UNIT 7: MY NEIGHBORHOOD Lesson 4: - Section: - Read (page 67,68) Period 43 Aim: Reading for details about Tran Phu Shopping Mall. Objective: By the end of the lesson, students will be able to understand the passage about a new shopping. Mall. Teaching aids: Text book. PROCEDURE Stage Steps/Activities Work arrangement Warm up Pre- reading * Guessing the words (Revision): - Give the definitions and get students to find out the words as quickly as possible. 1. A place where you can buy everything. (Supermarket) 2. A place where you can buy vegetables and fruit. (Grocery store) 3. A place where you can buy books. (Bookstore) 4. A place where you can come to eat. (restaurant) 5. A place where you can come to see the movies (Movie Theater). 6. A person who comes to the store and buys something. (customer) - Give students good marks if they have correct answers. I. Pre - teach vocabulary - a roof (picture) - convenient (translation) - a selection (explanation: a process of choosing carefully). T-whole class T-whole class - Available (translation) - A mall (Synonym: many stores, restaurants even movies theaters are under one roof) - A resident (translation) While reading * Checking vocabulary: What and where - Get students to repeat the words in chorus when the teacher points to the words. - Rub out word by word but leave the circles. - Go on until the circles are empty. - Get students to write the words again in correct circles. II. Brains terming - Set the scene: In Nam's neighborhood, there is a new shopping mall. - Ask students to think about the convenience of the mall. customers don't care of shop in comfort the weather * possible answers: - wide selection of goods. - Lower prices - Buy many things at the same time - Have fun or relax while shopping. - Ask students to read the text silently and compare their ideas or get more information. - Give feedback. - True / False statements: - Have students look at the statements in the exercise 1 page 68. - Make sure they understand the statements. Whole class Whole class - Get them to read the text again and decide which statements are true, which are false. * Answers: True False a. A mall is open six days a week. b. There are more than 50 stores in the mall. c. Everyone in the neighborhood is pleased about the new mall. d. It will be more comfortable to shop in     Pair work Roof Convenien t f selection Available residen t comfortabl e The convenience of the new shopping mall Post reading the mall than in the present shopping area. e. Some of the stores on Tran Phu Street may have to close.  - Have students correct false statements a. The mall is open daily. b. There are 50 stores in the mall. c. Not everyone is pleased. The owner of the small stores on Tran Phu Street are not happy. III. Comprehension questions - Ask students to work in pairs to answer the questions in the exercise 2 on page 68. * Answers: a. It is different from the present shopping area. All the shops are under one roof. So customers will shop in comfort and won't notice the weather, especially during the hot and humid summer months. b. There are 50 air conditioned specialty stores, 4 movie theaters and 10 restaurants. There is also a children's play area. c. They think the mall will take their business. d. The stores in the mall will offer a wider selection of products, some goods are at lower prices. - Ask some students to ask and answer the questions. - Get all students to work in pairs. * Discussion: - Give a situation and ask students to discuss it. "Do you want to have a new mall in your neighborhood? If there is one, what will happen Pair work Pair work Group work Homework to the residents?" - Ask students to write the meanings of these phrases into their notebooks. • • under one roof • • shop in comfort • • take their business • • offer a wider selection • • specialty stores • • have been concerned about Group work UNIT 7: MY NEIGHBORHOOD Lesson 5: Section: - Write (page 68) Period 44 - Language Focus (page 71) Aim: Helping students to write a notice and make comparisons by using adjectives: like, the same as, different from. Objective: By the end of the lesson, students will be able to write a notice and to use some adjectives to make comparisons. Teaching aids: Text book, 10 cards for Pelmanism, books and dictionary. PROCEDURE Stage Steps/Activities Work arrangement Warm up * Pelmanism: - Prepare 10 cards with number (from 1 to 10) on one side and 10 adjectives with their opposites on the other. - Stick 