TV GA 7 110

LESSON PLAN SCHOOL: NGUYEN TRAI CLASS: 10 SUBJECT: ENGLISH TEACHERS: NGO CONG MINH – LE THI HONG HANH SCHOOL YEAR: 2009 - 2010 UNIT 1: A DAY IN THE LIFE OF… LESSON : READING OBJECTIVES : By the end of the lesson, Ss will be able to read a passage and have and adequate understanding about the daily routine in the life of a farmer LANGUAGE FOCUS : + Grammar : simple present, progressive present + New words : relating to the farmer’s daily activities TEACHING AIDS : pictures, handout worksheet, projector PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - Shows pictures of some people who are working- ( doctor, typist, football player, engineer, farmer) - asks: + what does he/ she do ? + what does a farmer do ? - says : to understand more about the life of a farmer , let’s come to Unit 1- lesson reading Work individually and give answers II. Pre- reading (7’) - Has Ss ask and answer questions about their daily activities - Comments - Uses pictures relating to the farmer’s daily activities to teach the word meaning New words : + lead the buffalo to the field + plough (v, n) + harrow (v, n) + pump (v) + transplant (v) + fellow (n) } ( synonym ) friend + peasant (n) } farmer Work in pairs Give feed back III. While reading (20’) * Task 1 - Has Ss open their book to read the text silently and do the task that follow - Guides Ss to scan to get the information - Comments -Work individual - Do the exercise and give feed back. * Task 2 - Has Ss read the text again then answer the questions - calls some pairs to answer the questions (closed pairs, opened pairs) - comments - has Ss close the book taken ask and answer about Mr Vy and Mrs Tuyet according to the passage. * Task 3 - has Ss do task 3 after explaining the requirement - has Ss scan the text to get information to fill in the table - divides the class into 3 groups to make a brief note about Mr Vy and Mrs Tuyet’s daily routine in the morning; in the afternoon; after dinner - calls some Ss to present their answer on the projector - comments Work in pairs Work in pairs Work in group Listen and comment IV. Post reading (10’) - has Ss talk about their father and mother’ s daily activities - calls some representative to present their passage in front of the class - comments Work in group V. Home work (3’) - has Ss learn the new words by heart - has Ss read the text carefully to remember Mr Vy and Mrs’s Tuyet’ daily routine - has Ss write a passage about 80 words talking about your father or mother’s daily routine. UNIT 1 : A DAY IN A LIFE OF… LESSON : SPEAKING I. OBJECTIVES : By the end of the lesson, Ss will be able to use the present simple to: + ask & answer some information about their daily routines + talk about their daily activities and their classmate II. LANGUAGE FOCUS : Grammar New words III. TEACHING AIDS : pictures, handout work sheets IV. PROCEDURE : Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) * Match the words with the pictures - divides the class into 2 sides (A and B). Each side has one representative in front of the desks - Fixes the pictures of subjects on the board – Hands out the words on subjects for two sides - Announces the winner who has more correct words under the pictures - Work in groups - match the words with the pictures II. Pre- speaking (10’) * Task 1 : - asks Ss to open their books at the page 15 and look at Quan’s activities in the time table - asks : + what time dose Quan have civic education lesson on Monday ? Ss : he has civic education lesson at 7.15am + what lesson does Quan have at 7.15 on Monday ? Ss : at 7.15 on Monday he has civic education lesson -asks Ss to do Task 1 as the model - walks around the class and helps Ss if necessary -invites some pairs to practice their dialogues - answer individually - work in pairs - comment III. While - speaking (15’) * Task 2 : - Describes Quan’s activities, using the picture below - asks Ss to look at picture (a) and answer the question + what does Quan do at 14:00 ? Ss : he gets up ( after talking a short nap) at 14:00 - Asks Ss to do Task 2 as the model - walks around and helps Ss if necessary - calls some groups to present their results - calls some Ss to present the whole Quan’s daily activities - answer individually - work in groups - comment IV. Post- speaking (13’) * Task 3 : - asks Ss to talk about their daily routine in pairs - walks around and helps Ss if necessary - invites some Ss to talk about their daily routine in front of the class - comments Work in pairs - present individual V. Homework (2’) - has Ss write a passage from 80- 100 words about your daily routine Write the homework LESSON PLAN UNIT 1: A DAY IN THE LIFE OF … LESSON: LISTENING OBJECTIVES : By the end of the lesson, Students will be able to : + Listen about one’s daily activities + Listen to number the pictures in their correct order + Listen to choose the True/ False statements LANGUAGE FOCUS : + Grammar + New words TEACHING AIDS : The cassette player PROCEDURE : Stages Times needed Teacher’s activities Students’ activities I. Warm-up (3’) - Has Ss arrange words into the meaningful words + jumbled words : APNLE RITNA CLCOY YBCLCEI - Checks the result and give the situation: - Says : my father is a pilot. He often travels around the world by his plane. - Shows a picture and asks... + Who is he ?  He is a cycle driver - Says : to understand about a cycle’s daily activities. Today you’ll listen to the tape  work in group of 4  works individually II. Pre- listening (8’) - Asks Ss to answer the question: Have you ever traveled by cycle ? 2. When was it ? Is it interesting to travel by cycle ? Which do you prefer, going by bicycle or by cycle ? Give reason ? - Comments - Has Ss listen and repeat some words which related to the passage in the tape. + district + office + purchases + drop + ride + food stall + routine + pedal + passengers + park - Explains some difficult words : + district (n)  (example) + pedal (n)  (picture) + purchases (n)  (translate) + food stall (n)  (picture) work in pairs  read in chorus  work individually III. While-listening * TASK 1 (12’) * TASK 2 (8’) - Has Ss look at the pictures (on page 16) and guess the order of the pictures describing - Mr Lam’s morning activities -Says : you’ll hear Mr Lam, a cycle driver in HCM city, talk about his morning activities. Listen the tape and number the pictures in their correct order - Has Ss listen to the tape 1st time - Checks Ss answers - Has Ss listen again & checks - Has Ss listen to the tape the last time & checks - Has Ss listen to the tape to decide whether the statements are true/ false - Has Ss listen to the tape three times and checks after times listen (explains the answer if necessary )  work individually & compare the answers with the partners  listen and number the pictures in their correct order  work individually IV. Post- listening (12’) - Has Ss take turns to ask and answer questions about Mr Lam’s activities, using the cues below + name + occupation + star work + passengers + lunch + rest - Then retell his story to the class  work inpairs V. Homework (2’) -Has Ss write a passage ( about 50-60 words) talking about Lam’s morning activities - Prepare new lesson : writing + Find the word meaning : stared death in the face fasten our seat belt dip overjoyed UNIT 1: THE DAY IN THE LIFE OF… LESSON : WRITING OBJECTIVES: By the end of the lesson, students will be able to : + understand the context, language and the structure of a narrative + write a narrative about a hotel fire and use the giver instruchons / prompts LANGUAGE FOCUS Grammar New words : stared death in the face, fasten our seat belts, dip, we had only minutes to live TEACHING AIDS : The extra board, PROCEDURE Stage Time needed Teacher’s activities I. Warm- up (3’) - Asks + Have you ever heard an interesting story /a frightening story ? + where / when did it happen ? +How did you feel about that ? - After having Ss answers T says : today you will read a model narrative to know how to write it. Work individually II. Pre- writing (10’) Task 1: -Has Ss look at the text book (page 17&12) . Read the model narrative in silence - Explains some difficult words and phrases * New words : + stared death in the face (translation) + fasten our seat belts( picture) + dip( synonym) +we had only minutes to live ( explain) - Has Ss read and find all the verbs that are used in the past simple and the connectors (times expressions) in the story Read in silence Work individually III. While-writing (20’) * Task 2 : - Has Ss identify the events, the climax, and the conclusion of the story. Then report their results in front of the class - Walks around the class and helps Ss if necessary * Tasks 3: - Has Ss use the prompts below to build up a narrative about a hotel fire - Then provides 2 or 4 extra boards for 2 or 4 groups to write their narrative on - Goes around the class to check Ss’ practice and helps them if necessary Work in groups Work in groups IV. Post-writing (10’) -T asks 2 or 4 Ss to hang their extra boards on the board and guides the others to find out the common mistakes -T directs Ss to correct the mistakes -T gives feed back -T gives the key - Ss look for the mistake - Ss correct the mistake V. Homework (2’) - Has Ss rewrite the narrative correctly + prepare new lesson : “ language focus” pronunciation : / I / - / I :/ grammar and vocabulary the present simple adverbs of frequency the past simple UNIT 1 : A DAY IN THE LIFE OF… LESSON 5 ( LANGUAGE FOCUS ) OBJECTIVES : By the end of the lesson, Ss will be able to : + pronounce exactly and fluently the sounds / i / & / i: / in words and in sentences + use the simple present, the simple past and advs of frequency in speaking and writing TEACHING AIDS : a cassette, pictures, handouts PROCEDURE : Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - Sticks four pictures (of a bee, a ship, a sheep and money) on the board. - gives four pieces of paper with above words - has Ss stick them to the correct pictures - gives corrections - asks Ss to pronunciation those words  leads in the new lesson -Work in groups - stick words to pictures II. Pronunciation Activity 1 (5’) Activity 2 (5’) * listen and repeat -writes two sounds / i / & / i: / on the board - plays the cassette twice -plays each sound - plays the words in the text book -plays each word  gives corrections * practice these sentences - plays the cassette once - plays and pauses sent. by sent. - asks Ss to pick out the sound / i/ or / i:/ gives corrections more exercises : plays a tape has Ss pick out the words containing the sounds / i/ & / i:/ -repeat -look at the book and listen -listen and repeat in chorus -listen -repeat in chorus -repeat the sounds -work individually III. Grammar and vocabulary (28’) Activity Activity - asks : + what do you do in your free times ? + what kinds of spots do you like ?  which tense is used in these sentences  introduces the exercise * Exercise 1 : - has Ss do ex 1 - checks the result - asks : how often do you play tennis ? how often do you go to the cinema ? notes : positions of adverbs of frequency - has Ss do ex.2 - checks the result * Exercise 3 - asks : + what did you do yesterday afternoon ? + did you go fishing yesterday ?  which tense is used in the sentences notes : the formations and usage of the simple past ( passive voice) - has Ss do ex.3 - walks around the class and helps Ss if necessary - gives corrections -Work individual - work individually - work individually -group of 4 -answer individually - group of 4 IV. Homework (2’) * Do the exercises of language focus in work books (page 6) - write LESSON PLAN UNIT 2 : SCHOOL TALKS LESSON : READING OBJECTIVES : By the end of the lesson, Ss will be able to : + read a passage for specific information + learn how to introduce oneself and express likes and dislikes LANGUAGE FOCUS : Grammar New words : words related to school TEACHING AIDS PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) * Play a game - T uses an extra board written the list of & topic on - T asks Ss to look at and try to remember the list in 2 minutes : + sports and games + entertainment + health problems + hobbies + holidays + film + weather + work and study - T takes the extra board away & asks Ss to retell the topics in the list - T checks & find out the winner - Ss Work individually - Ss answer individually II. Pre- reading (7’) - T asks : when you meet your friends, which topics do you often talk about ? - T leads into the new lesson - T asks Ss to list words related to + subjects : maths, history.. + kinds of school : high school… Ss answer individually III. While- reading (15’) - T asks Ss to sit in groups of four to do the exercise in their textbooks ( task 1) - T corrects their mistakes - T asks Ss to scan the passage and then to do Tasks 2 - T asks 2 pairs to present their results before the class - T asks Ss to reread the passage and then do Task 3 - T corrects their mistakes. - Ss work in group - Ss work in pairs - Ss work in pairs IV. Post- reading (15’) - T asks Ss to sit in groups of 4 and talk about : + what subjects they like learning best and why + what they like or dislike doing at school + what they worry about at school - T asks some groups to present their talks before class - Work in groups - Some Ss present their talks before the class while the others list and remark V. Homework (3’) - T asks Ss to write a short paragrap about them selves. - Ss do homework at home UNIT 2 : SCHOOL TALKS LESSON : SPEAKING OBJECTIVES : By the end of the lesson , students will be able to make questions and give responses in small talk LANGUAGE FOCUS : Grammar New words TEACHING AIDS PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - T asks Ss to complete the open conversation in 1 minute A : ____(1)____________ B : Hi, Nam. How are you ? A: I’m fine. Thanks, and you ? B: Very well. Thanks, I haven’t seen you for a long time. Let’s go somewhere for a drink A: Sorry,______(2)________ - T explains something about these sentences - T leads into the new lesson - Ss Work individually II. Pre- reading (8’) *Task 1 : - T gives Ss some expressions which are commonly used when people start or close a conversation ex : + It’s nice to meet you + Bye + How is everything ? + see you again ……… - T asks Ss to do task 1 - T asks some pairs to present their practice before the class - T asks Ss to read these expressions - Ss listen & remark - Ss work in pairs - Some Ss present their results before the class while the others listen & remark. III. While- reading (15’) * Task 2 : - T asks Ss to scan task 2 & do it - T asks Ss to practice the dialogue in pairs -T corrects their mistakes if necessary * Task 3 : - T asks Ss to scan task 3 & find out difficult words - T explains their meaning if necessary - T asks Ss to practice the dialogue in pairs - T walks around the class & helps Ss if necessary - T asks some pairs to present their practice before the class - Ss work individually - Ss work in pairs - Ss work individually - Ss work in pairs - Some Ss present their practice before the class while the others listen & remark IV. Post- reading (15’) * Task 4 : - T divides the class into groups (T asks Ss to sit in groups of 4 ) - T asks Ss to do task 4 - T walks around the class & helps Ss if necessary - T asks some groups to their practice before the class - Ss work in groups - some groups present their result before the class while the others listen & remark V. Homework (2’) - T asks Ss to write about conversation done in groups - Ss do homework at home UNIT 2 : SCHOOL TALKS LESSON : LISTENING OBJECTIVES : By the end of the lesson, Ss will be able to listen to short conversations and then match them with suitable pictures LANGUAGE FOCUS : + Grammar + New words TEACHING AIDS : cassette player PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - Shows a picture of Ha Long Bay - asks Ss some questions : + have you been to Ha Long Bay ? + do you enjoy spending your holiday in HLB ? + How do you like the weather in HLB ? - Encourages Ss to make questions about this picture - repeats good statements to lead in the new lesson - answer individually - work in pairs II. Pre-listening (3’) - Suggests Ss to arrange a question in A with a response in B - Goes around and helps Ss if necessary - comments and correct - work in pairs - present in front of the class III. While- listening (15’) &( 30’) * Task 1 : - Divides class into groups of four - asks class to try describing the picture in the text book - plays the tape and asks Ss to listen to (2 or 3 times) * Task 2 : - plays the tape again and asks Ss to listen and get information - asks Ss to ask and answer question * Task 3 : - plays the tape and asks Ss to fill the missing words into the blanks - goes around and check some - plays the tape and correct - listen and match the conversation with the pictures - work in pairs - work in pairs IV. Post- listening (5’) - asks Ss to talk about the problem, they have experienced at school Work in groups V. Homework (2’) - asks Ss write 5 questions about personal hobbies . describe a picture that the teacher gives UNIT 2 : SCHOOL TALKS LESSON : WRITING OBJECTIVES : By the end of the lesson, Ss will be able to write or fill in a form LANGUAGE FOCUS : Grammar New words : new words related to forms TEACHING AIDS : forms, an extra boards PROCEDURE Stage Time needed Teacher’s activities Student’ activities I. Warm- up (5’) - gives a game F J O B B I R T H P E R M I S S I O N - Asks the questions 1. what do you look for after graduating from high school ? 2. Phu Yen is my place of ________ 3. What is the noun of the verb “permit” ? 4. key FORM - Leads in the new lesson Ss choose the number and answer the questions Ss guess the key II. Pre- writing Task 1 (5’) Task 2 (10’) - Give some forms and hang an extra board with some questions : 1. Do you know what they are ? 2. what do you forms for ? 