > Ss Consolidation minutes - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? T < > Ss 4.Homework minute - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss E Experience: Date of preparation: April, 4th 2015 Distributive period: 91 Date of signing: April, 6th 2015 Date of teaching: Revision for test A Aims: - To practice speaking, reading, listening and writing - To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence - To help Ss have the opportunities to develop their oral fluency - To introduce some words and phrases * Language focuses: - Relative clauses - Reported speech B Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision - Exercises: Practice and production D Procedures: Time/Stages Activities Warm-up - Greeting and checking attendance - Teacher asks Ss to the homework minutes I Grammar: Definite Relative clauses New lesson a Form : - Mệnh đề quan hệ xác định không đợc ngăn cách với mệnh đề chính 17 minutes dÊu phÈy nµo b structure : - Tiền ngữ mệnh đề quan hệ xác định là từ cha xác định thờng là danh từ chung vì mệnh đề quan hệ không thể lợc bỏ Eg : This is a man who is living in Hanoi Non – definite relative clauses a Form : Mệnh đề quan hệ không xác định đợc ngăn cách với mệnh đề chính nh÷ng dÊu phÈy b Structure : - Tiền ngữ mệnh đề quan hệ không xác định là từ xác định thờng là danh từ riêng , danh từ đợc bổ nghĩa các tính từ định và tính từ sở hữu vì mệnh đề quan hệ có thể lợc bỏ Eg : The Mekong River , which starts in Tibet, is the longest river in Indonesia Note: That không đợc sử dụng mệnh đề quan hệ không xác định Khi chuyÓn tõ c©u trc tiÕp sang mét c©u gi¸n tiÕp ta cÇn chó ý nh÷ng ®iÓm sau a đại từ chủ ngữ: I : She, he, it You : I, we We : they They, she, he, it : thờng không đổi b Sù thay c¸c tr¹ng tõ chØ thêi gian vµ n¬i chèn Today : that day At this moment : at that moment Yesterday : the day before/ the previous day Tomorrow : the next day/ the following day This/ that/ these : the ( this / that / these : đợc sử dụng nh tính từ và this / that / these : đợc sử dụng nh đại từ chúng có thể đổi thành it, they, them ) Last week : the week before/ the previous week Interactions T < > Ss T < > Ss Ss < > Ss 20 minutes Next week : the week after/ the following week Ago : before Here : there c Sự thay đổi thì động từ mệnh đề đợc tờng thuật - Khi động từ tờng thuật các thì , chúng ta không đổi thì động từ lời nói gián tiếp - Khi động từ tờng thuật các thì quá khứ, chúng ta đổi thì động từ lời nói gián tiếp nh sau : Direct speech Indirect speech Present simple Past simple Present continuous Past continuous Present perfect Past perfect Present perfect continuous Past perfect continuous Past simple Past simple/ Past perfect II Exercises: Exercise 1: Underline the relative clauses in the sentences Then add commas to separate the Non-restrictive relative clauses The man who is talking to the principal is our form teacher The boys who are sitting in the first row will receive the medals The students who are in the grade 10th are going to clean the school yard The animals which are kept in iron cages will be carried back to the forest Mr Tan who is our gymnast is very thin and tall The book which we borrowed from the library must be returned by Monday The little boy who is crying over there lost his way Mrs Van who lives next door to Hoa works at the television station The dog which has some black spots is Ba’s 10 My mother bought the shoes which were made from Hong Kong Exercise 2: Chuyển câu sau sang câu gián tiếp He said to her, “You are my friend.” Johnny said to his mother, “I don’t know how to this exercise.” “ Don’t come back before one o’clock”, advised my brother “Cook it in butter”, Mrs Brown said to her daughter The pupils said “ Teacher, give us better marks, please.” My friend said, “ Are you going to leave tomorrow?” Homework: “ Have you done your homework?”, said my mother minutes I asked Bill,” What time did you go to bed last night?” Paul said, “ I must go home now.” 10 “ There is an accident”, said the policeman III Consolidation: Individually T < > Ss Individually T < > Ss - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - Teacher asks Ss to give examples for the grammatical parts above T < > Ss E Experience: Date of preparation: April, 4th 2015 Distributive period: 92 A Aims and objectives: - To check Ss’ understanding - To give marks Test 5- 45' Date of signing: April, 6th 2015 Date of teaching: - By the end of the lesson, students will be able to: + Revise all the language skills and grammatical points which they have studied and used in units: and + Improve their techniques of doing the simple tests + Improve their knowledge through the test B Preparations: - Teacher: Sheets of papers and written tests - Students: Pens, erasers C Language focus: * Phonetics: - Stress in three syllable words * Vocabulary: * Listening: * Reading: * Grammar: - Relative clauses - Comparison * Writing: MA TRẬN ĐỀ KIỂM TRA TIẾT LẦN Language area and skills Topic Listening Listen and complete the missing information Phonetics Stress in three syllable words Grammar Relative clauses and Comparison Vocabulary Vocabularies Recognition No Ms Understanding No Ms 2 1 0,25 1,25 0,5 0,25 Reading New ways to learn Preserving the environment Writing Sentence transformation 0,5 Application No Ms Total No Ms 0,5 2,5 0,25 0,5 13 3,25 0,5 0,25 0,25 0,5 2,25 0,5 1,5 TOTAL 0,5 10 Date of preparation: April, 11th 2015 Distributive period: 93 Unit 10 Lesson Date of signing: April, 13th 2015 Date of teaching: ecotourism Getting started A Aims and Objectives: - To teach Ss to listen and read a conversation about ecotourism and tasks: Questions & answers and matching exercises - To teach some lexical items related to the importance, benefits and principles of ecotourism - By the end of the lesson, students will be able to: + Use some lexical items related to the importance, benefits and principles of ecotourism + Make simple dialogues