THÔNG TIN TÀI LIỆU
Week - Period INTRODUCTION + STUDY GUIDANCE Date of planning: … /…./2021 Date of teaching: … /… /2021 A Objectives Knowledge: By the end of the lesson, SS will be able to know about the English - student's book and the workbook, and know how to learn English effectively Competence: Linguistic competence, cooperative learning and communicative competence Students can get an overview of the textbook Behavior: Students are hard-working and attentive They know how to study English B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s and students’ activities The main contents Warm up (7’) a, Aim: To warm up the class and lead in the lesson b, Contents: Ss work in groups to find the names of units in English in term and write them on the board c, Outcome: Ss can tell and write all names of units and write them well d, Organization: - Teacher divides the class into two teams Kim’s game Then T asks Ss to look through all the names of the Units in the Student's book in 10 seconds and try to remember as many names as possible - T asks Ss to go to the board and write the words - Teacher gets feedback Presentation (20’) a, Aim: + Ss can know the themes, topics of textbook in term + Ss can know the design of workbook and how to use it effectively b, Contents: + Ss work individually to answer the questions + Ss work in pairs to answer the questions c, Outcome: Ss can know some new words about noise pollution d, Organization: Introduce the new textbook English topic-based units in term 1: - T asks Ss to answer the questions + Unit 1: My hobbies individually + Unit 2: Health ? How many weeks are there in a school + Unit 3: Community service year? + Unit 4: Music and Art ? How many weeks are there in the first + Unit 5: Vietnamese Food and terms? Drink + English Student's book is the third of + Unit 6: The first university in four levels English language textbooks for Viet Nam Vietnamese students in lower secondary school learning English as a foreign language It focuses on the use of language (pronunciation, vocabulary and grammar) to develop the four language skills (listening, speaking, reading and writing) ? How many units are there in the first terms? - There are two main themes: Our Communities and Our Heritage - After each theme is a review - There are two 45-minute tests: one after unit and another after unit Introducing the workbook (10') - The Workbook mirror and - T asks Ss to work in pairs to answer the reinforces the content of the questions: Student's book It offers: ? What is the Workbook about? + Further practice of the ? Study the Workbook quickly then answer language and skills taught in the question class - Ss work in pairs to answer the questions + Four additional tests for Then T gives feedback students' self-assessment Practice (10’) a, Aim: Ss can know how to learn English effectively b, Contents: Ss work in groups to discuss the ways to learn English effectively c, Outcome: Ss can know how to learn English effectively d, Organization: - T asks Ss to work in groups of or to Discussion: How to learn discuss the questions "How to learn English English effectively? effectively?" Ss it - Prepare the lesson carefully - T calls some groups presentative to present before each period the ideas in front of the class Ss it - Learn by heart all the new words - T gives comments and feedback and structures - Do exercises regularly - Practice the four skills Application (6’) a, Aim: Ss can retell the coursebook structure and the ways to study the book effectively b, Contents: Ss work individually to retell the coursebook structure and the ways to study the book effectively c, Outcome: Ss can the task well d, Organization: - T asks the retell the coursebook structure Consolidation and the ways to study the book effectively - Ss it individually Guides for homework (2’) - Prepare Unit 1: Getting started - Prepare some pictures about some popular hobbies -Week - Period UNIT 1: MY HOBBIES Date of planning: …./…./2021 Lesson 1: Getting started Date of teaching: …./… /2021 A Objectives By the end of the lesson, ss will be able to: - extend and practice vocabulary related to hobbies; - express their own hobbies Knowledge: -Vocabulary: Words related to the topic “My hobbies” - Grammar: Simple present, V-ing (gerund) Competence: linguistic competence, cooperative learning and communicative competence Behavior: Students love talking about some hobbies B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s and students' activities The main contents Warm up (5’) a, Aim: To attract Ss’ attention to the lesson and lead in the new lesson b, Contents: Ss work individually to answer the questions c, Outcome: Ss can have some background knowledge about the topic of the lesson d, Organization: Questions: - T asks Ss some questions about what -What you like doing in your free they like doing for pleasure in their time? free time - Do you like collecting dolls? - Ss answer the questions individually - Do you like collecting glass bottles? - T introduces the unit title on the - Do you enjoy mountain climbing? board: My hobbies” … - What all these activities are called? Presentation (10’) a, Aim: To help Ss revognize some vocabularies related to the topic and listen and read the conversation about a hobby b, Contents: + Ss work individually to study vocabulary + Ss work in groups to listen and read c, Outcome: Ss can revognize some vocabularies related to the topic and listen and read the conversation about a hobby well d, Organization: - T elicits the words from students * Vocabulary: - T uses different techniques to teach + upstairs(adv): gác (picture) vocabulary + unusual(adj): khác thường - Ss listen, repeat and take notes in (situation) their notebooks + a piece of cake (idom): dễ ợt (situation) => Checking: Matching + skate(v): trượt pa (picture) + arrange (v): xếp (translation) + board game (n) trò chơi bàn cờ (translation) + bird(n): chim (picture) - T asks Ss to look at the picture in the Listen and read book and answer the questions: - They are Nick, Elena ( Nick’s sister) + Can you guess who are they ? and Mi + Where are they? - They are at Nick’s house + What can you see on the shelf ? - I can see so many dolls on the shelf + What may the hobby be ? The hobby may be collecting dolls - Ss answer the questions in pairs - T lets Ss listen to the dialogue Ss read the dialogue in groups of three - T explains the meaning of the idoms “a piece of cake ” from the conversation: as easy as a pie/ as ABC = very easy, or very easily; all of a piece = all at the same time etc Practice (23’) a, Aim: To help Ss understand the conversation and develop Ss’ vocabulary of hobbies b, Contents: + Ss work individually to decide the statements are True or False + Ss work in pairs to answer the questions + Ss work individually to listen and read + Ss work individually to match + Ss work in pairs to complete the table c, Outcome: Ss can understand the conversation cleary and they can develop their vocabulary of hobbies well d, Organization: - T asks Ss to work independently, read 1a Are the sentences below true (T) the conversation again and dicede if or false (F)? they are true or false Key: - Ss work individually Then Ss share F (They go upstairs to her room) the answers with a partner T - Ss write the answers on the board F (Mi’s hobby is collecting glass - T corrects bottles) F (Her parents, aunt and uncle) T - T asks Ss to discuss and answer the 1b Answer the following questions questions about the dialogue in pairs Key: - Ss practice in pairs She receives dolls on special - T calls some students to the board occasions and write their answers Ss it No, they aren’t - T corrects She keeps them after using them No, she doesn’t No, he hasn’t Listen and repeat - T asks Ss listen to the recording and repeat the words/ phrases Ss work individually to task - T has some students practise the words/ phrases Ss it Matching - T asks Ss work individually to match Key: the words/ phrases from with the playing board games pictures Have them compare the taking photos answers with a partner Ss it bird-wattching - T asks for Ss’ answers Ss give the cycling answers playing the guitar - T gives feedback and confirms the gardening correct answers cooking arranging flowers skating - T asks ss to work in pairs to complete Complete the table the table Ss work in pairs => Answer key: - T calls on ss to go to the bb and show + Cheap hobbies: gardening, birdtheir answers Ss write answers on the watching, collects bottles board + Expensive hobbies: Taking photos, - T asks ss to add more words to the playing the guitar, arranging flowers table Ss add more words + Easy hobbies: gardening, collecting - T checks and corrects as a class bottles, playing board games s + Difficult hobbies: playing the guitar, cooking, arranging flowers, skating Application (5’) a, Aim: To help Ss review the vocabularies by playing game b, Contents: Ss work individually to play game c, Outcome: Ss can review the vocabularies they have studied well d, Organization: - T lets Ss retell the vocabularies by Eg: playing game: T asks a student to go to Hoa: gives an activity and asks: What the board to give some activities and am I doing? other students guess words - Ss play game Other students answer: Playing the guitar Hoa: That’s right Consolidation and guides for homework (2’) * Consolidation: - Consolidates ss more about the main contents of the lesson * Homework: - Asks Ss to: + Learn by heart all the new words + Prepare “A closer look 1” -Week - Period UNIT 1: MY HOBBIES Date of planning: …./…./2021 Lesson 2: A closer look Date of teaching: …./… /2021 A Objectives By the end of the lesson, ss will be able to: - recognize some lexical items related to the topic hobbies - pronounce the words with the sounds / ə / and / ɜ: / correctly Knowledge: -Vocabulary: Words related to the topic “My hobbies” - Pronunciation: sounds /ə/ and /ɜ:/ Competence: Linguistic competence, cooperative learning and communicative competence Behavior: Students love talking about some hobbies B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: Asks Ss to write new words (3’) New lesson: Teacher’s and students' activities The main contents Warm up (3’) a, Aim: Towarm up the class and lead in the lesson b, Contents: Ss work individually to play game c, Outcome: Ss can review the vocabularies they have studied well d, Organization: - T asks Ss some questions about the Eg: hobbies Ss answer the questions What is your favorite hobby? individually When did you start your hobby? - T introduce the lesson ……………………… Presentation (5’) a, Aim: To help Ss recognize some lexical items related to the topic b, Contents: Ss work individually to study new words c, Outcome: Ss can realize some lexical items related to the topic d, Organization: - T elicits some new words Vocabulary: - Ss listen, repeat and copy in their + horse -riding (n): môn cưỡi ngựa notebooks + gymnastic(n): môn thể dục => Checking: What and Where + plant (v): trồng + headphone (n) : tai nghe + melody(n): : giai điệu + paint(v) :vẽ Practice (27’) a, Aim: + To help Ss know how to some words and phrases about the hobbies and structure + To help Ss pronounce correctly the sounds / ə / and / ɜ :/ isolation b, Contents: + Ss work in pairs to match + Ss work in pairs to fill in each blank in the sentences with one hobby or one action verb from the box below + Ss work in groups to write down key words + Ss work individually to play the game + Ss work individually to listen and tick the words they hear + Ss work individually to listen again and put the words in the correct column c, Outcome: + Ss can know how to some words and phrases about the hobbies and structure and vocabulary exercises correctly + Ss can pronounce correctly the sounds / ə / and / ɜ :/ isolation correctly d, Organization: - T has Ss read the action verbs in Matching column A and match them with suitable Key: words/phrases in column B 1.c b g d - Ss work in pairs to the task a e f h - Ss give the answers - T confirms the correct answers - T asks ss to work in pairs to this activity Ss it - T calls students to write their answers on the board Ss it - Ss give the answers - T confirms the correct answers Fill in each blank in the sentences with one hobby or one action verb from the box below Key: Swimming, swim Listen, listening to music Plant, gardening Catch, fishing Painting, paints + ? What is a keyword -> A keyword helps us understand a text quickly and take good notes - T models the way to locate key words Write down key words => Possible answer: + Listening to music: melody, song, headphone, lyrics for " listening to music" - T asks ss to work in group of ss to this activity Ss it - T calls on students in different groups to write the answers on the board - T confirms the correct answers + Gardening: trees, flowers, garden, plant, fruit + Fishing: lake, river, catch, fish, water + Painting: Creative, colors, pictures, painting + Swimming: pool, water, swim Fun, keep fit Game: THE KEYS TO MY - T calls on one student to sit in front of HOBBY! the class and say the keywords out aloud The others guess by asking him/her questions: Is it ? - T asks ss to take turn Ss work individually II Pronunciation - T has some Ss read out the words Listen and tick the words you first Ss it hear Repeat the words - T plays the recording bird-watching √ answer - Ss listen and tick the words they hear √ away individually √ neighbour - Ss repeat the words √ burn singer √ hurt √ heard -T asks students to listen to the tape √ Birth √ common and then put the words in the correct Listen again and put the words in column Ss work individually the correct column - Ss compare their answers with the / ə / /ɜ whole class away:/ burn - T corrects answer birth neighbour hurt common heard Application (5’) a, Aim: To help Ss recognize the sounds / ə / and / ɜ :/ in context b, Contents: Ss work individually to listen and tick c, Outcome: Ss can recognize the sounds / ə / and / ɜ :/ in context well d, Organization: - T has ss to work individually Ss it Listen to the sentences and tick /ə/ - T plays the recording Ss listen & /ɜ:/ - Ss give answers Answer key: - T confirms the correct answers + / ə /: 1,2,4 + / ɜ: /: 3, Consolidation and guides for homework (2’) * Consolidation: - Asks ss to recall some hobbies and how to pronounce the sounds / ə / and / ɜ: / * Homework: + Learn by heart all the new words and structures + Do E A1,2 B + Prepare: A closer look Cao Thắng, ngày … tháng … năm 2021 Kí duyệt …………………………………………… …………………………………………… …………………………………………… …………………………………………… …………………………………………… Week - Period UNIT 1: MY HOBBIES Date of planning: …./…./2021 Lesson 3: A closer look Date of teaching: …./… /2021 A Objectives By the end of this lesson, students can use the present simple and the future simple tense and verbs of liking + V-ing correctly and appropriately Knowledge: - Vocabulary: Words related to the topic “My hobbies” - Grammar: Present Simple and present Continuous; liking verbs + V-ing Competence: Linguistic competence, cooperative learning and communicative competence Behavior: Students love talking about some hobbies B Teaching aids: Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures: Checking: During the lesson New lesson: Teacher’s & Students' activities Contents Warm up (5’) a, Aim: To help Ss review some hobbies b, Contents: Ss work individually to thinks of a hobby and says keywords out loud c, Outcome: Ss can review some hobbies well d, Organization: - T calls on a student go to the board Guessing Game That student thinks of a hobby and says Example: keywords out loud A: water, grow, flowers, vegetable - The rest of the group tries to guess B: Is it gardening? What the hobby is? A: Yes, it is - The student with the most points is the winner Presentation (8’) a, Aim: To help Ss review the form and the uses of two tenses: The present simple and the future simple and Verbs of liking + Ving b, Contents: + Ss work individually to give form and the uses of two tenses: The present simple and the future simple + Ss work individually to study the Look out! Box c, Outcome: Ss review the grammar points of the present simple, the future simple and Verbs of liking + Ving well d, Organization: -T asks students to retell the form and * The present simple and the future the uses of two tenses: The present simple simple and the future simple a The present simple - Ss: Retell the form and the uses of two +) S+ V.