3. What sort of information do you often have to provide when you will in a form ? - summarize information of each answer on the board - Asks Ss to match a line in A with a question in B after presenting some new words : + marital status + occupation + block capital +applicable - Asks Ss to work in pair - corrects Ask and answer in pairs Work in pairs III. While-writing Task 3 (5’) Task 4 (8’) - Asks Ss to fill in the form - Helps Ss and checks when Ss do - Corrects - Asks Ss to fill in the form - asks Ss to hang the extra boards while others correct their friend form each other - correct the common mistakes on the extra boards - give the feed back Work individually Exchange and con Work individually( 2- 3 Ss work on the boards) IV. Post-writing (10’) - divides class into 10 groups and asks them to use learnt information to write a form about one of topics below + apply for a job + apply for a scholarship +send money in a bank + attend to a club + make a library card - choose two of them to correct Work in groups V. Homework (2’) - Write two of above topics + prepare new lesson UNIT 2 : SCHOOL TALKS LESSON : LANGUAGE FOCUS OBJECTIVES :By the end of the lesson, Ss will be able to pronounce exactly and fluently / A/ and / a:/ in words and in sentences use Wh- questions in writing and communicating use – ing and to infinitive form of verbs in speaking and writing TEACHING AIDS : a cassette / an extra board PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - Writes sentences on the board. I like studying English but my cousin doesn’t. My father has got a car - Underlines the sounds and leads into the lesson Close the books . One Ss reads and says what sounds are repeated . The sounds / A/, / a:/ II. Pronunciation Activity 1 (5’) Activity 2 (7’) * listen and repeat -writes two sounds / A / & / a: / on the board - reads the sounds - reads the words in the text book - asks Ss to close the books and numbers two sounds from 1 or 2 - read the words in the text book * practice these sentences - read the sentences - asks Ss to pay attention to the sentence stress - asks Ss to pick out the words containing the sounds / A/, / a:/ - corrects more exercises - asks Ss to rearrange words in correct sounds / A/ or / a:/ : cup, fat, car, stuck, dumb, fast, flood, cartoon, mud, shark - corrects Open their books Repeat in chorus Repeat in chorus then in individually Say loudly the number of the sound heard Open the books Read the words in pairs Listen and repeat Read individually as directed Work in pairs Read the result Work in groups III. Grammar & vocabulary (25’) Practice - asks Ss these questions + do you like learning English ? + why do you want to learn it ? + how long have you learn it ? - underlines “learning” & “ to learn” - asks Ss to repeat the usage of gerund and infinitive Exercise 1 : - asks Ss to make question for the following responses - calls some Ss to write on the board - checks and corrects Exercise 2 : - asks Ss to fill in the blanks with an- ing or to infinitive form of verbs - correct - answer + yes, I do / No, I don’t + because I want to be teacher + for 4 years work in individually work in groups of four IV. Homework (3’) - asks Ss to do exercises of language focus in work books UNIT 3 : PEOPLE’ S BACKGROUND LESSON 5 : READING OBJECTIVES : By the end of the lesson, students will be able to read the passage about a famous person LANGUAGE FOCUS : - Grammar :+ past simple, past perfect + the structure the first woman to receive a Phid from the sort - New words : some words relating to the field of science III. TEACHING AIDS : Pictures of some famous people Hand out (worksheet) Flash card IV. PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (4’) - Asks Ss to close the books show some pictures - asks Ss to give the names and the jobs of these people - asks a question to lead in .Have you ever heard about Marie Curie ? and what do you know her ? - T asks note on the board Ss : - looks at the picture and tell the names and the jobs - answers the questions II. Pre- reading (7’) Presents some words and structures + tutor (n) + interrupt (v) + tragic (a) + realize (v) + Marie Curie because the first woman to receive a Ph.D from the sorbone = who received a Ph.D from the sorbone Listens, takes note and reprate after teacher III. While reading (23’) * Task 1 (5’) - Guides Ss what to do - Have Ss read silently the passage phrases in task1 - checks Ss understanding and corrects the mistakes * Task 2 :(8’) Guides Ss to do the task - Asks Ss to read the passage again and do the task - calls some Ss to give their answers - Have Ss listen to their partners and correct if necessary * Task 3 : (10’) - Asks Ss to read silently once more and get the information to answer the questions . Checks the answer and asks Ss to supply some more information if necessary -Work in pairs to match the words or phrases and their meanings - Do the task individually - gives the answer, listen and correct - work in pairs to ask and answer - presents their task in front of the class. Listen to their partners and give some more information IV. Post- reading (10’) - Elicits Ss ‘ meanings of the words provides. Gives meanings of words if necessary - asks Ss to discuss to find some evidences - have some representatives tell their ideas and the others some useful information - gives some cues and asks Ss to summarize the text - call some group leaders to present the summary - gives the meanings of words - work in groups to find some evidence - presents the evidences, listen and add some more information - work in groups of 4 to summarize - listen and give comments V. Homework (3’) - learns words by heart and use the words in “after you read” to make sentences - prepare and tell your partners a life of a Vietnamese famous person Task note UNIT 3 : PEOPLE’ S BACKGROUND LESSON : SPEAKING OBJECTIVES : By the end of the lesson, Ss will be able to ask and answer about people’s background LANGUAGE FOCUS : Grammar : the past perfect and the simple past New words : words related to one’s curriculum vitae Pronunciation : / e/ or /ae/ TEACHING AIDS : pictures, extra pieces of paper PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) * Match the information with the two famous people : Marie Curie Uncle Ho Work in groups II. Pre- reading (5’) *Task 1 : ( in book) - family - dislike - education - appearance - hobby - experience Pair- work III. While- reading (15’) * Task 2 : ( in book) - greeting - date of birth - place of birth - home - parents - brother( s) - sister(s) - primary school - secondary school - school work - favourite subject - experience - thanking * Imagine you are a manager. You are an interviewer and 3 & of year friends are interviewees Work in groups of 4 IV. Post- reading (17’) * Task 3: - the manager informs the two winners and the reasons why… - talk about the person you admire most and the reason why…( Uncle Ho may be of your choices) Individually work V. Homework (2’) - practice talking about people’s background - prepare for the next period : + more information about Olympic champions Group work LESSON PLAN UNIT 3 : PEOPLE’ S BACKGROUND LESSON : LISTENING OBJECTIVES : By the end of the lesson , Ss will be able to know Sally’s origin and then they can try to be a certain Olympic champion if they really love sports LANGUAGE FOCUS : - New words : words related to sports activities - Skills : listening and speaking III. TEACHING AIDS : picture on medals and Champion PROCEDURES Stage Time needed Teacher’s activities Students’ activities I. Warm-up (3’) - Shows a picture and give Ss the quick questions + what is it / that/ this ? + do you want one ? + if you want you can get it, but you have to be the best/ champion a sport competition. And the person who can help you be the champion today is a girl. Who is she ? How is her origin ? Listen to the conversation between bob, the journalist and her - Ss answer + medal + yes/ no II. Pre-listening (7’) - write the important vocabulary items on the board + general education (n) : any of a exams taken by pupils in British secondary school + basket ball (n) + romantic book (n) : love story + diploma (n) : a certificate awarded for passing an exam completing a course of study + Olympic (adj.) (n) : international athletic competition held in modern times every four years in a different country. + divide the conversation into 2 sections a/ “ congratulations… two brothers” b/ “ what do you like to do… tell me” Ss clouted to say the wearing of the words before their teacher’s explanation III. While- listening (20’) Task 1 Take the parts of bob and sally Give Ss time to think of it Let Ss listen to the tape Get Ss to decide whether the statements are T or F At first I have Ss listen to me and try to fill in the blanks and then I tell them to check it up by looking at their books - books closed - Ss will be asked how much they can hear IV. Post- listening (12’) - I give Ss some more question about the conversation (4 or 5 would be a maximum number) - I get Ss to ask and answer questions about sally in front of the class Work in pairs V. Homework (3’) Prepare writing lesson UNIT 3: PEOPLE’ S BACKGROUND LESSON :WRITING OBJECTIES : By the end of the lesson, Ss will be able to know how to write about people’s background LANGUAGE FOCUS Grammar : the part simple New words : words related to people’s background TEACHING AIDS : hand cut PROCEDURE Stage Time needed Teacher’s activities Student’ activities I. Warm- up (3’) - T gives a Vietnamese CV and asks Ss some questions + what is it ? + what do you know when you see one’s CV ? + what is used for ? + do you know how to write a CV in English ? Ss work individually II. Pre- writing (10’) ( 10’) * Task 1 : - T asks Ss to read Mr. Brown’s CV and to remark the ways to write this CV. - T gets Ss’ remarks - T asks Ss these questions . Can we write it in the full form ? How ? - T guides Ps how to do the task + T asks one student to read these cues aloud and to give their Vietnamese meaning quickly + T asks Ss to answer what tense we use to write + T gives Ss time to do the task + T asks two representatives of two groups to write their letters on the board + T remarks * Task 2 : - T asks some quick questions + do you know where and when your partner’s parents were born ? + do you know their jobs, their interests + what question do you often use to ask for the information ? - T gives Ss hand- out to do the Task - T gets the answers by asking one pair to do the task likes that on the board - T gets some more answers and remarks quickly their mistakes. -Ss work in groups Ss work individually Ss work in groups Ss follow and remarks answer the questions - Ss work in pairs - Ss follow and remark III. While-writing (10’) * Task 3 : T asks Ss to read the information carefully and gives 4 extra boards for 4 Ss to write their letters on - T goes around the class to check Ss ‘ practice and helps them if necessary IV. Post-writing (10’) -T asks 4 Ss to bang their boards on the board and the guides the others to find out mistakes - T directs Ss to correct the mistakes - T gives feedback Ss work individually Ss look for the mistakes and correct them V. Homework (2’) - T asks Ss to do the exercise in the exercise book (page 22) prepare “Language focus” + pay attention to the difference of pronunciation between / e/ - / ae/ + review the past perfect vs the past simple UNIT 4 : SPECIAL EDUCATION LESSON : READING OBJECTIVES : By the end of the lesson, students will be able to read the passage and have an edaquate understanding about the class for the disabled children LANGUAGE FOCUS : Pronunciation : identifying the sounds :/ o/ & / o:/ by underline the words containing those sounds in the text grammar and vocabulary the + adj. used to + infinitive which as a connector III. TEACHING AIDS : extra- board, pictures IV. PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (4’) T : asks some questions 1. what do you often do everyday ? 2. do you often listen to music or watch T.V? 3. which of these activities would be difficult for blind and deaf people ? Students’ answers may vary II. Pre- reading (7’) T : introduce the Braille Alphabet & explain what the Braille Alphabet is T : present vocabulary & structures - prevent Ss from doing something (exp.) - opposition - oppose (v) – be opposed to something - be proud of something/ somebody - make efforts to do something - students guess what the picture in the book is (Braille Alphabet ) - Ss can translate into Vietnamese and give the synonyms - Ss can make a sentences from these expression III. While reading (23’) - T : + asks Ss to work in pairs + have Ss guess some new words in the task 1 - T : + asks Ss to scan the reading to get the specific information to do task 2 + explain the word : “infer” in “it can be inferred” + asks Ss to work in groups + check & correct these answers - Ss work in pair - Ss can translate into Vietnamese some words - work in groups - explain their choice IV. Post- reading (10’) - divide the class into groups of for to do exercise in the book ( fill in gap) Work in groups V. Homework (3’) - asks Ss to learn new words by heart - asks Ss to write the passage (about 100- 120 words) to show their feelings about disabled children - ask Ss to prepare part B UNIT 4 : SPECIAL EDUCATION LESSON : SPEAKING OBJECTIVES : By the end of the lesson, Ss will be able to use the simple past tense to talk about their subjects and their school life LANGUAGE FOCUS : Grammar New words TEACHING AIDS : extra- board PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) Play a game - T divides class into a groups and asks Ss to try to remember the subjects learned - T calls the representative of each group to write down them on the board - T checks and finds out the winner - T leads into the new lesson Work in groups Correct their mistakes by themselves II. Pre- speaking (10’) *Task 1 : - T guides Ss how to do task 1 clearly - T asks Ss to work in groups of four discussing - T & Ss check & remark - T asks Ss to practice the dialogue in pairs - T asks some pairs to present their practice before the class Work in groups Work in pairs III. While- reading (13’) * Task 2 - T explain the suggestion in the book & asks Ss to work in pairs - T calls some pairs to practice - T & Ss remark Work in pairs IV. Post- reading (17’) * Task 3: - T asks Ss to tell the whole class what they know about their partner - T calls some Ss to present in front of the class - T corrects if necessary - T divides the class into 5 groups to tell what they like and dislike in school - T calls the representable of each group to present in front of the class - T remarks and give Listen and remark V. Homework (2’) T asks Ss : + to make the passage (100-120 words ) talking about which subject they like best & why Group work UNIT 4 : SPECIAL EDUCATION LESSON : LISTENING OBJECTIVES : By the end of the lesson, Ss will be able to : listen to find out information listen & retell the story in speaking or writing LANGUAGE FOCUS : Grammar New words TEACHING AIDS : tape, cassette player PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (3’) - T divides class into 4 groups to write down some words derived from the word “photo” - T calls Ss to write on the board - T remarks - Ss work in group - Ss write on the board II. Pre-listening (10’) - T explains the meaning and the parts of speech of these words - T asks Ss to fill the blanks - T corrects - T asks Ss to listen and repeat the words : + surroundings + sorrow + passion + labourer + deaf + mute + exhibition + stimulate * Task 2 : - T asks Ss to listen again and decide whether the following statements are true (T) or false (F) - T checks the answers * Task 3 : T asks Ss to listen again and tick (v) the sentences you hear Ss work in pairs Ss listen & repeat Group work Pair work IV. Post- listening (8’) T asks Ss to say how a forest fire may start and what every camper ought to remember * Free practice : what should we do to protect our forests ? Pair work(some leaders will present their reports ) V. Homework (2’) Teaching asks students to write some sentences about the causes of forest fires Discussion ( group work) UNIT 4 : SPECIAL EDUCATION LESSON :WRITING I. OBJECTIVES By the end of the lesson, Ss will be able to read and understand a simple letter of complaint and write a complaint letter about the poor quality the service at an English Centre. TEACHING METHOD Communication method TEACHING AIDS: Blackboard, Pictures of some advertisements for English learning, Textbook. NEW LESSON: UNIT 4/ LESSON 4/ WRITING Stages Teacher’s activities Students’ activities Warm- Up TASK 1 Asks Ss to work in groups ( Gives Ss ten or more adjectives and asks Ss to put them under two headings): compliments and complaints Adjectives Bad; helpful; expensive; lazy; hard-working; good; careful; poor; unhappy; beautiful. Suggested answers Compliments Complaints Helpful Bad Hard-working expensive Good lazy Careful poor Beautiful unhappy - Gives Ss definition and format of a letter of complaint: Complaint is a kind of formal letter used when you are not happy with a service, a contract, a course… A letter of complaint usually includes three main parts - Puts the question: What’s a complaint letter? - Gives the structure of the letter. Structure of a complaint letter Writer’s address Receiver’s address Greeting: Dear… Introduction: why you write the letter. Body: what you want to complain Conclusion: what you want them to do Ending: yours faithfully Signature - Asks Ss to work in pairs to read the advertisement & the instruction - Explains some difficult words and expressions. * NEW WORDS native teacher (n) English- speaking countries (n) Air- conditioned(a) Air-conditioner. Says: After studying for two weeks at English for Today centre, you notice that everything is worse than what the advertisement says. A friend of yours wants to know about the centre and you tell him/her the facts. Now you work in pairs and complete the dialogue with your own ideas. Goes around the class and offer help. Calls on some Ss to read their own answers aloud to class. Has Ss read the letter of complaint in the book and complete it basing on the dialogue in task1. Asks Ss to use appropriate connectors to make the writing smoother. Tells Ss to exchange their writing with a friend. Goes around the class, tests Ss And picks up some writings to check the mistakes as the whole class. - Work in groups - Listen to the teacher and take notes - Answer the question Take notes Work in pairs - Pick up the new words and take note, work individually. Listen to the teacher Work in pairs Some Ss read. Others listen to Complete task1 Individual work UNIT 4 : LESSON : LANGUAGE FOCUS OBJECTIVES : By the end of the lesson, Ss will be able to : pronoun exactly & fluently the sound : / d/- / d:/ in words and in sentences use the structure : used to + infinitive and which as a connector in writing and speaking TEACHING AIDS : a cassette PROCUDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - T writes the sentence on the board, put the socks on top of the box - T underlines the sounds & leads into the lesson - Ss close the books . - One Ss reads and says what sounds are repeated . II. Pronunciation Activity 1 (5’) Activity 2 (7’) * listen and repeat -T writes two sounds / A / & / a: / on the board - T reads the sounds - T reads the words in the text book - T asks Ss to close the books and numbers two sounds from 1 to 2 -T read the words in the text book * practice these sentences -T reads the sentences - asks Ss to pay attention to the sentence stress - asks Ss to pick out the words containing the sounds / i/, / i:/ - T checks the result more exercises : T plays the tape - T asks Ss to pick and the words containing / o/ they recognize in the sentences they hear : story, rob, tomorrow, hospital, stone, shop, airport - asks Ss to rearrange words in correct sounds / A/ or / a:/ : cup, fat, car, stuck, dumb, fast, flood, cartoon, mud, shark - corrects - Ss open their books -Repeat in chorus - Repeat in chorus then in individually - Say loudly the number of the sound heard - Open the books - Read the words in pairs - Listen and repeat - Read individually as directed - Work in pairs - Read the result - check the result III. Grammar & vocabulary (25’) Activity 1 Activity 2 Activity 3 T shows the picture about disable children and asks - What do they like ? - T gives the answer: they are disable children - T asks Ss to rewrite the sentence using “the + Adj.” - T leads to exercise 1 - T directs Ss to do exercise using the Adj. - T checks the result Exercise 2 - T writes the sentence on the board and asks Ss to rewrite the sentence using Used to + ing ex : I often went fishing with my uncle when I was young + I used to go fishing - T has Ss do exercise 2 - T checks the result - T guides the suggestion exercise 3 and asks Ss to work in pairs - T calls some pairs to read their answers - T corrects - answer - Ss write on the board - Ss work individually then exchange the result in pairs - Ss write on the board - Ss work in groups - Ss work in pairs - Ss read their answer IV. Homework (3’) Do the exercise of language focus in workbooks of unit 4 UNIT 5 : TECHNOLOGY AND YOU LESSON : READING OBJECTIVES : By the end of the lesson, students will be able to read the passage specific information and learn about how present and future devices and equipment may change our lifestyle LANGUAGE FOCUS : Grammar New words: words related to modern devices and equipment III. TEACHING AIDS : pictures IV. PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (4’) T show a picture of a modern devices and asks question 1. what is this ? 