GIÁO ÁN SOẠN 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 TIẾNG ANH 7 KỲ 2 MỚI SOẠN THEO PHÁT TRIỂN NĂNG LỰC LỒNG GHÉP TỰ CHỌN (BẢN WORD 2 CỘT) WORD VERSION | 2020 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
Period: 73
Unit 7: TRAFFIC Leson 1: Getting started – Monday in the playground
I. Objectives. By the end of the lesson, Ss will be able to know some words, phrases related to traffic topic. The usage of “How” to ask about means of transport. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up. - T introduces the topic “ Traffic” Ask: How/ By what means do you go to 1. Getting started school every day? a. Choose the correct answer. On foot? By bicycle? By bus? On your 1. B 2. A 3. B 4. C parents’ motorbike… b. Answer the following questions. - What means of transport is faster? What 1. She played with her brother/ stayed at mean is safer? What means do you like home. most?Why? 2. It’s about 2 kilometers. - What can you see on the way to school 3. She usually goes to school with her every day? dad. - Who are Mai and Oanh? 4. Because sometimes there are traffic - What may they talk about? jams + Play the recording. Ss listen and read. 5. She goes to school by bike. c. Can you find the following in the 2. Activities. conversation? Do you know what they 1-a: Ss work independently or in pairs to mean? 1. to have someone’s attention. choose the correct answer to the 2. when you strongly support or agree questions. T then checks their answers, with something. and gives explaination if necessary. b- Ss work in pairs. T lets them check the 3. very excited and keen to do something. answers in pairs or groups, then gives the d. Work in pairs. Make short role-plays keys. If there’s time, call some pairs to with the expressions above. Then read the questions and give answers. practice them. Example: - How about cycling to school C- Colloquial expressions. with me tomorrow? Tell Ss to refer back to the conversation - Great idea! to find the phrases. Ss practise saying them together ( T plays the recording again if necessary). Explain the meaning 2. Means of transport. to the Ss, then give some examples. Write the words using the first letter d. Ask Ss to role-player the short given. conversations in pairs before creating 1. bike/ bicycle their short role-plays. More able Ss can 2. bus try to extend the conversation. 3. plane 4. boat 1
2. Ss work in pairs and write the means of transport under the right pictures. Then T lets Ss read each word correctly. Check and correct their pronunciation.
5. ship 6. train 7. motorbike 8. car 3. Match a verb on the left with a 3. Ss work individually to do the task, and means of transport on the right. There write their answers in their notebooks. T may be more than one correct answer. checks their answers. 1. ride a bike 2. drive a car 3. fly by plane 4. sail on/ in a boat 4. Let Ss stand up and go round the class 5. get on/ get off a bus/ a train/ a bike/ a to ask everyone the question: motorbike. Ss have to take notes, and then some of 4. Find someone in your class who them report their result to the class. never. - How often do you walk to school/ go to school by bus…? 3. Homework -Learn new words and phrases - Do you (often walk to school/ go to Prepare A closer look 1. school by bus?
Period: 74
Unit 7: TRAFFIC Lesson 2: A closer look 1
I. Objectives. By the end of the lesson, Ss will be able to use the lexical items related to the topic “Traffic”. Pronounce sounds /e/, /ei/ correctly in isolation and in context. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up. - Brainstorm the Ss: let them give all road signs they see every day on the way to school, or elsewhere, and all the words I- Vocabulary they know related to the topic of traffic ROAD SIGNS and transport. Encourage them to say out 1. Have you seen these road signs? Talk as many words as possible. about the meaning of the signs below 2. Activities. with a partner. VOCABULARY 2. Label the signs in 1 with the words/ 1. Ss work in pairs to talk about the phrases below. meaning of the road signs, then write out 1. trafic lights. 2. no parking their answers. 3. no right turn 4. hospital ahead 5. parking 6. cycle lane 2. Ss work individually to label the road 7. school ahead 8. no cycling 2
Look out! - A sign within a red triangle will warn you of something. - Signs with red circle are mostly prohibitive- that means you can’t do something. - Signs in blue are usually to give information. 3. Let Ss work in pairs and talk about the 3. Work in pairs. Discuss which of the traffic signs they see on the way to school signs you see on the way to school. ( or else). T goes around and gives Example: assitance if necessary, and check their A: On the way to school, I can see a “ no answers. left turn” sign. PRONUNCIATION B: On my way to school there is a 4. First, T give examples of the sounds hospital, so I can see a “hospital ahead” /e/, /ei/. Let Ss practise the sounds sign. together. Ask Ss to observe the T’s mouth II- PRONUNCIATION and listen to the teacher for these two /e/ /ei/ sounds carefully. Play the recording and 4. Listen and repeat. Pay attention to let Ss listen and repeat as many times as sounds /e/, /ei/ required. Correct their pronunciation. /e/: left, ahead, present, helicopter, centre, never, seatbelt /ei/: plane, way, station, train, indicate, mistake, pavement, break. 5. Play the recording 2 or 3 times. Help 5. Listen to these sentences carefully. Ss distinguish the sounds /e/ , /ei/ and Single-underline the words with sound recognize all the words with the two /e/, and double-underline the words with sounds, then underlined them as assigned sound /ei/ 6. Refer back to the page 8. Ask Ss to find /e/: 1. ever /ei/: break, way all the words having sounds /e/, /ei/ 2. very railway, station 3. 0 always, obey, safety 4. left, when UK 5. next They, waiting, train 3. Homework -Learn new words and phrases 6. Read a loud Prepare A closer look 2. signs in 1 with the words/ phrases. Look out: There are usually three kinds of signs: informative, prohibitive, and warning.
Period: 75
Unit 7: TRAFFIC Lesson 3: A closer look 2
I. Objectives. By the end of the lesson, Ss will be able to use “it” for distances, use “ used to” to talk about past habit or state. II. Teaching aids: 3
- Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities 1. Warm up. Chatting: You have already learned it as the formal subject to indicate time and weather, climate,…In this unit, it appears to indicate distance. 2. Activities GRAMMAR It indicating distance - T explains, then give example 1. Let Ss work by themseves and write down the sentences. T observes and help when and where necessary. After that ask some Ss to read their sentences. T corrects Ss’ mistakes. 2. Ss work in pairs. They ask and answer qustions about distances in their neighbourhood, following the example. Encourage them to talk as much as possible. T corrects their answers, and their pronunciation and intonation. Used to Explain to the Ss that used to is the same form for all persons. It is used to discribe an action, a habit or a state that happened regularly in the past, but does not happen now.
Contents
I. It indicating distance - We can use it in the position of the subject to indicate distance 1. Write sentences with it. Use these cues. 1. It is about 700 metres from my house to Youth Club 2. It is about 5 km from my home village to the nearest town. 3. It is about 120 km from Ho Chi Minh to Vung Tau. 4. It is about 384,400 km from the Earth to the Moon. 5. It is not very far from HaNoi to Noi Bai Airport. 2. Work in pairs. Ask and answer questions about distances in your neighbourhood. Example: A: How far is it from your house to school? B: It’s about a kilametre. II- Used to - We use used to to describe an action or a state that happened regularly in the past 3. Ss work independently, writing down but does not happen at present. the answers. Then let them work in Example: There used to be many trees on groups to check and say out the sentences. the street, but now there are only shops. T goes round giving help when and where Form: necessary. Some Ss may write their (+) S + used to + V answers on the boards. Other Ss give (-) S + didn’t use to + V comments and T give corrections. (?) Did + S + use to Watch out: In questions and negative sentences, the final “d” in used is dropped. 3. Complete the sentences with used to or use to and the verbs in the box 4. Let Ss work individually to rewrite the below. sentences in their notebooks. be ride play go feel While Ss do their task, T goes round to 1. used to ride 4
monitor the whole class. When Ss finish their task, call some to read out their sentences. Let others give comments, T corrects mistakes if necessary.
5. Ss work in groups. They take turns to ask and answer questions. Then T may ask some Ss to report their result to the class. One S may report to the class.
2. used to be 3. used to go 4. Did…use to play 5. did…..not use to feel 4. Rewrite the sentences using used to. 1. My mum used to live in a small village when she was a girl. 2. There did not use to be (as) many vehicles on the road. 3. We used to cycle to school two years ago. 4. Now there are more traffic accidents that there used to be. 5. My uncle used to be a bus driver some year ago, but now he has a desk job. 5. Work in groups. Did you use to do those things? Ask and answer. Example: Did you use to play marbles? Yes, I did …………
3. Homework - Do exercise part A, B workbook Prepare: Communication
Period: 76 T/C 20 HOW FAR…? I. Objectives. By the end of the lesson, Ss will be able to know the way to ask and anwer about the discetant between two places. III. Procedure I. Class organization. II. New lesson. 1. Cách hỏi HOW FAR là câu hỏi thường dùng nhất để hỏi về khoảng cách giữa hai địa điểm - Cấu trúc câu với “How far?”: How far + is/am/are + subject? Ex: How far is it? (Chỗ đó cách đây bao xa?) - Chúng ta có hai loại câu hỏi với “How far?”, câu hỏi số ít và câu hỏi số nhiều Ex: How far is my house from Tan Son Nhat airport? (Nhà tôi cách sân bay Tân Sơn Nhất bao xa?) ==> Số ít How far are your parent? (Bố mẹ bạn ở cách bao xa?) ==> Số nhiều 5
- Ngoài ra chúng ta còn có rất nhiều cách hỏi khác nhau về khoảng cách, nhìn vào các ví dụ sau Ex: Is it far from here? (Nó có xa không?) Is it a long way? (Nó xa lắm à?) Is it very far? (Nó ở rất xa ư?) 2. Cách trả lời - Chú ý, với loại câu hỏi “How far?” chúng ta không trả lời là “Yes” hay “No” mà phải cung cấp thông tin cho người hỏi Ex: How far is it to London? (London cách đây bao xa vậy?) ==> It’s about 560 km (Khoảng 560 km) How far away is the closest star to Earth? (Khoảng cách từ ngôi sao gần nhất đến Trái Đất là bao nhiêu?) ==> The Sun is the closest star to Earth, about 93 million miles away (Mặt trời là ngôi sao gần Trái Đất nhất, khoảng 93 triệu mét) How far are the old blocks? (Những tòa nhà cũ kĩ cách đây bao xa?) ==> They are 300 meters away (Chúng ở cách chỗ này 300 mét) Is it a long way? (Nó đi xa không vậy?) ==> No, it just around the corner/ a short walk/ not far/ it just a five mintues to walk (Không, chúng chỉ ở ngay góc đường kia/ đi bộ một quãng ngắn/ không xa/ đi bộ khoảng 5 phút là tới) Is it very far? (Nó ở rất xa ư?) ==> Yes, it’s a long way/ a fairly long way/ over a mile/ too far to walk (Phải, nó xa lắm/ nó khá xa đó/ xa hơn một dặm/ quá xa để đi bộ)
Period: 77
Unit 7: TRAFFIC Lesson 4: Communication
I. Objectives. By the end of the lesson, Ss will be able to know names of some countries and some strange laws in other countries. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up - Have you ever heard about strange laws I- Extra vocabulary. in other countries? roof: nóc, mái nhà 6
2. Activities - Pre- teach vocabulary. - First, have Ss read the new vocabulary after the teacher saying that they will appear in the task that follow. Explain their meaning.
illegal: bất hợp pháp, trái luật luật, phép tắc Laws: Reverse: đảo, nghịch, lùi xe Right-handed: thuận tay phải II- Practice 1: Look at the flags of some countries. Give the names of these countries. 1: Ss work in groups and give the names 1. The UK of the five countries. 2. Australia 3. India 4. Thailand 5. Malaysia 2. Play the recording. Ss listen carefully 2. Now listen and check your answers. and check their answer to 1. Then T gives Complete the blanks. Share your the correct answers answer with a partner. - Play the recording again. Let Ss Reasons this happened: complete the table by themselves, then 1. some countries used the same system share their answer with a partner. T goes as UK. round the class to give support if 2. many people are right-handed ( so on necessary. the left-hand side, it is easier for them to 3. Ss work in pairs, discussing to find one use a sword or something when they are false driving law. on horseback – in the past) T may ask the question: Which one do you think seems most unreasonable? 3. Look at the strange driving laws Then let Ss think and give the answer. below. Five of them are true, but one is 4. Ss work in groups and dis cuss the laws false. In pairs, can you find the fasle in 3 and put them in order from the driving law? 0 0 strangest ( N 1) to the least strange ( N 5). - “In France, you can only reverse your car on Sundays”. This sentence is false! T may ask Ss to explain why. . 4. Now, work in groups. Discuss the laws and put them in order from the trangest (1) to the least strange (5) The groups may have different results 3. Homework - Do exercise part C workbook Prepare: Skills 1
Period: 78
Unit 7: TRAFFIC Lesson 5: Skills 1
I. Objectives. By the end of the lesson, Ss will be able to read for specific information about traffic rules/ laws. Talk about obeying traffic rules/ laws, and how to use the road safely. II. Teaching aids: - Projector. 7
III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities 1. Warm up - Chatting: Look at the picture. What can you see in the picture? 2. Activities. READING 1. T tells Ss to look at the picture and say why it is dangerous. Example: It is dangerous to ride a motorbike on the pavement. 2. Ss work in pairs to do the matching. T checks their results. Then T asks Ss which they can see in the picture in 1. 3. Ss work in group. Tell them to answer the question: When you are a road user, what should you Not do? Then they make a list to compare with other groups. T may give some cues: not pay attention, not look around, go in red light,…. 4. Tell Ss to read the passage two or three times. Set a strist time limit to ensure Ss read quickly for specific information. Explain the new words and clarify anything difficult. T may ask questions to see if Ss understand the passage. 5. Ask Ss to read the passage again, than they work with a partner to answer the questions. Speaking 6. Ss do the class survey. After that call some Ss to report to the class.
7. Allow some time for Ss to read individually. Then they work in groups to discuss who is using the raod safely,
Contents I- Reading. 1. Look at the picture. Can you see anything that is dangerous? 2. Now match these words to make common expressions. 1. g 2. d 3. b 4. c 5. a 6. h 7. f 8.e 3. Answer the following question. - not pay attention - not look around - not go in red light,.. + Make a list: 4. Read the following text and do the tasks below. 5. Answer these question. 1. We should cross the street at the zebra crossing. 2. He/ She must always fasten the seabelt. 3. No, He/ She shouldn’t. Because it is dangerous.( He/ She may cause an accident.) 4. We must give a signal. 5. Because the other road users can see them clearly and avoid crashing into them.
II- Speaking 6. Class survey. Ask your classmates the question. How do you go to school every day? + Make a list of the means of transport that is used the most, and use the least. 7. Read the following sentences. In groups, discuss who is using the road safely, and who is acting dangerously. Give reasons. 8
and who is acting dangerously, and give reasons.
1. safely 2. dangerously ( because he is likely to have an accident) 3. safely 4. dangerously ( it is difficult for him to see the road properly, and to ride) 5. dangerously ( a car or motorbike may crash into him) 6. dangerously ( She may have an accident if something happeneds unexpectedly.)
3. Homework - Do exercise part D workbook - Prepare: Skills 1
Period: 79
Unit 7: TRAFFIC Lesson 6: Skills 2
I. Objectives. By the end of the lesson, Ss will be able to listen to get information about traffic problems in big city, write a paragraph about traffic problems in a city/ an area. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up. - Show pictures of traffic problems in big cities. I- Listening. Traffic problems in a big cities 1. Work in groups. Where do you think 2. Activities. this picture was taken? Why is it special? LISTENING - In a big city….. 1. Ss work in groups. They study the 2. Look at the following headline and picture and answer the tow questions. check your answers. - In Brazil 2. Tell Ss to look at the newspaper - long traffic jam ( very long line of headline and check their answers. vehicles). 3. Now listen to the passage and choose 3. Play the recording one or two times. the correct answer. Ask Ss to listen carefully and circle the 1. B 2. C 3. A 4. C correct answers. II- Writing WRITING 4. Tick the traffic problems in big cities - What do you think about traffic in Viet Nam. 9
problems in big cities in Viet Nam are.
Picture: 1,2,3,4,6 Writing: 4. Have Ss look at the pictures, read the - There are too many vehicles ( on the pgrases and tick the problems road). Then Ss write full sentences. Call some - Many roads are narrow and bumpy Ss to write on the board. Others give - There are traffic accidents every day. comments. T gives corrections. - Many young children ride their bikes dangerously. 5. Tell Ss to study the sentences they have 5. Write a paragraph about the traffic written, then practise writing the problems where you live, or in a town, or paragraph. a city you know well. Use the cues above, Tell Ss to use proper connector: first/ and the following outline. firstly, second/ secondly, ……and pay Introduction: attention to spelling and punctuation. Problem1: - Collect some Ss’ writing papers and Problem 2: mark them, then give comments to the Problem 3: class. Conclusion: ( Reason or advice/ suggestion) 3. Homework - Do exercise workbook - Prepare: Looking back
Period: 80 T/C 21 TALKING ABOUT TRAFFIC PROBLEMS IN VIET NAM I. Objectives. By the end of the lesson, Ss can talk about traffic problems in Viet Nam. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Traffic jams in Vietnam only frequently take place in Hanoi capital and Ho Chi Minh City. Vietnamese people seem be accustomed to traffic congestion, even miss it whenever they go to other places. There is no fixed rule for the time the traffic jams to happen but it is worst during the rush hour when everyone is in a hurry to get to work or come back home. Apart from peak hours, the time between 9 am to 10 am and between 3 pm to 4 pm also witnesses long lines of vehicles, mainly motorbikes, struggling to get out of narrow streets. Whenever it rains, the traffic jam gets more terrible with the joining hand of flooding. Taxis are extremely hard to catch or wave during the downpour. However, it only takes about 30 minutes on average for a standstill and 2 hours to get through the worst, not really bad compared to that of other countries. While the rapid increase in car use coupled with the deterioration of roads caused by disordered planning make the matter worse, the most annoying thing about the traffic 10
jam is the way people react when being stuck at the congestion. Most road users ride their motorbikes on the pavement rather than waiting calmly, or they constantly use their horns to hasten riders in the front, even shouting at them from time to time. More luckily, bicyclists can leisurely carry their “war- horses” on their backs and thread their way through messy matrixes. The congestion is not anathema to all people and in all cases. One of the redeeming features of the traffic jams is that it is often regarded as a last resort for Vietnamese when all explanations for being late seem unreasonable. It is also used as a familiar topic to strike up a conversation, like weather-related matters. So take advantage of it! And the truth is that winters would be cooler and sadder without traffic jams.
