- Asks students to do Exercise 2 individually in 3’ and then compare their answers with a partner’s in another 2’... - Listen to the teacher..[r]
Trang 1INTRODUCTION TO THE COU RSE
Date of preparation : August 17 th , 2018
I AIMS AND OBJECTIVES:
- Try to communicate as much as possible to develop communicative competence
II.TEACHER AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: - Introducing the needed parts in English 12.
3 The materials needed: Text book, workbook, CDs.
4 The students' preparation: To prepare a new series of book.
III.PROCEDURE IN CLASS :
I/ Warm-up: (5’)
- Has the students play the game: “Miming”
- Introduces the new lesson
II/ Introduction to the new course: ( 35’)
1 The components of the textbook:
- The student’s book contains:
+ A book map which provides the basics of each unit and the structure of the book
+ 10 topic-based units, each comprising five sections taught in eighty 45-minute lessons
+ 4 review lessons, each providing revision and further practice of its three preceding units, taught
in two 45-minute lessons
+ Glossary providing phonetic transcription of the new words in the units and their Vietnamese equivalents
2 The components of each unit:
- The student’s book consists of ten learning units and each unit has five sections to be learnt in
eight 45-minute lessons:
+ Getting started
+ Language: Vocabulary, Pronunciation and Grammar
+ Skills: Reading, Speaking, Listening and Writing
+ Communication and culture
+ Looking back and project
3 Some rules to the subject:
- Learn the old knowledge and prepare new lessons carefully before going to class
- Practise speaking English as much as possible
- Pay attention to the lessons attentively
- Be active and confident in every situation of the lesson
III/ Homework: (3’)
- Asks students to prepare the first part of the unit – GETTING STARTED
- Instructs students to know what to prepare for Getting started.
Self-evaluation:
………
Trang 2………
Date of preparation : Sunday August 28 th , 2016 Date of teaching : Tuesday August 30 th , 2016
a Vocabulary: waver, stimulate, absolutely, innovation, gifted
b Structures : revision of the past simple vs the past continuous and use of articles.
2 Skills : integrated skills.
3 Educational factor:
- To help students know the way these famous people impress and inspire them in studying
II TEACHER’S AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: Pair work, group work, repetition, games
3 Materials’ needed: Sub-board, text books, black board, and chalk
4 Students’ preparation: Textbook, notebook
5 Previous exercises:
III PROCEDURES IN CLASS:
1 Stabilization: - Greets the whole class (2ms)
- Checks the attendance
2 Checking up previous knowledge: (during the lesson)
3 New lesson:
ACTIVITIES
THE LESSON CONTENT
5ms 1 Warm up: - Asks students to tell the class who
they admire most in their life and why
- Answer the questions Unit: 1 LIFE STORIES Lesson: 02 Getting started
+ Whom do you admire most?And why so?
Trang 37ms
5ms
- Then leads in the lesson today by
asking some questions:
+ absolutely:/'æbsəlu:tli/ tuyệt đối
+ innovation: /,inəu'veiʃn/ sự đổi mới
+ gifted: /'giftid/ có tài, có năng khiếu
- Asks students to listen and repeat the
- Plays the recording
- Asks students to listen and answer
the questions:
+ What are Hung and Quang talking
about?
+ Who is Hung going to talk about?
+ What inspired Quang to learn to
play a musical instrument?
+ Who is Christine Ha?
