Giáo án tiếng anh theo công văn 5512 của Bộ giáo dục và Đào tạo Soạn theo hướng đổi mới, phát triển phẩm chất, năng lực của học sinh. Giáo án tiếng anh theo công văn 5512 của Bộ giáo dục và Đào tạo Soạn theo hướng đổi mới, phát triển phẩm chất, năng lực của học sinh.
WEEK:20 Period: 55 Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson - GETTING STARTED: My favourite salad I./ OBJECTIVE: By the end of the lesson, students can: - use the lexical items related to making a prawn salad - listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad - Learn some more famous dishes of some countries in the world Knowledge: - Vocabulary: lexical items related to making a prawn salad - Grammar: Giving instruction 2.Qualities: Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE: Teacher and Students' activities Contents ACTIVITY 1: Warm up (5’) Brainstorming Aims: help students have an overview about Find out famous dishes of some countries in the dishes and cuisines from different cutures world Contents: Countries Dishes Find out famous dishes of some countries in Viet Nam the world Thailand Products: Japan Famous dishes from the coutries in the The USA board Mexico Organization: The UK - Teacher elicits and write the name of some Italy countries on the board India ? Discuss and find out some famous or tradition dishes of these countries - Have some students write the dishes on the right corner of the board ACTIVITY Knowledge Formation (17’) Getting-started: Aims: provide sts neccesary words and I New words structure for understanding and learning the - prawn (n): tôm sú conversation - celery (n): cần tây Contents: - mayonnaise (n): sốt ma-i-on-ne - new words from the conversation - versatile (adj) đa dụng Teacher and Students' activities - A/an, some/any - Modal verbs in Conditional sentences type Products: - New words - Usage of a/an/some/any Organization: New words Teacher use the things in the picture on page 6-7 to teach new words - Follow the seven steps of teaching vocabulary Listen and read Contents II Listen and read ? Cover the text and look at the picture on page 6-7 * Suggested answers: ? Who can you see in the picture? - Mi, Nick and his mom ? Where are they? - In the kitchen ? What is there on the table? - prawn, celery, lemon salt, pepper, mayonnaise, knife, tablespoon ? What you think they are talking about? - They are talking about how to make a salad - Play the recording and have students follow along ? Compare your answer with the information in the dialogue 1.a Find the words (1a P8) 1.a Find the words (1a P8) ? Work individually to find the words with starter versatile the given meanings in the dialogue drain peel ? Quickly write the answer on the board chop combine 1.b Word webs (1b P8) ? Work in pairs and complete the word webs - Call one pair to write their answers on the board ? Add more if needed 1.c Answer the questions (1c P8) ? Run through the questions - Make sure students understand them ? First, answer the questions without reading the dialogue again ? Exchange your answer with your partner ? Read the dialogue again and check ACTIVITY 3: PRACTICE (15’) Aims: help sts have some concepts about 1.b Word webs (1b P8) * Ingredients: prawn, celery, lemon salt, pepper, mayonnaise, spring onion * Preparing and cooking: wash, boil, combine, chop, peel, drain, mix, add 1.c Answer the questions (1c P8) Nick's mum Because it's simple and delicious In the summer time They are versatile, and you can use lots of ingredients in a salad Nick's mum boils and drains the prawns, and mixes the ingredients Mi washes the spring onions, chop the celery, peels the onions, and mix the ingredients Because he finds it difficult to wait for one hour Teacher and Students' activities famous dishes all over the world Contents: - famous dishes - words about food Products: - key to Practice 2, 3, 4/P8 Organization: Matching (2 P8) ? Refer back to the warmer ? Look at the pictures and match the dishes with the pictures ? Pair compare - Play the audio for students to check and repeat the answers Contents III Practice Matching (2 P8) A Cobb salad C steak pie E lasagne rice G beef noodle soup Discussion (3a P8) Discussion (3a P8) ? Work in pairs to discuss what country in A The USA the box is associated with each dish in C The UK - Check and confirm the correct answers E Italy G Viet Nam Fill in each blank with the name of a dish (3b P8) ? Complete the sentences with the name of the dishes in ? Write the answer on the board Food quiz (4 P8) ? Work in groups to the quiz B sushi D fajitas F mango sticky H curry B Japan D The UK F Thailand H India Fill in each blank with the name of a dish (3b P8) lasagne curry steak pie Fajitas sushi Food quiz (4 P8) Suggested answers beef prawn, potato cheese, butter, ice cream strawberry, lychee, cherry, promegranate broccoli, spinach, lettuce, celery, kohlrabi ACTIVITY 4: Further practice (5’) Aims: review and learn by heart at class some