Period: 81
Unit 7: TRAFFIC
Lesson 7: looking back + Project I. Objectives. By the end of the lesson, Ss can use what they have learnt during the unit to help them answer the questions. Ss need to see how for they have progressed, and which areas need further practice. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up. - Chatting: What is the topic of Unit 7. 2. Activities. I- Vocabulary VOCABULARY 1. What do these signs mean? Write the 1. Ss do this task individually to write the meaning below each sign. Then put meaning below each sign. T corrects their them into the correct box. mistakes and lets them read the words 1. Traffic lights 2. School ahead correctly. 3. Hospital ahead 4. Cycle lane 5. Parking 6. No parking - Then let Ss work in groups and put the 7. left turn only 8. No cycling signs into the correct boxes. Prohibition signs: 6,8 Warning signs: 1,2, 7 Information signs: 3,4,5 1. Let Ss work in pairs. Tell Ss to write 2. Write the names of means of transport the answers in their notebooks. T in the word web below. Then draw lines checks their answers. joining the correct verbs to the transport. - Suggestion: bicycle, motorbike, car, bus, taxi, train, plane, boat, ship… GRAMMAR II- Grammar 3.Have Ss work in pairs or in groups and 3. Change the sentences according to the write their answers in their notebooks. T prompts in brackets. 11
checks their answers. 4.Ss work individually first to write the sentences. Then they work in pairs to swap their sentences. T gives correction and calls some Ss to read the sentences aloud.
1. Did you use to go to school on foot? 2. Mr. Van didn’t use to ride his motorbike dangerously. 3. Did the streets use to be cleaner and more peaceful? 4. I used to go out on Sundays. 5. They didn’t use go to on holiday together. 4. Write sentences using these cues. 1. It is over 100 km from my home-town to HCM city. 2. It is about 25 km to my grandparents’s house. 3. I used to ride a small bike in the yard before my flat. 4. There used to be a bus station in the city centre, but it was/ has been moved to the suburbs. 5. Children must learn about road safety before they are allowed to ride a bike on the road. COMMUNICATION III- Communication 5. Ss read the questions and answers once 5. Match the questions 1-6 with the or twice ( they can read alound), then answers a-f match them.Ss work in pairs and role1. b 2. a 3. e 4. d 5. f 6. c play the questions and answers, then write Finish! Now I can… all sentences in their notebooks. Talk about road signs and means of Finished! transport Finally ask Ss to complete the selfUse it to talk about distance assessment. Identify any difficulties and Use used to to talk about a past habit weak areas and provide further practice if Write a paragraph about traffic problems. need be. PROJECT 1- Ss work in groups. 3. Homework - Make some traffic signs of your own out of paper, cardboard or other materials. - Prepare: Unit 8- Getting started
Period: 82
Unit 8: Films Lesson 1: Getting started ( What film shall we see?)
I. Objectives. 12
By the end of the lesson, Ss will listen and read about topic” What film shall we see?”. Use the lexical items related to the topic “ Films” II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up - Write the title on the board “Films”. Elicit any information Ss know about films by asking about types of film they know, the latest films they have seen, their favourite films and film stars. - What the picture might show or what the conversation might be about. 2. Activities. I- Getting started 1. Ask Ss questiona about the picture: 1. Listen and read - Where are Phong and his sister Mai? a. Read the conversation again and and What might be happening to them? What answer the questions. are thet doing? What are they talking 1. b 2. a 3.a 4. c 5. b about? - Can you guess what kind of films Phong and Mai would like to see. - Have you ever gone to see a film with your brothers/ sisters? When and where? What film did you see then? How did you feel then? - Plat the recording. Ss listen and repeat. a. First, have Ss work independently. Then allow them to share answers before discussing as a class. b. First, Ask Ss not to look at the book and try to remember what questions Mai asks Duong about the film they are going to see. Then let Ss open their books and check their answers. 2. Have Ss quickly match the types of film with their definitions. Then play the recording for Ss to check their answers. - Do you often see a sci-fi/ horror film…..? 3a. Have Ss work independently, filling in the table with the information of the film they have seen recently. Remind them to use the words and phrases they
b. Find the questions in the conversation that ask about Coconut Crazy. Then listen, check and repeat the question. a. What kind of film is it? b. Who does it star? c. What is it about? d. What do critics say about it? 2. Match the types of films with their definitions. Then listen, check and repeat. 1. d 2. f 3. a 4. c 5. b 6. e 7. h 8.g 3a. Think of a film. Fill in the blank 13
have learnt in 2 and from the conversation in 1. b. First, model this activity with a more able Ss. Then ask Ss to work in pairs. T may go around to help weaker Ss. Call some pairs to practice in front of the class.
3. Homework - Listen and read the getting started again - Prepare: Unit 8- A closer look 1
Period: 83
below. Type of film………………. Actors/ stars………………. The plot…………………… Reviews…………………… b. In pairs, interview each other and try to guess the film. Example: A: What kind of film is it? B: It’s an action film A: Who does it satr? B: It stars Daniel Craig. A: What is it about? B: It’s about a spy called 007. A: Is it Skyfall? B: Yes!
Unit 8: Films Lesson 2: A closer look 1
I. Objectives. By the end of the lesson, Ss will use the lexical items related to the topic “Films”. Know the meaning and how to use –ed and –ing adjectives. Pronounce correctly the –ed ending in verbs. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up Chatting: Do you know the adjectives which are often used to describe films? I- Vocabulary 2. Activities 1. The following are adjectives which are VOCABULARY often used to describe films. Can you add 1. First, hace Ss work independently. some more? Then, ask them to share their answers 1. hilarious 2. moving with one or more partners. With weaker 3. boring 4. gripping class, ask for translation of some 5. shocking 6. scary adjectives in the box to check their 7. violent 8. entertaining understanding. Ask Ss to make some * Remember: -ed and –ing adjectives examples with the adjectives they have 2. Complete the table with the –ed and – learnt. ing forms of the adjectives. Remember: -ed and – ing adjectives 1. interested 2. embarrassing 14
Ask Ss to study the Remember Box. 2. Have Ss compare the table individually. Then have some Ss write their answers on the board before checking with the whole class. 3. Ask Ss to do the exercise individually and then check with the whole class. When checking, ask Ss to refer to the Remember Box to make the meanings of the adjectives clearer to them.
3. exciting 4. disappointed 5. exhausted 6. surprising 7. confused 8. frightening 3. Choose the correct adjectives. 1. moving 2. frightened 3. disappointed 4. amazed 5. terrified
4a. Work in pairs. Look at the questions 2. (a+b) First, model this activity with below. Tell your partner how you felt, some more able Ss. Then, ask Ss to using –ed adjectives. work in pairs. T may go around to help Example: I felt terrified before my last weaker Ss. Call some pairs to practise Maths test. in front of the class. 4b. Now use –ing adjectives to describe these things and experiences in your life. Example: The last film I saw was called Norwegian Wood. It was really moving. II- Pronunciation PRONUNCIATION 5. Listen and repeat the verbs. Pay 5. T models the sounds /t/ /d/, and /id/ in attention to the sounds /t/, /d/, and /id/ at different words with the ending –ed. Play the end of each verb. the recording and ask Ss to listen and /t/ /d/ /id/ repeat the words, paying attention to the watched waited played sounds /t/, /d/, and /id/ at the end of each danced needed bored word. T may play the recording as many walked hated closed times as necessary. Then, ask Ss to put the words in the correct columns while they listen. Ss compare their answers in * Remember: pairs. T checks. Remember: Ask Ss to look at the rules in the remember Box. Tell them the rules of 6. Work in pairs. Ask and answer pronunciation. questions about the pictures. Then listen 6. First, model this activity with a more to the recording. able Ss. Then ask Ss to work in pairs. T Example:cry a lot/ laugh a lot may go around to help A: He cried a lot, didn’t he? - Call some pairs to practice in front of B: No, he didn’t. He laughed a lot. the class. T checks pronunciation. 3. Homework - Do exercise A in workbook - Prepare: Unit 8- A closer look 2
Period: 84
T/C 22 –ED AND –ING 15
I. Objectives. By the end of the lesson, Ss can use –ed and –ing adjectives correctly. II. Procedure I. Class organization. II. New lesson. 1. BT 1: Complete the sentences for each situation. Use the word in brackets + -ing or –ed. 1 The film wasn't as good as we had expected. (disappoint...) a The film was disappointing. b We were disappointed with the film. 2 Donna teaches young children. It's a very hard job, but she enjoys it. (exhaust...) a She enjoys her job but it's often ............... . b At the end of a day's work, she is often ........ . 3 It's been raining all day. I hate this weather. (depress...) a This weather is ............... . b This weather makes me ............... . c It's silly to get ...... because of the weather. 4 Clare is going to Mexico next month. She has never been there before. (excit...) a It will be an ....... experience for her. b Going to new places is always ............... . c She is really ...... about going to Mexico. 2. BT 2: Choose the correct word. 1 I was disappointing/disappointed with the film. I had expected it to be better. (disappointed is correct) 2 Are you interesting/interested in football? 3 The football match was very exciting/excited. I enjoyed it. 4 It's sometimes embarrassing/embarrassed when you have to ask people for money. 5 Do you easily get embarrassing/embarrassed? 6 I had never expected to get the job. I was really amazing/amazed when I was offered ot. 7 She has really learnt very fast. She has made astonishing/astonished progress. 8 I didn't find the situation funny. I was not amusing/amused. 9 It was a really terrifying/terrified experience. Afterwards everybody was very shocking/shocked. 10 Why do you always look so boring/bored? Is your life really so boring/bored? 11 He's one of the most boring/bored people I've ever met. He never stops talking and he never says anything interesting/interested.
Period: 85
Unit 8: Films 16
Lesson 3: A closer look 2 I. Objectives. By the end of the lesson, Ss will use although, despite, and in spite of to express contrast between two prices of information in the same sentence. Use however and nevertheless to express contrast between two sentences. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up Chatting: We are going to learn about GRAMMAR although, despite/ in spite of; however/ Although, despite/ and in spite of nevertheless. We use although, despite/ in spite of to 2. Activities express contrast between two pieces of Grammar information in the same sentence. We Although, despite/ and in spite of use although before a clause and - Ask Ss to study the Grammar Box. despite/ in spite of before a noun or a Draw Ss’ attention to the meaning and phrase. use of although, despite, and in spite of by 1. Complete the sentences. Use analysing the examples in the grammar although Box. Then ask some more able Ss to give + a clause from the box. some more examples. 1…..although few people came to see it - For 1,2and 3, tell Ss what they should 2. Although they spent a lot of money on do. Ask Ss to do the grammar exercises the film individually. Remind them to look back 3. Although the acting is exellent. to the Grammar Box and use a dictionary 4. ….although it was a comedy if necessary. Then have Ss compare 5. …although it is set in modern times. answers in pairs before checking with the 2. Complete the sentences, using whole class. although, despite/ in spite of. Sometimes, two answers are possible. 1. Although 2. despite/ in spite of 3. although 4. Despite/ In spite of 5. Although 3. Rewrite these sentences using the words in the brackets. Change other words in the sentence if necessary. 1. I don’t think…..although he is… 2. Although many…, … 3. Despite having to work…,….. 4. Although he has….,….. However and nevertheless Ask Ss to study the Grammar Box. Draw 5. In spite of (having) a happy ending,… Ss’ attention to the meaning and use of However and nevertheless. however and nevertheless by analysing We also use however and nevertheless to the instruction and examples in the express contrast between two sentences. Grammar Box. Then ask some more able We usually use a comma after them. Ss to give some more examples. 4. Complete the sentences… 17
4. Tell Ss what they should do. Ask Ss to do the grammar exercise individually. Remind them to look back to the Grammar Box and use a dictionary if necessary. Then Ss compare answers in pairs before checking with the whole class. 5. Read the instructions. Ask Ss to do the exercise individually, using their own ideas to write sentences. Then have them work in pairs, comparing their sentences. 3. Homework - Do exercise B in workbook - Prepare: Unit 8- Communication
Period: 86
1. However/ Nevertheless 2. Despite/ In spite of 3. However/ Nevertheless 4. Although 5. Although
5. Use your own ideas… Ss’ ideas
Unit 8: Films Lesson 4: Communication
I. Objectives. By the end of the lesson, Ss will do a survey on favourite actors/ films…then report their results to those group members. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up - What kind of films you like to see? Who are your favourite actors/ actresses? I- Extra vocabulary - Today, we are going to do an interview survey: cuộc khảo sát with your classmate about films. Please go ahead: cứ làm đi, cứ tự nhiên think of the questions you may ask your violence: có nhiều cảnh bạo lực friends in your interview with them. 1. Listen to the conversation and fill in the blanks with the words you hear. 2. Activities 1. survey 2. actor 3. Tom Cruise - Translate the meanings of the words in 4. actrwess 5. Angelina Jolie extra vocabulary. 1. Ask Ss to look at the picture and read 2. Work in groups of six or eight. Each the conversation and guess what the of student chooses one of the following missing words from the blanks may be. T sets of survey questions. plays the recording and lets Ss check their - Survey on favourite actors guesses. Play the recording again for Ss to - Survey on the best films. - Survey on action films check the answers. 2. Ask Ss to work in group of six or eight, - Survey on cartoons 18
asking their group members one set of questions. Remind them to write the names of names of the people they interview and note the answers in the table. 3. T has Ss make notes of their survey result, using the suggestions in Student’s book. T may have them practice reporting the results of their surveys in pairs or in groups. 4. Ask Ss to join another group, reporting the results of their survey to the new members. Choose some Ss to report the results of their interviews before the whole class. After each S has finished his/her report, T invites some comment from other Ss. Then T makes comments and corrects Ss’ mistakes. 3. Homework - Do exercise part C in workbook - Prepare: Unit 8- Skill 1
Period: 87
3. Make notes of your results. - Most people I have surveyed…. - About half of the people I have surveyed - Almost no one I have surveyed…. 4. Join another group. Report your results to those group members.
Unit 8: Films Lesson 5: Skills 1
I. Objectives. By the end of the lesson, Ss will read for specific information about someone’s review of his/her favourite film. Talk about film (its plot, main characters, cast, etc.) II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up Now, look at the picture of the film Titanic. I- Reading - Have you ever seen this film? 1. Read Nick’s review of the film Titanic - Do you know who actor and actress on his blog. Then find and underline the in the picture are? words from the box below. What do they - Do you like him/her? Why/ Why mean? not? sinking: (sự) chìm, sự đánh chìm 2. Activities. must-see: bộ phim hấp dẫn cần xem READING special effects: kỹ xảo đặc biệt, hiệu ứng 19
1- Ask Ss to scan the passage to find where the words sinking, must-see, special effects, and visuals are in the passage. T may help Ss work out the meanings of these words out of the context. 2- T may 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 them to answer the questions. Ss can compare answers before discussing them as a class.
SPEAKING 3- First, ask Ss to read every film poster. T may help them with the new vocabulary. Then ask Ss to work in pairs, talking about the films they would/ wouldn’t like to see. - T may go round to help. - Calls some pairs to practise in front of the class. 4- First, ask Ss to work in pairs, asking and answering about the films from the posters. - T may go round to help. - Calls some pairs to practise in front of the class. 5- First, remind Ss of the words phrases about films. Ss may refer to the words and phrases they can use to talk about films. - Ss work in groups; T goes around to provide support if necessary.
đặc biệt visuals: thị giác, nhìn 2. Read Nick’s blog again and answer the questions. 1. It is a romantic film. 2. It stars Leonardo DiCaprio and Kate Winslet. 3. It is about the sinking of the ship Titanic on its first voyage. 4. The main characters are Jack Dawson and Rose Dewitt Buckater. Jack saves Rose from killing herself by jumping from the ship. Although they are from different social class and Rose is already engaged, the two fall in love. 5. The ending of Titanic is very sad. 6. They say it is a must-see in the 20th century. II- Speaking 3- Look at the film posters below. Work in pairs. Talk about the films you would/ wouldn’t like to see. 4- Now, ask and answer questions about the films. Example: A: I want to see War of the Worlds. B: What kind of film is it? A: It’s a science fiction B: What is it about? A: It’s about…. 5- Hotseating: In groups, choose a student to play the role od a character in any of the films above. Brainstorm questions you’d like to ask. Then interview the student. Example questions: - Can you describe your new film in three words? - Did you enjoy making the film? - Why should we watch this film?
