Teaching Plan English 6 pilot HKI

Procedures: Teacher’s Activities - Organizing - Have ss play alphabet games - T calls each letter of the alphabet - Ask Ss to try to recall a verb beginning with each letter - Play the r[r]

Week: 01 Period: 01 Date of planning: 06/09/2015 Date of teaching: 08/09/2015 - Ask Ss to read the dialogue again and decide they are true or false - Allow Ss to share answers UNIT 1: MY NEW SCHOOL before discussing as a class Lesson 1: Getting Started - A special day - Tell Ss to refer back to the I Objectives: conversation to find the By the end of this lesson, expressions students can know the key language and structures to be learnt in this unit II Language Focus: Vocabulary: the items related to the school - Practice saying them together Structures: The present simple and the present - Ask Ss to role-plays the short continuous tense conversations in pairs before III Method: Communicative creating short role-plays approach - Ask Ss to extend the IV Teaching ads: Course book, conversations SMART board V Procedures: - Play the recording Teacher’s Activities - Write the title on the board ‘A special day’ Explain the meaning of ‘special’ and ask Ss to guess what the picture might show or what the conversation might be about - Let Ss open their books and check their answers - Ask Ss questions about the picture - Play the recording Ss’ Activities - Whole class - Wh - Pai - Wh - Let Ss read the poem in the right intonation and rhythm and check their understanding of the poem - Ask Ss to write a poem about - Pai their partner, then read them poem aloud - Ask Ss to match the words with the school things - Play the recording - Listen and read - Ind work - Pai - Lis repea - Let Ss to practice saying the names of school things - Allow Ss to check their answer in groups - Tell Ss to look around the class Ask what they see around them/ - Ind what they have work - Let Ss to practice the words, and make up the sentences with the words it there is time - Write on board and guide the tasks Experiments: - Take note and copy down P D UNIT 1: MY NEW - Ask Ss to write on the board, then check their answers SCHOOL - Ind work Lesson 2: A Closer Look I Objectives: By the end of this lesson, students can pronounce correctly the sounds / / and / / in isolation and in context II Language Focus: Vocabulary: the subjects in the school Structures: o The present simple o The combinations: to study, to have, to do, to play + Noun III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities - Ask Ss to write sentences about themselves in their notebooks, using the combinations above - Pai - Ask Ss to practice the sounds / / - Lis and / / Play the recording and repea ask Ss to listen and repeat Ss’ Activities - Ask students to name some subjects they learn - Whole class - Play the recording - Play it again and pause for Ss to repeat each word - Correct their pronunciation - Listen - Listen and repeat - Ask Ss to put the words in into - Pair-work groups - Explain to Ss which words go with each verb - Play the recording twice - Let Ss check their answers in groups - Call some Ss to write their answers on the board - Correct the mistakes - Ind work - Play the recording twice - Help them to recognize two sounds - Ask ss to underline them in the sentences - Lis repea - Write on board and guide the tasks - Tak copy Experiments: - Ind work Week: 01 Period: 03 Date of planning: 06/09/2015 Date of teaching: 12/09/2015 UNIT 1: MY NEW SCHOOL Lesson 3: A Closer Look I Objectives: By the end of this lesson, students can use the present simple and the present continuous II Language Focus: Structures: o The present simple and present continuous tense III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities Ss’ A - Have Ss to play a game - Group - Ask Ss to give the rule and use - Listen of the present simple and the - Listen and present continuous tense repeat themselves - Let them study the grammar box - Give more examples if necessary - Ask Ss to refer to the - Indiv conversation in Getting started Focus on the verbs used in the present continuous - Ask Ss to listen and follow the conversation on page (twice) - Ask Ss to underline the present continuous form - Have Ss study the example first - Ask Ss to give the correct form of the verbs - Ask Ss to say why to use the tense in each sentence - Let Ss to the task individually - Correct their answers - Individual work - Allow Ss to write the sentences in their notebooks, referring to the interview - Call or Ss to write on the board, check their answers sentence by sentence - Pair-work - Ask Ss to take turns to ask questions and give answers - Go around and correct their mistakes or give help when necessary - Pair-work - Ask Ss to choose the correct - Grou tense of the verbs - Ask Ss to discuss any common errors and provide further practice if necessary - Ask Ss to underline things that often happen or are fixed Then underline things that are happening now - Group-work - Help Ss to compare Vy’s first week with their individually - Correct the mistakes - Individual work - Write on board and guide the tasks - Take note and copy down Experiments: Ban Giám Hiệu Duyệt Tuần Week: 02 Period: 04 Date of planning: 06/09/2015 Date of teaching: ……/……/…… - Ask Ss to read and tick the questions - Allow Ss to discuss in groups UNIT 1: MY NEW SCHOOL Lesson 4: Communication- Ask Ss why or why not they ticked this or that question - Allow Ss some time to write questions on a piece of paper, share them with the class or group I Objectives: By the end of this lesson, students can use appropriate questions when making new friends at a new school II Language Focus: Vocabulary: pocket money, remember, share, help, classmate Structures: The present simple tense III Method: Communicative approach IV Teaching ads: Course book, SMART board, pieces of paper V Procedures: Teacher’s Activities - Have Ss guess the meaning of the vocabulary - Tell Ss that this vocabulary will appear in the task that follow - Gro - Ask Ss to give the qualities of a good friend in class (adjectives) They can give as many words as possible - Wh - Divide class into groups of or Ss take turns to interview the other members, using the questions - Encourage Ss to give nice sentences about friendship - Gro - Choose some Ss to present to the class about their good friends and why they are good friends (avoid talking about someone who is considered “not a good friend”) - Write on board and guide the tasks - Wh Ss’ Activities - Whole class - Ask Ss how they often make - Answer friends, what they often say when they first meet a new friends, what questions they often ask, etc Experiments: - Tak copy Week: 02 Date Period: 05 of teaching: Date of ……/09/2015 UNIT 1: MY NEW SCHOOL planning: Lesson 5: Skill 06/09/2015 I Objectives: By the end of this lesson, students can read and talk about school activities, subjects, and what Ss at school II Language Focus: Vocabulary: boarding, surrounded, international, creative Structures: The present simple tense III Method: Communicative approach IV Teaching ads: Course book, SMART board., pieces of paper V Procedures: Teacher’s Activities Ss’ - Ask the class to look at the three pictures first - Encourage Ss to give their ideas (as many sentences as possible) - Wh - Ask Ss to read the three passages quikly and check their ideas Set a strict time limit to ensure Ss read quickly for information - Ind work - Ask Ss to read the passages again, then find the words in the passages - Help them to give the meaning of the words, or explanations, or examples, or Vietnamese equivalent - Tell Ss to pay attention to the context of the words - Pair-work - Set a longer time limit for Ss to - Individual reread the text and complete the work sentences - Ask Ss to note where they found the information that help them complete the sentences - Have Ss to compare their answer - Allow Ss to read in chorus once Then call some individuals to read aloud to the class Check their pronunciation and intonation - Ask Ss to refer back the three schools Give the background of the schools - Ask Ss to complete the table in their notebooks - Individual work - Divide the class into groups of - Gro or 5, let them discuss their answers to the questions, and give reasons - Ask some Ss to talk to the class, then the class give their comments on their friends’ content, pronunciation, fluency, language, body language, etc - Write on board and guide the - Tak tasks copy Experiments: Week: 02 Period: 06 Date of planning: 06/09/2015 Date of teaching: ……/09/2015 UNIT I Objectives: By the end of this lesson, students can listen to get information about school activities and write a webpage for their school, using correct punctuation II Language Focus: Vocabulary: webpage, punctuation Structures: The present simple and present continuous tense III Method: Communicative approach IV Teaching ads: Course book, SMART board., poster V Procedures: Teacher’s Activities - Ask Ss to refer back to the reading : PLC Sydney and answer - Play the recording Ask Ss to listen only the first time Then play the recording again and allow Ss to choose the correct answers as they listen - Allow Ss share their answers before listening to the recording a final time to check - Tell the class the importance of punctuation marks Allow some time for the Ss to study the writing tip Explain to Ss the new words and punctuation marks - Ask Ss to correct the 1: MY NEW SCHOOL punctuation in the sentences in Lesson 6: Skill their notebooks - Call Ss to write the sentences on the board - Let the class comment and check - Give correction - Wh - Play the recording twice Let Ss write the words in the correct places - Wh Ss’ Activities - Whole class - Individual work - Allow Ss to refer back to the reading for useful language, and note interesting expressions and language on the board - Show a webpage to inspire Ss - Tell Ss to write a draft first, trying to answer all the questions - Ask Ss to write a paragraph of about 80 words about their school - Choose some Ss to present to the class about their writing - Tell Ss to pay attention to punctuation, structure elements, linking words, etc - Give correction - Write on board and guide the tasks - Ind work - Ind work - Ind work - Wh - Tak copy Experiments: Ban Giám Hiệu Duyệt Tuần Week: 03 places - Give correction Date of planning: 06/09/2015 Period: 07 Date of teaching: ……/09/2015 UNIT 1: MY NEW SCHOOL - Ask Ss to these exercises (4, Lesson 7: Looking Back I Objectives: By the end of this lesson, students can review all what they have learnt in this unit II Language Focus: Vocabulary: webpage, punctuation Structures: The present simple and present continuous tense Verb (study, have, do, play) + Noun III Method: Communicative approach IV Teaching ads: Course book, SMART board., poster V Procedures: Teacher’s Activities - Tell Ss to write the words in their notebooks Then T corrects the mistakes - Let Ss repeat the words - Check their pronunciation - Have Ss match the words in A with ones in B - Play the recording twice Let Ss write the words in the correct Ss’ Activities - Individual work 5, 6) in individually first Then they can check their answers with a partner before discussing the answers as a class - Tell Ss to keep a record of their original answers so they can use that information in their Now you can… statements - Ind wor - Pa - Ask Ss to read the questions and - Ind answers once or twice, then match wor them - Have Ss write all the sentences in their notebooks - Repeat - Individual work - Individual work - Ask Ss work in pairs and role play the questions and answers - Ask Ss to complete the selfassessment Identify and difficulties and weak areas and provide further practice - Pa - Write on board and guide the tasks - Ta cop Experiments: Week: 03 Period: 08 Date of planning: 06/09/2015 Date of teaching: /09/2015 UNIT 2: MY HOME Lesson 1: Getting Started - A look inside I Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit II Language Focus: Vocabulary: the lexical items related to the topic “My home” Structures: There is / There isn’t There are / There aren’t Prepositions of place III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities Ss’ Activities Content Note * Presentation: - Ask Ss to guess what - T-Whole class Guess what the picture the picture might show might show or what or what the the conversation might conversation might be be about about Ex: - Ask Ss questions - What are Nick and about the picture Mi doing? - Ask Ss to share any (talking on Skype; recent experiences of Skype = a system that chatting online allows you to make - Ask Ss to talk a bit telephone calls using about the place where your computer and the * Practice: - Play the recording - Listen and read Listen and read - Ask Ss to give the - Individual work a Which family answers without members does Mi talk reading the about? Key: conversation again Grandparents - Ask Ss to read the Dad conversation and check their answers Confirm Mum the correct answers Brother Uncle Aunt - Individual work Cousin b Read the conversation again - Have Ss work Complete the independently Allow sentences them to share answers before discussing as class - Ask Ss to write the correct answers on the board - Ask Ss if they know the prepositions in the box - Have Ss exercise in pairs - Ask for Ss’ answers - Ask Ss to write the sentences individually, then share the sentences with a friend - Call on some Ss to write their answer on the board - Check the sentences with the whole class - Ask Ss to look at the picture of the room and exercise individually - Have Ss share their answers before giving the answer - Confirm the correct answers - Pair-work - Individual work - Individual work - Pair-work Key: TV; sofa Town house sitting on the sofa noisy three Match the prepositions with the pictures Key: A on B next to C behind D in E in front of F between G under Write a sentence to describe each