2. Can you know to use it ? Suggested answers - It is a computer - yes, I can II. Pre- reading (8’) Task 1 : Answer the following questions - T writes the question on the board and asks to answer 1. What do people use computer for ? 2. What can be other purser of computers in the future ? - T checks and write the answers on the board Task 2 : match objects with their names - T has Ss work in pair and modern the objects painted in the textbook with their names - T conducts the connection and discusser the uses of some of these devices - Ss work in groups - to get information/ to send and receive mail - to do the shopping/ to design hour/ to give advice - Ss do the task keys : 1d, 2e, 3g, 4c, 5a, 6f, 7b, 8h III. While reading (23’) * Task 1 : match the words and phrase in column A with it’s the definition in column B - T asks Ss to guess the meaning of column A and continue with the meaning of column B - T checks and helps Ss if necessary * Task 2 : decide which of the three options below is the best little for the passages - T asks Ss to check the information of the passage, then choose the best option - T : what’s the best title A, B or C ? * Task 3 : answer the questions, using the cues given in the textbook: - T explains some words and asks Ss to answer the question + miraculous : + capable of : + magical : 1. what can the computer do to help us in our daily lives ? 2. why is the computer a miraculous device? - T checks and corrects the mistakes if necessary - Ss work in groups keys : 1c, 2e, 3a, 4b, 5d - Some groups present their result before the class - Ss work in groups - discuss to find the best title - Ss: © what can the computer do ? - Ss work in pair - find the information to answer the questions 1. computer can help us send and receive mails in very short time 2. because it’s not only capable of providing information but also in used as a calaulating machines IV. Post- reading (10’) - T gives a tape and asks Ss to discuss about it : “Talk about the advantages of using a computer” - T gives suggestions and comments then checks and corrects Work in groups Discuss V. Homework (3’) - T suggests Ss’s homework : + find out some problem that people encounter when using computer - T guides Ss to prepare the next lesson Ss do homework at home UNIT 5 : TECHNOLOGY AND YOU LESSON : SPEAKING OBJECTIVIES : By the end of the lesson, Ss will be able to : ask and answer some information about the uses of modern inventions talk about the uses of modern technology LANGUAGE FOCUS : Grammar New words : words related to modern devices and equipments TEACHING AIDS : handouts PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) T give Ss some handouts T has Ss work in groups and match the objects with their names * Handout Objects Names of electric devices - picture 1(maùy daøi) a. fax-machine - picture 2 (ti vi) b. television - picture 3 (maùy giaët) c. radio - picture 4(maùy ñieàu hoøa) d. electric cooker - picture 5(noài côm ñieän) e. washing-machine , f. air- condition - picture 6(maùy fax ) T conducts the correction and asks Ss : - can / could you tell me what a TV in used for ? T leads into the new lesson Ss do the task in groups Keys 1. c. radio 2.b. television 3.e. washing- machine 4.f. air condition 5.d. electric cooker 6. a. fax- machine Ss answers may ary suggested answers - It’s used to watch films - It’s used to learn English II. Pre- speaking (8’) *Task 1 : (in book) - T work in pairs. Asks and answer question about the uses of modern inventions - T has some pairs present their practice before the class * Class organization : Ss sit in pairs Ss practice in pairs Some Ss present their practice III. While- speaking (10’) * Task 2 ( in book) - T work in pairs complete the sentences use the words in the box ( you will have to use some verbs more than once) - T walks around the class and offer helps Ss if necessary - T asks some pairs to present their results Work in pairs to choose the appropriate verbs to fill in the gaps - some Ss present their result before the class keys : 1. store 2. transmit 3. process 4. send 5. hold 6. make 7. send 8. receive 9. design IV. Post- speaking (10’) * Task 3: (in book) T asks Ss some questions to lead into the tasks 3 Questions : - In what way is information technology the most useful to our lives ? - Why do you think Ss ? T has Ss do the task 3 T walks around the class and offers ideas and comments when students need help then T selects some groups to present their results - Ss answers may vary suggested answers: - I think… - Because… Ss do the task 3 in groups some Ss present their reasons before the class while the other listen and remark V. Homework (2’) T asks Ss : + find 3 modern inventions then work with a partner to talk about the uses of them Ss work at home UNIT 5 : TECHNOLOGY AND YOU LESSON : LISTENING OBJECTIVES : By the end of the lesson, students will be able to listen to a monologue of 120-150 words for general or specific information. LANGUAGE FOCUS : Grammar New words: words related to modern devices and equipments TEACHING AIDS PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (3’) T shows a picture of some modern devices and asks questions 1. Name some modern devices you know ? 2. Can you tell me what a fridge is used for and a telephone ? - Ss answer may vary * suggested answers 1. I have a fridge, a telephone vacuum cleaner 2. A fridge is used to keep food and vegetables fresh II. Pre-listening (10’) - T has Ss close their books and asks them 1. How many modern devices are there ? 2. What are they ? 3. How often do you use each of the them ? T uses pictures, objectives to give the meaning of new words T plays the recording twice Ss close their books and look at the table in their books Ss work in pair, asking and answering the question 3, then tick (v) in the task Ss listen and repeat III. While- listening Task 1 : T has Ss read the statements in their books carefully T plays the recording twice T walks around the class and offer help Ss if necessary T plays the recording to conduct the correction Task 2 : T has Ss read the story T plays the recording twice T plays the recording once more T plays the recording to correct Ss results - Ss read the statements in silence - Ss listen, then discuss in pairs to decide whether the statements are T or F Some students present their results - Ss read the story with the gaps in silence - Ss work in pairs, doing the task Ss checks their work IV. Post- listening T has Ss listen to the man’s talk again T listen to check their work Ss listen then retell the story in pairs Two students retell the story in of the class V. Homework T assigns homework Ss write the main ideas of the story in their notebooks UNIT 5: TECHNOLOGY AND YOU LESSON :WRITING OBJECTIES : By the end of the lesson, Ss will be able to write a set of instructions of 100- 120 words following a suggested model and word cues LANGUAGE FOCUS Grammar : New words : words related to modern devices and equipments TEACHING AIDS : pictures a phone card PROCEDURE Stage Time needed Teacher’s activities Student’ activities I. Warm- up (5m’) - T shows a picture of a public telephone and asks questions 1. what is this ? 2. have you ever used a public telephone ? 3. Is this easy or difficult to use it ? - T has Ss open their books and introduces the set of instructions on how to use a public telephone Ss ‘ answer may vary May be Ss can’t answer the question 4 II. Pre- writing (5m’) ( 2m) (8m) * Task 1 : read the following set of instructions on how to uses a public telephone - T uses pictures, real objects to give the meaning of new words - T shows a phone card and asks questions + What’s it ? + What’s it used for ? + What are the steps in using a public telephone ? + What should you do if you want to get help ? + What should you do if you want to call five services/ the police/ an ambulance ? * Task 2 : Find out the connectors and the imperative from of the verbs from the instructions T has Ss read the instructions is silence and find out the connectors from the instructions T walks around the class and offer helps Ss if necessary T asks some pairs to present their results * Task 3 : (in book) T has Ss look at the T.V and remote control and answer the questions T conduct the correction * Class organization : Ss sit in pairs Ss read the set of instructions in silence and guess the meaning of new words Ss listen to questions and answer * Suggested answers : - It is a phone card - It is used to make a call - They are first, left, next, insert… - To obtain help, dial 116 + To call fire service, dial 114 + To call the police, dial 113 + To call an ambulance, dial 115 Ss work in pairs Some Ss present their results before the class Ss work in groups, looking at the T.V and having discussions. Then they answer the questions Representatives of each groups present their ideas in front of the class * Suggested answers 1. If we want to operate a T.V with a record control, we have to make sure that the cord in plugged and the main is turned on 3.Press the power button 4. Press number 1,2 ,3,4… 5. Press the volume button up and down 6. Press the mute button III. While- writing (7’) Task 4: ( in book) T answers task : each student write a set of instructions on how to operate a T. V with a remote control, using the picture and the question in their book as suggestions Ss work individually Ss writing may be different IV. Post-writing (10’) Task 5: teacher gives suggestions and corrections Ss read one another’s writings. Then some Ss read their writing in front of the class V. Homework (2’) T assigns homework Ss write a set of instructions how to use an object they know UNIT 5 : LESSON : LANGUAGE FOCUS OBJECTIVES : By the end of the lesson, Ss will be able to : pronoun exactly & fluently the sound : / u/- / u:/ in words and in sentences use the present perfect, the present perfect passive and “who, which, that” structure in writing and speaking II. TEACHING AIDS : III. PROCUDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - T writes the sentence on the board . After Lan had put the fruit on the table, she cooked a meal yesterday T underlines the sound and leads into the lesson. - One Ss reads and say what sounds are repeated - The sounds /u/ - /u:/ II. Pronunciation Activity 1 (5’) Activity 2 (7’) * Task 1: listen and repeat -T writes two sounds / u / & / u: / on the board - T reads the sounds - T reads the words in the text book - T asks Ss to close their books and numbers two sounds from 1 to 2 -T read the words in the text book * Task 2: practice these sentences -T reads the sentences - asks Ss to pay attention to the sentence stress - asks Ss to pick out the words containing the sounds / u/, / u:/ - T checks the result More exercises : T plays the tape - T asks Ss to tick and the words they recognize in the sentence they hear T gives a remark - Ss open their books -Repeat in chorus - Repeat in chorus then in individually - Say loudly the number of the sound heard - Open the books - Read the words in pairs - Listen and repeat - Read individually as directed - Work in pairs - Read the result - check the result III. Grammar & vocabulary (25’) * T ask 1: The present perfect T asks Ss to answer the questions - How long have you learnt English ? - Which tense is used in these sentence ? - Have you ever been to Lon Don ? T introduces the exercise Exercise 1 using the present perfect tense T checks the result * Task 2 : the present perfect passive T asks Ss to use these words to complete sentences : Titanic/ show/ country/ since May T asks Ss to give the form of the present perfect passive and then do exercise 2 T goes around to helps Ss if necessary T checks the result * Task 3 : T reviews relative pronouns T has Ss do the exercise 3 T check the result - Ss answer the questions + I have never been to Lon Don + The present perfect tense Ss work individually then exchange the result in pairs “Titanic” has been showed in the city since May Work in pair - Ss work individually and compare the result with a partner IV. Homework (3’) Do the exercise of language focus in workbook page 61 LESSON PLAN UNIT 6 : AN EXCURSION LESSON : READING OBJECTIVES : By the end of the lesson, students will be able to know about arrangements for an excursion through reading a letter LANGUAGE FOCUS : Grammar : present progressive (future meaning) : be going to New words: words related to excursion III. TEACHING AIDS : pictures IV. PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (3’) T asks: Is Viet Nam a beautiful country ? T instructs a game among groups of 6, list as many landscapes in VN as possible T collects Ss papers, choose the paper with the most olaces, wads then aloud, announces the winter Ss answer Ss work in their groups II. Pre- reading (7’) T ask : Have you ever visited them or just seen their pictures or just heard about them ? T asks Ss to look at the 4 pictures in the book, work in pairs to decide what they are , match them with correct information, tell each other which place they’d like to visit and the reason T explain some new words if necessary T checks corrects and call some Ss say their choice pairs to ask and answer about their opinion T asks Ss to look at the 5th picture gives some guiding questions + what’s this landscape ? + who’s going to visit it ? + how is that trip going to talk place ? T leads into the text T explains some new words + excursion : (translate) + cave : (picture) + permission (n) = to permit = to allow + persuade (v) : try to make someone agree with you + campfire (n) = camp- fire T teaches Ss pronunciation Ss answer Ss answer in pairs Ss say their choice Ss take notes Ss read the words III. While reading (20’) T asks Ss to read the text and answer the 3 guiding questions T asks Ss to answer the 1st two questions key : 1. It is the way to Huong Pagoda 2. Lan and her classmates are T ask Ss to read the text again to do task 1 T explains some words (complain, relax, destination ) T check T asks Ss to read the question in task 2 reread the text and answer T checks by calling some pairs to ask and answer Ss read the text silently Ss say their answers Ss do the task individually Ss read the whole sentence Ss work in pairs IV. Post- reading (12’) T asks Ss to complete the summary by filling the gaps T checks Ss choice T asks Ss to summarize the letter using their own words T asks Ss to work in groups make some arrangements for an excursion to somewhere in Tuy Hoa T calls representative to present their plans Work in groups of 3 or 4 Ss volunteer to do the task Ss work in groups Ss listen V. Homework (3’) - learn vocal - complete the exercise above Ss do homework at home UNIT 6: AN EXCURSION LESSON : SPEAKING I. OBJECTIVES : By the end of the lesson, Ss will be able to : Give opinions about arranging the seats on a boat talk about their most suitable seat and give the reasons LANGUAGE FOCUS Grammar New words : TEACHING AIDS : PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (5’) Play a game - ask Ss to guess the word about a transport that I thinks about - divide class into 4 group. The group finding it correctly and quickly is the winner - If Ss can’t guess, T gives more information “It has 4 letters” Group wok II. Pre- speaking (15’) BOAT * T asks Ss some questions - have you traveled by boat ? - what are advantages and disadvantages of traveling by boat ? (about health- seasick, fresh air / skin- sunburnt/ sight seeing- a good view, etc…) T writes new words on board Task 1 : ask Ss to read task 1 in book T read the requirement aloud, then asks Ss - What is it ? - where is Chicago ? It’s the third big city in America, belongs to Illinois state. Lake Michigan is one of five beautiful lakes in America * T explain some hard words: -sundeck (n) - suffer from(v) - air conditioning (n) * T asks Ss some question to check Ss’ comprehension - what do you know about Mary ? - where is the best seat for Mary ? * T asks Ss to look at the seat plan in Task 2 ( in book) - T explains the seat plan + occupied + refreshments - T repeat the question. Where is the best seat for Mary ? - T asks 2 Ss to read the conversation in book - T explains some structures to ask and give opinions + I think he/ she should….. + that’s a good idea + I don’t think so + to be suitable for + had better + what do you think ?