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Period 1 Date of preparation: ………………………….. INTRODUCTION A. OBJECTIVES: 1. Aims: To introduce the textbook English 10 To introduce the way of testing. To set up some class regulations. To give a fifteen minutes test and fourteen minutes test. II. Procedures:1. Textbook introduction: a. Contents: 4 themes: + Our lives + Our society + Our enviroment + Our future ten units. b. The Structure of the book: There are ten units. In each unit, there are eight main parts: + Getting started+ Language: Vocabulary, pronunciation, grammar+ Reading+ Speaking+ Listening+ Writing+ Communication and culture+ Looking back and project2. The system of testing.a. Listening skill:+ Listen and match+ Listen and number+ Listen and tick+ Listen and complete+ Listen and select the correct option+ Listen and give short answer+ Other listening questionsb. Reading skill+ Read and match+ Read and number+ Read and tick+ Read and complete+ Read and select the correct option
Period 1 Date of preparation: ………………………….. INTRODUCTION A. OBJECTIVES: 1. Aims: - To introduce the textbook- English 10 - To introduce the way of testing. - To set up some class regulations. - To give a fifteen- minutes test and fourteen minutes test. II. Procedures: 1. Textbook introduction: a. Contents: - 4 themes: + Our lives + Our society + Our enviroment + Our future - ten units. b. The Structure of the book: -There are ten units. In each unit, there are eight main parts: + Getting started + Language: Vocabulary, pronunciation, grammar + Reading + Speaking + Listening + Writing + Communication and culture + Looking back and project 2. The system of testing. a. Listening skill: + Listen and match + Listen and number + Listen and tick + Listen and complete + Listen and select the correct option + Listen and give short answer + Other listening questions b. Reading skill + Read and match + Read and number + Read and tick + Read and complete + Read and select the correct option + Read for the main idea + Read for specific details + Read and summarize + Other reading questions c. Writing skill + Complete the sentences with a word or a phrase (picture can be used) + Arrange the words to make complete sentences + Use the provided words or phrases to write complete sentences + Arrange sentences to make a complete paragraph + Use the provided words or phrases to write a complete paragraph + Use the provided words or phrases to write a short passage + Write short passages about relevant and familiar topics d. Speaking skill + Introduction + Interview + Free talk + Other speaking tasks e. Language +Multiple choice questions-MCQs + Matching + Gap filling + Information gaps + Reordering + Word form + Other similar and suitable questions 3. Class regulations. 4. A fifteen- minute test. I. Complete the following sentences with the correct form of the verbs in brackets 1. The sun always (rise) .............. in the east. Look, it (rise) ......................... 2. I don't think I (go) ...................... tonight. I'm too tired. 3. Where you ( spend) ........................... your summer holiday last year, Tam? 4. Mai ( be) ............... very happy when she (receive) ............a letter from her sister this morning. 5. Would you like (join) ................. my class next Sunday? We( visit) ............ the local museum. II Complete the second setence so that it has a similar meaning to the first one. 1. I haven't been to Portugal since 1990. I last ................................................. 2. When did you start your course? How long have ................................... 3. I know it belongs to them , because there's a label on it. I know it's .................................................................... 4. I recognized him at once. At once I knew ............................................................ 5. The phone call interrupted my breakfast. I was .......................................................................... III. Choose the best answer 1. The boy likes (playing/ play) games but hate ( doing/ do) lessons. 2. Please stop (talking/ to talk/ talk); I'm trying ( to finish/ finishing/ finish) a letter to my friend. 3. His doctor advised him ( to give/giving) ( to smoke/ smoking). 4. By (working/ to work) day and night he succeeded in (finishing/ to finish) the job in time. 5. After filling in the form, please (bring/take) it back to me. 6. The tourist needs ( finding/ to find) the police station because he has lost money. 7. Is he able (can join/ to join) the Y & Y Green Group? 8. He doesn’t enjoy ( playing/ to play) basketball. 9. Let him (does/ do) what he wants. 10. My mother is busy ( to cook/ cooking) Key: I. Complete the following sentences with the correct form of the verbs in brackets 1.rises/is rising 2. will go 3. did you spend 4.has been/received 5. to join/will visit II Complete the second setence so that it has a similar meaning to the first one. 1. I last was to Portugal in 1990. 2.How long have you started your course?. III. Choose the best answer 1.playing/doing 2.talking/to finish 3. to give/to smoke 4. working/finishing 5. bring 6. to find/ 7.to join 8. playing 9. do 10.to cook Period 2 Date of preparation: ………………………….. Unit 1: Family Life LESSON 1: GETTING STARTED. A. OBJECTIVES: 1. Aims: By the end of the lesson, Ss will be able to: - will know some words and phrases related to topic "Household chores" - ask and answer simple questions about sharing housework in their family 2. Knowledge: - General knowledge : Family life - Language: + Words concerning household chores. + The present simple tense & the present continuous. 3. Skills: - listen and pronounce - practice reading a dialogue - find information, vocabulary in a dialogue B. PREPARATION: board, textbook, chalk, some pictures. C. PROCEDURE: 1. Settlement: Checking attendance. 2. Warm – up: - T asks Ss to work in pairs/groups and list 5 things they have to do at home. - T asks some more questions about housework; 1. What housework do you do? 2. Do you hate or like it? Why? Things sts have to do at home: clean the house, cook, shopping, wash clothes, do the washing-up… Suggested answers: 1. I have to cook dinner 2. I like it because I like eating - T introduces the lesson topic 3. New lesson Teacher’s activities 1. Listen and repeat - T plays the cd, pauses after a short sentence - T checks pronunciation and meaning * duty, chore, equally, rubbish, laundry, finances, grocery, heavy-lifting, homemaker, breadwinner. Students’ activities - Ss listen and repeat the dialogue, pay attention to some new words - Ss say the new words, T corrects if necessary - Ss work in pairs to read the dialogue - Some pairs read the dialogue if there is time 2. Reading - T asks 5 Ss to give answers and explanation for each answer. 3. Listen and repeat the words - T plays the CD and pauses after each word/phrases to make sure that Ss have the correct pronunciation - T checks Ss' understanding of the vocabulary again 4. Find verbs - A pair of Ss does the task at the same time on the board to save time - T checks with the whole class - Ss works in pairs to decide if a statements is True, False or Not Given in 5-7 minutes Answers: 1. F (he is preparing dinner) 2. NG (no information) 3. F (she is studying for exams) 4. T (he is preparing dinner) 5. T (we split the chores equally) 6. NG (no information) - Ss listen to the tape - Ss listen to the tape carefully and have the correct pronunciation - - Ss work in pairs to find verbs or verbs phrases that go with given words - Answers: 1. split/divide/share 2. take out 3. do 4. shop for 5. do 6. do 7. responsible for IV. HOMEWORK: - Learn by heart all of new words and structures and give examples - Summarise the main points of the text - Put questions + How does your family member share the housework? V. COMMENTS: Period 3 Date of preparation: ………………………….. Unit 1: Family Life LESSON 2: LANGUAGE A. OBJECTIVES: 1. Aims: By the end of the lesson, Ss will be able to: - use words and phrases related to topic "Household chores" to talk about sharing housework in their family. - pronounce and recognize the clusters /tr/, /kr/, /br/ - realize the difference between present simple and present continuous 2. Knowledge: - General knowledge : Family life. - Language: + Words concerning friendship. + The present simple tense & the present continuous. + Review the vocabulary about household chores + Practice pronouncing /tr/, /kr/, /br/ + Give the correct verb form 3. Skills: - Speaking: better Ss' speaking skill through guessing words' meanings in contexts, finding specific information. B. PREPARATION: board, textbook, chalk, some pictures. C. PROCEDURE: 1. Settlement: Checking attendance. 2. Warm – up: - T says 8 words in Vietnamese, Ss write the words in English in groups. The winner is the group with most correct words Words for the game: chore, homemaker, breadwinner, groceries, split, laundry, heavy-lifting, washing-up 3. New lesson Teacher’s activities 1. Vocabulary a. Matching - T checks with whole class by saying the number, Ss say the letter. T can check their understanding by asking "How do you know?" Answers: 1.f 2.e 3.a 4.h 5.b 6.g 7.d 8.c b. Listing - T checks by pointing at each words and sts say no or yes. T also decides if any other chores is suitable or not. Students’ activities - Ss work in pair to match each word with its definition in 5 minutes. - Ss work in groups this time, listing all chores by scanning the dialogue. One pair does the task simultaneously on the board to get mark - T can organize a game to list other household chores in 2 minutes Chores from the dialogue - prepare dinner, cook, shop, clean the house, take out the rubbish, do the laundry, do the washing up, do the heavy-lifting, household finances Other chores: - bathe the baby, feed the baby, water flowers and plants, feed pets, put away clothes, lay the table for meals… 2. Pronunciation a. Listen and repeat - T asks 3 questions to elicit the pronunciation of /tr/, /kr/, /br/ 1. What colour is chocolate? - brown 2. How do you go to Hanoi? - by train 3. What do you like eating in summer? - ice-cream - T plays the CD and pause after each word for Ss to practice - T asks 5 Ss to read 5 rows of the table and check their pronunciation if necessary. b. Listen and circle - T introduces task 2 and plays the CD, Ss listen and circle the cluster they hear Answer: 1.b 2.b 3.c 4.a c. Further practice - T assigns /tr/, /kr/, /br/ to 3 lines/rows of students then read 4/5 sentences containing all three clusters. Ss listen and react by standing or raising their hands. Suggested sentences 1. There is a crane on the train 2. My brother cracks a big tree 3. Trash may create breakfast 4. The tread crash into an ice-cream mountain 3. Grammar a. Read and choose the correct verb form - T checks and elicit the use, the difference and cue words of present simple and present continuous. Answer 1.does 2.cooks 3.cleans 4.is watching 5.is doing 6.is doing 7. is tidying up 8.is trying b. Give the correct verb forms - Listen to T’s 3 questions to elicit the pronunciation of /tr/, /kr/, /br/ - Listen to the tape to practice - Ss to read 5 rows of the table and check their pronunciation - Ss listen and circle the cluster they hear - Ss listen and react by standing or raising their hands. - Ss work individually/pair, one student does the task on the board - Ss can look at the yellow and green box in their textbook to review the two tenses - T checks with the whole class and ask sts why to make sure that they remember the use, the difference - Ss work individually first then work and cue words of present simple and present in pair for peer check. One st does the continuous. exercise on the board to get a mark Answer: 1.does/isn't cooking/is working 2.is taking out 3.cleans/is cleaning 4.is preparing 5.looks after/works 6.is watching/watches IV. HOMEWORK: - Rewrite the structure of 2 tenses which they have learnt - Learn by heart the new words - Do exercises: A,B,C in Workbook V. COMMENTS: Period 4 Date of preparation: ………………………….. Unit 1: Family Life LESSON 3: READING A. OBJECTIVES: 1. Aims: By the end of the lesson, Ss will be able to: - skim for title and scan for specific for information in a passage - guess the meaning of a word or a phrase - learn the benefit of sharing housework in the family 2. Knowledge: - General knowledge : Family life. - Language: + Words concerning household chores. + The present simple tense & the present continuous 3. Skills: - guessing meaning of words/phrases in a text - answer questions about housework-sharing - discuss the benefit of housework-sharing B. PREPARATION: board, textbook,cassette player, tape, poster. C. PROCEDURE: 1. Settlement: Checking attendance. 2. Warm – up: - T asks some questions about the pictures in the textbook. 1. What are they doing? 2. Are they happy? why? * suggested answers 1. They are doing housework. The father and mother are cleaning the dishes. The daughters are cleaning the floor and the fridge 2. They are happy because they are smiling. 2. New lesson Teacher’s activities Students’ activities 1. Choosing the best title - T lets Ss to read the three headings first, checks to - Ss to read the three headings first, make sure they understanding all of them. checks to make sure they - T asks Ss to work in groups in 3 minutes and choose understanding all of them. the best title by skimming the text and crossing out the - Ss to work in groups in 3 minutes heading that is about one aspect of the text and choose the best title by skimming - T checks by asking for the reason why they make the text and crossing out the heading their choice, guide Ss to decide on the heading that that is about one aspect of the text gives the general idea of the whole text. 2. Guessing the meaning of words from context - T lets Ss highlight the words in the text, models how - Ss work in pairs to choose the to guess the meaning of the word "sociable" from suitable meaning of the words context. - T calls 4 Ss to say the choices and explain how they choose the correct option. 3. Guessing the meaning of reference from context - T asks Ss continue to work in pairs and find out what it refers to in each sentence. Guide Ss to read and understand the whole sentence before it and choose the correct answer Answers: 1.c 2.b 4. Answer the questions - T asks Ss to read all the questions, check if they understand all the question and underline key words of each question before finding the answer. T tries to elicit it from other Ss. Answers: 1. Para 2, line 2,3 2. para 2, lin 6,7 3. para 2, final line 4. para 3, line 1,2 5. Discussion - T assigns this task as homework and gives Ss some more ideas and sub-questions Problems - time, attitude, ability, parents Answers: 2. b 3.b 4.b 5.a - Ss continue to work in pairs and find out what it refers to in each sentence. - Ss read and understand the whole sentence before it and choose the correct answer - Ss work in pairs to underline the answers in the text. Finally, 4 Ss say the answers, if an answer is incorrect, - Ss get some more ideas and subquestions IV. HOMEWORK: - Learn the new words by heart. - Talk about the housework-sharing in your family, using the suggested questions: 1. Do you have any problem sharing the housework? 2. Do you have time to do housework? Why? 3. Are you happy when you do housework? Why? 4. What housework can you do well? 5. Do your parents let you do house work? Why? 6. What benefits do you get when you do housework? (talk with parents, make parents happy…) Exercises in workbook:B4, B5, B6 V. COMMENTS: Period 5 Date of preparation: ………………………….. Unit 1: Family Life LESSON 4: SPEAKING. A. OBJECTIVES: 1. Aims: By the end of the lesson, Ss will be able to: - talk about the household chores they do - express their opinion about why they like or dislike a chore 2. Knowledge: - General knowledge : Family life. - Language: + Words concerning household chores. + The present simple tense & the present continuous 3. Skills: - filling in a table about chores - practicing a model dialogue - role-playing and reporting B. PREPARATION: board, textbook , handout. C. PROCEDURE: 1. Settlement: Checking attendance. 2. Warm – up: -T has 4 Ss stand in a line and take turns to speak out a chore. The winner is the last one standing 3. New lesson Teacher’s activities Students’ activities 1. Table-filling - T goes around and offers help - Ss work individually to fill in the table - T asks some Ss say what they like and why with at least 1 chore the like/dislike and Example: add a reason. Then Ss work in pairs to - I like cooking because I like eating compare their ideas - I dislike cleaning the bathroom because it is dirty 2. Practicing the dialogue - T checks with class by saying the questions and Ss say the answer. - Ss match the questions and answer in - T asks 4/5 pairs to act the dialogue pairs. Example: - Ss listen to the T and repeat the dialogue - I like cooking because I like eating then practice the dialogue in pairs - I dislike cleaning the bathroom because it is dirty 3. Practicing the dialogue - T models a dialogue with a student - 3/4 pairs act the dialogue in front of the class to - Ss work with another partner this time, get marks one learns the questions and one answer Model: them with their own information A. Hello, Can I ask you something? B: Yes, certainly ………………..( the dialogue) A. Thank you B. You are welcome IV. HOMEWORK: - Do exercises B1,B2,B3 in workbook V. COMMENTS: Period 6 Date of preparation: ………………………….. Unit 1: FAMILY LIFE LESSON 5: LISTENING A. OBJECTIVES: 1. Aims: By the end of the lesson, Ss will be able to: - know how the roles of men and women have changed in the past years - listen for simple specific details from a talk 2. Knowledge: - General knowledge : - Family life - Language: + Words concerning household chores. + The present simple tense & the present continuous 3. Skills: - listening and deciding True or False - matching words and definition - listening and answering B. PREPARATION: board, textbook , handout. C. PROCEDURE: 1. Settlement: Checking attendance. 2. Warm – up: - Ss work in groups to make two wordweb about the chores people do, one for men and one for women. The winner is the group with the most words in 2 minutes 3. New lesson Teacher’s activities 1. Chart description - T asks Ss to talk about the general changes in the chart, using simple questions to elicit their remarks Suggested questions: - How many men did house work in 1976/2012? 6.8 and 11.4 percent - Are there more men or fewer men doing housework? - How many women did house work in 1976/2012? - Students’ activities - Ss talk about the general changes in the chart, 29.8 and 17.2 percent - Are there more women or fewer women doing housework? - Why? Maybe because women are busier… 2. Listen and tick T/F - T checks if Ss understand all the statements, lets Ss translate if necessary. - Ss understand all the statements - T has Ss guess the answer and ask for reason - T plays the CD twice - Ss guess the answer and ask for reason - Checks with the class, if many Ss get the wrong answer, play the CD again Vocabulary to check: Similar, contribute, parenting, recreation, career Answers: 1.T 2.T 3.T 4.F 5.T 3. Matching - T checks for Ss understanding of the words, let - Ss understand of the words them use a dictionary if needed before matching - Ss work in pairs to match, depending Answers: on the key words in the definition 1.e 2.b 3.c 4.d 5.a 4. Listen and answer - T redesigns the questions so that they are easier and require short answer. - Ss listen, answer and compare with a - T plays the CD again partner - T asks 1 Ss to write the answers along with other sts when listening, - T checks with class. Suggested questions 1. Besides being the breadwinner, what do men today do in the home? - Housework, parenting 2. What do men and women share now? - family finances, housework, parenting, childraising, breadwinning 3. How do they feel when they share parenting? - They feel/become happier. IV. HOMEWORK: : - Learn by heart all the knowledge they’ve learnt and practice them again at home - Do exercises in workbook V. COMMENTS: Period 7 Date of preparation: ………………………….. Unit 1: Family Life LESSON 6: WRITING A. OBJECTIVES: 1. Aims: By the end of the lesson, Ss will be able to: - write a short paragraph about how their family member share the house work 2. Knowledge: - General knowledge : - Family life. - Language: + Words concerning household chores. + The present simple tense & the present continuous 3. Skills: - read a given paragraph, fill a chart and answer questions from it - make a chart and write a short paragraph using the ideas from it B. PREPARATION: board, textbook , handout. C. PROCEDURE: 1. Settlement: Checking attendance. 