Lesson plan - New text book Teacher: Bui Van Vinh GIÁO ÁN TIẾNG ANH LỚP SÁCH THÍ ĐIỂM MỚI Lesson plan - New text book Teacher: Bui Van Vinh PERIOD 58 Unit7 pollution lesson getting started- A PROJECT ON POLLUTION I Objectives - Introduce the topic of the unit “ Pollution” - Present vocabulary and the grammar items to be learnt and practiced through skills and activities of the Unit - Vocabulary: pollute, pollution, pollutants, polluted, poison, dump, - Pronounciation: stress in words ending in –ic and -al - Grammar: Conditional sentences type & Conditional sentences type II Teaching aids - The recording - Flashcards/ Pictures - Student’s book III Procedures Teacher Students Board/Content 1.Warm up(5’) - Review the previous unit before -Review the Ss open their books by asking previous unit them to take part in a small game and play game Ss work in two big groups A and B Make a paper ball Throw the ball to one students in group A and he/she throws the ball to a student in group B The game stops when time is up The group with more points wins -Ask Ss if they know any story -Answer the T’s about the environment or questions pollution - Write the unit title on the board -Look at the title “pollution” Ask Ss to call out and give some things which cause pollution, causes: E.g: cars, factories, cows, 2.Presetation(10’) Act *Ask Ss to open their books and -Ss answer the look at the picture Ask them questions as a some questions: class -Who can you see the picture? - Where you think they are? - What can you see in the picture? - What you think the people in the picture are talking about? Practice(15’) Lesson plan - New text book *Play the recording and have Ss follow along - Ask Ss to compare their answers with the information in the dialogue and add some more details to their answers Act 1a *Have Ss work independently to find the words with the given meaning in the conversation - Allow them to share answers before discussing as a class - Remember to ask Ss to read out the line in the dialogue that contains the words - Quickly write the correct answers on the board Act 1b *Have Ss read the questions to make sure they understand them -Ask Ss to read the conversation again to answer the questions -Let Ss exchange their answers with a classmate - Call on some Ss to write their answers on the board - Check their answers Act1c *Have Ss read the sentences quickly to make sure they understand them -Ask them firstly to decide if the sentences are true, false or there is no information without reading the dialogue - Have some Ss write their answers on the board -Ask Ss to read the conversation again to check their answers -Ask Ss if they want to change the answers on the board and ask them to explain their choices Teacher: Bui Van Vinh Liaten and follow along Ss compare their answers Ss work independently to find the words Ss share answers before discussing as a class Ss to read out the line in the dialogue -Ss read the questions -Ss read the conversation again to answer the questions -Ss exchange their answers with a classmate -Check the answers - Ss read the sentences -Ss decide if the sentences are true, false or there is no information - Ss to read the conversation again to check their answers - Confirm the Key Act 1a 1.dead 2.aquatic dump poison polluted to come up with Key 1b: 1.They are in Mi’s home village 2.It’s almost black She’s surprised because she sees the fish are dead It’s dumping poison into the lake He’s sneezing so much because the air is not clean *Key 1c: F( It’s polluted by the factory.) T NI T T Lesson plan - New text book -Confirm the correct answers Act *Have Ss look at the pictures Ask them what they see in each picture - Tell Ss that in the box are some types of pollution -Let Ss read these and identify any new words they not know -Explain the new words so that Ss can understand the pollution types - Have Ss this activity in pairs -Call on some Ss to give their answers and write them on the board Act *Have Ss read through the sentences to get a general understanding - T may teach some words which T thinks Ss not know such as contamination /kən,tæmi'neiʃn/: làm bẩn/ nhiễm bệnh - Let Ss this activity individually and then compare their answers with a classmate - Call on some Ss to stand up and give their answers - Comfirm the correct answers Teacher: Bui Van Vinh correct answers -Ss look at the pictures -Ss read these and identify any new words Key act 2: A.radioactive pollution B noise pollution C visual pollution D thermal pollution E water pollution F Land/soil pollution G.light pollution H air pollution - Ss this activity in pairs -Ss give their answers and write them on the board *Words: - Ss read through - contamination the sentences to /kən,tæmi'neiʃn/: làm get a general bẩn/ nhiễm bệnh understanding -contaminate -Ss read and /kən'tæmineit/: làm bẩn, copy new words làm ô uế/ làm nhiễm (bệnh) - Ss this - radioactive activity (a) /'reɪdɪəʊ'æktɪv/: individually and phóng xạ then compare - radiation /,reidi'eiʃn/: their answers xạ, phát xạ, with a classmate toả - thermal /'θə:məl/: nhiệt, nóng *Key thermal pollution Air pollution 