new words and structure Contents: More speacial dishes from different area of Noodles in main areas of Vietnam Vietnam Vietnamese special food Products: - Vietnamese specialities Sts’s knowledge about food and articles Organization: ? Recall some dishes Homework: Learn by heart new words Do exercises B1-3 P4-5 (workbook) Prepare: Unit 7: A closer look -0@0 WEEK:20 Period: 56 Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 2: A closer look I./ OBJECTIVE: : By the end of the lesson, students can: - learn some more words related cooking verbs - remember the instructions on how to make a pizza - Identify the tone in statements used as questions and say these sentences correctly 1.Knowledge: - Vocabulary: words related to cooking verbs and making a pizza - Grammar: Imperative Qualities: Skills: Practicing skills Attitude: - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE: Teacher and Students' activities ACTIVITY 1: WARM-UP (5’) Word webs Aims:- Elicits the topic from students Contents: Dishes: Cobb salad, sushi, steak pie, fajitas, lasagne, mango sticky rice, beef noodle soup, curry Preparing and cooking:wash, boil, combine, chop, peel, drain, mix, add Product: all the words related to the topic: dishes and preparing/ cooking Organization: ? Work in two teams ? Brainstorm all the words related to the topic: dishes and preparing/ cooking - Encourage them to call out as many words as possible ACTIVITY 2: Vocabulary (15’) Aims: help sts learn the words about cooking process and usage of those Contents: new words in A closer Look Products: Content Word webs * Suggested answer: Dishes: Cobb salad, sushi, steak pie, fajitas, lasagne, mango sticky rice, beef noodle soup, curry Preparing and cooking:wash, boil, combine, chop, peel, drain, mix, add I New words Teacher and Students' activities Keys of A Closer Look Organization: - Teacher use the pictures in on page to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary (v): (v): (v): (v) (v): (v): (n): (n): Content đánh (trứng) nạo rắc ướp phết om mì ống, mì sợi bột (nhão) làm bánh - whisk - grate - spinkle - manirate - spread - simmer - paster - batter Matching (1 P9) II Vocabulary ? Match the verbs in the box with the Matching (1 P9) pictures A chop B slice C grate D marinate E whisk F dip G sprinkle H spread Complete the sentences (2 P9) Complete the sentences (2 P9) ? Work in pairs chop, Slice grates, sprinkles ? Use the correct form of the verbs in to Marinate whisk complete the sentences Dip spread Matching (3 P9) Matching (3 P9) ? Run through all the cooking verbs 1.g f ? Read the definition and match a cooking h c verb in A with its definition in B e a ? Work individually d b 4.a Questions (4a P9) 4.a Questions (4a P9) ? Look at the picture and answer the two - tomato sauce, onion, cheese, apple, bacon, questions pizza base -> pizza ? Pair compare - Elicit their answers ? Have you ever eaten or made a pizza? ? If so, you like the dish? ? Describe the process of making one briefly 4b Complete the instruction (4b P10) 4b Complete the instruction (4b P10) ? Look at the pictures and complete the Chop instructions individually Grate ? Then compare the answer with a partner Spread - Check the answer as a class Sprinkle ? Can you make a pizza after reading the Spread instructions Bake ACTIVITY 3: Pronunciation (15’) Aims: III Pronunciation Concept of tone in statement used as * Tone in statement used as questions questions Contents: What is a statement? - A statement can be used as a question to check - a telling sentence that ends with a full stop that the information we have is correct ? What is a statement question? - used to check information has the order of a statement but ends with a question mark Products: Sts can read in correct innotation Teacher and Students' activities Organization: - Play the part of the conversation in GETTING STARTED which includes a statement question ? Listen and pay attention to the intonation of the sentences, give comment ? Read the REMEMBER box - Make sure students understand the information Listen and draw or (5 P10) ? Listen to the conversations and draw correct symbol for the intonation of each sentence - Play the recording as many times as necessary ? Practice the conversations with a partner Complete the mini-dialogues (6 P10) ? Work in pairs to complete the minidialogues with suitable statement questions - Call on some pairs to write their answers on the board - Give comment when needed ? Practice the dialogues using the correct intonation ACTIVITY 4: Further practice (5’) Aims: - help sts use cooking verbs flexibly - practice speaking statement questions Contents: - cooking verbs in textbook - questions from students Products: Sts can use cooking verbs have a clear concepts of intonation of statement questions Organization: ? Recall some cooking verbs ?How is a statement question pronounced? Teacher review the lesson and give homework Homework: ? Learn by heart new words ? Do exercises A1,2 P3 (workbook) ? Prepare: Unit 7: A closer look ACTIVITY 5: Production (5’) Aims: review the lesson Contents: new words about cooking Products: sts can speak statement questions correctly, can use more cooking verbs Organization: Content - When we pronounce a statement question, our voice goes up at the end Listen and draw or (5 P10) Complete the mini-dialogues (6 P10) * Suggested answers: You don't like paster?