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GIÁO ÁN ANH THEO PHÁT TRIỂN NĂNG LỰC

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Ths Nguyễn Thanh Tú eBook Collection DẠY KÈM QUY NHƠN LESSON PLAN PHÁT TRIỂN NỘI DUNG

Giáo án Anh 8 chương trình mới phát triển năng lực 5 hoạt động 2 cột (Hoạt động của GV-HS/ Nội dung cần đạt) WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

WEEK 1 Period 1 Preparing date : 15/8/

Teaching date:

Class 8A: 22 /8/ Class 8B: 23 /8/ Class 8C:23 /8/

INTRODUCE ABOUT ENGLISH SUBJECT I./OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to: - Know about the English 8 student's book and the workbook - Know how to learn English 8 effectively 2. Skills. - Communication. 3. Attitudes. - Students have serious attitude in learning. - Ss are interested in learning English. 4. Competence. - Co-operation - Self- study - Using knowledge to do exercises II./ PREPARATIONS. 1- Teacher :- Text book, pictures, extra board, laptop… 2 - Students : - Notebook, textbook. III./ TEACHING METHODS. - Groupwork, pairwork, games, communication approach. IV./PROCEDURES Têảch and students’ activities 1./.Warm up : Kim's game ? Look through all the names of the 6 Unit in the Student's book in 10 seconds and try to remember as many names as possible.

Contents - Look at the names of the units only . - Work in groups

- Teacher divide the class into two teams. ? Go to the board and write the - Write on the board. words - Teacher gets feedback 2. Presentation.

1. Introduce the time to learn 1

- T asks Ss some questions. - Ss answer the questions and take notes ? How many weeks are there in a - 37 weeks school year? - 19 weeks ? How many weeks are there in the first terms? - English 8, Student's book is the third of four levels English language textbooks for Vietnamese students in lower secondary school learning English as a foreign language. It focuses on the use of language (pronunciation, vocabulary, and grammar) to develop the four language skills (listening, speaking, reading and writing) ? How many units are there in the first terms? 3. Introduce about English book.

2. The content of the text book. - There are 6 topic-based units in term 1:

- There are two mains themes: Our Unit 1: Leisure activities Communities and Our Heritage Unit 2: Life in the countryside - After each theme is a review Unit 3: People of Viet Nam - There are two 45-minute tests: Unit 4: Our customs and traditions Unit 5: Festivals in Viet Nam one after unit 3 and another after Unit 6: Folk tales unit 5 * Introduce the workbook . ? What is the Workbook about? Study the workbook quickly then answer the ? Study the Workbook quickly then question answer the question - The workbook mirror and reinforces the content of the Student's book. + Further practice of the language and skills taught in class 2

+ Four additional tests for students' self-assessment. *How to learn English 8 effectively ? Discuss in groups of 3 or 4 about "How to learn English 8 effectively?" - Prepare the lesson carefully before each period - Learn by heart all the new words and structures - Do exercises regularly - Practice the four skills 4. Further practice ? Recall how to learn English 8 effectively?

3. How to learn Discuss and tell the class

- Reading the text and doing exercises before going to class. - Ss need to learn by heart vocabulary and their usage in each unit. - Review the lesson everyday. - English is not too difficult but it requires you to work hard. - Learn English everyday. - Answer teacher's questions.

5. Productions. 4. Homework. Prepare: Unit 1: Getting started - Say out the words ? Prepare some pictures about some - Take note popular leisure activities.

WEEK 1 Period 2 Preparing date : 18/8/

Teaching date :

Class 8A:23/8/ Class 8B: 25 /8/ Class 8C:25 /8/

UNIT 1: LEISURE ACTIVITIES Lesson 1:Getting started. I./OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to : - Listen and read for specific information about different leisure activities - Practice listening and speaking with the lexical items related to the topic - Vocab: - Use the lexical items related to the topic" leisure activities" - Grammar: Use verbs of liking that are followed by gerunds and to â€“ infinitives. 3

2. Skills. - Students develope listening, speaking, reading and writing skills. 3. Attitudes. - Students have serious attitude in learning. - Ss are interested in learning English. 4. Competence. - Develop listening, reading comprehension skills, language, spoken interaction. II./ PREPARATIONS. 1- Teacher :- Text book, pictures, extra board, laptop… 2 - Students : - Notebook, textbook. III./ TEACHING METHODS. - Groupwork, pairwork, games, communication approach. IV./PROCEDURES Teacher and students’ activities 1- Warm up: Chatting: - Ask Ss to open their books to the picture. - Introduce Mai, Phuc and Nick. - Ask Ss to guess “Where they are and what they are doing?”. For more able classes, brainstorm questions with Ss and write them on the board. Questions may include: What can you see in the picture? Why do you think Mai, Phuc and Nick are there? What are they holding in their hands? What are they talking about? Can you guess what Mai, Phuc and Nick like doing in their free time?

Contents

2. Getting started 1. Listen and read. -Present new words. 1.1. Vocabulary - Teacher use different techniques to - leisure (n): hoạt động thư giãn nghỉ activity ngơi teach vocabulary (situation, realia) - Follow the seven steps of teaching - trick (n): trò lừa gạt, hoạt động vocabulary khéo tay - Repeat in chorus and individually - craft kit (n): bộ đồ dùng làm thủ công - Copy all the words * Checking vocab: Recall 4

- beads

(n):

hạt chuỗi

- sticker

(n):

nhãn dính

- savings

(n):

tiền tiết kiệm

- melody

(n):

Giai điệu

- it’s right up your street

Đúng vị của bạn

- Look at the picture on page 6 1.2. Set the scene ? What can you see in the picture? ? Why do you think Mai, Phuc and Nick are there? ? What are they holding in their hands? ? What are they talking about? ? Can you guess what Mai, Phuc and Nick like doing in their free time? - We are going to listen and read a dialogue about Nick's, Phuc's and Mai's leisure activities - Play the recording twice. ? Listen and read then check your answer for the last question. - Accept all possible answers from Ss without any correction. a. Circle the correct answer (1a P7) 3. Doing - Run through the statements. Key: - Work individually. 1. Bookstore 2. Book 3. dog - Read one by one sentence. 4. craft kit 5. Folk music - Decide if they are true or false. 6. Vietnamese - Share the answers with your partner. - Teacher gets feedback - Go through the list of activities b./ Grid (1b. P7) mentioned - Refer back to the conversation to tick the boxes. 1. Pet training 2. Making 3. Reading 5

Phuc Mai Nick

4. Listening to music 5. Learning languages 6. Playing sports 7. Helping parents with DIY projects

- Draw Ss’ attention to the contexts when Mai said ‘Check out this book’ and Phuc said ‘It’s right up your street!’. Together with Ss elicit the meaning of these two expressions.

- Ss work in pairs to match the words/ phrases in the box to the photos, then they listen together to check their answers.

? Work individually to do the task then compare their answers with a partner. Note that ‘good’ and ‘satisfied’ fit both items 1 and 5. Acknowledge this point with Ss who have them the other way round. 4. Further practice. Game: Changing partners - Choose one leisure in 2 or 3 - Work in groups of four or six to talk about it. Try to keep going for one minute,

c./ Answer the questions (P7) 1.To check out something means to examine something or get more information about it in order to be certain that it is suitable (or true, or false ). 2. Right up one’s street: If something is right up your street, it is the type of thing that you are interested in or that you enjoy doing. Ex. This job seems right up your street. 2. Listen and match the words /phrases in the box to the photos: Key: 1. playing computer games 2. playing beach games 3. doing DIY 4. texting 5. visiting museum 6. making crafts …………………. 3. Complete the sentences (3 P7) Key: 1. satisfied 2. relaxing, exciting 3. fun 4. boring 5. good 4. Further practice.

- When the time is up and T calls out ‘change!’, they will move meet a new partner and talk about another activity. 5. Production. 5. Homework. - Learn by heart new vocabulary - Practice reading “Listen and read” -Prepare new lesson: A closer look 1.

WEEK 1 Period 3 Planning date : 18/8/

Teaching date : Class 8A:26 /8/ Class 8B:26 /8/ Class 8C:26 /8/

UNIT 1: LEISURE ACTIVITIES Lesson 2: A closer look 1. I./OBJECTIVES: 1. Knowledge. - By the end of the lesson, ss will be able to: - Use the lexical items related to the topic" leisure activities" - Use verbs of liking that are followed by gerunds/ to –infinitives - Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context 2. Skills. - Listening, speaking, reading and writing skills. 3. Attitudes. - Students have serious attitude in learning. - Ss are interested in learning English. - Ss love leisure activities. 4. Competence. - Develop listening, speaking skills, pronunciation , self-learning capability, creative capacity, ability to use of language…… II./ PREPARATIONS. 1- Teacher :- Text book, pictures, extra board, word cards,cassette & tape. 2 - Students : - Notebook, textbook. III./ TEACHING METHODS. 7

- Groupwork, pairwork, games, communication approach. IV./PROCEDURES Teacher and students’ activities Contents 1. Warm up : Kim's game. ? Look at the pie chart on page 8 in 20 seconds and try to remember as many words as possible. - Teacher divide the class into two teams. ? Go to the board and write the words - Teacher gets feedback -> Today we are going to learn some more leisure time on an average day in the US 2. Vocabulary. *Vocabulary. - T. elicits vocab by using pictures or - apricot (n): Trái mơ real items. - bracelet (n): Vòng đeo tay - Teacher use different techniques to - princess (n): Công chúa teach vocabulary (situation, realia) - Follow the seven steps of teaching - broccoli (n): Súp lơ hoa xanh vocabulary - president (n): Chủ tịch, tổng thống - present (n): Món quà - origami (n): nghệ thuật xếp giấy Nhật Bản - socialize (v): xã hội hóa, tổ chức theo phương thức * Checking vocab: Slap the board XHCN - Before starting the lesson explain what a ‘pie chart’ is and how each slice can be calculated as a percentage of the whole. - Give Ss some simple statistics and make a pie chart with them as a class. ? Work in pairs to examine the pie chart closely in order to understand its contents, including the heading, subheadings, figures, color codes, source and notes. ? Answer the questions that follow the chart. If necessary, T may elicit information by asking question such as:

1. Questions and answers (1 P8)

Key: 1. In 2014, people in the USA spent 5.1 hours a day on sport and leisure activities. 2. The main activities they did include watching TV, socializing and communicating, reading, participating in 8

-What is the pie chart about? Where can you find the information? -What do the different colored sections of the chart refer to? -How are these sections calculated? -What does the ‘Note’ tell you? -What does the ‘Source’ tell you?

sports, exercise and recreation, using computers for leisure, relaxing and thinking. 3. The three most common activities were watching TV, socializing and communicating and using computers for leisure.

? Work individually to complete the task. - After giving corrective feedback, draw their attention to the parts of speech of the words mentioned - Then introduce the concept of gerund - Give Ss some examples where a gerund is transformed from a verb and used as a noun.

2/ Complete the table(2 P8) e.g. relaxing comes from the verb relax with –ing added, and it refers to the activity - a noun made from a verb by adding –ing Key. Name of activity Verb Relaxing Relax Thinking Think Using Use Doing Do Watching Watch Reading Read Socializing Socialize communicating Communicate 3./ Matching (3 P8)

- Look at the words and try to guess what these words have in common. Ex. B. Reading: a novel, poetry, ... - What is the common verb we often use with these? 1 2 3 4 5 6 7 - How can we use this verb to escribe e B f a d h c the activity? - Who do we often do these with? - Where do we often do these? Etc. - Do not give correction at this step. - Work in pairs to complete the task. - Once they have finished and T has given corrective feedback - Add more words in each category.

8 g

3. Pronunciation. * Pronunciation. - Have Ss work individually to Cluster: /br/ and /pr/ complete this task. Once they have /br/ : bridge, bracelet, bread, broccoli, …. finished , Ss work in pairs to compare /pr/ : apricot, princess, president, present… their answers. 9

- Play the recording for Ss to check 4. Complete the wordsâ€Ś(5 P9) and then repeat. Pause the recording 1. Apricot 2. Bridge to drill difficult items. 3. Bracelet 4. Bread 5. princess 6. President 7. President 8.broccoli

Have Ss practice the words with the clusters first. Then ask them to repeat the whole sentences.

5. Listen and repeat. (6 P9) Auto script: 1.She loves making apricot jam. 2.My dad likes making bread in his free time. 3.Hien is our club president. 4.Mai keeps all her bracelets in a beautiful box. 5.You will need a brush if you want to paint your room. 6.This is a wonderful present.Thanks so much.

4.Further practice. 6./ Speaking (4 P8) - Work in small groups. - Think about what your average day Ex: We don't have music today. may look like (including study and work) and how much time is spent on leisure activities. - If there is plenty of time, encourage them to calculate these times as percentages and put them in a simple pie chart similar to 1. 5. Production.

7./ Homework. - Learn by heart new words. - Practice the sounds /br/ and /pr/. - Do Exâ€Śin Ex book

WEEK 2 Period 4 Preparing : 21/8 /

Teaching :

29 /8 /

UNIT 1: LEISURE ACTIVITIES Lesson 3: A closer look 2 I-OBJECTIVES 10

1. Knowledge. By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic" Leisure activities" - Know how to use verbs of linking + gerund and verbs of linking + toinfinitives and doing exercises well. - Read Minh Duc's email to find grammar mistakes. 2. Skills. - Practicing doing exercise skills (Listening, speaking, reading and writing skills). 3. Attitudes. - Students have serious attitude in learning and love learning English. - Ss are interested in doing exercises and making sentences with new structures, 4. Competence. - Develop doing exercise skills themselves. - Co-operation - Ability to use of language…… II- PREPARATIONS 1- Teacher :- Text book, pictures, extra board, planning, laptop… 2 - Students : - Notebook, textbook. III- TEACHING METHODS. - Groupwork, pairwork, games, communication approach. IV- PROCEDURES Teacher and students’ activities 1.Warm up. Game: (Network) -Have Ss work in 2 teams -Get Ss to write down the verbs express hobbies. -Give feed back and decide which is the winner of the game. -Provide some more verbs about hobbies.

Contents * Network. Like

Verbs express hobbies

love Suggested answers: - like, love, enjoy, prefer, adore,fancy - >< hate, dislike, don’t like, ..

2. Grammar 1: (Presentation)

*Vocab. Adore - fancy

(v) (v):

yêu thích ưa thích

- Remind Ss of the concept of the gerund from A closer look 1. ? How is the gerund formed and how it functions grammatically? - Draw Ss’ attention to ‘love to watch’ and ‘enjoy listening’ which appear in the text in GETTING STARTED : - Play the recording in GETTING STARTED for Ss to listen. ? Underline the verbs of liking followed by gerunds or toinfinitives that they find in the text. ? Go through the Look out box with Ss. - Introduce Ss to the Learning tip box

*Answer the questions -I love to watch him… -But I think I’ll enjoy listening…

1. Underline verbs that are followed by a gerund (in getting started): * Grammar: Verbs of liking + gerunds/ to V (If we want to follow a verb with another action, we must use a gerund or an infinitive// some verbs are followed by only gerunds: enjoy; fancy; detest…) ex. She loves going out with her friends. = She loves to go out with her friends. - Text Ss that verbs of liking/disliking are often followed by gerunds, but verbs such as love, like, hate, start and prefer may go with gerunds or to-infinitives with almost no change in meaning.

3. Grammar 2.(Practice.) 2.Tick ( ) the appropriate box. Then ? Work individually and then Listen and check (2 P9) compare the answers with their partners. Followed by Followed by both Then play the recording for Ss to gerund and togerund only check their answers infinitive 1. love 2. enjoy 3. detest 4. prefer 5. fancy * Work in pairs 3. Write the correct form of the verbs - Ss work in pairs to complete this (3P10) task. Key: - T gives feedback . 1. making 2. to watch/watching 3. skateboarding 4. to learn/learning 5. Sitting

? Work in groups of five or six. - Give Ss time to work individually at first and write each sentence on a strip of paper. ? Mix up the strips in groups. ? Each students picks up and reads out a sentence,. then they guess who wrote that sentence.

4. Write sentences about what you like or don’t like doing in your free time , beginning with the following .Then share what you have written with your partner (4P10) 1.I adore ........ 2. I love .......... 3. I fancy .......... 4. I don’t mind .......... 5. I don’t like ............ 6. I detest................

5. Look at the following e-mail that Minh Duc wrote to a new penfriend. (5 P10) a./Find 6 mistakes – correct 1. like do =>like to do/ like doing 2. enjoy do=>enjoy doing 3. like have=> like to have/ like having 4. mind to do=> mind doing 5. hate spend=> hate to spend/ hate spending 6. love eat=> love to eat / love eating -Ask Ss to read the e-mail again b./Answer the questions : and answer the questions 1. The activities Duc mentions in his e-mail are ; playing video games , watching TV , going to the park , playing football , helping his parents , doing homework and eating out with his family - Have Ss quickly familiarize themselves with the e-mail by asking: ? Who wrote this e-mail? To whom? ? What is it about? ? Scan the email to find the answers.

2.The two activities he enjoys the most are playing football with his friends and eating out with his family 4 .Further practice. ? Work individually to write the email then exchange it with their partners and check for mistakes.

6.Write a similar e-mail to tell your friend about your free time , using the verbs of liking +gerunds or verbs of liking + toinfinitives .Swap your work with a partner and check for mistakes

5. Production.

7.Homework. - Learn by heart vocabulary and structures. - Write a similar e-mail to tell your friend about your free time , using the verbs of liking +gerunds or verbs of liking + to-Prepare “Communication 13

WEEK 2 Period 5 Preparing : 22/8/

Teaching :

30 /8/

UNIT 1: LEISURE ACTIVITIES Lesson 4: Communication I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to: - Read some articles on the 4T website for general and specific information about . 14

- Understand some abbreviations and talk how they spend their free time. - Vocab: - Use the lexical items related to the topic" leisure activities" - Grammar: Use verbs of liking that are followed by gerunds and to – infinitives. 2. Skills. - Students develop listening, speaking, reading and writing skills. 3. Attitudes. - Students have serious attitude in learning and love learning English. - Ss are interested in taking part in leisure activities. 4. Competence. - Student develop their communication, confident, - Ability to use of language…… II- PREPARATIONS. 1- Teacher :- Text book, pictures, extra board, chalk, laptop… 2 - Students : - Notebook, textbook. III- TEACHING METHODS. - Communicative approach, work in pairs , play as a character, teaching methods with game, , teaching methods by practising, discussion group, … IV- PPROCEDURES Teacher and students’ activities 1.Warm up. Chatting. - Teacher asks and students anwer some questions. 2. Communication 1: T. elicits Vocabs by using pictures or real items. - Listen and repeat.

Check: Rub out and remember. T. calls a student to the board and rewrite al the words in English.

* Set the scene: You are going to read about some activities teenagers do in their spare time. ? Cover the text and just look at the photos ( with name and country ). - Encourage Ss to guess what these

Contents Questions: +Do you like reading in your free time ? +What kind do you like best ? +Do you often read articles on the magazine ? 1. Vocabulary - Extra vocabulary - window shopping = hang out : đi chơi với ban bè ngắm đồ bầy bán ở cửa hàng. - to be hooked on sth: bị mắc vào.., ham mê vào, yêu thích vào .. - to be addicted to sth: bị nghiện làm … - to sound + adj ( weird / strange / challenging…): nghe có vẻ kì lạ - netlingo (n): ngôn ngữ dùng để giao tiếp trên 1. Read the following article on the magazine 4 Teen website

students in the photos like doing as leisure activities. - Then set a reading time limit ? Close books and play a memory game in competing groups. ? Tell how much information you can remember from the text. - Motivate Ss by counting every detail they remember without any checking comprehension 3. Communication 2: 2. Study the abbreviation - Ask Ss if they notice any other particular features of the text. 2 moro tomorrow - Drawing their attention to the form WBU What about you? of the text (e.g. its layout and the J4F Just for fun abbreviation). Explain that this is DYLI Do you like it? from a webpage and that these EZ easy abbreviations are informal language J4F Just for fun that is used online and in texting Goin’ going messages. n’ and - Introduce the first abbreviation. NUFF enough ? Work in pairs to complete the task. r are ? Add to the dictionary with any ur your other abbreviations you know that are w/ with used online. WBY? What about you? ? Work in pairs to create your own WF mini dictionary, then ask other pair to Note: These abbreviations are informal guess the meaning. language that is used on line and in texting message. - add some more abbreviations you know, then write a short text or message in which you use your abbreviations & send to each other – if time left - Have Ss work in pairs or small 3. Complete the table groups to complete the table. Allow Who? What activity is mentioned? Ss to read the text more closely to fill in the table. Emily

-hanging out with friends ( window shopping) -working as a volunteer

What does he/she thick of it? She loves it.

Hang

Cloud watching

Linn

Going to community centre, painting, dancing, doing drama Minh -playing football -helping his aunt in running cooking class Manuel -Playing computer games -doing judo

She adores it. It’s easy She loves it

He likes it. He’s fun. He’s addicted to it. It’s Ok.

4. Further practice 4. Speaking. ? Work in pairs to put the leisure activities in the text in order from the most interesting to the most boring. - Once they have their list, form a bigger group of four and each pair shares their list with the other. ? Discuss, give opinions, and negotiate with each other in order to agree on a mutual list. -With class 8C :- Encourages Ss speak in front of the class. 5. Production

5. Homework. ? Learn by heart all the new words and structures ? Do C1, 2, D1 P 6-7 (SBT) - Prepare next lesson. Unit 1. Lesson 5 Skills 1

WEEK 2 Period 6 Preparing : 24/8/

Teaching :

01 /9/

UNIT 1: LEISURE ACTIVITIES Lesson 5: Skills 1 I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to: - Read for general and specific information about the positive and negative effects of using computer. - Practice speaking by giving fact or opinion about using computers and mobile phone for leisure activities. - Revise tenses of verbs; asking/ giving for an opinion. 2. Skills. - Develop reading,writing and speaking skills. 3. Attitudes. - Students have serious attitude in discussion . - Positive about the school 18

- Ss are interested in finding how to spend time for leisure activities. 4. Competence. - Develop language, communication, speaking, reading skills II- PREPARATIONS. 1- Teacher :- Ss’ books, text book, posters, pictures, laptop… 2 - Students : - Notebook, textbook. III- TEACHING METHODS. - Groupwork, pairwork, asking and answering, communication approach, discussion, role play… IV- PPROCEDURES Teacher and students’ activities 1.Warm up: Discussion Listing - Divide the class into two teams ? Discuss and make a list of benefits of using computer or mobile phone for leisure activities ? Take turns to write on the board. - Get feedback. ? What are the harmful things of using computer or mobile phone for leisure activities?

Contents. Benefits of using computer or mobile phone for leisure activities E. g: - Means of e-mail or chatting - A source of information (news, articles, the weather forecast....) - A source of entertainment (music, movies, games...)

2. Reading 2.1/ Pre- reading.

I. Reading. 1.Vocabs

T uses some techniques to present new words Check: R.O.R.

- virtual - effect - mind - exist - rely - ban - play hooky/ truant

(adj): (n): (n): (n): (v) (v)

thực sự sự ảnh hưởng, hậu quả tâm trí, trí tuệ tồn tại, hiện có dựa vào cấm trốn học đi chơi

* Set the scene: *Pre- question ? Look at the title and the picture - We are going to read about a student named and predict what you are going to Quang. read. - Encourage Ss to develop their ideals by guessing what Quang’s 19

story is about. 2.2./ While reading. - Ask Ss to work in groups of 4 to read the text and choose the correct answer. – Give feedback ? Look at the keywords in the responses in order to find out the questions. ? Work individually then compare their answers with a partner. – Give feedback

2. Read and choose the correct answer) Key:

2. C

3. Write the qs for the answers based on information from the text. Key: 1. Is Quang’s garden real? 2. What is the problem with using technology in your free time? 3. What leisure activities do teenagers do these days? 4. What are the benefits of using the computer?

3./. Speaking II. Speaking ? Study the language in the Language notes box. ? How do you give an opinion? Giving an opinion: - I think that........... ? How do you ask for an opinion? - In my opinion......... - Work in pairs Ask for an opinion - What do you think? - How do you feel about that? Agreeing: I agree with you./ That's so true./ Exactly Disagreeing: I'm afraid I don't agree./ I don't think so. A: In my opinion, computer games train your mind and your memory. B: That’s so true./ I’m afraid I don’t agree. - Explain to Ss that these speech 4. (Exervise 4 P12) bubbles are from Quang and his Key: parents. Go out and - Students practice speaking skills: play a sport. It’s good for asking/ giving an opinion you! - Ss answer the questions: What do you think about playing computer games? (I think Quang’s parents computer games train my mind 20

I think computer games train my mind and my memory

Quang My English is much better

because I

and memory) ? Do you agree with your friend? (I agree, but you shouldn’t spend much time on it.) ………….

I’ve made lots of friends from the game

Quang

network. You see your real friends less and less

Quang Sitting for too long in front of the computer

Quang’s parents

4. Further practice. . Role play: - Arrange Ss into three groups: Group 1: plays Quang Group 2: plays Quang’s parents Group 3: plays his teacher. ? Brainstorm how you are going to express your opinions. - When they are ready, put Ss into new groups which contain Quang, Quang’s parents, and Quang’s teacher. - Tell Ss that they can use the language in 4 for their role-play, and emphasise in the Study skill box should be used in their discussion. - Call on two or three groups to repeat their role-play for the class 5. Production.

III. Further practice. 5. Role play: What’s the solution? Q: I believe that my E is much better because I surf the Internet. Q’ parents : I don’t agree with you. Go out and play with your friends is much better. Teacher: I agree with you Q. However, you shouldn’t spend much time on surfing the Net. It’s not good for your eyes

IV. Homework. - Learn by heart all the new words - Do Ex D1, 2, 3 (WB) - Prepare for the next lesson: Unit 1: Skills 2.

WEEK 3 Period 7 Planning : 28/8/

Teaching :

/9 /

UNIT 1: LEISURE ACTIVITIES Lesson 6: Skills 2 I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to : - Listening for specific information about ways of spending time with friends - Write to discuss an opinion about leisure activities 2. Skills. - Develop students' listening and writing skills. 3. Attitudes. - Students have serious attitude in learning , love learning English. 4. Competence. - Develop language, communication, listening and writing skills, cooperation, self- study. II- PREPARATIONS. 1- Teacher :- Ss’ books, text books, posters, laptop, projector 2.Students: books, notebooks III- TEACHING METHODS. - Groupwork, pairwork, games, asking and answering, communication approach. IV- PROCEDURES Teacher and students’ activities Contents. 1.Warm up : 1- What do you usually do with your - Asking and answering friends in your free time? ? Share some of the things you often enjoy doing with friends in your free time. ? Then tell each other what you usually do with your friends. - Ask some pairs to volunteer to tell the class if they find each other’s answers interesting.. 22

2. Listening. 2. Listen to the radio programme and 1. Pre questions answer the questions * Set the scene: You are going to a Key: radio programme. 1. The topic of this week’s programme is ? Run trough the questions in 2 hanging out with your friends. P13 and underline the key words. 2. There are two main ways: hanging ? Think of the answers first. indoors or outdoors. - Teacher gets Ss' prediction and write on the board. - Read the questions and think of the answers ? Listen and check your prediction. 3. Listen and complete the table - Play the recording as many times as needed. Ss work individually Key: 1. movies 2. cinema then compare answers with their 3. crafts 4. sports partner. 5. physical health 6. people 7. cultural centres ? Listen and choose the correct answer. 3. Writing. * Matching game: - Work in groups A B Introducing your For these reasons,… opinion In short,… As I have noted,… Explaining your In my opinion, … opinion I believe ….. Concluding / Firstly,… Summarising Secondly, … your opinion Thirdly, … Finally, … Besides, … Also,… In addition, …

? Cover the box and write some of 4. Complete the paragraph (Activity 4 P13) these words/phrases on the board. ? Where in a paragraph they often see these words? Key 1. In my opinion/ I believe ? What could be the purpose for 2. Firstly 23

using them. 3. Secondly ? Work individually to complete 4. Besides/also/in addition the task, and discuss their answers 5. for these reasons/in short/as I have with a partner. noted......... - Remind Ss that for some gaps there is more than one correct answer

? Work in small groups where each chooses one question . - Then agree on an opinion and work together to brainstorm the ideals to argue for your points. - Each member will need to write his/her own piece. ? Remember to use the connectors you have earlier in order to better organize your ideals. - Let some students read their writing.

5. Write a short passage about giving an opinion Sample: I believe the best leisure activity for teenagers is any group activity. This could be a hobby group or even volunteering. Firstly, teenagers like to feel that they belong t a group. Secondly, being part of a group helps teenagers make friends. Friendships are very important to teenagers. In addition to, they will make friends with people who have the same interests as them. For these reasons, I think group activity is the best for teenagers .

4. Further practice. How to write a webpage about school? 5 . Production.

6. Homework. ? Do E1,2, 3 P 8 (Workbook) ? Prepare: Looking back

WEEK 3 Period 8 Planning : 30/8/

Teaching : 09 /9 /

UNIT 1: LEISURE ACTIVITIES Lesson 7: Looking back and Project I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to : - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 1. - Vocab: - Use the lexical items related to the topic" Leisure activities" - Grammar: Use verbs of liking that are followed by gerunds and to – infinitives. 2. Skills. - Practice all skills. 3. Attitudes. - Students have serious attitude in learning , love learning English. - Positive about the leisure activities. - Ss are interested in doing exercises. - Ss are interested in choosing the leisure activities. 4. Competence. - Develop language, communication, speaking, reading skills, co-operation, self- study. II- PREPARATIONS. 1- Teacher :- Ss’ books, text books, posters, laptop, projector 2.Students : - Books, notebooks III- TEACHING METHODS. - Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV- PROCEDURES Teacher and Students’ activities 1/.Warm up: Game: Network

Contents What are you going to join your leisure activity?

2. Looking back . VOCABULARY - Ss complete this exercise individually. Once they have finished they should be able to explain their answers as well. Accept different answers if Ss explain

I. Vocabulary. 1.Which one is the odd one out * Key. 1. DIY 2.hanging out 3.hospital 4.detest 5.boring 6.computer

their decisions logically. - Ask Ss to work in pairs to Rearrange the letters to find the name of the activities. - T calls Ss to give the answers. - Give feedback and the correct answers.

GRAMMAR. - Ask Ss to remind the use of verbs of liking & how to organize their ideas when giving arguments - Retell how to use verbs of liking/

- Ask Ss work in groups to complete the exercise. If time allows, T may ask Ss to swap their work with each other for peer correction.

- Have Ss complete the sentences using their own ideas. - T reminds them to use gerunds or toinfinitives. - Have some Ss read out their sentences. Accept all answers as long as they make sense.

- Work individually then compare with a partner. - T may explain to them that they can register as a user on the website www.thinkuknow.co.uk in order to be protected when they go online.

2. Rearrange the letters to find the name of the activities * Key: 1.socialising 2.relaxing 3.communicating with friends 4.doing DIY 5.using computers 6.making crafts II. Grammar -* Verbs of liking + V-ing … ( enjoy, adore, mind, fancy.. + Ving) * Verbs of liking + V-ing / to Vinf … ( like, love, hate,prefer …+ Ving / to Vinf) 3. Fill in the gaps with the correct form of the verbs. Key: 1. working 2. to learn / learning 3. seeing 4. doing 5. meeting 6. playing/ to play 4. Complete the following sentences with your own ideas. 1. My best friend doesn’t mind cooking and doing the housework. 2. Do you fancy making crafts in your free time? 3. My father used to hate driving in busy street but now he likes doing it. 4. I love caring for trees and flowers in the garden. 5. My cousin detests going out on cold days. 5. Read this paragraph from www.thinkuknow.co.uk by CEOP , the UK govement agency that helps protect children from harm online and offline in the UK and internationally .Choose the most suitable words / phrases to fill the gaps Keys :

1.Firstly 3.Thirdly 5.In short -Allow Ss plenty of time to do this task .For each activity they choose , they should be able to give at least one reason to be protected when they go online Finished! - T asks Ss to complete the selfassessment. Have Ss discuss as a class what difficulties remain and what areas the Ss have mastered. 3. Project. Ask Ss to practice speaking about different leisure activities in this unit &discussing how to make a poster to promote a group leisure activity - For each activity you choose, you should be able to give at least one reason - Ss make a poster: Plan a trip to the countryside/ Prepare for a picnic to Mau Son Mountain/ Visit a museumâ€Ś-

2.Secondly 4.In addition

III. Communication . 6.Choose from the leisure activities in this Unit .Explain why you think so .Then exchange your ideas with a partner

IV. Project *Project: Join our leisure activity. (free doing â€“ Can do as homework)

- Work in groups exchange their ideas.

4. Further practice. ? Work in groups to introduce your project.. - Practice speaking in front of the class. 5. Production

V- Homework. - Learn by heart Vocabulary. - Prepare for the next lesson: Unit 2: Getting started.

WEEK 3 Period 9 Planning : 31/8/

Teaching :

UNIT 2: life in the countryside Lesson 1: Getting started I-OBJECTIVES: 1. Knowledge. 27

/9 /

By the end of the lesson, Ss will be able to: - Listen and read for specific information about an unusual lifestyle and changes in the countryside - Use the lexical items related to the topic of life in the countryside. - Use comparative forms of adverbs of manner and adjectives. 2. Skills. - Practice all skills. 3. Attitudes. - Students have serious attitude in learning , love learning English. - Positive about life in the countryside.. - Ss are interested in doing exercises. - Ss are interested in discovering life in the countryside. 4. Competence. - Develop listening, reading and speaking skills, spoken interaction - Develop language, co-operation, self- study. II- PREPARATIONS. 1- Teacher :- Ss’ books, text books, posters, laptop, projector 2.Students : - Books, notebooks III- TEACHING METHODS. - Groupwork, pairwork, games, asking and answering, communication approach, play as a character, teaching methods by visual, teaching methods by practising… IV- PROCEDURES Teacher and Students’ activities 1.Warm up:

Contents

Brainstorming: - Divide the class into 2 teams. - Ask Ss to go to the board to write the activities. Which team writes more activities and correctly is winnwer.

Play hide and seek Play marble Activities in the countryside

Fly a kite 2. Getting started. *Vocab: - Teacher use different techniques to - harvest time teach vocabulary (situation, realia, -buffalo 28

(n) (n)

mùa gặt xe trâu kéo

examples) - Follow the seven steps of teaching vocab. * Checking vocab: Slap the board

* Set the sences: - T asks Ss to look at the title of the conversation and the picture and ask them some prediction questions about what they are going to read. The questions may be: ? What is the conversation about? ?Which season is harvest time in? ?What do you think the countryside is like at harvest time? ?What do the farmers do? ?What do the children do?

drawn cart - herd - envious - paddy field - transport - load - truck 1. Listen and read

(v) (adj) (n) (v) (v) (n)

chăn, dắt ghen tị đồng lúa vận chuyển chất lên x e tải

- Ss answer the questions. T then plays the dialogue and has the Ss follow along. Ss may track the dialogue with their fingers as they listen to the recording. T: elicits some new words Ask Ss work independently. - Ask them to read the sentences and decide if they are true or false. - Ss compare answers with a partner. Have Ss correct the false sentences. T writes the correct answers on the board.

1/a.Are these sentences true(T) or false (F) 1.T 2.F :Nguyen joins the boys in herding the buffalloes 3.F :rice is transported home on buffallodrawn carts 4.T 5.T

3. Doing. 1b.Answer the questions. ? Work independently in 2'. Key: - Ask Ss to share their answers with 1.He’s in the countryside. their partners. 2.Right on his first day there - Ask students to give their answers. 3.It’s a big and colourful 4.His grandfather. 5. Yes, he does 29

- Ask Ss to look at the words in the 1c. Complete the sentences… box and make sure they understand Key: 1. colourful 2. move slowly their meaning. If they do not, ask 3. harvest time 4. paddy field them to refer to the conversation 5. herding 6. buffalo-drawn cart and have a guess. Then ask them to do the exercise. When they finish, ask them to check their answers with their partner. - Run through the sentences 1/d. In group , discuss and find how -Have ss work in small groups to Nguyen feels about his stay in the discuss and tick the correct box and countrysidee. Tick the appropriate box lool for expression(s) to support 1d. Suggested answers: their answer. He likes it. ‘…it’s more exciting than I expected.’ “It (the kite) looks great up there in the sky”. ‘It live more happily here, and there’s still a lot more to explore’. Ss work independently to label the 2. Match the activities with the pictures. pictures. Have them compare their Key: 1.e 3.f 3.a answers with a partner. 4.c 5.d 6.b - T writes the correct answers on the board. Ss work in pairs to brainstorm some more countryside activities. Give them a time limit, for example, two minutes to make their lists. Call on each pair to share their list with the class. T writes the combined list of activities on the board and leaves it there to be used in the next activity. Before moving on, T makes sure everybody understands all the vocabulary on the board.

3. Make a list. Example: - They climb trees. - They go swimming in the river …

4. Further practice 4 Game: Countryside charades Game: T divides the class into two ( If time allows. T divides the class into two teams for this game. They can give teams for this game.) themselves a relevant team name such as the ‘horses’ and the ‘buffaloes’. Play charades with the countryside activity vocabulary from Activity 2 and the Ss’s list on 30

the board. To increase the fun element, give the teams a time limit of 10 seconds to guess the activity before it moves to the other team. T keeps score on the board and announces the winning team at the end. 5. Production.

5. Homework. - Learn by heart all the new words.- Guide ss how to do Exs (Workbook) - Prepare: Closer Look 1

WEEK 4 Teaching date : 15 /9/

Period 10 Planning date : 07/9/

UNIT 2: life in the countryside Lesson 2: A closer look 1. I./OBJECTIVES: 1. Knowledge. By the end of the lesson, ss will be able to: - Use the lexical items related to the topic of life in the countryside - Pronounce correctly words containg the clusters /bl/ and /cl/ . 2. Skills. - Listening, speaking, reading and writing skills. 3. Attitudes. - Students have serious attitude in learning. - Ss are interested in learning English. - Ss love life in the countryside. 4. Competence. - Develop listening, speaking skills, pronunciation , self-learning capability, creative capacity, ability to use of language…… II./ PREPARATIONS. 1- Teacher :- Text book, pictures, extra board, word cards,cassette & tape. 2 - Students : - Notebook, textbook. III./ TEACHING METHODS. - Groupwork, pairwork, games, communication approach. IV./PROCEDURES Teacher and students’ activities

Contents 31

1. Warm up : Game: Brainstorming - Divide the class into 2 two teams -Ask Ss from 2 teams turn by turn go to board to write adjectives about life in the countryside - In 3 minutes the team with more right words is the winner. - Introduce the new lesson

Adjectives to describe life in the countryside

boring 2. Vocabulary. I/.Vocabulary. - T. elicits vocab by using pictures or real items. -brave (adj) - Teacher use different techniques to -nomadic (adj) teach vocabulary (situation, realia) -vast (adj) - Follow the seven steps of teaching -blackberry (n) vocabulary -hay (n) -bloom (n) (v) - inconvenient (adj) - scenery (n) * Checking vocab: R.O.R - pole (n) - camel (n) - cattle (n)

- Ask Ss to listen to the recording and repeat the words. - Make sure that they pronounce the words with the correct stress partners. - Now check understanding of these words. Elicit ideas from the Ss.Say. for example, “Give me an example of something vast”. - Go through all the words in this way to make sure understands them.

peaceful

dũng cảm có tính du mục Rộng lớn quả mâm xôi Cỏ khô sự ra hoa nở hoa không tiện nghi cảnh vật cọc con lạc đà gia súc

1.Listen and repeat the words (P18) 1.slow 2.colourful 3.friendly 4.hard 5.brave 6.boring 7.inconvenient 8.vast 9.peaceful 10.nodamic

2. Put the words in 1 into the appropriate category. Some words can be used in more than one category(p18) - Get Ss to work in groups. Key: - Ss compare their answers with a To Words partner and then discuss as a class. describe - There may be some variations in the … answers. For a more able class, Friendly, brave, boring, People encourage Ss to explain why they nomadic, colourful choose that word for the category. Slow,hard, boring, Life inconvenient, peaceful, nomadic, colourful Colourful, vast, peaceful Scenery -Make sure Ss understand the meanings of the verbs first. There may be some confusion about the difference between ‘pick’ and ‘pick up’. -Explain that ‘pick; is the specific verb used for collecting fruit, vegetables or flowers through the action is the same as the more general term ‘pick up’. - Ask Ss to work in pairs. When they have finished, let them exchange their answers with a partner/ another pair. - Then T elicits the correct answer.

3. Match the nouns/ noun phrases in the box with each verb(3/. P18) a horse Key: ride

a camel

Put up

a tent

a pole

collect

hay

herd

water the buffaloes the cattle

wild flowers

pick

apples - Ask Ss to work in groups - Look at the sentences and decide if an adjective or a verb is missing. -This narrows down the areas of words they need to refer to. -Have Ss then complete the sentences by themselves. - Check the answers as a class. .