/ what’s your idea ? Ss answer Ss look at task 1 in the book answer It’s in Chicago Ss read task 1 Ss answer Ss look at the book Ss read aloud III. While- speaking (12’) Ask Ss to discuss in group T goes around to check Ss’ practice Ask representatives of some groups present their decision, then ask the other group’s opinion Group work IV. Post- speaking (10’) * Task 3: T : If our class is going to on a boat trip on Ba river. Which seat do you think is the most suitable for you ? why? - T asks some pairs to play role Pair work Role play V. Homework (3’) - ask Ss to write a paragraph, giving your opinion about the seat on a trip & your reason - write 5 sentence about what you like to do when going for a picnic UNIT 6: AN EXCURSION LESSON : LISTENING ECTIVES : By the end of the lesson, students will be able to listen and understand some information about a picnic LANGUAGE FOCUS : Grammar New words: words related to action of a picnic TEACHING AIDS : cassette player, pictures, worksheets PROCEDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (3’) * Get Ss to play a game : worksheets Match a verb in column A with a suitable word or phrase in column B A B 1. take a. soundly 2. get up b. yourself 3. prepare c. photos/ photographs 4. set up d. excited 5. play e. a tent 6. enjoy f. early 7. feel g. food and drinks 8. sleep h. at the stadium 9. return i. games 10. meet j. home * The rule : which group finish first and has the most right answers will be the winner * Collect the worksheets and give the key * Ask “when do you often do these actions ? Do you often go for a picnic ?where ? when? Work in groups of 4 Answer individually II. Pre-listening (10’) * Lead Ss to the new lesson : - Ask Ss to do the exercise in the book - check 2 pairs - say : “you are going to listen to a passage of a picnic. First practice reading the following words. You’ll hear them in the passage - get Ss to practice reading the words in the book - explain new words : glorious, spacing, left over, tannical garden Ss close their books and look at the table in their books Ss work in pair, Only listen Listen and repeat III. While- listening (20’) - Explain the requirement in task 1 - ask Ss to look at the pictures in the book and order them in groups - check but not comment - asks Ss to listen to the cassette player/ the teacher and do the exercise in the book - go round and see if Ss can do the exercise to get Ss to listen more - check and get Ss to compare the key with their prediction - ask Ss to do task 2 : the same procedures as task 1 - ask Ss to read the question in task 3 in silence and then listen and answer them - get Ss to discuss in groups - check and correct - work in groups of 4 listen and do the exercise in groups of 4 - discuss in groups of 4 IV. Post- listening (10’) get Ss to do the exercise in the book (after you read ) check and correct Groups of 4 V. Homework (2’) Ask Ss to rewrite the answer if to the questions in task 3 Prepare the new lesson Work at home UNIT 6 : AN EXCURSION LESSON :WRITING OBJECTIVES : By the end of the lesson, Ss will be able to write a confirmation letter LANGUAGE FOCUS : Some expressions are after used in confirmation letter I will…. I’m glad to TEACHING AIDS : an extra board PROCEDURE Stage Time needed Teacher’s activities Student’ activities I. Warm- up (5m’) - T asks Ss to find some words which can be used with the word “LETTER” such as invitation letter - T calls some Ss to give the answer + regret + business letter + friendly +apology + thank you + complaint + love + confirmation - T ask Ss some question to read into the new lesson + have you ever received a request letter ? + If you accept the request, how do you mute a confirmation letter ? Ss work in pairs Ss answer the question II. Pre- writing (5m’) - T asks Ss to do task 1 - T explains the usages of “ I will…” and some new words + to pick someone up (translation) + convenient (a) = confact - T checks the result by calling 2 Ss and the complete the chart on the board Mai’s request Hoa’s conformation + can you go shopping + certainy I will help with me to buy the you to prepare tying we need for the every thing you trip ? need for the trip? Ss do task 1 as directed III. While- writing (7’) Before Ss do task2 , T asks them to read the situations carefully and reminds them of some difficult words + bunch (n) + wildlife (n) - T divides the class in+ groups 4 groups write letter 1 and 4 groups write 1 letter 2 and write their letter on - T goes around the class to check Ss practice and helps them if necessary. Ss make remark Ss practice writing as directed Ss work in group IV. Post-writing (15) - T asks 2 Ss to hang their boards on the blackboard (letter 1 and letter2) - T also guides the other groups to find out the common mistakes - T directs Ss to correct the mistakes - T gives feed back - T gives the key Ss look for the mistakes Ss correct the mistakes V. Homework (2’) - each Ss rewrite the confirmation letter - prepare: language focus + pronunciation /a/ and /z/ + review the present UNIT 6 : AN EXCURSION LESSON : LANGUAGE FOCUS OBJECTIVES : By the end of the lesson, Ss will be able to : pronoun exactly & fluently the sound : / u/- / u:/ in words and in sentences use the present progressive and “be going to” to express a future plan and a prediction II. TEACHING AIDS : a cassette III. PROCUDURE Stage Time needed Teacher’s activities Students’ activities I. Warm-up (3’) T has the whole class sing “happy birthday” with only vowels /a/ T says “in this new song, we have various /a/ (short ,long, high, low). In English, we have two vowels / a/, /z/ . They are only different in length Ss sing II. Pronunciation (12’) T introduces the lesson Listen and repeat : T writes two vowels / a/ (column 1), /z/ (column 2) on the board T read the words in book are by one and has Ss listen and decide whether they are one or two T writes the words on the board according to Ss’ opinions T asks Ss to look at the book and to check (correct it if necessary) T read the words in the textbook Practice these sentences : T reads the sentences T asks Ss to pay attention to the sentence stress T asks Ss to pick out the words containing the sounds /a/ & /z/ T checks the result Ss close their books, listen Ss listen and choose 1 or 2 Ss open book and check Ss repeat in chorus, in individually Ss listen and repeat Ss reads individually as directed Ss read the result III. Grammar & vocabulary Presentation (10’) Practice Activity 1 (5’) Activity (5’) Activity 3 (8’) Consolidation The present progressive ( with a future meaning) and “be going to” T asks “what are you going to do this weekend”? T writes an answer an on the board “ she is visiting this weekend” T says and writes a sentence about herself “I’m going to visit… too but I haven’t decided the time” T asks Ss to remark the different use between “be going to” and present progressive T confirms + present progressive : an intention with a specific plan (specific time) + “be going to” an intentions with or without a specific time T analyses 2 examples in the book for more understanding Note : “be going to” present a prediction Ex: she looks tired . She is going to take a rest T introduce the exercise Exercise 1 : T asks Ss to choose the correct opinion in brackets T checks the result Exercise 2 : T asks Ss to do ex 2 T check the result Exercise 3 : T asks Ss to complete the exchange, using the present progressive on the T checks the result - Ss answer Ss discuss Ss work individually then exchange the result in pairs Ss work in groups Ss work in pairs IV. Homework (2’) Make 2 sentences, using present progressive (future meaning) Make 2 sentences using “ be going to” LESSON PLAN UNIT 7 : THE MASS MEDIA Lesson: Reading I . OBJECTIVES : 1. Knowledge : By the end of the lesson, Ss will be able to understand about different types of the mass media , knowing about some popular T.V programmes 2. Skill : Reading comprehension II . LANGUAGE FOCUS 1.Pronunciation : the sounds /ei/, / ai /, / oi / 2. Grammar ; Review “Wh- & How” questions 3. New words : Words related to the media, kinds of the mass media, advantages or disadvantages of the mass media, programs of radio T.V III . TEACHING AIDS : Projector, some pictures of M. C , pictures of the mass media IV. PROCEDURE Teacher‘s activities Students’ activities * Warm-up (3mn) T asks ; - Do you like listening to the radio? - Do you often watch T.V? - Which programs do you often watch ? T asks Ss look at the photos of M.C & guess the programs * Pre-reading (10mn) Asking Ss to work with their partners 1. When do you often watch T.V ? 2. How many chanels are there on our national T.V ? 3. How many hours per week do you watch T.V ? T checks and corrects , asks some pair to work * New words ; T explains the newwords cartoon, drama, comedy, portrait, Folk songs (pictures) * While reading (20mn) -T asks Ss to read the text to do the task 1 T checks and corrects - T has the class read the text again , this time more slowly, to scan the details and do the task2 T walks round the class, listens to Ss’ discussion & offers suggestions when necessary T checks & corrects T asks Ss to do the task 3 T checks & corrects * Post reading T has Ss work in groups talk about programe on our national T.V T gives suggestion & comments * Homework: (2mn) T suggests Ss’ homework Ss answering. Ss work in pairs Ss asking & answering Ss work in pairs Ss match the words with their definitions Dividing Ss into group of Four Ss have discussions then representatives of each pair present their ideas in front of the class (T or F) Ss work in pairs to answer the questions Ss group works discussions & then representatives of each group present their ideas Talk about uses of media UNIT 7: THE MASS MEDIA Lesson : SPEAKING I. OBJECTIVES : By the end of the lesson, Ss will be able to : Ask & answer questions about uses of media Talking about different types of media LANGUAGE FOCUS Grammar New words : relating to mass media ( TV, interest) TEACHING AIDS : real object, picture, an extra board PROCEDURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (3’) T uses many real objects & pictures of mass media (TV, newspaper, books, radio telephone) T asks Ss to tell which types of them are mass media T asks Ss to explain why they called mass media T checks T leads into the new lesson Ss discuss and answer II. Pre- speaking (10’) Task 1: T asks Ss to work in groups (4,6 persons) to read the words below and put a tick next to the words of the mass media T walks round to helps Ss or listen to their discussion T asks Ss to answer & explain T asks Ss to give their knowledge about mass media. Work in groups Answer and explain III. While- speaking (17’) Task 2: T asks Ss to read the information in book and understand some words orally, aurally, visually. T devices Ss into pairs or groups & asks them to discuss about the feature of each type of the mass media has in common T asks Ss to make a chart or write their sentences on board T can use pictures or real object in warm-up T checks Read in silent Ss discuss Present their sentences IV. Post- speaking (10’) * Task 3: T asks Ss to work in groups to talk about different types or the mass media & answer the questions in book 1. What are different types of the mass media? 2. what feature do they have in common? 3. what are their dist native features ? - T asks Ss to present their results - T calls other Ss to discuss about the results of their - T checks & corrects Divide Ss into group of four Ss have discussion then represent V. Homework (3’) - ask Ss to write a paragraph about the mass media prepare listening seat on a trip & your reason - write 5 sentence about what you like to do when going for a picnic Ss do at home UNIT 7: THE MASS MEDIA Lesson : LISTENING OBJECTIVES : By the end of the lesson, students will be able hear and understand a news item TEACHING AIDS : cassette player, pictures, worksheets PROCEDURE Stage / Time needed Teacher’s activities Students’ activities II. Pre-listening (5’) Have Ss work in pairs ask and answer the question provided - T asks do listen to the news on TV or radio? Why or why not? Ss ask and answer Ss answer and show their ideas III. While- listening Task 1(7’) Task 2(10’) Task 3(10’) - have Ss listen to the tape one and ask them to tick the adjectives suitable to each news - have Ss listen to the tape again and fill in the missing words - have Ss listen to the news stories again and practice asking and answering in pairs together - Ss listen and tick the adjectives for each news, then change and comment their task - Ss listen and complete the news stories - Ss practice asking & answering the questions provided in pairs IV. Post- listening (10’) Divide class into groups of 4 to 5 students and have them retell their classmates about one of two the news Ss stand in front of the class and retell the news stories after discussing V. Homework (3’) Introduce Ss some main points of the next part of the lesson and ask them to prepare it carefully Work at home UNIT 7: THE MASS MEDIA LESSON :WRITING OBJECTIVES : By the end of the lesson, Ss will be able to write about advantages & disadvantages of the mass media of 100-200 words using a suggested model & word cues LANGUAGE FOCUS : review words related to the mass media Ex: help/ encourage s.o to do s.t Make s.o / s.t + adj TEACHING AIDS : an extra board, pictures PROCEDURE Stage / Time needed Teacher’s activities Student’ activities I. Warm- up (5m’) Giving the pictures of TV , radio, magazine, telephone & asking + what’s this? + what are advantages of telephone/ radio/magazine…? + what are disadvantages of them? Ss answering II. Pre- writing (5m’) task 1 * Requiring Ss to hamming * Explaining the new words structures - help/ encourage s.o to do s.t + help us to learn + encourage us to busy - make s.o/ s.t + adj + make things memorable + make us a ware of + make us passive + make people violent Asking Ss to repeat about the advantages & disadvantages of T.V Ss skim task 1 as directed Ss work in pair III. While- writing (7’) Task 2: Work in pairs. Discuss the advantages of the mass media, and write them down in the columns column below Ex: it makes people happy It provides quick access to information and entertainment It hams people’s eyes… Asking Ss to write the information into notebook Task 3: Write a paragraph about the advantages and disadvantages of one of the mass media discussed in task 2 Individual or Ss work pairs Ss work individual or group work of 6-8 IV. Post-writing (10’) Task 4: Ss to hang their boards on the black board & guides the others to find out the common mistakes T directs Ss to correct the mistakes T gives the key Ss look for the mistake Ss correct the mistake V. Homework (2’) Write a paragraph about the advantages and disadvantages or one of the mass media UNIT 7: THE MASS MEDIA Lesson : Language Focus I . OBJECTIVES : By the end of the lesson, Ss will be able to - Know how to pronounce exactly & fluently the sounds /ai/ /oi/ /ei/ in the words & in the sentence - Use the present perfect, because of & in spite of II . TEACHING AIDS : extra board, a cassette III. PROCEDURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (3’) -greeting & asking - T writes three words on the board: make, bad, dry - T underlines the sound & lead into the lesson Read & find out three sound /ei/, /ai/, /ai/ II. Pronunciation (12’) Activity 1 Activity 2 Listen and repeat : T writes three sounds /ei/, /ai/, /oi/ - reads the model sounds - reads the words in the text book - guides Ss to read - asks Ss to close the book - reads & asks Ss to find out the sounds Practice these sentences : -T reads all sentences - T asks Ss to pay attention to the sentence stress - T asks Ss to pick out the words containing the sounds /ai/, /ei/ , /ai/ - T checks the result Open their book Repeat in chorus & then individually - work in groups - read individually - work in groups - find out the sounds by writing them on the board III. Grammar & vocabulary (25mn) Activity 1(8’) Activity 2(7’) Activity 3(8’) - writes some sentences on the black board or extra board - I’ve just cleaned the floor - We’ve have already prepared the lesson - asks Ss which tense is used in these sentences ex1: T directs Ss to do exercise1 using the present perfect - checks the result ex2: - asks Ss to revise the verbs of time: for, since, ago - lets Ss read all sentences - in this exercise we’ll practice how to use adverbs of time in this sentences * Note: since, for, ago - checks the result ex3: gives some sentences by using “because of, in spite of” eg1: He was absent because of his illness eg2: in spite of the cold weathers, we all wore shorts - reminds the usage of “ because of” and “in spite of” - lets Ss do exercises - corrects the sentences - the present perfect - work individually - work in groups - work in groups - give the usage - fill in the blanks - work in pairs IV. Homework (3’) - Ss do exercises again - Ss prepare lesson 8 LESSON PLAN UNIT 8: THE STORY OF MY VILLAGE LESSON : READING Period 1: OBJECTIVES : By the end of the lesson, students will be able to read the passage and understand how the farmer’ lives change due to knowledge of their children from college or technical high school LANGUAGE FOCUS : Grammar : simple past tense New words: mud, muddy, straw, shortage, farming method, crop bumper crop , cash crop III. TEACHING AIDS : pictures and extra board IV. PROCEDURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - Asking Ss to look at 2 pictures the first : farmers work by hand, buffalo the second: farmers work by machines - Asking Ss to compare the differences between the first and the second - Telling Ss about many changes in the village due to the knowledge of their children from college Working in pairs Giving the answer in front of the class II. Pre- reading (10’) - asking Ss to look at the picture in their text books - Asking Ss some questions + what are the people in the picture doing? + how are they working ? + what do you think of the crop ? + what help produce good crop? - Explaining new words III. While reading (13’) - asking Ss to read the text silently Task 1: dividing the class into 5 groups of 10 - delivering each group one piece of paper with phrase in column A written - column B in the extra board correcting them Task 2: - asking Ss to read the text again - dividing the class into 2 groups + group A: before + group B: now - correcting the grammar of their sentences Task 3: - asking Ss to read the text once again - asking one Ss to ask a question and the other answer - working in groups - coming to the board to match their paper with definitions on the extra board - listening and writing down - discussing in group - standing up and giving the answer - working in pairs IV. Post- reading (15’) - asking Ss to close their books and giving the main idea of each paragraph - asking Ss to discuss the question what can an education help you and the others? - working in individually - work in groups V. Homework (2’) Write 3 sentences in your own ideas of people with an education can helps make the life of his or her community better Ss do homework at home UNIT 8 : THE STORY OF MY VILLAGE LESSON : SPEAKING OBJECTIVES : By the end of the lesson , students will be able to make questions and give responses in small talks LANGUAGE FOCUS : Grammar New words TEACHING AIDS PROCEDURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - T asks Ss to complete the open conversation in 1 minute A : ____(1)____________ B : Hi, Nam. How are you ? A: I’m fine. Thanks, and you ? B: Very well. Thanks, I haven’t seen you for a long time. Let’s go somewhere for a drink A: Sorry,______(2)________ - T explains something about these sentences - T leads into the new lesson - Ss Work individually II. Pre- reading (8’) *Task 1 : - T gives Ss some expressions which are commonly used when people start or close a conversation ex : + It’s nice to meet you + Bye + How is everything ? + see you again ……… - T asks Ss to do task 1 - T asks some pairs to present their practice before the class - T asks Ss to read these expressions - Ss listen & remark - Ss work in pairs - Some Ss present their results before the class while the others listen & remark. III. While- reading (15’) * Task 2 : - T asks Ss to scan task 2 & do it - T asks Ss to practice the dialogue in pairs -T corrects their mistakes if necessary * Task 3 : - T asks Ss to scan task 3 & find out difficult words - T explains their meaning if necessary - T asks Ss to practice the dialogue in pairs - T walks around the class & helps Ss if necessary - T asks some pairs to present their practice before the class - Ss work individually - Ss work in pairs - Ss work individually - Ss work in pairs - Some Ss present their practice before the class while the others listen & remark IV. Post- reading (15’) * Task 4 : - T divides the class into groups (T asks Ss to sit in groups of 4 ) - T asks Ss to do task 4 - T walks around the class & helps Ss if necessary - T asks some groups to their practice before the class - Ss work in groups - some groups present their result before the class while the others listen & remark V. Homework (2’) - T asks Ss to write about conversation done in groups - Ss do homework at home UNIT 8: THE STORY OF MY VILLAGE LESSON : LISTENING OBJECTIVES : By the end of the lesson, Ss will be able to listen to short conversations and then match them with suitable pictures LANGUAGE FOCUS : + Grammar + New words TEACHING AIDS : cassette player PROCEDURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - Shows a picture of Ha Long Bay - asks Ss some questions : + have you been to Ha Long Bay ? + do you enjoy spending your holiday in HLB ? + How do you like the weather in HLB ? - Encourages Ss to make questions about this picture - repeats good statements to lead in the new lesson - answer individually - work in pairs II. Pre-listening (3’) - Suggests Ss to arrange a question in A with a response in B - Goes around and helps Ss if necessary - comments and corrects - work in pairs - present in front of the class III. While- listening (15’) &( 30’) * Task 1 : - Divides class into groups of four - asks class to try describing the picture in the text book - plays the tape and asks Ss to listen to (2 or 3 times) * Task 2 : - plays the tape again and asks Ss to listen and get information - asks Ss to ask and answer question * Task 3 : - plays the tape and asks Ss to fill the missing words into the blanks - goes around and check some - plays the tape and correct - listen and match the conversation with the pictures - work in pairs - work in pairs IV. Post- listening (5’) - asks Ss to talk about the problem, they have experienced at school - work in groups V. Homework (2’) - asks Ss write 5 questions about personal hobbies & describe a picture that the teacher gives UNIT 8 : THE STORY OF MY VILLAGE LESSON : WRITING OBJECTIVES : By the end of the lesson, Ss will be able to write or fill in a form LANGUAGE FOCUS : Grammar New words : new words related to forms TEACHING AIDS : forms, an extra boards PROCEDURE Stage / Time needed Teacher’s activities Student’ activities I. Warm- up (5’) - gives a game F J O B B I R T H P E R M I S S I O N - Asks the questions 1. what do you look for after graduating from high school ? 