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Objectives: By the end of the lesson, students will be able to remember the knowledge they have learned and practice more reading, listening and writing skills.. Knowledge:I[r]
(1)WEEK 04 Period 11 Planning date: September 12th, 2009
UNIT 2: SCHOOL TALKS
Section D: WRITING
I Objectives: By the end of the lesson, students will be able to:
- Fill some common forms such as enrolment form, application form … - Use some useful words and phrases to write a form by their own 1 Knowledge: - Language: Wh_questions; Gerund and To_infinitive. 2 Skills: - Main skill: Writing
- Sub-skills: Reading, Speaking, Listening
II Method & Techniques: Matching, Brainstorming, Pair work, Ask-answer, Listen- repeat, Gap Fill
III Teaching aids: Forms (real things) IV Procedure:
Teacher’s & students’ activities Content
I Revision (5ms)
-T: Ask the students to talk about the problems they have experienced at school
II Warm up (5ms): Brainstorming
-T: Show some forms and ask students some questions to set the scene
+ Have you ever filled a form?
+ On what occasions you have to fill in a form?
+ What kinds of information you often have to provide when filling the forms? - Sts: think about the question and answer them individually
My experience at school
1 I cried aloud on the way to school My parents took me to school
3 I didn’t come into the class but crying to return home
4 My classmates looked at me surprisingly and laughed at me
5 I couldn’t write the lessons at all Name date of birth place of birth
Marital status address occupation
(2)III Pre-writing (10ms) - Matching
-T: Have students work in pairs, look at task and then match a line in A with a question in B
- T: Explain some new words if necessary and then give the instructions
-T: Give the feedback IV While-writing (15ms) 1 Gap Fill
- T: Provide sts with some explains if it is necessary
-T: Ask students to certain things individually
-T: Feedback by giving remarks
- T: Go anound the class and hep sts to finish exercise
2 Filling in a form
-Students: Read the form and then fill in it with their information
-T: Help the students with some needed vocabulary and structures
V Post-writing (7ms)
- Sts: exchange their forms and self-correct then give some to the teacher - T: choose some forms and correct them - T: Summarize all the teaching points -Feedback by listening to each other
Task 2:
1-d 2-f 3-e 4-g 5-b 6-c 7-a
Task 3
1- PHAM VAN TUNG 2- Tung
3- a student 4-
5-Task 4:
THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM
Please write in capital letters. Mr./Mrs./Miss: Mr.
Surname: PHAM First name: TUNG
Date of birth: OCTOBER, 20th , 1985 Place of birth: NGHE AN
Nationality: VIETNAMESE
Languages VIETNAMESE, ENGLISH Address in your country: 99 HOANG THI LOAN STREET - GIA LAI PROVINCE - VIET NAM
Occupation: STUDENT
Reason for learning English: EXAMS
How many hours a day you want to stay at the school: HOURS
What date you want to start: MARCH 15th, 2009
Homework (3ms): - Learn vocabulary by heart
(3)MODEL FORM
INTERNATIONAL SCHOOL OF ENGLISH
Registration form STUDENT INFORMATION:
- Full name: - Sex: male / female
- Date of birth: - Nationality: - Home address: - Telephone: - Email: - Grade: - School: - What level: - Occupation: - Age: - Where have you learned English? PARENT INFORMATION:
- Name of father or mother: - Office address: - Telephone:……… Fax: ……… - Mobile phone: - Email: CLASS INFORMATION:
- How often would you like to study?: - What days would you prefer to study?: COURSE DETAILS:
Check () the course you are interested in:
GENERAL ENGLISH INTENSIVE ENGLISH
INTERNATIONAL BUSINESS ENGLISH ACADEMIC ENGLISH COURSE TOEFL TOEIC
How did you know our center?
Applicant’s signature: Date: Parent’s signature: Date:
(4)UNIT 2: SCHOOL TALKS Section E: LANGUAGE FOCUS I Objectives: By the end of the lesson, students will be able to:
- Pronounce the two vowel sounds / / and / : / exactly. - Distinguish the usage of gerund and to_infinitive 1 Knowledge:
- Language: Pronunciation: /, /:/, WH- questions and Gerund/ To-infinitive. 2 Skills: Integrated, mainly communicative method
II Method & Techniques: Pair work, Ask-answer, Listen – Repeat, Gap Fill, Making questions
III Teaching aids: Textbook, cassette, pictures and real objects IV Procedure:
Teacher’s & students’ activities Content
I Revision (5ms)
-T: Check the homework II Presentation (8ms)
-T: Help Sts know how to pronounce / / and /: /.
III Practice (20ms) 1.Pronunciation
-T: Present the sentence
- T: Ask students to listen and repeat words and sentences
- T: ask students to read the sentences -T: Have students tell the difference between two sounds: / / and /:/ -Students: practice the sentences given - T: Ask sts to find out some more words which have / / and /:/ sounds
2.Grammar
Exercise 1: Making questions
- T: Provide sts with some Wh-question words and their usage
PRONUNCIATION / / /:/ cousin father wonderful guitar 1 I love my school very much
2 I think my cousin is lovely
3 Last month I took Sunny out for lunch 4 They are dancing under the stars
5 Martha and Charles are dancing in the dark. Let’s have lunch in the garden.
Grammar and vocabulary
Question word To ask about Who
What Where When
People
People,animals,facts,event s
(5)-T: Have students read the answers and then make a question for each answer - Students: practice asking and answering the questions in pairs
- T: Give the feedback
Exercise 2: Gap Fill
- T: Explain when to use Gerund and To_infinitive; then give some sample - T: Give the note with some speacial verbs such as remember, forget, regret,
try & stop (go with Gerund and
To-infinitive but in certain case)
-T: Have students read the letter and then supply the correct verb forms -Sts: Do the exercise, read aloud and explain why they use these verbs in to_infinitive or V_ing
-T: Feedback by giving keys Exercise 3: Completing
-T: Have students complete the sentences using the correct form of the verb in box
-T: Feedback by giving keys
Which Why Whose How
Time Choices Reasons Possession Manner, quality.
Suggested anwers:
1-When did you arrive here? 2-How long has he stayed there? 3-Who did you come with? 4-Where is the post office?