/ Don't like paster? Add some salt? - a pinch of salt a glass of beer a slice of bread a stick of cinnamon a head of cabbage a handfull of cherry tomatoes Homework: Learn by heart new words Do exercises A1,2 P3 (workbook) Prepare: Unit 7: A closer look -0@0 -WEEK:20 Period: 57 Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 3: A closer look I./ OBJECTIVE: - Grammar: Quatifiers, Modal verbs in conditional sentences type - Vocabulary: words related to dishes 1.Knowledge: conditional sentences type with modal verbs Qualities: Skills: Practicing skills Attitude: - Ss are interested in using Quatifiers, Modal verbs in conditional sentences type - Positive about recipes and eating habits - Students know how to learn English in right way - Ss are interested in doing exercises Competences: - Co-operation - Self- study - Using some vocabularies and structures to talk about their favourite dishes and recipes for dishes II.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV.PROCEDURE: Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP (5’) Aims: review old lesson Contents: Cooking verbs Products: Check the old lesson Organization: Teacher asks, sts answer ACTIVITY Knowledge Formation (10’) Aims: Help sts know about quantifiers Contents: a/an/some/any Products: Sts can use a/an/som/any exactly Key to Task 1, P11 deep-fry (v) /diːp-fraɪ/: rán ngập mỡ dip (v) /dɪp/ : nhúng drain (v) /dreɪn/: làm nước garnish(v)/ˈɡɑːrnɪʃ/: trang trí (món ăn) grate (v) /ɡreɪt/: nạo grill (v) /ɡrɪl/: nướng marinate (v) /ˈmærɪneɪt/: ướp peel (v) /piːl/: gọt vỏ, bóc vỏ purée (v) /ˈpjʊəreɪ/ : xay nhuyễn roast (v) /rəʊst/: quay Organization: Grammar 1: Quantifiers: Ask students what a quantifier is, briefly explain to them that quantifier is a word or phrase that expresses the amount Tell students that they had already learnt and know quite a few quantifiers Elicit examples from students T may organize a short warm-up activity with this content Students work in pairs to write down all quantifiers that they know in two minutes The winner in the pair with has the most answers Task 1: Ask Ss about the use of the four quantifiers Make any necessary comments Have Ss this exercise individually and then compare their answers in pairs Tell Ss that when talking about recipes people usually use food quantifiers and that the Look out! box contains the most common ones Have Ss read the information in the Look out! box Explain any unclear points If time allows, ask Ss to give examples with the quantifiers Ss may also add some more food quantifiers they know to the list Fill each blank with a, an, some, or any Key: 1.a some/any an a a any some some Some Match the food quantifiers with the nouns Some quantifiers can go with more than one noun Key: 1.a, g a 5.h b,d 3.f,g 4.c 7.e,f b Task : Have Ss the exercise individually and then compare their answers with a partner Remind them that some quantifiers can go with more than one noun Check the answers as a class ACTIVITY Knowledge Formation 2(10’) Grammar 2: Aims: learn about Conditional Sentences Types Contents: If + S + V (present simple), s + can/must/may/might/should + V (infinitive) Products: Key to Task 3, P7 Organization: Task : a Have Ss work in pairs to read the instructions to make a chicken salad and to fill each blank with a word/ phrase from the box Check as a class Read the instructions to make a salad Fill each blank with a word/phrase in the box Key: 200grams an tablespoons teaspoon teaspoon some b Work in pairs Think about a simple salad Write the instructions on how to make it using the quantifiers and cooking b Ask Ss to work in pairs, and think about a simple salad they know Together Ss write the instructions to J make it Call on some pairs to read aloud their instructions Other Ss listen, make comments, and vote for the best salad T may also organise a competition Have Ss work in groups to write the instructions to make a salad on a big piece of paper Once they have finished, each group sticks their instructions on the board A board of five Ss act as examiners This board reads the instructions and gives each group a mark Task : Have Ss read the two given sentences and answer the questions Elicit their answers and confirm the correct ones Ask them to give the standard form of conditional sentences type 1.T may call on one student to write the form on the board Now have Ss read the information and examples in the grammar box Write the form of the examples on the board: verbs you have learnt Share the instructions