LESSON PLAN - So Giao duc va Dao tao Phu Yenphuyen.edu.vn/vanban/vb_giaoan/TV_GA_7_110.doc · Web viewMai’s request Hoa’s conformation + can you go shopping + certainy I will

LESSON PLAN SCHOOL: NGUYEN TRAI CLASS: 10 SUBJECT: ENGLISH TEACHERS: NGO CONG MINH – LE THI HONG

HANH SCHOOL YEAR: 2009 - 2010

UNIT 1: A DAY IN THE LIFE OF…

LESSON : READINGI. OBJECTIVES : By the end of the lesson, Ss will be able to read a passage and have and

adequate understanding about the daily routine in the life of a farmerII. LANGUAGE FOCUS :+ Grammar : simple present, progressive present+ New words : relating to the farmer’s daily activitiesIII. TEACHING AIDS : pictures, handout worksheet, projectorIV. PROCEDURE

Stage

Time needed

Teacher’s activities Students’ activities

I. Warm-up (5’) - Shows pictures of some people who are working- ( doctor, typist, football player, engineer, farmer)- asks:+ what does he/ she do ?+ what does a farmer do ?- says : to understand more about the life of a farmer , let’s come to Unit 1- lesson reading

Work individually and give answers

II. Pre- reading (7’) - Has Ss ask and answer questions about their daily activities- Comments- Uses pictures relating to the farmer’s daily activities to teach the word meaning

New words :+ lead the buffalo to the field+ plough (v, n)+ harrow (v, n)+ pump (v)+ transplant (v)+ fellow (n) } ( synonym ) friend+ peasant (n) } farmer

Work in pairs Give feed back

III. While reading (20’)

* Task 1- Has Ss open their book to read the text silently and do the task that follow- Guides Ss to scan to get the information- Comments

-Work individual- Do the exercise and give feed back.

* Task 2- Has Ss read the text again then answer the questions- calls some pairs to answer the questions (closed pairs, opened pairs)- comments- has Ss close the book taken ask and answer about Mr Vy and Mrs Tuyet according to the passage.* Task 3- has Ss do task 3 after explaining the requirement- has Ss scan the text to get information to fill in the table- divides the class into 3 groups to make a brief note about Mr Vy and Mrs Tuyet’s daily routine in the morning; in the afternoon; after dinner- calls some Ss to present their answer on the projector - comments

Work in pairs

Work in pairs

Work in group Listen and comment

IV. Post reading (10’)

- has Ss talk about their father and mother’ s daily activities

Work in group

- calls some representative to present their passage in front of the class- comments

V. Home work (3’) - has Ss learn the new words by heart- has Ss read the text carefully to remember Mr Vy and Mrs’s Tuyet’ daily routine- has Ss write a passage about 80 words talking about your father or mother’s daily routine.

UNIT 1 : A DAY IN A LIFE OF…LESSON : SPEAKING

I. OBJECTIVES : By the end of the lesson, Ss will be able to use the present simple to:+ ask & answer some information about their daily routines+ talk about their daily activities and their classmateII. LANGUAGE FOCUS :

- Grammar- New words

III. TEACHING AIDS : pictures, handout work sheetsIV. PROCEDURE :

Stage

Time needed


I. Warm-up (5’) * Match the words with the pictures- divides the class into 2 sides (A and B). Each side has one representative in front of the desks- Fixes the pictures of subjects on the board – Hands out the words on subjects for two sides- Announces the winner who has more correct words under the pictures

- Work in groups

- match the words with the pictures

II. Pre- speaking (10’)

* Task 1 :- asks Ss to open their books at the page 15 and look at Quan’s activities in the time table- asks : + what time dose Quan have civic education lesson on Monday ? Ss : he has civic education lesson at 7.15am+ what lesson does Quan have at 7.15 on Monday ?Ss : at 7.15 on Monday he has civic education lesson-asks Ss to do Task 1 as the model- walks around the class and helps Ss if necessary-invites some pairs to practice their dialogues

- answer individually

- work in pairs- comment

III. While - speaking (15’)

* Task 2 :- Describes Quan’s activities, using the picture below- asks Ss to look at picture (a) and answer the question+ what does Quan do at 14:00 ?Ss : he gets up ( after talking a short nap) at 14:00- Asks Ss to do Task 2 as the model- walks around and helps Ss if necessary- calls some groups to present their results- calls some Ss to present the whole Quan’s daily


- work in groups

activities- comment

IV. Post- speaking (13’)

* Task 3 :- asks Ss to talk about their daily routine in pairs- walks around and helps Ss if necessary- invites some Ss to talk about their daily routine in front of the class- comments

- Work in pairs

- present individual

V. Homework (2’) - has Ss write a passage from 80- 100 words about your daily routine

Write the homework

LESSON PLANUNIT 1: A DAY IN THE LIFE OF …LESSON: LISTENING

I. OBJECTIVES : By the end of the lesson, Students will be able to :+ Listen about one’s daily activities+ Listen to number the pictures in their correct order+ Listen to choose the True/ False statements

II. LANGUAGE FOCUS : + Grammar+ New words

III. TEACHING AIDS : The cassette playerIV. PROCEDURE :

Stages Times needed


I. Warm-up (3’) - Has Ss arrange words into the meaningful words+ jumbled words :

APNLE RITNA CLCOY YBCLCEI

- Checks the result and give the situation:- Says : my father is a pilot. He often travels around the world by his plane.- Shows a picture and asks...+ Who is he ? He is a cycle driver- Says : to understand about a cycle’s daily activities. Today you’ll listen to the tape

work in group of 4

works individually

II. Pre- listening (8’) - Asks Ss to answer the question:1. Have you ever traveled by cycle ?2. 2. When was it ?3. Is it interesting to travel by cycle ?4. Which do you prefer, going by bicycle or by

cycle ? Give reason ?- Comments- Has Ss listen and repeat some words which related to the passage in the tape.+ district + office + purchases+ drop + ride + food stall+ routine + pedal+ passengers + park

work in pairs

read in chorus

- Explains some difficult words : + district (n) (example)+ pedal (n) (picture)+ purchases (n) (translate)+ food stall (n) (picture)

work individually

III. While-listening* TASK 1 (12’)

* TASK 2 (8’)

- Has Ss look at the pictures (on page 16) and guess the order of the pictures describing- Mr Lam’s morning activities-Says : you’ll hear Mr Lam, a cycle driver in HCM city, talk about his morning activities. Listen the tape and number the pictures in their correct order- Has Ss listen to the tape 1st time- Checks Ss answers- Has Ss listen again & checks- Has Ss listen to the tape the last time & checks- Has Ss listen to the tape to decide whether the statements are true/ false- Has Ss listen to the tape three times and checks after times listen (explains the answer if necessary )

work individually & compare the answers with the partners

listen and number the pictures in their correct order

work individually

IV. Post- listening (12’)

- Has Ss take turns to ask and answer questions about Mr Lam’s activities, using the cues below+ name + occupation+ star work + passengers+ lunch + rest- Then retell his story to the class

work inpairs

V. Homework (2’) -Has Ss write a passage ( about 50-60 words) talking about Lam’s morning activities- Prepare new lesson : writing+ Find the word meaning :

1. stared death in the face2. fasten our seat belt3. dip4. overjoyed

UNIT 1: THE DAY IN THE LIFE OF…LESSON : WRITING

I. OBJECTIVES: By the end of the lesson, students will be able to :+ understand the context, language and the structure of a narrative+ write a narrative about a hotel fire and use the giver instruchons / promptsII. LANGUAGE FOCUS - Grammar- New words : stared death in the face, fasten our seat belts, dip, we had only minutes to liveIII. TEACHING AIDS : The extra board,IV. PROCEDURE

Stage Time needed

Teacher’s activities

I. Warm- up (3’) - Asks+ Have you ever heard an interesting story /a frightening story ?+ where / when did it happen ?+How did you feel about that ?- After having Ss answers T says : today you will read a model narrative to know how to write it.

Work individually

II. Pre- writing (10’) Task 1:-Has Ss look at the text book (page 17&12) . Read the model narrative in silence- Explains some difficult words and phrases* New words :+ stared death in the face (translation)+ fasten our seat belts( picture)+ dip( synonym)+we had only minutes to live ( explain)- Has Ss read and find all the verbs that are used in the past simple and the connectors (times expressions) in the story

Read in silence

Work individually

III. While-writing (20’)

* Task 2 :- Has Ss identify the events, the climax, and the conclusion of the story. Then report their results in front of the class- Walks around the class and helps Ss if necessary* Tasks 3:- Has Ss use the prompts below to build up a narrative about a hotel fire- Then provides 2 or 4 extra boards for 2 or 4 groups to write their narrative on- Goes around the class to check Ss’ practice and helps them if necessary

Work in groups

Work in groups

IV. Post-writing (10’)

-T asks 2 or 4 Ss to hang their extra boards on the board and guides the others to find out the common mistakes-T directs Ss to correct the mistakes-T gives feed back-T gives the key

- Ss look for the mistake- Ss correct the mistake

V. Homework (2’) - Has Ss rewrite the narrative correctly+ prepare new lesson : “ language focus”

pronunciation : / I / - / I :/ grammar and vocabulary1. the present simple2. adverbs of frequency3. the past simple

UNIT 1 : A DAY IN THE LIFE OF…LESSON 5 ( LANGUAGE FOCUS )

I. OBJECTIVES : By the end of the lesson, Ss will be able to :+ pronounce exactly and fluently the sounds / i / & / i: / in words and in sentences+ use the simple present, the simple past and advs of frequency in speaking and writingII. TEACHING AIDS : a cassette, pictures, handoutsIII. PROCEDURE :

Stage Teacher’s activities Students’ activities

Time neededI. Warm-up (5’) - Sticks four pictures (of a bee, a ship, a sheep and money)

on the board.- gives four pieces of paper with above words- has Ss stick them to the correct pictures- gives corrections- asks Ss to pronunciation those words leads in the new lesson

-Work in groups- stick words to pictures

II. PronunciationActivity 1 (5’)

Activity 2 (5’)

* listen and repeat-writes two sounds / i / & / i: / on the board- plays the cassette twice-plays each sound- plays the words in the text book-plays each word gives corrections* practice these sentences- plays the cassette once- plays and pauses sent. by sent.- asks Ss to pick out the sound / i/ or / i:/ gives correctionsmore exercises :

- plays a tape- has Ss pick out the words containing the sounds /

i/ & / i:/

-repeat-look at the book and listen-listen and repeat in chorus-listen-repeat in chorus-repeat the sounds-work individually

III. Grammar and vocabulary (28’)

Activity

Activity

- asks :+ what do you do in your free times ?+ what kinds of spots do you like ? which tense is used in these sentences introduces the exercise* Exercise 1 :- has Ss do ex 1- checks the resultasks : how often do you play tennis ? how often do you go to the cinema ? notes : positions of adverbs of frequency- has Ss do ex.2- checks the result* Exercise 3- asks : + what did you do yesterday afternoon ?+ did you go fishing yesterday ? which tense is used in the sentencesnotes : the formations and usage of the simple past ( passive voice)- has Ss do ex.3- walks around the class and helps Ss if necessary- gives corrections

-Work individual

- work individually- work individually

-group of 4

-answer individually

- group of 4

IV. Homework (2’) * Do the exercises of language focus in work books (page 6)

- write

LESSON PLANUNIT 2 : SCHOOL TALKSLESSON : READINGI. OBJECTIVES : By the end of the lesson, Ss will be able to :

+ read a passage for specific information+ learn how to introduce oneself and express likes and dislikesII. LANGUAGE FOCUS :- Grammar- New words : words related to schoolIII. TEACHING AIDSIV. PROCEDURE

Stage

Time needed


I. Warm-up (5’) * Play a game- T uses an extra board written the list of & topic on- T asks Ss to look at and try to remember the list in 2 minutes :+ sports and games + entertainment+ health problems + hobbies+ holidays + film+ weather + work and study- T takes the extra board away & asks Ss to retell the topics in the list- T checks & find out the winner

- Ss Work individually

- Ss answer individually

II. Pre- reading (7’) - T asks : when you meet your friends, which topics do you often talk about ? - T leads into the new lesson- T asks Ss to list words related to+ subjects : maths, history..+ kinds of school : high school…

Ss answer individually

III. While- reading (15’)

- T asks Ss to sit in groups of four to do the exercise in their textbooks ( task 1)- T corrects their mistakes- T asks Ss to scan the passage and then to do Tasks 2- T asks 2 pairs to present their results before the class- T asks Ss to reread the passage and then do Task 3- T corrects their mistakes.

- Ss work in group

- Ss work in pairs

- Ss work in pairs

IV. Post- reading (15’)

- T asks Ss to sit in groups of 4 and talk about :+ what subjects they like learning best and why+ what they like or dislike doing at school+ what they worry about at school- T asks some groups to present their talks before class

- Work in groups

- Some Ss present their talks before the class while the others list and remark

V. Homework (3’) - T asks Ss to write a short paragrap about them selves. - Ss do homework at home

UNIT 2 : SCHOOL TALKSLESSON : SPEAKINGI. OBJECTIVES : By the end of the lesson , students will be able to make questions and give

responses in small talk

II. LANGUAGE FOCUS :- Grammar- New wordsIII. TEACHING AIDSIV. PROCEDURE

Stage

Time needed


I. Warm-up (5’) - T asks Ss to complete the open conversation in 1 minuteA : ____(1)____________B : Hi, Nam. How are you ?A: I’m fine. Thanks, and you ?B: Very well. Thanks, I haven’t seen you for a long time. Let’s go somewhere for a drinkA: Sorry,______(2)________- T explains something about these sentences - T leads into the new lesson


II. Pre- reading (8’) *Task 1 :- T gives Ss some expressions which are commonly used when people start or close a conversationex : + It’s nice to meet you + Bye + How is everything ? + see you again ………- T asks Ss to do task 1 - T asks some pairs to present their practice before the class- T asks Ss to read these expressions

- Ss listen & remark

- Ss work in pairs- Some Ss present their results before the class while the others listen & remark.


* Task 2 :- T asks Ss to scan task 2 & do it- T asks Ss to practice the dialogue in pairs-T corrects their mistakes if necessary* Task 3 :- T asks Ss to scan task 3 & find out difficult words- T explains their meaning if necessary- T asks Ss to practice the dialogue in pairs- T walks around the class & helps Ss if necessary- T asks some pairs to present their practice before the class

- Ss work individually- Ss work in pairs

- Ss work individually

- Ss work in pairs

- Some Ss present their practice before the class while the others listen & remark


* Task 4 :- T divides the class into groups (T asks Ss to sit in groups of 4 ) - T asks Ss to do task 4- T walks around the class & helps Ss if necessary- T asks some groups to their practice before the class

- Ss work in groups

- some groups present their result before the class while the others listen & remark

V. Homework (2’) - T asks Ss to write about conversation done in groups - Ss do homework at home

UNIT 2 : SCHOOL TALKSLESSON : LISTENINGI. OBJECTIVES : By the end of the lesson, Ss will be able to listen to short conversations and then

match them with suitable picturesII. LANGUAGE FOCUS :+ Grammar+ New wordsIII. TEACHING AIDS : cassette playerIV. PROCEDURE

Stage

Time needed


I. Warm-up (5’) - Shows a picture of Ha Long Bay- asks Ss some questions :+ have you been to Ha Long Bay ?+ do you enjoy spending your holiday in HLB ?+ How do you like the weather in HLB ?- Encourages Ss to make questions about this picture- repeats good statements to lead in the new lesson


- work in pairs

II. Pre-listening (3’) - Suggests Ss to arrange a question in A with a response in B - Goes around and helps Ss if necessary- comments and correct

- work in pairs

- present in front of the class

III. While- listening (15’) &( 30’)

* Task 1 :- Divides class into groups of four - asks class to try describing the picture in the text book - plays the tape and asks Ss to listen to (2 or 3 times) * Task 2 :- plays the tape again and asks Ss to listen and get information- asks Ss to ask and answer question * Task 3 :- plays the tape and asks Ss to fill the missing words into the blanks- goes around and check some- plays the tape and correct

- listen and match the conversation with the pictures

- work in pairs

- work in pairs


- asks Ss to talk about the problem, they have experienced at school

Work in groups

V. Homework (2’) - asks Ss write 5 questions about personal hobbies .describe a picture that the teacher gives

UNIT 2 : SCHOOL TALKSLESSON : WRITINGI. OBJECTIVES : By the end of the lesson, Ss will be able to write or fill in a formII. LANGUAGE FOCUS :

- Grammar- New words : new words related to formsIII. TEACHING AIDS : forms, an extra boardsIV. PROCEDURE

Stage Time needed

Teacher’s activities Student’ activities

I. Warm- up (5’) - gives a game F J O B B I R T H P E R M I S S I O N - Asks the questions1. what do you look for after graduating from high school ?2. Phu Yen is my place of ________3. What is the noun of the verb “permit” ?4. key FORM- Leads in the new lesson

Ss choose the number and answer the questions

Ss guess the key

II. Pre- writing Task 1 (5’)

Task 2 (10’)

- Give some forms and hang an extra board with some questions :1. Do you know what they are ?2. what do you forms for ?3. What sort of information do you often have to provide when you will in a form ?- summarize information of each answer on the board- Asks Ss to match a line in A with a question in B after presenting some new words :+ marital status+ occupation+ block capital+applicable- Asks Ss to work in pair- corrects

Ask and answer in pairs

Work in pairsIII. While-writing Task 3 (5’)

Task 4 (8’)

- Asks Ss to fill in the form- Helps Ss and checks when Ss do - Corrects- Asks Ss to fill in the form

- asks Ss to hang the extra boards while others correct their friend form each other- correct the common mistakes on the extra boards- give the feed back

Work individually

Exchange and conWork individually( 2- 3 Ss work on the boards)


- divides class into 10 groups and asks them to use learnt information to write a form about one of topics below

+ apply for a job+ apply for a scholarship+send money in a bank+ attend to a club+ make a library card

- choose two of them to correct

Work in groups

V. Homework (2’) - Write two of above topics+ prepare new lesson

UNIT 2 : SCHOOL TALKSLESSON : LANGUAGE FOCUSI. OBJECTIVES :By the end of the lesson, Ss will be able to - pronounce exactly and fluently / A/ and / a:/ in words and in sentences- use Wh- questions in writing and communicating- use – ing and to infinitive form of verbs in speaking and writingII. TEACHING AIDS : a cassette / an extra boardIII. PROCEDURE

Stage

Time needed


I. Warm-up (5’) - Writes sentences on the board. I like studying English but my cousin doesn’t. My father has got a car- Underlines the sounds and leads into the lesson

Close the books . One Ss reads and says what sounds are repeated . The sounds / A/, / a:/


Activity 2 (7’)

* listen and repeat-writes two sounds / A / & / a: / on the board- reads the sounds- reads the words in the text bookasks Ss to close the books and numbers two sounds from 1 or 2- read the words in the text book

* practice these sentences- read the sentences- asks Ss to pay attention to the sentence stress- asks Ss to pick out the words containing the sounds / A/, / a:/- correctsmore exercises- asks Ss to rearrange words in correct sounds / A/ or / a:/ : cup, fat, car, stuck, dumb, fast, flood, cartoon, mud, shark- corrects

Open their books

Repeat in chorusRepeat in chorus then in individually

Say loudly the number of the sound heard Open the booksRead the words in pairs

Listen and repeatRead individually as directedWork in pairs

Read the result

Work in groups

III. Grammar & vocabulary (25’)

Practice

- asks Ss these questions+ do you like learning English ?+ why do you want to learn it ?+ how long have you learn it ?