4.Use the words from 1 and 3 to complete the sentences. Remember to use the correct form of the verbs( P18) Key: 1. picking 2. inconvenient, collect 3. herd 4. ridden, brave 5. peaceful 6. nomadic 33

7. vast 8. put up, hard 3. Pronunciation. II/. Pronunciation. -Ask Ss to listen and repeat. 5. /bl / and / cl/ ( P19) -Pause the recording to drill difficulty 1.blackberry 2.clothing items. 3.climb 4.blind -Have Ss say the words individually 5.click 6.clay 7.bloom 8.blossom 9.clock 10.clear

-Have Ss listen and circle the words. - Have Ss do the activity in pairs and challenge each other to choose the correct words

4.Further practice. -Have Ss look at the sentences and underline the words with clusters /bl/ and /cl/ first. -Play the tape - Have Ss then listen and repeat. 5. Production.

6. Listen and circle the word you hear. ( P19) Key : 1. blame 2. blasts 3. blue 4.clock 5.close 7. Listen to the sentences and repeat

III./ Homework. - Learn by heart new words. - Practice the sounds /bl/ and /cl/. - Do Exâ€Śin Ex book - Prepare unit 2- Lesson3: A closer look 2.

WEEK 4 Period 11 Preparing : 07/9 /

Teaching :

/9 /

UNIT 2: life in the countryside Lesson 3: A closer look 2 I-OBJECTIVES 1. Knowledge. By the end of the lesson, Ss will be able to: - Use comparative forms of adverbs of manner and adjectives. - Use the lexical items related to the topic of life in the countryside - Practice doing exercises with forms of adverbs of manner and adjectives. 2. Skills. - Practicing doing exercise skills (Listening, speaking, reading and writing skills). 3. Attitudes. - Students have serious attitude in learning and love learning English. - Ss are interested in doing exercises and making sentences with new structures, 4. Competence. - Develop doing exercise skills themselves. - Co-operation - Ability to use of language…… II- PREPARATIONS 1- Teacher :- Text book, pictures, extra board, planning, laptop… 2 - Students : - Notebook, textbook. III- TEACHING METHODS. - Ask and answer, groupwork, pairwork, games, communication approach, … IV- PROCEDURES Teacher and students’ activities

Contents

1.Warm up. Recall - T calls 2 ss to the board( one is tall, one is short) - Ask ss to look at them and make sentence to compare their height - Ask ss to use real things in class to make sentences of comparative Eg: The white ruler is longer than the blue ruler - Introduce the new lesson 2 Grammar 1: Remind Ss of comparative forms of adjectives learnt in previous lessons by asking questions like: - Which river is longer, the Mekong or the Red river?’ - Who is the tallest boy in our class?’ - Ask Ss to work in groups to do exercise 1 . - Go around and help Ss if necessary. Ss exchange their answers. - Check as a class and write the answers on the board with the full forms of comparisons. - Keep them for later reference when the comparative of adverbs is taught.

Eg: Mai is taller then Thuy Or Thuy is shorter than Mai

3. Grammar 2: -T first revises the different use of an adjective and an adverbs. For example, T writes: “Life in the city is slow/slowly’ - The comparative form of adverbs by changing the second sentence to: “ He is moving more slowly than before”. - Elicit the form of comparative from Ss before letting them read number 1 in the table. -T then introduces comparatives of irregular adverbs like fast, hard, late, early and badly. -Let Ss read number 2 and 3 in the

II. Comparative forms of adverbs. * Form 1. more/less + adverb + (than) is the form of comparative for almost all adverbs of manner ending in ly. Eg: Can you walk more slowly? Hanh acts less responsibly than anyone here. 2. adverb + er + (than) is the form of comparative for adverbs of manner with the same form as adjectives. Fast – Faster early - earlier Hard – Harder late – later Eg: The rain is oming. Let’s run faster 3. Some irrigular form of adverbs of manner

I. Comparative forms of adjectives. 1.Complete the passage below with a suitable comparative form of the adjectives provided Key: 1.higher 2.easier 3.better 4.more exciting 5.more convenient 6.happier 7.more friendly 8.fast 9.safer 10.best

table.

Good /Well – better Bad/Badly – worse Much/many – more Little – less Far – farther/further…

- Run through the adjectives in the box - Ask Ss to work individually to do the exercise then share their answers with their partner. - Ask 2 Ss to write the answers on the board then others give comments - T corrects

2. Complete the sentences with suitable comparatives forms of the adjectives in the box ( p 20) Key : 1.more slowly 2.more soundly 3.less traditionally 4.more generously 5.more healthily

- Ask Ss to work in pairs to do the exercise . - Ask 2 Ss to write the answers on the board then others give comments - T corrects

3. Finish the sentences below with a suitable comparative form of : hard, early, llate, fast, well and badly. Key : 1.better 2.faster 3.later 4.harder 5.worse 6.earlier

-Have Ss do this exercise independently - T then checks the answers as a class

4 .Further practice. -Have Ss do this exercise independently -Walk around and help Ss who have difficulty wrting the answer. - Get Ss to check their answers with a partner.

4. Underline the correct comparative forms to complete the sentences Key : 1.more optimistically 2.more popularly 3.less densely populated 4.more quickly 5.more easily 6.better 5. Write the answers to the questions below Key: 1.The countryside is more peaceful(than the city) 2.A computer works faster at calculus(than a human being) 37

-Check as a class and write the correct sentences on the board, underlining the comparatives. - Ask Ss to practice asking and answering.

3.Life in a remote area is harder(than that in a modern town) 4.Ho Chi Minh City is more expensive(than Hue). 5.A buffalo can plough better(than a horse)

5. Production.

III.Homework. - Learn by heart vocabulary and structures. - Make sentences with them. -Prepare “Communication

WEEK 4 Period 12 Preparing : 09/ 9/

Teaching :

UNIT 2: life in the countryside Lesson 4: Communication I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to: - Read for spesific information about an unusual lifestyle in the countryside through visitors’ eyes - Practice talking about what they like or dislike about life in the countryside - Vocab: - Use the lexical items related to the topic of life in the countryside. - Grammar: - Use comparative forms of adverbs of manner and adjectives. 2. Skills. - Students develop listening, speaking, reading and writing skills. 3. Attitudes. - Students have serious attitude in learning and love learning English. - Ss love life in the countryside. 4. Competence. - Students develop their communication, be self - confident, - Ability to use of language…… II- PREPARATIONS. 1- Teacher :- Text book, pictures, extra board, chalk, laptop… 2 - Students : - Notebook, textbook. III- TEACHING METHODS. 38

- Communicative approach, work in pairs , play as a character, teaching methods with game, , teaching methods by practising, discussion group, … IV- PPROCEDURES Teacher and students’ activities Contents 1.Warm up. Test 15 minutes * 1. Put the words in the correct column, according to the sounds of the underlined parts.(1P) climb

bloom

class

cluster

blossom

/bl/

/cl/

2. Choose the best option to complete each sentence. Circle A, B or C.(4,5ps) 1. Which is ___________, flying a kite or riding a cart? A. interesting B. more interesting C. most interesting D. the most interesting 2. This is the ___________ paddy field I’ve ever seen. A. bigger

B. bigest

C. biggest

D. big

3. Loading the rice is ___________ than I expected. A. easier

B. much difficult

C. more easily

D. easy

4. A big city is ___________ populated than a village. A. densely B. more densely

C. most densely

D. denselier

5. You must try ___________ to ride this buffalo-drawn cart. A. hardly

B. more hardly

C. harder

D. more harder

3. Choose the best option to complete each sentence. Circle A, B or C.(4,5ps) 1. I like listening to ___________. The melodies are so sweet! A. the radio

B. movies

C. folk songs

A. museums

B. cinemas

C. hometown

A. comedy

B. thriller

C. news

A. fat

B. obesity

C. overweight

D. news 2. Visiting ___________ increases my knowledge about cultures in the past. D. city 3. Yesterday evening I watched a _____. It was so scary that I couldn’t sleep at night. D.film 4. Sitting in front of the computer for too long may lead to ___________. D.thin

5. Spending too much time in the _________ world may negatively affect your 39

life. A. real

B. present

C. virtual

D. old Life in the countryside.

Brainstorming. - Divite the class into 2 teams. - Answer the question: Positive Negative “ How do you feel about life in the fresh air boring… countrysde? peaceful -Time : 3 minutes exciting… - Which team writes more adjectives to discribe life in the coutryside exactly is winner. 2. Communication 1: (Presentation) 1. Vocabulary (v) Làm phiền T pre-teaches the vocabulary in the -disturb -beehive (n) Tổ ong Extra Vocabulary Box -experience (n) Trải nghiệm - T refers to the words in the Extra vocabulary box. Ask Ss if they know -urbanisation (n) Sự đô thị their meanings. If they don’t, wait -positive (adj) Tích cực until Ss have done the reading. -negative (adj) Tiêu cực - Ss read vocabulary individually -neutral (adj) Trung lập * Check : What and Where. -Introduce the new lesson: We are going to read some posts and reply to them . -Posts are common features of social media sites. They allow people to review things or give their opinions about things. They also allow others to respond to the posts with their own opinions. As such, an online dialogue occurs. The writing style of online posts is usually short, informal and honest or direct. * Set the scene: Pre questions 1. Read the posts on “ Holidays in the ? Where do these people live? countryside” Key: ? Do they have the same opinion of - They live in big cities staying in the countryside? -Ask Ss to read the posts individually - No, they don’t to answer the questions 2. What are the attitudes of these people towards their experiences. Tick the box. Positive Neutral

- Ask Ss to look through the table and make sure that Ss understand the

Dennis from 40

Negative

requirement -Have Ss work individually to do the exercise then Ss can compare their answers with partner and discuss any differences. -Check the answers as a class.

London Julie from

Paris

Phirun from Phnom Penh Yumi from

Ha Noi

Emi from Tokyo Lan from

Ha Noi Bob from

Hong Kong

3. Communication 2: (Practice) - Ask Ss to have a change to reply each post with their own opinions -Put Ss into groups of 4 Ss. Hand out apiece of blank paper for each post. Have the groups write the name of each post at the top. Eg: Bob from London. - Have each student writes a short reply to a post and then passes the paper to the person on their left. They take the next paper from the person on their right. They read the reply and then add their own.

3. Work in groups. Reply to the posts in 1. Write down your replies (P 21)

4. Further practice -Continue passing the papers around until everyone has replied to every post. Ss refer to the examples as

4. Speaking.

-Bob : In my opiniom ,the countryside has benefits that a boring person would never discover -Bob ; I think this is one of the reasons for urbanisation

models for their answers. -Ask each group to read out one of their reply chains to a post and discuss it as a class. 5. Production

5. Homework. ? Learn by heart all the new words and structures ? Do C1, 2, D1 P 6-7 (SBT) - Prepare next lesson. Unit 2. Lesson 5 Skills 1

WEEK 5 Period 13 Preparing : 14/9/

Teaching :

/9/

UNIT 2: life in the countryside Lesson 5: Skills 1 I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to: -Read for specific information about an unusual lifestyle in the countryside - Talk about what they like or dislike about life in the countryside - Vocab: Life in the countryside lexical items - Grammar: Simple present 2. Skills. - Develop reading and speaking skills. 3. Attitudes. - Students have serious attitude in discussion . - Positive about the school - Ss are interested in life in the countryside. 4. Competence. - Develop language, communication, speaking, reading skills II- PREPARATIONS. 1- Teacher :- Ss’ books, text book, posters, pictures, laptop… 2 - Students : - Notebook, textbook. III- TEACHING METHODS. - Groupwork, pairwork, asking and answering, communication approach, discussion, role play… IV- PPROCEDURES Teacher and students’ activities 1.Warm up: Brainstorming

Contents. 42

Mongolia

- T shows Ss some picture of Mongolia -T writes the word Mongolia on the board. - Have Ss brainstorm what they know about this country and its people ( they can express in Vietnamese some words that they can’t express in English) - Keep it to the end of the period -Introduce the new lesson 2. Reading 2.1/ Pre- reading.

T uses some techniques to present new words Check: R.O.R.

Move a lot

I. Reading. 1.Vocabs -nomad -nomadic

Don’t live in houses

(n) (adj)

-dairy

(n)

-pasture -grassland -circular -permanent

(n) (n) (adj) (adj)

Dân du mục Có tính du mục Sự sản xuất bơ sữa Đồng cỏ Đồng cỏ tròn Lâu dài

* Set the scene: ? Pre-question How many times do nomad move a year?

*Pre- question

2.2./ While reading. 1.Quickly read the passage and choose the most suitable heading A,B,C for each paragraph -Ask Ss to read the headings first and make sure they understand their meanings. - Ask ss to work individually to read each part of the passage and choose the correct heading for it. Have Ss exchange their answers -T checks the answers as a class. - Have ss go through the table -Ask Ss to read the passage again and underline the words (a-e) then try to guess the meanings of these words, based on the context. -Ss

1. Read and choose the correct heading for it. Key: 1. The importance of cattle to the nomads 2. The nomads’home 3. Nomadic children’s lives

2. Match the descriptions with the words and phrases from the passage Key: 43

complete the task independently. - Have ss write the answers on the board - T corrects

1.b

2.d

3.e

4.a

5.c

- Ask ss to read the sentences and do the exercise independently. - T may guide Ss to look for key words which can help them find the part of the passage where the information for the answers is given. -T gets feedback and corrects

3. Read the passage again and choose the best answer A,B, C,D Key : 1.A 2.C 3.A 4.B 5.C 6. D

3./. Speaking - Make sure that ss know how to do the exercise - Ask ss to read the example - Have ss work in pairs to practise -Encourage them to follow up and talk about as many different details as possible. -T can ask some pairs to report on their likes and dislikes. -T can make two lists of their likes and dislikes on the board and see which ideas are the most common.

II. Speaking

- Have ss think about the life in the countryside in Viet Nam. - Get Ss to work in pairs, discussing which two things they both like and which two things they both dislike.

5. a.Work in pairs. Discuss and find

- Have ss read the example and report their findings to the class

b. Report your findings to the class

4. Further practice. ? List things that you know about Mongolia after reading the passage . Check with the prediction at the beginning of the period .

III. Further practice.

4. Work in pairs . Interview your partner to see if she/he like or dislikes Mogolia nomadic life

-Work in pairs to practise

5. Production.

IV. Homework. - Learn by heart all the new words - Do Ex D1, 2, 3 (WB) - Prepare for the next lesson: Unit 2: Skills 2.

WEEK 5 Period 14 Preparing : 15/9/

Teaching :

/9/

UNIT 2: life in the countryside Lesson 6: Skills 2 I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to : - Use lexical items related to the topic life in the countryside - Listen to get specific information about changes in the countryside - Write a paragraph about changes in the countryside - Vocabulary: Vocabulary about life in the countryside - Grammar: Simple present, simple continuous 2. Skills. - Develop students' listening and writing skills. 3. Attitudes. - Students have serious attitude in learning , love learning English. 4. Competence. - Develop language, communication, listening and writing skills, co-operation, self- study. II- PREPARATIONS. 1- Teacher :- Ssâ€™ books, text books, posters, laptop, projector 2.Students: books, notebooks III- TEACHING METHODS. - Groupwork, pairwork, games, asking and answering, communication approach. IV- PROCEDURES Teacher and studentsâ€™ activities 1.Warm up : ( Whisper) - Teacher divides ss into 2 teams

Contents. - Sentences : - I live in a beautiful house in the 45

- Call on 5 ss from each team to make 2 lines. Ss in each line number ss from 1 to 5 and the distance from one to one is 1meter - T whispers one sentence to the number 1 of two teams. They must whisper to the next . The fifth student from each team write the sentence on the board. - Take turn - The team with more correct sentences is the winner - Introduce the new lesson 2. Listening. 1. Pre questions * Set the scene: - Make sure that ss understand the meaning of some words

countryside - I like living in the countryside because it is so peaceful - There are a lot of changes in my village

I. Listening. * Vocab: - equip(v): trang bị - oil lamp(n): đèn dầu -stream(n): dòng suối

1. Listen to a boy talking about changes in - Have ss to go through the his village and tick the changes he sentences from A to F and guess mentions Key: which sentences the boy mentions A…..…The roads in the village -Collect some ss' ideas B… …Electrical applicances in the - Have ss listen to the recording and homes check the prediction C… …Means of transport - Have ss compare the answers with D….......Entertainment their partners E… …School - Get feedback F… …Visitors -Give Ss to read the sentences. 2. Listen again and say if the sentences -Have ss Ss listen to the recording are true or false again ( as many times as needed of Key: if time allows) and complete the 1.F 2.T 3.F 4.T 5.T exercise. -T checks their answers as a class -Ask Ss to read the questions first to 3. Listen again and answer the questions see what kind of information they in no more than four words need to find. Some Ss might be able Key: to answer some questions without 1.His parents . listening to the recording again. 2. Life outside their village. -T plays the recording.Ss listen and 3. Nearby/Near the village . decide what word/phrase to write 4. The way of life. down for the answers. They can compare their answerswith a 46

partner. - T calls on some ss to write the Answers on the board. - Ask other ss to give comments - T confirms the right answers Note: Some Ss may not be familiar with short answers. You may allow them to answer the questions in full first and see what they can do to shorten their answers to within four words. Ask them to focus on the key words. 3. Writing. -First, remind Ss of the changes in the village from the listening passage. -T can help by writing the changes in brief on the board as a guide for the writing exercise. For example: -earthen houses -> brick houses -Ss can use this information and the example given in 4 to write their opinions about the changes -Place Ss into small groups of three or four. Ss in each group work together to decide which rural area they will talk about. They then discuss and note down some changes they can find in this area. -Ss use their notes about the changes in a rural area to write a paragraph describing the changes. ' -T can guide their writing by providing them with some key words/phrases like ‘The first change is…’ or ‘' The change we are most interested in is...." 4. Further practice. - Sum up the main content of the lesson. 5 . Production.

II. Writing 4. What do you think? Which change(s) in the Listening do you see as possive? Which do you see as negative? Support your opinion with a reason. Write it out Example: It's good for the village to have TVs. they can now have more fun and learn more about different people and different places 5. Work in groups.Discuss and find some changes in a rural area. Make note of the changes

6.Write a short paragragh changes

about the

III. Further practice IV. Homework. - Learn by heart vocabulary and structures. - Complete the paragragh at home 47

- Ex in workbook - Prepare next lesson. Unit 2. Lesson 7: Looking back

WEEK 5 Period 15 Preparing : 16/9/

Teaching :

/9/

UNIT 2: life in the countryside Lesson 7: Looking back and Project I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to : - Recycle the language from the previous sections. - Consolidate and apply what they have learnt in Unit 2 by doing various activities and exercises. - Lexical items related to life in the countryside. - Comparative forms of adverbs of manner. 2. Skills. - Practice all skills. 3. Attitudes. - Students have serious attitude in learning , love learning English. - Positive about life in the countryside. - Ss are interested in the countryside. 4. Competence. - Develop language, communication, speaking, reading skills, co-operation, self- study. II- PREPARATIONS. 1- Teacher :- Ss’ books, text books, posters, laptop, projector 2.Students : - Books, notebooks III- TEACHING METHODS. - Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV- PROCEDURES Teacher and Students’ activities 1/.Warm up: Check the old lesson - Ask ss to swap their writing which they completed at home - T checks some and gives comments

Contents

2. Looking back . VOCABULARY

I. Vocabulary. 1. Use the words and phrases in the box to describe the pictures. A word/ - Ask ss to look at the pictures and go phrase may be used for more than one through the words picture Key: Picture a: peaceful, vast, quiet, pasture, - Have ss to work individually to do paddy field the exercise. Picture b: quiet, colourful, paddy field, - T checks as a class harvest time, rice Picture c: peaceful, vast, quiet, nomadic life, inconvenient, ger, pasture, cattle, horses -Ss look at each picture, then at the verb that goes with it. Ask them write the sentences in their full forms. -T goes round while Ss are writing and helps them with any difficulties. When Ss have finished, T can choose some sentences and asks Ss to write them on the board. - T gives feedback. If a sentences is incorrect, ask Ss to correct it.

2. Look at each picture and write a sentence describing what each person is doing. Use the verbs in brackets

GRAMMAR. Have Ss complete this task in dependently. They can then exchange their answers with a partner. - Call on some ss to write their answers on the board - T confirms correct sentences

II. Grammar 3.Look at the pictures and complete the sentences. Use suitable comparatives of the adverbs in brackets 1.faster than 2.earlier than 3.better-than 4.more skillfully than 5.more beautifully-than

Suggested answers : 1. A boy is riding a horse 2. A man is herding his cattle/sheep. 3. A girl is picking apples (from an apple tree). 4. A boy is flying a kite. 5. The children are running around in the fields/countryside. 6. A woman is collecting water from the river.

- Ask Ss to read the situations carefully and decide which two things are being compared. - Have Ss complete the exercise independently and then compare their answers with a partner. T checks as a class. - Call on 4 ss to write their sentences on the board - Ask others to give comments - T corrects Communication . -Have Ss work in groups. They take turns to ask the questions and note down the answers. -The group then assigns a group representative to report their findings to the class.

4. Read the situation below and complete the sentences with suitable forms of the adverbs in brackets Key: 1…faster than a camel. 2…more happily than those in the city. 3…more heavily on the weather than people in many other jobs 4…worse than I do III. Communication 5. Work in groups. You are planning a trip to the countryside. Work together and answer the question: What will you do during the trip? Write the answers in the table

Finished ! -Ask Ss to complete the self-assessment. Identify any difficulties and weak areas and provide further practice. 3. Project. - T guides Ss how to prepare the project at home . 4. Further practice. ? Work in groups to introduce your project.. - Practice speaking in front of the class. - Ss practice speaking. 5. Production

IV. Project

V- Homework. - Learn by heart vocabulary and structures. - Complete the project of Unit 2. - Prepare next lesson: Unit 3- getting started .

Week:6 Period: 17

UNIT 3: People of viet nam Lesson 1:Getting-started

Writing date: Teaching date:

I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to listen and read for specific information about cultural groups of Viet Nam, practice listening and speaking with the lexical items related to cultural groups of Viet Nam - Vocab: cultural groups of Viet Nam - Grammar 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1. Warm up (5'): Describe pictures - Review the previous unit by asking Ss to solve a crossword puzzle. Draw the crossword on a big piece of paper. Tell Ss 51

Content - work in groups KEY: 1.Herd

that the red word is the key word of the new lesson. Divide the class into two teams. Ss from each team take turns to solve the puzzle. The game finished when a student guesses the red word correctly. - Solve the crossword puzzle below. 1.I like to……buffaloes in the pastures. 2.The farmers are very busy during harvest….. 3.Have you ever ridden a….? You have to be brave to do it. 4.People in the countryside are often open and…. 5…..was loaded onto a cart and transported home. 6.I think….life is more interesting than city life. - Write the unit title on the board. Write the words/phrases ‘ethnic’, ‘ethnology’, and ask Ss to guess their meaning. T may also show a picture of a typical costume and talk about it with the Ss. 2. Presentation (10') 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

* Checking vocab: Recall

2.Time 3.Horse 4.Friendly 5.Rice 6.Country .

- curious (a) - account for (v) - ethnic (a) - minority (n) - region (n) - custom (n) -awesome (a) - terraced field (n) - heritage site (n)

- Repeat in chorus and individually - Copy all the words 2.2. Listen and read * Set the scenes: Ask Ss to open their books to the lesson. T 52

Ss answer questions as a class. T plays the recording and has Ss

can ask Ss prediction questions. For more able classes, T can brainstorm questions with Ss and write them on the board. Questions may include: •What can you see in the picture? •What can you see in the picture? •What can you see in the picture? •Do you know these characters? •Where are they now? •What are they talking about?

follow along. T may want to ask Ss to track the dialogue with their fingers as they listen to the recording. Then come back to the earlier questions and have Ss answer them again. Do not give correction at this stage.

- Listen and read

3. Practice (20'') 3.1. Find the opposite of these words in the conversation - Ask Ss to the read the conversation again and do the exercise in pairs or in groups. T writes the correct answers on the boards. ? Work individually. ? Share answers with your partner. - Teacher gets feedback 3.2. Read the conversation again and answer the questions - Go through the questions mentioned - Have Ss work individually to answer the questions. Ss compare answers with a partner and then discuss as a class. Then correct the answers. - (c)Tell Ss to refer back to the conversation to find the expessions. Together with the Ss, elicit the meaning of these four expressions. Then give examples. For more able classes, have the Ss provide the examples of when these expressions would be used.

- individual work Key: 1.interesting 2.largest 3.minority 4.southern

Key: 1. They are in the Museum of Ethonology. 2. They want to know about the ethnic groups of Viet Nam. 3. There are 54 ( ethnic groups ). 4. The Viet (or Kinh) have the largest population. 5. Yes, they do.

Key 1.Used as a reply, agreeing with what sb has just said,or emphasizing that it is correct. 2. How + adj/adv : used to show a strong reaction to sth 3. Used to show you understand what someone said 4. Used to show that you think 53

3.3. Work in pairs. - Ask Ss to role-play the example conversation in pairs before creating their short role-plays. More able Ss can try to extend the conversation. Encourage Ss to use How + as many adjectives as possible.

3.4. Use the words and phrases in the box... (2 P27) - Ss work in pairs and label each picture. Then let Ss read each word/phrase correctly. Check and correct their pronunciation.

3.5. Complete the sentences (3 P27) ? Work individually to do the task then compare their answers with a partner. - Ss do the task by themselves. After that they swap their answers with a partner. T corrects as a class. Then let them repeat the words/phrases in chorus. 4. Pracice ( 6') Game: Quick quiz Ask ss to work in pairs. Ask and answer, using these cues. Ss work in pairs to ask and answer the questions. T gives correction. T may call on some pairs to talk before the class.

5. Production: (2') ? Learn by heart all the new words. ? Do Ex (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about people of Viet Nam 54

something is great Look out! Help Ss distinguish the two words. ‘people’ is used as the plural of ‘person’ to refer to men, women, and children ‘people’: ethnic groups of people who belong to a particular country, race, or area Key: 1. five-coloured stickey rice 2. terraced fields 3. festival 4. folk dance 5. Open-air market 6. Musical instrument 7. costume 8. stilt house

Key: 1.ethnic 2.heritage site 3.stilt houses 4.festivals 5.member 6.terraced fields Key: 1. Which ethnic group has the smallest population? 2. Do the Hmong have their own language? 3. Where do the Coho live? 4. What colour is the Nung’s clothing? 5. Which group has a ;arger population, the Tay or the Thai? 6. Whose arts are displayed at a museum in Da Nang?

- Take note

----------------------@0@------------------Week:6 Period:17

UNIT 3: People of viet nam Lesson 2: A closer look 1

Writing date: Teaching date:

I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Pronounce words containing clustes /sk/,/sp/, and /st/ correctly in isolation and context - Use the lexical items related to cultural groups of Viet Nam - Vocab: cultural groups of Viet Nam - Grammar: Simple present 2. Skills: Speaking, listening, use of English 3. Attitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1.Warm up(5'): Brainstorming - Divide the class into 2 two teams -Ss brainstorm the names of the ethnic groups they know where they live, their costumes, their way of life, culture, folk songs…Encourage them to guess and call out as many words as possible- In 4 minutes the team with more right words is the winner. - Introduce the new lesson The new leson 2.Vocabulary (20') * Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia)

Content

- Take part in the game in 2 teams

-developed (a) - insignificant (a) -complicated (a) -major (a) -minor (a) 55

- Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board

-basic (a) - Repeat in chorus and individually - Copy all the words

2.1.Match the adjs in A with their opposites in B (P28) - T may explain and give examples of adjectives. Ask Ss to give some more - Check understanding of these words. -Elicit ideas from the Ss. Say. for example, - Go through all the words in this way to make sure understands them. - If there is time, advanced Ss can write the words in sentences (or homework). 2.2. Use some words from 1 to complete the sentences (p28) -Get Ss to work individually. - Ss compare their answers with a partner and then discuss as a class. - There may be some variations in the answers. For a more able class, encourage Ss to explain why they choose that word for the category. - Check their answers. 2.3. Work in pairs. Discuss what the word is for each picture......(p 28) - Ask Ss work in pairs. When they have finished, let them exchange their answers with a partner/ another pair. - Check the answers with the class. For more able Ss, ask them to give other words they know which are related to the life of ethnic minority people. - Then T elicits the correct answer. 3. Pronunciation (15'') Clusters: /sk/, /sp/, and /st/ 3.4.Listen and repeat the words( P28) -Ask Ss to listen and repeat. -Pause the recording to drill difficulty items. -Have Ss say the words individually 3.5. Listen again and put them in the

-Ss work in pairs to match the adjectives with their opposites. T elicits the answers from the class. Key: 1.d 2.c 3.g 4.a 5.f 6.e 7.b

-Ss work individually to do the task. Some Ss may write the answers on the board. Key: Key: 1.written 2.trasitional 3.important 4.simple, basic 5.rich

-Ss work in pairs and discuss what the words is for each picture Key: 1.ceremony 2.pagoda 3.temple (Ly Son) 4.waterwheel (in the north) 5.shawl (of the Thai women) 6.basket (of the Sedang)

-Listen and repeat Audio script: skateboard stamp speech display first station Instead crisp school basket space task - Do the task individually 56

right... ( P28) - Play the recording again. Ss listen carefully and put the words in the right columns. Note that ‘school’ may cause some confusion because the sounds of /sk/ are spelled with the letters ‘sch’. Ask Ss to give other words which contain these clusters.

Key : /sk/

3.6. Listen and read...... - Play the recording two or three times (or more if necessary). Help Ss recognize all the words with /sk/,/sp/,or /st/, then underline them as assigned.

- Listen and repeat . Key: 1. The Hmong people I met in Sa Pa speak English very well 2. You should go out to play instead of staying here. 3. This local speciality is not very spicy. 4. Many ethnic minority students are studying at boarding schools. 5. Most children in far-away villages can get schooling.

/sp/

/st/

skateboard Speech

Stamp

School

Display

First

Basket

Crisp

Station

task

Space

Instead

4. Further practice (3') -Ask ss to find some more words that - Answer teacher's questions. have these clusters: /sk/, /sp/, and /st/ - Say out the words 5. Production (2') - Learn by heart all the new words. - Guide ss how to do Exs (workbook) - Take note - Prepare: Unit 2: Closer Look 2 - Collect pictures, songs, clips talking about people of Viet Nam ----------------------@0@------------------Week:6 Period: 18

UNIT 3: People of viet nam Lesson 3: A closer look 2

Writing date: Teaching date:

I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: •Use the lexical items related to cultural groups of Viet Nam •Ask and answer different question types •Use articles a, an, the 2. Skills: Use of English 57

3. Attitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure

Teacher and student’s activities 1. Warm up (5'): Introduction Ss have already learned Yes/No questions and Wh-questions. Tell Ss that this is a review section. T may help Ss recall all types of questions and question words they have learned so far. - Introduce the new lesson 2. Grammar 1 Questions: review 2.1. Read the passage(5’) - Give Ss about five minutes to read the passage. T may call on some Ss to read aloud to the class. Correct their pronounciation, intonation and stress, and give explanation if necessary. 2.2. Now write questions for these answer(7’) -Have Ss work in groups or in pairs and write questions for the answers given. To check the work, have some Ss come up and write their questions on the board. Accept all question variations that are grammatically correct. T gives correction as a class.

2.3.Complete the questions....(5') 58

Content

- Listen to the teacher and take notes

-Work individually Suggested answers: 1.Who is living in the house? 2.How many children do they have? 3.Do the grandparents stay at home? 4.How often does Mrs Pha go shopping? 5.How far is Vang’s boarding school?/How far is the town? 6.When does Vang go home (every week) ? 7.How do they live? 8.Would they like to live( in a modern flat) in the city? -Ss work individually to complete

- Run through the questions - Ask ss to work individually to do the exercise then share their answers with their partner. - T corrects 2.4. Work in pairs.....(13’) - Let Ss work in pairs. This should be a speaking activity, so encourage Ss to talk with fluency and accurary, and as naturally as possible. While Ss do their task, T goes aroud to monitor the whole class. - T corrects

3. Grammar 2 Articles: a,an and the - T asks Ss to read the grammar box, then explains these uses of the articles, going through the examples given in the box. To check Ss’ understanding of the usage, ask Ss to make other example sentences using the articles in the same way. Draw Ss’attention to the Look out! Box. Read out the sentences to show that sounds are what determines whether ‘an’ is used. See if Ss can come up with other examples of words like these. Underline......(5’) - Ss work individually to do the task. Then Ss swap their books with a partner to check the answers. Finally check the answers as a class. Discuss the reasons for the article usage in each sentences. Insert......(5’) - First, have Ss read the passage without paying attention to the blanks. Then as a class, check any unfamiliar vocabulary so that wverybody understands the meaning of the text. Now focus on the grammar point. 59

the task. Then Ss compare their answers with a partner. Key: 1.Who 2.Which 3.Which 4.Which 5.What - pair work Questions: 1.Who does the shopping in your family? 2.Who is the principal of our school? 3.Which subject do you like better, English or maths? 4.What is the most important festival in Viet Nam? 5.Which ethnic group has a larger population, the Khmer or the Cham? Answers: 1-2-3: (Ss’s own answers) 4.The Lunar New Year 5.The Khmer:1,260,600 (The Cham: 171,700)

-Work individually Key: 1.a 2.the 4.the 5.the 6.a

3.the

Key: 1.a 2.a/the 3.the 4.an/the 5.the 6.an

Ss work individually to do the task. Ask some Ss to read the passage sentence by sentence. T correct as a class. Discuss the reasons for the article usage. 4. Further practice (3') - Use of articles, questions and answers - Answer teacher's questions. 5. Production (2') - Learn by heart all the new words and structures - Take note - Guide ss to do exs : (Work book) - Prepare: Unit 2: Communication - Collect pictures, songs, clips talking about people of Viet Nam ----------------------@0@------------------Kiểm tra ngày tháng năm ………………………………………………………. ………………………………………………………. ………………………………………………………..

Week:7 Period: 19

UNIT 3: People of viet nam Lesson 4: Communication

Writing date:30/9/17 Teaching date:

I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: •Use the lexical items related to cultural groups of Viet Nam •Talk about some of the ethnic groups of Viet Nam 2. Skills: Speaking, listening, reading, use of English 3. Attitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1. Warm up (5'): Chatting - T asks: Can you tell me something about ethnic groups of Viet Nam?

Content

Answer the questions

- Introduce the new lesson The new lesson -Introduce the new lesson: We are going to explore some ethnic groups of Viet Nam 2. Communiction 1: 2.1.Quiz: What do you know about the - Pair work ethnic groups of Viet Nam Key: 1.B 2. A - Ss work in pairs to do the quiz. T checks 4. B 5. C 6. A and gives explanation. - Group work 61

3. C

2.2. Where do these ethnic groups mainly live?... - Ss work in groups. Let them discuss and then write down the ethnic groups in the correct boxes. Encourage them to add other ethnic groups they know of to the list. T moves around the groups and gives assistance where needed. 3. Communiction 2: Choose one group and talk about them - Bring the class back together. Write on the board subjects that Ss can talk about in relation to these groups. Elicit these subjects if possible: -location -lifestyle -costumes -foods -festivals/ceremonies -marriage/weddings… T may give some facts and/or show pictures to facilitate the activity. Give Ss time to prepare, and then let them talk in groups. Notes: Geographical location of some ethnic groups: •The Viet: all over the country •The Tay, the Nung: North and Northeast provinces •The Muong: Hoa Binh, Phu Tho, Son La, Thanh Hoa •The Hani: Lai Chau, Lao Cai •The Hmong: Northern mountainous regions, Nghe An •The Pathen: Ha Giang, Tuyen Quang •The Thai: Son La, Lai Chau, Yen Bai, Thanh Hoa, Nghe An… •The Bahnar: Gia Lai, Kon Tum, Binh Dinh, Phu Yen •The Ede: Dak Lak, Gia Lai, Phu Yen, Khanh Hoa •The Giarai: Gia Lai, Kon Tum, Dak Lak •The Brau: Kon Tum •The Khmer: Mekong Delta provinces •The Cham: Ninh Thuan, Binh Thuan, 62

- Key : -Northwest region: Viet, Hmong, Lao -Northeast region: Viet, Hmong, Tay, Nung -Red River Delta: Viet -The central Highland: Viet, Bahnar, Brau, Ede, Giarai, Sedang -Mekong River Delta: Viet, Cham, Khmer

Tay Ninh, An Giang

•The Sedang: Kon tum, Quang Ngai,Quang Nam 4. Further practice (3') - Sum up the main content of the lesson 5. Production (2') -Learn by heart all the new words and structures - Guide ss how to do exs (Work book) - Prepare: Unit 3: Skills 1 - Collect pictures, songs, clips talking about people of Viet Nam

- Answer teacher's questions.

- Take note

----------------------@0@------------------Week:7 Period: 20

UNIT 3: People of viet nam Lesson 5 : Skills 1

Writing date:30/9/17 Teaching date:

I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: •Read a passage about the life of ethnic group •Talk about the life of ethnic groups - Vocab: life of ethnic group lexical items - Grammar: Simple present 2. Skills: Speaking, reading, use of English 3. Attitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1. Warm up (5'): Brainstorming

Content

- T shows Ss some picture of the Thai -T writes the word Thai on the board. - Have Ss brainstorm what they know about this country and its people ( they can express in Vietnamese some words that they can’t express in English) - Keep it to the end of the period -Introduce the new lesson The new lesson * Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

* Checking vocab: R&R 2.Reading ? Pre-question How many times do nomad move a year? 2.1. Work in pairs. Answer the questions. - Give Ss time to discuss the two questions in pairs and then as a class. Encourage Ss to make guesses if they are not sure. - Then call on Ss to read the questions from exercise 3 aloud. As the Ss read the questions aloud, T reminds the rest of the Ss to think about what the answer will be, without looking at the text. - Ask Ss to read the text and underline any words they don’t know. T may let Ss read in chorus once. Then, call on some individuals to read aloud to the class. Check their pronunciation and intonation. Explain the new words and clarify anything difficult. 2.2. Complete each sentences, using a word from the text - T ask Ss to read the passage again and do the task. T checks the answers as a class.

Thai

Live in stilt house cloth - dig (v) - canal (n) - burnt- out land - poultry (n) - unique (a) - scarve (n) - ornament (n) - worship (v) - ancestor (n) Key: - They live in big cities -No, they don’t -Work in pairs - Do as required

- individual work - Key: 1.farmers/ 2.bamboo/ 3.stilt/ 4.songs/ 5.ceremonies - pair work

Thai

2.3. Answer the questions: - Ask sts to read the passage again and answer the questions - T checks the answers as a class 3. Speaking 3.4. Read some facts about the Bru- Van Kieu people and Khmer people - Divide the class into two groups, each preparing to talk about one ethnic group. Otherwise, Ss may work in pairs; each of them talks about one ethnic group. - T goes around to assist if necessary. Then ask some volunteers to present to the rest of the class. 3.5. Talk about YOUR own group - Let Ss talk about their own ethnic group. T may ask them to focus on one or two aspects such as clothing, food, ways of living, customs and traditions, festivals, beliefs, etc. T can also encourage Ss to talk about changes in the life if their people over time. 4. Further practice (3') ? List things that you know about Thai after reading the passage . Check with the prediction at the beginning of the period . 5. Production (2') -Learn by heart all the new words and structures - Guide ss how to do exs (Work book) - Prepare: Unit 3: Skills 2 - Collect pictures, songs, clips talking about people of Viet Nam

Key: 1. Yes, they do 2. Their main food is rice. 3. It is well-known for being unique, colourful and strong. 4. Thai women do. 5. They worship their ancestors.

- group work

- The leader from each group stand before class to talk about their own ethnic group

- Answer teacher's questions.

- Take note

----------------------@0@------------------Week:7 Period: 21

UNIT 3: People of viet nam Lesson 6: Skills 2

I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: â€˘Listen for specific information about a traditional dish â€˘Write the recipe for a traditional dish 65

Writing date:30/9/17 Teaching date:

2. Skills:Listening, writing, use of English 3. Attitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and S’s activities 1. Warm up (5') ( Whisper) - Teacher divides ss into 2 teams - Call on 5 ss from each team to make 2 lines. Ss in each line number ss from 1 to 5 and the distance from one to one is 1meter - T whispers one sentence to the number 1 of two teams. They must whisper to the next . The fifth student from each team write the sentence on the board. - Take turn - The team with more correct sentences is the winner - Introduce the new lesson The new lesson 2. Listening (17') - Set the scene - Make sure that ss understand the meaning of some words

Content

- Sentences : - The Thai have a population of about one and a half million people living in the province of Lai Chau. - The Thai also grow other crops on burnt- out land. They also make bamboo items, and weave cloth.

* Vocab: - represent (v): - element (n): -harmony (n): -turmeric (n) -shredded coconut (n)

2.1.Answer the questions - Ss discuss the two questions in pairs. Then tell Ss to look at the picture and say what they know about that dish. - Work in pairs - Get feedback - Play the recording once to check - T confirms the correct sentences 2.2. Listen and tick T/ F - Play the recording once or twice. Ask Ss to listen carefully and tick True or False - work individually 66

according to what they hear in the passage.

Key: 1.T

2.3. Listen again and complete the sentences - Play the recording again. Ss write down the words as they listen. Play the recording again for them to check. T correct as a class.