(s, es) 10 b, Contents: Ss work individually to read the information and complete the table c, Outcome: Ss can complete the table and make comparison about two areas correctly d, Organization: -Have Ss read the two passages and Read the information about the complete the table given by teacher two places - T checks with whole class facts Mauritania Hong Kong - Ss complete the exercise independently Area - T asks them to explain their choice population Density Economy Healthcare Problems Result Unusual Facts Application (10’) a, Aims: Ss can compare about some countries b, Contents: Ss work in pairs to use the information in to talk about the differences between the two places c, Outcome: Ss can talk about the differences between the two places well d, Organization: - Encourage Ss to talk about the Work in pairs Use the information differences (The table above can help) in to talk about the differences - Call some pairs to share their ideas with between the two places the class Example: The population of Mauritania is very small, only over three million people Hong Kong is much larger It has more than seven million people The area of Mauritania is very large, 1030700 km2 Hongkong is smaller It is only 1104 km2 The main economy in Mauritania is agriculture Hongkong has service, tourism and industry for economy Guides for homework (2’) - Teacher gets students to retell the aims of the lesson - Learn the grammar rules - Prepare for skills - Talk a country they know (population, pollution, education…) -Week 33 – Period 98 UNIT 12: AN OVERCROWDED WORLD Date of planning: …./… /2021 Lesson 05: Skills Date of teaching: …/… /2021 298 A Objectives Knowledge: By the end of the lesson, Ss will be able to read for specific information about the population explosion and talk about the advantages of being an overcrowded place - Vocabulary: The lexical items related to the topic “An overcrowded world” - Grammar: use comparatives of quantifiers Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Behavior: Ss will be more aware of and be more responsible for protecting our country and world B Teaching aids Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up (5’) a, Aims: To warm up the class and introduce the lesson b, Contents: Ss work in pairs to look at the list and discuss the question c, Outcome: Ss can talk about the differences between the two places well d, Organization: - Ask Ss to look at the list of cities and Look at the list of cities below see if they have appeared in their list on Which you think has the largest the board population? Share your ideas with - Ss discuss the question in pairs and then your partner as a class - From the list of the cities given, Ss discuss which one has the largest population and share their ideas with a partner Presentation (8’) a, Aims: Read for specific information the population explosion b, Contents: + Ss study some new words + SS work individually to quickly read the passage and check the answer c, Outcome: Ss can study some new words related to the topic and read for specific information the population explosion well d, Organization: - T introduces some new words Vocabulary Example - ex‘plosion (n): bùng nổ Situation - ‘megacity (n): thành phố lớn Picture - block (v): gây ùn tắc - Check: What and Where - Ss quickly read the passage for specific Check the answer information and put the cities in the order Key: 299 of their population size - teacher checks as a class 1.Tokyo Shanghai 3.Jakarta Manila 5.London Practice (15’) a, Aims: Ss can understand the passage by doing reading exercises b, Contents: + Ss work individually to choose the correct heading for each paragraph + Ss work individually to choose the best answer c, Outcome: Ss can understand the passage clearly by doing reading exercises well and correctly d, Organization: -Ss read each part of the passage and Read the passages again Choose choose the correct heading for it Ask Ss the correct heading for each to underline the words which help them paragraph make their decision 1- B: population explosion -Ss compare in pairs 2- D: Which are the biggest? - T checks the answers 3- C: problem for the poor 4- A: Issues for everyone -Ss read the exercise again and the Read the passage again and choose exercise independently, ask Ss to look for the best answer A, B, C the key words which can help 1C 2A 3C 4C 5B -Ask Ss to go through the list of different places and note down the problems they can think of for each places -Teacher goes around and helps Ss with any new words they need Application (15’) a, Aims: Talk about the about the disadvantages of being in an overcrowded place b, Contents: Ss work in groups to look at the places and discuss