- underlines “learning” & “ to learn” - asks Ss to repeat the usage of gerund and infinitiveExercise 1 :- asks Ss to make question for the following responses

- answer + yes, I do / No, I don’t+ because I want to be teacher+ for 4 years

work in individually

- calls some Ss to write on the board - checks and correctsExercise 2 :- asks Ss to fill in the blanks with an- ing or to infinitive form of verbs- correct

work in groups of four

IV. Homework (3’) - asks Ss to do exercises of language focus in work books

UNIT 3 : PEOPLE’ S BACKGROUNDLESSON 5 : READING

I. OBJECTIVES : By the end of the lesson, students will be able to read the passage about a famous person

II. LANGUAGE FOCUS :- Grammar :+ past simple, past perfect + the structure the first woman to receive a Phid from the sort- New words : some words relating to the field of science III. TEACHING AIDS : - Pictures of some famous people- Hand out (worksheet)- Flash cardIV. PROCEDURE

Stage

Time needed


I. Warm-up (4’) - Asks Ss to close the books show some pictures- asks Ss to give the names and the jobs of these people- asks a question to lead in .Have you ever heard about Marie Curie ? and what do you know her ?- T asks note on the board

Ss :- looks at the picture and tell the names and the jobs- answers the questions

II. Pre- reading (7’) - Presents some words and structures+ tutor (n) + interrupt (v)+ tragic (a)+ realize (v)+ Marie Curie because the first woman to receive a Ph.D from the sorbone = who received a Ph.D from the sorbone

Listens, takes note and reprate after teacher


* Task 1 (5’)- Guides Ss what to do- Have Ss read silently the passage phrases in task1 - checks Ss understanding and corrects the mistakes* Task 2 :(8’)Guides Ss to do the task- Asks Ss to read the passage again and do the task- calls some Ss to give their answers- Have Ss listen to their partners and correct if necessary* Task 3 : (10’)- Asks Ss to read silently once more and get the

-Work in pairs to match the words or phrases and their meanings

- Do the task individually- gives the answer, listen and correct

information to answer the questions . Checks the answer and asks Ss to supply some more information if necessary

- work in pairs to ask and answer- presents their task in front of the class. Listen to their partners and give some more information


- Elicits Ss ‘ meanings of the words provides. Gives meanings of words if necessary- asks Ss to discuss to find some evidences- have some representatives tell their ideas and the others some useful information- gives some cues and asks Ss to summarize the text- call some group leaders to present the summary

- gives the meanings of words

- work in groups to find some evidence- presents the evidences, listen and add some more information- work in groups of 4 to summarize- listen and give comments

V. Homework (3’) - learns words by heart and use the words in “after you read” to make sentences- prepare and tell your partners a life of a Vietnamese famous person

Task note

UNIT 3 : PEOPLE’ S BACKGROUNDLESSON : SPEAKINGI. OBJECTIVES : By the end of the lesson, Ss will be able to ask and answer about people’s

backgroundII. LANGUAGE FOCUS :- Grammar : the past perfect and the simple past- New words : words related to one’s curriculum vitae- Pronunciation : / e/ or /ae/III. TEACHING AIDS : pictures, extra pieces of paperIV. PROCEDURE

Stage

Time needed


I. Warm-up (5’) * Match the information with the two famous people : Marie Curie Uncle Ho

Work in groups

Prison diary

Nghe An

II. Pre- reading (5’) *Task 1 : ( in book)- family - dislike- education - appearance- hobby - experience

Pair- work


* Task 2 : ( in book)- greeting - date of birth- place of birth - home- parents - brother( s)- sister(s) - primary school- secondary school - school work- favourite subject - experience- thanking * Imagine you are a manager. You are an interviewer and 3 & of year friends are interviewees

Work in groups of 4


* Task 3:- the manager informs the two winners and the reasons why…- talk about the person you admire most and the reason why…( Uncle Ho may be of your choices)

Individually work

V. Homework (2’) - practice talking about people’s background- prepare for the next period :+ more information about Olympic champions

Group work

LESSON PLANUNIT 3 : PEOPLE’ S BACKGROUNDLESSON : LISTENINGI. OBJECTIVES : By the end of the lesson , Ss will be able to know Sally’s origin and then they

can try to be a certain Olympic champion if they really love sportsII. LANGUAGE FOCUS :

- New words : words related to sports activities

radium

warraw

Pierrecurie

Marie curie portrait

brilliant

1903

Nobel prize

1911

Uncle Ho’s portrait

Ba Dinh squarEe 79 years

old

- Skills : listening and speakingIII. TEACHING AIDS : picture on medals and ChampionIII. PROCEDURES

Stage

Time needed


I. Warm-up (3’) - Shows a picture and give Ss the quick questions+ what is it / that/ this ?+ do you want one ?+ if you want you can get it, but you have to be the best/ champion a sport competition. And the person who can help you be the champion today is a girl. Who is she ? How is her origin ? Listen to the conversation between bob, the journalist and her

- Ss answer + medal+ yes/ no

II. Pre-listening (7’) - write the important vocabulary items on the board+ general education (n) : any of a exams taken by pupils in British secondary school+ basket ball (n)+ romantic book (n) : love story+ diploma (n) : a certificate awarded for passing an exam completing a course of study+ Olympic (adj.) (n) : international athletic competition held in modern times every four years in a different country.+ divide the conversation into 2 sectionsa/ “ congratulations… two brothers”b/ “ what do you like to do… tell me”

Ss clouted to say the wearing of the words before their teacher’s explanation

III. While- listening (20’) Task 1

- Take the parts of bob and sally- Give Ss time to think of it- Let Ss listen to the tape- Get Ss to decide whether the statements are T or

FAt first I have Ss listen to me and try to fill in the blanks and then I tell them to check it up by looking at their books

- books closed- Ss will be asked how much they can hear


- I give Ss some more question about the conversation (4 or 5 would be a maximum number)- I get Ss to ask and answer questions about sally in front of the class

Work in pairs

V. Homework (3’) Prepare writing lesson

UNIT 3: PEOPLE’ S BACKGROUNDLESSON :WRITINGI. OBJECTIES : By the end of the lesson, Ss will be able to know how to write about people’s

backgroundII. LANGUAGE FOCUS- Grammar : the part simple- New words : words related to people’s background

III. TEACHING AIDS : hand cutIV. PROCEDURE

Stage Time needed


I. Warm- up (3’) - T gives a Vietnamese CV and asks Ss some questions+ what is it ?+ what do you know when you see one’s CV ?+ what is used for ?+ do you know how to write a CV in English ?

Ss work individually

II. Pre- writing (10’)

( 10’)

* Task 1 :- T asks Ss to read Mr. Brown’s CV and to remark the ways to write this CV.- T gets Ss’ remarks- T asks Ss these questions . Can we write it in the full form ? How ?- T guides Ps how to do the task+ T asks one student to read these cues aloud and to give their Vietnamese meaning quickly + T asks Ss to answer what tense we use to write+ T gives Ss time to do the task+ T asks two representatives of two groups to write their letters on the board+ T remarks * Task 2 :- T asks some quick questions+ do you know where and when your partner’s parents were born ?+ do you know their jobs, their interests + what question do you often use to ask for the information ?- T gives Ss handout to do the Task- T gets the answers by asking one pair to do the task likes that on the board- T gets some more answers and remarks quickly their mistakes.

-Ss work in groups


Ss work in groups

Ss follow and remarks answer the questions

- Ss work in pairs- Ss follow and remark

III. While-writing (10’)

* Task 3 :T asks Ss to read the information carefully and gives 4 extra boards for 4 Ss to write their letters on- T goes around the class to check Ss ‘ practice and helps them if necessary


-T asks 4 Ss to bang their boards on the board and the guides the others to find out mistakes- T directs Ss to correct the mistakes- T gives feedback

Ss work individuallySs look for the mistakes and correct them

V. Homework (2’) - T asks Ss to do the exercise in the exercise book (page 22) prepare “Language focus”+ pay attention to the difference of pronunciation

between / e/ - / ae/+ review the past perfect vs the past simple

UNIT 4 : SPECIAL EDUCATIONLESSON : READING

I. OBJECTIVES : By the end of the lesson, students will be able to read the passage and have an edaquate understanding about the class for the disabled children

II. LANGUAGE FOCUS :1. Pronunciation : identifying the sounds :/ o/ & / o:/ by underline the words containing those sounds in

the text2. grammar and vocabulary- the + adj.- used to + infinitive- which as a connector III. TEACHING AIDS : extraboard, picturesIV. PROCEDURE

Stage

Time needed


I. Warm-up (4’) T : asks some questions1. what do you often do everyday ?2. do you often listen to music or watch T.V?3. which of these activities would be difficult for blind and deaf people ?

Students’ answers may vary

II. Pre- reading (7’) T : introduce the Braille Alphabet & explain what the Braille Alphabet isT : present vocabulary & structures- prevent Ss from doing something (exp.)- opposition- oppose (v) – be opposed to something- be proud of something/ somebody- make efforts to do something

- students guess what the picture in the book is (Braille Alphabet )- Ss can translate into Vietnamese and give the synonyms- Ss can make a sentences from these expression


- T : + asks Ss to work in pairs + have Ss guess some new words in the task 1- T : + asks Ss to scan the reading to get the specific information to do task 2 + explain the word : “infer” in “it can be inferred”+ asks Ss to work in groups+ check & correct these answers

- Ss work in pair- Ss can translate into Vietnamese some words- work in groups

- explain their choice


- divide the class into groups of for to do exercise in the book ( fill in gap)

Work in groups

V. Homework (3’) - asks Ss to learn new words by heart- asks Ss to write the passage (about 100- 120 words) to show their feelings about disabled children- ask Ss to prepare part B

UNIT 4 : SPECIAL EDUCATIONLESSON : SPEAKING

I. OBJECTIVES : By the end of the lesson, Ss will be able to use the simple past tense to talk about their subjects and their school life

II. LANGUAGE FOCUS :- Grammar - New wordsIII. TEACHING AIDS : extra- boardIV. PROCEDURE

Stage

Time needed


I. Warm-up (5’) Play a game- T divides class into a groups and asks Ss to try to remember the subjects learned- T calls the representative of each group to write down them on the board- T checks and finds out the winner- T leads into the new lesson

Work in groups

Correct their mistakes by themselves


*Task 1 : - T guides Ss how to do task 1 clearly- T asks Ss to work in groups of four discussing - T & Ss check & remark- T asks Ss to practice the dialogue in pairs- T asks some pairs to present their practice before the class

Work in groups

Work in pairs


* Task 2- T explain the suggestion in the book & asks Ss to work in pairs- T calls some pairs to practice- T & Ss remark

Work in pairs


* Task 3:- T asks Ss to tell the whole class what they know about their partner- T calls some Ss to present in front of the class- T corrects if necessary- T divides the class into 5 groups to tell what they like and dislike in school- T calls the representable of each group to present in front of the class- T remarks and give

Listen and remark

V. Homework (2’) T asks Ss :+ to make the passage (100-120 words ) talking about which subject they like best & why

Group work

UNIT 4 : SPECIAL EDUCATIONLESSON : LISTENING

I. OBJECTIVES : By the end of the lesson, Ss will be able to :- listen to find out information- listen & retell the story in speaking or writing

II. LANGUAGE FOCUS :- Grammar- New words

III. TEACHING AIDS : tape, cassette playerIV. PROCEDURE

Stage

Time needed


I. Warm-up (3’) - T divides class into 4 groups to write down some words derived from the word “photo”- T calls Ss to write on the board- T remarks

- Ss work in group

- Ss write on the board

II. Pre-listening (10’)

- T explains the meaning and the parts of speech of these words- T asks Ss to fill the blanks- T corrects- T asks Ss to listen and repeat the words :+ surroundings + sorrow + passion + labourer+ deaf + mute+ exhibition + stimulate* Task 2 : - T asks Ss to listen again and decide whether the following statements are true (T) or false (F)- T checks the answers* Task 3 : T asks Ss to listen again and tick (v) the sentences you hear

Ss work in pairs

Ss listen & repeat

Group workPair work


T asks Ss to say how a forest fire may start and what every camper ought to remember* Free practice :what should we do to protect our forests ?

Pair work(some leaders will present their reports )

V. Homework (2’) Teaching asks students to write some sentences about the causes of forest fires

Discussion ( group work)

UNIT 4 : SPECIAL EDUCATIONLESSON :WRITING

I. OBJECTIVES By the end of the lesson, Ss will be able to read and understand a simple letter of complaint and write a complaint letter about the poor quality the service at an English Centre.

II. TEACHING METHODCommunication methodIII. TEACHING AIDS:

Blackboard, Pictures of some advertisements for English learning, Textbook.IV. NEW LESSON: UNIT 4/ LESSON 4/ WRITING

Stages Teacher’s activities Students’ activitiesWarm- Up

TASK 1

- Asks Ss to work in groups ( Gives Ss ten or more adjectives and asks Ss to put them under two headings): compliments and complaints AdjectivesBad; helpful; expensive; lazy; hard-working; good; careful; poor; unhappy; beautiful. Suggested answers

Compliments ComplaintsHelpful BadHard-working expensiveGood lazyCareful poorBeautiful unhappy

- Gives Ss definition and format of a letter of complaint: Complaint is a kind of formal letter used when you are not happy with a service, a contract, a course… A letter of complaint usually includes three main parts

- Puts the question: What’s a complaint letter?- Gives the structure of the letter. Structure of a complaint letter

Writer’s address Receiver’s address Greeting: Dear… Introduction: why you write the letter. Body: what you want to complain Conclusion: what you want them to do Ending: yours faithfully Signature

- Asks Ss to work in pairs to read the advertisement & the instruction- Explains some difficult words and expressions.* NEW WORDS- native teacher (n)- English- speaking countries (n)- Air- conditioned(a)- Air-conditioner.- Says: After studying for two weeks at English for

Today centre, you notice that everything is worse than what the advertisement says. A friend of yours wants to know about the centre and you tell him/her the facts. Now you work in pairs and complete the dialogue with your own ideas.

- Goes around the class and offer help.- Calls on some Ss to read their own answers aloud

to class.- Has Ss read the letter of complaint in the book and

- Work in groups

- Listen to the teacher and take notes

- Answer the question

- Take notes

- Work in pairs

- Pick up the new words and take note, work individually.

- Listen to the teacher

- Work in pairs

complete it basing on the dialogue in task1.- Asks Ss to use appropriate connectors to make the

writing smoother.- Tells Ss to exchange their writing with a friend.- Goes around the class, tests Ss And picks up some writings to check the mistakes as the whole class.

- Some Ss read. Others listen to

- Complete task1

- Individual work

UNIT 4 : LESSON : LANGUAGE FOCUSI. OBJECTIVES : By the end of the lesson, Ss will be able to :- pronoun exactly & fluently the sound : / d/- / d:/ in words and in sentences- use the structure : used to + infinitive and which as a connector in writing and speakingII. TEACHING AIDS : a cassetteIII. PROCUDURE

Stage

Time needed


I. Warm-up (5’) - T writes the sentence on the board, put the socks on top of the box- T underlines the sounds & leads into the lesson

- Ss close the books . - One Ss reads and says what sounds are repeated .


Activity 2 (7’)

* listen and repeat-T writes two sounds / A / & / a: / on the board- T reads the sounds- T reads the words in the text book- T asks Ss to close the books and numbers two sounds from 1 to 2-T read the words in the text book

* practice these sentences-T reads the sentences- asks Ss to pay attention to the sentence stress- asks Ss to pick out the words containing the sounds / i/, / i:/- T checks the resultmore exercises : T plays the tape - T asks Ss to pick and the words containing / o/ they recognize in the sentences they hear : story, rob, tomorrow, hospital, stone, shop, airport- asks Ss to rearrange words in correct sounds / A/ or / a:/ : cup, fat, car, stuck, dumb, fast, flood, cartoon, mud, shark- corrects

- Ss open their books

-Repeat in chorus- Repeat in chorus then in individually

- Say loudly the number of the sound heard - Open the books- Read the words in pairs

- Listen and repeat- Read individually as directed- Work in pairs

- Read the result

- check the result


T shows the picture about disable children and asks- What do they like ?