- work individually Key: 1.mountainous 3.natural 4.plants

3. Writing (18') 3.4. Read the notes.... - Tell Ss to read the notes carefully 3.5. Change the notes into.... - Have Ss write full sentences to show the steps to cook the rice. Make sure that they use proper connectors first/firstly, second/secondly…and pay attention to spelling and punctuation. T may collect some Ss’ writing papers and mark them, then give comments to the class. T may ask Ss to write a paragraph as homework( in the form of a letter to a pen friend, for example) if thiere isn’t enough time

2.F

3.T

4.F

5.F

2.purple 5.ceremonies

- Pair work Sample cooking steps: This delicious dish is really easy to make. First, you need to soak the rice in water for at least five hours. Then rinse the rice and drain it well. Next, add the turmeric extract and mix it well. Then wait for 10 minutes. After that, add the coconut and salt. Remember to mix it well. Finally, steam the rice for 30 minutes. Check that it is fully cooked. You can serve this dish with chicken

4. Further practice (3') - Sum up the main content of the lesson. - Remember 5. Production (2') - Learn by heart vocabulary and - Listen and take note the assignments structures. - Complete the paragragh at home - Ex in workbook - Prepare next lesson. Unit 3. Lesson 7: Looking back - Collect pictures, songs, clips talking about people of Viet Nam

Kiểm tra ngày tháng năm ………………………………………………………. ………………………………………………………. 67

……………………………………………………….. Week:8 Period: 22

UNIT 3: People of viet nam Lesson7 : Looking back and project

Writing date:7/10/17 Teaching date:

I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections. - Consolidate and apply what they have learnt in Unit 3 by doing various activities and exercises. 2. Skills: Speaking, listening, reading, writing, use of English 3. Attitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 3. Teacher: book, planning, picture, laptop, projector 4. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1. Vocabulary - 10' 1.1. Activity 1 P34 Complete the sentences Let Ss repeat the words as a class to practice pronunciation. Next, Ss can complete this exercise individually. Less advanced classes can complete this exercise in pairs. 1.2. Activity 2 P34 ? Do the task by yourself - teacher correct as a class ? Read the sentences aloud.

Content Key: 1. cultural groups 2. communal, activities 3. costumes, diverse 4. ethnic 5. unique

Key:

1. cultural 2. peaceful 3. richness 4. diversity 5. traditional

2. Grammmar - 15' 2.1. Activity 3 P34 Let Ss read the passage aloud. Key: Clarify any difficulties. Ss do the 1. What are these houses built on? task in pairs or individually. 2. Where is the entrance? 68

3. Which house is the largest, tallest and most elaborate building in the village? 4. What is it used for? 5. Who can sleep in this house?

2.2. Activity 4 P34 Tell Ss to read the sentences carefully and try to find the error relating to articles in each sentence. Ss can work in pairs or individually. 2.3. Activity 5 P34 ? Work individually to do this exercise. T gives correction. 3. Communication - 15' 3.1. Activity 6 P35 Game: cultural Knowledge Challenge 2. Activity 7 P36 Ss work in pairs. Let them recall what they have learnt about the cultural groups of Viet Nam. Ss take turns to ask each other questions about the topic. The person asking can look at the book. The first person to get five correct answers is the winner. If time allows, Ss which partners and play again.

Key: 1.a->the 2.a->the 3.an->the 4.the semi-nomadic life->a nomadic life 5. an->the

Finished! Ask Ss to complete the selfassessment. Discuss as a class what difficulties remain and what areas the Ss have mastered. Provide further practice on the weak areas of the class.

1. an 4. the

2.a 5. the

semi-

3. the 6. the

Example A: Are you ready? B: Yes A: What is the population of the largest ethnic group? B: About 74 million. It's the Viet or Kinh. A: Very good. Your turn. B: Ok. What is the population of the smallest ethnic group? A: It's the Odu group. B: Exactly.

- work individually Notes: 54 ethnic groups of Viet Nam 1. Bahnar 15. Ede 29. Lao 43. Romam 2. Bo Y 17. Giarai 30. Lolo 44. Sanchay 3. Brau 17. Giay 31. Lu 45. Sandiu 4.Bru-VanKieu 18.Gie-Trieng 32.Ma 46. Sila 5. Cham 19. Hani 33. Mang 47. 69

Taoi 6. Choro 20. Hoa 34. Mnong 48. Tay 7. Choru 21. Hmon 35. Muong 49. Thai 8. Chut 22. Hre 36. Ngai 50. Tho 9. Co 23. Khang 37. Nung 51. Viet 10. Cong 24. Khmer 38. Odu 52. Shinhmun 11.Coho 25.Khmu 39.Pathen (Xinhmun) 12. Colao 26. Lachi 40.Phula 53. Sedang 13. Cotu 27. Laha 41. Pupeo (Xedang) 14.Yao 28. Lahu 42. Raglai 54. Stieng (Xtieng) 4.Project Group work Ethnic Fashion Show! .1 Ss work in groups. Give Ss about five minutes to discuss the question. Wok individually 2 Ss work independently. Encourage them to use imagination and make their own costume designs ( at home, or in class if possible, and with the materials available). Tell them to be creative. 3 In the next class, help Ss organize an exhibition of the designs they have made among the group or class members. Let them talk about designs. 5. Production (2') ? Do Test yourself 1 - Take note ? Prepare: Review 1 - Collect pictures, songs, clips talking about people of Viet Nam ----------------------@0@------------------70

Week:8 Period: 23

Review 1

Writing date:7/10/17 Teaching date:

I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: + Revise the language Ss they have practised since Unit 1-3. + Practice doing some exercises in Pronunciation and Grammar. 2. Skills: Use of English 3. Attitude: - Do the exercise well. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities Introduction - 5' T may ask Ss what they have learnt so far in terms of language and skills. Summarise their answers and add some more information if necessary. Encourage Ss to recall and speak out as much as possible. 1. Pronunciation - 15' 1.1. Activity 1 P36 1 T plays the recording and Ss repeat. Play the recording as many times as necessary. Pause and correct Ss’ pronunciation. 2.2 Play the recording two or more times, if necessary. Help Ss recognise all the words with /sk/, /sp/, /st/, /br/, /pr/, bl/ and /cl/ then underline them as instructed. T

Content

Key: 1. I used to climb trees when I was small. 2. How can we improve our speaking skills? 3. How annoying, the stadium has closed! 4.I want to buy a blue skirt for my mother. 5.‘ On a dark day, I saw a witch riding a broom in the sky…’ 71

may sk Ss to read the sentences as a class, or individually. Check pronunciation and intonation. 2.Vocabulary - 15' 2.1. Activity 3 P36 ? Do this individually and then share their answers with a partner. ? Write the answers on the board. - Check Ss’ answers. . 2.2. Activity 4 P36 Ss do this exercise individually. T may ask some Ss to write their answers on the board. T corrects as a class.

Key: peaceful – noisy hard – easy boring – exciting forget – remember traditional – modern country life – city life love – hate majority – minority Key 1. like/enjoy, listening, visiting 2. forget 3. flying/to fly 4. mind, to do/doing 5. playing/to play

3. Grammar- 15' 3.1. Activity 5 P36 Key: Ss do this individually and 1. later 2. more compare their answers with a fluently 4. better partner. Call some Ss to go to write 5. more simply 6. faster their answers. Other Ss comment. 7 more carefully T corrects as a class. 3.2. Activity 6 P36 Ss do the task individually. T Key: 1.a 2. an 3. the checks. Call some Ss to read the 4. the 5. the 6.a whole passage. 4. Everyday English 4.3. Activity 7 P36 Key: 1.b 2.e Ss do the task individually. Then 3.a 4.c 5.d they practice in pairs. After checking their answers, ask one or two pairs to act out the dialogues. 5. Production (2') ? Do Test yourself 1 (1,2,3,4) P2223 - Take note ? Prepare: Review 1 ----------------------@0@------------------Week:8 Period: 24

REVIEW 1(CONT)

3. more

Writing date:7/10/17 Teaching date:

I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: + Revise the language Ss they have practised since Unit 1-3. + Practice doing some exercises in Skills 2. Skills: Speaking, listening, reading, writing 3. Attitude: - Do the exercise well. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities Content 1.Warmer- 5': Speaking ? Talk about one of the ethnic groups you like best 2. Reading - 10' 2.1. Activity 1 P37 Ss read the letter once or twice. T clarifies anything they do not understand fully. a Ss do the task individually, Key: 1.T 2.T then check with a partner. T 3.F 4.T 5.F corrects. 1. Which museum does Kim love to visit on b Ss do the exercises in pairs. T Saturday afternoon? corrects as a class. 2. How many (clay and store) objects are on display at the museum? 3. What can you learn in this museum/Da Nang Museum? 3. Speaking- 10' Activity 2 P37 Ss work in pairs and talk about Example: what their family members like to - My dad likes to play chess with his do in their free time. Encourage neighbours. them to talk as much as possible, - My mum likes making special food and using the verbs of liking they have cakes for us. She hates sitting around. learnt. After some time, T may let 73

Ss swap pairs and continue to talk. T goes round and gives assistance if necessary. 4. Listening - 10' Activity 3 P37 Play the recording once or twice. Ss listen and choose their answers. Play the recording again for Ss to check their answers. Explain the new words or anything difficult if necessary. Writing - 7' Activity 4P37 Before writing, have Ss brainstorm ideas about life in the countryside: advantages, disadvantages, what they like and dislike, etc… Then explain the writing task. Also have them brainstorm words and phrases they may need for writing. Give Ss time to do the writing task. Then collect their papers to check out of class. 5. Production (1') ? Do Test yourself 1 (5->8) ? Review for the test

Key: 1.B 2.A 3.A 4.C 5.B

Sample writing: In my opinion, life in the countryside has many good points. Firstly, country folk are friendlier than city folk. Secondly, life is slower and simpler than in the city. The food is fresher and the air is cleaner. Finally, there are lots of traditional activities that we can do in the countryside such as horseriding, swimming in the river or kite-flying. For these reasons, I like country life. - Take note

Kiểm tra ngày tháng năm ………………………………………………………. ………………………………………………………. ……………………………………………………….. TT: Nguyễn Thị Thuý Ly

TEST 45’

Week:9 Period: 25

Writing date: Teaching date:

I./. Objectives 1. Knowledge: - To check sts' knowledge of grammar and vocabulary from unit 1 to unit 3 - Help sts improve their English 2. Skills: Speaking, listening, reading, writing, use of English 3. Attitude: - Do the test well. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: Test 45’ 2.Students: III./. TEACHING METHODS: teaching methods by practising IV./. Procedure 1. MATRIX

Topics/ language & skills I- Listening Topic 2 (20 %)

Knowledge Objective

Comprehension Subjecti ve

Objective

Subjective

Which activities does each person

Application Low

Total High

4items 2 points

20 %

enjoy doing now? Listen and correct answer 4 items 2 points II- Grammar and Vocab Topic 1-3 (30 %)

1. Write the words in the correct boxes 2. Circle the best option A, B, C or D to complete each of the following sentences . 10 items 3 points

III-Reading Topic 1-3

10 items 3points 30%

Read the passage and tick ( ) True or False 2 items 1 point

( 30%)

2. Answer the following questions 2 items 2 points

IV- Writing Topic 1- 8 (20 %)

Total

4 items 3 points 30%

Insert a questions word to complete each of the following questions 3 items 2 points

10 items 3.0 points 30%

8 items 5.0 points 50%

Bao Khe Secondary School Class: 8……… Student’s name : ……………………..

KIỂM TRA 45 PHÚT SỐ 1 - NĂM HỌC Môn: TIẾNG ANH - LỚP 8 Thời gian làm bài: 45 phút

3items 2.0 points 20%

3 items 2 points 20%

21 items 10 points 100%

Marks

Teacherâ€™s Opinion

PART I : LISTEN Which activities does each person enjoy doing now? Listen and correct answer. ( 2pts) 1. Zachary A. Playing the guitar B. Playing in a band C. Playing the piano 2. Erica A. Collecting baseball cards B. Collecting comic books C. Gardening

3. Bradley A. Watching videos B. Hiking C. Playing video games 4. Evan A. Collecting stamps B. Collecting paintings C. Collecting baseball cards

5. Danielle A. Painting B. Writing childrenâ€™s books C. Reading 6. Marcus A. Reading the newspaper B. Playing golf C. Reading books

PART II: GRAMMAR AND VOCAB 1. Write the words in the correct boxes. (1,0pt) clap Cluster /sk/ /sp/ /st/ /pr/

span

click

programme

steak

break

blog

skate

Words

2. Choose the best answer A, B, C or D to complete the following sentences ( 2pts) 1. They enjoy _____ on Sundays. A. garden B. gardened C. gardening D. gardens 2.I love the people in my village. They are so ________ and hospitable. A. friendly B. vast C. slow D. inconvenient 3. For lunch I had _____ sandwich and _____apple. A. an - a B. an - an 77

C. the - a D. a - an 4. Among the ________, the Tay people have the largest population. A. majorities B. ethenic minorities C. groups D. ethenic cultures 5. Most ethnic minority peoples are good_______ farming techniques. A. of B. in C. on D. at 6. We________ there tomorrow. A. will come B. came C. comes D. have come PART IV: READ Read the passage carefully. MY VILLAGE I live in a village by Mekong River. Every day, like most of my friends, I walk to school. It is three kilometres away. After class, I often help my mother to collect water from the river and feed the chickens. At the weekend, the villagers often gather at the community hall where there is a TV. The adults watch TV, but more often they talk about their farm work and exchange news. The children run around, playing games and shouting merrily. Laughter is heard everywhere. My father sometimes takes me to the market town nearby where he sells our home products like vegetables, fruits, eggs… He then buys me an ice cream and lets me take a ride on the electric train in the town square. I love those trips. On starry nights, we children lie on the grass, looking at the sky and daring each other to find the Milky Way. We dream of faraway places. 1. Read the passage and tick ( ) True or False (1,0pt) True False 1/ The boys helps his parents to collect water from the village well. 2/ The villagers gather at the community hall at the weekend. 2. Answer the following questions.(2pts) 1/ Does the boy like riding on the electric train in the town square? ………………………………………………………………… ……………………………………………………………………………… 2/ What do the children do on starry nights? ……………………………………………………………………………… 78

………………………………………………………………………… PART IV: WRITE Insert a questions word to complete each of the following questions.( 2pts) 1/ ………....... is a “long house” of the Ede people? – About 150 metres long. 2/ ……….......do the Odu people live? – Mainly in Nghe An Province. 3/ ………........is this khan pieu (shawl)? – Sorry, it’s not for sale.

The end

ĐÁP ÁN BÀI KT 45’ SỐ 1- NĂM HỌC Môn: TIẾNG ANH - LỚP 8 PART I:0,5 p for each correct sentence. 1/B

2/C

3/B

4/A

5/A

6/C

PART II: 1. 0,25 p for each correct sentences Cluster /sk/ /sp/ /st/ /pr/

Words skate span steak programme

2. 0,25 p for each correct sentence. 1/ C 2/ A 3/ D 4/ B

5/D 6/A

PART III 1. 0,2 p for each correct sentence. 1/ F 2/ T 2. 0,25 p for each correct sentence. 1. Yes, he does. 2. On starry nights, the children lie on the grass, looking at the sky and daring each other to find the Milky Way. PART IV: 1. How long 2. Where 3. 3. How much

5.Homework: Prepare Unit 4

week:9 Period:26

----------------------@0@------------------Preparing date: Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 1:Getting - started I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to listen and read a conversation between the teacher , Nick and Phong about customs and traditions Use the lexical items related to the topic customs and traditions. - Vocab: customs and traditions - Grammar: Present simple tense, should, shouldn’t, have to 2. Skills: Speaking, listening, reading, writing, use of English 3. Attitude: - Positive about our customs and traditions. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and S’s activities Content 1. Warm up (5'): Brainstorming -Ss work in two big groups A and B. A student from group A calls out the name of an ethnic group in Viet Nam, then points at - Take part in the game one student from group B. This student has to call out the name of another ethnic group. The game stops when a group cannot give out the name of any ethnic group or when time is up. The group with more ethnic groups wins. -Write this sentences on the board and ask Ss to complete it. -Yes, and they have their own ways of life, -‘custom’ and ‘traditions’ and…..and… - Introduce the new lesson The new lesson - accept(v): công nhận 81

Vocabulary(6’) - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

* Checking vocab: R&R

2. Listen and read(14’) * Set the scenes: -Look at the picture on page 38 Who can you see in the picture? Pre- question: What do you think the people in the picture are talking about? - T collects ss' ideas - Ask ss listen, read and check their prediction - Play the recording twice. - Check the prediction - Ask ss to practice the conversation in pairs a. Can you find a word/phrasethat means: - Ask ss to work independently to find the words with the given meanings in the dialogue. -Allow them to share answers before discussing as a class. -Quickly write the correct answers on the board. -Have Ss look at the Watch out! Box and quickly read the information. - Ask if they know any expressions with the same meaning as ‘You’re kidding’. Some other expressions are: You must be kidding!/ You’re joking!/You must be joking! b. Tick (V) true (T) or false(F) - Run through the sentences - Let as read the conversation again to do 82

- generation(n): thế hệ -sharp(adj): chính xác -table manner(n): cách ứng xử ở bàn ăn -presentation(n):sự trình bày -similarity(n): sự tương đồng -compliment(n):lời khen ngợi -you’re kidding!( idiom):bạn nói đùa thế thôi - Repeat in chorus and individually - Copy all the words

- Answer the questions

- Answer by predicting

Key: They are talking about the customs and traditions

-Work independently to find the words with the given meanings in the dialogue. Key: 1.accepted 2.generations 3.spot on 4.sharp 5.social 6.table manners

this exercise. Ask for Ss’ answers as well as the explaination for their choices. - Write the correct answers on the board. - Ask ss to run through the questions -Ask them to work in pairs to ask and answer the question -Correct the answer as a class. c.Answer the questions - Have Ss read the questions to make sure they understand them. - Ask them firstly to answer the questions without reading the dialogue. - Ss exchange their answers with a classmate. Now ask them to check their answers by reading the dialogue again -Call some Ss to write their answers on the board. - Confirm the correct answers.

Key: 1.T 2.F( There are also social ones.) 3.T 4.F( There are a lot of customs for table manners in the UK) Key: 1.It’s eating dinner at 7 p.m. sharp. 2.He’s surprised. 3.They both refer to doing something that develops over time. 4.A custom is something accepted. A tradition is something special and is passed down through the generations. 5.They should find information about a custom or tradition Key:

d. Find these sentences in the conversation and fill in the missing words - Let Ss do this in pairs. 1.Have to: It’s an obiligation – - Ask for Ss’ answers and their you have no choice explainations. Summarise the answer 2.Should: It’s a suggestion or advice – it would be best to follow it 3. Pactice: 2.a Match the pictures with the customs and traditions in the box(5’) - Have Ss look at the pictures. Ask them - Work in pairs what they see in each of them. - Now tell Ss that in the box are some customs and traditions of VietNamese people. -Ss read these and identify any new words Key: they do not know. 1.g 2.c 3.f 4.h 5.e - Explain the new words so that Ss 6.a 7.b 8.d understand the customs and traditions. Ss do this activity in pairs. - Call some Ss to give their answers and write them on the board 83

- Confirm the correct answers. b.Write C (custom) or T(traditions) under each picture in a. In pair, compare Suggested answers: your answers - Ask ss to work individually to decide if 1.C 2. C or T 3. C the pictures show customs or traditions and 5.C 6.C 7. T compare their answers in pairs. or T -Their answers may differ. - Have some Ss give the answers to the class and explain their choice. 4. Further practice(2') Game: customs and traditions experts - Ask ss to work in groups of five or six. - Take part in the game Set a time limit of five minutes. -Ss write down as many local customs and traditions as possible. -The group with the most customs and traditions is the winner. The winning group presents their customs and traditions -. Other groups add more if they can. 5. Production (3') - Learn by heart all the new words.- Guide ss how to do ExsB 1,2,3 (Workbook)/page 29 - Prepare: Closer Look 1 - Collect pictures, songs, clips talking about our customs and traditions.

week:9 Period:27

4.T 8. C

- Answer individually

- Take note

----------------------@0@------------------Preparing date: Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 2:A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Pronounce words containing the clusters /spr/ and /str/ correctly in isolation and in context - Talk about customs and traditions - Vocab: customs and traditions - Grammar: Simple present , Should 2. Skills: Speaking, listening, reading, writing, use of English 84

3. Attitude: - Positive about our customs and traditions. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure

Teacher and Ss’s activities Content 1.Warm up(5'): Brainstorming ( adjectives to describe life in the countryside) - Divide the class into 2 two teams - Take part in the game in 2 teams -Ask ss from 2 teams turn by turn go to board to write some customs and traditions they remember from the previous lesson. - In 3 minutes the team with more right words is the winner. - Introduce the new lesson -Tell them that in this lesson they are going to learn some expressions with the words custom and ‘tradition’. These will help them vary their language when talking about customs and traditions The new leson -Christian (n): Người theo đạo cơ 2.Vocabulary (20') đốc * Teaching vocabulary -sponge (n): Bánh xốp - Teacher use different techniques to cake teach vocabulary (situation, realia) -break with (v): Không theo - Follow the seven steps of teaching -shake hand (v): Bắt tay vocabulary -espresso (n): Cà phê pha qua phin * Checking vocab: Slap the board -spray (v): Xịt -Draw Ss’ attention to the Watch out! Box. Explain to them the words - Repeat in chorus and individually ‘custom’ and tradition’ can be - Copy all the words countable or uncountable. 85

2.1.Match the first halves of the sentences (A) with the second halves(B) - Have Ss look at the table in the book. Make sure that they understand what to do. -Ss complete the exercise individually and then compare their anwers with a partner. -Call some Ss to give the answers. - Write them on the board. Confirm the correct answers. - Have Ss read the sentences again to see if the word ‘custom’ or ‘tradition’ in each sentence is countable (C) or uncountable (U). Ask for Ss’ answers. 2.2. Read full sentences in 1 again and complete the expressions below. -Have Ss read the sentences in 1 again and complete the expressions. Then Ss compare their answers with a partner. Call one or two Ss to write the complete expressions on the board

-Complete the exercise individually Key: 1.e 2.d 3.a 4.g 5.b 6.c 7.f

Key: 1.custom 2.tradition 3.according 4.tradition 5.with 6.of 7.doing

2.3. Read the following customs and traditions.Make sentences to say if you have these in your province or area, using any of the expressions in 2. -Work in groups to do this activity. Remember to change the verb tense if necessary -Run through the sentences -Ask Ss to work in groups to do this activity. - T prepare some pieces of big-size paper for the groups to write their answers on. When they finish, Ss stick their paper on the board. Ss read and comment on each other’ sentences.

2.4.Now, complete the following sentenceswith your own ideas - Ask ss to individually complete the sentences with their own ideas, then share their sentences with a partner. -Have some ss write the sentences on the board. - Other ss comment. -T confirms the correct answers 3. Pronunciation (15'') . /spr / and / str/ 3.5.Complete the words under the pictures with spr and str. Then listen and repeat -Ask ss to work individually then compare with a partner. Ask for Ss’ answers and write them on the board. Don’t say if they are right or wrong. -Play the recording for them to check the answer and repeat the words. Play the recording as many times as necessary. 3.6.Listen and circle the words with /spr/ and underline the words with/str/. Then say the sentences -Play the recording for ss to do this exercise - Ask for ss ‘ answers - Play the recording again for ss to repeat the sentences. -Ask some ss to read out the sentences 4. Futher practice (3') -Ask ss to find some more words that have these two sounds/cl/ and /bl/ 5. Production (2') - Learn by heart all the new words. - Guide ss how to do Ex part A (workbook) - Prepare: Unit 2: Closer Look 2 - Collect pictures, songs, clips talking about our customs and traditions

-Work individually then compare with a partner.

-Listen and check Key: 1.str 2.str 5.str 6.str

3.spr 7.spr

- Do the task individually

Key: 1.strictly 2.strangers,spread 3.streets 4.filmstrip 5.offspring - Answer teacher's questions. - Say out the words - Take note

Kiểm tra ngày tháng năm ………………………………………………………. 87

4.spr 8.spr

week:10 Period:28

Preparing date: 21/10/17 Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic ‘customs and traditions’ - Use should and shouldn’t correctly and appropriately to give advice - Express obligation and necessity using the correct form of have to - Lexical items related to ‘customs and traditions’ - words containing the clusters /spr/ and /str/ 2. Skills: Use of English 3. Attitude: - Positive about our customs and traditions. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and Ss’s activities Content 1.Warm up - 7' Activity 1 P41: Gap fill ? Look at the pictures and quickly Key: 1. should 2. shouldn’t describe what you see. 3. should 4. shouldn’t Have them complete the should sentences and then compare the answers with a friend. Elicit students' answers. - Confirm the correct ones. 2. Grammar- 15' 2.1. Should and shouldn't to express advice a. Give a situation: - Your brother is going out with a Listen friend. The weather forecast says it’s a hot sunny day. Give him 88

some advice. - Encourage Ss to express their advice freely. -> in this lesson we are going to review should/shouldn’t to express advice about customs and traditions. b. Activity 2 P 41: Matching ? Read the situations in A to make sure you understand them. ? Work in pairs. - Ask for students' answers. - Ss can give some other advice for the situations. 2.2. Have to express obligation or necessity a. Give a situation - Tell Ss that sometimes when they go to a place, it is obligatory that they follow its customs and traditions. ? Read the information about have to. - T may want to add that must is also used to express obligation. ? What are the differences between have to and must? ? Read the Remember! box. b. Activity 3 P42 - Ss do this exercise individually, and then compare their answers with a classmate. Check students' answers and confirm the correct ones. 3. Practice - 10' 3.1. Activity 4 P42 ? Read the sentences given carefully ? Choose A or B to convey the meaning of the first one 3.2. Activity 5P40 ? Quickly read the e-mail. ? Do this exercise individually and then compare the answers with a classmate. - Ask one or two Ss to write their answers on the board.

Key:

1.b 3.e

2.c 4.d

5.a

E.g: We must clean the house before Tet because we think it will bring luck.

- One of the differences between have to and must is that must shows internal obligation, i.e., you make a decision about what you must do. Give one example: Key: 1. have to 3. has to 5. does…have to

Key: 1.B 3.A

2. have to 4. had to, don’t have to 6. didn’t have to

2.A 4.B

1. Shouldn’t give-> should give (reason: There are lots of confusing customs and traditions in Japan, so Eri thinks she should give Mi advance) 2. Has to->have to (reason: the pronoun 89

- Have them explain their answers as well.

‘you’ goes with ‘have to’) 3. Shouldn’t wear->should wear (reason: Eri says that Mi should take off her shoes when going inside, which means she should wear slippers) 4. Didn’t have to-> don’t have to (reason: this sentence is in the present time) 5. Have use-> have to use(reason: ‘have to’ is the correct form) 6. Should worry->shouldn’t worry(reason: Eri says she’ll be there to help Mi, so Mi shouldn’t worry)

4. Further practice - 5' Pair work Activity 6 P42 ? Work in pairs to do this task. - Ask some pairs to write their advice and obligations on the board. - Other Ss give comments and vote for the best advice and obligations. Then they can add some more. This is an open activity so encourage Ss to express their ideas as long as the advice and obligations are appropriate. 5. Production (3') ? How do we use should (not) and have to? ? What are the differences between them? ? Do Ex B4,5 P30 ? Prepare: Unit 4: Communication - Collect pictures, songs, clips talking about our customs and traditions

E.g: - You should take things from adults with both hands.

Answer

- Take note

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week:10 Period:29

Preparing date: 21/10/17 Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic ‘customs and traditions’ - Listen and read about table manners in Britain and talk about table manners in Viet Nam. - Lexical items related to ‘customs and traditions’

- Table manners 2. Skills: Speaking, listening, reading, writing 3. Attitude: - Positive about our customs and traditions. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and Ss’s activities 1.Warm up - 5': Brainstorming - Teacher elicits the topic from students ? work in two teams to add more. - Teacher monitors and gets feedback. -> In this lesson you will have the opportunity to explore the table manners in the UK and compare them with those in Viet Nam. 2.Extra vocabulary - 7' Activity 1 P43: ? Look at the pictures and in pairs Ss discuss the differences between them. - Encourage them to use the

Content Table manners in Viet Nam Suggested answers: - inviting the adults before eating - no talking while chewing - having meals on a mat .........

Some suggested differences are: - In the first picture, people are sitting on the mat to have the meal. In the second picture, they are sitting around the dinning 91

extra vocabulary.

3. Listening - 15' 3.1. Activity 2 P43: T/F statements prediction ? Read the sentences about table manners in England. ? Work in pairs to decide if the statements are true or false. 3.2. Activity 3 P43 ? Listen to Nick giving a presentation on tables manners in Britain and check the answers. - Ss listen to the recording twice. If there are any incorrect answers, have Ss explain why the sentences are false.

table. - In the first picture, people are using rice bowls and chopsticks. In the second picture, they are using cutlery. â€Ś

- Read and guess

Key: 1. F (You hold the folk in the left hand and the knife in the right) 2. T 3. F (There is also a spoon and a fork for dessert.) 4. T 5. F ( You should never use your own cutlery to take more food from the serving dish spoon) 6. F ( You should break off the bread with your hands ) 7. F ( Guests have to wait until the host or hostess starts eating.) 8. T

3.3. Activity 4 P43 - In pairs Ss discuss if they know Student' ideas. the same table manners in their Follo family. They may add some more. w Remember to set a time limit for 1. We sit around a tray on a x this activity. Some Ss present their mat to have meals ideas. T may quickly write some of the Ssâ€™ extra table manners on the 2. We use rice bowls and chopsticks. board. 3. When chewing food we shouldn't talk. 4. The host/ hostess invites everybody to start eating. 5. The host/ hostess offers to serve the food to the guess. 6. When we have finished 92

Not follow

eating, we place our chopsticks on top of our rice bowls. 3.4. Role play: Activity 5 P43 ? Work in pairs and role-play. ? Continue the conversation in the book or make up their own. - After some time, call some pairs to act out the conversation in front of the class. Other Ss give comments. Give praise and feedback on Ss’ conversations. 4. Further practice (3') ? Recall some table manners in Britain and in Viet Nam. 5. Production (2') ? Do Ex B6 P30 ? Prepare: Unit 4: Skills 1 - Collect pictures, songs, clips talking about our customs and traditions.

Start the role like this: Minh: Hey Jessica! My family would like to invite you to dinner. Jessica: Oh, that's nice but... I don't know anything about Vietnamese table manners. ..................... Answer - Take note

----------------------@0@------------------Week:10 Period: 30

FEEDBACK ON THE TEST 1

Writing date:21.10.17 Teaching date:

I./. Objectives 1. Knowledge: - Correct the test they have done. - Vocabulary: - Grammar: Correct students’ test. 2. Skills: Listening, reading, writing, use of English 3. Attitude: - Do the test well. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: Laptop, projector, students’ test. 2.Students: III./. TEACHING METHODS: teaching methods by practising IV./. Procedure 1.Warm up: - Greeting 93

- Chatting 2. Remark on the tests: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge. -There are many exellent and good tests. - Some Ss' skill of doing general test is not good. -The teacher shows some best and worst tests to correct before class: 3. Key ĐÁP ÁN BÀI KT 45’ SỐ 1- NĂM HỌC Môn: TIẾNG ANH - LỚP 8 PART I:0,5 p for each correct sentence. 1/B

2/C

3/B

4/A

5/A

PART II: 3. 0,25 p for each correct sentences Cluster /sk/ /sp/ /st/ /pr/

Words skate span steak programme

2. 0,25 p for each correct sentence. 1/ C 2/ A 3/ D 4/ B

5/D 6/A

PART III 94

6/C

1. 0,2 p for each correct sentence. 1/ F 2/ T 4. 0,25 p for each correct sentence. 1. Yes, he does. 2. On starry nights, the children lie on the grass, looking at the sky and daring each other to find the Milky Way. PART IV: 4. How long 5. Where 6. 3. How much 4.The ways to overcome: -The teacher should help Ss more by concentrating on practice skills such as: listening and reading skills. -Especially, teacher should check their homework and orally more often. 5.Production: - Review all knowledge from the three units. - Prepare unit 4. ----------------------@0@-------------------

Kiểm tra ngày tháng năm ………………………………………………………. ………………………………………………………. ………………………………………………………..

week:11 Period:31

Preparing date: 27/10/17 Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for specific information about family customs and traditions - Listen to get specific information about a traditional dance of an ethnic 2. Skills: Speaking, reading 3. Attitude: - Positive about our customs and traditions. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and Ss’s activities Contents 1.Warm up - 5': Chatting ? Look at the pictures in 1 P44 and Suggested answers: answer the questions in pairs. Picture 1: A family is celebrating a birthday. - Elicit answers from Ss Picture 2: People are making Chung cake. Picture 3: A family is at an amusement park 2. Reading- 15' 2.1. Activity 1 P43: * Set the scene: - We are going to read Mi's Guessing presentation on customs and traditions. ? Is she writing about her family or her society. Elicit the guessing answers from She’s writing about her family … Ss. ? Read the passage and check your answer. 2.2. Activity 3 P44: Matching ? Read the sentences about table manners in England. ? Work in pairs to decide if the - Read and guess 96

statements are true or false. ? Read the statements and underline the key words. ? Read through the passage quickly and locate the key words. ? Stop to read the part that includes the key words more carefully to make sure the information matches. - T may model with the first statement. ? Work individually then compare their answers with a classmate before giving the answers to T. 2.3. Activity 4 P44: answer the questions ? Run through the questions. ? Read the passage again to answers. - Ss compare the questions. Ss can underline parts of the text that help them with the answers. ? Compare their answers before giving the answers to T. - Ask them to give evidence when giving the answers. . 3. Speaking - 20' 3.1. Activity 5 P44: Ask and asnwer - In pairs, Ss take turns to ask each other the three questions about their own family customs and traditions. - T can move about the class, facilitating where necessary and assessing how Ss are doing.

e.g. in statement 1, the key words are ‘name’ and ‘Italian dish’ - Read and match Key: 1.C 2. A 4. B 5. A

3. C 6. B

Key: 1. They are: having lunch together on the second day of Tet, spending Sunday together, and celebrating her grandparents’ wedding anniversary on the first Sunday of October. 2. They usually go to the cinema or go for a picnic together. 3. They don’t remember. 4. They made five-coloured sticky reice served with grilled chicken. 5. They live family customs and traditions because they provide a sense of belonging.

Example: A: What are the three customs and traditions you like most in your family? Describe them in detail. B (Hoa): The three customs and traditions I like most in my family are: having dinner together on Sundays, going on holiday together in summer and visiting our relative together on the first day of Tet. A: How do you feel when you take part in these . customs and traditions? Hoa: I feel so happy and excited. A: Why is it important to continue family 97

3.2. Activity 6 P44: Interview - Now two pairs of Ss join together. One pair interviews the other. - One S interviews and the other notes down the answers in the table. Then, the second pair interviews the first pair. ? Spend a few minutes preparing the findings to the whole class. ? Interview each other in pairs

customs and traditions? B: Because they provide our family with a sense of belonging. Example: Names Question 1 of intervi ewees Hoa having dinner together on Sundays, going on holiday together in summer and visiting our relative together on the first day of Tet.

Question 2

Question 3

happy and provide our excited. family with a sense of belongin g.

E.g: Hoa likes having dinner together on ? Report the findings to the whole Sundays, going on holiday together in summer and visiting our relative together on class. - Teacher monitors and gets the first day of Tet. She feels happy. These customs and traditions provide her family feedback. with a sense of belonging. 4. Further practice (3') ? Sum up the main content of the Answer lesson. 5. Production (2') - Take note ? Do Ex C1.2, D1 P31-32 ? Prepare: Unit 4: Skills 2 - Collect pictures, songs, clips talking about our customs and traditions. ----------------------@0@-------------------

week: 11 Period: 32

Preparing date: 27/10/17 Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Listen to get specific information about a traditional dance of an ethnic - Write a description of a traditional Japanese dance - Lexical items related to ‘customs and traditions’ - The xoe dance and the Obon dance 2. Skills: Speaking, listening, reading, writing, use of English 3. Attitude: - Positive about our customs and traditions. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and Ss’s activities 1. Warm up - 5': Activity 1 P45 ? Look at the picture ? What tradition do you think this is? with a partner. - Elicit Ss’ answers and have them share as much information as possible. - Write the name of the traditional dance on the board 2. Listening- 15' 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia, examples...) - Follow the seven steps of teaching vocabulary * Checking vocab: Matching 2.2. Activity 2 P45:

Content

- Listen and answer - Share information

The xoe dance.

- Listen and repeat - Copy all the words - express (v) - reflect (v) - typical (adj) - honour (v) - Obon festival(n) 99

: biểu lộ, bày tỏ : phản ánh : tiêu niểu : ca ngợi, thể hiện sự tôn kính : lễ Vu Lan của Nhậ

* Set the scene: Bản - We are going to listen to Mai’s - reunite (v) : họp lại, xum họp presentation on the xoe dance. - conical hat (n) : cái nón ? Listen and complete the table. - Play the recording once. Ask for Ss’ answers and write them on the board. Key: - If all the answers are correct, 1. happy and wealthy move to the next activity. 2. private gatherings - If Ss are not sure about their 3. 30 answers, play the recording again 4. the circle dance for Ss to check. 5. social 6. fire 7. the music 8. culture and lifestyle True or false? ? Run through all the statements in 1. T 2. F 3 3. F 4. T 5. T - Without listening to the recording again, Ss decide if the sentences are true of false. - If they meet any difficulty doing this, play the recording again. Have Ss compare the answers for both 2 and 3. 3. Writing - 20' 3.1. Activity 5 P44: Make complete sentences ? Work in pairs and make - Pair work sentences using the given Example: information. - T should move around to give - The Obon is the traditional Japanese comments as there may not be dance. enough time for checking with the - The dance expresses people's honouring to their ancestors. whole class. ? Write the sentences on the board - They peform the Obon dance in midand check them with the whole August in many regions of Japan and in class. - Then have Ss write the mid-July in other regions. description at home and bring it - There are different Obon dance forms in back in the next lesson. different regions. - The most typical dance is circle dance. - They make a circle round a yagura, a high wooden stage, some dancer move clockwise, and some counter- clockwise. 100

3.2. Activity 5 P45: Write a description of Obon dance ? Ss write the description individually based on the sentences they have made, beginning with the given sentence. - Ss may also write this in groups on big pieces of paper.

- Because it is one of the most important traditions. Lots of people come back to reunite with their families during the Obon festival. Example: There is a tradition in Japan that people perform the Obon dance during the Obon festival. The dance expresses people's honouring to their ancestors. The Obon dance are performed in mid-August in many regions of Japan and in mid-July in other regions. There are different Obon dance forms in different regions but the most typical dance is circle dance. In circle dance, people make a circle round a yagura, a high wooden stage, some dancer move clockwise, and some counter- clockwise. It's necessary for Japanese to continue this tradition because it is one of the most important traditions. Lots of people come back to reunite with their families during the Obon festival.

Activity 6 P45 ? Exchange your descriptions to - Exchange to spot any mistakes. spot any mistakes. ? Share them with the whole class. - T may collect some Ssâ€™ work to mark at home or ask them to review the descriptions as homework. - In this case, remember to ask for Ssâ€™ revised work in the next lesson. 4. Further practice (3') ? Sum up the main content of the Answer lesson. 5. Production(2') - Take note ? Do Ex D2,3, E1P33-35 ? Prepare: Unit 4: Looking back - Collect pictures, songs, clips talking about our customs and traditions. ----------------------@0@------------------101

week:11 Period: 33

Preparing date: 27/10/17 Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 7: Looking back and project I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 4. - Vocabulary: customs and tradition lexical items. - Grammar: should/ shouldn't, have to 2. Skills: Speaking, listening, reading, writing, use of English 3. Attitude: - Positive about our customs and traditions. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and Ss’s activities 1. Vocabulary - 10' 1.1. Activity 1 P46: Complete the sentences ? Do this activity individually then compare your answers with a partner. - Ask some Ss to write their sentences on the board. T and other Ss give comments 1.2. Activity 2 P46 ? Write sentences about customs or traditions you know using the expressions in 2. ? Do this activity individually, then compare your sentences with a partner. - Ask some Ss to write their sentences on the board. T and other Ss give comments.

Content Key: 1. respect 3. wrap 5. cutlery

2. worshipping 4. host 6. generations.

Examples: 1. There is a tradition in Japan that people perform the Obon dance during the Obon festival. 2. According to tradition, Thai people perform xoe dance performed in both public and private gathering such as celebrations, festivals or family reunions. 3. The Bru-Van Kieu people follow the 102

tradition of growing rice on terraced fields. 4. Nowadays, a lot of young people break with tradition by wearing shorts when going to the pagoda. 5. Many ethnic minorities in the northern mountainous regions have the custom of making five-coloured sticky rice at Tet, in festivals and ceremonies, on special occasions, and whenever the family has guests. 1.3. Activity 3 P46 - Draw four wordwebs on the board ? Work in two teams to write down as many family and social customs and traditions in the wordwebs as possible. - Have two Ss write their answers on the board. - T and other Ss comment on the answers. This is an open activity, so accept all the answers provided that they are right. 2. Grammar- 15' 2.1. Activity 4 P46: Complete the sentences using should or shouldn't. ? Work individually and then share the answers with a classmate. - Check their answers. 2.2. Activity 5 P46: find and correct mistakes ? Ss underline one mistake in each sentence and correct it. - Teacher encourages them to explain their correction. - Elicit the answers from Ss. 3. Communication - 20' 3.1. Activity 6 P47: Game WHAT SHOULD YOU DO ? Work in groups to play the game. - One student is the group secretary. ? Take turns to choose one of the scenario for each other.