2. Warm – up - T asks Ss to give the translation for the saying. The best will get a 10 mark - T asks some more questions to introduce the lesson Suggested questions: - What does "many hands" mean, many people or many hands? - When we share the housework, is it easier or harder? - How do you understand the saying? 3. New lesson Teacher’s activities Students’ activities 1. Reading and filling - T asks Ss to read the text and complete the chart, then - Ss to read the text and complete the they compare. chart, then they compare. - T asks Ss to write the answers on the board - One st writes the answers on the board when Ss are doing the task Answers: Dad: para 2 Mum: para 2 Lam: para 3 An: par3 2. Answering questions - T lets Ss read the questions and locate the answers in - Ss read the questions and locate the the text in 5-7 minutes answers in the text in 5-7 minutes - T checks - 6 Ss say the answers, other sts listen Answers: and correct if necessary 1. 2 2. the parents work, children spend most of their time at school 3. they split the house equally 4. para 3 and 4 5. yes, they do 6. everyone can have sometime to relax 4. Writing a paragraph - T has Ss fill their chart individually then they can compare with their friends - T goes around and gives help, collects common mistakes for later correction. - T collects 5 paragraph to mark in class so that all sts feel the need to do the task IV. HOMEWORK: - Do exercises E1,2,3 in workbook - Learn by heart some new words. - Prepare part C: Listening V. COMMENTS: - Ss fill their chart individually then they can compare with their friends - Ss write a paragraph about their family using the ideas in the chart, the questions from the given text. - Ss exchange their writing for peer correction and comment Period 8 Date of preparation: ………………………….. Unit 1: Family Life LESSON 7: COMMUNICATION AND CULTURE A. OBJECTIVES: 1. Aims: By the end of the lesson, Ss will be able to: - make small discussion about the role of husband and wife to day - get some knowledge about the family life in Vietnam and Singapore 2. Knowledge: - General knowledge : - Family life. - Language: + Words concerning household chores. + The present simple tense & the present continuous 3. Skills: - listen to a TV talk show and match - discuss in group - read 2 passages about family life in Vietnam and Singapore B. PREPARATION: board, textbook , handout. C. PROCEDURE: 1. Settlement: Checking attendance. 2. Warm – up - T asks Ss to look at the picture of the husband and wife and answer some questions. Suggested questions: 1. what does the man do? 2. what does the woman do? 3. who is happier? why? 3. New lesson Teacher’s activities Students’ activities I.Listen and match - T introduces the talk show, the people and the task by asking simple questions - T lets Ss read the statement, makes sure they - Ss read the statement and understand understand everything by asking them for translation of all sentences. - Ss listen and match then compare vocabulary to check: with their peers. burden, join hands, provide, provider, neat - Ss say the letter - T plays the cd twice, sts listen and match then compare with their peers. - T checks with class by saying the number, Ss say the letter answers: Mr Hoang: c,e,g Mr Nguyen Nam: b,d Ms Mai Lan: a,f II. Discuss - T guides Ss to work in group of 4 and prepare the answers; they can use the ideas in task 2. Each group has a leader to take notes and report their opinion to the class - 2 groups report its opinion, others listen and comment Model answer: Our group agree with Mr Nguyen Nam, husband and wife should have a similar role. They should share housework, parenting, homemaking, financial burden. In our family, our parents share all the work and we are happy with that. CULTURE * Read and fill the table - T has Ss look at the pictures at the end of the unit to elicit the terms "nuclear family" and "extended family" - T asks one student to write the answers on the board for class checking definition: nuclear family: parents and children extended family: grandparents, parents and children new words: neat, single-parent, child-minder, nursing home, collaborate, ungrateful, behavior, generation IV. HOMEWORK: - Redo exercises in notebook. - Learn by heart some new words. V. COMMENTS: - Ss work in group of 4 and prepare the answers; they can use the ideas in task 2. Each group has a leader to take notes and report their opinion to the class - Ss work in pair to read and complete the table, after that sts compare to correct. Ss can use a dictionary to look up new words while doing the task Period 9 Date of preparation: ………………………….. Unit 1: Family Life LESSON 8: LOOKING BACK AND PROJECT A. OBJECTIVES: 1. Aims: By the end of the lesson, Ss will be able to: - use words and phrases related to topic "Household chores" to talk about sharing housework in their family. - pronounce and recognize the clusters /tr/, /kr/, /br/ - realize the difference between present simple and present continuous about the family life in Vietnam and Singapore 2. Knowledge: - General knowledge : - Family life. - Language: + Words concerning household chores. + The present simple tense & the present continuous + review the vocabulary about household chores + practice pronouncing /tr/, /kr/, /br/ + give the correct verb form 3. Skills: 4 skills: Listening, speaking, reading, writing B. PREPARATION: board, textbook , handout. C. PROCEDURE: 1. Settlement: Checking attendance. 2. Warm – up - T asks Ss to look at the picture of the husband and wife and answer some questions. Suggested questions: 1. what does the man do? 2. what does the woman do? 3. who is happier? why? 3. New lesson Teacher’s activities Students’ activities I. Pronunciation - T introduces the task and plays the CD, Ss listen and - Ss listen and circle the cluster they circle the cluster they hear hear - T assigns /tr/, /kr/, /br/ to 3 lines/rows of students then - Ss listen and react by clapping their read 4/5 sentences containing all three clusters.. hands 1. cream, brush 2. crash, tree, traffic 3. try, create, brother 4. brown, bread, breakfast 5.brave, travelling, train 6. true, crime, increase II. Vocabulary 1. What chores are the people doing? Write the name of the chore under each picture. - T ask Ss to speak out the words under each pictures then let them write in their books. - T helps if there is a new word - T checks by saying the number Answers: 1. cooking 2. Shopping for groceries 3. doing the laundry 4. taking out the rubbish 5. cleaning the bathroom 6. washing up 7. Ironing 8. sweeping the house 9. watering the flowers 10. feeding the cat 2.Use the words/phrases in the box in their correct form to complete the text - T has Ss work in pairs, read the text carefully and fill in each gap with a word. - T reminds Ss that thay have to use the correct form of the words when filling - T goes around and gives helps if necessary. - T checks with the class by sayingthe number, sts say the words/phrase to check pronunciation - T asks one sts to translate the text to make sure that sts understand it Answers: 1. does the cooking 2. shops for groceries 3. does the heavy lifting 4. laundry 5.ironing 6. takes out the rubbish 7. sweeping the house 8. lays the table 9. does the washing-up III. Grammar 1. Finish the sentences with either the present simple or the present continuous. - T checks with class and asks sts why they make their choice to consolidate the use of the two tenses Answer: 1. am writing, miss 2. am looking after 3. looks, is wearing 4. am cooking - Ss speak out the words under each pictures and write in their books. - Ss work in pairs, read the text carefully and fill in each gap with a word - One st does the task on the board - Ss say the words/phrase to check pronunciation - Ss to translate the text to make sure that Ss understand it - Ss work in pairs to give the correct verb form in present simple or present continuous - Ss explain their answers 5. are you reading 6. do people in your family do 2. Discuss the following questions. Then report the results to the class. - T asks sts to work in pairs this time and make up a short dialogue based on the questions in task. - Ss to work in pairs this time and make - T asks some pairs to act the dialogue, starting and up a short dialogue based on the ending with sentences given by the teacher questions in task. Model dialogue: - Some pairs act the dialogue A. Hello B. Can I ask you something? A. question 1 B. ……. A. Thank you for your answers B. You are welcome! IV. HOMEWORK: - Redo exercises in notebook. - Learn by heart some new words. - Students do the survey in PROJECT in groups at break time. Teacher design the form and students hand in the results in written form as assignment. V. COMMENTS: Period 10 Unit 2: Lesson: Date of preparation: ………………………….. YOUR BODY AND YOU GETTING STARTED ****** A. OBJECTIVES: I. Aim: By the end of this lesson, Ss will be able to get to know the topic, vocabulary about how eating can affect one’s health, and the use of will II. Knowledge: 1. Vocabulary: -Words related to health, systems of the body 2. Grammar/Structures: - Will III. Skills: - Reading, Listening, Speaking B. PREPARATION: I. Teacher: - Materials, textbook, lesson plan II. Students: - Textbooks, notebooks C. PROCEDURE: I. Settlement: - Greeting the class & checking students’ attendance. II. New lesson: - Unit 2- Lesson: Getting started Teacher’s activities WARM – UP: Brainstorming (5 mins) - Get Ss to say out parts of their body before the class - Ask Ss about the way of stay their health - Call some Ss to give their answers * Lead-in: Ask Ss some questions to lead-in the new lesson: To know more about systems of the body & health in Unit 2 1. Activity 1: Pre-teaching vocabulary (7 mins) - Shows the pictures and introduces some words and phrases: * brain (n) (definition) * skeleton (n) (picture) * disease(n) (examples) * boost (v) (explanation) * balance (v) (explanation) * bone (n) (picture) * resistance (n) (translation) - Guide Ss to read in chorus Check vocabulary: ROB (2 mins) 2. Activity 2: (7 mins) Listening a conversation - Ask Ss to listen the coversation in their textbook - Let them work in pairs to practise again - Call on some pairs to perform before the class - Feedback and explain the meaning into Vietnamese if Students’ activities - Listen to T’s explanation - Give their answers * Suggested answers: Body: nose, eyes, head, lungs…. - Listen, try to guess the meaning of the new words and take notes - Listen & repeat - Read words aloud - Rewrite new words - Listen and do necessary 3. Activity 3: (3 mins) Circling words - Show some words - Ask Ss to remember the conversation they have listen and circle words in the conversation - Call on some Ss to answer - Feedback Suggested answers: Prevent, disease, bones, weight, brain, boost, healthy 4. Activity 4: Grouping (4mins) - Ask Ss to group these words into nouns, verbs & adjectives - Move around to control - Call on some Ss to answer - Feedback Suggested answers: + Nouns: disease, bones, balance, skeleton, system, brain, weight, lungs + Verbs:pevent, balance, boost + Adjectives: nervous, healthy 5. Activity 5: Answering (10 mins) - Tell Ss to work in pairs, reread the conversation & find answers. - Go around to help if necessary. - Call them to answer & explain - Feedback 1. Better health, good body condition, stronger resistance to illness…. 2. Lose weight, build heathy bones, prevent diseases like cancer 3. Memory or brain 4. He feels uncertain about the benefits of apple juice 6. Activity 5: Discussion (10 mins) - Let Ss work in groups of 4 - Ask students to dicuss the saying - Move around to control and help them - Call some Ss to present in front of class - Feedback & correct the mistakes - Practise the dialogue - Work individually - Do the task - Give T their answers and explain - Copy down - Work in pairs - Read and find the answers - Answer & explain - Work in groups to talk - Some Ss express their thought in front of class D. HOMEWORK ASSIGNMENT: - Ask students to learn new words by heart - Prepare the lesson: Unit 2- Lesson: Language focus E. COMMENTS: ...................................................................................................................... ......................... ..................................................................................................................... .......................... ..................................................................................................................... .......................... ........................................................................................................................ ....................... ........................................................................................................................... .................... Period 11: …………………… Unit 2: Lesson 2: Date of preparation: YOUR BODY AND YOU LANGUAGE FOCUS ****** A. OBJECTIVES: I. Aim: By the end of this lesson, Ss will be able to: - Know how to pronounce consonant clusters/ gr/, /pr/ & /gl/ - Review Will & be going to II. Knowledge: 1. Vocabulary: - Words related to health, body systems 2. Grammar/Structures: - Will & Be going to III. Skills: - Reading, listening, writing B. PREPARATION: I. Teacher: - Materials, textbook, lesson plan II. Students: - Textbooks, notebooks C. PROCEDURE: I. Settlement: - Greeting the class & checking students’ attendance. II. New lesson: - Unit 2- Lesson 2: Language focus Teacher's activities VCABULARY: (13 mins) Activity 1: Pre-teaching vocabulary (5mins) - Show the pictures, ask Ss to call the name of different systems in our body and introduces some words and phrases: * circulatory system (n) * digestive system (n) * nervous system (n) * skeletal system (n) * respriratory system (n) * intestine (n) (translation) * skull (n) (picture) * pump (n) (definition) - Guide Ss to read in chorus Activity 2: Matching (5mins) Students' activities - Look at the picture & say - Repeat & copy down - Do the task individually - Let Ss match the words and phrases with their meaning (do task 1 at the page 17) in 3 mins. - Call Ss to give their answers and explain - Feedback and give more explanation if necessary. Keys: circulatory system - c digestive system - d nervous system - a skeletal system - e respriratory system- b Activity 3: Catogorising - Work out words from the box into each body system. - Go around to help if necessary. - Call some Ss to answer - Feedback Keys: circulatory system: heart, blood, pump digestive system: stomach, intestine nervous system:brain, nerves, thinking skeletal system:spine, bones, skull respriratory system: breath, air, lung I. PRONUNCIATION: (5mins) 1. Consonant clusters/ pr/, /gr/ and /gl/ (3mins) - Help Ss to pronounce sounds - Ask Ss to open the book (P.8) and read aloud these words 2. Practise: (2mins) - Guide Ss to listen to sentences - Call Ss to read aloud - Correct their mistakes if necessary II. GRAMMAR: (28 mins) A. Presentation : (9 mins) - Have Ss to read the following about Will & Be going to individually and ask them to the second task - Go around to help them if necessary. - Call some Ss to present their choices - Check the answers and elicit from Ss the form, rules of using the Will & Be going to. - Help Ss to distinguish two tenses 1. Future simple * Structure: S + will/shall+ V(bare infinitive) * Uses: To say about promises, offers, requests for help, refusal of things To say about prediction about future (based on the own feeling/thought) 2. Near future * Structure: S+ am/is/are +going to + V(bare) - Answer - Work in pairs - Go to the board & write their answers - Copy down - Do the task - Give answer - Copy - Pronounce - Listen to T - Practise - Read and try to understand all - Give their answers Keys: 1.1/2.3/3.5/4.6/5.2 - Listen and present the tense - Present individually and take notes * Use: To express a plan, intention. To say about prediction about future (based on fact/evidence) Notice: Use passive when we do not know who does the action & when we want to focus on the action, not the doer B. Practice : (19 mins) - Ask Ss to do tasks in their textbook - Ask Ss to give the correct form of the verbs in the bracket. - Check and help - Do the exercise - Invite some students to read their sentences. - Give comments. Keys: Task 3: 1.x /2-8: √ Task 4: 1. will/is going to/2. won’t/3. will-is….going to 4. are going to/5. will/6.Are…going to/7.will Task 5: 1.is consumed by the brain - Copy into their noterbooks 2. are damaged extentively 3. is made up around 7 octillion atoms 4. is pumped through our body everyday 5. are used to smile, to frown 6. are estimated to live on one square inch of our skin 7. are produced by humans only D. HOME WORK ASSIGNMENT: - Practise reading the sentences - Prepare Unit 2 -Reading E. COMMENTS: ............................................................................................................................................... ............................................................................................................................................... . .............................................................................................................................................. ... ............................................................................................................................................ .... ........................................................................................................................................... ..... .......................................................................................................................................... Period 12: ………………….. Unit 2: Lesson: Date of preparation: YOUR BODY AND YOU READING ****** A. OBJECTIVES: I. Aim: By the end of this lesson, Ss will be able to learn about acupunture. II. Knowledge: 1. Vocabulary: -Words related to diseases, acupunture, health 2. Grammar/Structures: - The present simple tense III. Skills: - Reading for gist and for specific information B. PREPARATION: I. Teacher: - Materials, textbook, lesson plan II. Students: - Textbooks, notebooks C. PROCEDURE: I. Settlement: - Greeting the class & checking students’ attendance. II. New lesson: - Unit 2- Lesson: Reading Teacher’s activities WARM – UP: Hang-man (3 mins) - Guide Ss to play the game to guess the topic - Collect Ss’ answers Key: ACUPUNTURE * Lead-in: Comment & lead-in the new lesson I. PRE-READING (7 mins) 1. Activity 1: Pre-teaching vocabulary (5 mins) - Introduce some words and phrases: * originate (v) (explanation)- original (a) * harmony (n) (synonymn) * yin (n) (translation) * yang (a) (translation) * complicated (a) (antonymn) * ease(v) (explanation) * enhance (v) ( synonymn) - Guides Ss to read in chorus 2. Activity 2: Check vocabulary: ROB (2 mins) Students’ activities - Play the game - Listen, try to guess the meaning of the new words and take notes - Listen & repeat - Read words aloud - Rewrite new words II. WHILE- READING (23 mins) Activity 1: (10mins) Finding words in the text - Ask Ss to read the passage in their textbook - Let them work in pairs to do task 3 - Guide Ss to do the task - Call on some Ss to answer - Feedback and explain the meaning into Vietnamese Keys: 1.ailments/2.ease/3.acupoints/4.precaution/5.alternative 6. treatment/7. evidence/8. promote Activity 2: (13mins) Answering questions - Ask Ss to work in group of 4 - Ask Ss to read the passage again and answer the questions in the second task - Call on some Ss to answer - Feedback Suggested answers: 1. Promoting harmony between humans & the world around them and balance between yin & yang. 2. It is believed to promote the body’s natural healing capabilities and enhance its functions. 3. There are more than 2000 nowadays. 4. They are soreness, slight bleeding or discomfort. 