picture in Key: A The dog is on the chair B.The dog is next to the bowl C.The cat is behind the TV D The cat is in the wardrobe E The dog is in front of the kennel F The cat is between the lamp and the sofa G The cat is under the table Write true of false for each sentence Correct the false ones Key: F (The dog is between the bookshelf and the bed) T F (The clock is between the pictures) F (The cat is in front of the kennel) F (The cap is next to the pillow) T - Ask Ss to look at the picture and answer the questions - Correct their answers Experiments: - Pair-work * Production: Look at the picture again Answer the questions Key: They are on the desk They are on the floor Yes, it is No, they aren’t It’s behind the bookshelf No, it isn’t *Homework: - Write the answer in your notebook - Prepare next lesson (A closer look 1) Week: 03 Period: 09 Date of planning: 06/09/2015 Date of teaching: ……/……/…… UNIT 2: MY HOME Lesson 2: A Closer Look I Objectives: By the end of this lesson, students can pronounce correctly the sounds /z/, /s/ and /iz/ in isolation and in context II Language Focus: Vocabulary: the lexical items related to the topic “My home” Structures: There is / There isn’t There are / There aren’t Prepositions of place III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities Ss’ Activities - Have Ss quickly match the room - Individual with its name work - Explain the meaning of “hall” - Quickly check the answers - Ask Ss to work in pairs to - Pair-work this activity - Write the name of the room on the board, in different places Call on Ss from different pairs to go to the board and write the name of the furniture under these rooms - Ask Ss to comment - Play the recording - Ask Ss to listen and repeat the words - Ask for more words for each group - Model this activity with a Ss - Ask Ss to work in pairs - Call some pairs to practice in - Listen and repeat - Pair-work Content * Presentation:  Vocabulary Name the rooms of the house kitchen hall bedroom bathroom living room attic * Practice: Name the things in each room in Key: Living room Lamp, sofa, picture, table Bed, lamp, picture, Bedroom chest of drawers Bridge, cupboard, Kitchen cooker, table, dishwasher, chair Hall Picture Listen and repeat the words Can you add more words to the list (page 34) Think of a room In pairs, ask and answer questions to guess the room Example: Not e front of the class - Have Ss to read out the words first - Play the recording for Ss to listen and repeat the words - Pay attention to the sound: /z/, /s/ and /iz/ - Ask Ss to put the words in the correct column while they listen - Have Ss comment on the way to pronounce –s/-es at the end of the words Quickly explain the rules - T-Whole class - Ask Ss to this exercise individually first then compare their answers with a partner Check Ss’answers - Ask Ss to explain their answers - Individual work - Play the recording for Ss to repeat each line of the conversation - Ask Ss to practice in pair - Pair-work A: What’s in the room? B: A sofa and a television A: Is it the living room? B: Yes  Pronunciation /z/, /s/ and /iz/ Listen and repeat the words Lamp posters sinks Fridge tables toilets Beds wardrobes Listen again and put the words in the correct column /z/ /s/ /iz/ Posters Lamps Fridges Tables Sinks Wardrobes Toilets Beds - Final –s is pronounced /z/ after voiced sounds (/b/, /d/, /g/, /n/, /m/, /l/ ) and any vowel sounds - Final –s is pronounced /s/ after voiceless sounds (/t/, /p/, /g/, /k/, /f/, /θ/) - Final –es is pronounced /iz/ after voiced sounds (/s/, /z/, /ʃ/, /tʃ/, /ʤ/) Read the conversation below Underline the final s/es in the words and write /z/, /s/ or /iz/ /z/: things, pictures /s/: lights, chopsticks /iz/: dishes, vases * Production: Listen to the conversation and repeat Pay attention to /z/, /s/ and /iz/ at the end of the words Then practice the conversation with a partner *Homework: - Learn vocabulary by heart - Prepare next lesson (A closer look 2) Experiments: Date of planning: 06/09/2015 Date of teaching: ……/……/…… Week: 04 Period: 10 UNIT 2: MY HOME Lesson 3: A Closer Look I Objectives: By the end of this lesson, students can use There is/ There isn’t/ There are/ There aren’t correctly and appropriately II Language Focus: Vocabulary: the lexical items related to the topic “My home” Structures: There is / There isn’t There are / There aren’t III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities Ss’ Activities Content Not e * Warm-up: - Have Ss to play a game - Group work Nought and Crosse: cupboard sinks lamp bedroom posters kitchen bathroom window wall - Ask Ss to look at the pictures of the two rooms in the grammar Ask Ss what the second room doesn’t have - Ask Ss to use the There is/ There are structure to make sentences - Elicit the forms (positive, negative, questions and short answers) from the Ss - Have Ss a closer look at the grammar box, especially the example - T-Whole class Ex: The cupboard is in the kitchen * Presentation:  Grammar There is / There isn’t There are / There aren’t Positive: Singular: There’s (is) a picture on the wall Plural: There are two lamps in the room Negative: Singular: There isn’t a picture on the wall Plural: There aren’t two lamps in the room Questions and short answer: Singular: - Is there a picture on the wall? - Yes, there is / No, there isn’t Plural: - Are there two lamps in the room? - Yes, there are / No, there aren’t - Ask Ss to exercise and quickly then give the answers to T - Individual work - Have Ss to write the sentences - Individual work individually then go to the board to write their sentences - Ask Ss to look at the picture and complete the description - Confirm the correct answers and write them on the board - Pair-work - Have Ss this exercise individually, then give their answers - Individual work - Pair - work - Model the conversation with a Ss before Ss this in pairs - Call some pairs act out he conversation in front of the whole group - Pair - work * Practice: Write is or are Make the sentences in negative Key: is/ isn’t Are/ aren’t are/ aren’t Is/ isn’t are/ aren’t Write positive and negative sentences Key: There is/ isn’t a TV next to/ on the table There is/ isn’t a brown dog in the kitchen There is/ isn’t a boy in front of the cupboard There is/ isn’t a bath in the bathroom There are/ aren’t lamps in the bedroom Write is / isn’t / are / aren’t in each blank to describe the kitchen in Mi’s house Key: is is are are aren’t isn’t Complete the questions Key: Is there a fridge in your kitchen? Is there a TV in your bedroom? Are there four chairs in your living room? Is there a desk next to your bed? Are there two sinks in your bathroom? In pairs, ask and answer the questions in Report your partner’s answer to the class * Production: Work in pair Ask your partner about his/ her room or the room he/ she likes best in the house *Homework: - Prepare next lesson (Communication) Experiments: Week: 04 Period: 11 Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 2: MY HOME Lesson 4: Communication I Objectives: By the end of this lesson, students can use ask about and describe houses, rooms and furniture II Language Focus: Vocabulary: town house, country house, villa, stilt house, apartment Structures: There is / There isn’t There are / There aren’t III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities - Have Ss look at extra vocabulary Ss’ Activities - Whole class - Ask Ss to look at the picture and - Pair-work complete the sentences Content * Presentation: Extra vocabulary: o Town house o Country house o Villa o Stilt house o Apartment Look at the picture of Mi’s grandparents’ house and complete the sentences Key: country Are Is are On Next to on is Not e * Practice: - Model the way do this exercise with a St - Ask Ss in each pairs not to look at each other’s picture and to make similar conversations - Ask Ss to note down the differences between the two houses - Ask some pairs to act out the conversation - Ask other pairs listen and add more differences if there are any - Pair-work - Give Ss – minutes to draw a simple plan of their house - Have Ss work in pairs to tell each other about their house - Ask Ss to note down the differences between their houses - Individual work - Pair -work Find the differences between the two houses Example: A: Nick lives in a country house Where does Mi live? B: Mi lives in a town house Suggested questions: A: How many rooms are there in Mi’s house? B: There are six rooms What about Nick’s house? How many room are there…? - Call on some Ss to describe their - Whole class friend’s house to the class - Let Ss present the differences between their house and their friend’s - Ask Ss listen and give comments Draw a simple plan of your house Tell your partner about your house * Production: Describe your friend’s house to the class *Homework: - Write a paragraph to describe your house in your notebook - Prepare next lesson : (Skill 1) Experiments: Week: 04 Period: 12 Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 2: MY HOME Lesson 5: Skill A room at the Crazy House Hotel, Da Lat I Objectives: By the end of this lesson, students can read for specific information about rooms and houses; describe houses, rooms and furniture II Language Focus: Vocabulary: the lexical items related to the topic “My home” Structures: There is / There isn’t There are / There aren’t Prepositions of place III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities - Ask the class to look at the “Study skills –Reading” - Explain any words that Ss not know - Ask Ss to quickly look at the text and answer the questions - Confirm the answers to questions and Answers to question are open Ss’ Activities - Whole class - Answer - Ask Ss to quickly read the text and check their ideas from - Ask Ss to read the text in detail to answer the questions - Set a strict time limit to ensure Ss read quickly for information - Have Ss compare their answer - Individual work Content * Presentation: Study skills – Reading Prediction - Predicting makes reading easy - Before reading, look at the picture, design and title - Decide what is the topic of the text - Think about what you know about the topic  Reading Answer the questions Key: It’s an email The title is “A room at the Crazy House Hotel, Da Lat” The topic is Nick’s weekend at the Crazy House Hotel * Practice: Read the text again and answer the questions Key: No, he isn’t There are ten rooms Because there’s a big tiger on the Not e before giving the answers - Ask Ss to give evidence when giving the answers - Ask Ss to exercise Then compare their answers - Correct their answers wall It’s under the bed - Individual work - Have each St create a new room for the hotel and draw a plan of the room - Individual work - Ask Ss to show the plan to a partner Then ask Ss to describe their room in pair - Ask other Ss to listen and vote for the best plan - Pair -work Are these things in the room? Key: o A window o A lamp o A tiger o A chelf o A desk  Speaking Create a new room for the hotel Draw a plan of the room * Production: Show your plan to your partner then describe the room to other Ss in the class *Homework: - Prepare the next lesson : (Skill 2) Week: 05 Period: 13 Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 2: MY HOME Lesson 6: Skill I Objectives: By the end of this lesson, students can listen to get information about rooms and houses; write an e-mail to a friend II Language Focus: Vocabulary: the lexical items related to the topic “My home” Structures: There is / There isn’t There are / There aren’t Prepositions of place III Method: Communicative approach IV Teaching ads: Course book, SMART board., a large-sized piece of paper V Procedures: Teacher’s Activities - Ask Ss to took at the plan of the room and furniture on page 23; Ask them to put the furniture in the place they like Ss’ Activities - Group-work Content * Presentation: Look at the picture Put the furniture in the place you like The room at a hotel Furniture: fireplace, wardrobe, table, bed, shelf, stool, sofa Not e - Play the recording Ask Ss to draw the furniture in the correct place as they listen - Allow Ss share their answers before listening to the recording a final time to check - Correct their answer - Ask Ss to describe Nick’ parents’ room again - Individual work * Practice:  Listening Listen and draw the furniture in the correct place  Writing An e-mail to a friend Writing Tip – How to write an email to a friend - Ask Ss to read the Writing tips box Explain anything Ss not understand - Ask them several questions - Copy a sample of an e-mail and show Ss each part - Whole class - Answer - Questions: a How many parts are there in an email to your friend? b What are they? c What should you remember when writing each part? - Ask Ss to look at Nick’s email on page 22 and identify the parts in the email - Check and confirm the correct answer - Use this e-mail as a model to teach the e-mail parts - Ask Ss to this exercise in pairs - Write the email on a large-sized piece of paper and ask Ss to go to the board to this exercise - Correct their answers - Individual work Read Nick’s e-mail again Identify the subject, greeting, introduction, body and conclusion of the e-mail - Ask Ss to close their books Tell Ss that in this writing section, they will follow the writing process Write the three letters P, D and C on the board and ask them to guess what these letters stand for - Have Ss open their book to check their guess Explain the process of writing again Ask Ss to look at the plan of the room - T whole class Read the e-mail below and correct it Write the correct version in the provided Write an e-mail to Nick Tell him about your idea for the new room of the Crazy House Hotel they created in the previous lesson - Ask Ss to write their e-mail - Individual individually Ask one St to write work the e-mail on the board Other Ss and T comment on the e-mail - Collect some e-mail to correct at home * Production: Write an email to Nick *Homework: - Write your e-mail in your notebook - Prepare next lesson : (Looking back) Experiments: UNIT 2: MY HOME Week: 05 Period: 14 Lesson 7: Looking Back Date of planning: ……/……/…… Date of teaching: ……/……/…… I Objectives: By the end of this lesson, students can review all what they have learnt in this unit II Language Focus: Vocabulary: the lexical items related to the topic “My home” Structures: There is / There isn’t There are / There aren’t Prepositions of place III Method: Communicative approach IV Teaching ads: Course book, SMART board., pictures V Procedures: Teacher’s Activities Ss’ Activities - Tell Ss to write the words in their notebooks Then T corrects the mistakes - Let Ss repeat the words - Check their pronunciation - Individual work - Have Ss match the words in A with ones in B - Individual work - Ask Ss to look at the pictures and exercise individually - Ask some Ss to write the sentences on the board - Correct Ss’ answers - Repeat - Individual work Content * Presentation:  Vocabulary Put The words into the correct groups Do you want to add any words to each group? Key: - Type of building: villa, apartment, town house, stilt house, country house - Rooms: Living room: living room, hall, bath room, kitchen, attic - Furniture: picture, cupboard, chest of drawers, wardrobe, sofa, dishwasher, desk * Practice:  Grammar Make sentences Use appropriate prepositions of places Key: The boy is on the table The dog is in front of the kennel The cat is between the bookshelf and the sofa The cat is behind the computer The girl is in the armchair The boy is next to the armchair Not e - Ask Ss to exercise individually - Have Ss compare their answers with a partner - Check their answers - Individual work - Pair-work - Ask Ss to exercise individually - Have Ss compare their answers with a partner - Ask some Ss to write the sentences on the board - Correct their answers - Individual work - Pair-work - Model a way to ask and answer - Group-work with a student, then divide Ss into groups - Ask Ss to take turns to draw a cat in the house in the book Other Ss ask questions to find the cat - Go around and obverse Ss working - Ask Ss to complete the selfassessment Identify any difficulties and weak areas and provide further practice - Individual work Look at the picture and complete the sentences Key: There is There are There is There aren’t There is There aren’t Turn the sentences in into questions Key: Is there a clock on the wall Are there books on the bookshelf? Is there a desk next to the bookshelf? Are there two posters on the wall? Is there a laptop and a lamp on the desk? Are there three small plants in the corner? Write six sentences to describe your bedroom  Communication Take turns to draw a cat in the house below Other students ask questions to find the cat Example: A: Where is the cat? B: Is it on the bed? A: No, it isn’t C: Is it under the table? A: Yes, it is * Production: Complete the self-assessment Finished! Now you can… *Homework: - Prepare next lesson : (Unit 3: My Friends Lesson 1: Getting Started) Experiments: Week: 05 Period: 15 Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 3: MY FRIENDS Lesson 1: Getting Started - A surprise I Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit II Language Focus: Vocabulary: the lexical items related to the topic “My friends” Structures: Verbs be and have for descriptions The Present continuous for future III Method: Communicative approach IV Teaching ads: Course book, SMART board, picture V Procedures: Teacher’s Activities Ss’ Activities Write the Unit title on the board “A surprise guess” Explain the meaning of “surprise” - Ask Ss to guess what the picture might show or what the conversation might be about - Ask Ss questions about the picture - Ask Ss to share any recent experiences of going on a picnic - T-Whole class Content * Presentation: Guess what the picture might show or what the conversation might be about Ex: - What is Phuc doing? - What are they eating and drinking? Share your recent experiences of going on a picnic * Practice: - Play the recording (twice) - Listen and read Listen and read - Ask Ss to read the conversation - Individual a Put a suitable word in each blank and check their answers Confirm work Key: the correct answers picnic Likes - Ask Ss to put a suitable word in friendly Mai and Chau each blank glasses; long black hair working on their school project - Tell Ss to refer back to the b Polite requests and suggestions conversation to find the phrases Put the words in the correct order Practice saying them together Key: - Ask Ss to pay attention to Making and responding to a request: intonation when asking questions Can you pass the biscuits for me, - Ask Ss to role-play the short - Individual please? conversation before work Yes, sure demonstrating for the class Making and responding to a - Encourage Ss to extend the suggestion: conversation Would you like to sit down? Not e Oh, sorry We can’t - Demonstrate the game to the class first - Ask Ss to play in pairs Monitor for any errors in stress or intonation and discuss after Ss have finished playing the game - Pair-work - Have Ss practice the Adjectives - Ask Ss to write the correct adjectives in the gaps Tell Ss they will only need of the 10 adjectives to complete this activity - Play the recording to allow Ss to check their answers - Tell Ss look back at Ask what word comes after the name Make some more sentences about the class and write tem on the board Underline the forms of “be” - Ask Ss to complete the sentences - Individual work - Pair-work - Individual work - Ask Ss to look at the picture and - Group-work answer the questions - Correct their answers Game: Lucky numbers pass the pen play outside move the chair listen to music turn on the lights have a picnic Adjectives for personality Choose the adjectives in the box to complete the sentences Key: create Kind confident Talkative clever Complete the sentences Key: am Is Isn’t aren’t Is Are * Production: Game: Friendship Flowers In groups of four, each member writes in the flowers petal two adjectives for personalities which you like about the others Compare and discuss which two words best describe each person *Homework: - Practice the conversation - Prepare the next lesson (A closer look 1) Experiments: Week: 06 Date of planning: 20/09/2015 Period: 16 Date of teaching: …/09/2015 UNIT 3: MY FRIENDS Lesson 2: A Closer Look I Objectives: By the end of this lesson, students can pronounce correctly the sounds /b/ and /p/ in isolation and in context; use vocabulary and structures about body parts and appearance II Language Focus: Vocabulary: the vocabulary about body parts and appearance Structures: Verbs be and have for descriptions The Present continuous for future III Method: Communicative approach IV Teaching ads: Course book, SMART board, flash cards V Procedures: Teacher’s Activities Ss’ Activities - Ask Ss to match the words they - Individual know work - Allow Ss to work together Point out the irregular using the “watch out” box Play the recording as many times as required to support Ss pronunciation - Review and test Ss’ comprehension by asking them to respond to imperative sentences - Explain that some words go together, but some don’t - Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches - Ask Ss to complete the word webs in their books - Individual work - Play the recording - Ask Ss to listen and repeat the words - Listen and repeat - Have Ss practice reading the words first - Play the recording for Ss to - Pair-work Content * Presentation:  Vocabulary Appearances Match the words with the pictures on the cover page of 4Teen magazine Watch out! Eye – eyes Tooth – teeth Hand – hands Foot -feet * Practice: Create word webs Key: - Long/short: legs, arms, tail, hair - Big/small: head, ears, feet, eyes, nose - Black/blonde/curly/straight: hair, fur - Chubby: face, cheeks - Round/long: face  Pronunciation /b/ and /p/ Listen and repeat (page 28) Picnic biscuit blonde black big patient Listen and circle the words you hear Key: Not e listen and the task - Ask Ss to listen while T play the recording - Ask Ss to chant along Provide further practice by dividing the class into groups Have groups sing alternate lines - Stick some pictures of people from magazines on the board Call out a description, and have Ss touch the appropriate picture while repeating the sentence Next, point to pictures and form sentences Point out that or does is added to the start of questions and the end of answers - Group-work play band Ponytail brown Picnic pretty Listen The practice the chant Notice the rhythm - T whole class  Grammar - T-Whole class Have for descriptions - Ask Ss to this exercise individually first then compare their answers with a partner - Check Ss’ answers - Individual work - Ask Ss to match the pictures to the people Discuss the answers, and ask Ss to recall parts of the recording that help them to the matching - Individual work - Ask Ss to fill in the gaps by recalling the recording and using the information in the grammar input box Play the recording to allow Ss to check their answers - Pair-work Look at the cover page of 4Teen magazine and make the sentences Key: – Does the girl have short hair? - No, she doesn’t Does Harry Potter have big eyes? The dog has a long tail - And you, you have a round face? - Yes, I / No, I don’t Phuc, Duong and Mai are talking about their best friends Listen and match Key: Phuc: c Duong: a Mai: b * Production: What are the missing words? Write is or has Listen again and check your answers has Is Has Is Has is *Homework: - Learn vocabulary by heart - Prepare the next lesson (A closer look 2) Week: 06 Period: 17 Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 3: MY FRIENDS Lesson 3: A Closer Look I Objectives: By the end of this lesson, students can use the present continuous to talk about future plans and arrangements II Language Focus: Vocabulary: the lexical items related to the topic “My friends” Structures: Verbs be and have for descriptions The Present continuous for future III Method: Communicative approach IV Teaching ads: Course book, SMART board, pictures V Procedures: Teacher’s Activities - Organizing - Have ss play alphabet games - T calls each letter of the alphabet - Ask Ss to try to recall a verb beginning with each letter - Play the recording and ask Ss to listen and follow the conversation on the page Play the recoding again and ask Ss to circle all the verbs - Use grammar box to describe actions happening now, and some describe plans for the future Point out contextual clues, such as use of adverbs of time Ss’ Activities - T-Whole class - Individual work - Ask Ss to fill in the table with sentences from the conversation - Pair-work - Ask them to feedback with reasons for their choices Content * Warm-up: Alphabet game Eg: A- act, ask B- buy, bring * Presentation:  Grammar The Present continuous for future Listen again to part of the conversation Now, underline the present continuous in the conversation Write them in the table Actions now They’re coming over * Practice: Plans for future Example: This evening, we are working on our school project Not e - Ask Ss to complete the sentences individually Remind them to pay attention to the “be” verb and to the spelling of verbs ending Discuss any difficulties before Ss attempt - Ask Ss to write N for actions happening now, and F for future plans - Individual work - Individual work - Have Ss prepare for activity by - T-Whole class first writing the days Monday to Sunday, and writing activities next to each – they should add the three activities listed in 5: organizing a party, working on a project, going swimming They should leave some days free to arrange new plans - Practice the model conversation with the class Then ask Ss to mingle and make arrangements with their classmates Afterward feedback by asking Ss to tell the class about their plans Write sentences about Mai’s plans for next week use the present continuous for future Example: She’s finishing her homework (finish) Key: is talking isn’t going is visiting is having Sort them out! Write N for Now and F for future Key: N F N F F N * Production: Game: Would you like to come to my party? Choose the day of the week that you plan to : - Have a party - Prepare for the class project - Go swimming Example: Nhung’s week Mon Tue Web Thu Fri Sat Sun *Homework: - Practice more by using The present continuous for future - Prepare next lesson (Communication) Experiments: Week: 06 Period: 18 Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 3: MY FRIENDS Lesson 4: Communication I Objectives: By the end of this lesson, students can read for specific and general information in texts II Language Focus: Vocabulary: the lexical items related to the topic “My friends” Structures: Verbs be and have for descriptions The Present continuous for future III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities - Have Ss look at extra vocabulary Ss’ Activities - Whole class Content * Presentation: Extra vocabulary: o Choir o Firework competition o Greyhound racing o Field trip o Temple o Volunteer o Independent o Curious o Freedom-loving o Responsible o Reliable * Practice: - Show the picture of the five friends in the magazine Discuss the friends with class: where they are come from, what their name might be, what might they like to do, etc - Can bring a map or a global to show where they are from - Tell the class they will be introduced to some new verbs - Ask Ss to the star signs of the five friends in 4Teen magazine - Ask Ss to look at the adjectives of personalities in the star sign and compare them with what they read about the five friends in - Pair-work Read the passage form 4Teen magazine - T-Whole class Find the star sign of each friend to find out about their personality Do you think the description is correct? Not e - Have Ss review the star sign description