Suggested answer: 1. Family customs and traditions: - Have dinner at 6p.m - Ask adults for permission before going out. - ..... 2. Social customs and traditions: - Go to the pagoda on Tet. - Don't wear colorful clothes at funeral. .............

Key: 1. shouldn’t wait 2. shouldn’t use 3. shouldn’t break 4. should follow 5. shouldn’t touch

Key: 1. has to -> have to 2. should -> shouldn’t 3. have to has -> have to have 4. should to -> .should 5. have avoid -> have to avoid

- Group work Example: A: I've been invited to dinner at a British family. 103

- The secretary writes down the B: You should arrive on time. advice each member gives. C: When you finish eating, you should ? Votes for the person giving the place your knife and fork with the prongs best advice. upwards on your plate. D: .................... Finished! ? Complete the self-assessment. Identify any difficulties and weak - complete the self-assessment. areas and provide further practice. 4. Further practice (3') ? Sum up the main content of the Answer lesson. 5, production (2') - Take note ? Do Ex E2 P35 ? Prepare: Unit 5: Getting stated - Collect pictures, songs, clips talking about our customs and traditions. Kiểm tra ngày tháng năm ………………………………………………………. ………………………………………………………. ………………………………………………………..

104

week:12 Period:34

Preparing date: Teaching date:

UNIT 5: festivals in Viet nam Lesson 1: Getting - started I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to listen and read for specific information about ‘Festivals in Viet Nam’, practice listening and speaking with the lexical items related to ‘Festivals in Viet Nam’ 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1. Review - 10' - Teacher writes “Tet festival” on the board. ? Work in two groups - Group A writes what Vietnamese people should do and group B writes what Vietnamese people shouldn’t do during the Tet festival. - Teacher monitors and gets feedback. ? Add any names of any other festivals in Viet Nam that you know or have been to. ? Which of the festivals you would recommend to foreigners and why? 2. Presentation (10') 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia)

Content “Tet festival” Examples: - We should make a wish. - We shouldn't seep the floor on the first day of the New Year.

Students' ideas

- oriental (a) - reunion (n) 105

: nền văn hóa phương Đông : cuộc họp mặt thân mật

- Follow the seven steps of teaching vocabulary

* Checking vocab: Recall

2.2. Listen and read * Set the scenes: ? Look at the picture on page 48 and the heading "Which festival should I see?" - Ask them some questions: Where are Duong and Peter? What are they doing? What might they be talking about? - Ss answer the questions as a class. T plays the recording and has Ss follow along 3. Practice- 20' 3.1a. Tick T/ F - First, play the recording and have Ss work independently. ? Listen again then do T/F exercises. ? Share your answers with a classmate before discussing as a class. - Teacher gets feedback 3.1b. Read the conversation again and answer the questions - First, ask Ss not to look at the conversation to answer the questions, then have them open their books and check their answers.

- royal court music (n) - ceremony (n) - regret (v) - recommend - carnival (n) - good fortune (n)

: nhã nhạc cung đình : nghi lễ : hối tiếc : giới thiệu : lễ hội hóa trang : vận may

Ss answer questions as a class. - Peter is in London and Duong is in Ha Noi. - They are talking on the phone. - They might be talking about fesstivals.

Key: 1.T

2.T

3.F

4.F

5.T

Key: .1. In April. They can see a grand opening ceremony, ao dai fashion show, Dem Phuong Dong or oriental night show, royal court music performances…and sporting activities. 2. Duong’s family prepares a five-fruit tray and make jam and chung cakes. 3. Because there are so many interesting things to see and enjoy, it would take too long to describe them. 4. In Bac Ninh, on 12th of the first lunar 106

3.1c. Find these sentences ? Look at the dialogue again and underline the phrases. - Have Ss use the context to try to explain when they may use the phrases. Correct them if necessary..

3.1d. Make short conversations - In pairs, have Ss role-play, practicing the phrases in c . - Call on a few pairs to perform to the class

month. 5. Because it’s near Ha Noi. It takes place right after Tet holiday and is full of traditional events. Key: 1. Used as suggestion or to give advice 2. (It/that) Sounds + Adj: used to give your first impression of what you hear 3. To stress that it is worth spending time or money doing something 4. To show surprise and to check that something is really Ok to do. Examples: A: Why don't you come with us to the Lim Festival? You won't regret it. B: Sound great! Are you sure?

3.2. Label the pictures ? Work in pairs, matching the words with the pictures. - Then check their answers. Key: a. ceremony b. anniversary ? Afterwards, repeat the words c. reunion d. procession chorally. e. carnival f. performance Correct pronunciation if necessary. Ask for translation to check their understanding if necessary. 3.3. Matching ? Work independently, match the Key: 1. d 2. a names of the festivals with the 3. c 4. b 5. e appropriate pictures, then crosscheck with a partner. - Finally, check Ss’ answers. 3.4. Match the festivals in 3 with their descriptions Key: 1. c ? Run through all the descriptions. ? Work in pairs, matching the descriptions of festivals with their names. - Check Ss’ answers. 4. Further practice (3') ? Sum up the main content of the Answer 107

2. b

3. e

4. d

5. a

lesson. 5. Production (2') ? Do Ex B1,2,3 P37-38 - Take note ? Prepare: Unit 5: A closer look 1 - Collect pictures, songs, clips talking about festivals in Viet Nam.

week:12 Period:35

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UNIT 5: festivals in Viet nam Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Stress correctly multi-syllable words with –ion and –ian endings - Use lexical items related to the topic ‘Festivals in Viet Nam’ 2. Skills: Speaking, listening, use of English 3. Attitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities * Written test - 15' (Next page) 1.Warm up(15'): Brainstorming - Divide the class into 2 two teams ? Write nouns and verbs related to festivals on the board. - They can draw two columns on the board, one for nouns and one for verbs. - Then check the answers with the whole class. 2. Vocabulary (10') Vocabulary - Teacher use different techniques to

Content Suggested answers: Verbs perform produce compete ........

Nouns performance production competition .......

- preserve (v) : bảo tồn - hero (heroes) (n) : anh hùng 108

teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board 2.1. Match the words to their meanings ? Run through all the given phrases in the second column. ? Work independently ? Share the answers with one or more partners. - Then check Ss’s answers. 2.2. Complete the sentences ? Look through al the words and phrases ? Work individual 2.3. Match the nouns with each verb ? Work in pairs to match verbs with nouns on a piece of paper then swap the answers with another pair to check. - Afterwards, check Ss’ answers.

3. Pronunciation- 10' 3.4. Stress of words ending -ion and ian Ask Ss to look at the word list. T asks ‘What do you notice about the endings? How many syllables does each word have?. - Have Ss answer and sum up: ? Listen and repeat - Model stress in different words with the ending –ion, and –ian. ? To look at the rules in the Remember! box. ? Discuss this rule with the class and elicit some pronunciations from Ss. 3.5. Listen and stress the words

- incense ( ) - ritual (n) - companion (n) - commemorate (v)

: hương, nhang : nghi thức (trong lễ hội, tôn giáo : bạn, bầu bạn : kỉ niệm

Do matching individually Key: 1. c 4. b

2. e 5.d

3. a

Key: 1. commemorate 2. worship 3. preserve 4. ritual 5. performance

Key: show

1. WATCH…a ceremony, a

2. HAVE…(all can fit) 3. WORSHIP…a god, a hero 4. PERFORM…a ritual, ceremony, a show

Key: They are all words with more than two syllables They end with the suffix –ion or –ian

Compe’tition Commemo’ra tion 109

Pro’cession

Preser’vation Con’fusion Mu’sician Vege’tarian 3.6. Listen and mark the stress sylable ? Work individually to mark the stress patterns. ? Then work in small groups to read out the sentences. - Go around to help Ss. Call some Ss to practice in front of the class. Correct their pronunciation if necessary. ? Listen and repeat the sentences while listening to the recording. 4. Further practice (3') ? Sum up the main content of the lesson. 5. Production (2') ? Do Ex A1,2, B4,5 P36-38 ? Prepare: Unit 5: A closer look 2 - Collect pictures, songs, clips talking about festivals in Viet Nam

week:12 Period:36

Ma’gician Com’panion

Key: 1. Com’panion 2. partici'pation 3. a'ttention 4. historians 5. tradition

Answer

- Take note

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UNIT 5: festivals in Viet nam Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Write compound sentences using conjunctions and, but, or, yet, so and conjunctive adverbs however, nevertheless, moreover, therefore, otherwise - Write complex sentences using subordinators because, if, when, while, although, even though 2. Skills: Use of English 3. Attitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. 110

IV./. Procedure Teacher and student’s activities 1.Warm up (5'): Simple sentences and compound sentences review ? What is a simple sentence? - Notice that a sentence that has two verbs as in the sentence/enjoy playing and look forward to. It every weekend or two nouns as in. My mother and I go shopping every weekend is still a simple sentence because it has only one clause. ? What is a compound sentence? - Each clause is of equal importance and could stand alone.

2. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: What and where

3. Grammar - 10' 3.1 Ask Ss to work in pairs. Then have Ss answer before checking with the whole class. . 3.2. Connect each pair of sentences Have Ss work individually and check with another S. Finally, T check Ss’s answers with the whole class.

111

Content

Rules: - A simple sentence independent clause.

one

- A compound sentence is two or more independent clauses joined together. They can be joined with conjunctions and , but, on, so, yet, or conjunctive adverbs however, nevertheless, moreover, therefore, otherwise. - mandarin tree (n) - legendary (adj) - invader (n) - defeat - gong (n) - nevertheless (prep) - otherwise (conj) thì

Key: 1. S 2. C 3. C 4. S

cây quýt : thuộc truyền thuy : kẻ xâm lược : đánh bại : cồng (nhạc cụ dân t : tuy nhiên, tuy th : nếu không

5. S

Key: 1. At the Mid-Autumn Festival we carry beautiful lanterns, so it’s a memorable childhood experience. 2. During Tet, Vietnamese people buy all kinds of sweets, and they

make Chung cakes as well. 3. The Hung Kingâ€™s sons offered him many special foods, but Lang Lieu just brought him a Chung cake and a day cake. 4. To welcome Tet we decorate our house with peach blossoms, or we can buy a mandarin tree for a longer lasting display. 5. The Huong Pagoda festival is always crowded, yet we like to go there to pray for good fortune and happiness. 3.3. Connect each pair of sentences Ask Ss to look at the rules in the Look out! box. Tell them the use of punctuation in formal language when we write a compound sentence using conjunctive adverbs

Key: 1. Chu Dong Tu and Giong are both legendary saints; however/nevertheless, they are worshipped for different things. 2. Tet is the most important festival in Viet Nam; therefore , most Vietnamese return home for Tet. 3. Tet is a time for us to worship our ancestors; moreover, it is also a time for family reunion. 4. The Khmer believe they have to float lanters; otherwise, they may not get good luck. 5. The Hung King Temple Festival; nevertheless/ however, it has become a public holiday in Viet Nam since 2007.

3.4 Tell Ss to read the grammar box Key: 1. Because 2. If Complex sentences carefully. Go through 3. When 4. While the grammar point with the class to make 5. When 6. Although/ Even sure everybody understands. Explain the though meaning of the subordinators, translting if necessary. If time allows, ask Ss to give examples using the grammar point. Then ask Ss to work individually to match the clause and check with one or more partners. Finally, T corrects as a class. 112

5. Have Ss work in pairs to complete the sentences. Ask Ss to swap their sentences with other pairs and crosscheck. Have some Ss read out their answers. If the classroom has a projector, show some answers and check them with the whole class.

Suggested answers: , I have never been 1. there. 2. , we shouldn’t miss it. 3. , you should visit Giong Temple. , they take a lot of 4. photos. 5. , they can enjoy the beautiful scenery of the area

4. Further practice (3') ? Sum up the main content of the lesson. Answer 5. Production (2') ? Do Ex B6,7 P39 ? Prepare: Unit 5: Communication - Collect pictures, songs, clips talking - Take note about festivals in Viet Nam Kiểm tra ngày tháng năm ………………………………………………………. ………………………………………………………. ………………………………………………………..

113

week:13 Period:37

Preparing date: Teaching date:

UNIT 5: festivals in Viet nam Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - listen to an interview with a Khmer Festival - role play about a local festival 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities Content 1.Warm up (5'): Chatting - Before Ss open their books, ask them if - Listen and answer they have been to / seen a festival by the Khmer. -> Today, we are going to listen to an interview with a Khmer Festival. ? What questions might the interviewer -Students' answers: ask? Suggested questions: What is the festival called? Where is it held? Who do you worship at the festival? What do you do during the festival? 2. Extra vocabulary - 7' ? Run through all the words in extra vocabulary. ? Look at the pictures. a. What are the things in the pictures? Key: ? Work in pairs and write the right words a 1. bamboo archway 2. green under the pictures. rice flakes 3. potatoes 4. coconuts 5. pia cake 6. clasped b. Do you know the festival at which 114

hands 7. lanters boat race b Obon festival

they appear?

3. Listening - 13' 1 Listen and check ? Listen to an interview between a TV reporter and a man about a festival to check your answers. 2. Complete the tables ? Listen to the interview again. ? Work in pairs, making full questions based on the given question words ? Giving as many answers as possible based on what you can remember from the previous listening. - Check the answers with the whole class.

8. dragon

Suggested questions: 1. Where is the festival held? 2. When is the festival held? 3. Who do the people worship at the festival? 4. What activities do people do at the festival? Answer key: 1. Soc Trang 2. 14th, 15th evenings of the 10th lunar month 3. Moon God 4. have a worshipping ceremony 5. float paper lanterns 6. hold dragon boat races.

4. Further practice: Role play (10') - Before the role-play begins, give Ss a little time to decide which festival to talk about and assign roles. Note that Ss could also invent a festival. - Teacher may elicits from students or * Suggested information give some suggested information Festivals Worship..... Giong Festival Giong Saint Huolng Pagoda Buddha Festival Tet Ancestors Nha Trang Carnival Giving the history of Nha trang ? Use the example in 4 and the listening Example: A: Good morning. Can I ask you some in 3 as models. about this festival? - When everyone has finished, ask some questions groups to role-play in front of the whole B: Yes, of course. class. 115

A: What is the festival called? B: It's.............. It's held in............ A: Who do you worship at the festival? B: We worship................

? Call out some festivals in Viet Nam Answer you know. 5. Production(2') ? Do Ex C1,2 P40 - Take note ? Prepare: Unit 5: Skills 1 - Collect pictures, songs, clips talking about festivals in Viet Nam

week:13 Period:38

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UNIT 5: festivals in Viet nam Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Read for specific information about Hung Kinh Temple festival and Huong Pagoda festival. - Talk about a festival they prefer to go to.. 2. Skills: Speaking, reading, 3. Attitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities Content 1. Warm up (5'): Braistorming ? Work in two teams. ? What should you take if you have -Students' answers: 116

a trip to Hung Kinh Temple festival and Huong Pagoda Festival. -> Today, we are going to read about Hung Kinh Temple festival and Huong Pagoda Festival. 2. Reading - 20' 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: R.O.R 2.2. Pre questions ? In small groups, look at the pictures and answer the questions. - Don’t check the answers with the class. ? Skim the passages and check your answers in 1. - Explain that to skim, they must move their eyes very quickly over the text to get a general idea of the subject.

2. 3. Find words and phrases ? Scan the passages in one minute to find the words. - Ask Ss underline or circle the words they find with a pencil. - T may help Ss work out the meanings of these words from the context. Then check with the whole class. 2.4. Answer the questions ? Read the text again and answer the questions. - Ask Ss to note where they found the information that helped them to answer the questions. ? Compare with a partner before discussing them as a class.

Team A: Hung Kinh Temple festival - flowers, incense........ Team b: Huong Pagoda Festival - fruit, incense, trainers....... - emperor (n) - take place (v) - annually (adv) - feature (n) - wrestling (n) - procession (n)

: đế chế : xảy ra : hàng năm : nét đặc biệt : đấu vật : đám rước

Answer the questions in group * Suggested answer: 1. In the first picture, they are taking part in a procession from the foot of the Nghia Linh mountain to the High Temple on the top of the mountain. In the second picture, they are offering incense and specialities to the Kings. In the third picture, they are traveling along Yen Stream by boat. 2. Because they want to show their respect and love for the King. 3. Because they worship the Buddha. Key: 1. emperors 3. joyful 5. hiking

2. features 4. from overseas 6. scenery

Key: 1. The Hung King Temple festival takes place from the 8th to 11th day of the third lunar month. 2. Incense, specialities such as Chung cakes, day cakes and five-fruit trays. 3. Because there are many joyful activities including bamboo swings, lion dances, 117

wrestling and xoan singing performances. 4. People join in a procession and make offerings of incense, flowers, fruit and candles. 5. Studentâ€™s own answers. 3. Speaking - 15' 3.1. Pair work. ? Work in pairs, choosing one of the two places: Huong Pagoda or Hung King Temple to go to. - Remind Ss to give a reason for their choice like in Example. ? Think about what to take with them. - Ask them to use the suggestions in the pictures. Encourage them to add any other items they think necessary and give reasons. Go around to help Ss. 3.2. Report your decisions to the class. ? Report your decisions to the class and decide which location is more popular. - Remember to ask Ss to say why the chosen location is more popular. 4. Further practice (3') ? Recall bout the two festivals. 5. Production (2') ? Do Ex D1 P41 ? Prepare: Unit 5: Skills 2 - Collect pictures, songs, clips talking about festivals in Viet Nam.

Example: A: Which place do you prefer to go to? B: I prefer to go to Huong Pagado because I really want to travel along Yen Stream by boat. How about you? A: What things should you take with you? Why? B: I think I should take a bottle of water because we'll need it when we're climbing the mountain.

Answer - Take note

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UNIT 5: festivals in Viet nam Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Read for specific information about Hung Kinh Temple festival and Huong Pagoda festival. - Talk about a festival they prefer to go to.. 118

2. Skills: Listening, writing 3. Attitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure

Teacher and student’s activities 1. Warm up (5'): Braistorming - Write the word ‘hero’ on the board as the centre of a word web. ? Come up and add any words or phrases to the word web connected with the topic of ‘heroes’. - Accept all ideas and don’t correct anything. -> Today you are going to listen to a passage about a Vietnamese hero. 2. Reading - 10' 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: What and where

Content

hero

- mythical (adj) - giant (adj) - invader (n) - thanksgiving(n) - motherland (n) - preservation (n) - defeat (v)

brave

: thuộc thần thoại, hoang đường : khổng lồ, phi thường : kẻ xâm lược : sự tạ ơn, sự biểu hiện biết ơn : quê hương, tổ quốc : sự giữ gìn, sự bảo quản : đánh bại

2.2. Describe the picture (1 P55) ? Work in pairs, describing the 1. He is a mythical hero. picture and then answer the 2. He defended the country from foreign questions. invaders- the An. 2.3. Listen and circle the correct answer. - Tell Ss that they are going to 119

listen to a tour guide giving information about the Giong Festival. ? Read the questions carefully and try to predict the answers based on what you know. - Remind them to pay attention to key words in the options. ? Circle the right answers. - Check their answers with the whole class. 2. 4. Answer the questions (3 P55) ? Underline key words in the questions. ? Listen and write answers on a piece of paper. - Elicit any corrections from the class as you write their answers on the board.

Key: 1. B 2. A 3. C

Key: 1. He is a mythical hero, why grew from a three-year-old child into a giant overnight. 2. The preparations begin one month before the festival. 3. A religious ceremony 4. There is a cheo performance 5. This festival shows the love for our motherland and the preservation of our cultural heritage. Audio script: The Giong Festival is celebrated every year in Phu Linh Commune, Soc Son District, Ha Noi. This festival commemorates the hero, Saint Giong. He is considered a mythical hero because he grew from a three-year-old child into a giant overnight. He is worshipped for defending the country from foreign invaders- the An. Although this festival is held from the 6th to the 12th day of the 4th lunar month, people start preparing traditional clothing for the procession and for various performances one month beforehand. During the festival, the procession starts at the Mother Temple and goes to Thuong Temple where a religious ceremony is performed. When night falls, a cheo play is performed. Then the festivities end with a thanksgiving procession on the 12th. This festival shows our love for the motherland and the preservation of our cultural heritage.

3. Writing (15') 120

3.1. Brainstorming - Set a time limit for Ss to brainstorm ideas and write their notes. (use the web in 4 P55) - Move around, helping ss with ideas where necessary 3.2. Write an article about the festival ? Refer back to the reading passages in Skills 1 for useful language and ideas, and note some necessary expressions and language as well as connectors they may need on the board. ? Work individually to write a first draft. - Display all or some of the articles on the wall/ board. Other Ss and T give comments. Ss edit and revise the articles as homework. 4. Further practice (3') ? Sum up the main content of the lesson 5. Production (2') ? Do Ex D2- E1,2 P42-43 ? Prepare: Unit 5: Looking back - Collect pictures, songs, clips talking about festivals in Viet Nam.

- write note

Write an article about the festival

Answer - Take note

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121

week:14 Period:40

Preparing date: Teaching date:

UNIT 5: festivals in Viet nam Lesson 7: Looking back and project I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Use lexical items related to the topic “ Festivals in Viet Nam” - Practice doing some exercises to consolidate and apply what they have learnt in Unit 5 2. Skills: Speaking, listening, reading, writing, use of English 3. Attitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1.Warm up - 5' - E 1/ Page 56 - Divide the class into two teams. Ask ss in 4 minutes to come and write the correct words from the letters on the board. - The team with more correct words is the winner 2.Vocabulary - 10' E2. Complete the text about kate Festival with the words in the box - Run through the words in the box -Ask Ss to work individually, then check answers with a partner. -Check Ss’ answers. Ask some Ss to write answers on the board

122

Content Key : 1. incense 2. offering 3. pray 4. lantern 5. crowds 6. cheering

-Work individually Key: 1. ethnic 2. commemorates 3. respect 4. ritual 5. ancient 6. procession 7. perform 8. performances

3. Grammar - 15' E3/ Page 56. Choose the correct answer -Ask Ss to do them individually first. Then Ss check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so that they can use that information in their self-assessment

- Work individually first. Then Ss check their answers with a partner Key:

1. if 2. Even though 3. Because 4. While 5. When E4/page 56. Use your own words/ ideas to Suggested answers: 1. When the Lim festival begins, complete the sentences people come to see the quan ho - Ask ss to complete the exercise singing performance. independently and then compare their answers 2. Because we have many with a partner festivals in January, we call it - T corrects the month of fun and joy. 3. If you go to the Hue festival, you can enjoy an ao dai show. 4. Even though/ Although sticky rice is very tasty, itâ€™s hard to eat it everyday. 5. While/ When we are boiling chung cakes, we ofen listen to our grandparentsâ€™ stories. 1.more 3.more

2.More 4. less 5.

Fewer 4. Communication - 10' E5/ Page 56.Put the following things and activities in the correct columns Key: First, ask Ss to do the task individually to sort the words and phrases for the two festivals. New Year MidThen check their answers as a class. festival Autumn festival Family Mooncakes reunion Visiting Lion dance relatives Firework Floating displays lanterns E6/ Page 57. Work in pairs, find out which 123

festival your partner prefers. Which three things or activities does your partner like best in the festival he/she chooses ? why? -Ask Ss to interview each other about the 3 activities that they like best and give reasons. Encourage them to give as many reasons as possible.

Kumquat

The footer

Welcomethe-moon party first- Hang Nga and Cuoi stories

5. Production: Project Talent show 1 First, ask Ss to work in groups. Ask and answer the questions 2 Ask Ss to work in bigger groups to do the project. Based on the result of Ss’ answers to - Answer the questions question 3, rearrange the groups so that Ss who know how to sing these songs are distributed evenly among the groups. Ss read the instructions in the book. Answer Ss’ - Take note question if there are any. Ss will probably need to do some research outside of class before making presentations and performances. Start the next lesson with the talent show. Have Ss perform, then ask the whole class to vote for the best performance - Collect pictures, songs, clips talking about festivals in Viet Nam.

week:14 Period:41

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REVIEW I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: + Revise the language Ss they have practised since Unit 4-5. + Practice doing some exercises in Pronunciation and Grammar 2. Skills: Speaking, listening, reading, writing, use of English 3. Attitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 124

1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical presentâ€Ś. IV./. Procedure

Teacher and studentâ€™s activities 1. Pronunciation- 10' 1. Review the sounds /spr/ and /str/? 2. Stress words with endings"ion" and "ian"

Content - Ss find 10 the words including these two sounds individually. Eg: spring, stranger,..... - Ss find 10 the words including these two endings Eg: Canadian, celebration, musician,......

2. Vocabulary- 15' 1. - Divide the class into three groups

- Ss make sentences with the phrases: * It's the custom for sb to do sth * There's a custom + that cl * According to tradition, + cl * Follow the tradition of doing sth * Break with tradition by doing sth * Have the custom of doing sth 2. - Divide the class into groups of four * There's a custom of doing sth to brainstorm the words relating to Festival: Festivals

3. Grammar (15') SHOULD * Use: 3.1. Review1 - Divide the class into three groups To give advice ? Discuss and recall the use and forms of SHOULD and HAVE TO * Form (+) S + should+ V-inF

-Divide the class into groups of three

HAVE TO * Use: To express obligation necessity. * Form (+) S + have/has to + V (-) S + don't/ doesn't + h (-) S + shouldn't + Vinf. to + V-inF (?) (Wh- ) + do/ does + (?) (Wh-) + should + S + have to + V-inF? Vinf? - Ss make sentences using the Forms above S1: makes a positive sentence S2: changes it into negative S3: changes it into question

125

3.2. Review 2 - Divide the class into pairs to find out the connectors for the following sentences * Simple sentences * Compound sentences * Complex sentences Ex: Gap-filling The Elephant Race Festival is held by the Mnong people in spring in Don Village (1)........ in the forests near Srepok River, Dak Lak Province. (2)........ the space must be wide enough for around 10 elephants to race, villagers often choose a large, flat area. (3)..........the race is held in the forests, the area must be without too many big trees. The elephants are led to the starting line, and (4)........... the horn command is given, the race begins. The elephants are encouraged by the sounds of drums, gongs and the cheering crowds (5).......... they are racing. (6)......... an elephant wins the race, it lifts its trunk above its head (7)....... waits for its prize. (8)........ the prize is small, every rider is proud to be the race winner. 4.Further practice (3') ? Sum up the main content of the lesson. 5. Production (2') ? Learn by heart all the structures ? Redo all the exercises from Unit4-5 ? Prepare: Test 45'

*S+V * and, but, or, so, yet * when, while, because, although/ even though/ if 1. or 2. Because 3. If 4. when 5. while 6. when 7. and 8. Although

- Answer individually

- Take notes

------------------------------------------------------

126

TEST 45’

Week:14 Period: 42

Writing date: Teaching date:

I./. Objectives 1. Knowledge: - To check sts' knowledge of grammar and vocabulary from unit 4 to unit 5 + vocabulary : from unit 4 to unit 5 + grammar: from unit 4 to unit 5 + Skills: reading, writing, listening - Help sts improve their English 2. Skills: Speaking, listening, reading, writing, use of English 3. Attitude: - Do the test well. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: Test 45’ 2.Students: III./. TEACHING METHODS: teaching methods by practising IV./. Procedure 1. MATRIX

Topics/ language & skills

Knowledge Objective

I- Listening Topic 2 (20 %)

II- Grammar and Vocab Topic 1-3 (30 %)

Subjecti ve

Comprehension Objective

Application Subjective

Listen to an interview between a TV reporter and a man about a festival to check your answer 4 items 2 points

Low

Total High

4items 2 points 20 %

1. Mark the stressed syllable in each word. 2. Match the words/phrase s with the pictures .

10 items 3points 30%

10 items 3 points

127

III-Reading Topic 1-3

Read the passage and choose the correct answer to each questions

( 30%)

2 items 1 point

2. Answer the following questions 2 items 2 points

4 items 3 points 30%

IV- Writing Topic 1- 8 (20 %)

Complete the sentences in the correct order 3 items 2 points 20%

3 items 2 points

Total

10 items 3.0 points

8 items 5.0 points

3items 2.0 points

21 items 10 points

30%

50%

20%

100%

3. Test Bao Khe Secondary School Class: 8……… Student’s name : …………………….. KIỂM TRA 45 PHÚT SỐ 2 - NĂM HỌC Môn: TIẾNG ANH - LỚP 8 Thời gian làm bài: 45 phút Marks

Teacher’s Opinion

PART I : LISTEN I. Listen to an interview between a TV reporter and a man about a festival to check your answer (√) ( 2pt) True 1. The festival is called Ooc Bom Boc. 2. It’s held on the 14th and 15th evenings of the 10th solar month. 3. Green rice flakes, coconuts, potatoes and pia cakes are the offering in Ooc Bom Boc. 128

False

4. Beautiful paper lanterns are floated on the sea. PART II: GRAMMAR AND VOCAB I. Mark the stressed syllable in each word. (1,0pt) 1. magician

2. procession

3. companion

4. musician

II. Match the words/phrases with the pictures. 2pt) A. Do Son buffalo-fighting Festival

D. Lim festival

B. Wearing ao dai on special ocassions

E. Ghe Ngo races

C. Elephant Race festival

F. Giving children lucky money

PART IV: READ Read the passage carefully. GREETINGS AROUND THE WORLD Ghana If you are a guest, when arriving at or leaving the house, you should greet all people present, even children and babies. Usually you should shake their hands. UK Simply say â€˜helloâ€™ when you meet a friend. If you meet someone for the first time, you can shake hands. In informal situations, you can give your friends a peck on cheek. Japan Bowing to someone is the common greeting. When bowing, you express your appreciation and respect to the other person. The longer and deeper the bow, the more respect you are showing. Tibet 129

When people meet in tibet, they poke out their tounge to greet each other. It is the customary way to welcome people. 1. Read the passage and choose the correct answer to each questions below. (1,0pt) 1/ When you meet your friends, you can give a peck on cheeek. A. Ghana B. Tibet C. UK D. Japan 2/ You should greet all people, even babies. A. Ghana B. Tibet C. UK D. Japan 2. Answer the following questions.(2pt) 1/ How do people greet each other in Tibet? …………………………………………… 2/ Do you express your appreciation and respect to the other person by bowing in Japan? ………………………………… PART IV: WRITE Complete the sentences in the correct order. (2pt) 1/ the Mid-Autumn Festival/ Children/ like/ many/ and / toys/ sweets/ they are given/ because ……………………..…………………………………………………… 2/ shouldn’t/ You/ when/ the pagoda/ going/ to/ shorts/ wear. ……………………..……………………………………………………… 3/ Even though/ was/ Tien Dung/ a daughter/ the Hung Vuong King,/of/ she/Chu Dong Tu/married/a poor man ……………………..……………………………………………… The end ĐÁP ÁN BÀI KT 45’ SỐ 2- NĂM HỌC Môn: TIẾNG ANH - LỚP 8 PART I:0,5 p for each correct sentence. 130

PART II: 1……0,25 p for each correct sentences 2. 0,25 p for each correct sentence. PART III 1. 0,2 p for each correct sentence. 1……0,25 p for each correct sentence. PART IV: 3.Production: Prepare Unit 6

week:15 Period:43

Kiểm tra ngày tháng năm

………………………………………………………. ………………………………………………………. Preparing date: Teaching date: UNIT 6: folk tales Lesson 1: Getting started

I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: + use the lexical items related to the topic ‘ Folk Tales’ + Listen and read the conversation about folk tales for detaikls +Vocab: items related to the topic ‘ Folk Tales’ + Grammar: Past simple tense 2. Skills: Speaking, listening, reading, writing, use of English 3. Attitude: - Positive about folk tales. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1.Warmer - 5' ? Ss work in two big groups A and Axample: B. 131

Content

- Each student calls out the name of a Vietnamese festival, then points at one student from group B. This student has to call out the name of another Vietnamese festival. - The group with more names of Vietnamese festival wins. ? Write the Unit title on the board ‘Folk Tales’ ? Say out any information you know about folk tales. Vocabulary- 8' - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Matching 1b P59

S1: Chu Dong Tu - Tien Dung S2: Lim Festival ........................

- Folk Tales

- Talk individually - reply (v) - legend (n) - fable (n) - genre (n) - plot (n) - origin (n) - produce (v)

: trả lời : truyền thuyết : tuyện ngụ ngôn : loại. thể loại : cốt truyện : nguồn gốc : sinh đẻ (con cái), sản xuất

Key: 1. c 2.d 3.a 4.b 2. Listen and read - 15' * Introduction: ? Answer the questions - Have you ever read or bee n told a famous Vietnamese legend? - What is its title? - What is it about? - What are the main characters in it? * Set the scene: You are going to listen and read the conversation between Duong and Nick. ? What Vietnamese legend would Duong suggest for Nick’s project? ? Listen and read and check your guessing. 2.1. a Read and choose the correct answer ? Work independently. Then ask them to share answers before

- Answer individually - Student's answer

Key: He suggested the legend of Lac Long Quan and Au Co.

Key: 1. B 2. C 3. A 4. C

132

5. A

discussing as a class. 2.1. c. Complete the table - Again, ask Ss not to look at the book and try to remember the information about the legend of Lac Long Quan and Au Co, and complete the table. - Then ask Ss to open their books and check their answers.

3. Practice - 12' 3. 1.d. Exclamatory sentences ? Discuss the question in pairs. ? What does an exclamatory sentence express? ? Write the form.

? Complete these sentences. 1. handsome/man = 2. interesting/game= 3. good/news= 4. lovely/dogs= 5. brave/women=

Title Genre Main characters The plot

Lac Long Quan, Au Co Legend Lac Long Quan, Au Co, and their sons - Lac Long Quan married Au Co. - Au Co gave birth to one hundred baby boys. - Lac Long Quan missed the sea. - Lac Long Quan took fifty of their sons to the sea. - Au Co took the others to the mountains.

REMEMBER! - Exclamatory sentences are used to express surprise or strong feelings. What + a/an + Adj + N(singular countable) + S +V! E.g: What naughty boys they are! - We don't always use an adjective and a verb or a subject in exclamatory sentences. E.g: What a day! Key: 1. What a handsome man( he is )! 2. What an interesting game ( it is )! 3. What good news ( it is )! 4. What lovely dogs ( they are) ! 5. What brave women ( they are )!

2. Listen and match - Have Ss quickly match the types of Key: 1. C 2. D stories with their definitions. 3. B 4. A ? Listen and check. - Check them with the class. 3. Game: Guess the story a Have Ss work independently, filling in the table with the information of the legend, folk tale, Title fable or fairy tale they know. Genre Main characters The plot 133

b First, model this activity with a Example: more able student. Then ask Ss to A: What kind of story is it? work in pairs. T may go around to B: It's a fairy tale. help Ss. Call some pairs to practice .......... in front of the class. 4. Further practice (3') ? How to use exclamatory - answer individually sentences? 5. Production (2') ? Learn by heart all the structures ? Ex A1,2 P44 - Take notes ? Prepare: Unit 6: A closer look 1 - Collect pictures, songs, clips talking about folk tales. ----------------------@0@------------------week:15 Preparing date: Period:44 Teaching date: UNIT 6: folk tales Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: + use the lexical items related to the topic ‘ Folk Tales’ + use an exclamatory sentence with the correct intonation - Vocab: items related to the topic ‘ Folk Tales’ - Grammar: Exclamatory sentences 2. Skills: Speaking, listening, use of English 3. Attitude: - Positive about folk tales. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities Content 1.Warmer - Brainstorming - 5' ? Ss work in two big groups A and B. - Work in two groups. ? Write as many names of popular characters in folk tales as possible. 134

? Look at vocabulary P60 and check. 2. Vocabulary- 20' 2.1. New words use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

- woodcutter (n) - knight (n) - ogre (n) - hare (n) - cunning (adj) - fierce (adj) - wicked (adj) * Checking vocab: Matching 1b P60 - cruel Key: 1. G 2. C 2.2. Matching - 1P60 3. E 4. B ? Work independently. 5. H 6. A - Then, ask them to share their answers 7. D 8. F with one or more partners. ? Call out some folk tales that include one of these characters. If there is enough time, T can ask them Ss to write their answers on the board. 2.3. Match the creatures with the Key: 1. G 2. C 3. E 4. B pictures - 2P60 - Have Ss work independently. ? Share 5. H 6. A their answers with one or more partners. 7. D 8. F - Then ask Ss to categorise the creatures into typically ‘good’ and ‘bad’. 2.4. Put the adjectives in the correct column. Positive cheerful 3a. P 60 generous ? Work in pairs to complete the table kind brave

: tiều phu : hiệp sĩ, kị sĩ : quỷ ăn thịt người : thỏ rừng : xảo quyệt, gian giảo : hung dữ, dữ tợn : xấu xa, độc ác độc ác

Nagative greedy mean evil cunning wicked fierce cruel

3b. P60 Describe some characters using these E.g: There's a golf in Little Red Riding Hood. He's cunning and adjectives wicked. 3. Pronunciation - 10' 3.1. Listen and repeat - 4 P60 ? Listen and repeat the sentences, paying - Listen and repeat attention to the intonation of each sentence. - T may play the recording as many times as necessary. Remind Ss that they use falling intonation for 135

exclamatory sentences. 3.2. Listen and repeat 5 P60 ? Listen and repeat the sentences, paying - Listen and repeat attention to the intonation of each sentence. - T may play the recording as many times as necessary 4. Further practice (3') ? Sum up the main content of the lesson. - answer individually 5. Production (2') ? Learn by heart all the structures ? Ex B1,2,3 P45 ? Prepare: Unit 6: A closer look 2 - Collect pictures, songs, clips talking - Take notes about folk tales.

week:15 Period:45

----------------------@0@------------------Preparing date: Teaching date:

UNIT 6: folk tales Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: •use the past continuous tense correctly •distinguish between the past continuous tense and the simple past tense 2. Skills: Use of English, Speaking, listening, 3. Attitude: - Positive about folk tales. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities Content 1.Warmer - review - 5' 1a Ask Ss to read part of the conversation from GETTING Read and answer teacher' questions STARTED, paying attention to the 136

underlined part. Either explain or elicit from Ss the form and use of the past continuous tense. 2. Grammar- 15' 2.1. Vocabulary Teacher uses different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary board * Checking vocab: Slap the

2.2. Model sentences - Teacher elicits any rules from students. ? When do we use the past continuous tense? ? Then read the Grammar box. Draw Ss’ attention to the use of the past continuous tense by analyzing the examples in the Grammar box. ? Give some examples.

3. Practice- 20' 2 P61 ? Do the grammar exercise individually. - Remind students to look back at the Grammar box and use a dictionary if necessary. - Then have Ss compare answers in pairs before checking with the whole class. 3a P61 ? Use the suggested words to write sentences to describe what was

- appear (v) - gown (n) - magician (n) - spin (n) - woods (n) - heaven (n) - roar (v) - anger (n)

: áo dài, đầm (mặc vào dịp đặ biệt) : nhà ảo thuật : quay tròn, đan, dệt : rừng : thiên đàng : gầm, rú : cơn giận, sự giận

The past continuous tense - We use the past continuous tense to describe an action that was in progress at a stated time in the past. E.g: At 3:30 the tortoise was running ahead of the hare. - We use the past continuous tense to describe an action that was in progress when another shorter action happened (this shorter action is expressed by the simple past) E.g: She was crying when a fairy appeared. A fairy appeared while she was crying. *Form: S + was/ were + V-ing.

Key: 1. was wearing 2. were you doing 3. was doing 4. ran 5. was not/wasn’t waiting

Key: 1. 137

happening in each picture. - Then have Ss compare answers in pairs before checking with the whole class.

e servant was spinning in the woods. 2. Th e girl was picking flowers by the side of the road. 3. Th e knights were riding (their ) horses to the castle. 4. Ci nderella was dancing with the prince. 5. Sa int Giong was flying to heaven. The ogre was roaring with anger. 3b P61 Key: - First, model this activity with a more 2. What was the girl doing? able student. She was picking flowers by the side of ? Work in pairs. the road. - T may go around to provide help. 3. What were the knights doing? Call some pairs to practice in front of They were riding ( their ) horses to the the class. castle. 4. What was the ogre doing? It was roaring with anger. 5. What was Saint Giong doing? He was flying to heaven. Look out! ? Read the Look out! box. Draw Ssâ€™s - Read the Look out! attention to this use of the past simple tense by analyzing the instruction and examples in the Grammar box. ? Give a comparison between the simple past tense and the past - Compare the two tenses continuous tense. ? Give some examples. 4 P62 Key: ? Do the grammar exercise 1. wa individually. s walking, stopped, had - Remind Ss to look back at the 2. wa Grammar box and the Look out! s lying, heard, needed box. Then have Ss compare answers in 3. he pairs before checking with the whole ard, was following, started class. 4. dr opped, ate 5. we re dancing, left 138

was missing/missed, decided 5a P62 Key: - T may do the first sentence as an 1. was shining 2. was sleeping example for Ss. 3. went 4. were fying ? Do the exercise individually. ? Then 5. opened 6. fell compare answers in pairs before checking with the whole class. 5b P62 ? Discuss the question in pairs. - Then ask Ss some pairs to give their answers to the whole class. T may give Suggested answer: Be happy/content comments or invite comments from with what you have. other Ss. 6a P62 ? Do the grammar exercises individually, guessing what their E.g: I think Minh was having breakfast at partner was doing at the times on the 7a.m last sunday. clocks. - Remind them to make a note of their guesses. 6b P62 Now model this activity with a A: Were you having breakfast at 7a.m more able student. last sunday? ? Then work in pairs. - T may go around to provide help. B: Yes, I was./ No, I wasn't. Call some pairs to demonstrate in front of the class. 4. Further practice (3') ? How to use the past continuous - answer individually tense? 5. Production (2') ? Learn by heart all the structures ? Ex B4,5,6 P46-47 - Take notes ? Prepare: Unit 6: Communication - Collect pictures, songs, clips talking about folk tales. Kiểm tra ngày tháng năm ………………………………………………………. ………………………………………………………. ………………………………………………………..