2. Phu Yen is my place of ________ 3. What is the noun of the verb “permit” ? 4. key FORM - Leads in the new lesson Ss choose the number and answer the questions Ss guess the key II. Pre- writing Task 1 (5’) Task 2 (10’) - Give some forms and hang an extra board with some questions : 1. Do you know what they are ? 2. what do you fill in the form for ? 3. What sort of information do you often have to provide when you fill in a form ? - summarize information of each answer on the board - Asks Ss to match a line in A with a question in B after presenting some new words : + marital status + occupation + block capital + applicable - Asks Ss to work in pair - corrects Ask and answer in pairs Work in pairs III. While-writing Task 3 (5’) Task 4 (8’) - Asks Ss to fill in the form - Helps Ss and checks when Ss do - Corrects - Asks Ss to fill in the form - asks Ss to hang the extra boards while others correct their friend form each other - correct the common mistakes on the extra boards - give the feed back Work individually Work individually( 2- 3 Ss work on the boards) IV. Post-writing (10’) - divides class into 10 groups and asks them to use learnt information to write a form about one of topics below + apply for a job + apply for a scholarship + send money in a bank + attend to a club + make a library card - choose two of them to correct Work in groups V. Homework (2’) - Write two of above topics + prepare new lesson UNIT 8: THE STORY OF MY VILLAGE Lesson : Language Focus I . OBJECTIVES : By the end of the lesson, Ss will be able to - Pronounce exactly and fluently the sounds /au/ and /au/ in words and in sentences - Use reported speech (statements) and conditional sentence (type 1) in speaking and writing II . TEACHING AIDS : III. PROCEDURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (3’) - Teacher writes the sentence on the board “ I will put my coat on and go put ?” - T underlines the sounds and asks Ss to read the example and say what sounds are repeated - T leads in to the lesson - Ss close the books - Ss read and say the sounds /au/, /au/ II. Pronunciation (12’) Activity 1 Activity 2 Listen and repeat : - T writes two sounds /au/, /au/ on the board - T reads twice - T asks Ss to repeat the words in the text book Practice the sentences : -T reads the sentences - T asks Ss to pay attention to the sentence stress - T picks out the words containing the sounds /au/, /au/ asks Reported speech - T asks one Ss: “how old are you ?” - T asks the other to give what she or he has just said. Lan said, “I am 16 years old” Lan said that she was 16 years old - T asks Ss to compare the differences between 2 sentences + personal pronoun + tense - T asks Ss to remind those changes - T corrects them * exercise 1: - T asks Ss to report these statement using the verbs suggested - T checks the results * exercise 2: - T asks Ss to remind the differences among “say”, “tell”, “talk” - T asks Ss to do the exercise in textbook (page 90) Conditional sentence (type 1) - T picks out a picture of a car - T asks: “what is it? “, “Do you like it” - T reads “If I have much money, I will buy a car” * exercise 3: - T asks Ss to look at what H. Anh hopes will happen in the future - T asks Ss to write one paragraph about H. Anh by using conditional sentence 1 - T checks the result * exercise 4 - T asks Ss to put “when”, “if” into each gap - T check the result - Ss repeat in chorus listen and repeat - read individually - work in pairs - give the result - work in individually the exchange the result in pairs answer - work in groups of 4 read the result - work in pairs - compare the result with a partner III. Homework (2’) - T asks Ss to do the exercise in workbook (page 49/50) - prepare “test yourself” THE SECOND TERM LESSON PLAN LESSON PLAN UNIT 9: UNDERSEA WORLD LESSON: READING I. OBJECTIVES : By the end of the lesson, Ss will be able to read a passage for information of sea animals and plants and modern technology used to study it II. LANGUAGE FOCUS Grammar: conditional sentences (type II) New words : words related to plants and animal of the sea III. TEACHING AIDS : picture IV. PROCEDURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - showing a film about plants and animal of the sea - watching the film and saying what they have seen II. Pre- reading (5’) - which ocean does VN belong to ? - tell some more plants and animals of the sea you know - T explains new words - gulf (n), (picture) - mystery (n), (translation) - starfish (n), (picture) - water current (n) ex: electric current - organism (n) - biodiversity (n) - T instructs Ss to read these words - Ss do exercise with the picture in text book - Ss repeat new words and take notes III. While-reading Task 1 (5’) Task 2 (5’) - Ss read silently - group work of four - pair work after scanning the text IV. Post-reading (7’) - cues : food, environment, tourism - Ss discuss the usefulness o the sea in our daily life - learn the new words V. Homework (3’) - write a short passage about the sea (50 words) UNIT 9: UNDERSEA WORLD Lesson : SPEAKING I. OBJECTIVES : By the end of the lesson, Ss will be able to talk about some types of sea creatures and undersea life- as well as how to protect them and the environment in general II. LANGUAGE FOCUS Grammar New words : herbicides, pesticides, fertilizers III. TEACHING AIDS : picture IV. PROCEDURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - showing 2 pictures + one a beautiful beach + the other a dirty one what do you see in these 2 pictures ? - what should we do to protect the sea ? - looking at the pictures and answering the questions II. Pre- speaking Task 1 (7’) T introduces some new words + herbicide (n) + pesticide (n) + fertilizer (n) - T ask Ss to read new words - Ss look though these sentences in task 1 to find out whether there are any new words or not. - Ss repeat new words - word in pair III. While- speaking Task 2+3 (18’) - T gives 3 parts for each topic: threats, consequences and solutions Ss work in group of four (each group discuss one of 4 topics) - one of the Ss of each group presents his or her ideas IV. Post- speaking (12’) - T asks Ss to talk about what they should do and what they shouldn’t do Ss work individually V. Homework (3’) - learn new words - prepare the next period UNIT 9: UNDERSEA WORLD LESSON: LISTENING OBJECTIVES : By the end of the lesson, students will be able to listen and understanding some information about whales LANGUAGE FOCUS: Grammar New words: krill, migrate, mammal, the international whaling III. TEACHING AIDS : cassette player, picture PROCEDURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (5’) II. Pre-listening (10’) - T use a picture of a whale and asks + what do you know about whale ? - T gives new words + krill (n) + migrate (v) + mammal (n) + the international whaling commission Ss answer the question - Ss listen and repeat new words - pair work: Ss discuss the questions in text book III. While- listening Task1 (10’) Task 2 (10’) - T lets Ss hear the tape 3 times - T lets Ss listen to the tape for specific information (3 times) - T calls other Ss to correct the answer - Ss work individually and do task 1 - Ss can compare with their partners - Ss look through the questions before listening - Ss work individually and answer the questions IV. Post- listening (12’) Work in groups of 4 to talk about whales V. Homework (2’) - Ss can talk something about whales in the next period - prepare writing part UNIT 9: UNDERSEA WORLD LESSON :WRITING OBJECTIVES : By the end of the lesson, Ss will be able to write a short passage about sea animal LANGUAGE FOCUS : grammar new words: words related to sperm whales and dolphins TEACHING AIDS : work- sheet PROCEDURE Stage / Time needed Teacher’s activities Student’ activities I. Warm- up (5m’) T gives some words asking Ss to make sentences from the worlds relates to the picture in the textbook : sperm whales, fish, ocean, river, big, small Ss choose the words and make sentences to describe the picture II. Pre- writing Task 1 (5’) - T gives new words + carnivore (n) + gestation (n) + entrapment - T makes some questions to help Ss finish the table Ss read the text silently and do the exercise Ss compare their work sheets III. While- writing Task2 (18’) IV. Post-writing (14’) V. Homework (2’) T goes around class and help Ss if necessary - T asks Ss to write their passage (2) on the black board - T corrects them by pointing out common mistakes Work in groups of four Ss compare their work sheets - write some thing about animal you like - prepare next period UNIT 9: UNDERSEA WORLD LESSON: LANGUAGE FOCUS OBJECTIVES: By the end of the lesson, Ss will be able to: Pronounce exactly and fluently the sounds /is/, /ea/, /ua/ Should + conditional sentence type 2 TEACHING AIDS PROCEDURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (5’) A I E R O P H T U ( poor, here, tour, pair, hear) - Ss play a game by finding out meaningful words from some letters provided in the box - Ss pronounce these words II. Pronunciation (12’) Activity 1(5’) Activity 2 (5’) III. Grammar and vocabulary Activity 1(E.1) (9’) Activity 2 (E.2) (9’) Activity 3(E.3) (9’) - T writes 3sounds on the board and asks Ss to listen and repeat /ia/, /ea/, /ua/ - T asks Ss to work in pairs to read all the sentences and themselves - T asks Ss some questions + what should you do before going to class? + what shouldn’t you do when you have a cold ? - T asks Ss to do as directed, but Ss say “ I think or I don’t think” - T divides class into 2 groups - T can give points for good work - Ss listen and repeat - Ss find some words that have the same sounds - Ss practice the sounds in sentence - Ss answer question and use “should” and “shouldn’t” - Ss work in pair: one asks and the other answers: S1: Liz needs a change what should she do ? S2: She should go away for a few days - Ss gives the structure of conditional sentence type 2 - Ss work in groups and one of groups go to the black board to write the answers III. Homework (2’) Do exercise of language focus in work book LESSON PLAN UNIT 10: CONSERVATION LESSON: READING I. OBJECTIVES: By the end of the lesson, Ss will be able to talk about the value of forests and nature conservation II. LANGUAGE FOCUS: Grammar: the passive voice Pronunciation: /b/ ; /p/ Vocabulary: words relating to conservation III. TEACHING AIDS: pictures, cassettes player, tape IV.PRODURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (5’) - chatting T asks Ss some questions 1. can you tell me some environmental problems? 2. what should we do to solve these problem? 3. what’s conservation? - Ss’ answer may very - suggested answer - air pollution, dirty streets, flood, forest fires - planting trees, protecting, animals, conservation II. Pre- reading (5’) - teaching asks Ss to look at the pictures and answer the question on page 104 - T gives some difficult words related to conservation: + eliminate (v) (translation) + circulation (n) (translation) + hydroelectric (picture) + vegetation (definition) +endangered species (translation) - repeating words in chorus and individuals III. While-reading (18’) Task 1: match the word in A with B - T asks Ss to scan the passage and then do it - T corrects Task 2: decide whether the following statements are true or false - T divides Ss into groups of 6 - T asks Ss to read the passage in silence and decide whether the following sentences are true or false - T corrects Task 3: - T divides Ss into groups of 6 - T asks Ss to skin the passage in silence and choose the most suitable main idea for each paragraph - pair work - silent reading - group work - silent reading - group work IV. Post-reading (7’) - T asks Ss to answer the question in text book Free practice: T asks Ss to discuss about - what should/ shouldn’t we do to protect our environment? - pair work - one student in group presents V. Homework (3’) Write a short passage about 80 words about what we should/ shouldn’t do to protect our planet UNIT 10: CONSERVATION LESSON: SPEAKING I. OBJECTIVES: By the end of the lesson, Ss will be able to make a conservation and talk about how to protect rare animals by opening zoos of the new kind. II. LANGUAGE FOCUS: Grammar Words III. TEACHING AIDS: handout papers IV.PRODURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (5’) Activity 1: playing game - giving Ss handout papers - instructing Ss to classify them to the following categories - The content of handout: below is a list of animals classify them to the following categories Farm animals Wild and zoo animals Pets Horse, elephant, monkey, sheep, pig, hen, tiger, giraffe, snake, lion, cat, parrot, tortoise, fish, pard, rhinoceros Activity 2: chatting - asking Ss to answer the questions 1. Have you ever been to the zoo? 2. What animals can you see in the zoo? 3. What are zoos opened for? 4. What animals are in danger? - work in groups - Ss answer may vary II. Pre- speaking (3’) Task 1: - asking Ss to read the paragraph and answer the questions - correcting Ss’ mistakes - should we open zoos of the new kind or not? - silent reading - pair work - Ss’ answers III. While- speaking (20’) Task 2: (10’) Activity 1: - asking Ss to put stick (v) in the right box to show your agreement or disagreement in task 2 - correcting Ss’ mistakes Activity 2: - asking Ss to share their ideas with a partner by making a conservation - T can work with a partner T: I think it would be better for animals if they live in the zoo of new kind because they may have better food S: I agree with you - give some advantages and disadvantages of zoos of the new kind - correcting Ss’ mistakes Task 3: Activity 1: - asking Ss to discuss the advantages and disadvantages of zoos of the new kind - correcting Ss’ mistakes Activity 2: - asking Ss to make a conversation - T can work with a partner - correcting Ss’ mistakes - group work pair work Ss’ answer Group work - pair work IV. Post- speaking (13’) Task 4: asking Ss to make reports correcting Ss’ mistakes Free practice: talk about zoos of the new kind freely Group work (some leaders will present) V. Homework (3’) Write a passage about zoos of the new kind about 80 words UNIT 10: CONSERVATION LESSON: LISTENING I. OBJECTIVES: By the end of the lesson, Ss will be able to listen and get some information about a forest fire II. LANGUAGE FOCUS: Grammar Words: words related to a forest fire III. TEACHING AIDS: a film IV.PRODURE Stage / Time needed Teacher’s activities Students’ activities I. Warm-up (5’) II. Pre-listening (10’) - T has Ss see a short film about a forest fire, then fire their opinions about this film ( what do you see in the film?) - T asks Ss to talk about what may cause a forest fire If necessary T gives open questions 1. Do you often go camping in the forest? 2. Is it dangerous when making a camp- fire in the forest? 3. what will happen? When? 4. can you tell me some causes/ damages of forest fires? Listen and repeat: Forest campfire valuable forester destroy awful heap Group work In chorus III. While- listening (20’) Task 1: - T asks Ss to listen and number the events in the order you hear - T plays the tape again - T checks the answer Task 2: - T asks Ss to listen again and decide whether the following statements are True (T) or False (F) - T checks the answer Task 3: - T asks Ss to listen again and tick (v) the sentences you hear - T plays the tape once more - T checks the answer - group work - pair work IV. Post- listening (12’) - T asks Ss to say how a forest fire may start and what every camper ought to remember Free practice: What should we do to protect our forests? - some leaders will present their reports ( group work) V. Homework (2’) Write some sentences about the causes of forest fires UNIT 10: CONSERVATION LESSON: WRITING I. OBJECTIVES: By the end of the lesson, Ss will be able to write a letter of invitation II. LANGUAGE FOCUS: some expressions are often used in letters of invitation - let’s….. - can you……….? - shall we…….? - why don’t you / we…..? - how about…….? - are you free….? - would you like……….? - do you feel like…? III. TEACHING AIDS: an extra board with a game papers IV.PRODURE Stage / Time needed Teacher’s activities Student’ activities I. Warm- up (5m’) - T directs Ss how to play a game - T gives each group with 18 letters and asks them to rearrange into the words which have meaning - The winners will be the ones who are the first to give the answer KEY: LETTER OF INVITATION - T asks Ss some questions to lead into the new lesson: + have you ever received a letter of invitation? + what are some expressions often used in letters of invitation ? - group work - Ss give the answer - Ss answer the questions II. Pre- writing Task 1 (5’) Task 1: - T directs Ss to do task 1 and asks Ss to work in pairs in 5 minutes - T checks the result by asking some pairs of students to read their finished sentences - Key: 1.c 2.f/h 3.a 4.g/d 5.f/h 6.d/g 7.e 8.b - T asks Ss to look at the finished sentences and make a remark on the form of the verbs following the expressions: + let’s……… + (bare infinitive) + why don’t you /we….. + ( to- infinitive) + would you like…… +(V-ing) - can you…… + (bare infinitive) + how about….. +(V-ing) + shall we…… + (bare infinitive) +are you free….. + (to-infinitive) - T asks Ss to use these expression to fill in the blanks in invitation letters in T.2 Task 2: - before Ss do task 2, T asks them to skins over task 2 to look for new words - T explains the meaning of the new words and directs Ss to do task 2 - T checks the result - key: 1. are you free/ would you like 2. would you like/ are you free/ how about 3. can you/ why don’t we - T asks Ss to make remarks on the form of invitation letters and some - Ss do task1 as directed - Ss work individually - Ss do task 2 a directed - at first Ss work individually and then exchange their result - Ss report the result III. While- writing Task2 (18’) IV. Post-writing (14’) V. Homework (2’) UNIT 11: CONSERVATION LESSON: LANGUAGE FOCUS I. OBJECTIVES: By the end of the lesson, students will be able to Pronounce: exactly and fluently the sounds /s/ & /z/ in words and sentences Use “to infinitive” of purpose and “wh-question” II. LANGUAGE FOCUS: III. TEACHING AIDS: cassette player, tape, textbook IV. PRODURE: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) - T writes the sentence on the board Susan says she has shut the doors - T underlines the sounds and leads into the lesson Ss close the book One Ss reads and says what sounds are repeated (/s/ & /z/) Pronunciation (12’) Activity 1 (5’) Activity 2 (7’) Listen and repeat - Writes the 2 sounds /s/ & /z/ on the board - Reads the sounds - Reads the words in textbook - Asks Ss to close the books and numbers two sounds into 2 groups (group 1: /s/, group 2: /z/) - Read the words in the textbook + prepared + booked + finished + cleaned + stopped + booked + lived + closed Practise these sentences - Reads the sentences - Asks Ss to pay attention to the sentence information - Asks Ss to pick out the words containing the sounds /s/ & /z/ - Checks and corrects More exercise: - T plays the tape - T asks Ss to tick the words containing the sounds /s/ & /z/ they hear - T checks and gives mark Open their books Repeat in chorus Repeat in chorus/ in individual Read and choose /t/ & /d/ Ss say loudly the number of the sound the hear belong group 1 or 2 Ss open the books Ss read the words in pair Listen and repeat Read individually as directed Work in pairs Read the result Work individual Grammar & Vocabulary Activity 1 (8’) Activity 2 (7’) Activity 3(8’) - T asks a question with “what …for” until having a good answer with “to infinitive” from the student - T explains the use of “to-inf.” of purpose and asks Ss to do exercise in the textbook - T checks and corrects - T asks Ss to complete the sentences in exercise 2 in the textbook - T checks and corrects - T gives the example (as in the textbook) Ex: I often listen to music whenever I have free time - T asks Ss to make question for the underlined part - T asks Ss to do the rest sentences - T asks Ss to ask and answer together - T checks and correct mistake One student answer Ss work in pair Ss work in pair Ss give the question with “when” Ss work in pairs Role play (one asks and one answers) Homework (3’) - T asks Ss to do the exercises of language focus in workbooks LESSON PLAN UNIT 11: NATIONAL PARKS LESSON: READING I. OBJECTIVES: By the end of the lesson, students will be able to understand and know more about some National Park in the world as well as Vietnam II. LANGUAGE FOCUS: - Grammar: + should and shouldn’t Conditional Sentence (3) + prepositions of direction: though, across… - New words: relating to the topic about National Parks III. TEACHING AIDS: pictures, projector IV. PRODURE: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) - Divides Ss 4 groups to play a game: “Match the name of the animal with the suitable pictures Group work Pre reading (5-7’) - Asks Ss to work with a partner to answer the question in the textbook - Checks Ss’ answer Pair work While reading(20-25’) - Introduces some new words: + butterfly (n) (picture) + orphanage (n) (definition) + sub tropical (adj.) + toxic (adj.) (example) + contamination (n/v) Task 1 (in the textbook) - Checks and corrects Task 2 - Asks Ss to work in pairs to answer the questions in the text Read in silence Group work Pair work Post reading(7-8’) - Asks Ss : “which of the three national parks would you like to visit most ? why?” Discuss in group of 4 Homework(3’) - Asks Ss to learn the new words and make sentence using these words - Remember the main ideas of each park given in the reading UNIT 11: NATIONAL PARKS LESSON: SPEAKING I. OBJECTIVES: By the end of the lesson, students will be able to talk about an excursion II. LANGUAGE FOCUS: - Grammar: conditional sentence (type 3) - New words: III. TEACHING AIDS: pictures IV. PRODURE: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) - Shows the pictures of landscapes in Vietnam (Dalat, Nha Trang, Da Dia… - Asks Ss to think of what they should bring when they make an excursion there Work in 4 groups to discuss to find things they should bring when making an excursion to these places Pre speaking (10’) - Presents some new words - Fine (n) - Food poisoning (n) - carsick (a) - Presents conditional sentence (type 3) While speaking(17’) Task 1 - T goes around & checks Task 2 Asks Ss to do the task as example Ex: a. If we hadn’t gone by coach, we wouldn’t have got carsick. b. If we had gone by bike, we wouldn’t have got carsick Present in front of the class Post speaking(10’) Task 3 - Asks Ss to work in group of 4 to talk about their excursious in the past and tell what they regret not doing Group work Present before the class Homework (3’) - Write 5 sentences to talk about what the students not regret not doing in the past (T asks students to do this) Do at home UNIT 11: NATIONAL PARKS LESSON: LISTENING I. OBJECTIVES: By the end of the lesson, students will be able to listen to and gaps some special features of Cuc Phuong National Park II. LANGUAGE FOCUS: + Grammar + New words: ethics, minority, flora, fauna, attack, enemy III. TEACHING AIDS: + pictures + tape IV. PRODURE: Stages/ Time Teacher’s activities Students’ activities Warm up - Asks students to work in groups + Math the pictures with the correct provinces # Cat Ba # Hai Phong # Cuc Phuong # Ninh Binh # Bach Ma # Hue # U Minh # Ca Mau Group work Pre listening - Asks students to work in group to answer the question in the textbook - Goes around to help and check the answer - Presents new words: # ethnic # fauna # minority # attack # ffora # enemy Group work While listening Task 1 - Plays the cassette (1st) ……………………(2nd) - Goes around- help- makes suggestions (if necessary) - Plays the cassette (3rd) - Checks the task Task 2 - Gets students pay close attention to the questions provided - Plays the casstte (1st) …………………..(2nd) Listen only in groups of 4 Listen and try to finish the task Should pay careful attention to question words Listen- group work of 4 Listen- group work of 4 Try to write down key words for each question Post listenting - Asks Ss to work in groups to talk about the special features of Cuc Phuong National Park Work in group then present before class Homework - Complete the form about Cuc Phuong National Park: # in 1960 # 160 km # 200 square kilometres # in 2002 # 2000 # 450 # the spring of 1789 UNIT 11: NATIONAL PARKS LESSON: WRITING I. OBJECTIVES: By the end of the lesson, students will be able to write the a letter of acceptance or refusal II. LANGUAGE FOCUS: Soften used in letters of acceptance or refusal - Yes, I’ d like / love to - I’m afraid I can’t…. - Yes, that’s a great idea - I’d love to, but…. III. TEACHING AIDS: extra board IV. PRODURE: Stages/ Time Teacher’s activities Students’ activities Warm up(7’) - Invites Ss to write their letters of invitation on extra boards (homework- unit 10) - Checks and gives marks - Asks: + Do you accept these invitations? + How can you write a letter of acceptance / refusal? Read and try to correct Answer: “Yes/ No” Pre writing (15’) Task 1 - Asks Ss to look at the textbook (page 117) - Explains the meaning of these expressions then fill in each blank of the note with a suitable expression - Asks Ss to work in group of 4 to choose the suitable one for each blank - Goes around- checks the result Task 2 - Asks Ss to rearrange…(key: 1/d-e-c-a-f-b) - Checks Group work Group work of 6-8 Present the result While writing (10’) - Asks Ss to read the letter of acceptance in task 2 then write a letter of acceptance / refusal - Divides the class into 4 groups + 2 groups (acceptance) + 2 groups (refusal) - Goes around check and helps if necessary Group work Post writing (10’) - Hangs the extra boards of 2 typical groups , asks the whole class to correct and remark Exchange their boards and correct Homework(3’) “Imagine one of your friends invite you to go somewhere with him/ her. Write a letter of acceptance/ refusal. UNIT 11: NATIONAL PARKS LESSON: LANGUAGE FOCUS I. OBJECTIVES: By the end of the lesson, students will be able to Pronounce: exactly and fluently the sounds /t/ & /d/ Grammar: conditional sentence type 3 II. LANGUAGE FOCUS: III. TEACHING AIDS: extra board IV. PRODURE: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) ( Sing a song) ABC SONG Sing in chorus Pronunciation (12’) Activity 1 (5’) Activity 2 (7’) Listen and repeat - Writes the 2 sounds /t/ & /d/ on the board - Reads the sounds - Reads the words in textbook - Asks Ss to choose the words pronounced /t/ & /d/ (using an extra board) + prepared + booked + finished + cleaned + stopped + booked + lived + closed Practise these sentences - Reads the sentences - Asks Ss to pick out the words containing the sounds /t/ & /d/ - Checks the result Open their books Repeat in chorus Repeat in chorus/ in individual Read and choose /t/ & /d/ Listen and repeat Read individually as directed Work in pairs Grammar & Vocabulary Activity 1 (8’) Activity 2 (7’) Activity 3(8’) - Sets the situation- the structure - Gets Ss to pay careful attention to the verb forms - Checks - Gets Ss to look at the example in the textbook - Gets Ss to make remarks when reuniting the sentences - Makes remarks and corrects the mistaken if possible - Gets Ss to do the ex 2 - Gets Ss to look carefully at the example - Gets Ss to do the ex 3 - Checks Listen, look at the board and give remarks Group work 4 Group work 3 Listen only Pair work Group work of 8 individual Homework(3’) - Do the exercise in workbook (page 65,66) - Prepare TEST YOURSELF LESSON PLAN UNIT 12: MUSIC LESSON: READING I. OBJECTIVES: By the end of the lesson, students will be able to understand the passage and have an adequate understanding about music. II. LANGUAGE FOCUS: - Grammar: - New words: Words related to music III. TEACHING AIDS: cassette player and tape, pictures in the textbook and some others ones of singers IV. PROCEDURES: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) - T lets the Ss listen to the tape and asks them question. 1. What have you just listened to ? 2. What kind of music are you listening to ? 3. Name some kinds of music as you know ? Ss listen to the tape and may answer in various ways # music # pop/ folk/ classical…music # traditional music/ pop music/ rock music/ jazz… Pre reading (10’) Activity 1: Pop Rock’n roll Classical music Folk Activity 2: T asks Ss to put the name of the music they hear in the blank 1. ……is traditional songs of a country 2. ……is a style of music with a strong and loud hear 3. ……is a modern music that is popular with the youth 4. ……is serious and traditional Western European music Activity 3: T asks Ss to open the book, look at the pictures and answer the question about them 1. What kind of music does she play in the first picture ? 2. What bank in the second picture ? What kind of music do they play ? 3. What kind of music do you think they play in the third picture ? Ss discuss in groups and match descriptions in the correct order Baby one more time Yesterday Turkish March (Mozart) Ly ngua o Ss read the statements and put in each blank the name of music folk music rock’n roll pop classical Ss look at the pictures and name the kind of music from the pictures (pair work) # It’s folk music # It’s The Beatles. Rock’n roll music # It’s classical music While reading(15’) T explains new words - funeral (n) - integral part - lyrical (a) T asks Ss to open the books, listen to the tape and read the text silently then do the tasks that follow Activity 1: (Task 1, page 125, textbook) T asks Ss to work in pairs to do the task 1 T checks and corrects Activity 2: (Task 2) T asks Ss to read the text, then answer the question T checks and corrects Ss open the books, listen to the tape and read the text silently then do the tasks that follow Ss work in pairs Ss work in pairs Post reading (12’) T asks Ss to reread the text then answer the questions T checks and corrects T devides class into groups of four T asks groups to talk their opinions about the roles of music T goes around and helps and asks each group to display in front of class T checks and corrects Ss work in pairs Ss work in groups of four Homework (3’) T asks Ss to do the exercise in the workbook (ex 12) T explain how to do the exercise Ss write in out UNIT 12: MUSIC LESSON: SPEAKING I. OBJECTIVES: By the end of the lesson, students will be able to use Vto, Ss to ask and answer (communicate) some information in the field of music II. LANGUAGE FOCUS: - Grammar: - New words: words related to music III. TEACHING AIDS: pictures in the textbook, some collective pictures, handout, worksheets, an extra board IV. PROCEDURES: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) T uses picture in the textbook, asks Ss to look at it and tries to answer some questions Questions: 1. What’s her name ? 2. What is she doing ? 3. Does she listen to music when she goes to school ? 4. Why does she like music so much ? To understand why she likes it so much , we come to the new lessons. Ok ? Ss answer Ss answer correctly or not Pre speaking (10’) Task 1: (in book) Before reading, T asks Ss to underline some new words keep me happy are easy to listen to cheer me up have the radio on Read loudly and correctly T asks Ss to look at the book and do the sklill/ exercise T listen and corrects 1. She like pop music 2. Because it keeps her happy 3. The Backs street Boys 4. All the time T asks Ss to close their books and who can speak to what Ha Anh says about music T listens and gives mark (if possible) Ss underline them in their textbook Ss listen to the T Ss read in silence Ss work in pairs Ss listen to her/ him While speaking (15’) Task 2 - Using an extra board - explaining it - go around and helps Ss to do (if it is necessary) Prepare: - rousing lyrical serene and peaceful pleasant help s.o forget troubles make s.o excited make s.o feel related T asks Ss to write their names on their papers and give T Ss work in groups (six) Ss practice Post speaking (12’) Task 3: now report what you have found out your partners T asks any drills and practice Model: both Lan and Nga like it because it is relaxing or Ba likes pop music, but Nam prefer rock T changes group 1 into groups…. T asks Ss to practice speaking T asks Ss any some questions to check the result of Ss Ex: Does Ha like pop music ? - Asks Ss to work in group of 4 to talk about their excursions in the past and tell what they regret not doing Ss practice speaking Ss answer Homework (3’) Learn vocabulary, structures by heart Practice speaking by using, in this period vocabulary, structures Thanks for your listening Do at home UNIT 12: MUSIC LESSON: LISTENING I. OBJECTIVES: By the end of the lesson, students will be able to listen more information about Van Cao’ life and occupation. Choose the true/ false statements correctly II. LANGUAGE FOCUS: + Grammar + New words: work related to music III. TEACHING AIDS: picture IV. PROCEDURE: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) - T has Ss listen to a short song which was written by Van Cao - T has Ss guess who the composer was Ss listen to a song Ss answer Pre listening (15’) - T has Ss look at the picture of Van Cao and asks some question. a. Who is in the picture ? b. What do you do about him ? c. Where and when was he born ? d. Is he still alive ? e. When did he die ? - T gives some words (adj.) related to Van Cao’s music: sweet and gentle, exciting, solemn lyrical - T has Ss look at the textbook and then answer the question below a. Which of these songs were written by him ? Ss work in pairs While listening (12’) Task 1 - T introduces the situation of the task 1 - T has Ss listen and then decide whether the statements are true or false - T plays the recording 3 times ( T may stop the recording when necessary) - T asks Ss to choose “T” or “F” statement - T helps Ss to choose the correct statement Task 2 - T asks Ss to listen the tape again then answer the questions 1. What is the name of the radio programme ? 2. Which song by Van Cao does Quang Hung like most ? 3. Why does Quang Hung like it ? Ss listen to the tape Ss answer Ss work in pairs Ss correct their work Post listening (10’) - T has Ss work in group of four to discuss Quang Hung’s ideas about Van Cao’s music - T asks Ss to answer the question 1.What does he do when he listen to “Tien quan ca”? 2. What does Quang Hung think about Van Cao ? 3. Do you agree or disagree with him Ss work in groups Ss answer Homework (3’) Ss prepare writing at home UNIT 12: MUSIC LESSON: WRITING I. OBJECTIVES: By the end of the lesson, students will be able to write about the life story of a famous person, write about the life story of a famous American musician and a famous Vietnamese musican. II. LANGUAGE FOCUS: Grammar: New words: words related to music III. TEACHING AIDS: pictures IV. PRODURE: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) - T has Ss listen to a short English song then asks Ss to answer the questions 1. Do you know who the singer is ? 2. Where does he/ she live ? - T shows a picture of Scott Joplin and asks questions 1. Who is he ? 2. Do you know any information about him ? Ss listen to music and answer Ss answer Pre writing (15’) - T has Ss learn new words : + compose + artiste work + musical black family + wonderful mixture Task 1 T has Ss work in pairs. Use the prompts below to make up complete sentences about Scott Joplin Ex: Scott / born/ Texas/ 1886/ poor/ but musical black family - T has Ss do the exercise in the textbook - T checks the result by asking some pairs of students key 1. He learned to play the guitar when he was very young 2. He learned to play the works of composers like Back, Beethoven, Mozart as well as to compose music 3. He quickly became famous 4. His tunes were wonderful mixture of classical European and African Ss work in pairs While writing (10’) Task 2 - T asks Ss to write about the life story of Van Cao - Before Ss do Task 2, Tasks them to answer the questions 1. When was he born ? 2. Where was he born ? 3. How was his family ? 4. When did he compose music ? 5. When did he compose his first song ? 6. When did he compose Vietnamese national an them Tien Quan Ca ? 7. What are his artistic works ? 8. When did he die ? T asks Ss to write the answers into passage Ss answer Ss work in group Post writing (10’) T checks the result and corrects their exercises Homework (3’) T asks Ss write a life story of a famous musician (about 50 words) UNIT 12: MUSIC LESSON: LANGUAGE FOCUS I. OBJECTIVES: By the end of the lesson, students will be able to Pronounce: exactly and fluently the sounds /s/ & /z/ in words and sentences Use “to infinitive” of purpose and “wh-question” II. LANGUAGE FOCUS: III. TEACHING AIDS: cassette player, tape, textbook IV. PRODURE: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) - T writes the sentence on the board Susan says she has shut the doors - T underlines the sounds and leads into the lesson Ss close the book One Ss reads and says what sounds are repeated (/s/ & /z/) Pronunciation (12’) Activity 1 (5’) Activity 2 (7’) Listen and repeat - Writes the 2 sounds /s/ & /z/ on the board - Reads the sounds - Reads the words in textbook - Asks Ss to close the books and numbers two sounds into 2 groups (group 1: /s/, group 2: /z/) - Read the words in the textbook + prepared + booked + finished + cleaned + stopped + booked + lived + closed Practise these sentences - Reads the sentences - Asks Ss to pay attention to the sentence information - Asks Ss to pick out the words containing the sounds /s/ & /z/ - Checks and corrects More exercise: - T plays the tape - T asks Ss to tick the words containing the sounds /s/ & /z/ they hear - T checks and gives mark Open their books Repeat in chorus Repeat in chorus/ in individual Read and choose /t/ & /d/ Ss say loudly the number of the sound the hear belong group 1 or 2 Ss open the books Ss read the words in pair Listen and repeat Read individually as directed Work in pairs Read the result Work individual Grammar & Vocabulary Activity 1 (8’) Activity 2 (7’) Activity 3(8’) - T asks a question with “what …for” until having a good answer with “to infinitive” from the student - T explains the use of “to-inf.” of purpose and asks Ss to do exercise in the textbook - T checks and corrects - T asks Ss to complete the sentences in exercise 2 in the textbook - T checks and corrects - T gives the example (as in the textbook) Ex: I often listen to music whenever I have free time - T asks Ss to make question for the underlined part - T asks Ss to do the rest sentences - T asks Ss to ask and answer together - T checks and correct mistake One student answer Ss work in pair Ss work in pair Ss give the question with “when” Ss work in pairs Role play (one asks and one answers) Homework (3’) - T asks Ss to do the exercises of language focus in workbooks LESSON PLAN UNIT 13: FILMS AND CINEMA LESSON: READING I. OBJECTIVES: By the end of the lesson, students will be able to know about the history of cinema II. LANGUAGE FOCUS: - Grammar: structure “it is/ was not until… - New words: character, sequence, decade… III. TEACHING AIDS: pictures of actors IV. PROCEDURES: Stages/ Time Teacher’s activities Students’ activities Warm up(2’) Giving the picture of an actor and asking: who’s this ? which film does he (she) act ? Ss answering Ss answering Pre reading (3-5’) Asking Ss to work with their partners 1. Do you want to see a film at the cinema or on TV ? Why ? 