5. Those who have electrical or electronic medical devices inside them. 6. Acupunture is considered as a reliable alternative to modern medicine. III. POST- READING: (10 mins) Memorising - Let Ss work in groups of 4 - Ask students to express their own ideas about basic information about acupunture based on cues given: + History + effects + techniques - Call some Ss to present in front of class - Feedback & correct the mistakes - Work in pairs - Read and do the task - Give T their answers and explain - Reread the passage & find answers - Give answers - Copy down - Work in groups & discuss the questions freely - Some Ss act out in front of class D. HOMEWORK ASSIGNMENT: - Ask students to learn new words by heart - Prepare the lesson: Unit 2- Lesson: Speaking E. COMMENTS: .............................................................................................................................................. . .............................................................................................................................................. . .............................................................................................................................................. . .............................................................................................................................................. . .............................................................................................................................................. . Period: 13 ………………….. Unit 2: Lesson: Date of preparation: YOUR BODY AND YOU SPEAKING ****** A. OBJECTIVES: I. Aim: By the end of this lesson, Ss will be able to: - Know about bad habits & good habits - Talk about some ways to get rid of bad habits II. Knowledge: 1. Vocabulary: - Words related to topic, some idioms 2. Grammar/Structures: - Present simple, sentences and expression for giving opinion III. Skills: - Speaking B. PREPARATION: I. Teacher: - Materials, textbook, lesson plan II. Students: - Textbooks, notebooks C. PROCEDURE: I. Settlement: - Greeting the class & checking students’ attendance. II. New lesson: - Unit 2- Lesson: Speaking Teacher’s activities Students’ activities WARM – UP: Brainstorming (3 mins) - Ask Ss to work in groups of 3 to 4 & make a list of their - Work in groups of 3 or 4 & habits write - The group with the most subjects within the shortest time - Listen to T’s explanation will be the winner - Answer freely - Remind Ss that all the words with wrong spellings are not counted as the correct ones Habits - Collect Ss’ answers - Feedback & further explain all the habits mentioned above especially the ones Ss are not familiar with. I. PRE-SPEAKING (15 mins) 1. Activity 1: Vocabulary (4mins) - Introduce some words and phrases: * give up = get rid of (v) (synonymn) * litter (v) (miming) * naughty (a) (explanation) * shake up (v/phr) (synonymn) * inspire (v) (translation) - inspire s.o with sth= inspire sth to s.o * pretend(v) (explanation) - Guides Ss to read in chorus 2. Activity 2: Catogorising (5mins) - Ask Ss to work in pairs to group habits into bad ones & good ones - Go around to control - Call on some Ss to answer - Feedback 3. Activity 3: Giving reasons (6mins) - Set the scene - Ask Ss to work in pairs, read all the habist & say why these habits are good or bad for them - Makes a model, then let Ss practise in pairs - Call some Ss to present in front of the class - Feedback & correct the mistakes II. WHILE- SPEAKING (15 mins) 1. Activity 1: Expressing opinions (7mins) - Ask Ss to read the text individually - Keep them to work in pairs again & show their choices & give explanation for these. - Go around the class and provide help if necessary. - Call on some Ss to speak aloud their answers. 2. Activity 2: Reporting (8mins) - Ask Ss to work in group of 3 to 4 & report advices for kicking a habit - Remind Ss to say in their own words - Go around & help Ss with difficult expressions III. POST- SPEAKING: Applying advice (10 mins) - Have Ss work in pairs to choose one bad habit, then make a list of Dos or Don’ts in order to kick that bad habit. - Listen & takes notes - Listen, try to guess the meaning of the new words and take notes - Listen & repeat - Read words aloud - Write down new words - Work in pairs - Write answers on the board - Copy down - Work in pairs; take turns to express the reasons - Present their answers in front of class. - Work in pairs - Choose things they can do or can’t - Explain - Work in groups - Work in pairs & apply advice they have learnt to - Call some Ss to present in front of class about their friends make the list daily activities - Feedback & correct the mistakes - Present in front of class D. HOME WORK ASSIGNMENT: - Review the lesson at home - Prepare the next lesson: Unit 2- Lesson: LISTENING E. COMMENTS: .............................................................................................................................................. . ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... Period:14 Unit 2: Lesson: Date of preparation: …………….. YOUR BODY AND YOU LISTENING ****** A. OBJECTIVES: I. Aim: By the end of this lesson, Ss will be able to know about food pyramid & know how to choose a healthy diet. II. Knowledge: 1. Vocabulary: - Words related to healthy diet 2. Grammar/Structures: - Present simple III. Skills: - Listening for gist and for specific information B. PREPARATION: I. Teacher: - Materials, textbook, lesson plan II. Students: - Textbooks, notebooks C. PROCEDURE: I. Settlement: - Greeting the class & checking students’ attendance. II. New lesson: - Unit 2- Lesson: Listening Teacher's activities WARM UP: Questions (3mins) - Ask Ss some questions below: + What do you usually have for lunch or dinner? + Do you care about the food you eat? Students' activities - Listen to the teacher’s questions - Give answers freely + Is the breakfast important to you? - Lead in the new lesson I. PRE-LISTENING: (10mins) 1. Activity 1: (6mins) Pre- teaching vocabulary - Explain some new words - Pay attention to some new • nutrition (n):(definition)+(examples) → nutritional (a) words - Listen to the teacher • pyramid (n): (picture) - Guess the meanings and • complex (a): (antonymn) copy down • plate (n): (synonymn + pictures) - Repeat • foundation (n): (translation) - Read out new words • grain (n) (realia) → whole grain (n), refined grain (n) • poultry (n) (definition) - Look at the pictures and Checking vocabulary: ROR answer questions 2. Activity 2 : (2mins) Answering questions - Show the picture and ask what the picture about - Set the scene they will listen to II. WHILE-LISTENING: (20 mins) - Read the sentences and 1. Activity 1: (10 mins) True or False statements pay attention to key words - Ask Ss to read the sentences (p.17) and underline key - Listen and tick words in each one. - Give T answers - Play the tape the first time. Keys: 1.F/2.T /3.F - Play the tape the second time and give Ss 1 minute to tick 4. T/5. F the box. - Play the tape the third time and asks Ss to check the answer. 2. Activity 2: (8 mins) Plate Completion - Take notes & complete the - Let Ss listen again & divide the plate into sections and plate label which food should be in each section. - Call Ss to draw the plate with food sections they haveS Keys: Vegetables, fruits/ - Feedback Grains+fish, poultry, beans III. POST- LISTENING: (8 mins) or nuts - Require Ss to work in pairs to write some sentences to - Work in groups describe the plate they have just made in - Call on some Ss to write on the board - Feedback D. HOME WORK ASSIGNMENT: - Prepare the next lesson: Unit 2- Lesson: WRITING E. COMMENTS: .............................................................................................................................................. . .............................................................................................................................................. . ............................................................................................................................................. .. ............................................................................................................................................... ............................................................................................................................................... .. ............................................................................................................................................. ............................................................................................................................................... Period: 15 ………………… Unit 2: Lesson: Date of preparation: YOUR BODY AND YOU WRITING ****** A. OBJECTIVES: I. Aim: By the end of this lesson, Ss will be able to: - Write to ask for advice about proper dining/eating - Write to give advice on things to eat for special occasions II. Knowledge: 1. Vocabulary: - Words related to the topic 2. Grammar/Structures: - Present simple III. Skills: - Writing B. PREPARATION: I. Teacher: - Materials, textbook, lesson plan II. Students: - Textbooks, notebooks C. PROCEDURE: I. Settlement: - Greeting the class & checking students’ attendance. II. New lesson: - Unit 2- Lesson: Writing Teacher's activities Students' activities WARM UP: Game: Quickest & Most (5mins) - Let Ss think about all the food in 1 minute, then call three Ss to write as much food they know in 2 minutes - Check & feedback - Give markr/gifts to the winner - Lead in the new lesson I. PRE- WRITING: (13 mins) 1. Activity 1: (6 mins) Pre- teaching vocabulary - Explain some new words • allergies : dị ứng (translation) • sleepless (a): (explanation) • wheat (n): (realia) • avocado (translation) • additive (a): (situation) • seasoning: (explanation) Checking: ROR 2. Activity 2: (4 mins) Listing foods - Ask Ss to work in pairs & list foods that may give them: allergies, bad breath, stress, sleeplessness, sleepiness - Call some Ss to give their answers in front of the class - Check spelling & right information 3. Activity 3: (3 mins) Reading facts - Tell Ss to read the list in their textbook - Move around to control - Call on some Ss to answer - Feedback II. WHILE- WRITING: (15 mins) 1. Activity 1: (3 mins) Outline - Ask Ss to sample letters to work out the outline of letters asking for advice & letters of responding * Letters asking for advice: + Show the occasion/reason + Ask for advice + Express gratitude * Letters of responding: + Leading sentences + Giving advice + Express wishes Useful language: Informal letter - Ask Ss to work in groups of 4 - Give each group a poster - Ask then to write any kind of letter they want - Go around to control & help if necessary III. POST-WRITING: (8 mins) Correction - Give suggestions and corrections -Ask students to read / write some students’ letters on the board - Give comments. - Individual work - Listen to the teacher - Give answers - Answer freely - Pay attention to some new words - Listen to the teacher - Guess the meanings and copy down - List food together -Copy down - Read - Work out the outline - Write - Ask if necessary - Students read / write some students’passsages on the board. - Correct mistakes and mark - Give comments D. HOME WORK ASSIGNMENT: - Complete their writing at home - Prepare the next lesson: Unit 2- Lesson: Communication and culture E. COMMENTS: .............................................................................................................................................. . ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... **************************************************************** Period: 16 Date of preparation: ………………… Unit 2: YOUR BODY AND YOU Lesson: COMMUNICATION & CULTURE ****** A. OBJECTIVES: I. Aim: By the end of this lesson, Ss will be able to: - Make small discussion about the benefits of some activities to the parts/systems of the body - Get some knowledge about the traditional health belief & heal care practices in Vietnam and Indonesia II. Knowledge: 1. Vocabulary: - Words related to the topic 2. Grammar/Structures: - Present simple III. Skills: B. PREPARATION: I. Teacher: II. Students: C. PROCEDURE: I. Settlement: II. New lesson: - Futher skill development like Speaking, reading - Materials, textbook, lesson plan - Textbooks, notebooks - Greeting the class & checking students’ attendance. - Unit 2- Lesson: Communication and culture Teacher's activities WARM UP: Questions (5mins) - Let Ss look pictures & say out the activities & which parts/systems of the body each activity possibly benefit - Check & feedback - Lead in the new lesson I. Communication: (25 mins) 1. Activity 1: Giving benefits of activities (5 mins) - Ask Ss to work in pairs & talk about benefits of activities - Go around to control & help them if necessary - Call some Ss to give their answers - Feedback 2. Activity 2: Giving reasons (10 mins) - Ask Ss to work in groups of 3/4 & say why activities are healthy - Call some Ss to give their answers in front of the class - Comment 3. Activity 3: Reporting (10 mins) - Tell Ss to choose a system of the body & make a list of all activities that are good for it. - Move around to control - Call on some Ss to report to the class giving reasons for their choices - Feedback II. Culture: (15 mins) 1. Activity 1: Making comparing facts (8 mins) - Ask Ss to read about health practices & beliefs in the two countries - Go around to control & give explanation about structures or vocabulary if necessary - Call Ss to write on the board - Feedback 2. Activity 2: Talking about traditional therapy (7 mins) - Let Ss work in groups & choose one traditional therapy they know & share ideas, using some cues below: + what belief is + How the practice is performed Students' activities - Individual work - Listen to the teacher - Give answers - Answer freely - Pay attention requirements - Work in pairs - Give answers to - Work together - Discuss - Work in groups again - Find similarities & differences - Ask if necessary - Choose and share ideas T’s + What the benefits are + Who is it suitable for - Call some Ss to present - Feedback - Say aloud to the class D. HOME WORK ASSIGNMENT: - Ask Ss to write a short text about benefits of some activities to parts/systems of their body - Prepare the next lesson: Unit 2- Lesson: Looking back & project E. COMMENTS: ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... **************************************************************** Period: 17 Unit 2: Lesson: Date of preparation: ………………. YOUR BODY AND YOU LOOKING BACK AND PROJECT ****** A. OBJECTIVES: I. Aim: By the end of this lesson, Ss will be able to: - Review all contents they have learnt in this unit: vocabulary related to the topic, use of Will & Be going to, pronouncing some clusters - Get futher skill development II. Knowledge: 1. Vocabulary: - Words related to the topic 2. Grammar/Structures: - Present simple III. Skills: - Futher skill development like Speaking, reading, listening B. PREPARATION: I. Teacher: - Materials, textbook, lesson plan II. Students: - Textbooks, notebooks C. PROCEDURE: I. Settlement: - Greeting the class & checking students’ attendance. II. New lesson: - Unit 2- Lesson: Looking back and project Teacher's activities I. Pronunciation: (5 mins) - Ask Ss to listen to the tape & find words contains consonant clusters they have learnt in this unit /pr/, /gl/ & /gr/ - Call some Ss to give their answers - Feedback II. Vocabulary:Gap-fill (5 mins) - Ask Ss to read sentences & fill in the blank a word or a phrase about the body. - Go around to control & give explanation about structures or vocabulary if necessary - Call Ss to write on the board - Feedback Keys: 1.brain- 2.lung/heart-3.digestive-4.skeletal5.respiratory (system)-6.stomach-7. nervous III. Grammar: (10 mins) - Let Ss work in pairs & choose italics that best completes the sentence - Call some Ss to present - Feedback Keys: 1.will come- 2.are broken down & converted-3.is going-4. are stimulated-5. is used-6.won’t go-7. are supported by- is going to rain IV. Project: (20mins) Activity 1: Do a survey (10mins) - Let Ss work in groups & do a survey using questions they have in their textbook. - Go around to control & help Activity 2: Reporting (10mins) - Call some groups to present to the class - Feedback & give marks D. HOME WORK ASSIGNMENT: - Ask Ss to review all the lesson - Prepare the next lesson: Unit 3- Lesson: Getting started E. COMMENTS: Students' activities - Individual work - Listen to the teacher - Give answers - Pay attention requirements - Work in pairs - Give answers - Work together - Discuss - Work in pairs again - Ask if necessary - Ask questionss - Say aloud to the class to T’s ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... ............................................................................................................................................... Period 20: Date of preparation: …………. Unit 3: Lesson 1 : MUSIC GETTING STARTED ****** A. OBJECTIVES: I. Aim: By the end of this lesson, Ss will be able to get to know the topic, vocabulary about TV shows, and the use of bare infinitive, compound sentences II. Knowledge: 1. Vocabulary: -Words related to TV shows, music 2. Grammar/Structures: - Bare infinitive, compound sentences III. Skills: - Reading, Listening, Speaking B. PREPARATION: I. Teacher: - Materials, textbook, lesson plan II. Students: - Textbooks, notebooks C. PROCEDURE: I. Settlement: - Greeting the class & checking students’ attendance. II. New lesson: - Unit 3- Lesson: Getting started Teacher’s activities WARM – UP: Guessing game (5 mins) - Get Ss to listen to some pieces of music & guess the name & singer/band of each song. - Call some Ss to give their answers * Lead-in: Ask Ss some questions to lead-in the new lesson 1. Activity 1: Pre-teaching vocabulary (7 mins) - Ask Ss some questions to elicit new words: * idol (n) (examples) * passionate (a) (explanation) * contest (n) (synonymn) * biography (n) (definition) * balance (v) (explanation) * talented (a) (synonymn) * shy (a) (miming+ explanation) * well-known 9a) (synonymn) * popular (a) (translation) * fan (n) (picture) * debut (a) (translation) - Guide Ss to read in chorus Check vocabulary: ROB (2 mins) 2. Activity 2: (5 mins) Listening a conversation - Ask Ss to listen the coversation in their textbook - Let them work in pairs to practise again - Call on some pairs to perform before the class - Feedback and explain the meaning into Vietnamese if necessary 3. Activity 3: (8 mins) True-false statements - Ask Ss to work in 6 groups - Ask Ss to read the conversation again and decide whether statements are T/F - Guide Ss to do the task. - Move around to help - Call on some Ss to answer - Feedback Suggested answers: 1.T/2.F/3.F/4.F/5/T 4. Activity 4: Answering (10 mins) Students’ activities - Listen to T’s explanation - Give their answers * Suggested answers: 1. Miss you- Westlife 2. My heart will go onCeledion 3. Duong toi ngay vinh quang– Buc Tuong 4. Nguoi thay- Cam Ly - Listen, try to guess the meaning of the new words and take notes - Listen & repeat - Read words aloud - Rewrite new words - Listen and do - Practise the dialogue - Work individually - Do the task - Give T their answers and explain - Copy down - Work in pairs - Tell Ss to work in pairs, reread the conversation & find answers. - Go around to help if necessary. - Call them to answer & explain - Feedback 1. They are talking about a young pop star. 2. He looked shy & passionate 3. He won second place in the idol contest. 4. His mother did. 5. They gained over 10,000,000 views 6. He had four singles enter Top 40 before hist first albumn. 5. Activity 5: Listing (2 mins) - Let Ss list of verbs followed to infinitive - Call Ss to write on the board - Feedback 6. Activity 6: Discussion (5 mins) - Let Ss work in groups of 4 - Ask students to dicuss the saying - Move around to control and help them - Call some Ss to present in front of class - Feedback & correct the mistakes - Read and find the answers - Answer & explain - Make a list individually - Work in groups to talk - Some Ss express their thought in front of class D. HOMEWORK ASSIGNMENT: - Ask students to learn new words by heart - Prepare the lesson: Unit 3- Lesson: Language focus E. COMMENTS: ...................................................................................................................... ......................... ..................................................................................................................... .......................... ..................................................................................................................... .......................... ........................................................................................................................ ....................... ........................................................................................................................... .................... Period 21: Date of preparation: …………. Unit 3: MUSIC Lesson 2 : LANGUAGE A. Objectives: - By the end of this unit, Ss can pronounce final sound /est/, / әnt/, /eit / correctly in isolation and in context, use compound sentences and to- infinitives and bare infinitives. - Skill: Reading, speaking, listening, writing, doing English tests B. Preparation: Student’s book, student’s workbook, dictionary, CDs, some test papers, etc. C. Procedure: Teacher’s activities VOCABULARY 1. Have Ss work individually to read and match the vocabulary items with their meaning. - Help Ss to know some new words. - Check the answers and give feedback. 