139

week:17 Period:46

Preparing date: Teaching date:

UNIT 6: folk tales Lesson 3 : A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: •use the lexical items related to the topic ‘ Folk Tales’ •read and retell a fairy tale (Little red Riding Hood) - Vocab: items related to the topic ‘ Folk Tales’ - Grammar: the past continuous and past simple tense 2. Skills: Use of English 3. Attitude: - Positive about folk tales. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1.Warm up - 5': Brainstorming - Teacher elicits the topic from students: go to 140

Content

the board and write the name of the folk tale they know ? work in two teams to add more. - Teacher monitors and gets feedback. - Before Ss open their books, ask them what fairy tales they liked to read when they were little. Now get Ss to think about how fairy tales are structured. t can say: Today, we are going to do some activities with a fairy tale. Please think of what information is normally at the beginning, in the middle and at the end if a fairy tale. 2. Extra vocabulary - 10' Activity 1: a. First help Ss understanding the meanings of the words in Extra vocabulary by using pictures or examples. Then have Ss work independently, looking at the pictures and putting parts of the fairy tale in order. Tell Ss that the pictures are in the correct order but the text (a-h) is jumbled. Give Ss a time limit to keep a lively pace to the lesson. b. Allow Ss to work in pairs, comparing their answers and discuss any differences. Then discuss as a class. 3. Practice- 13’ Activity 2: Work in groups. In turn, retell the fairy tale to your group members in your own words. Choose the best storyteller in your group - Ask Ss to work in groups of six, in turn retelling the fairy tale to their group members in their own words. Set a three- minute time limit per story and have one group member keep time. Then Ss can choose the best storyteller in their group. 4. Further practice- 13’ Activity 3: Ask Ss to work in the same groups again, discussing and writing their won ending for the fairy tale. Encourage them to have fun and be creative. Choose a student from each group to read the ending to the whole class. After each student has finished, invite some comment from Ss in other groups. Then t makes comments and corrects Ss’s mistakes if there 141

Group work .........

- granny (n): bà - scream (v): hét lên - swallow (v): nuốt

- Pair work Ss look at the pictures and put the part of the tale in order Key: 1. h 2. a 3. e 4. f 5.d 6.c 7.b 8.g

Group work

- Do as requested

Answer

are any. Finally, T may have Ss vote for the best fairy tale ending. 5. Production (2') ? Do Ex in work book ? Prepare: Unit 6: Skills 1 - Take note - Collect pictures, songs, clips talking about folk tales. ------------------------------------------------

week:17 Period:47

Preparing date: Teaching date: FEEDBACK ON THE TEST

I./. Objectives 1. Knowledge: -- To correct the test number 2. Give comments to encourage the students to study hard. Discuss the ways to improve the test score. 2. Skills: Listening, reading, writing, use of English 3. Attitude: - Do the test well. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: Laptop, projector, students’ test. 2.Students: III./. TEACHING METHODS: teaching methods by practising IV./. Procedure 1.Warm up: - Greeting - Chatting 2. Remark on the tests: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: 142

-The number of the tests: +Exellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge. -There are many exellent and good tests. - Some Ss' skill of doing general test is not good. -The teacher shows some best and worst tests to correct before class: 3. Key ĐÁP ÁN BÀI KT 45’ SỐ 2- NĂM HỌC Môn: TIẾNG ANH - LỚP 8 PART I:0,5 p for each correct sentence. PART II: 1.0,25 p for each correct sentences 2. 0,25 p for each correct sentence. PART III 1. 0,2 p for each correct sentence. 2.0,25 p for each correct sentence. PART IV: 4.The ways to overcome: -The teacher should help Ss more by concentrating on practice skills such as: listening and reading skills. -Especially, teacher should check their homework and orally more often. 5.Production: - Review all knowledge from the three units. - Prepare unit 6.

week:17 Period:48

----------------------@0@------------------Preparing date: Teaching date:

UNIT 6: folk tales 143

Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: •read for specific information in a fairy tale •talk about a legend/folk tale/fairy tale/fable )its plot, main characters,etc.) - Vocab: items related to the topic ‘ Folk Tales’ - Grammar: the past continuous and past simple tense 2. Skills: Speaking, reading, 3. Attitude: - Positive about folk tales. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities Content 1.Warm up - 5': Chatting Free talk T- ss 2. Reading - 15' Activity 1:- Ask Ss to scan the passage to Key: find where the words fortune, srarfruit fortune – a large amount of money tree, ripe, filled, load and repay are in the starfruit tree – tree with green fruit story. T helps Ss work out the meanings shapped like a star of these words from the context ripe – ready to be eaten filled – put gold into the bag until * Vocab: elicit fron Ss - fortune (n): gia sản there is no more space - starfruit tree (n): cay khe repay – pay back - repay (v): tra lai load – something that is being - ripe (a): chin carried - tortoise (n): con rua - Listen, repeat, copy - hare (n): con tho - boast (n): khoe khoang - Individual work, then compare with - represent (v): tuong trung their partners Activity 2:- T may set a longer time limit Key: for Ss to read the story again and answer H 1. e gave his younger only a the questions. Ask Ss to note where they starfruit tree. found the information that helped them to 2. T answer the questions. Ss can compare answers before discussing them as a class. he eagle promised to repay him 144

in gold. 3.

H e offered to swap his fortune for his brother’s starfruit tree.

4. e filled a very large bag and all his pockets with gold. Activity 3:- First, have Ss work 5. He was dropped ( by the eagle ) independently, completing the details of into the sea. the fable The Starfruit Tree. Then allow them to share answers before discussing Key: 1. greedy 2. time as a class. 3. fortune 4. gold 5. swapped 6. dropped 3. Speaking- 20’ Activity 4: First, ask Ss to work individually to read every story summary. - Individual work T may help with any new vocabulary. Activity 5: Now ask Ss to work in pairs, asking and answering about the stories in - Pair work 4. T goes around to provide help if necessary. After finishing, T may call Group work some pairs to practice in front of the class. Activity 6 Game: Who am I? First, remind Ss of the words to describe characters or creatures in fairy tales/legends/fables. Ss may refer to the words and phrases in A Closer Look 1. Then, ask Ss to play this game in groups - Do as requested of about five. Each member chooses a character in any of the stories in 4. The others ask Yes/No questions to discover who that person is. For example, ‘Are you evil?’ Do you live in a castle?’ Do you have long hair?’ T may go around to provide support if necessary. 4. Further practice (3') Answer ? Recall the content of the lesson. 5. Production(2') - Take note ? Do Ex in work book ? Prepare: Unit 6: Skills 2 - Collect pictures, songs, clips talking about folk tales. ----------------------@0@-------------------

145

week:17 Period:49

Preparing date: Teaching date:

UNIT 6: folk tales Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: • listen for specific information in a fairy tale • write a narrative of a legend/ folk/ fairy/tale/ fable 2. Skills: Listening, writing 3. Attitude: - Positive about folk tales. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities Content 1. Warm up - 5'(Chatting) -Ask Ss to look at the pictures and make - Answer the questions some guess about the fairy tale The Princess and The Dragon. Ask them: What/Who do you think may be 146

the main characters in the fairy tale? What may happen in the fairy tale ? - Introduce the new lesson The new lesson 2. Listeninng - 15' * Vocabulary: - Check vocab: R&R

* Vocab: -ogre(n): yêu tinh -capture(v): bắt giữ -rescure(v): giải thoát -dragon(n):con rồng -anger(n): sự tức giận -castle(n): lâu đài - breath(n) :hơi thở

2.1. Pre-listening E1/ page 65. Listen to the fairy tale The princess and the Dragon and correct the - Read the statements carefully and following statements. guess the incorrect information -Have Ss cover the right side of the page where the story is written out in the green box. -Read the questions and answer -Ask Ss to read the statements carefully them by prediction and guess the incorrect information - Collect the ss’ ideas 2.2. While listening - Ss listen to the recording and check their answers/ guesses. - Play the recording twice and ask ss to - Listen and correct statements Key : check their answers 1Once upon a time, there was a -Ask ss to share compare king, a queen and a princess. - Get feedback - T calls on 2 ss to write the answers on 2.Once night an orge captured the the board the confirms the correct answers princess and put her in his tower, E2/ page 65. Listen again and fill in the 3.One day a dragon heard the princess cry for help. missing words -Ask Ss to read the story carefully and ask 4.At the end of the story, the dragon ss to work in pairs to discuss what marriedmarried may be the princess missing by using the information they heard in 1. -Play the recording again and have ss find - Listen again and fill in the the missing words as they listen. missing words - Ask ss to share their answers with their Key: partners. 1. castle -Play the recording more times until Ss 2. give gold have chosen all their answers. 3. with anger 4. breath 147

5. strong back 3. Writing - 20' E3/ Page 65. Make notes about one of your favourite fairy tales. You can invent your own story -Ask Ss to make notes about one of their favourite fairy tales or invent their own fairy tale. - Remind them that they do not have to write full sentences and ask them to read : Remember E4/ Page 65. Use your notes in 3 to write the fairy tale. Use The Princess and the Dragon as a model -Ask them to read : Remember -Ask Ss to refer back to the reading passage in Slills 1 for useful language and ideas, and note some necessary expressions and language on the board. -Ask Ss to work individually to write the first draft. T can display asome of the stories on the board. -Other Ss and T give comments. Ss edit and revise their stories as homework. 4. Consolidation (3') - Sum up the main content of the lesson 5. Production (2') Do E1,2 - Collect pictures, songs, clips talking about folk tales.

week:17 Period:50

- Work in pairs. Discuss with your partner the festival in Vietnam that you like best.

- Work individually

- Take note

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UNIT 6: folk tales Lesson 7: Looking back and project I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 6. 148

2. Skills: Speaking, listening, reading, writing, use of English 3. Attitude: - Positive about folk tales. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure

Teacher and student’s activities Content 1.Warm up - 5'(Kim's game) Activity 2 P66 Key: - Teacher shows the pictures in 2 P66 1. witch 2. hare ? Look at the pictures in 20 seconds and try 3. knight 4. ogre to remember as many words about 5. fairy 6. tortoise characters in folk tales as possible. 7. giant 8. dragon ? Take turns to write the words on the board. - Teacher monitors and gets feedback. - Introduce the new lesson 2. Vocabulary - 10' Suggested answers: 1. Activity 1P66 ? Think of as many examples of different Legend Chung cakes and day types of stories as possible. cakes, Lac Long Quan - Then ask Ss to say their examples in front and Au Co, The of the class. Adventures of Robin Hood..... Folk tale Little Red Riding Hood, Fairy tale The Starfruit Tree, Tam Cam Fable The tortoise and Hare, Hanging the bells for cat..... - The Adventures of Robin Hood is a legend. 2. Activity 2 P66 Characters Personality 149

- Ask Ss to do these exercises individually at first. ? Check your answers with a partner. - However, tell Ss to keep a record of their original answers so they can use that information in their self- assessment.

3. Grammar - 15' 1. Activity 4 P66 ? Recall how to use the past progressive tense. - First, model this activity with a more able student. ? Work in pair. - T may go around to provide help if necessary. ? Practice in front of the class in pairs.

Woodcutter Witch Dragon Fairy Giant Hare Emperor Tortoise Knight Orge Eagle Budha

Cruel Kind Generous Mean Wicked Cheerful Fierce Evil Cunning Brave greedy

Key: 2. A: Was Mrs. Lan doing the gardening? B: No, she wasn’t. She was cooking. 3. A: Was Mr. Hung writing a letter? B: No, he wasn’t. He was reading a newspaper. 4. A: Were Hoa and Hai playing table tennis? B: Yes, they were. 5. A: Was Duong listening to music? B: No, he wasn’t. He was watching TV. 6. A: Was Mai doing her homework? B: No, she wasn’t. She was sweeping the floor.

2. Activity 5 P66 - Teacher models Examples: ? Work in pairs to ask and answer about A: What were you doing at ten o'clock. your self. B: I was watching TV. 3. Activity 6 P66 ? Recall how to use exclamatory sentences ? Make exclamatory sentences about your partner or other classmates. 4. Communication - 10' Activity 7 P67 ? Do the task individually to number the lines of the dialogue. - Then ask them to check their answers 150

Examples: - What a lovely shirt you're wearing!

Key: 1. D 2. I 3. A 4. C 5. F 6. H

7. J 8. B 9. G with the whole class. ? Practice saying the dialogue with their 10. E partners. Finished! Finally ask Ss to complete the selfassessment box. - Identify any difficulties and weak areas and provide further practice. 5. Production Project Project: Entries in my diary Entries in my diary 1 Ask Ss to read the fairy tale Sleeping Beauty. ? Make notes about the main characters and the plot of the fairy tale. 2 Ask each student to imagine he/she is one of the characters and write two or more entries in the diary from the point of view of this character. ? Study the given example carefully. ? Use of the past simple and the past continuous in the example. 3 When Ss have finished their entries, ask them to display their work on the wall/board. - T may choose some of the entries and ask Ss to read out and take questions from the class. Praise all attempts at creativity. ? Complete the project Prepare: Review 2 - Take note

week:17 Period:51

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REVIEW 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Recycle the language in units 4 - 5 - 6 - Practice doing some exercises to consolidate and apply what they have learnt in those units. 2. Skills: Use of English 3. Attitude: - Positive about folk tales. 151

- Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1. Pronunciation - 8' 1.1a. Clusters:/ spr/, /str/ - Ask Ss to do this exercise individually, and then to share their answers with a partner before giving T the answers. - T writes the correct answers on the board. 1.1.b. Practice saying the sentences ? Work in pairs: one student says the sentences and the other gives comments and even makes any corrections if possible. - T may around to provide help. 1.2. Odd one out ? Practice pronounce the words correctly ? do it in groups - Teacher encourages them to read the words out loud among themselves. - Then T plays the audio and checks them as a class, encouraging Ss to repeat the words 2. Vocabulary - 10' 2.1. Activity 3 P68 ? Do this exercise individually and then share your answers with a partner. - T checks the answers with the whole class.

Content Key: 1. What fresh strawberries they are! 2. What lovely spring flowers they are! 3. What a cunning sprite it is! 4. What a brave instructor he is! 5. What a noisy street it is!

Key: 1.A. bam’boo 3. A. compe’tition 4. C. presen’tation

2.B. ‘cultural 5. D. ‘heritage

Key: 1. A 2. B 3. C 4. D 5. B 6.B

2.2. Activity 4 P68 - After Ss do this exercise individually, T Key: 1. legend 2. cunning quickly checks Ss’answers. 3. ever 4. generous 5. kind 3. Grammar - Everyday English- 15' 3.1. Activity 5 P68 152

? Recall the form and use of have to, and should. - Ask Ss to tell the differences between the uses of don’t have to and mustn’t. ? Run through the notices ? Do the exercise on the board while other Ss also do these. - Check Ss’ answers. Ask them for explanations if necessary. 3.2. Activity 6 P68 - Elicit the use of some connectors in compound sentences and complex sentences. ? Tell the differences between the forms and uses of compound sentences and complex sentences. - T may ask a S to write his/her answers on the board. T checks the answers with the whole class.

Key: 1. B 2. A 3. E 4. D 5. C

Key: 1. Although 2. otherwise 3. While 4. Moreover 5. however

3.3. Activity 7 P68 ? Recall the form and use of the past continuous tense. ? What are the differences between the use of simple past tense and the past Key: 1. were you doing continuous tense. 2. was watching - T may call a S to do the exercise on the 3. was telling board while other Ss also do this. Check 4. happened Ss’ answers. Ask them for explanation 5. were setting off necessary. 3.4. Everyday English P69 Ask Ss to do this exercise in pairs. After Key: 1. C 2. A checking their answers, ask some pairs to 3. B 4. D act out the conversations. 5. E 4. Further practice (3') - Sum up the main content of the lesson 5. Production(2') ? Do test youelf 2 Ex1,2,3,4 ? Prepare: review 2: Skills

- Answer individually - Take note

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week:18 Period:52

Preparing date: Teaching date:

REVIEW 2(CONT) I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Recycle the language in units 4 - 5 - 6 - Practice doing some exercises to consolidate and apply what they have learnt in those units. 2. Skills: Speaking, listening, reading, writing 3. Attitude: - Positive about folk tales. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Teacher and student’s activities 1.Warmer: Listing - 5' ? Work in two big groups ? Make a list of festivals in Viet nam. ? Take turns to write on the board

Content Suggested answer:Festivals in Viet nam Vu Lan festival 154

Mid-Autumn Festival Chu Dong Tu and Tien Dung Festival Huong Pagoda Festival Hung King Temple Festival Lim festival Giong Festival Elephant Racing Festival .................. 2. Reading - 8' * Set the scene: You are going to read a text about Vu Lan Festival. ? Do you know any thing about the festival? - Have student talk about Vu Lan Festival. ? Run through all the statements ? Read the test and do them individually ? Check your answers with a partner - T to confirm the correct answers. 3. Speaking - 12' 1. Speak a - Imagine a foreign tourist is coming to your country. ? Make a notes of six tips about the social customs, use the given ideas as well as their own ones. - Ask Ss to do this activity individually

- Talk about Vu Lan festival

Key: 1. T 2. F 3. F 4. T 5. T

* Suggested ideas - Dress code: You should bring along warm clothes because it's very cold in winter. - Table manners: You have to invite adults before eating. - Things that might cause offence: You shouldn't travel during rush hours because you can be stuck in traffic jam. - Talking loudly in public: You shouldn't talk loudly in public. - ........

b Ask Ss to work in pairs, taking turns to tell each other their tips. They may discuss to choose the most appropriate tips. 4. Listening - 5' 3 ? Read the instruction in 3 P69. - Play the recording once or more for Ss to Key: 1. A listen and choose their answers. Then 3. A check their answers. 5. Writing - 10' 155

2. B 4. C

4 ? Use the ideas you provided in the speaking section to write your letter. - T may brainstorm the language necessary for writing and note some necessary expressions and language on the board. - Give Ss time to do the writing task. Then collect their papers to check out of class 6. Production: - Sum up the main content of the lesson ? Do test yourself. ? Review for the first semester test.

156

* Suggestion Dear Peter, Thanks a lot for your letter - It was great to hear from you again and we're delighted you can come and stay with us. You should .........................

- Answer individually - Take note

week: 20 Period: 55

Preparing date: Teaching date:

UNIT 7: POLLUTION Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about a factory in Mi's home village for details and then do some related exercises. - use lexical items related to the topic ‘Pollution’ to talk about types of pollution 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1.Warmer (5'): Shark attack - Teacher gives instruction ? Guess one by one letters. - Teacher gets feedback. 2. Getting started: (10') Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

Content A project on pollution (-/ -------/ --/ ----------) - poison - dump - aquatic - illustrate - thermal pollution - radioactive pollution - visual pollution

(n/v): chất độc, làm nhiễm độc (v): vứt, bỏ (adj): dưới nước (n): hạt chuỗi (n): ô nhiễm nhiệt (n): (n):

ô nhiễm phóng xạ ô nhiễm ánh

sáng (n): - billboard biển quảng cáo ngoài trời - Repeat in chorus and individually - Copy all the words * Checking vocab: Matching Key: (Activity 2 P7) A.radioactive pollution B. noise pollution C. visual pollution D. thermal pollution E. water pollution F. land/ soil pollution G. light pollution H. air pollution Listen and read - Answer the questions individually. * Set the scenes: * Suggested answers Ask Ss to open their books and look - Nick and Mi. at the picture. Ask them some - They are near a factory. questions: Who can you see in the picture? Where do you think they are? What can you see in the picture? What do you think the people in the picture are talking about? Ss answer the questions as a class. - Play the recording twice. ? Listen and read then check your answer for the last question. - Accept all possible answers from Ss without any correction. 3. Doing (20'') 3.1. Find the words / phrases (1a P7) ? Share answers with your partner. - Teacher gets feedback

- I/We can see a factory dumping exhaust fume and poison into the lake. - They are talking about pollution. - Listen and read

Key: 1. dead 2. aquatic 3. dump 4. poison 5. polluted 6. to come up with

- Have Ss look at the Watch out! box and quickly read the information. Ask them if they know This expression means you are very what I can’t believe my eyes means. surprised at something you see. 3.2. Answer the questions (1b. P7) - Have Ss read the questions to Key: make sure they understand them. Ss 1. They are in Mi’s home village. read the conversation again to 2. It’s almost black. 3. She’s surprised because she sees the fish

answer the questions. Ss exchange their answers with a classmate. Call on some Ss to write their answers on the board. Check their answers. 3.3. Tick T, F or NI (1c P7) ? Read the sentences quickly ? Firstly to decide if the sentences are true, false or there is no information without reading the dialogue. - Then have some Ss write their answers on the board. ? Read the conversation again to check - Confirm the correct answers. 3.5. Complete the sentences (3 P7) ? Work individually to do the task then compare their answers with a partner. T may teach some words which T thinks Ss do not know such as communication.

are dead. 4. It’s dumping poison into the lake. 5. He’s sneezing so much because the air is not clean.

Key: 1. F ( It’s polluted by the factory). 2. T 3. NI 4. T 5. T

Key: 1. thermal pollution pollution 3. radioactive pollution pollution 5. Water pollution pollution 7. Noise pollution pollution

2. Air 4. light 6. Land/ soil 8. visual

Group work ? Work in groups of five or six. - In five minutes, Ss write down the - discuss and write the pollution types their pollution types their neighbourhood neighbourhood faces and rank them in order of seriousness. faces and rank them in order of seriousness. They also have to give reasons for their order. - Call group representatives to present their group’s order and - present reasons. ? Vote for the group with the best reasons. (If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types.) 4. Further practice (2')

? Make a list of types of pollution? 5. Production(2') ? Learn by heart all the new words. ? Do Ex B1,2 , 3 P4 (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about pollution.

- Answer individually

- Take note

-------------------------------o0o-----------------------------week:20 Preparing date: Period:56 Teaching date:

UNIT 7: POLLUTION Lesson 2: A Closer Look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Learn more words about pollution - Use words and phrases showing cause/effect relationships to describe the causes and effects of pollution - Pronounce the words ending in –ic and –al correctly in isolation and in context

2. Skills: Speaking, listening,use of English. 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure

Ss and T’s activities 1.Warmer (5'): Calling out Ask Ss to call out the types of pollution they learnt in the previous lesson. -> You are going to learn different forms of some words

Content Examples: 1. thermal pollution pollution 3. radioactive pollution pollution

2. Air 4. light

as well as some words/ phrases to talk about the causes and effects of pollution. 2. Vocabulary (15') 2.1. Teaching vocabulary Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board 2.2. Complete the table (1 P8) Have Ss look at the table in the book. Make sure that they understand what to do. ? Complete the exercise individually - Check their answers. 2.3. Complete the sentences (2 P8) ? Read each sentence silently to have a general understanding and decide which word form should be put in each blank. - For example, the word to be filled in the blank in sentence 1 is an adjective. ? Do the exercise and then compare - Call on one or two Ss to give out the answers before confirming the correct ones 2.4. Study the language box ? Look at the language box. - Tell Ss that the words and phrases in the box express cause and effect relationships. Ss have learnt so, because and because of. Quickly go through the rest of words/phrases as follows:

5. Water pollution 6. Land/ soil pollution 7. Noise pollution 8. visual pollution contam (v) làm bẩn inate : cause (n/ nguyên nhân, gây ra v): effect (n: làm ảnh hưởng - Repeat in chorus and individually - Copy all the words Key: 1. poison 3. pollutant 5. death

Key: 1. Poisonous 3. Dead 5. Damage

2. contaminate 4. polluted 6. damaged

2. Pollutants 4. Contaminated 6. Pollute

- because/since and due to/because of are used to talk about the causes of something. - Because and since are synonyms and they come before a clause. - Other words and phrases in the box express the effects of something. So comes before a clause. To cause, to lead to and to result in are synonyms and come before a noun phrase. To make sb/sth do sth is another way to

express the effects. After somebody/something is an infinitive verb without to. Have Ss read the example CAUSE EFFECT sentences and underline the because/ since + so + clause clause or noun phrase. clause The water is polluted, E.g: Because/ Since so the fish are dead. the water is polluted, the fish are dead. due to/ because of + to cause sth/ to lead sth to sth/ to result in The fish are dead due sth The polluted water to/ because of the polluted water. causes/ results in the dead of fish. to make sb/ sth do sth The polluted water make the fish die. 2.5. Activity 3a Ask Ss to read to each pair of 1. People throw litter on the ground. …C… sentences and decide which Many animals eat the litter and become sick. sentence is a clause and which …E… is an effect. Ss compare their 2. Ships spill oil in oceans and rivers. answers with a partner before …C… Many aquatic animals and plants die. giving the answers to the …E… teacher. Confirm the correct 3. Households dump waste into the river. answers. …C… It is polluted. …E… 4. Their children have birth defects. …E… The parents were exposed to radiation…C… . 5. We can’t see the stars at night. …E… There is too much light pollution. …C… 2.6. Activity 3b ? Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship

2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants. 3. Households dump waste into the river so it is polluted. 4. Since the parents were exposed to radiation, their children have birth defects. 5. We can’t see the stars at night due to the light pollution.

3. Pronunciation (15'')

Adding the suffix –ic changes the stress of a

3. 1. Stress in words ending in –ic and –al Ask Ss to look at the rules in the box and the examples. Go through the rules with them. For a more able class, have Ss give some examples.

3.2. Listen and mark the stress (5 P9) Play the recording for Ss to stress the words. Ask some Ss to say where the stress in each word is. Confirm the correct answers. Play the recording again for Ss to repeat the words. Call on some Ss to read out the words. 3.3. Activity 6 p9 Have Ss do the activity individually. Play the recording for Ss to check their answers. Then elicit the correct stress patterns from Ss. Play the recording again Ss to repeat the sentences. Ask some Ss to read out the sentences.

word. Stress the syllable immediately before the suffix. Example: ‘atom -> a’tomic Adding the suffix –al to a word does not change its stress. Example: ‘music’ -> ‘musical Note: If a word can take both suffixes: one ending in –ic and the other ending in –al, both words have the stress on the same syllable. Example: E’conomy -> eco’nomic -> eco’nomical Key: 1. ar’tistic 2. ath’letic 3. his’toric 4. his’torical 5. ‘logical

6. ‘physical 7. he’roic 8. po’etic 9. bo’tanic 10. Bo’tanical

1. According to scientific research, tiny species may help clean radioactive pollution. 2. Water quality has become a national problem. 3. Many people have received medical treatment because of the disease. 4. Chemical waste can cause water pollution. 5. The reduction in air pollution was dramatic last year. Key: 1. scien’tific 2. ‘national 3. ‘medical 4. ‘chemical 5. dra’matic

3.4. Activity 4 P8 - Divide the class into 12 groups. Two groups work with the same pair of pictures in 2, 3 or 4. ? In three minutes, groups of Ss write down as many sentences

Suggested answers: 2. The soil is polluted, so plants can’t grow. 3. We won’t have fresh water to drink because of water pollution. 4. We plant trees, so we can have fresh air.

based on the given picture pair as possible on a sheet of paper. - When time is up, the group with the most sentences is the winner. 4. Further practice (2') ? Make a list of words ending in - Answer teacher's questions. -ic and -al .5. Production(2') - Say out the words ? Learn by heart all the new words. ? Do Ex A1, 2,3 P3 (wortkbook) - Take note ? Prepare: Unit 1: Closer Look 2 - Collect pictures, songs, clips talking about pollution. -------------------------------o0o-----------------------------week: 20 Preparing date: Period: 57 Teaching date:

UNIT 7: POLLUTION Lesson 3: A Closer Look 2 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution 2. Skills: Use of English. 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1.Warmer (5'): Recall Conditional sentences type

Content 1:

Conditional sentences type 1

review Elicit the form and use of the conditional sentence type 1 from Ss. Ask Ss to give some example sentences.

The conditional sentence type 1 describes a thing which is true or is likely to happen in the present or future. If + subject + V (present simple), subject + will/can... + V (bare infinitive)

2. Grammar 1 (15') Conditional sentences type 2 - Teacher elicits the form, use of the conditional sentences type 2 from students. ? Give examples

Conditional sentences type 2 The conditional sentence type 2 describes a thing which is not true or is unlikely to happen in the present or future. If + subject + V (past simple), subject + would/could/might + V (bare infinitive) Example: If it wasn’t noisy in here, I could hear you clearly. (But it’s very noisy in here) The conditional sentence type 2 can be used to give advice. Example: If I were you, I would see the doctor immediately. Note: We can use both was and were with I/he/she/it in the if-clause.

3. Practice (15'') 3.1. Activity 1P9 Ss do this exercise individually then compare their answers with a partner. Have Ss read out their answers. Confirm the correct ones. 3.2. Activity 2 P10 ? Read the pairs of sentences. - Ask two Ss to write the new conditional sentences type 1 on the board while other Ss write own sentences. - Give feedback on these sentences and ask other Ss to correct them if necessary.

Key: 1. 2. 3. 4. 5.

recycle; will help won’t dump; fines travel; will be will save; don’t waste use; will have

Key: 1. Student will be more aware of protecting the environment if teachers teach environmental issues at school. 2. When light pollution happens, animals will change their behavior patterns. 3. The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources. 4. If the water temperature increases, some creatures will be unable to

reproduce. 5. People will get more diseases if the water is contaminated. 3.3. Activity 3 P10 Ss do this exercise individually, and then compare their answers with a classmate. Check Ss’answers. 3.4. Activity 4 P10 Ss do this exercise individually. Invite two Ss to the board to write their answers. Go through the answers with the class. Have other Ss correct the answers if necessary. 3.5. Activity 5 P10 ? Quickly read the example. - Ask Ss to comment on the example. - the meaning of the orginal sentences was made opposite in the new conditional sentence. (i.e. positive into negative form for the first sentence and negative into positive for the second sentence). ? Do this exercise individually and then compare the answers with a classmate. Ask one or two Ss to write their sentences on the board.

Chain game ? Work in groups of five or six ? Keep the chain going for as long as possible using type 1 or 2 conditional sentences. - If a group hesitates for more than 10 seconds they are out. - walk around the class listening to groups and monitoring the game. Groups that are still going when the five minutes is up are the winners. Note that the aim is to practice the language in a fun, verbal way so be sure to keep the atmosphere light.

Key: 5. a

1. b

2. c

3. d

4. e

Key: 1. were; would…do 2. exercised; would be 3. had; would build 4. tidied; wouldn’t be 5. was/were; would grow Key: 2. If there weren’t many billboards in our city, people could enjoy the view. 3. If there wasn’t/weren’t so much light in the city at night, we could see the stars clearly. 4. If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month. 5. If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner. 6. She wouldn’t have a headache after work every day if she didn’t work in a noisy office. Example A: If each person plant a tree, there will be a lot of trees. B: If there are a lot of trees, the air will be cleaner. A: If the air is cleaner, fewer people will be ill.

4. Further practice (2') ? How do we use conditional - Answer teacher's questions. sentences type 1 and 2? .5. Production(2') ? Learn by heart all the new words - Take note and structures ? Do B4, B5, B6 P5 (Work book) ? Prepare: Unit 7: Communication - Collect pictures, songs, clips talking about pollution. -------------------------------o0o------------------------------

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week:21 Period:58

Preparing date: Teaching date:

UNIT 7(CONT) Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Read some articles on the 4T website for general and specific information about . - Understand some abbreviations and talk how they spend their free time. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1.Warmer (5'): Introduction - Have a student talk about a leisure activity (from you, your friends or Work individually someone you know) a bit unusual. Answer individually ? Listen and give your opinions about Listen this activity: boring, interesting, strange, challenging, etc. 2. Communiction 1 (15') 2.1. Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocabulary: What and where

2.2. Open prediction * Set the scene: You are going to read about some Ss and T’s activities teenagers do in their spare time. ? Cover the text and just look at the photos ( with name and country ). - Encourage Ss to guess what these students in the photos like doing as leisure Ss and T’s activities. - Then set a reading time limit ? Close books and play a memory game in competing groups. ? Tell how much information you can remember from the text. - Motivate Ss by counting every detail they remember without any checking comprehension

(n): đi chơi ngắm đồ bày ở cửa hàng - hook - weird

(v): yêu thích cái gì (adj) kì cục : - addicted (adj) nghiện (thích) cái : gì - hang out (v): đi chơi với bạn bè - imagination (n): sự tưởng tượng - Repeat in chorus and individually - Copy all the words

- Guess - Read and play a memory game in competing groups

3. Communiction 2 3.1. Study the abbreviation - Ask Ss if they notice any other particular features of the text. - Work in groups - drawing their attention to the form of the text (e.g. its layout and the abbreviation). Explain that this is - Listen from a webpage and that these abbreviations are informal language that is used online and in texting messages. - Introduce the first abbreviation. ? Work in pairs to complete the task. - pair work ? Add to the dictionary with any other abbreviations you know that are used online. ? Work in pairs to create your own mini dictionary, then ask other pair to guess the meaning. 3.2. Complete the table Who? What activity is - Have Ss work in pairs or small mentioned? groups to complete the table. Allow Ss to read the text more closely to Emily -hanging out with fill in the table. friend ( window shopping) -working as a volunteer Hang Cloud watching Linn

Going to community centre, painting, dancing, doing drama Minh -playing football -helping his aunt in running cooking class Manue -Playing computer l games -doing judo ? Work in pairs to put the leisure Ss - Pair work and T’s activities in the text in order from the most interesting to the most boring.

What does he/she thick of it? She loves it.

She adores it. It’s easy She loves it

He likes it. He’s fun. He’s addicted to it. It’s Ok.

- Once they have their list, form a - Work in group bigger group of four and each pair shares their list with the other. ? Discuss, give opinions, and negotiate with each other in order to agree on a mutual list. 4. Further practice (2') ? Sum up the main content of the - Answer teacher's questions. lesson .5. Production(2') ? Learn by heart all the new words - Take note and structures ? Do C1, 2, D1 P 6-7 (SBT) ? Prepare: Skill 1 - Collect pictures, songs, clips talking about pollution. -------------------------------o0o-----------------------------week:21 Preparing date: Period:59 Teaching date:

UNIT 7(CONT) Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Read for general and specific information about the positive and negative effects of using computer. - Talk about the impacts of using the computer and find out the solution. 2. Skills: Speaking, reading, 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1. Warmer (5'): Listing - Divide the class into two teams ? Discuss and make a list of benefits of

Content Benefits of using computer or

using computer or mobile phone for leisure Ss and T’s activities ? Take turns to write on the board. - Get feedback.

? What are the harmful things of using computer or mobile phone for leisure Ss and T’s activities?

2. Reading(15') 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia, situation, explanation) - Follow the seven steps of teaching vocabulary * Checking vocab: Matching

mobile phone for leisure Ss and T’s activities E. g: - means of e-mail or chatting - a source of information (news, articles, the weather forecast....) - a source of entertainment (music, movies, games...)

Answer individually

- virtual - effect

(adj): (n):

thực sự sự ảnh hưởng, h quả - mind (n): tâm trí, trí tuệ - exist (n): tồn tại, hiện có - Repeat in chorus and individually - Copy all the words

2.2. Activity 1 (Read and choose the correct answer) * Set the scene: ? Look at the title and the picture and predict what you are going to read. - We are going to read about a student Study the picture and guess named Quang. - Encourage Ss to develop their ideals by guessing what Quang’s story is about. ? Read the text and underline any words you don’t know. Key: ? Work individually to choose the best 1. B answer. 2. C 2.3. Activity 2 (Write the questions) Key: ? Look at the keywords in the responses 1. Is Quang’s garden real? in order to find out the questions. 2. What is the problem with using ? Work individually then compare their technology in your free time? answers with a partner. 3. What leisure Ss and T’s activities do teenagers do these days? 4. What are the benefits of using the

computer? 3. Speaking (15'') 3.1. Activity 1 (Exervise 4 P12) ? Study the language in the Language Giving an opinion: notes box. - I think that........... ? How do you give an opinion? - In my opinion......... Ask for an opinion ? How do you ask for an opinion? - What do you think? - How do you feel about that? Agreeing: I agree with you./ That's so true./ Exactly Disagreeing: I'm afraid I don't agree./ I don't think - Explain to Ss that these speech bubbles so. are from Quang and his parents. A: In my opinion, computer games ? Work in pairs and say why you think train your mind who says what, based on the information and your memory. from the passage. Go through the phrase B: That’s so true./ I’m afraid I don’t in the Language notes box with Ss. agree. - Then choose a speech bubble and combine it with the language in the Key: - Teacher's book: P12 Language notes box. - Ask for volunteers to demonstrate their exchanges. 3.2. Role play (task 5 P12) - Arrange Ss into three groups: Speak in front of the class. Group 1: plays Quang Group 2: plays Quang’s parents Group 3: plays his teacher. ? Brainstorm how you are going to express your opinions. - When they are ready, put Ss into new groups which contain Quang, Quang’s parents, and Quang’s teacher. - Tell Ss that they can use the language in 4 for their role-play, and emphasise in the Study skill box should be used in their discussion. - Call on two or three groups to repeat their role-play for the class 4. Further practice (2') ? How do you give and ask for an - Answer teacher's questions. opinion?

? Recall the respond. .5. Production(2') ? Learn by heart all the new words and - Take note structures ? Do D2 P 8 (Workbook) ? Prepare: Skill 2 - Collect pictures, songs, clips talking about pollution. -------------------------------o0o-----------------------------week:21 Preparing date: Period:60 Teaching date:

UNIT 7(CONT) Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Listening for specific information about ways of spending time with friends - Write to discuss an opinion about leisure Ss and T’s activities 2. Skills: Listening, writing. 3. Attitude: - Positive about pollution. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1. Warmer (5'): Sharing ? Share some of the things you often enjoy doing with friends in your free - work in pairs time. ? Then tell each other what you usually do with your friends. - Ask some pairs to volunteer to tell the class if they find each other’s answers interesting.. 2. Listening(15') 2.1. Pre questions

* Set the scene: You are going to a radio programme. ? Run trough the questions in 2 P13 and underline the key words. - Read the questions and think of the ? Think of the answers first. answers - Teacher gets Ss' prediction and write Key: on the board. 1. The topic of this weekâ€™s programme ? Listen and check your prediction. is hanging out with your friends. 2. There are two main ways: hanging indoors or outdoors. 2.2. Listen and complete the table - Play the recording as many times as needed. Ss work individually then Key: 1. movies 2. compare answers with their partner. cinema 3. crafts 4. sports ? Listen and choose the correct 5. physical health 6. answer. people 7. cultural centres 3. Writing (20') 3.1. Complete the paragraph (Activity 4 P13) ? Cover the box and write some of - Answer teacher's questions these words/phrases on the board. ? Where in a paragraph they often see Key 1. In my opinion/ I believe these words? 2. Firstly ? What could be the purpose for using 3. Secondly them. 4. Besides/also/in addition ? Work individually to complete the 5. for these reasons/in short/as I task, and discuss their answers with a have noted......... partner. - Remind Ss that for some gaps there is more than one correct answer 3.2. Activity 5 P13 Sample: ? Work in small groups where each I believe the best leisure activity for chooses one question . teenagers is any group activity. This - Then agree on an opinion and work could be playing a team sport or joining together to brainstorm the ideals to a hobby group or even volunteering. argue for your points. Firstly, teenagers like to feet that they - Each member will need to write belong to a group. Secondly, being part his/her own piece. of a group helps teenagers make friends. ? Remember to use the connectors Friendships are very important to you have earlier in order to better teenagers. In addition, they will make organize your ideals. friends with people who have the same - Let some students read their writing.

interests as them. For these reasons I think group Ss and T’s activities are best for teenagers. 4. Further practice (3') How to write a webpage about - Answer teacher's questions. school? .5. Production(2') ? Do E1,2, 3 P 8 (Workbook) - Take note ? Prepare: Looking back - Collect pictures, songs, clips talking about pollution. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm

week:22 Period:61

Preparing date: Teaching date:

UNIT 7(CONT) Lesson 7: Looking back and project I./. Objectives 1. Knowledge: By the end of the lesson, students will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 1. 2. Skills: Use of English 3. Attitude: - Positive about pollution.

2. Grammar (20') 2.1. Activity 3 - Ask students to refer to grammar point on page 9 and 10. ? How do we use verbs of linking? ? Work individually to complete the exercise. - If time allows, T may ask Ss to swap their work with each other for peer correction. 2.2. Activity 4 P14 Have Ss complete the sentences using their own ideas. Remind them to use gerunds or to-infinitives. Have some Ss read out their sentences. Accept all answers as long as they make sense.

Content

Key: 1. socializing with friends 2. relaxing 3. communicating with friends 4. doing DIY 5. meeting 6. making crafts.

