Đề cương Ôn tập môn Tiếng Anh Khối 8

Nội dung text: Đề cương Ôn tập môn Tiếng Anh Khối 8

1. Period: Date of planning: / / Date of teaching: / / REVISION I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - review the main grammar points and vocabulary of English 7 2. Skills: speaking, listening, writing. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: vocabulary of 6 themes 2.Grammar: -present simple tense, present progressive tense, present perfect tense, future tense, past simple and past progressive tense - Passive voice III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) - Answer the T’s questions Warm – up.( 5’): - T asks Sts some questions: Chatting ? Can you tell me what you’ve learned in english 7? Revision : (10’) 1. The tenses : - Listen and repeat the uses and forms - Present simple of them - Present progressive - Present perfect tense - Copy down - Simple future - Near future - Past simple - Past progressive tense => Ask Ss to repeat the uses and forms of each tense. III. Practice. (25 mins) Exercise 1 : Change these sentences - Work in pairs to practice changing 1. She is in Grade 8 into other tenses ( Present simple , these sentences into other tenses . 2. They are playing soccer Present progressive , Present perfect 3. She went to Ha Noi last tense, near future , Simple future and week Past simple, Past progressive tense) 4. I will visit my sister and add appropriate adverbs of time. next week - Ask Ss to work in pairs 5. Mai is going to build a - Call some pairs to demonstrate in Some pairs give the answers in front new house . front of class . of the class - Give feedback Exercise 2. Supply the correct tense St do the exercise in person then give 1. are/ have known/ of the verbs in brackets the answers in front of the class. moved/ has lived/ came. 1. Mary and John (be) ___ 2. is/ doesn’t go/ stays/ is neighbors. They (know) ___ doing/ has done. each other for a long time. Mary 3. am/ came/ has lived/ (move) ___ into her house in knows 1990, and John (live) ___ next 4. goes door since he (come) ___ to 5. was/ didn’t have
2. the area in 1988. 6. didn’t go/ wasn’t 2. Today (be) ___ Sunday. 7. have done Nga (not go) ___ to school. 8. have you lived She (stay) ___ at home. She 9. has taught/ graduated (do) ___ her homework now. 10. left/ have met She (do) ___ it for two hours. 11. did you spend 3. I (be) ___ in New York. I 12. were/ lived (come) ___ here two years 13. am reading ago. My friend, Nancy (live) 14. have you known ___ here since 1982. So she 15. have not seen/ were (know) ___ the area very 16. hasn’t finished well. 17. saw 4. Trung usually (go) ___ to 18. have you been/ went the library three times a week. 19. haven’t eaten 5. Yesterday I (be) ___ busy, 20. moved/ have lived so I (not have) ___ time to phone you. 6. Mrs. Trang (not go) ___ to work last week. She (not be) ___ feeling well. 7. I (do ) ___ all the housework. The flat is really clean now. 8. How long you (live) ___ here? – Since 1997. 9. Mr. Quang (teach) ___ in this school since he (graduate) ___ from the university in 1989. 10. My brother (leave) ___ home 10 years ago. I (never meet) ___ him since then. 11. Where you (spend) ___ your summer holiday last year, Tam? 12. When we (be) ___ small, our family (live) ___ in the countryside. 13. I (read) ___ an interesting book at the moment. 14. How long you (know) ___ Mrs. Chi? – I (know) ___ here for five years. 15. We (not see) ___ her since we (be) ___ on holiday in Ha Long bay. 16. Phuong (not finish) ___ her homework yet. 17. It’s three years since I last (see) ___ Nam. 18. You (be) ___ away? – Yes. I (go) ___ to the country last Sunday.
3. 19. I (not eat) ___ anything for two days. 20. They (move) ___ to Ho Chi Minh City in 1990 and (live) ___ there since then. - T calls some Sts to write their - Do as the T asks. answers on the board -and has other students to give remarks. - Give the right answers. IV/ Homework : (5 mins) - Learn by heard all the uses and the - Write down. forms of the tenses above. DESCRIPTION OF UNIT 1 By the end of the unit, Ss will be able to: -Use verbs of liking + gerund -Use verbs of liking + to-infinitive -Pronounce clusters :/br/ and /pr/ -Read for general and specific information about the possibleeffects of spending too much time on the computer -Listen for specific information about ways of spending time with friends -Talk about “good” and “bad” sides of leisure activities -Write to discuss an opinion about leisure activities Period: Date of planning: / / Date of teaching: / / UNIT 1: LEISURE ACTIVITIES Lesson 1: Getting Started–It’s right up my street. I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -understand new words and structures in the dialogue -answer the questions after reading the dialogue. 2. Skills: Drill listening ,speaking ,reading and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: Verbs of liking +gerunds III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Ss work in pairs Warm – up.( 5’): -Ask Ss prepare photos or magazine Describing pictures cut-outs about some popular leisure activities including those you often do in their spare time -Ask Ss to describe them in English .Then ask them to guess which activities you may enjoy doing .Encourage Ss to do the same in pairs
4. .One S writes a short list of activities and the other guesses Presentation (10’) Vocabulary Class work *Vocabulary -trick (n) -craft (n) -craft kit (n) -wool(n) -leisure (adj) -folk songs (n) -melody (n) -It’s right up street *New structure: -> Verbs of liking +gerunds -I like reading comics -I’ll enjoy listening to the Set the scene Class work melodies -Ask Ss open their books to the picture .Introduce Mai, Phuc and Questions may include : Nick +What can you see in the picture ? -Ask Ss to guess where they are and +Why do you think Mai ,Phuc and what they are doing .For more able Nick are there ? classes ,brainstorm questions with Ss +What are they holding in their hands and wire them on the board ? +What are they talking about ? Practice (20’) a. Circle the correct answer: - Ss do part a individually Key: -Let Ss read the dialogue in front of 1.library the class 2.book -Ask Ss do part 1a individually 3.dog -Call Ss read their keys before the 4.craft kit class 5.folk music 6.Vietnamese b. Which leisure activities do you Ss work in groups thinkPhuc, Mai and Nick have Phuc Mai Nick ?Tick (V) the boxes .Then find the 1.pet information from the conversation training to explain your choice 2.making -Ask Ss read the dialogue again to do crafts part “b” in groups 3.reading -Let Ss answer before the class 4.listening -Call Ss tick the board to music -Ask Ss look at the board and correct 5.learning languages 6.playing sports 7.helping parents with DIY *c. Answer the questions Key:
5. -Let Ss practice part “c” in pairs -to check out something -Have Ss to practice before the class means to examine in pairs something to get more information about it order to be certain that is suitable (on true or safe) -It’s right up your street ,it is the type of thing that you are interested in or that you enjoy doing 2. Find words / phrases in the box to Ss work in pairs Key: describe the photos .Then listen to 1. playing computer check your answers : games -Ask Ss work in pairs to match the 2. playing beach games words / phrases in the box to the 3.Doing DIY photos , then they listen together to 4.taxting check their answers 5.visiting museums -It’ s time aloud ,ask Ss to use 6.making crafts adjectives to say what they think of these activities eg exciting , interesting 3.Complete the following sentences Ss work individually Key: with the words in the box. 1.satisfied -Ask Ss work individually to do the 2. exciting , relaxing task then compare their answers with 3.fun a partner 4. boring Tell Ss they need to look for the 5.good surrounding key words in order to complete the task .Note that good and satisfied fit both items 1 and 5 .Acknowledge the point with Ss who have them the other way round Further practice (7’) *Game : Changing partners Pair work Can use : -describe the leisure activity -say if you have done this activity or not -share you feeling about the activity Homework(3’): Prepare unit 1 lesson 2 Period: Date of planning: / / Date of teaching: / / UNIT 1: LEISURE ACTIVITIES Lesson 2: A closer look 1 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -use the lexical items related to leisure activities -pronounce /br/ and /pr/ . 2. Skills: Drill listening and speaking mainly.
6. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: Verbs of liking +gerunds 3.Pronounce /br/ and /pr/ III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): Ask and -Ask Ss use network to answer the - Use this network to answer : answer question : What do you often do in your free Pre-listening (5’) time? Vocabulary Class work *Vocabulary -average -socialize (v) -communicate (v) Practice (20’) 1.Look at the following pie chart Ss work in pairs Key: on leisure activities in the US and 1. In 2012 ,people in the UK answer the questions : spent 5.1 hours a day on sport -Ask Ss look at their book and read and leisure activities in silence 2.The main activities they did -Let Ss work in pairs to examine include : relaxing and thinking the pie-chart closely in order to , using the computer for understand its contents ,including leisure , participating in sports the heading , subheading , figures , , socializing and colour codes and notes communicating , watching TV -Allow enough time for this step and other leisure activities .Do not give correction 3.The 3 most common -Then ask Ss to answer the activities were : watching TV, questions that follow the chart socializing and communicating -Ask Ss practice before the class : and using the computer for leisure 2/ Complete the table with Pair work Key: information from the pie chart Name of Verb Have Ss to prepare part 2 activities individually to complete the task 1relaxing relax .After giving corrective feedback , 2.thinking think draw their attention to the part of 3.using use speech of the words mentioned (eg 4.doing do .relaxing comes from the verb relax 5.socialising socialise with-ing added and it refers to the 6.communica communicate activity) 7.watching watch -Then introduce the concept of 8.reading read gerund ( a noun made from a verb by adding-ing ) -Give Ss some examples where a gerund is transformed from a verb and used as a noun .For more able class ,ask Ss to make their own sentences
7. 3. Look at the words .Match them Ss work in pairs Key: to the category labels : 1-e 5-d -Ask Ss to cover the category labels 2-b 6-h -Have Ss look at the words and try 3-f 7-c to guess what these words have in 4-a 8-g common .T may elicit from Ss by asking questions -Ask Ss to work in pairs to complete the task .Once they have finished and T has given corrective feedback , encourage them to add more words in each category 4. How much time do you spend a Ss work in groups day on leisure activities ? What are the three activities that you do the most ? Share your ideas with a partners -Have Ss work in small groups .Allow them enough time 6to think about what their average day may look like (including ,study and work) and how much time is spent on leisure activities .If there is plenty of time encourage them to calculate these times as percentages and put them in a simple pie chart similar to 1 -Have Ss write down how much time they spend leisure on an average day and three activities they do the most. -Ask Ss move around and talk with at least three other classmates to find out who spends most time on leisure and what the most popular activities in the class are Post-speaking (12’) 5.Complete the words under the Ss work in pairs Key: pictures with /br/ or /pr/ .Listen to 1.apricot 5.princess check your answers and repeat 2.bridge 6.president -Have Ss work individually to 3.bracelet 7 present complete this task .Once they have 4.bread 8.broccoli finished -Ask Ss work in pairs to compare their answers. -Play the recording for Ss to check and then repeat -Pause the recording to drill difficult items -Ask Ss to add more words which contain these clutters. For a more able class .Ss may make sentences
8. with these words and practice saying them 6. Listen and repeat : Key: -Ask Ss to add more words which 1. ricot jam contain these clutters. For a more 2. bread able class .Ss may make sentences 3. president with these words and practice 4. bracelets saying them 5. brush Homework(3’): 6, present Prepare unit 1 lesson 3 Period: Date of planning: / / Date of teaching: / / UNIT 1: LEISURE ACTIVITIES Lesson 3: A closer look 2 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -understand new grammar : +Verbs of liking +gerunds +Verbs of liking +to –infinitive -practice by using them to do exercises 2. Skills: Drill listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: +Verbs of liking +gerunds +Verbs of liking +to –infinitive III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): -Answer teacher’s questions Questions : Chatting +Do you like playing sports ? +Which sports do you like best ? Class work Presentation (10’) +Verbs of liking +gerunds 1. Read the conversation in Getting +Verbs of liking +to – started again .Underline verbs that infinitive are followed by a gerund : -Explain new grammar : If we want to follow a verb with another action, we must use a gerund or an infinitive -Let Ss read or play the recording in Getting started for Ss to listen and ask them to underlined the verbs of liking followed by gerunds or to- infinitives that they find in the text -May ask Ss to cover the text and just listen to identify these verbs
9. -Go through the Look out box with *Look out : * Learning trip :Verbs of Ss The verbs :love, like ,hate and prefer liking : -Tell Ss that verbs of liking / can be used with both gerunds and to- -adore disliking are often followed by infinitive without much change in -love gerunds but verbs such meaning -like -She loves going out with her friends -enjoy -Introduce Ss to the Learning tip box = She loves to go out with her friends -fancy where they can differentiate the -don’t mind diffirence in terms of degree these -dislike verbs of liking / disliking -don’t like -hate Practice (15’) -detest 2.Tick the appropriate box . Then Pair work Key: listen to check : a. Followed by gerund -Ask Ss work individually and then only : enjoy , detest and , compare the answers with their fancy partner b. Followed by both -Then play the recording for Ss to gerund and to-infinitive : check their answers love, prefer 3. Write the correct form of the verbs Ss work in pairs Key: -Have Ss work in pairs to complete 1 making this task 2 to watch or -Then give feedback to Ss as a class watchimg 3 skateboarding 4 learning 5 sitting 4. Write sentences about what you Ss work in groups Key: like or don’t like doing in your free 1.I adore time , beginning with the following 2. I love .Then share what you have written 3. I fancy with your partner 4. I don’t mind -Ask Ss practice in groups of 5 or 6 5. I don’t like -Give Ss to work individually at first 6. I detest and write each sentence on a trip of paper , then in their group mix the strips -Ask Ss guess who wrote that sentence 5. Look at the following e-mail that Ss work individually Key: Minh Duc wrote to a new penfriend 1. like do -> like to do / a. There are 6 grammar mistakes in doing his e-mail .Can you find and correct 2.enjoy do -> enjoy doing them : 3.don’t like have ->don’t -Have Ss quickly familiarise like to have / don’t like themselves with the e-mail by asking having : 4.don’t mind to do -> +Who wrote this e-mail ? don’t mind doing + To whom ? 5.hate spend -> hate +What is it about ? spending 6.love eat out -> love to eat out/ love eating out *bAnswer the questions : Pảiwork Key:
10. -Have Ss scan the e-mail to find 1. The activities Duc answers mentions in his e-mail are -Ask Ss work individually and ; playing video games , compare their answers with a watching TV , going to classmate the park , playing football , helping his parents , doing homework and eating out with his family 2.The two activities he enjoys the most are playing football with his Further practice (12’) Ss work individually friends and eating out with 6. Write a similar e-mail to tell your his family friend about your free time , using the verbs of liking +gerunds or verbs of liking + to-infinitives .Swap your work with a partner and check for mistakes -Ask Ss work individually to write the e-mail then exchange it with their partners and check for mistakes .If there is time , have them the e-mails ask and answer about afterwards , using the questions in 5b as a guide .If there is not enough time , this task can be done as a group –writing task Homework(3’): Prepare unit 1 lesson 4 Period: Date of planning: / / Date of teaching: / / UNIT 1: LEISURE ACTIVITIES Lesson 4: Communication I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - read and understand articals -practice by using them to do exercises 2. Skills: Drill listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: +Verbs of liking +gerunds +Verbs of liking +to –infinitive III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): -Ask Ss answer the questions : -Questions : Chatting +Do you like reading in your free
11. time ? +What kind do you like best ? +Do you often read articles on the magazine ? Pre-speaking (10’) Class work *Vocabulary: Vocabulary -window shopping -Refer to any words in the Extra -to sound weird vocabulary box that Ss do not jet -to be hooked on know something -Ask Ss to try to guess what the -to be addicted to meaning is and how that may relate something to leisure activities Introduction 1. Read the following article on the Individual work magazine 4 Teen website -Explain to Ss that they are going to read about some activities teenagers do in their free time -Have Ss cover the text and just look at the photos (with name and country ) -Encourage Ss to guess what these Ss in the photos like doing as leisure activities -Then set a reading time limit and have Ss speed read the text -Let Ss close the books and play a memory game dividing Ss into competing groups to tell how much information they can remember from the text While-speaking (15’) 2. Can you understand the Now add to the dictionary other abbreviations in the text ? Use this abbreviations used for online chatting ‘netlingo’ dictionary if necessary / texting that you know -Ask Ss if they notice any other particular features of the text .Elicit Ss work in pairs or small groups answers Ss by drawing their attention to the form of the text -Explain that is from webpage and that these abbereviation -Then have Ss work in pairs to complete the task -Have Ss write short text or messages -Have Ss work in pairs or small groups to complete the table 3.Find information in the text to Key: complete the table Ss work in pairs 1.Emily : -Have Ss work in pairs to complete -hanging out with friends ( this task window shopping) -Then give feedback to Ss as a class -working as a volunteer She loves it
12. 2.Hang : -cloud watching She adores it .It’s easy 3.Linn : going to community centre , painting , dancing , doing drama She loves it 4.Minh : -playing football -helping his aunt in running cooking classes He likes it .It’s fun 5.Manuel: -playing computer games -doing judo Post-speaking (12’) He’s addicted to it .It’s 4. Work with your partner and put Ss work in pairs OK the activities in 3 in order from the most interesting to the most boring .Then compare you ideas with other pairs -Have Ss work in pairs to put the leisure activities in the text in order from the most interesting to the most boring -Allow plenty of time for this activities where Ss are encoraged to disuss , give opinions and negotate with each other in order to agree on a mutual list Homework(3’): Prepare unit 1 lesson 5 Period: Date of planning: / / Date of teaching: / / UNIT 1: LEISURE ACTIVITIES Lesson 5: Skills 1 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -read for general and specific information about the possible effects of spending too much time on the computer -talk about good and bad sides of leisure activities 2. Skills: Drill reading and speaking mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Grammar: +Verbs of liking +gerunds +Verbs of liking +to –infinitive III. Teaching aid: lesson plan , visual pictures IV. Procedures
13. Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): -Ask Ss answer the questions : Questions : Chatting -Do you have a computer / +Doyou like it ? +What are the benefits of using computers ? Pre-speaking (10’) Class work *Vocabulary: Vocabulary -mind (n) -rely (v) -ban (n) -gaming (n) Pre-questions -get out (v) 1. What are the benefits of using Class work computers or mobile phones for leisure activities ? What are the Pairwork harmful things it may bring us ? -Start the lesson by doing a quick class survey on how many Ss use computers frequently and what they use them for (eg. Watching movies listeningto music, playinggames,accessing social media, doinghomework ) -Ask Ss give examples of your own use of computers and mobile phones -Then have Ss work in pairs to discuss the questions .Call on some pairs to share their ideas once they have finished their discussion -Ask Ss write the ideas on the board While-reading (15’) 2. Read the text and choose the Ss work in dividually Key: correct answer : 1-B -Ask SS look at the title and the 2-C picture and predict what they are going to read .Say that they are going to read about a student named Quang -Encourage to develop their ideas by guesing what Quang’s story is about -Then ask Ss to read the text and underline any work they don’t know -Have Ss discuss any unfamiliar words from the text -Let Ss work individually to choose the best answer .They need to be able to explain their choise as well 3. Write the questions for the Ss work in pairs Key : answers based on information from 1. Is Quang ‘s garden real the text ? -Tell Ss for this exercise they will 2. What is problem with need to look at the keywords in the using technology in your
14. responses in order to find out the free time ? questions 3.What leisure activities -Have Ss work individually then do teenagers do these days compare their answers with a partner ? 4.What are the benefits of Post-reading (12’) using the computer? 4. Quang and his parents are talking Ss may work in pairs or in groups Keys : about how he should spend his free B. Speaking Quang’s parents : Go on time .Decide which statements are *Language notes : and play a sport .It’s good from Quang and which are from his -Giving an opinion : for you parents + I think that -Quang : I’ve made lots of -Explain to Ss that these speech + In my opinion friends from the game bubbles are from Quang and his -Asking for an opinion : network friends . Ss may work in pairs or in + What do you think ? -Quang : I think computer groups but they will need to say why + How do you feel about that? games train my mind and they think who says what , based on -Agreeing : my memory the information from the passage .Go + I agree with you -Quang’s parents : You through the phrases in the Language + That so true see your real friends less notes box with Ss .For one of the + Exactly and less speech bubbles , demonstrate how -Disagreeing : -Quang : my English is you can use this language +I’m afraid I don’t agree much better because i surf A; In my opinion , computer games + I don’t think so the net train your mind and your memory Quang’s parents : Sitting B; That so true for too long in front of the -In pairs , have Ss choose a speech computer makes your eyes bubble and combine it with the tired language in the Language notes box -Ask for volunteer to demonstrate their short exchanges 5. Role-play : WHAT “S THE Ss work in groups SOLUTION? Quang , his parents , and his teacher are discussing the impacts of his using the computer .Play the following roles -Before the role-play starts , arrange Ss into 3 groups : the group that play Quang , The group that plays Quang’s parents and the group that plays his teacher -Ask each group to brainstorm how they are going to express their opinion .When they are ready , put Ss into new qroups which contain Quang ,Quang’s parents and Quang’s teacher -Tell Ss that they can use the language in 4 for their role-play and emphasise that the phrases in the Study skill box should be used in their discuusion -if the time allows , call on 2 or 3
15. groups to repeat their role-play for the class Homework(3’): Prepare unit 1 lesson 6 Period: Date of planning: / / Date of teaching: / / UNIT 1: LEISURE ACTIVITIES Lesson 6: Skills 2 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -listen for specific information about ways of spending time with friends -write to discuss an opinion about leisure activities 2. Skills: Drill listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2. Structure: +I think computers are useful +I agree with you III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): -Ask Ss answer the questions : What do you think about computers? Chatting Class work Pre-listening (10’) Vocabulary Class work *Vocabulary: + obesity +irritate + virtual Pre-questions +get out 1. What do you usually do with your Pairwork friends in your free time ? -Share some of the things you often enjoy doing with friends in your free time -Ask Ss to tell each other what they usually do with their friends -Ask some pairs to volunteer to tell the class if they find each other’s answers interesting While-listening (15’) 2. Listen to the radio programme Ss work individually Key: and answer the questions 1. The topic of this week’s -Tell Ss that they are going to listen programme is hanging out to a radio programme with your friends -Ask Ss to look at the questions and 2.There are 2 main ways : underline the key words before T hanging out indoors or plays the recordimg outdoors
16. 3. Listen again and complete the Ss work in pairs table Hanging out with your best friends -Play the recording as many times as What to do Why needed Watching than a -Ask Ss work individually then (1) (2) compare answers with their partner Making creative (3) Playing good for (4) your (5) Watching fun (6) Going to educating (7) yourself Post-listening (12’) Ss work individually Key : 4. Complete the following paragraph B. Writing : 11.In my opinion /I with the words in the purple box : Writing to give an opinion believe -Ask Ss work individually to -> Organising your ideas : 2.Firstly complete the task and discuss their *.Introducing your opinion : 3.Secondly answers with a partner +In my opinion 4.Besides /Also/ In . Remind Ss that for some gaps there +I believe addition is more than one correct answer *.Explan your opinion : 5.For these reasons /In + Firstly , secondly, thirdly, finally short /As I have noted +besides , also , in addition *. Concluding / summarising your opinion : +For tree reasons +in short +As I have noted 5. Now write a similar paragraph to Ss work in groups answer one of the following questions -This task can be done in small groups where each group chooses one question .They then agree on an opinion and work together to brainstorm the ideas to argue for thei points .Each member will need to write his/her own piece -Remind Ss to use the connectors they have learnt earlier in order to better organise their ideas Homework(3’): Prepare unit 1 lesson 7 Period: Date of planning: / / Date of teaching: / / UNIT 1: LEISURE ACTIVITIES Lesson 7: Looking back & project I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -use grammar to do exercises -give plently of time to brainstorm ideas for a group activity 2. Skills: Drill reading , speaking and writing mainly.
17. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure: +I like using computers because they are useful +I prefer to live in the city III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): Use network to practice : What are you going to join your Network leisure activity? Class work Presentation (10’) 1.Which one is the odd one out Ss complete this exercise individually Key: -Ask Ss complete this exercise or in pairs 1. DIY individually or in pairs 2.hanging out -Ask once they have finished they 3.hospital should be able to explain their 4.detest answers as well .Accept different 5.boring answers if Ss can explain their 6.computer decisions logically 2. Rearrange the letters to find the Ss work individually Key: name of the activities 1.socialising -Ask Ss complete this task 2.relaxing individually 3.communicating with -Let Ss to give their leys before the friends class 4.doing DIY -Ask one S write the keys on the 5.using computers board +besides , also , in addition 6.making crafts *. Concluding / summarising your opinion : +For tree reasons +in short +As I have noted Practice (15’) 3.Fill the gaps with the correct form Ss work individually Key : of the verbs 1.working -Have Ss work individually to 2.learning /to learn complete the exercise .If the time 3.seeing allows ,T may ask Ss to swap their 4.doing work with each other for peer 5.meeting correction 6.play 4.Complete the following sentences Ss work individually with your own ideas -Have Ss complete the sentences using their own ideas .Remind them to use gerunds or to=infinitives -Have some Ss read out their sentences .Accept all answers as long as they make sence 5. Read this paragraph from Ss work individually .Then compare Key:
18. www.thinkuknow.co.uk by CEOP , their answers with a partner 1.Firstly the UK govement agency that helps 2.Secondly protect children from harm online 3.Thirdly and offline in the UK and 4.In addition internationally .Choose the most 5.In short suitable words / phrases to fill the gaps -Ask Ss work individually .Then compare their answers with a partner -Ask Ss practice before the class -Call Ss write the keys before the class Further practice (12’) 6.Choose from the leisure activities B. Project : Join our in this Unit .Explain why you think leisure activity so .Then exchange your ideas with a partner -Plan a trip to local -Allow Ss plenty of time to do this cultural centre to find out task .For each activity they choose , what slasses /clubs they should be able to give at least /activities are being one reason to be protected when they offered to teenagers .Note go online down as much detailed *Finished Ss into groups of about 6 information about these -Ask Ss to complete the self- activities assessment -Visit your local or school -Have Ss discuss as a class what library as a group .Each difficulties remain and what areas the group member chooses a Ss have mastered book to read . Homework(3’): Prepare unit 2 lesson 1 DESCRIPTION OF UNIT 2 By the end of the unit, Ss will be able to: -Review comparative forms of adjs -Use comparative forms of advs -Pronounce clusters :/b/ and /d/ -Read for specific information about an unusual lifestyle in thhheee countryside : Mongolian nomadic life -Listen for specific information about changes in the countryside -Talk about what you like or dislike about life in the countryside -Write about changes in the countryside Period: Date of planning: / / Date of teaching: / / UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 1: Getting started-It’s harvest time I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -understand new words and structures in the dialogue -answer the questions after reading the dialogue . 2. Skills: Drill listening ,speaking ,reading and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation
19. 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure: +How ‘s your stay in the countryside ? +I would like to visit the countryside at harvest time III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): Review -Rewiew the previous unit by calling Class work on some Ss to act out some leisure activities .The class makes a guess . -Then ask Ss to decide which leisure activities are more common in the countryside and why -Write the word : “countryside” on the board .Brainstorm words and phrases describing activities which take place in the countryside .For more advanced classes ,some comparisons of the countryside and the city can be encouraged here -Encourage Ss to answer the questions .Their answers can be as simple as one word or phrase Presentation (10’) Class work *Vocabulary: Vocabulary: -expect (v) -buffallo-drawncarts (n) -herd (v) Class work -envious (adj) Set the scene: -It’s right up my street -Ask Ss to look at the title of the Activities which take place in the conversation and the picture and ask countryside : them some prediction questions about +load the rice onto buffallo-drawn what they are going to read carts +What is the conversation about ? +fly a kite +Which searon is harvest time in ? +goherding the buffallo +What do you think the countryside is like at harvest time ? +What do farmers do ? +What do the children do ? Practice (15’) -Play the recording ,Ss listen and read -Ask Ss if their predictions are correct a.Are these sentences true(T) or Ss work individually Key: false (F) 1.T -Ask Ss work independently 2.F :Nguyen joins the -Ask Ss to read the sentences and boys in herding the decide if they are true or false buffalloes -Let Ss compare answers with a 3.F :rice is transported partner home on buffallo-drawn