3. Homework - Do exercise part D in workbook - Prepare: Unit 8- Skill 2 20
Period: 88 T/C 23: CONNECTORS: ALTHOUGH … I. Objectives. By the end of the lesson, Ss will be able to use althoung; in spite of; despite correctly. II. Procedure I. Class organization. II. New lesson. Bài tập về despite/ in spite of/although 1. Điền although, in spite of/despite 1. ___________ the weather was bad, we enjoyed our trip. 2. The children slept well ____________ the noise. 3. ________________ earning a low salary, Linda gave money to her parents. 4. John rarely sees Paul ___________ they live in the same town. 5. Julie failed the exam ____________ of working very hard. 6. ____________ it was cold, she didn't put on her coat. 7. Tom went to work ___________ not feeling very well. 8. Anna never learned the language ___________ she lived there for two years. 9. ____________ of the difficulty, they managed to climb to the top of the mountain. 10. I couldn't eat _____________ I was very hungry. 2. Rewrite these sentences using the different expressions above: 1/ Although he works hard, he never makes any money. (rewrite it using despite) 2/ Despite its monopoly, the company was losing money. (rewrite it with although) 3/ Though it’s forbidden, people still smoke marijuana. (rewrite it with in spite of) 4/ I never go out, despite getting a lot of invitations. (rewrite it with though) 5/ Although we have tested it, we can’t be sure the product is safe. (rewrite it with despite) 6/ Although he loves her, she doesn’t want to get married. (rewrite it with in spite of) 7/ Despite his lack of talent, everyone thinks he is wonderful. (rewrite it using though) Though he lacks talent/ has no talent, everyone thinks he is wonderful. 8/ Though he has many problems, Bob is always smiling. (rewrite it with despite) 9/ Despite us drinking all that beer, we didn’t get drunk. (rewrite it using although) 10/ Although Max helps Julie, she doesn’t appreciate him. (rewrite it with in spite of)
Period: 89
Unit 8: Films Lesson 6: Skills 2
I. Objectives. By the end of the lesson, Ss will listen for special information about someone’s favourite film star; Write a review of a film. 21
II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities 1. Warm up - Ask Ss to tell about their favourite actors/ actresses. Ask them: Who is your favourite actor/actress? What does he/she look like? What are his/her sucessful films? What awards/ prises has he/she won?What do critics say about him/her? 2. Activities LISTENING 1. Ask Ss to read the instruction carefully and remind them to remember key words in the 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. 2. Ask Ss to read the rubric and study the questions carefully. Ss may work in pairs to discuss the answers from the information they have heard in 1. Play the recording again and have Ss answer the questions as they listen. Ss can share their answers with their partners. Call some Ss to write their answers on the board. WRITING 3. Ask Ss to make notes about one of their favourite films. 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 asks some Ss to read aloud. 4. Set up the writing activity. T reminds Ss that the first and important thing is always to think about what they are going to write. In this case, Ss do not have to find out so many ideas of what they have to write because they may have made in 3. So T only has to brainstorm Ss for the language necessary for writing. - Ask Ss to write the draft first. Then have
Contents I- Listening 1. Nick and his father are talking about Tom Hanks, a Hollywood film star. Listen to their conversation and correct the following statements. 1. Tom Hanks is Nick’s father’s favourite film star. 2. Tom Hanks isn’t a handsome actor. 3. Tom Hanks has won two Oscars. 2. Listen again. Answer the questions below. 1. He has won the Oscar for Best Actor twice. 2. They say he is one of the best actors in Hollywood. 3. He plays the role of a soldier in Saving Private Ryan. 4. Because it is one of the best comedies in the 1990s. II- Writing 3, Make notes about one of your favourite films. - Name of the film, type of film, and actors or director. - The plot: What happens in the film? How is the film? ( gripping/ moving/ hilarious) What about the ending? - Other aspects of the film, the acting, the music, the special effects, the visuals, etc… - Critics’ reviews, your onerall opinion. 4, Write a review of your ffavourite film… Introduction ( paragraph 1) Body Paragraph 2 The plot: What happens in the film? How is the film?( gripping/ moving/ hilarious) what about the ending? Paragraph 3: 22
them write their final version in class or at Other aspects of the film: the acting, the home. music, the special effects, the visuals, etc.. Conclusion ( Paragraph 4) 3. Homework - Write the final version Critics’ reviews, your overall opinion ( - Prepare: Unit 8- Looking back Why you recommend the film to everyone)
Period: 90
Unit 8: Films Lesson 7: Looking back + Project
I. Objectives. By the end of the lesson, Ss will revise the knowledge they have learnt about the topic “films”. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up - Chatting: What topic have you learnt in Unit 8? I- Vocabulary - How to write a film review? 1. Think of an example of every type of films in the box. Example: Mr. Bean is a comedy. “Big Ben Down” is an action 2. Activities VOCABULARY film 1. Ask Ss to think of as many examples of 2. Read the sentences. What types of different types of films as possible. Then films are people talking about? ask some Ss to say out their examples in Key: front of the class. 1. It’s a comedy. 2. Ask Ss to read the sentences carefully 2. It’s a horror film and decide which types of films the 1. It’s a documentary. people are talking about. Remind that the 2. It’s a romantic comedy. adjectives in the sentences will provide 3. It’s a Sci-fi film. the context for them to choose the correct 3. Fill in the blanks with -ed or –ing types of films. adjectives that are formed from the verbs 3, 4: Ask Ss to do individually. Check in brackets. the results with a partner. T gives feed 1. terrified 2. disappointing back. 3. annoying 4. satisfied 5. shocking 4. Complete the second sentences… 1. They were excited about the film. 2. The film was boring so they left 23
halfway through it. 3. We were moved at the ending of the film. 4. You’ll be surprised at his new film. GRAMMAR 5. Lots of people find the way he behaves/ 5, First, ask Ss to do individually. Then his behaviour confusing. ask them to check their answers with a II- Grammar partner before discussing the answers as a 5. Match the first half in A with the class. Remind Ss to keep a record of their suitable half in B. original answers so that they can use that 1. d 2. e 3. a 4. b 5. c information in their Now I can…statement. III- Communication 6. Number the lines of the dialogue in COMMUNICATION the correct order. 6, First, ask Ss to do the task individually 1. E 2. I 3. A 4. D 5. F 6. B 7. G to number the lines of the dialogue. Then 8. C 9. H ask them to check their answers with the IV- Finished! whole class. After finishing, ask Ss to practise saying the dialogue with their Finished! Now I partners. can… Finished! * Use words and Finally, ask Ss to complete the selfphrases for different assessment. Identify any difficulties and types of films. weak areas and provide further practice. * distinguish the uses of –ed adjectives and –ing adjectives. * use connectors: althpugh, despite, in PROJECT spite of, however, and 1. Ask Ss to read the film posters and nevertheless point out what information should be * talk about your included in a film poster. Then ask Ss to favourite films work in pairs/ groups to discuss the * write a film review question in 1. Each Ss may make notes about the ideas from his/her partner or PROJECT other group member. 1. Look at the film below. Think about 2. Ask each s to choose one of their the following questions. favourite films, and design a poster for it. - What is the purpose of a film poster? They may use the ideas from the notes for E.g: To give information of a film. their task. 2. Choose one of your favourite films and 3. Display Ss’ leaflets on the wall. T design a poster for it. choose some of the posters of the film 3. Then organise an exhibition of film posters and ask Ss to give comments. posters in your class. 3. Homework - Do exercise in work book ( The rest ones) - Prepare: Unit 9- Festival around the 24
World.
Period: 91
Unit 9: FESTIVALS AROUND THE WORLD Lesson 1: Getting started – The Festival Project
I. Objectives. By the end of the lesson, Ss can use the lexical items related to the topic “ Festivals around the world” and read for specific information about an unusual festival. II. Teaching aids: - Projector, cassette players, disc… III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up. - Play games: Solve the crossword below. T shows keys on the projector. - Review the previous unit before Ss open their books by asking them to solve a crossword puzzle. New words fascinating (aj) hấp dẫn 2. Activities. T uses some techniques to present some amazing (aj) đáng ngạc nhiên new words. religious (aj) thuộc tôn giáo Checking the understanding by making firework (n) pháo hoa sentences with the new words. make a camp (v) cắm trại 1. Getting started a. Answer the following questions. 1. No, she didn’t because she said “ Oh really?” to show her surprise. 2. People light candles and display/ let off fireworks. 3. It’s La Tomatina 4. Because to celebrate the festival people go to the desert, make a camp, and have a party. 5. They should write up reports and hand them in to the teacher. b- Ss read the conversation again to do b. Tick (v) T (true) or F (false). this exercise. Ask for Ss’ answers as well 1. T 2. T 3. F 4. T as the explanation for their choices. 2. Write the festivals in the box under the 2. Tell Ss that in the box are some pictures. Then listen and repeat. 1-a: Ss work independently. Allow them to share answers before discussing as a class. T then checks their answers, and gives explanation if necessary.
25
festivals. Ss do this activity in pairs. T plays the recording for Ss to listen, check and repeat their answers. Make sure that Ss pronounce correctly the name of the festivals. 3. Explain to Ss that festivals are held for different reasons. Ask Ss if they know the meaning of these words. Seasonal (aj) relate to or happening a during a period in the year. Religious (aj) connected with religion or with a particular religion. Superstitious (aj) based on the belief that particular events happen in a way that cannot be explained by reason or science. 4. Ss work with classmate and compare their answers. T reminds them to follow the model conversation in the box.
5. Organize a competition game for this activity. 3. Homework -Learn new words and phrases Prepare A closer look 1.
1. Water festival 2. Cannes Film Festival 3. Ghost Day 4. Tet 5. Rock in Rio 6. Christmas 7. Halloween 8. Easter 3. Match the festivals below with the reasons they are held. Key: Religious: Halloween, Ghost Day Music /Arts Rock in Rio, Cannes Film Festival Seasonal: Tet, Water Festival Religious: Christmas, Easter
4. Compare your answers with a partner. Example: A: I think Rock in Rio and the Cannes Film Festival are music or arts festivals. B: I agree. A: Which do you think are seasonal festival? B: I think Christmas and Easter. How about you? A: I think Halloween and Ghost day. 5. Can you add more festivals to the groups in 3?
Period: 92 T/C 24: TALKING ABOUT SOME FESTIVALS I. Objectives. By the end of the lesson, Ss can talk about festivals. II. Procedure I. Class organization. II. New lesson. Ask ss to anwer the questions: - What is the festival? - Where is it celebrated? - When is it celebrated? - How is it celebrated? - Why is it celebrated? - How often is it celebrated? 26
EX: Vietnam is the country with many beautiful festivals. There are hundreds of festivals each year. Besides the Tet Holiday, the Mid-Autumn festival is one of the most famous festivals and it is a traditional celebration for Vietnamese children. The Mid-Autumn festival dates back to the Rice Civilization of the Red River delta, over 4,000 years ago. It is fantastic and charming with its history. It is held on the 15th day on the 8th lunar month (often in late September or early October) in the middle of autumn and it is celebrated for a whole day. On this day, the adults and the parents prepare many different foods - Moon cakes, candies, biscuits, jellies, and fruit, such as grapefruit, longan fruit, bananas, apples, mango, etc. All of them are designed with fun symbols, for example: dog, cat, mouse … Besides that, the children are provided with many nice lanterns - star lanterns, flower lanterns and diverse funny masks such as clown mask, lion mask, prince or princess mask for the special performance in the evening of the full moon. It is really an exciting show.
Period: 93
Unit 9: FESTIVALS AROUND THE WORLD Lesson 2: A closer look 1
I. Objectives. By the end of the lesson, Ss can use adverbial phrases correctly and appropriately. The lexical items related to the topic “Festivals around the world”. Pronounce two-syllable words with correct stress in isolation and in context.. II. Teaching aids: - Projector, cassette player, disc… III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up. - T asks Ss some questions about Ss answer: festivals in their home village. 2. Activities. I- Vocabulary VOCABULARY celebratory (aj) mang tính kỷ niệm T uses some techniques to present some parade (n) cuộc diễu hành new words. carnival (n) ngày hội Checking the understanding by making joyful (aj) vui mừng sentences with the new words. adopt (v) kế tục pumpkin (n) quả bí ngô 1. a. Ss work individually to complete the 1. table and compare their answers with a a. Can you complete the table below with partner. appropriate verbs, nouns and adjectives? T plays the recording for Ss to check Listen and check your answers. their answers. Key: 27
1. celebration 2. festive 3. parade 4. culture b. Have them read all the sentences and 5. performance guess the part of speech of the word to be b. Now complete the following sentences filled in each blank. with the words from the table. T comments on and confirms the correct Key: answers. 1. festival 2. celebrate 3. celebrations 4. culture 5. parade 6. performers 2. Ss work in groups, Ss do the activity. 2. In groups, choose a festival. Take They choose one activity and take turn to turns to say the festival. lengthen their sentences by adding the Example: activities. A; I am going to Rio Carnival to watch performers dance. B: I am going to Rio Carnival to watch performers dance, and musicians play samba music. PRONUNCIATION … 3. T explains the rules: Look out! In two-syllable words the mark’ represents the stress syllable. - Most nouns and adjs have two syllables: Stress falls on the first T can give some examples to illustrate. syllable. Ss listen and repeat the words. - Most verbs have two syllables: Stress falls on the second syllable. Exceptions: the sound / ə /, / i /,…. hardly falling on. Have Ss read out the words first. Then play the recording. Key: Stress on 1st syllable: gather, picture, artist, lovely, famous Stress on 2nd syllable: relax, enjoy, hotel, describe, rename.
5. Ss do this exercise individually first then compare their answers with a partner.
4. Circle the word with a different stress pattern from the others. Then listen and check. Key: 1. balloon 2. complete 3. prepare 4. alone 5. tidy 5. Read the following sentences and mark “ ’ ” the stressed syllable in the underlined words. 28
3. Homework -Learn new words and phrases Prepare A closer look 2.
Period: 94
1. ‘project 2. ‘dancers 3. a‘ttend 4. ‘answer 5. ‘music
Unit 9: FESTIVALS AROUND THE WORLD Lesson 3: A closer look 2
I. Objectives. By the end of the lesson, Ss can review H/ Wh questions and use adverbial phrases. Do exercises. II. Teaching aids: - Projector, cassette player, disc…. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up. Chatting: T chats with Ss about festivals in the pictures. Ask Ss to look at the pictures and think of the information they want to get about the festival. 2. Activities Grammar: GRAMMAR Look out! An adverbial phrase gives 1. Adverbial phrases: extra information about the time, place, - T explains and gives examples: manner, etc. of an action. Adverbial +Adverbial phrases made with nouns: phrases are made with nouns, Eg: every year, every day, last year…. prepositions or infinitives. They can be + +Adverbial phrases made with used to answer different questions. prepositions: Eg: in 2013, in a small town, with Type/ question: beautiful plants. When time +Adverbial phrases made with toWhere place infinitive: How often frequency Eg: to enjoy the party, to have more Why reason friends. How manner What thing 2. Tell Ss that they are going to read 2. Now look at the webpage. Complete information about the Cannes Film the table about the festival. Festival and complete the table. Key: What? A film festival Who? By film star, Where? In a city in France 29
3. Think about a festival you know in VietNam.
4. Ss do exercise individually, and then compare their answers with a classmate. Check Ss’ answers and confirm the correct ones. 5. Ss do this activity in pairs. Check Ss’ answers and have them role play the conversation. 6. Ss work independently, writing down the questions. T can call on some Ss to write their answers on the boards. Other Ss give comments and T give corrections.
When? How often? How? Why?
May Every year In a very serious way To win the Palme Do’r
4. Join the questions to the types of answers. Key: who person Why reason Which whole sentence …… 5. Phuong is doing an interview for VTV.
6. Now make questions for the underlined parts. Key: 1.Where did you buy this T- shirt? 2. How often do you go to the music festival? 3. Why did your friends save money? 4. When did you go to the Flower Festival in Da Lat? 7. Ss work in groups. One student thinks 7. Games. of any festival he/she likes. Other Ss ask Example: questions about the festival to find out A: Where is the festival held? what festival it is. Remember to use B: In the USA and some other countries in H/Wh-questions and adverbial phrases. the world. C: When do people celebrate it? 3. Homework ………… - Do exercise part A, B workbook Prepare: Communication
Period: 95
Unit 9: FESTIVALS AROUND THE WORLD Lesson 4: Communication
I. Objectives. By the end of the lesson, Ss will be able to ask and answer questions about festivals. II. Teaching aids: - Projector, cassette player, disc… III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up 30
- T asks Ss to tell some festivals in their home village. - Make some questions about festivals. 2. Activities - Pre- teach vocabulary. - First, teacher uses some techniques to present new words. Then have Ss read the new vocabulary after the teacher. Check the understanding: Make sentences with the new words. 1. Ss look at the picture and discuss the questions in pairs.
I- Extra vocabulary. thanksgiving: (n) lễ tạ ơn chúa (n) lông vũ, gối ôm stuffing: feast: (n) bữa tiệc gravy: (n) nước sốt thịt cranberry: (n) quả man việt quất
II- Practice 1: Look at the animal below. Discuss the following questions with a partner. Key: a. A turkey b. It’s one of the traditional foods of important festival. 2. Play the recording. Ss listen carefully c. Thanksgiving and check their answer to 1. Then T gives 2. Now listen and check your answers. the correct answers 3. In pairs, write true (T) or false (F) for the following sentence. Key: 3. Ss work in pairs to decide if the 1. F ( It’s also held in Canada) statements are true or false. 2. F ( It’s celebrated on the fourth Thursday of November and in Canada it’s celebrated on the second Monday of October. 3. T 4. F ( Children also take part in food preparation.) 5. T 6. F ( Some people like to go for a walk 4. Ss work in pairs. Imagine that one of or takes naps) them is a student from the US and the 7. F other is from Phu Yen, Viet Nam. Explain 4. Work in pairs. Imagine that one of that the only the Ss from Viet Nam read them is a student from the US and the the information on page 35. other is from Phu Yen, Viet Nam. T calls some pairs to act out the Ask and answer about Thanksgiving conversations in class. and Hoi Mua, a harvest festival in Phu Yen. 3. Homework - Do exercise part C workbook Prepare: Skills 1
Period: 96
T/C 25: H / WH - QUESTIONS 31
I. Objectives. By the end of the lesson, Ss will be able to use the H/WH – questions correctly. II. Procedure I. Class organization. II. New lesson. H/WH – questions are: Who Chức năng: Dùng để hỏi về người (người là chủ thể) Ví dụ: Who’s your boyfriend? Whose -Dùng để hỏi về sự sở hữu Ví dụ: Whose are these shoes? (Những đôi giày này là của ai) What Chức năng: Dùng để hỏi thông tin về một thứ gì đó Hỏi một ai đó để xác nhận thông tin hoặc nhắc lại điều vừa nói. Ví dụ: What are you doing? (Bạn đang làm gì đấy) What’s your name? ( Tên bạn là gì) When +Dùng để hỏi về thời gian Ví dụ: When will you comeback home? ( Khi nào bạn sẽ về nhà?) Where +Dùng để hỏi về địa điểm, vị trí Ví dụ: Where do you live? Bạn sống ở đâu Which +Dùng để hỏi về sự lựa chọn Ví du: Which pen do you like? (Bạn thích cái bút nào hơn) Why Dùng để hỏi về lý do, nguyên nhân Why do you buy this skirt? Tại sao bạn lại mua chiếc váy này How Dùng để hỏi về cách thức, đặc tính cũng như tính cách của chủ thể. VD : How are you? Bạn có khỏe không. How far Dùng để hỏi về khoảng cách. VD : How far is it from your house to your school? Khoảng cách từ nhà đến trường của bạn là bao xa How long Dùng để hỏi về thời gian How long will you finish the task? Bạn sẽ mất bao lâu để hoàn thành nhiệm vụ này? How much/how many Dùng để hỏi về số lượng: không đếm được (much), đếm được (many) How many people are there in your class? Lớp bạn có bao nhiêu người. How much sugar do you need to drink? Bạn cần uống bao nhiêu đường
32
Period: 97
Unit 9: FESTIVALS AROUND THE WORLD Lesson 5: Skills 1
I. Objectives. By the end of the lesson, Ss will be able to read for specific information about an unusual festival. Help Ss to read quickly ( scanning). II. Teaching aids: - Projector, cassette player, disc… III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up - In pairs, look at the picture below. I. New words. They are all from the La Tomatina greasy (aj) vấy mỡ, dính mỡ pole (n) cái cột festival in Spain. Put them in the order cannon (n) súng you think they happen at the festival. jet (n) vòi phun nước chaos (n) sự lôn xộn goggle (v) gương mắt, trợn tròn mắt - Present some new words. 2. Activities. READING 2. Ss read the text quickly and check the answers. 3. Ss read the text again and answer the questions: Ss can underline parts of the text that help them with the answers.
4. Ss work in groups and read the newspaper headlines. They discuss what is unusual about the festivals. Have some Ss present their group’s ideas.
5-6. Tell Ss that the table includes information about the two festivals in 4. Ss work in groups and prepare a short
2. Now quickly read the texts below and check your answers. Key: C – D – A - B 3. Answer the following questions. 1. It is celebrated on the last Wednesday every August. 2. He stayed up late 3. They placed a ham on top of greasy pole. 4. They had to wear goggles to protect their eyes. 5. It was a jet from water cannon. 6. It was red with rivers of tomato juice. Speaking 4. Work in groups and read the newspaper headlines. 5. Choose one festival to teach your group about. . Suggestion questions: 1. What do they often do at Season festival? 2. Where do they organize activities? 33
presentation about the festival they like.