some possible disadvantages that people using them may have c, Outcome: Ss can discuss some possible disadvantages of being in an overcrowded place well d, Organization: - T divides the whole class into big Work in groups Look at the groups Each group chooses one place places below and discuss some and gives the disadvantages when people possible disadvantages that people using it using them may have - Teacher goes around and helps Ss with Suggested answers: any new words they need An overcrowded school: not enough - Ask a representative from each group to playing ground, big class, less report their findings to the class individual care, not enough study - T and SS comment and add more ideas aids… An overcrowded bus: not enough seats for everybody, stuffy/not enough fresh air, long wait at the bus stop,… An overcrowded block of flats: 300 noise, shortage of water, little space Guides for homework (2’) - Teacher gets students to retell the aim of the lesson -Learn the grammar rules - Prepare for Skills 2: Write a short paragraph describing the changes in population in Ho Chi Minh City Week 33 – Period 99 UNIT 12: AN OVERCROWDED WORLD Date of planning: …./… /2021 Lesson 06: Skills Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson students will be able to listen for specific information in a film review and write a short passage about the population growth of an area - Vocabulary: The lexical items related to the topic “ An overcrowded world” - Grammar: Review Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Behavior: Ss will be more aware of and be more responsible for protecting our country and world B Teaching aids Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up (3’) a, Aims: To warm up the class and introduce the lesson b, Contents: Ss work individually to talk about the effects of an overcrowded world c, Outcome: Ss can talk about the effects of an overcrowded world fluently and correctly d, Organization: -Talk about the effects of an Chatting overcrowded world? Presentation (15’) a, Aims: Listen to get specific information about an overcrowded world b, Contents: + Ss work individually to look at the poster and answer the question + Ss work individually to listen and check + Ss work individually to listen again and answer questions c, Outcome: Ss can Listen to get specific information about an overcrowded world and listening exercises correctly d, Organization: 301 Ss work individually, getting as much Look at the poster What you information from the poster as possible think the film is about? Ss share with their partners The information may include: - Have you seen this film? - What is it about? - Who is the main character? - Where you think the story happen? -T plays the recording twice Listen and check -T asks Ss to listen and the task - Ss the exercise individually -Ss listen again and check their answers - Ss compare their answer in pairs -T corrects their answers -T asks Ss to read the questions first to Listen again and answer questions see what information they need to The film is base on a book called answer the questions Q&A -T plays the recording as many times as The main character of the film is a necessary boy from an Indian slum -Ss the exercise individually He wins a lot of money on an Indian -Ss compare their answer in pairs game show -T checks as a class Because he is a boy from the slums The film looks beautiful, is full of emotion and is gripping Practice (20’) a, Aims: Write a short passage about the population growth of an area b, Contents: + Ss read and underline the words/ phrases to describe Dharavi slum and to show the change in its population + Ss work individually to look at the chart below… Write a short paragraph describing the change c, Outcome: Ss can know how to write a short passage about the population growth of an area d, Organization: II Writing - T asks Ss to read the passage about Reading the passage Underline the Dharavi slum words/ phrases to describe Dharavi slum T asks them to underline words/phrases and to show the change in its population to describe Dharavi slums or to show the - one of the largest slums changes in its population - In 1950, the population was around 100,000 people Since then… Look at the chart below… Write a -Ss write their paragraph individually short paragraph describing the based on the suggestions in the book change -T collects some writing to correct at Suggestion: home Ho Chi Minh City is one of the largest -If there is not enough time to write the cities in Viet Nam According to the paragraph in class, T can assign it for figures from the population homework investigation committee, the population 302 of HCM City in 1979 was three million - Collect some Ss’ writing papers and four hundred and twenty thousand mark them, then give comments to the people But in 2009, its population was class around seven million one hundred and twenty-three thousand people It was much bigger than that in 1979 It grew double after 30 years… The population of HCM City has grown and grown It is a population explosion Application (5’) a, Aims: Ss can describe the changes in population in Ho Chi Minh City b, Contents: Ss work individually to describe the changes in population in Ho Chi Minh City c, Outcome: Ss can describe the changes in population in