using the given expressions + Master some vocabularies about the importance, benefits and principles of ecotourism + Get to know one grammar point: Conditional sentences B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes New lesson 15 minutes 10 minutes 10 minutes - Inform the class of the lesson objectives: getting to know how the topic, some vocabulary related to ecotourism, and the use of T < > Ss conditional sentences Types and Activity 1: Listen and read - Ask Ss to look at the map of Australia and the pictures, and guess what tourists can there Individually - Tell Ss that they are going to listen to a conversation at a travel agent’s T < > Ss - Play the recording Ask Ss to listen as they read silently Suggested answer: Tourists can go scuba-diving, ride camels in the desert, and see kangaroos and penguins Activity 2: Matching This activity focuses on comprehension - Let Ss work in pairs to practise asking and answering the questions Pair work Answers: Because both Mr and Mrs Collin love nature Ecotourism means travel to areas of natural or ecological interest to observe wildlife and learn about the environment Tourists can see different kinds of animals like crocodiles, snakes, T < > Ss frogs, birds, butterflies and other rare animals; go scuba-diving to see coral reefs; of go camping They would have to pay 6,000 dollars for two people A two per cent discount Activity 3: This activity introduces the grammar point: conditional sentences - Ask Ss to find the conditional sentences used in the conversation Individually and write them in the space provided * Suggested answer: - If you also want to go on a camping safari, you’ll need another three days - But if we could take the seven-day tour, how much would it be per person - … if you book early and pay two months before departure, you’ll get a two per cent discount Activity 4: This activity helps Ss to review the verb forms in conditional T < > Ss sentences that they have learnt previously - Have Ss work in pairs and underline the verbs in both the main clauses and if-clauses Key: - If you also want to go on a camping safari, you’ll need another three days (Type 1) Consolidation minutes Homework minute - But if we could take the seven-day tour, how much would it be per person (Type 2) - … if you book early and pay two months before departure, you’ll get a two per cent discount (Type 1) - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Ask Ss to learn by heart the words or phrases related to environment impacts and ways to protect the environment - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: April, 11th 2015 Distributive period: 94 Unit 10 Lesson Date of signing: April, 13th 2015 Date of teaching: ecotourism Language A Aims and Objectives: - To teach Ss to pronounce correctly words of more than syllables in isolation and in context - To teach Ss to use conditional sentences type and - By the end of the lesson, students will be able to: + Use conditional sentences type and + Pronounce correctly words of more than syllables in isolation and in context + Use some lexical items related to the topic Ecotourism in context B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Lead-in minutes Activities - T informs the class of the lesson objectives: Getting to know conditional sentences type and 2 New lesson Vocabulary: Activity 1: 10 minutes Explain to Ss that some suffixes can be added to verbs (V + ing, -ed, -able) or nouns (N + -al, -ial, -ical) to form adjectives - Have Ss use a dictionary to look for the adjective form of the given words Key: Nouns/verbs + suffixes Adjective 1.culture (n) + -al cultural nature (n) + -al natural environment (n) + -al environmental ecology (n) + -(i)al ecological interest (v) +-ing/-ed interesting, interested sustain (v) +-able sustainable relax (v) +-ing/ -ed relaxing, relaxed Activity 2: Interactions T < > Ss Individually T < > Ss 10 minutes 14 minutes - Ask Ss to read the sentences and pay attention to the context, that is, the words surrounding the missing adjectives For examples, for sentences 1,3,4 and 5, they should consider which adjectives can go with the nouns that follow For sentences and 6, they should decide whether to use the adjectives ending in –ing or -ed * Key: sustainable relaxing/ interesting cultural; natural ecological environmental interested Pronunciation - Activities and focus on the stress patterns of words of more than three syllables Activity 1: Listen and repeat - Have Ss listen and put a mark (’) before the syllable with the primary stress Explain to them that when an affix is added to a word, the primary stress may shift to another syllable Suggested answers: a su’stainable b preser’vation c en’vironment d inviron’mental e e’cology f eco’logical g rela’xation h ’scuba-diving i ’ecotourism j eco-’friendly Activity 2: - Play the recording for Ss to repeat chorally and individually - Check answers as a class Grammar: Conditional sentences a Conditional sentence Type Exercise 1: Explain to Ss that conditional sentences Type are used to describe present/ future activities or events that are real/ very likely to happen In the main clause, different modal verbs (can, may, might, will) can be used, which can modify the meaning of the main verb - Have Ss first choose a suitable verb for each sentence from the word box, and then use the correct form of this verb (present tense in the ifclause or modal verb in the main clause to complete sentence) * Key: leaves will/ may/ might not get fail will/ may/ might get Pay will/ may/ might eat will call can/ may/ might go - Have Ss discuss the meaning of sentences 2,4,6 and 8, and explain the difference between the modals Exercise 2: - Ask Ss to read the sentences carefully, identify the if-clauses and use the correct forms of the verbs in brackets * Key: will be; fail will/ may/ might help; have will/ may/ might feel; comes need; will you lend throw; may/ might eat; die