Giáo án Tiếng anh lớp 7 theo công văn 5512

Giáo án Tiếng anh lớp theo công văn 5512 Period 55 UNIT 7: TRAFFIC Lesson 1: Getting started I OBJECTIVES: By the end of the lesson, Ss will be able to: - Know some words, phrases related to traffic topic - Know the usage of “How” to ask about means of transport Knowledge: a Vocabulary: know some words, phrases related to traffic topic b Grammar: The usage of “How” to ask about means of transport Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for using means of transport and more aware of taking part in traffic II TEACHING AIDS Materials: Textbooks, pictures, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and introduce the lesson * Questions T asks some Ss to answer the questions - How/ by what means you go to and talk some words about means of school every day ? transport On foot? By bicycle? By bus? On your parents’ motorbike… Ss answer the questions and talk some - What means of transport you know? words about means of transport (plane, bike/ bicycle, bus, boat, ship, T asks Ss to match the means of transport Train, motorbike, car) under the right pictures (Ex 2) Ss match the means of transport under the right pictures T introduces the lesson Presentation Aim: Ss can listen and read about topic “traffic ”; ask and answer about distance and give suggestions T lets Ss listen and read the conversation Lisen and read Ss listen and read the conversation T explains some words and gives examples Ss listen and remember * Vocabulary Hey: to have someone’s attention Great idea: when you strongly support or agree with something Can’t wait: very excited and keen to something T gives structures with “How…?” to ask about means of transort * Structures - How far is it from …….to… ? It is about ……… Ss copy and give examples Eg: A: How far it it from your house to school? B: It’s about one kilometer - How do/ does + S + V … ? Eg: A: How you go to school? B: I go to school on foot - How about + V_ing….? Eg: A: How about cycling to school with me tomorrow? B: Great idea! Practice Aim: Ss can understand the conversation and answer the questions and make sentences with phrases related to traffic topic T asks Ss to work independently to choose the correct answer to the questions Ss give the results T checks their answers, and gives explaination if necessary T asks Ss to work in pairs T lets them check the answers in pairs or groups, then gives the keys T calls some pairs to read the questions and give answers T asks Ss to match a verb on the left with a means of transport on the right Ss read the answers T corrects Ex a Choose the correct answer B A B C Exb Answer the following questions She played with her brother/ stayed at home It’s about kilometers She usually goes to school with her dad Because sometimes there are traffic jams She goes to school by bike Ex3 Match a verb on the left with a means of transport on the right There may be more than one correct answer ride a bike drive a car fly by plane sail on/ in a boat get on/ get off a bus/ a train/ a bike/ a motorbike T asks Ss to make sentences with these phrases Ss make sentences T lets Ss stand up and go round the class and then report their result to the class Eg: My father taught me how to ride a bike Further practice Aim: Ss can interact with other about the traffic * Find someone in your class who never T asks Ss to practise in pairs asking and - How often you walk to school/ go to answering the questions school by bus…? Ss practise in pairs - Do you (often walk to school/ go to T observes and remarks school by bus? Guides for homework - Learn by heart: The usage of “ How” to ask about means of transport - Learn by heart some new words - Prepare for A closer look 1: Road signs Period 56 UNIT 7: TRAFFIC Lesson 2: A closer look I OBJECTIVES: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic “Traffic” - Pronounce sounds /e/, /ei/ correctly in isolation and in context - Know some words, phrases related to traffic topic Knowledge: a Vocabulary: trafic lights, no parking, no right turn, hospital ahead, parking, cycle lane, school ahead, no cycling b Grammar: The usage of “How” to ask about means of transport c Pronunciation: sounds /e/, /ei/ Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety II TEACHING AIDS Materials: Textbooks, plan, extra-boards… Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: T calls some Ss write the new words on the board New lesson: Teacher’s and students’ activities Contents 1.Warm up Aim: To warm up the class and lead in the lesson T asks Ss some questions Ss answer the questions * Questions - How you go to school? - Do you know how I go to work? - Can you tell me some means of transport you know? - What means of transport is faster/ safer? - What means you like most? Why? - Which of the signs can you see on the way to school every day? T introduces the lesson using the road signs Presentation Aim: Pronounce sounds /e/, /ei/ correctly in isolation and in context T explains and gives examples of the I Pronunciation sounds /e/, /ei/ Let Ss practise the /e/ /ei/ sounds together Ex4 Listen and repeat Pay attention to T asks Ss to observe the T’s mouth and sounds /e/, /ei/ listen to the teacher for these two /e/: left, ahead, present, helicopter, centre, sounds carefully never, seatbelt T plays the recording and let Ss listen /ei/: plane, way, station, train, indicate, and repeat as many times as required mistake, pavement, break T corrects their pronunciation Ex5 Listen to these sentences carefully T plays the recording or times Single-underline the words with sound /e/, T helps Ss distinguish the sounds /e/ , and double-underline the words with /ei/ and recognize all the words with the sound /ei/ two sounds, then underlined them as signed /e/: /ei/: ever break, way very railway, station always, obey Ss refer back to the page left, when UK T asks Ss to find all the words having next They, waiting, train sounds /e/, /ei/ Ex6 Read a loud Practice Aim: Help student know some words about road signs II- Vocabulary ROAD SIGNS - Ss work in pairs to talk about the trafic lights meaning of the road signs, then write out no parking their answers no right turn hospital ahead -Ss work individually to label the road parking signs in with the words/ phrases cycle lane school ahead no cycling T explains : Look out! There are usually three kinds of signs: Informative Prohibitive , and warning Look out! - A sign within a red triangle will warn you of something - Signs with red circle are mostly prohibitive- that means you can’t something - Signs in blue are usually to give information Further practice Aim: Ss can practise about the signs you see on the way to school Let Ss work in pairs and talk about the * Discuss which of the signs you see on traffic signs they see on the way to school the way to school (or else) T goes around and gives Example: assitance if necessary, and check their A: Which of the signs can you see on the answers way to school every day? B: On the way to school, I can see a “ no left turn” sign Which of the signs can you see on the way to school every day? A: On my way to school there is a hospital, so I can see a “hospital ahead” sign T lets practise about the signs you see on * Practice in the schoolyard the way to school at the schoolyard eg: Ss practise A: What does this sign show us? T observes and remark B: It shows us “no left turn” …… Guides for homework - Learn road signs by heart - Prepare for: A closer look Period 57 UNIT 7: TRAFFIC Lesson 3: A closer look I OBJECTIVES: By the end of the lesson, Ss will be able to: - Use “it” for distances - Use “ used to” to talk about past habit or state Knowledge: a Vocabulary: related to the topic: “traffic” b Grammar: use “it” for distances, use “ used to” to talk about past habit or state Competences: Groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: T calls some Ss write the road signs on the board New lesson: Teacher’s and students’ activities T asks Ss some questions Ss answer the questions Contents Warm up Aim: To warm up the class * Questions - How far is it from your house to school? - How you go to school? - How far is it from your house to the market? - How you go to the market? -… T introduces the lesson Presentation Aim: Help Ss know how to ask and answer for distances and use “ used to ” to talk about past habit or state I Ask and answer the distance T explains: We can use it in the position of * Form: the subject to indicate distance, then gives How far is it from … to ….? example It is …… from ….to … Ss copy and give examples Eg: - How far is it from your house to school? It is about one kilometer from my house toschool II- Used to Example: There used to be many trees on T explains the way to use “ used to ” and give example Ss copy and give examples the street, but now there are only shops Form: (+) S + used to + V (-) S + didn’t use to + V (?) Did + S + use to Watch out: In questions and negative sentences, the final “d” in used is dropped Practice Aim: Help students practise about distances and use “ used to ” to talk about past habit or state Write sentences with it Use these T lets Ss work by themseves and write cues down the sentences It is about 700 metres from my house T observes and help when and where to Youth Club necessary After that ask some Ss to read It is about km from my home village their sentences T corrects Ss’ mistakes to the nearest town It is about 120 km from Ho Chi Minh to Vung Tau It is about 384,400 km from the Earth to the Moon It is not very far from HaNoi to Noi T asks Ss to work in pairs They ask and Bai Airport answer questions about distances in their Practice speaking neighbourhood, following the example Encourage them to talk as much as possible T corrects their answers, and their pronunciation and intonation T goes round giving help when and where necessary T gives corrections T asks Ss to complete the sentences with used to or use to and the verbs in the box Ss work individually T corrects and remarks T lets Ss work individually to rewrite the sentences in their notebooks While Ss their task, T goes round to monitor the whole class When Ss finish their task, call some to read out their sentences Let others give comments, T corrects mistakes if necessary Complete the sentences with used to or use to and the verbs in the box below * Keys used to ride used to be used to go Did…use to play did… not use to feel Rewrite the sentences using used to My mum used to live in a small village when she was a girl There did not use to be (as) many vehicles on the road We used to cycle to school two years ago 4 Now there are more traffic accidents that there used to be My uncle used to be a bus driver some year ago, but now he has a desk job Further practice Aim: Ss can interact to each other using “used to” * Groupwork - Divide the class into two groups - Ask each group to find out activities which children often play - Time: minutes - The group with the most correct answers will win - T remarks * Activites which children often play in the country Eg: + Play marbles + play football in the street … * Ask and answer using: used to T asks Ss to go around the class to ask and Example: answer the questions Did you use to play marbles? Ss practise Yes, I did T corrects and remarks ………… Guides for home work - Do exercise part A, B workbook - Learn the structure by heart and make senteces - Prepare: Communication - Prepare: flags of some countries (The UK, Australia, India, Thailand, Malaysia) Period 58 UNIT 7: TRAFFIC Lesson 4: Communication I OBJECTIVES: By the end of the lesson, Ss will be able to listen about driving laws in these countries on the left and know some driving laws in Viet Nam and other countries Knowledge: a Vocabulary: roof, illegal, Laws, Reverse, Right-handed b Grammar: review Competences: Groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Make a short conversation using the structures which they have learnt New lesson: Teacher’s and students’ activities Contents Warm up Aim: Help students know name of the countries through the flags Look at the flags of some countries - T asks Ss to work in groups and look at Give the names of these countries the flags of some countries and give the The UK names of the five countries Australia India Thailand Malaysia Presentation Aim: Help students know some vocabulary words - Pre- teach vocabulary I- Extra vocabulary - First, have Ss read the new vocabulary roof: nóc, mái nhà word after the teacher saying that they illegal: bất hợp pháp, trái luật will appear in the task that follow Explain Laws: luật, phép tắc their meaning Reverse: đảo, nghịch, lùi xe Right-handed: thuận tay phải Practice Aim: Help students about driving laws in these countries on left II Exercise Listen and check your answers T plays the recording Complete the blanks Share your Ss listen carefully and check their answer answer with a partner to Then T gives the correct answers Reasons this happened: T plays the recording again Let Ss some countries used the same system as complete the table by themselves, then UK share their answer with a partner T goes many people are right-handed ( so on round the class to give support if the left-hand side, it is easier for them to necessary use a sword or something when they are on horseback – in the past) Find the fasle driving law? - Have you ever heard about strange laws in other countries? - Ss work in pairs, discussing to find one false driving law -T may ask the question: Which one you think seems most unreasonable? - “In France, you can only reverse your car on Sundays” This sentence is false! Discuss the laws and put them in order from the trangest (1) to the least strange (5) - Ss work in groups and discuss the laws in and put them in order from the strangest (N0) to the least strange (N05).T may ask Ss to explain why The groups may have different results Eg: The strangest law is “You have wear a shirt or T-shirt while driving in Thailand” It’s a little weird, because clothes does not influence drivers The less strange law is “In Spain, people wearing glasses have to carry a spare pair in the car” This law is so strict and unreasonable Next, the law” In South Africa, you can have to let animals go first” is a little strange It shows that the animals are more important than people Next, it’s illegal for women to drive Saudi Arabia The law is a little unnormal Lastly, the law “In Alaska You are not allowed to drive with a dog on the roof” is rather ok Because it’s dangerous with the dog on the roof Further practice Aim: Help students know some driving laws or strange rules in Viet Nam and other countries T asks Ss to work in groups and discuss about some driving laws or strange rules Eg: in Viet Nam I think there are no strange traffic rules in Ss work in groups and discuss about some Viet Nam because every law is discussed driving laws or strange rules in Viet Nam very carefully before issuing and is T corrects and remarks amended after every five years Guides for home work - Do exercise part C workbook - Learn the vocabulary words by heart - Prepare: Skills Period 59 UNIT 7: TRAFFIC Lesson 5: Skills I OBJECTIVES: By the end of the lesson, Ss will be able to: - Read for specific information about traffic rules/ laws - Talk about obeying traffic rules/ laws, and how to use the road safely Knowledge: a Vocabulary: Pedestrian, pavement, footpath, obey, passenger b Grammar: It’s adj + to st Competences: groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: T call some Ss read and write the new words on the board New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and lead in the lesson - T prepares the cards and ask them to match on the board (Ex2) Ex Now match these words to make Ss match common expressions T asks Ss to match g d b c a h f 8.e T introduces the lesson Presentation Aim: Help students know rules road safety I Reading Structure It’s adj + to st Example: - T tells Ss to look at the picture part + It is dangerous to ride a motorbike on and say why it is dangerous the pavement Ss look at the picture and say why it is + It is dangerous to cross the road dangerous + It is dangerous to walk on the road - T asks students to work in groups.Tell them to answer the question When you are a road user, what should you not ? Make a list things shouldn’t on the road - not pay attention - not look around Then they make a list to compare with other groups Ss work in groups (four groups) - not go in red light, - not talk and laugh loudly, - not look back … - T tells Ss to read the passage two or three times Set a strist time limit to ensure Ss read quickly for specific information -Explain the new words and clarify anything difficult T may ask questions to see if Ss understand the passage Read the following text * New words - Pedestrian: người - pavement: vỉa hè - footpath: đường dành cho người - obey: tuân theo - helmet:mũ bảo hiểm - passenger: hành khách - Ask Ss to read the passage again, than they work with a partner to answer the questions *Answer these question We should cross the street at the zebra crossing He/ She must always fasten the seabelt No, He/ She shouldn’t Because it is dangerous.( He/ She may cause an accident.) We must give a signal Because the other road users can see them clearly and avoid crashing into them Practice Aim:Help students talk how to use the road safety - T asks Ss to the class survey Answer II Speaking the question: Ex5 Class survey Make a list of means How you go to school every day? of transport that is used the most and Ss the class survey used the least - Make a list of the means of transport that is used the most, and use the least - After that call some Ss to report to the class Ex6 Read the following sentences In groups, discuss who is using the road -Allow some time for Ss to read safely, and who is acting dangerously individually Then they work in groups to Give reasons discuss who is using the raod safely, and safely who is acting dangerously, and give dangerously ( because he is likely to reasons have an accident) safely dangerously ( it is difficult for him to see the road properly, and to ride) dangerously ( a car or motorbike may crash into him) dangerously ( She may have an accident if something happeneds unexpectedly.) Further practice Aim: Ss can interact in real situation T asks Ss to practise in pairs asking and answering about real situation Ss work in pairs T corrects and remarks Eg: How you go to school everyday? What will you if someone doesn’t obey rules about road safety? Guides for homework - Read for specific information about traffic rules/ laws - Do exercise part D workbook - Prepare: Skills Period 60 UNIT 7: TRAFFIC Lesson 6: Skills I OBJECTIVES: By the end of the lesson, Ss will be able to: - Listen to get information about traffic problems in big city - Write a paragraph about traffic problems in a city/ an area Knowledge: a Vocabulary: Population, Suffer from, Rush hour, Increase, Narrow Respect, obey b Grammar: review Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: T call some Ss talk about obeying traffic rules/ laws and how to use the road safety New lesson: Teacher’s and students’ activities Contents Warm up Aim: Look at the pictures and discuss about the dangerous on the road T asks Ss to talk about traffic problems where they live Ss talk about traffic problems where they live - Show pictures of traffic problems in big cities - Ask them to discuss about anything that is dangerous on the road * Describe the picture part Ex2 Look at the following headline and check your answers - In Brazil - long traffic jam ( very long line of T introduces the lesson vehicles) Presentation Aim: Help students listen to get information about traffic problems in big city and choose the best answer I- Listening - Ss work in groups They study the * Newword picture and answer the two questions Population - Tell Ss to look at the newspaper Suffer from headline and check their answers Rush hour Increase Narrow T plays the recording one or two times Respect T asks Ss to listen carefully and circle the Obey correct answers T gives the keys Ex3 Now listen to the passage and choose the correct answer B C A C Practice Aim: Help students write a paragraph about traffic problems in a city -What you think about traffic II- Writing problems in big cities in Viet Nam are Ex4 Tick the traffic problems in big -T has Ss look at the pictures, read the cities in Viet Nam sentences and tick the problems Picture: 1,2,3,4,6 Then Ss write full sentences Call some Writing: Ss to write on the board Others give - There are too many vehicles ( on the comments road) T gives corrections - Many roads are narrow and bumpy - There are traffic accidents every day - Many young children ride their bikes T tells Ss to study the sentences they have written, then practise writing the paragraph T tells Ss to use proper connector: first/ firstly, second/ secondly, ……and pay attention to spelling and punctuation T collects some Ss’ writing papers and mark them, then give comments to the class dangerously Ex5 Write a paragraph about the traffic problems where you live, or in a town, or a city you know well Introduction: Problem1: Problem 2: Problem 3: Conclusion: Eg: The most common traffic problem in my city is traffic jams Firstly, the main cause of this traffic problem is the increase of the population So there are too many people using the road Secondly, the roads are narrow and bumpy roads So there are traffic accidents everyday Thirdly,many young people ride their bikes dangerously As a result,this problem is getting worse In conclusion, we have to respect for traffic rules Further practice Aim: Ss can talk about traffic problems in a city T guides Ss to talk traffic problems in a city Ss talk traffic problems in a city T observes and remarks Eg: Hello, everybody, I am going to tell you about the traffic problems in a city The most common traffic problem in my city is traffic jams Firstly, the main cause of this traffic problem is the increase of the population So there are too many people using the road Guides for homework - Rewrite a paragraph about traffic problems in a city/an area - Do exercise workbook - Prepare: Looking back & Project Period 61 UNIT 7: TRAFFIC Lesson 7: Looking back and project I OBJECTIVES: By the end of the lesson, Ss can: - Talk about signs and means of transport - Use “it ”to talk about distance - Use “used to” to talk about past habit Knowledge: a Vocabulary: review b Grammar: review: used to Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more responsible for using means of transport and more aware of learning some rules about road safety II TEACHING AIDS Materials: Textbooks, plan, song: Transportation song Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Talk about the traffic problem in your country New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and lead in the lesson T lets Ss review means of transport by singing a song Ss sing a song about means of transport T introduces the lesson *Song: Transportation song Vocabulary Aim: Help students review some vocabularies about traffic signs and means of transport I- Vocabulary What these signs mean? -T gives some signs and asks students to Traffic lights write the meaning of each sign School ahead T corrects their mistakes and lets them Hospital ahead read the words correctly Cycle lane Parking No parking left turn only No cycling Then let Ss work in groups and put the Prohibition signs: 6,8 signs into the correct boxes Warning signs: 1,2, Information signs: 3,4,5 - Call two students go to the board to write the names of means of the transport.The winner is a person who have more correct words Write the names of means of transport in the word web below - Suggestion: bicycle, motorbike, car, bus, taxi, train, plane, boat, ship… Grammar Aim:Help students review the structure “used to ”and distances II- Grammar Change the sentences according to the prompts in brackets - Have Ss work in pairs or in groups and Did you use to go to school on foot? write their answers in their notebooks Mr Van didn’t use to ride his motorbike T checks their answers dangerously Did the streets use to be cleaner and more peaceful? I used to go out on Sundays They didn’t use go to on holiday together Write sentences using these cues - Ss work individually first to write the It is over 100 km from my home-town sentences Then they work in pairs to to HCM city swap their sentences It is about 25 km to my grandparents’s T gives correction and calls some Ss to house read the sentences aloud I used to ride a small bike in the yard before my flat