2. Ask Ss to use the dictionary to look up the meanings of words in the box. - help Ss know some words. - Have Ss work in pairs to match each item with the appropriate meaning. - Check Ss’answers and correct them. 3. Have Ss work individually to make sentences with the words in 2. Students’ activities - work individually KEY: 1. talent 2. pop 3. idol 4. contest 5. fan 6. clip - pair work KEY: a. 2 b. 3 c. 1 d. 4 e. 6 f. 5 g. 7 - get the class to comment before giving the correct answers. - work individually Suggested answer: 1. I bought My tam’s platinum album Mat Nau 4 years ago. 2. His music clips were posted on You Tube 3. Quant Dung’s solo was excellent last week. 4. Have Ss work individually first to review the words related to the topic. - work individually KEY - call on a few Ss to write their sentences on the board solo -Call on 2 Ss to write the word webs on the board concert show Music album - elicit other words from the class to add to the webs - get Ss to read in chorus all the words in the webs. Video clip single singer fan audience PRONUNCIATION 1. have Ss read again the conversation in GETTING STARTED to circle the words that have ending sounds /est/, / әnt/or /eit / - Give correction 2. a. Listen and repeat - play the recording and let Ss listen. Play it again with pauses for them to repeat each words - Give the meaning of the word b. Listen and write down the word you hear - play the recording and have Ss listen and write down the words they hear. - ask Ss to check the answers in groups - call on one student to write answers on the board - correct answers. - let Ss read all the words in chorus once or twice. 3. have Ss work in pairs to write more words having the same endings. - Check answers as a class. - get Ss to read aloud all the new words. GRAMMAR Compound sentences 1. Matching - have Ss look at the reminder box and remind Ss that they have learnt some one of the coordinating conjunctions such as and, but, and so - present the new ones: or, yet, and for Example: 1. Would you like to drink coffee or tea? 2. Have you finished your report yet? 3. What do you eat for lunch? - elicit from them the rule of using the conjunction. - ask Ss to match the conjunctions with their judge contest star - read the conversation carefully individually KEY: passionate, talent, contest - listen and repeat - work individually Audio script commemorate best talent different guest date test achievement parent - work in pair. Suggested answers: - Request - Development - penetrate - listen and take notes - give the rule of using the conjunctions. KEY 1. 2. 3. 4. d c a b meaning. 2 Matching - read the sentence halves in the table aloud to the class. - elicit the answers. - get Ss to work in pairs and do the same. - check the answers and ask some Ss to read aloud all the complted sentences - have Ss work in pairs to give the answers. Infinitives - focus Ss’ attention on the Watch out - have Ss work individually to do the task - check the answers and get Ss to read in chorus all the complete sentences. LESSON OUTCOME - What have you learn today? - What can you do now? - listen and answer - work in pairs KEY: 1. c 2. e 3. a 4. b 5. f 6. d - listen and take notes. - work individually KEY: 1. to sing 2. to make 3. to do 4. fall 5. ride 6. to buy Elicit answers: - We can pronounce final sound /est/, / әnt/, /eit /. - We can talk about a teen pop superstar. - We can identify and make compound sentences and Infinitives D. HOMEWORK ASSIGNMENT: - Ask students to learn new words by heart - Prepare the lesson: Unit 3- Lesson: Reading E. COMMENTS: ...................................................................................................................... ......................... ..................................................................................................................... .......................... ..................................................................................................................... .......................... ........................................................................................................................ ....................... ........................................................................................................................... .................... Period 22: Date of preparation: …………. Unit 3: Lesson 3 : MUSIC READING A. Objectives: - By the end of this unit, Ss can read for general ideas and specific information about TV shows. - Skill: Reading about the information about TV shows. B. Preparation: Student’s book, student’s workbook, dictionary, CDs, some test papers, etc. C. Procedure: Teacher’s activities Students’ activities LEAD-IN - get Ss to brainstorm the names of some Listen to T’s questions and give answers current contest TV shows. 1. Vietnam idol 1. What are your favourite TV contest 2. Yes, I have shows? 3. It is a very interesting show for 2. Have you seen Vietnam Idol/ Sao Mai entertainment. singing/ Tieng hat Truyen Hinh? 3. What do you think about them? 1. Look at the logos and tell what you know. - work in pairs to talk about the - Pair work information of logos. - answer + Pop idol : to select the best new young pop singer based on viewer voting and - give a brief explanation of the phrase. participation. + Who wants to be a Millionaire: to offer a maximum prize of $ 1,000,000 for - call on SS to report the result of their correctly answering a series of discussion consecutive multiple choice question. + Vietnam Idol: part of the idol franchise of the original reality programme Pop Idol 2. Read the text. Discussion - have Ss read the text quickly for the - read the text first individually information related to the years. - work in groups to find the information - have Ss discuss their answers in groups in the text. - call on a few Ss to report the results of KEY: their discussion - 2001: the year that Pop Idol was first launched in the UK. - 2002: the beginning of American Idol. - 2007: the first season of Vietnam Idol. - 2012: the fourth season of Vietnam Idol. 3. Circle the appropriate meaning for each word from the text. - get SS to do the task individually - check answers as a class and give feedback. 3. Ask and answer the following questions. - have Ss read through the questions and help Ss understand the words. + format : structure + franchise: the right to use a logo and TV show format. - ask Ss to underline the key words in the questions - get Ss to answer the question independently, then work in pairs to check the answers. LESSON OUTCOME - What have you learn today? What can you do now? - work individually KEY: 1. b 2. a 3. a 4. a 5. b - read the questions and give answers. KEY: 1. the Idol format. 2. It came from the UK. 3. 12 years. 4. It’s a franchised programme. 5. Answer vary. We learn about the facts and history of successful TV shows such as American Idol, Who wants to be a Millionaire and Vietnam idol. We can understand the words in the text such as to air, phenomenon, audience, season and process. D. HOMEWORK ASSIGNMENT: - Ask students to learn new words by heart, Workbook 1,2 - Prepare the lesson: Unit 3- Lesson: Speaking E. COMMENTS: ...................................................................................................................... ......................... ..................................................................................................................... .......................... ..................................................................................................................... .......................... ........................................................................................................................ ....................... ........................................................................................................................... .................... Period 23: Date of preparation: …………. Unit 3: MUSIC Lesson 4 : SPEAKING A. Objectives: - By the end of this unit, Ss can talk about TV shows. - Skill: speaking about TV shows. B. Preparation: Student’s book, student’s workbook, dictionary, CDs, some test papers, etc. C. Procedure: Teacher’s activities LEAD-IN - Ask Ss some questions: 1. How often do you watch TV contest shows? 2. What are your favourite shows? 3. What do you think about Vietnam Idol? 4. Why do you think that? - introduce the topic. 1. Complete the table with notes - have Ss read the blurbs - help Ss to understand the words. + celebrity panel: group of judges including famous people. + VNR Records : names of a recording company. - elicit comments on the pictures. - get Ss to brainstorm the names of some celebrities related to Vietnam Idol shows. - ask Ss to work in pairs to complete the table. - Call on Ss to write the facts on the board and give correction. 2. a. Make a list of details about your Students’ activities - listen and answer the questions. Suggested answers: 1. once a week 2. Vietnam Idol 3. I think it is an interesting show and attracts a lot of young viewers. 4. Because it is a singing contest. - read the blurbs individually. - listen and take notes. - answer: Uyen Ling, ya Suy, Nhat thuy - complete the table. Suggested answers: * Vietnam Idol: - to find a pop star - the winner will be chosen by a celebrity panel and home viewers. - The winner will get a recording contract with VNR Records. * Who want to be a Millionaire: - To find a winner who will get a big sum of money. - The winner will answer a series of general knowledge questions. - The amount of prize- money increases with the number of questions. show. - get Ss to read the information. - have Ss work individually to write down the facts for their imaginary TV shows. - Call on Ss to write the answer on the board. - Elicit comment from the class. b. Discussion. - ask Ss to work in pairs to discuss and come to an agreement on the facts. - have Ss rehearse a presentation in front of the class. - elicit the comment from the class and give feedback. LESSON OUTCOME 1. What have you learynt today? What can you do now? - read the requirement and example. - Write down the facts. - work in pairs. - present the show in front of class. - We can learn about the two shows Vietnam Idol and Who wants to be a millionaire. - We can give a presentation of my own TV show. D. HOMEWORK ASSIGNMENT: - Ask students to learn new words by heart, workbook B - Prepare the lesson: Unit 3- Lesson: Listening E. COMMENTS: ...................................................................................................................... ......................... ..................................................................................................................... .......................... ..................................................................................................................... .......................... ........................................................................................................................ ....................... ........................................................................................................................... .................... Period 24: Date of preparation: …………. Unit 3: Lesson 5 : MUSIC LISTENING A. Objectives: - By the end of this unit, Ss can listen for gist and specific information about inspirational music. - Skill: listening for gist and specific information to a conversation about music. B. Preparation: Student’s book, student’s workbook, dictionary, CDs, some test papers, etc. C. Procedure: Teacher’s activities LEAD-IN Introduce the topic: write Inspirational music on the board and check Ss’ understanding of the phrase. 1. Name of the artists - show the photos and ask Ss questions. 1. Do you know these artists? 2. What are their names? - elicit the answer from Ss and correct 2. Listen to the song excerpt - ask Ss some questions before listening to song excerpt. 1. How often do you listen to our national anthem? Students’ activities - Answer: It means music that makes people feel uplifted with hope and love. Trinh Cong Son Phuoc Luu Huu Michael Jackson Elton John - listen and answer. Suggested answers: 1. usually 2. Tien Quan Ca 2. What is the name of the song? 3. who is the composer? 4. how did you feel when you heard the song? 5. What do you think about the song lyrics? - Play the recording and have Ss to discuss in pairs to give their answers. - call on Ss to give their opinion. 3. Circle the best answer - have Ss work in pairs to match the word/ phrase with its appropriate meaning. 3. Listen again and answer the questions: - ask Ss to read the answers carefully - play the recording and let Ss listen to it to select the correct answer. - Check the answer as a class and ask Ss to explain their choice. - give feedback. 4. Answer the questions - ask Ss read out the questions and ask Ss underline the key words. - play the recording all the way through for Ss to listen. - check answers as a class. - Play the recording the third time for Ss to confirm the answers. - give correction. 5. Discussion - get Ss to brainstorm the names of some songs that are popular to teenagers. - Have Ss work in groups to discuss their favourite songs. - Call on Ss to present their opinions. - give feedback. LESSON OUTCOME 1. What have you learnt today? What can you do now? 3. Van Cao 4. I feel proud of my country. 5. The song lyrics is solemn. - give opinion. Audio script: The first two-minute part of the National Anthem of Viet Nam. - pair work - KEY 1. E; 2. B;3. C; 4.D; 5. A - read the answers carefully - listen to the recording and answer KEY: C - read out the questions. - Listen twice to get short answers. KEY: 1. ‘I have a dream’ by ABBA 2. Inspirational songs. 3. His favourite songs inspire him, and he can learn lessons from them. 4. Rap or Hip -hop - name some popular songs. + em cua ngay hom qua + no duyen - work in groups - present the opinions in front of class. - We can say how I felt when I heard the national Anthem - We can listen to and understand a conversation about some inspirational songs. D. HOMEWORK ASSIGNMENT: - Ask students to learn new words by heart, workbook - Prepare the lesson: Unit 3- Lesson: Writing E. COMMENTS: ...................................................................................................................... ......................... ..................................................................................................................... .......................... ..................................................................................................................... .......................... ........................................................................................................................ ....................... ........................................................................................................................... .................... Period 25: Date of preparation: …………. Unit 3: Lesson 6 : MUSIC WRITING A. Objectives: - By the end of this unit, Ss can write biographies using information from facr files. - Skill: writing a biography. B. Preparation: Student’s book, student’s workbook, dictionary, CDs, some test papers, etc. C. Procedure: Teacher’s activities LEAD-IN - Introduce the topic by writing biographies based on files on the board and ask Ss to say as many thing connected to it as they can. 1. Matching. - show picture of Van Cao and elicit his information from SS 1. What is his name? 2. Where and when was he born? 3. Which works does he have? 4. When did he die? - Ask Ss to read the text. - pre-teach the key words. + biography(n) + composer(n) + achievement(n) - have Ss do the task individually. Students’ activities - Let Ss call out the answers + name, date of birth place of birth, career, works, … - listen and answer the questions. Suggested answers: 1. Van Cao 2. on 15 Nov in Hai Phong 3. Tien Quan Ca …… - Read the text and match the headings. KEY: 1. b 2. c - Check the answers as a class. 2. Ask and answer the questions - draw Ss’ attention to the instructions and questions. - have Ss work individually to find the answers. - Ask Ss to work in pairs to ask and answer the questions - Call on Ss to report the answers. 3. Write a biography. - Have Ss read the Fact Files and pay attention to the instructions, the photos and fact files. - pre-teach the key words/ phrases. + patriotic(a) + occasional opera(n) + national assembly + libration movement(n) + child prodigy(n) + uprising (n) + ballade (n) + technically demanding(n) - guide Ss how to write a biography, refer to Van Cao’s biography. - Have Ss pay attention to punctuation, structural elements and linking words. - Ask Ss change their writing after finishing writing. - Collect some writing and correct in frony of class. - Give feed back. LESSON OUTCOME 1. What have you learnt today? What can you do now? 3. d 4. a - work individually KEY: 1. He was born in 1923. 2. He was born in Hai Phong 3. Ts was “ Tien Quan Ca” 4. He died in 1995 in Ha noi 5. I think he ….. KEY 1. There are four people in Lam’s family. 2. Because both parents work and the children spend most of their time at school. 3. They split the housework equally. 4. The father mends things …. 5. Yes, they do. They do it willingly. 6. The burden is less, so everyone has time to relax. - work individually - make outline and write the biography of about 150 words. - peer correction. - We can understand the artists’ biographies such as Van Cao. Luu Huu Phuoc and Fréderic Francois Chopin . We can write biographies with given information. - Listen and take notes D. HOMEWORK ASSIGNMENT: - Ask students to learn new words by heart - Prepare the lesson: Unit 3- Lesson: Communication E. COMMENTS: ...................................................................................................................... ......................... ..................................................................................................................... .......................... ..................................................................................................................... .......................... ........................................................................................................................ ....................... ........................................................................................................................... .................... Period 26: Date of preparation: …………. Unit 3: MUSIC Lesson 7 : COMMUNICATION AND CULTURE A. Objectives: - By the end of this unit, Ss can understand Quan Ho singing and Dangdut music. - Skill: Listening and Reading comprehension. B. Preparation: Student’s book, student’s workbook, dictionary, CDs, some test papers, etc. C. Procedure: Teacher’s activities COMMUNICATION Lead in: Inform the class of the lesson objectives: further skill development. 1. Matching -Focus on the photos and names of the artists. -Check answers as a class. 2. Read and complete the sentences. - have Ss do the task individually. - Help Ss to know some key words. Students’ activities - listen - work individually. KEY: a. Chopin b. Elvis Presley c. Micheal Jackson d. Tchaikovsky e. Johann Strauss f. Van Cao - work individually + swan (n) + magician(n) + powerless( a) + + emphasis (n) - ask Ss to read the sentences and complete with a suitable names in Activity 1. - check Ss’ answers and give correction. 3. Ask and answer the questions. - have Ss pay attention to the questions. - play the recording for Ss to listen. - replay the recording and ask Ss discuss the question in pairs. - Check answer as a class Culture Lead-in: Have Ss look at the pictures and answer the questions about them. 1.Do you know the people/ things in this photo? 