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                                                               Unit1: Friendship

Period1 Reading

 

I. Objectives

By the end of the lesson, Ss will be able to:

-          Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context

-          Use the information they have learnt to discuss the topic

II. Teaching aids

Textbook, handouts, pictures concerning to the topic……..

III. Anticipated problems

Ss may need help with discussion task so T should be ready to help them

Ss may have difficulty in reading some difficult words such as:sympathy, loyalty, suspicion,enthusiasm ………….

T may not have enough time to teach

IV. Procedure

teacher

students

1. Check the attendance(2m)

2. Warm up(4m)

Network

T repairs a hangout with network of the word “friendship”

 

 

 

 

 

 

T divides the class into 8 groups and gives each group a hand out. T asks Ss to complete the net work. The winner will be the group completing the network in the shortest period of time

A. Before you read(10m)

Discussing the picture and poem

T asks the whole class to look at the picture on page 12 and asks them some questions:

1. What are girls and boys doing in the picture?

2. How do they feel?

3.What does the picture tell you?

T ask Ss to work in pairs to read the short poem on the page13 and answer the question:

What do you think of the friend in the poem

T calls on some Ss to answer the questions. T may give some comments and the suggestions:

The friend in the poem is very dedicated and thoughtful. He/She is willing to help his/her friend in any circumstances

 

Pre- teaching vocabulary

Lasting(a)= lifelong

Be concerned with sb/st

Constancy(n)constant(a)

Rumour(n) ['ru:mə]

Gossip(n): information talk or stories about other people’s private lives that may be unkind or not true

Incapable of/ in'keipəbl/

Suspicion(n)/ sə'spi∫n/ suspicious(a)

Pursuit(n)

Sympathy(n) ['simpəθi], sympathetic(a)[,simpə'θetik/

Sorrow(n)/ 'sɔrou/= sadness

T asks Ss to make some Ss to make sentences with above words to check their understanding

Have Ss practice reading the vocabulary

B. While you read

Setting the scence

You are going to read a passage about the qualities of a long lasting friendship. While you reading, do the task in the textbook

Task1 (6m)

T asks the Ss to read the words in the box then fill each blank with one of  them

Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning

T asks Ss to work individually to do the task

T goes around to help them when necessary

T asks Ss to exchange their answers with the other Ss 

T asks Ss for their answers and tell then to explain their choices

Task 2(5m)

T asks Ss to read the passage again and decide which of the choices A,B,C,or D most adequately sum up the ideas of the whole passage

T gets Ss do the task individually

T might also want to give Ss some strategies to find the main idea of the passage

T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree

Task 3(10m)

Ask Ss to answers the questions in task3

T asks Ss to do the task individually to do the task, then discuss their answers with their partner

T calls some Ss to write their answers on the board and ask them to explain their choices

Correct answers:

1. The first quality for true friendship is unselfishness. It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend

2. Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object

3. The third quality for true friendship is loyalty. It tells us that the two friends must be loyal to each other, and they must know each other so well that there can be no suspicions between them

4. Because if not people can’t feel safe when

telling the other their secret

5. Because they cannot keep a secret, either of their own or of others’

6. The last quality is sympathy. It tells us that to be a true friend one must sympathise with his/her friend. Where there is no mutual sympathy between friends, there is no true friendship

C. After you read(6m)

Ask Ss to work in pairs to discuss the question in the text book

T goes around to help the Ss when necessary

When all pairs have finished, T asks every two pairs to share ideas

T calls on some Ss to report their ideas to the class

 

 

 

 

 

 

4. Homework(2m)

Learn by heart all of new words and structures and give examples

Summarise the main points of the text

 

 

Group work

Discuss about the qualities which friendship must have to complete the network

Suggested answers:

Honest,unselfish,constant,loyal,mutual trust,sympathetic,patient…..

 

 

 

 

 

 

 

 

Pair work

Suggested answers

1. One boy is playing guitar, and the other girls and boys are singing

2. They seem very happy because we can see their smile

3. The picture tells us that friends can happily do many things together or friendship is a beautiful thing that brings happiness to us

Dedicated(a)tËn t©m, tËn lùc

Thoughtful(a)chu ®¸o, quan t©m

Circumstance(n)hoµn c¶nh, t×nh huèng

 

L©u dµi, bÒn v÷ng

Quan t©m tíi ai, c¸i g×

tÝnh kiªn ®Þnh

 

tin ®ån

chuyÖn ngåi lª ®«i m¸ch, chuyÖn tÇm phµo

 

kh«ng ®ñ kh¶ n¨ng

sù nghi ngê

sù nghiÖp, sù theo ®uæi, ®am mª

sù th«ng c¶m

th«ng c¶m, ®ång c¶m

nçi buån

 

do as T‘s requests

 

 

 

whole class

 

 

 

individual work & pair work

Ss guess the meaning of the word base on the context in the sentences

1. mutual

2. incapable of

3. unselfish

4. acquaintance/ friend

5. give -and -take

6. loyal to

7. suspicious

 

 

 

Whole class read the text carefully

 

Individual work

 

Answer: B

 

 

 

Individual work and pair work

 

 

 

 

 

 

 

 

Pay attention then give remark

 

Correct themselves their mistakes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pair work

The friendship is very important to our life. A true friend can helps us when we are sorrow and when we have difficulty. We  can share ideas, feeling, likes,joys, pleasures,aims ….to each other. Sometimes only true friends can  understand, sympathise us so we feel safe to tell him/her our secrets. Friendship brings us happiness. We happily do many things together.So we can’t live without friendship

 

 

Whole class

 

 

 

 

 

Period 2: Speaking

 

I. Objectives

By the end of the lesson Ss will be able to

Describe the physical characteristics and personalities of their friends, using appropriate adjectives

II. Teaching aids

Textbook, handouts, pictures about some famous people………….

III. Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help

IV. Procedure

 

 

 

teacher

students

1. Check the attendance(2m)

2. Warm up(5m)

Ask Ss to describe one of their friend or their relatives

3. New lesson

A. Presentation(10m)

Task 1

Ask 1 S to read aloud the title and explain

Instruction: You are going to look at the picture of 4 people on page 15 and describe them in pairs

Before letting Ss do the task, T ask them to read useful language on page 16

T may explains some word if Ss don’t know the meaning of the adjectives provided

Forehead(n)/ 'fɔ:hed/: T points at his/her forehead

Crooked(a)/ 'krukid/

T may ask Ss to provide some adjective/expressions used to describe people’Ss appearance. She may also give Ss handout of these adjectives and expressions:

Height :tall,short, medium

Build : slim(m¶nh kh¶nh), plump(bô bÉm, ®Çy ®Æn), overweight, thin.muscular/ 'mʌskjulə/(v¹m vì), stocky(thÊp vµ ch¾c), well-built(lùc l­ìng)

Hair:

-length: long, short, shoulder- length

-style: straight , wavy, curly,crew-cut(®Çu cua)

-color: black,grey, red, brown

Others: a fringe(m¸i), a bun(bói tãc), plait(s)/ plæt/®u«i sam

Face: oval, round, large, square, skinny/ ['skini](gÇy nhom,gÇy tr¬ x­¬ng), chubby(phóng phÝnh), long, with high cheekbones(gß m¸ cao)

Eyes: small, big, black, brown, blue

Nose: straight, crooked, turned-up(hÕch), big, small, flat(tÑt)

Chin: pointed chin(c»m nhän),double chin

Lips: thin, full, narrow, heart-shaped

Forehead: broad, high

Skin:white,pale/peil/(t¸i, xanh x¸m), suntanned(r¸m n¾ng),dark, brown, black

General appearance:beautiful, handsome,pretty,good looking, plain(b×nh th­êng)

T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answer

T gives feedback

 

B. Practice(10m)

Task 2

Ask Ss to discuss and number the personalities in order of importance in friendship and then report the results

Before Ss do the task, T asks them to look at the list of adjectives provided in book. T asks if Ss understand these adjectives  or not

T can elicit [i'lisit](luËn ra,gîi ra) or explain some adjectives quickly

Caring

Hospitable

Modest

sincere

 understanding

T divides the class into group of 6 with a group leader. They discuss and the leader will take notes of the ideas, and then one representative will report the result to the whole class. T reminds Ss that they have to explain their choice as well

T goes round to offer help when Ss  discuss

T call on some Ss to report the result of their discussion.

T elicits feedback from the class and gives final comments

C. Production(15m)

Task 3

Instruction: Imagine that you have  a friend who has just won the first prize in Mathematics. A journalist is going to interview you about your friend. Act out the interview in pairs

T asks Ss to look at their role on page 16 anf the suggestions on page 17

T may elicit the questions they may ask

-his /her hobbies: What does he/she like doing in his/her freetime?what are his/her hobbies

-his/her physical characteristics: what does he/ she look like?

His/her personalities:How is he/she?Is she/he friendly...?

T may also make clear the meaning of some adjectives

Quick-witted

Good-natured

T asks Ss to work in pairs to perform the interview in 7 minutes and goes around to offer help

T call on some pairs to perform the interview

T elicits feedback from the class and gives final comments

 

4. Home work(3m)

Write down a paragraph to describe your best friend

Prepare the next period”listening”

 

 

 

 

 

 

 

 

 

 

Do as teacher’s request

 

 

 

 

Pair work

 

 

 

Whole class

 

Tr¸n

Mòi kho»m

 

Whole class use hangouts to describe

1. The boy is about 16. He is short-sighted because he’s wearing apair of glasses. He has short black hair, a round face with a broad forehead, a small nose,thin lips and small chin. He quite good-looking

2.The girl is about 14. She’s also wearing a pair of glasses. She has  shoulder-length black hair, and she’s wearing a ribbon(bêm tãc). She has an oval face with a straight nose, full lips and a pointed chin. She quite pretty

3. The man is in his forties. He’s tall and well-buit. He has short brown hair and a square face with a broad head, small eyes , a crooked nose and thin lips. He quite good looking

4. The woman is her twenties. She’s quite tall and slim. She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin. She’s very beautiful

 

 

 

Whole class and group work

 

 

 

 

 

 

 

Chu ®¸o

HiÕu kh¸ch

Khiªm tèn

Ch©n thµnh

Th«ng c¶m, th«ng hiÓu

 

Group work

1st group: My group thinks that being caring is the most important in friendship because when friends care about eachother, they will know when to share happiness or difficulty with their friend…

 

 

 

 

 

Pay attention

 

 

 

 

 

 

 

 

 

 

 

Nhanh trÝ

Tèt ng

 

 

Pair work

 

 

 

 

Whole class

 

 

Period 3 Listening

 

I. Objectives

By the end of the lesson Ss will be able to

Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

II. Teaching aids

Textbook, handouts, cassette tapes………….

III. Anticipated problems

Ss may not be familiar with the note-taking task,so T should provide them some tips to deal with the task

IV. Procedure

 

teacher

student

 

1. Check the attendance(2m)

2. Warm up(5m)

Matching

The aim of this activities is to help Ss revise the vocabulary items Ss learnt in the previous lesson

T divides the class into small groups of 3-4 students

Then T distributes the following crossword hand out for Ss to do in their own groups. Which group finishes first and has all the correct answers will be the winner

         A                                        B

1. good-natured                     a,Nhanh trÝ

2. friendly                              b, Hµo phãng

3. quick-witted                       c, HiÕu kh¸ch

4.hospitable                           d, Hay gióp ®ì

5. patient                                e,Khiªm tèn

6. honest                                f, Ham häc

7. generous                            g, Kiªn nhÉn

8. helpful                        h,ThËt thµ

9. modest                               i, Th©n thiÖn

10. studious                            j, Tèt bông

3. New lesson

A. Before you listen(10m)

Talking about your best friend

-          T asks Ss to discuss the questions on page 17 in pairs

-          T calls on some Ss to give their answer and comments on the answer

-          T gets Ss what they are going to listen about

Vocabulary pre teaching

- Before teaching the new words, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus  and individually

- elicits/teaches some of these word and those taken from the listening passage

Apartment building:

Sense of humour:

Give sb a ring: phone sb

Go though a rough time:

-          T may get Ss to make sentences with the words and give corrective feedback

B.While you listen

Task 1(10m)

Instruction: You are going to listen to Lan and Long talk about their best friends. Listen and decide whether the  statements are True or False. Put a tick() in the appropriate box

Before Ss listen and do the task, T instructs them to use some strategies

+ First, read through the statements to understand them and underline key words. For example, the key words in the first statement are: shared, Nguyen Cong

Tru, Residential Area, Hanoi……..

+ Listen to the tape and pay attention to the key words

+ Decide whether statements are true or false based on what they can hear

-          T plays the tape once for Ss to do the task

-          T asks  for Ss’answers and writes them on the board

-          T plays the tape the second time for Ss to check their answers

-          T asks Ss to work in group 4 to compare their answers

-          T checks Ss’ answers by calling some Ss and asks them to explain their answers

 

 

 

 

Task 2(7m)

Instruction: You are going to listen to the tape again and fill the table in the book with notes

-T plays the tape again for Ss to complete their notes.

- after playing the tape, T gets Ss to work in pair and check their answers

- T calls on some Ss to give the answers. T provides correct answers if necessary. If Ss cannot comple the task, T might let Ss listen one more time and pause at the answers for them to catch

Suggested answers:

 

 

How and where did they meet?

What do they like about their friends?

Lan

- They used to live in the same apartment building in HN

- Lan went on a holiday in Do Son and Ha went there to help her

- Ha’s very friendly and helpful

- Ha’Ss sociable. She’s got many friends in Do Son and she introduced Lan around.

Long

- They met in college

- Minh played the guitar, and Long was a singer

- They worked together

- Minh has a sense of humour

- Minh likes to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

 

C. After you listen(8m)

- T asks Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend

- T goes around to offer help and correct Ss’ mistakes

- T calls on some pairs to present their answers

- T elicits feedback from the class and give final comments

4. Home work (3m)

Ask Ss to learn by heart all new words and prepare the next lesson “ writing”

 

Whole class

 

 

 

Group work

 

 

 

 

1. j

2. i

3. a

4. c

5. g

6. h

7. b

8. d

9. e

10. f

 

 

 

 

 

 

Pair work

 

 

 

 

Whole class

 

 

 

 

Toµ nhµ cã nhiÒu c¨n hé

KhiÕu hµi h­íc

Gäi ®iÖn cho ai

Tr¶i qua thêi kú khã kh¨n

 

 

 

 

 

Pay attention

 

 

 

 

 

 

 

 

Individual work & Group work

Lan’s talk

1. F(They used to live in the same buiding there)

2. F( It is what people think)

3. T

4. F( Lan went to Do Son first and then called Ha, so Ha rode on her mortorbike to Do Son to meet Lan)

5. T 

6. F( They have been best friends since Lan’s trip to Do Son)

Long’s talk

1. F( They met in college)

2. F ( Minh was a guitarist)

3. T         4. T         5. T

 

Whole class

 

 

Individual work and then pair work

 

 

 

 

 

 

 

 

 

Listen to the tape carefully and fill the table in the book with note

 

 

 

 

 

 

 

 

 

 

 

 

 

Pair work

 

 

 

 

 

 

 

Whole class

Tapescript:

Lan’s talk

My best friend is Ha. We’ve been friends for a long time. We used to lived in Nguyen Cong Tru Residential Area in HN. Her family moved to Hai Phong in1985. It is said that HP people are cold but Ha is really, really friendly. I first started to get to know her when I was going on a two-day trip to Do Son last year and didn’t know anybody there. I gave Ha a ring and she was so friendly, she said. “ Oh, I’ll  come to visit you”. So she rode on her motorbike to Do Son and twenty minutes later she was there. She stayed with me for two days. She happened to know a lot of people there, so she introduced me around and we’ve been best friends ever since.

Long’s talk

My best friend is Minh. We met in college. And I was there singing and Minh was a guitarist. So we worked together a lot, but  we also became friends. Minh has a great sense of humour, he’s very,very funny, and that’s of my favourite things about him. And over the years, we have been through good times  and bad times with each other, and that’s one of the things I like best about him. And we have a lot of the same interests. We like to go to plays and movies together. But when we’re going through a rough time, he’s really a good friend, and he’s a very good listener, and he always helped me though.

 

 

Period 4: Writing

 

I. Objectives

By the end of the lesson Ss will be able to:

Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson

II. Teaching aids

Textbook, handouts, ………….

III. Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them

IV. Procedure

Teacher

 Students

1. Check the attendance(1m)

2. Warm up(6m)

Guessing game

T introduces the game: 1 student goes to the board and T gives him or her a piece of paper with the name of a student in the class. Other Ss have to ask Yes/No question to find out who students is. Ss should ask about the appearance, personalities, or clothes….

- The game can continue until the time is up.

 

A. Before writing(13m)

- T sets the scene: You are going to write about a friend, real or imaginary, using the provided guidelines

- T gets Ss to read the task and the guidelines silently and work out what they are required to write about. In general, Ss’ writing should include 3 parts:

+ general information about about their friend

+ his/her physical characteristics and personalities

+ and what Ss like about the friend

T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend. In this case, Ss may use the simple past tense and past continuous in their writing.