will/ may/ might cause; make; leave will/ may/ might be; fly; make will take; not know - Ask Ss to read Watch out! and discuss with a partner Check for comprehension Elicit explanations from Ss about the two examples b Conditional sentence Type Explain to Ss that conditional sentences Type are used to describe present of future activities or events that are unreal or unlikely to happen - Ask Ss to join the first part and second part together and make a meaningful sentence Then have them decide on the correct verb form in each case Exercise 3: - Explain to Ss that conditional sentences Type are used to describe present of future activities or events that are unreal or unlikely to happen - Ask Ss to join the first part and second part together and make a meaningful sentence Then have them decide on the correct verb form in Individually T < > Ss Individual Ss < > Ss Pair work T < > Ss Individually T < > Ss Consolidation minutes Homework minute each case Key: d lived; would/ could work a were; would tell f didn’t start; would be b used; would be g Would you change; had c were; would/ could travel h would / could go; was/ were e would be; stopped - Have Ss discuss the meaning of each sentence, and explain the difference between would and could Exercise 4: - Ask Ss to read each situation carefully and decide which statement is the cause, and which is the effect - Explain that ‘effect’ should be the main clause of the conditional sentence For example, in sentence 1, he can’t get a job is the effect, so it is the main clause Key: If Nancy lived near the park, she would/ could go running three every morning If Nam could swim, he would/could go to swimming pool alone If tom had a passport, he would/ could travel abroad If there weren’t so many tourists visiting the national parks, the environment there would not be badly damaged If tourists didn’t throw litter in the river, the water would not be polluted If these students worked hard, they would/ could pass the exam If Hoa didn’t have so much homework, she would/ could go out with her friends tonight - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - T asks Ss to exercises again at home - Prepare for the next lesson - Complete Exercises in workbook Individually T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: April, 18th 2015 Distributive period: 95 Unit 10 Lesson Date of signing: April, 20th 2015 Date of teaching: ecotourism Reading A Aims and Objectives: - To teach Ss to read for general ideas and for specific information about Ecotourism and tasks: Questions and answers and discuss - To teach Ss some words and phrases related to the topic Ecotourism - By the end of the lesson, students will be able to: + Read for general ideas and for specific information about Ecotourism and tasks: Questions and answers and discuss + Use words and phrases related to the topic Ecotourism B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Homework minutes New lesson 12 minutes 12 minutes 15 minutes Activities Interactions - Inform the class of the lesson objectives: skimming and scanning a text for main ideas and specific information T < > Ss Activity 1: Prediction - Ask Ss to look at the tourist map of Costa Rica and the details given in the legend (in the bottom left corner of the map) - Have Ss work in pairs and guess what tourists can or see in Costa Rica Suggested answers: Tourists can swim in the sea, visit marine national parks, see the volcanoes, watch the monkeys in national parks, etc Activity 2: - Ask Ss to read the two opinions quickly and find the main idea of each opinion - Have Ss choose the best title for the text from the three options Key: b (Pros and cons of Ecotourism) Activity 3: - Ask Ss to read the text again and underline the five words from activity - Encourage Ss to guess the meaning of these words from the text and match them with the correct definitions in the table Key: e 2.c 3.a b 5.d Activity 4: - Have Ss work in pair and list the positive and negative effects of ecotourism mentioned by the two speakers Key: - Positive effects: more money for the local government to preserve nature ; tourists’ awareness of how to protect the environment ; more jobs and higher income for local people - Negative effect: changing local people’s way of life Activity 5: - Explain Ss how to the Activity 5: Read each statement, underline key words and then scan Marco’s and Pablo’s opinions to find similar ideas or synonyms Key: Marco and Pablo (Marco: They [Tourists] stay with local families; Pablo: There are more jobs for us…) Marco (I think ecotourism can help to solve this problem…) Pablo (To entertain tourists, we have to change our usual foods to suit their tastes and adapt dances and traditions to suit their needs.) Marco (More and more hotels are built while forests and beaches are destroyed.) Marco (Tour guides and travel brochures educate tourists about the protection of the environment.) Pablo (I don’t really know what it is.) Marco (Marco gave examples of sustainable ecotourism and its benefits) Activity 6: Discussing - Have Ss discuss in group of or Ask them some guiding questions before they start their discussion: What tourists need when they visit a place? What local people to provide good services for tourists (such as food, water and vehicles)? Pair work T < > Ss Individually T < > Ss Pair work T < > Ss Group work Suggested answers: To some extent, the answer is yes The money from ecotourists may be used to preserve nature However, the local people have to use up their resource (such as energy sources, food and water) to provide good service for tourist More tourists mean more vehicles, more water and food consumption, and more waste Even though the discharge of waste and consumption of nature resources by tourists are minimised, air, water and noise pollution is unavoidable Consolidation minutes Homework minute - Ask Ss: What have you learnt today? What can you now? - Summarize