- answer

Activity 1

Activity 2

Activity 3

- T gives the answer: they are disable children- T asks Ss to rewrite the sentence using “the + Adj.”- T leads to exercise 1- T directs Ss to do exercise using the Adj.- T checks the resultExercise 2- T writes the sentence on the board and asks Ss to rewrite the sentence using Used to + ingex : I often went fishing with my uncle when I was young+ I used to go fishing- T has Ss do exercise 2- T checks the result- T guides the suggestion exercise 3 and asks Ss to work in pairs- T calls some pairs to read their answers- T corrects


- Ss work individually then exchange the result in pairs


- Ss work in groups

- Ss work in pairs

- Ss read their answer

IV. Homework (3’) Do the exercise of language focus in workbooks of unit 4

UNIT 5 : TECHNOLOGY AND YOU

LESSON : READINGI. OBJECTIVES : By the end of the lesson, students will be able to read the passage specific

information and learn about how present and future devices and equipment may change our lifestyle

II. LANGUAGE FOCUS :- Grammar- New words: words related to modern devices and equipmentIII. TEACHING AIDS : picturesIV. PROCEDURE

Stage

Time needed


I. Warm-up (4’) T show a picture of a modern devices and asks question1. what is this ?2. Can you know to use it ?

Suggested answers- It is a computer- yes, I can

II. Pre- reading (8’) Task 1 : Answer the following questions- T writes the question on the board and asks to answer1. What do people use computer for ?2. What can be other purser of computers in the future ?- T checks and write the answers on the boardTask 2 : match objects with their names

- Ss work in groups- to get information/ to send and receive mail- to do the shopping/ to design hour/ to give advice

- T has Ss work in pair and modern the objects painted in the textbook with their names- T conducts the connection and discusser the uses of some of these devices

- Ss do the task keys : 1d, 2e, 3g, 4c, 5a, 6f, 7b, 8h


* Task 1 : match the words and phrase in column A with it’s the definition in column B - T asks Ss to guess the meaning of column A and continue with the meaning of column B- T checks and helps Ss if necessary* Task 2 : decide which of the three options below is the best little for the passages- T asks Ss to check the information of the passage, then choose the best option- T : what’s the best title A, B or C ?

* Task 3 : answer the questions, using the cues given in the textbook:- T explains some words and asks Ss to answer the question+ miraculous :+ capable of :+ magical :1. what can the computer do to help us in our daily lives ?2. why is the computer a miraculous device?- T checks and corrects the mistakes if necessary

- Ss work in groups keys : 1c, 2e, 3a, 4b, 5d

- Some groups present their result before the class- Ss work in groupsdiscuss to find the best title- Ss: © what can the computer do ?

- Ss work in pair- find the information to answer the questions

1. computer can help us send and receive mails in very short time2. because it’s not only capable of providing information but also in used as a calaulating machines


- T gives a tape and asks Ss to discuss about it : “Talk about the advantages of using a computer”- T gives suggestions and comments then checks and corrects

Work in groupsDiscuss

V. Homework (3’) - T suggests Ss’s homework :+ find out some problem that people encounter when using computer- T guides Ss to prepare the next lesson

Ss do homework at home

UNIT 5 : TECHNOLOGY AND YOULESSON : SPEAKING

I. OBJECTIVIES : By the end of the lesson, Ss will be able to :- ask and answer some information about the uses of modern inventions- talk about the uses of modern technologyII. LANGUAGE FOCUS :- Grammar- New words : words related to modern devices and equipmentsIII. TEACHING AIDS : handoutsIV. PROCEDURE

Stage Teacher’s activities Students’ activities

Time neededI. Warm-up (5’) T give Ss some handouts

T has Ss work in groups and match the objects with their names* HandoutObjects Names of electric devices- picture 1(maùy daøi) a. fax-machine- picture 2 (ti vi) b. television- picture 3 (maùy giaët) c. radio- picture 4(maùy ñieàu hoøa) d. electric cooker- picture 5(noài côm ñieän) e. washing-machine , f. air- condition- picture 6(maùy fax ) T conducts the correction and asks Ss :- can / could you tell me what a TV in used for ?T leads into the new lesson

Ss do the task in groups

Keys1. c. radio2.b. television3.e. washing- machine4.f. air condition5.d. electric cooker6. a. fax- machine

Ss answers may ary suggested answers- It’s used to watch films- It’s used to learn English


*Task 1 : (in book)- T work in pairs. Asks and answer question about the uses of modern inventions- T has some pairs present their practice before the class

* Class organization :Ss sit in pairsSs practice in pairsSome Ss present their practice

III. While- speaking (10’)

* Task 2 ( in book)- T work in pairs complete the sentences use the words in the box ( you will have to use some verbs more than once)- T walks around the class and offer helps Ss if necessary- T asks some pairs to present their results

Work in pairs to choose the appropriate verbs to fill in the gaps- some Ss present their result before the classkeys :1. store 2. transmit3. process 4. send5. hold 6. make7. send 8. receive9. design


* Task 3: (in book) T asks Ss some questions to lead into the tasks 3 Questions :- In what way is information technology the most useful to our lives ?- Why do you think Ss ?T has Ss do the task 3T walks around the class and offers ideas and comments when students need help then T selects some groups to present their results

- Ss answers may vary suggested answers:- I think…- Because…Ss do the task 3 in groups some Ss present their reasons before the class while the other listen and remark

V. Homework (2’) T asks Ss :+ find 3 modern inventions then work with a partner to talk about the uses of them

Ss work at home

UNIT 5 : TECHNOLOGY AND YOULESSON : LISTENINGI. OBJECTIVES : By the end of the lesson, students will be able to listen to a monologue of 120-

150 words for general or specific information.

II. LANGUAGE FOCUS :- Grammar- New words: words related to modern devices and equipmentsIII. TEACHING AIDSIV. PROCEDURE

Stage

Time needed


I. Warm-up (3’) T shows a picture of some modern devices and asks questions1. Name some modern devices you know ?2. Can you tell me what a fridge is used for and a telephone ?

- Ss answer may vary* suggested answers1. I have a fridge, a telephone vacuum cleaner2. A fridge is used to keep food and vegetables fresh


- T has Ss close their books and asks them1. How many modern devices are there ?2. What are they ?3. How often do you use each of the them ?T uses pictures, objectives to give the meaning of new wordsT plays the recording twice

Ss close their books and look at the table in their booksSs work in pair, asking and answering the question 3, then tick (v) in the taskSs listen and repeat

III. While- listening Task 1 :T has Ss read the statements in their books carefullyT plays the recording twiceT walks around the class and offer help Ss if necessaryT plays the recording to conduct the correctionTask 2 :T has Ss read the storyT plays the recording twiceT plays the recording once more T plays the recording to correct Ss results

- Ss read the statements in silence- Ss listen, then discuss in pairs to decide whether the statements are T or FSome students present their results

- Ss read the story with the gaps in silence- Ss work in pairs, doing the task Ss checks their work

IV. Post- listening T has Ss listen to the man’s talk againT listen to check their work

Ss listen then retell the story in pairsTwo students retell the story in of the class

V. Homework T assigns homework Ss write the main ideas of the story in their notebooks

UNIT 5: TECHNOLOGY AND YOULESSON :WRITINGI. OBJECTIES : By the end of the lesson, Ss will be able to write a set of instructions of 100- 120

words following a suggested model and word cuesII. LANGUAGE FOCUS- Grammar : - New words : words related to modern devices and equipments III. TEACHING AIDS : pictures a phone cardIV. PROCEDURE

Stage Time needed


I. Warm- up (5m’) - T shows a picture of a public telephone and asks questions1. what is this ?2. have you ever used a public telephone ?3. Is this easy or difficult to use it ?- T has Ss open their books and introduces the set of instructions on how to use a public telephone

Ss ‘ answer may vary

May be Ss can’t answer the question 4

II. Pre- writing (5m’)

( 2m)

(8m)

* Task 1 : read the following set of instructions on how to uses a public telephone- T uses pictures, real objects to give the meaning of new words- T shows a phone card and asks questions+ What’s it ?+ What’s it used for ?+ What are the steps in using a public telephone ?+ What should you do if you want to get help ?+ What should you do if you want to call five services/ the police/ an ambulance ?

* Task 2 : Find out the connectors and the imperative from of the verbs from the instructionsT has Ss read the instructions is silence and find out the connectors from the instructionsT walks around the class and offer helps Ss if necessaryT asks some pairs to present their results* Task 3 : (in book)T has Ss look at the T.V and remote control and answer the questions

T conduct the correction

* Class organization : Ss sit in pairsSs read the set of instructions in silence and guess the meaning of new wordsSs listen to questions and answer* Suggested answers :- It is a phone card- It is used to make a call- They are first, left, next, insert…- To obtain help, dial 116+ To call fire service, dial 114+ To call the police, dial 113+ To call an ambulance, dial 115Ss work in pairs

Some Ss present their results before the classSs work in groups, looking at the T.V and having discussions. Then they answer the questionsRepresentatives of each groups present their ideas in front of the class* Suggested answers1. If we want to operate a T.V with a record control, we have to make sure that the cord in plugged and the main is turned on 3.Press the power button4. Press number 1,2 ,3,4…

5. Press the volume button up and down6. Press the mute button

III. While- writing (7’)

Task 4: ( in book)T answers task : each student write a set of instructions on how to operate a T. V with a remote control, using the picture and the question in their book as suggestions

Ss work individuallySs writing may be different


Task 5: teacher gives suggestions and corrections Ss read one another’s writings. Then some Ss read their writing in front of the class

V. Homework (2’) T assigns homework Ss write a set of instructions how to use an object they know

UNIT 5 : LESSON : LANGUAGE FOCUSI. OBJECTIVES : By the end of the lesson, Ss will be able to :- pronoun exactly & fluently the sound : / u/- / u:/ in words and in sentences- use the present perfect, the present perfect passive and “who, which, that” structure in writing and

speakingII. TEACHING AIDS :III. PROCUDURE

Stage

Time needed


I. Warm-up (5’) - T writes the sentence on the board . After Lan had put the fruit on the table, she cooked a meal yesterdayT underlines the sound and leads into the lesson.

- One Ss reads and say what sounds are repeated- The sounds /u/ - /u:/


Activity 2 (7’)

* Task 1: listen and repeat-T writes two sounds / u / & / u: / on the board- T reads the sounds- T reads the words in the text book- T asks Ss to close their books and numbers two sounds from 1 to 2-T read the words in the text book

* Task 2: practice these sentences-T reads the sentences- asks Ss to pay attention to the sentence stress- asks Ss to pick out the words containing the sounds

- Ss open their books

-Repeat in chorus- Repeat in chorus then in individually

- Say loudly the number of the sound heard - Open the books- Read the words in pairs

- Listen and repeat- Read individually as directed- Work in pairs

/ u/, / u:/- T checks the resultMore exercises : T plays the tape - T asks Ss to tick and the words they recognize in the sentence they hear T gives a remark

- Read the result

- check the result


* T ask 1: The present perfectT asks Ss to answer the questions- How long have you learnt English ?- Which tense is used in these sentence ?- Have you ever been to Lon Don ?T introduces the exercise Exercise 1 using the present perfect tenseT checks the result* Task 2 : the present perfect passiveT asks Ss to use these words to complete sentences : Titanic/ show/ country/ since MayT asks Ss to give the form of the present perfect passive and then do exercise 2T goes around to helps Ss if necessaryT checks the result* Task 3 : T reviews relative pronounsT has Ss do the exercise 3T check the result

- Ss answer the questions+ I have never been to Lon Don + The present perfect tense Ss work individually then exchange the result in pairs

“Titanic” has been showed in the city since May

- Work in pair

- Ss work individually and compare the result with a partner

IV. Homework (3’) Do the exercise of language focus in workbook page 61

LESSON PLANUNIT 6 : AN EXCURSIONLESSON : READINGI. OBJECTIVES : By the end of the lesson, students will be able to know about arrangements for

an excursion through reading a letterII. LANGUAGE FOCUS :- Grammar : present progressive (future meaning) : be going to- New words: words related to excursionIII. TEACHING AIDS : picturesIV. PROCEDURE

Stage

Time needed


I. Warm-up (3’) T asks: Is Viet Nam a beautiful country ?T instructs a game among groups of 6, list as many landscapes in VN as possible

Ss answerSs work in their groups

T collects Ss papers, choose the paper with the most olaces, wads then aloud, announces the winter

II. Pre- reading (7’) T ask : Have you ever visited them or just seen their pictures or just heard about them ?T asks Ss to look at the 4 pictures in the book, work in pairs to decide what they are , match them with correct information, tell each other which place they’d like to visit and the reasonT explain some new words if necessaryT checks corrects and call some Ss say their choice pairs to ask and answer about their opinionT asks Ss to look at the 5th picture gives some guiding questions+ what’s this landscape ?+ who’s going to visit it ?+ how is that trip going to talk place ?T leads into the textT explains some new words+ excursion : (translate)+ cave : (picture)+ permission (n) = to permit = to allow+ persuade (v) : try to make someone agree with you + campfire (n) = camp- fireT teaches Ss pronunciation

Ss answer

Ss answer in pairs

Ss say their choice

Ss take notes

Ss read the wordsIII. While reading (20’)

T asks Ss to read the text and answer the 3 guiding questionsT asks Ss to answer the 1st two questions key :1. It is the way to Huong Pagoda 2. Lan and her classmates areT ask Ss to read the text again to do task 1T explains some words (complain, relax, destination )T checkT asks Ss to read the question in task 2 reread the text and answerT checks by calling some pairs to ask and answer

Ss read the text silentlySs say their answers

Ss do the task individually

Ss read the whole sentenceSs work in pairs


T asks Ss to complete the summary by filling the gapsT checks Ss choiceT asks Ss to summarize the letter using their own wordsT asks Ss to work in groups make some arrangements for an excursion to somewhere in Tuy Hoa T calls representative to present their plans

Work in groups of 3 or 4

Ss volunteer to do the taskSs work in groups

Ss listen

V. Homework (3’) - learn vocal- complete the exercise above


UNIT 6: AN EXCURSION

LESSON : SPEAKING I. OBJECTIVES : By the end of the lesson, Ss will be able to :

- Give opinions about arranging the seats on a boat - talk about their most suitable seat and give the reasonsI. LANGUAGE FOCUS- Grammar- New words :II. TEACHING AIDS : III. PROCEDURE

Stage

Time needed


I. Warm-up (5’) Play a game- ask Ss to guess the word about a transport that I thinks about- divide class into 4 group. The group finding it correctly and quickly is the winner- If Ss can’t guess, T gives more information “It has 4 letters”

Group wok


BOAT* T asks Ss some questions- have you traveled by boat ?- what are advantages and disadvantages of traveling by boat ? (about health- seasick, fresh air / skin- sunburnt/ sight seeing- a good view, etc…)T writes new words on boardTask 1 : ask Ss to read task 1 in bookT read the requirement aloud, then asks Ss - What is it ?- where is Chicago ?It’s the third big city in America, belongs to Illinois state. Lake Michigan is one of five beautiful lakes in America* T explain some hard words:-sundeck (n)- suffer from(v)- air conditioning (n)* T asks Ss some question to check Ss’ comprehension- what do you know about Mary ?- where is the best seat for Mary ?* T asks Ss to look at the seat plan inTask 2 ( in book)- T explains the seat plan+ occupied+ refreshments- T repeat the question. Where is the best seat for Mary ?- T asks 2 Ss to read the conversation in book- T explains some structures to ask and give opinions+ I think he/ she should…..+ that’s a good idea+ I don’t think so

Ss answer

Ss look at task 1 in the book answerIt’s in Chicago

Ss read task 1

Ss answer

Ss look at the book

Ss read aloud

+ to be suitable for+ had better+ what do you think ?/ what’s your idea ?


Ask Ss to discuss in groupT goes around to check Ss’ practiceAsk representatives of some groups present their decision, then ask the other group’s opinion

Group work


* Task 3: T : If our class is going to on a boat trip on Ba river. Which seat do you think is the most suitable for you ? why?- T asks some pairs to play role

Pair work

Role play

V. Homework (3’) - ask Ss to write a paragraph, giving your opinion about the seat on a trip & your reason- write 5 sentence about what you like to do when going for a picnic

UNIT 6: AN EXCURSION

LESSON : LISTENINGI. ECTIVES : By the end of the lesson, students will be able to listen and understand some

information about a picnicII. LANGUAGE FOCUS :- Grammar- New words: words related to action of a picnicIII. TEACHING AIDS : cassette player, pictures, worksheetsIV. PROCEDURE

Stage

Time needed


I. Warm-up (3’) * Get Ss to play a game : worksheetsMatch a verb in column A with a suitable word or phrase in column BA B1. take a. soundly2. get up b. yourself3. prepare c. photos/ photographs4. set up d. excited5. play e. a tent6. enjoy f. early7. feel g. food and drinks8. sleep h. at the stadium9. return i. games10. meet j. home* The rule : which group finish first and has the most right answers will be the winner

Work in groups of 4

* Collect the worksheets and give the key* Ask “when do you often do these actions ? Do you often go for a picnic ?where ? when?

Answer individually


* Lead Ss to the new lesson :- Ask Ss to do the exercise in the book- check 2 pairs- say : “you are going to listen to a passage of a picnic. First practice reading the following words. You’ll hear them in the passage- get Ss to practice reading the words in the book- explain new words : glorious, spacing, left over, tannical garden

Ss close their books and look at the table in their booksSs work in pair,

Only listenListen and repeat

III. While- listening (20’)

- Explain the requirement in task 1- ask Ss to look at the pictures in the book and order them in groups- check but not comment- asks Ss to listen to the cassette player/ the teacher and do the exercise in the book- go round and see if Ss can do the exercise to get Ss to listen more- check and get Ss to compare the key with their prediction- ask Ss to do task 2 : the same procedures as task 1- ask Ss to read the question in task 3 in silence and then listen and answer them- get Ss to discuss in groups- check and correct

- work in groups of 4

listen and do the exercise in groups of 4

- discuss in groups of 4


- get Ss to do the exercise in the book (after you read )

- check and correct

Groups of 4

V. Homework (2’) Ask Ss to rewrite the answer if to the questions in task 3Prepare the new lesson

Work at home

UNIT 6 : AN EXCURSION

LESSON :WRITINGI. OBJECTIVES : By the end of the lesson, Ss will be able to write a confirmation letter II. LANGUAGE FOCUS : Some expressions are after used in confirmation letter- I will….- I’m glad toIII. TEACHING AIDS : an extra boardIV. PROCEDURE

Stage Time needed


I. Warm- up (5m’) - T asks Ss to find some words which can be used with the word “LETTER” such as invitation letter- T calls some Ss to give the answer+ regret+ business letter+ friendly+apology

Ss work in pairs

+ thank you + complaint+ love+ confirmation- T ask Ss some question to read into the new lesson+ have you ever received a request letter ?+ If you accept the request, how do you mute a confirmation letter ?