-Asks students to listen and read the
conversation in pairs
* Activity 2:
- Asks students to work in pairs again
to decide whether the statements are
True, False or Not Given in five
-Listen and answer the questions
- Listen and read the conversation in pairs
- Work in pairs to decide T or F
+ How about Hung and Quang
+ stimulate: /'stimjuleit/ kích thích
+ absolutely:/'æbsəlu:tli/ tuyệtđối
+ innovation: /,inəu'veiʃn/ sự đổi mới
+ gifted: /'giftid/ có tài, có năng khiếu
* Activity 1:
Listen and read
Steven Paul ‘Steve’ Jobs ( Feb 24, 1955 – October 5, 2011) was
an American entrepreneur, marketer,and inventor, who was the co-founder,
chairman, and CEO of Apple Inc
Michael Joseph Jackson ( August 29,
1958 – June 25, 2009) was an American singer, songwriter, record producer, dancer and actor
Christine Ha ( May 9, 1979) is an American chef, the first blind contestant of the TV show MasterChef and winner of its third season in 2002
* Activity 2:
Decide whether the statementsare true (T), false (F) or Not Given ( NG):
Trang 4- Tells Ss to read the question and
discuss their answers with a partner
- Asks them to practise speaking in
pairs
* Activity 4:
- Explains briefly to students that
many English words ( or combinations
of words) may have the same
pronunciation, but different spellings
and different meanings They are
- Tells students to refer back to the
conversation to find the words that
have the same sounds as the following
-Tells Ss to compare their answers in
pairs / groups Then checks answers as
a class
* Activity 5:
-Asks students to read the sentences
and give the correct tenses of the verbs
in brackets
-Asks Ss to read the conversation
again, and check their answers
-Has Ss compare their answers in pairs
/ groups Then checks answers as a
class
4 Post-practice:
-Asks Ss to work in pairs to talk about
- Give answers with reasons
- Listen to the teacher
-Read the question and discuss their answers with a partner
-Practise speaking in pairs
-Listen to the teacher’s explanations
-Say aloud the five given words
-Find the words that have the same sounds
as the following
-Compare the answers and listen to the teacher
-Read the sentences and give the correct tenses of the verbs in brackets
-Read the conversations again and check the answers-Compare the answersand listen to the teacher
Trang 5the person they admire most and tell
the reason why -Talk about the person
they admire most and tell the reason why
3ms
5 Consolidation:
- Asks students to retell some
background knowledge of Steve Jobs
or Michael Jackson
- Retell some background knowledge
of Steve Jobs or Michael Jackson
IV HOMEWORK: 3ms
- Asks students to write a short paragraph about the person they admire most and then prepare the next part: LANGUAGE
SELF-EVALUATION:
………
………
………
………
Trang 6Unit 1 : LIFE STORIES
- To provide Ss with words and phrases related to people’s life stories
- To help the sts get familiar with homophones
- To have them revise the past simple vs the past continuous, definite and indefinite articles and omission
+ The past simple vs the past continuous
+ Definite and indefinite articles
+ Omission of articles
2 Skills : integrated skills.
3 Educational factor:
- To encourage students to have a better life in the future
II TEACHER’S AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: Pair work, group work, repetition, games
3 Materials’ needed: Sub-board, text books, black board, and chalk
4 Students’ preparation: Textbook, notebook
5 Previous exercises: Write a short paragraph about the person they admire most in their life
III PROCEDURES IN CLASS:
1 Stabilization: - Greets the whole class (2ms)
- Checks the attendance
2 Checking up previous knowledge: (during the lesson)
3 New lesson:
ACTIVITIES
THE LESSON CONTENT
4ms 1 Warm up: - Asks students to play a game:
PELMANISM
- Divides the class into two groups and
chooses one for each group to take
- Take part in the game Unit: 1 LIFE STORIES Lesson: 03 Language
Trang 7part in the game
- Uses the words to combine to form a
right compound noun
- The team finishing the game first
will be the winner
A VOCABULARY:
Activity 1: Write the words given in
the box next to their meanings.
- Explains to Ss what they are
supposed to do
- Has Ss go through the words given in
the box and discuss with a partner
their meanings
- Asks Ss to match the words with
their meanings individually in 3’
- Calls some Ss to give answers
- Checks and gives correct answers
Activity 2: Complete the sentences
with the correct forms of the words
in 1.
- Explains to Ss what they are
supposed to do
- Asks Ss to study the sentences given
and work out the part of speech that
needs to be filled in
- Reminds Ss that they should discuss
the contextual clues that can help
figure out the answers
-Has Ss do the task individually in 2’,
then compare answers in pairs
-Checks the answer with the whole
class
B PRONUNCIATION:
* Activity 1:
Homophones
Activity 1: Listen to pairs of
sentences Write the correct words
in the gaps The first pair has been
done as an example.
- Asks Ss to study the Do you
know…? box and practise saying the
- Listen to the teacher’sexplanation
- Go through the words given in the box and discuss with a partner their meanings
- Match the words
with their meanings individually in 3’
- Some Ss give
answers
-Listen and take notes.
-Listen to the teacher
- Study the sentences given and work out the part of speech that needs to be filled in
- Discuss the contextual clues that can help figure out the answers
- Do the task individually in 2’ and compare their answers
in pairs
-Participate in checking the answers
- Study the Do you
Key:
2 a) allowed b) loud
3 a) write b) right
Trang 8pairs of homophones using the correct
pronunciation
- Tells Ss to decide on the part of
speech of the missing words in a) and
b).
- Has Ss listen to the tape to do
activity 1 T may pause the recording
after each pair of sentences
- Has Ss work in pairs, discussing the
meaning of each word and choosing
the correct one for each sentence
- Calls some Ss to give answers
- Gives correct answers
Activity 2: Listen and repeat the
sentences in 1.