the main points of the lesson - Ask students to learn by heart the new words - Prepare for the next lesson T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: April, 18th 2015 Distributive period: 96 Unit 10 Lesson Date of signing: April, 20th 2015 Date of teaching: ecotourism Speaking A Aims and Objectives: - To teach Ss to talk about what tourists can on an eco tour - To teach Ss to practise sharing and giving responses to new information - By the end of the lesson, students will be able to: + Express their opinion about what tourists can on an eco tour + Use conditional sentences Type and to talk about present or future activities And events that are real/ probable or unreal/ nor probable + Perform their viewpoints to other people in real life B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm-up - Inform the class of the lesson objectives: Talking about ecotourism minutes activities T < > Ss New lesson 12 minutes 15 minutes Activity 1: - Ask Ss what they think the heading of the speaking section (‘Travel and enjoy’) means and guess the topic Suggested answer: Tourism and what activities tourists can enjoy doing while travelling - Ss practise the conversation in pairs Activity 2: - Have Ss identify the main ideas in the dialogue Ask them to complete the table with the information from the conversation Where Peter will go What he will and see Bach Ma National Park explore the forests, watch the birds, look at the plants, spend a night at Pair work T < > Ss Individually 12 minutes Consolidation minutes Homework minute an old villa What else he will if he visit Hue, enjoy the local food has more time Where else he may visit Lang Co beach - Explain to Ss that when making their own conversations about the three tourists destinations, they should use the four questions in the table Activity 3: - Divide the class into groups of – students Have each group choose one ecotourism destination in Viet Nam, find information about it, and introduce this place to other groups Their presentation should include interesting information about the destination and ecotourism activities there - For more able classes, ask Ss to choose destinations in other countries for their presentations - Summarize what they have learnt by asking Ss some questions: What have you learnt today? What can you now? - Suggested answers: + I have learnt about some interesting activities for ecotourists indifferent places in Vietnam I can talk about these destinations and ecotourists’ activities - Ask students to learn by heart the expressions - Prepare for the next lesson T < > Ss Group work T < > Ss T < > Ss T < > Ss E Experience: Date of preparation: April, 18th 2015 Distributive period: 97 Date of signing: April, 20th 2015 Date of teaching: Correction test – Test -45’ A Objectives: - In this lesson, teacher evaluates Ss’ knowledge and offers a comprehensive review of Ss’ written tests Teacher has an overview of what they can and what they can’t - By the end of the lesson, students will be able to: + Be aware of the mistakes and know how to correct them B Preparations: - Teacher: Students’ tests - Students: Grammar and vocabulary C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: I Answer keys: Part A: Listening ( 0.3 point/ correct answer) Question I: Question II: Part B: Grammar, phonetics and vocabulary ( 0.2 point/ correct answer) Question I: D D Question II: A B A B B B D C Question III: A D B Part C: Writing Question I: ( 0.25 point/ correct answer) Mount McKinley is the highest mountain in North America Mount Everest is the highest mountain in the world The Pacific is the deepest ocean in the world Question II: ( 0.5 point/ correct answer) This tablet, of which/whose screen has been scratched is mine Do you know the name of the man whose laptop was broken ? An e-book is an electronic book which can be read on a mobile device Part D: Reading ( 0.3 point/ correct answer) Question I: A B C D Question II: C II General comments: III Common mistakes: IV Experiences: Date of preparation: April, 18th 2015 Distributive period: 98 Unit 10 Lesson Date of signing: April, 20th 2015 Date of teaching: ecotourism Listening A Aims and Objectives: - To teach Ss listen to a news report about ecotourism for gist and specific information - Check comprehension and ask Ss to brainstorm ideas on ecotourism - By the end of the lesson, students will be able to: + Listen and the tasks + Develop the listening skills for gist and specific details + Talk about ecotourism B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes - Inform Ss of the lesson objectives: listening for gist and specific information about ecotourism T < > Ss New lesson minutes 19 minutes * Pre-teaching vocabulary - attract = appeal - release fish - ride an ostrich - local specialities T < > Ss - Elicit, model times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down - Ask Ss some questions about the Mekong Delta: Where is the Mekong Delta? What is it famous for? Whole class Name some provinces in the MeKong Delta? Suggested answers: The Mekong Delta is in south of Viet Nam It is famous for its fertile land, vast rice fields and fruits orchards This area includes 12 provinces and one city: Cần Thơ city, Tiển Giang, Hậu Giang, Vình Long, Sóc Trăng, An Giang, Đồng Tháp, Long An, Bến Tre, Trà Vinh, Cà Mau, Bạc Liêu, and Kiên Giang Task 1: - Have Ss look at the pictures showing different activities for tourists and discuss with a partner which activities tourists usually when they go on a tour to the Mekong Delta Suggested answer: Tourists can all these activities, but the most common ones are listening to traditional music, eating local food and catching fish Pair work T < > Ss Task 2: This activity focuses on listening for gist in a news reports - Play the recording without pauses Have Ss listen and choose the caption that best summarises the main idea Key a (How the MeKong Delta became an ecotourism