1. working 2. learning/ to learn 3. seeing 4. doing 5. meeting 6. play

Work individually to give the correct form of verbs Key: 1. 2. don't 3. walks come 4. do 5. teaches 6. play

2.3. Activity 5 P14 ? Work individually then compare with a Key: 1. Firstly partner. 3. Thirdly

2. Secondly 4. In addition

- T may explain to them that they can 5. In short register as a user on the website www.thinkuknow.co.uk in order to be protected when they go online. 3. Communication (10') Read and match 3.1. Activity 6 P14 Key: - Allow Ss plenty of time to do this task. b-g d-f For each activity they choose, they should h-c be able to give at least one reason that led them to the decision. ? Then Ss work in pairs to exchange ideas.

e-a

3.2. Finished! - T asks Ss to complete the self- Ask and answer in pairs assessment. Have Ss discuss as a class what difficulties remain and what areas the Ss have mastered. 4. Further practice (3') ? Sum up the main content of the lesson answer individually .5. Production(2') ? Prepare your project - Take note ? Prepare: Getting started - Collect pictures, songs, clips talking about pollution. -------------------------------o0o-----------------------------week:22 Preparing date: Period:62 Teaching date:

UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about Phong's summer camp in Singapore for details and then do some related exercises. - use lexical items related to English speaking countries 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of languageâ€Śâ€Ś II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1.Warmer (5'): - Write the title ‘English speaking ‘English speaking countries’ countries’ on the board. E.g: Singapore - Singapore City ? Call out names of English speaking countries and their main cities. ? Share any interesting facts you know about these places. - Now start the lesson. 2. Getting- started (10') - absolutely (adv) tuyệt đối, chắc 2.1. Vocabulary : chắn - Teacher use different techniques - official (adj): chính thống, chính to teach vocabulary (situation, thức realia) - accent (n): giọng điệu - Follow the seven steps of teaching - native (n): người bản xứ vocabulary speaker * Checking vocab: What and where - Repeat in chorus and individually - Copy all the words 2.2. Listen and read * Set the scenes: ? Look at the title of the - Answer the questions individually. conversation and the picture. * Suggested answers - Ask them some questions: - They are at the summer camp. • Where are the children? • What do you think they are - Students' answer doing? - Ss answer the questions as a class. Play the recording and have Ss follow along. 3. Doing(20'') 3.1. Find a word / an expression (1a P17) Key: ? Find a word or an expression 1. awesome from the conversation which you 2. absolutely use when you: 3. It's hard to say 1. think something is wonderful 4. perhaps 2. ..... ? Share answers with your partner.

- Teacher gets feedback ? Add any other expressions which have the same meaning. 3.2. Answer the questions (1b. P17) ? Run through the questions. ? Ss read the conversation again to answer the questions. - Ss exchange their answers with a classmate. - Call on some Ss to write their answers on the board. Check their answers. 3.3. Complete the sentences (2 P17) ? Underline these words/ phrases in the conversation. - Make sure they understand their meanings. ? Work independently to complete the sentences. ? Share your answers in pairs. - Confirm the correct answers. Note: Your first language is often known as your mother tongue, and your second language may refer to a language used as an official language in your country, like English in Malaysia, Singapore, India, or it could simply mean the foreign language you learnt at school as part of the curriculum. 3.4. Write the name of the countries (3 P17) Have Ss work in pairs/ groups to match the flags with the countries. T checks.

Key: 1. He’s at an international summer camp (in Singapore). 2. They come from different countries/from all over the world. 3. He has made new friends, visited places, (and taken part in different Ss and T’s activities.) 4. Because he uses English ever day with people from fidderent Ss and T’s activities.) 5. Two boys from Australia and a girl from the USA. 6. After July 15th. Key: 1. summer camp 2. native English speaking countries 3. native speakers 4. the USA 5. accents 6. official language

Key: 1. the USA 2. The United Kingdom 3. Singapore 4. Australia 5. Canada 6. New Zeland Note: The UK, or the United Kingdom = Great Britain + Northern Ireland Great Britain/ Britain = England + Scotland + Wales The USA = the United States of America. It

is also known as the US, or the United States, or even just the States. In Canada, there are two official languages: English and French. Game: where are they? ? Form groups of five or six. - The first group to find all the Work in groups countries wins. - If possible, prepare a black and white world map on A3 paper or quickly draw a world map on the board. - Ask one student from the winning group to go to the board and mark the six countries so that other groups can see and check. 4. Further practice (2') ? Sum up the main content of the - Answer individually lesson. 5. Production(2') ? Learn by heart all the new words. - Take note ? Do Ex B3, 4 P13 (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o-----------------------------week:22 Preparing date: Period:63 Teaching date:

UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: 2. Skills: Speaking, listening, writing. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present….

IV./. Procedure I. OBJECTIVES: By the end of the lesson, ss will be able to: - learn more words about English speaking countries. - remember the rules of stress in words ending in -ese and -ee II. LANGUAGE FOCUS: - lexical items related to English speaking countries. III. RESOURCES: - Materials: Ss’ books, workbook, tape and radio - Method: T- WC, group work, individual work IV. PROCEDURES: Ss and T’s activities 1. Warmer (5'): ? Work individually to write the names for the people. ? Share with a partner. - Play the recording for Ss to check their answers. Ss listen and repeat. - Point out the change of stress from ‘Canada to Ca’nadian

Content

Key: 1. the Americans 2. the English 3. the Scottish/ the Scots 4. the Welsh 5. the Irish 6. the Canadians 7. the Australians 8. the New Zealanders - Point out the change of stress from ‘Canada to Ca’nadian 2. Vocabulary (10') - iconic (adj): (thuộc) tượng, hình 2. 1. Vocabulary tượng - Teacher use different techniques - spectacle (n): quang cảnh, cảnh to teach vocabulary (situation, tượng realia) - koala (n): gấu túi - Follow the seven steps of - loch (n): (Ê cốt) hồ teaching vocabulary (n): - adoptee con nuôi, dưỡng tử * Checking vocab: Slap the board (n): - refugee người tị nạn (n): - addressee người nhận thư (adj): - unique độc đáo, riêng biệt - Repeat in chorus and individually - Copy all the words 2.2. Word formation (2 P18) ? Work in pairs to change the words into a noun (N), an 1. N = history adjective (A) or a verb (V). 2. V = symbolise/ symbolize - Check the answers as a class. - If time allows, have two Ss write 3. A = legendary their answers on the board and 4. N = icon

then confirm the correct answers. ? Read all the words aloud.

5. A = spectacular 6. N = festival 7. A = scenic 8. V = attract

2.3. Complete the sentences (3P18) ? Read each sentence and decide what the part of speech is for each word to be filled in the blank. - For example, the word for the blank in sentence 1 is a noun. They then complete the sentences. - Confirm the correct answers as a class. 2.4. Matching (4P18) ? Look at the pictures. ? What can you see in each of them? ? Work individually to match the words/ phrases to the pictures. - Check the answers as a class by asking Ss in which countries, from the list in 1, they might see these things. ? Give an example of these things. 3. Pronunciation(20'') Stress in words ending in –ese and –ee 3.1. Listen and repeat (5 P18) ? Mark the stress in the words firstly and say the words aloud before they listen to the recording. ? Ss listen and repeat. - Then have Ss say the words individually. * Remember: For words ending in -ese and or -ee the stress is often placed on the final syllable. 3.2. Mark the stress in the underlined words - Put the underlined words on the board. ? Mark the stress in the words

Key: 1. icon 2. symbolsies 3. scenic 4. unique 5. attracts

Key: 1. castle 2. Icoch 3. parade 4. monument 5. state 6. cattle station

-ese Cato’nese Taiwa’nese Japa’nese Portu’guese

Key: 1. Chi’nese 2. refu’gee 3. trai’nee

-ee employ’ee adop’tee addre’ssee interview’ee

first. 4. Japa’nese - Ask for a show of hands from the 5. guaran’tee class of they think the stress is correct or not. ? Listen, check and say the sentences. 4. Further practice (2') ? Recall the rule of stress in words - Answer individually ending in -ese and -ee 5. Production(2') ? Learn by heart all the new words. - Take note ? Do Ex A1,2 P 11; B1, 2 P13 ? Prepare: Closer Look 2 - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm

week:23 Period:64

Preparing date: Teaching date:

UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Review present tenses: present simple, present continuous and present perfect

- Learn about the present simple for the future. 2. Skills: Use of English. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1.Warmer (5'): Recall - Remind Ss about the use of the Key: present simple, present continuous 1. Present simple and present perfect. S + V(inf, s, es)............. ? Work in three groups. Find out * Adverbs of time: every day/week/ year/ their distinct time signals. morning/ Sunday, on Mondays.... * Adverbs of frequency: once/ twice/ three times a week. always, usually, sometime, often, never..... 2. Present continuous S + ia/am/are + V-ing............... * Adverbs of time: now, right now, at present, at the moment, today...... * Verbs after: It is + time..... Look!, Listen! 3. Present perfect S + have/ has + PP................. * Adverbs of time: since, for, never, ever, recently, lately, so far, yet, already, just..... * Verbs after: It's the first/ second.... time.... It's the only + N..... Superlative Vocabulary (7') - parade (n): cuộc diễu hành 1. - Teacher use different - pose (v): đứng/ ngồi (để làm techniques to teach vocabulary mẫu nghệ thuật)

(situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: R.O.R

2. Grammar 1 Review: Present tenses (12') 1. Complete the sentences (1 P19) ? Work individually to complete the sentences with the correct forms of the verbs. - Allow Ss to share ideas in pairs or small groups. Encourage Ss to explain how they decided on the tense in each sentence. Correct as a class. 2. Correct mistakes (2 P19) ? Work individually first. - Then let them share and discuss in pairs or small groups. Check, and have Ss explain why a certain tense is used.

- serve - sc edule

phục vụ lộ trình, thời khóa biểu (v): - promote thăng cấp, làm tăng tiến (v): - increase tăng lên - Repeat in chorus and individually - Copy all the words

Key: 1. has served increasing 3. symbolises 5. has celebrated

Key: In the passage 2 visit 3. increase 5. has celebrated 7. are dancing

(v): (n):

2. is 4. form 6. Is

Correct have visited is increasing celebrates dance

3. Grammar 2: Present simple for the future (15'') 1. Use ? Study the REMEMBER. - We use the present simple with a future ? What do we use the present meaning when we talk about schedules, simple for? programs. e.t.c (for example: puplic transport, cinema, television, schools...) ? Read the examples in the REMEMBER. 2. Activity 3a P19 ? Read the monthly schedule for the extra Ss and T’s activities at 1 The Debating Competition takes place in the Main Hall on April 3rd Vancouver Christian School. The bus for the excursion to the - Then have them underline the 2 verbs in the sentences. chocolate factory leaves at 8.00 a.m in April 14th. 3. Activity 3b P19 - Allow Ss time to discuss and find the answers to the questions. If Ss

are having difficulty answering question ? Is a schedule usually for present 1.The future or future Ss and T’s activities?

2. The present simple

4. Activity 4 P19 Have Ss do this exercise 1. starts – finishes 2. takes place 3. independently. T checks the holds 4. hosts 5. lasts answers as a class. 5. Activity 5 P19 ? Work in groups to make notes of some Ss and T’s activities our school has organised for next week. E.g: Encourage them to be - The English speaking contest is held on imaginative. ? Then write down the next Monday morning. - All the students take part in "Trong Com" sentences. performance on Tuesday and Sartuday. - Remind Ss that in this case, the present simple is used to talk about practical information: place, time, day, date, so this should be the focus of their sentences. 4. Further practice (2') ? Recall the uses of the four tenses. - Answer individually 5. Production( 2') ? Learn by heart all the new words and structures. - Take note ? Do Ex B5, 6 P13 - 14 (Workbook) ? Prepare: Communication - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o-----------------------------week:23 Period:65

Preparing date: Teaching date:

UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic ‘English speaking countries’ to introduce about some English speaking countries 2. Skills: Speaking, listening, reading, writing.

3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1.Warm up - 5': Brainstorming - Teacher elicits the topic from students ? Can you name some English speaking - Answer the questions countries that you know? ? What do you know about them? - Introduce the new lesson * Teaching vocabulary - Teacher use different techniques to - territory (n):lãnh thổ teach vocabulary (situation, realia) - North Pole: Bắc cực - Arctic Circle: Vòng bắc cực - Follow the seven steps of teaching vocabulary - Garment(n):quần áo * Checking vocab: Slap the board - Koala(n):gấu túi - Emu(n):đà điểu sa mạc 2. Comunication 1 Do the quiz and choose the correct answers - Have ss do the quiz individually as - Answer the questions individually quick as possible - Set a limit time is 5 minutes first then share compare Key : - Ask ss to share their answers with 1C 2A 3C 4B 5B their partners 6B 7C 8A 9B 10 A - Check the class by asking for a show of hands for each question. 3. Communication 2 3.2.Write the names of the countries next to their facts - Have ss to work in pairs - T calls on some ss to read aloud their answers then confirms the correct answers

- Work in pair Key: 1. The USA 2. New Zealand 3. The UK 4. Canada 5. Australia

3.3. Game. How much you kow about a country? a. - Put ss into groups of 4 ss then explain that they have a chance to put together what they know about a country, including all the information they have got so far from the lesson - Ask ss to write the information in short notes first without mentioning the name of the country b. -Ask each group to stand up in front of the class. Each member of the group will give one fact about the country. When they have finished, the rest of the class can guess what country it is. When every group has done their presentation, the class can vote for the most informative and interesting one

- Work in groups of 4 ss

-Write the information in short notes first without mentioning the name of the country

-Give the facts about the country -Guess what country it is -Vote for the most informative and interesting one

4. Further practice (3') - Summary the lesson Answer 5. Production(2') ? Do Ex B5,6 P 13 - Collect pictures, songs, clips talking Take note about English speaking countries. -------------------------------o0o-----------------------------week: 23 Period:66

Preparing date: Teaching date:

UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for specific information about family customs and traditions - Talk about interesting facts of a country 2. Skills: Speaking, reading. 3. Attitude: - Positive about English speaking countries.

- Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1. Warm up - 5': Chatting - Ask ss to close the book and answer the question ? What do you know about Scotland - Introduce the new lesson * Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board 2. Reading- 15' * Set the scene: - We are going to read a passage about Scotland 2.1. Discuss the questions. Then read the passage - Allow ss 3 minutes to discuss the questions without looking at the passage - Collect some ss’ ideas - Ask ss to read the passage then check their answers - T calls 2 ss to write the answers on the board then confirms the correct answers - T uses a map to show where is Scotland

2.2. Matching

Content - Answer the question

-piping(n): sự thổi sáo -haunt(v): ám ảnh -unique(adj): độc đáo -scenic(adj): thuộc cảnh vật -fire brigade(n): đội cứu hỏa

Guessing

-Discuss the questions looking at the passage

without

-Read the passage then check their answers Key : 1. It is in the north of Great Britain 2. Any or all the following: It is famous for its rich and unique culture as well as its amazing natural beaty. Its historic castles, its traditional festivals and its whisky. It is also famous for various inventions

- Ask ss to read the passage again then ask them scan the places first. Read carefully the information about each place and choose the two features related to it 2.3. Read the passage again then answer the questions - Work individually then compare their answers with a classmate before giving the answers to T.

3. Speaking - 20' 3.4. Work in pairs talk about the things you like most about Scotland. Give reasons - Ask ss to work in pairs to ask and answer about their choice. - Ask some pairs to represent

- Work individually Key: 1-d,f 2-a,c 3-b,h 4e,g Key: 1. Yes, it is 2. a ghost 3. piping, drumming, dancing 4. the telephone, television, penicillin, the rain coat 5. In 1824 Eg: S1: What do you like about Scotland? S2: I like the castles S1: Why? S2: Because I want to see a ghost

3.5. Work in groups. Read and discuss these interesting facts about Australia . Prepare a short introduce of Australia then represent - Have ss work in groups of 4 ss and discuss if there is any pieces of - Work in groups of 4 ss information they are not clear about. - Check as a class to make sure that the information is understood correctly - Ask some groups to represent 4. Further practice (3') - Sum up the main content of the lesson. Answer 5. Production(2') - Do Ex C1.2, D1 P 14, 15 - Take note - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm

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…………………………………………………… …………………………………………………….. ……………………………………………………..

week:24 Period:67

Preparing date: Teaching date:

UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • Listen for specific information about a day trip to an amazing town • Write a description of a schedule for a visit or a tour 2. Skills: listening, writing.

3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1. Warm up - 5': - Ask Ss to look at the pictures and read the introduction to the listening. Ask them what - Look at the pictures and answer features from the pictures they are interested teacher’s questions in, and what they think Wanaka is like. 2. Listening- 15' 2.1. Activity 1: - Ask Ss to read the questions. T then plays the recording and Ss write the answers. T can play the recording at least twice. Elicit Key: the answers from Ss and write the correct 1/ 9.30 answers on the board. 4.00 2.2. Activity 2: - Give Ss some time to read the questions. Check if they know the meaning of the words ‘illusion’ (something that appears to be there but is not) and ‘3-D hologram’ (three-dimensional image). Ss then listen to the recording again, as many times as needed if time allows, and choose the correct answers. T checks the answers as a class.

Key: 1. B 4. B

2/ 12.30 4/ 4.15

2. C 5. A

3. Writing - 20' 3.1. Activity 3a: - Ask Ss to work in groups of three or four. Read the Ss and T’s activities and decide on - Group work the four Ss and T’s activities they would

3. C

like to do together in their two-day visit to Washington D.C. b. Once they have made their decision, allow them time to schedule their visit and fill in the schedule table. 3.2. Activity 4: Write a passage…. - Have each group write a description of their visit. The description should include: the name of the activity, the time they do it, and what it involves. If possible, give each group a big piece of paper to write their answers. Ask the two quickest groups to present their answers. Other groups and T give comments. Give marks to the groups. Other groups complete their writing as homework and bring it back in the next lesson.

- Group work Example: This is the schedule for our group’s two-day visit to Washington D.C. On the first day we plan to go to the White House early at 8 o’clock. This way, we avoid the crowds. Then we get on a Hop-on Hop-off trolley, which rides around the city. We do some shopping and go for a nice lunch. Then we see some of the sights of the city. On the second day, we take the 8.30 shuttle bus to the canoe club to join a canoe trip along the C&O canal. This canal is famous for its beautiful scenery, especially in Autumn. The trip takes about three hours. In the afternoon, we visit the National Children’s Museum. The brochure says that this museum offers a lot of fun Ss and T’s activities where they can learn through playing.

4. Further practice (3') ? Sum up the main content of the lesson. Answer 5. Production(2') ? Do Ex in exercise book - Take note ? Prepare: Unit 8: Looking back - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o-----------------------------week: 24 Preparing date: Period: 68 Teaching date:

UNIT 8: ENGLISH SPEAKING COUNTRIES Lesson 7: Looking back+project

I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 8. 2. Skills: Use of English. 3. Attitude: - Positive about English speaking countries. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1. Warm up - free talk

Content - Teacher- Ss

2. Looking back Vocabulary - 10' Exercise 1. Match the words with the Key: definitions - Ask ss to do this exercise 1. c individually then compare their answers with a partner 4. b -Call on some ss to write the answers on 5. d the board -Confirm the correct answers Exercise 2. Choose the best answer…. -Ask ss to work individually then compare with their partner - Ask ss to write the sentences on the board - T confirms the correct answers Grammar- 15' Exercise 3: Decide if the sentences…. -Ask ss to work individually and then share the answers with a classmate.

Key: 1. C 5. B

Key:

2. A 6. A

2. e

3. f 6. a

3. C

4. B

- Check their answers.

1. F 5. F

2. F

3. P

4. P

Exercise 4. Complete the sentences, … - Ask Ss to read the sentences carefully and look for clues that help them decide which tense should be used for each Key: blank. Have Ss complete the exercise 1. faces 2. doesn’t set 3. has won independently and then exchange their 4. has done 5. is 6. are trying answers. Ask two Ss to write their answers on the board. Confirm the correct answers. Communication - 20' Exercise 6. Work in groups. Discuss what you would do ỏ say in each situation - Group work - Ask ss to work in groups of 4 ss to discuss what they would do or say in each situation. - Ask ss to read the example - Ask ss to move around the class to listen to their ideas Finished! Ask Ss to complete the self-assessment. Discuss as a class what difficulties remain and what areas Ss have mastered. 3.Project Divide Ss into groups of four or five and instruct them on what they have to do. Encourage them to think creatively and daringly. Tell them to keep in mind who this poster is for. These can help decide: - which attractions you would - Ss do at home include in your poster. - what information about the attraction you would introduce. - which picture you would use for your poster. - the design for your poster.

Have Ss present their poster in the next lesson. When all the groups have given their presentations, the whole class can vote for the best. 4. Further practice (3') Key: Check your knowledge! Ss work in groups. They discuss the 1. Scottish men wear kilts. statements and decide if they are true. If 2. The USA has the biggest they are not, find the true answer. Check population. as a class. 3. California is a state in the USA. 4. They live in Australia. 5. Production(2') - Do Ex in exercise book - Take note - Collect pictures, songs, clips talking about English speaking countries. -------------------------------o0o-----------------------------week:24 Preparing date: Period:69 Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the dialogue about the typhoon in Nam Dinh province for details and then do some related exercises. - use lexical items related to natural disasters - respond to good 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure

Ss and T’s activities Content 1.Warmer (5'): Matching * Activity 2aP27 Key: a First, have Ss work Responding to Responding to bad independently. Then allow them to good news news share answers before playing the Wow! Oh dear! recording for them to check. Play That’s great! That’s awful! the recording for Ss to repeat the That’s a relief! How terrible! phrases. Remind Ss to pay attention How wonderful! Oh no! to their intonation as they practice. That’s awesome! That’s shocking! 2. Getting- started (10') 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

- typhoon (n): bão nhiệt đới - tsunami (n): sóng thần - volcanic (n): núi lửa - tornado (n): lốc xoáy - mudslide (n): lũ bùn - drought (n): hạn hán - flood (n): lũ lụt (adj) khốc liệt - severe /si'vi:r/ - property (n): tài sản, của cải - debris (n): vôi gạch đổ nát - Repeat in chorus and individually - Copy all the words

* Checking vocab: Matching (Activity 3 P27) ? Work in pairs to match the words/phrases to the pictures. 2. D 3. F 4. B ? Then share answers with another. 1. C 6. A 7. H 8. E ? Listen and check. Then repeat the 5. G words/phrases. 2.2. Listen and read * Introduction: Write the unit title ‘Natural Disasters’ on the board ‘Natural Disasters’. ? Answer the questions about natural disasters that have happened where you live or anywhere else in the world that you know of. - Answer the questions individually. ? What was the natural disaster? ? When did it happen? ?Was there any damage to people

or property? * Set the scenes: ? Look at the picture. - Ask Ss questions about the picute: E.g. ? Where are Duong and Nick? ? What are they talking about? ? Which natural disasters can we - They are at school. - They are talking about Natural Disasters. see in the speech bubbles? - They are tornado, flood and earthquake. 3. Doing (20'') 3.1. Gap fill (1a P27) ? Read each sentence and locate the Key: information in the conversation, 1. tropical 2. injured then choose suitable words/phrases 3. damage 4. trapped to fill each blank. 5. medical supplies 6. temporary ? Work independently. accommodation - Then allow them to share answers before discussing as a class. 3.2. Responding to the news (1b P27) - T models - Focus on intonation, stressing the T: My cat died. S: That’s terrible! first syllable of ‘terrible’. ? Do the same with other Ss around the class. ? Refer back to the conversation to find the other phrases. Key: 1. Oh no! 2. That’s relief ? Practice saying the phrases with 3. That’s awful! correct intonation. ( Play the recording again as a model if necessary). 3.3. Matching 2b P27) ? Work independently then share Key: the answers before T gives 1.b 2.d 3. f comments. 4. c 5. a 6. E - Point out that some of the response could fit more than one statement. Ask Ss which of these natural E.g: disasters can happen in Viet Nam. A: Which are the most common natural Then model this activity with a disasters in Thanh Hoa? more able student. Next ask Ss to B: Typhoons and floods. work in pairs. Go around to provide

help. Call on some pairs to practice A: How often do they happen there? in front of the class. B: typhoons happen there about three or four times a year, and floods about twice a year. 4. Further practice (2') ? Sum up the main content of the - Answer individually lesson. 5. Production(2') ? Learn by heart all the new words. - Take note ? Do Ex B2,3 P20 (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about natural disasters. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm

week:25 Period: 70

Preparing date: Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - learn more words about natural disasters - remember the rules of stress in words ending in -logy and -graphy

2. Skills: Speaking, listening, writing. 3. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1. Warmer (5'): Matching - Give out the posters ? Match a word with its meaning - Teacher monitors and gets feedback.

Content

A B a. lời xin lỗi 1. ecology 2. biology b. khí hậu học 3. photography c. sinh thái học 4. apology d. tâm lí học 5. biography e. động vật học 6. psychology f. thiên văn học 7. sociology g. sinh vật học 8. zoology h. thuật chụp ảnh 9. bibliography i. nhân khẩu học 10. demography j. thư mục 11. astrology k. khí hậu học 12. climatology l. tiểu sử 2. Vocabulary (10') - erupt (v): phun 2. 1. Vocabulary - rage (v): diễn ra ác liệt - Teacher use different techniques - bury (v): chôn vùi, chôn to teach vocabulary (situation, - shake (v): rung realia) (v): sụp, sụp đổ - Follow the seven steps of teaching - collapse (v): - strike đánh, đập vocabulary (v): - evacuate sơ tán * Checking vocab: Ordering - Repeat in chorus and individually - Copy all the words 2.2. Gap fill (Activity 1 P28) - Write the first verb erupt on the board and elicits the past tense from - erupt - erupted

Ss, writing erupted on the board. ? Do the same with all the verbs. ? Work independently to do the activity. - Play the recording for Ss to repeat the sentences. 2.3. Matching (2 P28) ? Match the verbs in A to the nouns in B. ? Listen and check then repeat. 2.4. Complete the sentences (3P28) ? Use the phrases in 2 in the correct form to complete the sentences

3. Pronunciation (20'') Stress in words ending in -logy and â€“graphy * Remember: For words ending in -logy and -grapgy, place the stress on the third syllable from end. 3.1. Listen and repeat (4 P28) ? Ss listen and repeat. Pay attention to the stress syllables - Then have Ss say the words individually. 3.2. Mark the stress (Activity 5 P28) ? Mark the stress in the words first. ? Listen, check and read aloud.

Key: 1. struck 4. buried

1. e

2. b

2. erupted 3. shook 5. raged 6. collapsed

3. a

4. d

5. c

Key: 1. provide shelter 2. put out the forest fire 3. evacuated the village 4. scattered debris 5. take aid

-logy ecology biology apology psychology technology Key: 1. so'ciology 2. zo'ology 3. bibli'ography 4. climat'ology 5. as'trology 6. de'mography

3.3. Mark the stressed syllables in the underlined words (Activity 6 P28) ? Read the sentences first. ? Mark the stressed syllables in the underlined words. ? Listen and repeat the sentences 4. Further practice (2') ? Recall the rule of stress in words - Answer individually ending in -logy and -graphy

-graphy photography biography geography

5. Production(2') ? Learn by heart all the new words. - Take note ? Do Ex A1,2 P 19; B1 P19 ? Prepare: Closer Look 2 - Collect pictures, songs, clips talking about natural disasters. -------------------------------o0o-----------------------------week:25 Preparing date: Period:71 Teaching date:

UNIT 9: NATURAL DISASTER Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Review the use of the passive voice - Learn about the past perfect and practice doing some exercises using these two structures 2. Skills: Use of English. 3. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1. Warmer (5'): Review passive voice ? Study REMEMBER! - We form the passive voice with the verb to ? How do we form the passive be in the appropriate tense and form and the voice? past participle of the main verb. - Only verbs which can take an object can be used in the passive. ? Which kind of verb can be used in 1. Past simple: S + was/were + PP.... the passive? ? Work in three groups to write the 2. Present simple: S + is/am/are + PP.... forms of the passive voice in past 3. Future: S + will be + PP.... is/am/are + going to be + PP.... simple, present simple and future

tense. 2. Grammar 1. The passive voice (7') 2.1. Activity 1 P29 ? Read the conversation in GETTING STARTED. ? Underline any sentences in the passive voice that you can find.

2.2. Ss and T’s activities 2 P29 ? Work independently. - Then, ask them to share their answers with one or more partners. ? Say the answers aloud. - Confirm the correct answers. 2.3. Activity 3 P29 Invite two Ss to write the sentences on the board while other Ss write the sentences in their notebooks. ? Model the first sentence for Ss. - Have Ss write the next two sentences and correct them carefully. The rest can be done as homework.

Key: Was anyone injured? Only a few minor injuries were reported. It seems many houses and public buildings were destroyed or flooded, and thousands of people were left homeless. They’ve sent rescue workers to free people who were trapped in flooded homes. Medical supplies, food and rescue equipment have also been sent. They’ve been taken to a safe where temporary accommodation will be provided for them. Key: 1. Was scattered

2. Are built

3. Were taken 4. will be predicted 5. Will be delivered/are going to be delivered Key: 1. Food and blankets have been given out to homeless people (by volunteers). 2. Ten people trapped in collapsed buildings have been freed (by the rescue workers) so far. 3. Was the whole village destroyed (by the storm)? 4. If the area is hit by the storm, a lot of damage will be caused. 5. A garden party is going to be organized for raise money for the victims of the flood.

3. Grammar 2: The past perfect (15'') 3.1. Activity 4 P29 ? Read part of the conversation from GETTING STARTED. ? Paying attention to the underlined part. ? Refer to the yellow box, explaining the form of the past perfect tense and going through the - We use the past perfect to describe: examples. + an action before a stated time in the past ? When do we use the past perfect? + an action that happened before another

? Can you think of any rules? ? Read the example in 4b P29

action in the past (+) Positive Subject + had + past participle Example: I had left when they came. (-) Negative Subject + had not/hadn’t + past participle Example: I hadn’t left when they came. (?) Questions: had + subject + past participle had + subject + not + past participle hadn’t + subject + past participle Example: Had you left when they came? Had you not left when they came? Hadn’t you left when they came? Short answers to Yes/No questions: (+) Yes, subject + had. (-) No, subject + hadn’t Example: Had you left when they came? Yes, I had. / No, I hadn’t.

3.2. Activity 5 P30 ? Work independently. - Then, ask them to share their Key: answers with one or more partners. 1. had left, erupted 2. arrived, had Ask some Ss to say their answers stopped 3. had spent, arrived aloud. T gives comments, and 4. got, hadn’t taken 5. found, had makes any correction if avaible. bought 3.3. Activity 6 P30 ? Work in pairs. Ask and answer the following questions about you. - T may go around to provide help. Call some pairs to practice in front of the class.

E.g: A: What had you learned to do by the time you started primary school? B: By the time you started primary school, I had learned how to ride a bike.

3.4. Activity 7 P30 E.g: On my birthday, I was very pleased - Model the game with the whole because I had received a nice present. class first. Divide the whole class into two team ( e.g. left side and right side ). ? Take turns in giving reasons why they were pleased/ upset/happy/angry, etc. Count the

correct sentences to find the winning team 4. Further practice (2') ? Recall the uses of the past perfect - Answer individually tense 5. Production( 2') ? Learn by heart all the new words - Take note and structures. ? Do Ex B3,4,5 P20 (Workbook) ? Prepare: Communication - Collect pictures, songs, clips talking about natural disasters. -------------------------------o0o-----------------------------week:25 Preparing date: Period:72 Teaching date:

UNIT 9: NATURAL DISATERS Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic ‘Natural disaters ’ to express their own ideas about natural disasters by answering 2 questions then compare with their partners. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1.Warm up - 5': Chatting - T gives the question: Can we prevent natural disaters with - Answer the questions the help of modern technology? - Ask ss to discuss the questions in groups of 6 ss - Call on some representatives from

some groups to reprent their ideas - Introduce the new lesson * Teaching vocabulary(5’) - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board 2. Communication 1 2.1.Listen to a radio programme on 4teen news. Then fill in the gaps with the words you hear. (12’) - Use the pictures to set the scene - Have ss read the interview and guess what the missing word for each gap in the interview - Collect ss’ ideas -Ask ss to listen to the recording and fill in the missing words - Play the recording twice - Ask ss to compare with their partners - Get feedback - Play once to check the answers

-deal(v): đối phó -view(n): quan điểm -tsunami(n): sóng thần -strike(v): tấn công -victim(n): nạn nhân -charge(n) : nhiệm vụ , bổn phận

-Listen to the recording and fill in the missing words first then share compare Key : 1. flooeded 2. warming 3.used 4. unprepared 5.reminding

3. Communiction 2 3.2.Read the listeners’ views on natural disaters again and decide who - Read the listeners’ view and decide you agree with and who you disagree whose opinions you agree and who with (5’) you disagree with - Ask ss to decide whose opinions they agree and who they disagree with. - Ask ss to make notes of the reasons for their decision

3.3. Answer the two questions . Express your own views and write them down below(8’) - Work individually to make notes of - Have ss make notes of their answers their answers to the two questions in

to the two questions in the interview the interview - Remind ss that it doesn’t matter what their answers are and that is more important that they justify their answers 3.4. Work in pairs. Now compare your view with a partner. Do you share the - Work in pairs same views ?(5’) - Ask ss to work in pair to share their answers with a partner - Encourage each pair to negotiate for -Report on their answers the same views. - Have some ss report on their answers 4. Further practice (3') - Summary the lesson Take note 5. Production(2') -Guide ss how to Ex B4,5 P 20 - Collect pictures, songs, clips talking about natural disasters. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm

week:26 Period:73

Preparing date: Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for specific information about natural disasters in a news report

- Talk about natural disater and what to do when it happens 2. Skills: Speaking, reading. 3. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1.Warm up - 5': Chatting - Ask ss to close the book and answer the question ? What can we do to prepare for a natural disaster? - Introduce the new lesson 2. Reading- 15' 2.1. Read an article about how to prepare for a natural disaster. Look at the words in the box then find them in the text and underline them. What do they mean? - T asks ss to scan the passage and find out where the words : wreak havoc, essential, destructive, guideline, emergency are in the passage then asks if ss know the meaning of these words. If they don’t, T may help ss work out the meaning of these words from the context

Content - Answer the question

-essential(adj): cần thiết - wreak havoc(v):hủy hoại -destructive(adj): có tính tàn phá -guideline(n): đường hướng - emergency(n): tình trạng khẩn cấp

-kit(n): đồ đạc -evacuation(n): sự sơ tán -ash(n): tro -lava(n): dung nham

2.2. Read the article again then answer the questions - Work individually then compare with - Work individually then compare partner their answers with a classmate before Key: giving the answers

- Ask some ss to write the answers on 1.Because they can wreak havoc across the board then confirm the correct large areas and cause loss of life or answers damage to property 2.Learn about the risks in your area and read the information about natural disaters on local government sites 3.Enter all the emergency contact numbers in your mobile phone so you can call rescue and emergency workers if necessary 4.Your emergency supply kit should include food, water, medications, personal hygiene items, coppies of personal documents and some money 5.We need to know the evacuation routes and shelters 3. Speaking - 20' 3.3a. Read the news reports then Key : match each one to the correct 1C 2B 3A pictures - Have ss read the news report then match the news report to the correct pictures - Ask some ss to read out their answers before checking with the whole class 3.3b. Work in pairs. Each pair can - Work in groups of 4 ss and role play choose one of the reports in 3. Role- telling each other about one of the play telling each other about the news in 3. news. Use the example below. First, remind ss of the responses they practised in Getting started, refer them back to this section if necessary . - Ask ss to work in groups of 4 ss and role play telling each other about one of the news in 3. - Ask some groups to do role-play in front of the class 3.4. Make a list of things to do before -Work in groups to discuss and write , during and after each of disasters in down what do do before, during and your areas. You can read the passage after this diasters in 1 again for ideas - Ask ss what disasters often happen

in their areas - Elicit the answers from ss and choose two disasters that happen most . - Divide the class into 2 groups to discuss and write down what do do before, during and after this diasters b. Discuss what you should do in the event of a natural disasters in your Ask and answer questions about the area. Use the information from the things they should do in the event of each disaster they had discussed in a table above - Have ss work in pairs: one student from each group above. Have ss ask and answer questions about the things they should do in the event of each disaster they had discussed in a - Invite some pairs to demonstrate their conversations in front of the class 4. Further practice (3') - Sum up the main content of the Answer lesson. 5. Production(2') - Take note - Do Ex C1.2, D1,2 P 22,23 - Collect pictures, songs, clips talking about natural disasters. -------------------------------o0o-----------------------------week:26 Preparing date: Period:74 Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: â€˘ listen for specific information about a natural disaster in a news report â€˘ write a news reports on a natural disaster 2. Skills: Listening, writing. 3. Attitude: - Positive about natural disasters. - Students know how to learn English in right way.

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1. Warm up - 5': - Brainstorming: effects of a typhoon 2. Listening- 15' 2.1. Activity 1: - Remind Ss about listening for key words in statements. Play the recording and ask Ss to correct the statements. Then ask two or three Ss to write their answers on the board. Play the recording again for Ss to check the answers.

Content - Work in teams: write as many words as possible Key: 1. A typhoon hit Nghe An Province last night. 2. Dozens of people were seriously injured in the storm. 3. There was extensive damage to property in Cua Lo, a coastal town in Nghe An 4. The storm had already weakened when rescue workers arrived in the area. 5. According to the weather bureau, heavy rain will continue over the next few days.

2.2. Activity 2: - First, ask Ss to work in pairs to discuss the missing word for each gap Key: from the information they have heard 1. which 2. homeless in 1. Then play the recording again and 3. Damage 4. flood allow Ss to fill in the gaps as they listen. Ask Ss to share their answers in 5. debris 6. Accommodation pairs before playing the recording a final time to allow pairs to check their answers. If time is limited, T may play only the sentences that include the information Ss need for their answers. 3. Writing - 20' 3.1. Activity 1: - Ask Ss to make notes about a natural

disaster they or one of their family members have experienced in the given - pair work table. Remind them that they do not have to write full sentences and they can use abbreviations. Then, ask Ss to share their notes with their partners. T may ask some more able Ss to read out their notes to the whole class. 3.2. Activity 4: - Set up the writing activity. Remind Ss that the first and most important thing is always to think about what they are going to write. In this case, Ss can use the chart in 3 as a model for their report. T may still need to provide - Group work some help with the language necessary for writing. Ask Ss to write a draft report first. Then have them write their final version in class or at home, depending on time allowed. If they write in class, they can also do it in pairs or groups. T may display all or some of the reports on the wall/board and invite other Ss to give comments. Ss to give comments. Ss edit and revise their reports as homework. 4. Further practice (3') ? Sum up the main content of the Answer lesson. 5. Production(2') - Take note ? Do Ex in exercise book ? Prepare: Unit 9: Looking back - Collect pictures, songs, clips talking about natural disasters. -------------------------------o0o-----------------------------week:26 Preparing date: Period:75 Teaching date:

UNIT 9: NATURAL DISASTERS Lesson 7: Looking back+project I./. Objectives

1. Knowledge: By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 9. 2. Skills: Use of English 3. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1. Warm up - free talk 2. Looking back: For 1,2,3 and 4, first have Ss work independently. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their self-assessment.

Content - Teacher- Ss Key: 1 1. C 2. F 3. D 4. B 5. A 6. E 2 1. evacuated 2. put out 3. take 4. provided 5. scattered 3 1. The tickets will be collected ( by Mr Smith ) 2. A play was put on ( by the students ) at the end of term. 3. The sentence cannot be written in the passive because its main verb is is not a transitive verb. 4. The message was taken ( by Julie ) 5. The picture was painted by a local artist.