Ss answer the questionII. Pre- writing (5m’)

- T asks Ss to do task 1- T explains the usages of “ I will…” and some new words+ to pick someone up (translation)+ convenient (a) = confact- T checks the result by calling 2 Ss and the complete the chart on the boardMai’s request Hoa’s conformation+ can you go shopping + certainy I will helpwith me to buy the you to prepare tying we need for the every thing you trip ? need for the trip?

Ss do task 1 as directed


Before Ss do task2 , T asks them to read the situations carefully and reminds them of some difficult words+ bunch (n)+ wildlife (n)- T divides the class in+ groups 4 groups write letter 1 and 4 groups write 1 letter 2 and write their letter on- T goes around the class to check Ss practice and helps them if necessary.

Ss make remarkSs practice writing as directed

Ss work in group

IV. Post-writing (15) - T asks 2 Ss to hang their boards on the blackboard (letter 1 and letter2)- T also guides the other groups to find out the common mistakes- T directs Ss to correct the mistakes- T gives feed back- T gives the key

Ss look for the mistakes

Ss correct the mistakes

V. Homework (2’) - each Ss rewrite the confirmation letter- prepare: language focus+ pronunciation /a/ and /z/+ review the present

UNIT 6 : AN EXCURSION

LESSON : LANGUAGE FOCUSIV. OBJECTIVES : By the end of the lesson, Ss will be able to :

- pronoun exactly & fluently the sound : / u/- / u:/ in words and in sentences- use the present progressive and “be going to” to express a future plan and a predictionII. TEACHING AIDS : a cassetteIII. PROCUDURE

Stage

Time needed


I. Warm-up (3’) T has the whole class sing “happy birthday” with only vowels /a/T says “in this new song, we have various /a/ (short ,long, high, low). In English, we have two vowels / a/, /z/ . They are only different in length

Ss sing

II. Pronunciation (12’)

T introduces the lessonListen and repeat :T writes two vowels / a/ (column 1), /z/ (column 2) on the boardT read the words in book are by one and has Ss listen and decide whether they are one or twoT writes the words on the board according to Ss’ opinionsT asks Ss to look at the book and to check (correct it if necessary)T read the words in the textbookPractice these sentences :T reads the sentencesT asks Ss to pay attention to the sentence stressT asks Ss to pick out the words containing the sounds /a/ & /z/T checks the result

Ss close their books, listen

Ss listen and choose 1 or 2

Ss open book and checkSs repeat in chorus, in individuallySs listen and repeatSs reads individually as directed

Ss read the resultIII. Grammar & vocabulary Presentation (10’)

PracticeActivity 1 (5’)

The present progressive ( with a future meaning) and “be going to”T asks “what are you going to do this weekend”?T writes an answer an on the board “ she is visiting this weekend”T says and writes a sentence about herself “I’m going to visit… too but I haven’t decided the time”T asks Ss to remark the different use between “be going to” and present progressiveT confirms+ present progressive : an intention with a specific plan (specific time)+ “be going to” an intentions with or without a specific timeT analyses 2 examples in the book for more understandingNote : “be going to” present a predictionEx: she looks tired . She is going to take a restT introduce the exerciseExercise 1 :T asks Ss to choose the correct opinion in bracketsT checks the resultExercise 2 :T asks Ss to do ex 2

- Ss answer

Ss discuss

Ss work individually then

Activity (5’)

Activity 3 (8’)Consolidation

T check the resultExercise 3 : T asks Ss to complete the exchange, using the present progressive on the T checks the result

exchange the result in pairs

Ss work in groups

Ss work in pairs

IV. Homework (2’) Make 2 sentences, using present progressive (future meaning)Make 2 sentences using “ be going to”

LESSON PLANUNIT 7 : THE MASS MEDIA Lesson: Reading

I . OBJECTIVES : 1. Knowledge : By the end of the lesson, Ss will be able to understand about different types of the mass media , knowing about some popular T.V programmes 2. Skill : Reading comprehensionII . LANGUAGE FOCUS 1.Pronunciation : the sounds /ei/, / ai /, / oi / 2. Grammar ; Review “Wh- & How” questions 3. New words : Words related to the media, kinds of the mass media, advantages or disadvantages of the mass media, programs of radio T.VIII . TEACHING AIDS : Projector, some pictures of M. C , pictures of the mass media IV. PROCEDURE

Teacher‘s activities Students’ activities* Warm-up (3mn)T asks ;- Do you like listening to the radio?- Do you often watch T.V?- Which programs do you often watch ?T asks Ss look at the photos of M.C & guess the programs* Pre-reading (10mn)Asking Ss to work with their partners1. When do you often watch T.V ?2. How many chanels are there on our national T.V ?3. How many hours per week do you watch T.V ?T checks and corrects , asks some pair to work* New words ;T explains the newwords cartoon, drama, comedy, portrait, Folk songs (pictures)* While reading (20mn)-T asks Ss to read the text to do the task 1T checks and corrects - T has the class read the text again , this time more slowly, to scan the details and do the task2T walks round the class, listens to Ss’ discussion & offers suggestions when necessaryT checks & corrects

Ss answering.

Ss work in pairsSs asking & answering

Ss work in pairsSs match the words with their definitions

T asks Ss to do the task 3 T checks & corrects* Post readingT has Ss work in groups talk about programe on our national T.VT gives suggestion & comments * Homework: (2mn)T suggests Ss’ homework

Dividing Ss into group of Four Ss have discussions then representatives of each pair present their ideas in front of the class (T or F)

Ss work in pairs to answer the questions

Ss group works discussions & then representatives of each group present their ideas

Talk about uses of media

UNIT 7: THE MASS MEDIA Lesson : SPEAKING

I. OBJECTIVES : By the end of the lesson, Ss will be able to :- Ask & answer questions about uses of media- Talking about different types of media II. LANGUAGE FOCUS- Grammar- New words : relating to mass media ( TV, interest)III. TEACHING AIDS : real object, picture, an extra boardIV. PROCEDURE

Stage / Time needed Teacher’s activities Students’ activitiesI. Warm-up (3’) T uses many real objects & pictures of mass media

(TV, newspaper, books, radio telephone)T asks Ss to tell which types of them are mass mediaT asks Ss to explain why they called mass media T checksT leads into the new lesson

Ss discuss and answer


Task 1:T asks Ss to work in groups (4,6 persons) to read the words below and put a tick next to the words of the mass mediaT walks round to helps Ss or listen to their discussionT asks Ss to answer & explainT asks Ss to give their knowledge about mass media.

Work in groups

Answer and explain


Task 2:T asks Ss to read the information in book and

Read in silent

understand some words orally, aurally, visually.T devices Ss into pairs or groups & asks them to discuss about the feature of each type of the mass media has in commonT asks Ss to make a chart or write their sentences on boardT can use pictures or real object in warm-upT checks

Ss discuss

Present their sentences


* Task 3: T asks Ss to work in groups to talk about different types or the mass media & answer the questions in book1. What are different types of the mass media?2. what feature do they have in common?3. what are their dist native features ?- T asks Ss to present their results- T calls other Ss to discuss about the results of their - T checks & corrects

Divide Ss into group of four

Ss have discussion then represent

V. Homework (3’) - ask Ss to write a paragraph about the mass media prepare listening seat on a trip & your reason- write 5 sentence about what you like to do when going for a picnic

Ss do at home

UNIT 7: THE MASS MEDIA Lesson : LISTENING

I. OBJECTIVES : By the end of the lesson, students will be able hear and understand a news itemII. TEACHING AIDS : cassette player, pictures, worksheetsIII. PROCEDURE

Stage / Time needed Teacher’s activities Students’ activities

II. Pre-listening (5’) - Have Ss work in pairs ask and answer the question provided

- T asksdo listen to the news on TV or radio?Why or why not?

Ss ask and answer

Ss answer and show their ideas

III. While- listening Task 1(7’)Task 2(10’)

Task 3(10’)

- have Ss listen to the tape one and ask them to tick the adjectives suitable to each news- have Ss listen to the tape again and fill in the missing words- have Ss listen to the news stories again and practice asking and answering in pairs together

- Ss listen and tick the adjectives for each news, then change and comment their task- Ss listen and complete the news stories- Ss practice asking & answering the questions provided in pairs


Divide class into groups of 4 to 5 students and have them retell their classmates about one of two the news

Ss stand in front of the class and retell the news stories after discussing

V. Homework (3’) Introduce Ss some main points of the next part of the lesson and ask them to prepare it carefully

Work at home

UNIT 7: THE MASS MEDIA LESSON :WRITING

I. OBJECTIVES : By the end of the lesson, Ss will be able to - write about advantages & disadvantages of the mass media of 100-200 words using a suggested

model & word cues II. LANGUAGE FOCUS : review words related to the mass mediaEx: help/ encourage s.o to do s.t

Make s.o / s.t + adjIII. TEACHING AIDS : an extra board, picturesIV. PROCEDURE

Stage / Time needed Teacher’s activities Student’ activities

I. Warm- up (5m’) Giving the pictures of TV , radio, magazine, telephone & asking+ what’s this?+ what are advantages of telephone/ radio/magazine…?+ what are disadvantages of them?

Ss answering

II. Pre- writing (5m’)

task 1* Requiring Ss to hamming * Explaining the new words structures- help/ encourage s.o to do s.t + help us to learn+ encourage us to busy- make s.o/ s.t + adj+ make things memorable+ make us a ware of+ make us passive+ make people violentAsking Ss to repeat about the advantages & disadvantages of T.V

Ss skim task 1 as directed

Ss work in pair


Task 2: Work in pairs. Discuss the advantages of the mass media, and write them down in the columns column belowEx: it makes people happyIt provides quick access to information and entertainmentIt hams people’s eyes…Asking Ss to write the information into notebookTask 3:Write a paragraph about the advantages and disadvantages of one of the mass media discussed in task 2

Individual or Ss work pairs

Ss work individual or group work of 6-8


Task 4: Ss to hang their boards on the black board & guides the others to find out the common mistakesT directs Ss to correct the mistakesT gives the key

Ss look for the mistakeSs correct the mistake

V. Homework (2’) Write a paragraph about the advantages and

disadvantages or one of the mass media

UNIT 7: THE MASS MEDIA Lesson : Language Focus

I . OBJECTIVES : By the end of the lesson, Ss will be able to - Know how to pronounce exactly & fluently the sounds /ai/ /oi/ /ei/ in the words & in the sentence - Use the present perfect, because of & in spite of

II . TEACHING AIDS : extra board, a cassette III. PROCEDURE

Stage / Time needed Teacher’s activities Students’ activitiesI. Warm-up (3’) -greeting & asking

- T writes three words on the board: make, bad, dry- T underlines the sound & lead into the lesson

Read & find out three sound /ei/, /ai/, /ai/

II. Pronunciation (12’)Activity 1

Activity 2

Listen and repeat :T writes three sounds /ei/, /ai/, /oi/- reads the model sounds- reads the words in the text book- guides Ss to read- asks Ss to close the book- reads & asks Ss to find out the sounds Practice these sentences :-T reads all sentences- T asks Ss to pay attention to the sentence stress- T asks Ss to pick out the words containing the sounds /ai/, /ei/ , /ai/- T checks the result

Open their book

Repeat in chorus & then individually- work in groups

- read individually- work in groups- find out the sounds by writing them on the board

III. Grammar & vocabulary (25mn)

Activity 1(8’)

Activity 2(7’)

Activity 3(8’)

- writes some sentences on the black board or extra board - I’ve just cleaned the floor- We’ve have already prepared the lesson- asks Ss which tense is used in these sentencesex1: T directs Ss to do exercise1 using the present perfect- checks the resultex2:- asks Ss to revise the verbs of time: for, since, ago- lets Ss read all sentences- in this exercise we’ll practice how to use adverbs of time in this sentences* Note: since, for, ago- checks the resultex3: gives some sentences by using “because of, in spite of”eg1: He was absent because of his illnesseg2: in spite of the cold weathers, we all wore

- the present perfect

- work individually- work in groups

- work in groups

- give the usage- fill in the blanks

shorts- reminds the usage of “ because of” and “in spite of”- lets Ss do exercises- corrects the sentences

- work in pairs

IV. Homework (3’) - Ss do exercises again- Ss prepare lesson 8

LESSON PLANUNIT 8: THE STORY OF MY VILLAGE

LESSON : READINGPeriod 1:I. OBJECTIVES : By the end of the lesson, students will be able to read the passage and

understand how the farmer’ lives change due to knowledge of their children from college or technical high school

II. LANGUAGE FOCUS :- Grammar : simple past tense- New words: mud, muddy, straw, shortage, farming method, crop bumper crop , cash cropIII. TEACHING AIDS : pictures and extra boardIV. PROCEDURE

Stage / Time needed Teacher’s activities Students’ activitiesI. Warm-up (5’) - Asking Ss to look at 2 pictures

the first : farmers work by hand, buffalothe second: farmers work by machines- Asking Ss to compare the differences between the first and the second- Telling Ss about many changes in the village due to the knowledge of their children from college

Working in pairsGiving the answer in front of the class

II. Pre- reading (10’) - asking Ss to look at the picture in their text books- Asking Ss some questions+ what are the people in the picture doing?+ how are they working ?+ what do you think of the crop ?+ what help produce good crop?- Explaining new words


- asking Ss to read the text silentlyTask 1:

- dividing the class into 5 groups of 10- delivering each group one piece of paper with phrase in column A written- column B in the extra board correcting themTask 2:- asking Ss to read the text again- dividing the class into 2 groups+ group A: before+ group B: now- correcting the grammar of their sentencesTask 3:- asking Ss to read the text once again- asking one Ss to ask a question and the other

- working in groups- coming to the board to match their paper with definitions on the extra board- listening and writing down- discussing in group- standing up and giving the answer

- working in pairs

answerIV. Post- reading (15’)

- asking Ss to close their books and giving the main idea of each paragraph- asking Ss to discuss the question what can an education help you and the others?

- working in individually- work in groups

V. Homework (2’) Write 3 sentences in your own ideas of people with an education can helps make the life of his or her community better


UNIT 8 : THE STORY OF MY VILLAGELESSON : SPEAKINGV. OBJECTIVES : By the end of the lesson , students will be able to make questions and give

responses in small talksVI. LANGUAGE FOCUS :

o Grammaro New words

VII. TEACHING AIDSVIII. PROCEDURE

Stage / Time needed Teacher’s activities Students’ activitiesI. Warm-up (5’) - T asks Ss to complete the open conversation in 1

minuteA : ____(1)____________B : Hi, Nam. How are you ?A: I’m fine. Thanks, and you ?B: Very well. Thanks, I haven’t seen you for a long time. Let’s go somewhere for a drinkA: Sorry,______(2)________- T explains something about these sentences - T leads into the new lesson


II. Pre- reading (8’) *Task 1 :- T gives Ss some expressions which are commonly used when people start or close a conversationex : + It’s nice to meet you + Bye + How is everything ? + see you again ………- T asks Ss to do task 1 - T asks some pairs to present their practice before the class- T asks Ss to read these expressions

- Ss listen & remark

- Ss work in pairs- Some Ss present their results before the class while the others listen & remark.


* Task 2 :- T asks Ss to scan task 2 & do it- T asks Ss to practice the dialogue in pairs-T corrects their mistakes if necessary* Task 3 :- T asks Ss to scan task 3 & find out difficult words- T explains their meaning if necessary- T asks Ss to practice the dialogue in pairs- T walks around the class & helps Ss if necessary- T asks some pairs to present their practice before the class

- Ss work individually- Ss work in pairs


- Ss work in pairs

- Some Ss present their practice before

the class while the others listen & remark


* Task 4 :- T divides the class into groups (T asks Ss to sit in groups of 4 ) - T asks Ss to do task 4- T walks around the class & helps Ss if necessary- T asks some groups to their practice before the class

- Ss work in groups

- some groups present their result before the class while the others listen & remark

V. Homework (2’) - T asks Ss to write about conversation done in groups

- Ss do homework at home

UNIT 8: THE STORY OF MY VILLAGELESSON : LISTENINGV. OBJECTIVES : By the end of the lesson, Ss will be able to listen to short conversations and then match them with suitable picturesVI. LANGUAGE FOCUS : + Grammar

+ New wordsVII. TEACHING AIDS : cassette playerVIII. PROCEDURE

Stage / Time needed


I. Warm-up (5’) - Shows a picture of Ha Long Bay- asks Ss some questions :+ have you been to Ha Long Bay ?+ do you enjoy spending your holiday in HLB ?+ How do you like the weather in HLB ?- Encourages Ss to make questions about this picture- repeats good statements to lead in the new lesson


- work in pairs

II. Pre-listening (3’) - Suggests Ss to arrange a question in A with a response in B - Goes around and helps Ss if necessary- comments and corrects

- work in pairs

- present in front of the class

III. While- listening (15’) &( 30’)

* Task 1 :- Divides class into groups of four - asks class to try describing the picture in the text book - plays the tape and asks Ss to listen to (2 or 3 times) * Task 2 :- plays the tape again and asks Ss to listen and get information- asks Ss to ask and answer question * Task 3 :- plays the tape and asks Ss to fill the missing words into the blanks- goes around and check some

- listen and match the conversation with the pictures

- work in pairs

- work in pairs

- plays the tape and correctIV. Post- listening (5’)

- asks Ss to talk about the problem, they have experienced at school

- work in groups

V. Homework (2’) - asks Ss write 5 questions about personal hobbies &describe a picture that the teacher gives

UNIT 8 : THE STORY OF MY VILLAGE LESSON : WRITINGV. OBJECTIVES : By the end of the lesson, Ss will be able to write or fill in a formVI. LANGUAGE FOCUS :- Grammar- New words : new words related to formsVII. TEACHING AIDS : forms, an extra boardsVIII. PROCEDURE