5 Why you see that film so many times? What time is it?
7 How many children they have? Eg: I enjoy swimming
She wants to become a teacher Suggested anwers:
1 - to hear - going - remembering - doing - worrying - to pay - to go - visiting - seeing 10 - hearing Suggested anwers:
- to go - waiting - having - to find - living - making - to call - to lend - talking 10 - to post
Homework(2ms):
- Make sentences using Gerund/ To-infinitive - Make questions for these answers:
(6)
WEEK 05 Period 13 Planning date: September 19th, 2009
UNIT 3: PEOPLE’S BACKGROUND
(7)- Improve background knowledge about some famous scientists in the world espeacially Marie Curie
- Have more vocabulary for their own
- Scan and skim the content of the passage and answer the questions 1 Knowledge: - Language: The simple past versus the past perfect
2 Skills: - Main skill: Reading
- Sub-skills: Listening, Speaking, Writing
II Method & Techniques: Matching, True – False statements, Pair work, Group work, Ask-answer, Listen-repeat
III Teaching aids: Textbook, pictures & Tape IV Procedure:
Teacher’s & Students’ Activities Content
I Revision (5ms)
-T: Check the homework: write some questions using Wh_question words
II Warm up (3ms): Matching - T: show the poster
- T: Have students match each person with his/ her right job
- T: Give the feedback
III Pre-reading (10ms) 1.Set the scene
-T: Show the picture of Marie Curie and ask some questions:
2.Pairwork
-T: Have students practice asking and answering about Marie Curie in pairs
-T: Feedback and give comments 3.Preteach Vocabulary
-T: Elicit vocabulary using pictures and explanations
-Sts: Repeat the new words and remember them
- Sts: Listen and repeat in chorus - Sts: Read individually
- T: check the vocabulary, rub out and
Write questions: 1-Where you live? 2-Who did she go out with? 3-Why are you so sad?
Name Job
1 - Faraday - My Tam
3 - Charles Chaplin - Pele
5 - Tan
a - football player b - actor
c - scientist d - student e - singer 1-c 2-e 3-b 4-a 5-d
Before you read a - Who is she?
b - Have you ever heard of Marie Curie? c - What you know about her?
Vocabulary:
+ Brilliant (adj) = clever, quick at learning. + Private Tutor(n): teach a student or some students at home
+ General Education (n): comprehensive study of all subjects and skills : GD phổ thông
(8)remember
IV While-reading (20ms)
- T: Have sts listen and read the passage in sillence to get main information and then the following exercises:
1.Matching
- Students scan the text and match the words or phrases in A with their meanings in B - T: Feedback by asking students to translate sentence by sentence
- Sts: Practice saying words and definitions - T: Correct sts’ mistakes in pronunciation 2.True-False Statements:
- Students read the text again then work in groups of four, decide whether the statements are true of false, then find out true information from the text and correct the false information
- Sts: Practice saying out the statements - T: Give the feedback and ask the opinion of others
3.Questions
-Students: skim the text then work in pairs, practice answering the questions
-Sts: Present their answers to the rest of the class, some write down the answers on blackboard
-T: Give the feedback, ask for opinion from others
V Post-reading (5ms) Group work
-T: Give out adjectives and then ask students to work in groups of four, find
power
+ Flying Colours: with excellent grade when
graduating from university
+ Ph.D (abbre): Doctor of Phylosophy. + Radium (n): chất phóng xạ.
+ Atom (n): nguyên tử
Atomic (adj):
+ Humanitarian (adj): CN nhân đạo.
Task 1:
Suggested anwers:
1 - c - e - a - d - b
Task 2:
Suggested anwers: - T
2 - F Her dream was to become a scientist. - T
4 - F She met Pierre Curie in 1894/ She married Pierre Curie in 1895. - T
Task 3:
Suggested anwers:
1-She was born in Warsaw on November 7th, 1867
2-She was a brilliant and mature student 3-To save money for a study tour abroad She was awarded a Nobel Prize in
Chemistry for determining the atomic weight of radium
5 No, it wasn’t Because her real joy was “easing human suffering”
After you read
(9)evidence from the passage to prove each of them in groups of
-Sts: Share their opinions with their other groups’ classmates and make sentences -T: Feedback by giving comments
Ambitious: She harbored the dream of a scientific career, which was impossible for a woman at that time
Hard-working: She worked extremely hard at the Sorbonne
Intelligent: She was a brilliant and mature student
Humane: The Nobel Prize was not her real
joy Her real joy was “easing human suffering”
Homework (2ms): -Learn vocabulary by heart
-Read the whole text again and summarize it
Writing: Write Ho Chi Minh’s background using the given words:
Ho Chi Minh:
- Born: May 19, 1890
- 1911: Leave country/ Nha Rong Port/ find way/ liberate/ country - 1945: Declare/ independence/ Ba Dinh Square
- Sep 2, 1969: Die/ Ha Noi
Period 14 Planning date: September 21st, 2009
UNIT 3: PEOPLE’S BACKGROUND Section B: SPEAKING
(10)- Know how to ask for other people’s background 1 Knowledge: - Language: The simple past tense 2 Skills: - Main skill: Speaking
- Sub-skills: Reading, Listening, Writing
II Method & Techniques: Pair work, Group work, Game, Brainstorming, Ask-answer III Teaching aids: Pictures, textbook
IV Procedure:
Teacher’s & Students’ Activities Content
I Revision (5ms)
-T: Ask students to read the passage about Marie Curie
-T: Have students answer some questions -T: Check students’ vocabulary and the homework
II Warm up (3ms)
-Sts: Play the game Bingo:
-T: Stick the picture on the board and have students discuss: What are they talking about?
III Pre- speaking (10ms)
- T: Have Sts work in group of four
-Sts: List the things related to someone’s background then write the answers on the paper boards
- T: Further explain and give the correct items used in a someone’s background - Sts: Discuss what questions they can ask when they want to know about somebody’s background then take turn to say out the questions they find out
- Sts: Take turn to add to the list as many questions as possible
- T: Help the students with their questions if necessary
- Sts: some others come to the board and write the questions
Questions:
1 What did Marie Curie specialize in? She specialized in Chemistry and Physics What was her humanitarian wish:
Her humanitarian wish was “easing human suffering”
Task 1
family education
experience Suggested questions
1 What is your date of birth? / When were you born?
2 Where were you born? What is your home address? Who you live with?
5 Do you have any brothers or sisters? How many members are there in your
family?
7 What primary school / lower secondary school/ higher secondary school did you go to?
8 How was your school work? What were your favorite subjects? 10 What was your school/ work
(11)IV While-speaking (20ms)
- T: Explain the requirements of task 2, remind the students of the present simple and past simple tenses
- T: Ask students to practice interviewing their partner about his/ her background in pairs
- Sts: Work in pairs, take turn to be interviewer and interviewee and interview each other about their background
-T: Help the students with their vocabulary and structure if they need -T: Ask some pairs of students to practice making conversation in front of the class
- T: Help Sts how to begin a conversation
V Post-speaking (5ms) Group work
-T: Have students work in groups to talk about the person they have learnt about from the interview
-T: Feedback by listening to each other
experience? Task 2
- Greeting: Hi/ hello/ good morning … - Date of birth: When was you born? - Place of birth : Where was you born? - Home : Where does your family live? - Parents: What your parents do? - Brothers/ sisters: How many brothers/sisters
have you got?
- Primary school: What’s the name of ……? - Secondary school: What’s the name of ……? - Schoolwork: Do you join any activities at
school?