20. -Have Ss correct the false sentences carts ,T write the correct answers on the 4.T board 5.T b.Answer the following questions Ss work individually .Then compare Key: -Ask Ss to try to answer the questions their answers with a partner 1.He ‘s in the countryside without refering to the conversation 2.Right on his first day first there -Then ask Ss refer to the conversation 3.it’s big and colourful again for the correct answers 4.His grandfather -Correct the answers as a class 5.He means that he wishes he were in the countryside too c.Complete the sentences with the Key : words in the box 1.colourful -Ask Ss to look at the words and 2.move slowly make sure they understand their 3.harvest time meaning .If they do not ,ask them to 4.paddy field refer to the conversation and have a 5.herding guess 6.buffallo-drawn cart -Then ask them to do the exercise .When they finish , ask them to check their answers with their partner d.In groups , discuss and find how Ss into groups of about 6 Key: Nguyen feels about his stay in the He likes it : countryside .Tick(v) +It’s more exciting than I the appropriate box .Look for expected expresstions from the conversation +It looks great up there in to support your ideas : the sky -Have Ss work in small groups to +I live more happily and discuss and tick the correct box and there ‘s still a lot more to look for expressions to support their explore answer 2.Match the activities with the Pairwork Key: pictures 1-e 4-c -Ask Ss work independenly to label 2-f 5-d the pictures 3-a 6-b -Have them compare their answers with a partner -Write the correct answers on the board 3.Can you think of some more Ss work in pairs things that children do in the countryside ?Make a list -Ask Ss work in pairs to brainstorm some more countryside activities .Give them a time limit .For examples ,two minutes to make their lists -Call on each pair to share their list with the class . -Write the combined list of activities on the board and leaves it there to be based in the next activity .Before
21. moving on ,T makes sure everybody understands all the vocabulary on the board Further practice (12’) 4.Game : Team work Countryside charades -Divides the class into two teams for this game .They can give themselves a relevant team name such as the “horses” and the “buffalloes’ .They charades with the countryside activity vocabulary from Activity 2 and the Ss list on the board .To increase the fun element , give the teams a time of 10 seconds to guess the activity before it moves to the other team .T keeps score on the board and announces the winning team at the end Homework(3’): Prepare unit 2 lesson 2 Period: Date of planning: / / Date of teaching: / / UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 2: A closer look 1 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -use the lexical items related to the topic of life in the countryside -pronounce correctly words containg the clusters /bl/ and /cl/ . 2. Skills: Drill listening and speaking mainly 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2. Structure: +Vietnamese people are friendly +life in the countryside is boring III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Warm – up.( 5’): Review Remind Ss of the vocabulary they Class work learnt in GETTING STARTED before moving on to this lesson which focusses on words describing the countryside Pre-listening (10’) Vocabulary: Class work *Vocabulary: -hay(adj) -vast (adj) -brave (adj)
22. 1.Listen and repeat the words Class work -nomadic (adj) -Ask Ss listen to the recording and repeat the words .Make sure that they pronounce the words with the correct stress pattems -Explain new words and ask Ss repeat new words -Nowcheck understanding of these words While-listening(15’) 2.Put the words in 1 into the Ss work individually Key: appropriate category .Some wprds to Words can be used in more than one describe category; people friendly,brave , -Ask Ss work individually boring,nomadic , -Let Ss compare their answers with colourful a partner and then discuss as a class life slow,hard,boring, .There may be some variations in inconvenient, the answers .For a more able class peaceful,nomadic, ,encourade Ss to explain why they colourful choose that word for the category scenery colourful, vast, 3.Match the nouns / noun phrases - Ss work independently or in pairs peaceful in the box with each verb Key: -Make sure Ss understand the -ride : a horse , a camel meaning of the verbs first .There -put up : a tent , a pole may be some cofusion abot the -collect : hay , water difference between /pick/ and /pick -herd : the buffalloes , the up/ is the specific vebs used for cattle collecting fruit ,vegetalbes or -pick : wild flowers , apples flowers through the action is the same as the more general tearm/pickup/ -Ask Ss then work independently or in pairs .When they have finished ,let them exchange their answers with a partner/another pair .Then T alicts the correct answers 4.Use the words from 1 and 3 to Ss into groups of about 6 Key : complete the sentences .Remember 1.picking to use the correct form of the verbs 5.peaceful -Ask Ss use the vocaabulary they 2.inconvenient /collect have learnt in activities 1 and 3 to 6.nomadic do this exercise 3.herd -Ask Ss to look at the sentences and 7.vast decide if an adjective or a verb is 4.ridden/ brave missing .This narrows down the 8.put up/ hard area of words they need to refer to -Ask Ss then complete the sentence by themselves -Let Ss check their answers as a class Post-listening (12’)
23. 5.Listen and repeat the words .Pay Individual work Key: attention to the initial clusters -/bl/ : blackberry,blind, bloom, -Ask Ss listen and repeat .Pause the blossom recording to drill difficult -/cl/ : clothing, climb, click, -Have Ss say the words clay, clock,clear individuaaly or in small groups 6.Listen and circle the word you Ss work in pairs Key: hear 1.blame -Have Ss listen and circle the words 2.blast -Have Ss do the activity in pairs 3.blue and challenge each other to choose 4.clock the correct words 5.close 7.Listen to the sentences and Key: repeat 1 blowing -Have Ss look at the sentences and 2 climbed underline the words with clusters 3 bloom /bl/ and /cl/ first 4 clear , blue -Ask Ss listen and repeat 5 Blind Homework(3’): Prepare unit 2 lesson 3 Period: Date of planning: / / Date of teaching: / / UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 3: A closer look 2 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -review comparative forms of adjectives -learn comparative forms of adverbs 2. Skills: Drill listening , speaking and writing mainly 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2. Structure+ I can get up earlier than usual +A village is less densely populated known as the countryside 3. Grammar: + comparative forms of adjectives +comparative forms of adverbs III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Review -Remind Ss of comparative forms of adjectives learnt in previuos lesson by asking questions like : +Which river is longer ,the Mekong or the Red river ? +Who is the tallest boy in our class ? +Who is the tallest girl in our class ? Presentation (10’) 1.Complete the passage below with a Ss work individually Key:
24. suitable comparative form of the 1.higher adjectives provided 2.easier -Ask Ss do exercise 1 .Go round and 3.better help Ss if necessary 4.more exciting -let Ss exchange their answers .Check 5.more convenient as a class and write the answers on 6.happier the board with the full forms of 7.more friendly comparisions .Keep them for later 8.fast reference when the comparative of 9.safer adverbs is taught 10.best -First revise the different use of an *Comparative of adverbs : adjective and an adverb.For example 1.more/less +adverb-(than) is the , T writes : form of comparative for almost all +Life in the city is slow/slowly adverbs of manner ending in –ly +He is moving slow/slowly -Can you walk omre slowly ? I can’t -Ask Ss to choose the right word for catch up with you each sentence. -Hanh acts less responsibly than -Introduce the comparative form of anyone here adverbs by chaning the sencond 2.Adverb+er +(than) is the form of sentence to compararive adverbs of manner with He is moving more slowly than the same form as adjectives before +fast->faster -Elicit the formof comparative from +hard-.harder Ss before letting them read number 1 +ealy->ealier in the table +late->later -Then introduce comparatives of -The rain is coming .Let’s run faster irregular adverbs like /fast/ , 3.Some irregular forms of adverbs of /hard/,late/,/early/ well/ manner -Let Ss read number 2 and 3 in the +well->better table +badly->worse -I believe you’ll do better in the next test Practice(20’) 2.Complete the sentences with Ss prepare Ex2 individually Key: suitable comparative forms of the 1.more slowly adverbs in the box 2.more soundly -Ask Ss prepare Ex2 individually 3.less traditionally -Ask Ss give the keys 4.more generously -Ask Ss write their keys on the board 5.more healthy 3.Finish the sentences below with a Ss prepare Ex2 individually Key: suitable comparative forms of hard 1.better 4.harder ,late,fast,welland badly 2.faster 5.worse -Ask Ss prepare Ex3 individually 3.later 6.earlier -Ask Ss practice before the class 4.Underline the correct comparative Ss do this exercise independently Key : forms to complete the sentences 1.more optimistically -Have Ss do this exercise 2.more popularly independently 3.less densely populated -Check the answers as a class 4.more quickly 5.more easily Further practice (7’) 6.better 5.Write the answers to the questions Ss do independently Key:
25. below -Ask Ss do independently .Walk 1.The countryside is more around and help Ss who have peaceful than the city difficulty writing the answers 2.A computer works faster -let Ss check their answers with a at calculus than a human partner .Check as a class and write being the correct answers on the board 3.Life in a remote areas is underlining the comparatives hader that that in a modern town 4.HoChiMinh City is more expensive than Hue 5.A buffallo can plough Homework(3’): better than a horse Prepare unit 2 lesson 4 Period: Date of planning: / / Date of teaching: / / UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 4: Communication I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - read for spesific information about an unusual lifestyle in the countryside through visitors’ eyes -practice by using them to do exercises 2. Skills: Drill learning , speaking ,reading and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure 3. Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Introduction This page looks at online posts which are common features of sicial media sites .They allow people to review things or give their opinions about things .they also allow others to respond to the posts with their own opinions .As such an online dialogue occurs .The writing style of online posts is usually short ,informal and honest or direct Pre-speaking (10’) Vocabulary: Class work *Vocabulary: -Refer to the words in the Extra -disturb (v) vocabulary box -beehives (n) -Ask Ss if they know their neaning -dig hole (n)