T revises the use of the past tense and past continuous tense

T may also elicit the adjectives and expressions Ss can use to describe their friend’s appearance and personalities

T gets Ss prepare an outline for their writing and exchange it with their peer(partner)\

T goes around to offer help and gives corrective feedback

B. While writing(15m)

T gets Ss to write about their friend in 15minutes

T goes around to observe and offer help

C. Post writing(8m)

T ask Ss to exchange their writing with another Ss  for correction

T goes around and collects mistakes and errors

T collects some writings for quick feedback

T writes Ss’ typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors

Finally, T provide general comments on the writings

 

4. Home work(2m)

 

Ask Ss to improve their writing, taking into consideration their best friends’ and T’s suggestions and corrections

Ask them to prepare the next period: ‘language focus”

 

 

 

Group work

Ss may ask questions such as:

Is the person a girl?

Is she tall?

Is she short- sighted?

Is she friendly?

…………..

 

 

Whole class

 

 

 

 

 

 

 

 

Pay attention

 

 

 

 

 

 

 

 

 

 

 

 

Individual work

 

 

 

Pair work and whole class

 

 

 

 

 

 

 

 

 

Whole class

 

 

 

 

 

 

 

 

 

 

 

 

 

Period 5: Language focus

I. Objectives

By the end of the lesson Ss will be able to:

-Distinguish the sound /dʒ/ and /t/

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitives with and without to appropriately

II. Teaching aids

Textbook, handouts, ………….

III. Anticipated problems

Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice

IV. Procedure

Teacher

Students

1. Warm up(3m)

Noughts and Crosses

 

Hospitable

Honest

Around face

Caring

Sense of humour

Friendly

Large

Good-natured

Pleasant

 

2. New lesson

A. Pronunciation(10m)

-Pronouncing the two sounds separately

-T models the two sound /dʒ/ and /t/ for few times and explains the differences in producing them

/dʒ/: is a voiced palatal

Voiced=vocal cords vibrate while making this sound

Palatal= put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth

/t/ is an unvoiced fricative palatal

Unvoiced- vocal cords do not vibrate while making this sound

Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouth

T plays the tape once for Ss  to hear the works containing these two sounds. Then T plays the tape again and this time asks Ss to repeat after the tape

Pronouncing words containing the sounds

-T reads the words in each column all at once

/dʒ/:jam, joke, January, dangerous,passenger, village

 

/t/:children, changeable, cheese, mutual, church , which

-T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words

- T reads the words and asks Ss to repeat them

- T asks Ss to practice pronouncing the words in pairs

-T goes around providing help

- T asks some Ss to pronounce the words and give correction if necessary

Practicing sentences containing the target sounds

- T reads the sentences and asks Ss underline the words with the sound and write /dʒ/ and /t/ under them

 

- T asks Ss to provide the sentences in pairs

-T goes around providing help

- T asks some Ss to read the sentences and gives feedback

B. Grammar and Vocabulary

1. To infinitive (10m)

- T writes some sentences on the board and underline the to+ infinitive

+ I have letters to write to my friends

+ I have some homework to do

+ Does he get anything to eat?

+ Have you got anything to say?

- T asks Ss to comment on the use of to + infinitives in these examples. T reviews the form and use of to infinities in the example

- The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them

+ I have letters to write = I have letters that I must write……

+ I have some homework to do= I have some homework that I must do

+ Does he get anything to eat?= Does he get anything that he can eat?

N/pro+to -infinitives

Ex: I need someone to take care of my children

 to -infinitives + prepsitions

ex: I need someone to talk to my mother

      Can I borrow your case to keep my records in?

Adj +   to -infinitive

            Too/ enough + to infinitive

 

 Practice

Exercise 1

Ask Ss to do exercise1 individually and then compare their answers with another student

- T calls on some Ss to read aloud their answers

- T gives the correct answers

 

 

 

 

 

2.  Infinitive without to(10m)

- after “make, let+object +bare infinitive

- after  verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitive

Ask Ss to give some examples

Listen and ask the other to comment

Practice

Exercise 2

-T asks Ss to do exercise 2 in pairs. Ss have to rewrite the sentences by using the words given

-T asks them to compare answers with another pairs

-T calls on some Ss to go to the board to write their answers

- T asks other Ss to feedback and gives correct answers

 

 

 

 

 

Production(10m)

Extra exercise

Join these pairs of sentences

1. she crossed the road. I saw her

2. They sang a song. I heard them

3. He looked the door. I observed him

4. She drove off. I saw her

5. He was foolish. He left the firm

6. A pavement artist drew a portrait in crayons. I watch him

7. We can’t refuse their invitation. It would look rude

8. I met you again. I was happy

9. The film was boring. I didn’t watch it

10. The woman is old. She can’t drive a car

 

 

3. Homework(2m)

Learn by heart all the knowledge they’ve learnt and practice them again at home

Prepare the next lesson:unit 2 : reading

 

 

 

 

Group work

 

 

 

 

 

-Listen attentively

-Tell the difference

 

©m vßm miÖng h÷u thanh

D©y thanh ©m rung lªn khi ph¸t ©m

 

Listen and take note

 

 

©m v« thanh: d©y thanh ©m kh«ng rung lªn khi ph¸t ©m

©m vßm miÖng phô ©m x¸t

 

 

 

Repeat after the tape

 

 

 

 

 

-/dʒæm/, / dʒouk/, /dʒænjuəri/, /deindʒrəs/, 'pæsindʒə/, /vilidʒ/

 

-/ 't∫ildrən/,/ 't∫eindʒəbl/,/t∫i:z/, /'mju:tjuəl/,/t∫ə:t∫/, /wit∫/

 

 

 

 

 

 

 

 

 

 

Practice reading

 

 

 

 

Practice reading the sentences which contain 2 sounds

 

 

 

 

 

Pay attention

 

 

 

 

-Give their opinions

- In the examples above the infinitives are used to replace relative clauses

 

 

Give more examles

 

Take notes

 

 

 

 

 

 

 

       I pleased to see you

Ex: The water is too hot to drink

       He’Ss old enoughto go to school

 

 

Individual work

1. Who wants somethings to eat

2. I have some letters to write

3. I am delighted to hear the news

4. My mother has some shopping to do

5. You always have too much to talk about

6. It’s lovely to see you again

7. It’s too cold to go out

8. I’m happy to know that you have passed the exams

 

Ex:Nothing can make him cry

      I see her cook dinner(completed action)

Notice:I see her cooking dinner(I see she’s cooking dinner)

 

Pair work and then individual work

1. The police watched them get out of the car

2. They let him write a letter to his wife

3. I heard them talk in the next room

4. The customs officer made him open the briefcase

5. The boy saw the cat jump though the window

6. Do you think the company will make him pay some extra money?

7. I felt the animal move towards me

8. Do you think her parents will let her go on a picnic?

 

Whole class

 

1. I saw her cross the road

2. I heard them sing a song

3. I observed him lock the door

4. I saw her drive off

5. He was foolish to leave the firm

6. I watched a pavement artist draw a portrait in crayons

7. It would look rude to refuse their invitation

8. I was happy to meet you again

9. The film was not interesting enough for me to watch

10. The woman is too old to drive a car

 

 

Whole class

 

 

                                                                               Unit 2: Personal experiences

                 Period 1 Reading

 

 

I. Objectives

By the end of the lesson Ss will be able to:

-          Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events

-          Use the information they have learnt to discuss the story

II. Teaching aids

Textbook, handouts, cassette ………….

III. Anticipated problems

Ss may  need help with discussion task, so T should be ready to help them

IV. Procedure

 

Teacher

Students

1. Check the attendance(2m)

2. Warm up(5m)

Ask Ss some questions and ask Ss to answer

-          when was your last birthday?

-          What did you do on that day?

-          How did you feel on that day?

-          What did your parents offer you?

3. New lesson

A. Before you read(5m)

-T introduce the pictures:

The six pictures describe the events in a story. They’re not in chronological order. Can you describe what’s happening in each of the picture

- T suggests for the Ss by asking some questions:

+ What do you see in the 1st picture?

+ What do you think might be relationship between the girl and the man?

+ What do you see on the table?

……………………………………….

Vocabulary

Floppy cotton hat

Wad of dollar notes

B. While you read

Set the scene: you are going to read a story in which a girl’s telling about her most embarrassing situation

Task 1(10m)

-T asks Ss to reads the passage silently and do the task1

-T writes the given words and phrases on the board:

To make a fuss

Sneaky(a)

Glanced (at)

Embarassing(a)

 

Idol(n)

- T asks Ss to go back to the passage to locate and read  around these words

- T checks  that Ss understand all these words correctly by calling on some Ss to tell the meaning of the word in Vietnameses

- Then T asks Ss to go back to the task and study the given sentences

- T asks them to fill the blank with the words/ phrases in the box 

- T checks the answer with whole class

Task 2(5m)

- T asks Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again

- T calls on a student to give and explain his/ her answer

Task 3 (10m)

- T checks if Ss can answer the comprehesions in task3 without having to read the passage again. If Ss can not, T gets them to read the questions carefully and gives them some tips to do the task

- T gets Ss to check their answer with a peer

- T calls on some Ss to write their answers on the board and asks them to explain their choices

 

C. After you read(6m)

Ask Ss to look at the last picture(c) and give suggestions

+ How did the girl in the picture feel?

+ Why did she feel that way?

+ What did she do after that?

- T calls on the group to tell and explain their choice

 

 

 

 

 

 

 

- Then T asks Ss to summarise the main points of the lesson

 

4. Homework(2m)

Summarises the main points of the lesson again

Learn by heart the new words and make sentences with them

 

 

Whole class

 

 

 

Answer the questions

 

 

 

 

 

Whole class

 

 

 

A man and a young girl

May be they are family members

 

It’s money

 

 

Mò v¶I mÒm

TËp tiÒn

 

 

Pay attention

 

Read the passage in silently

 

Guess the meaning of the words

G©y ån µo, Çm Ü

lÐn lót

to look quickly at st/sb

making you feel nervous, ashamed, or stupid: lóng tóng, xÊu hæ

someone you admire and adore

 

 

 

 

 

1. glanced

2. making a fuss

3. ambarassing

4. idols

5. sneaky

 

Individual work& pair work

1. picture d    2. picture b

3. picture f     4. picture e

5. picture a

6. picture c

 

 

Individual work then pair work

1. A floppy cotton hat

2. to  buy the hat for herself

3. A wad of dollar notes that looked like the ones her father had given

4. Because she didn’t like to make a fuss

5. She bought the hat with it

 

Group work

 

1.She felt surprised/ ambarassed

Because the money she took from the boy’s bag was not hers

2. Perhaps the girl might want to tell her father the truth and ask him for help. Perhaps the girl could come to the police station, tell the police the truth and ask them for help

May be the girl could get on the same bus the next day and look for the boy to return him the money

 

Whole class

 

 

 

Whole class

 

 

Period 2 Speaking

 

I. Objectives

By the end of the lesson Ss will be able to:

- Identify structures that are used to talk about past experiences and their influences on

one’s life

- Practice the present perfect and past simple, structures with “Make”

- Use these structures to talk about a past experience and how it affects their life

II. Teaching aids

Textbook, handouts, ………….

III. Anticipated problems

Ss may have problem using present perfect and past simple when talking about the past

IV. Procedure

 

                                          Teacher

                             Students

1. Check the attendance(2m)

2. Warm up(5m)

Ask Ss some questions about their experiences

-          Have you ever sung in the public?

+ When did you sing in the public?

+ How did you feel ?

+ How did the experience affect you?

-          Have you ever failed  the exam ?

-          Have you ever got a bad mark?

          ………………………..

3. New lesson

Task 1(10m)

- T introduces the task and gets Ss to do it individually then compare the answer with a partner

- Call on some Ss to read out his/her answers

- T checks with the class and gives feedback

- T introduces the structures:

Make sb do smt/make sb+Adj

Ex: The flu makes me stay at home/ The flu makes me tired

Task 2(15m)

- T introduces the task and ask Ss to work individually then compare the answer with a partner

-Notice Ss some about how to use past simple and present perfect simple

+ Present perfect: used with “ever” to ask about past experience:Have you ever been to England?

+Past simple: used when one keeps asking about that experience: When did you go there?Who did you go with?...

- After finishing T gets Ss to read the sample conversation in pairs

- 0pen dialogue:

A – Have you ever………….?

B – Yes,…………..English girl……..

A – How…….meet………..?

B –………..walking along………asked the way…….started talking……..

A – What………talk…….?

B – Everythging……….name, ……..turtles……….

A – How……affect………?

B – Well,………more interested……….

- Call some pair Ss to practice the D then give marks

Task 3(10)

- T introduces the task: using suggested questions on page 26 to ask and answer the questions about their past experiences

- T calls on some pairs to perform their conversations in front of the class

4. Home work(3m)

Learn by heart  the dialogue

 

Whole class

Answer the questions

Yes, I have

On Teacher’s Day

I was all in a tremble(run)

Since then I haven’t  been afaid of singing in the pubic

……………………….

 

 

 

Individual work and pair work

1. d     2. c     3. a    4.b     5.e

Appreciate(v): Coi träng, ®¸nh gi¸ cao

To change your attitude to sb/st( Thay ®æi th¸I ®é cña b¹n ®èi víi ai hoÆc ®iÒu g× ®ã)

-Give more examples

 

 

 

Whole class

 

 

 

Take notes

 

1.b   2.d.   3.h   4.a   5.e   6.g    7.c

 

Pair work

 

Close the book and practice the open dialogue

 

 

 

 

 

 

 

 

 

Pair work

Ex: “ be seriously ill”

-what(what disease did you get)

-when(when did you fall)

-how(How did you get ill)

-go to hospital(Did you have to goto ..)

- how(How did the experience affect you?)


Period 3 Listening

I. Objectives

By the end of the lesson Ss will be able to:

Develop such listening skills as listening for specific information and taking notes while listening

II. Teaching aids

Textbook, handouts,cassette tape ………….

III. Anticipated problems

  Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them. Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task

IV. Procedure 

 

                                          Teacher

                             Students

1. Check the attendance(2m)

2. Warm up(5m)

Hangouts : Matching

Column A

         Column B

1. Fire fighter

 

2. Fire alarm

 

3. Fire door

 

4. Fire escape

5. Fire hydrant

 

6. Fire extinguisher

 

 

7. Smoke

 

8. Fire struck

a. A metal stair way outside to help people get out of a building on fire

b. A pipe that draws water for putting out a fire

c. A person who fights fires

d. What comes out of a fire

e. A fire-resistant door that can be closed to stop the spread of a fire

f. A large truck that carries firefghters and equipment to the side of a fire

g. A tube that contains special chemicals for putting out fire

h. A bell that tells you a fire has started

3. New lesson

A. Before you listen(10m)

-Ask Ss to describe what is happening in the picture on page 27

+What can you see in the picture?

+What is happening?

+ Who are these people?

+ What is this woman doing?

……..

Vocabulary

1.Memorable(a)                 5.Gas stove(n)

2.Terrified(a)                     6. Embrace(v)

3.Scream(v)                       7.Escape(v)

4.Replace(v)                      8.Protect(v)                                                             

 - Ask Ss to practice the vocabulary in chorus. T helps Ss to pronounce them correctly

B. While you listen

Task 1(10m)

-Asks Ss to read the statements to understand them

-Tplays the tapes once for Ss to listen and do the task

- Check the answer with the whole class

- T can play the tape again and pauses at the answers for them to catch

 

Task 2(10m)

-Ask Ss to study the text carefully for the missing information they need to fill and guess the answers

- After playing the tape, T gets Ss to work in pairs and check their answers

- Call on some Ss to give the answers

 

                    C. After you listen(6m)

-Before getting Ss to discuss, T teaches them some useful expression of asking for and giving opinions:

-Asking for opinions:

+ What do you think about………?

+ What’s your opinion about…?

+ What’s your feeling about………?

+ What’s your point of view about…….?

+ How do you feel about…?

+ Do you have any opinion about…?

 

Expressing opinions

Expressing agreement

Expressing disagreement

I think…

Personally,…..

I believe…….

I feel…

In my opinion..

From my point of view..

I agree

I think so, too

That’s true and…

That’s right, and….

 

Well,may be, but…

That might be true, but…..

Well, my feeling is that..

Well, I don’t think so. I think.

 

-Give some suggestions by asking some questions:

+Why does Christina think family is more important than things?

+ Where do you get love/care from, Your family or things?

+Can we buy new clothes?

+ Can you get new parents or brothers or sisters?