with the whole class Vote for the best salad Modal verbs in conditional sentences type Read these sentences from the conversation in GETTING STARTED Pay attention to the underlined part and answer the questions In conditional sentences type 1, we use a simple present tense in the If-clause and will + bare infinitive in the main clause This is the standard form Instead of will, we can use other modal verbs such as can, must, may; might or should in the main clause to express ability, permission, advice, possibilities, necessity, etc Example: If you cut your finger, it will bleed (standard form) If you finish your dinner, you can watch TV (permission) She can learn to become a good cook if she tries hard, (ability) if he likes eating spicy food, he may/might add chilly, (possibility) If you don't want to get burnt, you must follow these safety instructions (necessity) If you feel unwell, you shouldn't eat fast food (advice) Key: I ability Advice ACTIVITY 4:Further practice: Aims: review Conditional sentences Type Contents: If Clause: Present Simple Main Clause: may/might/could/should/can/will/would + V Products: - sts can make a Conditional Type Sentence - sts can put quantifiers in correct places Organization: Task 5 Have Ss the exercise individually and then compare their answers in pairs Ask some Ss to read Match the first half of the sentence in A out loud the complete sentences Task 6 Have Ss work in pairs to read the situations and write appropriate //-sentences Call on some Ss to write their sentences on the board Give necessary correction If time allows, organise a quick game Ss work ỉn groups and write down two situations After five minutes, have a representative from one group stand up and read out one situation This student points at a random student in another group to give a conditional sentence type with a modal verb If the sentence is correct, the group gets one point The groups take turns to read their situations The winner is the group with the most points Make sure the groups have equal opportunities to give the answers with the second half in B Key: c e a b f d What will you say in these situations? Use suitable modal verbs with conditional sentences type Example: Your friend, Mai, is not good at cooking, but she wants to study abroad You think learning to cook is a good idea because she can cook for herself when she's away from home Give her some advice —> If you want to study abroad, you should learn to cook Suggested answers: If you want to have good health, you must reduce the amount of salt in your food If my brother is hungry, he can eat three bowls of rice You can take a cooking class if it is at the weekend If I eat this undercooked pork, I may have a stomachache You should whisk the eggs for 10 minutes if you want a lighter cake Take note Homework: Copy the email onto exercise notebook -Prepare communication -0@0 -Kiểm tra ngày tháng năm …………………………………………………… …………………………………………………… …………………………………………………… WEEK:21 Period: 58 Preparing date: Teaching date: Unit 7: RECIPES AND EATING HABITS Lesson 4: Communication I./ OBJECTIVE: By the end of this Unit, students can: • talk about the eating habits of Vietnamese people • listen for detailed and specific information about teenagers' eating habits 1.Knowledge: - Vocabulary: words related to recipes and eating habits - Grammar: quantifiers (review); modal verbs in conditional type Qualities: Skills: Practicing skills ACTIVITY 3: PRACTICE (15’) Aims: Contents: Products: Organization: Communication 2: - Work in groups of four Put Ss in groups of four Tell them that they can look back at the posts and choose one post to discuss Remind them that they can use the phrases to express agreeing or disagreeing in the box Move around to observe and provide help a) Have Ss work in pairs Ask them to choose a couple of example careers, either from elsewhere in the - Work in pairs unit or from ideas of their own - Ss should then figure out their own reasons why they or not want the chosen careers - Set a time limit of ten minutes Tell them that they can also note down several key words/phrases related to their reasons ACTIVITY 4: Further practice (10’) Aims: Contents: Products: Organization: b) Ask several pairs to report their decisions and reasons to the whole class Have other Ss give comments This is - Several pairs to report their decisions an open exercise and there are no wrong answers and reasons to the whole class Homework: Review this lesson Do exercises …… (Workbook) Prepare lesson Skills Kiểm tra ngày tháng năm …………………………………………………… …………………………………………………… …………………………………………………… -0o0 -WEEK:35 Period: 100 Preparing date: Teaching date: UNIT 12 MY FURTURE CAREER Lesson 5: Skills I./ OBJECTIVE: By the end of the lesson, Ss will be able to how to: - Talking about a person's like/dislikes, personality traits, and abilities for a certain job 1.Knowledge: Despite/inspite of: review Verb + to-infinitive/Verbs +V-ing Qualities: Skills: - Practising skills Attitudes: Ss are interested in careers and jobs Competences: - Co-operation - Self- study - Using language to talk about careers and jobs II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE Teacher’s and students’ activities ACTIVITY 1: WARM-UP Aims: Contents: Products: Organization: Discussion: What is a job? What is a career? How different are they? Content - Whole class: Suggested answers : A job is something people to earn money A career is more than a job It is an - go ing process of learning and development of skills and experience Very different (A job describes what you doing now, a career describes your job choices over your working life, with the aim of improving your quality of life) ACTIVITY 2: KNOWLEDGE FORMATION (20’) Aims: Contents: Products: Organization: Pre-reading Ask Ss to work in pairs to discuss the questions - Work in pairs Elicit the answers from Ss Give Ss three minutes to skim the article and compare their answers with the - Answer the questions inforrmation from the article While-reading Have Ss read the article to the exercise in pairs - Share the answer Ask some Ss to share their answers Key: career path 2.peer ongoing 4.alternatively 5.take into account Ask Ss to work individually Remind them to play attention to key worlds in each statement Then allow them to share their answers befor checking as a class To check their understanding, ask some Ss to explain their answers Key: 1.T 2.F 3.F 4.T 6.T ACTIVITY 3: PRACTICE (15’) Aims: Contents: Products: Organization: 4.Post-reading (Speaking) Work in groups Have Ss work in groups Each groups should choose one job discuss Ieally each group would have a different job If you have more groups than jobs the list, Ss can contribute more jobs Ask them to make notes on a small poster, using - Make notes on a small poster, using the the example as a guide Set a time limit example as a guide Have each groups present their ideas and opinions on their chosen job to the class Once they have finished, ask the class to say whether they agree with the points or not and whether they should and some other points As an extension activity, ask groups to choose - Present their ideas and opinions on their another job that they did'n work on Have Ss read the chosen job to the class notes from the groups who chose this job in Tell them to add any eatra ideas their group may have Ss report their - Work in groups ideas to the class ACTIVITY 4: Further practice Aims: Contents: Products: Organization: - Sum up the main content of the lesson Homework: (2) Review this lesson Do exercises …… (Workbook) Prepare lesson Skills -0o0 -Kiểm tra ngày tháng năm …………………………………………………… ……………………………………… …………… UNIT 12 MY FUTURE CAREER PERIOD : SKILLS I.OBJECTIVES :By the end of the lesson, Ss will be able to listen for general and specific information about choosing future jobs and reasons for these choices, write about the qualities one needs to be able II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids : posters, pictures III PROCEDURES: T’s & Ss’ Activities CONTENT Introduction Ask Ss to say what jobs their parents Ask them if they are aware of any difficulties which their parents face when doing those jobs Listening Key: mountains of work Ask Ss to work in pairs to answer the 2.work overtime Rewarding sociable questions Ask a pair to share their ideas 5.applied skills good with his with the class Tell Ss that they are going to listen to a conversation between Phong and Mrs Warner, Nick’s mother, about jobs that he and his friends want to in the future Ask them to read the information in carefully Tell them to listen carefully to find out the words/phrases from the recording needed to fill in the blanks T can play the recording twice if necessary Have two Ss write their answers on the board Confirm the correct answers Have Ss work individually to Key: T 2.T T F F 6.T underline the key words in the statements and predict the answers Write their answers on the board without confirming the correct answers Play the recording again for Ss to check T may pause at the sentences that include the information Ss need for their answers Con rm the correct answers Writing First check that everybody understands the meaning of the adjectives in the box If not, T can spend some time explaining them Set a time limit for pairs to brainstorm the ideas and the discussion Ask them to refer back to and as examples for useful language and ideas Ask some pairs to present their ideas to the whole class Remind Ss that they should give examples and reasons to support their main points 5./ Have Ss work individually to get their ideas down on paper and check the accuracy of what they have written Give them ten minutes to write and edit their work Swap their writing with a partner for peer review, comments, and corrections Then ask Ss to write the second draft as homework IV- HOMEWORK: Do exercise in exercise book Prepare