10 cards on the board so students can only see the numbers. - Divide class into 2 teams and ask them to choose 2 numbers, turn the cards over, if they match eg: cheap - expensive, that team gets one mark. The next team continues. - Go on until all cards are turned over. The team which has more marks the games. Different cheap expensive long same modern short big small Group work Presentation Practice - Show students 3 books, a red book and a yellow one which have the same size and a bigger brown dictionary then ask students to make comparisons. * Possible answers: • The red book is the same as the yellow one. • The red book is as big as the yellow book. • The yellow book is different from the brown dictionary. - Write the form on the board. The same as… (not) as… as different from - Ask students to do the exercise 5 on page 70-71 (work in pairs) * Answers: T-whole class Pre- writing a. not as big as e. not as big as b. different from f. the same as c. different from g. as long as d. the same as h. not as modern as i. not as cheap as - Set the scene: “The residents and store owners on Tran Phu Street are going to hold a meeting to discuss the effects of the new mall”. - Get students to read the notice and answer some questions to check their understading. * Questions: a. Why are the residents and store owners on Tran Phu Street going to hold a meeting? b. When will they hold a meeting? What time? c. Where will they hold the metting? * Answers: a. To discuss the effects of the new hall. b. They will hold the meeting on May 20 at 8 p.m. c. They will hold the meeting at 12 Hang Dao Street, Binh’s hardware store. - Let students know the way to write a notice, not write full sentences. - Ask students to read passage 2 on page 68. T-whole class While writing Post- writing - Ask some questions to check students’ understanding and get them to use short answers. a. What is the English Speaking Club going to hold? (a Speaking Contest) b. Where and when will it be held? (At hall 204 on November 15 th ) c.What time? (From 7.30pm to 10.00pm) d. Who is the person to contact? (Tran Thi Thu Hang of class 8H) - Get students to write the notice individually - Monitor and help them write - Ask students to share with their partners. - Check some notices and correct them. - Write the model notice on the board (Elicit student to write). * Answer: The School English Speaking club. HOLDING A SPEAKING CONTEST TO CELEBRATE TEACHER’S DAY Individual work Pair work T-whole class Homework Date: November 15 Time: 7.30pm. to 10.00pm. Place: Hall 204, Building G Please contact Ms.Tran Thi Thu Hang of Class 8H at the above address for more information. - Ask students to do exercise 3 on page 68. UNIT 7 : MY NEIGHBORHOOD Lesson 6: Section: - Language Focus (page 69,70) Period 45 1-2-3-4 Aim: Practice in Present Perfect Tense. Objective: By the end of the lesson, students will be able to use Present Perfect Tense. Teaching aids: Text book, poster, cards PROCEDURE Stage Steps/Activities Work arrangement Warm up * Matching: - Stick a poster of infinitives and Past Participles on the board. - Divide the class into 2 teams. - Get students from 2 teams to go to the board and write each pair of infinitive - past participle Eg.: be - been The team which writes more pairs wins the game be see collected go worked lived do seen eat attended write been written eaten work attend done live collect gone * Answers be - been write - written go - gone live - lived see - seen collect - collected do - done attend - attended eat – eaten work – worked - Get students to repeat in chorus and remember the past participles of irregular verbs . Group work Whole class Presentation - Set the scene: Na is new in Nam's neighborhood. They are talking to each other. - Give students an open dialogue between Nam and Na then ask them to complete it. Na: How long (1) you (2) in this neighborhood? Nam: I (3) (4) here (5) 10 years. Na: Really. It's a long time. * Answers: (1) have (3) have (5)have (2)lived (4) lived - Ask students to repeat the dialogue and ask some students to practice in pairs. • •Form: have/has + past Participle • •Use: to talk about something which started in the past and continues up to the present. • We often use "For" and "Since" with the Present Perfect Tense Pair work Practice For + length of time Since + starting point 1. Drill 1: Substitution Drill - Ask students to look at exercise 2 on page 69 and decide which is the length of time and which is starting