 

4. Homework(2m)

-Do the exercises in unit 2 in the workbook

-Prepare for writing lesson

 

Whole class

 

 

 

Group work

Answer

1. c

2.h

3.e

4.a

5.b

6.g

7.d

8.f

 

 

 

 

 

 

 

Whole class

 

-A fire

-A house is burning and fire- fighters are trying to put out fire

- They are fire-fighters

- She is carring her daughter out of the fire

1. ®¸ng nhí         5. bÕp ga

2. sî h·I               6. «m

3. thÐt, gµo           7. trèn tho¸t

4. thay thÕ            8. b¶o vÖ

 

Practice reading

 

 

 

Whole class

Individual work

1. T       2. F(13 years ago)   3.F(in the kitchen) 4. F(she was sleeping) 5. T

 

Individual work and pair work

 

1.small         3. family       5. took

2.everything 4.replaced   6.appreciate

 

 

Group work

 

 

Take notes

 

 

 

 

 

 

 

 

Giving opinion

 

 

 

 

 

 

 

 

 

Because she has realized that she needs her family. Things can be replaced, but family can’t

From family

Yes, we can

No, we can’t

 

 

 

 

 

Whole class

 

Tapescript

Interviewer:  This is Radio 3. In our “Unforgettable Experiences” programme tonight we talk to                               

                      Christina, a successful businesswoman. Hello Christina, welcome to our program                        

Christina:     Hello and thank you! It’s nice being with you tonight

Interviewer: Christina, could you tell our audience about the most memorable experience

                   in your life?

                                                                                                                                                              Christina:  Well, my most unforgettable experience happened thirteen years ago, when my house

                      burned down  

Christina:      The fire started in the kitchen where I forgot to turn off the gas stove

Interviewer:  What were you doing at that time?

Christina:      I was sleeping when I was suddenly woken up by terrible heat. I opened my eyes

                        to find out myself surrounded by walls of fire

Interviewer:  That’s terrible. How did you escape?

Christina:      I was terrified. Then I heard my mother’s voice calling my name. I rushed to her. She

                       carried me out. Luckily, I got away without even a minor burn

Interviewer:  Not many people are so lucky. Did the fire affect you in any way ?

 Christina:     Oh,yes. Yes, very much, in fact. Although I lost many things in the fire, the experience

                       helped me grow up

 Interviewer:  What do you mean?

Christina:      Well, before the fire I was selfish. I always complained to my mother about how small

                       my room was or how few clothes I had. Then the fire came and destroyed everything

                       owned. But  I slowly began to realized that I didn’t really need my old things. I just

                       needed my family. After all, you can get new clothes anytime, but a family can never

                       be replaced

 Interviewer:  I see, so the fire took many things from you, but it gave you something too.

 Christina:      Exactly, It taught me to appreciate my family more than things  

 

 

                                                    Period 4 writing

I. Objectives

By the end of the lesson Ss will be able to:

Write a personal letter telling about a past experience, using the structures and vocabulary that they have learnt in previous lessons

II. Teaching aids

Textbook, handouts, ………….

III. Anticipated problems

Ss  may not have enough vocabulary to write about the topic, so T should be ready to help them

IV. Procedure

 

                                          Teacher

                             Students

1. Check the attendance(2m)

2. Warm up(8m)

Brain-storming

-T asks Ss to tell about their unforgettable past experiences and the others make questions to ask

-Which team makes more questions is the winner

A. Preparing to write(10m)

-T gets Ss to read the task

- Call on a S to answer and elicits more ideas

Most unforgettable experience

+what happened?

+ when it happened?

+Where it happened?

+ How it happened?

 

 

+who was involved?

 

 

+ How it affected you?

- T gets Ss to plan their stories according to the questions

Writing(17m)

-T gets Ss to write their own letters in 10 minutes

-Then T asks Ss to work in pairs, exchange their letters and correct each other

- T goes around the class to offer help

Feed back on Ss’ writing(6m)

-T chooses one letter and reads it to the class

- T elicits corrective feedback from the class and gives final comments afterwards.

3. Homework(2m)

Do exercise in work book

Prepare the next lesson

Whole class

Group work

Past experiences:

-Failing an exam

-Getting a reward

……………………….

 

Whole class

 

 

-I nearly drowned

-A year ago, my last summer vacation

-A river near my grandparent’s house

-When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim

-Some of my friends were also swimming at that time, one tried to save me

-I learned that life is so important

 

 

 

 

Individual work and pair work

 

 

 

 

Whole class

 

 

                                                       Period 5 Language focus

 

I. Objectives

By the end of the lesson Ss will be able to:

Distinguish the sounds /m /, /n / and / η /

Pronounce the words and sentences containing these sound correctly

Distinguish the uses of different verb tenses: present simple for indicating the past, past simple,past continuous and past perfect

Use these verb tenses to solve communicate task

II. Teaching aids

Textbook, handouts, ………….

III. Anticipated problems

Ss might have difficulty distinguish and using different verb tenses correctly. Therefore, T should be ready to assist them

IV. Procedure

 

                                          Teacher

                             Students

1. Check the attendance(2m)

2. Warm up(5m)

Underline the most suitable verb form in each sentences

a. While  Tom watched/was watching TV, there was a power cut

b. Who drove/was driving the car at the time of the accident?

c. By the time she got back, he had gone/went home

d. David had eaten/ate Chinese food before, so he knew what to order

e. I did/ was doing some shopping yesterday when I saw your friend

f. Laura missed the party because no one was telling/ had told her about it

Pronunciation(7m)

/m / : close the lips when pronouncing

/n / : Ss’ tongues touch the roof of their mouth

/ η /: their tongues touch their soft palates

For all three sounds, the air goes through the nose

- T asks Ss to read the words in each column out loud in chorus for a few more times. Then call on some Ss to read the words out loud

- In order to help Ss identify these sounds T writes some sentences to check their understanding

1. I’ll call them/then

2. He ran/rang twice

3. That bun/bum is delicious /di'li∫əs/

4. We got some/sun at the beach

- Practising sentences containing the target sounds

Ask Ss to work in pairs and take turn to read aloud  the given sentences

- T calls some Ss to read the sentences and provides corrective feedback

Grammar

Exercie1(10m) Review some tenses:

a. Presentation

- Present simple

+ The use

+ Form:(+)   I, You, We, They + bare infinitive

                     He, She, It  + V(s,es)

            ( -)    S+don’t/doesn’t+ V-infinitive

            (?)    Do/does+ S + V-infi ?

- Present continous

+ The use

+ Form: (+) S + be + V-ing

              ( -) S + be + not + V-ing

              (?) Be + S + V-ing?

-Present perfect

+ The use: we use present perfect to express an action happened at unspecified time before now. The exact time is not important. It is not used to describe a specific event. So we can use the present perfect to describle our experience

+ Form:(+) S + have/ has + Past participle

             (-) S  + have/ has + not + Past participle

             (?) Have/ has + S + Past participle?

b. Practice

- T gets Ss to do exercise 1 individually and then find a partner to check the answer with

- T checks with the whole class and provides corrective feedback

 

Exercise 2(10m)

a. Presentation: Review the past simple and past continous

Past simple

+ The use

+ Form: (+) S + V-ed or irregular verbs

              (-)  S + didn’t V-infi

              (?) Did + S + V- infi?

Past continous

+ The use

+ Form: (+) S + was/ were + V- ing

              (-) S + was/ were + not + V- ing

              (?) Was/ were + S +  V- ing?

b. Practice

- T gets Ss to do exercise 1 individually and then find a partner to check the answer with

- T checks with the whole class and provides corrective feedback

 

 

 

 

Exercise 3(10m)

a. Presentation: Past perfect

+ The use:

The past perfect expresses the idea that something occurred before another action expressed in the past simple. It can also show that something happened before a specific time in the past

Past perfect also to show that something started in the past and continued up until another action in the past

 

+Form: :(+) S + had + Past participle

             (-) S  + hadn’t + Past participle

             (?) Had + S + Past participle?

- T gets Ss to do exercise 3 individually then find a partner to check their answer with

- T checks the answers with whole class and provides corrective feedback

 

 

3. Homework(1m)

Review unit 1,2 to prepare the 45munite test

 

 

 

 

a. was watching

b. was driving

c. had gone

d. had eaten

e. was doing

f. had told

 

 

 

 

 

 

Pay attention

 

 

Whole class

 

 

 

 

 

 

 

 

Practicing pronunciation

 

 

 

 

 

 

 

Take notes

 

 

Give examples

 

 

 

 

Give examples & take notes

 

 

 

 

 

 

 

 

 

Give examples & take notes

 

 

 

Individual work & pair work

1. invites   2. sets   3. gets   4. waves

5. promises  6. carries  7. contains

8. has baked   9. is   10. is shining

11. are singing   12. is

 

 

Whole class

 

 

Take notes and give example

 

 

 

 

 

 

 

 

Individual & pair work

1. broke/ was playing

2. wrote/ was

3. was working/broke

4.started/ were walking

5.told/ were having

6. didn’t listen/ was thinking

7. phoned/ didn’t answer/were doing

8. didn’t wear/ didn’t notice/ was driving

 

 

Give example and take notes

Ex: I had never seen such a beautiful beach before

 

 

Ex: I had used that car for ten years before it broke out

Or After I had used …..years, It broke down

 

Give examples

 

1. had eaten/arrived    2. found/had taken

3. got/had closed        4. got/had left

5. got/had arrived       6. paid/had phoned

7. went/said/hadn’t arrived

8. had looked/asked/cost

 

 

Whole class

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

                                                     Unit 3: A party

Period 1: Reading

 

I. Objectives

By the end of the lesson Ss will be able to:

-          Develop such reading skills as scanning for specific ideas, and identifying and correcting false statement

-          Use the information they have read to discuss celebrations in their culture

II. Teaching aids

Textbook, handouts, cassette tapes ………….

III. Anticipated problems

Ss may need tobe provided vocabulary to celebrations and festivals so that they can complete various learning task

IV. Procedure

 

                                          Teacher

                             Students

1. Check the attendance(2m)

2. Warm up(5m)

Matching the celebrations with the correct images

Christmas             Easter                  Graduation

Halloween            Thanksgiving        Mother’s Day

Wedding              Valentine’s Day     Birthday

a.                             b.                                   c.

 

                                             f. 

h.                                           i.

3. New lesson

 

A. Before you read(8m)

Ask Ss  to work in pairs and ask them to look the pictures in text book and and answer the questions:

1. What is the relationship between the people in the pictures?

 

 

 

 

 

 

 

 

2. What are they celebrating?

 

 

 

 

Pre- teaching vocabulary

-Mark(v):

-Milestone: an important event or state in one’s life

 

-Lasting(a)

-Golden(a)made of gold

-Golden anniversary/jubilee /'dʒu:bili:/: celebration of the 50th wedding anniversary /,æni'və:səri /

-Silver anniversary: celebration of the 25th wedding anniversary

-Diamond anniversary: celebration of the 60th wedding anniversary

- T helps Ss to pronounce them correctly 

B. While reading

You are going to read about how American people celebrate birthdays and wedding anniversaries. Then do the tasks below

Task 1(7m)

- T gets Ss to read the passage silently and do the task1

- Call on some Ss to write the answer on the board and ask them to explain their choices.

 

1. People sing a song

2. People eat cakes

3. People receive cards and gifts from friends and relatives

4. People joke about about their ages

5. People remember their wedding days

6. People go out to dinner

7. People blow out candles, one for each year

Task 2(10m)

- T gets Ss to read through all the 7 sentences in task2. Then ask them to read the text again and locate these words

- Ask Ss to check their answer with a friend

- Call on some Ss to present and explain their answers

- Give feedback and correct answers

 

C. After you read(10m)

-Ask Ss work in small group of 3 or 4 and discuss the questions

- T goes around to check and offer help

- Call on the groups to tell and explain their choice

- Give the correct feedback

4. Home work(3m)

Learn by heart new words and summarise the main point of the lesson

- Write a paragraph about how Vietnamese people celebrate their birthday or wedding anniversaries, base on the text they read in class

 

 

 

 

Whole class

 

d.

 

 

 

Celebrations

images

Christmas

a

Halloween

e

Wedding

b

Easter

i

Thanksgiving

d

Valentine’s Day

f

Graduation

h

Mother’s Day

g

Birthday

c

 

 

 

 

 

 

 

 

Pair work

 1.The people in the 1st picture might belong to a family. The young man might be the parents and three kids might be their children.

- In the 2nd picture : the people might belong to a family, too. The old lady&man might be parents. The woman and the man who are sitting in front might be their son and daughter in law. The boy and the girl might be their grandchildren

2. The people in the 1st picture are celebrating a birthday. In the 2nd picture people are celebrating a wedding anniversary.

 

 

Whole class

®¸nh dÊu

sù kiÖn quan träng, mèc lÞch sö, giai ®o¹n quan träng

bÒn v÷ng, l©u dµi

 

 

 

 

 

Take notes and give examples

 

Practice reading the new words

 

 

 

Pay attention

 

 

Individual work

 

 

Birthday             wedding

  

                               

                                

 

 

  

                                 

    

                              

   

 

Pair work

1. eight sevenths      5. months years

2. makes eats            6. 5th  50th

3. foods presents       7. silver golden

4. aniversaries ages

 

 

 

 

Group work

 

 

 

 

 

 

 

Whole class

 

 

Period 2: Speaking

I. Objectives

By the end of the lesson Ss will be able to:

Use appropriate language to talk about parties and negotiate how to plan them

Use appropriate language to invite people to come to parties

II. Teaching aids

Textbook, handouts, ………….

III. Anticipated problems

Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language to do so

IV. Procedure

 

                                          Teacher

                             Students

1. Check the attendance(2m)

2. Warm up(7m)

Talking about the party

Yesterday I went to a party. Please ask some questions to gets as much information about the party as you can

 

 

 

 

 

 

T teaches necessary language for talking about parties:

A birthday/housewarming party

A family/social gathering

To have/throw/organize/hold/celebrate/give a party

To celebrate one’s birthday/wedding anniversary/graduation

To join oneself

To have fun/a good time

Gifts: flowers, souvenirs, a bottle of wine, chocolate

Decorations: balloons, flowers, lamps, pictures….

Food and drinks: starters, main courses, deserts, cakes, ice-cream,sweets, soft drink………

Music: pop music, jazz, classical music……

Task 1(7m)

Get Ss to do the task individually

T encourages Ss to take notes while doing so

Go around the class to check and offer help

Task 2 (7m)

Put Ss in pairs and tell them to tell each other about the party they have been to, base on the outlines they have made in task1

Call on some pair to perform their conversations in front of the class

Task3(10m)

T gives suggestions by writing on the board

 Planning a party

-          where(home or restaurant)

-          when(date & time)

-          who to invite(family, relatives, classmates,teacher, friends)

-          dressing code(former, informer, costumes)

-          entertainment(dance,music, games)

-          decorations(colored light, bulbs, flowers)

-          food and drink(cook our own or order)

-          budget( how much to spend?how much to contribute?)

T asks Ss to give some expression for asking for and giving opinions, expressing agreements and disagreement, suggesting and starting preferences

T gives some examples and gets Ss to do some practice with these expressions

Divide the class into small group of 3 or 4 and get them to do task3

T goes around to check and offer help

 

 

Task 4(10m)

T elicits or teaches expressions for inviting and persuading

Would you like to come……..?

We would love to have you………

Please do come….

It’Ss our pleasure to invite you………..

You don’t know what you’ll miss out on if you don’t come

T gets Ss do some practice with these structures

Ask some group to report about the parties that they’ve planned.

3. Homework(2m)

Ss write a paragraph about a party they have

been to

 

Whole class

 

 

Who gave the party?

What was it about?

Where /when did it take place?

How was it organized? How did it go?

What activities did you do there?

Did you have good time?

How were the people like?

What about music? What about food and drinks?

 

 

Take notes

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Individual work

Ss choose the details they want to talk about and plan their stories

 

 

Pair work

 

 

 

 

 

Disccuss in group

Asking for opinions

What do you think about….?

What’s your opinion about……?

How do you feel about…….?

Do you have any opinion about…..?

Giving opinions

I think we should…../ I feel…..

In my opinion,……..

I’m thinking about….(odering some pizza)

Expressing agreement

Expressing disagreement

I agree

I think so, too

That’s true, and…..

That’s right, and…..

Well, may be, but…….

That might be true, but…

Well, my feeling is that..

Well, I don’t think so..

Suggesting:

May be we could…              What about……?

Perhaps we can……….     Should  we…….?

Let’s………

Why don’t we..?        It would be a good idea if..

How about…..?

 

 

 

Group work

 

 

 

 

Decide which parties would be the most attractive and they would most love to come to

 

 

 

Whole class


Period 3 Listening

 

I. Objectives

By the end of the lesson Ss will be able to:

Develop such listening micro-skills as intensive listening for specific information

II. Teaching aids 

Textbook, handouts, cassette tapes ………….

III. Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic,so they should be ready to assist them

IV. Procedure

                                          Teacher

                             Students

1. Check the attendance(2m)

2. Warm up(5m) 

-T divides the class into group of 10  and introdures the game: The groups should generate as many word related to birthdays and birthday parties as possible

- After finishing T calls on the representative of each group to come to the board and write their list. Then T gets the whole class to count. Each correct word gets one point. Which group has more points with the game

A.Before you listen(7m)

- T gets Ss in pairs to answer the questions and explain their reasons

Listen and repeat

To gather     restaurant /'restrɔnt/              prize

Birthdaycake             to decorate                 icing

Slice                          to clap hands      

- T helps Ss to pronounce the words on page 36 correctly  

- T presents the meanings of these word from the class

B. While you listen

Task 1(10m)

- Get Ss to read through the statements to understand them and underline key words

- Play the tape once for Ss  to listen and do the task

- Check the answer with the whole class

- Play the tapes one or two more times and pauses at the answer for them to catch if Ss can’t answer the questions

Task 2(10m)

-Ask Ss to read all questions in task2

- T plays the tape again for Ss to listen and answer the questions

- T gets Ss to check their answer with a partner. Then  T checks with whole class

- Play the tape again  and pause at difficult points if many Ss can not complete the task

 

                       C. After you listen(8m)

- Put Ss in pairs and do the task

- T distributes the following handout for Ss to do the role play.