LOOKING BACK _ Period: 50 Teaching date: 09/5/2017 Week: 36 Class: 9/1, 9/2 UNIT 12 MY FUTURE CAREER PERIOD : LOOKING BACK & PROJECT I OBJECTIVES : By the end of the lesson, Ss will be able to review of what they have learnt in Unit 12 II TEACHER AND STUDENTS’ PREPARATION : 1.Techniques : group work , pair work, communicative approach 2.teaching aids : posters, pictures III PROCEDURES: T’s & Ss’ Activities Encourage Ss not to refer back to the unit pages Instead, they can use what they have learnt during the unit to help them the exercises Ss should record their results for each exercise to complete the self-assessment box at the end of the unit and identify areas to review Vocabulary & Grammar For 1, 2, 3, 4, and 5, rst have Ss work independently Then they can check their CONTENT Key: 1 C D E F A B H E F A D G C B vocational dynamic empathetic academic subjects 5.took into account professional 7.burnt the midnight oil make a bundle to lock working treating 4.to get to nish reading answers with a partner before discussing the answers as a class However, tell Ss to keep a record of their original answers so that they can use that information in their self-assessment Communication 6./ Have Ss work in pairs to think of two things that are true of the job they are assigned, and one thing that is not true about the job Give them seven minutes to work together When the pairs have finished preparing, ask them to take turns to come to the front to introduce themselves and repeat the three ‘facts’ The class will together decide which ‘facts’are true, and which is untrue Finished! Finally ask Ss to complete the selfassessment Identify any difficulties and weak areas and provide further practice PROJECT My future career path The aim of this project is to encourage Ss to think about possible career paths they may want to follow, and to some more research about the factors they have to consider if they are going to follow that pathway This is a topic that is of immediate importance to the Ss’ futures Divide Ss into groups of four or ve and instruct them on what they have to Encourage them to think of a real path they might want to follow Tell them to: • give reasons for the choice • consider factors like quali cations, skills, hobbies, personalities, practical issues, and even the employment market 1.working hard →to work hard 2.promised to make →no change 3.to be →being 4.refused to attend →no change mind to burn →mind burning 6.managed getting →managed to get admitted to study →no change 8.o- er working →o- er to work 9.prefer working →preferring to work 10.agreed to take →no change • think about who can give them good advice, and why Ask Ss to draw a picture of their career path Have them present their posters in the next lesson When all the groups have given their presentations, let the whole class vote for the best one IV- HOMEWORK: Do exercise in exercise book Prepare Review WEEK:36 Period: 103 Preparing date: Teaching date: REVIEW (LANGUAGE) I./ OBJECTIVE: By the end of the lesson, students can: + Revise the language students they have practiced in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar Knowledge: + Revise the language Ss they have practised in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar Qualities: Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit 10-12 Attitute: Ss work hard Competence: - Expressing opinions -self-studying , cooperating , working hard and creatively II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE Teacher’s and students’ activities Content ACTIVITY 1: WARM-UP Aims: Contents: Products: Organization: Ask and answer - work in groups of and list the things ? What have you learnt so far in terms of language and their mother often does every day skills - Summarise their answers and add some more information if necessary Encourage Ss to recall and speak out as much as possible ACTIVITY : KNOWLEDGE FORMATION (20’) Aims: Contents: Products: Organization: I Pronunciation Draw rising or falling arrows (Activity P82) ? Review the rude of tones (high or rising tones to check1 Draw rising or falling arrows (Activity P82) information, to indicate items in list, to disagree with A: What the astronauts while they someone, and with Wh-questions) with Ss - Before listening to the recording, have Ss draw arrows are aboard the ISS? B: They keep the station in good condition, to illustrate the appropriate tones and science experiments - Play the recording A: Sounds hard ? Listen and check the answers - Confirm their answers as a class Ss then listen again and B: Not at all A: They don't have "weekend"? repeat, in chorus and individually B: They A: What they during thier weekend? B: They various things like watching movies, playing, music, reading books, and talking to their families Draw arrows to illustrate the feelings and opinions of A and B (activity P82) Have Ss work in pairs to draw rising or falling arrows to illustrate the correct