Ho Chi Minh City well d, Organization: T asks Ss to describe the changes in Eg: population in Ho Chi Minh City Hello, I am going to tell you about Ss describe the changes in population in describing the changes in population in Ho Chi Minh City Ho Chi Minh City T corrects and remarks … Guides for homework (2’) - Learn the grammar rules - Prepare for Looking back and project - Review more Less, fewer; tag questions Week 34 – Period 100 Date of planning: …./… /2021 Date of teaching: …/… /2021 REVIEW (P1) A Objectives Knowledge: By the end of the lesson, Ss can review the language they have learnt such as pronunciation, vocabulary and grammar in the units 10, 11 and 12 by doing exercises - Vocabulary: The vocabulary for types of energy sources, means of transport in the future and overpopulation - Grammar: The future continuous, the future simple passive and future simple for predictions, Comparatives of quantifiers with more and less/ fewer, Tag questions, how to give facts and opinions Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Behavior: Students are hard-working and attentive B Teaching aids Teacher: Textbooks, teaching plan, teacher’s book… 303 Students: Textbooks, notebooks… C Procedures Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up (5’) a, Aims: To warm up the class and introduce the lesson b, Contents: Ss work in groups to play the game “Jumbled letters” c, Outcome: Ss can find out all the answers correctly d, Organization: SS play the game “Jumbled letters” SS play the game “Jumbled letters” Answer key verpoty veridrelss bleneware poverty energy gyenre idensyt tiplneful driverless Density renewable Plentiful - Ss write answer on the board Pronunciation (8’) a, Aims: Help students know the rules for rising/falling intonation in a question b, Contents: Ss work individually to mark the rising or falling intonation for each question c, Outcome: Ss can mark the rising or falling intonation for each question correctly d, Organization: - Remind Ss of the rules for rising/falling Listen to the conversation and intonation in a question Play the mark the rising or falling recording intonation for each question - Ss work individually Key - T plays the recording again Ss listen - What’s a monowheel? - Single – wheel? - How you ride it? - Is it easy to fall? - You should take adventures, shouldn’t you? - Why you like it? - Can’t you imagine? Vocabulary (15’) a, Aims: Help students know some vocabularies b, Contents: + Ss work individually to form a suitable word from the word stem to fill the sentences + Ss work individually to choose A,B or C to complete the sentences c, Outcome: Ss can vocabulary exercises correctly d, Organization: - Ss this task separately and share Form a suitable word from the their answers later with a partner word stem to fill the sentences 304 - T checks with whole class Key solution Overcrowded/crowded driverless invention healthier - T does a small revision of difficult Choose A, B or C to complete vocabulary which appears in the sentences exercise Key: A B A - Ask Ss to this exercise individually B A - T quickly checks students’ answers Grammar (15’) a, Aims: Review the future continuous, the future simple passive and future simple for predictions b, Contents: + Ss work individually to use the verbs in brackets in the future simple active or the future passive to complete the sentences + Ss work individually to put the sentences in the right order to form a conversation c, Outcome: Ss can grammar exercises correctly d, Organization: - T elicits from Ss the form in active and Use the verbs in brackets in the passive of will future simple active or the future - Call a student to the exercise on the passive to complete the sentences board while other students it Key separately will fly Will be used - T checks with whole class will be demolished Will have will invent - Ss the exercise independently When Put the sentences in the right order they have finished, T asks Ss to explain to form a conversation their orders Ask them to point out the c – g – a – i – e – f – h – clue on which they can base for their d – j – 10 b choice of the next sentence - Teacher writes the order on the board - SS practice the dialogue Guides for homework (2’) - Undo all the task and review knowledge they learnt - Prepare: review – skills (units 10 – 11 – 12) -Week 34 – Period 101 REVIEW (P2) Date of planning: …./… /2021 Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson, Ss will be able to revise the language they have studied and the skills they have practiced from unit 10 to unit 12 305 Competence: SS will develop some competences such as being determined, self-studying, creative working independently and communicating They will use language correctly Behavior: Students are hard-working and attentive B Teaching aids Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up (3’) a, Aims: To warm up the class and introduce the lesson b, Contents: Ss sing an English song c, Outcome: Ss can sing an English song well d, Organization: T lets Ss sing an English song Sing an English song Ss sing an English song Reading (10’) a, Aims: Help students know how to read and answer the questions b, Contents: + Ss work individually to answer the question in + Ss work individually to read the text and choose