- After they’ve finished, T calls on some pairs to perform the role play in front of the class

 

 

 

 

 

 

 

 

 

 

 

 

3. Home work(3m)

Write a paragraph about their own birthday parties

Whole class

 

 

Group work

Suggested words:

Age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, confetti(hoa giấy), decoration, gift/present, icing, flower, fun, party, song….

 

 

Pair work

 

PhÇn th­ëng

Kem phñ trªn b¸nh ga t«

L¸t, miÕng

 

 

Whole class

Individual work

1. F(the party began at about 3 in the afternoon)

2. F(over 20)

3.F( at 4:30 they cut the cake)

4. T( the party ended at about 6)

5. F( other kids left, only one stayed to help)

Individual work and pair work

Listen and note down the answers

1. 16            7. at about 6

2. Because it’s noisy and expensive

3. soft drink and biscuits

4. At about 4:30

5. It was beautiful and decorated with white and pink icing and 16 colorful candles in the middle

6. They clapped their hands eagerly and sang” Happy birthday”

 

Pair work

 

 

Card A

Ask your friend about Mai’Ss birthday

-          place where the party was held

-          when it began and ended

-          who came

-          what you did there

Card B

Tell your friend about Mai’s birthday party.

-          It was held at Mai’s place

-          It lasted about 3 hours(3-6pm)

-          About 20 guests came

-          Mai opened gifts, you played chess, then Mai cut cake

 

Whole class

 

 

Tapescript:

 

Mai is my neighbour. She turned 16 recently and her parents held a birthday party for her. I was one of those envited.

The party began at about 3 in the afternoon. There were about 20 of us gathering in Mai’s house. She didn’t like having the party at a restaurant because it is noisy and expensive.

We gave presents to Mai and she happily opened them. It must really be exciting to receive all those presents. After that Mai’s mother served us soft drink and biscuits. We then listened to music and played cards. The winners were given prizes. At about 4:30 Mai’s mother brought out the birthday cake. It was beautifully decorated with pink and white icing. 16 colorful candles sat in the middle of the cake. We all clapped our hands eagerly and sang “ Happy birthday” as she blew out the candles and cut the cake. We helped ourselves to slices of the delicious cake and sang all the songs that we knew.

Finally, at about 6 in the evening the party came to an end. We all tired but happy. The parents of other children came to collect them by motorbikes. I helped Mai and her mother clean up the mess we had made. After that I walked home, which was only 3 doors away.

 

 

 

Period 4 : Writing

 

I. Objectives

By the end of the lesson Ss will be able to:

-Define the format and structure of an informal letter of invitation

- Write an informal letter of invitation

II. Teaching aids 

Textbook, handouts, ………….

III. Anticipated problems 

Ss may not have enough vocabulary to write a detailed letter of invitation so T should be ready to help them

 

IV. Procedure

 

 

 

                                          Teacher

                             Students

Warm up(7m)

Jumbled letter

1. This is my address: 150A Au Co Road

2. It’s a beautiful house and it looks over the West Lake and the Water Park

3. Dear Linda,

4. Guess what!I’ve just moved to a new house in Tay Ho District

5. Would you like to come?

6.Please let me know your answer as soon as possible

7. See you

8.My parents are giving a house-warming party this evening around 6:30 p.m

9. Hoa

10. I think Chris and Kim are coming, too

11. We’ll have”Pho” and some other special dishes

A.Before you write

Task1 (5m)

-Ask Ss to work in pairs to answer the questions in task 1

-Call on some Ss to answer the questions and elicits more ideas from the class. T writes them on the board

 

 

 

 

Task 2(5m)

-T gets Ss to do the task individually and then compare their answers with a partner

-T calls on some Ss to give the answers and write them on the board

B.While writing(20m)

- Get Ss to read task 3 and work out the questions

- T gives some suggestions for Ss to write:

+ Party: birthday party, farewell party, house warming party…..

+Where: at home, in a restaurant, outdoor,……..

+When: during the day, in the evening………

+ Guests: friends, classmates, relatives…….

+ Activities: singing, playing games……

+ Foods and Drinks: cakes, wine, beer, soft drinks, fruits, fruits juice………..

-Get Ss to write their letters in 10 minutes, based on the outlines they have produced

-Ask Ss to get in pairs, exchange their letters and correct eachother

- T goes around and offer help

 

                       C. After you write(6m)

 

 

Feedback on Ss’ writing

- T chooses one letter and reads it to the class

- Then T elicits correctives feedback from the class and gives final comments afterwards.

Home work(2m)

Ask Ss to write a letter to invite their friend to their birthday party

 

 

Group work

 

 

 

Suggested answer:

 

3-4-2-8-11-5-10-1-6-7-9

 

 

 

 

 

 

 

Pair work

1. Occasions for giving parties:

Birthday, graduation, wedding anniversary, moving to a new house, family gathering, Christmas, New year

2. Dressing codes:

Formal: dresses, high-heel shoes for women,suits and ties for men

Informal: jeans, T-shirt, skirts…..

3. Presents to give: Books, CDs, flowers, ties, pens, bags, hats….

 

Individual work

1. at my house       2. to come

3. refreshments     4. to cook

5. winners              6. by Monday

 

 

Whole class take notes

 

                         Ha Tay May26,2007

Dear Lan,

As the school year is coming to an end, I’m giving  a farewell party for people to meet up before going away for holiday. Would you like to come? It will be at my place at 7p.m next Sunday. I intend to invite about 10 people, so it will be  a small gathering and hopefully, people can socialize more easily. I will be oder some pizzas and buy snacks and fruit. However, you might want to bring some drinks to be shared. There will be dancing and karaoke competion. So, there will be a lot of fun

Please let me know if you are keen by Saturday. Just leave me a message on the phone if you can’t catch me at home

                                   See you

                                   Long

 

 

 

 

 

Whole class

 

                                             Period 5 Language focus

I. Objectives

By the end of the lesson Ss will be able to:

Distinguish the sounds / l /, / r / and / h /

Pronounce the words and sentences containing these sounds correctly

Distinguish the uses of infinitive and gerund in active and passive voices

Use these structures to solve communicative task

II. Teaching aids 

Textbook, handouts, ………….

III. Anticipated problems

Ss might have difficulty distinguish and using infinitives and gerunds. Therefore, T should be ready to assist them

IV. Procedure

 

                                          Teacher

                             Students

1. Pronunciation(10m)

Distinguishing sounds

/ r /: Ss curl the tongues more backwark than when they pronounce / l /

/ h /: Ss move their vocal folds from wide apart to close together

Practice sentences containing the target sounds

- Ask Ss to work in pairs and take turn to read aloud the given sentences

- Call on some Ss to read the sentences again and provides corrective feedback

2. Grammar

Exercise 1(10m)

a. Presentation

- Review the verbs that are followed by an infinitive, a gerund, and both.

+ infinitive only

+ gerund only

+ both

Agree     arrange

Ask        choose

Decide   demand

Deserve  expect

Fail          hope 

Refuse   hesitate

Intend     learn

Manage   offer

Wait         seem

Want       plan

Admit   avoid

Deny    enjoy

Keep    suggest

Practice   miss

Consider   finish

Prevent    mind

Detest      risk

Postpone   delay

Mention  

verbs+preposition

Begin    stop, start      continue love      like

hate    remember

forget   regret  try        prefer

 

b. Practice

- T gets Ss to do Exercice 1 individually then find a partner to check their answers with.

Exercise 2(10m)

a. Presentation

Review the forms of passive infinitive and gerund

Form: Passive infinitive: to be + Past Participle

           Passive gerund  :  being + Past Participle

Use: to emphasise the action/event rather than the agent

b. Practice

- get Ss to do exercise2 individually and then find a partner to check their answer

- Check with the whole class and provides corrective feedback

Exercise 3(10m)

b.Practice

- get Ss to do exercise2 individually and then find a partner to check their answer

- Check with the whole class and provides corrective feedback

Wrapping up (5m)

Summarises the main points of the lesson

For homework, ask Ss to review the uses of different verbs tenses that have been covered in the lesson

 

Whole class

 

 

 

 

 

Pair work and individual work

 

 

 

 

 

 

 

 

 

Whole class take notes

 

 

Give some examples

 

 

Individual work

 

 

Answer

1. having    2. getting  3. to tell

4. practicing   5. to see

 

 

 

Whole class take notes

 

 

 

 

 

Individual work

 

1.B      2. A      3. B       4. B    5. A

 

 

 

 

1. D    2. C     3. B       4. B    5. C

 

 

 

Whole class

 

 

 

 

                                              Period 6 ,7 Test yourself A

 

I. Aims:

Ss can understand the content of the test

Ss can do the test well

II. Procedure

 

                                          Teacher

                             Students

1. Check the attendance(2m)

2. New lesson

A. Listening (10m)

-Ask Ss to read the sentences before listening

-Ask Ss to complete the sentences after the 1st listening & then  check the answer again after the 2nd &  the 3rd listening

- Correct

B. Reading(20m)

 

-Ask Ss to read the passage and then answer the questions in Reading

-Call some Ss to stand up and answer the questions

-Listen and give the feedback

 

 

 

 

 

C. Pronunciation and Grammar  (20m)

Pronunciation

-Ask Ss to listen and put a tick in the right box

-T reads the words for Ss to put a tick

Grammar

- Revise Ss the grammar about active infinitive and gerund and passive infinitive and gerund

-Ask Ss do exercise then call some Ss to go to the board

- Correct their mistakes

D.Writing (20m)

-Ask Ss to write about their birthday party (or one of their friends’)

+ Whose birthday party was it?

+Where and when was it held?

+What did you do there?

+How did you enjoy it?

- After they have finished T picks up some Ss’ writing and find common mistakes then asks Ss to correct

Extra exercises (15m)

Complete the following sentences

a. He had a portrait painted as a birthday present………his daughter

b. What do you want…………your next birthday?

c. They got married 50 years ago, and today is their 50th………………

d. He will give her a diamond ring………..a present after living together for 60 years

e. It’s their silver anniversary. In other words, they’ve been married………25 years

f. She has just over 30, but she’s married ………..4 children

I’ll give a special gift………..my husband on his next birthday

 

3. Homework(3m)

- Ask Ss to revise and prepare a 45- minute written test

 

 

 

1. A      2. D        3. B      4.D          5. C

 

 

1. B these people had been childless for 10 years after they were married and were so thrilled to finally have a child

2. to take some photographs of the family

3. The boy was dressed in a smart, brand-new outfit and looked like a little prince

4. B he was interested in the toys

5. He felt that it was delightful and looked forward to the next day to have the film develop

 

 

Pay attention to the pronunciation of the underlined part of the word

1. nine     2. hour  3. matching  4.jam

 

Individual work

1. to see       2. to be          3. to phone

4. pay          5. to be met  

6. to be  appointed

 

 

 

 

Individual wok

 

 

 

Whole class

 

tapecript

I’ve known James for 25 years. We first met when he moved to my town. He went to a different school but we became friends because he lived next door to me. We’ve known each other since then, but we haven’t kept in touch all that time…we lost contact with each other when I moved to Scotland in the 1970s for my job..I didn’t go to James’ wedding but he came to mine. And now? Well, I’ve been living here in Brighton since 1999 and these days I see James about once a week, usually in the park where I walk my dog, or in the pub for lunch with another friends that we’ve known for about the same length of time. We haven’t been doing that for very long but it’s good to get all of us together

 

 

 

 

 

 

 

 

                                                          Unit 4: Volunteer work

Period 1: Reading

 

I. Objectives

By the end of the lesson Ss will be able to:

-          Develop such reading micro-skills as scanning for specific ideas and skimming for general information

-          Use the information they have read to discuss the topic

II. Teaching aids 

Textbook, handouts, ………….

III. Anticipated problems

Ss may need help with the discussion task, so T should be ready to help them

IV. Procedure

 

                                          Teacher

                             Students

 

1. Check the attendance(2m)

2. Warm up(5m)

 

 

Network

-T prepares  hangouts with network of the word “volunteer”

 

 

A.Before you read(10m)

-Ask Ss to look the picture on page 46 and ask them some Qs

+What is the old woman doing in the picture?

+What does this mean by “Little Moments Big Magic?”

 

 

 

+What does the picture tell you?

 

 

-Ask Ss to work in pairs to read the short poem

-Ask some Ss to give their opinions

 

 

 

 

Pre-teaching vocabulary

Volunteer(n) [,vɔlən'tiə]

To volunteer to do st/for st

Voluntary(a) ['vɔləntri]

Voluntarily(adv) [vɔlənt(ə)rili]

The aged = the old

Orphanage(n) ['ɔ:fənidʒ]

To overcome

To participate in = to take part in

To suffer

Remote(a)= far away

Handicapped(a) ['hændikæpt]

Disadvantaged(a) [,disəd'vɑ:ntidʒd]

-Ask Ss to make sentences with above words to check their understanding

- Ask Ss to practice reading vocabulary

- Listen and check their pronunciation

 

 

B, While you read

Task 1(5m)

- T asks Ss to work individually to do the task and exchange their answers with other Ss

- T asks Ss for their answers and gives the correct

Task 2 (10m)

-Ask Ss to read the statements to understand them

- Ask Ss to work individually to do the task,then discuss their answers with their partners

- Call on some Ss to give their answers and asks other Ss to say whether they agree or disagree

 

 

Task 3(6m)

- Ask Ss  to  read the questions before reading the text carefully again  to find the answers

- Call on some Ss to write their answers on the board and ask them to explain their choices  

 

 

 

 

C.After you read(5m)

- Ask Ss to work in pairs to discuss the questions in the book

- Go around to help Ss when necessary

- When all pairs have finished. T asks every two pairs to share ideas

- Call on some Ss to report their ideas to the class

3. Wrapping up (2m)      

- T sumarises the main points of the lesson

- Ask Ss to learn by heart all new words 

 

Whole class

 

 

 

 

Group work

 

 

 

 

 

Outline :

Help children

Help the old

Help the poor

Teach  poor children

 

 

 

 

 

 

Whole clas

 

-She is teaching the boy to read

-It means that your little contribution and help may lead to significant results/ may greatly change a person’s life

- It tells me that everybody, no matter what they are young or old, can do volunteer work

+ The saying means that if you help sbd by giving some money, it’s just a temporary solution. It’s better to instruct them how to make money legally by teaching them necessary working skills

 

Whole class

 

 

Give examples

-He volunteers to teach the poor children

-I want to participated in play the game

-He overcame the bad habit of smoking during the meals

 

 

 

 

Speak out

 

 

 

 

 

Individual work

1. voluntary            2. voluntarily

3. volunteers          4. volunteered

 

 

Individual work

1. A(line 1-2, para 2)

2. D(line3-4, para 2)

3. B(line3-4, para4)

4. D(last paragraph)

5. B.(A:too general, C&D do not cover the whole text

 

Individual work and pair work

1. They read books to the people there, play games with them or listen to their problems

2. They give care and comfort to them and help them to overcome their difficulties

3. They volunteer to work in remote or mountainous areas

 

 

 

 

Pair work

 

 

 

Whole class

 

Period 2: Speaking

I. Objectives 

By the end of the lesson Ss will be able to:

Talk about different kinds of activities related to volunteer work

II. Teaching aids 

Textbook, handouts, ………….

III. Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them

IV. Procedure

 

                                          Teacher

                             Students

1. Check the attendance(2m)

2. Warm up(5m)

 Slap the board

-Write  words on the board:

Volunteer, voluntary, voluntarily, tr¹i trÎ må c«I, the aged, v­ît qua, chÞu ®ùng, remote, tham gia, indicapped, disadvataged

-Call on some 2 group Ss . T reads aloud the word on the board. Which team slaps the right word fast in the winner

Task 1(8m)

-Ask Ss to work in pairs to decide which of the activities in the book are volunteer works.