There used to be a bus station in the city centre, but it was/ has been moved to the suburbs Children must learn about road safety before they are allowed to ride a bike on the road Communication Aim: Help students review the way to ask and answer about signs and distances - Ss read the questions and answers once III- Communication or twice ( they can read alound), then Ex Match the questions 1-6 with the match them answers a-f Ss work in pairs and role- play the b questions and answers, then write all a sentences in their notebooks e d f c Finally ask Ss to complete the selfassessment Identify any difficulties and weak areas and provide further practice if need be PROJECT (At home) Guides for homework - Retell the signs and means of transport - Make some traffic signs of your own out of paper, cardboard or other materials - Prepare: Unit 8- Getting started Period 62 UNIT 8: FILMS Lesson 1: Getting started I OBJECTIVES: By the end of the lesson, Ss will be able to: - Listen and read about topic: “What film shall we see?” - Use the lexical items related to the topic “ Films” Knowledge: a Vocabulary: related to the topic “ Films” b Grammar: Present simple tense Competences: Groupwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and introduce the lesson - Write the title on the board “Films” *Questions Elicit any information Ss know about What you in your freetime? films by asking about types of film they Do you like watching film? know, the latest films they have seen, What film you like best? their favourite films and film stars What kind of film is it? What the picture might show or what the What is it about? conversation might be about - Introduce the lesson … Presentation Aim: Help students listen and read about topic “What film shall we see ?”and answer the questions - T asks Ss questions about the picture: Listen and read + Where are Phong and his sister Mai? +What might be happening to them? +What are they doing? + What are they talking about? - Can you guess what kind of films Phong and Mai would like to see Have you ever gone to see a film with your brothers/ sisters? When and where? What film did you see then? How did you feel then? -T plays the recording Ss listen and repeat a First , have Ss work independently Then allow them to share answers before discussing as a class a Read the conversation again and and answer the questions b a 3.a c b b First, Ask Ss not to look at the book and try to remember what questions Mai b Find the questions in the conversation asks Dương about the film they are going that ask about Coconut Crazy Then to see.Then let Ss open their books and listen, check and repeat the question check their answers a What kind of film is it? b Who does it star? c What is it about? d What critics say about it? Practice Aim: Help students know some items related to the topic “Films” -T asks Ss quickly match the types of Match the types of films with their film with their definitions Then plays the definitions Then listen, check and repeat recording for Ss to check their answers d f a c + Do you often see a horror film…? b e h 8.g Think of a film Fill in the blank below Have Ss work independently, filling in the table with the information of the film they have seen recently Remind them to use the words and phrases they have learnt in and from the conversation in Type of film……………… Actors/ stars……………… The plot…………………… Reviews…………………… Further practice Aim: Ss can interview each other and try to guess the film * Interview each other and try to guess the film First, model this activity with a more Example: able Ss Then asks Ss to work in pairs A: What kind of film is it? T may go around to help poor Ss B: It’s an action film T calls some pairs to practise in front of A: Who does it satr? the class B: It stars Daniel Craig A: What is it about? B: It’s about a spy called 007 A: Is it Skyfall? Guides for homework - Read the getting started again - Talk about a famous film - Prepare: Unit 8- A closer look Period 63 UNIT 8: FILMS Lesson 2: A closer look I OBJECTIVES: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic “Films” - Know the meaning and how to use –ed and –ing adjectives - Pronounce correctly the –ed ending in verbs Knowledge: a Vocabulary: hilarious, moving, boring, gripping, shocking, scary, violent, entertaining b Grammar: how to use –ed and –ing adjectives c Pronunciation: Pronounce correctly the –ed ending in verbs Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes II TEACHING AIDS Materials Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and lead in the lesson *Questions T asks some questions + What kind of film is it ? Ss answer the questions +Who does it star ? + What is it about ? … Presentation Aim: Help students know the adjectives which are often used to describe films and how to use –ed and –ing adjectives Vocabulary Ex1 The following are adjectives - Explain the words which are often used to describe films - Read the words Can you add some more? - Ask them to complete the sentences hilarious: vui nhộn, hài ước using the adjectives moving:cảm động boring gripping: hấp dẫn, thú vị shocking scary: làm sợ hãi, rùng rợn violent entertaining -Explain the form adjectives by addinged and –ing adjectives Structure: - ed and –ing adjectives + We use –ed adjectives to describe someone’s feeling Eg:The film was long ,and I was bored + We use – ing adjectives to describe things or people ( that cause the feelings) Eg:The film was long and boring Practice Aim: Ss can more exercises about –ed and –ing adjectives and Help students pronounce correctly the –ed ending in verbs - Have Ss compare the table Ex2 Complete the table with the –ed individually Then has some Ss write and –ing forms of the adjectives their answers on the board before interested checking with the whole class embarrassing exciting disappointed exhausted surprising confused frightening Ex3 Choose the correct adjectives - Ask Ss to the exercise individually moving and then check with the whole class frightened When checking, ask Ss to refer to the disappointed Remember Box to make the meanings amazed of the adjectives clearer to them terrified T models the sounds /t/ /d/, and /id/ in different words with the ending –ed -Plays the recording and asks Ss to listen and repeat the words, paying attention to the sounds /t/, /d/, and /id/ at the end of each word -T may play the recording as many times as necessary Then, ask Ss to put the words in the correct columns while they listen Ss compare their answers in pairs T checks - Remember: Ask Ss to look at the rules in the remember Box Tell them the rules of pronunciation -First, model this activity with a more Ss Then asks Ss to work in pairs T may go around to help Pronunciation Ex5 Listen and repeat the verbs Pay attention to the sounds /t/, /d/, and /id/ at the end of each verb /t/ /d/ /id/ watched waited played danced needed bored walked hated closed Ex6 Ask and answer questions about the pictures Then listen to the recording Example: cry a lot/ laugh a lot -T calls some pairs to practice in front of the class -T checks pronunciation A: He cried a lot, didn’t he? B: No, he didn’t He laughed a lot Further practice Aim: Ss can interact each other using –ed adjectives and –ing adjectives to describe these things and experiences in your life - First , model this activity with some more Ss Then, asks Ss to work in pairs T may go around to help weaker Ss Calls some pairs to practise in front of the class * Tell your partner how you felt, using –ed adjectives Example: I felt terrified before my last Maths test * Now use –ing adjectives to describe these things and experiences in your life Example: The last film I saw was called Norwegian Wood It was really moving Guides for homework - Pronounce correctly the –ed ending in verbs - Do exercise A in workbook - Prepare: Unit 8- A closer look Period 64 UNIT 8: FILMS Lesson 3: A closer look I OBJECTIVES: By the end of the lesson, Ss will be able to: - Use although, despite, and in spite of to express contrast between two prices of information in the same sentence - Use however and nevertheless to express contrast between two sentences Knowledge: a Vocabulary: related to the topic: films b Grammar: how to use however and nevertheless, although, despite, and in spite of Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: T calls some Ss write the new words on the board New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class Sing a song in English Presentation Aim:Help students use although, despite , and in spite of to express contrast between two piece of information in the same sentences -T asks Ss to study the Grammar Box Although, despite/ and in spite of Draws Ss’ attention to the meaning and use of although, despite, and in spite of by Eg: analysing the examples in the grammar Although he is so young, he performs Box excellently -T asks some more able Ss to give some more examples However and nevertheless -T asks Ss to study the Grammar Box T: Draws Ss’ attention to the meaning and use of however and nevertheless by analysing the instruction and examples in the Grammar Box Then ask some more able Ss to give some more examples Eg: He is so young, however he performs excellently Practice Aim: Ss can use although, despite , and in spite of, however and nevertheless to exercises Ex1 Complete the sentences Use - For 1,2and 3, tell Ss what they should although T asks Ss to the grammar exercises + a clause from the box individually Remind them to look back to 1… although few people came to see it the Grammar Box and use a dictionary if Although they spent a lot of money on necessary Then have Ss compare answers the film in pairs before checking with the whole Although the acting is exellent class ….although it was a comedy …although it is set in modern times Ex2 Complete the sentences, using although, despite/ in spite of Sometimes, two answers are possible Although despite/ in spite of although -T tells Ss what they should Ask Ss to the grammar exercise individually Remind them to look back to the Grammar Box and use a dictionary if necessary Then Ss compare answers in pairs before checking with the whole class Despite/ In spite of Although Ex3 Rewrite these sentences using the words in the brackets Change other words in the sentence if necessary I don’t think… although he is… Although many…, … Despite having to work…,… Although he has….,… In spite of (having) a happy ending,… Ex4 Complete the sentences… However/ Nevertheless Despite/ In spite of However/ Nevertheless Although Although Further practice Aim: Ss can make sentences using however and nevertheless, although, despite , and in spite of T asks Ss to the exercise individually, using their own ideas to write sentences Then have them work in team, comparing their sentences Teamwork + Divide the class into two teams + Each member in each team go to the board and write a sentence use however and nevertheless, although, despite , and in spite of + Time: minutes + The team which has more right sentences will win Guides for homework - Do exercise B in workbook - Prepare: Unit 8- Communication * Write sentences to use however and nevertheless, although, despite , and in spite of, Period 65 UNIT 8: FILMS Lesson 4: Communication I OBJECTIVES: By the end of the lesson, Ss will be able to: - Do a survey on favourite actors/ films…then report their results to those group members Knowledge: a Vocabulary: survey, go ahead, violence b Grammar: review Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: T calls some Ss write the form of Although, despite and in spite of , however and nevertheless and give examples New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class T asks Ss to answer some questions Ss answer the question in speaking *Questions - What kind of films you like to see? Who are your favourite actors/ actresses? - Today, we are going to an interview … with your classmate about films Please think of the questions you may ask your friends in your interview with them Presentation Aim: Help students know some newwords - Translate the meanings of the words in * Vocabulary extra vocabulary survey: khảo sát go ahead: làm đi, tự nhiên violence: có nhiều cảnh bạo lực * Practice Aim: Help students liten and complete and then practice in groups to have a survey - T