Stage / Time needed Teacher’s activities Student’ activities

I. Warm- up (5’) - gives a game F J O B B I R T H P E R M I S S I O N - Asks the questions1. what do you look for after graduating from high school ?2. Phu Yen is my place of ________3. What is the noun of the verb “permit” ?4. key FORM- Leads in the new lesson

Ss choose the number and answer the questions

Ss guess the key


Task 2 (10’)

- Give some forms and hang an extra board with some questions :1. Do you know what they are ?2. what do you fill in the form for ?3. What sort of information do you often have to provide when you fill in a form ?- summarize information of each answer on the board- Asks Ss to match a line in A with a question in B after presenting some new words :+ marital status+ occupation+ block capital+ applicable- Asks Ss to work in pair- corrects

Ask and answer in pairs

Work in pairs

III. While-writing Task 3 (5’)

Task 4 (8’)

- Asks Ss to fill in the form- Helps Ss and checks when Ss do - Corrects- Asks Ss to fill in the form

- asks Ss to hang the extra boards while others correct their friend form each other- correct the common mistakes on the extra boards- give the feed back

Work individually

Work individually( 2- 3 Ss work on the boards)

IV. Post-writing (10’) - divides class into 10 groups and asks them to use learnt information to write a form about one of topics below

+ apply for a job+ apply for a scholarship+ send money in a bank+ attend to a club+ make a library card

- choose two of them to correct

Work in groups

V. Homework (2’) - Write two of above topics+ prepare new lesson

UNIT 8: THE STORY OF MY VILLAGELesson : Language Focus

I . OBJECTIVES : By the end of the lesson, Ss will be able to - Pronounce exactly and fluently the sounds /au/ and /au/ in words and in sentences - Use reported speech (statements) and conditional sentence (type 1) in speaking and writing II . TEACHING AIDS : III. PROCEDURE

Stage / Time needed Teacher’s activities Students’ activitiesI. Warm-up (3’) - Teacher writes the sentence on the board

“ I will put my coat on and go put ?”- T underlines the sounds and asks Ss to read the example and say what sounds are repeated- T leads in to the lesson

- Ss close the books

- Ss read and say the sounds

/au/, /au/II. Pronunciation (12’)

Activity 1

Listen and repeat :- T writes two sounds /au/, /au/ on the board- T reads twice- T asks Ss to repeat the words in the text book Practice the sentences :-T reads the sentences- T asks Ss to pay attention to the sentence stress- T picks out the words containing the sounds /au/, /au/ asks Reported speech- T asks one Ss: “how old are you ?”- T asks the other to give what she or he has just said. Lan said, “I am 16 years old” Lan said that she was 16 years old- T asks Ss to compare the differences between 2

- Ss repeat in chorus

- listen and repeatread individually- work in pairs- give the result

Activity 2

sentences+ personal pronoun+ tense- T asks Ss to remind those changes- T corrects them* exercise 1:- T asks Ss to report these statement using the verbs suggested- T checks the results* exercise 2:- T asks Ss to remind the differences among “say”, “tell”, “talk”- T asks Ss to do the exercise in textbook (page 90)Conditional sentence (type 1)- T picks out a picture of a car- T asks: “what is it? “, “Do you like it”- T reads “If I have much money, I will buy a car”* exercise 3:- T asks Ss to look at what H. Anh hopes will happen in the future- T asks Ss to write one paragraph about H. Anh by using conditional sentence 1- T checks the result* exercise 4- T asks Ss to put “when”, “if” into each gap- T check the result

- work in individually the exchange the result in pairs

- answer

- work in groups of 4

- read the result

- work in pairs- compare the result with a partner

III. Homework (2’) - T asks Ss to do the exercise in workbook (page 49/50)- prepare “test yourself”

THE SECOND TERM LESSON PLAN

LESSON PLAN

UNIT 9: UNDERSEA WORLDLESSON: READING

I. OBJECTIVES : By the end of the lesson, Ss will be able to read a passage for information of sea animals and plants and modern technology used to study itII. LANGUAGE FOCUS- Grammar: conditional sentences (type II)- New words : words related to plants and animal of the seaIII. TEACHING AIDS : pictureIV. PROCEDURE


I. Warm-up (5’) - showing a film about plants and animal of the sea - watching the film and saying what they have seen

II. Pre- reading (5’) - which ocean does VN belong to ?- tell some more plants and animals of the sea you know- T explains new words- gulf (n), (picture)- mystery (n), (translation)- starfish (n), (picture)- water current (n)ex: electric current- organism (n)- biodiversity (n)- T instructs Ss to read these words

- Ss do exercise with the picture in text book

- Ss repeat new words and take notes

III. While-reading Task 1 (5’)

Task 2 (5’)

- Ss read silently- group work of four- pair work after scanning the text

IV. Post-reading (7’)

- cues : food, environment, tourism - Ss discuss the usefulness o the sea in our daily life- learn the new words

V. Homework (3’) - write a short passage about the sea (50 words)

UNIT 9: UNDERSEA WORLDLesson : SPEAKING

I. OBJECTIVES : By the end of the lesson, Ss will be able to talk about some types of sea creatures and undersea life- as well as how to protect them and the environment in general II. LANGUAGE FOCUS- Grammar- New words : herbicides, pesticides, fertilizersIII. TEACHING AIDS : pictureIV. PROCEDURE


I. Warm-up (5’) - showing 2 pictures+ one a beautiful beach+ the other a dirty one

- what do you see in these 2 pictures ?- what should we do to protect the sea ?

- looking at the pictures and answering the questions

II. Pre- speaking Task 1 (7’)

- T introduces some new words+ herbicide (n)+ pesticide (n)+ fertilizer (n)- T ask Ss to read new words

- Ss look though these sentences in task 1 to find out whether there are any new words or not.- Ss repeat new words- word in pair

III. While- speaking - T gives 3 parts for each topic: threats, Ss work in group of four

Task 2+3 (18’) consequences and solutions (each group discuss one of 4 topics)- one of the Ss of each group presents his or her ideas


- T asks Ss to talk about what they should do and what they shouldn’t do


V. Homework (3’) - learn new words- prepare the next period

UNIT 9: UNDERSEA WORLDLESSON: LISTENING

I. OBJECTIVES : By the end of the lesson, students will be able to listen and understanding some information about whales

II. LANGUAGE FOCUS: GrammarNew words: krill, migrate, mammal, the international whalingIII. TEACHING AIDS : cassette player, pictureI. PROCEDURE

Stage / Time needed Teacher’s activities Students’ activitiesI. Warm-up (5’)


- T use a picture of a whale and asks+ what do you know about whale ?

- T gives new words+ krill (n)+ migrate (v)+ mammal (n)+ the international whaling commission

Ss answer the question

- Ss listen and repeat new words- pair work: Ss discuss the questions in text book

III. While- listening Task1 (10’)Task 2 (10’)

- T lets Ss hear the tape 3 times

- T lets Ss listen to the tape for specific information (3 times)- T calls other Ss to correct the answer

- Ss work individually and do task 1- Ss can compare with their partners- Ss look through the questions before listening- Ss work individually and answer the questions


Work in groups of 4 to talk about whales

V. Homework (2’) - Ss can talk something about whales in the next period- prepare writing part

UNIT 9: UNDERSEA WORLDLESSON :WRITING

II. OBJECTIVES : By the end of the lesson, Ss will be able to write a short passage about sea animal

III. LANGUAGE FOCUS : - grammar

- new words: words related to sperm whales and dolphinsIV. TEACHING AIDS : work- sheetV. PROCEDURE

Stage / Time needed Teacher’s activities Student’ activitiesI. Warm- up (5m’) T gives some words asking Ss to make

sentences from the worlds relates to the picture in the textbook : sperm whales, fish, ocean, river, big, small

Ss choose the words and make sentences to describe the picture


- T gives new words+ carnivore (n)+ gestation (n)+ entrapment- T makes some questions to help Ss finish the table

Ss read the text silently and do the exerciseSs compare their work sheets

III. While- writing Task2 (18’)


V. Homework (2’)

- T goes around class and help Ss if necessary

- T asks Ss to write their passage (2) on the black board- T corrects them by pointing out common mistakes

Work in groups of four

Ss compare their work sheets

- write some thing about animal you like- prepare next period

UNIT 9: UNDERSEA WORLDLESSON: LANGUAGE FOCUS

I. OBJECTIVES: By the end of the lesson, Ss will be able to:- Pronounce exactly and fluently the sounds /is/, /ea/, /ua/- Should + conditional sentence type 2II. TEACHING AIDSIII. PROCEDURE


A I E R O P H T U

( poor, here, tour, pair, hear)

- Ss play a game by finding out meaningful words from some letters provided in the box- Ss pronounce these words

II. Pronunciation (12’)Activity 1(5’)Activity 2 (5’)

III. Grammar and vocabulary

- T writes 3sounds on the board and asks Ss to listen and repeat /ia/, /ea/, /ua/

- T asks Ss to work in pairs to read all the sentences and themselves

- T asks Ss some questions+ what should you do before going to class?+ what shouldn’t you do when you have a

- Ss listen and repeat- Ss find some words that have the same sounds- Ss practice the sounds in sentence

- Ss answer question and use “should” and “shouldn’t”

Activity 1(E.1) (9’)

Activity 2 (E.2) (9’)

Activity 3(E.3) (9’)

cold ?

- T asks Ss to do as directed, but Ss say “ I think or I don’t think”- T divides class into 2 groups- T can give points for good work

- Ss work in pair: one asks and the other answers:S1: Liz needs a change what should she do ?S2: She should go away for a few days

- Ss gives the structure of conditional sentence type 2- Ss work in groups and one of groups go to the black board to write the answers

III. Homework (2’) Do exercise of language focus in work book

LESSON PLAN

UNIT 10: CONSERVATIONLESSON: READINGI. OBJECTIVES: By the end of the lesson, Ss will be able to talk about the value of forests and nature conservationII. LANGUAGE FOCUS: - Grammar: the passive voice- Pronunciation: /b/ ; /p/- Vocabulary: words relating to conservationIII. TEACHING AIDS: pictures, cassettes player, tapeIV.PRODURE


I. Warm-up (5’) - chattingT asks Ss some questions1. can you tell me some environmental problems?2. what should we do to solve these problem?3. what’s conservation?

- Ss’ answer may very- suggested answer- air pollution, dirty streets, flood, forest fires- planting trees, protecting, animals, conservation

II. Pre- reading (5’) - teaching asks Ss to look at the pictures and answer the question on page 104- T gives some difficult words related to conservation:+ eliminate (v) (translation)+ circulation (n) (translation)+ hydroelectric (picture)+ vegetation (definition)+endangered species (translation)

- repeating words in chorus and individuals

III. While-reading (18’)

Task 1: match the word in A with B- T asks Ss to scan the passage and then do it- T correctsTask 2: decide whether the following statements are true or false- T divides Ss into groups of 6- T asks Ss to read the passage in silence and decide whether the following sentences are true or false- T correctsTask 3:- T divides Ss into groups of 6- T asks Ss to skin the passage in silence and choose the most suitable main idea for each paragraph

- pair work- silent reading

- group work- silent reading

- group work

IV. Post-reading (7’)

- T asks Ss to answer the question in text book

Free practice: T asks Ss to discuss about- what should/ shouldn’t we do to protect our environment?

- pair work- one student in group presents

V. Homework (3’) Write a short passage about 80 words about what we should/ shouldn’t do to protect our planet

UNIT 10: CONSERVATIONLESSON: SPEAKINGI. OBJECTIVES: By the end of the lesson, Ss will be able to make a conservation and talk about how to protect rare animals by opening zoos of the new kind.II. LANGUAGE FOCUS: - Grammar- WordsIII. TEACHING AIDS: handout papersIV.PRODURE


I. Warm-up (5’) Activity 1: playing game- giving Ss handout papers

- work in groups

- instructing Ss to classify them to the following categories- The content of handout: below is a list of animals classify them to the following categoriesFarm animalsWild and zoo animalsPetsHorse, elephant, monkey, sheep, pig, hen, tiger, giraffe, snake, lion, cat, parrot, tortoise, fish, pard, rhinocerosActivity 2: chatting- asking Ss to answer the questions1. Have you ever been to the zoo?2. What animals can you see in the zoo?3. What are zoos opened for?4. What animals are in danger?

- Ss answer may vary

II. Pre- speaking (3’) Task 1:- asking Ss to read the paragraph and answer the questions- correcting Ss’ mistakes- should we open zoos of the new kind or not?

- silent reading- pair work

- Ss’ answersIII. While- speaking (20’)

Task 2: (10’)Activity 1:- asking Ss to put stick (v) in the right box to show your agreement or disagreement in task 2- correcting Ss’ mistakesActivity 2:- asking Ss to share their ideas with a partner by making a conservation- T can work with a partnerT: I think it would be better for animals if they live in the zoo of new kind because they may have better foodS: I agree with you- give some advantages and disadvantages of zoos of the new kind- correcting Ss’ mistakesTask 3: Activity 1:- asking Ss to discuss the advantages and disadvantages of zoos of the new kind- correcting Ss’ mistakesActivity 2:- asking Ss to make a conversation- T can work with a partner- correcting Ss’ mistakes

- group work

- pair work

- Ss’ answer- Group work

- pair work


Task 4: asking Ss to make reports- correcting Ss’ mistakes

Free practice: talk about zoos of the new kind freely

Group work (some leaders will present)

V. Homework (3’) Write a passage about zoos of the new kind about 80 words

UNIT 10: CONSERVATIONLESSON: LISTENINGI. OBJECTIVES: By the end of the lesson, Ss will be able to listen and get some information about a forest fireII. LANGUAGE FOCUS: - Grammar- Words: words related to a forest fireIII. TEACHING AIDS: a filmIV.PRODURE



- T has Ss see a short film about a forest fire, then fire their opinions about this film ( what do you see in the film?)

- T asks Ss to talk about what may cause a forest fireIf necessary T gives open questions1. Do you often go camping in the forest?2. Is it dangerous when making a campfire in the forest?3. what will happen? When?4. can you tell me some causes/ damages of forest fires?Listen and repeat:Forest campfire valuable forester destroy awful heap

Group work

In chorus

III. While- listening (20’)

Task 1:- T asks Ss to listen and number the events in the order you hear- T plays the tape again- T checks the answerTask 2:- T asks Ss to listen again and decide whether the following statements are True (T) or False (F)- T checks the answerTask 3:- T asks Ss to listen again and tick (v) the sentences you hear- T plays the tape once more- T checks the answer

- group work

- pair work


- T asks Ss to say how a forest fire may start and what every camper ought to rememberFree practice:What should we do to protect our forests?

- some leaders will present their reports ( group work)

V. Homework (2’) Write some sentences about the causes of forest fires

UNIT 10: CONSERVATIONLESSON: WRITINGI. OBJECTIVES: By the end of the lesson, Ss will be able to write a letter of invitationII. LANGUAGE FOCUS: some expressions are often used in letters of invitation- let’s….. - can you……….? - shall we…….?- why don’t you / we…..? - how about…….? - are you free….?- would you like……….? - do you feel like…?III. TEACHING AIDS: an extra board with a game papers

IV.PRODUREStage / Time needed Teacher’s activities Student’ activities

I. Warm- up (5m’) - T directs Ss how to play a game- T gives each group with 18 letters and asks them to rearrange into the words which have meaning- The winners will be the ones who are the first to give the answerKEY: LETTER OF INVITATION- T asks Ss some questions to lead into the new lesson:+ have you ever received a letter of invitation?+ what are some expressions often used in letters of invitation ?

- group work

- Ss give the answer

- Ss answer the questions


Task 1:- T directs Ss to do task 1 and asks Ss to work in pairs in 5 minutes- T checks the result by asking some pairs of students to read their finished sentences- Key: 1.c 2.f/h 3.a 4.g/d 5.f/h 6.d/g 7.e 8.b- T asks Ss to look at the finished sentences and make a remark on the form of the verbs following the expressions:+ let’s……… + (bare infinitive)+ why don’t you /we….. + ( to- infinitive)+ would you like…… +(V-ing)- can you…… + (bare infinitive)+ how about….. +(V-ing)+ shall we…… + (bare infinitive)+are you free….. + (to-infinitive)- T asks Ss to use these expression to fill in the blanks in invitation letters in T.2Task 2:- before Ss do task 2, T asks them to skins over task 2 to look for new words- T explains the meaning of the new words and directs Ss to do task 2- T checks the result- key:1. are you free/ would you like2. would you like/ are you free/ how about3. can you/ why don’t we- T asks Ss to make remarks on the form of invitation letters and some

- Ss do task1 as directed


- Ss do task 2 a directed- at first Ss work individually and then exchange their result- Ss report the result

III. While- writing Task2 (18’)


V. Homework (2’)

UNIT 11: CONSERVATIONLESSON: LANGUAGE FOCUSI. OBJECTIVES: By the end of the lesson, students will be able to

- Pronounce: exactly and fluently the sounds /s/ & /z/ in words and sentences- Use “to infinitive” of purpose and “wh-question”

II. LANGUAGE FOCUS:III. TEACHING AIDS: cassette player, tape, textbookIV. PRODURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) - T writes the sentence on the board Susan says she has

shut the doors- T underlines the sounds and leads into the lesson

Ss close the bookOne Ss reads and says what sounds are repeated (/s/ & /z/)

Pronunciation (12’)Activity 1 (5’)

Activity 2 (7’)

Listen and repeat- Writes the 2 sounds /s/ & /z/ on the board- Reads the sounds- Reads the words in textbook - Asks Ss to close the books and numbers two sounds into 2 groups (group 1: /s/, group 2: /z/)- Read the words in the textbook+ prepared + booked + finished+ cleaned + stopped + booked+ lived + closedPractise these sentences- Reads the sentences- Asks Ss to pay attention to the sentence information- Asks Ss to pick out the words containing the sounds /s/ & /z/- Checks and correctsMore exercise:- T plays the tape- T asks Ss to tick the words containing the sounds /s/ & /z/ they hear- T checks and gives mark

Open their booksRepeat in chorusRepeat in chorus/ in individualRead and choose /t/ & /d/Ss say loudly the number of the sound the hear belong group 1 or 2 Ss open the booksSs read the words in pair


Read the result

Work individualGrammar & Vocabulary

Activity 1 (8’)

Activity 2 (7’)

Activity 3(8’)

- T asks a question with “what …for” until having a good answer with “to infinitive” from the student- T explains the use of “to-inf.” of purpose and asks Ss to do exercise in the textbook- T checks and corrects- T asks Ss to complete the sentences in exercise 2 in the textbook- T checks and corrects- T gives the example (as in the textbook)Ex: I often listen to music whenever I have free time- T asks Ss to make question for the underlined part- T asks Ss to do the rest sentences- T asks Ss to ask and answer together- T checks and correct mistake

One student answer

Ss work in pair

Ss work in pair

Ss give the question with “when”Ss work in pairsRole play (one asks and one answers)

Homework (3’)

- T asks Ss to do the exercises of language focus in workbooks

LESSON PLAN

UNIT 11: NATIONAL PARKSLESSON: READINGI. OBJECTIVES: By the end of the lesson, students will be able to understand and know more about some National Park in the world as well as VietnamII. LANGUAGE FOCUS: - Grammar: + should and shouldn’t Conditional Sentence (3)

+ prepositions of direction: though, across…- New words: relating to the topic about National ParksIII. TEACHING AIDS: pictures, projectorIV. PRODURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) - Divides Ss 4 groups to play a game: “Match the name of

the animal with the suitable picturesGroup work

Pre reading (5-7’)

- Asks Ss to work with a partner to answer the question in the textbook- Checks Ss’ answer

Pair work

While reading(20-25’)

- Introduces some new words:+ butterfly (n) (picture)+ orphanage (n) (definition)+ sub tropical (adj.)+ toxic (adj.) (example)+ contamination (n/v)Task 1 (in the textbook)- Checks and correctsTask 2- Asks Ss to work in pairs to answer the questions in the text

Read in silence

Group work

Pair work

Post reading(7-8’)

- Asks Ss : “which of the three national parks would you like to visit most ? why?”