- Favorite subjects: What favorite subjects do
you like best?
- Experience: Have you ever been a monitor? - Thanking: Thank you very much.
Journalist: Hello Could I ask you some personal questions?
……… Student: Yes……… Journalist: Thanks a lot Bye.
A was born in……….in………
* I have an interview with….He/ She lives
with his/ her………, she
has….sisters, and brothers They live ………… at/ in………… He/ She went to……… Primary School,
………… Secondary School………
Homework (2ms):
- Write into the notebook the complete interview between you and your partner
- Write sentences about your favorite person’s background For example:
(12)2 She was born and grown up in Kontum
3 She learnt at our school from grade to grade 12 She used to attend “The way to Olympia” on VTV Now she is studying overseas
Period 15 Planning date: September 23rd , 2009
UNIT 3: PEOPLE’S BACKGROUND Section C: LISTENING
I Objectives: By the end of the lesson, students will be able to:
- Know more some information about Sally, an Olympic Champions - Help students listen for specific information about Olympic Champions
(13)+ Skills: -Main skill: Listening
-Sub-skills: Reading, Speaking, Writing
II Method & Techniques: True – False statements, Gap Fill, Matching, Pair work, Ask-answer, Listen-repeat
III Teaching aids: Textbook, pictures & Tape IV Procedure:
Teacher’s & Students’ Activities Content
I Revision (5ms)
- T: Call students to check homework - T: Ask students to make an interview
II Warm up (2ms)
* Play the matching game:
- T: Hang some pictures of some sports stars and their names on the board
- T: Call on Sts to play the matching game - Sts: Look at the pictures carefully and match them with the name correctly
III Pre-listening (10ms) 1.Chatting
-T: Show the picture of Nellie Kim and ask students some questions about her and some information about Olympic and Olympic champions
-Students: Think about the questions and answer the questions individually
2 Pre teach vocabulary
- T: elicit vocabulary from the students and let they repeat the new words
Interview
1 - greeting - primary school - date of birth - secondary school - place of birth - schoolwork - home 10 - favorite subjects - parents 11 - experience - brothers/ sisters 12 - thanking
Before you listen - Who is she?
She is Nellie Kim, a gymnast, a champion - Where does she come from?
She is from Russia
3 - What you know about Olympic?(When did it start? How often is it held?)
It started in 776 BC It is held every four years – Can you name some Olympic champions? Vocabulary:
sports teacher(n) a teacher who teaches sports romantic(adj)
(14)- Sts: Repeat the new words in chorus
2.Set the scene
- T: Ask students some questions:
1 – Do you know Sally – the Olympic champions?
2 - What would you like to know about her?
- Sts: Answer the questions individually
Sally has been the Olympic champions. Now you are going to listen to a conversation between Bob and her, then do the tasks followed.
IV While-listening (15ms) 1.True-False Statements
- Sts: Predict whether the statements are true or false
- T: Have students listen to the tape twice and then decide whether the statements are true or false, check their predictions
- Sts: Practice speaking: give their opinions - T: Feedback by having them listen to the tape again and check their answers
2.Gap Fill
-Sts: Read the given sentences carefully, guess the missing words in the blanks and then listen to the tape twice and then fill in the blanks with words they hear
-Sts: Exchange their work with their partner then present their answers to the rest of the class
-T: Feedback by asking them to listen once more and check their answers
V Post-listening (10ms)
-T: Ask students to practice asking and answering questions about Sally in pairs - Sts: work with partner, ask and answer about Sally and then present their
Ex: teacher’s diploma
Olympic Champion(n)
Task 1: - T - T
3 - F (She doesn’t have much free time.) - T
5 - F (She wants to be a sports teacher.)
Task 2:
1 - a general education - lives/ family - different / swimming - love stories
5 - teacher’s diploma
After you listen:
Suggested questions:
1 When and where was she born?
(15)exchanges to the rest of the class
-T and sts: Feedback by giving comments and listen to each others
4 What does she like doing? What does she want to be?
Homework (3ms): - Write a short passage about Sally’s background - Learn Vocabulary by heart
- Complete the following sentences to know more how to keep fit I / physical exercises every morning
I / a lot of vegetables I / never stay up / late
I / not worry / anything/ too much
I / fish / very often / I / seldom / eat / meat
WEEK 06 Period 16 Planning date: September 26th , 2009
UNIT 3: PEOPLE’S BACKGROUND Section D: WRITING
I Objectives: By the end of the lesson, students will be able to: - Write a simple C V about people’s background
- Get to know the format, layout and essential information of a C V * Skills: -Main skill: Writing
-Sub-skills: Reading, Speaking, Listening
II Method & Techniques: Gap Fill, Pair work, Ask-answer, Listen-repeat III Teaching aids: Textbook, some sample of C.V
(16)Teacher’s & Students’ Activities Content I Revision (5ms)
- T: Check students’ vocabulary
- T: Check the homework, give the question (What you to keep fit?)
II Warm up (5ms)
- T: Ask students if they know a C.V or not
III Pre-writing (7ms)
- T: Show a sample of curriculum vitae and ask students some questions to set the scene: What can you see in curriculum vitae?
- T: Elicit the new words from the students by using explanation and examples
- Sts: Repeat the new words and remember the words carefully
- T: Check the students’ vocabulary by asking them matching words with their meanings
IV While-writing (15ms) 1 Writing a passage.
- T: Have students read Mr Brown’s C.V - T: Supply the students with some structures and vocabulary when they need - Sts: Work in pairs and write a paragraph about Mr Brown using the given cues in the textbook
- T: Go around the class and offer help if necessary
- T: Have Sts compare their writing with the partner, and check whether the information about Mr.Brown is correct or not
Suggested answers:
I am not a sport champion, but I want to keep fit, so:
I physical exercises every morning I eat a lot of vegetables
I never stay up late
I don’t worry about anything too much I eat fish very often, but I seldom eat meat Definition of a C V: curriculum vitae – a form with details about somebody’s past education and jobs
+ a C.V normally consists of the following items:
Personal information/ data Education
Previous jobs Interest
Vocabulary:
curriculum vitae(n) : C.V telephonist(n)
travel agency(n) tour guide(n)
Suggested answers: Task 1
David Brown was born on November 12th, 1969 in Boston He attended Kensington High School and passed exams in English, French, and Mathematics He worked as a tourist guide from June 1991 to December 1998 in a travel agency and then he was a hotel
(17)- Sts: Some show their work to the class - T and sts: Give remarks
- T: Show the suggested paragraph
2.Pairwork
- Sts: Practice interviewing their partners and then complete the form given
- T: Give some guiding questions for Sts to make the interview
- Sts: Self- Check their forms - T: Give the feedback and remark V Post-writing (10ms)
- T: Have students write a paragraph about their partner’s parents using the information they have just taken
- T: Call on some Sts to present their writing by speaking out before the class
Task 2:
Guiding questions:
1 - Which school did your mother go to? - What exams did she pass?