tones Ask them to practise saying the conversation Play the recording for Ss to check their answers Check the answers as a class Have some pairs practise saying the conversations in front of the class ACTIVITY 3: PRACTICE (15’) Aims: Contents: Products: Organization: Vocabulary Change the form of the verbs provided to complete the sentences (Activity P82) ? Do this individually and then share their answers with a partner ? Write the answers on the board Complete each sentence with a phrase in the box (Activity P83) Check if Ss remember the meaning of the phrases Ensure all are understood before moving on Then have them work in pairs to complete the sentences Check the Draw arrows to illustrate the feelings and opinions of A and B (activity P82) A: In the near future, we will mostly learn online B: Incredible! but we will still have actual classrooms, won't we? A: Sure But teachers will no longer be knowledge provides B: Really? A: They will be guides, or facilitators B: Superb! What about the student's roles? A: They'll be more responsible for their own learning, i think B: Amazing! And they will make their own decisions? A: Absolutely right! II Vocabulary Change the form of the verbs provided to complete the sentences (Activity P82) facilitators development(s) training launch experienced attendance evaluators participants Complete each sentence with a phrase in the box (Activity P83) work flexitime sence of direction make a bundle burn the midnight oil answers as a class Grammar Infinitive or -ING form (Activity P83) Check if Ss remember the meaning of the phrases Ensure all are understood before moving on Then have them work in pairs to complete the sentences Check the answers as a class once in a blue moon The sky's the limit sence of responsibility mountains of work III Grammar Infinitive or -ING form (Activity P83) eating to play to work/working to be doing to share floating checking Rewrite the pairs of sentences (Activity P83) Rewrite the pairs of sentences (Activity P83) Suggested answers Have Ss write the sentences individually on a piece of My grandfather, who has been retired for paper Ask Ss to swap a partner Allow Ss time to discuss ten years now, used to be an astronaut if there is any difference between their answers Check the The spacecraft which/that took Yuri sentences as a class Gagarin into space is called Vostok 3KA She likes the career which/that heer father pursued all his life He admires the teacher who initiated building the school library I work for a man whose farm covers thousands of acres Students will have to make their own learning decisions, which will be hard for many of them ACTIVITY 4: Further practice Aims: Contents: Products: Organization: Everyday English (Activity P83) Everyday English (Activity P83) Have Ss read the phrases and sentences carefully Check No worries that Ss understand the meaning of the phrases before I am not so sure about that moving on Then Ss this exercise in pairs, Correct their That's not entirely true answers and ask some pairs to act out the dialogues Cool Homework: Sounds interesting ? Do all the exercises in Review 4: language ? Prepare: Exam -0o0 -Kiểm tra ngày tháng năm …………………………………………………… …………………………………………………… …………………………………………………… WEEK:36 Preparing date: Period: 104 Teaching date: REVIEW (SKILLS) I./ OBJECTIVE: By the end of the lesson, students can: + Revise the language students they have practiced in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar Knowledge: + Revise the language Ss they have practised in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit 10-12 Attitute: Ss work hard Competence: - Expressing opinions -self-studying , cooperating , working hard and creatively II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE Teacher’s and students’ activities ACTIVITY 1: WARM-UP Aims: Contents: Products: Organization: Reading Activity 1: a Have Ss work individually to skim-read the text to match the headings with the correct paragraphs They can compare their answers with a partner Check answers as a class ACTIVITY : KNOWLEDGE FORMATION (20’) Aims: Contents: Products: Organization: Reading b Ask Ss to read the text again carefully to decide whether the statements are true (T) or false (F) Tell them that they can underline the sentences that have clues for their answers Have Ss compare their answers with a partner Check the answers as a class Ask Ss to explain the reasons why an answer is false Speaking Activity 2: This is an open speaking exercise Allow Ss time to get some ideas from Unit 10 to 12, or to come up with some ideas of their own Ss can work in groups Have some Content C A D B T F F F T Ss/groups come to the front to present their own choice and their reasons for the choice ACTIVITY 3: PRACTICE (15’) Aims: Contents: Products: Organization: Listening Activity 3: KEY: a Firstly, ask Ss to read the questions carefully Then play a hotel receptionist the recording Ss listen