3.radioactive pollution 4.light pollution Water pollution Land/Soil pollution Noise pollution visual pollution Production(10’) Organise a game for this activity Lesson plan - New text book -Have Ss work in groups of five or six In five minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness They also have to give the reasons for their order - Call group representatives to present their group’s order and reasons - Have the class vote for the group with the best reasons -If time doesn’t allow, not have Ss this activity Instead just ask Ss to quickly review the pollution types Homework(5’) -Translate “Listen and read” into Vietnamese -Listen to the recording again Teacher: Bui Van Vinh Ss work in groups of five or six In five minutes, Ss write down the pollution types their neighbourhood faces and rank them *Guideline Ss Write down in notebook Lesson plan - New text book Teacher: Bui Van Vinh PERIOD 59 unit pollution lesson A closer look I Objectives - Present and practice the vocabulary and pronunciation of the topic “ Pollution” - Extend and practise vocabulary related to “ pollution” - Pronunce correctly the stress in words ending in –ic and -al - Use "Conditional sentences type 1- review" ans “Conditional sentences type 2” II Teaching aids - The recording - Flashcards/ Pictures - Student’s book III Procedures Teacher Students Board/Content - radioactive pollution 1.Warm up(5’) *Ask Ss to call out types of Ss to call out - noise pollution pollution they learnt in the types of - visual pollution previous lesson pollution and - thermal pollution -Tell them that in this lesson write on the - water pollution they are going to learn different board - Land/soil pollution form of some words as well as - light pollution some words/phrases to talk about - air pollution the cause and effect of pollution 2.Vocabulary(10’) Act *Key 1: *Have Ss look at the table in the - Ss look at the poison book Make sure that they table in the book 2.contaminate understand what to pollutants - Let Ss complete the exercise - Ss complete 4.polluted individually and then compare the exercise death their answers with a partner individually damaged - Call on some Ss to write their -Ss write their answers on the board answers on the board - Check their answers Act *Have Ss read each sentence -Ss read each *Key 2: siliently to have general sentence poisonous understanding and decide which siliently to have pollutants word form should be put in each general dead blank understanding contaminated For example: the word to be and decide damage filled in the blank in sentence which word pollute is an adjective form -T point out that the provided Lesson plan - New text book letter is a clue to help them find the word -Let Ss exercise and then compare their answers with a partner -Call on one or two Ss give out the answers before confirming the correct ones *Have Ss look at the language box -Tell Ss that the words and phrases in the box express cause and effect relationships - Remind that Ss have learnt “ so, because and because of” Quickly go through the rest of words/phrases as follows: - Have Ss read the example sentences and underline the clauses or noun phrases -Let Ss read the expression and copy down - Have Ss read the example sentences and underline the clauses, noun phrases or to infinitive *For more able students, T may have Ss read the sentences and explain the rules themselves by using the words and phrases Act 3a *Ask Ss to read each pair of sentences and decide which sentence is a cause and which sentence is an effect - Have Ss compare their answers with a partner before giving the answers to the T - Confirm the correct answers Teacher: Bui Van Vinh -Ss exercise and then compare their answers - Ss look at the language box -Remind the use of the words/phrases -Ss read the examples - Ss read the expression and copy down -Ss read the example sentences -Ss read the sentences and explain the rules * Because/ since and due to /because of are used to talk about the cause of something - because and since are synonyms and they come before a clause - due to and because of are synonyms and they come before a noun phrase *Other words and phrases in the box express the effects of something: - so comes before a clause - to cause/ to lead to and to result in are synonyms and come before a noun phrase - to make somebody/ something sth is another way to express the effects After somebody/ something is an infinitive verb without to *Key 3a: - Ss read each People throw litter on the pair of sentences ground.C Manyanimals eat and decide the litter and become sick E Ships spill oil in oceans - Ss compare and rivers.C Many aquatic their answers animals and plants die.E 3.Household dump waste into -Copy down the rivers C It is polluted E Their children have birth defects E The parents were exposed to radiation C We can’t see the stars at night E There is too much Lesson plan - New text book Act 3b: *Ask Ss to read the example Ask them what changes they can see in the new sentence -T may have Ss look at the language box again to remind them of the structures -Ask Ss to combine each pair of