3. When does the festival take place? ……
3. Homework - Do exercise part D workbook - Prepare: Skills 2
Period: 98
Unit 9: FESTIVALS AROUND THE WORLD
Lesson 6: Skills 2 I. Objectives. By the end of the lesson, Ss will be able to listen to get specific information about a music festival. II. Teaching aids: - Projector. III. Procedure I. Class organization. II. New lesson. Ss’ and T’s activities Contents 1. Warm up. - Look at the pictures below. Suggestions: What kind of festival do you think it is? It is a music festival. Share your ideas with a partner. I- Listening. 2. Listen to Nick talk about a music festival he attended. Tick (V) T (true) or F (false). Correct the false sentences. 1. F ( one of the most famous festivals) 2. T 3. F ( They stayed in a tent) - Play the recording one or two times. 4. F ( He’s Nick’s father’s favorite singer) Ask Ss to listen carefully and check their 3. Now listen and answer the questions. guesses. 1. It takes place every June. 3. T plays the recording again. 2. They are music bands. Ss answer the questions. 3. He interested the audience with the hit Have Ss compare their answers in pairs song. before giving T the answers. 4. They also went to the Bohemian Woods. 5. They enjoyed a mixed of good music from around the world. 2. Activities. LISTENING 2. Ss read the statements in exercise 2 and guess if they are true or false. Write the guesses on the board.
WRITING 4. Think of a festival they attended and make notes about it.
II- Writing 4. Think about a festival you attended. 34
- What was the festival? - Who celebrated it? - Where was it held? - When was it held? - How was it held? - Why was it held?
5. Ss write a paragraph individually based on the notes they have made. T can ask one or two Ss to write the paragraph on the board. Other Ss and teacher comment on the paragraphs. 3. Homework - Do exercise workbook - Prepare: Looking back
Period: 78
Make notes about it below. Writing: - answer Suggestions. It was a cock fighting festival. It was held in the common house’s yard in my village. It was held on January 15th ( Lunar New Year) …… 5. Write a paragraph about the festival you attended use the notes above. Ss can start like this. Last week I attended a festival. It was called “ Harvest festival” It was held by farmers in my village. ….
Unit 9: FESTIVALS AROUND THE WORLD Lesson 7: looking back + Project
I. Objectives. By the end of the lesson, Ss can cover the whole unit: Grammar, vocabularies and structures. Ss apply them to do exercises. II. Teaching aids: - Projector. III. Procedure 1. Class organization. 2. New lesson. Ss’ and T’s activities Contents 1. Warm up. - Cain game: Start like this: T divides the class into two teams and Festivalikegg…….. calls on some representatives to go to the I/ VOCABULARY board. 1. Rearrange the letters to make reasons 2. Activities for holding festival. Then match them to VOCABULARY the pictures of the festivals. 1. Ss do this activity individually then 1. religious ( Christmas) compare their answer with a partner. T 2. music ( Glastonbury) asks Ss to go to the black board to write 3. superstitious ( Day of the Dead) the answers. 4. seasonal ( Thanksgiving) 2. Complete the sentences with the correct form of the words in brackets. 35
2. Ss do this activity individually then compare their answer with a partner.
GRAMMAR 3. Ss do this exercise individually. Check their answers. Accept all the answers if they make sense.
4. Ss make up their own sentences with the adverbial phrases in the box. Have two Ss write their sentences on the board. T goes around and observes and take notes of Ss’ mistakes. Other Ss comment on the sentences on the board. 5. Ss work in pairs to role-play. They ask and answer about their favorite festival. Ask some pairs to act out the role-play. Other Ss comment and vote for the best conversation.
Key: 1. cultural 2. parade 3. celebratory 4. festive 5. performance 6. celebration II- Grammar 3. Complete each question with a suitable H/Wh- question word. More than one question word may be accepted. Key: 1. What 2. Where 3. How 4. Which 5. Where/ When / How / Why 6. When 4. Make your own sentences with the adverbial phrases from the box. 1. My father went to Ho Chi Minh city last week. 2. 3. 4. 5. III- Communication 5. Role-play in pairs. Student A is a reporter. Student B is a secondary school student. Continue the conversation below. Reporter: I’m a reporter from Culture Magazine. Can I ask you some questions about your favorite festivals? Student: Yes, of course. I like……….best. Reporter: Where’s the festival held? Finish! Now I can… Talk about the festival….
PROJECT 1- Ss work in groups. 3. Homework Get to know about some festivals - Prepare for: Unit 10.
36
Period: 79
DOING PROJECT ABOUT FESTIVALS
1. Look at the pictures below. What kind of festivals do you think it is? Share your ideas with a partner. (Nhìn vào các tranh bên dưới. Bạn nghĩ đó là kiểu lễ hội nào? Chia sẻ ý kiến của bạn với bạn cùng lớp) Suggested answers (Câu trả lời gợi ý) I think this is a music festival. (Tôi nghĩ đây là một lễ hội âm nhạc) 2. Listen to Nick talk about a music festival he attended. Tick (✓) true (T) or false (F.) Correct the false sentences. (Lắng nghe Nick nói về một lễ hội âm nhạc cậu ta đã tham dự. Đánh dấu (✓)T hoặc F. Sửa lại các câu sai.) 3. Listen again and answer the questions. (Nghe lại và trả lời các câu hỏi.) 1. It takes place every June. 2. They are music bands. 3. He interested the audience with the hit songs. 4. They also went to the Bohemian woods. 5. They enjoyed a mix of good music from around the world. Writing 4. Think about a festival you attended. Make notes about it below. (Nghĩ về một lễ hội bạn đã tham dự. Ghi chú về nó dưới đây) Name of festiv 1000th Anniversary of Thang Long - Ha Noi Festival al What was the f Lots of activities in this festival such as: fireworks display, military p estival? arade, music performance, ect. Who celebrated Vietnam government. it? Where was it h Everywhere in Viet Nam and Ha Noi is the centre. eld? When was it he ld?
From October 1st 2015 to October 10th 2015.
How was it hel People do a lot of activities such as: fireworks, parties, parade and ot d? her interesting things. Why was it hel To celebrate the 1000th anniversary of Ha Noi. d? 5. Now write a short paragraph about the festival you attended. Use the notes above. (Bây giờ viết một đoạn văn ngắn về một lễ hội bạn đã tham gia. Sử dụng các ghi chú bên trên.) Five years ago, I attended a very big festival in Ha Noi. It's called 1000th Anniversary of Thang Long - Ha Noi Festival. There are a lot of activities in this festival such as fireworks display, military parade, music performances, ect. It was organized very splendidly because the organizers are the Viet Nam government. Millions of people came to Ha Noi to participate in this great festival. It was held for ten days from October 1st 2015 to October 10th 2015. I saw lots of fireworks, parties, parades during these days. It was interesting. I took so many pictures on this festival because there were 37
plenty of beautiful scenes. We organized this great festival to celebrate the 1000th anniversary of Thang Long - Ha Noi. Period 80
REVIEW 3 Lesson 1 I. Objectives. By the end of the lesson, Ss will be able to review the pronunciation, vocabulary, and grammar that they have learnt from unit 7 to unit 9. II. Teaching aids: - Projector. III. Procedure 1. Class organization. 2. New lesson. Sts’ and T’s activities Contents 1. Warm up: Vocab Pronunciation Brainstorming ? What have you learnt in unit 7, 8, 9 in terms of language? Unit 7 Grammar
Vocab
Pronunciation
Unit 8
Grammar
2. Activities 1. Ss do this exercise individually then share their answers with a partner before giving T the answers. Write the correct answers on the board. Have some Ss read out the words. 2. Organise this as a game. Ss do this in pairs. Which pair adds the most words will go to the board and write their answers. Other pairs may want to add more words. Write other words on the board.
….. I. Pronunciation Activity 1 1. B 2. C 3. C 4. A 5. B
Activity 2 Suggested answers: - O’bey: receive, polite, perform ‘Dancer: beauty, copy, teacher
38
3. Ss do this individually and then share their answers with a partner. Check Ss’ answers. 4. Ask Ss what kind of word can be filled in each blank (i.e. noun, verb, etc). Elicite answers. Ss do this exercise individually. Two Ss write their anwers on the board. Confirm the correct answers. 5. This can be done as a small competion game. The student who solves the crossword the fastest is the winner 6. Elicit the kinds of H/Wh question. Ss do this exercise individually. Chech Ss answers and write the correct answers on the board. 7. Ss do this individually and compare their answers with a partner. Call some Ss to go to the board to write their sentences. Other Ss comment. Confirm the correct sentences.
II. Vocabulary Activity 3 1. Ahead only 2. No crossing 3. No U-turn 4. Right turn only 5. Railway crossing Activity 4 1. celebrations 2. cultural 3. performances 4. parades 5. festive
Activity 5 1. documentary 2. hilarious 3. boring 4. thriller 5. moved 6. animation III. Grammar Activity 6 1. c 2. f 3. a 4. b 5. d 6. e
Activity 7 1. It’s about 1,877 kilometres from Ha Noi to Can Tho. 2. How far is it from Hue to Da Nang? 3. There didn’t use to be many traffic jams when I was young. In spite of being tired/their tiredness, they wanted to watch the film./ They wanted to watch the film in spite of being 8. Ss do this in pairs. Afer checking their tired/their tiredness. answers, ask one or two pairs to act out the 5. Although the festival took place in a conversation. remote area, a lot of people attended it./ A lot of peole attended the festival although it took place in a remote area. IV. Everyday English Activity 8 3. Homework - Review the target knowledge - Prepare for Review- Skills
39
Period 81 REVIEW 3 Lesson 2 I. Objectives. By the end of the lesson, Ss will be able to review the 4 skills related to the topics that they have learnt among unit 7, 8, 9. II. Teaching aids: - Sub-board, a tape and a cassette player, worksheets (survey). III. Procedure 1. Class organization. 2. New lesson. Sts and T’s activities Contents 1. Warm up ? Let ss look at the picture and ask: What is this? (It’s a cup.) Who can receive this cup? (People who win the Oscars.) 2. Activities - Give ss some tip to do this kind of I. Reading reading text: Read the headings first. Then read the paragraph quickly. Find the main point of each paragraph by finding topic sentence. 1. Ss read the text quickly and match the Activity 1 headings with the paragraphs. Ss compare A. 2 B. 3 C.1 their answers with a partner before giving the teacher the answers. Confirm the correct answers. 2. Ss do these exercises individually, check their answers with a partner before giving Activity 2 the answers to T. Two Ss go to the board 1. They were first organised in 1929. and write their answers if time allows. 2. They are named after the Oscar statuette. 3. He is the preson who designed/ He designed the Oscar statuette 4. Emil Jannings received the first Oscar statuette 5. It is the prize for/ given to the best film. II. Speaking 3. Ss work in groups and discussed the questions. Ss report their group’s answers II. Listening to the class. Summarise Ss’ideas. 4. Play the recording for the first time. Ss listen and decide if the statemennts are true 40
or false. Elicit the answers from Ss and write them on the board. Don’t confirm the correct answers at this stage. 5. Ss listen to the recording again and answer the questions. Ss compare their answers before giving T their answers. Write their answers on the board. Now play the recording again to check the answers to exercise 4 and 5. Activity 4 1. F (Because Mrs Hoa said: It’s the first time you’ve come to my house, isn’t it?) 2. F (Because the photos are on the wall) 3. T 4. T 5. T Activity 5 Ms Nick Hoa 1.tried Dutch foods and ٧ drinks 2. watched traditional ٧ ٧ Dutch dancing 3. watched parades ٧ 6. Ss read Mai’s email to understand the context. Ss write their email individually. Ask one S to write the email on the board. Other Ss and T comment on the email on board. Collect some emails to correct at home. 3. Homework - Review unit 7, 8, 9 - Prepare for the 45 test
Period: 104
4. listened to folk music 5. was interested in the festival
٧ ٧
٧
III. Writing
BÀI KIỂM TRA SỐ 3 Môn: TIẾNG ANH LỚP 7- Năm học: 2013- 2014 Time: 45 minutes
I. Objectives. - T checks Ss’ understanding from Unit 1 to Unit 3 about three topics ( My hobbies/ Health/ Community service. II. Teaching aids: - A CD and a CD player, - Paper test 41
III. Procedure 1. Class organization. 2. New lesson. Chủ đề Listening Reading
Nhận biết KQ TL 5
Thông hiểu KQ TL 5
Vận dụng KQ TL
10
5
2
7 5
Writing Language focus
5 10
Tổng
5
5 10 18
8
VI. Total 15
5
5
5
5
5 10marks
Paper test Q1: Listening -You will hear a tour guide talking to a group of tourists about a coach trip. Circle the correct option A, B or C. 1. What is the change of plan? A. They will visit two towns B. They will look round a university. C. They will visit a wildlife park. 2. Where will they stop for coffee? A. near a waterfall B. by a lake C. on a mountain 3. The town of Brampton became well known because of its. A. shops B. university C. museum 4. What animals will they see in the wildlife park? A. lions B. monkeys C. tigers 5. What time will they arrive back at the hotel? A. 5.30 B. 6.45 C. 7.15 Q.2: Choose the word whose underlined part is pronounced differently from the others. 6. A. played B. frightened C. excited D. bored 7. A. hand B. transport C. character D. celebration 8. A. washed B. attended C. decided D. disappointed Q. 3: Choose the word that has a different stress pattern from the others. 9. A. traffic B. agree C. noisy D. student 10. A. listen B. visit C. borrow D. obey Q.4: Choose the correct answer to complete each following sentence by circling A, B, C or D. 11. Lan used to ________ morning exercise when she got up early. A. did B. does C. doing D. do 12. My father __________the bus to work every day, but I cycle. A. catches B. drives C. goes D. runs 13. You should look right and left when you go________the road. A. down B. across C. up D. along 42
14. Bus is the main public________in Viet Nam. A. travel B. tricycle C. transport D. vehicle 15. The play was so boring. ________, Hoa saw it from beginning to end. A. Therefore B. Despite C. However D. Although 16. She’s sure that they will find the film_________. A. entertaining B. entertain C. entertainment D. entertained 17. – “ Do you like seeing a film?” – “_________________” A. No, I don’t like it at all B. Sure. What film shall we see? C. Who is in it? D. I’m sorry, I can’t. 18. ____________ being frightened by the images, Lan still liked the film so much. A. In spite B. Despite C. Although D. Nevertheless 19. ____________ is La Tomatina celebrated? – Every August. A. Where B. Why C. When D. Which 20. My father liked the ____________ of that singer. A. perform B. performer C. performance D. performing Q.5: Put the following in correct order to make a dialogue. Write your answer into the left column. 21._____________ A. That would be perfect. Where shall we meet? 22._____________ B. Great. I’ll meet you guys there. 23._____________ C. Hey Kien! I’m going to join Thinh Temple Festival with some 24._____________ friends. Do you want to come? 25._____________ D. Sunday morning. 26._____________ E. Let’s meet at the school gate at nine o’clock. 27._____________ F. Who else is going? 28._____________ G. Just some of my close friends. H. When are you guys going? Q. 6: Read the following text carefully and choose the correct answer A, B, C or D for each of the gap. Ewan McGregor was (29)_____ in Scotland in 1971. He decided to be an (30)______ when he was only nine and he (31)_____his first film in 1992. So far in his career he has appeared (32)_____ a lot of different types of films, including comedies, musical, dramas and the Star Wars movies. In his career Ewan has worked with (33)_____ like Cameron Diaz and Nicole Kidman, and his films have won (34)_____ of awards. He loves acting and when he finished (35)_______ the musical, Moulin Rouge, he said, “I have never been happier to do anything in my life”. 29. A. bear B. born C. bearing D. beared 30. A. acting B. actress C. actor D. action 31. A. made B. played C. worked D. starred 32. A. at B. on C. with D. in 33. A. directors B. actors C. actresses D. writers 34. A. a lots B. lots C. much D. some 35. A. to film B. filmed C. film D. filming Q.7: Writing A. Rewrite these following sentences using given words. 36. What is the distance between Vinh Phuc and Ha Noi city? => How…………………………………………………………….? 37. I often walked to school when I was a student. 43
=> I used…………………………………………………………… 38. Although they are short, they still love playing sports. => In spite of……………………………………………………………………………… B. Make questions for the underlined parts in each following sentence: 39. It’s about 8 km from Phuc Yen town to Ha Noi. =>………………………………………………………………………. 40. Last year I went to Hai Luu Buffalo Fighting Festival with my parents. =>………………………………………………………………………… - T hands in the test. - Gives comments.
Period: 105 CHỮA BÀI BÀI KIỂM TRA SỐ 3 I. Objectives: - To correct the test number 1. Give comments to encourage the students to study hard. Discuss the ways to improve the test score. II. Teaching aids: - Testing papers. III. Procedure: A. Remark on the tests: -The number of the tests: 7A1: +Exellent tests: +Good test +Average: +Under average: -The number of the tests: 7A2: +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: B. Key Q1- Listening: ( 2.5 marks- 0,25 mark for each correct answer) You will hear a tour guide talking to a group of tourists about a coach trip. Circle the correct option A, B or C. 1. C 2. A 3. B 4. A 5. B Q2: Choose the word whose ….(0,25 mark for each correct answer) 6. C 7. D 8. A Q3: ….(0,25 mark for each correct answer) 9. B 10. D Q4 : ….(0,25 mark for each correct answer) 11. D 12. A 13. B 14. C 15. C 16. A 17. B 18. B 19. C 20.C Q5: ….(0,25 mark for each correct answer) 21. C 22. F 23. G 24. H 25. D 26. A 27. E 28. B 44
Q6. 29. B 30. C 31. A 32.D 33. C 34. B 35. D Q7: Writing ….(0,25 mark for each correct answer) 36. How far is it from Vinh Phuc to Ha Noi city? 37. I used to walk to school when I was a student. 38. In spite of being short, they still love playing sports. 39. How far is it from Phuc Yen town to Ha Noi? 40. Which festival did you go with your parents last year? - T comments.