for their own signs Ask Ss to tick adjectives they agree with - Allow them to share their thoughts with a partner - Have Ss play a line-up game - Ask Ss to arrange themselves in order of birthdays Support them by reviewing months and dates and giving a question and answer they can use: When’s your birthday? - Individual work Look at the star sign Do you agree with the description? - Pair -work - Whole class * Production: Think about your friends’ personalities What star signs you think they are? Find out if you are correct! Play a line-up game *Homework: - Write a paragraph to describe your friend in your notebook - Prepare the next lesson : (Skill 1) Experiments: Ban Giám Hiệu Duyệt Tuần Week: 07 Period: 19 Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 3: MY FRIENDS Lesson 5: Skill I Objectives: By the end of this lesson, students can use read for specific and general information in texts including advertisements and emails II Language Focus: Vocabulary: the lexical items related to the topic “My friends” Structures: Verbs be and have for descriptions The Present continuous for future III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities Ss’ Activities - Show the class three objects/pictures of objects that you might use at camp, e.g torch, backpack, hiking shoes - Ask the class to guess when you might use all three objects Then have Ss open their books and check their guesses - T-Whole class Content * Presentation: Prediction What objects you might use at camp - Discuss with Ss the features of - Answer advertisements: title, short-texts, eyes-catching, contact details, etc - Tell Ss this advertisement is about the Superb Summer Camp Ask Ss to look at it for minutes and try to remember as much as they can Then ask the class to cover the page and tell T what they remember - Individual work * Practice:  Reading Read the advertisement for the Superb Summer Camp and choose the best answer - The camp is for children of what age? - What did you see in the pictures? - Where will the camp be? - What can you at the camp? - When does it happen? Key: b c a Not e - Ask Ss to read and find the answers to the questions Ss can underline parts of the email that help them with the answers Set a strict time limit to ensure Ss read quickly for information Accept any reasonable answers - Set a longer time limit for Ss to read the text and answer T or F Encourage Ss to support their answers - Ask Ss to make their own English camp schedule then ask them to report their results to class - Individual work - Individual work - Individual work - Go back to the advertisement - Pair -work and elaborate the activities listed with Ss Brainstorm ideas onto the board Ask Ss to use the ideas they brainstormed to fill in their own schedule - Give each Ss a fixed amount of time to speak Ss can report to the class about their partner’ schedule Read the text quickly Then answer the questions Key: an e-mail A stay at the Superb Summer Camp Yes, he is Read the text again and write True or False Key: F F T T F F F  Speaking Make your own English camp schedule Morning Afternoon Day Day Day * Production: Take turn Tell your partner about it Listen and fill in the schedule Morning Afternoon Day Day Day *Homework: - Write a schedule for yourself - Prepare the next lesson: (Skill 2) Experiments: Week: 07 Period: 20 Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 3: MY FRIENDS Lesson 6: Skill I Objectives: By the end of this lesson, students can listen for specific ideas and write an entry for a magazine using notes II Language Focus: Vocabulary: the lexical items related to the topic “My friends” Structures: Verbs be and have for descriptions The Present continuous for future III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities - Ask Ss to see the photos first Then point at the words in the box and ask them to the matching - Play recording for checking and practicing reading the words - Ask Ss to refer to the contents of the advertisement Give Ss time to decide which activities are like more likely to happen at the camp and which are not Ask them to explain why Ss’ Activities - Individual work - Individual work Content * Presentation:  Listening What you see in the photos? Choose the words in the box to fill the table Then listen and check Key: * Practice: Which activities you think may/ may not happen at the Superb Summer Camp Key: - Activities that may happen at the Superb Summer Camp: a, b, d, e, f, g, i - Activities that may not happen: c, h (because the camp is in Ba Vi Mountains) Not e they think so - Have Ss brainstorm the things that Mr Lee plans for camp - Play the recording Ask Ss to listen the first time Then play the recording again and follow Ss to fill in the table as they listen Ss can share their answer before playing recoding a final time to allow pairs to check their answers - T-Whole class - Pair-work - Tell the class three letters can help them to write better Introduce the rubric: Write a magazine entry Write about your friends Then write about your plans - Encourage Ss not to refer - Individual back to the unit Instead work they can use what they have learnt during the unit to help them answer the questions That will help Ss see how for they progressed, and which areas need further practice Listen to Mr Lee, the camp leader, talking on the phone with Phuc’s parents What are they doing on Day Two and Day Three at the camp? Morning Afternoon Day two Day three  Writing Study skills Research, draft, check * Production: Write for 4Teen magazine about your plans this weekend with your friends - Introduce yourself - Describe your friends - Describe your plans *Homework: - Write your plans in your notebook - Prepare the next lesson : (Looking back) Experiments: Week: 07 Period: 21 Date of planning: ……/……/…… Date of teaching: ……/……/…… UNIT 3: MY FRIENDS Lesson 7: Looking Back I Objectives: By the end of this lesson, students can review all what they have learnt in this unit II Language Focus: Vocabulary: the lexical items related to the topic “My friends” Structures: Verbs be and have for descriptions The Present Continuous for future III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities - Ask Ss to write the correct words on the faces - Have Ss check their answers with a partner Ss’ Activities - Individual work Content * Presentation:  Vocabulary Write the correct words in the faces Creative boringfunny Confidenthard-workingkind clever talkativesporty shy patient serious - Explain that Haiku is a traditional form of Japanese poetry Ask Ss to work in groups of three to exchange their poems - Group-work - Ask Ss to choose a nember of group and write a short description of him/her Demonstrate the activity with the class, with Ss choral reading Group & A’s roles - Group-work - Elicit the language being practiced in this activity Ask Ss to complete the conversations - Individual work Make your own Haiku Write a three line Haiku poem to describe yourself * Practice:  Grammar Game: Who’s who? Example: A: He’s tall He has glasses He’s creative too He isn’t shy B: Is it Minh? A: Yes! / No, try again Complete the dialogue Key: A: are – doing Not e individually As in !, Ss can share answers with a partner, but they should record their original answers to guide their selfassessment B: meeting – are going A: am playing B: am watching * Production: - Divide Ss into pairs of As and Bs Allow Ss to complete the communication activity Ask Pairs to join other pairs forming groups of - As and Bs can share what they leant about their partners’ schedules before discussing with the class - Pair-work  Communication Student A looks at the schedule on this page Student B looks at the schedule on the next page Example: A: What are you doing tomorrow? B: I’m playing football with my friends or I’m not doing anything *Homework: - Prepare next lesson : (Unit 3: My Friends Lesson 1: Getting Started) Experiments: Ban Giám Hiệu Duyệt Tuần Week: 08 Period: 22, 23 Date of planning: ……/……/…… Date of teaching: ……/……/…… REVIEW I Objectives: By the end of this lesson, students can revise the language they have studied and the skills they have practiced since Unit II Language Focus: Vocabulary: revise the vocabulary they have learnt since Unit Structures: The present simple and the present continuous tense There is / There isn’t - There are / There aren’t Prepositions of place Verbs be and have for descriptions The Present Continuous for future III Method: Communicative approach IV Teaching ads: Course book, SMART board V Procedures: Teacher’s Activities Ss’ Activities - Ecilit the rules of pronouncing the final –s/-es if needed - Ask Ss to the exercise individually - Individual work - Organize this as a game Ask Ss to this in pairs The pairs that find the most words will go to the board and write the answers - Pair-work - Have Ss this exercise individually and then share their answers with a partner - Check Ss’ answers - Ask Ss to in pairs This can be done as a small competition Content * Presentation:  Pronunciation Odd one out Which underlined part is pronounced differently in each line? Key: D C C A B Write the name of the school things and furniture in the house which begin with /b/ and /p/ Key: /b/ Book, bag, bed… - Individual work /p/ Pen, pencil, picture, poster…  Vocabulary Complete the words Key: English homework Lunch Sports badminton Physics lesson judo - T-whole class Do the crossword puzzle Across: wardrobe Living room Not e - Quickly check Ss’ answers If time allows, ask Ss to think of some other words and make sentences - Individual work - Elicit the use of the present and - Individual the present continuous Call one st work this exercise on the board Other Ss also this - Check Ss’ answers - Ask them for explanation - Ask Ss to read the text carefully - Individual and pay attention to the hints Ask work Ss to this individually and compare their answers with a partner - Check Ss’ answer and ask them to explain the negative forms in their answers - At the same time, ask one pair to go to the board and does this exercise - Check Ss’ answers - Pair-work - Ask Ss to this in pair After checking their answers, ask one or two pairs to act out the conversation - Ask Ss to this exercise individually and check their answers with a partner before giving their answers to the T to confirms the correct answers - Individual work apartment Poster Down: Dining room Hall Make your own Haiku Write a three line Haiku poem to describe yourself Choose the correct words Key: quite Shy Hard-working patient Sporty * Practice:  Grammar Complete the sentences with the present simple or the present continuous form of this verbs in brackets Key: is raining you have am not going out ; am doing likes; is sleeping is Complete the description with the correct form of the verbs “be” or “have” Key: is isn’t doesn’t have is has are is Is Read the sentences and draw the furniture in the right place  Everyday English Number the lines of the dialogue in the correct order Key: 6–1–7–2–3–5–8–4  Reading Choose A, B or C for each blank in the e-mail Key: A C C B A B - Individual work - Have Ss work in groups One interviews the other two what - Group-work they like and dislike about the school and the reason why - Summaries Ss’ ideas - Play the recording once for Ss to listen Play the recording again - Individual for Ss to check their answers work Announce the answer to Ss - Ask Ss to quickly read the questions Ask Ss to listen to the - Individual recording again and answer the work questions - Ask Ss to compare their answers before giving T their answers - Elicit the parts of an e-mail - Ask Ss to work in groups to this exercise - - Group-work Read the text and answer the questions Key: It’s in a quiet place not for from the city center They are hard-working and serious They are helpful and friendly There are five clubs Because it’s a good school  Speaking Interview two classmates Ask them what they like and dislike about your school and the reasons why  Listening An and Mi are talking on the phone Listen and circle the parts of the house you hear Key: Kitchen garden living room bedroom Listen again and answer the questions Key: She’s watering the plants n the garden He’s listening to the radio He’s in Mi’s bedroom She’s watching TV * Production:  Writing Write an e-mail to your friend Tell him/ her about a family member *Homework: - Write the e-mail in your notebook - Prepare the next lesson : (Unit 4: My Neighborhood Lesson 1: Getting Started) Experiments: Ban Giám Hiệu Duyệt Tuần Week: 08 Period: 24 Date of planning: 11/10/2015 Date of teaching: 12/10/2015 TEST ONE PERIOD I OBJECTIVES: - Reviewing all knowledge that studied before - Focus on Listening, reading, writing and skills - Ss know how to use some structures, vocabulary and pronunciation II TEACHING AIDS: * Teacher: Paper / MP3 player * Students: Unit 1-3 III MATRIX: Nội dung kiến thức Nhận biết Trắc nghiệm (Số câu/điiểm) I Listen Circle the word you hear Answer the questions: Hiểu Tự luận (Số câu/điiểm) Trắc nghiệm (Số câu/điiểm) Vận dụng Tự luận (Số câu/điiểm) Trắc nghiệm (Số câu/điiểm) 4/ 4/1 II Pronunciation Find the odd word in each line III Language focus 1.Choose the correct answer / 1.25 / 1.25 2.Correct the form of the verbs in brackets 3.Matching IV Writing Write full sentences to make a paragraph / 1.25 / 2.0 / 2.0 III TEST I Listen (2.0 points) Circle the word you hear A kitchen A park A villa Tự luận (Số câu/điiểm) B toilet B garden B school C bathroom C zoo C library D classroom D bookshop D living room A attic B hall Answer the questions: C bedroom D window What is Mi’s mom doing ? What is Mi’s dad doing ? Where is Mi’s younger brother ? What is Mi’s cousin doing ? II Find the odd word in each line (1.25 points) A funny B lunch A photo B going A sofa B chair A writes B makes A thanks B this III Choose the correct answer(1.25 points) C sun C brother C toilet C takes C that D computer D home D table D