Discuss in group of 4

Homework(3’) - Asks Ss to learn the new words and make sentence using these words- Remember the main ideas of each park given in the reading

UNIT 11: NATIONAL PARKSLESSON: SPEAKINGI. OBJECTIVES: By the end of the lesson, students will be able to talk about an excursionII. LANGUAGE FOCUS:

- Grammar: conditional sentence (type 3)- New words: III. TEACHING AIDS: picturesIV. PRODURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) - Shows the pictures of landscapes in Vietnam (Dalat,

Nha Trang, Da Dia…- Asks Ss to think of what they should bring when they make an excursion there

Work in 4 groups to discuss to find things they should bring when making an excursion to these places

Pre speaking (10’)

- Presents some new words- Fine (n)- Food poisoning (n)- carsick (a)- Presents conditional sentence (type 3)

While speaking(17’)

Task 1- T goes around & checksTask 2

- Asks Ss to do the task as exampleEx: a. If we hadn’t gone by coach, we wouldn’t have got carsick. b. If we had gone by bike, we wouldn’t have got carsick

Present in front of the class

Post speaking(10’)

Task 3- Asks Ss to work in group of 4 to talk about their excursious in the past and tell what they regret not doing

Group workPresent before the class

Homework (3’)

- Write 5 sentences to talk about what the students not regret not doing in the past (T asks students to do this)

Do at home

UNIT 11: NATIONAL PARKSLESSON: LISTENINGI. OBJECTIVES: By the end of the lesson, students will be able to listen to and gaps some special features of Cuc Phuong National ParkII. LANGUAGE FOCUS: + Grammar+ New words: ethics, minority, flora, fauna, attack, enemyIII. TEACHING AIDS: + pictures

+ tapeIV. PRODURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up - Asks students to work in groups

+ Math the pictures with the correct provinces# Cat Ba # Hai Phong# Cuc Phuong # Ninh Binh# Bach Ma # Hue# U Minh # Ca Mau

Group work

Pre listening - Asks students to work in group to answer the question in the textbook- Goes around to help and check the answer- Presents new words:# ethnic # fauna# minority # attack# ffora # enemy

Group work

While listening Task 1- Plays the cassette (1st)……………………(2nd)- Goes around- help- makes suggestions (if necessary)- Plays the cassette (3rd)- Checks the taskTask 2- Gets students pay close attention to the questions provided- Plays the casstte (1st)…………………..(2nd)

Listen only in groups of 4

Listen and try to finish the taskShould pay careful attention to question wordsListen- group work of 4

Listen- group work of 4Try to write down key words for each question

Post listenting - Asks Ss to work in groups to talk about the special features of Cuc Phuong National Park

Work in group then present before class

Homework - Complete the form about Cuc Phuong National Park:# in 1960 # 160 km # 200 square kilometres # in 2002 # 2000 # 450 # the spring of 1789

UNIT 11: NATIONAL PARKSLESSON: WRITINGI. OBJECTIVES: By the end of the lesson, students will be able to write the a letter of acceptance or refusal II. LANGUAGE FOCUS: Soften used in letters of acceptance or refusal- Yes, I’ d like / love to - I’m afraid I can’t….- Yes, that’s a great idea - I’d love to, but….III. TEACHING AIDS: extra boardIV. PRODURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(7’) - Invites Ss to write their letters of invitation on extra

boards (homework- unit 10)- Checks and gives marks- Asks:+ Do you accept these invitations?+ How can you write a letter of acceptance / refusal?

Read and try to correctAnswer: “Yes/ No”

Pre writing (15’) Task 1- Asks Ss to look at the textbook (page 117)- Explains the meaning of these expressions then fill in each blank of the note with a suitable expression - Asks Ss to work in group of 4 to choose the suitable one for each blank- Goes around- checks the resultTask 2- Asks Ss to rearrange…(key: 1/d-e-c-a-f-b)- Checks

Group work

Group work of 6-8Present the result

While writing (10’)

- Asks Ss to read the letter of acceptance in task 2 then write a letter of acceptance / refusal- Divides the class into 4 groups+ 2 groups (acceptance)+ 2 groups (refusal)- Goes around check and helps if necessary

Group work

Post writing (10’) - Hangs the extra boards of 2 typical groups , asks the whole class to correct and remark

Exchange their boards and correct

Homework(3’) “Imagine one of your friends invite you to go somewhere with him/ her. Write a letter of acceptance/ refusal.

UNIT 11: NATIONAL PARKSLESSON: LANGUAGE FOCUSI. OBJECTIVES: By the end of the lesson, students will be able to

- Pronounce: exactly and fluently the sounds /t/ & /d/- Grammar: conditional sentence type 3

II. LANGUAGE FOCUS:III. TEACHING AIDS: extra boardIV. PRODURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) ( Sing a song) ABC SONG Sing in chorusPronunciation (12’)Activity 1 (5’)

Activity 2 (7’)

Listen and repeat- Writes the 2 sounds /t/ & /d/ on the board- Reads the sounds- Reads the words in textbook - Asks Ss to choose the words pronounced /t/ & /d/ (using an extra board)+ prepared + booked + finished+ cleaned + stopped + booked+ lived + closedPractise these sentences- Reads the sentences- Asks Ss to pick out the words containing the sounds /t/ & /d/- Checks the result

Open their booksRepeat in chorusRepeat in chorus/ in individualRead and choose /t/ & /d/


Grammar & VocabularyActivity 1 (8’)

Activity 2 (7’)

Activity 3(8’)

- Sets the situation- the structure- Gets Ss to pay careful attention to the verb forms- Checks- Gets Ss to look at the example in the textbook- Gets Ss to make remarks when reuniting the sentences- Makes remarks and corrects the mistaken if possible- Gets Ss to do the ex 2- Gets Ss to look carefully at the example- Gets Ss to do the ex 3- Checks

Listen, look at the board and give remarksGroup work 4

Group work 3

Listen only

Pair workGroup work of 8individual

Homework(3’) - Do the exercise in workbook (page 65,66)- Prepare TEST YOURSELF

LESSON PLAN

UNIT 12: MUSICLESSON: READINGI. OBJECTIVES: By the end of the lesson, students will be able to understand the passage and have an adequate understanding about music.II. LANGUAGE FOCUS: - Grammar: - New words: Words related to musicIII. TEACHING AIDS: cassette player and tape, pictures in the textbook and some others ones of singersIV. PROCEDURES:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) - T lets the Ss listen to the tape and asks them question.

1. What have you just listened to ?Ss listen to the tape and may answer in various ways

2. What kind of music are you listening to ?3. Name some kinds of music as you know ?

# music# pop/ folk/ classical…music# traditional music/ pop music/ rock music/ jazz…

Pre reading (10’)

Activity 1:Pop Rock’n rollClassical musicFolkActivity 2:T asks Ss to put the name of the music they hear in the blank1. ……is traditional songs of a country2. ……is a style of music with a strong and loud hear3. ……is a modern music that is popular with the youth4. ……is serious and traditional Western European musicActivity 3:T asks Ss to open the book, look at the pictures and answer the question about them1. What kind of music does she play in the first picture ?2. What bank in the second picture ? What kind of music do they play ?3. What kind of music do you think they play in the third picture ?

Ss discuss in groups and match descriptions in the correct orderBaby one more timeYesterdayTurkish March (Mozart)Ly ngua oSs read the statements and put in each blank the name of music

1. folk music2. rock’n roll3. pop4. classical

Ss look at the pictures and name the kind of music from the pictures (pair work)# It’s folk music

# It’s The Beatles. Rock’n roll music# It’s classical music

While reading(15’)

T explains new words- funeral (n)- integral part- lyrical (a)T asks Ss to open the books, listen to the tape and read the text silently then do the tasks that followActivity 1: (Task 1, page 125, textbook)T asks Ss to work in pairs to do the task 1T checks and correctsActivity 2: (Task 2)T asks Ss to read the text, then answer the questionT checks and corrects

Ss open the books, listen to the tape and read the text silently then do the tasks that followSs work in pairs

Ss work in pairsPost reading (12’)

T asks Ss to reread the text then answer the questionsT checks and correctsT devides class into groups of fourT asks groups to talk their opinions about the roles of musicT goes around and helps and asks each group to display in front of classT checks and corrects

Ss work in pairs

Ss work in groups of four

Homework (3’)

T asks Ss to do the exercise in the workbook (ex 12)T explain how to do the exercise

Ss write in out

UNIT 12: MUSICLESSON: SPEAKING

I. OBJECTIVES: By the end of the lesson, students will be able to use Vto, Ss to ask and answer (communicate) some information in the field of musicII. LANGUAGE FOCUS: - Grammar: - New words: words related to music III. TEACHING AIDS: pictures in the textbook, some collective pictures, handout, worksheets, an extra boardIV. PROCEDURES:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) T uses picture in the textbook, asks Ss to look at it and tries

to answer some questionsQuestions:1. What’s her name ?2. What is she doing ?3. Does she listen to music when she goes to school ?4. Why does she like music so much ?To understand why she likes it so much , we come to the new lessons. Ok ?

Ss answer

Ss answer correctly or not


Task 1: (in book)Before reading, T asks Ss to underline some new words

- keep me happy- are easy to listen to- cheer me up- have the radio on

Read loudly and correctlyT asks Ss to look at the book and do the sklill/ exerciseT listen and corrects1. She like pop music2. Because it keeps her happy3. The Backs street Boys4. All the timeT asks Ss to close their books and who can speak to what Ha Anh says about musicT listens and gives mark(if possible)

Ss underline them in their textbook

Ss listen to the TSs read in silenceSs work in pairs

Ss listen to her/ him

While speaking (15’)

Task 2- Using an extra board- explaining it- go around and helps Ss to do (if it is necessary)Prepare: - rousing

- lyrical- serene and peaceful- pleasant- help s.o forget troubles- make s.o excited- make s.o feel related

T asks Ss to write their names on their papers and give T

Ss work in groups (six)

Ss practice

Post speaking (12’)

Task 3: now report what you have found out your partnersT asks any drills and practiceModel: both Lan and Nga like it because it is relaxing or Ba likes pop music, but Nam prefer rockT changes group 1 into groups….T asks Ss to practice speakingT asks Ss any some questions to check the result of SsEx: Does Ha like pop music ?

Ss practice speaking

- Asks Ss to work in group of 4 to talk about their excursions in the past and tell what they regret not doing

Ss answerHomework (3’)

Learn vocabulary, structures by heartPractice speaking by using, in this period vocabulary, structuresThanks for your listening

Do at home

UNIT 12: MUSICLESSON: LISTENINGI. OBJECTIVES: By the end of the lesson, students will be able to listen more information about Van Cao’ life and occupation. Choose the true/ false statements correctlyII. LANGUAGE FOCUS: + Grammar + New words: work related to musicIII. TEACHING AIDS: pictureIV. PROCEDURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) - T has Ss listen to a short song which was written by Van Cao

- T has Ss guess who the composer wasSs listen to a songSs answer

Pre listening (15’)

- T has Ss look at the picture of Van Cao and asks some question.a. Who is in the picture ?b. What do you do about him ?c. Where and when was he born ?d. Is he still alive ?e. When did he die ?- T gives some words (adj.) related to Van Cao’s music: sweet and gentle, exciting, solemn lyrical- T has Ss look at the textbook and then answer the question belowa. Which of these songs were written by him ?

Ss work in pairs

While listening (12’)

Task 1- T introduces the situation of the task 1- T has Ss listen and then decide whether the statements are true or false- T plays the recording 3 times ( T may stop the recording when necessary)- T asks Ss to choose “T” or “F” statement- T helps Ss to choose the correct statement Task 2- T asks Ss to listen the tape again then answer the questions1. What is the name of the radio programme ?2. Which song by Van Cao does Quang Hung like most ?3. Why does Quang Hung like it ?

Ss listen to the tapeSs answer

Ss work in pairsSs correct their work

Post listening (10’)

- T has Ss work in group of four to discuss Quang Hung’s ideas about Van Cao’s music- T asks Ss to answer the question 1.What does he do when he listen to “Tien quan ca”?2. What does Quang Hung think about Van Cao ?3. Do you agree or disagree with him

Ss work in groupsSs answer

Homework (3’)

Ss prepare writing at home

UNIT 12: MUSICLESSON: WRITINGI. OBJECTIVES: By the end of the lesson, students will be able to write about the life story of a famous person, write about the life story of a famous American musician and a famous Vietnamese musican. II. LANGUAGE FOCUS:

- Grammar:- New words: words related to music

III. TEACHING AIDS: picturesIV. PRODURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) - T has Ss listen to a short English song then asks Ss to answer

the questions1. Do you know who the singer is ?2. Where does he/ she live ?- T shows a picture of Scott Joplin and asks questions1. Who is he ?2. Do you know any information about him ?

Ss listen to music and answer

Ss answerPre writing (15’)

- T has Ss learn new words :+ compose + artiste work+ musical black family + wonderful mixtureTask 1T has Ss work in pairs. Use the prompts below to make up complete sentences about Scott JoplinEx: Scott / born/ Texas/ 1886/ poor/ but musical black family- T has Ss do the exercise in the textbook- T checks the result by asking some pairs of students key1. He learned to play the guitar when he was very young2. He learned to play the works of composers like Back, Beethoven, Mozart as well as to compose music3. He quickly became famous4. His tunes were wonderful mixture of classical European and African

Ss work in pairs


Task 2- T asks Ss to write about the life story of Van Cao- Before Ss do Task 2, Tasks them to answer the questions1. When was he born ?2. Where was he born ?3. How was his family ?4. When did he compose music ?5. When did he compose his first song ?6. When did he compose Vietnamese national an them Tien Quan Ca ?7. What are his artistic works ?8. When did he die ?T asks Ss to write the answers into passage

Ss answer

Ss work in groupPost writing (10’)

T checks the result and corrects their exercises

Homework (3’)

T asks Ss write a life story of a famous musician (about 50 words)

UNIT 12: MUSIC

LESSON: LANGUAGE FOCUSI. OBJECTIVES: By the end of the lesson, students will be able to

- Pronounce: exactly and fluently the sounds /s/ & /z/ in words and sentences- Use “to infinitive” of purpose and “wh-question”

II. LANGUAGE FOCUS:III. TEACHING AIDS: cassette player, tape, textbookIV. PRODURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) - T writes the sentence on the board Susan says she has

shut the doors- T underlines the sounds and leads into the lesson

Ss close the bookOne Ss reads and says what sounds are repeated (/s/ & /z/)

Pronunciation (12’)Activity 1 (5’)

Activity 2 (7’)

Listen and repeat- Writes the 2 sounds /s/ & /z/ on the board- Reads the sounds- Reads the words in textbook - Asks Ss to close the books and numbers two sounds into 2 groups (group 1: /s/, group 2: /z/)- Read the words in the textbook+ prepared + booked + finished+ cleaned + stopped + booked+ lived + closedPractise these sentences- Reads the sentences- Asks Ss to pay attention to the sentence information- Asks Ss to pick out the words containing the sounds /s/ & /z/- Checks and correctsMore exercise:- T plays the tape- T asks Ss to tick the words containing the sounds /s/ & /z/ they hear- T checks and gives mark

Open their booksRepeat in chorusRepeat in chorus/ in individualRead and choose /t/ & /d/Ss say loudly the number of the sound the hear belong group 1 or 2 Ss open the booksSs read the words in pair


Read the result

Work individualGrammar & Vocabulary

Activity 1 (8’)

Activity 2 (7’)

Activity 3(8’)

- T asks a question with “what …for” until having a good answer with “to infinitive” from the student- T explains the use of “to-inf.” of purpose and asks Ss to do exercise in the textbook- T checks and corrects- T asks Ss to complete the sentences in exercise 2 in the textbook- T checks and corrects- T gives the example (as in the textbook)Ex: I often listen to music whenever I have free time- T asks Ss to make question for the underlined part- T asks Ss to do the rest sentences- T asks Ss to ask and answer together- T checks and correct mistake

One student answer

Ss work in pair

Ss work in pair

Ss give the question with “when”Ss work in pairsRole play (one asks and one answers)

Homework (3’)

- T asks Ss to do the exercises of language focus in workbooks

LESSON PLAN

UNIT 13: FILMS AND CINEMALESSON: READINGI. OBJECTIVES: By the end of the lesson, students will be able to know about the history of cinemaII. LANGUAGE FOCUS: - Grammar: structure “it is/ was not until…- New words: character, sequence, decade…III. TEACHING AIDS: pictures of actorsIV. PROCEDURES:Stages/ Time Teacher’s activities Students’ activitiesWarm up(2’) Giving the picture of an actor and asking:

- who’s this ?- which film does he (she) act ?