Period: 106 UNIT 10: SOURCES OF ENERGY Lesson1 : Getting Started - A different type of Footprint. I. Objectives: - By the end of the lesson, Ss will have some information about energy SOURCES and they are able to talk about the different types of energy sources - Develop Ss’ listening, speaking ,reading and writing skills . - Vocabulary: Types of energy sources - Grammar: Future continuous tense and simple future passive form. II. Teaching Aids : - Projector. III. Procedures: 1. Organization. 2. New lesson Sts’ and T’s activities Content * Warm- up. * Networds - Have Ss play games related to the Gas Solar topic - Have Ss read the words 3 times in chorus
- Ask Ss to describe the picture ( Who, where , what ….. ? ) - Asking some questions - Set the sense - Lead to the new lesson 2. Activities. 1. Pre-teach some new words. - Elicit some new words from the P and situations , realias
ENERGY
Oil
A, What types of energy do you know ? B, Where do they come from ? ( renewable & non-renewable ) I. Vocabulary. 1. energy (n) Nang luong 2. source => …………. source of energy (n) ……………. 3. resource 45
- Read many times in chorus -Checking vocab: Slap the board
- Call some individuals
2.Have Ss do Ex1-a - Guide Ss how to do Ex1 - Call some Ss to give the answer - provide the answers - Then, do Ex1-b ( Group-work )
- Ask some groups to present their work before the class
3.Ask Ss to do Ex2 in chorus - call some individuals - cross – check 4. Ask Ss to do Ex3 (individually) - cross – check -T provide the keys 5.Divide the class into 6 groups - Have Ss make up the dialogues then role-play
4. renewable 5. >< non-renewable 6. to last ( forever) 7. to use up 8. to run out 9. to produce 10. negative effect = carbon footprint
( Adj) ( v)
………….. ………… ……….. ………. ……….. …………
( Np)
II. Practice . 1. Listen and read . a. Read the conservation again and answer the questions . 1, It’s about the negative effects we have on the environment . 2, “ Non-renewable energy” means that it will run out if we use it up . 3, Sunlight is a renewable energy because we can’t use it all up or it will last forever . 4, Mai thinks she has a small carbon footprint because she recycles the products she uses and she goes everywhere by bike. 5, The products that we use are bad for the environment or the energy that we use produces carbon dioxide might create a big carbon footprint . b. Complete the network below using the information from the conservation . SOURCES OF ENERGY Renewable sources Non-renewable sources wind Wave solar coal Gas oil 2. Listen and repeat the words or phrases . Wind Coal Natural gas Nuclear Biogas oil Hydro Solar 3. Put the words into the correct groups below. Renewable sources Non-renewable sources Wind , coal , hydro Natural gas , biogas , , nuclear …… oil, solar ……
4. Ask and answer the questions about renewable and non-renewable resources . A: What type of energy source is wind ? B: It’s a renewable source of energy . 46
- the groups take turns to present their dialogue - T Listen and feedback 3. Homework - Learn by heart all the new words. - Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Do B1, B2 ( workbook)
A: What type of energy source is coal ? B: It’s a non-renewable source of energy . A: ……………………………………..
* Do homework at home
Period 107 UNIT 10 : SOURCES OF ENERGY Lesson2 : A Closer Look 1 I- Objectives: - By the end of the lesson, Ss will be able to talk about types of energy sources, and know how to stress in the three-syllable words . - Develop Ss’ listening, speaking and writing skills - Vocabulary: Advantages & Disadvantages of energy . - Phonetics : How to tress in the three-syllable words . II. Teaching Aids : - Projector. III. Procedures: 1. Organization 2. New lesson Sts’ and T’s activities Content I. Warm- up * play games Benefits of Effects of - Have Ss play game “ spider-web of Renewable energy Non-renewable words ” source energy source - Read 3 times in chorus - Lead to the new lesson
2. Activities 1- Elicit some new words ( pictures , realias , situations ….)
- Have Ss read many times in chorus
safe , clean , cheap Dangerous , ………………… harmful , ………………. expensive ….. I. Vocabulary * Advantages and Disadvantages of energy sources . * Advantage = benefit (n) 1. unlimited 2. available (Ad) 3. abundant = plentiful 4. convenient ( cheap , clean , safe …..) * Disadvantage (n) … 1. limited … 2. harmful (Adj) …... 47
- call some individuals
3. polluting 4. exhausted - Checking vocab: Hang-man ( expensive , dangerous) * Practice . 1. Put the words below into the table to describe the types of energy . Sources Advantages Disadvantage 2, Have Ss do Ex1 on the text book of energy s - Guide how to do Wind Abundant , Not available unlimited Water / Clean , safe Expensive , - Ask Ss to do in 5 minutes hydro not available - Provide the keys Solar Renewable , Expensive plentiful, available , clean , safe Biogas Renewable , Abundant , plentiful, clean , cheap safe Nuclear Renewable , Expensive , clean , safe dangerous Coal, oil Abundant Harmful, 3, Have Ss work in pairs to do ex2 , natural exhausted , - Cross –check gas … polluting - T feedback 2. Compare your answers with your partner. For example : A: I think biogas is renewable . 4, Have Ss do Ex3 on the text book. B: Me, too. I also think it is abundant - Guide how to do and cheap. - Ask Ss to do …………………………………….. - Provide the keys 3. look at the pictures and complete these sentences , using the words in1. - Ask Ss to write down on the 1. solar – clean / safe notebooks 2. non-renewable 3. wind – clean 4. expensive – dangerous Pronunciation. II. Pronunciation . * How to stress in three-syllable Nouns and Adjectives . 1- Guide Ss how to stress the nouns Rule1 : Ooo When Sylablel2 &3 are short and the adjectives with three syllables vowels. ( very popular) Eg : excellent , difficult , president , plentiful , energy accident , dangerous Rule2 : oOo When Syllable 2 is a long vowel or a dipthong and Syllable3 is a short vowel 48
2- Give examples - explain the rules - Have Ss practice in chorus
3- Ask Ss to do Ex 4 & 5 to distinguish the two ways of stressing three-syllable words
4- Have Ss practice - cross-check
- call some individuals
3. Homework - Learn by heart all the new words. - Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Do a * b1,2 . ( workbook)
or dipthong /ou/ . ( popular) Eg : disaster , potato , enormous , expensive , convenient , advantage .. * Practice . 4. Listen and repeat . Which words are stressed on the first syllable and which ones are stressed on the second syllable ? Put them in the correct columns . Ooo oOo - dangerous - expensive - plentiful - abundant - limited - convenient - easily - enormous - energy - advantage 5. Read the following sentences and mark the stressed syllable in the underlined words . Then listen , check and repeat . 1. Coal will be replaced by another renewable resource. 2. Wind power is convenient and abundant . 3. Natural gas is limited and it is harmful to the environment . 4. Solar energy is plentiful and it can be replaced easily . Nuclear power is expensive and dangerous . * do at home
Period : 108 T/C 28: The future continuous I. Objectives: - By the end of the lesson, Ss will be able to use the future continuous tense well. - Develop Ss’ writing skills. - Vocabulary: - Grammar: The future continuous tense II. Teaching Aids : - Projector. III. Procedures: 1. Organization 2. New lesson 49
Grammar . I. The future continuous tense . * Examples : - At 8.00 tomorrow morning, I will be learning Math at school. - This time next summer , we will be visiting Paris => expressing an action in progress at a definite point of time in the future . (+) S + will be + V-ing (-) S + will not be + V-ing (?) Will + S + be + V-ing ? Note 1 : The future continuous often company with a definite point of time in the future ( Adverbs of time )such as On Sunday next week , At 8.00 tomorrow morning This time next summer By 2020 ,…………… 1. Complete the sentences using the future continuous form of the verbs in brackets. 1, will be putting 2, will be taking 3, will be installing 4, will be spending 5, will be using
Period109: UNIT 10 : SOURCES OF ENERGY Lesson 3: A Closer look 2 I. Objectives: - By the end of the lesson, Ss will be able to talk about ENERGY SOURCES and they master the uses of the future continuous tense and the simple future passive. - Develop Ss’ listening , reading and writing skills. - Vocabulary: Energy sources . - Grammar: The future continuous tense and the simple future passive II. Teaching Aids : - Projector. III. Procedures: 1. Organization 2. New lesson Sts’ and T’s activities
Content
50
I. Warm- up. - Have Ss answer some questions - Lead to the new lessons
(old Lesson if have time II. Activity 1 - Give examples - Explain other uses of
- Give the form
- Have Ss work in pairs to do Ex 1,3 ( work individually) - Call someone to present their answers. - Cross –correct - Provide the keys
- Ask Ss to write down on their notebooks
2- Give the form - Give examples - Explain other uses of the passive
* Questions : Review simple future tense 1. What will it be tomorrow ? 2. Where will you go for this summer vacation ? 3. When will you have a party for your next birthday ? 4. How will the world change if we use up all the non-renewable energy sources ? S Will V (inf)…… ( simple future tense) * Grammar . I. The future continuous tense . * Examples : - At 8.00 tomorrow morning, I will be learning Math at school. - This time next summer , we will be visiting Paris => expressing an action in progress at a definite point of time in the future . (+) S + will be + V-ing (-) S + will not be + V-ing (?) Will + S + be + V-ing ? Note 1 : The future continuous often company with a definite point of time in the future ( Adverbs of time )such as On Sunday next week , At 8.00 tomorrow morning This time next summer By 2020 ,…………… * Practice : 2. Complete the sentences using the future continuous form of the verbs in brackets. 1, will be putting 2, will be taking 3, will be installing 4, will be spending 5, will be using 3.Complete the conversation with the verbs in brackets ( simple future or future continuous tense ). 1, will watch 2, will we put 3, will be having 4, will travel 5, will walk or cycle 6, will be cycling 7, will be going II. The future simple passive form. * Form (+) S + will be + Vpp ( by O ) . (-) S + will be + Vpp ( by O ) . (?) will + S + be + Vpp ( by O ) ? 51
voice .
* For Examples . -Solar panels will be put on the roof of the houses. - The exercises will be finished tomorrow. - Low energy light bulbs will be used widely. - Have Ss work in pairs to do Ex5 NOTE 1 : Passive form is used when…. ( work individually) - the doer is not known and not important - the object is not important NOTE2 : If the doer is definite and still - Call someone to present their important , we can add “ by O ” at the end answers. of the sentence . - Cross –correct * Practice : - Provide the keys 5. Complete the magazine article with the - Ask Ss to write down on their passive form of the verbs in the table . notebooks 1, be provided 2, be used 3, be placed 4, be stored 5, be solved * Further Practice . 3- Ask Ss to work in pairs / in groups 4.Work in pairs . Tell your partner what you of four. will be doing at the following point of time. Eg: This time tomorrow I will be learning English this time tomorrow Or - Call some pairs / groups to present This time tomorrow , I will be learning their answers English 1. Tomorrow afternoon 2. this weekend - Cross -check 3. this time next week 4. when you are fifteen years old 7. Look at the pictures and write what will be done in the future . - T feed-back * Suggestions 1. A hydro power station will be built in the region to increase the electricity. 2. Solar panels will be put / installed on the roof of the buildings . 3. A network of wind turbines will be installed to generate electricity . 4. Bicycles will be used to travel in the city III. Homework ( Do at home if necessary) - Learn by heart all the new words. 2.Write what these students will be doing - Prepare for next lesson ( find the tomorrow afternoon. meaning of the new words in the 1, Jenny will be giving a talk about saving next lesson ) energy . - Do B3,4,5,6 ( workbook) 2, Helen will be putting solar panels in the - Redo section 2,6, – students’ book playground . 3, Susan will be checking cracks in the water pipes . 52
4, Jack will be putting low energy light bulbs in the classrooms. 5, Kate will be showing a film on types of renewable energy sources. 6. Change these sentences into the passive voice .
Period : 110 UNIT 10 : SOURCES OF ENERGY Lesson 4: Communication I. Objectives : - By the end of the lesson, Ss will be able to talk about their carbon footprint as well as the ways how to save energy in life . - Developing Ss’ reading and speaking skills. - Vocabulary: ways to save energy in life . - Skills : take a survey. II. Teaching Aids : - Projector. III. Procedures: 1. Organization 2. New lesson Teacher’s & Students’ activities I.Warm - up: - Have Ss answer the questions
- Set the sense . - Lead to the new lesson
Content * Questions : 1. What did you do to save energy ? 2. What do you usually do to save energy ? 3. What will you do to save energy ? Answers : - I ………………………… - I…………………………. - I………………………… ( students’ answers )
II. Activities 1- Elicit some new words from pictures and situations - Read aloud many times in chorus - Checking vocab: matching game - Call some individuals 2-Practice
I-Vocabulary. * How to save energy . - to take a shower ……… - to ride a bike ……… - to use public transport ……… - to use a hand-fan ….. - to use low energy light bulbs - to turn off electricity things - to use biogas - to ………………….. II. Practice 1. Do a test by answering the following 53
- Have Ss do a test / do ex1
questions with the number from 1 to 4. Always Often Some Never QQuestions Do you ( = 1 ) ( = 2) Times ( = 4 ) - Guide how to do ( individually) ………? (= 3) 1, take showers... 2, walk or ride.. 3, use public transport…… 4, use a handfan 5, use low energy 6, turn off the - Ask Ss to work in groups of six …. 1 student is the monitor 7, only use as 5 student are the participants much water as… 8, only use a little - Call some groups to represent electricity their works . 9, use biogas …. 10, go to school by bike Look up the score and answer the following question . - Feedback 1, What is your total score ? ……………… …………….. ……………… Then explain how well your partner saves energy “How big your partner’s carbon footprint is.” - Give the answers Student1 : ………………… Student2 : …………………… Student 3 : ………………….. Student 4 :…………………….. Student5 : ……………………. Keys : 10-20 : Your footprint is small . You are really environmentally friendly . 21-30 : Your footprint is quite small. Remember to care about , and respect , the world around us . 31- 40: Your footprint is quite big . You do something to save energy , but there’s 54
always room for improvement . 2.
3 - Have Ss work in pairs - Call some Ss/ pairs to represent their report before the class - Feedback
III. Homework. - Do Speaking ( workbook) - Write a report about your own carbon footprint .
Report your partner’s carbon footprint to your groups / class . Use the following prompts . For example : My partner’s carbon footprint is bog . He is considerate because uses lots of baths . He could try harder to use showers instead of baths . By reducing the baths , he can help to save energy in the future . ( Ss’answers ) Do at home
Period : 111 UNIT 10 : SOURCES OF ENERGY Lesson 5: SKILLS 1 I. Objectives: - By the end of the lesson, Ss will get some more information about ENERGY SOURCES as well as well be able to talk about their advantages and disadvantages . - Develop Ss’ reading and speaking skills. - Vocabulary: Advantages and disadvantages of energy sources . - Skills : How to make a speech about advantages and disadvantages of energy. II. Teaching Aids : - Materials: Ss’ books, , an extra- board, a CD & a cassette player , reference books and projector. III. Procedures: 1. Organization 2. New lesson Sts’ and T’s activities Content I. Warm- up * Network . ( old lesson) wind
sun
- Have Ss play game “ spider web ” - Read 3 times in chorus
Names of energy sources
- Set the sense - Lead to the new lesson nuclear
water
* Discussion : 55
- Have Ss work in groups to discuss the 1. Discuss the following questions . following questions . 1, What are the main sources of energy in Viet Nam ?……coal , oil, hydro power, … - Listen and feedback 2, What types of energy sources will be used in the future ?……………………… ( ….solar energy , wind energy …..) I. Vocabulary. II. Activities Fossil fuel (n) ………. 1- Elicit some new words ( pictures , - to create (v) ……… realias , situations ….) = to produce …………. = to generate …….. - Have Ss read many times in chorus - To replace - to turn ( turbines) - Call some individuals - to convert into - to value 2* Checking vocab: Slap the board - alternative (adj) ………… - a great deal of and remember = a lot of 3- Guide Ss the way how to do Ex3-a - Give examples - Ask Ss to work individually - Call some Ss to the black-board - Provide the correct answers
4- Guide Ss the way how to do Ex3-b - Give examples - Ask Ss to practice in pairs - Cross –check - Call some Ss to the black-board - Provide the correct answers
- Ask Ss to write down on their notebooks
- Have Ss work in pairs
II. Practice . A. Reading . 2. Read the text below and check your ideas . 3. Read the text then answer the questions . a. Match the verbs with the nouns. 1. – c . create energy 2. – a . drive machinery 3. - e . generate electricity 4. – b . turn turbines 5. –d . heat houses . b. Answer the questions . 1. Two. They are renewable and nonrenewable . 2. Hydro power is limited because dams cannot be built in certain areas ,and nuclear energy is dangerous . 3. because the wind can turn turbines to make electricity . Solar energy can be changed into electricity or cab be used to heat or cool our houses . 4. We use hydro power most . 5. he think Viet Nam will use the wind and the sun as alternative sources of energy in the future . B. Speaking : 4. Ask and answer questions about the 56
- Call some pairs to role-play before the class
- Cross-check
- T feedback 5- Divide the class into 4 groups - Have Ss make a speech about the advantages and disadvantages of each type of energy source . - T observe - call some groups to represent their work - Feedback III. Homework - Learn by heart all the new words. - Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Do Reading ( workbook) - Redo Ex5 ( students’ book)
advantages and disadvantages of each type of energy source. Example : A: What type of energy is oil ? B: It is non-renewable source of energy , because it cannot easily be replaced . A: What are its advantages and disadvantages ? B: It can be used to drive machinery , but it also pollutes the environment . 5. Talk about the advantages and disadvantages of each type of energy source . ( speaking) Example : Hydro power is a renewable source of energy because it comes from water . It is cheap and plentiful . Unfortunately , dams can only be built in certain areas . Do at home
Period: 112
T/C 29: The future simple passive I. Objectives: - By the end of the lesson, Ss will be able to the simple future passive. - Develop Ss’ listening , reading and writing skills. - Vocabulary: - Grammar: The simple future passive II. Teaching Aids : - Projector. III. Procedures: 1. Organization 2. New lesson II. The future simple passive form. * Form (+) S + will be + Vpp ( by O ) . (-) S + will be + Vpp ( by O ) . 57
(?) will + S + be
+ Vpp ( by O ) ?
* For Examples . -Solar panels will be put on the roof of the houses. - The exercises will be finished tomorrow. - Low energy light bulbs will be used widely. NOTE 1 : Passive form is used when…. - the doer is not known and not important - the object is not important NOTE2 : If the doer is definite and still important , we can add “ by O ” at the end of the sentence . * Practice : 5. Complete the magazine article with the passive form of the verbs in the table . 1, be provided 2, be used 3, be placed 4, be stored 5, be solved * Further Practice . 4.Work in pairs . Tell your partner what you will be doing at the following point of time. Eg: This time tomorrow I will be learning English this time tomorrow Or This time tomorrow , I will be learning English 5. Tomorrow afternoon 6. this weekend 7. this time next week 8. when you are fifteen years old 7. Look at the pictures and write what will be done in the future . * Suggestions 5. A hydro power station will be built in the region to increase the electricity. 6. Solar panels will be put / installed on the roof of the buildings . 7. A network of wind turbines will be installed to generate electricity . 8. Bicycles will be used to travel in the city ( Do at home if necessary) 2.Write what these students will be doing tomorrow afternoon. 1, Jenny will be giving a talk about saving energy . 2, Helen will be putting solar panels in the playground . 3, Susan will be checking cracks in the water pipes . 4, Jack will be putting low energy light bulbs in the classrooms. 5, Kate will be showing a film on types of renewable energy sources. 6. Change these sentences into the passive voice .