sentences in 3a into complete sentence, using the word/phrase in the baskets -To save time, assign sentences to to different students and have Ss work only on these -Call on some Ss to write their sentences on the board and correct them carefully -T can ask Ss to write all the sentences as homework Act Work in groups Look at the pairs of pictures Ask Ss to give sentences as possible to show cause/ effect relationships *Have Ss look at the pictures in - Ask Ss which picture show the cause and which show the effect -Ask Ss to read the examples of the sentences and pay attention to the cause/effect words or phrases -Let Ss work in pairs to write sentences showing cause /effect relationships For more able class, T may have Ss the whole exercise With other classes, just ask Ss to work with the pair of sentences in - Ask Ss to identify the picture showing the cause and the one showing the effect Then together make up sentences, Ss read the example - Ss look at the language box again to remind them of the structures -Ss to combine each pair of sentences in 3a - Ss work only on these Teacher: Bui Van Vinh light pollution C Key Act3b 2.Oil spill from ships in oceans and rivers lead to the death of many aquatic animals and plants Household dump waste into the rivers so it is polluted Since the parents were exposed to radiation, their children have birth defects We can’t see the stars at night due to the light pollution Suggested answers: Ss work in 1- Peopole cough because groups give they breathe in the fumes sentences as from cars possible - The fumes from cars make people cough -Ss read the 2.There is land pollution so examples pay plants cacn’t grow attention to the 3.We won’t have fresh water cause/effect to drink because of water words pollution We plant trees, so we can -Ss work in pairs have fresh air to write sentences showing cause /effect -Ss identify the picture showing the cause and the one showing Lesson plan - New text book using the cause/effect words or phrases The rest can be done as homework - This activity can also be carried out as a game Divide the class into 12 groups Two groups work with the same pair of pictures in 2,3 or In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper When time is up, the group with the most sentences is the winner They stick their sheet of paper on the board and read the sentences aloud Other groups and T give comments Other groups can add any sentences they have - T may take Ss’ work home to make it 3.Pronunciation(20’) *Stress in words ending in –ic and –al *Ask Ss to look at the rules in the box and the examples Go through the rules with them For the more able class, have Ss give some more examples - Adding the suffix –ic changes the stress of a word Stress the syllable immediately before the suffix Ex: ‘atom – at’omic -Adding the suffix –al to a word doesn’t change its stress Ex: ‘nation – ‘national Note: If the word can take both suffixes: one ending in –ic and the other ending in –al, both words have the tress on the same syllable: Ex: ec’onomy- econ’omicecon’omical Act Teacher: Bui Van Vinh the effect *Play game -Ss look at the rules in the box and the examples -Ss give some more examples *Stress in words ending in –ic and –al *Audio script: artistic 6.physic athletic 7.heroic historic 8.poetic 4.historical 9.botanic 5.logical 10 botanical Lesson plan - New text book *Play the recording for Ss to stress the words -Ask some Ss to say where the stress in each word is - Confirm the correct answers -Play the recording again for Ss to repeat the words -Call on some Ss to read out the words Act *Have Ss the exercise individually -Play the recording for Ss to check their answers Then elicit the corect stress patterns from Ss - Play the recording again for Ss to repeat the sentences Ask some Ss to read out the sentences Homework(5’) - Give Ss some exercises in the workbook A1,2; ( page 3) B1,2,3 (Page 4) -Ss listen to the recording -Ss say where the stress in each word is -Ss listen and repeat the words - Ss the exercise individually -Ss check their answers and repeat the sentences - Take note 10 Teacher: Bui Van Vinh *Answer key artistic athletic historic 4.historical 5.logical 6.physic 7.heroic 8.poetic 9.botanic 10 botanical *Audio script: According to scientific research, tiny species may help clean radioactive pollution Water quality has become a national problem Many people have received medical treatment because of the disease Chemical waste can cause water pollution The reduction in air pollution was dramatic last year * Guideline: A1: Write the word from the box in the correct part of the table according to the stress pattern A2: Complete the sentences with the words in the box Then practise saying them aloud You don’t need to use all the words B1 Match each type of pollution with its relevant words/phrases B2 Complete the sentences using the correct form of the words in brackets B3 Circle a mistake in each sentence, and then correct it Lesson plan - New text book - T may go around to provide help After finishing, T may call on some groups to the roleplay in front of the class Act 4a * Ask