26. .if they don’t ,wait until Ss have -unforgetable (adv) done the reading -Then ask them to guess the meaning of each word in context Set the scene: 1.Read the posts on “Holidays in Class work the countryside” -Explain that Ss are going to read some online posts from people all over the world -Elicit from the Ss where these people live .Establish that they all live in big cities .They are talking about their experiences of staying in the countryside .They all have very different opinions of the experience -Now ask Ss to read the posts .Check that everybody understands the meaning of each post before moving on While-speaking(15’) 2.What are the attitudes of these Ss prepare Ex2 individually Key: people towards their experiences ? Positive Neutral Negative Dennis Tcik (v) the appropriate box from -Elicit from the Ss where these London people live .Establish that they all Julie live in big cities .They are talking from Paris about their experiences of staying Phirun in the countryside .They all have from very different opinions of the phnom Penh experience Yumi -Now ask Ss to read the posts from .Check that everybody understands Seoul Emi the meaning of each post before from moving on Tokyo Lan from Ha Noi Bob from Hong Kong Post-speaking (12’) 3.Work in groups .Reply to the Ss work in groups Sample example: osts in 1 .Write down your replies Discuss and share your replies -Explain that now they have a with the class chance to reply to each post with -Bob : In my opiniom ,the their own opinions countryside has benefits that a -Hand out a piece of blank paper boring person would never for each post discover -Have the group write the name of -Bob ; I think this is one of the each post at the top eg Bob from reasons for urbanisation London
27. -Ask each S write a short reply to a post and then passes the paper to the person on their left .They take the next paper from the person on their right ,They read the reply and then add their own -Ask Ss refer to the examples as models for their answers .Encourade Ss to choose a variety of posts with different attitudes -Ask Ss write down their replies -Then ask each group to read out one of their reply chains to a post and discuss it as a class Homework(3’): Prepare unit 2 lesson 5 Period: Date of planning: / / Date of teaching: / / UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 5: Skills 1 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -read for spesific information about an unusual lifestyle in the countryside Mongolian nomadic life -talk about what they like or dislike about life in the countryside 2. Skills: Drill reading and speaking mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure 4. Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): -Write the phrase “Gobi Highlands” Brainstorm on the board and ask Ss if they know what and where it is -Then write the word Mongolia next to it -Ask Ss brainstorm what they know about this country and its people -if possible T shows Ss some pictures and ask Ss to pick the ones they think are of Mongolia Pre-reading (5’) Vocabulary: Class work *Vocabulary: -nomadic (adj) -nomad (n)
28. While-reading(15’) -ger(n) 1.Quickly read the passage and Individual work Key: choose the most suitable heading 1.The importance of cattle A,B,C for each paragraph to the nomads -Ask Ss to read the headings first and 2.The nomads’ home make sure they understand their 3.Nomadic children’s meanings .They then read each part lives of the passage and choose the correct heading for it .if time allows ,ask Ss to underline the words /phrases which help them make their decision . -Let Ss exchange their answers -Allow them some time to explain to one another about their choice -Check the answers as a class 2.Match the descriptions with the Ss complete the task independently Key: words and phrases from the passage 1-b 4-a -Ask Ss to read the passage again and 2-d 5-c underline the words (a-e) 3-e -Have Ss try to guess the meaning of these words ,based on the context -Let Ss complete the task independently 3.Read the passage again and Ss do the exercise independently Key: choose the best answer A,B,C or D 1-A 4-B -Let Ss remember the main 2-C 5-B information of the passage without 3-A 6-D having to reread it -Ask them to read the questions and do the exercise independently -May guide Ss to look for key words which can help them find the part of the passage where the information for the answers is given Post-reading (12’) 4.Work in pairs .Interview your Ss work in pairs Example partner to see if he/she likes or A;What do you like about dislikes mongolian nomadic life ; They can then start the inteview : their nomadic like ? -Ask Ss individually refer to the +one asks B;Well, the children learn passage and underline atleast one +other answers to ride a horse thing they like about Mongolian Based on the facts they have A;And what don’t you nomadic life and one thing they don’t underlined like about it ? like about it . B;they can’t live -Encourage them to follow up and permanently in one place talk about as many different details as possible -To follow up ,T can ask some pairs to report on their likes and dislikes .T can make two list of their likes and dislikes on the board and see which ideas are the most common *likes :
29. *dislikes : 5.a: Work in pairs .Discuss and find Ss work in pairs -two things you both like about the countryside -two things you both dislkie about the countryside -Let Ss move from talking about nomadic life to the coutryside in VN -Ask Ss work in pairs ,discussing which two things they both like and which things they both dislike .They can make a list in order to report the class later -For more advanced Ss and if time allows , let the whole class listen to Example : each list and discuss what they think Both of us love picking about these likes /dislikes fruit in the summer .It can 5.b:Report your findings to the class be hard work but very Homework(3’): satisfying Prepare unit 2 lesson 6 Period: Date of planning: / / Date of teaching: / / UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 6: Skills 2 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -listen for specific information about changes in the countryside -write a short paragraph about changes in the countryside 2. Skills: Drill listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure 5. Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): -Use Netword to ask Ss answer -What do you like about the Network coutryside ? -What don’t you like about the Pre-listening (5’) countryside ? 1.listen to a boy talking about Class work changes in his village and tick the changes he mentions -Give Ss time to look at the changes (A-F) .Ask questions to make sure
30. that Ss understand the meaning of the words / phrases Whilelistening(15’) Key: -T plays the recording and Ss tick the B.Electrical appliances in changes which are mentioned the homes -Give Ss time to -Check if they know C.Means of transport the word “earthen” E.School -Ask Ss listen to the recording again F.Visitors (as many times as neede or if time allows ) and complete the exercise . -T checks their answers as a class 2.Listen again and say if the Ss complete the task independently Key: sentences are true (T) or false (F) 1.F 4.T -Ask Ss to read the questions first to 2.T 5.T see what kind of information they 3.F need to find 3.Listen again and answer the Ss do the exercise in pairs Key: questions in no more than Four 1.His parents words 2.life outside their village -Let some Ss might be able to answer 3.Nearby/ Near the village some questions without listening to 4.The way of life the recording again -Play the recording Ss listen and decide what words / phrase to write down for the answer -Ask Ss compare their answers with a partner . -Check as a class -First ,remined Ss of the changes in the villages from the listening passage -Can help by writing the changes in brief on the board as a guide for the writing exercise For example : earthen houses ->brick houses Post-listening (12’) 4.What do you think ? Ss work in groups Example Which changes in the listening do It’s good for the villagers you see as positive ?which do you to have tVs .They can now see as negative ? have more fun and learn Support your opinion with a reason more about different .Write it out people and different -Place Ss into small groups of 3 or 4 places .Ss in each group work together to decide which rural area they will talk about -Then Ask them discuss and note down some changes they can find in this area 5.Work in groups .Discuss and find Ss work in groups some changes in a rural areas
31. .Make notes of the changes -Ask Ss use their notes about te changes in a rural area to write a paragraph describing the changes -Can guide their writing by providing them with some key words/ phrases like “the list change is “ or “The change we are most interested in is” .If there is not enough time to write the paragraph in class Homework(3’): 6.Write a short paragraph about the Individual work changes -Write down the changes in the countryside Prepare unit 2 lesson 7 Period: Date of planning: / / Date of teaching: / / UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 7: Looking back & project I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -use grammar to do exercises -give plently of time to brainstorm ideas for a group activity 2. Skills: Drill reading , listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1. Vocabulary: lexical items related to the topic 2.Structure: +My father works harder than Lans’ +A lion runs faster than a horse 3.Grammar: III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Encourage Ss to complete Looking -What do you like about the Introduction Back without refering to the previuos coutryside ? sections in the unit .Ss should use -What don’t you like about the what they remember from the unit to countryside ? complete this section Class work Presentation (10’) 1.Use the words and phrases in the Ss complete this exercise Key: box to describe the picture .A word / independently Picture a: phrase may be used for more than peaceful,vast,quiet, one picture pasture,paddy field -Ask Ss complete this exercise Picture b:quiet , independently paddy field,harvest time , -Correct the answers rice
32. Picture c: peaceful,vast,quiet, nomadiclife, inconvenient ,pasture,cattle,horses 2.look at each picture and write a Ss complete the task independently Key: sentence describing each person is 1.A boy is riding a horse doing .Use the verbs in brackets 2.A man is herding his -Ask Ss complete this task cattle/sheep independently .They can then 3.A girl is picking apples exchange their answers with a partner (fromn apple tree ) -Check as a class 4.A boy is flying a kite 5.The children are around in the fields /countryside 6.A woman is collecting Practice(15’) water from the river 3.Look at the pictures and complete Ss do the exercise in pairs Key: the sentences .Use suitable 1.faster than comparative of the adverbs in 2.earlier than brackets 3.better than -Ask Ss to read the situations 4.more skillfully than carefully and decide which two 5.more beautifully than things are being compared -Let Ss may refer to the completed sentences in 3 as a guide for this sentence completion 4.Read the situations below and Pairwork Key: complete the sentences with suitable 1 faster than a camel forms of the adverbs in brackets 2 more happily than -Ask Ss complete the exercise those in the city independently and then compare their 3 more heavily on the answers with a partner weather than people in -Check as a class many other jobs Further practice (12’) 4 worse than I do 5.Work in groups Ss work in groups You are planning a trip to the What will you do during the trip ? countryside .Work together and Write the answers in the table below answer the question : -Ask Ss work in groups .They take turns to ask the questions and note down the answers -Call the groups then assigns a group representative to report *Finished : Ss work individually -Ask Ss to complete the self- assessment -Let Ss discuss what difficulties remain and what areas B. Project :I love the countryside Ss work in groups -Divides Ss into groups and instructs them on what they have to do -Hand out two pieces of paper –one for brainstorming ideas