Period: 113 UNIT 10 : SOURCES OF ENERGY Lesson 6 : SKILLS 2 58
I. Objectives: - By the end of the lesson, Ss will be able to write a passage about energy and the ways how to save energy in life . - Develop Ss’ listening and writing skills - Vocabulary: energy sources &ways to save energy . - Skills : How to write a passage . II. Teaching Aids : - Materials: Ss’ books, , an extra- board, a CD & a cassette player , reference books and projector. III. Procedures: 1. Organization 2. New lesson Sts’ and T’s activities Content I. Warm- up I. Vocabulary. - Have Ss play game “ spider-web of Ride to Use public phrases ” work transport - Read 3 times in chorus What we should do to save energy
Turn off lights …..
- Discuss some questions - Set the sense - Lead to the new lesson
II. Activities. 1- Elicit some new words ( pictures , realias , situations ….) - Have Ss read many times in chorus - Call some individuals * Checking vocab: What & Where
……….
1. Look at the pictures . Discuss the followings . 1, What do you think is unusual about this means of transport ? 2, Have you seen any transport like this ? 3, What should we do to save energy in our life ? I . Vocabulary : ( in developing countries) 1. to use up 2. to lead to 3. to change 4. to heat up 5. to release 6. to solve ( the problem) 7. to protect 8. to invest 9. to increase >< to reduce 10. to avoid ( doing ST)
(v)
……… ……… …. ……..
59
2- Have Ss guess the answers before listening - Cross-check - Play the tapes - Call someone to give their answers - Play the tape again - provide the keys
3- Ask Ss to work individually - Cross –check - Call some Ss to the black-board - Provide the correct answers
- Have Ss work in groups to discuss what we should do to save energy
- T observe and feedback
- Ask Ss to write down the answers on their notebooks
4- Divide the class into 6 groups - Have Ss practice in group - Present their works on the sub-boards - T observe - Feedback III. Homework - Learn by heart all the new words. - Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Do Writing ( workbook) - Redo Ex6 ( student’sbook)
II. Practice. A. Listening . 2. Listen to the passage and tick true or false to the statements . 1, T 2,T 3,T 4, F 5, T 3. Listen to the passage again and complete the sentences . 1, mountainous 2, Cooking and heating 3, air pollution 4, on the increase 5, wind and the sun B. Writing . 4. Complete the article . Use the phrases below . 1 -E , 2 -D , 3 -A , 4-B , 5-C 5. Discuss the following ways to save energy . Decide on the 5 most important , then write them in the box What should you do to save energy ? 1. Reduce our electricity 2. Use public transport 3. Reduce the use of fossil fuel . 4. Increase the tax on petrol. 5. Use low energy light bulbs .
6. Write a short passage about what we should do to save energy. ( maybe at home) Start like this : Every day, we use too much energy at home . We should …………………….. …………………………………………… …………………………………………… ……………………………… Do at home
60
Period: 114 UNIT 10 : SOURCES OF ENERGY Lesson 7 : Looking back & Project I. Objectives: - By the end of the lesson, Ss will be able to revise what they have learnt about ENERGY SOURCES in the previous lessons as well as make their own products slogans about how to save energy. - Develop Ss’ listening speaking reading and writing skills. - Vocabulary: Sources of energy & ways to save energy in life . - Grammar: The future continuous tense and the future simple passive form . II. Teaching Aids : - Materials: Ss’ books, , an extra- board, a CD & a cassette player , reference books and projector. III. Procedures: 1. Organization 2. New lesson Sts’ and T’s activities Content I. Vocabulary. ( Review) I. Warm up 1 . Put the words into the correct groups . - Have Ss put the words into the correct groups to recall some new Sources of Advantages Disadvantages words energy - Read 3 times in chorus Biogas Clean Polluted - Checking remembering by games Solar energy Cheap Expensive - Guide how to play Gas Plentiful Limited - observe & feedback Nuclear energy Available Exhausted/ dangerous Water power unlimited harmful II. Grammar: ( Review) II. Activity A, The future continuous tense . 1-Review briefly the usages and => expressing an action in progress at a forms of the future continuous tense definite point of time in the future . and the simple future passive voice . (+) S + will be + V-ing (-) S + will not be + V-ing (?) Will + S + be + V-ing ? - Give examples B, The future simple passive form. Passive form is used when…. - the doer is not known /not important - re-explain the uses and the form - the object is not important * Form (+) S + will be + Vpp ( by O ) . (-) S + will be + Vpp ( by O ) . (?) will + S + be + Vpp ( by O ) ? 61
2 - Have Ss do Ex ( pair work & group-work) - cross- check
- call someone to represent their answers. - Provide the keys
- Ask Ss to write down their answers on their notebooks
- Have Ss look at the pictures and say out
- Call some ones to present
- Feedback and correct mistakes if necessary
3- Have Ss discuss the slogans - Observe and feedback. - Divide the class into 6 groups - Have Ss work in groups to draw
NOTE : If the doer is definite and still important , we can add “ by O ” at the end of the sentence . * Practice : 2. Complete the sentences using the verbs in brackets in the future continuous. 1, will be wearing 2, will be lying 3, will be working 4, will be studying 5, will be building 3. Change the following sentences into the passive voice. 1. A lot of money will be spent on heating next year . 2. Biogas will be used for fuel in homes and for transport. 3. Renewable energy like wind and solar energy will be used to solve the problems of pollution. 4. The use of electricity will be reduced to save energy. 5. A hydro power station will be built in this area next year. 4. Complete the dialogue, using the future continuous form of the verbs . 1, will be earning 2, will be doing 3, will be doing 4, will be hosting 5, will be doing III. Communication: How to save energy 5. Look at the pictures and answer the question below . What should you do to save energy ? - We should turn off the fire when the kettle is boiling . - We should turn off the faucet when the tub is full of water . - We should close the refrigerator’s door when we do not use it . - We should turn off the fan when we do not use it. - We should turn off the lights when there is no one in the room . - We should turn off the gas-stoves when we do not cook . IV: Project.( Poster / sub-boards) 1. Look at the slogans and answer the questions below. - How are they used ? 62
slogans about how to save energy. - Call some groups to present their products ( exhibition) - T observe - Feedback
- Why are they important ? 2. Write a simple slogans in your groups about how to save energy . ( exhibition their slogans ) ( maybe do at home )
III. Homework - Learn by heart all the new words. - Prepare for next lesson ( find the meaning of the new words in the next lesson ) - Redo 3,5 and project (students’ book)
Do at home
Period: 115 Unit 11: TRAVELLING IN THE FUTURE Lesson 1: Getting started I. Objectives. By the end of the lesson, Ss can: - use lexical items ralated to future means of transport and movement. - understand the difference between facts and opinions - use will for future prediction II. Teaching aids: - Projector. III. Procedure 1. Class organization. 2. New lesson. Ss and T’s activities 1. Warm up. To start the lesson, ask Ss as a class to brainstorm on the board one or two means of transport that are now commonly used in Viet Nam. Connect this with what they have learnt in Unit 7 (Traffic) andUnit 10 (Energy) by asking Ss to describe how these means of transport work in which situations they are used, and the advantages and disadvantages of using them.
2. Activities. Presentation - Elicit the new words
Contents Example: “motorbikes” - have motors powered by engines. - use petrol - used for road traiffic - advantages, practical, personal transport - disadvantages: not safe cause pollution Ask Ss how people in Viet Nam will travel around in year 2100. Ask them to predict it theirmeans of transport mentionedon the board will still be used. Ask them to explain their preductions. 63
Write ‘flying car’ on the board. Ask Ss what they think how a ‘flying car’ might be different from an ordinary car (e.g.appearance, energy, advantages, disadvantages, etc.) Write ‘jet pack’ and ‘teleporter’ on the board. Ask Ss to guess what they are, them give explanations. ‘Jet pack’: a jet-powered device you wear on the back that will help you to fly (“động cơ phản lực mini”) ‘teleporter’: an imaginary method of transportation in which one disappears at one point, usually in an instant, and reappear at another - Check the new words: What and where - Let ss predict how people travel in the future, then write some of the students’ answers on the board. - Let ss draw the usage of “will” in this situation. Practice Have Ss cover the text and ask them to look at the piture only. Introduce the names of the students (Veronica, Mai, and Phuc). Ask them: - What can you see in the picture? - What are Veronica, Mai, and Phuc doing? What makes you think so? - What do you think is on the screen? Is there a connection between what is on the screen with what Mai is thinking about? - What topic are they talking about? Ask Ss to uncover the text. Play the recording and ask them to locate the parts of ‘flying cars’, ‘jet pack’, and ‘teleporter’. a. Ss work individually to answer the questions. Ss compare answers in pairs and then discuss as a class. T goes through each question and asks Ss how the text in the conversation supports their answers. (For question 2, however, T may draw Ss’ attention to the suffix-less. For question 4, T may remind Ss of the meaning of green in previous units). After the discussion, T writes correct answers on the board. Look out T emphasises-less is added to a noun to make an adjective. Ask Ss to give more examples. For a more able class, ask Ss to make sentences with the new
I. New words Flying car (n): ô tô bay Jet pack (n) : động cơ phản lực mini Teleporter (n): dịch chuyển tức thời Driverless car (n): ô tô không người lái Crash (v) (n): đâm, va chạm Avoid (v): tránh Helicopter (n) : máy bay trực thăng Imaginative(n) : giàu trí tưởng tượng
II. Model sentences: Eg: People will own driverless cars in the future. Will + V: for future prediction. III. Activities Activity 1 a. Answer the following questions.
Key 1. a 4. a
2. b
3. c
64
adjectives created. b. Ss work in pairs to ask and answer the question. After that call some pairs to ask and answer for the class to listen. For a more advanced class, questions 2 & # can be used as a team-based class debate. 2. Draw Ss attention to the Remember box. Give more examples if necessary and ask Ss to identify which are facts and which are opinions. Ask Ss to work in pairs to tick the Facts vs. Opinions box. Then ask for their answers as a class. Ask Ss to explain their decisions before giving the keys. For question 5, tell Ss that a prediction is always an opinion. Ask Ss to expain before giving your own explanation. 3. a. Ss work individually to come up with the means of transport mentioned in the conversation. b. T makes an example by giving a comvination, e.g. an electric car. Ask Ss to say how they think an electric car works. Then Ss work individually to make a list of the combined words. Production: 3C c. Tell Ss how to do this task by looking at the example given. Then ask Ss to work in pairs. After the discussion, ask the class how many comvined words they have. Elicit the words on the board. Then ask Ss to pick up one favourite combination from their list. Call on several pairs and have them to explain why they choose that means of transport as their favourite one. 3. Homework -Learn new words and phrases Prepare A closer look 1.
b. Key: 1. If there are too many flying cars, there will be traffic jams in the sky. Some means of transport will not be convenient in bad weather (e.g.jet pack). Future means of transport may use a lot of fuel which will make pollution worse. 2&3: Open answers from Ss. Activity 2 Write a fact and an opinion (which could be your personal opinion) about flying cars on board. Ask Ss to decide which statement could be proved and which is what you feel. 1. F 2. O 3. F 4. O 5. O Activity 3 a. Key: flying car driverless car
Period: 116 T/C 30: Will for future predict I. Objectives. By the end of the lesson, Ss can: - use will for future prediction II. Teaching aids: - Projector. III. Procedure 1. Class organization. 65
2. New lesson. I. Grammar 1. Will for future predition Key: We often use will to make a prediction about the future. Prediction Affirmative S + will + V Negative S + will not (won’t) + V Interrogative Will + S + V? Activity 1 Key: 1. Pepple won’t use flying cars until the year 2050. 2. Do you think the fuel price will increase next month? 3. The mail won’t arrive until next week. 4. I don’t think he will take the new position. 5. We will use more solar energy in the future Activity 2 Key: 1. Will I be 2. will be 3. Will I be 4. will be 5. Will I be 6. won’t be 7. will travel
Period: 117 Unit 11: TRAVELLING IN THE FUTURE Lesson 2: A Closer Look 1 I. Objectives. By the end of the lesson, Ss can: - appropriately use rising and falling intonation for Yes-No and Wh-questions. - use lexical items ralated to future means of transport and movement. II. Teaching aids: - Projector. III. Procedure 1. Class organization. 2. New lesson. Ss and T’s activities Contents 1. Warm up. The class can be started with a game. Write the verbs: drive, ride, fly, sail, pedal on pieces of paper. Ask one S at a time to volunteer to 66
perform the action looking at the verb and the class guess what action the S is doing. After each correct guess, write the verb on the board. Ask Ss to add means of transport they know that go with that verb. Explain that there may be a means of transport that is not suitable for particular verbs. 2. Activities. Presentation Let Ss work in pairs to do activity 1then elicit the new words from the pictures Practice 1. Check ss’ answer After having the keys, Ss work in pairs again to say the correct pharases. e.g.drive a train, drive a car, drive a bus. 2. Ask Ss to underline the most important key words in the thinking bubbles. Do the first item with Ss as an example. Ss then work individually and compare their answers in pairs. 3. Ss work individually then pairs. Explain the use of in and on in Remember box. If time allows, ask Ss to ask and answer how they often go/travel to some places (school, supermarket, the sea, etc.) Write two questions on the board: one Y/N question and one Wh-question. Tell Ss to say the questions aloud and ask them to notice how the two questions are said in different ways. Tekk Ss to find out the rules in Look out! Box. Ask Ss to give some questions and have more practice. 4. Play the recording. Ss work individually and tick in the appropriate box. Audio script: 1. What will be next? 2. Do you think you can use it in bad weather? 3. How much fuel will these means of transport use? 4. Will pollution be much worse? 5. Ss practise saying the questions individually then as a class. 6. Ss practise saying the questions individually and decide if they are spoken with rising or falling voices. Do not give the keys at this point. Play the recording for Ss to check their answers, then confirm their correct answers.
I. New words Pedal (v), (n): đạp (xe), bàn đạp Float (v): nổi Heated (adj): nóng Hot air balloon (n): kinh khí cầu Tram (n): Bullet train (n): tàu hỏa siêu tốc (tàu viên đạn) II. Activities Activity 1 Key:a. a motorbike (explain when ride is used and drive is used) b. a car c. a train d. a bus e. a plane Activity 2 b. a bus Key: a. a ship c. a hot air balloon d. a bicycle e. a plane f. motorbikes Activity 3 1. in Key: 3. on 4. in
Activity 4 Key: 1. falling 2. rising 3. falling
2. on 5. in; on
4. rising
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7. Ss work in pairs and ask and answer the question in 6. Production: * Survey Give ss survey form then guide them to conduct it ( pay attention to intonation when questioning) 3. Homework -Learn new words and phrases Prepare for A closer look 2.
* Survey: Have you ever (travelled in/on..)..? What is your favorite means of transport?
Period: 118 Unit 11: TRAVELLING IN THE FUTURE Lesson 3: A Closer Look 2 I. Objectives. By the end of the lesson, Ss can: - use will for future prediction - use possessive pronouns II. Teaching aids: - Projector. III. Procedure 1. Class organization. 2. New lesson. Ss and T’s activities Contents 1. Warm up. Set up the situation to lead into the lesson: T- Ss exchange: T: How do you go to school everyday? Ss: I go to school by….. (by bike). T: What color is your bike? Ss: My bike/ It is red/….. T: Mine is white. And how will you travel when you are 25? Ss: I will …….. Lead into the objectives of the lesson are to use will for future prediction and use possessive pronouns. 2. Activities. I. Grammar Presentation 1. Will for future predition 1. Remind Ss of Phuc, Veronica, and Mai and Key: We often use will to make a the group’s project in Getting Stated. Ask Ss if prediction about the future. they are talking about the past, the prensent, or Prediction the future. For more able class, elicit from Ss Affirmative S + will + V 68
more information about what the group discuss. Ask Ss to cover the text to listen carefully to pick up any phrases/sentences that contain will.
Negative Interrogative
S + will not (won’t) + V Will + S + V?
4. Go through the example with Ss. Say the two 2. Possessive pronouns sentences have the same meaning. Highlight the changes in the possessive in the two sentences. This is your pen. ‘your’is a possessive adjective and it is put before the noun. This pen is yours. ‘yours’ is a Explain that we use possessive pronouns to possessive pronouns and stands avoid repeating information. alone. Draw Ss’ attention to the table: The personal pronouns I, you, she, he, it, we, Instead of saying: This pen is your they, correspond the respective possessive pen (which sounds repetitive), we adjectives my, your, his, her, its, our, their, and say This pen is yours. the respective possessive pronouns mine, yours, Instead of saying: This bike is my his, hers, its, ours, theirs. bike, not his bike, we say This bike Practice is mine, not his 4. Ss work individually to complete task 4. Then T calls on some Ss to write the answers on the board and gives feedback. 2. Ss work individually then compare their answers with each other. II. Activities Activity 4 Key: Production: 1. This computer is theirs. 3. Write ‘fortune teller’ on the board. Ask Ss 2. The black bike is mine why people want to visit a fortune teller, and 3. These shoes are his. what the fortune teller is expected to talk about. 4. The cat is Veronica’s If you have experience asking a fortune teller to 5. The picture is ours predict your future (or simi-lar), tell the class Activity 2 what the fortune teller says (in direct form). Ask Key: Ss if they have ever talked with a fortune teller 1. Pepple won’t use flying cars about the future, and if the predictions have until the year 2050. become true or not. 2. Do you think the fuel price will Ss work in pairs to complete the task. Then T increase next month? gives feedback to Ss as a class. 3. The mail won’t arrive until next If time allows, ask Ss to play roles week. to predict the future of each other. 4. I don’t think he will take the 5. Game new position. Have Ss work in groups of 4 or 5. Each group 5. We will use more solar energy member writes 5 sentences individually, then the in the future group get together to see how many sentences 69
they have. The group that has the most correct sentences wins. For more advanced classes, this can be done using ‘Sentence - making race’. Have groups write in 10 minutes as many sentences as possible. The group that has the most correct sentences wins. 3. Homework -Learn new words and phrases Prepare for Communication.