2. What kind of film do you like to see ? Ss asking answering in pairs Ss asking answering in pairs While reading (28-30’) Leading Ss to give the meaning of Voc… Asking Ss to scan the text Task 1: Asking Ss to do the exercise Correcting their mistakes Task 2: Asking Ss to reread the text, then answering the questions Task 3: Asking Ss to scan the text to choose the best title Ss reading in silence Ss working individually Ss working in silence Ss working in pairs Ss working individually Post reading (5-6’) Dividing Ss into groups of four Asking Ss to talk about the passage using the cues group 1: 19th century group 2: 1910s group 3: 1920s group 4: 1905 group 5: 1915 Ss working in groups Homework(3’) Asking Ss to summary the history of cinema UNIT 13: FILMS AND CINEMA LESSON: SPEAKING I.OBJECTIVES: By the end of the lesson, students will be able to : - ask and answer about kinds of film - talk about their feeling about each kind of film II. LANGUAGE FOCUS: - New words: science fifteen, detective, horror, thriller, action III. TEACHING AIDS: extra precis of paper,… IV. PROCEDURES: Stages/ Time Teacher’s activities Students’ activities Warm up(3’) T giving Ss a short piece of film Tom and Jerry T asking Ss some questions 1. Can you give me the little of this film ? 2. What’s the kind of this film 3. Name some kinds of film you know T asking Ss to write down their answer on the board Ss watching film Ss answering Pre speaking (10’) Task 1: New words: science (n) horror (n) detective (n) thriller (n) T explaining the meaning of the new words T introducing the task warmly Leading Ss to compare their answers Ss working in pairs While speaking (15’) Task 2: new words: - Action film (n) - terrifying (n) T introducing the task dearly Giving the model Asking Ss to talk their feeling about each kind of film T checking and correcting Task 3: T asking some questions 1. What kinds of film do you like best ? 2. What do you prefer, detective films or science fiction films ? T asking 2 Ss to ask and answer the model in book T checking Ss working in group of 3 Ss answering Ss working in pair Post speaking (12’) Task 4 T asking Ss to sit in groups of 3 and talk about a film they have seen ? Going around to help Ss if necessary Asking some groups to practice before the class T checking Ss working in groups of 3 Ss practising Homework (3’) T asking Ss to write a paragraph about one of Ss’s favourite films that they have ever seen Ss writing a paragraph as directed UNIT 13: FILMS AND CINEMA LESSON: LISTENING I. OBJECTIVES: By the end of the lesson, students will be able to listen and get information about Lan and Huong’s for the next week II. LANGUAGE FOCUS: New words: picnic,suppose, instead, chat on the net… III. TEACHING AIDS: picture, a cassette player IV. PROCEDURE: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) Asking a question: what do you do in your free time ? - leading to the new lesson Ss answering the question Pre listening (15’) Leading Ss to read the cues in book Leading Ss to put a tick (v) in the sight column Asking some Ss to check their answer Leading Ss to listen and repeat the word in book Ss working individually While listening (12’) Task 1 Leading Ss to listen to a dialogue between Lan and Huong. Then answer the question: “what are they planning to do together” Checking and correcting their guessing Task 2 Preparing some plash cards about Lan and Huong’s plans for the next week Giving the calendar Checking and correcting Task 3 Explaining Letting Ss listen to the tape again Checking Ss listening and answering Ss working in groups Ss listening and putting flashcards on the calendar Ss working in pairs (comparing with a partner) Post listening (10’) Asking Ss to use the information about Lan and Huong’s plans to talk again Calling some groups to present Ss working in groups Homework (3’) Free practice: Talking about your plans for the next week Writing about your plans for the next week (about 80-100 words) Ss working individually UNIT 13: FILMS AND CINEMA LESSON: WRITING I.OBJECTIVES: By the end of the lesson, students will be able to - describe the film - write about a film they have seen II. LANGUAGE FOCUS: Grammar: New words: sending of a luxury liner (ship), disaster, iceberg III. TEACHING AIDS: CD, extra board IV. PROCEDURE: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) T show a short film and asks - Have you ever seen this film ? - What is the name of the film ? - What do you know about it ? He will know about it clearly through the lesson today. Watch the film Ss: yes Ss: Titanic Ss: It is a love story film Pre writing Task 1(15’) New words: Sinking of a luxury liner (ship) Disaster (n) Iceberg (n) T asks Ss to read the passage of the film Titanic and them answer the questions (work in groups) T goes around the class and helps Ss if necessary T calls some Ss to write their answer down on the board T corrects Work in groups Ss go to the board and write down While writing Task 2 (12’) T guides Ss to use the description of Titanic and the questions above as suggestion to write about film they have seen T asks Ss to work in group of 4 T goes around the class to check Ss’ practice and helps them if necessary T gives them some words, structures,… T calls some Ss to write down on the board T asks Ss to write the answer into passage Ss work in group of 4 Ss write down on the board Ss work in group Post writing (10’) T asks Ss to look at the board and give the comments T asks Ss to compare their own writing T corrects Ss look at the board and comment Ss compare Homework (3’) T asks Ss to rewrite their description of the film they have seen and prepare “language focus” - pronunciation /f/ and /v/ - review: adj. of attitude, It is / was not until that, a/ an and the Ss work at home UNIT 13: FILMS AND CINEMA LESSON: LANGUAGE FOCUS I. OBJECTIVES: By the end of the lesson, students will be able to pronounce the consonants /f/ and /v/ to master the grammar part “adj. of attitude a/ an and the”, sentence structure “it is/ was not until… that” II. TEACHING AIDS: cassette player, pictures, extra board III. PROCEDURE Stages/ Time Teacher’s activities Students’ activities Warm up(5’) - Showing a fan in the class and asking what’s this ? - Showing a vase on the table in the class and asking: what’s this ? T : yes, a fan and a vase; “f” and “v” - Leading to pronunciation Ss answering: a fan Ss answering: a vase Pronunciation (10’) * Pronunciation: Introducing and opening the tape Opening the tape once more Calling Ss to read Leading Ss to practice pronouncing the sentence (in book) Ss listening Ss listening and repeating in chorus Ss reading individually Grammar & Vocabulary (30’) Exercise 1 Exercise 2 Exercise 3 Exercise 4 * Ex1: asking: Ss a question : “what do you think about the film Titanic?” T : so, you are interested in the film Reminding “interesting” and “interested” when do we use “interested” and “interesting” ? Leading to do ex 1 Introducing Asking Ss to write the adjectival forms of the verbs fascinate – fascinating excite – exciting terrify – terrifying Correcting the mistakes * Ex 2: Leading Ss to do exercise Ex: the movie wasn’t as good as we had expected (disappoint) The movie was disappointing We were disappointed with the movie …. …. Checking by asking Ss to speak and write their answers More exercise: Giving two pictures 1. 2. Asking Ss to describe the pictures by using adj. ending- ing one form Going around and helping pupils if necessary Checking Exercise 3:have you visited Ha Long Bay ? or have you read “Harry porter?” If yes, when ? If Ss say “yes” – T: reporting his/ her answer slowly and clearly Ex: he/ she visited Ha Long Bay in 2002 or it was not until 2002 that he / she visited Ha Long Bay Leading to do exercise 3 after explaining the structure “it was not untill…that” Asking Ps to rewrite the following sentences using the structure above checking exercise 4: - asking Ps to put a or the in the numbered blanks - checking Ss answering: very interesting Ss answering Ss working individually Ss working in groups of 4 Ss comparing together Ss working in groups of 4 Ss yes Ss working in pairs Ss working in pairs Homework (3’) * Asking Ss to underline the consonants /f/ and /v/ in the following words: wife, cough, plough, laugh Asking Ss to make sentences using the following adjectives boring/ bored attracted/ attracting * Preparing: - the new lesson until 14: reading - finding the meaning of new word: tounament/ championship/ hort… LESSON PLAN UNIT 14: THE WORLD CUP LESSON: READING I. OBJECTIVES: By the end of the lesson, students will be able to read the passage for specific information about the world cup II. LANGUAGE FOCUS: - Grammar: review passive voice in simple present - New words: cassette player, picture of some famous soccer players III. TEACHING AIDS: pictures of actors IV. PROCEDURES: Stages/ Time Teacher’s activities Students’ activities Warm up (3-5’) Divides class into some small group, asks Ss to match the pictures of famous soccer player to their nations Leads Ss to the new lesson Work in group of 5, the leader of each groups sticks the picture and their nations on the board Pre reading (5-7’) Asking Ss to ask and answer the questions Gives new words Reads new words Asks Ss to read- correct mispronunciation if necessay Asks Ss review the passage voice Pairs work Repeat chorously Individually While reading (20-25’) Has Ss open their books, listen to the tape, scan the text Task 1: Asks Ss to read the text, match Task 2: Asks Ss to read the text again, fill in the gaps Task 3: Asks Ss to read the text once more, T / F exercise Open, listen, scan (individually) Group work of 4 or 5 Individually Group work (4/5) Post reading (5-10’) Asks Ss to read the text , do the exercise in book Asks Ss to talk about the 2006 world cup by using the cues How many teams takes part in it ? Which team is the winner ? Where is it held ? Work in group of 4 or 5 Homework (3’) Asking Ss to read the text, learn by heart new words Review the passage voice UNIT 14: THE WORLD CUP LESSON: SPEAKING I.OBJECTIVES: By the end of the lesson, students will be able to talk about the history of the world cup II. LANGUAGE FOCUS: - Grammar: review the simple past tense - New words: words related to the name of some nations III. TEACHING AIDS: poster of the 2006 world cup IV. PROCEDURES: Stages/ Time Teacher’s activities Students’ activities Warm up(3’) Play a game - Uses a poster of the 2006 world cup - Asks Ss to write down the name of the nation of each team - Lead Ss to the new lesson Work in group of 6 Pre speaking (5-7’) Read the name of these nations Task 1: Asks Ss to look at the pictures and talk what they know about these teams * cues: - How many times do they join in the world cup ? - How many times did they become the world champion ? - Tell about the name of famous player in these teams * review the simple past tense Repeat chorously Work in group of 4/ 5 While speaking (20-25’) - Asks Ss to read the table in book - Reads the model - Asks Ss to practice the model - Call some couples read the model - Asks Ss to practice with their partners using the information in the table - Asks Ss to present their result in front of the class – corrects their mistakes Individually Repeat chorously Pair work Pair work Pair work Role play Post speaking (7-10’) Asks Ss to have a look at the table again, discuss with their friends Help Ss to correct mistakes if necessary Group work - the leader of each group presents their group’s result in front of class - their friends correct if necessary Homework (3’) Asks Ss to learn by heart the name of those nations Write a passage about 100 words about the 2006 World Cup Ss writing a paragraph as directed UNIT 14: THE WORLD CUP LESSON: LISTENING I. OBJECTIVES: By the end of the lesson, students will be able to get some information about a famous football player by listening II. LANGUAGE FOCUS: New words: words related to football III. TEACHING AIDS: a cassette player, extra board IV. PROCEDURE: Stages/ Time Teacher’s activities Students’ activities Warm up(5’) T lets Ss listen to a song T asks some question about this song a. what is this song about ? b.Do you know the title of this song ? c. in what occasion do you hear it ? Listen Answer, individually Pre listening (5-7’) T asks Ss to look at the pictures in the book and: tell their names/ who is the person they like best ? why ? T read words given T asks Ss to read- correct mistakes. Lead into new part Answer Repeat chorously While listening (20-25’) Task 1 Plays the tape once Hangs the extra board and asks Ss to fill in the gaps Plays the tape again, asks Ss to complete Plays the tape once more, lets Ss listen to the tape sentence by sentence and asks them to check + correct their answers Remarks Task 2 Asks Ss to have a look at the questions Lets Ss to listen to the tape and asks them to answer the questions Asks Ss to write the answer on board, their friends correct if necessary until T’s help Listen Group work Group work Work in group Individually Individually Open pairs Individually Post listening (7-10’) T asks Ss to talk about the milestones in Pele’s life Work in group of 4/5 - the leader of each group presents their results - their friends complete if necessary Homework (3’) Asks Ss to do the exercise again Asks Ss to talk about the milestones in another person’s life they like best. Ss working individually UNIT 14: THE WORLD CUP LESSON: WRITING I.OBJECTIVES: By the end of the lesson, students will be able to write an announcement about organizing a football match II. LANGUAGE FOCUS: Grammar: New words: related to an announcement III. TEACHING AIDS: extraboard, cassette player IV. PROCEDURE: Stages/ Time Teacher’s activities Students’ activities Warm up(3’) T records an announcement about a football match of the PY football committee, asks Ss to answer: a. What is this announcement about ? b. When ? Where ? c. Which team ? leads to new lesson Listen Answer Pre- writing (15’) Task 1 T asks Ss to read the announcement, answer the qs in the book T remarks, corrects and summarizes main points noted in writing an announcement - who (announcer, organizer) - what (content of the announcement) - when (time) - where (place) Note: the simple future tense Work in groups of 4/5 While writing (15’) Task 2 T explains the aim of the exercise divides class into small groups Asks Ss to write T goes around and helps Ss if necessay Work in group of 4/5 in extraboard Post writing (10’) Homework (3’) UNIT 14: THE WOLRD CUP LESSON: LANGUAGE FOCUS OBJECTIVES: By the end of the lesson, students will be able to: - pronounce the sound /g/ & /k/ in words and in sentence fluently and exactly - use the sample future tense in making prediction and offers II. TEACHING AIDS: extraboard III. PROCEDURE Stages/ Time Teacher’s activities Students’ activities Warm up(5’) Play a game T divides class into 2 groups, the leader come to the board and write 5 words begin with the sound /g/ and 5 words begin with the sound /k/ who is faster, is also the winner T asks Ss to read the words given T leads to the new lesson Close the books Group work The leaders present their result Individually Pronunciation Activity 1 (5’) Activity 2 (7’) Listen and repeat: T writes 2 sounds /g/ & /k/ on the board, reads them T reads the words in the textbook T asks Ss to read the word given T numbers 2 sounds from 1 to 2, asks Ss to close their book, says the words Practice these sentences: T reads the sentences T asks Ss to pay attention to the sentence stress T asks Ss to pick out the words containing the sounds /g/ & /k/ T check the result Asks Ss where will the next world cup be held ? Listen and repeat chorously Repeat, chorusly Individually Says loudly the number of sound hear Listen and repeat Read individually as directed Pair work Read the result Grammar & Vocabulary Activity 1(8’) Activity 2 (8’) Activity 3 (7’) Asks Ss what tense is used in this sentence ? T explains the using of the simple future tense (the difference between will going to) * Ex1: T directs Ss to do ex1 , using the simple future checks the result * Ex 2: T explains the using of will in making predictions T asks Ss to hang the extraboard on helps Ss in correcting mistakes if necessay * Ex 3: T reads the example, asks some Ss to read it aloud T asks Ss to tell the about the using of the simple future tense in this case - T explains the using of it again T asks Ss to do the exercise T asks Ss to give their results - asks their friends correct- corrects if necessary T summarizes the using of “the simple future tense” again Pair work Work in group of 5/6 (extraboard) Individually Individually individually Homework (3’) T asks Ss to: - do the exercise again, write into their notebook - write 3 sentences by using this grammar point (about themselves) Unit 15: cities Period 1: reading Aims Ps can get more knowledge of the city of New York. Enlarge their vocabulary related to city. Improve their reading ability. Skills Understanding new words expressions in context. Passage comprehension. Deciding on True or False statements. Time allowance 45 minutes Aids Textbook and pictures Procedure Time Teacher’s activities Pupils’ activities 8’ Pre- reading Introduce some pictures of some famous cities in the world, ask Ps name them. Do you know these places? What are they? Where is New York? What do you know about the city? Guide Ps to read the places in the pictures: The Empire State Building Central Park Times Square The United Nations The Statue of Liberty New Amsterdam Broadway Hudson river Passaic Look at the pictures then ask answer with a partner to name them. Answer in Vietnamese Work in pairs to ask and answer. Answer: Listen to the teacher then repeat. 30’ While-reading 1. Task 1 Ask Ps to read the task. Help them with some new words. Let Ps read the passage to do the task. 2. Task 2 Ask Ps to work individually to read the statements. Guide Ps to understand them. Let Ps write the answer on the board. Check and correct. Feed back. 3. Task 3 Let Ps work in pairs to read then do the task. Go around helping them. Ask Ps to answer individually ask the others to correct mistakes of their partners. Feed back. Read and get the task, ask the teacher for help with new words. Read the passage individually then discuss the answers with a partner to complete the task. Answers: 1. d 4. a 2. c 5. b 3. e Read individually. Work in groups to find the answers. T F It is ice- free in all seasons. T It is on the Hudson and Passaic rivers. T T Work in pairs to answer the questions. It is in the southern part of New York State. 