3 - How many languages can she speak? - What’s her hobby?
5 - What was her previous job?
Name: Mr / Mrs Date of birth: Place of birth: Education: School attended: Exams passed: Previous job: Interests
(18)
Period 17 Planning date: September 27th, 2009
UNIT 3: PEOPLE’S BACKGROUND Section E: LANGUAGE FOCUS
I Objectives: By the end of the lesson, students will be able to:
- Distinguish and pronounce the sounds / e / and / æ / correctly
- Recognize the different between the simple past and the past perfect and use them appropriately
1 Knowledge: - Pronunciation: / e / & / æ /
- Grammar: The past perfect, the simple past 2 Skills: Integrated, mainly communicative method.
(19)IV Procedure:
Teacher’s & Students’ Activities Content
I Revision (5ms)
- T: Check the homework
- T: Ask students to tell what a C.V is and write his/ her C.V
II Warm up (3ms)
-T: Show pictures and ask students to tell what they see
Sts: I can see “the fat man has a red pen” III Practice (25ms)
1.Pronunciation
-T: Elicit the words which have the sounds /e/ and /æ/
- T: Have students listen to the tape once, then listen again and repeat the words - Sts: Practice pronouncing these words in chorus by individual
- T: Elicit the rule how to pronounce the sounds and how to form the sounds
- Sts: Find out other words which have the above sounds from the sentences
- T: Go around the class and offer help if it is necessary
2.Grammar and Vocabulary a - Set the scene
-T: Ask students some questions about Marie Curie:
1-What was Marie Curie given at the Sorbonne? When?
2 Who obtained that position before that? b - Elicit the target language
-T: Elicit the grammar point and explain -T: Have students give examples
Name: Mr / Mrs Date of birth: Place of birth: Education: School attended: Exams passed: Previous job: Interests
Pronunciation:
1-I can see a man lying on the bed. 2-The fat man has a red pen. /e/ /æ/ men man said sad met mad bed bad pen pan send sand The fat man has a red pen
This handbag will be sent to Helen Sam said apples were very expensive
Grammar and Vocabulary
Marie Curie took up the position which her husband had obtained at the Sorbonne.
took up : The simple past had obtained : The past perfect The past perfect
a - Use: It is used:
(20)
c - Giving the correct verb forms
- T: Ask Sts to supply the verbs in the bracket with the suitable forms individually
- Sts: Do exercises and in pairs
-Sts: Read the exercises and then give the correct form of the verbs in brackets, then write their answers on the paper board Some students have their answers corrected -T: Feedback by giving remarks
d - Finding the mistakes
- T: Ask Sts to read the story carefully and give them some questions about the story to make sure the Sts have general understanding
+ What is the story about? + Who are in the story? ………
-T: Have students find out mistakes in the use of tenses and correct them
- Sts: Work in pairs , exercise 3
- Sts: Present their answers and give their opinions, explain why they need changing
Ex: I had done all my homework before p.m - To describe an action happening before another action in the past
Ex: I had done all my homework before I
watched TV.
b - Form:
(+) S + HAD + P.P
(-) S + HAD NOT (HADN’T) + P.P (?) HAD + S + P.P ?
Exercise 1:
Suggested answers:
1 - had broken – had been - had done – had left - had met – had moved - hadn’t turned off – hadn’t seen - had ever seen 10 – had broken Exercise 2:
Suggested answers: - had just finished / came - had seldom traveled/ went – went / had already taken
4 – Did you manage / had he gone / got – had just got / phoned / had been
Exercise 3:
1 - had climbed climbed - had turned turned - had called called - had heard heard
(21)- T: Feedback, give remarks and keys IV Production (8ms)
- T: Remind the students of the above grammar point
Homework (4ms): Supply the correct verb forms: simple past or past perfect
1 - They (go) ……… home after they (finish) ………… their work - He (do) ……… nothing before he (see) ………me - In England, he soon (remember) ……… all he (learn) - When I (come) ……back the shop, they (sell) …… the book I wanted - By the end of Summer, the farmers (harvest) ……… all the crop
Period 18 Planning date: September 28th, 2009
TEST YOURSELF A
I Objectives: By the end of the lesson, students will be able to remember the knowledge they have learned and practice more reading, listening and writing skills
1 Knowledge:
- Grammar: Gerund, to infinitive, Bare-infinitive 2 Skills: Main skills: Writing, Reading, Speaking, and Listening II Method & Techniques: Pair work, Ask - answer, Listen - repeat III Teaching aids: Textbook, cassette, tape, and sub-board IV Procedure:
Teacher’s & Students’ activities Content
I Revision (5ms)
-T: Ask students to tell how to pronounce the sounds /e/ and /æ /
-T: Ask students to tell the use as well as the
form of the past perfect tense a - Use: It is used:
(22)-T: Check the homework
II Listening (7ms) 1.Chattimg
-T: Ask Sts some questions about Martin Luther King and Sts answer the questions -T: Elicit vocabulary from Sts and Set the scene 2.Listen
-Sts : Read the information in the table then guess the missing words
- Sts: Listen to the tape as many times as possible and then fill in the blanks with the missing information
- Sts: Compare their answers with their partner -T: Feedback and ask Sts to listen to the tape again
III Reading (7ms) 1.Reading
-T: Have students read the passage and elicit the new words
- Students: repeat words and remember 2.Gap Fill
-Sts: Read the text again then complete each blank with provided phrases
-T: Feedback by giving keys
IV Grammar (7ms) 1.Set the scene
-T: Show pictures and ask students to make
point of time in the past
-for an action happening before another action in the past
b - Form: S - had - P.P Vocabulary:
minister(n) movement(n) speech ( n) memorial(adj) Suggested answers
1- On 15th January, 1929 2- In 1951. 3- For years 4- He met 5- They got married
6- A minister at
7- The black freedom movement 8- Heard his speech at the
9- In 1964
10- 4th April, 1968 Reading
Vocabulary: Chairman(n)
Education committee(n) To research
Public Health CounciL Fall in love
Suggested answers:
1- F : Took a degree in Economics 2- C: Worked hard
3- A : The chairman of Fairfield Education Committee
4- D : For two years
5- B: For the best essay on education Grammar
(23)their own sentences using Gerund, To infinitive or Bare-infinitive
- T: Remind the structures of To_inf & V_ing -T: Feedback by giving the structures
2.Gap Fill
-T: Have students supply the correct form of the verbs in brackets then say aloud the sentences in front of the class
- T: correct the answers and give comments -Remind students of Gerund, To infinitive, Bare-infinitive
V Writing (7ms)
-T: Have students read Sally Green’s letter then ask sts some questions:
What does Sally want to through the letter? - She wants to inform Phong with her personal information.