drives D they “Look! The girls rope in the play round.” A skip B is skipping C are skipping I _ two cats and one dogs at home D skipping A have B has C having There _ thirty-five students in my class D to have A be B is C am 4.Every evening, my father news on television D are A is watching B watch C watches My sister watching advertisement on TV D watchs A not like B don’t like C isn’t like D doesn’t like IV Correct the form of the verbs in brackets (1.5 points) Hoang (1.live) in a small house in the central of the village His house (2.be) _ near his school Every day, he (3.have) breakfast at o’clock Now, he (4.walk) to school with his friends They (5.go) to school together every day Hoang and his friends (6.study) in grade in Le Hong Phong Secondary school V Matching (2.0 points) A B How are you? a There are four What’s his name? b I live on Nguyen Hue Street How many chairs are there? c N G A What they do? d No This is my pen Where you live? e His name is Trung How old is your father? f Fine Thanks Is that your pen? g He’s forty years old How you spell your name? h They are doctors _6 _7 VI Write full sentences to make a paragraph (2.0 points) Phong / my pen friend He / live / Ho Chi Minh He / 12 years old / and / grade have / younger sister / name / Lan She / like / music / swimming She / have / long black hair / very lovely They / come /Bac Lieu / next Sunday hope / have good time /together Week: 09 Period: 25 Date of planning: 11/10/2015 Date of teaching: 12/10/2015 UNIT 4: MY NEIGHBOURHOOD Lesson 1: Getting Started – Lost in the old town! I Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit II Language Focus: Vocabulary: the lexical items related to the topic “My neighborhood” Structures: Comparative adjectives III Method: Communicative approach IV Teaching ads: Course book, CD player, pictures V Procedures: Teacher’s Activities Write the Unit title on the board “Lost in the old town!” Explain the meaning of “surprise” - Ask Ss to guess what the picture might show or what the conversation might be about - Ask Ss questions about the picture - Play the recording (twice) - Ask Ss to read the conversation and check their answers Confirm the correct answers - Ask Ss to read and put the action in order - Tell Ss to refer back to the conversation to find the phrases Practice saying them together Ss’ Activities - T-Whole class Content * Presentation: Guess what the picture might show or what the conversation might be about Ex: - Where are Nick, Khang and Phong? - What might be happening to them? What are they doing? * Practice: - Listen and read Listen and read - Individual a Read and put the action in order work Key: 2–5–3–4–1–6 - First, model the role-play with a - Pair-work more able St Then ask pairs to role-play the short conversations b Making suggestions Key: a Where shall we go first? b Let’s go to “Chua Cau” a Shall we go there first? b Ok, sure a Shall we go by bicycle? b No, let’s walk there Work in pairs Role-play making suggestions Not e before demonstrating for the class - Have Ss quickly match each - Pair-work place (in the picture) with its name Then play it again , pausing after each item and asking them to repeat chorally and individually Correct their pronunciation - First, model this activity with a more able St Ask Ss to work in pairs Call some pairs to practice in front of the class - Pair-work - Have Ss quickly match instruction with the diagram - Individual Check their answers If Ss not work understand the sentences, use the diagrams to work the meaning out from the context - Ask Ss to give their partner the directions to one of the places on the map, and they try to guess Then swap - Pair-work - Write on board and guide the tasks - Take note and copy down Match the places below with the pictures Then listen, check and repeat the words Key: E H F C G A B D Think about where you live Work in pairs Ask and answer questions about it Example: A: Is there a theatre in your neighborhood? B: Yes, there is / No, there isn’t Match the instructions in the box with the pictures Key: Go straight on Turn left at the traffic lights Go past the bus stop Take the first turning on the left Go to the end of the road Go along the street Cross the street * Production: Game Example: A: Go straight Take the second turning on the left It’s on your right B: Is that the art gallery? A: Yes, it is./ No, try again *Homework: - Practice giving directions to your house - Prepare the next lesson (A closer look 1) Experiments: Week: 09 Date of planning: 11/10/2015 Period: 26 Date of teaching: 13/10/2015 UNIT 4: MY NEIGHTBOURHOOD Lesson 2: A Closer Look I Objectives: By the end of this lesson, students can pronounce correctly the sounds /i:/ and /i/ in isolation and in context; use vocabulary related to the topic “My neighborhood” II Language Focus: Vocabulary: the vocabulary related to the topic “My neighborhood” Structures: Comparative adjectives III Method: Communicative approach IV Teaching ads: Course book, CD player, flash cards V Procedures: Teacher’s Activities Ss’ Activities - Practice saying the adjectives with Ss Use some examples to work the meaning out of the context With difficult adjectives T may translate them or ask Ss to translate Then ask Ss to write the correct adjectives in the blanks Play the recording as many times as required to allow Ss to check their answers and support their pronunciation - T-whole class - Explain that some words go together, but some don’t - Write the adjectives on the board and allow Ss to attach vocabulary cards to make matches - Ask Ss to complete the word webs in their books - Individual work - Play the recording - Ask Ss to listen and repeat the words - Listen and repeat - Have Ss practice reading the words first - Pair-work Content * Presentation:  Vocabulary Fill in each blank with one word from the box Listen, check and repeat the words Exciting cheap historic sleepy expensive convenient peaceful police noisy friendly * Practice: Now match the adjective s from the box in with their opposites below Key: - boring – exciting - historic – modern - noisy – quiet/ peaceful - convenient – inconvenient - fantastic – terrible Work in pairs Ask and answer questions about your neighborhood Use the words in and to help you Example: Not e - Play the recording for Ss to listen and the task - Ask Ss to listen while T play the recording - Ask Ss to chant along Provide further practice by dividing the class into groups Have groups sing alternate lines - Stick some pictures of people from magazines on the board Call out a description, and have Ss touch the appropriate picture while repeating the sentence Next, point to pictures and form sentences Point out that or does is added to the start of questions and the end of answers - Ask Ss to this exercise individually first then compare their answers with a partner - Check Ss’ answers - T-Whole class A: Is our neighborhood polluted? B: No, it isn’t A: Is it peaceful? B: Yes, it is - Group-work  Pronunciation /i:/ and /i/ Listen and repeat the words Pay attention the sound /i:/ and /i/ - T whole class - Individual work - Ask Ss to listen while T plays - Group-work the recording Play the recording again and ask Ss to chant along Provide further practice by dividing the class into two groups Have groups sing alternate lines - Write on board and guide the - Take note and tasks copy down Key: /i:/ Cheap, sleep, peaceful, convenient, police /i/ Historic, exciting, expensive, noisy, friendly Listen to the sentences and circle the words you hear Key: Living Heat Seats Sheep Tins Mill Teams Chip * Production: Listen and practice the chant Notice the sounds /i:/ and /i/ MY NEIGHBOURHOOD (page 40) *Homework: - Learn vocabulary by heart - Prepare the next lesson (A closer look 2) Experiments: Week: 09 Period: 27 Date of planning: 11/10/2015 Date of teaching: 14/10/2015 UNIT 4: MY NEIGHBOURHOOD Lesson 3: A Closer Look I Objectives: By the end of this lesson, students can use adjectives to compare things II Language Focus: Vocabulary: the lexical items related to the topic “My neighbourhood” Structures: Comparative adjectives III Method: Communicative approach IV Teaching ads: Course book, CD player, pictures V Procedures: Teacher’s Activities Ss’ Activities - Choose Ss of very different height and ask them to stand up Ask the class a question - Focus Ss’ attention on comparative forms by giving examples - Explain that comparative adjectives are constructed in several different ways in English and that some of those ways are presented in the box Explain the simplest ways to identify the number of syllables in an English word and give further example or practice if necessary - T-whole class - Ask Ss to read the instructions Tell Ss what they should - Have Ss compare their answers in pairs before checking with the whole class - Pair -work - Use Ss use the example to show what Ss should Ask them to pay attention to the syllables in each adjective and look back at the grammar box if necessary - Individual work Content * Presentation:  Grammar Comparative Adjectives - Who is taller? - Example: This ruler/ desk is long But that ruler/ desk is longer * Practice: Complete the following sentences with the comparative form of the adjectives in brackets Key: taller Bigger noisier cheaper Now complete the following sentences with the comparative form of the adjectives in brackets Key: more beautiful Not e more convenient more interesting more expensive - Ask Ss to read and complete the sentences individually Remind them to pay attention to the number of the syllables in each adjectives - Individual work - Elicit the contrast between the things in the two neighborhoods and the adjectives that can be used to describe them - Correct - Tell Ss how to form a question - Individual and pay attention to the number of work the syllables in each adjectives - Check their answers - Model with a St Ask Ss to work in pairs Call some pairs to practice in front of the class - Ask Ss to think ot the places - Pair-work they’ve been to Model with a more able Ss and then have them work in pairs while T goes around the class and monitors - Ask a few pairs with the most imaginative ideas to report them to the class - Write on board and guide the - Take note and tasks copy down Read and complete Vy’s letter to her friend Key: Drier Smaller Older Wider more delicious Older Cheaper Look at the pictures of Yen Binh neighbourhood and Long son neighbourhood Now write about the differences Complete the following sentences with the comparative form of the adjectives in brackets Key: More expensive More comfortable More historic Narrower Work in pair Ask and answer questions * Production: Work in pairs Ask and answer questions about the places that you know Use the comparative form of the adjectives in the box Example: A: Is Hue busier than Da Nang? B: No, it isn’t *Homework: - Write sentences using comparative adjectives - Prepare the next lesson ( Skill 1) Experiments: Week: 10 Period: 28 Date of planning: 11/10/2015 Date of teaching: 19/10/2015 UNIT 4: MY NEIGHBOURHOOD Lesson 4: Communication City tours! I Objectives: By the end of this lesson, students can talk about different places and show directions to these in a neighborhood II Language Focus: Vocabulary: the lexical items related to the topic “My friends” Structures: Comparative adjectives III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Have Ss look at extra vocabulary - Ask Ss if they know about Hoi An Allow 20 – 30 seconds for Ss to think - Have Ss brainstorm about Hoi AN Ss’ Activities - Whole class Content * Presentation: Extra vocabulary: o First o Then o After that o Finally - What you know about Hoi An? - Anything you can remember about it Not e * Practice: - Playing the recording Ask Ss to listen only Then play the recording again and allow Ss to fill in the gaps as they listen - Ask Ss to share their answers in pairs, before playing the recording a final time to allow the pairs to check their answers - Ask Ss to read the audio guide again, paying attention to the use of the connective works - T-Whole class - Individual work - Ask Ss to read the brief - Individual information about London and Ho work Chi Minh city and look carefully at the two simplified maps of the two cities - Remind Ss of the expressions they can use to give directions; have Sss refer to the expressions in the dialogue and of getting started - Haves Ss prepare their audio - Pair-work guide individually and then share it with a partner - Have Ss practice presenting their audio guide in pairs - Call some Ss to present their audio guide to the whole class - After each St has finished his/ her audio guide, ask for some comments from the other Ss - Make comments and any mistakes if there are any - Whole class - Write on board and guide the tasks - Take note and copy down Nick is listening to an audio guide to Hoi An Listen and fill in the gaps Key: Historic Convenient Straight Second Left Right Second Next to Choose one of the cities below Create an audio guide for your city Remember to: - include some comparisons with other cities - give directions to different places * Production: Present your guide to your class *Homework: - Write your audio guide in your notebook - Prepare the next lesson : (Skill 1) Experiments: Week: 10 Date of planning: 11/10/2015 Period: 29 Date of teaching: 20/10/2015 UNIT 4: MY NEIGHBOURHOOD Lesson 5: Skill I Objectives: By the end of this lesson, students can use read for specific and general information about good things and bad things in a neighborhood II Language Focus: Vocabulary: the lexical items related to the topic “My neighborhood” Structures: Comparative adjectives III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Ask Ss to look at the picture of Khang’s neighborhood And ask them some questions - Ask Ss to scan the passage to - Individual find where the words suburbs, work backyard… are in the passage - Ask Ss to note