point. - T reads out a phrase, students add Since or For Ex: T : five minutes Ss : for five minutes - Go on until students can remember how to use For /Since. * Answers: •• For five minutes •• Since 1990 •• Since the summer •• For three hours •• For 10 weeks •• Since Friday •• For 20 years 2. Drill 2: - Give the cues written on cards and ask students to make Ml sentences, T corrects their pronunciation. a. I /live/here/last week. 1 have lived here since last week. b. We / not eat / in that restaurant/2 years We haven't eaten in that restaurant for 2 years. Individual work Production c. I / not see / her / yesterday. I haven't seen her since yesterday. d. They / attend / Quang Trung School /last year They have attended Quang Trung School since last year. e. My Dad / work / for his Company / 20 years My Dad has worked for his Company for 20 years. f. Ba / collect /stamp/1995 Ba has collected stamps since 1995. - Ask students to do exercise 4 on page 70 (in pairs) Pair work Homework - Give feedback. * Answers: (1) have been (2) hope (3) have .lived (4) is (5) want (6) look (7) have .been (8) have seen - Get students to work in pairs to practice the conversation between Ba and Tom - Ask students to do exercise 3 (page 69) on their notebooks. Pair work UNIT 8: COUNTRY LIFE AND CITY LIFE I. Aim Helping students: - to talk about differences. - to talk about future events and changes. - to write a letter to a friend. II. Language focus 1. Present Progressive ••To talk about the future. ••To describe changes with get and become. 2. Comparative and Superlative adjective. III. Vocabulary Verbs Nouns Adjectives (to) face a drought nature accessible plentiful (to) prefer (to) struggle a facility a flood a migrant strain a tragedy typhoon adequate peaceful Permanently (adv) rural urban Lesson 1 Getting started Listen and read Reading for details about the differences between the city and country life. Lesson 2 Speak Language Focus 3 Speaking about the changes, using the Present Progressive Tense with Get and Become. Lesson 3 Listen Language Focus 1-2 Listeng for details and Further Practice in Present Progressive Tense. Lesson 4 Read Reading the text for details about the problems of farmers moving to the city. Lesson 5 Write Writing a letter to a friend about their neighborhood. Lesson 6 Language Focus 4-5 Further Practice in Comparative and Superlative adjectives. UNIT 8: COUNTRY LIFE AND CITY LIFE Lesson 1: Section: - Getting started (page 72) Period 46 - Listen and read (page 72,73) Aim: Reading for details about the differences between city life and country life. Objective: By the end of the lesson, students will be able to talk about the city life and the country life. Teaching aids: Text book. PROCEDURE Stage Steps/Activities Work arrangeme nt Warm up Pre- reading * Chatting: - Talk to students about life in the city and life in the country by asking some questions. a. Where do you live? b. Do you want to live in the city ? Why? c. Do you want to live in the country? Why? I. Pre - teach vocabulary T-Whole class - a relative (example: uncles, aunts, cousins) T-whole While reading - peaceful (synonym: the synonym of quiet and calm). - permanently (adv.) (explanation: its means existing all the time) - Accessible (translation) - Medical facilities (translation) * Checking vocabulary : Rub out and remember. II. Brainstorming (getting started) - Get students to talk about city life and country life. The words in the box of getting started may help them. noisy quiet * Possible answers: - tall buildings - plenty kinds of goods - polluted air - traffic jams - entertainment - busy - beautiful views - fresh food - fresh air - friendly - peaceful - Ask students to read the dialogue between Na and Hoi and compare their ideas. - Give feedback and get more information. 1. Comprehension Questions - Get students to work in pairs to answer the questions in exercise 2 on page 73. * Questions and answers: a. Where has Na been? Na has been to Kim Lien Village. b. How long was she there? She was there for the weekend. c. What is her opinion of the countryside? To her, the country aide is peaceful and quiet and there is nothing to do. d. Na says "there is nothing to do", what does she mean by this? class Pair work There is no libraries, no movies, no supermarkets, no zoos . e. What are some of the changes that Hoa mentions? Country life is becoming better. Many remote area are getting electricity. People can now have things like refrigerators and TV, medical facilities are more accessible. city life country life [...]