What does she want Phong to do? - Write a letter to reply
- T: Have students write a reply to her letter - Sts: Write the letter individually and then self-check their letters, after that teacher correct some of the students’ letters
VI Production (7ms)
-Consolidate all the teaching points:
He enjoys going fishing 1- to apply 6- can 2- am 7- reading 3- attended 8- know 4- passed 9- am able to 5- got 10- hearing
Suggested answer: Dear Sally,
I’d like to be your pen- friend I……… English is my favorite subject In the evening, I sometimes listen to music, watch TV and at weekends, I often go swimming or play badminton with my friends
……… I’m looking forward to hearing from you soon!
Love, Phong
Homework (3ms): - Write the suggested letter into the exercise notebook. - Rewrite the following sentences:
1 Don’t forget to lock the door before going to bed Remember ……… Please tell him to phone me tonight
Would you mind ………? I think you should read this book
This book is worth ……… He always avoids meeting me
(24)- Use the correct form of the verb in the parentheses:
a) I (see) ……… a car accident when I (wait)……… for you on this corner yesterday b) Mr Jones (be) ……… principal of our school since last year
c) My father (not watch) ……… TV every night
d) My friend (thank) ……… me for what I had done for him
WEEK 07 Period 19 TEST 45 MINUTES
I Chọn từ (ứng với A B, C, D) có phần gạch chân phát âm khác với từ còn lại câu sau: (0.75pt)
A kitchen B history C time D finish
A mark B card C hard D warm
A bed B severe C send D pen
II Chọn phương án (A B, C, D) ứng với từ/ cụm từ có gạch cần phải sửa để các câu sau trở thành xác (1pt)
1 Try to avoid to travel during rush hours A B C D
2 He had begun to study English three years ago A B C D
3 Mr Phong was teaching for 30 years before he retired last month A B C D
4 Before I went to bed last night I have already finished my homework A B C D
III. Chọn từ/ cụm từ thích hợp (ứng với A B, C, D) để hoàn thành câu sau (0.75pt)
1 Are you ……… with what he did?
A interested B surprised C keen D satisfied
2 What a ……… person the old woman was !
A human B humane C humanitarian D humanism
3 “ ……… you go swimming?” “ Twice a week”
A What time B How C How long D How often
IV Cho dạng động từ ngoặc (2.5pts)
(25)3 I was enjoying my book, but I stopped (read) ……… to my homework When I woke up this morning, it (rain) ………
V Viết lại câu sau cho nghĩa chúng không thay đổi (2pts) My sister likes to watch Korean films I do, too
We enjoy Henry came Then we went for a picnic
After Henry Mary suggested going on a walking holiday
Mary said: “ Let’s “ Who does this notebook belong to?
Whose
VI.Hoàn thành câu sau dựa vào nhũng từ/ cụm từ cho sẵn (1pt) How far / be/ from / your house / school ? Two kilometres
mother / busy / at / /housework
VII Hãy đọc kỹ đoạn văn sau đây, sau hồn thành câu hỏi trả lời (2pts) Thomas Edison was born on February 11th, 1847 in Milan, Ohio When he was at school, his teacher considered him to be a slow student Because of hearing problems, Edison had difficulty in following lessons But with only three months of formal education, he became one of the greatest inventors and industrial leaders in history
Edison had a special life He married twice with five children He loved books, had excellent memory, and always showed curiosity about science
Although he had hearing problems, he refused to have an operation for his deafness He said that silence helped him concentrate He always worked very hard and often had only four hours of sleep every day He died on October 18th, 1931.
1 Why / Edison / find / it / hard / follow / lessons?
How long / he / often / work / every day?
(26)
Period 20 Planning date: October 2st, 2009
UNIT4: SPECIAL EDUCATION Section A: READING
I Objectives: By the end of the lesson, students will be able to: - Understand the term special education. - Know about Braille Alphabet
* Skills:- Main skills: Reading
- Sub-skills: Writing, Speaking, Listening
II Method & Techniques: Matching, Multiple Choice, Gap Fill, Pair work, Ask - answer, Listen-repeat
III Teaching aids: Tape and Pictures and real thing (Braille alphabet) IV Procedure:
Teacher’s & Students’ Activities Content
I Revision: Check –up the old lesson. II Warm up (5ms)
Chatting:
T: Show some pictures of disable people and chat with students:
What is the girl doing?
Why they have to use their fingers to touch the book?
(27)and answer
- Explaining about Braille and sign language.
- T: Ask Sts something about Louis Braille’s background and sign language - T : Have students look at the Braille Alphabet to tell what the message is
III Pre-reading (10ms) Pre teach Vocabulary
- T: Show pictures and elicit vocabulary using explanation and translation
- Sts: Write down into the notebook
- T: Let students repeat the new words several times and rub out the board, check the new vocabulary
- Sts: Get out words and take notes.
- Sts: Work in groups, get out the difficulties which disabled children often encounter in their lives, then fill in the table
IV While-reading (20ms) 1.Listen
- T: Let students listen to the tape and read the text while listening
2.Matching
- T: Explain the requirement of task 1, the pronunciation of some new words and ask the students to repeat the words and then read again the whole text in silence to get main information
- Sts: Scan the text individually to find out the sentences which contain the words then work in pairs and match the words in A with their definitions in B
- Sts: Say out the words and definitions by making complete sentences
- Louis Braille (1809 – 1852), educator and inventor of the Braille Alphabet.
- We Are The World
Vocabulary:
Disable (adj): be in capapable of doing sth. Dump (adj): not being able to speak.
Proper schooling (n): enough & good study: học hành đầy đủ.
Opposition(n): disagreeing viewpoints: ý kiến phản đối.
Effort(n) make an effort to sth : try, attempt : nỗ lực.
Be proud of(adj) take pride on: tự hào. Prevent sb from doing sth: cản trở làm việc gì.
Task
Suggested answer:
(28)3.Multiple Choice
- T: Instruct how to multiple choice questions and explain some words if necessary
- T: Ask Sts to work in groups of four, read the passage again and then discuss with their friends to choose the best answer for each statement
- T: Tell Sts to compare their answers with other groups and then call some Sts to present their work in front of the class by saying out complete sentences
- T: Feed back by listening to each other V Post-reading (8ms)
Gap Fill
-T: Have students read the passage again and elicit words from students and ask them to work in pairs
- T: Encourge Sts to guess the missing words
- Sts: Fill in each blank with a suitable word then practice speaking
- T: Go around the class and offer help if necessary; call some Sts to read the completed summary aloud before the class - T: Give the feedback and some comments
Task 2:
Suggested answers:
1 - D - B - A - C – D
After you read :
1 - disabled - time-consuming - read - maths
3 - write - arms - efforts - fingers - oppositions 10 - proud
Homework (2ms): - Learn Vocabulary by heart.