6. The sentence cannot be written in the passive because its main verb arrive is not a transitive verb. 4 c

1. d 6. e

2. f

Grammar Exercise 5a: First, ask Ss to work individually writing down, or inventing five bad things that happened to them yesterday. Then allow them to share the Group work sentences with a partner. Exercise 5 b Ask Ss to work in groups. Remind them to add time clauses and use the past perfect with their sentences. Then ask each student to take turns to say out their sentences to the members of their group. T may go around to provide help. Communication Exercise 6. First, model this activity with a more able student. Then ask Ss to work in pairs, using the expressions from the - Pair work box in GETTING STARTED to respond to the news headlines. T may go around to provide help. Call on some pairs to practice in front of the class. 3. Project 1 Ask Ss to look at the pictures and use the phrases they have learnt in Unit 9 to describe each picture. Then allow them to share answers before checking with the whole class. Suggested keys: 1.Providing ( food/medicalâ€Ś) supplies 2.Clearing up debris 3.Freeing trapped people 4.Setting up temporary accommodation ( for the victims of a disaster) 5.Repairing houses/buildings

- Ss do at home

3. a

4. b

6.Evacuating the village/town…to a safe place/area 2 Ask Ss to work in groups discussing how to work out a plan to help the victims of a natural disaster for their teams. Remind the project in class. Otherwise, Ss can complete the project as homework if they need let Ss compare the project in class. Otherwise, Ss can complete the project as homework if they need more time. 3 When Ss have finished their plans, T asks them to display their plans on the wall/boards. Have the groups move around and read the plans and then vote for the best plan. 4. Further practice Finished! Finally ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice 5. Production - Take note - Do Ex in exercise book - Collect pictures, songs, clips talking about natural disasters. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm

……………………………………………………. …………………………………………………… …………………………………………………….. …………………………………………………….. week:27 Period:76

Preparing date: Teaching date:

REVIEW 3 (UNITS 7 - 8- 9) Lesson 1: Language I./. Objectives

1. Knowledge: By the end of the lesson, ss will be able to: + Revise the language Ss they have practised in Units 7 - 8. - 9 + Practice doing some exercises in Pronunciation and Grammar. 2. Skills: Use of English. 3. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Introduction - 5' The aim of this review the language Ss have learnt and the skills they have practiced in Units 7, 8 and 9. T may ask Ss what they have learnt so far in terms of language and skills. Summarise their answers and add some more information if necessary. Encourage Ss to recall and speak out as much as possible. 1. Pronunciation - 15' 1. Activity 1 P36 Review the rules of stress in words ending in –ic, -al, -ee, -ese, and – graphy with Ss as a class. Have Ss then mark the stress independently. Play the recording. Ss listen and corrdect their answers. Confirm their answers. Ss listen again and repeat, in chorus and individually. 2.Vocabulary - 15' 2 . Activity 2 P36 Ask Ss to read the sentences and decide what kind of word is

Content

Key: Nepa’lese ge’ography tech’nology ‘physical pho’tography exami’nee

ath’letic

eco’nomic ‘musical bi’ology

refe’ree

Japa’nese

Key: 1. predict natural

2. iconic

needed for each sentence ( a noun? a verb? an adjective? …). Elicit their answers. Let Ss do the exercise independently. Ss can then share their answers with a partner. Check and write the answers on the board. 3. Activity 3 P36 Ask Ss to do this exercise individually. Check Ss’ answers and write the correct ones on the board.

4. culture Polluted

Key: 1. c 6. e

2. a

5. flooded

3. f

4. a

5. c

3. Grammar- 15' 4. Activity 4 P36 Key: This exercise revises the use of 1. A 2. B 3. C present tenses, conditionals, and 4. A 5. C 6. B passive voice. Have a brief revision if necessary. Then have Ss do it individually. Ss change their answers and discuss if there is any difference in their answers. Check and explain each answer. 5. Activity 5 P36 Have Ss read and decide which Key: type of conditional is used in each 1. get; will grow sentence. Elicit their answers. 2. was/were; would not have to work Then let Ss do this exercise independently. Check and write 3. could choose; would go the correct answers on the board. 4. don’t act; will lose 5. was/were; would be 6. used; would be Key: 1. have been sent

6. Activity 6 P36 Ask Ss to look at the subjects and 3. is made up the verbs to decide if an active or a passive is needed. Have them do 5. was chosen the exercise in pairs. Check and write the correct on the board. Everyday English

2. organized 4. is caused 6. have replaced

Key: 1.b 2.e 7. Activity 7 P36 Ss do the task individually. Then 3.a 4.c 5.d they practice in pairs. After checking their answers, ask one or two pairs to act out the dialogues. 5. Further practice (3') ? Sum up the main content of the Answer lesson. 5. Production(2') - Take note ? Do Test yourself 3 (1,2,3,4) P2526 ? Prepare: Review 3: Leson 2: Skills -------------------------------o0o-----------------------------week: 27 Preparing date: Period: 77 Teaching date:

review 3 (UNITS 7 - 8- 9) Lesson 2: Skills I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: + Revise the language Ss they have practised in Units 7 - 8. - 9 + Practice doing some exercises in Skills 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about natural disasters. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1.Warmer- 5': Chatting ? Talk about one of the natural disaster - work individually you know. 2. Review: 2.1.Reading - 10' Activity 1 P37

Ss read the text the questions independently. Ss compare their answers with a partner before giving them to T. Have Ss explain where they got the answers from in the passage. 2.2. Speaking- 10' Activity 2 P37 The focus of this speaking exercise is on fluency. Let Ss work in pairs to choose their topic and think about their questions and answers. Remind them to use expressions they have learnt from the conversations in GETTING STARTED to respond in a natural way to what they hear. They then practice between themselves. Ss in pairs act out their conversations in front of the class. 2.3. Listening - 10' Activity 3 P37 Ask Ss to read the questions carefully first. T then plays the recording . Ss listen and decide if the statements are true or false. Write Ssâ€™ answers on the board. Donâ€™t confirm their answers at this stage. Have Ss listen again and check their own answers. Correct their answers. 2.4. Writing - 7' Activity 4P37 - First, have Ss read the schedule of the Fight Pollution Day to understand the context. They then choose the activity they would like their friend to participate in and write to him/her to introduce it. Remind Ss that they can use the present simple to talk about practical aspects of an event in the future. For example:

Key: 1. B 5. C

2. D

3. A

4. B

Example: - My dad likes to play chess with his neighbours. - My mum likes making special food and cakes for us. She hates sitting around.

Key: 1. T 2. T F 6. T

3. F

4. F

Sample writing: The event takes place on Saturday, 4 April. The event starts at 8:30 and finishes at 12:00. We pick up trash and sort it for T can call on a student to write his/her recycling. letter on the board. Other Ss and T comment on it. Ss then refer back to

their own work and see if they want to make any changes. Collect some work to correct at home. 3. Further practice; ? Sum up the main content of the Answer lesson. 4. Production(1') - Take note ? Do Test yourself 3 (5->8 P26-27) ? Review for the test -------------------------------o0o-----------------------------week: 27 Preparing date: Period:78 Teaching date: TEST 45’ I./. Objectives 1. Knowledge: - T checks Ss’ understanding from Unit 7 to Unit 9 2. Skills: Speaking, listening, reading, writing, use of English. 3. Attitude: - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: Test 45’ 2.Students: III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure 1. MATRIX Topics/ language & skills I- Listening Topic 7-9 (20 %)

Knowledge Objective

Comprehension Subjecti ve

Objective Listen to a radio programme on 4Teen News. Then fill the gaps with the words you hear 4 items 2 points

Subjective

Application Low

Total High

4items 2 points 20 %

II- Grammar and Vocab Topic 7-9 (30 %)

1. Mark the stressed syllable in each word. 2. Match the words/phrases with the pictures. . 10 items 3 points

III-Reading Topic 7-9

10 items 3points 30%

Chooose the correct answer A, B or C for the questions 2 items 1 point

( 30%)

2. Answer the following questions 2 items 2 points

IV- Writing Topic 7-9 (20 %)

4 items 3 points 30%

Change these sentences into the passive voice. 2 items 2 points

Total

10 items 3.0 points 30%

8 items 5.0 points 50%

Bao Khe Secondary School Class: ……… Student’s name : …………………….. KIỂM TRA 45 PHÚT SỐ 3 - NĂM HỌC Môn: TIẾNG ANH - LỚP 8 Thời gian làm bài: 45 phút Marks

2. Content: PART I : LISTEN

Teacher’s Opinion

2items 2.0 points 20%

2items 2 points 20%

20 items 10 points 100%

Listen to a radio programme on 4Teen News. Then fill the gaps with the words you hear(2pts). climate change prepare global warming natural disasters Sarah: I think there are more (1) _______________________________ now than there used to be. Whenever I watch the news on TV, I see places that are flooded or affected by drought. I’m certain this is the result of (2) ___________________________ and (3)__________________________________ . Linh: I don’t think we can (4) ________________________ for natural disasters as nobody knows when or where they are going to strike. It’s Nature’s way of reminding us who is in charge and that we should show more respect to the natural environment. PART II: GRAMMAR AND VOCAB 1. Mark the stressed syllable in each word. (1,0pt) 1. obese

2. degree

3. ecology

4. geography

2.Match the words/phrases with the pictures. (2pts) A. Water pollution B. Air pollution

C. Forest fire D. The USA

E. The United Kingdom F. Drought

PART IV: READ Read the passage and dothe tasks that follow. ALASKA Alaska is perhaps the most amazing state in the USA. It has coaslines facing both the Arctic Ocean and Pacific Ocean. This state has an incredible three million lakes. That’s four lakes per person living there. Many cities cannot be reach by road, sea or, river. The only way to get in and out is by air, on foot, or by dogsled. That’s why Alaska has the busiest sea airport in the world, Lake Hood Seaplane Base. Nearly two hundred floatplanes take off and land on the water of this airport every day. It’s really a fun scene to watch. Alaska is called the Land of the Midnight Sun because in summer, the sun does not set for nearly three months. But in winter the sun stays almost unseen. All Alaskans take special pride in their beautiful and unique state. 1. Chooose the correct answer A, B or C for the questions. (1,0pt) 1/ Which statement below is NOT correct? A. In A Laska, the number of lake is bigger than that of people. B. there is one lake for each person living there. C. Alaska has an incredibly high number of lakes. 2/ In Alaska we can always see the sun_______________. A. every month of the year. B. in winter C. in summer 2. Answer the following questions.(2pts) 1/ What is Alaska?

…………………………………………………………………… 2/ Why do people call Alaska ‘ Land of the Midnight Sun’? ……………………………………………………………………………… PART IV: WRITE Change these sentences into the passive voice. (2,0pts) 1/ Mr. Smith will collect the tickets. The tickets…………………………………………………………………… 2/ A local artist painted the picture. ……………………..……………………………………………………..…… The end

3. Key:

ĐÁP ÁN BÀI KT 45’ SỐ 3- NĂM HỌC -

PART I:0,5 p for each correct sentence. 1/natural disasters

2/climate change

3/global warming

4/prepare

PART II: 1.0,25 p for each correct sentences 1. o'bese

2. de'gree

3. e'cology

4. ge'ography

PART IV: 1 p for each correct sentence. 1. The tickets will be collected by Mr. Smith. 2. The picture was painted by a local artist. 4.Production: Prepare Unit 10 -------------------------------o0o---------Kiểm tra ngày tháng

năm

week:28 Period:79

Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to:

- listen and read the conversation between Phuc and Nickfor details and then do some related exercises. - use lexical items related to communication 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about communication. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1.Warmer (5'): Brainstorming - Bring a mobile phone into the class. Elicit the phone’s function from Ss and write them on the board. - Then discuss with Ss which functions are helpful for communicating, and which functions are not. Ask Ss to explain their choice. 2. Getting - started (10') 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

* Checking vocab: R.O.R

Content * Suggested answers: Mobile phone’s function - a means of voice communication or letter message transmission. - watching a picture displayed - taking photographs - texting - getting acess to the Internet - battery - show up

bộ pin, ắc quy xuất hiện, xuất đầu lộ diện - oversleep (v): ngủ quên - conference (n): hội nghị - snail mail (n): thư gửi bằng đường bưu điện - telepathy (n): ngoại cảm, thần giao cách cảm - instantly (adv) ngay lập tức : - flat (adj): bằng phảng, xẹp, hết - Repeat in chorus and individually - Copy all the words (n): (v):

2.2. Listen and read * Introduction: ? Look at the pictures but cover the text. - Brainstorm questions with Ss and write them on the board. - What do you think Phuc and Nick are talking about on the phone? - Where are Mai and Phuc in the first picture? - What are they doing there? - Where is Nick in the second picture? What is he doing there? - What is it in the third picture? what does it mean? - What is a possible connection between pictures 1, 2 and 3? - Accept all possible answers from Ss. Remember not to give correction at this stage. ? Listen and read the conversation then check your answers. 3. Doing (20'') 3.1a. Find words or phrases (1a P39) ? Work individually then in pairs to find the words/phrases. If time allows, encourage Ss to explain the words/phrases in the context of the story. For example, Ss may say “Phuc is saying ‘We were waiting for ages’ and this means he and Mai had to wait for Nick for a very long time.” 3.1. b. True or false Have Ss work individually then in pairs to compare answers with each other. Correct the task as a class and encourage Ss to explain for both T and F options.

- Answer the questions individually. * Suggested answers: - They are talking about going to the cinema. - They are at Galaxy Nguyen Trai. - They are waiting for someone. - He's at Galaxy Nguyen Du. - It's the simple of the battery of a mobile phone. It's flat. - Students' answer.

Key: 1. Wait for ages 2. Show up 3. Get through 4. “My battery was flat.” 5. “Are you kidding?” 6. “We can try again”

Key: 1. T 2. T 3. F ( Nick was waiting outside the wrong cinema.) 4. T

5. T

6. T

3.1. c. Questions Ask Ss to work in group of three or Key: four and discuss the questions. For They couldn’t see the film together because a more able class, ask the groups to Nick went to the wrong cinema. They didn’t

play the roles of Phuc, Mai, and communicate clearly the name and address of Nick. What would they do if they the cinema beforehand. Then they were not were them? able to contact each other because the battery of Nickâ€™s mobile was flat. 3.2. Matching Ss work in pairs to complete this task. After they have finished, go through each items as a whole class. Ask Ss to further explain the meaning of the words/phrases in the box, and/or how they work. Allow Ss to use Vietnamese if necessary. If there is time, ask Ss to work in pairs to tell each other if they have ever used these ways of communication. 3.3. Gap fill Draw Ssâ€™s attention to the words/phrases from the word box in 2 again. Tell them to do this task by first underlining the cues in each item. Also remind Ss to consider the part of speech of the missing words ( where applicable ). Explain the Look out! box. Game ? Work in groups. - Set a time limit and ask Ss to write down as many different ways they have communicated so far today as they can. The person with the most ideas is the winner. Alternatively, this can be a competition between groups where they collect information from each member and collate it to find the winning group with the most communication ways. 4. Further practice (2') ? Sum up the main content of the lesson. 5. Production(2') ? Learn by heart all the new words.

Key: 1. having a video conference emailing 3. video chatting

4. Meeting face-to-face social media 5. using telepathy letters ( snail mail )

5. using 7. sending

Key: 1. using social media 2. Meet face-to-face 3. emailing; sending letters/snail mail 4. Using telepathy 5. video chatting 6. Have a video conference

E.g: - phone - send massage - chat - meet face to face ..........

- Answer individually

? Do Ex B1, 2,3 P30 (Workbook) ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about communication

- Take note

-------------------------------o0o-----------------------------week:28 Preparing date: Period: 80 Teaching date:

UNIT 10: COMMUNICATION Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - learn more words about communication - remember the rules of stress in words ending in -ity and -itive 2. Skills: Speaking, listening, writing. 3. Attitude: - Positive about communication. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1.Warmer:Matching (activity 1 P40) Ss work individually first then in pairs. Encourage them to describe how the communication happens in each picture. For a more able class, ask Ss to describe how each way of communication is different from the others. 2. Vocabulary (10')

Content Key: 1. using music 2. Using signs 3. Leaving a note 4. painting a picture 5. Communicating non-verbally with animals 6. using codes 7. Sending flowers 8. Using body language - non-verbal (n) ngôn ngữ không dùng

2. 1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: What and where

2.2. Match the words with the definitions (Activity 2 P40) - show Ss an example of how these communication channels work especially a chat room and a message board. ? Work individually or in pairs to complete the exercise. Similar to exercise 1 . after giving corrections, T can share with Ss some of their own experiences of susing these technologies. 2.3. Complete the diagram (3 P40) ? Wor in groups where Ss discuss and write down their ideas. - Encourage Ss to think of all communication forms they have learnt, or the ones they know, and put them in the correct categories.

: lời nói - code (n) mật mã : - multimedia (n) đa phương tiện : - landline (n) điện thoại bàn phone : (n) diễn đàn trên mạng - message : board - Repeat in chorus and individually - Copy all the words

Key: 1. d

2. e

3. b

Forms of comunication: 1. Verbal: - meetin F2F ...... 2. Non-verbal: - using signs ........ 3. Multimedia: - texting .......

2.4. Debate (4 P40) ? work in two teams to compete Group work with each other. - Each team is assigned one form of communication. The rest of the class will be the audience. ? Try every way possible to convince the audience their communication form is better. Then the audience will decide which team is the winner. 3. Pronunciation (20'')

4. c

5. a

Stress in words ending in -ity and –itive ? Cover pronunciation box. - Write the words ‘opportunity’ and ‘positive’ on the board. ? Read them aloud and try to identify which syllable is stressed. - Find two more words ending with the suffixes –ity and –itive. Ask Ss to say them aloud. - Then elicit the pronunciation rule with the class. * Remember: For words ending – ity and –itive, place the stress on the syllable before the suffix. 3.1. Mark the stress (5 P41) Ss work individually then in pairs to compare their answers. Tell Ss to mark the word stress. - Then have Ss say the words individually. 3.2. Gap fill (Activity 6 P41) Ss work individually then compare the answers with the partners. Play the recording for Ss to check. Allow them plenty of time to practice these sentences with correct stress. 4. Further practice (2') ? Recall the rule of stress in words ending in -ity and -itive 5. Production(2') ? Learn by heart all the new words. ? Do Ex A1,2,3 P 29 ? Prepare: Closer Look 2 - Collect pictures, songs, clips talking about communication

Example: Oppor’tunity She got the opportunity to see Frozen. ‘positive His answer is positive!Great!

Key: 1. com’petitive 2. in’finitive re’petitive 4. ‘positive a’bility 6. possi’bility curi’osity 8. natio’nality Key: 1. nationality competitive ability

2. repetitive 4. possibility

3. 5. 7.

3. 5.

- Answer individually

- Take note

-------------------------------o0o-----------------------------week: 28 Preparing date: Period: 81 Teaching date:

UNIT 10: COMMUNICATION Lesson 3: A closer look 2

I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Review the future continuous tense - Learn about Verb+ to-infinitive 2. Skills: Use of english. 3. Attitude: - Positive about communication. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1. Warm up (5'): Brainstorming - Two teams write the ways of communication in 3 minutes - The team with more correct words is the winner 2. Grammar 1 A.The future continuous tense (15') 2.1.Exercise 1 / 41 -Remind Ss of the story in GETTING STARTED: how Phuc, Mai and Nick planed to see a film together but Nick went to the wrong cinema and they were not able to contact each other. Ask Ss what Phuc and Nick decided on the phone about how they would try it again this Sunday afternoon. -Play the recording and ask Ss to answer the two questions. -Draw Ss’s attention to the Review box

Content

Ways of communication

-Remind Ss of the story in GETTING STARTED:

Key: 1. He will be having his Vietnamese class. 2. They will be watching a film at the cinema

2.2. Exercise 2/ 41 -Draw Ss’ attention to the Look out! box - Ask ss to work independently. - Then, ask them to share their answers with one or more partners. -Say the answers aloud. - Confirm the correct answers. 2.3. Exercise 3/41 -Have Ss work in groups to decide which year to put in the gaps. Then go through each sentence with Ss, asking each group to call out their choice. 3. Grammar 2. Verb+ to-infinitive (17'') 3.4.Exercise 4/42 -Read part of the conversation from GETTING STARTED and write down all the verbs that are followed by to-infinitive Tell Ss to look at the Watch out! box. 3.5.Exercise 5 Page 42 -Ss work individually them in pairs to compare their answers -Ask some Ss to say their answers aloud. -T gives comments, and makes any correction if avaible. 3.6. Exercise 6 Page 30 -Draw their attention to the time expression ( year 2050) and ask them which verb tense should be used. -Ask Ss work in pairs and share their ideas with other pairs to make a “Dream List”. - Remind them to use full sentences. 4. Further practice (5') ? Recall the uses of the past perfect tense

-Work independently. Key: 1. Will he still be sleeping; will be studying 2. will be having 3. will be eating 4. Will she be staying; will be writing 5. will be playing 6. will be learning - Work in groups

Some common verbs followed by toinfinitive • Verb of thinking: choose, decide, plan • Verbs of feeling: love, hate, prefer • Other verbs: try, want, need

Key: 1. c

2. b

3. a

- Work in pairs

- Answer individually

4. c

5.a

5. Production( 2') - Learn by heart all the new words - Take note and structures. - Do Ex B1-6 page 30/31(Workbook) - Collect pictures, songs, clips talking about communication -------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm

week:29 Period:82

Preparing date: Teaching date:

UNIT 10 : COMMUNICATION Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic ‘Communication ’ and some abbreviations for online chatting 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about communication. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1.Warm up - 5': Chatting - Have you ever failed to communicate? - If yes, tell us some reasons? - Introduce the new lesson * Teaching vocabulary(6’) - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board COMMUNICATION BREAK DOWN 2. Communiction 1: Exercise 1/ Page 43.(7’) - Make sure ss to understand the requirement then run through the sentences. - T does the first item with Ss. Then Ss work in pair to complete this task. -Once they have finished, encourage them to add in some more reasons and examples. Exercise 2/ Page 43 (8’) - Elicit from Ss what body language is. Explain that understand body language can help people avoid communication

Content

- Answer the questions -language barrier(n): rào cản ngôn ngữ -cultural difference(n): sự khác biệt văn hóa -shrug(v): nhún vai -glance(v): liếc nhìn - breakdown(n): sự hỏng -shorthand(n): sự tốc ký -fist(n): nắm tay

- Work in pairs Key: 1. A 2. B 5. A 6. B

3. C

4. C

- Work in pairs to work out the

breakdown. T may give an example and ask Ss to guess what T is trying to say. -Ask Ss to cover the text and just to look at the pictures. In pairs Ss work out the messages from the pictures. Then Ss can uncover the text and do the matching. -Confirm the correct answers. - Ask ss to add more examples and demonstrate these for the class to guess their meaning.

Exercise 3 / Page 43 (8’) - Remind ss some of the language for online communication learnt in Unit 1 - Explain that using abbreviations for online chatting and texting is not always easy to understand. Ss then work individually to complete this task. - Ask ss to share compare - Ask some ss to write the full sentences on the board - Confirm the correct answers - Have ss make notes of their answers to the two questions in the interview - Remind ss that it doesn’t matter what their answers are and that is more important that they justify their answers

messages from the pictures. Then Ss can uncover the text and do the matching.

Key: 4. b

1. c 5. d

2. a

3. e

- Work individually to to complete this task. Key: 1.Where are you? We are at Lotte on the second floor. 2.I’ll be 5 minutes late. See you soon. 3.Do you want to see a movie this weekend? 4.Please call me right back. Thanks 5.Hi! What are you doing tonight? 6.Did you see it? Laugh out loud!

Exercise 4/ Page 43(8’) - Ask ss to work in groups to make their group’s Ideas by discussing a technology solution that will help people avoid the communication breakdown mentioned in 1 -The groups then make a short presentation of their ideas to share with the class to make a big Ideas Bank.

- Work in groups

4. Further practice (3') - Summary the lesson 5. Production(2') -Guide ss how to Ex C1,2,3,/ 31/32 Take note - Collect pictures, songs, clips talking about communication

-------------------------------o0o-----------------------------week:29 Preparing date:16/10/15 Period:83 Teaching date:

FEEDBACK ON THE TEST 3 I./. Objectives 1. Knowledge: - To correct the test number 3. Give comments to encourage the students to study hard. Discuss the ways to improve the test score 2. Skills: Speaking, listening, reading, writing, use of English. 3. Attitude: - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: test 45’ 2.Students: III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure 1. Remark on the tests: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -The number of the tests: +Exellent tests: +Good test +Average: +Under average: -In general, all Ss have achieved the basic knowledge. -There are many exellent and good tests. - Some Ss' skill of doing general test is not good. -The teacher shows some best and worst tests to correct before class:

ĐÁP ÁN BÀI KT 45’ SỐ 3- NĂM HỌC Môn: TIẾNG ANH - LỚP 8 PART I:0,5 p for each correct sentence. 1/natural disasters

2/climate change

3/global warming

4/prepare

PART II: 1.0,25 p for each correct sentences 1. o'bese

2. de'gree

3. e'cology

4. ge'ography

2. 0,3 p for each correct sentence. 1/ D 2/ F 3/ B 4/ E 5/C 6/A PART III 1. 0,2 p for each correct sentence. 1/ B 2/ C 2.1 p for each correct sentence. 1. Alaska isa state in the USA. 2. Because the sun can be seen for three months in summer. PART IV: 1 p for each correct sentence. 1. The tickets will be collected by Mr. Smith. 2. The picture was painted by a local artist 2.The ways to overcome: -The teacher should help Ss more by concentrating on practice skills such as: listening and reading skills. -Especially, teacher should check their homework and orally more often. 3.Production: - Review all knowledge from the three units. - Prepare unit 10. ---------------------------------------------------week:29 Period:84

Preparing date: Teaching date:

UNIT 10. COMMUNICATION Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Read for general and specific information about communication in the future - Talk about communication now and in the future 2. Skills: Speaking, reading, 3. Attitude: - Positive about communication. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure

Ss and T’s activities 1. Warm up - 5': Brain storming . - Ask ss to answer the questions - Introduce the new lesson

Content - Answer the question What will we use to communicate in the future?

* Teaching vocabulary(6’) - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board

- stick(v): dính - decade(n):thập niên - holography(n): chụp ảnh giao thoa - tiny(adj):bé nhỏ - threedimensional images(n): hình ảnh không gian 3 chiều - interact(v): tương tác - cyber world(n): thế giới ảo

2. Reading- 15' 2.1. Look at the letters the children from Viet Nam and Sweden sent to each other in a penfriend project.Why do you think they chose this way to communicate with - Answer the questions each other ? -Ask Ss to look at the photos. Explain that these are the letters Ss from two schools in Viet Nam and Sweden sent to each other in a penfriend project. -Ask Ss to brainstorm the reasons why they think these Ss chose this way to communicate with each other. -Then ask Ss what they think is happening in the two other photos in the text.

2.2. Read the text Look at the highlight words and match - Work individually them with their meanings. Ss read the text quickly for the first time. 1. in real time 2. interact Ask them to pay attention to the 3. three-dimensional images highlighted words and do the matching 4. cyber world 5. network task. - Work individually then compare their

answers with a classmate before giving the answers - Ask some ss to write the answers on the board then confirm the correct answers 2.3. Answer the following questions - Ask ss to answers individually first then compare the answers in pairs. Once they have agreed on the answers they can practice asking and answering the questions with each other - Call some pairs to ask and anwer aloud

- Work individually then in pairs Key: 1.They have to write and read real letters. One student likes to send sweets with the letters as well. 2.They are telepathy and holography. Telepathy uses a device in our head to communicate by thought over the network. Holography gives three-dimensional images and we will be able to interact with each other in real time. 3.She prefers to use real, faceto-face communication because she thinks this makes life more interesting.

3. Speaking - 15' Exercise 4. In small groups, decide whether you agree with the author of this - Work in groups of 4 ss text. Why/ Why not? Share your ideas with the class First ask Ss where in the text the authorâ€™s opinion is expressed. Then they work in groups of 4 ss to tell each other if they agree with the authorâ€™s opinion or not, and explain why. -Then call on some pairs/ groups to share - Take a survey what they have discussed. - Work in groups of 6 ss 3.5. Class survey. What ways of communication do you use for the following purposes now and what will they be in the year 2030? - Work in groups of 6 ss

-The group leader will then report to the class either the ways of communication that are most mentioned or the ways of communication that the group likes best.

4. Further practice (3') - Sum up the main content of the lesson. Answer 5. Production(2') - Do Ex C1. D1,2 P 31-33 - Take note - Collect pictures, songs, clips talking about communication

-------------------------------o0o------------------------------

Kiểm tra ngày tháng

năm

week:30 Period:85

Preparing date: Teaching date:

UNIT 10: COMMUNICATION Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • listen for general and specific information about netiquette • write an email using netiquette 2. Skills: listening, writing. 3. Attitude: - Positive about communication. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1. Warm up - 5': - Free talk

Content Teacher- Ss

2. Listening- 15' 2.1. Activity 1: Ask Ss to look at the message board. Ask them who posted the message and - Do as requesed who they think the message is for. Ask them to try to identify what problems in terms of communication politeness they think the message has. 2.2. Activity 2: Key: 1. The word is a combination Write on the board ‘netiquette’ and ask what they think it means. Explain of ‘net’ and ‘etiquette’. It’s they are going to listen to a researcher a set of rules for behaving talking about the way we communication property online. online. Explain CAPS LOCK in the box

2. Don’t say and do if necessary. Have Ss look at the questions first. unpleasant things, just like Encourage them to give some in real life. answers. Then play the recording. Ss work individually then in pairs to 3. It’s how we communicate compare their answers. with each other online. 2.3. Activity 3: Before playing the recording again, Key: first ask Ss to look at the grid and try to 1. Use CAPSLOCK in Shoul complete it with as much information emails, posts and comments d from the recording as they can remember. 2. Check your email for v Elicit the answers from Ss. If their mistakes or errors answers are correct, move to the next 3. Use a lot of shorthand activity. Otherwise, play the recording 4. Respect discussion rules v again. and use polite language 2.4. Activity 4: Ss work in pairs to complete this task. You may call two or three pairs to write their versions of the message on the board and the class votes for the best one. 3. Writing - 20' 3.1. Activity 5: - Draw Ss’s attention to the REMEMBER! box. If possible, illustrate Key: 1. c 2. f 3. e 4. b each of the bullet points mentioned by an 5. a 6. d example you find from the Internet. 3.2. Activity 6: - First Ss work in groups to discuss what information they would include in the email. They may look at the email in 5 for ideas. Then Ss work individually on this task. Ask them to pay attention to the netiquette they have learnt. When Ss - Group work have finished, they swap the writing their - Write the email partner to check before handing it in to T. For a more able class, T may ask Ss to try the following tasks as homework ( Ss may look at 4 for more ideas ): • Write a short post on your class message board to ask how many words the final essay should be. 4. Further practice (3') ? Sum up the main content of the lesson.

Answer

5. Production(2') ? Do Ex in exercise book - Take note ? Prepare: Unit 10: Looking back - Collect pictures, songs, clips talking about communication -------------------------------o0o-----------------------------week: 30 Preparing date: Period: 86 Teaching date:

UNIT 10: COMMUNICATION Lesson 7: Looking back+project

I./. Objectives 1. Knowledge: - Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that information to complete the self-assessment box at the end of the unit. By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 10 2. Skills: use of English. 3. Attitude: - Positive about communication. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure

Ss and Tâ€™s activities 1. Warm up - free talk 2. Looking back I. Vocabulary 1. Ask Ss to complete the sentences by using the support from the pictures, the letter cues, and the meaning of the sentences. They work individually first and then compare with a partner. 2 Challenge Ss to try this task without looking back at COMMUNICATION. Have two or three Ss write their answers on the board. 3. Ss work in pairs for this task. Remind Ss that these are non-verbal ways of communication. Then call on some pairs to report their talk. II. Grammar 4 Ss work individually then in pairs to compare their answers.

Content - Teacher- Ss Key: 1. body language Multimedia face 4. cultural different Telepathy Netiquette

2. 3. face-to5. 6.

Key: 1. thx 4 ur gift 2. BTW, wot r u doin this wkd? 3. cultural differences 4. LOL! 5. C U 2nite. Key: 1. will not be sleeping playing be doing 4. will be waiting be using; will be using raining

2. will be 3. will he 5. will not 6. will be

Group work 5 Ss work individually then in pairs to compare their answers. If time allows encourage Ss to think of other verbs that are followed by gerunds and by toinfinitives and make sentences using them. III. Communication 6 Ss discuss this task in pairs. Remind them that they can choose to talk about forms of communication people will be using or will not be using in the year 2100 and they should give the reasons why they think so. For a more able class, this can be done as a debate if some particular forms of

Key: 1. talking 3. to show 4. communicating chatting

- Pair work

2. to use 5. 6. to have

communication are selected beforehand for Ss to discuss. Ask Ss to complete the self-assessment box. identify any difficulties or weak areas and provide further practice. 3. Project â€œAction. Take one! Action. Take two!â€? Remind Ss of: - The reasons for communication breakdown in COMMUNICATION - Different ways of communicating in GETTING STARTED and A CLOSER LOOK 1 Put them into groups and ask them to think of a sketch or a role-play of a - Ss do at home communication breakdown. Give them time to brainstorm some ideas. Move around the class, giving help where necessary. Alternatively, T can prepare the following scenarios if Ss are short of ideas or time. Print each sketch on a piece of paper and fold it up. Each group will pick one piece of paper and prepare their performance. More than one group can have the same sketch, because they will interpret it differently. Ss may prepare the sketch out of class if more time is needed. On the performance day, more than one group may act out a similar play, but look for their different interpretation of the communication breakdown as well as their solution. - Take note Make sure everyone gives each group lots of encouragement and praise for their acting attempts. 4. Further practice Finished! Finally ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice.

5. Production - Do Ex in exercise book - Collect pictures, songs, clips talking about communication

-------------------------------o0o-----------------------------week: 30 Preparing date: Period: 87 Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 1: Getting started I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the conversation about science and technology for details and then do some related exercises. - form the opposite words by adding prefix un- or im- use the lexical items related to science and technology 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1.Warmer (5'): Chatting Put the heading ‘Science and ‘Science and Technology’ Technology’ on the board. ? Suggest any words or phrases related to this topic. - Accept all ideas, organize them in a word web if possible 2. Getting-started: (10') - science (n): khoa học 2.1. Vocabulary - technology (v): công nghệ - Teacher use different techniques - development (v): sự phát triển to teach vocabulary (situation, - spaceship (n): tàu vũ trụ

realia) - Follow the seven steps of teaching vocabulary

* Checking vocab: Ordering 2.2. Listen and read * Introduction: ? Look at the pictures but cover the text. - Brainstorm questions with Ss and write them on the board. What can you see in the pictures? Do you know these characters? Where are they now? What are they talking about?... - Accept all possible answers from Ss. Remember not to give correction at this stage. * Open prediction: You are going to listen and read the conversati on about the developments in science and technology. ? Before listening, guess what can robbots do in the future? ? Listen and read the conversation then check your answers. 3. Doing(20'') 3.1a. Find words (1aP49) ? Read the conversation again and do the exercise in pairs. - Elicit the correct answers and write them on the board. - Have Ss substitute the B words into the conversation to check that they match. Finally, explain the meaning of any complex words in Vietnamese if necessary. 3.1. b. Answer the quetions Ss work individually to answer the questions. Ss compare answers with

- trafic jam

(n):

sự tắc nghẽn giao thông - benefit (n/v): lợi ích, hưởng lợi - enomous (adv) to lớn : - Repeat in chorus and individually - Copy all the words

- Answer the questions individually. * Suggested answers: - Some robbots working. - Yes, they are Duong, Nick, Chau and Dr. Nelson. - They may be at school. - They may talk about Science and Technology.

* They can worsk in factories and clean our home.

Key: 1. c 6. f

2. b

3. d

4. e

5. a

1. They are at the Science Club 2. It is the roles of science and technology

a partner and then discuss as a class. Have Ss say where they found the answers in the converdation.

in the 21st century 3. Science and technology are changing everything. 4. He told Nick that only robots would work in factories and clean our homes in the future. 5. He/She said that there would be no more schools: theyâ€™d just stay at home and clean on the Internet.

3.1. c. Discussion ? What fields are mentioned in the Key: conversation which are affected by 1. The economy (economy development) science and technology? 2. The workplace (robot in factories) 3. The home (robots cleaning our homes) 4. Travel (traffic jams) 5. Education (school via the Internet) 3.1.d. Gap fill Key: Have Ss do this exercise in pairs. 1. field 2. space 3. the key 4. Ask some Ss to present their economic development 5. flying cars answers. Confirm the correct Look out! answers. - Science: knowledge about the world, Help ss distinguish the two words. especially based on examining, testing, and providing facts - Technology: things and ways of doing things that are based on knowledge about science and computers. 3.2. Complete the sentence ? Run through all the words in the box. - in the box are some more words and ? What are the words about? phrases related to science and technology ? Complete the sentences using the Key: words in the box. 1. science subjects 2. - Check their work by calling on technology some Ss to read out their sentences. 3. researchers 4. machines Allow Ss to write the translations 5. Scientific progress next to the words. 3.3. The prefix un- and im- necessary -> unnecessary ? Look at the example. - happy -> unhappy ? How can we form the opposite of - polite -> impolite the words? - add prefix un- or im- Then let them do the task by themselves. After that, they swap Key: 2. unrealistic their answers with a partner. 1. unknown Correct Ssâ€™ answers as a class. 3. impossible 5. Unpolluted Then let them repeat the words in 4. unimportant

chorus. Find someone who ? Work in groups. ? Ask your groupmates Yes/No questions, using do or will

4. Further practice (2') ? Sum up the main content of the lesson. ? List some scientists of Viet Nam

1. likes 2. wants to science travel into subjects at space in the school future 4. knows a 5. will go Vietnamese into sciences scientist when finishing school

3. wants to become a sciencetist 6. aadmires a scientist or

- Answer individually Reference an inventor: Some scientists of Viet Nam: Võ Hồng Anh Lê Văn Thiêm Trần Đại Nghĩa Hà Đình Đức Hoàng Tụy Phan Lương Cầm

5. Production(2') ? Learn by heart all the new words. ? Do Ex B1, 2,3 P30 (Workbook) - Take note ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about science and technology. -------------------------------o0o------------------------------

Kiểm tra ngày tháng

năm

week:31 Period: 88

Preparing date: Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Pronounce words with the prefix un- and im- correctly in isolation and in context - Learn some more words related to science and technology 2. Skills: Speaking, listening, 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1. Warmer (5'): Introduction Explain to Ss that there are three to learnt -> learner common ways of forming nouns to invent -> inventor indicating people, but don’t say science -> scientist what they are. Write the following on the board: ? Elicit from Ss how these words are changed to mean a person who does these things. * We add -er, -or or -ist to a verb or a noun ? Give some more examples. ? Read the Look out! box. And say to form a noun indicating people. out the rule. 2. Vocabulary (10') (adj): không biết trước, bất 2.1. Vocabulary unforeseen ngờ - Teacher use different techniques - immature (adj): non nớt, chưa chín chắn to teach vocabulary (situation, - impure (adj): không trong sáng, realia) không sạch - Follow the seven steps of teaching - unwise (adj): không khôn ngoan, khờ vocabulary - Repeat in chorus and individually * Checking vocab: R.O.R

- Copy all the words 2.2. Activity 1 P50 ? Complete the following sentences with nouns indicating people Do this activity the first time around as a quiz. Divide the class into two teams. ? Read out item one and ask Team A to answer. - If they get it wrong, the option goes to Team B to answer. Keep a score on the board to increase the fun element. Now have Ss work individually to do the task in their books. ? Write the answers on the board. Correct their answers as a class. 2.3. Activity 3 P50 ? Work in pairs and discuss what the word in for each picture. - T checks as a class. For more able Ss, have pairs write the descriptions of these people in the same style as activity 1. Then put pairs together to read out their descriptions and challenge each other to guess the person, like in the quiz 1. 2.4. Activity 3 P50 ? Read the sentences and guess the part of speech of the word to be filled in each blank. - Have Ss call out their guesses. Ss work individually. Ask some Ss to write their answers on the board. Check their answers as a class. 3. Pronunciation (20'') 3.1. Stress in words starting with un- and im. Explain to Ss that the prefixes unand im- are used to make adjectives (and adverbs) negative. Explain to them that when these prefixes are added, the stress of the new word does not normally change. Give some examples.

Key: 1. adviser/advisor 2. chemist 3. designer 4. programmer 5. Biologist

Key: 1. chemist 3. engineer 5. doctor 7. explorer

Key: 1. developments exploration 4. medical

2. software developer 4. physicist 6. conservationist 8. Archeologist

2. scientists

5. economic

When we add the prefix un- or immeaning ‘not’ ) to a root word, the stress of the word does not normally change. Example: ‘friendly -> un’friendly ‘probable -> im’probable Note: When we add the prefix un- or im- to a one-syllable word, the stress falls on the root word. Example: fair -> un’fair

Pure -> im’pure 3.2. Activity 4 P51 - Play the recording for Ss to repeat the words. Play the recording as many times as necessary. Correct Ss’s pronunciation, especially the stress. Then have Ss mark the stress on the words by drawing circle Key: above the stressed syllable. 0O oOo ooO 3.3. Activity 5 P51 un’wis un’lucky unfore’se Have Ss read out the word first. e un’health en Then they work in groups to put the im’pur y imma’tur words in the right columns. Call on e im’patie e some Ss to write the answers on the un’hur nt impo’lite board. Confirm the correct answers. t 3.4. Activity 6 P51 Have Ss work individually to write down the words. Play the recording Key: two or three times for Ss to check. 1. impure 2. unhealthy impossible 4. unlimited impatient 4. Further practice (2') ? Recall the rule of stress in words - Answer individually starting with un- and im5. Production(2') ? Learn by heart all the new words. - Take note ? Do Ex B2, 3 P37 ? Prepare: A closer look 2 - Collect pictures, songs, clips talking about science and technology.

oOoc un’limited im’possible un’natural

3. 5.