destination) Task 3: Individually T < > Ss - Have Ss underline key words in the questions and focus on these words while listening - Let Ss listen again and answer the questions Then ask Ss to compare their answers with a partner Key: Tourists did not have many interesting activities to 100 2005 Whole class They released small fish back into the pond 300 Task 4: 12 minutes This activity focuses on listening for specific information in the news report about the two farmers’ ecotourism places - Ask Ss to guess what kind of information they may need to write in the gaps - Have Ss listen and complete the gaps Key: Ba Đức - garden area: 2.5 hectares - activities for a visiting the old house tourists: b catching fish c enjoy home – made meals d cooking local food/learning how to cook local food Tư Bình -fish pond area: 2.1 hectares -activities for a catching fish tourists: b watching birds Group work T < > Ss c riding ostriches Task 5: Have Ss discuss in pairs which activities mentioned in they would enjoy doing the most and give reasons Consolidation minutes - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? T < > Ss Homework minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 99 Date of signing: May, 4th 2015 Date of teaching: Unit 10 ecotourism Lesson Writing A Aims and Objectives: - To teach Ss to write a travel brochure promoting an eco tour - To teach Ss to talk about ecotourism - By the end of the lesson, students will be able to: + Write a travel brochure promoting an eco tour + Develop the writing skills in general Build up vocabulary supported for writing + Give some practical advice to an eco tour B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up minutes - Inform Ss of the lesson objectives: preparing a travel brochure T < > Ss promoting an eco tour New lesson 15 minutes 10 minutes Activity 1: Vocabulary - elicit, model times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down + sunrise#sunset + take aboat to + hunt for food + litter + cause a fire + brochure Activity 2: - Explain to Ss that a travel brochure provides tourists with information about a destination It could be a small booklet or just one page - Ask Ss to read through the different sections in the brochure and match the numbered parts (1-6) with the content definitions (a-f) Key: 1.c 2.e d 4.a 5.f 6.b Activity 3: T < > Ss Individually T < > Ss 12 minutes Consolidation minutes Homework minute The focus of this activity is on designing a brochure Ss can make a Group work brochure by hand or with the help of some software available in their computer (such as Microsoft Word or Microsoft Publisher) - Put Ss into groups of or Ask them to choose one destination (Sa Pa or Central Highlands) and design a travel brochure for it - Encourage Ss to look for some other travel information (prices, duration of stay, departure times) and pictures about the chosen destination to make their brochure information and attractive Activity 4: - Have each group show their brochure and give a brief report on T < > Ss their eco tour - Ask the whole class to give comments and votes for the best brochure - Ask Ss to consolidate the main contents - Focus on the form of a biography T < > Ss - Ask Ss to complete the writing at home and collect - Ask Ss: What have you learnt today? What can you now? Expected answer: - Now I have learnt how to design and make a brochure for an eco tour - Write the text again at home T < > Ss - Prepare for the next lesson E Experience: Date of preparation: May, 2nd 2015 Distributive period: 100 Date of signing: May, 4th 2015 Date of teaching: Unit 10 ecotourism Lesson Communication and culture A Aims and Objectives: - To teach Ss to talk about problems with ecotourism in Viet Nam and Africa - By the end of the lesson, students will be able to: + Understand about problems with ecotourism in Viet Nam and Africa + Discuss problems with ecotourism in Viet Nam and Africa + Talk and express their ideas and opinions about ecotourism B Preparations: - Teacher: Handouts, textbook and pieces of papers - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Warm up minutes - Inform the class of the lesson objective: further skill development New lesson Communication: Activity 1: 19 minutes - Explain to Ss that they need to go back to the previous sections of the unit and choose one place of their interest to practise speaking Interactions T < > Ss Pair work - Help Ss to complete the diagram with appropriate information about that place Example: Destination: Sa Pa - The most enjoyable activities on the tour: visit Cat Cat village, go camping in the forest - The benefits for me: know more about local people’s life and traditions, relax more, enjoy nature - The benefit for the environment and local people: more jobs and income for the local people, more money for the local community to preserve nature Activity 2: - Have Ss work in pairs and practise the model conversation, using their notes in Culture: Activity 1: 18 minutes - Ask Ss to look at the pictures and discuss with a partner how the tourism activity in each situation may affect the environment Suggested answers a Tourists may leave litter on the beach, which may cause land and water pollution b Making a campfire requires breaking tree branches or cutting down trees for firewood Campfires may cause forest fires if they are left unattended c Hunting animals may lead to their extinction Endangered animals can be in danger of extinction T < > Ss Pair work T < > Ss Pair work T < > Ss Activity 2: - Tell Ss that they are going to read about some problems with ecotourism in Viet Nam and some countries in Africa (Kenya and Tanzania) - Ask Ss to guess which problems mentioned in can be found in Viet Nam and Africa - Have Ss read the text and choose suitable titles for two articles Key: c a Individually Activity 3: Explain to Ss how to the next activity: Read through the five principles in the table first, and then read