Ss what disasters often happen in their area - Elicit the answer from Ss and choose two disasters that happen the most - Divide the class into two groups; each will discuss one disaster Act 4b Now have Ss form new pairs: one student from each group above Have Ss ask and answer questions about the things they should in the event of each desaster they had discussed in a If time allows, invite some pairs to demonstrate their conversation in front of the class 5.Homework(5’) Give Ss some exercises in workbook D1,2,3 (page 22,23) Teacher: Bui Van Vinh -Ss choose two disasters that happen the most Ss work in pairs within each group to discuss and write down what to before, during and after this disaster Move around the class to help Ss if necessary *Write down Guideline: and listen to the D1.Read the paragraph and T’s guidance choose the correct answer A,B or C for each gap D2: Read the text and choose the best answer A,B,C, or D to each question below D3: Peter is a member of LendA-Hand volunteer team who provide aid for the victims of an earthquake in Haiti, in 2010 Read his diary, and decide whether the statements are true(T) or false(F) 73 Lesson plan - New text book Teacher: Bui Van Vinh PERIOD 77 Unit9 Natural disasters lesson skills I Objectives By the end of this unit, Ss will be able to: - Listen for specific information about a natural disaster in news report - Write a news report on a natural disaster - Reponse to news II Teaching aids - Pictures - Recording - Student’s book III Procedures Teacher Students Board/Content ?What is this disaster? 1.Warm up(5’) * Chatting with Ss about an a Ss chat ?When and where did the natural disaster disaster occur? ?What was the effects of the disaster? ?What has been done to help the victims of the disaster? 2.Pre-Listening(5’) - T present about the report: “Nghe An Province was bably -Ss listen to the affected again when a typhoon hit introduction the area last night.” Please listen to a report about that 3.While-listening(10’) Ss listen for key Key 1: Act *Remind Ss about listening for words in A typhoon hit Nghe An key words in statements statements Province last night - Play the recording and ask Ss to Dozens of people were correct the statements seriously injured in the storm -Ask two or three Ss to write their -Ss write their There was extensive answers ont he board answers ont he damage to property in Cua board Lo, a coastal town in Nghe - Play the recording again for Ss - Ss check the An to check the answers answers The storm had already weakened when rescue workers arrived in the area According to the weather bureau, heavy rain Act *Ask Ss to work in pairs to -Ss work in will continue over the next discuss the missing word for each pairs to discuss few days gap from the information they the missing word Key 2: 74 Lesson plan - New text book Teacher: Bui Van Vinh have heard in for each gap winds - Play the recording again and from the homeless allow Ss to fill in the gaps as they information damage listen flood - Ask Ss to share their answers in -Ss share the debris pairs before playing the recording answers accommodation a final time to allow pairs to check their answers If time is limited, T may play only the sentences that include the information Ss need for their answers Audio script: Nghe An Province was bably affected again when a typhoon hit the area last night The storm began at around 11 p.m and raged throughout the night Dozens of people were seriously injured and hundreds of others were left homeless The severe winds caused extensive damage to property, including homes and businesses, particularly in Cua Lo, a coastal town in Nghe An The storm had already weakened by the time emergency workers arrived in the area Rescue operations have started and many people trapped in collapsed or damaged buildings have been freed Workers are now clearing up the debris left behind by the severe storm The government has already sent rescue equipment to Nghe An, as well as food and medical supplies People left homeless have been taken to safe areas, where temporary accommodation will be fuilt to house them The weather bureau has issued flood warnings for Nghe An and nearby provinces as heavy rain is expected to continue over the next few days Post listening-Writing(15’) Act *Ask Ss to make notes about a -Ss make notes natural disaster they or one of about a natural their family members have disaster they or experienced in the given table one of their family members have experienced - Remind them that they not -Ss not have have to write full sentences and to write full they can use abbreviations Then, sentences ask Ss to share their notes with - Ss share their their partners notes with their partners -Ask some more able Ss to read -Ss read out out their notes to the whole class their notes to the whole class Act 4a, b * Set up the writing activity - Remind Ss that the first and - Ss can use the 75 Lesson plan - New text book most important thing is always to think about what they are going to write In the case, Ss can use the chart in as a model for their report - T may still need to provide some