-Call some Ss to give their answers and asks for comments from other students

 

 

 

 

Task 2(15m)

- Before Ss do the task, T asks them to read the model conversation on page 50. Then Ss read the list of volunteer activities and the exact things related to them

- T can elicit or explain some words quickly

 

- T requires Ss to match each activities on the left with corresponding activities on the right

Suggested answers:

 

Helping people in mountainous areas

 

- Teaching the children to read and write

- Giving them money

 

Helping old or sick people

 

Helpingdisadvantaged or handicapped children

- Cleaning up their houses

- Doing their shopping

- Cooking meals

- Teaching the children to read and write

- Listening to their problems

- Playing games with them

- Taking them to places of interest

Taking care of  invalids and the families of martyrs

- Listening to their problems

- Clean up their houses

- Doing their shopping

- Cooking meals

Taking part in directing the traffic

- Directing vehicles at the intersection

- Helping old people and young children to cross the road

- Ask Ss to use the suggestions to make similar dialogues

-After they have finished T calls on some pairs to act out their conversation

-T elicits feedback from the class and give final comments

Task 3(12m)

Ask Ss to work in group to talk about a kind of volunteer work their friends and they usually do to help people

- Ask Ss to read through the example in the book before practicing talking about one activity their partner takes part in

- Call on some Ss to talk about the activities they take part in

- T elicits feedback from the class and gives final comments

 

 

 

3. Wrapping (3m)

- T summarises the main points of the lesson

- Learn by heart the new words

- Prepare the next period “listening”

 

 

 

Group work

 

 

 

 

 

 

 

Suggested answers:

1. The activities are not volunteer work:

Taking part in an excursion and participating in an English speaking club

2. some volunteer activities: taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they go to Viet Nam to compete

 

 

 

 

Whole class and pair work

 

 

 

 

 

 

 

+ War invalid ['invəli:d]: th­¬ng binh

+ Martyr(n) ['mɑ:tə] liÖt sü

+ Intersection: ®­êng giao nhau, ng· ba, ng· t­

+ direct the traffic:h­íng dÉn giao th«ng

+ vehicles ['viəkl;  'vi:hikl]: Xe cé

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pair work

 

 

 

 

 

Group work

Ex: Mai usually takes part in directing the traffic. She directs vehicles at the intersections. Besides, she helps old people and young children to cross the road. She enjoys the work very much because she likes helping people

 

 

Whole class

 

 

 

 

 

 

Period 3: Listening

 

I. Objectives

By the end of the lesson Ss will be able to:

Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

II. Teaching aids 

Textbook, cassette tapes, handouts, ………….

III. Anticipated problems

Ss may not be familiar with the note-taking task so T should provide them some tips to deal with the task

 

IV. Procedure

 

 

 

                                          Teacher

                             Students

1. Check the attendance(2m)

2. Warm up(5m)

Competition game- Slap the board

War invalid, martyr, intersection, the aged, orphanage, remote, suffer

Before you listen(10m)

-Ask Ss to read through the questions and choices on page 51 and makes sure Ss understand all them

-Ask Ss to discuss the questions in pairs

-Call on some Ss to report on their partner’s answers

Vocabulary Pre- teaching

Fund-raising activities

Donation

Informal school

Organization for Educational Development

Co-operate(v)

Disadvantaged children

Co-ordinate(v) [kou'ɔ:dineit]

Sponsor(n)[ 'spɔnsə]

While you listen

Task1(10m)

Set the scene: Now you are going to listen to a passage about Spring School, a special school in HCM City

- Ask Ss to read the sentences in task 1 then lisen and fill the missing information

- Play the tape once for Ss to do the task

- Ask for Ss’ answers and write them on the board

- Play the tape the second time for Ss to check their answers

Task 2(9m)

- Ask Ss to read the questions in task 2 before listening to the tape again

-Play the tape again for Ss to do the task.

- Get Ss to work in pairs and check their answers

- Call on some Ss to give the answers and elicit feedback from other Ss. If many Ss can’t complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch

 

After you listen(7m)

T gets Ss to work in groups to summarise the story about Spring School, using the suggestions. Each group member has to take notes of the discussion

-T goes around to offer help and collect Ss’ mistakes

- Call on some Ss to present their summary

- T elicits feedback from the class and gives final comments

3. Wrapping up(2m)

Ask Ss to learn by heart all new words and prepare “listening”

Whole class

 

Group work

 

 

 

 

Individual work

 

 

Whole class

C¸c ho¹t ®éng g©y quü

VËt quyªn gãp, tiÒn quyªn gãp

Tr­êng häc kh«ng chÝnh thèng

Tæ choc ph¸t triÓn Gi¸o dôc

Hîp t¸c

trÎ em thiÖt thßi

phèi hîp

nhµ tµi trî

 

 

 

individual work

1. informal

2. 30 street children

3. 250 children

4. 1998

5. volunteers………June

 

 

Pair work

1. It provides classes to disadvantaged children in HCM City

2. Dance, theatre, singing and circus classes were set up in 1999

3. Because they need money to continue their English and Performance Art classes

4. They dance, sing and play music at one of the largest hotels in HCM City

5. B they need help to contact sponsors and expand the school activities

 

 

Group work

 

 

 

 

Whole class

 

Tapescript:

Sping School is an informal school. It provides classes to disadvantaged children in HCM City. Around 30 street children live and study at the school and about 250 children with special difficulties from District 1 regularly attend classes

The Organisation for Education Development co-operated with Sping School to set up English classes in 1998. Dance, theatre, singing and circus classes were set up a year later. Children from these classes participate in fundraising perfomances. They raise money to continue their English and Performance Arts classes.

Spring School requires volunteers to help organize their fundraising dinner held annually in June. This is an exciting night in which children perform circus, theatre, dance, and singing at one of the largest hotels in HCM City. They also need foreign volunteers to contact sponsors and help to expand the school activities. Volunteers are required from February until July to help orgnise these events.

It is hoped that more schools like Sping School will soon be found in other cities in VN

 

 

 

 

Period 4 Writing

I. Objectives

By the end of the lesson Ss will be able to:

Write a thank- you letter to a donor to acknowledge the donor’Ss contribution

II. Teaching aids 

Textbook, handouts, ………….

III. Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them

IV. Procedure

 

                                          Teacher

                             Students

1. Check the attendance(2m)

2. Warm up(5m)

Quiz- a formal letter

1. You write your address in……..of the letter

2. The addresss of the receiver should be written on…………….starting below our address

3. We can write…….on the right or the left  on the line after the address you are writing to

4. When the letter starts Dear Sir/Madam, you end it with……….

5. When the letter starts Dear Dr Smith, you end it with……….

6. It is not a good idea to use……such as I’m  or can’t.

                      Preparing Ss to write

Task1(13m)

- Ask Ss to read the sample letter on page 52 and discuss the purpose(s) of the letter in pairs

- Call on some Ss to give the answers

- Ask Ss to read the letter again and do task1 individually

- T checks Ss’ answer by asking some Ss to read their answer  out loud

- Elicit corrective feedback from other Ss   and give the correct answers when necessary

 

Writing

Task 2(16m)

-Before Ss write the letter, T asks them to read the instruction carefully

- T gets Ss to write the letter in 15 minutes

- Go around to observe and offer help

 

Feedback on Ss’ writings(7m)

-Ask Ss to exchange their writing with another student for peer correction

- Go around and collect mistakes and errors

- Collect some writings for quick feedback

- Write Ss’ typical errors on the board and elicits self and peer correction

- Finally, T provides general comments on the letter

 

 

 

 

 

 

 

Wrapping up(2m)

- T summarises the main point of the lesson

- Ask Ss to improve their writing, taking into consideration their friends

 

 

 

 

Group work

 

1. the top left- hand corner

2. the left

3. the date

4. Yours sincerely,

5. Yours sincerely,

6. contractions

 

Pair work

The sample letter is written to thank a donor for donating money

donor /'dounə/: ng­êi cho, ng­êi tÆng

Individual work

- The opening of the letter: sentence 1

- The donated amount: sentence 1

- The way the money is used:sentence 2

The way the receipt is issued: sentence 3

-The gratitude on the donor:sentence 4

-The closing of the letter:yours faithfully

 

 

  Individual work

                                   9 Chuong Duong Street

Hoan Kiem District

Hanoi

30 May, 2007

Dear Sir,

On  behalf of New Future School, I would like to thank you for your generous donation of VND 1 million. Your contribution will make it possible for us to build our school library. A good library can help the students very much in their studying. We will issue a receipt as soon as possible

Once again thank you very much for your kindness. We hope to receive more assistance and cooperation from your company in the future

I look forward to hearing from you soon

Yours faithfully

Le Thi Hoa

Principal of New Future School

 

 

Whole  class

 

 

Period 5: Language focus

I. Objectives

By the end of the lesson Ss will be able to:

Distinguish the sound /w/ and /j /

Pronounce the words and sentences containing these sounds correctly

Use gerunds, present participle, perfect gerunds and perfect participles appropriately

II. Teaching aids 

Textbook, handouts, ………….

III. Anticipated problems

Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain

IV. Procedure

 

                                          Teacher

                             Students

                         Pronunciation(10m)

Pronouncing the two sounds separately

/w/: is a voiced labial-velar a pproximant. It is articulated with the back part of the tongue raised toward the soft palate and the lips rounded

/j /: is a voiced palatal approximant. It is articulated with the middle or back part of the tongue raised agaist the hard palate

T plays the tape(or reads) once for Ss to hear the words containing these two sounds. Then T plays the tape(or reads) again and this time asks Ss to repeat after the tape(or T)

Pronouncing words containing the sounds

- T reads the words and asks Ss to repeat them

-T asks Ss to practice pronouncing the words in pairs

- T asks some Ss to pronounce the words and gives correction if necessary

Practicing sentences containing the target sounds

- T reads the sentences and asks Ss underline the words with the sounds and write / w/ and / j / under them

- Ask Ss to practice the sentences in pairs

- ask some Ss to read the sentences and give feedback

                           Grammar

1. Gerund(10m)

A. Presentation

Review the form and uses of gerund. The gerund can be used:

a. as a subject of the sentences:

b. as the complement of the verb ‘tobe’

c. after prepositions

d. after a number of “phrase verb” which are composed of a verb + preposition/ adverb

to look forward to, to give up, to be for/against, to take to, to put off, to keep on….

e. in compound nouns

a driving lesson, a swimming pool, bird- watching

f. after the expressions:

can’t stand/help, it’s no good/use, it’s worth…

B. Practice

Exercise 1

- T asks  Ss to do exercise1 individually and then compare their answers with another student

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct answer if necessary

2. Present participle(10m)

A. Presentation

The present participle is used in the following ways:

a. as part of the continuous form of a verb

b. after verbs of movement/position in the pattern:

verb+present participle

c. verb + object+present participle

d. as an adject

e. verb + time/money expression+present participle

ex: I spend 2 hours doing this exercise

      Don’t waste time playing computer games

f. Catch/find + object+ present participle

g. to replace a sentence or part of a sentence or part of a sentence

ex: Singing to himself, he walked down the road

B. Practice

Exercise 2

- Ask Ss to do exercise 2 in pairs

- Ask them to compare answers with another pair

- Call on some Ss to go to the board to write their answers

- Ask the other Ss to feedback and give correct answers

3. Perfect gerund and perfect participle(7m)

A. Presentation

a. Perfect gerund

Form: having + PII

Use:- it can be used instead of the present form of the gerund when we are referring to a past action

Ex: He was accused of deserting his ship= he was accused of having deserted his ship

It also is used to emphasize completion in both the past and the future

b. Perfect participle

-form: having+PII

-use: + the Perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject

(Ph©n tõ hoµn thµnh cã thÓ ®c dïng thay cho hiÖn t¹i ph©n tõ trong c©u cã 2 hµnh ®éng x¶y ra liªn tiÕp nhau cïng mét chñ ng÷)

+ The Perfect participle emphasizes the the first action is complete before the second one starts

(Ph©n tõ hoµn thµnh cßn nhÊn m¹nh hµnh ®éng thø nhÊt hoµn thµnh tr­íc khi hµnh ®éng thø hai b¾t ®Çu)

+ The Perfect participle is necessary when there is an interval( kho¶ng t/g) of time between the two actions

(NhÊt thiÕt ph¶i dïng ph©n tõ hoµn thµnh khi cã 1 kho¶ng t/g gi÷a 2 hµnh ®éng)

+ It is also used when the first action covered a period of time

(Nã ®c dïng khi hµnh ®éng ®Çu tiªn kÐo dµi trong mét kho¶ng t/g) ex: Having been ill for a long time, He appreciated his health more

B. Practice

Exercise 3(6m)

T  asks Ss t to do exercise 3 individually and then compare their answers with another student

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct answer if necessary

 

Wrapping up(2m)

- summarises the main point of the lesson

- Ask Ss to learn by heart all points that have been covered in the lesson and give more examples

 

 

 

Whole class

 

 

 

 

 

Individual work

 

 

 

 

Pair work

 

 

 

 

 

 

 

 

 

 

 

 

Whole class take notes

Give examples

- Reading helps you learn English

- Her favorite hobby is reading

- She is good at learning English

I look forward to hearing from you soon

- He kept on asking for a discount(giam gia)

 

 

 

I can’t stand being stuck in traffic jams

It’s no use/good trying to persuade him

 

1. listening   2. bending  3. behaving

4. meeting  5. spending  6. waiting

7. starting

 

 

Whole class take note

Give examples

- I am working/ She was dancing

- I go shopping everyday

- He came running towards me

- I heard someone playing the guitar

   I can smell something burning

- It was an interesting film

  It’s a bit worrying when the police stop you

- ex: If I catch you stealing my apples again, I’ll tell your parents

We found our dog lying in the bathroom

 

 

 

 

 

 

 

Pair work

1. burning/rising  2. reading  3. lying

4. shopping   5. preparing  6. trying

7. modernizing

 

 

 

 

 

 

Nã ®c dïng ®Ó thay thÕ cho h×nh thøc hiÖn t¹i cña danh ®t khi chóng ta ®Ò cËp ®Õn mét hµnh ®éng trong qk

Nã cßn dïng ®Ó nhÊn m¹nh sù hoµn thµnh of hµnh ®éng ë c¶ qk vµ TL

ex:the retired teacher recalled having taught

 

 

 

Ex: Switching off the light, we went to bed= Having switched off the light, we went to bed

 

 

 

 

Ex: she bought a bike and cycled home

Having bought a bike, she cycled home

 

 

Ex: Having failed twice, he didn’t want to try again

 

Ex: he had been living there for such a long time that he didn’t want to move to another town

Having lived there for such a long time that he didn’t want to move to another town

 

 

 

Individual work

1. having made 2. having been 3.having been

4. having tied  5. having read 6.having taken

 

 

Whole class

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   Period 24

        D.P:19/10/08

         D.T:20/10/08

Unit 5: Illiteracy

                                                                  A. Reading

       I. Objectives

      By the end of the lesson Ss will be able to:

- Develop such reading micro-skills as scanning for specific ideas, identifying main ideas, and identifying  meaning in context

- Use information they have read to discuss illiteracy issues

      II. Teaching aids 

        Textbook, handouts, ………….

     III. Procedure

 

                                          Teacher ‘S 

                             Students

1. Check the attendance(2m)

2. Warm up(5m)

Hangman:

Ask Ss to find the word which has 10 letters. It is a N about the inability to read and write

Answer: illiteracy

A. Before you read(7m)

T introduces the picture in the text book(page56)

       This photo shows a scene of a classroom. This is a bit different class from other normal classes. Can you describe it and say what makes the class different?

Ask Ss to look at the picture in the text book and ask Ss to describe it  by answering the T’s questions

1. Where is this classroom?

2. Who are in  this classroom?

3. What kind of textbooks are they learning?

4. Who is the teacher?

5. What are they learning?

T introduces the picture:

This photo shows a scene of a classroom in a poor mountainous area. The Ss are children of different ages. They are learning the textbooks for grade one and they are taugh by a soldier. It seems that the Ss in the classroom are illiterate people. They are now learning how to read and write

Vocabulary- pre teach

-illiteracy(n)[i'litərəsi]>< litercacy(n)

-illiterate(a,n) [i'litərət] >< literate(a,n)

-to eradicate [i'rædikeit]: to destroy or get rid of st (bad) completely / eradication(n)

- campaign(n) [kæm'pein]

- ethnic minority ['eθnik mai'nɔriti]

T asks Ss to practice the new words and ask them to give example

Call on some Ss to stand up and speak out new words. T listens and checks their pronunciation

B. While you read

Task 1(7m)

Set the scene: You are going to read about education in mountainous areas and do the reading task that follow

- Get Ss to read the passage silently and then do task 1

- T checks Ss’ understanding of the phrases by calling on some Ss to tell their equivalents in Vietnamese

- T checks the answers with the whole class and gives corrective feedback

Task 2(5m)

- Ask Ss to read the passage carefully again and try to summarise it  then choose one of the list of main ideas provided in the task to find the most suitable one

- Call on some Ss to give their answers and ask the other Ss to say whether agree or disagree

 

Task 3(8m)

- Ask Ss to skim the 5 question to understand them

- Underline the key words to decide what information they need to find in the text

- Get Ss to check their answers with a partner

- Call on some Ss to write their answer on the board and ask them to explain their choice

- Give the correct answers

C. After you read(8m)

- Ask Ss to work in small group of 3 or 4 and discuss the question: How to help illiterate peope in the disadvantaged areas to read and write

- Go around to check and offer help

- Call some group to tell and explain their answers

- Corrective feedback

 

3.Consolidation (3m)

- Summarise the main points of the lesson

- For homework., ask Ss to learn by heart the new words and make sentences with them

 

 

 

Group work

 

 

 

 

Whole class pay attention then answer the questions

 

Pair work

 

 

1.In a poor remote/mountainous areas

2.Children with different ages

3.Text books for grade one

4. A soldier ['souldʒə]

5.To read and to write

 

 

 

Pay attention

 

 

 

Inability to read and write:n¹n mï ch÷,v« häc

Unable to read and write: mï ch÷, dèt n¸t

(n) ng­êi mï ch÷, ng­êi thÊt häc

Nhæ rÔ, trõ tiÖt, xo¸ bá

 

ChiÕn dÞch

D©n téc thiÓu sè

 

Whole class

 

 

 

 

Pay attention

 

Individual work

 

1. Phæ cËp gd tiÓu häc

2. Héi khuyÕn häc VN

3. Xo¸ mï ch÷

4. Kü thuËt canh t¸c

5. KÕ ho¹ch ho¸ gia ®×nh

 

Individual work

Answer: D

A: is too general

B & C are too specific

 

 

 

Pair work

1. 94% of the population

2. the campaign for illiteracy eradication

3. 600 students in 2000 and 800 students in 2001

4. They voluntarily spent their vacations teaching ethnic minority illiterate people to read and write

5. Illiteracy will soon be eradicated

Solution:

-          Opening school

-          Sending teachers/ volunteer teachers there

-          Buying books for Ss

-          Providing individual assistance to Ss

-          Give financial rewards to families that send their children to school

-          Training local people to be teacher who will help their own people

 

 

 

 

 

 

 

 

 

 

 

 

 

D.P:19/10/08 Period:25

D.T:22/10/08 11A2

        Unit 5. ILLITERACY

                                                                  B. Speaking

I. Objectives

By the end of the lesson Ss will be able to:

-          Talk about schooling and literacy related problems

-          Suggest solutions to these problems

II. Teaching aids 

Textbook, handouts, ………….