2.Who are they? 3. What are they? 4. Where do they come from? 1. Listen and say the name of the song. - ask Ss read the requirement and play the recording of the song” Den Hen Lai Len”. - ask Ss listen and answer. 1. Do you know this song? 2. What is the name of the song? - Check the answer as a class. - Help with some vocabulary Ss don’t know. + folk music/ song(n) + melody + alternative groups + bamboo flute(n) + music ping pong + vocal + musical instrument - listen and take notes KEY: 1. Johann Strauss 2. Tchaikovsky 3. Elvis Presley 4. Van Cao 5. Chopin 6. Micheal Jackson - Read the question carefully before listening. - Work in pairs to give answers. - listen and take notes KEY: 1. There are three speakers. 2. they are talking about a local entertainment programme. 3. It is going to take place in the City opera. 4. Mai will buy the tickets. - look at the pictures and answer - read the requirement carefully. - Listen and work in groups to give answer. Audio script An excerpt of “ Den Hen Lai Len” KEY: “ Den Hen Lai Len” ( Quan ho bac ninh) - listen and take notes. - read the text. - Tell Ss their meanings or elicit them from other Ss in the class. - Check the text comprehension as a class. 2. Complete the table. - ask Ss look at the table and read the text quickly for specific information to complete the table individually. - have Ss check the answer in pairs. - call on Ss to write the table on the board. - elicit the information from the class to complete the table and give feedback. 3. Ask and answer the questions. - ask Ss pay attention to the instruction and questions. - Play the recording two or three times. - Call on Ss to report the result of their discussion. - give feedback. LESSON OUTCOME 1. What have you learnt today? What can you do now? - Work individually Quan Ho singing Country Viet Nam Kind of Folk music music Number of Four singers Bamboo Musical flute and a instruments 36stringed musical instrument Dangdut music Indonesia Pop music Eight Drums or flutes from a variety of Asian or middle East countries and modern instuments like electric guitars or organs. - listen to the recording and answer the questions. - discuss the answers in groups. Audio script: An excerpt of “Nhu co bac trong ngay vui dai thang” by Pham Tuyen. KEY: a. Nhu co bac trong ngay vui dai thang b. Pham Tuyen is the composer. c. Yes, I do because…. - We can know about lives and works of some composers and singers such as Johann Strauss,Tchaikovsky, Elvis Presley, Van Cao, Chopin and Micheal Jackson. - We can talk about the Vietnamese Quan Ho singing and the Indonesian music Dangut. D. HOMEWORK ASSIGNMENT: - Ask students to learn new words by heart, workbook c2 - Prepare the lesson: Unit 3- Lesson: Project E. COMMENTS: ...................................................................................................................... ......................... ..................................................................................................................... .......................... ..................................................................................................................... .......................... ........................................................................................................................ ....................... ........................................................................................................................... .................... Period 27: Date of preparation: …………. Unit 3: Lesson 8 : MUSIC LOOKING BACK AND PROJECT A. Objectives: - By the end of this unit, Ss can practice what they’ve leant in unit 3 - Skill: Reading, speaking, listening, writing, doing English tests B. Preparation: Student’s book, student’s workbook, dictionary, CDs, some test papers, etc. C. Procedure: Teacher’s activities PRONUNCIATION 1. Listen and repeat. - play the recording and have Ss listen – Replay the recording for them to repeat all sentences once or twice. - call on Ss to read the sentences in turns. Students’ activities - listen and repeat - invite some Ss to read the sentences in front of the class. - correct the pronunciation if necessary. 2. Listen and write down. - focus on the instructions and the phonetic symbol. - have Ss listen to the recording and write down the words having the ending sounds /est/, / әnt/, /eit/ - Check answers as a class. VOCABULARY 1. Complete the text. - give requirement and have Ss read the text individually. - explain the words. + modest + conquer + born to + realize + secondary school + contestant + manner - ask Ss to complete the text. - check answers as a class. 2.Ask and answer the questions. - show the picture and ask the questions. - have Ss work in pairs to ask answer the questions - call on a few open pair to ask and answer, - Give correction. 3. Draw Ss’ attention to the instructions. - have Ss work in pairs - call on Ss to write their sentences on the board. - ask class to give comments. - listen and write down Audio script: 1. commemorate 2. late 3. moment 4. contest 5. debate 6. guest 7. different 8. rest 9. achievement 10. rate KEY: /est/ contest, rest, guest / әnt/ moment, different, achievement /eit / commemorate, late, debate, rate - Read the text individually - Take notes the words - complete the text KEY: 1. passionate 2. talented 3. confident 4. modest - work in pairs KEY: 1. It came from Bac Ninh in the 13th century. 2. A pair of female singers sing a challenging phrase, and a pair of male singers repond by sining a matching phrase. The order is reversed in the next round with a different melody. 3. Answer vary. - work in pairs. Suggested answers: a. Quan Ho singing is a kind of Vietnamese folk music which originated in the 13th century and was recognized by UNESCO on 2009. b. Dangdut is a kind of exciting Indonesia pop music which is played with a combination od traditional and modern musical instruments such as drums, flutes, electrical guitars and organs. GRAMMAR 1.Complete compound sentences. - ask Ss to read the incomplete sentences. - remind Ss to use the coordinating conjunction to join two clauses. - have ss work individually. - Call on Ss to write their sentences on the board. - elicit comment from class and correct the errors. 2. Identify the mistakes. - ask Ss to work individually. Have Ss write sentences on the board and elicit answer from class. - give explanation and feedback. 3. Rewrite the incorrect sentences. - have Ss work individually. - ask Ss to write answers on the board for the class to comment on. - give feedback. LESSON OUTCOME 1. What have you learnt today? What can you do now? - work individually Suggested answers: 1. … or you can go to the Rex cinema for a popular film. 2. …. But he died at the early age. 3. ….. - work individually. Suggested answers: 1. I will not be able go to the concert tomorrow night. 2. Let me to explain what music excerpt means. 3. He asked me sing a few song by Van Cao. 4. His performance makes me to fall asleep. 5. My sister never agrees to let me to go to the rap show. - work individually. KEY: 1. I will not be able to go to the concert tomorrow night. 2. Let me explain what music excerpt means. 3. He asked me to sing a few song by Van Cao. 4. His performance makes me fall asleep. 5. My sister never agrees to let me go to the rap show. - We can pronounce word having the ending sounds /est/, / әnt/, /eit / in sentences and write them down in isolation - We can use some adjectives in contexts. We can ask and answer the questions about Quan Ho singing. - We can describe Quan Ho singing and Dangdut music, each one in a single sentence. D. HOMEWORK ASSIGNMENT: - Ask students to learn new words by heart - Prepare the lesson: Unit 4 E. COMMENTS: ...................................................................................................................... ......................... ..................................................................................................................... .......................... ..................................................................................................................... .......................... ........................................................................................................................ ....................... ........................................................................................................................... .................... Period 30: Unit 4: Lesson 1 : Date of preparation: …………. FOR A BETTER COMMUNITY GETTING STARTED I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can use lexical items related to the topic For a better community and read for specific information about reasons why people do volunteer work. 2-Skills: read for specific information about reasons why people do volunteer work. II/ PREPARATION : A. Teachers : lesson plan , draft, tape, cassette and book. B. Students : prepare new words , textbooks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: -Inform class of the lesson objectives: getting - Listen to the teacher to know the topic, vocabulary activities, and two grammar points. -Introduce the topic by asking Ss questions - Listen to the teacher about the picture: -Give answers (The answers are various) 1-What is the picture about? 2-What are people doing in the picture? 3-What do you think about their pictures? 4-Do you want to try this job? Why? -Elicit answers from Ss, encouraging different interpretations. TASK 1: -Tell Ss that they are going to listen to a conversation between two friends, Hieu and Quan. Let Ss guess what Hieu and Quan are talking about. -Play the recording. Ss listen and read the conversation at the same time. -Tell Ss not to worry about the new words or grammar because these will be dealt with in later exercises. -Pick out some new words. +disadvantaged (a) +by chance (exp) +hopeless at sth(adj) +meaningful -Practice reading. TASK 2: -Have Ss work in pairs to ask and answer questions, asking Ss to refer to the conversation to get the clues for their answers. -Check Ss’ answers and encourage Ss to give their own opinions to answer questions 4 and 5. -Give the feedback TASK 3: - Ask Ss to work in pairs and practice making conversations using the expressions in the box. -Walk round the class and comments -Listen to the teacher. -Listen to the tape -Look at each word and tell the teacher about the part of speech, the meaning and stress respectively. -Repeat after the teacher. -Work in pairs, reading 3 questions to give their answers. 1-He called Hieu at 2p.m yesterday. 2-Hieu was teaching children at the Happy Mind Charity Centre. 3-Yes, he was. At first, many of his students couldn’t read or write. Now all of them can read and write. 4-Students’ answer 5-Students’ answer -Work with a partner, making a dialogue using the expressions in the box. Example: Huy: Dad, I’ve got a surprise for you. Daddy: Really? What’s that? Huy: Well. I was chosen to be a volunteer this summer in Bac Kan Province. Daddy: That sounds great! Did your teacher offer you the job? Huy: Not really. I got it by chance. I saw an advertisement online, I applied and they accepted me. Daddy: What will you do to help people there? Huy: I think I can help them to harvest crops and help children to learn. Daddy: Good! I’m sure you will have a meaningful summer. Huy: Thanks, Dad! IV. HOMEWORK -Practice present the ideas of questions 4 and 5 as fluently as possible. -Do exercises in workbook -Prepare the next lesson *COMMENT: …………………………………………………………………………………………… …………………………………………………………………………………………… Period 31: Date of preparation: …………. Unit 4: FOR A BETTER COMMUNITY Lesson 2 : Language I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can -pronounce the sounds /nd/, / /, /nt/ correctly in isolation and in context. -use irregular past tense verbs -use the past simple vs. the past continuous with when and while -use adjectives ending in suffixes –ed vs. –ing; -ful vs. -less 2-Skills: pronunciation. II/ PREPARATION : A. Teachers : lesson plan , draft, tape, cassette and book. B. Students : prepare new words , textbooks III.PROCEDURES: Teacher’s activities LEAD-IN: -Ask Ss some questions: 1-Have you ever done any volunteer work? 2-What do you think of volunteer work? Is it meaningful? 3-What kind of people do you help? 4-How do you feel after doing volunteer work? VOCABULARY: Task 1 -Ask Ss to read the conversation again and underline or highlight the adjectives ending with the suffixes –ed, ing, -ful, -less -Check if Ss know the differences between –ed, ing adjectives and -ful, -less adjectives. -Give examples if necessary. Task 2: -Ask Ss to work individually first then compare their answers in pairs. -Check Ss’ answers and give explanations if necessary. PRONUNCIATION: Task 1: -Play the recording and let Ss listen. -Play it again with pauses for them to repeat each word. -Give them the meaning of the words if necessary. -Help Ss distinguish these sounds. -Ask Ss to work in pairs and take turns reading the words in columns and in rows. -Invite individual Ss to read the words. Task 2: -Explain the requirements of this activity to Ss, highlighting the importance of pronouncing the ending sounds correctly in English, which is a difficulty for a lot of Vietnamese students because they tend to omit the final sound when they speak English. -Play the recording and ask Ss to write /nd/, / Students’ activities -Listen to the teacher and then answer the questions: -Read the conversation again and underline: -ed: disadvantaged, interested, excited -ing: interesting -ful: useful, helpful, meaningful -less: hopeless -Work individually -Give the answers: 1-meaningless 2-interested 3-hopeless 4-useful 5-excited, meaningless 6-exciting -Listen to the recording. -Work in pairs and read the words in column. -Read the words aloud. -Listen to the teacher and do as required. /, or /nt/ above the words that have the corresponding sound. -Then put Ss in pairs to practice reading the sentences. -Invite some Ss to read the sentences in front of the class. Correct Ss’ mistakes if there are some. GRAMMAR: Task 1: Irregular past tense verbs: -Ask Ss to read the activity, check if they understand. -Ask Ss to pay attention to the time expressions in brackets and ask them to find the verb tense to go with these time expressions. -Ask Ss to work in pairs to check their answers. -Check Ss’ answers, highlighting the irregular past tense verbs. -Listen to the tape -Practise reading the sentences in pairs. -Read the sentences respectively. -Do as required. -Work on their own first to rewrite the sentences in the past tense, using the time expression in brackets: 1-I wrote jeans to school yesterday. 2-My sister and I bought a lot of clothes last summer. 3-My father read newspapers in bed last night. Task 2: The past simple vs. the past 4-My mother make my bed last Sunday. continuous with when and while: 5-I wrote letters to my grandparents -Have Ss do this activity individually. yesterday afternoon. Observe and help them if necessary. -Ask Ss to match 1-5 with a-e and complete the sentences in the past simple or the past -Work individually. continuous. -Check Ss’ answers by asking individuals to -Give their answer: take turns reading the sentences aloud, then 1D 2C 3E 4B 5A write them on the board. -Elicit Ss’ answers about rules for combination of the past simple and the past continuous, using when and while. LESSON OUTCOME: -Ask Ss: What have you learnt today? What can you do now? -Elicit answers: I can distinguish the differences in meaning between adjectives ending in the suffixes –ed, -ing, -ful, -less IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson *COMMENT: …………………………………………………………………………………………… …………………………………………………………………………………………… Period 32: Unit 4: Lesson 3 : Date of preparation: …………. FOR A BETTER COMMUNITY Reading I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can -read for specific information about reasons why people do volunteer work. -understand about activities for community development by some famous people from different cultures. 2-Skills: reading for specific information about reasons why people do volunteer work. II/ PREPARATION : A. Teachers : lesson plan , draft, tape, cassette and book. B. Students : prepare new words , read tasks III.PROCEDURES: B.New lesson: Teacher’s activities Students’ activities LEAD-IN: -Raise the question: Why do people - Listen to the teacher volunteer? to elicit Ss’ opinions. -Call on individual Ss to share their opinions, -Give answers (The answers are various) encouraging different viewpoints. TASK 1: -Introduce the title topic of the reading text and elicit the reasons why people volunteer. -Give the reasons why people volunteer. -Ask Ss to tick the reasons they may read about in the text and then compare their choices with their partner’s. -Do as required: tick the reasons and then -Ask some Ss to share their opinions with compare. other Ss in the class, encouraging different viewpoints -Share their opinions with other partners. TASK 2: -Ask Ss to scan the text and check their predictions in Task 1 -Check Ss’ answers, asking them to give -Scan the text and check. clues from the reading text. TASK 3: -Give the answers: -Ask Ss if they remember strategies to deal a. b. x c. d. x e. f. with this reading exercise –Gapped Text or Missing Sentences. -Give the strategies to do this kind of -Elicit strategies from Ss and repeat them is exercise. necessary: +Read the text quickly to get general ideas of -Listen to the teacher. what it is about. +Read the removed sentences. Think about the meaning of these sentences and make sure they match the meaning of the text before and after the gaps. +Make sure that the extra sentence doesn’t fit in any of the gaps. If it does. Check your work again. -Ask Ss to do this activity individually, then compare with a partner. -Check Ss’ answers and give further -Work individually. explanation if necessary. 1d 2a 3b 4c TASK 4: -Ask Ss look back at the reading text to locate the highlighted words. -Ask Ss to guess the meaning of each of these highlighted words, based on the context. -Have them choose their meaning, then compare their choices with other friends. -Check Ss’ answers. TASK 5: -Let Ss work in pairs to discuss the statements. Elicit different ways to express giving opinions that Ss know. Add more if necessary. -Remind Ss to take turns speaking, not letting one keep speaking and the other keep listening. -Call on some pairs to perform in front of the whole class. LESSON OUTCOME: -Ask Ss: What have you learnt today? What can you do now? -Look back at the reading text to locate the highlighted words. -Guess the meaning of those words. -Choose the suitable meaning: 1A 2B 3C 4B 5A -Work in pair to discuss the statements. -Take turns speaking. -Present ideas in front of the class -Elicit answer: I can understand more about why people volunteer. I have improved my reading strategies when dealing with Gapped text exercises. I can interpret the meaning of new words from their contexts. IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson *COMMENT: …………………………………………………………………………………………… …………………………………………………………………………………………… Period 33: Unit 4: Lesson 4: Date of preparation: …………. FOR A BETTER COMMUNITY Speaking I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can exchange opinions and talk about local community development. 2-Skills: -talking about local community development. II/ PREPARATION : A. Teachers : lesson plan , draft, tape, cassette and book. B. Students : prepare new words , read tasks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: -Ask Ss to look at the pictures on this page -Look at the picture and name some and name the activities in these pictures. activities: Raising money for the charity Provide relief for the poor, the victims of disaster… -Have Ss comment whether these activities -They are by all means useful because all of are useful to the community or not. them bring happiness to the others. TASK 1: -Ask Ss to work by themselves to look at some activities for community development -Work individually: match an activity with and to match them with the reasons why they the suitable reason: are important. 