help with the language necessary for writing * Ask Ss to write a draft report first - Have Ss write their final version in class or at home, depending on time allowed If they write in class, they can also it in pairs or groups T may display all or some of the reports on the wall/ board and invite other Ss to give comments - Note that the audio script provides a good model of a new report This structure can be used to write another news report 5.Homework(5’) -Give Ss some Exercises in the workbook: E1,2(page 24) Teacher: Bui Van Vinh chart in as a model for their report -Ss write a draft report first -Ss write their final version in class or at home - Ss edit and revise their reports as homework *Guideline: -Write down and E1: Write sentences in the listen T’s passive guidance E2a: Think of a natural disaster and make a list of ways to prepare for it in the table E2b Write about how to prepare for a natural disaster (about 80-100 words) Use the ideas in E2a to help 76 Lesson plan - New text book Teacher: Bui Van Vinh PERIOD 78 Unit9 Natural disasters lesson looking back and project I Objectives - Recycle the languages from the previous lessons and lonk with the topic “Natural diasters” - Some natural diasters around the world, - The stress in words ending in –logy and - graphy - Passive voice review - The form and the uses of the Past Perfect Tense II Teaching aids - Pictures - Recording - Student’s book III Procedures Teacher Students Board/Content 1.Warm up(5’) *Complete the sentences using Ss complete the *Answer key: the correct passive form of the sentences is held verbs in bracket were discovered The earth (hold) by the gravity was blown of the Sun, and orbits around it has been played Radio waves(discover) by have been taken Heinrich Hertz Our tent(blow) over in the night by the wind Chess(play) for around two thousand years The homeless(take) to a safe place, where temporary accommodation will be provided for them *Key1 2.Vocabulary and grammar(15’) Act 1, 2, and 4, C *Have Ss work independently -Ss work F independently D -Let Ss check their answers with a -Ss check their B partner before discussing the answers with a A answing the asnsers as a class partner before E discussing *Key -Tell Ss to keep a record of their -Ss keep a record evacuated original answers so they can use of their original put out that information in their self- answers take assessment provided scattered 77 Lesson plan - New text book Act5a *Ask Ss to work individually writing down, or inventing five bad things that happened to them yesterday Then allow them to share the sentences with a partner - Ask Ss to work in groups - Remind Ss to ask time clauses and use the past perfect with their sentences - Ask each student to take turns to say out their sentences to the members of their group - T may go around to provide help Communication(10’) Act *Model this activity with a more able student -Ask Ss to work in pairs, using the expressions from the box in GETTING STARTED to respond to the news headlines - T may go around to provide help - Call on some pairs to prastise in front of the class Finished! - Ss work individually to write down, or invent five bad things that happened Teacher: Bui Van Vinh *Key The tickets will be collected (by Mr Smith) A play was put on (by the students) at the end of term The sentence cannot be written in the passive because its main verb is is not a transitive verb The message was taken (by Julie) The picture was painted by a local artist The sentence cannot be writen in the passive because its main verb arrive is not a transitive verb *Key4 d f a b c e -Ss take turns to say out the sentences S1 model this activity with 78 T It says here that a sixyearold girl was rescued from a forest fire by her pet dog S1: Wow That’s amazing S2 It says here that hundreds of hoes damaged or destroyed in Haiti by tonardo S3: How terrible! Lesson plan - New text book * Finally ask Ss to complete the self-assessment Identify any difficulties and weak areas and provide further practice 4.Project(7’): *A helping hand Act *Ask Ss to look at the pictures and use the phrases they have learnt in Unit to describe each picture - Ss look at the pictures and use the phrases that have learnt in Unit to describe each picture -Allow Ss to share answers before checking with the whole class Act *Ask Ss to work in groups discussing how to work out a plan to help the victims of a natural disaster for their teams - Remind them to write their plan on a large piece of paper -If there is enough time, T may let Ss complete the project in class -Ss work in groups discussing how to work out a plan - Ss write their plan on a large piece of paper -Ss can complete the project as homework if they need more time - Ss display their plans on the wall/ board - Ss vote for the best plan Act * When Ss have finished their plans, T asks them to display their plans on the wall/ board - Have the groups move around and read the plans and then vote for the best plan 5.Homework(3’) -Write down “ A natural diaster” -Do the project as homework as homework 79 Teacher: Bui Van Vinh Suggested keys 1: 