Ss answeringSs answering

Pre reading (3-5’) Asking Ss to work with their partners1. Do you want to see a film at the cinema or on TV ? Why ?2. What kind of film do you like to see ?

Ss asking answering in pairsSs asking answering in pairs

While reading (28-30’)

Leading Ss to give the meaning of Voc…Asking Ss to scan the textTask 1:Asking Ss to do the exerciseCorrecting their mistakesTask 2:Asking Ss to reread the text, then answering the questionsTask 3:Asking Ss to scan the text to choose the best title

Ss reading in silence

Ss working individually

Ss working in silenceSs working in pairsSs working individually

Post reading (5-6’) Dividing Ss into groups of fourAsking Ss to talk about the passage using the cues

- group 1: 19th century- group 2: 1910s- group 3: 1920s- group 4: 1905- group 5: 1915

Ss working in groups

Homework(3’) Asking Ss to summary the history of cinema

UNIT 13: FILMS AND CINEMALESSON: SPEAKINGI.OBJECTIVES: By the end of the lesson, students will be able to :- ask and answer about kinds of film- talk about their feeling about each kind of filmII. LANGUAGE FOCUS: - New words: science fifteen, detective, horror, thriller, action III. TEACHING AIDS: extra precis of paper,…IV. PROCEDURES:Stages/ Time Teacher’s activities Students’ activitiesWarm up(3’) T giving Ss a short piece of film Tom and Jerry

T asking Ss some questions1. Can you give me the little of this film ?2. What’s the kind of this film3. Name some kinds of film you knowT asking Ss to write down their answer on the board

Ss watching filmSs answering


Task 1: New words:

- science (n)- horror (n)- detective (n)- thriller (n)

T explaining the meaning of the new words T introducing the task warmlyLeading Ss to compare their answers

Ss working in pairs

While speaking (15’)

Task 2: new words:- Action film (n)- terrifying (n)T introducing the task dearly Ss working in group of

Giving the modelAsking Ss to talk their feeling about each kind of filmT checking and correctingTask 3:T asking some questions1. What kinds of film do you like best ?2. What do you prefer, detective films or science fiction films ?T asking 2 Ss to ask and answer the model in bookT checking

3

Ss answering

Ss working in pairPost speaking (12’)

Task 4T asking Ss to sit in groups of 3 and talk about a film they have seen ?Going around to help Ss if necessaryAsking some groups to practice before the classT checking

Ss working in groups of 3Ss practising

Homework (3’)

T asking Ss to write a paragraph about one of Ss’s favourite films that they have ever seen

Ss writing a paragraph as directed

UNIT 13: FILMS AND CINEMALESSON: LISTENINGI. OBJECTIVES: By the end of the lesson, students will be able to listen and get information about Lan and Huong’s for the next weekII. LANGUAGE FOCUS: New words: picnic,suppose, instead, chat on the net…III. TEACHING AIDS: picture, a cassette playerIV. PROCEDURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) Asking a question: what do you do in your free time ?

- leading to the new lessonSs answering the question

Pre listening (15’)

Leading Ss to read the cues in bookLeading Ss to put a tick (v) in the sight columnAsking some Ss to check their answerLeading Ss to listen and repeat the word in book


While listening (12’)

Task 1Leading Ss to listen to a dialogue between Lan and Huong. Then answer the question: “what are they planning to do together”Checking and correcting their guessingTask 2Preparing some plash cards about Lan and Huong’s plans for the next weekGiving the calendarChecking and correctingTask 3ExplainingLetting Ss listen to the tape againChecking

Ss listening and answering

Ss working in groupsSs listening and putting flashcards on the calendarSs working in pairs (comparing with a partner)

Post listening (10’)

Asking Ss to use the information about Lan and Huong’s plans to talk againCalling some groups to present

Ss working in groups

Homework (3’)

Free practice:Talking about your plans for the next week


Writing about your plans for the next week (about 80-100 words)

UNIT 13: FILMS AND CINEMALESSON: WRITINGI.OBJECTIVES: By the end of the lesson, students will be able to - describe the film- write about a film they have seen II. LANGUAGE FOCUS:

- Grammar:- New words: sending of a luxury liner (ship), disaster, iceberg

III. TEACHING AIDS: CD, extra boardIV. PROCEDURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) T show a short film and asks

- Have you ever seen this film ?- What is the name of the film ?- What do you know about it ?He will know about it clearly through the lesson today.

Watch the filmSs: yesSs: TitanicSs: It is a love story film

Pre writing Task 1(15’)

New words:Sinking of a luxury liner (ship)Disaster (n)Iceberg (n)T asks Ss to read the passage of the film Titanic and them answer the questions (work in groups)T goes around the class and helps Ss if necessaryT calls some Ss to write their answer down on the boardT corrects

Work in groups

Ss go to the board and write down

While writing Task 2 (12’)

T guides Ss to use the description of Titanic and the questions above as suggestion to write about film they have seenT asks Ss to work in group of 4T goes around the class to check Ss’ practice and helps them if necessaryT gives them some words, structures,…T calls some Ss to write down on the boardT asks Ss to write the answer into passage

Ss work in group of 4

Ss write down on the boardSs work in group

Post writing (10’)

T asks Ss to look at the board and give the commentsT asks Ss to compare their own writingT corrects

Ss look at the board and commentSs compare

Homework (3’)

T asks Ss to rewrite their description of the film they have seen and prepare “language focus”- pronunciation /f/ and /v/- review: adj. of attitude, It is / was not until that, a/ an and the

Ss work at home

UNIT 13: FILMS AND CINEMALESSON: LANGUAGE FOCUSI. OBJECTIVES: By the end of the lesson, students will be able to pronounce the consonants /f/ and /v/ to master the grammar part “adj. of attitude a/ an and the”, sentence structure “it is/ was not until… that”

II. TEACHING AIDS: cassette player, pictures, extra boardIII. PROCEDUREStages/ Time Teacher’s activities Students’ activitiesWarm up(5’) - Showing a fan in the class and asking what’s this ?

- Showing a vase on the table in the class and asking: what’s this ?T : yes, a fan and a vase; “f” and “v”- Leading to pronunciation

Ss answering: a fanSs answering: a vase

Pronunciation (10’)

* Pronunciation:Introducing and opening the tape Opening the tape once moreCalling Ss to readLeading Ss to practice pronouncing the sentence (in book)

Ss listeningSs listening and repeating in chorusSs reading individually

Grammar & Vocabulary (30’) Exercise 1

Exercise 2

Exercise 3

* Ex1: asking:Ss a question : “what do you think about the film Titanic?”T : so, you are interested in the filmReminding “interesting” and “interested” when do we use “interested” and “interesting” ?Leading to do ex 1IntroducingAsking Ss to write the adjectival forms of the verbs

1. fascinate – fascinating2. excite – exciting3. terrify – terrifying

Correcting the mistakes* Ex 2:Leading Ss to do exerciseEx: the movie wasn’t as good as we had expected (disappoint)

- The movie was disappointing- We were disappointed with the movie1. ….2. ….

Checking by asking Ss to speak and write their answersMore exercise:Giving two pictures1. 2.

Asking Ss to describe the pictures by using adj. ending- ing one formGoing around and helping pupils if necessaryCheckingExercise 3:have you visited Ha Long Bay ? or have you read “Harry porter?”If yes, when ?If Ss say “yes” – T: reporting his/ her answer slowly and clearlyEx: he/ she visited Ha Long Bay in 2002 or it was not until 2002 that he / she visited Ha Long BayLeading to do exercise 3 after explaining the structure “it was not untill…that”

Ss answering: very interesting

Ss answering


Ss working in groups of 4

Ss comparing together

Ss working in groups of 4

Ss yes

Nha Trang beach

A pupil has get a bad mark

Exercise 4

Asking Ps to rewrite the following sentences using the structure abovecheckingexercise 4:- asking Ps to put a or the in the numbered blanks- checking

Ss working in pairs

Ss working in pairsHomework (3’)

* Asking Ss to underline the consonants /f/ and /v/ in the following words: wife, cough, plough, laughAsking Ss to make sentences using the following adjectives

1. boring/ bored2. attracted/ attracting

* Preparing: - the new lesson until 14: reading- finding the meaning of new word: tounament/ championship/ hort…

LESSON PLAN

UNIT 14: THE WORLD CUPLESSON: READINGI. OBJECTIVES: By the end of the lesson, students will be able to read the passage for specific information about the world cupII. LANGUAGE FOCUS: - Grammar: review passive voice in simple present - New words: cassette player, picture of some famous soccer playersIII. TEACHING AIDS: pictures of actorsIV. PROCEDURES:Stages/ Time Teacher’s activities Students’ activitiesWarm up (3-5’)

Divides class into some small group, asks Ss to match the pictures of famous soccer player to their nations

Work in group of 5, the leader of each groups sticks

Leads Ss to the new lesson the picture and their nations on the board

Pre reading (5-7’)

Asking Ss to ask and answer the questionsGives new wordsReads new wordsAsks Ss to read- correct mispronunciation if necessayAsks Ss review the passage voice

Pairs work

Repeat chorouslyIndividually

While reading (20-25’)

Has Ss open their books, listen to the tape, scan the textTask 1:Asks Ss to read the text, matchTask 2:Asks Ss to read the text again, fill in the gapsTask 3:Asks Ss to read the text once more, T / F exercise

Open, listen, scan (individually)Group work of 4 or 5

Individually

Group work (4/5)

Post reading (5-10’)

Asks Ss to read the text , do the exercise in bookAsks Ss to talk about the 2006 world cup by using the cues

- How many teams takes part in it ?- Which team is the winner ?- Where is it held ?

Work in group of 4 or 5

Homework (3’)

Asking Ss to read the text, learn by heart new wordsReview the passage voice

UNIT 14: THE WORLD CUPLESSON: SPEAKINGI.OBJECTIVES: By the end of the lesson, students will be able to talk about the history of the world cupII. LANGUAGE FOCUS: - Grammar: review the simple past tense- New words: words related to the name of some nations III. TEACHING AIDS: poster of the 2006 world cupIV. PROCEDURES:Stages/ Time Teacher’s activities Students’ activitiesWarm up(3’) Play a game

- Uses a poster of the 2006 world cup- Asks Ss to write down the name of the nation of each team- Lead Ss to the new lesson

Work in group of 6

Pre speaking (5-7’)

Read the name of these nationsTask 1: Asks Ss to look at the pictures and talk what they know about these teams* cues: - How many times do they join in the world cup ?- How many times did they become the world champion ?- Tell about the name of famous player in these teams* review the simple past tense

Repeat chorously

Work in group of 4/ 5

While speaking (20-25’)

- Asks Ss to read the table in book- Reads the model- Asks Ss to practice the model- Call some couples read the model

IndividuallyRepeat chorouslyPair workPair work

- Asks Ss to practice with their partners using the information in the table- Asks Ss to present their result in front of the class – corrects their mistakes

Pair work

Role play

Post speaking (7-10’)

Asks Ss to have a look at the table again, discuss with their friendsHelp Ss to correct mistakes if necessary

Group work- the leader of each group presents their group’s result in front of class- their friends correct if necessary

Homework (3’)

Asks Ss to learn by heart the name of those nationsWrite a passage about 100 words about the 2006 World Cup

Ss writing a paragraph as directed

UNIT 14: THE WORLD CUPLESSON: LISTENINGI. OBJECTIVES: By the end of the lesson, students will be able to get some information about a famous football player by listeningII. LANGUAGE FOCUS: New words: words related to footballIII. TEACHING AIDS: a cassette player, extra boardIV. PROCEDURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(5’) T lets Ss listen to a song

T asks some question about this songa. what is this song about ?b.Do you know the title of this song ?c. in what occasion do you hear it ?

ListenAnswer, individually

Pre listening (5-7’)

T asks Ss to look at the pictures in the book and: tell their names/ who is the person they like best ? why ?T read words givenT asks Ss to read- correct mistakes. Lead into new part

Answer

Repeat chorously

While listening (20-25’)

Task 1Plays the tape onceHangs the extra board and asks Ss to fill in the gapsPlays the tape again, asks Ss to completePlays the tape once more, lets Ss listen to the tape sentence by sentence and asks them to check + correct their answersRemarks Task 2Asks Ss to have a look at the questionsLets Ss to listen to the tape and asks them to answer the questionsAsks Ss to write the answer on board, their friends correct if necessary until T’s help

ListenGroup workGroup workWork in group

IndividuallyIndividuallyOpen pairsIndividually

Post listening (7-10’)

T asks Ss to talk about the milestones in Pele’s life Work in group of 4/5- the leader of each group presents their results- their friends complete if necessary

Homework (3’)

Asks Ss to do the exercise againAsks Ss to talk about the milestones in another person’s life


they like best.

UNIT 14: THE WORLD CUPLESSON: WRITINGI.OBJECTIVES: By the end of the lesson, students will be able to write an announcement about organizing a football matchII. LANGUAGE FOCUS:

- Grammar:- New words: related to an announcement

III. TEACHING AIDS: extraboard, cassette playerIV. PROCEDURE:Stages/ Time Teacher’s activities Students’ activitiesWarm up(3’) T records an announcement about a football match of the PY

football committee, asks Ss to answer:a. What is this announcement about ?b. When ? Where ?c. Which team ?leads to new lesson

Listen

Answer

Pre- writing (15’)

Task 1T asks Ss to read the announcement, answer the qs in the bookT remarks, corrects and summarizes main points noted in writing an announcement- who (announcer, organizer)- what (content of the announcement)- when (time)- where (place)Note: the simple future tense

Work in groups of 4/5


Task 2T explains the aim of the exercise divides class into small groupsAsks Ss to write T goes around and helps Ss if necessay

Work in group of 4/5 in extraboard

Post writing (10’)Homework (3’)

UNIT 14: THE WOLRD CUPLESSON: LANGUAGE FOCUS

I. OBJECTIVES: By the end of the lesson, students will be able to:- pronounce the sound /g/ & /k/ in words and in sentence fluently and exactly- use the sample future tense in making prediction and offersII. TEACHING AIDS: extraboard

III. PROCEDUREStages/ Time Teacher’s activities Students’ activitiesWarm up(5’) Play a game

T divides class into 2 groups, the leader come to the board and write 5 words begin with the sound /g/ and 5 words begin with the sound /k/ who is faster, is also the winnerT asks Ss to read the words givenT leads to the new lesson

Close the booksGroup workThe leaders present their result

Individually

Pronunciation Activity 1 (5’)

Activity 2 (7’)

Listen and repeat:T writes 2 sounds /g/ & /k/ on the board, reads themT reads the words in the textbookT asks Ss to read the word givenT numbers 2 sounds from 1 to 2, asks Ss to close their book, says the wordsPractice these sentences:T reads the sentences T asks Ss to pay attention to the sentence stressT asks Ss to pick out the words containing the sounds /g/ & /k/T check the resultAsks Ss where will the next world cup be held ?

Listen and repeat chorouslyRepeat, choruslyIndividuallySays loudly the number of sound hearListen and repeatRead individually as directedPair workRead the result

Grammar & Vocabulary

Activity 1(8’)

Activity 2 (8’)

Activity 3 (7’)

Asks Ss what tense is used in this sentence ?T explains the using of the simple future tense (the difference between will going to)* Ex1: T directs Ss to do ex1 , using the simple future checks the result* Ex 2: T explains the using of will in making predictionsT asks Ss to hang the extraboard on helps Ss in correcting mistakes if necessay* Ex 3:T reads the example, asks some Ss to read it aloudT asks Ss to tell the about the using of the simple future tense in this case- T explains the using of it againT asks Ss to do the exerciseT asks Ss to give their results- asks their friends correct- corrects if necessaryT summarizes the using of “the simple future tense” again

Pair work

Work in group of 5/6 (extraboard)

Individually

Individually

individually

Homework (3’)

T asks Ss to:- do the exercise again, write into their notebook- write 3 sentences by using this grammar point (about themselves)

Unit 15: citiesPeriod 1: reading

A. Aims Ps can get more knowledge of the city of New York. Enlarge their vocabulary related to city. Improve their reading ability.

B. Skills Understanding new words expressions in context. Passage comprehension. Deciding on True or False statements.

C. Time allowance 45 minutes

D. Aids

Textbook and picturesE. Procedure

Time Teacher’s activities Pupils’ activities8’ I. Pre- reading

Introduce some pictures of some famous cities in the world, ask Ps name them.Do you know these places?What are they?Where is New York?What do you know about the city?Guide Ps to read the places in the pictures:The Empire State BuildingCentral ParkTimes SquareThe United NationsThe Statue of LibertyNew AmsterdamBroadwayHudson riverPassaic

Look at the pictures then ask answer with a partner to name them.

Answer in VietnameseWork in pairs to ask and answer.Answer:

Listen to the teacher then repeat.

30’ II. While-reading1. Task 1Ask Ps to read the task. Help them with some new words. Let Ps read the passage to do the task.

2. Task 2Ask Ps to work individually to read the statements. Guide Ps to understand them. Let Ps write the answer on the board. Check and correct. Feed back.

3. Task 3Let Ps work in pairs to read then do the task. Go around helping them.Ask Ps to answer individually ask the others to correct mistakes of their partners.Feed back.

Read and get the task, ask the teacher for help with new words.Read the passage individually then discuss the answers with a partner to complete the task.Answers:1. d 4. a2. c 5. b3. e

Read individually. Work in groups to find the answers.

1. T2. F It is ice- free in all seasons.3. T It is on the Hudson and

Passaic rivers.4. T5. T

Work in pairs to answer the questions.

1. It is in the southern part of New York State.

2. 7 million in the city and 19 million in the metropolitan region.