- Prepare the next new lesson “Speaking”.
-Write a passage telling others your thought about special education Using some cues from the conversation below:
A: What you think about the problems of the deaf and the mute in their daily life? B: Well, they must have difficulty hearing and speaking However, many can use hearing aids to help them with hearing
A: How can they overcome their problem of speaking?
(29)
Period 21 Planning date: October 2nd, 2009
UNIT4: SPECIAL EDUCATION Section B: SPEAKING
I Objectives: By the end of the lesson, students will be able to: - Talk about school life of the students
- Ask and answer the information about study at school - Work as an interviewer and interviewee
Skills: -Main skills: Speaking
-Sub-skills: Writing, Reading, Listening II Method & Techniques: Matching, Pair work, Ask-answer. III Teaching aids: Textbook
IV Procedure:
Teacher’s & Students’ Activities Content
I Revision (5ms)
-T: Ask students to read the passage and answer some questions
-T: Check students’ vocabulary and their homework
II Warm up (7ms) Chatting
-T: Ask Sts some questions about their secondary school
- Sts: Answer the questions individually -T: Elicit the new words from the students
Questions to check up:
1 Name some disadvantages of being disabled
2 What can/ should we to help disabled people?
Questions to warm up
+) What lower secondary school did you go to?
+) Do you love your school?
(30)- T: Set the scene: an interviewer is going to interview a student, what can he/ she ask that student?
- Students make a list of questions - Share their idea with their classmates’ III Pre-speaking (5ms)
- T: Give some new words to help Sts understand the dialogue clearly
Matching
- T: Have Sts read the dialogue carefully and then fill in each blank with a right question
- Sts: Read the questions and the answers before deciding the best question in the blanks
- Sts: Practice the dialogue in pairs in front of the class
- T: Give feedback and some comments if necessary
V While-speaking (20ms) Pair work
- T: Give clear instruction for task
- T: Have Sts practice with their partner using the questions in exercise
- Sts: Present their dialogue to the rest of the class
- Sts: Other Sts listen and take note in order to retell the content of the interview
- T: Give remark, correct Sts’ pronunciation and give marks to encourge Sts if they well
V Post-speaking (6ms) Retelling
Vocabulary:
oral test(n)
fifteen / forty five – minute test final examination
to be honest(exp)
lower secondary school higher secondary school
Task 1: Match the questions with the answers Suggested answers:
A E B F C G D
Task 2: Interview your partner, using the questions in task
Questions:
1 Which lower secondary school did you go to?
2 What were your subjects then? 3 What was your timetable? 4 What about homework?
5 Can you tell me about the tests and examination at your school then?
6 What did you like best about your school? 7 What part of the school didn’t you like then?
(31)- T: Call on some Sts to use what they take note, then make a mini-speech about their classmate
- T: Have Sts present before the whole class what they know about their partner
- T: Give some comments and marks
Task : Tell the whole class what you know about your partner/ classmate
Suggested answer:
Hanh went to Huynh Thuc Khang High School She had twelve subjects to learn at school She went to school in the afternoon, but sometimes in the morning She often had four or five classes each
afternoon………
Homework (2ms):
- Learn Vocabulary by heart - Practice the dialogue more
- Write a paragraph telling others about your school life, beginning with:
I am………I went to……… I went to………… school I went to school………… I had……… I liked…… best I didn’t like…………
(32)WEEK 08 Period 22 Planning date: October 5th, 2009
UNIT4: SPECIAL EDUCATION Section C: LISTENING
I Objectives: By the end of the lesson, students will be able to:
- Know more about The Vang Trang Khuyet Photography Club
- Listen for specific information about a special class for disabled children - Listen better through True or False and Gap-filling exercises
Skills: -Main skills: Listening
-Sub-skills: Writing, Speaking, Reading
II Method & Techniques: Gap Fill, True-False Statements, Guessing, Ask-answer, III Teaching aids: Textbook, cassette and tape
IV Procedure:
Teacher’s & Student’s Activities Content
I Warm up (5ms)
- T: Give the word “beautiful”, then ask Sts to give other words from this root and their part of speech
- Sts: Discuss with the partner, and give the answers
II Pre-listening (10ms) 1.Preteach Vocabulary
- T: Elicit vocabulary ,using pictures, explanation
- T: Let students repeat the new words and notice the different pronunciation
betweens
- Beautiful (adj) - Beauty (n) - Beautifully (adv) - Beautify (v)
Before you listen Vocabulary:
photograph(n) = photo photography(n)
(33)2.Gap Fill
- T: Have Sts read the passage and guess the missing words, ask them to work in pairs
- Sts: Use the words in the box, fill in each blank with one word from the box
- Sts: Give the answers and explain why they choose the words
- T: Give the feedback and write the correct answers on the board
IV While-listening (20ms) 1.True – False Statements
- Sts: Skim the information in the exercise - T: Explain some new words that will appear in the tape
- T: Have Ss listen to the tape once and tick true-false sentences
- Sts: Listen again and check the answers - T: Have Sts work in pairs to compare their work then ask some Ss to speak out their answers
- T: Play the tape again and check the Sts’ answers
2.Gap Fill
- T: Ask Ss to skim the information in the task
- T: Have Ss listen to the tape once more times and the exercise
- Ss: Listen and write down the necessary information
- T: Have Ss work in pairs to compare their work then ask some Ss to present their work in the front of the class - Ss: Work in pairs to check the
information and then present before class - T: Have Ss listen to the tape again to check the correct information
escape( v)
Before you listen
1- photographic 4- photograph 2- photography 5- photogenic 3- photographer
Task 1
1 - T: The Vang Trang Khuyet Club’s members are all disabled children
- F: (information not given)
3 - T: The club’s members are exhibiting their photographs for the first time in Hanoi
4 - F: The subject of their photos are about people and scenery
5 - T: The passion for taking photographs has helped them escape their sorrow
Task 2
(34)- Ss: Listen and correct the information V Post-listening (8ms)
Group work
- T: Have sts retell the story about The Vang Trang Khuyet Photography Club in groups
- T: Present before class
Suggested answers:
*The Van Trang Khuyet Club has 19 members They are all disabled They learn how to take photos Now they are having their first
exhibition in Ha Noi The subject of their photos is about the beauty of daily life Their passion for photograph has stimulated them a lot
Homework (2ms): - Learn Vocabulary by heart
- Write a summary about the above photography club - Prepare for new lesson
(35)Period 23 Planning date: October 12th, 2009 Lesson WRITING
I Objectives: By the end of the lesson, students will be able to know how to write a complaint letter
1.Knowledge: -Vocabulary: native teacher, refund, receipt. 2.Skills: -Main skills: Writing
-Sub-skills: Listening, Speaking, Reading
3 Educational aims: You should polite even though when you complain II Method & Techniques: Gap Fill, Ask-answer, Pair work.