1.providing (food/ medical ) supplies clearing up debris freeing trapped people setting up temporary accommodation (for the victims of a disaster) repairing houses/ buildings evacuating the village/ town to a safe place/ area Lesson plan - New text book Teacher: Bui Van Vinh PERIOD 79 Review 3.1-unit 7,8,9 Pronunciation- vocabulary-grammar-everyday English I Objectives - The aim of this review is to revise the languages Ss have studied since Unit to unit - Ask Ss what they have learnt so far in terms of language summarise their answers in the end and add some more information necessary II Teaching aids - Pictures - Recording - Student’s book III Procedures Teacher Students Board/Content 1.Warm up(5’) -Introduce the review by asking Ss if Remember language items in unit 7,8,9 they remember what they have *Language items in unit 7,8,9 UNIT – POLLUTION learnt in Unit 7,8,9 Add any missing information in order to have - pronounce the words ending in –ic and –al correctly in isolation and in context a complete summary of language - use lexical items related to the topic items "Pollution" to talk about types of pollution - use words and phrases showing cause/effect relationships to describe the causes and effects of pollution - use conditional sentences type and type correctly and appropriately to describe pollution - talk about the causes and effects of water pollution as well as ways to reduce it - read for general and specific information about water pollution - listen to get specific information about thermal pollution - write about the causes and effects of one pollution type UNIT – ENGLIS SPEAKING COUNTRIES - pronounce the words ending in –ese and –ee correctly in isolation and in context - use the lexical items related to the topic of people and places in English speaking countries - use the present simple to talk about future activities - read for specific information about the 80 Lesson plan - New text book Teacher: Bui Van Vinh attractions of a country - listen for specific information about a day trip to an amazing town - talk about interesting facts of a country - write a description of a schedule for a visit or a tour UNIT NATURAL DISASTERS -pronounce words ending in –logy and – graphy correctly in isolation and in context -use the lexical items related to the topic "Natural disasters" -use the past perfect tense to talk about an action before a stated time or another action in the past -read for specific information about a natural disaster in a news report -talk about a natural disaster and what to when it happens - listen for specific information about a natural disaster in a news report - write a news report on a natural disaster - respond to news *Key 2.Pronunciation(10’): Act * Review the rules of stress in words ending in –ic, -al, -ee, -ese, -logy, and –graphy with Ss as a class – - Have Ss then mark the stress - Ss mark the independently stress independently - Play the recording and let Ss listen - Ss listen and correct their answers again and - Confirm Ss’ answers repeat, in chorus and individually 3.Vocabulary(5’) Act * Ask Ss to read the sentences and - Ss read the decide what kind of word is needed sentences and for each sentence (a noun? a verb? decide what an adjective? ) kind of word is - Elicit Ss’ answers needed - Let Ss the exercise - Ss the independently exercise independently 81 Nepa'lese ath'letic eco'nonic ge'ography 'musical tech'nology Key 2: predict Iconic natural culture flooded polluted bi'ology 'physical pho'tography refe'ree Japa'nese exami'nee Lesson plan - New text book Teacher: Bui Van Vinh -Ask Ss to share their answers with a - Ss share their partner answers with a - Check and write the answers on the partner board Act * Ask Ss to this exercise - Ss this individually exercise - Check Ss' answers and write the individually correct ones on the board -Ss copy down 4.Grammar(10’) Act This exercise revises the use of present tenses, conditionals, and passive voice * Have a brief revision if necessary - Have Ss it individually - Let Ss exchange their answers and discuss if there is any difference in their answers - Check and explain each answer Act *Have Ss read and decide which type of conditional is used in each sentence - Elicit their answers - Let Ss this exercise independently - Check and write the correct answers on the board Key 3: c a f b d e Key 4: A B - Ss it C individually A - Ss exchange C their answers B and discuss if there is any difference in Key5: the answers get; will grow - Ss read and was/ were; would not decide which have to look type of could choose; would go conditional is don't act; will lose used was/ were; would be - Ss this used; would be exercise independently Act * Ask Ss to look at the subjects and - Ss look at the the verbs to decide if an active or a subjects and passive is needed the verbs to decide if an active or a passive is - Have Ss the exercise in pairs needed -Ss the - Check and write the correct exercise in 82 Key 6: have been sent organized is made up is caused was chosen have replaced Lesson plan - New text book answers on the board 5.Everyday English(10’) Act * Have