- Plays the recording and asks Ss to
read along with the recording
- Has Ss practise the sentences in
pairs
- Asks some pairs to read the
sentences in front of the class
- Gives comments on Ss’ performance
- Asks Ss to read the Remember box
on page 9 and Do you know…? boxes
on pages 9 and 10
II Practice:
+ The past simple vs the past
continuous
Exercise 1: Put the verbs in brackets
in the past simple or the past
continuous.
- Lets Ss work individually in 4’
- Then asks Ss to compare their ansers
in pairs in 2’
- Calls some Ss to give answers
- Decide on the part
of speech of the
missing words in a) and b).
- Listen to the tape to
do activity 1
- Work in pairs,
discussing the meaning
of each word and choosing the correct one for each sentence
- Some Ss give answers
- Listen and take notes
- Read along with the
- Listen
- Read the Remember box on page 9 and Do you know…? boxes on
pages 9 and 10
- Work individually in 4’
- Compare their answers in pairs in 2’
1 went, was having
2 met, was travelling
3 was working, was, were
4 shared, wasalways taking
5 called, was doing, did not hear
Trang 9- Checks and gives feedback.
+ Definite articles and Omission of
articles
Exercise 2: Complete the gaps with
the where necessary If an article is
not necessary, write a cross (X)
- Introduces Exercise 2 to students and
explains how to do it
- Does an example as a model
- Asks students to do Exercise 2
individually in 3’ and then compare
their answers with a partner’s in
- Introduces Exercise 3 to students and
explains how to do it
- Does an example as a model
- Ask students to do Exercise 3
individually in 2’ and then compare
their answers with a partner’s in
another 1’
- Calls some Ss to write anwsers on
the board
- Correct mistakes
Exercise 4: Read the following story
and complete each gap with an
article Write a cross (X) if an
article is not necessary.
- Introduces Exercise 3 to students and
explains how to do it
- Asks Ss to read the whole story first
to understand the context
- Ask students to do Exercise 3
individually in 2’ and then compare
their answers with a partner’s in
another 1’
answers
- Listen
- Listen to the teacher
-Listen and take notes
- Do Exercise 2 individually in 3’ and then compare their answers with a partner’s in another 2’
- Some Ss write anwsers on the board
- Listen and take notes
- Listen to the teacher
-Listen and take notes
- Do Exercise 3 individually in 2’ and then compare their answers with a partner’s in another 1’
- Some Ss write anwsers on the board
- Listen and take notes
- Listen to the teacher
- Read the whole story first to understand the context
- Do Exercise 3 individually in 2’ and then compare their answers with a
6 was constantly asking,was
7 requested, was composing
8 joined, was then leading
Trang 10- Calls some Ss to write anwsers on
the board
- Correct mistakes
III Production:
- Asks Ss to work in groups of 3 or 4
Ss to make 5 sentences, using the
simple past and the past continuous
- Asks them to write their answers on
a piece of paper
- Collects Ss’ answers to stick on the
board and feedbacks
partner’s in another 1’
- Some Ss write anwsers on the board
- Listen and take notes
- Work in groups of 3
or 4 Ss to make 5 sentences
- Write their answers
on a piece of paper
- Participate in giving comments
Make 5 sentences, using the simple past and the past continuous.
2ms 5 Consolidation:- Asks students to retell the use of
simple past and the past continuous,
definite and indefinite articles
- Retell the use of simple past and the past continuous, definite and indefinite articles
Trang 11Unit 1 : LIFE STORIES
-By the end of this unit, Ss will be able to find specific details when reading a text about two people’s life
stories and guess the meaning of new words from the context
- To enable students to use new words and to understand the content by asking and answering the questions through passage and making reference when reading the text
- To make the students know and learn from Larry Stewart and Le Thanh Thuy
II TEACHER’S AND STUDENTS’ PREPARATION:
1 Method: Communicative approach
2 Techniques: Translation, explanation, pairwork, group work.
3 Materials needed: Textbook, whiteboard markers, sub-boards, handouts
4 Students’ preparation: Textbook, notebook
5 Previous knowledge: No
III PROCEDURES IN CLASS:
1 Stabilization: - Greets the whole class (2ms)
- Checks the attendance
2 Checking up previous knowledge: (During the lesson)
3 New lesson:
TIME TEACHER’S ACTIVITIES ACTIVITIES STUDENTS’ THE LESSON CONTENT
3ms
1 Warm up:
- Asks Ss to look at the pictures in
their books and asks:
1 Who are the people in the pictures?
2 What do they need?
3 What can you do to help them?
- Leads to the lesson, informs the class
- Look at the pictures answer the teacher’s questions
- Listen and note down.
Unit : 1 LIFE STORIES Lesson : 04 READING Suggested answers:
Who and what they need
a flood victims who need food and