III.Procedure

                                       Teacher’s

                                 Students

Warm up(5m)

Matching: Talking about school problems & solutions

- Divide the class into small group of 3-4 students

+ not enough textbooks

+ shortage of tables and chairs

+ lack of cassette recorders

+ no electricity

+ build more classroom

+collect used textbooks

+not enough computers

+school yard hot in summer

+no interesting books at school library

+play truant

+provide budget for study facility

+plan more trees

Task 1(7m­)

- Get Ss to do it in pairs

- Call on a student to read out the answers

- Check with class and gives corrective feedback

Task 2(13m)

- T introduces the task and calls on 1 or 2 pairs of Ss to read aloud the sample dialogue

- T elicits the structures that are used for asking for and giving suggestion.

Asking for opinion

What do you think we need to/could/should/might want to do?

What do you think about….?

What’s your opinion about..?

What do you have in mind?

Giving suggestions

Maybe we can……      Probably we should……….

We might want to……  We could………

-T puts Ss into groups of 3-4 and gets them to define the problems of their own school and suggest as many solutions as possible

- Go around to check and offer help

- After checking that Ss have finished the task, T calls on different groups to present the problems and solutions they have identified

- T writes these ideas on the board as Ss talk

Task 3(17m)

-T puts Ss into groups of 3-4 and gets them to add  more problems if they can, and work out the solutions.

- Remind Ss of the structures that can be used for expressing opinions and giving suggestions

- Call on each group to report their ideas to the class and elicits comments from the class

Consolidation(3m)

Ask Ss to write a paragraph about a school problem and one or two solutions to it

 

 

 

Group work

 

 

         Problems

       Solutions

- not enough textbooks

-shortage of tables and chairs

…………

- collect used textbooks

……………..

 

 

 

 

 

Pair work

1. b-g

2. a –e                  4. c

3. d-f                     5. h- i-j

 

 

 

Pair work

 

 

 

Take notes

 

 

 

 

 

 

 

 

 

Group work

 

 

 

 

Group work

Suggested answers:

1. Class size: an ideal class size is 10-15 students, so the school should recruit more Teachers and open new classes. T should encourage Ss to work with different groups, not with the same group all the time.

2. Desks: buy larger desks or if there are new classes, the current number of desk is adequate

3. Equiment: buy/ hire facilities such as computers and OPHs, upgrade the classroom

 

 

                                                       

D.P:20/10/08  Period 26

D.T:23/10/08

Unit 5. ILLITERACY

C. Listening

I. Objectives

By the end of the lesson Ss will be able to:

Develop extensive listening skills

Use the information they have listened to for other communicative tasks

II. Teaching aids 

Textbook, cassette tapes, ………….

III. Anticipated problems

Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assist them

IV. Procedure

                                       Teacher

                                 Students

                       Warm up(7m)

A survey about school

- T prepares a small survey and copies it on the board

- Get Ss to move around and collects their friends’ opinions. They should interview at least 3 Ss

- T teaches expressions of quantifiers and calls on Ss to report the result of their survey

School survey

Do you agree with the following statements?

         In an effective school

yes

no

The T treats Ss as individuals with both their strengths and weaknesses

 

 

The T encourages Ss to set realistic goals for their own learning

 

 

The T encourages Ss to have positive attitudes towards themselves and others

 

 

The T is motivating and interested in what Ss do

 

 

Learning is centred on important life skills such as communication, building self-respect and self-confidence, learning from failure, and time management

 

 

The social side of the school is considered as important as academic activities

 

 

Ss are involved in making decisions which have a direct effect on themselves

 

 

                  Before you listen(5m)

Setting the scene: you are going to listen about the results of a school survey carried out in Perth, Western Australia. The school asked its Ss what makes an effective school

Pre-teaching vocabulary: Listen and repeat

Effective(a)                 maturity(n) [mə'tjuəriti ]                                                                                                      

Perth(n)                     academic(a) [,ækə'demik]

Western Australia      performance(n)

seft-respect(n) [ri'spekt]      Weaknesses(n) 

- Help Ss to pronounce the word in their textbook correctly

- Present or elicits the meaning of these word from the class

- Get Ss to make sentences with some importance words   

 

While you listen

Task 1(10m)

- Get Ss to read the options in each question carefully and underline the words that make them different

- Get Ss to guess the answer to each questions and tell them they need to listen attentively to check if their guesses are confirmed

- Play the tape once for Ss  to listen and do the task

- Get Ss to find a partner to check their answers with

- If many Ss can’t answer the questions, T plays the tape one or two more times and pauses at the answers for them to catch

Task 2(10m)

- Get Ss to read the questions in task 2 and answer the questions without listening again. If they can’t, T plays the tape for them to listen again

- Get Ss to check their answers with a partner. Then check with whole class

- Play the tape again and pause at difficult point if many Ss can’t complete the task

After you listen(10m)

- Divide the class into small group of 3 or 4 and get them to discuss the question in textbook

- Go around to check and offer help

- After checking that all the group have finished, T calls on the representative of each group to report their peers’ ideas

- Listen and take note of their errors and give feedback after that

adequate ['ædikwit] đủ, đầy đủ

syllabus ['siləbəs] vấn đề, bài.. thuộc một giáo trình; chương trình học

motivate['moutiveit](v) thúc đẩy

stimulating /'stimjuleitiη/ khuấy động, kích thích; khuyến khích

 

 

 

 

 

Consolidation (3m)

-          T summarises the main point of the lesson

-          Ask Ss to  learn by heart new words and make sentences with them

 

 

 

 

Whole class

 

 

 

 

 

 

 

New words:

To treat: ®èi xö

Set realistic goals: ®Æt ra môc tiªu cã kh¶ n¨ng ®¹t ®­îc

Be centred on: tËp trung vµo

Self-respect: lßng tù träng

Learning from failure: häc tõ thÊt b¹i

Time management: qu¶n lý thêi gian

Be involved in: tham gia vµo

individual /,indi'vidjuəl/: c¸ nh©n

 

 

 

 

 

 

Pay attention

Write down the word and practice pronouncing them

Sù tr­ëng thµnh

Cã tÝnh häc thuËt

Sù thÓ hiÖn

®iÓm yÕu, nh­îc ®iÓm, khuyÕt ®iÓm

 

 

 

 

Make sentences from these words

 

 

 

 

Individual work and pair work

 

 

1. D

2.B

3. B

4. C

 

 

 

 

 

Pair work

Suggested answers:

1. In Perth, Western Australia

2. 80%

3. They felt that they should be allowed to have a say in the school decision making.

 

 

 

Group work

Suggested answer:

*Textbook are essential teaching and learning materials in any program and syllabus. Having good textbooks is very important. A good textbook provides Ss with adequate knowledge, skills and practice and therefore they do not need to look anywhere for these. A good textbook also guides Ss how to learn and helps them study effectively on their own

         However, I think having good teachers might be more important than having good textbooks because  a good teacher can turn a poor quality textbook into an interesting and stimulating one. In fact, a good teacher can even replace the textbook, motivate students to learn, and train them to use self-study skills so that they can take responsibility for their own learning

 

 

Whole class

 

Tapesript:

  In an informal survey carried out in Perth, Western Australia, students were asked to give their views on what makes an effective school. 80% of the Ss felt that mutual respect in the classroom was essential fof effective learning to take place. This  implied that the Ss should be treated as individuals with both their strengths and their weaknesses. 60% of the Ss felt that they should be encouraged to set realistic goals for their own learning, and to have positive attitudes towards themselves and others.

  About 55% of the Ss expected their teachers to be motivated and interested in what they were doing, this would then reflect in the performance of the Ss. Nearly all of the Ss believed that learning should be centred on important life skills such as communication, building self-respect and self- confidence, the ability to learn from failure, and time management, suited to the maturerity of the Ss concerned.

100% of the Ss felt that the social side of school was as important as academic activities. The older Ss  felt that they should be allowed to give some input into school decision making which had a direct effect on Ss.

 

 

 

D.P:25/10/08 Period 27

D.T:

Unit 5 ILLITERACY

  D. Writing

I. Objectives

- By the end of the lesson Ss will be able to:

- Interpret information presented in tables

- Identify languague to be used for describing tables

- Write descriptions of tables

II. Teaching aids 

Textbook, handouts, ………….

IV. Procedure

                                       Teacher

                                 Students

                        Warm up(5m)

A matching game

Match these expressions with the correct graphs.

1. fluctuate ['flʌktjueit] dao động, lên xuống

2. gradually decrease

3. slightly increase

4. remain the same

5. drop sharply

6. rise considerably/kən'sidərəbli/ đáng kể, lớn lao

    A                     B                             C

 

 

            D                           E                         F

Before writing

Task 1(10m)

- Get Ss to read the task requirements and work on the task with a partner

- Call on Ss to read out their answer and check with the class

While writing

Task 2 (20m)

- Ask Ss to study the table in task 2 and analyses it with a friend by asking these questions:

1. What is the topic of the tables? Does it describe the past, the present, or the future?

2. What patterns are shown? How are the pieces of information related?

a. Which region had the lowest rate of literacy in 1998?2002?2004?2007?

b. Which region had the lowest rate in each year?

c. Did the rate of literacy in the Lowlands increase of decrease between 1988 and 2007?

d. What about that rate for Midlands and Highlands?

- T checks the answer with the whole class

- Based on their analysis of the table, Ss now write up a description individually

- Go around to check and offer help

- Ask Ss to work in pairs and correct each other’s writing

   The table desribes the trends of literacy rates in Sunshine country from 1998 to 2007. the literacy rate of pollution differs greatly in 3 areas of the country Lowlands, Midlands and Highlands, there has been a gradual rise in number of literate people from 1998 to 2004, but a sharp rise in 2007. During that 10 years, the Midlands sees a steady increase in the literacy rate, from 70% to 85%. On the contray, the Highlands area has to face the problem of falling literacy rate. After 10 years, its literate people has decreased 20%. So each area must have different plan for its education development.

Post writing(7m)

-          Choose one description and reads it to class

-          Elicit corrective feedback from the class and give final comments afterwards.

Consolidation (3m)

Summarise the main point of the lesson

Ask Ss to rewrite their descriptions based on T’s and other Ss’ suggestions and corrections

 

 

 

 

 

 

Group work

 

 

 

 

 

 

1. D            2. F                3. E

4. B            5. C                6. A

 

 

 

 

 

 

 

 

 

 

 

Group work

1. varied      3. declined      5. went up

2. rise           4. different     6. drammatically

 

 

 

Individual work and pair work

Sample writing:

The table describes the literacy rates in different regions of the Sunshine country from 1998 to 2007.Generally, except for Highlands, where the rates slightly decreased between these years, Lowlands and Midlands both witnessed a rise. In Lowlands, for example, the rates were 50%, 53% and 56% in 1998, 2002, and 2004. In 2004, the rate sharply rose to 95%, which was a remarkable progress. Midlands saw a less dramatic change, however the rate went up gradually from 70% and 75% in 1998 and 2002 to 80% and 85% in 2004 and 2007. Unlike these two regions, Highlands witnessed a gradual decrease in the rate of literacy of its population. In 1997 the rate was 50%, however, it decreased by 5% in 2002 and continued to go down in the following years, reaching only 30% in2007. Obviously, this region needs to improve its literacy rate.

 

 

 

 

 

 

 

 

Pay attention

 

 

 

 

Whole class

 

 

 

D.P:25/10/08           Period:28

D.T:

Unit 5. ILLITERACY

D. Language focus

I. Objectives

By the end of the lesson Ss will be able to:

-          Distinguish the clusters/ pl/, /bl/, /pr/, /br/ and pronounce the words and sentences containing them correctly.

-          Understand reported speech with infinities and use these structures to solve communicative tasks

II. Teaching aids 

Textbook, handouts, ………….

IV. Procedure

                                       Teacher

                                 Students

Pronunciation(7m)

Distinguishing the sounds

- T models the three clusters /pl/, /bl/, /pr/, /br/ for a few times and explains how to produce them

- Play the tape once for Ss to hear the words

Containing these clusters. Then T plays the tape(or read) again and this time ask Ss  to repeat after the tape (or T)

- Ask Ss to read the words in each column out loud in chorus for a few times. Then T calls on some Ss to read the word out loud. T listens and corrects their pronunciation

Practicing sentences containing the target sounds

- Ask Ss to work in pairs and take turn to read aloud the given sentences

- Call on some Ss to read the sentences again and provides corrective feedback

Grammar

A. Presentation: Reported speech with infinitive(5m)

we usually use an infinitive structure to report order, request, advice, suggestion, threats, warning, promises, agreements, disagreements ..

a. Verb+ object+(not) to-Infinitive

The verbs go with this structure:

Advise, allow, ask, tell, , order, invite, urge, remind,request, beg, expect, warn, command, recommend, forbid, implore =entreat (khẩn nài, khẩn khoản, nài xin), encourage, want, persuade

 + O + to- Infinitive

b. Verb + (not) to- Infinitive

Agree, refuse, offer,  promise, threaten, hope, propose+ to Infinitive

- T gives some direct speech sentences and ask Ss to change into reported speech

B. Practice

Exercise 1(7m)

-T gets Ss to do exercise1 individually and then find a partner to check their answer with

- T checks with the whole class and provides corrective feedback

Exercise 2(8m)

-T gets Ss to do exercise1 individually and then find a partner to check their answer with

- T checks with the whole class and provides corrective feedback

Answer:

1. He advised me not to drink too much beer

2. She invited me to come and see her whenever I wanted

3. John wanted me not to smoke in his car

4. He told Sue to give him her phone number

5. He reminded me to give the book back to Joe

6. He promised not to wait for me

7. He agree to wait for me

8. John asked me to lend him some money

C. Production (15m)

- T prepares the following sentences and gives on sentence to each student

- T picks a student at random to report what one student said. T corrects the response as appropriate, presenting the form

- T repeat with another student

You should go to see Paris, that’s a beautiful city

We’re having a party tonight, would you like to come?

We have a class this Monday, don’t forgert

I can buy you a drink, if you like

Please see me at 6 o’clock

Don’t leave your bag unattended, it might be stolen

Let’s play tennis this weekend

I will email you as soon as I get there

Con solidation (3m)

T summarises the main points of the lesson

- Ask Ss to revise reported speech with  infinitives and do exercises in the workbook

 

 

Whole class pay attention

 

 

Repeat after the tape or T

 

 

 

Individual work

 

 

 

 

Pair work

 

 

 

 

 

 

 

Whole class take notes

 

“you had better hurry, Bill”she said

She advised Bill to hurry

Don’t  swim out too far, boys I said

I told the boys not to swim too far

“if I were you, I’d stop smoking”I said

I advised him to stop smoking

 

“I will help you”she said

She promised to help me

“Let me give you some money”he said

He offered to give me some money

 

 

Individual work

1. They promised to come back again

2. The lifeguard advised us not to swim too far from the shore

3. John asked Peter to close the window

4. The teacher encourage Eric to join the football team

5. John promised to give it to him the next day

6. My mum wanted Lan to become a doctor

7. My sister reminded me to lock the door before going to school

8. His boss advised him to go home and rest for a while

 

 

 

 

Individual work

 

-Student A reads out his/her sentence to the whole class, others write it down

 

-Student B reads out his/her sentence to the whole class, others write it down and this continues until all of the sentences have been read out

 

 

 

 

 

 

 

 

 

 

 

Whole class

 

 

 

 

 

 

 

 

 

 

 

D.P:27/10/08           Period:29

D.T:30/10/08

Unit 6: Competitions

                                                                         A. Reading

I. Objectives

By the end of the lesson Ss will be able to:

Develop such reading micro-skills as scanning for specific ideas and identifying meaning in text

Use the information they have read to discuss the related topic

II. Teaching aids 

Textbook, handouts, pictures  about competitions………….