Ss this exercise in pairs - Correct their answers and ask some pairs to act out the mini dialogues Teacher: Bui Van Vinh pairs -Ss correct Ss this exercise in pairs( close pairs => open pairs) 6.Homework(5’) Give S exercise 1,2,3,4( Page 25,26) -Write down in the workbook and listen to -Complete all exercises in this T’s guidance review again 83 Key 7: e a g b d f *Guideline: Ex1 Circle the word with s different stress pattern from other Ex2 Complete the sentences using the correct form of the words from the box Ex3.Choose the correct answer A,B,C or D complete the sentences Exwrcise Read the passage, and decide whether the statements are true(T) or false(F) Lesson plan - New text book Teacher: Bui Van Vinh PERIOD 80 Review 3.2-unit 7,8,9 Reading - speaking - listening - writing I Objectives - The aim of this review is to revise the skill Ss have studied since Unit to unit - Ask Ss what they have learnt so far in terms of skills summarise their answers in the end and add some more information necessary II Teaching aids - Pictures - Recording - Student’s book III Procedures Teacher Students Board/Content 1.Reading(10’) Act Key 1: *Have Ss read the text and - Ss read the text B answer the questions and answer the D independently questions A independently B - Let Ss compare their answers -Ss compare C with a partner before giving them their answers *Some words: to T - distinctive/dis'tiɳktiv/(a)đặc - Have Ss explain where they got -Ss explain biệt; để phân biệt the answers from in the passage where they got - levee /'levi/(n) đê; (v) the answers đắp đê cho - drainage /'dreiniʤ/ (n) rút nước, tháo nước, tiêu nước; hệ thống thoát nước, hệ thống cống rãnh, hệ thống mương máng - (y học) dẫn lưu - nước thoát (qua cống rãnh ); nước tiêu (qua hệ thống mương máng ) - scramble /'skræmbl/: bò, toài, trườn (trên đất mấp mô) - breed /bri:d/(n)- nòi, giống dòng dõi (v) ngoại động từ bred /bred/ gây giống; chăn nuôi - migrate /mai'greit/(v)di trú; nước ngoài; chuyển trường (chuyển từ trường đại học sang trường đại học khác) 84 Lesson plan - New text book Teacher: Bui Van Vinh 2.Speaking(10’): Act The focus of this speaking exercise is on fluency * Let Ss work in pairs to choose - Ss work in their topic and think about their pairs to choose questions and answers their topic and think about their questions and answers - Remind Ss to use expressions Ss use they have learnt from the expressions they conversations in GETTING have learnt from STARTED to respond in a natural the way to what they hear conversations in GETTING STARTED - Have Ss practise between - Ss practise in pairs themselves - Let Ss in pairs act out their conversation in front of the class 3.Listening (10’) Act * Ask Ss to read the questions -Ss read the carefully first questions - T plays the recording -Ss listen and decide if the statements are - Write Ss' answers on the board true or false Don't confirm their answers at this stage -Have Ss listen again and check -Ss listen again their own answers Correct their and check the answers own answers Key 3: T T F F F T Audio script: Nguyen: Is Singapore really as clean as it's advertised? Phong: Yes, it is Nguyen: How can they that? Phong: They have a very strict policy on keeping the environment clean Before we started our tour, the tour guide warned us that we could be fined or arrested for spitting or littering Nguyen: But how would they know? Phong: There are hundreds of officers in plain clothes Their job is to blend into the crowd and spot anyone who breaks the law 85 Lesson plan - New text book Teacher: Bui Van Vinh Nguyen: What would happen if you did break the law? Phong: Well, for example, if you spat out your chewing gum in the street, you would be fined two hundred dollars Nguyen: Really? But how could you know about it? Phong: There are posters in public places to tell people what they should or shouldn't Nguyen: That's a good idea Phong: And from a young age, children are taught how to behave at school and in the family Nguyen: Habits start early, right? Phong: Yes, Once you've learnt them, they become lifetime habits Writing(10’) For example: -The event takes place on Act * Have Ss read the schedule of - Ss read the Saturday, April the Fight Pollution Day to schedule of the -The event starts at 8:30 and understand the context Fight Pollution finishes at 12:00 Day -We pick up trash and sort it -Let Ss choose the activity they -Ss choose the for recycling would like their friend to activity they participate in and write to him/ would like their her to introduce it friend to participate in - Remind Ss that they can use the - Ss can use the present simple to talk about present simple to practical aspects of an event in talk the future - T calls on a student to write his/ -Ss then refer her letter on the board Other Ss back to their and T comment on it own work and - Collect some work to correct at see if they want home to make any changes 5.Homework(5’) *Guideline: - Give Ss some exercises -Write down and Ex5: Read the paragraph and 5,6,7,8(page 27,28) in the listen to T’s choose the correct answer workbook guidance A,B,C or D for each of the gaps Ex6 Read the text, and choose the best answer A, B, or C for each of the following questions Exe Put the following statements in the correct order to make a dialogue Ex8 Write a new sentence 86 Lesson plan - New text book Teacher: Bui Van Vinh using the words given, so that it has a similar meaning to the original one The word given in brackets must not be altered in any way PERIOD 81 Written test 45’ mumber 87 [...]