Activity 3 Key: 1. Will I be 2. will be 3. Will I be 4. will be 5. Will I be 6. won’t be 7. will travel
Period: 119 Unit 11: TRAVELLING IN THE FUTURE Lesson 4: Communication I. Objectives. By the end of the lesson, Ss can: - talk about their footprint II. Teaching aids: - Projector. III. Procedure 1. Class organization. 2. New lesson. Ss and T’s activities Contents 1. Warm up - Chatting: What are renewable sources of - Non-renewable sources of energy: energy and What are the non-renewable coal, oil, natural gas… sources of energy? - Renewable: wind, water, solar energy 2. Activities + Ask Ss to look at the picture of the footprint at the bottom right hand side of page 43 and answer the questions: What does the carbon footprint mean? How big is your carbon footprint? 1. Have Ss read each item in 1 1. Answer the questions below with a independently and write the number (from number from 1-4. 1-4) in the boxes in accordance with what 1= always they always, often, sometimes or never do. 2= often Ask Ss to mark each other’s answers in 3= sometimes pairs. After adding up the marks, ask Ss to 4= never write the score in the total score box. Do you….? 2. Have Ss explain in pairs how well they 2. Work in pairs. Add up each other’s save energy, using the three levels of answers, and look up the score below. scores in 2 Then explain how well your partner saves 70
3. Have Ss talk about their partners’ footprint in groups, using the prompts in c and the ideas in a.
3.Homework. -Do exercise in workbook ( part C) - Prepare: Skill 1
energy. Score: 10-20: Your footprint is small… Score: 21-30 : Your footprint is quite small… Score 31-40: Your footprint is big… 3. Talk about your partner’s carbon footprint to your group. Use the following frompts. * My partner footprint is…. * He/she is considerate because… * He/ she could try hard to… * by….in the future, he/she can help to…
Period: 120 T/C 31: Possessive Pronouns I. Objectives. By the end of the lesson, Ss can use possessive pronouns II. Teaching aids: - Projector. III. Procedure 1. Class organization. 2. New lesson. Possessive pronouns This is your pen. ‘your’is a possessive adjective and it is put before the noun. This pen is yours. ‘yours’ is a possessive pronouns and stands alone. Instead of saying: This pen is your pen (which sounds repetitive), we say This pen is yours. Instead of saying: This bike is my bike, not his bike, we say This bike is mine, not his II. Activities Activity 1 Key: 1. This computer is theirs. 2. The black bike is mine 3. These shoes are his. 4. The cat is Veronica’s 5. The picture is ours
Period: 121 71
Unit 11: TRAVELLING IN THE FUTURE Lesson 4: Communication I. Objectives. By the end of the lesson, Ss can: - Talk about traffic problems and give solutions II. Teaching aids: - Worksheets. III. Procedure 1. Class organization. 2. New lesson. Ss and T’s activities Contents 1. Warm up. 1. Start the lesson by telling the class one bad experience of yours about using a particular means of transport. Write the key words of the story on the board. Ask Ss if they have similar experience. You can also bring in one or two I. New words photos about transport problems where you live Metro (n): tàu ngầm(đi trong and discuss them with the class. thành phố) Ss work in pairs to do this tast. T then calls on Skytrain (n): tàu trên không some pairs to share their list with the class. Gridlocked (n): kẹt cứng, tắc nghẽn giao thông 2. Activities. Face (v): đối mặt với Presentation - Elicit the new words
- Checking technique: What and where Practice 2. Ss read the two texts individually and underline the problems mentioned. As a class, elicit their answers on the board. Ask if they have similar problems where they live.
II. Activities Activity 2 Suggested answers: Biggest city without a metro of skytrain. The city is getting gridlocked There are too many cars (10 million in traffic every day) and more cars are coming If time allows, ask Ss to suggest solutions to Serious pollution these problems. Fewer buses 3. Ss work in groups of 4 or 5 to design a future It takes too long to drive in the means of transport that will help people in city Wonderland, using the prompt web provided. If possible, provide Ss with posters (A0 sized paper) and marker pens. Production: 72
4. Prepare the evaluation form on A4 paper for each group to allow for more writing space if possible. Otherwise, ask the group to copy the table in their notebook. Explain they should listen carefully to other groups in order to give evaluation (as a group). (5 is the highest score and 1 is the lowest score). After all groups have presented, T collects the evaluation and adds up the scores to find out the best presentation. 3. Homework -Learn new words Prepare for skills 1.
Period: 122 Unit 11: TRAVELLING IN THE FUTURE Lesson 5: Skill 1 I. Objectives. By the end of the lesson, Ss can: - read a text about special vehicles - give facts or opinions II. Teaching aids: - An extra- board. III. Procedure Ss and T’s activities
Contents
1. Warm up. Brainstorming: means of transport 2. Activities. Pre- reading and speaking 1. Ask Ss to look at the pictures and describe what they see. If the pictures are too small, T can prepare bigger photos of a hover scooter, a monowheel, and a segway. Help Ss to find out the connection between the pictures by asking questions such as: How many people can travel on them? Where are these vehicles used? How can these people control the vehicles? Do not give the names of the vehicles at this point. - Elicit the new words
Suggested answers: These are all personal of transport. One person can travel on them. They are all used for ground transport. People control them by using handle bars
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I. New words Flop (v): thất bại Hover scooter (n): xe trượt trên mặt đất Monowheel (n): xe đạp một bánh Pedal (n), (v): bàn đạp Segway (n): segway (tên một loại While- reading 2. Ask Ss to read the text and try to identify phương tiện giao thông di chuyển which picture is a hover scooter, a monowheel, bằng sự di chuyển tay lái) and a segway. Ask Ss to explain their decisions. Pull (v): kéo> < push 3. Ss work individually then compare the Handle (n): tay cầm answers with their partners. Create (v) – Creation (n) 4. Ss work in pairs to complete the task. Ask Ss to underline the words in the text that help them to find the answers. For more able class, ask Ss if they agree or II. Activities disagree with what the author says and why. Activity 3 2. flop Key: 1. invention 3. weird While- speaking: 5. Explain the Stydy Skill box for opinion signal words. T may bring in some photos or write on Activity 4: the board some interestiong topics and ask Ss for 1. The Segway. their opinions. Ask Ss to use opinion signal 2. Maybe because a personal words where possible. hover scooter is expensive, and it Remind Ss of the difference between a fact and may be difficult to park. an opinion that they have learnt in Getting 3. The monowheel. Satrted. Ss work in pairs to complete the task. 4. The Segway Post- reading and speaking: 6. Ss work in pair to prepare their presentation about the vehicle. Remind them to use statements about both facts and opinions. Ss can add their own ideas where possible. Call on some pairs to present it to the class. 3. Homework -Learn new words and phrases Prepare for skills 2.
Period: 123
1. fact 2. opinion 3. opinion 4. fact 5. opinion 6. fact
Unit 11: TRAVELLING IN THE FUTURE Lesson 6: Skill 2
I. Objectives. By the end of the lesson, Ss can: - listen for specific information about inventions of future means of transport. - Write a paragraph about future means of transport. 74
II. Teaching aids: - Projector, CD III. Procedure I. Class organization. II. New lesson. Ss and T’s activities 1. Warm up. Chatting: Which transport do you think of in the future? 2. Activities. 1. Have Ss guess the answers first. Tell Ss that the questions ask about what they think, and not what is true about the vehicle. Remind them to use opinion signal words where possible. Do not give corrective feedback. - Accept all answers from Ss and ask them to explain why they think so. 2. Play the recording and ask Ss to check their answers in 1. 3. Ss work individually to answer the questions and compare the answers with their partners.
4. Ss work in pairs to do the task. Give correct feedback and play the recording again if necessary.
5. Refer to the text in Reading to support Ss in this task.
6. Have Ss swap their writing with each other. Ask them to identify facts and
Contents
I- Listening 1. Look at the picture. Which do you think are the correct options below. - Ss’ opinion 2. Now listen and check your answers. 1. can 2. doesn’t 3. not easy 4. can’t 5. is 3. Listen again and answer the following questions. 1. The vehicle is called TF-X 2. It can travel at 300 kph. 3. It was designed in 2013. 4. Tick the benefits of this vehicle that are mentioned in the recording. 1. It can avoid traffic. 2. It can avoid bad weather.( not mention) 3. It travels fast. 4. You can invite three of your relatives and three of your friends to travel with you on this vehicle at the same time.( the car has two seats) 5. Learning to drive the car is simple. II- Writing 5. Write a short paragraph about a future means of transport in this unit. Include both facts and your opinions about the vehicle. - name of mean of transport. - how it looks - how its functions. - what you think about it. 6. Swap your writing with your partner. Find which sentences are facts, and which 75
opinions. For more able classes, ask Ss to give their own feedback about their friend’s writing.
ones are opinions. Do you agree or disagree with your friend’s opinions?
3. Homework -Learn new words and phrases. - Exercise: Part D, E ( Workbook) Prepare: Looking back and project.
Period: 124 Unit 11: TRAVELLING IN THE FUTURE Lesson 7: Looking back + Project I. Objectives. By the end of the lesson, Ss can: - Look back the unit to review: II. Teaching aids: - Projector, CD III. Procedure I. Class organization. II. New lesson. Ss and T’s activities 1. Warm up. Chatting: Ss talk about their future means of transport. 2. Activities. + VOCABULARY 1. Have Ss work individually to combine the pictures together to form a phrase
Contents
I- Vocabulary. 1. Use the clues in the two pictures to form a phrase. b.solar-powered taxi c. driverless plane d. space car e. underwater bus. 2. Complete this table. 76
2. Ss first work individually, then work in groups to fill the table.
Transport possibilities in the future. Verb bicycle car
Ride, pedal drive
train
drive
airplane
Fly, drive
Energy used Windpowered Waterpowered Solarpowerd Solarpowered
Characteristics Automated, high-speed Flying, driverless Underwater, supersonic driveless
+ GRAMMAR 3. Ss work individually then compare their II-Grammar 3. Change the personal pronouns in answers with each other. brackets into suitable possessive pronouns. 1.mine 2. yours 3.theirs 4. hers 4. Look at the information about skycycling tubes. Then write a description 4. Ss write the text and swap with each of this means of transport using will and other for peer comments. 5. Ss work individually then compare their won’t. Skycycling tubes will be easy to drive…. answers with each other. 5.Complete the dialogues using will (+) or won’t (-). 1. (I don’t know).Perhaps we won’t travel in driveless cars in the future. 2. Will we have high speed trains in the next five years? Yes, maybe we will 3. I think we will have electric taxis very soon. Oh, I think we won’t have them until the year 2030. III- Project. + Project Our own future transport. Encourage Ss to draw picturesor use In groups, brainstorm ideas for your future videos to illustrate their ideas. They may use posters or prepare a presentation using means of transport. Think about the following: computer if possible. + Where does it travel? Does it fly, float, drive or something else? + How does it travel? Do you pedal it?..... …………………………………………… 3. Homework -Learn new words and phrases. - Exercise: Workbook Prepare for the second term test. 77
Period: 126 REVISION I. Objectives. By the end of the lesson, Ss can review for the coming test. II. Teaching aids: - Projector, CD III. Procedure I. Class organization. II. New lesson. I: Choose the word whose underlined part is pronounced differently from that of the other words in each group. 1. A. teenager B. together C. guess D. regular B. reader C. sea D. realize 2. A. meat 3. A. horrible B. hour C. hundred D. hold 4. A. much B. drug C. future D. buffalo B. symptom C. sugar D. sauce 5. A. serious II: Choose the best option to complete the following sentences. 6. I have known her………………..two years. A. with B. for C. since D. in 7. He ......... many old books for 5 years. A. recycled B. is recycling C. has recycled D. will recycle 8. To prepare for the new year, I .................. my house again since last month . A. paint B. painted C. have painted D. has painted 9. They ………..the used plastic bottles with water several times yesterday. A. washed B. is washed C. are washed D. were washed 10. It is dangerous ............. quickly. A. driving B. drove C. to drive D. driven III: Match the verbs in A with the phrases in B A B 11. donate a. flu 12. have b. eggshells 13. have a c. a mural 14. carve d. blood 15 . paint e. temprature IV: Read the text and answer the questions. 78
The first reason why many families do volunteer work is that they feel satisfied and proud. The feeling of fulfillment comes from helping the community and other people. In addition, volunteering is a great way for families to have fun and closer. But many people say they don’t have time to volunteer because they have to work and take of their families. If that’s the case, try rethingking some of your free time as a family. You could select just one or two projects a year and make them a family tradition. For instance, your family can make and donate gift blankets for the old homeless people on holidays. Your family can also spend only one Saturday morning a month collecting rubbish in your neighborhood. 16. How do people often feel when they volunteer? ………………………………………………………………………………………….. 17. How can your family benefit from doing volunteer? ………………………………………………………………………………………….. 18. Why don’t some people have time to volunteer? ………………………………………………………………………………………….. 19. How can your family help the old homeless people? ………………………………………………………………………………………….. 20. Is collecting rubbish in the neighborhood an example of volunteer work? ………………………………………………………………………………………….. V: Listen: You will some information about a place called Sea world. Listen and complete questions 21-25. You will hear the information twice. Open: Tuesday – Sunday Closed during month of: 21…………………………………… Watch a film about the sea in: 22…………………………………… Dolphin show starts at: 23……………………………………. Shop sells: 24……………………………………. Child’s ticket costs: 25……………………………………. VI: Writing: Write about a festival you know. - T comments.
79
Period: 129 TEST ( NUMBER 4) I. Objectives. - Check the Ss’understanding. Have a future plan. II. Teaching aids: - Paper test III. Procedure I. Class organization. II. New lesson. I- Listening. Listen and complete the missing words or phrases in the passage. She …………(1) the book. It is her …………..(2) book. It has a …………….(3) cover. It has ………….(4) pages. It has many …………..(5). It ……..(6) pictures of many animals. She likes animals. She has ……..……(7) cats. She likes her cats. . ………(8) names are Fluffy and Muffy. She ………..(9) them the pictures ………(10) the book. II- Language focus. I. Choose the word that has the underlined parts pronounced differently from the others in each group: 1. A. there B. healthy C. gather D. northern B. practised C. talked D. liked 2. A. raised 3. A. days B. ways C. bays D. says II. Choose the word whose stress pattern is different from that of the other words in each group. 1. A. diver B. vessel C. affect D. chopstick 2. A. relax B. marbles C. comic D. atlas III. Choose the best answer from the four choices (A or B,C,D) to complete each of the following sentences. 1. Our school will ______ the school festival next week. A. organize B. take C. rehearse D. play 2. ______ silly mistake! A. What B. What a C. How D. How a 3. We are free now. Shall we go to our club’s party? - ……………….…… A. Yes, I shall B. Yes, we should C. Yes, we go D. Yes, let’s 4. I and my brother usually spend two hour ……………….……every evening. A. do our homework B. to do our homework C. doing our homework D. to doing our homework 5. Of the two students , he is ……………….…… A. tall B. taller C. the taller D. the tallest 6. When I saw your teacher this morning, I found that he looked very ……………….…… A. happy B. happily C. to be happy D. being happy 7. Come here. We have ……………….……good news for you and your family. A. a B. many C. a lot D. some 8. Mr. Truong feels sick now because he drank too………………wine this morning. A. many B. few C. lots D. much 9. I didn’t break those glass windows but my classmates,Tuan and Hoang……………….…… 80
A. do B. didn’t C. did D. didn’t, either 10. - “Would you like some corn?” - “______.” A. No, thanks. I’m full B. Ok. I don’t like corn C. All right D. Yes, I would IV- Reading Read the following passage and choose the best answers. My Television My television is an important (1) _____of furniture to me. I can’t get (2) ____ the house very often, but my TV brings the whole (3) ______to me. From the evening news and the “all-news” channels. I learn about events(4) ______ the outside world: politics, the environment, recent changes in technology and medicine, and (5) ______on. I like game shows and travel programs, (6) ______. And I love comedies: I think it’s important to be (7) _____to laugh. I can even watch shows (8) _____other languages and “go shopping” by TV. With the major national networks, I have a (9) ______of fifty different programs (10) ___the same time! 1. A. bit B. piece C. slice D. pair 2. A. out B. in C. out of D. in to 3. A. world B. places C. towns D. cities 4. A. on B. in C. out D. over 5. A. such B. this C. that D. so 6. A. too B. so C. either D. neither 7. A. ability B. enable C. able D. inability 8. A. of B. in C. at D. by 9. A. choose B. chose C. choice D. choosing 10.A. in B. at C. on D. of V- Writing Write the second sentence so that it has a similar meaning to the first one: 1. Although he broke his leg, he managed to get out of the car. In spite of ………………………………………………………….. 2. I haven’t met my grandmother for a month. It ………………………………………………………………….. 3. We have two- month summer vacation. Our summer vacation ……………………………………………………. 4. My father spent two hours repairing my bike. It ………………………………………………………………………… 5. I prefer playing outdoor games to indoor games I’d ………………………………………………………………………. Matrix. Nhận biết Thông hiểu Vận dụng Tổng Chủ đề KQ TL KQ TL KQ TL 5 5 10 Listening Reading Writing
10
10 5
10
81
Language focus
10
5
15
VI. Total 10
5
15
5
5 10marks
- T hand in the test. - Give comments.