1C 2D 3E 4A 5B -Go around and help Ss when and where necessary. -Have them compare the answers with others. -Check Ss’ answers. -Compare the answer with their partner. -Call on individual Ss to read aloud these activities and give the reasons why they are -Give answers important. -Do as required. TASK 2: -Have Ss work in pairs to discuss why the activities in Task 1 are important for community development. -Work in pairs, discussing following the -Ask Ss to prepare ideas to support their example. reasons. -Encourage Ss to have different viewpoints, -Listen to the teacher. providing that they support their opinions properly. -Present their viewpoints. TASK 3: -Have Ss work in groups and look at Activities for community development in Task 1. -Work in groups of 4. -Ask members of each group to rank the activities in the order of importance. Encourage them to discuss to decide on the -Rank the activities in the order of three most urgent / important things to do in importance. their local area and explain why. -Ask Ss to practice using Useful phrases in speaking. TASK 4: -Do as required, referring to Useful -Ask each group to choose a presenter from language. their group to present the group’s decision to the whole class. -Other Ss in the class may raise questions to ask the presenter for further explanations. -Ask the class to vote for the group with the best decisions. -Give the feedback LESSON OUTCOME: -Ask Ss: what have you learnt today? What can you do now? -Give the feedback -A presenter from their group to present the group’s decision to the whole class. -Raise questions to ask the presenter. -Vote for the best group. -Repeat after the teacher. -Elicit answers: I can express my opinion about priorities for community development and present my point of views to other people. IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson *COMMENT: …………………………………………………………………………………………… …………………………………………………………………………………………… Period 34: Unit 4: Lesson 4: I. OBJECTIVES Date of preparation: …………. FOR A BETTER COMMUNITY Listening 1-Educational aims: By the end of this unit, Ss can listen for specific information from an announcement for volunteers. 2-Skills: listening to an announcement for volunteers to get specific information. II/ PREPARATION : A. Teachers : lesson plan , draft, tape, cassette and book. B. Students : prepare new words , read tasks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: -Ask Ss to look at the pictures to see what the -Answer the questions: people in these pictures are doing and why -They are donating food and clothes they are doing these activities -They are doing these activities because they want to help the others. TASK 1: -Have Ss discuss the questions with a partner. -Discuss the questions in pairs. -Encourage Ss to speak about the needy in +Yes, a lot their community. +We can donate money, food, books, -Call on one or two students to share their clothes stories. +…. TASK 2: -Tell Ss to match the words with their definitions, then decide the parts of speech of -Match the words with their definitions, these words. then tell the part of speech: a. public service announcement (noun phrase) b. donate (v) -Have Ss compare with their friends. c. non-profit (adj) -Check Ss’ answers. -Do as required. TASK 3: -Tell Ss that they are going to listen to the announcement by the director of Heart to -Listen to the teacher. Heart Charity and decide whether the statements are true (T) or False (F) -Have Ss guess their answers, encouraging all possible guesses and explanations. -Give the guesses. -Write the Ss’ guesses on the corner of the board so that they can see if their guesses are correct later. -Play the recording and let Ss do the activity. -Check Ss’ answers. If many Ss in the class -Listen to the tape. have the same incorrect answer, play the recording again and stop at the place where -Give the answers: Ss can get the correct answer. 1T 2F 3F 4F 5T TASK 4: -Have Ss listen to the announcement again and do the activity. -Check Ss’ answers. -Listen to the tape again to choose the best TASK 5: answer. -Have Ss work in groups to ask and answer -Give the answer: the questions. 1C 2A 3B -Work in groups of 4, answering the questions: +Yes +We donated money, books, clothes +We would like to help disadvantaged children by voluntary work, such as: -Encourage Ss to share their personal teaching them, helping to take care of them experience or intentions to volunteer or do … community service. -Present ideas in front of the class -Give the feedback LESSON OUTCOME: -Ask SS: What have you learnt today? What can you do now? -Elicit answer: I can understand when I listen to an announcement , asking for support / contribution to a local charity organization. IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson *COMMENT: …………………………………………………………………………………………… …………………………………………………………………………………………… Period 35: Unit 4: Date of preparation: …………. FOR A BETTER COMMUNITY Lesson 6: Writing I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can write an application volunteer work. 2-Skills: Writing an application for volunteer work. II/ PREPARATION : A. Teachers : lesson plan , draft, tape, cassette and book. B. Students : prepare new words , read tasks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: -Ask Ss to look at the job advertisement and -Look at the job advertisement and highlight highlight the key information: job title, the key information. qualities needed for the job, working experience needed for the job, and the address of the employer. -Ask Ss if they would like to apply for the -Give answers (The answer is various) job. TASK 1: -Ask Ss to read the letter and find out the -Read the letter individually, then give the reason why Quan wrote it. answer: -Have Ss read and discuss with their friends. He wanted to apply for the volunteer -Check Ss’ answers. teaching job. TASK 2: -Have Ss read the letter again and answer the questions. -Read the letter by themselves first then -Check Ss’ answers by asking them to read compare the answers with other Ss. their answers aloud and correct the wrong 1-He saw the advertisement in the Youth answers if there are any. Newspaper on February 22nd 2-He taught a group of primary students in his area. 3-He taught them for two months. 4-He is creative, patient and has great love for children. 5-He can give four references. TASK 3: 6-He can start teaching from next month. -Have Ss read the different purposes of each paragraph of an application letter. -Do as required. -Have Ss read the letter again to match each paragraph in the letter with its purposes. -Read the letter again to match: -Check Ss’ answers. Para. 1-b Para. 2-c TASK 4: Para. 3-d Para. 4-a -Ask Ss to read the job advertisement and answer the questions about this job advert. -Get Ss to answer these questions by -Read the job advertisement and answer the themselves first and then check with their questions: partners. 1-Reliable and hard-working -Check Ss’ answers. 2-Welcoming guests and receiving TASK 5: donations for the organization. -Have Ss read the activity. Ss may work in pairs or groups to brainstorm the ideas for the letter. -Go around and help Ss when in need. If time is available, writing can be done in class. If not, this can be assigned as part of the homework. -Work in pairs / groups to brainstorm the ideas: Suggested answer: Dear Sir or Madam, I am writing to apply for the job of a volunteer at your Heart to Heart Charity Office. I saw the advertisement on our school notice board last Monday. I have experience of doing office work. Last summer, I had a chance to volunteer at the Happy mind Charity Centre as a front office worker. There, I received visiting donors and volunteers as well. I am reliable, honest, hard-working and good at communication. If necessary, I can send you s reference from the Director of the Happy Mind Charity Centre. I am available for an interview any day after school or at weekends. If my application is successful, I can start working from next week. I look forward to hearing from you. Yours faithfully -Give the feedback LESSON OUTCOME: -Ask Ss: What have you learnt today? What -Elicit answers: can you do now? I can write an application letter applying for a volunteer job in a formal tone. IV. HOMEWORK -Complete the letter of application. -Do exercises in workbook -Prepare the next lesson *COMMENT: …………………………………………………………………………………………… …………………………………………………………………………………………… Period 36: Date of preparation: …………. Unit 4: FOR A BETTER COMMUNITY Lesson 6: COMMUNICATION & CULTURE I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can understand about activities for community development by famous people from different cultures 2-Skills: local and global activities for community development. II/ PREPARATION : A. Teachers : lesson plan , draft, tape, cassette and book. B. Students : prepare new words , read tasks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: Think global, act local -Elicit Ss’ interpretation of this saying, encourage Ss to speak their minds. Help Ss to -Talk freely what comes from their mind. understand this saying in a proper way. A-COMMUNICATION: TASK 1: -Inform Ss of the requirements of this activity. -Listen to the teacher. -Help Ss with difficult lexical items if there is a need. -Copy down: Invalids: -Ask Ss to rank the activities in order of Martyrs importance as guided individually, -Rank in order of importance and tell the TASK 2: reason for their choice. -Have Ss form groups consisting of Ss coming from different parts of the districts. -Work in groups: Do following the -Ask Ss to exchange their opinions. example. B-CULTURE: Wise words. TASK 1: -Ask Ss to look at the man in the picture and say whether they know anything about him and his contributions. -Answer the questions. -Elicit Ss’ knowledge about this man. -Have Ss work in pairs, look at the quote and exchange opinions about how they -Share the ideas in front of the class. understand this quote. -Work in pairs -Go to random pairs listen to their opinions, and facilitate if necessary. TASK 2: -Tell Ss to read a text about Mahatma Gandhi and answer the questions about his life. -Read the text and answer the questions: 1-He was born in 1869 in India. 2-He fought for the rights of coloured people in general and the Indians in particular. 3-He helped to make the British leave India -Check Ss’ answers. so that India became independent in 1947. TASK 3: He also fought for the rights of poor people -Ask Ss to form groups. Each group should and women in India. think of a person who contributed to the development of their local area / your country. -Work in groups. -Call a representative of each group to present the person they know. LESSON OUTCOME: -Ask Ss: What have you learnt today? What -Present the person they know in front of can you do now? the class. -Elicit the answers: I can talk and express my views about priorities for community development in my living area. I can talk about a person in my community / culture and his / her contribution to community development. IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson *COMMENT: …………………………………………………………………………………………… …………………………………………………………………………………………… Period 37: Date of preparation: …………. FOR A BETTER COMMUNITY LOOKING BACK & PROJECT Unit 4: Lesson 6: I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can +use the language of unit 4 and talk about volunteering and community. +work out a plan to help someone in need in community 2-Skills: synthetic skills II/ PREPARATION : A. Teachers : lesson plan , draft, tape, cassette and book. B. Students : prepare new words , read tasks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: -Have Ss recall what they have learnt in Unit -Recall what they have learnt in this unit 4. about Pronunciation, Vocabulary and Grammar. A-LOOKING BACK: I-PRONUNCIATION: -Have Ss practice in pairs, saying the words -Work in pairs. in isolation. -Ask each Ss to say two pairs of words. -Do as requires. -Help Ss to say these words correctly. -Listen to the teacher. -Play the recording for Ss to listen to the -Listen to the tape and circle the answer. sentences and circle the words in A or B that they hear. -Check Ss’ answers. -Cross check with a partner and then read aloud the answers. 1B 2A 3B 4B 5B 6B II-VOCABULARY: -Have Ss do this vocabulary exercise. -Work individually, choosing the words -Ask Ss to choose the words from the box to from the box to complete the sentences. complete the following sentences. -Check Ss’ answers and explain if necessary. -Give the answers: 1-meaningless 2-excited 3-meaningful 4-interesting III-GRAMMAR: 5-donate 6-disadvantaged TASK 1: -Ask Ss to write the sentences, using the past simple or the past continuous form of the -Complete the sentences by themselves. verbs. -Ask some Ss to write these sentences on the board. -Go to the board to write the answers: -Have other Ss comment. 1-The telephone rang while we were having -Check Ss’ sentences on the board. dinner. TASK 2: -Tell Ss to read a text about Tilly Smith and how her interest helped to save her life and the lives of other people on Maikhao Beach, Phuket, Thailand. -Ask Ss to put the verbs in brackets in the past simple or the past continuous. -Let Ss check in pairs or groups. -Check Ss’ answers and give explanations if necessary. TASK 3: -Ask Ss to read the text again and answer the questions that follow. -Get Ss to check answers in pairs or groups. -Call on individual Ss to answer these questions, asking for clarification if necessary. 2-I was waiting at the bus stop when I received his text message. 3-It started to rain while we were walking home from school. 4-Were you listening when the teacher called your name? 5-He was waling along the corridor when he saw a job advertisement .. -Read the text. -Supply the correct verb tense: 1-was having 2-realised 3-was sitting 4-recognised 5-wanted 6-was happening 7-told 8-ran 9-was 10-didn’t kill. -Give the answers. -Read the text again and answer the questions in pairs: 1-She was a school girl from Surrey, England. 2-She was interested in Geography. 3-The sea water suddenly receded from the shoreline, which is a symptom of a tsunami. 4-She told her parents about a possible tsunami, and her father warned other people on the beach and the staff at the hotel where they were staying about it. 5-Ss’ own answers. -Work in groups of 10. B-PROJECT: -Do as required: -Ask Ss to work in groups, so they can share +Find someone / a place in their community the workload. that needs help. -Guide Ss what to do. +Find out the problems of this person / this place from different sources: their neighbors, their friends, media…. +Work out what they can do to help and make a plan. +As a group, present their ideas to the whole class. -Elicit the answers: -Check Ss’ performance. I can use the language of unit 4. I can talk -Give the feedback about volunteering and community LESSON OUTCOME: developments. I can work out a plan to help -Ask Ss: What have you learnt today? What someone in need in my community. can you do now? IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson *COMMENT: …………………………………………………………………………………………… …………………………………………………………………………………………… Period 40: Date of preparation: …………. Unit 5: INVENTIONS Lesson :1 GETTING STARTED I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can get to know the topic, vocabulary related to inventions and two grammar points. 2-Skills: Reading, speaking, listening, writing, doing English tests II/ PREPARATION : A. Teachers : lesson plan , draft, CDs, cassette and book. B. Students : prepare new words , textbooks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: -Ask Ss to look at the picture and ask sth -Look at the picture and answer the T’s to exploit it. questions: 1-Who are in the picture? 1-They are Phong and his father. 2-Can you guess what are they talking 2-Probably they are talking about some about? modern inventions, such as: laptop, mobile phones, e-book… WARM UP: * Game: Guessing game: -Ask Ss to guess what the thing is based -Listen to the teacher and guess what the on 3 pieces of information: thing is: WASHING MACHINE 1-It is considered one of the most important inventions. 2-It can help women to reduce less burden on laundry. 3-It is useful for women to make clothes clean. TASK 1: Listen and read -Play the recording. Ask Ss to listen and read along silently -Tell Ss not to worry about the new vocabulary or grammar points. TASK 2: -Ask Ss to work in pairs to ask and answer the questions -Have Ss refer back to the conversation to give reasons for their answer. -Get Ss to exchange the answers with - Ps listen and read along silently -Work in pairs. -Look over the passage to solve the questions. -Exchange the answers: other pairs. TASK 3: Matching -Ask for the requirement. -Have Ss work individually. -Check. Suggested Answer: 1-He promised to reward Phong is Phong passed the English test. 2-Because his old mobile phone is still good. 3-Computers have changed our lives in many fields, such as: faster communication (emails), free entertainment (online games), convenient shopping (online shopping), etc… 4-He will use his laptop for listening to music, chatting with friends, playing games, researching topics on the Web and typing his assignments. 5-I agree with Phong’s father that he has made a wise choice because A laptop has a lot of benefits. Furthermore it is economical, portable and very versatile as it can do many things. -Match each word with its definition. -Work individually. -Give the answers: 1c 2a 3d 4b IV. Homework: -Learn by heart the new words -Make a talk to summarize the content of the conversation -Prepare the next period: LANGUAGE: Gerund & to-inf Period 41: ……. Date of preparation: ………….. Unit 5: INVENTIONS Lesson 2: LANGUAGE I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can understand the formation of compound nouns and their meanings, identify the stress patterns of compound nouns and noun groups, use the gerunds and infinitives to talk about the uses or purposes of something, use the present perfect tense to describe an event or action happening in the past but having a result in the present. 2-Skills: Reading, speaking, listening, writing, doing English tests II/ PREPARATION : A. Teachers : lesson plan , draft, CDs, some test papers, cassette and book etc. B. Students : prepare new words , textbooks III.PROCEDURES: Teacher’s activities LEAD-IN: Hot seat -A student tries to guess some inventions from the others’ descriptions: cooker, mobile phone, washing machine and iron. VOCABULARY *Compound nouns and noun groups: 1-Explain to Ss that the meaning of a compound noun is not always based on the meanings of its parts. -Help them to use dictionary to look for the meanings of five compound nouns and their parts. -Prepare some pictures of a video game, a smart phone, a laptop and an e-book reader for illustration if Ss don’t know these things. Students’ activities -A student guesses based on the others’ descriptions. -Listen to the teacher and do the task: 1-video game: a game in which players control and move images on a screen. (video: film; game: sth you play for fun) 2-smartphone: a mobile phone that has dome functions of a computer (smart: intelligent; phone: telephone) 3-laptop: a portable, small computer that can work with a battery. (lap: top part of your leg; top: upper surface) 4-e-book: a book that is displayed on a computer screen. (electronic: using microchips to control a small electric current; book: a written work) 5-email: a way of sending messages to other people by using a computer (electronic; mail: letter) -Listen to the teacher. 2-Explain the formation of compound nouns (N+N, Adj+N or V-ing N). -Tell Ss about how compound nouns are written. -Have Ss do the task. -Some are written as one word (sitting room), some as two words (swimming pool) and some with a hyphen between (mother-in-law) -Work individually: 1d: pencil case 2e: blackboard 3a: washing machine 4c: headphones 5b: food processor PRONUNCIATION 1. Listen and repeat -Play the recording and let Ss listen. Play -Listen to the recording carefully it again with pauses for them to repeat each word. -Explain the difference of stress: Compound noun: Primary stress is usually on the first part Noun groups: primary stress is on the 2nd part 2. Listen to the sentences and circle the word you hear -Ask Ss to listen and tick the words that -Listen to the recording: they hear. 1-GREENhouse 2-soft WARE 3-gold BRICK 4-MOVING van 5-tall BOY GRAMMAR 1. Gerunds and Infinitives: a-Explain to Ss that V-ing is after the -Listen to the teacher. prep FOR or to-inf is used to describe the use of purpose of something. -Have Ss work individually. -Do the task as required: -Ask Ss to exchange the answer. 