... answers 6 the Canadians -Have Ss listen and repeart (Point out - Ss listen and 7 the Australians the change of strees from 'Canada to repeart 8 the New Zealanders Ca'nadian) Audio script: 1 the USA – the Americans 2 England – the English 3 Scotland – the Scottish/ the Scots 4 Wales – the Welsh 5 Ireland – the Irish 6 Canada – the Canadians 7.Australia– the Australians 8 New Zealand – the New Act 2 *Have... of the word/ 5.warmer water words for blanks 1 and 2 are phrase to be 6.fish population 25 Lesson plan 8 - New text book adjectives Teacher: Bui Van Vinh filled in each 7.Harmful blank 8. colour 5 Warm - Play the recording once -Listen to the 9 poison recording 10 cool down - Ask for Ss' answers and write - Ss answer and them on the board If all the write them on answers are correct, move to the the board... listen and -Others listen 23 Teacher: Bui Van Vinh Lesson plan 8 - New text book give comments and give - Let the class vote for the best comments presentation and T can give them marks - If the class size is small and time allows, all the groups can present 5 Homework(5’) Give Ss some exercises in the Write down workbook D1,D2,D3(page 7 ,8, 9) 24 Teacher: Bui Van Vinh *Guideline D1.Choose the correct answer... Australia The UK Canada The USA New Zealand Singapore Lesson plan 8 - New text book -Listen to the recording again at home 35 Teacher: Bui Van Vinh Lesson plan 8 - New text book Teacher: Bui Van Vinh PERIOD 66 Unit8 Engilsh speaking countries lesson 2 a closer look 1 I Objectives By the end of this unit, students will be able to: - Use the lexical items related to the topic of people and places in English speaking... sound is louder than 70 decibels, it can cause noise pollution Do you know that the noise from a vacuum cleaner or a motorcycle can result in permanent hearing loss after eight hours? The sounds of a concert are even Lesson plan 8 - New text book *Have Ss work in pairs to compare their answers and see if they have any different answers They do not have to reach an agreement at this stage - Ask some... speakers 4 the USA 5 accents 6 officia *Note: Your first language -Listen and is often known as your remember mother tongue, and your 33 Lesson plan 8 - New text book second language may refer to a language used as an official language in your country, like English in Malaysia, Singapore, India, or it could simply mean the foreign language you learn at school as part of the curriculum Act 3 * Have Ss work... 2 can be used to give advice Ex If I were you, I would tell her the true If I were the president, I would build a lot of hospitals Note: We can use both 13 Lesson plan 8 - New text book Teacher: Bui Van Vinh “was” and “were” with S: I/he/She in the if-clause Ss do this Key 3: exercise 1 – b: If I were you, I’d individually and look for a new place to live compare the 2 – c: If Lan wasn’t ill, she answers... affecting you and damaging your hearing Wearing earplugs when you go to concerts or other loud events, and listening to music through headphones or headsets at safe levels can help you reduce the effects of noise pollution 4 Ss write their answers on a big piece of paper and then present their answers -Write down 19 Guide: C1: Rearrange the sentences Lesson plan 8 - New text book Teacher: Bui Van Vinh to... the meaning example of the original sentences was made opposite in the new conditional sentence (i.e positive into negative form for the first Key 5: sentence and 2.If there weren't so many negative into billboards in our city, 14 Lesson plan 8 - New text book positive for the second sentence) Ss compare the wansers - Have Ss do this exercise - Ss do this individually and then compare the exercise answers... to water the plants and crops People cannot raise fish in the river and the lake because the water there is so polluted In addition, there are no more wild ducks near the river today since they cannot find fish for food Another negative effect is that sometimes in the afternoon there is a bad smell from the polluted river, so people do not like walking along it anymore Lesson plan 8 - New text book ... of sentences ground.C Manyanimals eat and decide the litter and become sick E Ships spill oil in oceans - Ss compare and rivers.C Many aquatic their answers animals and plants die.E 3.Household... Call on some Ss to stand up and give their answers - Comfirm the correct answers Teacher: Bui Van Vinh correct answers -Ss look at the pictures -Ss read these and identify any new words Key act... these and identify any new words they not know -Explain the new words so that Ss can understand the pollution types - Have Ss this activity in pairs -Call on some Ss to give their answers and write