the best answer c, Outcome: Ss can understand the text and reading exercises well d, Organization: - SS share their ideas Which of the causes of hunger - T comments below you think is the most serious in your country? E.g.: Weather-related events: drought, flood, hurricane … - Ss individually and check their Read the text and choose the best answers with a partner before giving answer for each question their answers to T T confirms the 1A 2B 3B correct answers - T checks Ss’ answers Speaking (5’) a, Aims: Help students know how to answer the Yes-No questions b, Contents: Ss work in pairs to play the game c, Outcome: Ss can know how to answer the Yes-No questions well d, Organization: - Ss play the game in pairs The pair Game who successfully completes the task in E.g.: the shortest time will win the game A: - When the game is finished, T can B: Is it a noun? correct any wrong intonation of A: Yes, it is 306 questions that Ss make during the B: Does it have colour? completion A: Yes, it does B: What colour is it? A: It’s black B: It’s coal Listening (10’) a, Aims: Help students listen and answer the questions b, Contents: + Ss work individually to choose the correct answer + Ss work individually to listen and answer the question c, Outcome: Ss can listening exercises well d, Organization: - Ss the task individually 4: Choose the correct answer - T makes sure that Ss understand the Key: A word “footprint” by giving examples - T plays the recording once for Ss to Listen and answer the questions listen Play the recording again for Ss to Key: write down their answers Announce the He is searching for the meaning of answers to Ss “footprint” No, it doesn’t Yes, he does There will be a lot of greenery around you Writing (15’) a, Aims: Help students write about means of transport b, Contents: Ss work individually to write about an ideal means of transport for their area c, Outcome: Ss can know how to write about an ideal means of transport for their area well d, Organization: - Set up the writing activity T reminds Imagine an ideal means of transport Ss that the first most important thing is for your area Write a short always to think about what they are description of it going to write In this case, Ss may use Suggested writing the outline given in We live in Ba Vi, a mountainous area to - Teacher brainstorms with Ss for the the north of Ha Noi Our road system is language necessary for writing and note not very good so it used to be quite some useful expressions and language difficult to travel around Now we make on the board Encourage Ss to be it easier with a new kind means of imaginative and creative transport We call it Super Kite It looks - Have Ss write the draft first, then ask like a kite but it has wheels It uses them to write their final version in class wind and water… or at home Guides for homework (2’) - Retell the way to the reading, listening and writing - Prepare for the test 307 Week 34 – Period 102 THE SECOND END-TERM TEST Date of planning: …./… /2021 Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able to finish the test on time Competence: SS can use language correctly Behavior: SS are serious to the test B Teaching aids: CD and stereo, paper tests C Procedures ĐỀ THI DO PHÒNG GIÁO DỤC RA Week 35 – Period 103 Date of planning: …./… /2021 Date of teaching: …/… /2021 ORAL TEST A Objectives Knowledge: By the end of the lesson, Ss will be able to finish their speaking test Competence: Ss can the speaking test well Behavior: SS are serious to the speaking test B Teaching aids Teacher: Textbooks, teaching plan, handouts… Students: Textbooks, notebooks… C Procedures Checking: During the lesson New lesson: Teacher’s and Students’ activities Contents Oral test a, Aims: Check Ss’ speaking abilities b, Contents: Ss work individually to the oral tests c, Outcome: Ss can the oral tests well d, Organization: - Asks Ss to the oral tests - Ss the oral tests individually - T gives comments and marks ORAL TEST A PART 1: Talk about yourself (0.5pt, time: 1’ - 2’) I Full name? Name of class and school? (0.25pt) + I am + I am in class + I go to .school II Your hobbies (0.25pt) + I like / My favorite subject(s)/ activities is/ are + I don’t like 308 B PART 2: Your topics (1pt, time: 2’ - 3’): 0.25pt/ each answer to each suggested question Topic Traffic: Talking about traffic problems in your town Topic Films: Talking about your favorite films Topic Festivals: Describing a festival in your country Topic Sources of Energy: Giving some ways to save energy Topic Travelling in the future: Talking about means of transport in the future Topic An overcrowded world: Talking about disadvantages of an overcrowded are C PART 3: Extra questions related to the topics (0.5pt, time: 1’ - 2’) -Week 35 – Period 104 UNIT 12: AN OVERCROWDED WORLD Date of planning: …./… /2021 Lesson 07: Looking back and Project Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson students can review all what they have learnt in this unit Use what they have learnt during the unit to help them answer the questions - Vocabulary: The lexical items related to the topic “An overcrowded world” - Grammar: “more, less, fewer” Competence: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Behavior: Students are hard-working and attentive They know more about