where they found the information that help them to answer the questions - Have ss compare their answers - Pair - work in pairs - Ask Ss to scan the passage again - Individual and find the information to work complete the table - Ask Ss to note where they found the information that help them to - Pair – work Ss’ Activities answer the questions - Have ss compare their answers in pairs - T-Whole class - Pair – work - Remind Ss of expressions they can use to give directions - Model this activity with a more able St and then have Ss work in pairs - Call some pairs to talk before the whole class, then invite some comments from other Ss - Note some common errors and - Pair -work discuss them with the whole class - select some pairs to act out their dialogue in front of the class - give feedback - Give comments on strengths and correct a few errors in the target language - Write on board and guide the - Take note and tasks copy down Experiments: Week: 10 Date of planning: 11/10/2015 Period: 30 Date of teaching: 21/10/2015 UNIT 4: MY NEIGHBOURHOOD Lesson 6: Skill I Objectives: By the end of this lesson, students can listen to get the information about directionsto some places in a neighbourhood and write about what they like or dislike about their neighboorhood II Language Focus: Vocabulary: the lexical items related to the topic “My neighborhood” Structures: Comparative adjectives Modal verb: must III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Ask Ss to read Study Skills – Listening carefully Then apply these tips to doing Listening exercises - Play the recording and ask Ss to write down the words or phrases in the blanks - Play the recording again for Ss to check the answers they listen - Call on some Ss to write their answers to the board - Play the recording again for Ss to check their answers Pause at the sentences that include the information Ss need for their answers -Ask Ss to tick what they like and don’t like abou their neighborhood Ask them to count how many things they have in common with their partners Ss’ Activities - Ask Ss to make notes on what they like and dislike about their neighbourhood - T whole class - Ask them to share their notes with their partners - Read out the notes from some more able Ss to the whole class - Ask Ss to read the rubric and - Pair-work study the map carefully Ask them to work in pairs to discuss how to get to the places numbered – - Play the recording and have Ss choose the correct answers as - Individual work - Individual work -Pair-work - Ask Ss to refer back to the reading for useful language and ideas, and write some useful expressions and language on the board - Ask them to write the first draft Then have them write their final version - Individual work - Write on board and guide the tasks - Take note and copy down Experiments: A.supermarket BAN GIÁM HIỆU DUYỆT TUẦN 10 B restaurant C secondary school D art gallery Week: 11 Date of planning: 11/10/2015 Period: 31 Date of teaching: 26/10/2015 UNIT 4: MY NEIGHBOURHOOD Lesson 7: Looking Back I Objectives: By the end of this lesson, students can review all what they have learnt in this unit II Language Focus: Vocabulary: the lexical items related to the topic “My neighborhood” Structures: Comparative adjectives III Method: Communicative approach IV Teaching ads: Course book, CD player, pictures V Procedures: Teacher’s Activities - Ask Ss to match the name of a - Individual nature wonder in column A with a work word in column B - Ask Ss to check their answers - Pair-work with a partner before discussing their answers as a class - Ask Ss to complete the sentences comparing the pictures Use comparative form of the adjectives given - Pair-work - Ask Ss to read the questions and answers twice Then match them - Have them write all sentences in their notebooks - Individual work Ss’ Activities - Ask Ss to write the words in their notebook individually and then check with their partners Correct the mistakes Let Ss repeat the words Check their pronunciation - Individual work - Pair-work - Ask Ss to read the sentences carefully and complete them with the adjectives they have learnt in Unit - Individual work - Ask Ss to work individually to - Individual put the following adjectives in the work correct column - Check and confirm the correct answers - Ask Ss to role-play the questions - Pair-work and answers - Write on board and guide the tasks - Take note and copy down Experiments: Week: 11 Date of planning: 11/10/2015 Period: 32 Date of teaching: 27/10/2015 UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 1: Getting Started – Geography club I Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit II Language Focus: Vocabulary: the lexical items related to “things in nature” and “travel item” Structures: Superlatives if short adjectives Modal verb: must III Method: Communicative approach IV Teaching ads: Course book, CD player, picture V Procedures: Teacher’s Activities - Show some pictures of nature wonders - Ask Ss questions about the picture - Ask Ss to share any recent experiences of going on a picnic - Ask Ss to work individualtly Allow them to share answers before discussing in groups or as a class - Tell Ss to refer back to the conversation to find the phrases Ask Ss to write the sentences Ensure they add approritate punctuation - Practice saying the phrase together - Use the example to practice a - Pair-work conversation with Ss Then ask Ss to develop a role-play around their ideas Support with suggestions More able Ss can try to extend the conversation - Ask pairs to perform for the class - Play the recording Ask Ss to listen and repeat the words - Ask Ss to label the pictures with Ss’ Activities the correct words Ss can work in pairs - Show picture cards of the - T-Whole class vocabulary Elicit Ss’ answers Then provide the correct words - Individual work - Group-work - Ask Ss to look back the converssation in Getting Started and try to find the vocabulary used - Individual work - Pair -work - Group-work - Write on board and guide the tasks Exper iment s: - Take note and copy down Week: 11 Date of planning: 11/10/2015 Period: 33 Date of teaching: 27/10/2015 UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 2: A Closer Look I Objectives: By the end of this lesson, students can pronounce correctly the sounds /t/ and /st/ in isolation and in context; use vocabulary related to “travel item” II Language Focus: Vocabulary: the lexical items related to “things in nature” and “travel item” Structures: Superlatives if short adjectives Modal verb: must III Method: Communicative approach IV Teaching ads: Course book, CD player, flash cards V Procedures: Teacher’s Activities - Ask Ss to match the words they know - Practice saying the vocabulary with Ss Ask Ss to touch the correct pictures as they say the word Alternatively, create a mime for each word with Ss - Read and act out the sentences - Elicit ideas for sentence Then allow Ss to complete the remaining sentences - Check their ideas at the end - Remind Ss that in the - Pair-work introduction they thought about useful things for beach, desert, muontain Tell Ss they are going to a beach holiday and they need to order the items form very useful to not very useful - allow Ss to work in pairs to form their list - Ask pairs to join other groups and compare their lists Encourage more able Ss to give reasons tor their choices - Play the recording - Individual - Ask Ss to listen and number the work words in the order they hear them - Allow Ss to compareBest theirboat coast lost boot desert plaster forest answers - Play the recording the second time Discuss the answers as a class - Play the recording again Pause - T whole class after each word and ask Ss to repeat Ss’ Activities - Play the recording of the sentences Ask Ss to listen carefully and raise their hands - Individual when they hear the /t/ or /st/ work sounds - T-whole class - Alternatively, divide the class into a /t/ group and a /st/ group and they listen and respond to their own sound - Play the recording again Pause after each sentence and ask Ss to repeat - Group-work - Individual work - Take note and copy down - Write on board and guide the tasks Experiments: BAN GIÁM HIỆU DUYỆT TUẦN 11 Week: 12 Date of planning: 01/11/2015 Period: 34 Date of teaching: 02/11/2015 UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 3: A Closer Look I Objectives: By the end of this lesson, students can use comparative and superlative adjectives to describe things in nature II Language Focus: Vocabulary: the lexical items related to “things in nature” and “travel item” Structures: Superlatives if short adjectives Modal verb: must III Method: Communicative approach IV Teaching ads: Course book, CD player, pictures V Procedures: Teacher’s Activities - Show some pictures about some places in the world sentences, find and underline all the examples of –est work - Ask Ss to complete the table - Individual individually Dis cuss their work answers at the end - Ask Ss to complete the passage with the correct words Pairs can practice role-playing the completed passage - Prepare the slips of paper beforehand for the groups Alternatively dictate the names of the places and allow Ss to write them on blank slips - Group – work - Ask Ss to read Vy’s note and - Individual find the uses of “must” Refer Ss work back to the grammar table if necessary Discuss the uses of “must” Ss’ Activities - Ask Ss to complete the - Pair - work sentences Ss can share their - T-Whole class ideas in pairs Discuss answers as a class As an extension, Ss can act out the sentences, one acting as a teacher, one acting as a student - Choose more able Ss to act as - Individual Vy, and read the sentences to the work class - Ask Ss to stick T or F in the box provided - Play the recording and allow Ss to check their answers - Individual work - Ask Ss to look back at Vy’s - Individual - Write on board and guide the tasks - Take note and copy down Experiments: to Mount Everest? - Ask Ss to read quickly and check their ideas - Ask Ss to read the text again and ask some follow-up questions Week: 12 Date of planning: 01/11/2015 Period: 35 Date of teaching: 03/11/2015 UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 4: Communication I Objectives: By the end of this lesson, students can use must and mustn’t to give orders and talk about and give travel advices II Language Focus: Vocabulary: the lexical items related to “things in nature” and “travel item” Structures: Superlatives if short adjectives Modal verb: must III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Have Ss look at extra vocabulary - Ask Ss to use information in the text and their own ideas to fill the must and mustn’t columns - Individual work - Create your own list and demonstrate the activity with a more able St - Swap roles Then ask the class to complete the role-play - Pair-work - Ask the class to complete the role-play Ask pairs to demonstrate for the class - Whole class - Write on board and guide the tasks - Take note and copy down Ss’ Activities - Whole class Experiments: Week: 12 Date of planning: 01/11/2015 Period: 36 Date of teaching: - Show the picture of Mount Everest - Ask Ss to look at the picture of Mount Everest and show picture of extra vocabulary Ask Ss to decide whether the objects are useful for going to Mount Everest, e.g Must we take a torch - T-Whole class 04/11/2015 UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 5: Skill I Objectives: By the end of this lesson, students can use read a brochure for tourist information and talk about and give travel advice II Language Focus: 1 Vocabulary: the lexical items related to “things in nature” and “travel item” Structures: Superlatives if short adjectives Modal verb: must III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Ask Ss to compare the text in Communication and Skill Encourage them to think of the purposes of the texts and where they might see them - Ask Ss to read the text quickly - Individual to answer the questions and check work their ideas from the introduction - Discuss the Study Skill with Ss - Ask Ss to find the four words in the passage and underline them, Ss’ Activities then check their meaning - Ask Ss to read the sentences then write True or False Refer - T-Whole class them back to the text for the answers - Individual work - Ask Ss to read the passage again - Individual and answer the questions work - Discuss with Ss which things they find interesting about Ha Long Bay and Hue Brainstorm ideas on the board - Ask Ss to close the books Ask Ss to tell their partner about the place - Pair – work - Group -work Show a picture of your town Tell - Pair -work the class they are visiting it Review interesting features of your town with Ss Then ask Ss to suggest some advice - Write on board and guide the tasks - Take note and copy down Experiments: BAN GIÁM HIỆU DUYỆT TUẦN 12 Week: 13 Date of planning: 01/11/2015 Period: 37 Date of teaching: 09/11/2015 UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 6: Skill I Objectives: By the end of this lesson, students can listen to get the information about travel plans and write a travel guide entry about an interesting place II Language Focus: Vocabulary: the lexical items related to “things in nature” and “travel item” Structures: Superlatives if short adjectives Modal verb: must III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Ask Ss to recall the places in the brochure in skill Ask Ss which one they think Nick’s family will choose as their holiday destination Ask Ss to explain their choose - Play the recording for the answer - Choose Ss to show their places to the class Ask some questions to prepare the class for the activity - Ask Ss to make notes about their - Individual chosen places work - Ask Ss to use the Travel Guide in Communication as their model - Correct - Write on board and guide the tasks - Take note and copy down Ss’ Activities - T whole class Experiments: Week: 13 Date of planning: 01/11/2015 Period: 38 Date of teaching: 10/11/2015 - Read through the questions with Ss and support with any difficulties before they attempt to answer Play the recording again - Correct - Individual work UNIT 5: NATURAL WONDERS OF THE WORLD Lesson 7: Looking Back I Objectives: By the end of this lesson, students can review all what they have learnt in this unit II Language Focus: Vocabulary: the lexical items related to “things in nature” and “travel item” Structures: Superlatives if short adjectives Modal verb: must III Method: Communicative approach IV Teaching ads: Course book, CD player, pictures V Procedures: Teacher’s Activities Ss’ Activities - Ask Ss to label things nature they can see in the picture - Individual work - Ask Ss to work individually and write the words about travel items - Individual work - Ask Ss to work individually to complete the sentences - Individual work - Ask Ss to work in pairs and match the name of a natural wonder in column A with a word/ phrase in column B Monitor the activity and offer help to Ss when necessary - Ask Ss to practice the conversation in pair Drow Ss’ attention to the questions and answers for the information about Mount Everest and Loch Lomond Then ask them to discuss all the natural wonders in - Ask them to provide any related information they know about - Pair-work IV Teaching ads: Course book, CD player, picture V Procedures: these natural wonders - Divide Ss into group A and B Allow them to complete their part of the dialogue Then Ss act out the dialogue Choose pairs to demonstrate for the class T can encourage them to include mimes and actions - Pair-work - Write on board and guide the tasks - Take note and copy down Teacher’s Activities Experiments: Week: 13 Date of planning: 01/11/2015 Period: 39 Date of teaching: 11/11/2015 UNIT 6: OUR TET HOLIDAY Lesson 1: Getting Started – Happy new year! I Objectives: By the end of this lesson, students can know the key language and structures to be learnt in this unit II Language Focus: Vocabulary: the lexical items related to “Tet”: things, activities and practices Structures: Will to express intentions Should/ shouldn’t for advice III Method: Communicative approach Ss’ Activities pool, etc - Write the word TET on the board and ask St to give any words they know relating to the topic Allow Ss to give a Vietnamese word and ask other Ss in the class if they know the equivalent in English - T-Whole class - Ask Ss to answer the questions - Introduce some new words or revise the ones already learnt to prepare Ss well for listening such as celebrate, decorate and fireworks Then play the recording - Answer - Listen and read - Ask Ss to write down three things or activities you like best about Tet - Have them compare their list with members of their group Report the result to the class - Ask Ss to work individually Ideally ask them the questions without referring to the listening - Ask them to explain why they think a statement is false and they can correct it - Individual work TET HOLIDAY - Ask Ss to answer the question by referring to the pictures Picture might get different answers from Ss in the south where it’s very hot and Ss in the north where Tet is usually the coldest time of the year - Write on board and guide the tasks - Pair-work - Group-work - Take note and copy down Experiments: - Ask Ss to the task in pairs Tell Ss to refer back to the conversation to find the information - Ask them if the information given is true and if they can add anything - Individual work - Let Ss the matching independently as the vocabulary is quite simple and some of them will be familiar to them like School ground, books, swimming - Individual work BAN GIÁM HIỆU DUYỆT TUẦN 13 Week: 14 Perio d: 40 Date of planni ng: 15/11/ 2015 Date of teachi ng: 17/11/ 2015 UNIT 6: OUR TET HOLIDAY Lesson 2: A Closer Look I Objectives: By the end of this lesson, students can pronounce correctly the sounds /t/ and /st/ in isolation and in context; use vocabulary related to “travel item” II Language Focus: Vocabulary: the lexical items related to “Tet”: things, activities and practices Structures: Will to express intentions Should/ shouldn’t for advice III Method: Communicative approach IV Teaching ads: Course book, CD player, flash cards V Procedures: Teacher’s Activities Ss’ Activities - Play the recording Ask Ss to listen carefully and repeat the words first, then divide them into smaller and smaller groups - Observe and make sure that every St is speaking - Listen and repeat - Ask Ss to work in groups of - Ask Ss to look at the pictures first and see if they know the words Then ask them to the matching - Group-work up and read the poem aloud - Write on board and guide the tasks - Write a verb on the board and - T whole class ask Ss to match the verb with as many as nouns as they can find - Check that Ss understand the meanings of the words and let them match - Ask them to work independently - Individual first and check with their partners work Sometime more than one answer is possible - Have Ss write the phrases you have formed in - Ask Ss to practice the sound /ʃ/ and /s/ together - Play the recording and ask Ss to listen carefully first and repeat Ask them to write the words in two appropriate boxes Check if they this correctly Experiments: Week: 14 Period: 41 Date of planning: 15/11/2015 Date of teaching: 17/11/2015 UNIT 6: OUR TET HOLIDAY Lesson 3: A Closer Look I Objectives: By the end of this lesson, students can identify and practice the language of - T whole class intentions (with will) and advice (with should) II Language Focus: Vocabulary: the lexical items related to “Tet”: things, activities and practices Structures: Will to express - Listen and intentions repeat Should/ shouldn’t for advice III Method: Communicative approach IV Teaching ads: Course book, CD player, pictures V Procedures: Teacher’s Activities - Ask Ss to look at the sentences and underline the words they think contain the sounds /ʃ/ and /s/ Play the recording and ask them to tick to the columns - Take note and copy down - Individual work - Allow Ss to practice reading the - Group-work poem among themselves - Ask for some volunteers to stand - Use the pictures to practice the target language of should and shouldn’t in more familiar situations Ask Ss to complete the four sentences Make sure that they combine “should” and the verb correctly Ss’ Activities - Individual work - Ask Ss to look at the four signs - Individual in the studio and let them work complete the sentences - Draw their attention to the fact that it is a TV studio where people are working - Go around and see if they write the sentences correctly - Ask Ss to tick or cross the - Individual activities The phrases illustrated work by pictures make their meanings clear - Ask Ss to write the sentences by referring to the activities - Go around and check for any spelling or grammar mistakes - Pair-work sentences in two columns - Go around and see if they write the sentences correctly - Emphasise that Ss write the TRUE sentences of what Phong wll/ won’t at Tet Remind Ss of the kind of words they have to add in order to complete the sentences - Pair - work - Write on board and guide the tasks - Take note and copy down - Before reading Have them revise some words Ss have learnt in the previous activities like “go shopping”, “New year celebration” etc Then ask Ss to read the letter - Ask ss to use the information from the letter and write the - Individual work - Pair-work Wee k: 14 Peri od: 42 Date of plan ning : 15/1 1/20 15 Date of teac hing : 19/1 1/20 15… - Make hats with the flags at the front Call Ss and ask them to wear the hats - Divide the class into groups and see which group can call out the right names the most quickly - Let Ss look at the pictures, discuss and make a guess about which country the pictures are about - Ask them to match the pictures with the four groups of people - T-Whole class - Help Ss by drawing their attention to some details from the reading and referring to the pictures provided in - Ask them to underline the verbs and objects of some practices - Pair-work - Pair-work UNIT 6: OUR TET HOLIDAY Lesson 4: Communication I Objectives: By the end of this lesson, students can get to know New Year practices in some other countries II Language Focus: Vocabulary: the lexical items related to “Tet”: things, activities and practices Structures: Will to express intentions Should/ shouldn’t for advice III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Show Ss the flags of five countries and ask them if them know the names of the countries, where they are and what else they know about these countries - Ask them to the matching of flags and countries - Don’t let Ss this task before they spot the words/ phrases as they are used in the sentence and encourage them to use the context to guess the meanings of the word/ phrase Ss’ Activities - Individual work - Have ss work in pairs and this activitie - Group-work - Ask Ss to read the text Allow - Take note and them to read a second time and copy down underline some words they don’t know - Write on board and guide the tasks Week: 16 Period: 61 Date of planning: 29/11/2015 Date of teaching: 30/11/2015 - Individual work - Ask Ss to this task individually - Let Ss look back at the passages as many times as they would like to - Check with the whole class - Individual work - Ask Ss not to look back at the passages and see how many questions they answer right - Pair-work UNIT 6: OUR TET HOLIDAY Lesson 5: SKILLS I Objectives: By the end of this lesson, students can get to know New Year practices in some other countries II Language Focus: Vocabulary: the lexical items related to “Tet”: things, activities and practices Structures: Will to express intentions Should/ shouldn’t for advice III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities - Ask Ss to look at the pictures of children and the names of the countries first to have some ideas about which countries they are going to read about - Revise what Ss have learnt in 1, both vocabulary and practices Encourage Ss to give more activities than ones provided in the passages Ss’ Activities - Turn this into a free activities for Ss to talk about New Year - T-Whole class beliefs both in their country and in others Ask them to write two popular beliefs you know about the New Year and tell your partners Get Ss to talk - Have Ss discuss with their friends what they should or shouldn’t at Tet - Pair-work - Group-work - Pair -work Week: 16 Date of planning: 29/11/2015 Period: 62 Date of teaching: UNIT 6: OUR TET HOLIDAY - Write on board and guide the tasks - Take note and copy down Lesson01/12/2015 6: SKILLS I Objectives: By the end of this lesson, students can listen to get the information about Tet activities and write an email to friend about their Tet holiday II Language Focus: Vocabulary: the lexical items related to “Tet”: things, activities and practices Structures: Will to express intentions Should/ shouldn’t for advice III Method: Communicative approach IV Teaching ads: Course book, CD player V Procedures: Teacher’s Activities Ss’ Activities - Let Ss look at the list and read - T whole class them aloud Make sure they pronounce the words correctly This will help them recognize the key words in the listening - Play the tape three times and ask them which words from the lists they can hear - This activity can be done only after one has been successfully completed - Ask Ss to look carefully at the list things Mai and her mother - Individual work Date of planning: 29/11/2015 Date of teaching: 01/12/2015 will buy Then look at the list of people as a guide so that they will focus on these people for the listening - Ask Ss to write an e-mail to a friend about their Tet holiday UNIT 6: OUR TET HOLIDAY Lesson 7: Looking Back - Individual work I Objectives: By the end of this lesson, students can review all what they have learnt in this unit II Language Focus: Vocabulary: the lexical items related to “Tet”: things, activities and practices Structures: Will to express intentions Should/ shouldn’t for advice III Method: Communicative approach IV Teaching aids: Course book, CD player, pictures V Procedures: Teacher’s Activities Ss’ Activities - Ask Ss to draw line to match the - Individual actions on the left with the things work on the right - Write on board and guide the tasks Week: 16 Period:63 - Take note and copy down - Ask Ss to play a game This game is for Ss to revise the Tet vocabulary, not only in meaning but also in pronunciation It also trans Ss’ memory and quick reactions - Individual work - Write on board and guide the tasks - Take note and copy down - Show Ss a picture of New year in Thailand and ask if they could still remember anything about New Year Festival in Thailand - Ask them questions: when is New Year Festival in Thailand?, What is the weather like? - Ask them to look at the list and make up sentences of what Phong will or won’t in Thailand - Pair-work - Ask Ss to look at the summary first and see how much they can fill in before the listening - Play the recording and check if Ss get the right answer - Individual work - Ask Ss to rearrange the words in - Pair-work each sentence to make New Year wishes and greetings NÂNG CAO CẤP ĐỘ Week: 16 -Have Ss practice asking and answering the questions before class -practice in pairs Date of planning: 29/11/2015 Period: 64 Date of teaching: 02/12/2015 UNIT 5: (D 1, 2, 3) I Objectives: By the end of this lesson, students can improve their reading skill II Language Focus: Vocabulary: the lexical about natural Structures: Wh-questions III Method: pair work / group-work IV Teaching aids: Workbook, extra board V Procedures: Teacher’s Activities -Guide Ss how to the task Ss’ Activities -Explain the meaning of the words -Give feedback Take note and work in pairs -guess and give the meaning of the words -Have Ss skim these passage and put