-------------------------------o0o-----------------------------week:31 Preparing date: Period:89 Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: -Use the future simple and future continuous to talk about science and technology in the future -Use the direct speech and indirect speech to report what people say or tell

2. Skills: Use of English. 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1. Warm up (5'): Brainstorming - Free talk Teacher- Ss Introduction Ss have already learned the future simple will do and the future continuous will be doing. Tell Ss that this is a review section. T may help Ss recall the form and uses of these two tenses. Also remind them of the uses of present simple and going to to express future actions. 2. Grammar 1: Future tense: review 2.1. Have Ss work individually. Key: Check their answers as a class. T 1. will have 2. will be doing may ask why a certain tense is used 3. will she be 4. won’t pass to check that Ss understand the 5. decide; will support rules. 2.2. Tell Ss to study the example first. Then they work in pairs to do the activity. Encourage them to talk as much as possible. Remember that there is no ‘right’ or ‘wrong’ as long as their sentences are grammatically correct. Move around the class and listen to Ss. If there is a point which everyone is - Pair work confused about, bring the class back together and do a quick review of it. 3. Grammar 2:

Reported speech In direct speech, we give the exact words somebody said, and we use - Listen to the teacher and take notes quotation marks. In reported speech, we give the meaning of what someone said, but with some changes and without quotation marks. Example: Nam: “ I want to become a robot designer.” Nam said the he wanted to become a robot designer. When the reporting verb ( e.g. say or tell ) is in the past, the verb in reported speech changes as follows: 2.3.Tell Ss to refer back to the conversation in GETTING - Answer individually STARTED and find the examples of reported speech. Focus them on the use of the verbs. 2.4. Ss work in pairs. Ask them to - Pair work write down the sentences in their notebooks. Call on some Ss to read Key: 1. Nick said that he came from a small out what they have done. For a town in England. class which needs more support, have two Ss to write their answers 2. My friend said that Brazil would win on the board. Correct their the World Cup. mistakes. 3. Olive told Chau that she was leaving Viet Nam the next day/the following day. 4. David told Catherine that he was unable to read her writing. 5. Minh said that he had overslept that morning.

2.5. Ss do this task individually. While they are working, some Ss Key: 1. He said ( that ) he hadn’t said may write their sentences on the anything at the meeting the week board. Correct their sentences as a class. before/the previous week.

2. She told me that letter had been opened. 3. Tom said that in 50 yearâ€™s time we would probably be living on Mars. 4. Mi said she hoped they would build a city out at sea. 5. Son told us that his wish was to become a young inventor. 2.6. This speaking activity could be daunting for some Ss, so allow the pairs to plan what they are going to say before they come to the front of the class. This should - Pair work help Ss to speak with fluency and accuracy, and as naturally as possible. Encourage them to give true sentences about themselves. Ideally, all ss should have a chance to talk before the class. 4. Further practice: (5') ? Recall the uses of the past perfect tense 5. Production( 2') - Learn by heart all the new words and structures. - Take note - Do Ex in Workbook - Do at home - Collect pictures, songs, clips talking about science and technology. -------------------------------o0o-----------------------------week:31 Preparing date: Period:90 Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 4: Communication I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic science and technology and practice reported speech 2. Skills: Speaking, listening, reading, writing.

3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1.Warm up - 5': Brainstorming - Have ss divide into two group, ask them to go to the board and write the name of inventions they know as many as possible Who invented what and who invented them - Introduce the new lesson 2. Communication 1: Quickly review the grammar points that are used in this section: the past simple and reported speech. 2.1 This activity can be done as a class competition. Ss work individually. Give - Work individually them one minute to match by drawing Key: lines from the inventors to the inventions. - Thomas Edison invented For increased fun, count down the final 10 the light bulb. seconds and then tell everyone to stop. - Sir Alexander Fleming Now have Ss swap books and mark each discovered penicillin. other’s answers. Elicit the answers from - Alexander Graham Bell Ss in full sentences, Thomas Edison invented the telephone. invented the light bulb. Ask for a show of - The Wright brothers hands for those who got all eight right, invented the airplane. then seven, and so on. - James Watt invented the If time allows, T may ask questions about steam engine. these inventors to find out what Ss know - Mark Zuckerberg about them: invented Facebook. - Are they still alive/dead? - Tim Berners-Lee invented - What are they famous for? the Internet. - Do you know anything interesting about them? - Do you know any interesting about them?

Edison: “Genius is one percent inspriration and ninety-nine percent perpiration.”...) 3. Communiction 2 3.2 Form groups of three or four Ss to discuss the inventions. Encourage Ss to talk as much as possible; this is a fluency stage, so don’t worry about accuracy at this point. Move around the groups and give assistance where needed. Invite some groups to present their ideas. Other groups can add some ideas if possible. 3.3 Call on two confident Ss to come the front and act out the dialogue between Ha and Alexander Graham Bell. Then put Ss into pairs to report on the conversation.

- Group work

- Do as requested Suggested answers: -Alexander Bell said/told me (that) he was born in 1847 in Scotland. -He said/told me (that) he had always liked... -He said/told me (that) he had taught... -He said/told me (that) he had invented...

3.4 Let Ss work in pairs to role-play, - Pair work using the information given. Walk around to observe and give help if needed. If time allows, ask some pairs to role-play in front of the class. The class then votes for the best performance. 4. Further practice (3') - Summary the lesson 5. Production(2') -Guide ss how to Ex in workbook Take note - Collect pictures, songs, clips talking about science and technology. Kiểm tra ngày tháng

năm

week:32 Period: 91

Preparing date: Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 5: Skills 1 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: • Read for specific information about the role of science and technology in the future - Talk about the roles of science and technology 2. Skills: Speaking, reading, 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1.Warm up - 5': Brain storming . - Write these headings on the board: - Group work (3 groups) Health/ Travel/ Homes - Brainstorm with the class some predictions for future developments in these fields. Encourage Ss to use their imagination. Now open the book and do the reading tasks. * Teaching vocabulary(6’) - Teacher use different techniques to - incurable(a): teach vocabulary (situation, realia) - advanced(a): - Follow the seven steps of teaching - gene (n): vocabulary - tiny(adj):bé nhỏ * Checking vocab: Slap the board - expolre(v): - nutrition pill(n): - unemployment(n): 2. Reading- 15' 2.1 Ask Ss to read the passages quickly for key words and then match Key: with the headings. 1. B 2. A 3. C 2.2 Have Ss do the task individually.

Then Ss can check their answers in Key: 3. A 3. E 4. B 5. F pairs. Elicit the answers from Ss. 1. D 2.3 Ask Ss to read the passages 6. C again and answer the questions. Ss can ask and answer in pairs. T Key: 1. To explore Mars/To find out if there corrects the answers as a class. If time allows, have Ss show where is, or ever has been, life there/To they found the answers. explore the possibility of being able to live there. 2. They help people live longer. 3. 70 or 75 years. 4. Solar panels and solar windows. 5. They can do chores such as cleaning, cooking, washing, and organising things. 3. Speaking - 15' Set up the SPEAKING stage by getting Ss to think about the pros and - Work in groups of 4 ss cons of advancements in science and technology. Explain that nothing is ‘black and white’; there are always advantages and disavantages. For example, say: More and more robots will be invented and used in the fututre. One of the advantages of this is that - Take a survey robots will be able to do dirty or - Work in groups of 6 ss dangerous jobs that humans don’t want to do. At the same time, there are disavantages – robots will replace people in some areas so there will be unemployment. 3.4 Ss work in pairs to think about these pros and cons. Encourage Ss to think of as many ideas as possible. Move around to give cues and - Pair work observe. Nuclear energy: - convenient, clean, available... - expensive, unsafe, environmentally, unfriendly... Nutrition pills: - people can live longer,

convenient,... - expensive, create an ageing population, create overpopulation... Smart phones: - convenient, quickly, entertaining... - Environmentally unfriendly, discourage face-to-face communication, people can be tracked at all times...

- Group work

Space travel: - Exciting, adventurous... - Expensive, dangerous... 3.5 Divide the class into groups of five or six. Each group talks about one of the fields in 4. Tell Ss to read the example before they start. Encourage them to use the phrase given in the Look out! box. While Ss are talking, T goes around to give assistance if necessary. If time allows, have Ss summarise their groupâ€™s ideas and present to the class. 4. Further practice (3') - Sum up the main content of the Answer lesson. 5. Production(2') - Take note - Do Ex in work book - Collect pictures, songs, clips talking about science and technology. -------------------------------o0o-----------------------------week:32 Preparing date: Period:92 Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 6: Skills 2 I./. Objectives 1. Knowledge: By the end of the lesson, Ss will be able to: â€˘ listen for general and specific information about how science and technology solve some problems in the future

• write to express agreement and disagreement about the roles of science and technology 2. Skills: listening, writing. 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities Content 1.Warm up - 5': - Chatting Teacher- Ss ? Your idea about homes, education and travel in the future - Introduce the new leson 2. Listening ( 15’) - Set the scene: Nick. Duong and Chau are • Vocab: talking about science and technology - drawback (n) :hạn chế - yield(n) : sản lượng - advance(n): tiến bộ E1/ Page 55. Listen to the conversation - negative(adj): có tính tiêu and choose the best summary cực - Have Ss read the three options. Then play the recording and elicit the answer from Ss. - Work individually Key: b. The benefits and drawbacks that advances in science and technology may bring to people’s lives. E2/ Page 55. Listen to the conversation and circle the words and phrases as you hear - Run through the words/ phrases -Play the recording again, once or twice. Ask Ss to listen carefully and tick the

Key: 1. problems 2. high yields 4. overcrowding 6. bring unemployment

words/phrases according to what they hear Key: in the passage. 1. High yields in farming will (help feed the growing E3/ Page 55. Listen again and answer the population on earth). questions - Run through the questions 2. ( We may be able to live) on -Play the recording again. Tell Ss to take other planets. notes/ write down the key words as they listen. Then they answer the questions in 3. He says he likes the idea of writing or verbally. having lessons at homewith a -Correct their answers as a class. robot, and on the Internet. 4. Yes, she does. 5.He thinks there will be many new problems

3. Writing (16â€™) - Introduce the note about how to write to express agreement or disagreement ? How many parts are there? What are they? What do we write in each part? E4/ Page 55. Look at the sample paragraph and fill in the outline. -Have Ss read the sampleparagraph. Explain that the first sentence in the sample is the topic sentence which tells the reader whether the author agress or disagrees with the statement. The following sentences epress the reasons. The last sentence is the concluding sentence, which summarise the main points in the paragraph. - Ask ss to work in pairs to fill in the outline. -Check as a class. E5. Make notes. Write a paragragh on the topic -Have Ss read the argument put forward. Then work in pairs to make notes the model in 4. They must decide if they agree or disagree, give three supporting point. - Ask ss to write a paragraph . Make sure that they use proper connectors first/firstly, second/secondly,... and pay

- Answer the questions

- Read the paragraph - Work in pair to fill in the outline Idea 1: Expensive Idea2: Make worker jobless Idea 3: Make people lazy and inactive

- Write a paragraph

attention to spelling and punctuation. -T may ask some ss to represent their writing and ask the others to give comment

4. Further practice (3') Answer ? Sum up the main content of the lesson. 5. Production(2') ? Do Ex in exercise book - Take note ? Prepare: Unit 11: Looking back - Collect pictures, songs, clips talking about science and technology. -------------------------------o0o-----------------------------Kiểm tra ngày tháng

năm

week:32 Period:93

Preparing date: Teaching date:

UNIT 11: SCIENCE AND TECHNOLOGY Lesson 7: Looking back+project I./. Objectives 1. Knowledge: - Encourage Ss not to refer back to the unit. Ask them to keep a record of their answers to each exercise so that they can use that information to complete the self-assessment box at the end of the unit. By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 11 2. Skills: Speaking, listening, reading, writing, use of English. 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1. Warm up ( Games : Calling names ) ? What are the benefits that science and technology bring to our lives ? 2. Looking back A.Vocabulary E1. Page 56. Write the correct form of the words in brackets

Content - Take part in the teams

- Work individually Key:

game in

two

- Ask ss to work individually then ask some ss to write on the board - T confirms the correct words

1. 2. 3. 4. 5.

scientific environment developments discoveries unnatural

E2/ page 56. Complete the word web - Organize the game for two - Work in teams teams. In 4 minutes, ss in each Key: team must go to the board to -Farming write word to complete the word - Home life web. The team with more correct -Entertament words is the winner - Medicine - Space exloration - Communication E3. Fill each gap with a word from the Key: 1. inventions box to complete the passage -Let ss read the passage and complete 2. laboratory this exercise individually 3. science - Call on some ss to write on the board 4. inventing - T confirms the correct words 5. bềnits 6. productive B. Grammar - Recall ss about the rules to change a direct sentence into an indirect sentences E4/ Page 56. Change the sentences into reported speech -Have ss work individually then cross check - Ask some ss to read aloud their sentences - Correct their answers

Key: 1. He said that they were doing an experiment 2. She told me that I had to sign the paper again 3. Tam said that they had watched a television documentary on the future of nuclear power 4. Scientists said that in 50 year’s time we might be living on the E5/ Page 56. Rewrite these sentences in moon indirect speech - Have ss do the task in their notebook. - Ask some ss to read aloud their sentences Key : - Correct their answers 1. Kien said “ I missed / have missed the train” 2. Duong said “ I can run very fast” 3. “ I will hand in the report tomorrow” Mia told me

4. She said “ I am reading a science fiction book about life on Venus” 5., “ I will be a layer when I grow up” he told me

C. Communication E6 / Page 57. Write prediction for each of the following fileds -Have them work individually. Tell them to be imaginative. Make sure they write a prediction for at least three of the fields - Have ss read out one of their predictions to the class. Others can ask them questions about their predictions

- Work individually

Finished! - Ask ss to complete the selfassessment. 3. Project - Work in groups . Give ss enough time to read the passage then develope their ideas - Call some ss to represent. The class vote for the best useful inventions 4. Further practice (3') ? Sum up the main content of the lesson. 5. Production(2') ? Do Ex in exercise book - Take note ? Prepare: test 45’ - Collect pictures, songs, clips talking about science and technology.

-------------------------------o0o-----------------------------week:33 Preparing date: Period:94 Teaching date: TEST 45’ I./. Objectives 1. Knowledge: - T checks Ss’ understanding from Unit 10 to Unit 11

2. Skills: Speaking, listening, reading, writing, use of English. 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure iv.Procedure 1. MATRIX Topics/ language & skills

Knowledge Objective

I- Listening Topic 7-9 (20 %)

II- Grammar and Vocab Topic 7-9 (30 %)

III-Reading Topic 7-9 ( 25%)

Comprehension Subject ive

Objective

Subjective

Listen to this interview between a 4Teen magazine reporter and Dr Duong Minh Vu about a netiquette to check your answer 4 items 2 points

Application Low

Total

High

4items 2 points 20 %

1. Mark the stressed syllable in each word. 2. Match the words/phrases with the pictures. . 10 items 3 points

10 items 3points 30%

Chooose the correct answer A, B or C for the questions 2 items 1 point

2. Answer the following questions 3 items 1,5 points

5 items 2,5 points 25%

IV- Writing Topic 7-9 (25 %)

Total

10 items 3.0 points 30%

8 items 5.0 points 50%

1. Change these sentences into reported speech. 2.Rearrange the words/ phrases given to make complete the sentences 5 items 2,5 points 2items 2.0 points 20%

5items 2,5 points 20%

23 items 10 points 100%

2. Content: Bao Khe Secondary School Class: 8……… Student’s name : …………………….. KIỂM TRA 45 PHÚT SỐ 4 - NĂM HỌC Môn: TIẾNG ANH - LỚP 8 Thời gian làm bài: 45 phút Marks

Teacher’s Opinion

PART I : LISTEN . Listen to this interview between a 4Teen magazine reporter and Dr Duong Minh Vu about a netiquette to check your answer (√) ( 1,0pt) True 1. Netiquette is a set of rules for behaving properly online. 2. We should use CAS LOCK in emails, post and comment. 3. Don’t say and do unpleasant things online, just like in real life .

False

4. Check your message for spelling mistakes before you send it. PART II: GRAMMAR AND VOCAB 1Mark the stressed syllable in each word. (1,0pt) 1. unhurt

2. impure

3. curiosity

4. infinitive

2.Match the words/phrases with the pictures. (2pts) A. Meeting face - to face B. Using social media

C. Explorer

E. Using telepathy

D. conservationist

F. Archeologist

PART IV: READ Read the passage and do the tasks that follow A mobile phone, also known as a cell phone, is one that we can use to make telephone calls to anyone from a great distance via a radio link. Apart from telephony, modern smart mobile phones also support a number of other services

including text messaging, internet access, gaming, photography, and many business applications. The first cell phone weighed about 2 kilograms and was demonstrated in 1973 by Dr. Martin cooper and John F. Mitchell of Motorola. Ten years later, in 1983, the first model of cell phone went on sale to the public. By 2011, over six billion people, 87% of the world’s population, used mobile networks. In spite of the many advantages a cell phone has, it also brings about several problems that users should be awear of. Mobile phone radiation is believed to be harmful to human health. Some recent studies have found an association between cell phone and certain kinds brain disease. Another serious problem can be privacy and tracking. Once users have the phone on, they can be interupted in many ways, and they can also be tracked by location data. I. Chooose the correct answer A, B or C for the questions. (1,0pt) 1/ Which statement below is NOT correct? A. We can use a mobile phone to make telephone calls to anyone from a great distance via a radio link. B. The first cell phone weighed about 2 kilograms. C. 87% of the world’s population, used mobile networks by 2012. 2/ Besides advantages , a cell phone brings _______________. A. problems. B. benefits C. usefulness II. Answer the following questions.(1,5pt) 1/ When was the first cell phone demonstrated? ……………………………………………………………………………… 2/ How many percents of the world’s population did use mobile networks by 2011? ……………………………………………………………………… 3/ Should students be allowed use cell phone at school? Why/ why not? ……………………………………………………………………..… PART IV: WRITE I. Change these sentences into reported speech. (1,5pt) 1/ “I will hand my assignment to the teacher tommorrow.” Huy said that…………………………………………………... 2/ “I’m unable to read your writing”.

Nga told me that …………..…………………………………… 3/ “I like to do physics experiments”. She said that………………………………………………………

II. Rearrange the words/ phrases given to make complete the sentences. (1,0pt) 1/ is/ the colour/ of/ Orange / the sun. ……………………..……………………………………………………… 2/ and/ Science/ are/ the keys/ technology/ every field./ to development ……………………..…………………………………………………………… The end

3. Key: ĐÁP ÁN BÀI KT 45’ SỐ 4- NĂM HỌC -

PART I:0,5 p for each correct sentence. PART II: 1.0,25 p for each correct sentences 2. 0,3 p for each correct sentence. PART III 1. 0,2 p for each correct sentence. 2.1 p for each correct sentence. PART IV: 1 p for each correct sentence. 4. Production: Prepare Unit 12 -------------------------------o0o----------

week:33 Period:95

Preparing date: Teaching date:

UNIT 12: LIFE ON OTHER PLANETS Lesson 1: Getting started

I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - listen and read the conversation about the series "Star Into Darkness" for details and then do some related exercises. - use the lexical items related to life on other planets. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about life on others planets. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1.Warmer (5'): Brainstorming - On the board, write the words transportation, communication, housing and energy. ? Work in groups of four Ss to list the future technologies they expected to see in these fields. - Set a time limit and the game stops when the time is up. The team with more items wins. ? Where and how fast think we can travel with new technology. - Ask them if we could travel to other planets with those means of transport that they have listed. 2. Getting-started (10') 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

Content * Suggested answers: 1. Transportation: flying car, spaceship.... 2. Communication: telepathy, video chatting, codes.... 3. Housing: wireless TV, robbots.... 4. Energy: solar energy, nuclear energy.....

- trek - series

(n/v): hành trình, du hành (n): chuỗi, phim nhiều tập - crew (n): thủy thủ đoàn - terrorist (n): kẻ khủng bố - aliens (n): người ngoài hành tinh - galaxy (n): dải ngân hà - space buggy (n) xe vũ trụ

- weightless (adj) không trọng lượng * Checking vocab: What and where - Repeat in chorus and individually - Copy all the words 2.2. Listen and read * Introduction: - Answer the questions individually. ? Look at the pictures and the * Suggested answers: heading What could happen to Earth? but cover the text. - Brainstorm questions with Ss and - They are outside. write them on the board. - They are going to school. Where are Duong and Nhi? - They may talk about the Earth in the What are they doing? What might they be talking future. about? ? Listen to the conversation without reading the text to see if their predictions were correct. - Follow up with the same questions.- Accept all possible answers from Ss. Remember not to give correction at this stage. 3. Doing (20'') 3.1a. True or false (1aP59) ? Run through all the statements. ? Listen to the conversation then tick T or F. Key: 1. F 2. T 3. F 4. T 5. F 3.1. b. Answer the quetions Key: Ss work individually to answer the 1. James Kirk is the caption of the questions. Ss compare answers with spaceship. a partner and then discuss as a 2. They went to Nibiru planet. class. Have Ss say where they found the answers in the 3. It happens in 2259. converdation. 4. It’s the name of the spaceship that the crew travels on. 5. He wants to destroy Earth. 3.1. c. Find the sentences Key: Ask Ss to look at the conversation 1. That’s funny, Trang also asked me again and underline the sentences in what I thought would happen to Earth reported speech. Have Ss read in the future. aloud the sentences. 2. I said I didn’t know but that Earth might

be run by aliens! 3.2. Lable the picture ? Run through all the words in the box. Key: ? work in pairs to match the words 1. aliens 2. space buggy 3. with the pictures. UFO -Then check their answers. Explain 4. weightless 5. galaxy 6. that UFO is an acronym, which spaceship 7. solar system 8. stands for unidentified flying object. planet Afterwards, have Ss repeat the words chorally. Correct their pronounciation if necessary. Check their understanding if necessary. 3.3. Gap fill Key: Have Ss work independently to fill 1. aliens 2. UFO 3. space the words/phrases in the blanks, buggy 4. planet; planet 5. weightless then check with a partner. Elicit 6. solar system 7. galaxy 8. Ssâ€™answers. spaceship Summary the conversation ? Work in groups. ? Summary the conversation 4. Further practice (2') ? Sum up the main content of the - Answer individually lesson. 5. Production(2') ? Learn by heart all the new words. ? Do Ex B1,2 P44 - 45 (Workbook) - Take note ? Prepare: Closer Look 1 - Collect pictures, songs, clips talking about life on other plants. -------------------------------o0o-----------------------------week:33 Preparing date: Period:96 Teaching date:

UNIT 12: LIFE ON OTHER PLANETS Lesson 2: A closer look 1 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Read the text about some planets in the solar system for details. - Learn some more words related to life on other planets. - Stress in words ending in -ful and -less 2. Skills: Speaking, listening, writing. 3. Attitude: - Positive about life on others planets.

Content

Planets of the solar system - Neptune - Saturn - Mars - Jupiter - Venus - Mercury - Earth - Moon 2. Vocabulary (10' (n): người đưa tin Vocabulary messenger - Teacher use different techniques to (n): nông nghiệp teach vocabulary (situation, realia) agriculture - Follow the seven steps of teaching - plentiful (adj): phong phú vocabulary - Repeat in chorus and individually * Checking vocab: R.O.R - Copy all the words 2.1. Activity 2 P60 * Set the scence: You are going to read a text about planets in solar system. ? Close your book and predict the names of roman Gods mentioned in the text. ? Read and check 2.2. Activity 3 P60 ? Work individually to fill in the blanks without reading the passage again. ? Compare the answers in pairs. ? Read the passage again to confirm their answers.

Key: - God of sea - God of agriculture - God of war - God of thunder and lighting - God of love and beauty

Key: 1. Neptune 4. Jupiter

2. Saturn 5. Venus

3. Mars

2.4. Activity 3 P60 a. Add suffixes -ful or -less to the words. - T can explain that to form adjectives, we can add suffixes –ful or –less to a noun or a verb ? Ss work individually. Ask some Ss to write their answers on the board. - Check their answers as a class. b. Make sentences for the new words ? Work in pairs to write a sentence about the topic of space for each word. ? Swap your sentences with another pair’s to peer check. - Afterwards, have some Ss read out loud their sentences and correct Ss’ work if necessary. 3. Pronunciation (20'') 3.1. Stress in words starting with -ful and -less ? What happen when we add –ful or – less to nouns or verbs to form adjective.

3.2. Activity 5 P60 Explain to Ss that when we add suffixes –ful or –less to a word, the stress of the word remains unchanged. Play the recording and ask Ss to listen and stress the words. Check Ss’ answers as a class. 3.3. Activity 6 P60 First, have Ss work individually to mark the stress in each word. Then ask Ss to compare their answers with a partner. Have them practice reading the sentences. Play the recording and ask Ss to listen, check their answers and repeat the sentences. If time allows, call on some Ss to read out the sentences, paying attention to the stress in each italicized word.

Suggested answers: weightless waterless resourceless airless wonderful

resourceful/ beautiful

Examples: - Earth looks more beautiful from space. - Venus is a dry and waterles planet.

- When we add –ful or –less to nouns or verbs to form adjectives, the stress of the words remain unchanged. Example: ‘water -> ‘waterless ‘hope -> hopeless/ ‘hopeful For’get -> for’getful ‘thoughtless ‘meaningf ‘helpless ul ‘meaningles ‘helpful ‘thoughtful s ‘useless ‘plentiful ‘useful

1. Her speech on the environment was ‘meaningful. 2. My teacher is so ‘helpful when we don’t understand something. 3. I was ‘helpless to stop the dog biting me.

4. This dictionary is so ‘useful.

4. Further practice (2') ? Recall the rule of stress in words starting with un- and im5. Production(2') ? Learn by heart all the new words. Do ExA1, 2, 3 P43 ? Prepare: A closer look 2 - Collect pictures, songs, clips talking about life on other plants.

5. There is ‘plentiful water for life on earth. Answer individually

- Take note

-------------------------------o0o-----------------------------week:34 Preparing date: Period: 97 Teaching date:

UNIT 12: LIFE ON OTHER PLANETS Lesson 3: A closer look 2 I./. Objectives 1. Knowledge: By the end of the lesson, ss will be able to: - Use may and might correctly - Report questions 2. Skills: Use of English 3. Attitude: - Positive about life on others planets. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure Ss and T’s activities 1. Warm up (5'): Grid - Give out the poster. ? Read the sentences and decide if they are predition or ask for or give permission.

Content Predicti (Ask for) on permissio n 1. He may be in the office.

- Monitor and get feedback.

2. Grammar 1 May and might: review - Draw Ss’ attention to the REMEMBER!box. ? How do we use may and might Tell Ss to study the example first. Then they work in pairs to do the activity. Encourage them to talk as much as possible. Remember that there is no ‘right’ or ‘wrong’ as long as their sentences are grammatically correct. Move around the class and listen to Ss. If there is a point which everyone is confused about, bring the class back together and do a quick review of it. Activity 1 P60 ? Work individually to fill in the gaps. - Have them compare the answers with a partner and explain their answers. Check the answers as a class and ask for Ss’ explanations 3. Grammar 2: Reported speech: Questions - We use the verb ask when reporting questions. In reported questions we use the statement word order and the question mark is omitted. - Remember that pronouns, possessive adjectives, verb tenses, and time expressions change in reported questions just an in reported statements. Look back at Unit 11 for a review of how they

2. Tom may lend you the money. 3. May I use your phone? 4. Lectures may use projectors if they wish. 5. There might be water on Mars.

- We use may and might to say that say that something is possible at present or in the future. E.g: He may/might be in the office. - Normaly, either can be used. Although, using may slightlynincreases the chance that smth will happen. E.g: Tom may lend you the money. (This is unlikely) Tom might lend you the money. (I think this is very unlikely) - May is sometimes used in formal English. Key: 1. may/might may/might may/might may/might

2.may/might 4. may 6. may 8. May

3. 5. 7.

1. To report a Wh-question, we use Subject + asked (somebody) + question word + clause. Example: “What were you doing at the time?” She asked (me) what I was doing/ I had been doing at the time. 2. To reported a Yes/No question, we use Subject + asked (somebody) + if/whether + clause.

change.

Example: “Did the alien talk to you?” She asked me if/whether talked/had talked to me.

3.1. Activity 2 Have Ss work in pairs and do the Key: exercise. Ask some Ss to read out 1. what their answer, and correct the 3. what 5. had looked answers as a class. 7. had seen 3.2. Activity 3 Let Ss work Key: 1. ask individually and check their 4. different answers with a classmate. Then check the answers as a class.

the

alien

2. had seen; had landed 4. had been going 6. had been; had looked like 8. had hidden 2. if

3. before

Key: 3.3. Activity 4 1. The interviewer asked if he went for a ? Work individually to write questions in reported speech. walk everyday. Have one student write the 2. He asked how Nick had left when he answers on the board and get feedback from other Ss. Afterwards, had seen the alien. check the answers as a class. 3. He asked what the alien had looked - Have Ss explain the changes they like. have made. Have them do the rest for homework. 4. He asked why Nick hadn’t taken a photo of the alien. 5. The interviewer asked how long the UFO had stayed there.

4.4. Activity 5 ? Work in groups of three for 5 to 10 minutes. ? Play Nick’s role to report orally the questions he was asked. - Get another student in the group to report what Nick answered. - Ask the whole class to listen carefully and give feedback. Correct this group’s work if necessary. Ask other groups to do the same if there

6. The interviewer asked if Nick had seen any UFOs since then.

is enough time. 4. Further practice (5') ? Sum up the main content of the lesson. 5. Production( 2') - Learn by heart all the new words and structures. - Do Ex B4-7 P45-46 (Workbook) ? Prepare: Unit 12: Communication - Collect pictures, songs, clips talking about life on other plants.

--------------------------------------------week:34 Period:98

Preparing date: Teaching date:

CORRECT THE TEST I./. Objectives 1. Knowledge: - To correct the test number 4. Give comments to encourage the students to study hard. Discuss the ways to improve the test score. 2. Skills: Speaking, listening, reading, writing, use of English. 3. Attitude: - Positive about science and technology. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./.PREPARATION: 1.Teacher: - Testing papers 2.Students: III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present…. IV./. Procedure 1. Remark on the tests: -The number of the tests: +Exellent tests: +Good test +Average: +Under average:

1. Key:

ĐÁP ÁN BÀI KT 45’ SỐ 4- NĂM HỌC Môn: TIẾNG ANH - LỚP 8

2.The ways to overcome: -The teacher should help Ss more by concentrating on practice skills such as: listening and reading skills. -Especially, teacher should check their homework and orally more often. 3. Production - Review all knowledge from the three units. - Prepare unit 12. -------------------------------------------------------------------------------

UNIT 12:LIFE ON OTHER PLANETS Lesson 4: Communication I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: - talk about lifes on other planets. 2. Skills: Speaking 3. Attitude:Ss must have good co-operation in working . 4. Competencies: having good overview after a lesson II. Main languages: 1.Vocabulary: 2.Grammar: - Modal verbs: may, might. - Reported speech. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures

Ss and T’s activities Content Warm – up.( 5’)- Introduction Warm – up.( 5’): Introduction Before Ss open their books, ask them which planet they would like to goto if they had a chance. Ask them to give the reasons why. Then tell Ss that they will join a teenagers’ blog to read some discussions on whether they believe in the existence of other life forms in the galaxy. Check if Ss understand the meanings on the words in Extra vocabulary. If they do not, quickly teach the words by using synonyms or even translation. Pre-speaking(5’) Vocabulary *Vocabulary: appropriate powerful NASA stands for national Aeronautics and Space While-speaking ( 17’ ) 1. Five teenagers are discussing the Administration possibility of other life forms in our galaxy. Read the comments they have posted on an online forum. Have Ss read the comments. Ask them to do the reading as fast as fast as possible and remember the ideas. Move around the class. Bring everyone together if there are ideas or words that need clarifying. 2. Work in groups to decide if you agree or disagree with each of the opinions and ideas in 1. Say why or why not. Suggestions for disagreements: Ask Ss to work in groups. Tell Ss that - I disagree with Nhi because the they can look at the blog and use the inhabitants there may be able to live example to discuss the five ideas. in high temperatures. They may have If Ss agree, ask them to add any details bodies which can resist heat. Or they from their imagination about the planet. may have a special machine to cool Elicit the reasons why there may be down the atmosphere of the place inhabitants there, what those inhabitants where they live. may look like, how they can - I disagree with Duc because the communicate, how they can travel… inhabitants there be able to extract If Ss disagree, ask them to justify their liquid from underground to survive. Their bodies may be adapted to the choice.

Post-speaking ( 15â€™ ) 3a. Work in pairs. Imagine you are going into space. Decide together what you will take with you. You can add any item you think necessary. Remember to give reasons. Put Ss in pairs. Make sure that Ss work with a new partner for a change. Ask to use the suggestions in the pictures and the example. encourage Them to add any items they may think necessary. Remind them to give a reason for each choice. Go around to help Ss. Note this is not meant to be serious; Ss can suggest silly or funny things as long as they justify them. b. Report your decisions to another pair or to the class. Ask Ss to report their decisions to the class or to another pair. Give feedback if necessary. Homework(3â€™): Prepare for Unit 12 lesson 5

environment there. They may not need oxygen but hydrogen or nitrogen to breathe. - I disagree with Anh. Any planet can be considered powerful. Any inhabitant is proud of his/ her own planet.

UNIT 12:LIFE ON OTHER PLANETS Lesson 5: Skills 1 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: - Read for general and specific information about life on other planets. - Talk about life on other planets 2. Skills: Reading,speaking 3. Attitude:Ss must have good co-operation in working . 4. Competencies: having good overview after a lesson II. Main languages: 1.Vocabulary:

2.Grammar: - Modal verbs: may, might. - Reported speech. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Ss and T’s activities Content Warm – up.( 5’Chatting Warm – up.( 5’): Chatting Pre-reading(5’) 1a. Look at the pictures and discuss the questions.sk Ask Ss to cover the reading passage, look at the pictures of the two planets and answer the questions. Ask them: What else can you infer from the picture? While-reading ( 17’ ) b. Read the text below and check your answers. Give Ss two minutes to skim the passage and check their answers. 2. Find words in the passage that have similar meaning to these words or phrases. Key: Have Ss scan the passage to find the words in 1. poisonous red and match them with the definitions. Ss 2. twice should check the meanings of the words from 3. experiences the context. Then check their answers as a 4. traces class. 5. surface 3. Match the headings with the paragraphs 6. climate 7. accommodate (1-3). There is one extra. Tell Ss that to finish this part, they should underline key words in the headings. Next, sak Key: Ss to skim the text again, using the key words 1. C 2. B 3. A in the headings to do the matching. 4. Read the text again and answers the questions. Set a longer time limit for Ss to read the text again and answer the questions. ask Ss to note where they found the information that helped Key: them answer the questions. Ss can compare 1. It is also called the Red answers with a partner before discussing them Planet as a class. For a class which needs more 2. The lowest temperature is support with the previous exercises, let them do 87 degrees Celsius and the this exercise as homework. Remember to check highest may be a bit higher their answers in the next lesson. then zero. 3. Because 95% of the Post-reading ( 15’ ) 5. Work in pairs. One is a human and the atmosphere is carbon dioxide. other is a Martian. Use the suggestions 4. A day on Mars is a bit

below to ask and answer about life on Earth longer. 5. It is twice as long as a year and life on Mars. First, have Ss read the table of information on Earth. carefully. Answer their questions if they have any. Ss work in pairs to ask and answer questions based on the suggested information in the table and the example. Set a time limit of 5 to 10 minutes. When they finish, ask the student who plays the role of the human from one pair, and the student who plays the role of Martian from another pair to role – play in front of the whole class. Have them ask and answer questions about food and drink. Have another pair do the same, asking and answering about sleep and travel. Then have a third pair to finish with environment and problems. 6. Now swap pairs. The human of one pair works with the Martian of the other pair. Take turns to report what your previous partner said about life on their planet your new partner to see if he/ she said similar things. Ask the ‘humans’ and ‘Martians’ to from new pair. This time they use reported speech to report their previous partner’s answers: Homework(3’): Prepare for Unit 12 lesson 6 Sample exchange New human: What kind of food did the human say she ate? New Martian: She said that she ate rice, break, meat and fruit and vegetables. New human: Yes, that’s right!

UNIT 12:LIFE ON OTHER PLANETS Lesson 6: Skills 2 I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: - Listen for specific information aboutlife on other planets. - Describe an alien. 2. Skills: Reading,speaking 3. Attitude:Ss must have good co-operation in working . 4. Competencies: having good overview after a lesson II. Main languages: 1.Vocabulary: words related the topic. 2.Grammar: lexical items related the topic. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Ss and T’s activities Content Warm – up.( 5’) Introduction Warm – up.( 5’): Introduction Ask a couple of Ss to come to the board and draw their versions of an alien. Ask Ss how they would feel if they saw an alien. Ask Ss if they think aliens are very different from humans, and what differences there may be Pre-reading(10’) ALIENS 1. Work in pairs. Describe the pictures and answer the questions. Ask Ss to work in pairs to describe the pictures and answers the questions. While-listening ( 12’ ) 2. Listen to Tom’s imagined description of what an alien from another planet may be like. Fill each blank with no more than Key: 1. Jupiter 2. Much bigger three words from the recording. Before Ss listen, ask them to read the 3. More powerful information in the table carefully and try to 4. Lots of hair predict the answers. Tell them that to do this 5. Thick skin they should highlight key words in the 6. four eyes 7. Happiness questions and decide the part of speech of the 8. Fear words they will need to fill in the blanks, then 9. Energy listen carefully to find the words from the 10. rocks recording. Play the recording twice. Have two Ss write their answers on the board. Confirm the correct answers. 3. Listen again and tick (v) true (t), false (F) or not given (NG). Have Ss work individually to underline the

key words in the statements. Ask Ss to do the exercise without listening to the recording first. Write their answers on the board without Key: confirming the correct answers. Play the 1. F recording again for Ss to check. T may pause at the sentences that include the information Ss need for the answers. Post-listening ( 15’ ) 4. Work in pairs. Imagine what an alien may be like. Use your imagination to fill in the web below. Set a time limit for Ss to brainstorm ideas and write their notes. Move around and help Ss if necessary. Ask Ss to refer back to the speaking in 5, SKILLS 1 and listening in 2 and 3, SKILLS 2 for useful language and ideas. 5. Now use the notes to write a description of your alien. Now have Ss work individually to write descriptions of their alien. Give Ss a time limit for this. For a class which needs more support, make copies of the audio script and give each student one. The script can act as a writing model, but make it clear that Ss should change the content to match their own ideas. 6. Swap your work with your partner. How different is your description from your partner’s. Ss swap their writing with a partner. They comment one each other’s work. Ss revise and edit their writing in class if time allows, or else as Homework(3’): Prepare for Unit 12 lesson 7

2. NG 4. F 6. F

3. T 5. F

Beginning with: I agree/ disagree withthe idea that... Firstly, Secondly Furthermore, In addition... In short/ For these reasons...

UNIT 12:LIFE ON OTHER PLANETS Lesson 7: Looking back & project I. Objectives: 1. Knowledge: By the end of the lesson ,students will be ablbe to: -Look back what they have learnt in Unit 12 through the exercises in the book 2. Skills: -Revise unit 12 with vocabulary , grammar -Recycle the language from the previous

-Consolidate and apply what they have learnt in Unit 12 3. Attitude:Ss must have good co-operation in working . 4. Competencies: having good overview after a lesson II. Main languages: 1.Vocabulary: words related the topic. 2.Grammar: lexical items related the topic. III. Teaching aid: Text books, cassette, chalk, visual pictures and some boards. IV. Procedures Ss and T’s activities Content Warm – up.( 5’)Introduction Warm – up.( 5’): Introduction - This is the review section of the unit - Tell Ss to record their results for each exercise in the LOOKING BACK section in order to complete the final Finished! Now I can ... assessment. Presentation(10’) 1. Encourage Ss not to refer back to the unit pages. Instead, they can use what they have learn during the unit to help them do the exercises. Vocabulary 1. Rearrange the letters to label the pictures. Key: 1. 1. aliens 2. space buggy 3. weightless 4. solar system 5. planet 6. spaceship 7. Flying saucer 8. Galaxy 2. Fill each gap with a suitable word from 2. 1. accommodate 2. the box. 1 &2 Ask to work individually, then surface 3. traces compare their answers with a partner. Ask 4. experienced 5. some Ss to write their answers on the board. climate 6. NASA Practice ( 15’) Grammar 3, 4 & 5 Ask Ss to do them individually first. Then have Ss check their answers with a partner before having them discuss as a class. Remind Ss to keep record of their original answers so that they can use that information in their self – assessment. 3. Underline the correct answers.

Key: 1. if

2. had been 3. who 4. had been 5. 6. ate 7. what

4. Put the words. Phrases in the correct how order to make reported questions. Key: 1. He asked me how I would react if I saw an alien. 2. The teacher asked me which planet was most suitable for human life. 3. My friend asked me when humans had first landed on the moon. 4. She asked me hat the difference between a planet and a star was. 5. They asked if there was water 5. Change the following questions into on Mars. reported questions. Key: 1. The teacher asked her students what the essential conditions for human life were. 2. Samuel asked the scientist if humans had been able to communicate with people on other planets. 3. Nick asked the journalist if the Roswell UFO incident had taken place in the U.S in June 1947. 4. Vanessa asked her uncle who the witness in the Roswell UFO incident had been. 5. The son asked his father when humans would be able to travel from one planet to another more easily. 6. Diane asked her mother why people couldnâ€™t move to Mars immediately. Post-listening ( 12â€™ ) Key: 1. B Communication 6. Choose the right sentences (A-E) to put into the dialogue. First, ask Ss to do the task in pairs. Then

2. D 14. C

3. A 5. E

check Ss’ answers as a class. Set a time limit of two minutes for Ss to re-read and to remember the dialogue as much as they can. When they finish, ask some pairs to rehearse the dialogue. Finished! Now I can… Finally ask Ss to complete the selfassessment. Identify any difficulties and weak areas and provide further practice. Homework(3’): Prepare for Revision