the effect and causes of overpopulation B Teaching aids Teacher: Textbooks, teaching plan, teacher’s book… Students: Textbooks, notebooks… C Procedures Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up (3’) a, Aims: To warm up the class and introduce the lesson b, Contents: Ss sing an English song c, Outcome: Ss can sing an English song well d, Organization: T asks Ss to sing an English song Sing an English song Ss sing an English song Vocabulary (10’) a, Aims: Help Ss review some vocabularies and exercise b, Contents: + Ss work individually to match the words with their definitions + Ss work individually to write the sentences for each of the following words c, Outcome: Ss can review some vocabularies and vocabulary exercises well d, Organization: 309 - Ss work individually to exercises Match the words with their - Asks Ss to compare their answer with definitions their partner 1E 2B 3C 4D 5A - T gives the answers - Encourage Ss to think creatively They Write the sentences for each of the may get away from the content of the following words unit about overpopulation and use these E.g.: words in a different context - Nobody wants to live in poverty - Go around while Ss are writing and - You can live longer if you have a good help them with any difficult words healthcare system - SS finish, T can choose some interesting sentences and ask SS to write on the board - T gives feedback Grammar (15’) a, Aims: Help Ss review more Less, fewer; tag questions and exercises b, Contents: + Ss work individually to put an appropriate tag question at the end of each sentence Then match the questions to the answer + Ss work individually to Look at the situation and complete the effects with “more/ fewer/ less” c, Outcome: Ss can review some less, fewer; tag questions and grammar exercises correctly d, Organization: - Asks Ss to the exercise individually Put an appropriate tag question at Check the answers with their partners the end of each sentence Then match - T checks with the whole class the questions to the answer Key: don’t we – a don’t you – e won’t there – c shouldn’t we – d don’t they – b - SS retell how to use “more/ less/ fewer” Look at the situation and complete and give some examples the effects with “more/ fewer/ less” - T asks Ss to the exercise Key: individually Check the answers with more more their partners more less - T checks with the whole class Communication (8’) a, Aims: Help students know situation and talk about their possible effects b, Contents: Ss work in groups to look at the situations and talk about their possible effects c, Outcome: Ss can and talk about their possible effects correctly d, Organization: - Ask Ss to read the example situation T I’ve got more 310 writes “I will” and “I can” on the board to remind Ss that they can use them to talk about possible effects - Ss work on situations and independently Work in groups Look at the situations and talk about their possible effects Ex: Situation: A cousin is moving in to share your room for two months Effects: - It will lose my privacy - It can have more fun - It will have less space of my own Project (7’) a, Aims: Help students the project well b, Contents: Ss work in groups to searches for an under-populated place and note down some facts about the place Then they present their findings in front of the class c, Outcome: Ss can know how to the project well d, Organization: - Teacher collects some pictures of an Project: The world we live in under-populated areas and bring them to Work in groups class Each group searches for an under- Ask Ss to look at the pictures and talk populated place about what they see Note down some facts about the place - Divide Ss into groups and instruct them on what they have to - SS the research Then have SS present their findings Guides for homework (2’) - Finish the project at home - Learn the grammar rules - Prepare for Review (P1) Week 35 – Period 105 THE SECOND END-TERM WRITTEN TEST Date of planning: …./… /2021 CORRECTION Date of teaching: …/… /2021 A Objectives Knowledge: By the end of the lesson, ss will be able to realize what they have done, what they haven’t done Competence: They can self-evaluate their studying and have good plans to improve it Behavior: Students are hard-working and attentive They will try their best to get better results B Teaching aids Teacher: Textbooks, teaching plan, paper tests, loud speaker Students: Textbooks, notebooks, paper tests C Procedures Checking: During the lesson 311 New lesson: Review Result: Class 3,5 - % – 6,5 % 6,5 - % - 10 % 7A 7B Grade - Keys and points: are provided by Thanh Mien Division of Education and Training 312 ... … tháng … năm 2021 Kí duyệt …………………………………………… …………………………………………… …………………………………………… …………………………………………… …………………………………………… Week - Period 16 Date of planning: …./…. /2021 Date of teaching: …./… /2021. .. ngày … tháng … năm 2021 Kí duyệt …………………………………………… …………………………………………… …………………………………………… …………………………………………… …………………………………………… 18 Week - Period UNIT 1: MY HOBBIES Date of planning: …./…. /2021 Lesson... Thắng, ngày … tháng … năm 2021 Kí duyệt …………………………………………… …………………………………………… …………………………………………… …………………………………………… …………………………………………… Week - Period 10 UNIT 2: HEALTH Date of planning: …./…. /2021 Lesson
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