each article carefully to decide if these principles have been applied in Viet Nam or Africa Key: Principles of ecotourism VN Africa Reduce the impact of tourism activities on the local nature and a X X culture Increase tourists’ environmental and cultural awareness and b X NG respect Provide financial benefits for the conversation of local c NG NG destinations d Provide financial benefits for local people NG X e Provide positive experiences for both visitors and host X X Explanation: - Principle a: In neither places, there are strong measures to limit tourists’ activities that may harm the environment (littering, cutting tree branches, hunting) - Principle b: In VN, tourists have little or no access to environmental information or local cultural activities - Principle d: In Africa, ecotourism has not provided more jobs for the local people - Principle e: In VN, tourists have little or no understanding of the local culture; in Africa, local people are deprived of their best land Activity 4: - Have Ss work in pairs Ask Ss to look back at the pictures and tourists’ T < > Ss harmful activities that have been discussed in (leaving litter, making campfires, and hunting animals.) - Ask Ss to suggest what should be done to restrict the harm or damage that tourists may cause to the environment and local people Suggested answers - More efforts (such as producing educational brochures and TV programmes about ecotourism) need to be made to fully inform and educate tourists on the environmental and social impacts of ecotourism - Moreover, there should be regulations and laws banning the promotion of unsustainable ecotourism projects and activities that may harm the local cultures and nature (such as projects to cut down trees to build hotels and hunting activities) Group work T < > Ss - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? minutes What can you now? 4.Homework - T asks Ss to learn the structures and vocabulary minute - Prepare for the next lesson Consolidation T < > Ss T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 101 Date of signing: May, 4th 2015 Date of teaching: Unit 10 ecotourism Lesson Looking back and project A Aims and Objectives: - To help Ss mark stress in words of more than three syllables in isolation and in context - To teach Ss some lexical items related to ecotourism - By the end of the lesson Ss are able to: + Pronounce correctly words of more than three syllables related to the topic the ecotourism + Use some key words of the topic the ecotourism + Do the exercises on conditional sentences B Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm-up - Teacher may introduce the review by asking Ss if they remember what minutes they have learnt so far in terms of language T then summarises Ss’ answers and adds some more information, if necessary New lesson minutes 10 minutes T < > Ss Pronunciation: Task 1: - Help Ss to review the pronunciation rules for words ending in –ity,-ic, -ica, -tion on page 98 (Student’s Book) - Have Ss put a stress mark before the syllable with the primary stress in each word, and then say these words aloud Key: ac’tivity conser’vation tra’ditional desti’nation eco’nomic eco’nomical under’standing degra’dation Vocabulary: Activity 1: - The six words in the box are the ones most commonly used in the unit Ask Ss to write them in the gaps, using the plural forms of the nouns Individually T < > Ss Pair work 19 minutes when necessary Key: conservation ecology Grammar: Activity 1: Destinations exotic impacts, environment The focus of this activity is on using conditional sentences Type to talk about present or future activities that are real or very probable - Let Ss read through the eight cues to grasp the general idea of the story they are going to create - Ask Ss to make sentences, with the main clause of the previous sentence (the effect) becoming the if-clause (the cause) of the next sentence Key: If I miss the lesson, I will not the test well If I don’t the test well, I’ll feel very sad If I feel very sad, I’ll go to the gym If I go to the gym, I’ll keep fit If I keep fit, I’ll look attractive If I look attractive, I’ll be very happy T < > Ss Individually T < > Ss Activity 2: The focus of this activity is on using conditional sentences Type to talk about present or future activities that are unreal or unlikely to happen - Ask Ss to read situations carefully and write the conditional sentences with the same meaning Key: If I could swim, I’d go scuba-diving with you (or: I’d go scubadiving if I could swim.) I’d go on an eco tour to Phu Quoc National Park if I had any holiday left (or: If I could manage an eco rour to Phu Quoc National Park, I’d go on one.) If Sue had Tony’s email address, she would send him a message (or: Sue would send him a message if she had his email address.) I’d make a cake for you now if there were eggs in the fridge (or: If there were eggs in the fridge, I’d make a cake for you now.) Phong would/ could travel abroad if he had enough money (or: If Phong had enough money, he would/ could travel abroad.) If I drove too close to the animals on safari, they would get scared (or: The animals on safari would get scared if I drove too close to them.) I could/ would go to the concert if I didn’t have so much homework to (or: If I didn’t have so much homework to do, I could/ would go to the concert.) If Nam had a camera, he’d take pictures of his trip (or: Nam would/ could take pictures of his trip if he had a camera.) Individually T < > Ss Activity 3: This activity helps Ss to review how to use conditional sentences Type and 2, and modals correctly Give Ss some hints about how to explain each type of conditional sentences Hints: - For Type 1, the modal verb ‘might’ should be used because it expresses probability Example: If your test score is high…-> The test score might be high - For type 2, the verb ‘is’ or ‘isn’t’ should be use to express a present activity or event that