Period: 130
Unit 12: An Overcrowded world Lesson 1: Getting started I. Objectives. By the end of the lesson, Ss can use the words to describe overcrowded places, words about the effects of overcrowding. II. Teaching aids: - Projector, CD III. Procedure I. Class organization. - Greetings. - Checking attendance: 7A1……….. 7A2: ………….. II. New lesson. Ss and T’s activities Contents 1. Warm up. Write the word ‘population’ on the board. Make sure Ss know the meaning of this word by either giving the equivalent Vietnamese word or writing: There are 5 million people in Ha Noi. → Ha Noi has a population of 5 million. Ask Ss if they know the population of any area 82
in the country or in the world. Once the Ss have done it, add the prefix “over” and elicit the meaning of this newly-formed word from Ss. 2. Activities. Presentation Elicit the new words I. New words Overcrowded (adj): đông nghịt Overpopulation (n): dân số quá đông Slum (n): Khu nhà ổ chuột Peaceful (adj): thanh bình Crime (n): tội phạm - Set the scene: Ask Ss to look at the title of the Commit crime: phạm tội text and the pictures and ask them prediction Healthcare (n): chăm sóc sức khỏe question about what they are going to read. The Wealthy (adj): giàu có questions may be: Diverse (adj): đa dạng, khác Lawful (adj): hợp pháp, đúng • What is the conversation about? pháp luật > < Unlawful • What do you think Brazil is like? Spacious (adj): rộng rãi • Do you think Phuong likes Brazil? • What can you find about Rio/Brazil in this conversation? Ss guess the answers. Practice Play the recording. Ss listen and read. Ask Ss if their predictions are correct. 1a. 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. b. Ask Ss to read the explanations in the exercise and try to find the words without checking the text. Then ask Ss to refer to the dialogue again II. Activities for the correct words. Correct the answers as a Activity 1a 1. T 2. T 3. F class. 4. T 5. F 2. Make sure Ss know the meaning of the words in the box. Then Ss work independently to label the pictures. Have them compare their answers with a partner. Play the recording and have Ss repeat the words. T gives correction if necessary. Production: 3. Ss complete the exercise independently. T Activity 1b 1. deverse 2. wealthy 83
calls some Ss to share their sentences with the class. T can choose some good sentences and write them on the board for other Ss to learn from. Encourage Ss to make as many sentences as possible. 4. In groups, ask Ss to think of the problems and make a list of them. If Ss have difficulty, suggest that they look for problems in their daily life at their own classes, schools, homes, areas or any other places they know for the answers. 5. Call each goup to report their list to the class. T may help write the problems on the board. Ask the class if they agree or not. Encourage them to give an explanation to their answers. Then move on to the next group and do the same. 3. Homework -Learn new words and phrases Prepare for A closer look 1
3. major
4. slums
Activity 2 1. a 2. c 4. e 5. d
5. crime
3. b
Period: 131 Unit 12: AN OVERCROWDED WORLD Lesson 2: A Closer Look 1 I. Objectives. By the end of the lesson, Ss can: use the lexical items related to the topic of an overcrowded world. II. Teaching aids: - Projector, CD III. Procedure 84
I. Class organization. - Greetings. - Checking attendance: 7A1……….. 7A2: ………….. II. New lesson. Ss and T’s activities Contents 1. Warm up. Brainstorming: Ask Ss if they can remember any new words they learn in Getting Started. Categorize them as positive (peaceful, wealthy…) and negative (poor, slums…). Move on to this lesson which focuses on some problem as a result of overpopulation. 2. Activities. Presentation Elicit the new words I. New words Dense (adj): dày đặc, đông đúc shortage (n): sự thiếu hụt nutrition (n): dinh dưỡng malnutrition (n): suy dinh dưỡng spread (v): lan tràn, phát tán Practice 1. Ss listen to the recording and number II. Activities the words. Ss listen again and repeat the Activity 1 words. 1. crime 2. malnutrition 3. poverty 4. shortage 5. disease 6. space T checks the understanding of the words 7. dense 8. healthcare bay asking questions like: ‘Do you think our school has enough space?’; ‘What causes disease?’ 2. Ss work individually. T checks the answer as a class. Encourage Ss to explain why they choose that word for the Activity 2 sentence. 1. healthcare 2. crime 3. T can give an example of causes and 3. Diseae 4. Malnutrition effects. Write the example on the board 5. poverty and ask Ss which one is the effect. Activity 3 Ss work independently or in pairs. When Eg: they have finished, let them exchange He drove a. He had an accident. their answers with a partner/another pair. fast √ T then gives correct answer. T may ask Ss b. He felt hungry. to explain why. 4. In groups, Ss discuss to fine out which problems each place may have. T collects 85
Ss’ answers and write them on the board. Then the whole class look at the problems and discuss for agreement/disagreement. 1.b 2. a 3. f 4. d 5. c 6.e Pronunciation Word stress 5. Ss listen and mark the stressed syllables. T corrects the answers. Have Ss Activity 4 a. Lack of entertainment, few listen again and repeat the words. opportunities for employment, not enough services. b. Poverty, slums, disease, pollution, unempoyment, poor healthcare. c. Noise/ air pollution, crime, Production: overcrowded, shortage of Look out! Write two pair of the word’supply’ and accommodation. ‘question’ on the board, denoting one is a verb and one is a noun. Ask some Ss to read them. Ask other Ss to listen and see if they can find the difference in pronunciation of the two words. Key: su’pply (n), su’pply (v); ‘question Activity 5 (n), ‘question (v) 6. Have Ss listen and repeat the words. s’pacious Po’llution ‘poverty ‘stressful ‘hungry Nu’trition In’crease Su’pport ‘violence (v) ‘shortage Di’sease ‘healthcare
3. Homework -Learn new words and phrases Prepare for A closer look 2
Activity 6 As a As a noun verb ‘record ‘record ‘picture
‘picture
‘answer
‘answer
pa’rade
pa’rade
Su’pport Su’pport
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Period: 132
Unit 12: AN OVERCROWDED WORLD Lesson 3: A Closer Look 2
I. Objectives. By the end of the lesson, Ss can: use comparatives of quantifiers, make tag questions. II. Teaching aids: - Projector, CD III. Procedure I. Class organization. - Greetings. - Checking attendance: 7A1……….. 7A2: ………….. II. New lesson. Ss and T’s activities Contents 1. Warm up. Chatting: - Remind Ss of items they learnt in the previous lessons. + words of quantifiers (many,a little…) I- Comparisons of quantifiers. + countable and uncountable nouns. 1. Read the sentences. + imperatives with “more”, “less”, and - more + Nu/Ns + than… “fewer”. - less + Nu + than… - fewer + Ns + than…. 2. Activities. GRAMMAR: COMPARISONS OF 2. Look at the information for the two QUANTIFIERS. cities below, and compare their data. 1. Have Ss read the sentences and the rules Eg: In Brumba, there are more people per square kilometre than in Crystal. in the table. Ask Ss to add more words to ……………………………………… the table for each type of comparison. 3. Read the comparisons of the two cities, 2. Ss complete the reading and decide if they are true. If they are not, independently.Encourage Ss to observe correct them. 1. Correct and recognise that both tables include the 2. Incorrect. In Brumba, more people live same kinds of information. in slums. 3. Incorrect. People in Crystal earn more per day. 3. Ss complete exercise 3 by referring to 4. Correct. the tables. 5. Correct. 87
4. Have Ss do this exercise independently. T then check the answers as a class.
GRAMMAR: TAG- QUESTIONS. - Write 3 questions on the board: Draw Ss’ attention to how these three questions are formed: the first two types Ss have already learnt and the new one, tag questions. Have Ss read the conversation 5. Ss do this exercise independently. Then they share their answers with a partner. T checks and writes the correct tags on the board.
6. Ss do this exercise independently. T checks the answers as a class. 3. Homework -Learn the grammar rules Prepare for Communication.
4. Complete the sentences with more, less or fewer. 1. fewer 2. more 3. more 4. fewer 5. less II- Tag- questions. + How can the government improve the life of people in the slums? + Do you live in an overcrowded place? + They have moved to the city to look for a job, haven’t they?
5. Check if the tags are correct. If they are not, correct them. 1. Incorrect….do you? – don’t you? 2. Incorrect…aren’t they?- don’t they? 3. Correct 4. Correct 5. Incorrect…can’t they?- can they? 6. Choose one of the question tags in the box to complete each blank in the interview. 1. don’t they 2. isn’t it? 3. can’t we? 4. is it?
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Ss and T’s activities 1.Warm up. - Write the word “ population” on the board (?) Do you know the population of any area in the country or in the world. - Ask Ss to look at the title of the text and the pictures and ask them to predict questions about what they are going to read. (?) What is the conversation about? (?) What do you think Brazil is like? (?) Do you think Phuong likes Brazil? (?) What can you find about Rio/ Brazil in this conversation? - Ss answer the questions. - T plays the recording. Ss listen and read. Ask Ss if their predictions are correct. 2. Activities.
Contents
+ There are 5 millions people in Ha Noi. - Ha Noi has a population of 5 million.
Period: 133
Unit 12: AN OVERCROWDED WORLD Lesson 5: Skills 1 I. Objectives. By the end of the lesson, Ss can: - read a text and answer about some large cities in the world. – talk about the disadvantages of specific places. II. Teaching aids: - overhead projector. III. Procedure I. Class organization. 89
- Greetings. - Checking attendance: II. New lesson. Ss and T’s activities 1. Warm up. Brainstorming: Big cities around the world. Which city has the largest population in the five cities below: London, Jakarta, Tokyo, Shanghai, Manila. Model. I think London is number one, isn’t it? I don’t think so. I think Shanghai is the biggest. 2. Activities
Contents
1. Keys: Tokyo, Shanghai, Jakarta, Manila, London.
3. Reading and speaking Ask Ss to read the passage again and choose the 3Suggested answers: 1. B Correct heading for each paragraph. 2. D 4. Ask ss to read the passage again then 3. C 4. A choose the correct answer : Guide them
- Elicit the new words Ask Ss to explain their decisions. 3. Ss work individually then compare the answers with their partners. 4. Ss work in pairs to complete the task. Ask Ss to underline the words in the text that help them to find the answers.
Keys: 1. 2. 3. 4. 5.
C A C C B
For more able class, ask Ss if they agree or disagree with what the author says and why. While- speaking: 5. Explain the situations.
II. Activities Remind Ss of the possible disadvantages Activity 5 that people using them may have. Not enough playing ground, big 90
An overcrowded school An overcrowded bus An overcrowded block of flats.
classes, lack of study aids… Stuffy, not enough seats for everybody… Noise, shortage of water, little space…
Post- reading and speaking: Rewrite what you have discussed possible disadvantages that people using them may have. 3. Homework -Learn new words and phrases Prepare for skills 2.
Period: 134
Unit 12: AN OVERCROWDED WORLD Lesson 6: Skills 2
I. Objectives. By the end of the lesson, Ss can: - listen for specific information about a film review of the film “Slumdog millionaire” Write a paragraph about the population change in Hochiminh city, using a chart and a sample passage. II. Teaching aids: - Projector, CD III. Procedure 91
I. Class organization. - Greetings. - Checking attendance: II. New lesson. Ss and T’s activities I. Listening Warm up. 1 Chatting: Look at the film poster. Have you seen the film? What’s it about? Who is the main character? Where do you think the story happen? 1. Have Ss guess the answers first. Tell Ss that the questions ask about what they think about the film, so they can guess. - 2. Activity 2. 2. Play the recording and ask Ss to check their answers in 1. Run through the questions. 3. Ss work individually to answer the questions and compare the answers with their partners.
4. Ss work in pairs to do the task. Give correct feedback and play the recording again if necessary. II- Writing 4. Read the passage about the slum featured in “Slumdog Millionaire” What is Dharavi? How large is it? What was the population of Dharavi in 1950? What is its population now?
Contents
I- Listening 1. Look at the picture. Which do you think are the correct options below. - Ss’ opinion 2. Now listen and check your ideas.
3. Listen again and answer the following questions. 1. The film is based on a book called Q & A. 2. The main character is a boy from an Indian slum. 3. He wins a lot of money on an Indian game show. 4. Because he is a boy from the slum. 5.The film looks beautiful, is full of emotion and is gripping. II- Writing
Ss read and answer T’s qs:
5. Take it as a sample to write about the growth of the population of Hochiminh city over the past 30 years. What is Hochiminh city? How large is it? What was the population of Hochiminh 5. Write a paragraph about the population city in 1979? change in Hochiminh city, using a chart What was its population in 1999? and a sample passage. What is its population now? 92
5.Write a paragraph about the population change in Hochiminh city, using a chart and the sample passage
Sample writing. Hochiminh city is one of the largest city in Vietnam. In 1979, its population was 3, 420 people. In 1999, its population grew to 5,037 people. In 2009, the population of Hochiminh city was 7,120 people. Since then, Hochiminh city has grown and grown! 6. Swap your writing with your partner.
6. Have Ss swap their writing with each other. Ask them to identify facts and opinions. For more able classes, ask Ss to give their own feedback about their friend’s writing. 3. Homework -Learn new words and phrases. - Exercise: Part D, E ( Workbook) Prepare: Looking back and project. Period: 135 Unit 12: AN OVERCROWDED WORLD Lesson 7: Looking back + Project I. Objectives. By the end of the lesson, Ss can: - Look back the unit to review: II. Teaching aids: - Projector, CD III. Procedure I. Class organization. - Greetings. - Checking attendance: II. New lesson. Ss and T’s activities Contents 1. Warm up. Chatting: Ss talk about their disadvantages Chat of living in an overcrowded place. I- Vocabulary. 2. Activities. 1. Use the clues in the two pictures to + VOCABULARY form a phrase. 1. Have Ss work individually to match the 1-E words with their definitions. 2. B 93
3. C 4. D 5. A Ss first work individually, then work in groups to share the answers. 2.Write a sentence for the words given. Crime Healthcare Disease Poverty Education
Pair compared
2. Write. Suggested answers: 1.We should educate people to obey the laws and not to commit crime. 2. You can live longer if you have a better healthcare system. 3. Disease is not a nice thing, though people have to suffer from it. 4. No one wants to live in poverty. 5. Education in Vietnam should be improved quickly.
II-Grammar 3. Put an appropriate tag question and match the questions with the answers. 1.a don’t we 3. Ss work individually then compare their 2. e. didn’t you answers with each other. 3. won’t there. c 4. shouldn’t we. D Ask ss to practice in pairs the dialogue. 5. don’t they. B. + GRAMMAR Put an appropriate tag question and match the questions with the answers.
4.Ss fill in the blanks with more, fewer or less to complete the dialogue Ss work individually then compare their answers with each other. 5.Communication. Look at the situations and talk about their possible effects. Situation 1:The karaoke next to your house is attracting more and more young people coming. Situation 2: A flea market has been established in your neighbourhood.
+ Project The world we live in. Work in group of four.
5. Keys: 1.more 2. more 3. more 4. less 5.Talk about the effects, using I will …. or I can’t…….. 1. There will be so much noise. - I will get tired because of the noise. - I can’t concentrate on my study. - There will be …….. 2. - I will buy things more easily. - I will have to suffer from the noise. - I can’t find peace in the morning. ……………. III- Project. Work in group of four. Searches for an under-populated place. 94
Searches for an under-populated place. Note down some facts about the place. Which place it is. What life is like there. What can be the causes of this small population. Encourage Ss to present this project in front of the class. They may use posters or prepare a presentation using computer if possible. 3. Homework -Learn new words and phrases. - Exercise: Workbook Prepare for the second term test.
Note down some facts about the place. Which place it is. What life is like there. What can be the causes of this small population.
REVIEW 4 I. Objectives. By the end of the lesson, Ss will be able to review the 4 skills related to the topics that they have learnt among unit 10, 11 12. II. Teaching aids: - Sub-board, a tape and a cassette player, worksheets (survey). III. Procedure I. Class organization. - Greetings. - Checking attendance: II. New lesson. Sts and T’s activities Contents 2. Warm up Pronunciation Yes- No questions Single wheel? Mark the rising or falling Is it easy to fall? intonation. ? When can we rise our tone? Can’t you imagine? When can we fall it? Wh-questions. Ss do in pairs, then practice the qs The other qs. aloud. Activity 2 7. solution 8. overcrowded world 3. Vocbulary. 9. driverless - Give ss some tip to do this kind 10. inventions of vocab: Read the stem first. 11. healthier . Then read the sentences quickly to find the type of words needed in the sentences and fill in the Activity 3 95
sentences.
1. A. energy source 2. B. Reuse
3.Choose the correct answers to complete
3. A. solar energy 4. C. Teleporter
the sentences .
5. A. supplied
Pair-compaired
1. will fly
4.Grammar
2. 2. Will be used
6. The correct verb form.(future simple passive or active)
3. Will be demolished 4. Will have
Ss do and find out the answers. Confirm the correct answers. 5.Everyday English. Ss do these exercises individually, check their answers with a partner before giving the answers to T. Two Ss go to the board and write their answers if time allows.
5. Will invent
1.C, 2.g 3.a 4i, 5e 6f 7h 8d 9j 10 b. II. Reading 1A 2B. 3.B Speaking : Guide ss to play the game.
3. Ss work in groups and discussed the questions. Ss report their group’s answers to the class. I. Listening Summarise Ss’ideas. 4. A 4. Play the recording for the first 1. He is searching for the meaning of footprint. time. Ss listen and decide which 2. No, it doesn’t. has the closest meaning o 3. Yes, he does. 4. There will be a lot of greenery around you. “footprint”. 5. Ss listen to the recording again and answer the questions. Ss compare their answers before giving T their answers. Write their III. Writing answers on the board. 6.Depending on your own imagination, write the ideal means of transport for your area. Writing Notice to mention The name of the transport 6Ss have to think and write the What it is like 96
task.
What kind of energy it uses Why it is good for your area.
3. Homework - Review unit 10.11.12 - Prepare for the second exam.
Unit 9: FESTIVALS AROUND THE WORLD Lesson 7: looking back + Project I. Objectives. By the end of the lesson, Ss can cover the whole unit: Grammar, vocabularies and structures. Ss apply them to do exercises. II. Teaching aids: - Projector. III. Procedure I. Class organization. - Greetings. - Checking attendance: 7A1……….. 7A2: ………….. II. New lesson. Ss’ and T’s activities Contents 1. Warm up.
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BÀI KIỂM TRA SỐ 1 Môn: TIẾNG ANH LỚP 7- Năm học: 2018- 2019 (Dành cho học sinh tham gia học thí điểm theo Dự án ngoại ngữ Quốc gia 2020) Teacher’s comments Marks
I: Choose the word whose underlined part is pronounced differently from that of the other words in each group. 1. A. teenager B. together C. guess D. regular B. reader C. sea D. realize 2. A. meat 3. A. horrible B. hour C. hundred D. hold 4. A. much B. drug C. future D. buffalo B. symptom C. sugar D. sauce 5. A. serious II: Choose the best option to complete the following sentences. 6. I have known her………………..two years. A. with B. for C. since D. in 7. He ......... many old books for 5 years. A. recycled B. is recycling C. has recycled D. will recycle 8. To prepare for the new year, I .................. my house again since last month . A. paint B. painted C. have painted D. has painted 9. They ………..the used plastic bottles with water several times yesterday. A. washed B. is washed C. are washed D. were washed 10. It is dangerous ............. quickly. A. driving B. drove C. to drive D. driven III: Match the verbs in A with the phrases in B A B 11. donate a. flu 12. have b. eggshells 13. have a c. a mural 14. carve d. blood 15 . paint e. temprature IV: Read the text and answer the questions. The first reason why many families do volunteer work is that they feel satisfied and proud. The feeling of fulfillment comes from helping the community and other people. In addition, volunteering is a great way for families to have fun and closer. But many people say they don’t have time to volunteer because they have to work and take of their families. If that’s the case, try rethingking some of your free time as a family. You could select just one or two projects a year and make them a family tradition. For instance, your family can make and donate gift blankets for the old homeless people on holidays. Your family can also spend only one Saturday morning a month collecting rubbish in your neighborhood. 98
16. How do people often feel when they volunteer? ………………………………………………………………………………………….. 17. How can your family benefit from doing volunteer? ………………………………………………………………………………………….. 18. Why don’t some people have time to volunteer? ………………………………………………………………………………………….. 19. How can your family help the old homeless people? ………………………………………………………………………………………….. 20. Is collecting rubbish in the neighborhood an example of volunteer work? ………………………………………………………………………………………….. V: Listen: You will some information about a place called Sea world. Listen and complete questions 21-25. You will hear the information twice. Sea world Open: Tuesday – Sunday Closed during month of: 21…………………………………… Watch a film about the sea in: 22…………………………………… Dolphin show starts at: 23……………………………………. Shop sells: 24……………………………………. Child’s ticket costs: 25…………………………………….
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