33. -Have Ss present their countryside pictures in the next lesson .when all the groups have given their presentation ,the whole class can vote for the best Homework(3’): Prepare unit 3 lesson 1 DESCRIPTION OF UNIT 3 By the end of the unit, Ss will be able to: - Pronounce words containing clusters: /sk/, /sp/ and /st/ correctly in isolation and in context. - Use the lexical items related to cultural groups of Viet Nam. - Ask and answer different question types. - Use articles a, an, the. - Talk about the life of ethnic groups. - Listen for specific information about a traditional groups. - Read a passage about the life of ethnic groups. - Write a recipe for a traditional dish. Period: Date of planning: / / Date of teaching: / / UNIT 2: PEOPLES OF VIET NAM Lesson 1: Getting started-At the museum of Ethnology I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -get acquainted with the topic about ethnic groups of Viet Nam. 2. Skills: Drill reading , listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Different cultural groups of Viet Nam. 2.Structure: 3.Grammar: + Questions with question words. + Articles: a, an, the. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Team work Warm – up.( 5’): T: Ask Sts to do in two teams to solve the cross word Crossword puzzle. The team with the more points wins the game 1. I’d like to buffaloes in the fields 2. The farmers are very busy during harvest time 3. Have you ever ridden a .? 4. People in the country are often open and 5. There are many . paddies in my hometown 6. I think . life is more interesting than . city life
34. H E R D T I M E H O R E S F R I E N D L Y R I C E C O U N T R Y Presentation (10’) Class work *Vocabulary Vocabulary -Ethnic (a) -ethnology(n) -ethnic group (n) -boring(a) -interesting -majority -minority Set the scene: Class work -southern Ask Sts to look at the picture in Getting started and Ask Sts some questions: 1. Can you guess who are they? 2. Where are they? 3. What are they talking about? Ss: Answer the questions T: Quickly write Ss’ answers on the board - Play the recording Ss: Listen and read the dialogue T: Ask Ss if their guesses on the board are correct T: Give some new words Practice(20’) 1 a: Find the opposite of these words Ss to do Ex individually Key: T: Ask Ss to do Ex individually 1. interesting T: Ask them to share the answers with their partner 2. largest T: Ask one to write the answers on the board 3. minority S: Write the answers on the board, others correct then 4. southern give the right answers. 5. 1 b: Answer Ss work in pairs Key: T: Ask sts to answer the questions orally without 1.They are in the reading the dialogue Museum of Ss: Ask and answer in pairs Ethnology T: Call two Ss write on the board 2.They want to know Ss: Write the answers on the board about the ethnic T: Ask them to read the conversation and check the groups of VN answers 3. They are 54 Ss: Read then check the answers 4. The Viet ( Kinh) T: Call Ss to correct have the largest population 5. Yes, they do. 1 c: Find the expressions Ss work individually Ask Sts to read the conversation again then find the expressions Expression:
35. T: Ask Ss to do Ex a individually + Exactly T: Ask them to share the answers with their partner + How interesting! T: Ask one to write the answers on the board + I see S: Write the answers on the board, others correct then + That’s awesome! give the right answers 1d: Work in pairs Ss work in pairs Ask Sts to role- play the example conversation in pairs Encourage Sts to use How + adj ! 2: Label the picture Work in pairs Key: T: Ask Sts to look through the pictures ten read the 1.five- colored sticky words and phrases then work in pairs and label each rice picture 2.terraced fields Ss: Work in pairs 3.festivals T: Help Sts to read the words correctly 4.folk dance T: Ask Sts to give their matching 5.open – air market S: Give their answers 6.musical instrument T: Ask Sts to give their explanation for their matching 7.costume and give the meaning of the words and phrases 8.stilt house T: Help them if necessary 3: Complete the sentences Ss work individually Key: T: Ask Ss work individually to fill the words or 1. ethnic phrases from the box in to each gap 2. heritage site Ss: Work individually 3. stilt houses T: Have them compare the answers with their partners 4. festivals Ss: Compare 5. member T: Ask for Sts’ answers then give correction 6.terraced fields Further practice (7’) 4: Complete the table Ss work in pairs Quick quiz game: Ask Ss to work in pairs and complete the table 1-Which ethnic group Ask them to write answers on the board has the smallest Ask sts to add more words to the table population? – The Ss: Add more words to the table. Odu group T: Ask Ss to play the game : Quick quiz 2- Do the Hmong have T: Guide how to play the game their own language? Divide the class into two teams, the monitor controls Yes the game. The team which is faster and has more 3- Where do the Coho correct answers wins the game live?- Lam Dong 4- What color is the Nung’ s clothing? Dark indigo 5- Which group has the largest population, the Tay or the Thai? – The Tay 6- Whose arts are displayed at the museum in Da Nang? Homework(3’): The Cham’s Prepare unit 3 lesson 2 Period: Date of planning: / / Date of teaching: / /
36. UNIT 3: PEOPLES OF VIET NAM Lesson 2: A closer look 1 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Practice the vocabulary and pronunciation of the unit 2. Skills: Drill reading , listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Different cultural groups of Viet Nam. 2.Grammar: + Questions with question words. + Articles: a, an, the. 3. Sounds: / sk / , / sp / , /st/ III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’)Brainstorm Class work Warm – up.( 5’): + Where the H’mong live Brainstorm + What their costumes are + Their way of life + Their culture T: Help Sts some information if they don’t know Pre-listening (10’) Vocabulary Class work *Vocabulary + major +minor +complicated +insignificant + basic + ceremony + waterwheel + shawl 1: Match T: Ask Sts to read the Ss do Ex individually + basket adjectives in column A and match them with the opposites words / phrases in column B S: work in individually then compare with their partner T: Ask them to give the answers S: Compare the answers with their friends’ on the board then give the correct answers While-listening(15’) 2: Use some words from 1 to Ss work individually Key: complete the sentences 1.major T: Ask Sts to work in individual 2.minor Ss: Work in individual 3.complicated T: Ask some Ss to give the answers 4.insignificant Ss: Sts write the correct answers on 5.basic the board
37. T: Ask the whole class to give comment Ss: Give comment and correct T: Ask Sts to read the whole sentences 3:Work in pairs Ss work in pairs Key: T: Ask Ss to work in pairs to 1. ceremony complete the words form the pictures 2.pagoda given 3.temple Ss: Work in pairs 4.waterwheel T: Have them complete the words 5.shawl Ss: Complete the words 6.basket T: Ask them to write the words on the board Ss: Remark and correct T: Ask them to give other words which are related to the life of ethnic minority people Post-listening (12’) 4: Listen and repeat the words Ss work individually T: Ask them to listen to the recording then repeat the words they hear S: Listen and repeat the words they hear T: Call some Sts to read the words they hear aloud S: Read aloud the words T: Correct their pronunciation 5: Listen and put the words in the Ss work in pairs Key: right column /sk/ skate board, school, T: Ask Sts to listen again basket, task S: Listen then compare the answers /sp/: speech, display, with their partner crisp, space T: Ask them to give the answers then /st/: stamp, first, station, correct. instead 6: Listen and read the following Individual work sentences. T plays the recording two or three times, helps St recognize all the words with /sk/, /sp/, /st/ T: Ask Sts to find the words that have the sounds /sk/ , /sk/ , /st/ Homework(3’): Prepare unit 3 lesson 3 Period: Date of planning: / / Date of teaching: / / UNIT 3: PEOPLES OF VIET NAM Lesson 3: A closer look 2 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to :
38. - Review: + Articles ( a, an, the) + All types of questions and question words 2. Skills: Drill reading , listening , speaking and writing mainly. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Different cultural groups of Viet Nam. 2.Grammatical structure: All types of questions and question words III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Review Asking: How many types of questions have you learned? Sts: work in groups of 4 then find out the answer for the question in only two minutes Ask Sts to give answers Call others to give comment T: Correct Sts’ answers on the board then ask them to make some examples for each type of questions S: Make examples Presentation (5’) *Vocabulary: Vocabulary: Class work Ss do Ex individually Questions: Review: Tay family When, where, who, which how 1: Read the passage Ss work individually Stilt house T: Ask Sts to do the exercise individually in 5’ S: work in individually then read aloud to the class T: Correct their pronunciation , intonation and stress and give explanation if necessary Practice(20’) Key: 2: Write the questions for the Ss work in pairs 1.Who is living in the answers house/ T: Ask Sts to work in individual 2.How many children do Ss: Work in individual they have? T: Ask some Ss to give the answers 3.Do the grandparents stay Ss: Sts write the answers on the at home? board 4.How often does Mrs. T: Ask the whole class to give Pha go shopping? comment 5.How far is Vang’s Ss: Give comment and correct boarding school?
39. T: Ask Sts to read the whole 6.When does Vang go sentences home? 7.How do they live? 8.Would they like to live in the city? 3: Complete the questions and Ss work in pairs Key: answers 1. who T: Ask Ss to work in pairs to 2. Which complete the sentences 3.Which Ss: Work in pairs 4.Which T: Ask them to write the missing 5. What words on the board Ss: Remark and correct 4: Work in pairs Ss work in pairs Key: T: Ask Ss to work in pairs to 1.Who does the shopping complete the sentences in your family? Ss: Work in pairs 2.Who is the principal of T: Ask them to write the sentences on our school? the board 3.Which subject do you Ss: Remark and correct like better, English or Math? 4.What is the most important festival in VN? ( The Lunar New Year) 5.Which ethnic group has a larger population, the Khmer or the Cham? (The 5: Underline the correct article to Individual work Khmer: 1,260,600. The finish the sentences The usage of articles: a, an, the Cham: 161,700) T: Ask Sts to repeat the use of : a, an, the . T: Ask them to look at the LOOK OUT in the book to know more about them T: Ask Sts to do the Ex individually S: Work individually T: Call some Sts to read aloud their answers T: Call other Sts to comment Further practice (7’) 6: Write the sentences T: Ask Ss to do this exercise individually S: Do individually then compare the answers with their partner T: Call some Sts to write the answers on the board S: Write on the board T: Call others to remark then give right answers Homework(3’): Prepare unit 3 lesson 4
40. Period: Date of planning: / / Date of teaching: / / UNIT 3: PEOPLES OF VIET NAM Lesson 4: Communication I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -describe and give opinions about peoples of VN. 2. Skills: Speaking 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Different cultural groups of Viet Nam. 2.Grammatical structure: Giving opinions about ethnic groups III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Group work Warm – up.( 5’): Kim’s Play Kim’s game: game - T divides the class into two groups. - T shows ss pictures about some activities and asks ss to have a quick look, then write on the board what activities there are in the pictures - The group has more words wins the game. Pre-speaking (5’) Vocabulary: *Vocabulary: Northwest region, Northeast region, Red River Delta, The Central Highlands, Mekong River Delta While-speaking(15’) 1. What do you know about ethnic Pair work Key: groups of VN? 1.B 2. A 3. C 4. B 5.