asks Ss to look at the picture and Listen to the conversation and fill read the conversation and guess what in the blanks with the words you the missing words from the blanks may be -T plays the recording and lets Ss check their guesses -T plays the recording again for Ss to check the answers hear -T asks Ss to work in group of six or eight, asking their group members one set of questions -T reminds them to write the names of names of the people they interview and note the answers in the table Work in groups of six or eight Each of student chooses one of the following sets of survey questions - Survey on favourite actors - Survey on the best films - Survey on action films - Survey on cartoons -T has Ss make notes of their survey result, using the suggestions in Student’s book T may have them practice reporting the results of their surveys in pairs or in groups Make notes of your results - Most people I have surveyed… - About half of the people I have surveyed - Almost no one I have surveyed… T asks Ss to join another group, reporting the results of their survey to the new members T chooses some Ss to report the results of their interviews before the whole class After each S has finished his/her report, T invites some comment from other Ss Then T makes comments and corrects Ss’ mistakes Join another group Report your results to those group members survey actor Tom Cruise actrwess Angelina Jolie Further practice Aim: Ss can talk about the film which they like T asks Ss to talk about the film which Eg: they like Hello everybody Today, I am going to Ss talk about the film which they like tell you about the film which I like It T observes and remarks is …… Guides for home work - Do exercise part C in workbook - Prepare: Unit 8- Skills Period 66 UNIT 8: FILMS Lesson 5: Skills I OBJECTIVES: By the end of the lesson, Ss will be able to: - Read for specific information about someone’s review of his/her favourite film - Talk about a film (its plot, main characters, cast, etc.) Knowledge: a Vocabulary: sinking , must –see, special effects, visuals, fall in love, social classes b Grammar: review Competences: independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim:To warm up the class and introduce the lesson T asks Ss to look at the picture of the film Titanic and asks some questions: *Questions + Have you ever seen this film ? + Do you know who actor and actress in Ss answer the questions the picture are ? + Do you like him/her? Why / Why not ? T introduces the lesson Presentation Aim: Help students read about Nick’s review of the film Titanic on his blog and answer the questions I Reading T asks Ss to scan the passage to find New words where the words sinking, must-see, - sinking : Sự chìm, đánh chìm special effects, and visuals are in the - must –see: phim hấp dẫn cần xem passage T may help Ss work out the - special effects: kỹ xảo đặc biệt meanings of these words out of the - visuals: thị giác, nhìn context - fall in love: - social classes: - T may set a longer time limit for Ss to read the text again and answer the questions Ask Ss to note where they found the information that helped them to answer the questions Ss can compare answers before discussing them as a class Answer the questions It is a romantic film It stars Leonardo DiCaprio and Kate Winslet It is about the sinking of the ship Titanic on its first voyage The main characters are Jack Dawson and Rose Dewitt Buckater Jack saves Rose from killing herself by jumping from the ship Although they are from different social class and Rose is already engaged, the two fall in love The ending of Titanic is very sad They say it is a must-see in the 20th century Practice Aim: Help students talk about film (its plot, main characters, cast) II Speaking - First, ask Ss to read every film poster - T may help them with the new vocabulary Then ask Ss to work in pairs, talking about the films they would/ wouldn’t like to see - T may go round to help - Calls some pairs to practise in front of the class * Ask and answer questions about the films you would like to see - First, ask Ss to work in pairs, asking Example: and answering about the films from the A: What is your favorite film? posters B: I want to see War of the Worlds -T may go round to help A: What kind of film is it? - Calls some pairs to practise in front of B: It’s a science fiction the class A: What is it about? A: It’s about… Further practice Aim: Ss can interview other student about films - First, remind Ss of the words phrases about films Ss may refer to the words and phrases they can use to talk about films Ss work in groups; Example questions: - Can you describe your new film in three words? - Did you enjoy making the film? - Why should we watch this T goes around to provide support if necessary film? Guides for homework - Do exercise part D in workbook - Prepare: Unit 8: Skills Period 67 UNIT 8: FILMS Lesson 6: Skills I OBJECTIVES: By the end of the lesson, Ss will be able to: - Listen for special information about someone’s favourite film star - Write a review of a film Knowledge: a Vocabulary: Related to the topic: Films b Grammar: review Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and introduce the lesson - Ask Ss to tell about their favourite * Questions actors/ actresses - Ask them: +Who is your favourite actor/actress? +What does he/she look like? +What are his/her sucessful films? +What awards/ prises has he/she won? + What critics say about him/her? Presentation Aim: Help students listen about Nick’s father’s favourite film star and correct the following statement and answer the questions - Ask Ss to read the instruction carefully and remind them to remember key words in the statements -Play the recording and ask Ss to correct the statements Then asks two or three Ss to write their answers on the board - Play the recording again for Ss to check the answers I Listening Listen and correct Tom Hanks is Nick’s father’s favourite film star Tom Hanks isn’t a handsome actor Tom Hanks has won two Oscars Listen again Answer the questions T asks Ss to read the rubric and study the below questions carefully He has won the Oscar for Best Actor Ss may work in pairs to discuss the twice answers from the information they have They say he is one of the best actors in heard in Hollywood T plays the recording again and have Ss He plays the role of a soldier in Saving answer the questions as they listen Ss can Private Ryan share their answers with their partners Because it is one of the best comedies T calls some Ss to write their answers on in the 1990s the board Practice Aim: Help students write a review of a film III.Writing - Ask Ss to make notes about one of their Make notes about one of your favourite films Remind them that they favourite films not have to write full sentences and they - Name of the film, type of film, and can use abbreviations Then, ask Ss to actors or director share their notes with their partners - The plot: What happens in the film? T asks some Ss to read aloud How is the film? ( gripping/ moving/ hilarious) What about the ending? - Other aspects of the film, the acting, the music, the special effects, the visuals, etc… - Critics’ reviews, your onerall opinion Write a review of your favourite film… Set up the writing activity Introduction ( paragraph 1) T reminds Ss that the first and important Body thing is always to think about what they Paragraph are going to write In this case, Ss not The plot: What happens in the film? How have to find out so many ideas of what is the film?( gripping/ moving/ hilarious) they have to write because they may have what about the ending? made in So T only has to brainstorm Ss Paragraph 3: for the language necessary for writing Other aspects of the film: the acting, the - Ask Ss to write the draft first Then have music, the special effects, the visuals, etc them write their final version in class or at Conclusion ( Paragraph 4) home Critics’ reviews, your overall opinion ( Why you recommend the film to everyone) Further practice Aim: Ss can talk about the film which they like T asks Ss to talk about the film which they like Ss talk about the film which they like T observes and remarks Eg: Hello everybody Today, I am going to tell you about the film which I like It is …… Guides for homework - Write a review of a film again - Prepare: Unit 8- Looking back & Project Period 68 UNIT 8: FILMS Lesson 7: Looking back and project I OBJECTIVES: By the end of the lesson, Ss will be able to revise the knowledge they have learnt about the topic “films” Knowledge: a Vocabulary: Related to the topic: Films b Grammar: review: however and nevertheless; although, despite, and in spite of Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of spending time watching films and choosing the favorite films for themselfes II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and introduce the lesson - Ask Ss to tell about their favourite * Questions actors/ actresses - Ask them: +Who is your favourite actor/actress? +What does he/she look like? +What are his/her sucessful films? +What awards/ prises has he/she won? + What critics say about him/her? Vocabulary Aim:Help students review some adjectives about describing films and –ed and –ing adjectives Think of an example of every type of - Ask Ss to think of as many examples of films in the box different types of films as possible Then Example: Mr Bean is a comedy ask some Ss to say out their examples in “Big Ben Down” is an action film front of the class Read the sentences What types of - Ask Ss to read the sentences carefully films are people talking about? and decide which types of films the Key: people are talking about Remind that the It’s a comedy adjectives in the sentences will provide It’s a horror film the context for them to choose the correct It’s a documentary types of films It’s a romantic comedy It’s a Sci-fi film Fill in the blanks with -ed or –ing - Ask Ss to individually Check the adjectives that are formed from the verbs results with a partner T gives feed back in brackets terrified disappointing annoying satisfied shocking Complete the second sentences… They were excited about the film The film was boring so they left halfway through it We were moved at the ending of the film You’ll be surprised at his new film Lots of people find the way he behaves/ his behaviour confusing Grammar Aim: Help students exxerise to review although, inspite of and despite Match the first half in A with the -First, ask Ss to individually.Then ask suitable half in B them to check their answers with a partner before discussing the answers as a class .Remind Ss to keep a record of their original answers so that they can use that information in their Now I can… statement d e a b c Communication Aim: Help students complete the dialogue in the correct order and practice saying Number the lines of the dialogue in -First, ask Ss to the task individually the correct order to number the lines of the dialogue Then asks them to check their answers with the whole class After finishing, ask Ss to practise saying the dialogue with their E I A D F partners B G C H Project Aim: Help students know how to complete the project at home Look at the film below Think about the - Ask Ss to read the film posters and point following questions out what information should be included in a film poster Then ask Ss to work in - What is the purpose of a film poster? pairs/ groups to discuss the question in E.g: To give information of a film Each Ss may make notes about the ideas from his/her partner or other group member - Ask each s to choose one of their 2.Choose one of your favourite films and favourite films, and design a poster for it design a poster for it They may use the ideas from the notes for their task - Display Ss’ leaflets on the wall T Then organise an exhibition of film choose some of the posters of the film posters in your class posters and ask Ss to give comments Guides for homework - Do exercise in work book ( The rest ones) - Prepare: Unit 9- Festival around the World Period 69 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 1: Getting started I OBJECTIVES: By the end of the lesson, Ss can: - Use the lexical items related to the topic “Festivals around the world” - Read for specific information about an unusual festival Knowledge: a Vocabulary: fascinating, amazing, religious, firework , make a camp b Grammar: review Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and introduce the lesson - Play games: Solve the F I L M crossword C O M E D Y 1.TomHanks is a famous…….star S C A R Y 2.Mr.Bean’s holiday is the …… I A C T R E S S E S like best H I L A R I O U S 3.That film was so… that I M O V I N G couldn’t sleep after watching it A C T I N G 4.Tra Giang is one of the most well – known………in Viet Nam T H R I L L E R I couldn’t help laughing when watching that film.It’s………… My brother cried a lot because the film was very…………… 7……….films usually have lots of chase and fighting If a film tells an exciting story about murder or crime,it’s a…… Presentation Aim: Help students understand the dialogue and answer the questions - T uses some techniques to Listen and read present some new words * New words Checking the understanding by making sentences with the new words - T asks Ss work independently Allow them to share answers before discussing as a class T then checks their answers, and gives explanation if necessary - T asks Ss read the conversation again to this exercise Ask for Ss’ answers as well as the explanation for their choices - fascinating (adj) hấp dẫn - amazing (adj) đáng ngạc nhiên - religious (adj) thuộc tôn giáo - firework (n) pháo hoa - make a camp (v) cắm trại a Answer the following questions No, she didn’t because she said “ Oh really?” to show her surprise People light candles and display/ let off fireworks It’s La Tomatina Because to celebrate the festival people go to the desert, make a camp, and have a party They should write up reports and hand them in to the teacher b Tick (v) T (true) or F (false) T T F T Practice Aim: Help students know and pronounce correctly the name of festivals and know some festivals with the reasons they are held Write the festivals in the box under the pictures Then listen and repeat -T tells Ss that in the box are some Water festival festivals Ss this activity in Cannes Film Festival pairs Ghost Day T plays the recording for Ss to Tet listen, check and repeat their Rock in Rio answers Make sure that Ss Christmas pronounce correctly the name of Halloween the festivals Easter Match the festivals below with the reasons - T explains to Ss that festivals are they are held held for different reasons Key: - T asks Ss if they know the Religious: Halloween, Ghost Day meaning of these words Music /Arts: Rock in Rio, Cannes Film Festival Seasonal (adj) relate to or Seasonal: Tet, Water Festival happening a during a period in the Religious: Christmas, Easter year Religious (adj) connected with religion or with a particular religion Superstitious(adj)based on the belief that particular events happen in a way that can not be explained by reason or science Further practice Aim: Help students give their opinion about some festival Give opinion - T asks Ss to work with Example: classmate and comparetheir A: I think Rock in Rio and the Cannes Film answers Festival are music or arts festivals T reminds them to follow the B: I agree model conversation in the box A: Which you think are seasonal festival? B: I think Christmas and Easter How about you? A: I think Halloween and Ghost day Guides for homework - Learn new words and phrases - Prepare: Unit 9: A closer look Period 70 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 2: A closer look I OBJECTIVES: By the end of the lesson, Ss can: - Use adverbial phrases correctly and appropriately - Use the lexical items related to the topic “Festivals around the world” - Pronounce two-syllable words with correct stress in isolation and in context Knowledge: a Vocabulary: celebratory, parade , carnival, joyful , adopt , pumpkin b Grammar: adverbial phrases c Pronunciation: Pronounce two-syllable words Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and introduce the lesson - T introduces the lesson by asking Eg: students to tell some traditional festivals Halloween, Ghost Day, Cannes Film in Viet nam or in the world Festival, Tet, Water Festival, Christmas, - Ss tell some traditional festivals Easter … - T asks students about their preparations for Tet - Ss tell about their preparations for Tet Presentation Aim: Help students know some new words I- Vocabulary -T uses some techniques to present some celebratory (aj) mang tính kỷ niệm new words parade (n) diễu hành - Checking the understanding by making carnival (n) ngày hội sentences with the new words joyful (aj) vui mừng adopt (v) kế tục pumpkin (n) bí Practice Aim: Ss can vocabulary exercise related to the topic “Festivals around the world” and use adverbial phrases correctly and appropriately and help students pronounce two – syllable words with correct tress 1a Complete the table - Ss work individually to complete the Listen and check your answers table and compare their answers with a Key: partner.T plays the recording for Ss to celebration check their answers festive parade culture performance b Now complete the following sentences with the words from the - Have Ss read all the sentences and guess table the part of speech of the word to be filled Key: in each blank festival T comments on and confirms the correct celebrate answers celebrations culture parade performers II Pronunciation Listen and complete the table - T explains the rules about stress in part * Keys Look out! Stress on 1st syllable: gather, picture, - T can give some examples to illustrate artist, - T asks students to listen to the tape and lovely, famous repeat.Then put them on the correct Stress on 2nd syllable: relax, enjoy, hotel, column according to their stress pattern describe, rename - Ss listen and repeat the words - T asks Ss read out the words - Tasks students to listen and circle the word with a different stress pattern from the others.Tcorrects Circle the word with a different stress pattern from the others Then listen and check Key: balloon complete prepare alone - Ss this exercise individually first then tidy compare their answers with a partner.Then Read the following sentences and listen and check and repeat mark “ ’ ” the stressed syllable in the underlined words ‘project ‘dancers a‘ttend ‘answer ‘music Further practice Aim: Ss can interact to other student with vocabulary they have learnt T lets students play games to make sentences using vocabulary words which they have learnt Ss work in groups to the activity They choose one activity and take turn to lengthen their sentences by adding the activities T corrects and mistakes In groups, choose a festival Take turns to say the festival Example: A: I am going to Rio Carnival to watch performers dance B: I am going to Rio Carnival to watch performers dance, and musicians play samba music Guides for homework - Learn new words and phrases - Prepare A closer look Period 71 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 3: A closer look I OBJECTIVES: By the end of the lesson, Ss can review H/ Wh questions and use adverbial phrases Knowledge: a Vocabulary: related to the topic: festivals around the world b Grammar: H/ Wh questions and use adverbial phrases c Pronunciation: Pronounce two-syllable words Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and lead in the lesson Chatting: Chatting: T chats with Ss about festivals in the What is the festival? pictures When is it? - Ask Ss to look at the pictures and think Where is it? of the information they want to get about How often does it take place? the festival Why people attend? How people celebrate? Presentation Aim: Help students know how to use adverbial phrases and Wh – questions Adverbial phrases -T explains adverbial phrases and gives +Adverbial phrases made with nouns: examples: Eg: every year, every day, last year… +Adverbial phrases made with prepositions: Eg: in 2013, in a small town, with beautiful plants +Adverbial phrases made with toinfinitive: Eg: to enjoy the party, to have more friends T asks Ss to give type of wh -question Type/ question: When " time Where " place Ss copy and give example How often " frequency Why " reason How " manner What " thing Whose " belong to a person/ thing Which " whole sentences (limited options) Practice Aim: Ss review Wh – questions and exercise Ex Now look at the webpage Complete the table about the festival -T tells Ss that they are going to read Key: information about the Cannes Film What? A film festival Festival and complete the table Who? By film star, -T corrects Where? In a city in France When? May How often? Every year How? In a very serious way Why? To win the Palme Do’r Ex 3: Ask and answer the question about the festival they know -T asks students to ask and answer the questions about a festival you know in Viet Nam using what,where, when, how Ss this activity in pairs Check Ss’ answers and have them role play the conversation - Ss work independently, writing down the questions T can call on some Ss to write their answers on the boards Other Ss give comments and T give corrections Eg: What is the festival? Where is it held? When does it take place? Who can attend the festival? Why people attend? How people celebrate? Ex Now make questions for the underlined parts Key: 1.Where did you buy this T- shirt? How often you go to the music festival? Why did your friends save money? When did you go to the Flower Festival in Da Lat? Further practice Aim: Ss can interact to other students about festival using H/Wh-questions and adverbial phrases - Ss work in groups * Games One student thinks of any festival he/she Example: likes A: Where is the festival held? Other Ss ask questions about the festival to find out what festival it is Remember to use H/Wh-questions and adverbial phrases B: In the USA and some other countries in the world C: When people celebrate it? ………… Guides for homework - Practice asking and answering about the festival - Do exercise part A, B workbook - Prepare: Communication Period 72 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 4: Communication I OBJECTIVES: By the end of the lesson, Ss will be able to ask and answer questions about festivals Knowledge: a Vocabulary: related to the topic: festivals around the world b Grammar: H/ Wh questions and use adverbial phrases Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Ask to write the Wh-questions and give example New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and lead in the class -Sing a song -T asks Ss to tell some festivals in their home village - Make some questions about festival Presentation Aim: Help students answer some questions about thanksgiving I- Extra vocabulary - First, teacher uses some techniques to thanksgiving: (n) lễ tạ ơn chúa present new words Then have Ss read the stuffing: (n) lông vũ, gối ôm new vocabulary after the teacher feast: (n) bữa tiệc Check the understanding: Make sentences gravy: (n) nước sốt thịt with the new words cranberry: (n) nham việt quất -T asks Ss look at the picture about animal and answer the questions -Ss discuss Practice Aim: Help students listen and check their answers and write (T) or (F) for the following sentence Look at the animal below Discuss the following questions with a partner Key: a A turkey b It’s one of the traditional foods of important festival c Thanksgiving In pairs, write true (T) or false (F) for the following sentence -T asks students to work in pairs to decide Key: if the statements are true or false F ( It’s also held in Canada) - Ss work in pairs F ( It’s celebrated on the fourth - T gives keys Thursday of November and in Canada it’s celebrated on the second Monday of October T F ( Children also take part in food preparation.) T F ( Some people like to go for a walk or takes naps) F Further practice Aim: Help students ask and answer about some festival such as: thanksgiving and Hoi Mua , a harvest festival in Phu Yen - Play the recording Ss listen carefully and check their answer to Then T gives the correct answers -Explain the requires of the exercise -Give the example -Ss work in pairs And make up their own.After some time, call some pairs to act out the conversation in front of the class -Other Ss give comments - Give feedback on Ss’ conversation Guides for homework - Do exercise part C workbook - Prepare: Skills Eg: A: Do you know about a harvest in festival in Phu Yen? B: Yes , I A: When is it celebrated ? B: In March Period 73 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 5: Skills I OBJECTIVES: By the end of the lesson, Ss will be able to: - Read for specific information about an unusual festival - Talk about two festivals: Cheese –rolling and monkey buffet Knowledge: a Vocabulary: related to the topic: festivals around the world b Grammar: H/ Wh questions and use adverbial phrases Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Ask to write the Wh-questions and give example New lesson: Teacher’s and students’ activities Contents Warm up Aim: To warm up the class and lead in the lesson * Questions T asks some questions about the festival: + What can you see in the picture? La Tomatina + What are they doing ? Ss answer the questions + What is the festival? - T asks them to put them in the order you think they happen at the festival - Ss answer + Where is it? + When does it take place? + What people during the festival? +… Presentation Aim: Help students know the La Tomatina festival in Spain and answer the questions about the text I Reading T presents some new words Vocabulary Ss read and copy greasy (aj) vấy mỡ, dính mỡ pole (n) cột cannon (n) súng jet (n) vịi phun nước chaos (n) lơn xộn goggle (v) gương mắt, trợn tròn mắt Key: C – D – A – B -T asks Ss to read the text again and answer the questions Ss answer the questions T corrects Answer the following questions It is celebrated on the last Wednesday every August He stayed up late They placed a ham on top of greasy pole They had to wear goggles to protect their eyes It was a jet from water cannon It was red with rivers of tomato juice Practice Aim: Help students know about two festival: Cheese –rolling and monkey buffet II Speaking -Ss work in groups and read the Work in groups and read the newspaper headlines.And they discuss newspaper headlines what is unusual about the festivals Have some Ss present their group’s ideas -T gives some suggestion questions and tell Ss that the table is includes information About the two festivals in Ask them to practice in pairs to ask and answer about the festival Choose one festival to teach your group about Suggestion questions: What they often at Season festival? Where they organize activities? When does the festival take place? 4.Who takes part in this festival? 5.Why is it held ? 6.How is it held? -T asks students to look at the table and talk about the festival which they like 6.Talk about the festival : cheese – rolling and mokey buffet Eg: Cheese – rolling is a seasonal festival; People race downhill to catch cheese.It is one of the most famous seasonal festivals in our country, which takes place in England in spring every year… Further practice Aim: Ss can talk about the festival they know T asks students to talk about the festival Eg: which they know Hello, I am going to talk about the festival Ss talk about the festival which they know which I know It is … T observes and remarks Guides for Home work - Do exercise part D workbook - Prepare: Skills Period 74 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 6: Skills I OBJECTIVES: By the end of the lesson, Ss will be able to: - Listen to get specific information about a music festival - Write about a festival which they attended Knowledge: a Vocabulary: related to the topic: festivals around the world b Grammar: H/ Wh questions and use adverbial phrases Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Talk about festival: cheese –rolling or monkey buffet New lesson: Teacher’s and students’ activities Contents Warm up Aim:To warm up the class and introduce the lesson - Look at the picture below Suggestions: What kind of festival you think it is? Share your ideas with a partner It is a music festival Presentation Aim: Help students listen about a music festival and tick T or F and answer the questions I Listening -Ss read the statements in exercise and Listen to Nick talk about a music guess if they are true or false Write the festival he attended Tick (V) T (true) or guesses on the board F (false) Correct the false sentences F ( one of the most famous festivals) -Play the recording one or two times Ask T Ss to listen carefully and check their F ( They stayed in a tent) guesses F ( He’s Nick’s father’s favorite singer) Now listen and answer the questions -T plays the recording again It takes place every June Ss answer the questions They are music bands Have Ss compare their answers in apairs He interested the audience with the hit before giving T the answers song They also went to the Bohemian Woods They enjoyed a mixed of good music from around the world Practice Aim:Help students write a festival which they attended II Writing Think of a festival they attended and Think about a festival you attended make notes about it Make notes about it below Ss answer Suggestions Writing: Writing: - What was the festival? - answer suggestions - Who celebrated it? It was a cock fighting festival - Where was it held? It was held in the common house’s yard in - When was it held? my village - How was it held? It was held on January 15th ( Lunar New - Why was it held? Year) …… Write a paragraph about the festival - Ss write a paragraph individually based you attended use the notes above on the notes they have made Ss can start like this T can ask one or two Ss to write the Last week I attended a festival It was paragraph on the board Other Ss and called “ Harvest festival” It was held by teacher comment on the paragraphs farmers in my village Further practice Aim: Ss can talk about a festival which they attended T asks Ss to talk about a festival which they attended Ss talk about a festival which they attended T corrects and remarks Guides for homework - Do exercise workbook - Prepare: Looking back & Project Period 75 UNIT 9: FESTIVALS AROUND THE WORLD Lesson 7: Looking back and project I OBJECTIVES: By the end of the lesson, Ss can cover the whole unit: Grammar, vocabularies and structures Knowledge: a Vocabulary: review b Grammar: review Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of preserving and developing festivals in Viet Nam and around in the world II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: Talk about festival which they attended New lesson: Ss’ and T’s activities Warm up Aim: To warm up the class - Write the vocabularies about festival (T divides the class into two teams and calls on some representatives to go to the Contents board to write) Vocabulary Aim: Help students review some vocabularies by doing exercises Rearrange the letters to make reasons - Ss this activity individually then for holding festival Then match them to compare their answer with a partner T the pictures of the festivals asks Ss to go to the black board to write religious ( Christmas) the answers music ( Glastonbury) superstitious ( Day of the Dead) seasonal ( Thanksgiving) Complete the sentences with the correct form of the words in brackets - Ss this activity individually then Key: compare their answer with a partner cultural parade celebratory festive performance celebration Grammar Aim: Help students review H/Wh- question word and adverbial phrases Complete each question with a - Ss this exercise individually Check suitable H/Wh- question word More their answers Accept all the answers if than one question word may be accepted they make sense Key: What Where How Which Where/ When / How / Why When Make your own sentences with the - Ss make up their own sentences with the adverbial phrases from the box adverbial phrases in the box Eg: My father went to Ho Chi Minh city Have two Ss write their sentences on the last week board T goes around and observes and take notes of Ss’ mistakes Other Ss comment on the sentences on the board Communication Aim: Help students practice about their favorite festival - Ss work in pairs to role-play They ask and answer about their favorite festival Ask some pairs to act out the role-play Other Ss comment and vote for the best conversation Guides for homework - Complete the project in groups - Prepare: Review Period 76: REVIEW I OBJECTIVES: By the end of the lesson, Ss will be able to review the skills related to the topics that they have learnt among unit 7, 8, Knowledge: a Vocabulary: review b Grammar: review Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of studing English II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson: Students’ and Teacher’s activities Contents Warm up: Aim: Review the titles which they have learnt Brainstorming Vocab Pronunciation ? What have you learnt in unit 7, 8, in terms of language? Unit Grammar Vocab Pronunciation Unit Grammar … Pronunciation Aim: Help students review the Sounds: / t / and / d /, /id/; / e / and / ei / Sounds: / t / and / d /, /id/ - T asks students to retell the Sounds: / - Đuôi “ed” phát âm /t/ đứng t / and / d /, /id/; / e / and / ei / sau phụ âm vô thanh: /p/, k/, /f/, /s/, /ʃ/, - Ss listen and remember and then exercises /tʃ/ Eg: stopped /stɒpt/ - Đuôi “ed” phát âm /d/ đứng sau nguyên âm phụ âm hữu thanh: /b/, /g/, /v/, /z/, /ʒ/, /dʒ/, /ð/, /m/, /n/, /ŋ/, /l/, /r/ Eg: cried /kraɪd/ - Đuôi “ed” phát âm /ɪd/ đứng sau âm /t/ /d/ Eg: waited /’weɪtɪd/ ) Sounds: / e / and / ei / * Diphthong /eɪ/ (Nguyên âm đôi /eɪ/) - "a" , "ea", "ei" ,"ey" phát âm /eɪ/ Eg; Pay / /peɪ/ - "ai" phát âm /eɪ/ đứng trước phụ âm trừ "r" Eg: rain /reɪn/ - "ay" thường phát âm /eɪ/ từ có tận "ay" Eg: clay //kleɪ/ * Short vowel /e/ (Nguyên âm ngắn /e/) - "a" phát âm /e/ Eg: many / /'menɪ/ Activity 1 B C C A B - Ss this exercise individually then share their answers with a partner Activity Suggested answers: before giving T the answers Write the - O’bey: receive, polite, perform correct answers on the board Have ‘Dancer: beauty, copy, teacher some Ss read out the words - Organise this as a game Ss this in pairs Which pair adds the most words will go to the board and write their answers Other pairs may want to add more words Write other words on the board Vocabulary - Aim: Help students review some vocabularies - Ss this individually and then share their answers with a partner Check Ss’ answers - Ask Ss what kind of word can be filled in each blank (i.e noun, verb, etc) Elicite answers Ss this exercise individually Two Ss write their anwers on the board Confirm the correct answers Activity Ahead only No crossing No U-turn Right turn only Railway crossing Activity celebrations cultural performances parades festive Activity documentary hilarious boring thriller - This can be done as a small moved animation competion game The student who solves the crossword the fastest is the winner Grammar Aim: Help students review H/Wh- question, used to and connectors - Elicit the kinds of H/Wh question Ss Activity this exercise individually Chech Ss c f a b answers and write the correct answers d e on the board - Ss this individually and compare Activity It’s about 1,877 kilometres from Ha Noi to their answers with a partner Call Can Tho some Ss to go to the board to write How far is it from Hue to Da Nang? their sentences Other Ss comment There didn’t use to be many traffic jams when I was young Confirm the correct sentences In spite of being tired/their tiredness, they wanted to watch the film./ They wanted to watch the film in spite of being tired/their tiredness Although the festival took place in a remote area, a lot of people attended it./ A lot of peole attended the festival although it took place in a remote area Activity Ss this in pairs Afer checking their _ Yeah _7 _ Haha … answers, ask one or two pairs to act _1 _ Mai, let’s … out the conversation _4 _ That’s fine …  _5 _ It’s only two kilometres… _2 _ Great idea, Mi … _8 _ OK That’s a good idea _3 _ How about the Cinemax? … Guides for homework - Retell the vocabularies and the H/Wh- question and used to and connectors - Prepare for Review- Skills Period 77: REVIEW (cont) I OBJECTIVES: By the end of the lesson, Ss will be able to review the skills related to the topics that they have learnt among unit 7, 8, Knowledge: a Vocabulary: review b Grammar: review Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of studying English II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson: Students and Teacher’s activities Contents Warm up Aim: To warm up the class ? Let ss look at the picture and ask: What is this? (It’s a cup.) Who can receive this cup? (People