3. Because it was found by the Dutch.

4. Because it was home of the United Nation, the central of the global finance communication and business.

5. The Statue of Liberty, the Empire State of Building, Wall Street and Broadway theatre district.

5’ III. Post- readingGo around helping and encouraging them.

Work in groups to discuss.

2’ IV. HomeworkPrepare for the presentation of the post-reading.Guide Ps to prepare.

- At home.

Unit 15: citiesPeriod 2: speaking

A. Aims Ps can get more knowledge of the city of New York. Enlarge their vocabulary related to city. Improve their speaking ability.

B. Skills Comparing 2 cities Stating preferences and giving reasons.


D. Aids Textbook and pictures

E. Procedure

Time Teacher’s activities Pupils’ activities6’ I. Task 1

Guide Ps to do the task and use the questions.Read and do the task in pairs.

1. d 4.a- e2. f 5. b- c3. a- e 6.b- c

10’ II. Task 2Go around helping Ps speak, encourage them to speak. Call on some pairs to ask and answer in front of the class.

Work in pairs ask and answer about a city using given prompts and the questions in the task 1.

15’ III. Task 3Guide Ps to use the sample conversation to speak. Read aloud the conversation 2 times then let Ps work in pairs to practise.Call on some pairs to read in front of the class. Feed back.

Listen to the teacher. Imitate the pronunciation.Work in pairs to practise.Present in front of the class.

10’ IV. Task 4Guide Ps to use the structures and contents in the task 2 and 3.Go around helping them to speak as well as notice Ps’ mistakes of pronunciation.Check some common mistakes of pronunciation. Feed back.

Use the structures and contents in the task 2 nad3 to speak freely in the class. Ask the teacher for help if need.

4’ V. Homework- Ask Ps to do exercises in workbook. - At home.

UNit 15: citiesPeriod 3: listening

A. Aims Ps can get more knowledge of the city of New York. Enlarge their vocabulary related to city. Improve their listening ability.

B. Skills Monologue

Listening for specific information Filling in a table



E. ProcedureTime Teacher’s activities Pupils’ activities

10’ I. Pre- listeningIntroduce the picture of the Statue of Liberty and as Ps some questions.

Look at the picture and work in pairs to answer the questions.

1. It is the Statue of Liberty.2. It is the statue of a woman3. It’s got a crown on its head.4. It’s got a tablet on its left hand.5. It’s holding a burning torch in its right

hand.6. It’s wearing a robe.

25’ II. While- listeningTask 1Guide Ps to read the task help Ps to understand the questions in the task. Give some new words they may face.Turn on the tape 3 times. Call on some Ps to write the answer on the board. Turn on the tape 1 time. Stop at each key sentence to check and correct.Task 2Turn on the tape 2 times. Call on a P to fill in the table on the board. Check and correct. Feed back.

Read and get the task. Ask the teacher for help with new words.Listen to the tape 3 times and choose the correct answer.

1. B 4. A2. A 5. C

3. B

Read the task and read the table to get the contents.Listen to the tape 2 times then fill in the table.

Formal name

Liberty lightening the world

Height 46 metresWeight 205 tonsMaterial Cooper and ironThe base Stone and concreteOpening time

9.30 a.m_ 5. 00 p.m_ daily except Christmas Day

8’ III. Post- listeningGuide Ps to work in groups to talk about what the have listened then ask Ps to present in front of the class.

Present what they have listened.

2’ IV. Homework- Ask Ps to do the exercises. - At home.

Unit 15: citiesPeriod 4: writing

A. Aims

Ps can get more knowledge of the city of New York. Enlarge their vocabulary related to city. Improve their writing ability.

B. Skills Describing a city.



E. Procedure

Time Teacher’s activities Pupils’ activities5’ I. Lead- in

Ask Ps some questions:Where is London?What do you know about it?

Answer:

18’ II. presentation Task 1Guide Ps to get the questions.Call on some Ps to answer the questions.Feed back.

Get the questions then work in pairs to read the description of London.Answer:

1. In Southern England, on the river Themes.

2. It covers an area of 1610 square kilometers.

3. 7 million.4. It is capital city.5. It was founded by Romans in 43 AD.6. It is famous for many things: its historic

buildings, such as St. Paul’s Cathedral and the Houses of Parliament; its museums and its many shops.

7. The parks.17’ III. Practice

Task 2Ask Ps work in groups to find a city in Vietnam.Go around helping Ps write.Help Ps answer the questions to make their group’s outline.Give some new words if they need.Call on some Ps to check and correct their writing.Check and correct some common mistakes of grammar and spelling.Feed back.

Work in groups to choose a city in Vietnam they like. Make an outline basing on answering the questions in the task 1.Write individually basing on the outline.

4’ IV. ProductionAsk a P of a group to present about a city they have written.

Present about a city they have written.

1’ V. Homework Hand in the writing. - At home.

Unit 15: citiesPeriod 5: language focus

A. Aims Ps can pronounce correctly: /ð/ and / /. Ps get to use non-defining and defining clauses properly.

B. Skills Pronunciation: / ð / and / /.

Grammar and vocabulary: Non-defining vs. defining relative clauses Although as a contrasting connector



E. Procedure

Time Teacher’s activities Pupils’ activities

13’

I. Pronunciation Listen and repeat

Turn on the tape 2 times. Notice the differences between the two sounds.Turn on 1 time ask them to repeat.Pratise these sentencesTurn on the tape 2 times. Ask Ps to repeat after the tape. Call on some P pronounces. Feed back

Listen to the tape. Pay attention to the differences between the two sounds. Repeat after the tape.

Listen to the tape and repeat.Pronounce in front of the class.Correct mistakes of pronunciation

20’II. Grammar and vocabulary

Exercise 1 Non- defining relative clausesAsk Ps to read the example. Highlight the key sentence. Guide Ps to point out the role and the position of the clause.Give more examples to make clear explanation. Ask P to draw the conclusion.Ask Ps work in pairs to discuss the answer. Go around helping them to complete the task.

May give some explanation to some cities, call on some Ps to answer orally or write on the board.Ask the others to correct mistakes, feed back.

Exercise 2 Guide Ps to understand the task. Ask Ps to work in pairs. Go around helping Ps write, encourage Ps to write.Connecting contrasting ideas: although/ though… give some explanation, notice the comma between the two sentences.Although New York is not the capital of the country, it is the home of the United Nations.

Read the example, notice the key sentence.Listen to the teacher’s explanation. Point out the key sentence and draw the role and the position of the clause.Answer: MÖnh ®Ò kh«ng x¸c ®Þnh dïng trong c©u víi vai trß bæ xung th«ng tin. NÕu bá mÖnh ®Ò quan hÖ kh«ng x¸c ®Þnh c©u vÉn cã nghÜa. Nã cã thÓ ®øng gi÷a hoÆc cuèi c©u, ®îc ng¨n c¸ch víi c¸c thµnh phÇn kh¸c cña c©u bëi mét dÊu phÈy.Do the exercise in dividually.

1. Washington D.C, which is located on the East Coast of the United States, has many interesting and historical places to visit.

2. Brasilia, which is the capital of Brazil, is less than 50 years old.

3. Mexico City, which has a population of nearly 20 000000, is the largest metropolitan area in the world.

4. Seoul, which hosted the 1988 Summer Olympics, is well known for its shopping centres.

5. Kyoto, which is used to be the capital of Japan, has many temples.

Check and correct mistakes of grammar and spelling.Work in pairs to do the exercise.

6. Although there is not much to do in the countryside, I prefer living in there.

7. Although there is a lot of pollution in Los Angeles, it is an ideal place to live.

8. Although the shops are crowed, people are not buying much.

9. Although the city is a favourite tourist destination for many people, it has its problems.

Feed back. 10. Although it is a safe neighbourhood, it is best to be careful.

10’III. Production

Ask a P to summarise the grammar points and the sounds they have learnt.

Summarise the grammar points they have learnt.

2’IV. Homework

- Ask Ps to do exercises in workbook. - At home.

Unit 16 historical places

ReadingA * Skills: - Reading for gist and for specific information. - Summarize the passage.B. Method: Integrated, mainly communicative.C. Time: 45 minutesD. Teaching aids: Pictuets.E. Procedure:

Teacher’s activities Pupils’ activities

I. Warm-up: (5 minutes)- Show the picture.- Ask Ps to answer the questions: What is it? Where can you see it? What do you know about it? - Lead Ps to the lesson.

II. Pre-reading ( 7 minutes)* Activity 1:- Ask Ps to list some historical places they know in Vietnam.* Activity 2:- Ask Ps to look at the picture and answer

questions: Is Van Mieu – Quoc Tu Giam a hictorical place? What do you know about this place?- Introduce some historical places of Vietnam: Co Loa Citadel, Hoa Lu Capital, Con Son-Kiep Bac Site, Den Hung Remains, Pac Bo Site….- Lead Ps to the lesson.

III. While- reading ( 22 minutes)- Introduce the passage.- Ask Ps to read the passage silently and find out new words.- Explain the new words.- Help Ps read the new words.

Task 1:- Ask Ps to read for gist then do task 1: Choose A, B, or C that best suits the meaning of the italicized

- Ps’ answers may vary.- Ps work in groups.

- Work in pairs. - Ps’ answers are different.- Stand up and say their answers.

- Find out the new words.- Ps copy new words.- Read the new words.

- Ps work in groups.- Stand up and say their answers.

word.Ask Ps to read the words or phrases and understand the meanings.

- Conduct the correction.

Task 2:- Ask Ps to read the passage for specific information, then decide whether the following statements are true (T) or false (F). - Prompt and correct Ps’ mistakes.- Walk round and help them.- Conduct the correction.

IV. Post-reading (10 minutes)- Ask Ps to read the passage again and talk about Van Mieu-Quoc Tu Giam, using the suggestions below:+ Why is Van Mieu – Quoc Tu Giam a place of interest?+ When and where were they built?+ What were their functions?+ What is special about the stelae there?- Walk round and help them.- Conduct the correction.

V. Homework ( 1 minute)- Ask Ps to complete the exercise in post-reading.- Do exercises in student book.

1. B 2. A 3. C 4. B 5. C- Underline the new words.- Take notes.

- Reading and work in groups.- Ps do the task.- Answers:

1. F 2. T 3. F 4. F 5. T 6. T- Ps do the task and explain the answers, correct the incorrect information.

- Ps work in groups.- Ps’ answers may vary.


Period 2 speaking

A. Aims Ps can get more knowledge of Van Mieu Quoc Tu Giam. Enlarge their vocabulary related to historical places. Improve their speaking ability.

B. Skills Asking and answering questions about historical places. Talking about historical places from given information.


D. Aids Textbook and pictures.

E. Procedure


8’I. Homework correction

Ask a P to translate the reading text into Vietnamese.Feed back.Give mark.

- Give some comments.

13’

II. Task 1Go around helping them to speak, encourage them to use other ways to talk.Feed back

Work in pairs to talk.Suggested answers:When did the construction of the mausoleum finish?

How many floors are there in the Mausoleum?What is the use of each floor?On what days can we visit the Mausoleum?What time can we visit the Mausoleum in summer?Can we visit the Mausoleum in October? Why? Why not?Can we take photographs inside the Mausoleum?

12’

III. Task 2 Let Ps work in groups to be in the role of a tourist guide. Go around helping them to speak. Call on some Ps to present.Feed back.

Practise speaking in groups to be in the role of a tourist guide using the information about Hue Imperial and Thong Nhat Conference Hall. May ask the teacher for help.Present in front of the class.

10’

IV. Task 3Guide Ps to do the task go around helping them.Feed back

Ask the other members of the group question about a historical place they have been to or know about, not down the main information, and then report to the class what you have learnt about that place.

2’

V. HomeworkWrite an outline of information about the place you know to present.Guide Ps to do the task making an outline.

- At home.


Period 3 listening

A. Aims Ps can get more knowledge of a historical place. Enlarge their vocabulary related to historical places. Improve their listening ability.

B. Skills Monologue :

Listening for specific information. Filling in the table.


D. Aids Textbook and pictures, cassette player and a tape.

E. Procedure


10’I. Pre- listening

Ask Ps to answer those questions in the book after looking at the pictures.Turn on the tape, ask Ps listen and repeat.

- Look at the pictures then answer the questions.Suggested answers:Notre Dam Cathedral in Ho Chi Minh City.Ha Long Bay.The Huc Bridge in HanoiNoon gate in Hue Imperial CityListen pay attention to stress and intonation and repeat.

II. While- listening

20’ Task 1Ask Ps to read and get the task. Help Ps with new words.Turn on the tape let Ps complete the sentences.Task 2

- Get the task then listen to the tape. Choose the best answer to complete the sentences.Answers:

1. B 4.C2. A3. C 5. C

Answers:1. It lies on Thu Bon River, 30 km south of

Da Nang.2. It was known as a major trading centre

of Southeast Asia between the 16th and the 17th centuries.

3. Hoi An now famous for its old temples, pagodas, and small- titled roofed houses and Narrow Street.

4. They were made of wood and their pillars were carved with ornamental designs.

5. It was built in 1855.6. It was built nearly two centuries ago.7. The house now looks almost exactly as

it did in the early 19th centuries.8. In 1999.

13’III. Post- listening

Task 3Let Ps work in groups to talk about Hoi An using the cues.Call on some of Ps to present in front of the class.Feed back.

- Work in groups to talk about Hoi An.- Present.

2’IV. Home work

Prepare to present in front of the classGuide Ps to prepare at home.

- Ask the teacher for help.

:


Period 4 writing

A. Aims Ps can get more knowledge of tourism of Vietnam. Enlarge their vocabulary related to describing a chart. Improve their writing ability.

B. Skills Describing a chart.



E. Procedure


8’I. HOMEWORK CORRECTION

Call on a P to present the homework.Ask the others to comment.Feed back. Give mark.

- PresentComment the work of the partner.

12’II. Task 1

Guide Ps to read the task then study the chart to answer the questions that follow. May translate into Vietnamese for easy understanding.Give some suggestions to make more questions.Call on some Ps to answer basing on the chart. Feed back.

Read the task then study the chart in pairs to answer the questions that follow. Make more questions. Answer:

1. The USA.2. 99,7003. Australia4. No, it isn’t5. France6. The number of American visitors in

Vietnam in 2002 increased by 29,497 in comparison with that in 2001.

13’III. Task 2

Let Ps work individually. Go around helping if they need. Give more suggestions and new words and phrases:ArrivalStatisticsVietnam National Administration of TourismRankIncreaseDecreaseHigherFewer

- Work individually basing on the answer to the questions in the task 1. Write a description of the chart provided in the task 1.

10’IV. Production

Ask Ps to list country had the biggest number of visitors to Vietnam.

Answer: the USA

2’V. Homework

Part D: Writing in the workbook (Page 195)Guide Ps to do the exercise.

* SUGGESTED ANSWER:The chart shows the number of visitor arrivals to Vietnam from USA, France and Australia in 2001 and 2002. The statistics were provided by Vietnam national Administration of tourism. It is clear from the chart that the number of visitors to Vietnam from USA, France and Australia in 2002 is higher than in 2001. According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002. France ranked second with 99,700 visitors in 2001 and 111,546 in 2002. Australia had little fewer visitors than France although the number of Australian visitors to Vietnam increased from 84,085 in 2001 to 96,924 in 2002.

Test yourself fA. Objectives: - Ps should know how to use some grammatical parts correctly.B. Methods: Integrated, mainly communicative.C. Time: 45 minutesD. Teaching aids: Textbook, tape record, handouts.

E. Procedure:

Time Teachers activities Pupils activities 5 minutes

7 minutes

8 minutes

12 minutes

8 minutes

I. Homework- Ask Ps to do the given exercises. II. New lessonI. Listening1. Activity 1- Ask Ss to listen to the radio and fill in the missing words.- Turn on the radio for the first time.- Walk round and help them.- If Ps cannot complete the task, T will turn the radio the second time.- Turn on the radio for the third time to check the answers.- Conduct the correction.II. Reading- Ask Ss to read the passage silently and find out new words.- Help Ss read the new words.- Ask Ss to read the passage and choose the best answer.- Ask Ss to work in pairs.- Walk round and help Ss with the new words.- Correct Ss mistakes.III. Pronunciation and Grammar1. Pronunciation- Ask Ss to listen to the radio and put a tick (v) in the right box.2. Grammara. Ask Ss to combine the sentences.- Walk round and help them.- Conduct the correction.

b. Ask Ss to put the adjectives in brackets into the comparative or superlative form.- Ask Ps to put the verbs in brackets in the correct form.- Walk round and help them.- Conduct the correction.

IV. Writing- Ask Ps to read the words/ phrases.- Help Ps read the new words.- Ask Ps to write a description of Taipei, using the words and phrases given as cues.- Walk round and help them.

Do the given exercises.

Listen to the radio and do the task. Ps work in pairs. * Answers: 1. three 2. friends 3. capital4. crowds 5. noisy 6. interesting7. streets 8. flowers 9. enjoy10. modern

- Read the passage silently.- Find out the new words.- Reading.- Do the task in pairs.* Answers: 1. C 2. A 3. A 4. A 5. A

- Do the task.

- Do the task in pairs.* Answers: 1. Their house, which is quite big and modern, is in the suburb of the city.2. The new English teacher, who I met yesterday, seems to be very friendly.3. Sandra has got a new job with Capital Insurers, which is a much better company than the last one she worked for.4. Her latest novel, which I read on holiday, is really good.5. This bag, which I carried all the way from the station, is full of books.* Answers: 1. bigger 2. best 3. better4. more polluted 4. more stressful

- Find out the new words.- Reading.- Do the task.- Ss work in groups.* Answers:

3 minutes 2 minutes

- Ask Ps to read their biography aloud.- Correct Ps mistakes if there are any.

III. ConsolidationTeacher revises some main contents.

IV. Homework- Ask Ps to prepare for the coming test.- Ask Ps to revise the grammatical parts from lesson 15 to 16.- Complete the biography of Mark Twain.

- Ss answers may vary.

- Listen to the teacher.

- At home

Documents

LESSON PLAN - So Giao duc va Dao tao Phu Yenphuyen.edu.vn/vanban/vb_giaoan/TV_GA_7_110.doc · Web viewMai’s request Hoa’s conformation + can you go shopping + certainy I will