is unreal or not probable Example: If your test score was high…-> The test score isn’t high If the air was not polluted…-> The air is polluted Key: The computer isn’t working It might snow tonight This golden block might be made of pure gold My father isn’t here now The air is polluted Individually T < > Ss John might call Project: - For this project, Ss carry out a survey on their group members’ eco tour experiences Consolidation minutes 4.Homework minute Students the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? - T asks Ss to learn the structures and vocabulary - Prepare for the next lesson T < > Ss T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 102 Lesson Date of signing: May, 4th 2015 Date of teaching: Review Language A Aims and Objectives: - To revise the language and skills Ss have learnt and practiced in unit 9-10 - By the end of the lesson, students will be able to: + Pronounce correctly words of more than three syllables + Understand and use the language and skills Ss have learnt and practiced in unit 9-10 B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions - Teacher may introduce the review by asking Ss if they remember Warm up what they have learnt so far in terms of language T then summarises T < > Ss minutes Ss’ answers and adds some more information, if necessary New lesson 12 minutes A Vocabulary: Task 1: - Ask Ss to this activity individually, and then compare their answers with a partner’s - Write the correct answers on the board Remind Ss of the use of suffixes to form adjective from nouns or verbs Key: natural polluted environmental sustainable ecological Task 2: 10 minutes - Ask Ss to this activity individually - Ask a student to write his/ her answers on the board Check answers as a class Key: pollution global warming Deforestation protect Acid rain Pronunciation Task 3: Sort out the words - Ask Ss to this activity individually, and then compare their answers Individually T < > Ss Individually with a partner’s - Show the correct answers on the board Key: oOO 15 minutes Oo oOOO ooOo pollution solution awareness protection pollution economy sustainable ecology environment economy conservation preservation relaxation composition conservation O poverty energy chemical newsletter poverty T < > Ss - T asks Ss to read these words Grammar Task 4: - Elicit the form and use of the reported speech Remind Ss of the changes to pronouns, possessive adjectives and verbs - Ask a student to the task on the board while other Ss also this activity individually - Check Ss’ answers or as them for explanations, if necessary Key: Mary said (that) people are cutting down the rainforests Tom said (that) car pollution was/ is a big problem in his city scientists say (that) chemicals are destroying the ozone layer He told me to shut the door but not to lock it Our teacher explained (that) burning gas, oil, and coal could/ can cause acid rain Individually Task 5: - Elicit the form and use of conditional sentences Type and - Ask Ss to this activity individually, and then compare their answers with a partner’s - Ask a student to write his/ her answers on the board - Check answers as a class Key: didn’t throw will go close down is build T < > Ss Task 6: - Ask Ss to this activity individually, and then compare their answers with a partner’s - Write the correct answers on the board, and give explanations if necessary Key: will; would be were; would go use knew; would/ could phone Individually T < > Ss Consolidation minutes Homework minute - Ask Ss to consolidate the main contents - Give feedback T < > Ss - T asks Ss to exercises again at home - Prepare for the next lesson T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 103 A Aims and Objectives: Review Lesson Skills Date of signing: May, 4th 2015 Date of teaching: By the end of the lesson, students will be able to: - Listen for gist and specific information - Use the words and phrases related to words related to environmental problems and solutions - Read for general ideas and specific information about environmental problems and solutions - To talk about the destinations for ecotourism in Viet Nam - Write about environmental problems and give advice on how to solve them B Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative D Procedures: Time/Stages Activities Interactions Warm up - Teacher may introduce the review by asking Ss if they remember minutes what they have learnt so far in terms of language T then summarises T < > Ss Ss’ answers and adds some more information, if necessary New I Reading lesson - Ask Ss to activities and individually, and check their answers Individually with a partner’s Give correct answers and explanations if necessary 10 minutes Key: 1b rubbish dump (n) landfill (n) hide underground (v) bury (v) serious skin disease (n) skin cancer (n) T < > Ss waste gases (n) exhaust gases (n) process (v) treat (v) What can be done to solve the Problem problem? Linda landfills more recycling the thinking of the 10 minutes Jenny drive less ozone layer Kate water pollution treat all waste more carefully II Speaking Task 3: Ask Ss to work in pairs, choosing one of the destinations of ecotourism in Pair work Viet Nam Ask each pair to report their choice and explain the decision Task 4: 10 minutes Ask Ss to work in pairs and answer the three questions Then ask Ss to discuss their answers with a partner’s Ask Ss to present their answers to the class T < > Ss III Listening - Play the recording about Cuc Phuong National Park, while Ss fill in the missing information 10 minutes - Play the recording again for Ss to listen and check their answers - Alternatively, play one or more times for Ss to work out the answers Individually Provide the correct answers, and give any explanations if necessary Key: 135 tourists and scientists 2000; 450 most impressive 1000 IV Writing Ask Ss to use the points given (or their own ideas) to write a paragraph T < > Ss about one