who win the Oscars.) Reading Aim: Help students know how to read and answer the questions - Give ss some tip to this kind of reading text: Read the headings first Then read the paragraph quickly Find the main point of each paragraph by finding topic sentence - Ss read the text quickly and match Activity the headings with the paragraphs Ss A B C.1 compare their answers with a partner before giving the teacher the answers Confirm the correct Activity answers They were first organised in 1929 - Ss these exercises individually, check their answers with a partner They are named after the Oscar statuette before giving the answers to T Two He is the preson who designed/ He Ss go to the board and write their designed the Oscar statuette answers if time allows Emil Jannings received the first Oscar statuette It is the prize for/ given to the best film Speaking Aim: Help students know how to ask and answer about Oscar - Ss work in groups and discussed the questions Ss report their group’s answers to the class Summarise Ss’ideas Listening Aim: Help students listen the conversation and exercises Activity - Play the recording for the first time F (Because Mrs Hoa said: It’s the first Ss listen and decide if the time you’ve come to my house, isn’t it?) statemennts are true or false Elicit F (Because the photos are on the wall) the answers from Ss and write them T T T on the board Don’t confirm the correct answers at this stage Activity Ms - Ss listen to the recording again and Nick Hoa answer the questions Ss compare 1.tried Dutch foods and ٧ their answers before giving T their drinks answers Write their answers on the watched traditional ٧ ٧ Dutch dancing board Now play the recording again to check the answers to exercise and ٧ watched parades listened to folk music was interested in the festival Writing Aim: Help student know how to write an e-mail ٧ ٧ ٧ - Ss read Mai’s email to understand the context Ss write their email individually Ask one S to write the email on the board Other Ss and T comment on the email on board Collect some emails to correct at home Guides for homework - Retell the way to all skills - Review unit 7, 8, - Prepare for: The Mid-Term Test Period 80 UNIT 10: SOURCES OF ENERGY Lesson 1: Getting started I OBJECTIVES: By the end of the lesson, Ss will be able to: - Have some information about energy SOURCES - Talk about the different types of energy sources Knowledge: a Vocabulary: Types of energy sources b Grammar: Future continuous tense and simple future passive form Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Content Warm up Aim: To warm up the class and introduce the lesson - Have Ss play games related to the topic: Netwwords +What types of enery you know? -Have Ss read the words three times in chorus Energy +Which types of energy you think that it is renewable or non-renewable? Presentation Aim: Help students know some vocabularies, have some information about energy sources -Ask some questions +Who are they ? +Where are they ? Listen and read +What are they talking about ? *Vocabulary -Elicit some new words from the Negative effect =carbon footprint pictures and situations Energy, source =>source of energy -Read many times in chorus Renewable >< non – renewable -Check vocab:Slap the board To last (forever) -Call some individuals To use up To produce Practice Aim: Help students listen and read the words or phrases and answer the questions and Help students distinguish renewable sources and non – renewable sources a.Answer the questions -Have Ss Ex 1-a 1,It’s about the negative effects we have on -Guide Ss how to Ex1 the environment -Call some Ss to give the answer 2, “Non-renewable energy” means that it will -Provice the answers run out if we use it up 3, Sunlight is a renewable energy because we can’t use it all up or it will last forever 4, Mai thinks she has a small carbon footprint because she recycles the products she uses and she goes everywhere by bike 5, The products that we use are bad for the environment or the energy that we use produces carbon dioxide might create a big carbon footprint b.Complete SOURCES OF ENERGY Renewable sources Non-renewable sources -Then , Ex1-b ( Group – work) wind -Look at the table, listen and repeat the words or phrases - Call some students read aloud the words or phrases - Correct the pronunciation -Ask Ss to put the words in to the correct groups in the table (individually) -Check -T provide the keys Wav e solar Renewable sources Wind , coal , hydro , nuclear …… coal Gas oil Non-renewable sources Natural gas , biogas , oil, solar …… Further practice Aim:Help students talk about the different types of energy sources:renewable and non - renewable sources - Divide the class in to groups - Have Ss make up the dialogues then role – play - The groups take turn to present their dialogue - T Listen and feedback Ask and answer the questions A: What type of energy source is wind ? B: It’s a renewable source of energy A: What type of energy source is coal ? B: It’s a non-renewable source of energy A: …………………………………… Guides for homework - Learn by heart all the new words and phrases - Prepare: A closer look Period 81 UNIT 10: SOURCES OF ENERGY Lesson 2: A closer look I OBJECTIVES: By the end of the lesson, Ss will be able to: - Talk about types of energy sources - Know how to stress in the three-syllable words Knowledge: a Vocabulary: Advantages & Disadvantages of energy b Grammar: Future continuous tense and simple future passive form c Pronunciation: How to tress in the three-syllable words Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Content 1.Warm up Aim: To warm up the class and introduce the lesson -Have Ss play game “spider – web of * play games words” Benefits of Effects of - Read three times in chorus Non-renewable Renewable energy energy source source - Lead to the new lesson safe , clean , cheap Dangerous , ………………………… harmful , expensive … Presentation Aim:Help students know some vocabularies about describing the types of energy I Vocabulary Put the words below into the table to describe the types of energy Sources of Advantages Disadvantages -Have Ss Ex1 on the text book energy - Guide how to Wind Abundant Not available - Ask Ss to in five minutes ,unlimited - Provice the keys Water/hydr Clean , safe Expensive , not o available Solar Renewable Expensive plentiful, -Have Ss work in pairs to ex2 Biogas Renewable , Abundant - Cross – check plentiful, cheap - T feedback clean -Have Ss Ex3 on the text book - Guide how to -Ask Ss to -Provide the keys Nuclear Coal, oil , natural gas Renewable , clean , safe Abundant Expensive , Harmful, exhausted , 2.Compare your answers with your partner For example: A: I think biogas is renewable B:Me,too.I also think it is abundant and cheap ……………………………………………… … look at the pictures and complete these sentences , using the words in1 solar – clean / safe 2.non-renewable 3.wind – clean 4.expensive – dangerous Practice Aim: Help students know how to stress in the three- syllable words T guides Ss how to stress the nouns and II Pronunciation the adjectives with three syllables * How to stress in three-syllable Nouns and Adjectives Rule1 : Ooo When Sylablel2 &3 are short vowels T gives examples Eg : excellent , difficult , president , T explains the rules plentiful , energy accident , dangerous - Have Ss practice in chorus Rule2 : oOo When Syllable is a long vowel T asks Ss to Ex & to distinguish or a dipthong and Syllable3 is a short vowel or dipthong /ou/ ( popular) the two ways of stressing threeEg : disaster , potato , enormous , syllable words expensive , convenient , advantage * Practice Listen and repeat Ooo oOo T has Ss practice - dangerous - expensive Ss cross-check - plentiful - abundant - limited - convenient - easily - enormous - energy - advantage Read the following sentences Coal will be T calls some individuals replaced by another renewable resource Wind power is convenient and abundant Natural gas is limited and it is harmful to the environment 3.Solar energy is plentiful and it can be -Ask Ss to write down on the notebooks replaced easily Nuclear power is expensive and dangerous Further Practice Aim: Ss can interact to each other about real situation in life Eg: T ask Ss to interact to each other about A: I think biogas is renewable real situation in life B: Me,too I also think it is abundant and Ss ask and answer cheap T corrects and remarks …… Guides for homework - Learn by heart all the new words - Prepare for next lesson: A closer look Period 82 UNIT 10: SOURCES OF ENERGY Lesson 3: A closer look I OBJECTIVES: By the end of the lesson, Ss will be able to: - Talk about ENERGY SOURCES - Know the uses of the future continuous tense and the simple future passive Knowledge: a Vocabulary: Energy sources b Grammar: The future continuous tense and the simple future passive Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: During the lesson New lesson: Teacher’s and students’ activities Content 1.Warm up Aim: To warm up the class and introduce the lesson * Questions: T has Ss answer some questions Review simple future tense 1.What will it be tomorrow ? T leads to the new lessons 2.Where will you go for this summer vacation? 3.When will you have a party for your next birthday? How will the world change if we use up all the non - renewable energy sources Presentation Aim: Help students know the way to use of the future continuous tense - Give examples The future continuous tense - At 8.00 tomorrow morning, I will be - Explain other uses of tense learning Math at school - This time next summer , we will be visiting Paris (+) S + will be + V-ing (-) S + will not be + V-ing (?) Will + S + be + V-ing ? T has Ss work in pairs to Ex 1,3 ( work individually) T calls someone to present their answers Ss cross –correct T provides the keys - Ask Ss to write down on their notebooks Complete the sentences using the future continuous form of the verbs in brackets will be putting will be taking will be installing will be spending will be using Complete the conversation with the verbs in brackets ( simple future or future continuous tense ) will watch will we put will be having will travel will walk or cycle will be cycling will be going Practice Aim: Help students know about the uses of the simple future passive - Give the form - Give examples - Explain other uses of the passive voice -Have Ss work in pairs to Ex 5,7 ( work individually) -Call someone to present their answers - Cross –correct - Provide the keys * The future simple passive form * Form (+) S + will be + Vpp ( by O ) (-) S + will be + Vpp ( by O ) (?) will + S + be + Vpp ( by O ) ? * For Examples -Solar panels will be put on the roof of the houses - The exercises will be finished tomorrow Complete the magazine article with the passive form of the verbs in the table be provided be used be placed be stored be solved - Ask Ss to write down on their notebooks Futher practice Aim: Ss can talk and write what will be done in the future T asks Ss to talk and write what will be Talk and write what will be done in the done in the future future Ss talk and write what will be done in * Suggestions the future A hydro power station will be built in T corrects and remarks the region to increase the electricity Solar panels will be put / installed on the roof of the buildings A network of wind turbines will be installed to generate electricity Bicycles will be used to travel Guides for homework - Learn by heart all the new words - Prepare for next lesson: Communication ( find the meaning of the new words in the next lesson ) - Do B3,4,5,6 ( workbook) Period 83 UNIT 10: SOURCES OF ENERGY Lesson 4: Communication I OBJECTIVES: By the end of the lesson, Ss will be able to: - Talk about their carbon footprint as well as the ways how to save energy in life Knowledge: a Vocabulary: ways to save energy in life b Grammar: The future continuous tense and the simple future passive Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Write the structure: the uses of the future continuous tense and the uses of the simple future passive New lesson: Teacher’s and students’ activities Content Warm up Aim: To warm up the class and lead in the new lesson T has Ss answer the * Questions: questions 1.What did you to save energy ? Ss: Sets the sense 2.What you usually to save energy ? T leads