III Teaching aids: Sub – board, Textbook
IV Procedure:
Teacher’s & Students’ Activities Content
I Revision (5ms)
-Ask students some questions about The Vang Trang Khuyet Photography Club -Check students’ vocabulary
-Check their homework II Warm up (5ms) Chatting
-Ask students some questions about a complain letter to set the scene
-Feedback
III Pre-writing ( 7ms) 1.Set the scene
-Hang the advertisement on the board and ask students some questions
-Set the scene 2.Gap Fill
-Have students read the dialogue and then complete it with suitable answers
-Feedback
- Writing, Reading
- Ask sts about the form and the language
Questions:
Who are the members of the Vang Trang Khuyet Club?
What are they doing?
What is their passion for photograph help them? * Questions to discuss
1 Have you ever been in a trouble about which you have to complain?
2 How did you complain?
*Have you ever write a complain letter? On what occasion did you write it? What was the result?
* What is the advertisement about? It is about a language center
Do you find it an ideal place to learn foreign languages? Why/ Why not?
Task 1: Work in pairs Complete the dialogue 1-I’m not happy with it at all
2-not all of them
(36)of a letter of complaint - Help sts know them
- Help sts know some useful expressions that are often used in a letter of complaint - Writing
V While-writing (20ms)
-Have students use the information from the dialogue in Task to complete the complaint letter given
V Post-writing (6ms) -Check
- Ask the students to remember the form , outlines and expressions to write a letter of complaint
-Consolidate the teaching point - Collect their paper to correct the mistakes at home
4-I don’t I have to pay for them 5-only some of them Mine is not
6-In fact, classes start late and finish early Suggested outline of a letter of complaint : Greetings Dear…
2 Purpose of the letter I was very surprised… Suggestions I hope that…
4 Closing Yours…/ Signature Useful expressions:
- I am writing to complain about… I hope that…
The director
I am writing to complain about the poor quality of the service at your center
Some/ All teachers are not native speakers There are more than 20 students in my class I don’t get free books and tapes I must pay for them
Some/ All are not air-conditioned
What I don’t like most about the center is the class time It starts later and ends earlier
Homework (2ms): Write a complaint letter about using dynamite for catching fish in the lake near your house
Self-evaluation: - Good points: - Sts understand the lesson - Suitable method
(37)Period 24 Planning date: October 15th, 2009
Lesson 5: LANGUAGE FOCUS
I Objectives: By the end of the lesson, students will be able to: -pronounce the sounds /o/ and /o:/ exactly
-know how to form nouns using The - Adj as well as the use of connector which 1 Knowledge: -Pronunciation: /o/ & /o:/
-Grammar: The - Adj , the connector Which,
2 Skills: -Main skills: Writing, Reading, Speaking, and Listening
II Method & Techniques: Gap Fill, Matching, Ask-answer, Listen-repeat, Pair work III Teaching aids: Pictures
IV Procedure:
Teacher’s & students’ activities Content
I Revision (5ms)
-Ask students to tell how to write a complaint letter
-Check their homework II Warm up (3ms)
-Show the picture and ask students some questions:
1-What are these? 2-Where are they put? -Set the scene
III Practice (25ms) 1.Pronunciation
-Elicit the words which have the sounds /o/ and/ o: /.
-Let students repeat the words -Have students practice these words
-Have students practice the sentences given - Have sts find out some more words which have the above sounds
2.Grammar and Vocabulary a-Gap Fill
-Ask students some questions to set the
1 Greetings Dear… Purpose of the letter I was very surprised… Suggestions I hope that…
Closing Yours…/
Signature
Useful expressions:
- I am writing to complain about… I hope that…
They are socks
They are put on top of the box
The socks are put on the top of the box. /o/ /o: / top, wrong, call, walking, boss, doctor, sport, more, box, job four, talk * Practice these statements
1 Put the socks on top of the box
2 He lost his job as a doctor in the hospital What’s wrong with you, boss?
4 Is walking called a sport? He can’t talk to her any more
6 Four of us have walked for fourteen miles .Grammar and Vocabulary
(38)scene:
1-What you call a person who can’t hear?
2-What you call a person who can’t see? -Elicit the form
-Have students complete each sentence with The - one of the adjectives given.
-Feedback b-Gap Fill
-Have students complete the sentences with used to - a suitable verb.
-Feedback
- distinguish used to and get/ be used to -Review the target language and explain c-Matching
-Give examples and elicit the grammar point
-Explain
-Have students match a sentence in A with a sentence in B
IV Production (10ms)
-Show pictures and ask students to make their own sentences using the above teaching points:
- Blind The blind - Deaf The deaf - Mute The mute Formation:
The - Adj Noun
EX: The deaf don’t have ability to hear S Plural V
Exercise 1:
2-the injured 3-the unemployed 4-the sick
5-the rich/ the poor Exercise 2:
2-used to have/ ride 3-used to have 4-used to like/ eat 5-used to be
……… USED TO - INF
GET/ BE USED TO - V-ING S- used to - inf
Did - S - use to- inf D- didn’t - use to - inf
Exercise 3: Join a sentence from A with one from B
Ex: He failed the exam This made me surprised
He failed the exam, which made me surprised
Exercise 3:
2-Jill isn’t on the phone, which makes it difficult to contact her
3-Neil has passed his exams, which is good news
4-Our flight was delayed, which meant we had to wait for hours at the airport
Homework (2ms): 1-Make sentences using used to and sentences using which as a connector and sentences with The - adjective
2 Which word has the underlined parts pronounced differently from the others?
A word B hospital C pop D strong
A love B mother C brother D work
3.Lan has to travel a long way to school This makes her parents worried (Combine into one) We ……….( arrive) before the train left (Give the correct verb form)
1 My father worked for a travel agency Now my father doesn't work there (Rewrite with used to)
Self-evaluation: - Good points: - Time is suitable
- Sts have already learnt these grammar points before
(39)Lesson 1: READING
I Objectives: By the end of the lesson, students will be able to know the importance of the computer
1 Knowledge: -Vocabulary: central processing unit, floppy disk, speaker, printer, magical, places of scenic beauty, software, and hardware
2 Skills: -Main skills: Reading
-Sub-skills: Writing, Speaking, Listening 3 Educational aims: Know how important computers are in our life.
II Method & Techniques: Matching, Pair work, Ask-answer, Listen-repeat, Multiple choices
III Teaching aids: Tape, Pictures and real objects
IV Procedure:
Teacher’s & students’ activities Content
I Revision (5ms)
-Ask students to tell the use as well as the form of used to, the use of the - adj , and which as a connector.