7 million in the city and 19 million in the metropolitan region. Because it was found by the Dutch. Because it was home of the United Nation, the central of the global finance communication and business. The Statue of Liberty, the Empire State of Building, Wall Street and Broadway theatre district. 5’ Post- reading Go around helping and encouraging them. Work in groups to discuss. 2’ Homework Prepare for the presentation of the post-reading. Guide Ps to prepare. - At home. Unit 15: cities Period 2: speaking Aims Ps can get more knowledge of the city of New York. Enlarge their vocabulary related to city. Improve their speaking ability. Skills Comparing 2 cities Stating preferences and giving reasons. Time allowance 45 minutes Aids Textbook and pictures Procedure Time Teacher’s activities Pupils’ activities 6’ Task 1 Guide Ps to do the task and use the questions. Read and do the task in pairs. d 4.a- e f 5. b- c a- e 6.b- c 10’ Task 2 Go around helping Ps speak, encourage them to speak. Call on some pairs to ask and answer in front of the class. Work in pairs ask and answer about a city using given prompts and the questions in the task 1. 15’ Task 3 Guide Ps to use the sample conversation to speak. Read aloud the conversation 2 times then let Ps work in pairs to practise. Call on some pairs to read in front of the class. Feed back. Listen to the teacher. Imitate the pronunciation. Work in pairs to practise. Present in front of the class. 10’ Task 4 Guide Ps to use the structures and contents in the task 2 and 3. Go around helping them to speak as well as notice Ps’ mistakes of pronunciation. Check some common mistakes of pronunciation. Feed back. Use the structures and contents in the task 2 nad3 to speak freely in the class. Ask the teacher for help if need. 4’ Homework - Ask Ps to do exercises in workbook. - At home. UNit 15: cities Period 3: listening Aims Ps can get more knowledge of the city of New York. Enlarge their vocabulary related to city. Improve their listening ability. Skills Monologue Listening for specific information Filling in a table Time allowance 45 minutes Aids Textbook and pictures Procedure Time Teacher’s activities Pupils’ activities 10’ Pre- listening Introduce the picture of the Statue of Liberty and as Ps some questions. Look at the picture and work in pairs to answer the questions. It is the Statue of Liberty. It is the statue of a woman It’s got a crown on its head. It’s got a tablet on its left hand. It’s holding a burning torch in its right hand. It’s wearing a robe. 25’ While- listening Task 1 Guide Ps to read the task help Ps to understand the questions in the task. Give some new words they may face. Turn on the tape 3 times. Call on some Ps to write the answer on the board. Turn on the tape 1 time. Stop at each key sentence to check and correct. Task 2 Turn on the tape 2 times. Call on a P to fill in the table on the board. Check and correct. Feed back. Read and get the task. Ask the teacher for help with new words. Listen to the tape 3 times and choose the correct answer. 1. B 4. A 2. A 5. C 3. B Read the task and read the table to get the contents. Listen to the tape 2 times then fill in the table. Formal name Liberty lightening the world Height 46 metres Weight 205 tons Material Cooper and iron The base Stone and concrete Opening time 9.30 a.m_ 5. 00 p.m_ daily except Christmas Day 8’ Post- listening Guide Ps to work in groups to talk about what the have listened then ask Ps to present in front of the class. Present what they have listened. 2’ Homework - Ask Ps to do the exercises. - At home. Unit 15: cities Period 4: writing Aims Ps can get more knowledge of the city of New York. Enlarge their vocabulary related to city. Improve their writing ability. Skills Describing a city. Time allowance 45 minutes Aids Textbook and pictures Procedure Time Teacher’s activities Pupils’ activities 5’ Lead- in Ask Ps some questions: Where is London? What do you know about it? Answer: 18’ presentation Task 1 Guide Ps to get the questions. Call on some Ps to answer the questions. Feed back. Get the questions then work in pairs to read the description of London. Answer: In Southern England, on the river Themes. It covers an area of 1610 square kilometers. 7 million. It is capital city. It was founded by Romans in 43 AD. It is famous for many things: its historic buildings, such as St. Paul’s Cathedral and the Houses of Parliament; its museums and its many shops. The parks. 17’ Practice Task 2 Ask Ps work in groups to find a city in Vietnam. Go around helping Ps write. Help Ps answer the questions to make their group’s outline. Give some new words if they need. Call on some Ps to check and correct their writing. Check and correct some common mistakes of grammar and spelling. Feed back. Work in groups to choose a city in Vietnam they like. Make an outline basing on answering the questions in the task 1. Write individually basing on the outline. 4’ Production Ask a P of a group to present about a city they have written. Present about a city they have written. 1’ Homework Hand in the writing. - At home. Unit 15: cities Period 5: language focus Aims Ps can pronounce correctly: /ð/ and / /. Ps get to use non-defining and defining clauses properly. Skills Pronunciation: / ð / and / /. Grammar and vocabulary: Non-defining vs. defining relative clauses Although as a contrasting connector Time allowance 45 minutes Aids Textbook and pictures Procedure Time Teacher’s activities Pupils’ activities 13’ Pronunciation Listen and repeat Turn on the tape 2 times. Notice the differences between the two sounds. Turn on 1 time ask them to repeat. Pratise these sentences Turn on the tape 2 times. Ask Ps to repeat after the tape. Call on some P pronounces. Feed back Listen to the tape. Pay attention to the differences between the two sounds. Repeat after the tape. Listen to the tape and repeat. Pronounce in front of the class. Correct mistakes of pronunciation 20’ Grammar and vocabulary Exercise 1 Non- defining relative clauses Ask Ps to read the example. Highlight the key sentence. Guide Ps to point out the role and the position of the clause. Give more examples to make clear explanation. Ask P to draw the conclusion. Ask Ps work in pairs to discuss the answer. Go around helping them to complete the task. May give some explanation to some cities, call on some Ps to answer orally or write on the board. Ask the others to correct mistakes, feed back. Exercise 2 Guide Ps to understand the task. Ask Ps to work in pairs. Go around helping Ps write, encourage Ps to write. Connecting contrasting ideas: although/ though… give some explanation, notice the comma between the two sentences. Although New York is not the capital of the country, it is the home of the United Nations. Feed back. Read the example, notice the key sentence. Listen to the teacher’s explanation. Point out the key sentence and draw the role and the position of the clause. Answer: MÖnh ®Ò kh«ng x¸c ®Þnh dïng trong c©u víi vai trß bæ xung th«ng tin. NÕu bá mÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh c©u vÉn cã nghÜa. Nã cã thÓ ®øng gi÷a hoÆc cuèi c©u, ®­îc ng¨n c¸ch víi c¸c thµnh phÇn kh¸c cña c©u bëi mét dÊu phÈy. Do the exercise in dividually. Washington D.C, which is located on the East Coast of the United States, has many interesting and historical places to visit. Brasilia, which is the capital of Brazil, is less than 50 years old. Mexico City, which has a population of nearly 20 000000, is the largest metropolitan area in the world. Seoul, which hosted the 1988 Summer Olympics, is well known for its shopping centres. Kyoto, which is used to be the capital of Japan, has many temples. Check and correct mistakes of grammar and spelling. Work in pairs to do the exercise. Although there is not much to do in the countryside, I prefer living in there. Although there is a lot of pollution in Los Angeles, it is an ideal place to live. Although the shops are crowed, people are not buying much. Although the city is a favourite tourist destination for many people, it has its problems. Although it is a safe neighbourhood, it is best to be careful. 10’ Production Ask a P to summarise the grammar points and the sounds they have learnt. Summarise the grammar points they have learnt. 2’ Homework - Ask Ps to do exercises in workbook. - At home. Unit 16 historical places Reading A * Skills: - Reading for gist and for specific information. - Summarize the passage. B. Method: Integrated, mainly communicative. C. Time: 45 minutes D. Teaching aids: Pictuets. E. Procedure: Teacher’s activities Pupils’ activities I. Warm-up: (5 minutes) - Show the picture. - Ask Ps to answer the questions: What is it? Where can you see it? What do you know about it? - Lead Ps to the lesson. II. Pre-reading ( 7 minutes) * Activity 1: - Ask Ps to list some historical places they know in Vietnam. * Activity 2: Ask Ps to look at the picture and answer questions: Is Van Mieu – Quoc Tu Giam a hictorical place? What do you know about this place? - Introduce some historical places of Vietnam: Co Loa Citadel, Hoa Lu Capital, Con Son-Kiep Bac Site, Den Hung Remains, Pac Bo Site…. - Lead Ps to the lesson. III. While- reading ( 22 minutes) - Introduce the passage. - Ask Ps to read the passage silently and find out new words. - Explain the new words. - Help Ps read the new words. Task 1: - Ask Ps to read for gist then do task 1: Choose A, B, or C that best suits the meaning of the italicized word. Ask Ps to read the words or phrases and understand the meanings. Conduct the correction. Task 2: - Ask Ps to read the passage for specific information, then decide whether the following statements are true (T) or false (F). - Prompt and correct Ps’ mistakes. - Walk round and help them. - Conduct the correction. IV. Post-reading (10 minutes) - Ask Ps to read the passage again and talk about Van Mieu-Quoc Tu Giam, using the suggestions below: + Why is Van Mieu – Quoc Tu Giam a place of interest? + When and where were they built? + What were their functions? + What is special about the stelae there? - Walk round and help them. - Conduct the correction. V. Homework ( 1 minute) - Ask Ps to complete the exercise in post-reading. - Do exercises in student book. Ps’ answers may vary. Ps work in groups. - Work in pairs. - Ps’ answers are different. - Stand up and say their answers. - Find out the new words. - Ps copy new words. - Read the new words. Ps work in groups. - Stand up and say their answers. 1. B 2. A 3. C 4. B 5. C Underline the new words. Take notes. Reading and work in groups. Ps do the task. Answers: 1. F 2. T 3. F 4. F 5. T 6. T - Ps do the task and explain the answers, correct the incorrect information. Ps work in groups. Ps’ answers may vary. Unit 16 historical places Period 2 speaking Aims Ps can get more knowledge of Van Mieu Quoc Tu Giam. Enlarge their vocabulary related to historical places. Improve their speaking ability. Skills Asking and answering questions about historical places. Talking about historical places from given information. Time allowance 45 minutes Aids Textbook and pictures. Procedure Time Teacher’s activities Pupils’ activities 8’ Homework correction Ask a P to translate the reading text into Vietnamese. Feed back. Give mark. - Give some comments. 13’ Task 1 Go around helping them to speak, encourage them to use other ways to talk. Feed back Work in pairs to talk. Suggested answers: When did the construction of the mausoleum finish? How many floors are there in the Mausoleum? What is the use of each floor? On what days can we visit the Mausoleum? What time can we visit the Mausoleum in summer? Can we visit the Mausoleum in October? Why? Why not? Can we take photographs inside the Mausoleum? 12’ Task 2 Let Ps work in groups to be in the role of a tourist guide. Go around helping them to speak. Call on some Ps to present. Feed back. Practise speaking in groups to be in the role of a tourist guide using the information about Hue Imperial and Thong Nhat Conference Hall. May ask the teacher for help. Present in front of the class. 10’ Task 3 Guide Ps to do the task go around helping them. Feed back Ask the other members of the group question about a historical place they have been to or know about, not down the main information, and then report to the class what you have learnt about that place. 2’ Homework Write an outline of information about the place you know to present. Guide Ps to do the task making an outline. - At home. Unit 16 historical places Period 3 listening Aims Ps can get more knowledge of a historical place. Enlarge their vocabulary related to historical places. Improve their listening ability. Skills Monologue : Listening for specific information. Filling in the table. Time allowance 45 minutes Aids Textbook and pictures, cassette player and a tape. Procedure Time Teacher’s activities Pupils’ activities 10’ Pre- listening Ask Ps to answer those questions in the book after looking at the pictures. Turn on the tape, ask Ps listen and repeat. - Look at the pictures then answer the questions. Suggested answers: Notre Dam Cathedral in Ho Chi Minh City. Ha Long Bay. The Huc Bridge in Hanoi Noon gate in Hue Imperial City Listen pay attention to stress and intonation and repeat. 20’ While- listening Task 1 Ask Ps to read and get the task. Help Ps with new words. Turn on the tape let Ps complete the sentences. Task 2 - Get the task then listen to the tape. Choose the best answer to complete the sentences. Answers: B 4.C A C 5. C Answers: It lies on Thu Bon River, 30 km south of Da Nang. It was known as a major trading centre of Southeast Asia between the 16th and the 17th centuries. Hoi An now famous for its old temples, pagodas, and small- titled roofed houses and Narrow Street. They were made of wood and their pillars were carved with ornamental designs. It was built in 1855. It was built nearly two centuries ago. The house now looks almost exactly as it did in the early 19th centuries. In 1999. 13’ Post- listening Task 3 Let Ps work in groups to talk about Hoi An using the cues. Call on some of Ps to present in front of the class. Feed back. - Work in groups to talk about Hoi An. - Present. 2’ Home work Prepare to present in front of the class Guide Ps to prepare at home. - Ask the teacher for help. : Unit 16 historical places Period 4 writing Aims Ps can get more knowledge of tourism of Vietnam. Enlarge their vocabulary related to describing a chart. Improve their writing ability. Skills Describing a chart. Time allowance 45 minutes Aids Textbook and pictures Procedure Time Teacher’s activities Pupils’ activities 8’ HOMEWORK CORRECTION Call on a P to present the homework. Ask the others to comment. Feed back. Give mark. - Present Comment the work of the partner. 12’ Task 1 Guide Ps to read the task then study the chart to answer the questions that follow. May translate into Vietnamese for easy understanding. Give some suggestions to make more questions. Call on some Ps to answer basing on the chart. Feed back. Read the task then study the chart in pairs to answer the questions that follow. Make more questions. Answer: The USA. 99,700 Australia No, it isn’t France The number of American visitors in Vietnam in 2002 increased by 29,497 in comparison with that in 2001. 13’ Task 2 Let Ps work individually. Go around helping if they need. Give more suggestions and new words and phrases: Arrival Statistics Vietnam National Administration of Tourism Rank Increase Decrease Higher Fewer - Work individually basing on the answer to the questions in the task 1. Write a description of the chart provided in the task 1. 10’ Production Ask Ps to list country had the biggest number of visitors to Vietnam. Answer: the USA 2’ Homework Part D: Writing in the workbook (Page 195) Guide Ps to do the exercise. * SUGGESTED ANSWER: The chart shows the number of visitor arrivals to Vietnam from USA, France and Australia in 2001 and 2002. The statistics were provided by Vietnam national Administration of tourism. It is clear from the chart that the number of visitors to Vietnam from USA, France and Australia in 2002 is higher than in 2001. According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002. France ranked second with 99,700 visitors in 2001 and 111,546 in 2002. Australia had little fewer visitors than France although the number of Australian visitors to Vietnam increased from 84,085 in 2001 to 96,924 in 2002. Test yourself f A. Objectives: - Ps should know how to use some grammatical parts correctly. B. Methods: Integrated, mainly communicative. C. Time: 45 minutes D. Teaching aids: Textbook, tape record, handouts. E. Procedure: Time Teachers activities Pupils activities 5 minutes 7 minutes 8 minutes 12 minutes 8 minutes 3 minutes 2 minutes I. Homework - Ask Ps to do the given exercises. II. New lesson I. Listening 1. Activity 1 - Ask Ss to listen to the radio and fill in the missing words. - Turn on the radio for the first time. - Walk round and help them. - If Ps cannot complete the task, T will turn the radio the second time. - Turn on the radio for the third time to check the answers. - Conduct the correction. II. Reading - Ask Ss to read the passage silently and find out new words. - Help Ss read the new words. - Ask Ss to read the passage and choose the best answer. - Ask Ss to work in pairs. - Walk round and help Ss with the new words. - Correct Ss mistakes. III. Pronunciation and Grammar 1. Pronunciation - Ask Ss to listen to the radio and put a tick (v) in the right box. 2. Grammar a. Ask Ss to combine the sentences. - Walk round and help them. - Conduct the correction. b. Ask Ss to put the adjectives in brackets into the comparative or superlative form. - Ask Ps to put the verbs in brackets in the correct form. - Walk round and help them. - Conduct the correction. IV. Writing - Ask Ps to read the words/ phrases. - Help Ps read the new words. - Ask Ps to write a description of Taipei, using the words and phrases given as cues. - Walk round and help them. - Ask Ps to read their biography aloud. - Correct Ps mistakes if there are any. III. Consolidation Teacher revises some main contents. IV. Homework - Ask Ps to prepare for the coming test. - Ask Ps to revise the grammatical parts from lesson 15 to 16. - Complete the biography of Mark Twain. Do the given exercises. Listen to the radio and do the task. Ps work in pairs. * Answers: 1. three 2. friends 3. capital 4. crowds 5. noisy 6. interesting 7. streets 8. flowers 9. enjoy 10. modern - Read the passage silently. - Find out the new words. - Reading. - Do the task in pairs. * Answers: 1. C 2. A 3. A 4. A 5. A - Do the task. - Do the task in pairs. * Answers: 1. Their house, which is quite big and modern, is in the suburb of the city. 2. The new English teacher, who I met yesterday, seems to be very friendly. 3. Sandra has got a new job with Capital Insurers, which is a much better company than the last one she worked for. 4. Her latest novel, which I read on holiday, is really good. 5. This bag, which I carried all the way from the station, is full of books. * Answers: 1. bigger 2. best 3. better 4. more polluted 4. more stressful - Find out the new words. - Reading. - Do the task. - Ss work in groups. * Answers: - Ss answers may vary. - Listen to the teacher. - At home 79 years old Ba Dinh squarEe Prison diary Uncle Ho’s portrait Nghe An 1911 1903 brilliant Marie curie portrait Pierre curie warraw radium Nobel prize Nha Trang beach A pupil has get a bad mark