41. T: Ask Sts to work in pairs to do the C 6. A quiz S: work in pairs T: Check and give explanation. 2.Matching: Groupwork Key: T: Ask sts to do this task in groups . Northwest region: Viet, H Let them discuss then write down the mong, Lao ethnic groups in the correct box Northeast region: Viet, Ss: do this exercise in groups and Hmong, Nung, Tay give T the answers. Red River Delta: Viet T : confirms the correct answers. The Central Highlands: Encourage sts to add other ethnic Viet, Bahnar, Brau, Ede, groups they know to the list Giarai, Sedang S: add some more if they know Mekong River Delta: T: move round the groups and give Viet, Cham, Khmer assistance where needed . T: Bring the groups back together Post-speking (12’) Groupwork Write on the board subject that Sts can talk about in relation to these groups Elicit these subject if possible Give some facts to facilitate the activity Give sts time to prepare and then let them talk in groups - Complete your speaking about the ethnic groups Homework(3’): Prepare unit 3 lesson 5 Period: Date of planning: / / Date of teaching: / / UNIT 3: PEOPLES OF VIET NAM Lesson 5: Skills 1 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Read for general and specific information about ethnic minorities - Talk about our own ethnic group 2. Skills: Reading,speaking 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Different cultural groups of Viet Nam. 2.Grammatical structure: Giving opinions about ethnic groups III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’):
42. Ask sts to look at the picture then Guessing game guess + Who are they? + Where do they live? + What is their population? Pre-reading (5’) Vocabulary: Class work *Vocabulary: canal, cattle, poultry ( chim muông), bamboo, weave cloth ( thổ cẩm), ornament ( đồ Pre-questions: Pair work trang trí ) T: Give sts time to discuss the questions in pairs and then as a class. Encourage sts to make guesses if they are not sure Call some sts to read the questions from aloud. As sts read the questions aloud, T reminds the rest of the sts to think about what the answer will be, without looking at the text. Ask sts to read the text and underline any words they don’t know. Let sts read in chorus once. Call on some sts to read aloud to the class. Check their pronunciation and intonation. Explain the new words and clarify anything difficult. While-reading(15’) Key: 2. Task 2:- Ask sts to read the text Individual work 1. farmers again and answer the question 2. bamboo individually. 3. stilt - Have sts compare the answers with 4. songs a classmate. 5. ceremonies - Call some sts to write the answers on the board and T : ask them to explain their answers. - T: confirm the correct answers. 3.Exercise 3: Pair work Key: - Ask sts to read the text again and 1.Yes, they do answer the questions in pairs. 2.Their main food is rice - Have sts compare the answers with 3.It is well known for
43. a classmate. being unique, colorful and - Call some sts to write the answers strong on the board and T: ask them to 4.Thai women do explain their answers. 5.They worship their - T: confirm the correct answers ancestors Post-reading (12’) 4.Read some facts about the Bru- Group work Van Kieu peolple and the Khmer Look at the two pictures and ask and people answer some questions about them. -Ask sts to read the facts about the Bru- Van Kieu people and Khmer people -Divide the class into two groups, ach preparing to talk about one ethnic group. Otherwise, Ss may work in apirs, each of them talks about about one ethnic group. -Some volunteers to present to the rest of the class 5.Talk about your own ethnic Group work group Work in group to talk about their own ethnic group. Ask them to focus on one or two aspect such as clothing, food, ways of living, customs, and traditions, festivals, beliefs, Encourage sts to talk about changes in the life of the people over time Homework(3’): Prepare unit 3 lesson 6 Period: Date of planning: / / Date of teaching: / / UNIT 3: PEOPLES OF VIET NAM Lesson 6: Skills 2 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Listen to get specific information about a traditional apeciality - Write a paragraph about how to cook a traditional dish 2. Skills: Listening, writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Words related the topic. 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Give Sts some suggestions: rice, Guessing game colour, Tet, tradition -> Which food
44. is it? Ss: Discuss then give the answer -> Sticky rice Pre-listening (5’) 1.Pre task. Class work + Do you like sticky rice? + When do we traditionally have Structures: Questions with question sticky rice? words. While-listening(15’) General questions. 2.T or F. -Play the recording once then ask sts Individual work Key: to listen carefully and tick True or 1. T False according to what they hear in 2. F the passage 3. T - Ask them to give the answer 4. T - Play the recording again then check 5. F 3.Complete sentences - Ask sts to listen again then Individual work Key: complete the sentences 1. - Sts listen then write down the words 2. they hear 3. - Play the recording again for them to 4. check 5. - T: Correct as a class Post-listening (12’) 4.Read thwe notes Individual work Ask sts to read the note carefully S: Read the note carefully 5.Change the notes Have sts write full sentences to show Individual work the steps to cook the rice Make sure that they use proper connectors first/ firstly/ second/ Connectors: first/ firstly, second/ secondly/ and pay attention to secondly spelling and punctuation Collect some Sts’ writing papers and mark them then give comments to the class Homework(3’): Prepare unit 3 lesson 7 Period: Date of planning: / /
45. Date of teaching: / / UNIT 3: PEOPLES OF VIET NAM Lesson 7: Looking back & project I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Use action verbs to talk about ethnic peoples - ask and answer different question types - Use articles: a, an, the - Pronounce the words containing cluters/ sk/ , / sp/ , and / st/ - write a paragraph about how to cook a traditional dish 2. Skills: Listening, writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: Words related the topic "People of Viet Nam " 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Ask sts to come to the board to write Brainstorm as many ethnic peoples as possible. Presentation (10’) Vocabulary: Individual work Ex 1; T: Let sts repeat the words as a class 1. cultural groups to practice pronunciation 2. communal, Ask sts to complete the exercise activities individually 3. costumes, diverse Ask them to share the answers with 4. ethnic their partner 5. unique Ask them to give the answer with Individual work Ex 2 ethe whole class 1. Cultural Give the correct answers 2. Peaceful 3. Richness 4. diversity Practice(17’) 5. Traditional Grammar: 3.Activity 3 Key.Make questions Ask sts to read the passage aloud 1. What are these houses Clarify any difficulties built on? Ask sts to do the task in pairs 2. Where is the entrance? Call them to give the answers aloud 3. Which house is the Ask class to give comments largest, tallest and the Give the correct answers most elaborate building in the village? 4. What is it built for? 5.Who can sleep in this house 4.Activity 4: Individual work T: Ask sts to complete the exercise
46. individually Review Article: a, an, the. Ask them to share the answers with their partner Ask them to give the answer with the whole class Give the correct answers Activity 5 : Write true sentences Individual work about yourself Ask sts to work individually then compare the answers with their Article: a, an , the partner T: Call some sts to write the answers on the board T: Confirm the answers Further practice (15’) * Communication. Role play Pairwork T: Ask sts to work in pairs. Take turn to ask about the cultural groups of VN. The person asking can look at the book. The first person to get five correct answers is the winner Homework(3’): Prepare Review 1 lesson 1 Period: Date of planning: / / Date of teaching: / / REVIEW 1 Lesson 1: Language I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -revise what they have studied and practiced in units 1, 2 and 3. 2. Skills: Listening, writing 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: From unit 1 to unit 3. 2.Grammar: Comparative, article, gerund and infinitive after some verbs. 3. Pronunciation: /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Ask Ss some Questions Chatting T may ask Ss what they have learnt so far in terms of language and skills. Summarize their answers and add some more information if necessary. Encourage Ss to recall and speak out as much as possible.
47. Presentation (15’) *Pronunciation 1. Listen and repeat the following Class work words and phrases. T plays the recording and Ss repeat. Play the recording as many times as necessary. Pause and correct Ss’ pronunciation. 2. Listen to the sentences and Individual work Key: underline the words with /sk/, /sp/, 1. I used to climb tress /st/, /br/, /pr/, /bl/, and /cl/ in the when I was small. following sentences. Then read the 2. How can we improve sentences aloud. our speaking skills? Play the recording two or more times, 3. How annoying, the if necessary. Help Ss recognize all stadium has closed! the words with /sk/, /sp/, /st/, br/, pr/, 4. I want to buy a blue /bl/, and /cl/ then underline them ad skirt for my mother. instructed. T may ask Ss to read the 5. ‘On a dark day, I saw a sentences as a class, or individually. witch riding a broom in Check pronunciation and intonation. the sky ’ *Vocabulary 3. Organize these words and Individual work Key: phrases into pairs of opposites and Peaceful – noisy write them in the blanks. hard - easy Ss do the task individually and then boring - exciting share their answers with a partner. Forget – remember Check Ss’ answers. traditional – modern country life - city life Love - hate majority - minority 4. Put a verb in the correct form in Individual work Key: each gap to complete the sentences. 1. like/ enjoy, listening, Ss do this exercise individually. T visiting may ask some Ss to write their 2. forget answers on the board. T corrects as a 3. flying/ to fly class. 4. mind, to do/ doing 5. Playing/ to play Practice(15’) *Grammar 5. Complete the sentences with the Individual work Key: correct comparative form of 1. later 2. more adverbs from the adjectives in 3. more brackets. fluently 4. Ss do this individually and compare Better their answers with a partner. Call 5. more simply 6. some Ss to go to the board to write Faster 7. More their answers. Others Ss comment. T carefully corrects as a class. 6. Fill each blank with an article (a, Ss do the task individually Key: 1. a 2. an, or the) to complete the passage. an 3. the Ss do the task individually. T checks. 4. the 5. Call some Ss to read the whole the 6. a
48. passage. Further practice (5’) Everyday English 7.Match the sentences in A with Ss do the task individually Key: 1. b 2. e those in B. Then practice with a 3. a friend. 4. c 5. d Ss do the task individually. Then they practice in pairs. After checking their answers, ask one or two pairs to act out the dialogues. Homework(3’): Prepare Review 1 lesson 2 Period: Date of planning: / / Date of teaching: / / REVIEW 1 Lesson 2: Skills I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : -revise what they have studied and practiced in units 1, 2 and 3. 2. Skills: Reading, speaking, listening, writing. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: From unit 1 to unit 3. 2.Grammar: Comparative, article, gerund and infinitive after some verbs. 3. Pronunciation: /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Ask Ss some Questions Chatting T may ask Ss what they have learnt so far in terms of language and skills. Summarize their answers and add some more information if necessary. Encourage Ss to recall and speak out as much as possible. Presentation (15’) Reading 1. a.Read the following letter from Individual work Key: 1. T 2. T Kim to her pen friend, Jon. 3. F a Tick (v) true or false. 4. T 5. F Ss do the task individually, then check with a partner. T corrects. b. Write questions for the Pairwork Key: underlined phrases in the letter. 1. Which museum does Ss do the exercises in pairs. T Kim love to visit an corrects as a class. Saturday afternoon?