1-getting/ sending 2-to create / contact 3-to read 4-to play 5-chopping / mixing 6-to store b-Encourage Ss to use the gerund or inf -Example: to describe things around them. It is used to clear the things we have -Have two Ss model the example. written by pencil: ERASER -Divide class into two pairs and let them It is used for draw a line: RULER do activity. 2. The present perfect: 1-Help Ss to have a deeper understanding -Listen to the teacher. of the uses of the present, past, present perfect and future tenses with the timeline. -Have Ss write a word from the box above each line -Have Ss come to the board and write the answers in the timelines. 2-Ask Ss to match the beginning in A with the ends in B to make meaningful sentences or exchanges. -Help Ss to use the correct verb tense in each case. -Give the feedback 3-Guide Ss what to do. -Have Ss do the activity individually. -Check the answer as a class. LESSON OUTCOME -What have you learn today? -Write the word to each line: Red line: past; green line: future Blue line: present; yellow line: Present Perfect -Work in pairs: 1b: has broken 2d: looks; (has) lost 3e: Do you know; have forgotten / forget 4a: have asked 5c: left / have disappeared. -Listen to the teacher: distinguish uses of present perfect tense. -Suggested answers: 1-seems 2-have affected 3-were 4-have encouraged 5-has aided 6-have killed 7-prefer Elicit answers: - We can pronounce the compound nouns with the correct stress pattern. I can talk about the uses of things around me. I can distinguish the present simple, the past simple and the present perfect. IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson READING, especially the new words. Period 42: ……. Date of preparation: ………….. Unit 5: INVENTIONS Lesson 2: Reading I. OBJECTIVES 1-Educational aims: -By the end of this unit, Ss can read a text about inventions based on nature for the main idea and specific information. 2-Skills: Reading for general ideas and specific information about natural world as inspiration for inventions. II/ PREPARATION : A. Teachers : lesson plan , draft, dictionary, CDs and book. B. Students : prepare new words , textbooks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN -Draw Ss’ attention to the heading of the -Listen to the teacher and give their Reading section: Wonderful nature. Ask guesses freely. them to guess what the text is about. TASK 1. Look at the picture and answer the questions -Ask Ss to work in pairs to discuss what the animals in the pictures can do but people can’t. -Ask Ss questions to help them think of some device or equipment that people have created to allow them to do what they normally cannot. 1-As people cannot fly, what have they made to help them fly? 2-Since people can’t stay underwater for a long time, what have they made to help -Work in pairs: Picture a: Birds can fly Picture b: A dolphin can swim and stay underwater for a long time Picture c: A lotus leaf does not get wet. It washes them away. -Listen to answer: 1-They invented aeroplane 2-They have made submarine them overcome this? TASK 2. Read the text. Choose the best title. -Have Ss read the text quickly and picked out repeated words or phrases. Inventions / invent Imitating / imitate Inspiration / inspired -Tell Ss that repeated words in a text may reveal its main idea or general title. -Have Ss read three headings . Make sure that they understand all of them and tell Ss that one of them is the title for the text. They have to read the text and decide which one it is. -Remind Ss that the title for the text is one that gives the general ideas of the whole text. TASK 3. Matching -Have Ss read the text again and underline the 6 words from Task 1. -Encourage Ss to guess the meanings of these words from context and match them with definition. -Ask for the answers. TASK 5: Answer the questions -Put Ss in group of three or four -Make sure they understand what information they need in order to answer the questions -Skim the text to choose the best title. -Pay attention to these words and copy down (if necessary) -Listen to the teacher. -Read three headings. -Work in pairs to decide on the best title for the text. KEY: B -Read the text again -Pay attention to the 6 words -Give the meaning of these words -Copy down -Give the answers KEY: 1B; 2E; 3A; 4C; 5F; 6D -Work in groups: KEY: 1-The inventions that imitate animals are the aeroplane and the submarine. 2-That inventions that imitate plants are Velcro, the self-cleaning glass window and umbrella fabric. 3-The aeroplane is considered one of the greatest inventions in our history because it helps us to travel long distances in the air and encourage the development of tourism and trading. 4-A submarine can help scientists to learn about life under the sea. 5-The material that makes up the glass window has the ability to wash away the dirt in the rain. 6-An aeroplane: “its wings and shape imitating those of a bird” A submarine: “imitates a dolphin’s shape” The Velcro: “hook-and loop fastener;” “two fabrics sticking together thanks to the hooks on our surface and the loops on the other.” TASK 5: -Give the requirements: Which of the four inventions mentioned in the text is the best imitation of nature? State your reasons. -Let Ss work in groups of 3 or 4 to discuss the question and decide which of the four inventions is the best imitation of nature. -Remind Ss that the invention they choose needs to be very similar to the related animal or plant in appearance or function. LESSON OUTCOME - What have you learn today? What can you do now? IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson: SPEAKING -Listen to the teacher. -Work in groups of 3 or 4 and do as required. -We’ve learned about how animals and plants in nature can inspire inventors to create useful devices or equipment to make our life easier and more comfortable. Period 43: ……. Date of preparation: ………….. Unit 5: INVENTIONS Lesson 3: Speaking I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can talk about some unique inventions, their uses and their benefits. 2-Skills: talking about inventions, their uses and their benefits. II/ PREPARATION : A. Teachers : lesson plan , draft, dictionary, CDs and book. B. Students : prepare new words , textbooks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN -Call on 2 groups, each of 3 students. E.g: It is used to draw a circle. Each student takes turns to describe the => COMPASS benefits or characteristics of an It is used to write everything and made inventions, the other has to guess the from wood name. => PAPER It is used to sweep all the dirt. =>VACUUM CLEANER TASK 1:Practice a model. -Ask Ss what they think the heading of -Talk what they know about Unique. It the speaking section: Unique inventions means: very special and unusual. means -Leading question: If you want to -Listen to answer: describe an invention, what will you Name, characteristic, use, benefits mention about it? -Ask Ss to practice the conversations in -Work in pairs. pairs. -Call on some pairs to present. -Read aloud the conversation. TASK 2: Complete -Help Ss with some new words: 3D: Dimension Similar to sth: Original (n) -Have Ss work in pairs: complete the table with the information from the conversation. -Explain to the Ss that the four ideas suggested in the table are the key points they need to mention when talking about an invention. -Ask for the answers: TASK 3: Discuss. -Ask Ss to look at the pictures of a portable solar charger and a USB stick (or flash drive) and discuss which benefits (suggested in the box) are suitable for each inventions. -Call on some Ss to present. TASK 4: Make a similar conversation -Ask Ss to use the information in the table(in Task 3) to talk about one invention. Tell them that they can make some changes in the sample conversation (from 1) to make their own conversations natural and logical. -Call some pairs to perform. -Give the feedbacks. TASK 5: Present a talk. -Put Ss in groups of 4 or 5. Each group chooses one invention and discusses which information they may use to introduce the invention to other groups. Their talk should include information about their characteristics, use and benefits of the invention. -Call on some Ss to present. -Give the feedbacks. LESSON OUTCOME 1. What have you learnt today? What can you do now? IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson: LISTENING. -Copy down. -Work in pairs. KEY a. Name: 3-D printer b. Characteristics: c. Use: to produce solid objects similar to the originals. d. Benefits: economical -Work in pairs: Discuss to fill in the table. Portable solar charger: not dependent on electricity; environmentally-friendly; easy to carry USB stick: not costly, easy to use, easy to transport files. -Work in pairs: they can adapt the model -Present their conversations: note the note, gesture -Work in groups of 4 or 5. Choose the own invention to present the name, the use, the characteristic, the benefits. -The representative of each group introduces. -We have learnt about some new and unusual inventions. We can talk about their characteristics, uses and benefits. Period 44: ……. Date of preparation: ………….. Unit 5: INVENTIONS Lesson 4: LISTEN I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can listen to an interview for specific information. 2-Skills: Listening for specific information from an interview. II/ PREPARATION : A. Teachers : lesson plan , draft, dictionary, CDs and book. B. Students : prepare new words , textbooks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: Find me five things: -Work in pairs: 1-5 useful things for your study. 1-pencil, compass, ruler, notebook, book 2-5 inventions for transportation 2-car, motorbike, bike, plane, ship, van 3-5 inventions to help women with 3-washing machine, vacuum cleaner, housework electric cooker, iron, fridge 4-5 electronic inventions are portable 4-USB, laptop, mobile phone, solar 5-5 inventions inspired from nature. charger, ipad 5-umbrella, plane, raincoat, Velcro, selfcleaning glass window TASK 1: Look at the picture. -Ask Ss to look at the picture and answer -Listen to the teacher carefully and the guiding questions: answer the questions. 1-What does this flying car have in both 1-Their wings / No, it doesn’t sides of its body? Does it have wheels? 2-Can it fly? Can it run on the ground? Can it move in water? 2-Definitely / Maybe TASK 2: Tick the words or phrases: -Have Ss look at 8 words in Activity 2 and ask them to explain the meanings of the words. -Tell Ss to listen to a recording. -Have Ss do the exercise -Check Ss answers. TASK 3: Answer the questions: -Ask Ss to read the questions carefully -Have them underline the key words -Play the recording and let Ss listen to it and answer the questions. -Have Ss compare the answers with their partners. TASK 4. Complete the information: -Ask Ss to guess what kind of information they may put in the gaps. -Play the recording again. -Ask for the answers. -Give the feedbacks. -Look at the words again and tell the meanings. -Listen to the recordings. -Give the answer: Traffic jams, collapse, garage, gallon, runway. -Work in pairs, underlining the key words. -KEY 1-In New York City. 2-He’s a businessman 3-He’s considering owning a flying car to deal with the traffic problem. 4-It is not too big, so it can be put in a garage. 5-This flying car cannot take off without a runway. -Give what they guess. -Listen to the recording again. -give the answers: 1-bigger 2-5 (in the air); 1 (on the ground) 3-200 (in the air); 120 (on the ground) TASK 5: Chat with Students: -Ask Ss to discuss in pairs whether or not -Present their own ideas: they want to own a flying car. I would like to have a flying car to make -Ask for the answers and the reasons. my travel easier, faster. However, to solve the problem with the car that MR. Brown discusses, we should make it leave the ground like a helicopter. LESSON OUTCOME: What have you learnt today? We have learnt about an invention-the flying car. We have practiced listening for details and taking notes. IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson: WRITING, especially hand outs, pens.. Period 45: ……. Date of preparation: ………….. Unit 5: INVENTIONS Lesson 4: WRITING I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can make an outline before writing a short paragraph about the benefits of an invention. 2-Skills: writing about the benefits of an invention. II/ PREPARATION : A. Teachers : lesson plan , draft, dictionary, CDs and book. B. Students : prepare new words , textbooks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: Chatting: -To improve your English in speaking -Let Ss call out the answers and listening, what facilities should we +We should have a smartphone, a have? headphones, a computer, a speaker… -What should you have a headphones +To practice listening skills, listening to for? music.. TASK 1. Discuss -Give the requirement, ask Ss to discuss -Listen to the teacher. whether or not they have any of the audio devices illustrated by the pictures. -Have Ss work in pairs and encourage them to extend their discussion to the -Work in pairs and do as required. benefits of each kind of device. -Give an example: The speakers can produce sounds loud enough for everybody in a large room to hear. Headphones and earbuds do not disturb other people when you listen to music; earbuds are more convenient than headphones because they are smaller in size. TASK 2: Fill in the gaps. -Ask Ss to read a paragraph about the benefits of earbuds and match the details with the benefits. -Ask for the answer -Give the feedback. TASK 3: -Have Ss read the paragraph about earbuds again and complete the outline of this paragraph. -Get Ss to exchange the answers with their partners. -Call on some Ss to give their answers. -Give the feedback. TASK 4: -Put Ss into groups of three or four: ask them to choose one invention and discuss what they will write about. Encourage Ss to make complete sentences about the benefits of the invention they have chosen. -Call on some Ss to suggest their group’s thesis sentence and the benefits of the invention aloud. Correct Ss’ mistakes in grammar or word choice. -Have Ss work independently and write their own paragraphs. -Choose one or two paragraphs and ask the whole class to give comments and -Ss give their opinions freely. -Do as required individually. -Give the answers: 1c 2a 3b -Do as required: KEY: a-Topic: the benefits of earbuds. b-Thesis sentence (Topic sentence): what is its benefits? c-Supporting idea 1 and further explanation: small, light, portableput in a bag or pocket. Supporting idea 2 and further explanation: not costlyabout 100,000VND. Supporting idea 3 and further explanation: used anywhere will not disturb anybody. -Work in groups of 3 or 4. -Put forward their own ideas. -Work independently. -Write their paragraph on the board. corrections. LESSON OUTCOME: -Ask Ss: What have you learnt today? What can you do now? Elicit answers: I have learnt about how to write a complete paragraph with supporting ideas. I can write about the benefits of an invention. IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson: COMMUNICATION and CULTURE, especially new words. Period 46: ……. Date of preparation: ………….. Unit 5: INVENTIONS Lesson 4: COMMUNICATION AND CULTURE I. OBJECTIVES 1-Educational aims: By the end of this unit, Ss can talk about inventions in Asian countries. 2-Skills: Reading comprehension. II/ PREPARATION : A. Teachers : lesson plan , draft, dictionary, CDs and book. B. Students : prepare new words , textbooks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: -Inform the class of the lesson objectives: -Listen to the teacher. further skill development. COMMUNICATION: Discussion TASK 1: -Guide Ss to what to do. -Listen to the teacher. -Explain Ss that they need to consider all -Do as required individually. four criteria when voting for the best invention. -Allow them to choose another invention not mentioned in the list to give more freedom. TASK 2: -Have Ss prepare a talk about the best invention. Their talk should have strong arguments to persuade the audience. -Call on some students to present. -Give the feedback CULTURE: TASK 1: Matching: -Have Ss look at the pictures and discuss with a partner what the inventions are for. -Have them guess which countries these inventions are from. TASK 2: -Tell Ss some important information about King Bhumibol Adulyadej and ask Ss if they know the meaning of “patent”. Explain to them that an inventor needs to get a patent for his invention to protect his / her idea. -For more advanced classes, extend the activity by letting Ss discuss whether there are patents in Vietnam. -Ask Ss to read the text and answer the questions. LESSON OUTCOME: -ASK Ss: What have you learnt today? IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson: LOOKING BACK. -Prepare a talk by themselves. -Work in pairs to solve the task: KEY: 1-China: c- chopsticks(for picking up food) 2-Japan: d-instant noodles (eaten when you don’t have much time to prepare the meal) 3-Singapore: b-PC sound card(for putting into a computer to allow the use of sound with multimedia software) 4-The Philippines: a-medical incubator (for keeping a newborn baby warm) -Listen to the teacher. -Do as required: KEY: 1-The two issues are agriculture development and environmental protection. 2-a. rain-making technique; b. biodiesel ; c-Chaipattana Aerator. 3-Chaipattana Aerator and rain-making techniques. 4-All three inventions have helped to protect the environment: Chaipattana Aerator cleans wastewater; rainmaking techniques improves forest conditions; biodiesel reduces the use of fossil energy. 5-Answers may vary. -Elicit answers: I have improved my speaking and reading skills. I have discovered more about some inventions from Asia. Period 47: ……. Date of preparation: ………….. UNIT 5: INVENTIONS LOOKING BACK OBJECTIVES 1-Educational aims: By the end of this unit, Ss can practice what they’ve leant in unit 5 2-Skills: Reading, speaking, listening, writing, doing English tests II/ PREPARATION : A. Teachers : lesson plan , draft, dictionary, CDs and book. B. Students : prepare new words , textbooks III.PROCEDURES: Teacher’s activities Students’ activities LEAD-IN: -Inform the class of the lesson objectives: -Listen to the teacher reviewing pronunciation, vocabulary and grammar. PRONUNCIATION -Ask Ss to pick out compound nouns and -Invite some Ss to read the sentences in put them in the first column. The other words are noun groups are put in the second column. -Help Ss to review the stress patterns of compound nouns and noun groups. -Have Ss listen and repeat after these recordings. VOCABULARY -Guide Ss what to do. -Have Ss put them in the gaps of the five sentences. -Extend this task by asking Ss to make their own sentences with these words. GRAMMAR 1. Ask Ss to read the exchange once to grasp the general idea. Then have them work with a partner and discuss which verb form should be used in each gap. 2. –The focus of this task is on using the gerund or infinitive forms in the answers to describe functions or purposes of things. It also helps Ss to review the uses of some inventions mentioned in the previous sections. -First have Ss do the exercise individually. Then ask them to work in pairs to practice asking and answering the questions. PROJECT: 1-Think about an imaginary invention that may be useful to you or other people based on the given questions. 2-Work in groups: Describe your inventions to your group members. Which inventions is the best in your group? LESSON OUTCOME: -Ask Ss: What have you learnt today? front of the class. -Listen to the teacher. -Listen to the teacher. -Do as required: 1-economical 2-inventions 3-portable 4-benefits 5-expensive KEY -Work in pairs to share the ideas: 1-is 2-haven’t planned 3-have wasted 4-don’t have 5-haven’t started 6- says -Work in pairs to work out the questions: KEY: 1-A washing machine is used for washing clothes. 2-A solar charger can be used for charging mobile devices. 3-I use a laptop (smartphone, ipad,…) to listen to music and watch videos. 4-A correction pen is used for covering a writing error. 