III. Procedure

                                       Teacher

                                 Students

Warm –up(5m)

- Get Ss to work in pairs, matching the 4 given competition with the correct pictures on page 66

- Check the answer with the whole class

- Get Ss to tell which of these competition they like most and why. T gets Ss to name some other competitions that they know or have ever participated in and elicits their comments on the events

                    Before you read(7m)

- Introduce the topic of the lesson and get Ss to work in pairs and answer the questions on page 67

- Call on some Ss to answer the questions. Ask Ss to give reasons for their answers. T helps Ss to express their ideas

 

 

Vocabulary pre- teach

Representative(n) [,repri'zentətiv]

Competition(n) [,kɔmpə'ti∫n]

to compete against / with somebody in / for something

competitive(a) [kəm'petətiv]

competitor(n) [kəm'petitə]

to take part in st/doing st = to participate in st/doing st

stimulate(v) ['stimjuleit]- stimulation(n)

annual(a) ['ænjuəl] = yearly

sponsor(v,n) ['spɔnsə]

judge(n) ['dʒʌdʒ]

announce(v) [ə'nauns]

Ask Ss to practice the new words and make sentences from the new words

- Then ask Ss to guess what they are going to read about

While you read

Set the scene: You are going to about a school’s competition

Task 1(7m)

Get Ss to read the passage silently and then do Task 1

- Check the answers with the whole class

- Check Ss’ understanding all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese

Task 2(8m)

- Ask Ss skim the 6 questions to understand them

- Ask them to read carefully  the passage again

- Then T gets Ss to check their answer with a partner

- Call on some Ss to read aloud their answer and ask them to explain their choices

- Give the correct answers

Task 3 (8m)

- Ask Ss to read Para 5 again and complete the sentences

- Call on some Ss to write their answers on the board and ask them to explain their choices

1. ….to recite/complete the poem because he could not remember the last sentence

2…..became the winner of the competition

3. …60 points

4. …..” For me the important thing was our participation in the competition and the enjoyment we had from it”

After you read(7m)

- T reads the poem aloud once or twice and get Ss to repeat each line after her/him

- Let Ss practice reciting the poem in their own groups

- Call on different groups to read the poem and ask the class to decide who  the best performers are

- Ask them to translate the poem into Vietnamese

Consolidation and homework(3m)

- T summarises the main point of the lesson

- Ask Ss to learn by heart the new words and make sentences from them.

 

 

Pair work

 

a. Quiz: Road to Mount Olympia

b. London Marathon

c. Sao Mai Television Singing contest

d. Olympic Games

 

 

pair work

1. Yes, Because I want to overcome myself

2. Yes, I do. I like to win in Quiz:”Road to Mount Olympia

3.No, it isn’t. Because I think the most important thing is having a chance to participate in a competition, learning from other competitors and enjoy ourselves

người đại diện

cuộc thi đấu

®ua tranh víi ai…

 

 

 

 

 

khuyến khích

 

đỡ đầu, bảo trợ

gi¸m kh¶o

thông báo

 

 

 

 

 

 

 

Individual work

 

1. d       2. f    3. e    4. c      5. b    6. a

 

 

 

 

 

 

Individual work and pair work

1. The representatives of 3 classes of the speaker’Ss school

2. The aim was to stimulate the spirit of learning English among Ss

3. The Ss’ Parents Society

4. They had to complete 5 activities in all. On competition of each activity, they had to answer the questions in the worksheets within 2 mimutes

5. They had to observe and score the Ss’ performance. A maximum score for each activity was 15. At the end of the competition they would announce the total score of each group. The group that got the highest scores will be the winner

6. A set of CDs for studying English and an Oxford Advanced Learner’s Dictionary

 

 

 

 

Group work

Patter ['pætə]: tiếng tí tách, tiếng lộp độp (mưa rơi)

Window –pane /'windou'pein/ ô kính cửa sổ

 

 

 

Whole class

 

D.P:1/11/08           Period:30

D.T:

Unit 6: Competitions

                                                                         B. Speaking

I. Objectives

By the end of the lesson Ss will be able to:

-          Ask for and give information about types of competitions

-          Talk about a competition or contest

II. Teaching aids 

Textbook, handouts, ………….

III. Procedure

                                       Teacher

                                 Students

Warm up(7m)

Handouts: General knowledge quiz

- T delivers the handouts in which have the questions for Ss to choose the correct answers.

1.Which language has the most native speaker?

a. Bengali    b. English   c. Mandarin Chinese  d. Spainish

2. What is the largest country(by area) in the world that has a land border with only one other country?

a. Australia          b.Canada       c. India   d. United States

3. In which country will the 2008 Olympic Games held?

a. China       b. Germany     c. Greece     d. United States

4. In which country is Mount Everest?

a. Tibet        b. Nepal      c. Findland    d. Switzeland

5. Which continent has the biggest population?

a. Africa   b. Europe     c. America    d. Asia

 answer:

1. c         2. b       3. a          4. b         5. d

6. b        7. c       8.a           9. b        10. d

Task 1(10m)

-Introduce the task and gets Ss to do it individually

-Explain the meaning of the new words.

-Call on different pairs to report their answers. T should encourage them to explain why they like or dislike a game/constest and help them to express their ideas when necessary

 

Task 2(10m)

- Introduce the task and call on one or two pairs of Ss to read aloud the sample dialogue

- Ask Ss to read the useful expression on page 69 and explain the new words

- Giving more structures:

Asking for opinions:

What do you think about..?

What’Ss your opinion about……/

How do you feel about…?

Do you like..?

Giving opinions

I think….is/aregood/fun/great/wonderful/perfect/interesting

I think in my opinion……….

From my point of view……..

As I see it…………

- Put Ss into pairs and get them to make similar dialogue, using the structures they have learnt

- Go around to check and offer help

- After that T calls on some pairs to perform their dialogue

Task 3(15m)

- Put Ss in groups of 3 or 4. T tells each group to choose a famous TV game or competion and work out details about it

- Go around to check and offer help

- After Ss have finished, T call on each group to come the front. The whole class will ask questions about the game/contest and guess what game, constest it is.

Consolidation and homework(3m)

- Summarise the main point of the lesson

- Ask Ss to write a para about a game show they like

 

 

Group work

 

6.Which famous pop musician sang at Princess Diana’s funeral? 

          a. Mariah Carey    b. Elton John  

         c. Ricky Martin      d. Celine Dion

7. Which is the nearest star?

a. The Moon   b. Jupiter   

c. The Sun         d. Mars

8. Who discovered Americal?

a. Christopher Columbus    b. James Cook

c. Great Khan         d. King Henry VIII

9. Who wrote the song entitled “Yesterday”

a. John Lennon     b. Paul McCartney

c. Yoko Ono          d. George Harrison

10. How many legs does a butterfly have?

  a. 3      b. 4      c. 5      d. 6        

 

individual work and pair work

compare with their partners

ex:

My partner likes…..but I dislike it

Both of us like/dislike…..

Neither my partner nor I like…..

Neither of us like……..

 

 

 

 

 

Pair work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Group work

 

 

 

 

 

Whole class

D.P:01/11/08           Period:31

D.T:

Unit 6: Competitions

            C. Listening

I. Objectives

By the end of the lesson Ss will be able to:

Develop extensive listening skills

Use the information they have listened to for other communicative tasks

II. Teaching aids 

Textbook, handouts, cassette tapes………….

III. Procedure

                                       Teacher

                                 Students

Warm up(5m)

Jumbled words

-T divides the class into groups of 3 or 4

- Give each group one card containing 10 words whose letters are jumbled and ask Ss to rearrange the letter to make good words. The group which finishes the task first with the most correct words will be the winner

The card

1. tohamarn  2. sifihn    3. renurn   4. chiatelt

5. crae   6. conpahim     7. nurning   8. centadis

9. storp        10. cirang

Before you listen(10m)

- T uses the picture in the textbook to introduce the topic

+ What can you see in the picture?

+ What event is it?

+Where do you think the Boston Marathon might take place?

-          What is the Boston Marathon?

 

 

 

 

- Who do you think can take part in the Boston race?

While you listen

Task 1(10m)

Instruction: You are going to listen about the Boston Marathon. Listen and answer T/F questions. Put a tick in the appropriate box

- Before listening, ask Ss to read through the statements to understand them and underline keys words.

- Play the tape once for Ss to listen and do the task

- Check the answer with the whole class. If many Ss  cannot answer the questions, T plays the tape one or two more times and pauses at the answer for them to catch

Task 2(7m)

- T asks Ss to read through the questions in task 2

- Play the tape again for Ss to answer the questions

- Get Ss to check their answer with a partner. Then T checks with whole class. T should play the tape again and pause at difficult points if many Ss cannot complete the task

After you listen(10m)

-          Ask Ss to talk about a famous Vietnamese runner or sportman/sportwoman that they like

-          Put Ss in small group of 3 or 4

-          Ask each group will prepare a short biography of a famous Vietnamese runner(or sportman) and do not let other group know who is this person is

-          Go around the class to check and offer help

-          After finishing, T calls on the representative of each group to talk about their favouite sportman/woman

-          Listen and take notes of Ss’ errors. T provides corrective feedback after that

Consolidation and homework(3m)

-          Summarise the main point of the lesson

-          Do exercises in workbook

 

 

 

 

Group work

 

1. marathon             2.finish

3. runner                  4. athletic

5. race                     6. champion

7. runing                   8. distance

9. sport                  10. racing

 

 

Whole class

 

We can see two athletes

Boston Marathon

USA 

 

+ It is held in the USA

+ It began at the end of the 19th century

+ The Boston race is about 42 km

+ Runners have to go through 13 towns during the race

-          Atheles

 

 

 

 

Individual work

 

Answers:

1. T     2. T       5. T

3. F(2 hours 50 minutes and 10 seconds)

4. F(1967)

6. F(pass through 13 towns and ends in centre of Boston)

 

 

 

 

Individual work/ pair work and whole class

1. New York

2. In 1972

3. 8

4. 6164

 

Work in group

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Whole class

 

 

D.P:02/11/08           Period:32

D.T:

Unit 6: Competitions

   D. Writing

I. Objectives

By the end of the lesson Ss will be able to:

Write a letter to reply to the request of information

II. Teaching aids 

Textbook, handouts, ………….

III. Procedure

                                       Teacher

                                 Students

Warm - up(5m)

Hang-man game

- T revises the vocabulary Ss learned in last lessons

Before you write

Task 1(10m)

-T asks Ss if they want to participate in a competition, what information about the competition they would like to know and would look for. T writes the answers on the board

- T gets Ss to read the letter in task 1 individually

- Ask Ss to indentify who wrote the letter, for what purpose, what information she requested and compare their answers with the ideas on the board

 

While you write(20m)

- T gets Ss to read the requirement of task 2 and work out with a peer what they need to include in the reply letter and what kind of language(formal or informal) they need to use.

- Get Ss to write their own letters in 10 minutes

- T then asks Ss to get in pairs, exchange their letters and correct each other

- T goes around to offer help

 

                                      28th October, 2007

       Dear Thu Trang,

Thank for your letter and welcome to our English Speaking Competion. Here are some details about the competion:

The number of participants is limited- just 25. The competition is held on 25th November 2007, at 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi. It starts at 8:00p.m. Contestants should be present one hour before the competition for registration

For more information please contact me on the phone number(04) 9838188m, and email: Englishclub06@yahoo.com

Best wishes,

Kate Johnson

                   After you write(7m)    

- T chooses one or two letters and reads it/them to the class

- Then T elicits corrective feedback from the class and gives final comments afterwards. T should draw Ss’ attention to the format of the letter, the organization of ideas and language use.     

Consolidation and homework(3m)

-          Summarise the main point of the lesson

- T asks Ss to revise their letters according to their peer’s suggestions and submit for making in the next lesson          

 

 

Group work

 

 

 

- Individual work

When?(the date and time)

Where?(the venue)

Who?(who can participate, who are the hosts/judges, who to contact,ect)

How?(how to apply to participat, how the contest proceeds, how the candidates’ performance is assesses,etc)

What?(what is expected of the candidates, what the award is)

 

Individual work and pair work

 

English for the World

106 Tran Hung Dao St, Hoan Kiem District

Hanoi 

                                               October 18,2007

       Dear Thu Trang,

Thank you for your interest in our English Speaking Competition. Here is the information that you request.

Date and time:8:30p.m, October 25, 2006

Venue: 106 Tran Hung Dao

Number of participant: 25

Entry procedure: Candidates fill an application form to participate

We encourage you to apply to participate by 4p.m, October 20. Because this year we limit the number of participants to only 25, application submitted late  will not be considered.

For further information, please contact me on 9838188 or email me at Englishclub06@yahoo.com

We wish you good luck at the contest and look forward to seeing you there.

                                            Best regards

                                            Kate Johnson

                                             Secretary

 

Whole class

 

 

 

 

 

 

 

 

Whole class

 

D.P:03/11/08           Period:33

D.T:

Unit 6: Competitions

       E. Language focus

I. Objectives

By the end of the lesson Ss will be able to:

-          Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly

-          Understand reported speech with gerund and use these structures to solve communicative tasks

II. Teaching aids 

Textbook, handouts, ………….

III. Procedure

                                       Teacher

                                 Students

Pronunciation(10m)

Distinguish sounds

- T models the three clusters /tr/, /dr/, /tw/ for few times and explains how to pronounce them

- T gets Ss to read the words in each column out loud in chorus for a few more times. T listens and corrects if Ss pronounce the words incorrectly

Practicing sentences containing the target sounds

-Ask Ss to work in pairs and take turn to read aloud the given sentences

- Go around to listen and take notes of the typical errors

- Call on some Ss to read the sentences again and provides corrective feedback

Grammar

a. Presentation(10m)

Reported speech with gerund

Form: V+(O)+Preposition+(not)+ V-ing

Use: We usually use a gerund structure to report thanking, apologies, accusations, and so on.

Accuse(sb) of, apologise (sb)for, insist on(kh¨ng kh¨ng), congratulated(sb) on, dream of, warn(sb) against(dÆn ai ®Ó phßng c¸I g×/ai), prevent (sb)from, thank(sb) for, suspect(sb) of….

Note: we don’t use'say” in this structure.

- Some verbs do not need  a preposition:

Stop, admit, suggest, deny, mention, propose(đề nghị)

b.Practice

Exercise 1(10m)

- T gets Ss to do the exercise 1 individually and then find a partner to check their answers with

-T checks with whole class and provides corrective feedback

Exercise2(12m)

- T gets Ss to do the exercise 1 individually and then find a partner to check their answers with

-T checks with whole class and provides corrective feedback

1. Tom insisted on paying for the meal

2. Mr and Mrs Smith looked forward to meeting their children soon

3. The boy denied breaking the window of the woman’s house

4. The policeman stopped the customer from leaving the shop

5. The thief admitted stealing Mrs Brown’s car

6. Ann suggested having a party the next Saturday

7. John  and his wife were thinking of buying the house

                        Consolidation and homework(3m)

-          T summarises the main points of the lesson

-          Ask Ss to revise reported speech with gerund and do exercises in the workbook

 

 

 

 

Individual work and whole class

 

 

 

 

 

 

Pair work

 

 

 

 

 

 

Whole class take note and give examples

Ex: “Sorry, I’m late”

She apologized for being late

Ex:” I didn’t do that”

She denied doing that

 “It was nice of you to help me. Thank you very much”

Tom thanked me for helping him

“Shall we pick you up at school?”

They suggested picking me up at school

 

 

Individual work, pair work and whole class

Exercise 1

1. John congratulated us on passing our exam

2. Mary apologized for not phoning me earlier

3. Peter insisted on driving Linda to the station

4. The teacher accused the boy of not paying attention to what he had said

5. Bob has always dreamed of being rich

6. I warned Ann against staying at the hotel near the airport

7. Her mother prevented Jane from going out that night

8. Miss White thanked Jack for visiting her

 

 

D.P:10/11/08           Period:34

D.T:13/11/08

 

 

                                                      Test yourself B

  1. Objectives

Ask Ss to do test yourself B as a test to check Ss’ knowledge of unit 4,5,6 then T corrects it in front of the class. Ask Ss to give mark for themselves

 

Listening

1. A (They had olive wreath placed on their heads)

2. B          3. D        4. C         5. B

Tapescript

      In 776 B.C, the Olympic Games were held at the foot of Mount Olympus to honour the Greek chief god, Zeus. The Greeks emphasized physical fitness and strength in their education of youth. Contests in running, jumping, dicus( ném đĩa) and javelin throwing, boxing and horse  chariot(xe ngùa) racing were held in individual cities, and the winner of these local contests competed every four years at Mount Olympus. Winners were greatly honoured by having olive wreaths [ri:θ] placed on their heads, and poems were sung bout their deeds (chiến công). Originally, these were held  as games of friendship, and any wars in progress were halted (tạm thời dừng lại) to allow the games to take place.