and answer the questions twos Ask some Ss to give their answers Write Ss’ answers on the board KEY: b Have Ss read the sentences carefully and try to sociable complete them without listening to the recording again dealing with Do not confirm any answers at this stage Tell Ss that they telephone manner are going to listen a second time to check the answers for experience the questions in 3a and b Play the recording Ask some Ss night shifts to give answers Let Ss listen a third time if necessary to check their answers Confirm the correct answers as a class ACTIVITY 4: Further practice Aims: Contents: Products: Organization: Writing Activity 4: Have Ss work in pairs to discuss the question Ask the pairs to brainstorm an outline of the main reasons why they think their chosen job will be the most popular Have pairs the writing together T may read aloud one piece of writing and ask other Ss to comment T may also collect some of the Ss’ paragraphs to correct at home Homework: - Write new words then learn them by heart - Copy the exercise into notebooks - Prepare for test Kiểm tra ngày tháng năm …………………………………………………… …………………………………………………… …………………………………………………… WEEK:36 Period: 105 Preparing date: Teaching date: REVIEW (LESSON 3) I./ OBJECTIVE: By the end of the lesson, students can: + Revise the language students they have practiced in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar Knowledge: + Revise the language Ss they have practised in Units 10-12 + Practice doing some exercises in Pronunciation and Grammar Qualities: Skills: - Develop ss' skills of doing some exercises to consolidate and apply what they have learnt in Unit 10-12 Attitute: Ss work hard Competence: - Expressing opinions -self-studying , cooperating , working hard and creatively II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./ TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present… IV./.PROCEDURE Teacher’s and students’ activities ACTIVITY 1: WARM-UP Aims: Contents: Products: Organization: Content ACTIVITY : KNOWLEDGE FORMATION (20’) Aims: Contents: Products: Organization: I Choose the best answer Does it take…….long time to get to… city centre? A X – the B a- a C a- the D the- the I have been assigned to buy…… fruit and drinks A a B an C some D any As soon as the spacecraft………….into space, the screw started to observe the sun A has travelled B had travelled C travelled D was travelling A bad accident …………… On Highway 95 last night A happened B happen C was happened D was happening If I ……… taller, I…… better at basketball A be- will be B were – might be C am- will be D were – would have been The children………… attend that English school receive good education A which B whose C who D whom Mike comes from a city…… is located in the southern part of England A when B that C where D who If parents don’t cook at home, their children .most fast A would have B had had C have D may have On January 17th, people in Mexico bring their animals ………… church A on B in C to D up 10 Mary: “I think we should save energy at home as well as at school” Peter: “……………………………….” A That’s a good idea B Yes, we C No, we don’t D Yes, we think 11 Ha: “ You’ve passed your exam Congratulations!” Lan: “…………………………………” A That’s very nice of you B Yes, I C No, let’s not D I’d love to KEY: C C B A B C B D C 10 A 11 A ACTIVITY 3: PRACTICE (15’) Aims: Contents: Products: Organization: II Read the passage and choose the correct answr Earth, our beautiful home planet, is the only astronomical object to accommodate life (1) we know it Scientists believe Earth was (2) approximately 4.5 billion years ago It is the fifthlargest (3) in our solar system Its equatorial diameter is about 12,074 kilometres Earth is the thirdclosest planet to the sun The distance from Earth to the sun is roughly 149,600,000 kilometres It (4) 365,3 days for Earth to obit the sun, and 24 hours to rotate on its axis The surface temperature ranges from -88 to 58° C Nearly 70 percent of Earth’s surface is covered by ocean, (5) has an average depth of about kilometres In 2015 it was estimated that 7,3 billion humans are living on Earth KEY: A B B B C III Rewrite the sentences so that it stays the same meaning “You’d better not lend that man any more money, Mary” - said John → John advised Although he took a taxi, Bill still arrived late for the concert → Despite It is ages since Alan visited his parents → Alan They manage to finish the project in time for the presentation → They succeeded KEY: John advised Mary not to lend that man any more money Despite taking a taxi, Bill still arrived late for the concert Alan hasn’t visited his parents for ages/ a long time They succeeded in finishing the project in time for the presentation ACTIVITY 4: Further practice Aims: Contents: Products: Organization: Homework: - Learn by heart new words - Review Units 10-12 for the coming test Kiểm tra ngày tháng năm …………………………………………………… …………………………………………………… ……………………………………………………