5-I use a 3-D printer to produce / make solid objects -Conduct the project in group of 6. -Pay attention to the deadline to present. -Elicit answers: I can pronounce the compound nouns and noun groups with correct stress patterns. I can use the gerunds and infinitive to describe the sues of objects. I can use the present perfect to talk about actions happening in the past but having the results in the present. IV. HOMEWORK -Do exercises in workbook -Prepare the next lesson: REVIEW UNIT 4-5. Period 55: ……. Date of preparation: ………….. UNIT 6: GENDER EQUALITY LESSON 1: GETTING STARTED I. OBJECTIVES : A. Aim: By the end of this lesson Ss will be able to realize the topic of the unit, vocabulary about gender equality and the grammar point taught in the Unit. B. Knowledge: - Vocabulary: words and phrases related to gender equality - Grammar: passive voice with modals. C. Skills: listening, reading and writing II. PREPARATION: A. Teacher: student book, lesson plan and chalk. B. Student: student book and notebook III. PROCEDURE: A. Lead- in : - Inform the class of the lesson objectives: getting to know the topic, the vocabulary related to Gender Equality and the passive voice with modals. - Ask Ss what they think about when they see or hear the word ‘gender’, ‘equality’ and ‘Gender equality’. Elicit Ss’ answers. Suggested answers I think of men and women. I think of the word same. I think that men and women should be treated the same way and given the the same opportunities. B. New lesson: Teacher's activities Students' activities I. Presentation: (Matching) Vocabulary - Elicit some new words + discrimination (n) [dis,krimi'nei∫n]: phân biệt đối - Ss guess, listen, repeat, answer and copy xử down. + eliminate (v) [i'limineit]: xóa bỏ, loại trừ + equal (adj) ['i:kwәl]: ngang bằng, bình đẳng + equality (n) [i:'kwɔliti]: ngang bằng, bình đẳng + force (so)to do (s.t) [fɔ:s]: bắt buộc, ép buộc + gender (n) ['dʒendә]: giới tính + enrolment (n) [in'roulmәnt]: sự đăng ký nhập học + do/ perform well at shool: Học tốt ở trường + sub- Saharan(adj): bán sa mạc Sa ha Ra - elicit, model 3 times, ask Ss to repeat in chorus then individual, write on the board, check meaning, stress and get Ss to copy down. - look at the picture and answer questions. II. Listen and read : 1. Listen and read - Ask Ss to look at the picture and answer questions about it: Suggested questions Who do you see in the picture? - listen and read. Where do you think they are? What they are doing? - work individually first and then in pairs - Play the recording. Ask Ss to listen and read. to decide if the statements are true (T), 2. T/F statements - Ask Ss to work individually first and then in false (F) or not given (NG). Encourage Ss pairs to decide if the statements are true (T), false to provide reasons for their answers. (F) or not given (NG). Encourage Ss to provide - refer back to the conversation to get the necessary information. reasons for their answers. - Ask them to refer back to the conversation to get the necessary information. Check Ss’answer and give explainations. Key 1.F 2. F 3. T 4. NG 5. T 3. Questions - Ask Ss to read the conversation again and think of the answers to the questions. Have them word with a partner and switch roles to ask and answer. - read the conversation again and think of the answers to the questions. Word with a partner and switch roles to ask and answer. - answer the questions. - Check the answers and provide the correct ones if necessary. Key 1. Only 82 girls enrolled per 100 boys in secondary school. 2. Because they might be forced to work at home and in the fields. 3. There are slightly more boys than girls in both primary and secondary schools. 4. Women do. 5. Gender discrimination should be eliminated so that every one has equal opportunities in education. IV. HOMEWORK ASSIGNMENT: - Do exercise in workbook - Ask students to prepare Unit 6- language at home V. COMMENTS: ………………………………………………………………………………………………… ………………………………………………………………………………………………… …… Period 56: ……. Date of preparation: ………….. UNIT 6: GENDER EQUALITY LESSON 2: LANGUAGE I. OBJECTIVES: A. Aim: By the end of this lesson Ss will be able to use vocabulary about gender equality in the right way. B. Knowledge: - Vocabulary: Words related to gender equality - Grammar: passive voice with modals. C. Skills: writing and reading II. PREPARATION: A. Teacher: student book, lesson plan and chalk. B. Student: student book and notebook III. PROCEDURE: A. Lead- in: Put some questions B. New lesson: Teacher's activities I.Vocabulary: - pursue(v): (explanation) - needlework:(example) - cookery (example) - police force(n): (definition) - represent(v):(situation) - follow instructions strictly (trans..) 1. Exercise 1 - Ask Ss to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f). - If Ss need support, ask them to use the context of the conversation to help them choose the correct meaning for each word. Check the answer as a class. Students' activities - Do as directed - work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f). - give feedback Key 1. d 2. f 6. b 3. e 4. a 5. c 2. Exercise 2 - Ask Ss to work individually first, and then check with a partner. Make sure that Ss have the right answers by going over all the answers in class. Allow Ss to look up the words in the glossary, if - work individually first, and then necessary. check with a partner. - give feedback II. Pronunciation 1. Exercise 1 Key - Play the recording and let Ss listen and follow. 1. enrol 2. force 3. eliminate - Play it again with pauses for Ss to repeat each 4. discrimination 5. equal 6. gender word chorally. - Give the meaning of the words if necessary. Help Ss distinguish two-syllable words with stress on the first or second syllable. * Note: + Explain that many two-syllable nouns and adjectives have stress on the first syllable. For - listen and follow. example, nouns: artist, driver, brother, sister, - repeat each word chorally. women, and children; adjectives: friendly, famous, lovely, harmful and useless. - distinguish two-syllable words with + Some exceptions: asleep, alone, hotel, guitar, stress on the first or second syllable. mistake and machine. (These adjectives and nouns have stress on the second syllable.) + Many two-syllable verbs have stress on the second syllable. For example, remove, dislike, become, escape, forget, relax, and enjoy. + Some exception: cancel, copy, answer, enter, offer, listen, happen, and open. (These verbs have stress on the first syllable.) - Ask Ss to work in pairs and take turns reading the words. 2. Exercise 2 - Play the recording again. Ask Ss to put a mark (’) before the stressed syllable in each word. 3. Exercise 3 - Have Ss work individually to put the words in the right box according to their stress patterns. Check as a class. Key - work in pairs and take turns reading Stress on first syllable Stress on second syllable the words. ’woman, ’gender en’rol, per’form ’treatment, ’housework, a’gree - put a mark (’) before the stressed ’equal, a’llow, pro’mote syllable in each word. ’college, ’system III. Grammar - work individually to put the words in 1. Exercise 1 the right box according to their stress - Explain to Ss that modal verbs are special verbs patterns. that behave differently from other verbs. They are used to express ability, advice, duty, permission, - give feedback. possibility, prohibition or request. - Let Ss read the sentences individually and ask them to pay attention to all modal verbs used in the sentences. Have them choose the answers and discuss the meaning of each modal with a partner. Go over all the answers in class. Key:1. shouldn’t (advice) 2.must (duty) 3.May (permission) - take notes 4. might (possibility) 5. Will (request) 6. mustn’t (prohibition) 7. can (ability More notes modal Modal Functions Examples - read the sentences individually and can, I can’t work as hard as she pay attention to all modal verbs used ability could does. in the sentences. Choose the answers Boys should/ ought to do and discuss the meaning of each should, advice, or housework. modal with a partner. ought to duty We should/ ought to meet - give feedback. more often. Students must do their must duty homework. can, You can have a day off if could, permission you’re tired. may May I go out. may, We can/ could/ may/ might might, go out for dinner tonight. possibility can, could 2. Exercise 2 - Ask Ss to read the sentences. Have them underline the passive voice with modals. Let them work with a partner before checking answer as a class. Key 1. May be kept 2. might be forced 3. shouldn’t be allowed 4. should be eliminated 3. Exercise 3 - Have Ss work in pairs first, and then write down the correct answers. Observe and offer help if - read the sentences and underline the necessary. passive voice with modals. Work with Key a partner before checking 1.Lan might be chosen (by our class) to represent us in the School Youth Union.answer as a 2. Will Korean be taught in our school next year? class. - give feedback. 3.The instructions must be followed (by the students) strictly. 4. Sugary food shouldn’t be eaten by very young children. 5. Men and women should be given equal rights to education and employment. 6. Hopefully, a planet similar to Earth will be discovered (by scientists). work in pairs 7. I think discrimination against women and girls can-be reduced (byfirst, us). and then write down the correct answers. - give feedback. IV. HOMEWORK ASSIGNMENT: - Learn vocab by heart the form. - Prepare the new lesson – Reading V. COMMENTS: ………………………………………………………………………………………………… … ………………………………………………………………………………………………… ………………………………………………………………………………………………… …… Period 57: ……. Date of preparation: ………….. UNIT 6: GENDER EQUALITY LESSON 3 : READING I. OBJECTIVES : A. Aim: By the end of this lesson Ss will be able to read for specific information about the gender equality in employment. B. Knowledge: - Vocabulary: gender equality - Grammar: passive voice with modals. C. Skills: reading and speaking II. PREPARATION: A. Teacher: student book, lesson plan and chalk. B. Student: student book and notebook III. PROCEDURE: A. Lead- in: - Focus Ss’attention on the heading of the section Gender equality in employment. Ask them to guess what the text is about. - Inform the class of the lesson objectives: reading for general ideas and specific information about gender equality in employment. B. New lesson: Teacher's activities Students' activities I. Presentation: 1. Vocabulary + aware of = concern about - Ss guess, listen, repeat, answer and copy + pass# fail (v): (example: down. + come true (example) + target = aim/ purpose + (un) welcomed : (definition) - Look at the symbols and answer the + limitation:(trans…) questions. + violent:(trans...) + pay a heavy price (trans...) + prevent (so)from doing (st)= stop (so)doing (st)/ bar (so) from doing (st) - Match each of words with its meaning. + loneliness (n) ['lounlinis]: sự cô đơn - work individually first, and then check + sue (v) [sju: ; su:] : kiện with a partner. - elicit, model 3 times, ask Ss to repeat in chorus then individual, write on the board, - Give feedback. check meaning, stress and get Ss to copy down. Key 2. Prediction They are the symbols of genders, - Have Ss look at the symbols and answer the gender equality and gender questions. discrimination. II. While reading 1. Exercise 1 (Matching) - Have Ss match each of words with its meaning. - Encourage them to work individually first, and - read the text quickly and find the repeated then check with a partner. Let Ss use a words and their collocations. dictionary, if necessary. - Go over all the answers to make sure they - Choose the best title for it. have the correct answers. 2. Exercise 2 - Skim the text to choose the best title. - Ask Ss to read the text quickly and find the repeated words and their collocations (e.g. Key firefighter/ firefighter’s/ firefighters, female/ 1. c 2. e 3. d 4. b 5.a women/ women’s, male/ man/ gender discrimination/ gender differences). - Explain to Ss that repeated vocabulary in the text may imply its main idea or title. - Have Ss skim the text to choose the best title. III. Post reading 1. Exercise 3: T/F statements - Ask Ss to check if the statements are true (T), false (F) or not given (NG). Have them refer back the text if necessary. Ask them to underline the key words in the statements and relevant words/ phrases in the text. 2. Exercise 4: questions - Ask Ss to scan the text to find answers to the questions. - Let them highlight the key words both in the questions and in the text. - Have Ss take turns asking and answering in pairs. Check answers as a class. 3. Exercise 5: Discuss - Ask Ss to work in pairs and get ready to report their answers to the class. Call on some Ss to present their opinions. Give comments if necessary. - carry out.. Key b. A woman Who Did a ‘Man’s job’ - scan the text to find answers to the questions. - highlight the key words both in the questions and in the text. - take turns asking and answering in pairs. Key 1. F 2. NG 3. F 4. T 5. T 6. F Key 1. She want to become a firefighter. 2. She sued New York City and the FDNY for gender discrimination and won. 3. They became the targets of laughter and anger from the co-workers and local people. They were unwelcomed at meals, faced loneliness and even violence. 4. They had to do exactly the same jobs as all other female firefighters. 5. It is a documentary made in 2006 in which Brenda Berkman and other female firefighters were the subjects. 6. It shows that gender differences cannot prevent a person from pursuing a job. - work in pairs and get ready to report their answers to the class. IV. HOMEWORK ASSIGNMENT: -Learn vocab by heart the form. - Prepare the new lesson – Listening V. COMMENTS: Period 58: ……. Date of preparation: ………….. UNIT 6: GENDER EQUALITY LESSON 4: SPEAKING I. OBJECTIVES : A. Aim: By the end of this lesson Ss will be able to exchange opinions about equal job opportunities for men and women. B. Knowledge: - Vocabulary: equal job opportunities - Grammar: passive voice with modals. C. Skills: listening and speaking II. PREPARATION: A. Teacher: student book, lesson plan and chalk. B. Student: student book and notebook III. PROCEDURE: A. Lead- in: Introduce the topic by asking questions such as Whose parents both work? Which of them is more qualified? Which of them earn more money? Which of them does more housework? And Do you think they (should) have equal opportunities for jobs? B. New lesson: Teacher’s activities Students’ activities I. Pre-speaking - leader = head - natural role:(example) - care giver:(example) - trouble maker: (trans…) - talkative:(definition) - exhausted(adj) = extremely tired Task 1: - Write Equal job opportunities on the board. Give Ss - work in pairs then read through the time to read through the useful expressions. Let them useful expressions. work in pairs. Check Ss’answer as a class. - give feedback. Key 1. D 2. A 3. D 4.A 5.A 6. D 7. Very true, but...; sure, but..... (D) 8. That’s for sure./ Exactly./ I couldn’t agree more. (A) - read the example, and then share opinions in pairs II. While-speaking - Have a student read the example, and then ask all students to share their opinions in pairs. Walk round - work in groups then discuss and and offer help if necessary. note down the discussion. III. Post-Reading - Ask one student to read out loud the opinion Married women should not pursue a career and explain the activity to the class. Divide Ss into groups of three/ four students. Ask one group to model the activity using the example conversation. Then ask all - report the results to the class. Ss to discuss and note down their group’s discussion. - After 3-4 minutes, have some Ss from different groups report the results of their group work back to the class. Example: In our group, two people agree with the statement. They think women will be exhausted if they have to do two jobs. One person doesn’t agree. He thinks housework should be shared by men, and women should go to work and develop their careers. IV. HOMEWORK ASSIGNMENT: - Write. V. COMMENTS: [...]... Answering (10 mins) - Tell Ss to work in pairs, reread the conversation & find answers - Go around to help if necessary - Call them to answer & explain - Feedback 1 Better health, good body condition, stronger resistance to illness… 2 Lose weight, build heathy bones, prevent diseases like cancer 3 Memory or brain 4 He feels uncertain about the benefits of apple juice 6 Activity 5: Discussion (10 mins)... around to control & help them if necessary - Call some Ss to give their answers - Feedback 2 Activity 2: Giving reasons (10 mins) - Ask Ss to work in groups of 3/4 & say why activities are healthy - Call some Ss to give their answers in front of the class - Comment 3 Activity 3: Reporting (10 mins) - Tell Ss to choose a system of the body & make a list of all activities that are good for it - Move around... notebook - Learn by heart some new words - Students do the survey in PROJECT in groups at break time Teacher design the form and students hand in the results in written form as assignment V COMMENTS: Period 10 Unit 2: Lesson: Date of preparation: ………………………… YOUR BODY AND YOU GETTING STARTED ****** A OBJECTIVES: I Aim: By the end of this lesson, Ss will be able to get to know the topic, vocabulary about how... paragraph using the ideas from it B PREPARATION: board, textbook , handout C PROCEDURE: 1 Settlement: Checking attendance 2 Warm – up - T asks Ss to give the translation for the saying The best will get a 10 mark - T asks some more questions to introduce the lesson Suggested questions: - What does "many hands" mean, many people or many hands? - When we share the housework, is it easier or harder? - How... Students’ activities - Play the game - Listen, try to guess the meaning of the new words and take notes - Listen & repeat - Read words aloud - Rewrite new words II WHILE- READING (23 mins) Activity 1: (10mins) Finding words in the text - Ask Ss to read the passage in their textbook - Let them work in pairs to do task 3 - Guide Ss to do the task - Call on some Ss to answer - Feedback and explain the meaning... soreness, slight bleeding or discomfort 5 Those who have electrical or electronic medical devices inside them 6 Acupunture is considered as a reliable alternative to modern medicine III POST- READING: (10 mins) Memorising - Let Ss work in groups of 4 - Ask students to express their own ideas about basic information about acupunture based on cues given: + History + effects + techniques - Call some Ss... (8mins) - Ask Ss to work in group of 3 to 4 & report advices for kicking a habit - Remind Ss to say in their own words - Go around & help Ss with difficult expressions III POST- SPEAKING: Applying advice (10 mins) - Have Ss work in pairs to choose one bad habit, then make a list of Dos or Don’ts in order to kick that bad habit - Listen & takes notes - Listen, try to guess the meaning of the new words and... dinner? + Do you care about the food you eat? Students' activities - Listen to the teacher’s questions - Give answers freely + Is the breakfast important to you? - Lead in the new lesson I PRE-LISTENING: (10mins) 1 Activity 1: (6mins) Pre- teaching vocabulary - Explain some new words - Pay attention to some new • nutrition (n):(definition)+(examples) → nutritional (a) words - Listen to the teacher • pyramid... questions 2 Activity 2 : (2mins) Answering questions - Show the picture and ask what the picture about - Set the scene they will listen to II WHILE-LISTENING: (20 mins) - Read the sentences and 1 Activity 1: (10 mins) True or False statements pay attention to key words - Ask Ss to read the sentences (p.17) and underline key - Listen and tick words in each one - Give T answers - Play the tape the first time... by saying the number Answers: 1 cooking 2 Shopping for groceries 3 doing the laundry 4 taking out the rubbish 5 cleaning the bathroom 6 washing up 7 Ironing 8 sweeping the house 9 watering the flowers 10 feeding the cat 2.Use the words/phrases in the box in their correct form to complete the text - T has Ss work in pairs, read the text carefully and fill in each gap with a word - T reminds Ss that thay ... Giving reasons (10 mins) - Ask Ss to work in groups of 3/4 & say why activities are healthy - Call some Ss to give their answers in front of the class - Comment Activity 3: Reporting (10 mins) - Tell... Activity 1: Do a survey (10mins) - Let Ss work in groups & a survey using questions they have in their textbook - Go around to control & help Activity 2: Reporting (10mins) - Call some groups... Settlement: Checking attendance Warm – up: - T says words in Vietnamese, Ss write the words in English in groups The winner is the group with most correct words Words for the game: chore, homemaker,