49. 2. How many (clay and stone) objects are display at the museum? 3. What can you learn in this museum/ Da Nang Practice(15’) Museum? Speaking 2 Work in pairs. Talk about what Pairwork your family members like to do in their free time. Ss work in pairs and talk about what their family members like to do in their free time. Encourage them to talk as much as possible, using the verbs of liking they have learnt. After some time, T may last Ss swap pairs and continue to talk. T goes round and gives assistance if necessary. Listening 3 Listen to the passage and choose Pairwork Key: 1. B the correct answer. 2. A Play the recording once or twice. Ss 3. A listen and choose their answers. 4. C Play the recording again for Ss to 5. B check their answers. Explain the new words or anything difficult if necessary. Further practice (7’) Writing 4 Giving your opinion Sample writing: Write a paragraph giving your Ss do the task individually Inmy opinion, life in the opinion about life in the You may begin like this: countryside has many countryside. In my opinion/ I think life in the good points. Firstly, Before writing, have Ss brainstorm countryside has many good points. country folk are friendlier ideas about life in the countryside: Firstly, than city folk. Secondly, advantages, disadvantages, what they life as slower and simpler like and dislike, ect Then explain You may use the following cues: than in the city. The food the writing task. Also have them * People (friendly ) is fresher and the air is brainstorm words and phrases they * Life (peaceful, simple, slow ) cleaner. Finally, there are may need for their writing. * Food (fresh, cheap ) lots of traditional Give Ss time to do the writing task. * Traditional activities activities that we can do in Then collect their papers to check out the countryside such as of class. horse - riding, swimming in the river or kite - flying. Homework(3’): Fro these reasons, I like Prepare Unit 4 lesson 1 country life. DESCRIPTION OF UNIT 4 By the end of the unit, Ss will be able to: - Pronounce words containing clusters: /spr/, /str/ correctly in isolation and in context. - Use the lexical items related to the topic “ customs and traditions”.
50. - Use should and shouldn’t correctly and appropriately to give advice. - Express obligation and necessity using the correct form of have to. -Ask about and describe different customs and traditions. - Listen to get specific information about a traditional dance of an ethnic group in Viet Nam. - Read for specific imformation about family customs and traditions. - Write a description of a traditional Japanese dance. Period: Date of planning: / / Date of teaching: / / UNIT 4: OUR CUSTOM S AND TRADITIONS Lesson 1: Getting started I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - get some information about our customs and traditions 2. Skills: Reading, speaking, listening, writing. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: customs, tradition, accept, to pass down, generation, table manner 2.Grammatical structure: lexical items related to the topic III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Review Give some pictures of some ethnic Review vocabularies related to ethnic monorities and their traditions and minorities. customs to help students know more about the words “ customs “ and ‘ traditions” before leading to the Getting started Presentation (15’) Vocabulary: *Vocabulary: -custom ( n) -accept (v) Set the scene: -table manner 1: Listen and read -to pass down Ask Sts to look at the picture in Class work Getting started and Ask Sts some questions: 1. Can you guess who are they? 2. Where are they? 3. What are they taking about? Class work Ss: Answer the questions T: Quickly write Ss’ answers on the board
51. - Play the recording Ss: Listen and read the dialogue T: Ask Ss if their guesses on the board are correct Practice(15’) Key: 1a/ Find the the words or phrases 1-accepted that means: 2-generations T: Ask Ss to do Ex a individually 3-spot on T: Ask them to share the answers 4-sharp with their partner 5-social T: Ask one to write the answers on Individual work 6-table manners the board S: Write the answers on the board, others correct then give the right answers then read out the lines in the dialogue that contains the words b/ True or false T: Ask Ss to do Ex a individually Key: T: Ask them to share the answers 1- T with their partner 2- F T: Ask one to give the answers ( there are also social S: Write the answers on the board, ones others correct then give their Individual work 3- T explanation 4- F ( there are a lot of customs for table manners in the UK ) c/ Answer Key: T: Ask sts to asnwer the questions 1.It’s eating dinner at 7 orally without reading the dialogue p.m. sharp Ss: Ask and answer in pairs 2.He’s surprised T: Call two Ss write on the board 3.They both refer to foing Ss: Write the answers on the board Pairwork somethuing that develops T: Ask them to read the conversation over time and check the answers 4.A custom is something Ss: Read then check the answers accepted. A tradition is T: Call Ss to correct something special and it is passed down through the generations 5.They should find information about a d/ Find the sentences in the custom or tradition conversation and fill in the missing Key: words 1- have to Ask Sts to read the conversation 2- should again then find the sentences in the conversation then fill in the missing Individual work words T: Ask Ss to do Ex a individually - Modal verb: Should and have to. T: Ask them to share the answers 1- have to: it’s an obligation – you with their partner have no choice T: Ask two sts to write the answers 2- should: It’s a suggestion or advice
52. on the board – It would be best to follow it S: Write the answers on the board, others correct then give the right answers 2: a/ Match Key: T: Ask Sts to look through the 1- C 2- C or T 3- C pictures then ask them what they see 4- T in each of them then tell tem to fill in 5- C 6- C 7- T the gaps with some customs and 8- C or T traditions of Vietnames people Pairwork Ss: Read the identify the new words they do not know T: Help Sts to read the words correctly T: Ask Sts to give their matching S: Give their answers T: Ask Sts to give their explanation for their matching and give the meaning of the words and phrases T: Help them if necessary b/ Write ( C )custom or T ( tradition) under each picture T: Ask sts to do individually T: Ask them to compare the answers in pairs T: Ask them to give the answers Individual work S: Give the answers then eplain their choice Further practice (7’) 3: Game : Customs and traditions experts T: Ask Ss to work in groups of four Set a time limit of five minutes S: Write down as many local customss and traditions as possible Group work The goups with the most customs and traditions is the winner T: Ask the winning group to present their customs and trditions Other groups add some more if they can Homework(3’): Prepare Unit 4 lesson 2 Period: Date of planning: / / Date of teaching: / / UNIT 4: OUR CUSTOM S AND TRADITIONS Lesson 2: A closer look 1 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Practice the vocabulary and pronunciation of the unit 4.
53. 2. Skills: Reading, listening, writing. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: 2.Grammatical structure: lexical items related to the topic 3.Sounds: / spr / , / str / III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Review Give some pictures of some ethnic Review vocabularies related to ethnic monorities and their traditions and minorities. customs to help students know more about the words “ customs “ and ‘ traditions” before leading to the Getting started Pre-listening(5’) Vocabulary: * Some expressions: - It’s the custom for Sb to do St. - There is a tradition that Clause. Class work - According to tradition + clause. - Words and expressions related to customs and While -listening(20’) traditions. 1: Match Key: T: Ask Sts to read the first halves of 1- e 2- d 3- a 4- g 5- sentences in column A them with b 6- c 7- f the second halves in column B S: work in individually then compare with their partner Individual work T: Ask them to give the answers S: Compare the answers with their friends’ on the board then give the correct answers. 2: Complete the expressions T: Ask Sts to work in individual Ss: Work in individual T: Ask some Ss to give the answers Ss: Sts write the correct answers on the board Individual work T: Ask the whole class to give comment
54. Ss: Give comment and correct T: Ask Sts to read the whole expressions 3:Read the following customs and traditions T: Ask Ss to work in pairs to complete the activity Ss: Work in pairs T: Ask them to give their ideas Pairwork Ss: Remark and give comments 4: complete the sentences T: Ask Sts to work in individual Ss: Work in individual T: Ask some Ss to give the answers Ss: Sts write the correct answers on the board Individual work T: Ask the whole class to give comment Ss: Give comment and correct T: Ask Sts to read the whole sentences Post-listening (12’) 5: Listen and complete the words Key: T: Ask them to listen to the recording 1- straw then complete the words they hear 2- street 3- spring S: Listen and complete the words 4- spray 5- astronaut they hear Clusters: /spr/, /str/ 6- frustrated 7- espresso T: Call some Sts to read the words Pairwork 8- newsprint they hear aloud S: Read aloud the words T: Correct their pronunciation Pay attention to the sounds / spr / And / str / 6: Listen and circle the words with the sounds / spr / And / str / T: Ask Sts to listen to the recording S: Listen then compare the answers with their partner T: Ask them to give the answers then Individual work play the recording again to check their answers T: Ask Sts to find the words that have the sounds /spr/ , /str/ Homework(3’): Prepare Unit 4 lesson 3 Period: Date of planning: / / Date of teaching: / /
55. UNIT 4: OUR CUSTOM S AND TRADITIONS Lesson 3: A closer look 2 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be able to : - Review : + “should and shouldn’t” to express advice + “have to” to express obligation or necessity 2. Skills: Reading, writing. 3. Attitude:Ss must have good attitude towards the co-operation 3. Competencies: Presenting opinions and giving comments to others’ opinions II. Main languages: 1.Vocabulary: 2.Grammatical structure: related to modal verbs: should, have to. III. Teaching aid: lesson plan , visual pictures IV. Procedures Teacher’s activities Ss’ activities Contents Warm – up.( 5’) Class work Warm – up.( 5’): Review T: Give a situation: “ Your brother is Modal verbs: going out with a friend. The weather Should, have to. forecast says it’s a hot sunny day. Give hime some advice T: Encourage sts to give their advice freely If sts mention “ should or shouln’t , tell them that in this lesson they are going to review “ should or shouln’t to express advice about customs and traditions Remind sts of the modal verbs Presentation(10’) 1: Look at the pictures and Individual work Key: complete the sentences with “ should 1- should 2- shouln’t or shouln’t” 3- should T: Ask sts to look at the pictures and 4- shouln’t 5- should quickly describe what they see T: Ask Sts to do the exercise individually in 5’ S: work in individually then read aloud to the class T: Correct their pronunciation , intonation and stress and give explanation if necessary. 2: Match the situations in A with the Individual work Key: advice in B. 1- b 2- c 3- e 4- d T: have the sts read the situations in 5- a A to make sure they understand them T: Ask Sts to work in pairs Ss: Work in pairs T: Ask some Ss to give the answers Ss: Sts read the answers aloud T: Ask the whole class to give