to the new lesson 3.What will you to save energy ? Ss: Answer Answers: I…………………………… I…………………… I…………………………… (students answers) Presentation Aim: Help students complete the table using the questions -Ask students to complete QQuestions Alway Ofte Som Never the table Do you s n e (=4) -Ask Ss to mark each other’s ………? ( =1) (= Time answers in pairs 2) s - After adding up the (= 3) marks ,ask Ss to write the 1.take score in the total score box showers walk or ride use public transport… use a handfan use low energy Practice Aim: Help students explain how well your partner saves energy -Ask Ss to work in groups of six student is the moniter students are the participants -Call some groups to represent their works -Feedback -Give the answers Practice A.What is your total score ? B:My total score is 30 A: Your footprint is quite small Remember to care about, and respect,the world around us Further practice Aim: Help students talk about carbon footprint * Report your partner’s carbon footprint to your T has Ss work in pairs groups / class Use the following prompts For example : T calls some Ss/ pairs to My partner’s carbon footprint is big He is represent their report before considerate because uses lots of baths He could the class try harder to use showers instead of baths By reducing the baths , he can help to save energy in Ss feedback the future Guides for homework - Do part: Speaking (workbook) - Write a report about your own carbon footprint Period 84 UNIT 10: SOURCES OF ENERGY Lesson 5: Skills I OBJECTIVES: By the end of the lesson, Ss will be able to: - Get some more information about ENERGY SOURCES - Talk about the advantages and disadvantages of energy sources Knowledge: a Vocabulary: Advantages and disadvantages of energy sources b Grammar: How to make a speech about advantages and disadvantages of energy Competences: Teamwork and independent working, pair -work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Write the structure: the uses of the future continuous tense and the uses of the simple future passive New lesson: Teacher’s and students’ activities Content 1.Warm up Aim: To warm up the class and introduce the lesson - Have Ss play game ‘ spider wed’ * Network (old lesson) -Read times in chorus wind -Set the sense sun -Lead to the new lesson Name of energy sources nuclear water Presentation Aim: Get some mome information about energy sources * Discussion: - Have Ss work in groups to discuss the following questions - Listen and feedback Discuss the following questions 1, What are the main sources of energy in Viet Nam ?……coal , oil, hydro power, … 2, What types of energy sources will be used in the future ? ……………………… ( ….solar energy , wind energy … ) Read the text below and check 3-Guide Ss the way how to Ex3-a - Give examples - Ask Ss to work individually - Call some Ss to the black- board -Provide the correct answers 4- Guide Ss the way how to Ex3-b - Give examples - Ask Ss to practice in pairs - Cross- check - Call some Ss to the black-board -Provide the correct answers - Ask Ss to write down on their notebooks Read the text a Match the verbs with the nouns 1– c create energy 2– a drive machinery 3- e generate electricity 4– b turn turbines 5–d heat houses b Answer the questions 1.Two They are renewable and nonrenewable 2.Hydro power is limited because dams cannot be built in certain areas ,and nuclear energy is dangerous 3.Because the wind can turn turbines to make electricity Solar energy can be changed into electricity or cab be used 4.to heat or cool our houses 5.We use hydro power most he think Viet Nam will use the wind and the sun as alternative sources of energy in the future Practice Aim: Talk about their advantages and disadvantages about energy sources - Have Ss work in pairs - Call some pairs to role- play before the class - Cross-check - T gives feedback 4.Ask and answer questions about the advantages and disadvantages of each type of energy source Example: A: What type of energy is oil ? B: It is non-renewable source of energy , because it cannot easily be replaced A: What are its advantages and disadvantages ? B: It can be used to drive machinery , but it also pollutes the environment Further Practice Aim: Ss can talk about the advantages and disadvantages of each type of energy source Divide the class into groups - Have Ss make a peech about the advantages and disadvantages of each type of energy source -T observe - Call some groups to represent their work -Feedback Talk about the advantages and disadvantages of each type of energy source Example: Hydro power is a renewable source of energy because it comes from water It is cheap and plentiful Unfortunately , dams can only be built in certain areas Guides for homework - Learn by heart all the new words - Prepare for the next lesson: Skills - Do part: Reading ( workbook) Period 85 UNIT 10: SOURCES OF ENERGY Lesson 6: Skills I OBJECTIVES: By the end of the lesson, Ss will be able to: - Listen and get information from listening - Write a passage about energy and the ways how to save energy in life Knowledge: a Vocabulary: Advantages and disadvantages of energy sources b Grammar: How to make a speech about advantages and disadvantages of energy Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector, loudspeaker III PROCEDURE Checking: Talk the advantages and disavantages of energy sourses New lesson: Teacher’s and students’ activities Content Warm up Aim: To warm up introduce the lesson - Have Ss play game ‘ spider-wed of phrases’ - Read times in chorus Presentation Aim: Help students listen and get information about energy Listening -Discuss some questions Look at the pictures Discuss the followings -Set the sence What you think is unusual about this -Lead to the new lesson means of transport ? Have you seen any transport like this ? What should we to save energy in our life ? Have Ss guess the answers before listening - Cross - check - Play the tapes - Call someone to give their answers -Play the tape again -Provide the keys 3.-Ask Ss to work individually - Cross – check - Call some Ss to the black – board - Provide the correct answers 2.Listen to the passage and tick true or false to the statements T T T F T Listen to the passage again and complete the sentences mountainous Cooking and heating air pollution on the increase wind and the sun Practice Aim: Help students write a passage about energy and the ways how to save energy in life Writing - Have Ss work in groups to discuss 4.Complete the article Use the phrases what we should to save energy below 1-E , -D , -A , 4-B , 5-C -T observes and feedback - Ask Ss to write down the answers on their notebooks - Divide the class into groups - Have Ss practice in group - T observes T calls some groups to represent their work Ss: Feedback 5.Discuss the following ways to save energy Decide on the most important , then write them in the box What should you to save energy? 1.Reduce our electricity 2.Use public transport 3.Reduce the use of fossil fuel 4.Increase the tax on petrol 5.Use low energy light bulbs Write a short passage about What should you to save energy? Start like this: Every day, we use too much energy at home.We should………………………… …………………………………………… …………………………………………… …………………………………………… Further practice Aim: Ss can talk about what should you to save energy T asks Ss to talk about what should you to save energy Ss talk about what should you to save energy T corrects and remarks Eg: Hello, I am going to tell you about what should you to save energy Every day,we use too much energy at home.We should turn off the lights Guides for homework - Prepare for next lesson: Looking back & Project - Do part: Writing ( workbook) Period 86 UNIT 10: SOURCES OF ENERGY Lesson 7: Looking back and project I OBJECTIVES: By the end of the lesson, Ss will be able to revise what they have learnt about ENERGY SOURCES in the previous lessons as well as make their own products slogans about how to save energy Knowledge: a Vocabulary: Sources of energy & ways to save energy in life b Grammar: The future continuous tense and the future simple passive form Competences: Teamwork and independent working, pair work, linguistic competence, cooperative learning and communicative competence Qualities: Ss will be more aware of saving energy and be more responsiple for protecting the environment II TEACHING AIDS Materials: Textbooks, plan Equipment: computer accessed to the Internet, projector III PROCEDURE Checking: Talk the ways how to save energy in life New lesson: Teacher’s and students’ activities Content Warm up Aim: To warm up the class T asks Ss to sing an English song Ss sing an English song Vocabulary Aim: Review some vocabularies I Vocabulary ( Review) -Have Ss put the words in to the Put the words into the correct groups correct groups to recall some Sources of Advantages Disadvantages new words energy -T calls someone to represent Biogas Clean Polluted their Solar energy Cheap Expensive answers Gas Plentiful Limited T provide the keys Nuclear energy Available Exhausted/ dangerous Harmful Water power unlimited Grammar Aim: Help students review the future continuous tense and the future simple passive form 1.Review briefly the usages and forms of the future continuous tense and the simple future passive voice form - Give examples – Have Ss Ex(pair work & group work) - Cross – check - Call some one to present their answers - Provide the keys Complete the sentences using the verbs in brackets in the future continuous will be wearing will be lying will be working will be studying will be building - Ask Ss write down their Change the following sentences into the answers on their notebooks passive voice A lot of money will be spent on heating next year Biogas will be used for fuel in homes and for transport Renewable energy like wind and solar energy will be used to solve the problems of pollution The use of electricity will be reduced to save energy A hydro power station will be built in this area next year Complete the dialogue, using the future continuous form of the verbs 1, will be earning 2, will be doing 3, will be doing 4, will be hosting 5, will be doing Communication Aim: Help students talk about how to save energy Look at the pictures and answer the question - Have Ss look at the pictures below and say out What should you to save energy ? - We should turn off the fire when the kettle is boiling - We should turn off the faucet when the tub - Call some ones to present is full of water - We should close the refrigerator’s door when we not use it - Feedback and correct mistakes - We should turn off the fan when we not if necessary use it - We should turn off the lights when there is no one in the room - We should turn off the gas-stoves when we not cook Project Aim: Help students write simple slogans -Have Ss discuss the slogans IV: Project.( Poster / sub-boards) - Observe and feedback Look at the slogans and answer the questions -Divide the class into groups below - Have Ss work in groups to - How are they used ? draw slogans about how to save - Why are they important ? energy - Call some groups to present Write a simple slogans in your groups about their products how to save energy - T observes (Exhibition their slogans) - Feedback ( may bedo at home) Guides for homework - Retell the ways how to save energy in life and the future continuous tense and the future simple passive form - Learn by heart all the new words Period 87 UNIT 11: TRAVELLING IN THE FUTURE Lesson 1: Getting started I OBJECTIVES: By the end of the lesson, Ss can: - Use lexical items ralated to future means of transport and movement - Understand the difference between facts and opinions Knowledge: a Vocabulary: Flying car, Jet pack, teleporter , Driv ... turn” …… Guides for homework - Learn road signs by heart - Prepare for: A closer look Period 57 UNIT 7: TRAFFIC Lesson 3: A closer look I OBJECTIVES: By the end of the lesson, Ss will be able to:... a city/an area - Do exercise workbook - Prepare: Looking back & Project Period 61 UNIT 7: TRAFFIC Lesson 7: Looking back and project I OBJECTIVES: By the end of the lesson, Ss can: - Talk about... explanation for their choices - fascinating (adj) hấp dẫn - amazing (adj) đáng ngạc nhiên - religious (adj) thuộc tôn giáo - firework (n) pháo hoa - make a camp (v) cắm trại a Answer the following