of the different environmental problems and give advice on how to solve them Ask Ss to write the draft first in class, and then write their final versions at home Ss may start their writing like this: Example: Today, people are producing too much waste The city landfills are nearly full So we should more recycling and… Consolidation minutes - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson T < > Ss Homework minute - Prepare for the next lesson T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 104 Date of signing: May, 4th 2015 Date of teaching: Revision for the final test A Aims: - To practice speaking, reading, listening and writing - To make Ss feel confident of their ability in order to understand and speak English by setting tasks within their competence - To help Ss have the opportunities to develop their oral fluency - To introduce some words and phrases * Language focuses: - Relative clauses - Reported speech B Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks - Students: Textbook C Methods: - The whole lesson: Integrated, mainly communicative - Grammar: Revision - Exercises: Practice and production D Procedures: Time/Stages Activities Warm-up - Greeting and checking attendance - Teacher asks Ss to the homework minutes I Grammar: Definite Relative clauses New lesson a Form : - Mệnh đề quan hệ xác định không đợc ngăn cách với mệnh đề chính 17 minutes dÊu phÈy nµo b structure : - Tiền ngữ mệnh đề quan hệ xác định là từ cha xác định thờng là danh từ chung vì mệnh đề quan hệ không thể lợc bỏ Eg : This is a man who is living in Hanoi Non – definite relative clauses a Form : Mệnh đề quan hệ không xác định đợc ngăn cách với mệnh đề chính nh÷ng dÊu phÈy b Structure : - Tiền ngữ mệnh đề quan hệ không xác định là từ xác định thờng là danh từ riêng , danh từ đợc bổ nghĩa các tính từ định và tính từ sở hữu vì mệnh đề quan hệ có thể lợc bỏ Eg : The Mekong River , which starts in Tibet, is the longest river in Indonesia Note: That không đợc sử dụng mệnh đề quan hệ không xác định Khi chuyÓn tõ c©u trc tiÕp sang mét c©u gi¸n tiÕp ta cÇn chó ý nh÷ng ®iÓm sau a đại từ chủ ngữ: I : She, he, it You : I, we We : they They, she, he, it : thờng không đổi b Sù thay c¸c tr¹ng tõ chØ thêi gian vµ n¬i chèn Interactions T < > Ss T < > Ss Today : that day At this moment Yesterday Tomorrow This/ that/ these : at that moment : the day before/ the previous day : the next day/ the following day : the ( this / that / these : đợc sử dụng nh tính từ và this / that / these : đợc sử dụng nh đại từ chúng có thể đổi thành it, they, them ) Last week : the week before/ the previous week Next week : the week after/ the following week Ago : before Here : there c Sự thay đổi thì động từ mệnh đề đợc tờng thuật - Khi động từ tờng thuật các thì , chúng ta không đổi thì động từ lời nói gián tiếp - Khi động từ tờng thuật các thì quá khứ, chúng ta đổi thì động từ lời nói gián tiếp nh sau: Direct speech Indirect speech Present simple Past simple Present continuous Past continuous Present perfect Past perfect 20 minutes Present perfect continuous Past perfect continuous Past simple Past simple/ Past perfect II Exercises: Exercise 1: Underline the relative clauses in the sentences Then add commas to separate the Non-restrictive relative clauses The man who is talking to the principal is our form teacher The boys who are sitting in the first row will receive the medals The students who are in the grade 10th are going to clean the school yard The animals which are kept in iron cages will be carried back to the forest Mr Tan who is our gymnast is very thin and tall The book which we borrowed from the library must be returned by Monday The little boy who is crying over there lost his way Mrs Van who lives next door to Hoa works at the television station The dog which has some black spots is Ba’s 10 My mother bought the shoes which were made from Hong Kong Exercise 2: Chuyển câu sau sang câu gián tiếp 11 He said to her, “You are my friend.” 12 Johnny said to his mother, “I don’t know how to this exercise.” 13 “ Don’t come back before one o’clock”, advised my brother 14 “Cook it in butter”, Mrs Brown said to her daughter Homework: 15 The pupils said “ Teacher, give us better marks, please.” minutes 16 My friend said, “ Are you going to leave tomorrow?” 17 “ Have you done your homework?”, said my mother 18 I asked Bill,” What time did you go to bed last night?” 19 Paul said, “ I must go home now.” 20 “ There is an accident”, said the policeman III Consolidation: - Ask Ss to consolidate the main contents - Ask Ss: What have you learnt today? What can you now? Ss < > Ss Individually T < > Ss Individually T < > Ss - Teacher asks Ss to give examples for the grammatical parts above T < > Ss E Experience: Date of preparation: May, 2nd 2015 Distributive period: 105 Date of signing: May, 4th 2015 Date of teaching: The final term test A Aims and objectives: - To check Ss’ understanding - To give marks - By the end of the lesson, students will be able to: + Revise all the language skills and grammatical points which they have studied and used in units: -10 + Improve their techniques of doing the simple tests + Improve their knowledge through the test B Preparations: - Teacher: Sheets of papers and written tests - Students: Pens, erasers C Language focus: * Phonetics: - Stress in three syllable words * Vocabulary: * Listening: * Reading: * Grammar: - Relative clauses - Reported speech * Writing: MA TRẬN ĐỀ KIỂM TRA HỌC KÌ II Language area and skills Topic Listening Decide whether the statements are True (T) or False (F) Listen and choose the best answer Phonetics Stress in three syllable words Grammar Relative clauses and Reported speech Vocabulary Vocabularies Recognition No Ms No Ms 1,2 Application No Ms 1,2 0,9 1,2 0,8 0,6 0,6 0,6 Reading Preserving the environment Writing Multi choice Sentence transformation TOTAL Understanding 0.3 Total No Ms 2,4 0,9 0.8 14 2,8 1,2 2,4 1,5 0,6 10