     The Greeks attached (gắn liền với)so much importance to these games that they calculated time in four years cycles called” Olympiads” dating from 776 B.C

 

 

 

Reading

1. D           2. B             3. B            4. C           5. C

 

Pronunciation and Grammar

a. Pronunciation

1. Play               2. drive        3. twice         4. proud

 

Tapescript:

         Listen and put a tick in the right box, paying attention to the pronunciation of the underlined part of the word

1. Play         2. drive            3. twice          4. proud

b. 1. talking       2. to go       3. smoking             4. saying         5. do         6. going

 

 

Writing

Sample writing

“ Road to Mount Olympia” is a very popular competition for secondary students in Vietnam. It is a general knowledge quiz, which debuted on VTV3 in 1999 and since then has been shown at 10:30 a.m every Sunday on the same channel. The show  is sponsored by LG Corp and hosted by several popular speakers such as Ta Bich Loan, Luu Minh Vu, and Tung Chi

         The copetition last one year and consists of 52 qualifying sessions and a final. There are 4 competitors in each session. These are the representatives of different schools around the country. They are asked questions about sciences and arts. The winner of each weekly session can go to monthly session and compete with other students to win a place at the quarterly session. The winners a of the quarterly session can go to the final. The winner of the final will receive a large cash prize.

        I like the show very much because I can learn a lot from the questions asked in it.

 

 

 

D.P:22/11/08 Period 37

D.T:24/11/08

Unit 7: World population

         A. Reading

I. Objectives

By the end of the lesson Ss will be able to:

-          Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context

-          Use the information they have read to discuss the topic

II. Teaching aids 

Textbook, handouts, ………….

III. Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready to help them

IV. Procedure

                                       Teacher’s

                                 Students

Warm-up(6m)

Lucky number

1. Can you sing a song?

2. lucky number

3. The noun of populate

4. Which continent has the biggest population?

5. the synonym of ‘country’  - nation

Before you read(10m)

Discussing the pictures

Ask Ss to look the pictures on page 80 then answer the questions:

-          Who can you see in the first picture?

-          How many children does the man have?

-          How is the house which his family live in?

-          What does the man do to earn his living?

-          What do two pictures tell you?

Pre – teaching vocabulary

To double: t¨ng gÊp ®«i

Average(a) b×nh th­êng, trung b×nh

Birth- control methods: c¸c biÖn ph¸p h¹n chÕ sinh ®Î

Family planning: khh g®

It is time sb did st: ®· ®Õn lóc ai ®ã ph¶I lµm g×

Ex: It is time he came back home

To continue to do st

Ex: It continued to rain heavily

While you read

Setting the scene

You are going to read a passage about the world population. While you read, doing the tasks in text book

Task 1(9m)

Ask Ss to read the words in the box then complete each sentence with a suitable word

Ask Ss to work individually to do the task

Ask Ss to exchange their answers with other Ss

Call some of them to answer and give the feedback

Task 2(8m)

Ask Ss how to do this task and ask them to read

the questions  and underline key words before anwering them

Ask Ss to work individually to do the task, then discuss their answers with their peers

Call on some Ss to give their answer and ask them to explain their choices. T elicits feedback from other Ss  and give the correct answers

After you read(10m)

T writes the name of ten countries on the board and ask Ss to work in pairs to order these countries according to their population

Number 1 is the most populated country. And which is the richest, which is the poorest of them

            Indonesia             Russia

            China                   Japan

            Pakistan               Nigeria

            Brazil                   Bangladesh

            United States       India

Consolidation and homework(2m)

T summarises the main points

T asks Ss to learn by heart all new words and do the exercises in workbook

 

 

Group work

 

 

 

 

 

 

Pair work

 

-A family with too many children

-6 children

-They live in an old mud and draw cottage

-He is unemployed so he has to do manual work

- The first picture tells us that if we have a big family, we may not support our children properly and give them a good life and education

The second picture indicates that population explosion can lead to poverty and unemployment

 

Take notes and practice reading vocabulary

 

 

 

 

 

Pay attention

 

Individual work and pair work

1. although             5. figures

2. method               6. limit       

3. increases            7. international

4. resources            8. control

 

 

 

Individual work and pair work

1. The population of the world in 10.000 B.C was 10 million, in 1750 it was 650 million, in 1850 it was 1300 million, in 1950 it was 2510 million, in 1985 it was 4760 million, in 2000 it was 6.6 billion

2. By the year 2015, the population of the world is expected to be over 7 billion

3. Some scientist say it can, but others say it can’t

4. No, they don’t

5. Because they know of no safe way to have fewer children

- Pair work

1. China 2. India 3. United States 4. Indonesia

5. Brazil 6. Pakistan 7. Bangladest 8. Russia 9. Nigeria 10. Japan

-Japan, China, Pakistan, Bangladesh, India, Indonesia are in Asia

 -The United States is in North America

-Brazil is in South America

-Russia is in Eroupe

-Nigeria is in Africa

-The richest country is the United States, the poorest country is Negeria

 

 

 

 

 

D.P:22/11/08 Period 38

D.T:26/11/08

 

Unit 7: World population

B. Speaking

I. Objectives

By the end of the lesson Ss will be able to:

Talk about the causes of population explosion, problems of population booms and solutions to these problems

II. Teaching aids 

Textbook, handouts, ………….

III. Anticipated problems

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help

IV. Procedure

                                       Teacher’S

                                 Students

Warm up(6m)

Picture description

T shows Ss the following picture and ask them two questions:

+ What can you see in the picture?

+ What does the picture tell you?

Task 1(10m)

You are going to put the following causes to overpopulation in order of importace and explain

your decision.

Ask Ss to read through the causes provided on page 83

Get Ss to work in pairs to order the causes and remind them to explain their order

Call on some pairs to present their order and ask other pairs if they agree or disagree with their friends’ answers

 

Task 2(7m)

Instruction: You are going to work in pairs to list the problems facing poor and overpopulated countries

T asks Ss to read the useful language on page 83. T reminds Ss that they should match the words/ phrases on the left with the words/ phrases on the right

T may asks Ss to think of other problems not mentioned in the book

T calls on some Ss to report their answers and asks other Ss to feedback. T comments and gives corrective feedback

Task 3(10m)

Instruction: Now you in groups to find out the solutions to the problems of overpopulation

- T gets Ss to read Useful language. T may elicit/pre-teach some words/phrases

Reward and punishment policy: ChÝnh s¸ch th­ëng ph¹t

To exercise/implement /'implimənt/:thùc thi/¸p dông

To carry out: tiÕn hµnh

To raise: nêu lên, đưa ra; đề xuất

- T asks Ss to work in groups to do the task. Ss may work out other solutions

- T goes around to offer help

- T calls on some Ss to present their group’s ideas

- T elicits feedback from the class and gives final comments

Task 4(10m)

Instruction: Now you are going to work in groups to talk about the problems of overpopulation and offer solutions, using the results of Task2 and Task 3

-Ask Ss to give a short presentation on the problems of population explosion and the solutions to them

- Encourage Ss to use transition signals to make their presentation. T can elicit the list of signals from Ss

+ first/firstly, second, next

+ also, besides, moreover, in addition, furthermore

+ the first problems is that……/ the next solution is that….

+ on the one hand, on the other hand, however, but………..

- Call on some group representatives to present and asks others to comment. Finally, T gives feedback on Ss’ presentations and corrects the mistakes and errors

Consolidation and homework(2m)

T summarises the main points

T asks Ss to do exercises in workbook

 

 

 

Whole class

A man is carring many children by motorbike

The picture tells us about overpopulation

 

 

 

 

 

 

 

 

Whole class and pair work

1. Many people believe that having many children means happiness

2. People are not aware of the problem of overpopulation

3. Many people believe that having a large family is a form of insurance

4. People are not properly educated

5. Religion doesn’t encourage people to have fewer children

6. Fewer children die at birth

 

 

Pair work

Suggested answers:

-          poor living condition

-          low living standard

-          not enough/expensive food

-          lack/shortage of schools/hospitals/teachers/doctors and nurses

-          unemployment

-          social evils

-          illiteracy

 

group work

 

Suggested answers:

 

-          raise an awareness of the problems of overpopulation

-          raise the the people’s living standard

-          exercise/implement reward and punishment policy

-          carry out population education program/family planning program

-          use birth control methods

 

 

 

 

 

 

 

 

 

 

 

 

Whole class and group work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Whole class

 

 

 

 

D.P:23/11/08 Period 39

D.T:27/11/08

 

Unit 7: World population

C.Listening

I. Objectives

By the end of the lesson Ss will be able to:

Develop such listening micro-skills as listening for specific information and listening for general infromation

II. Teaching aids 

Textbook, handouts, cassette tapes………….

III. Anticipated problems

Ss may not also be familiar with the note-taking task so T should provide them some tip to deal with the task

IV. Procedure

                                       Teacher’S

                                 Students

Warm up (7m)

Competion game - Crossword puzzele

Crossword

1. an area of publish land in a town or a city where people go to walk, play and relax

2. the noun of “poor”

3. attractive without being very beautiful

4. without a job although able to work

5. a group of students who are taught together

6. (of men) attractive

7. feeling that you would like to sleep or rest

8. not knowing how to read or write

9. not young

10. the synonym of ‘country’

Before you listen(10m)

Discussing the questions

-Ask Ss to discuss the questions on page 84 in pairs

- Call on some Ss to give their answers and comments on the answers

- Get Ss to guess what they are going to listen about

Vocabulary Pre-teach

- Before writing the new words on the board, T helps Ss to pronounce the words given in the book. T may read aloud first or play the tape and ask Ss to repeat in chorus and individually

- T teaches some of these words and those taken from the listening passage:

Latin America

Rate of population growth

Developing countries

Rank(v,n)

Fall(n)

Generation(n)

Shortage(n)

- T gets Ss to make sentences with the words and gives corrective feedback

While you listen

Task 1(10m)

Instruction: You are going to listen to Dr Brown talk about the world population. While listening, choose the best answer A,B,C or D to complete the statements or answer the questions.

- Get Ss to read the statements and questions carefully and work out what information they need to concentrate on while listening. Then check with whole class

- Get Ss to read the options in each question and underline the words that make them different

- Get Ss to guess the answer to each question

- Play the tape once or twice for Ss to listen and do the task

- Check the answer with whole class

Task 2(7m)

Ask Ss to read the questions in task 2 to understand them

-          Play the tape again for Ss to listen and answer the questions

-          T gets Ss to check their answers with a partner. Then T checks with whole class. T should play the tape again and pause at difficult point if many Ss cannot complete the task

After you listen(8m)

-          T gets Ss to work in groups to orally summarise the main ideas of the listening passage. T might give Ss some cues base their summary on:

+ world population today

+world population by 2010

+ main cause of population explosion

+problems caused by population explosion

+ solutions to the problems

- Encourage Ss to use transition signals to make their summary more coherent (mạch lạc, chặt chẽ)

- Go around to offer help and collect Ss’ mistakes

- Call on some groups to present their summary

- T elicits feedback from the class and gives final comments

Consolidation and homework(3m)

-          T summarises the main point of the lesson

 

Group work

 

  1. park
  2. poverty
  3. pretty
  4. unemployed
  5. class
  6. handsome
  7. tired
  8. illiterate
  9. old
  10. nation

 

 

 

pair work

suggested answers

1. Yes, our world is overpopulated because it has more than 6 billion people

2. Asia has the largest population with China the most populated country in the world and India the second

 

 

Whole class

 

 

 

Ch©u Mü La tinh

tØ lÖ t¨ng d©n sè

C¸c n­íc ph¸t triÓn

XÕp h¹ng, thø h¹ng

Sù gi¶m

ThÕ hÖ

Sù thiÕu

 

 

 

 

 

Individual work, group work and whole class

 

 

 

  1. A
  2. D
  3. C
  4. D
  5. A
  6. C

1. It will be over 7 billion

2. The population growth rates in some part of the world are not the same

3. The reason is the improvement of public health services and medical care

4. They are shortage of foods, lack of hospitals and school, illiteracy, and poor living conditions

5. The experts offered four solutions:

  1. to educate people and make them aware of the danger of having more children
  2. to provide safe, inexpensive birth - control methods
  3. to strictly implement a family planning policy
  4. to exercise strict and fair reward and punishment policies

 

 

 

whole class and group work

 

 

 

 

 

 

 

 

Whole class

 

 

 

 

D.P:23/11/08 Period 40

D.T:

Unit 7: World population

D. Writing

I. Objectives

By the end of the lesson Ss will be able to:

Write a descriptions of pie charts, using appropriate language

II. Teaching aids 

Textbook, handouts, ………….

III. Anticipated problems

Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them

IV. Procedure

                                       Teacher’S

                                 Students

 

Warm up(7m)

Ask Ss some questions related to the lesson

Preparing Ss to write(13m)

- T prepares a handout with a description of a pie chart and asks Ss to do exercise

The chart below shows the distribution of world population by region in 2001

Fill each blank with a word/phrase from the box to complete the desription of this chart

Almost     comprise      conclusion         majority      making up        Oceania’s       Overall          parts    quarter   respectively   Second  total  vary   with

The pie chart gives population data for different(1)_of the world.(2)_, the(3)_of the world’s people live in Asia and Africal

Asia has(4)_60% of the world’s people,(5)_3712 million. The (6)_biggest area is Africa. It (7)_813 million, less than one-(8)_the size of Asia’s population.

    Together, Europe, North and South America, and Oceania(9)_just over quarter of the world’s population. Erope has 726 million, while North and South America account for 527 and 317(10)_. Finally, (11)_tiny population makes up less than one percent of the world total. In (12)_ populations(13)_greatly by region, with Asia and Africa(14)_the biggest proportion(sự cân xứng, sự cân đối)

Writing(15m)

Before Ss describe the pie chart on page 86 T asks them to work in pairs to analyse the chart, focusing on the following questions:

+ What does the pie chart show?

+ What is the general trend of the chart?

+ Which region has the largest population? Which comes second?......

+ Which region has the smallest population?

+ Where does most of the world population live?

-          T checks the answers with whole class

- Then Ss work individually to write the description of the pie chart, using the sentence given in the book to begin their description

- T goes around to observe and offer help.

Feedback writing(8m)

- T asks Ss to exchange their writing with another student for peer correction

- T goes around and collects mistakes and errors

- T writes Ss’ typical errors on the board

- T provides correction only when Ss are not able to correct the errors

Consolidation and homework(2m)

T summarises the main points

For homework, T asks Ss to improve their writing, taking in consideration their friends’ and T’Ss suggestions and correction and do the extra exercise

 

 

 

Group work

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Pair work

New words

+To comprise: bao gåm

+Majority(n) phÇn lín

+To make up chiÕm(bao nhiªu %....)

+To total: ng sè

+Respectively(adv) t­¬ng øng

Answer key

1. parts         6.second           

2. overall       7.totals            11. Oceania’s

3. majority   8.quarter           12.conclusion

4. almost       9.comprise      13.vary

5. with         10.respectively  14.making up

 

 

Whole class, pair work & individual work

Sample writing:

The pie chart shows the distribution of the world population by region. Overall, more than half of the world’s population. The second largest area is East Asia with 6% less than South Asia. Europe  ranks third with 15%. Coming next is Africa have 14% of the world population. Finally, Oceania is the least populated region with the smallest percentage of 2%

As can be seen, the greatest concentration of the world’s population is in Asia, with Europ far behind.

 

 

 

Pair work and whole class

 

 

 

 

 

Whole class

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

D.P:23/11/08 Period 41

D.T:

 

Unit 7: World population

 D. Language focus

I. Objectives 

By the end of the lesson Ss will be able to:

-          Distinguish the clusters /kl/,/gl/,/kr/,/gr/, and /kw/

-          Pronounce the words and ialogue containing these clusters correctly

-          Use condition sentences (types 1,2 and 3) and conditional sentences in reported speech appropriately

II. Teaching aids 

Textbook, handouts, ………….

III. Anticipated problems

Ss may find it difficult to pronounce the clusters, so T should prepare a lot of practice

IV. Procedure 

                                       Teacher’s

                                 Students

Pronunciation(12m)

Distinguish the sounds

 -T models the clusters /kl/,/gl/,/kr/,/gr/, and /kw/ for few times and explains how to produce them.

- T plays the tape(or reads) once for Ss to hear the words containing these cluster.

- Ask Ss to read the words in each column out loud in chorus for a few more times. Then T calls on some Ss to read the words out loud. T listens and corrects it.

Practicing the dialogue containing the target sounds

-          T asks Ss to work in pairs and take turn to read aloud the given dialogue on page 87

- T goes around to listen and takes notes of the typical errors

- T calls on some Ss to read the dialogue again and provides corrective feedback

Grammar(15m)

1. Revision of conditional sentences(type 1,2 and 3)

a. Presentation

Type

If -clause

Main clause

1

If + S + V(simple present)

S + will + V-infinitive

2

If + V(simple past)

      Be(were)

S + would/could + V- infi

3

If + had + PII

S + would have+ PII

b. Practice