the topic of each passage -Give feedback -Skim and give the answer -Copy down Have Ss read the passage carefully then answer the questions individual -Ask Ss to rewrite their answer on board -Check and give feedback - Individual work -Rewrite on board -Copy *FEEDBACK Week: 17 to wri Date of planning: 29/11/2015 Period: 65 sma Date of teaching: low 02/12/2015 REVIEW (LANGUAGE) - Play game: “Race to the board” 10 bo Team work: Asks for 20 Ss for two teams; each team has 10 Ss The two teams stand in lines facing towards the board and when they hear a signal sound from the teacher * Acti they will take turns to write the opposites on - Clos the board as quickly as they can The fastest team which has the most correct answer - Liste wins I OBJECTIVES: By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit4-5-6 by doing exercises II PREPARATION : uni Smart -board, III TECHNIQUES: pair work, communicative approach Checks and dicides who is the winner III PROCEDURES: -Asks Ss to write down on their notebook -Asks Ss to close their books Teacher’s and students’ activities Brainstorming: - Open squ -Reads the definitions polluted and have Ss guess the sho words wis -Asks Ss open their books and check * Acti -Givesadjectives answer key Give s -asks Ss to givelong some words they know each of the topics -Have Ss work in teams -Ss write as many words as possible -Asks Ss to put the words in bold in activity in their appropriate group Write correc -Allow Tell the Ss the first tongue twister for * Activity ss to work together for this task practising the sopunds/ i/ and /i:/, the second -Give the answers sounds /t/and /st/ and the thirt sounds /s/ and Listen to the recording and practise: + individually // -Do the first sentence with Ss as a model + in pairs B Vocabulary: - play the tape -Ask them to indentify the adjective * Activity 2: Play game: - Have Ss practise individually, in pairs asks them to give the opposite then ilicit the new sentence beginning the the subject On hearing the signal of the teacher, take turns a sq mu b c w C Gr A Activi a Vi b “Viet Nam…” -Asks Ss to the same c 51 WB IV- FEEDBACK: d e f Week: 17 Date of planning: 29/11/2015 Period: 66 Activity 6: Date of teaching: 02/12/2015 Answer the teacher’s questions - -Asks Ss some questions: - How often you online? - What you online? Tells Ss the Internet is useful, but sometimes it can be dangerous because it is difficult to say if the information they receive can be trusted REVIEW (SKILLS) I OBJECTIVES: By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit4-5-6 by Choose should or shouldn’t to complete the doing exercises sentence II PREPARATION : Smart -board, should should should III TECHNIQUES: pair work, shouldn’t should communicative approach should Activity 7: III PROCEDURES: CEOP is a police agency (sở, nhánh) of the complete the passage with: WILL or WONT Teacher’s and students’ activities UK government, which helps reduce child won’t be will be will celebrate exploitation and protects children when they will -spend will visit and will take go online Ss individually check their answers with a partner before giving their answers to will T goT confirms won’t will have thecook correct9.answers - T checks Ss’s answers D Everyday English -Asks Ss to complete the passage and then read the passage Activity- 8Have Ss underlind the key content words in each paragraph and ask them in which the topic task inthese pairscontent words are Asks Ss to work in pairs to match the questions with the replies to make mini dialogue and practise saying the dialogues together A Re * Ex1 KEY: The Chi Art Museu *Ex2 KEY A e a Ss c this f b dindividually then *Ex3 exercise compare their answers with a partner KEY Homework T checks Ss’s answers Rai Safari -Prepare for the next lesson: Review 2: Skills The -Do the “Test yourself 2”: Exercise 1- (P.48of wh over the world They happen all year round They can have adventurous activities, visit historical monuments, or go to Resorts World Sentosa B Speaking *Ex4 Ss work in pairs asking their friends if she/he has a chance to go to Singapore, which place he/she wants to go to and why? C Listening: *Ex5 (individual) KEY : Mai’s family will go to Singapore at Tet - Have Ss look back at the places mentioned in the website above Tell them which place *Ex6 (individual) you would like to go to and explain why KEY : F (They will stay there for days) F ( There’s not much shopping.) Ask Ss to the same with their friend 3T 4T 5T 6T D Writing *Ex7 (individual)Write the content of a T plays the resording once for Ss to website introducing the city/town where you listen.Play the recording again for Ss to live or the nearest city/town to where you live check their answers Announce the answers Choose four of the headings to include in your to Ss writing Ask Ss to go through the statements Ask them to identify key words that carry important information - Play the recording again, ask for answers and encourage Ss to give reasons for their answers Ask Ss to look at the website again for the format and the contents Go through each heading with Ss and brainstorm the information that your city/town or the nearest city/town to where you live IV- FEEDBACK: Week: 17 This mountain / hig Date of planning: 29/11/2015 Which / long / river Period: 67 Date of teaching: Trang / intelligent / 04/12/2015 He / clever / of all REVISION He / drive / carefull She / good / singer / He / fat / the village I OBJECTIVES: By the end of the lesson, Ss can review knowledge they have learnt from unit to unit by doing exercises - Ss take note II PREPARATION : - Guide Ss how to Smart -board, exercises III TECHNIQUES: pair work, communicative approach - Ss work in pairs in 10’ III PROCEDURES: Teacher’s and students’ activities - Ss take note - Call some Ss rewrite on board exercises - Ss work in pairs in 10’ - Call some Ss rewrite on board - Give feedback III Rewrite senten It’s the oldest b No other…………… It was the happi No other…………… It’s the best film - Give feedback No other…………… I, Give the correct form of the verbs in brackets 1 Look! It _ (snow) We are going to have a4 white She is the most Christmas - Guide Ss how to This / beautiful /girl No other singer…… 2 They _ (usually/travel) to the mountains, but this It was the colde summer they _ (travel) to the beach No other day……… - Ssnews take on note 3 Bob _ (watch) the TV every morning 4 I have to go now It _ (get) dark My kitchen is sm - Guide Ss how to 5 They _ (have) a great time at today's party Your kitchen……… exercises 6 Who _ (he/wait for?) I guess for his mother The bus takes lo work inout)? pairsNot in 15’ 7 How often _- Ss (you/eat very often Once a The train travels…… month - Call some Ss rewrite on No one in the g 8 You _ (look) sad What's the matter? board 9 Would you like some chocolate? No, thanks I _ (hate) Homework - Give feedback chocolate - Review unit 10 10 Don't go Bob still _ (need) to talk to you II Write sentences in comparison: IV- COMMENTS: Week: 18 There are five members in m me My father is fifty years on board Period: 68 always plays with us when h Date of teaching: the same age as my father M We usually our homew Give feedback 09/12/2015 and beautiful, but we always soon and tell me about your f SAMPLE TEST I am waiting for your letter With love, Khang Where is Khang’s family l I OBJECTIVES: By the end of the A Ho chi Minh City lesson, Ss can review knowledge they have How many children Kh A learnt from unit to unit by doing exercises What is NOT true? A Khang’s father works at II PREPARATION : Smart -board, copy B Khang’s father is 55 yea papers C Khang’s father plays wi D Khang’s father is the sam III TECHNIQUES: pair work, What does Khang usually communicative approach A Does the homework - Guide Ss how to football III PROCEDURES: exercises IV Read the the text and ti Number is an example He is my best friend- Peter - Ss work in pairs in 5’ T’s and sts’ activities I Choose the best answer to complete the sentences Peter is tall and strong He - Ss take note veryhis friendly and active He is He is very …… He often -makes jokes and his jokes make friends laugh Call some Ss rewrite playing football He plays it twic a lot - Guide Ss how to Information on board A careful clever exercises Peter lives in England Look! The boys …………… ……….basketball in the school yard - Give feedback He is thirty years old A play B playing C are playing - Ss work in pairs in 10’ Nam usually …………….… his bike to school everyday.3 He has long black hair a He doesn't like sports A ride B rides He plays soccer three tim - Call some Ss rewrite D are riding V Write sentences, using th Ssthe how Which word has a different- Guide sound in parttounderlined? on board A homework B bro exercises Phong / play/ the guitar / g I speak English……………………….than others - Give feedback A better B the best - Ss work in pairs in 10’ II Match A with B: A B Nha Trang/ beautiful/ Ca play fireworks -a.Call some Ss rewrite b shopping on board go c volleyball watch d karate Phanxipang /the/ high/ mo 1…, 2……,3…… ,4…… - Give feedback - Guide Ss how to III Read a letter about Khang’s family and choose the best answer (A, B, C or D) to each question exercises There/ some milk/ drink Dear Huy, How are you these days? Is Ha Noi cold? I am fine I am still living in Ho Chi - Ss work in pairs in 15’ Minh City Today, I want to tell you something about my family Date of planning: 29/11/2015 - Call some Ss rewrite IV- COMMENTS: Week: 18 Do Americans eat dog meat People make hamburgers fro Period: 70 Pork comes from pigs Peop Date of teaching: with their hands Many peop 14/12/2015 the United States and in man When Americans e ……………………………… SAMPLE TEST 2 Do Americans like …………………………… Why people put th I OBJECTIVES: By the end of the ……………………………… lesson, Ss can review knowledge they have 4 What kind of meat they learnt from unit to unit by doing exercises ……………………………… 5 Where can you buy hot II PREPARATION : Smart -board, copy ……………………………… - Guide Ss how to papers IV Write the sentences wit Vietnam / lots / beautiful / exercises III TECHNIQUES: pair work, ……………………………… communicative approach Mount Everest / the / high - Ss work in pairs in 5’ ……………………………… III PROCEDURES: 3.My brother / can / ride / bik - Call some Ss rewrite ……………………………… on board T’s and sts’ activities 4.We/ do/ test / at the momen I Choose the best answer to complete the sentences ……………………………… - Ss take note My mother is a good cook.- She ……………… special foodthe at Tet Giveoften feedback V Write sentences with A buys B cooks - Guide Ss how to My house/ in Dong Hai Di The Great Wall of China is ……………………………… exercises A the longer It / small/ but/ beautiful She cooks………………….… than you - Guide Ss how to - Ss work in pairs in 10’ A well B more good C better morefour wellrooms/ my hou 3.D There/ exercises This film is ………… … interesting than that film ……………………………… - Call some Ss rewrite A most B more C as 4.D.Insothe living room/ there/ t Ss work in pairs in 10’ My salary is ……… ……… … his salary ……………………………… on board A high B more high C higher than5 In D higherthere/ a be themore bedroom/ - Call some Ss rewrite than ……………………………… - Give feedback Apples are usually …………………… oranges In the kitchen/ there/ fridg on board A cheap than B more cheap C the cheapest D cheaper than ……………………………… II Match A with B I love/ house/ very much - Give feedback A B ……………………………… - Guide Ss how to plant a the house exercises give b trees go c lucky money IV-d.COMMENTS: decorate swimming - Ss work in pairs in 15’ 1……, 2… , 3…… ,4……… III Read the passage then answer the questions: - Call some Ss rewrite Hot dogs are very popular in the United State Americans eat them at baseball on board and football games They eat them at picnics, too They call them hot dogs Date of planning: 29/11/2015 - Give feedback Week: 18 It's This place is Do you think English is I think the book is IV Read and write True or False Dear Peter, How are you? I am going to visit Si going to stay at my uncle’s house n My uncle is going to show us round going to visit the harbour In the ev enjoy the animal show there We hope it will not rain Love, Mai - Ss work in pairs Date of planning: 29/11/2015 in 15’ Period: 70 Date of teaching: - Call some Ss 15/12/2015 rewrite on board SAMPLE TEST - Give feedback I OBJECTIVES: By the end of the lesson, Ss can review knowledge they have learnt from unit to unit by doing exercises II PREPARATION : papers Smart -board, copy III TECHNIQUES: pair work, communicative approach - Guide Ss how to exercises III PROCEDURES: - Ss work in pairs in 5’ T’s and sts’ activities - Guide Ss how to exercises - Ss work in pairs in 10’ - Call some Ss rewrite on board - Give feedback - Guide Ss how to exercises - Call some Ss rewrite on board I Choose the best answer to complete the sentences Mai is going to visit Singap Her uncle is going to show h She is going to Sentosa in th The animal show is in Sento V Give the right form of the verb We can’t go out now It …… What time ………… you ( h My dog …… ( like ) my bed There ……… ( be ) a lamp, Linh ( visit)………………… VI Write full sentences, using the - Give feedback Ho Chi Minh City is the …………………… city in Viet Nam My backpack/ heavy / your back A large B larger D largest - GuideC.Ssmore howlarge to exercises It’s raining now, so you ……………………….go out ……………………………… A will B shouldn’t - Ss workC.inaren’t pairs Find the word which has different in sound 5’ A lost Khoi / play / football / now D should ………………………………… B.po Things / a city / expensive / - Call some Ss Look! The boys ………………………… street rewrite onfootball board in the ………………………………… A plays B play C is playing - Give feedback II Match A with B: A B grow a new clothes buy b flowers clean c BAN the calendar GIÁM hang d the furniture 1…, 2……,3…… ,4…… He/ have/ short black hair/ b ………………………………………… HIỆU DUYỆT III Give the correct forms of comparison Reading a book is than watching television (good) My English lessons are than my history ones.(easy)