... 2: Section: - Speak (page 81 , 82 ) Period 57 - Language Focus 2,3,4 (page 87 , 88 ) Aim: Practice in making and responding to offers, promises and requests Objectives: By the end of the lesson, Ss can make and requests, offers, and promises Teaching aids: Pictures on page 82 , 87 , 88 , chart, posters PROCEDURE Stage Steps/Activities Work arrangement Groupwork of Warm-up Revision: 8- 10 Ss Network - Draw the... and dialogues on page 87 , 88 and fill in the gaps with the right words - Monitor and correct - Call on some pairs to play the roles in front of the class - Ask Ss to do Language Focus 4 then practise speaking with a partner - Let Ss do the exercises in the workbook, page Pairwork Teacher-Ss Teacher-Ss UNIT 9: A FIRST- AID COURSE Section : - Listen (page 82 ) Pairwork Period: 58 Aim: Listening to a paragraph... 9 : A FIRST- AID COURSE Lesson 1: Section : - Getting started (page 80 ) Period 56 - Listen and Read 1, 2(page 80 , 81 ) Aim: Reading for details about the situations which require first – aid Objectives: By the end of the lesson, Ss can know what they would in the situations which require first – aid Teaching aids: Pictures on page 80 , cassette, gap fill chart, drawing PROCEDURE Stage Steps/Activities... them do the exercises in the workbook, page Individual UNIT 9 :A FIRST- AID COURSE Lesson 4: Section : - Read (page 83 , 84 ) Period 59 - Language Focus 1 (page 86 ) Aim: Reading for the instructions about some more situations requiring ifirst- aid Objectives: At the- end of the lesson 8s can use in order to and so as to to indicate purposes Teaching aids: chart, picture / drawing, mimes, 4 cardboards... correct words wwords wins the game I Pre - teach vocabulary - rural (adj.) (explanation: something deals with the countryside) - urban (adj.): (antonym) - (a) stain: (translation) T-whole class - (a) typhoon: (synonym) - (a) drought (explanation: hot and dry weather for a long time) - (to) struggle (translation) - (a) migrant (explanation: a person who moves from one place to another especially in order... Let the victim lie down Don’t give the shock victim any food - Have Ss open their books and read the instructions on page 83 - Ask some Ss to go to the board and add the missing information III Matching Individual - Ask Ss to read the statements on page 84 and match three Leadings A, 8, C to them Answer Kev: A→ a, c, e B → b C→ d Pairwork IV Grid - Draw the grid on the board - Ask Ss to read the instructions... some sentences, using Present Progressive Tense to describe changes in their school Pair work Group work Pair work Group work Individual work Lesson 3: UNIT 8: COUNTRY LIFE AND CITY LIFE Section: - Listen - Language Focus 1-2 (page 74) (page 77, 78) Aim: Listening for details to complete the dialogue and Further Practice in Present Progressive Tense Objective: By the end of the lesson, students will... about the activities in an emergency room Objectives: Help Ss know how to listen for details Teaching aids: Pictures on page 82 , cassette, a chart PROCEDURE Stage Steps/Activities Work arrangement Warm-up Guess from context: What actions ? - Ask Ss to look at the picture on page 82 and write out all title verbs describing the actions of the people in it - Tell Ss the group having the most right verbs... Pairwok - Ask Ss to write the questions and full answers (LF 1) in their exercise books - Let Sa do the exercises in the workbook, page UNIT 9: A FIRST-AID COURSE Lesson 6 Section : - Write 1, 2, 3 (page 84 , 85 Period: 60 Aim: Writing a thank- you note Objectives: By the end of the lesson, Ss know how to write a thank-you note Teaching aids: Posters, drawing PROCEDURE Stage Warm up Steps/Activities Revision:... clean the house have a meeting phone my aunt, Mrs Hang speak to Mom - Ask students to use the suitable verbs in the Present PreProgressive Tense to complete the dialogue in the listening exercise 2 page 78 Pair work - Get students to work in pairs T-Whole class - Call some pairs to practice the dialogues before class and teacher corrects * Answers: a am playing b are doing c am watching d am going e are . contact Ms.Tran Thi Thu Hang of Class 8H at the above address for more information. - Ask students to do exercise 3 on page 68. UNIT 7 : MY NEIGHBORHOOD Lesson. work Individual work UNIT 8: COUNTRY LIFE AND CITY LIFE Lesson 3: Section: - Listen (page 74) - Language Focus 1-2 (page 77, 78) Aim: Listening for details