-Correct the homework
II Warm up (3ms) Chatting
-Show the picture of a computer and ask students some questions to set the scene III Pre-reading (10ms)
1.Matching
-Have students match work in groups, match each numbered item with one of the words or phrases in the box
2.Preteach Vocabulary
-Elicit vocabulary , using pictures, explanations, synonym
-Repeat the new words IV While-reading (15ms) 1.Listening
-Let students listen to the tape 2.Matching
-Have students match the words or phrases in A with their meanings in B -Feedback
-Elicit the new words
S- used to - inf Did - S - use to- inf D- didn’t - use to - inf Can you use a computer? Do you often use it? What you use it for? 1-D 2-E 3-G 4-C 5-A 6-F 7-B 8-H Vocabulary:
central processing unit( CPU)(n) floppy disk(n)
speaker(n) printer(n)
CD ROM (Compact Disc Only-Read– Memory)
VDU (visual display unit) = computer screen (n)
miraculous (a) memo(n) Task 1:
1-c 2-e 3-a 4-b 5-d
magical: in a strange or mysterious way
places of scenic beauty: places where the scene s are interesting and beautiful
interact: link or act on each other
software: programmers performed by the computer
(40)-Check their vocabulary
- Ask sts to share their paper with their friends
- Writing, Speaking - Correct sts’ mistakes - Drill the pronunciation 3.Mutiple choice
-Have the students read the text again -Have students choose the best title for it - Give the reason why
-Feedback 4.Questions
-Ask students to read the passage again - Skin for details
- Practice answering the questions in pairs - Speaking: ask and answer the questions -Feedback
V Post-reading (10ms) Discussion
-Have students discuss in groups of four and retell the other uses and importance of the computer , discuss the advantages and disadvantages of computers
-Feedback
Task 2: Decide which of the three options below is the best title for the passage: ( B)
What can a computer do? Task Answer the questions
1-A computer can help us
-visit shops, officers, and places of scenic beauty
- pay bills
- read newspapers and magazines
- receive letters from and letters to almost every part of the world
2-Because it is capable of doing anything you ask
It is a calculating machine which speeds up calculations
Homework: -Learn Vocabulary by heart
-Summarize the text; Write a passage telling others about the importance of the computer : Self-evaluation - Good points: - The topic is very interesting
- The language is easy for sts to understand Period 26 Planning date: October 19th, , 2009
Lesson 2: SPEAKING I Objectives: By the end of the lesson, students will be able to: -talk about the uses of modern technology
(41)-Vocabulary: cell phone, digital camera, vacuum cleaner, to transmit, to process. 2 Skills: -Main skills: Speaking
-Sub-skills: Writing, Reading, Listening
3 Educational aims; Know the importance of information technology in every field.
II Method & Techniques: Brainstorming, Pair work, Ask-answer, Listen-repeat, Gap Fill III Teaching aids: Pictures and real objects
IV Procedure:
Teacher’s & students’ activities Content
I Revision (5ms)
-Ask students to read the passage and then to answer some questions
-Feedback and remark
-Check students’ vocabulary and their homework
II Warm-up(10ms) Brainstorming
-Have students name some modern devices. -Elicit vocabulary
-Repeat the new words III Pre-speaking (5ms) Chatting
-Show a mobile phone and ask students some questions to present the model IV While-speaking (15ms)
1.Pairwork
-Have students practice asking and answering about the uses of modern devices in pairs
-Feedback 2.Gap Fill
-Have students read the sentences and then complete each sentence with a verb in the box
- Share their opinions with their friends’ -Feedback
3.Speaking
What can a computer to help us? It helps to…………
Visit………… Read……… Learn……… Vocabulary: cell phone digital camera(n) vacuum cleaner(n) to transmit(v) to process(v) design (v)
Example exchange
A: Can / Could you tell me what a cell phone used for?
B: Well It is used to talk to people when you are away from home
Task Complete the sentences below Use the words in the box
Information technology is very useful to our lives It allows us to………
1-store very large amounts of information 2-transmit information quickly
3-process information as soon as we receive it 4-send messages from one computer to
another
(42)- Students work in groups of four, discuss the uses of Information Technology
-Ask students to look at the ideas in Task 2, rank them in order of importance and give their reasons
-Feedback by listening to each other V Post-speaking (8ms)
-Ask students to discuss in groups telling about the uses of information technology -Feedback
participants can see each other on a screen Task 3
Students’ answers: Rank the ideas in order of importance Give reason
I think the most important is……… because………
Topic
Tell about the uses of information technology Information technology is very useful to our lives First, it allows us to…………
Second, it helps us…… Homework (2ms): -Learn Vocabulary by heart.
-Write a passage telling about the uses of information technology Self-evaluation: - Good points: - The topic is very interesting
- The language is easy for sts to understand - Weak point: No
************************************* Week - Period 27 Planning date: October 21st, 2009
Lesson 3: LISTENING
I Objectives: By the end of the lesson, students will be able to tell other how often they use modern devices
1 Knowledge: -Vocabulary: camcorder, to make an excuse, shy. 2 Skills: -Main skills: Listening
-Sub-skills: Writing, Reading, Speaking
3 Educational aims: should know how to use a computer and be patient when study something
-Help students know the importance of computers in daily life
II Method & Techniques: True – False Statements, Pair work, Ask-answer, Listen-repeat, Gap Fill
III Teaching aids: Cassette tape, pictures and real objects
IV Procedure:
Teacher & students’ activities Content
I Revision (5ms)
-Ask students to tell the use of computers, air conditioners, TV,…
1.A cell phone is used to talk to people when you are away from home
(43)-Check vocabulary and their homework II Warm up (5ms):
Playing guessing game:
S1: explain the uses of a modern device S2: Guess what it is
Chatting
-Ask students some questions : 1-Is there a computer in your house? 2-Do you know how to use it?
3 Is it easy or difficult to use the computer? III Pre-listening (10ms)
-Have students practice asking and answering the information in the box in pairs
- Compare answers with a partner -Feedback
- Elicit the vocabulary
- Listen and repeat vocabulary IV While-listening (15ms) 1-Task 1
T: Asks Ss to read the statements in task carefully and predict
- T: Has Ss listen to the tape once and the exercise
- T: Has Ss work in pairs to compare their work then asks some Ss to present their work in the front
- T: Has Ss listen to the tape the second time to check the correct information
- T: Asks Ss to skim the questions in the exercise
- T: Has Ss listen to the tape again and answer the questions
- T: Has Ss work in pairs to compare their work then asks some Ss to present their work in the front
Ss: Work in pairs to check the information and then practice asking and answering the
to music and learn foreign languages * Example
S1: It is use to cook rice, meet and fish What is it/
S2: It is an electric cooker * Yes, there is.’ No, there isn’t Yes, I do./ No, I don’t
Before you listen
very often : cell phone, TV, computers sometimes: radio, camcorder
never : fax machine
S1: How often you use a radio? S2: I sometimes use it………
S3: How often you use a computer? S4: I often use it
Vocabulary: Worried(a) Memory( n) Refused Headache(n) Excuse(v) Task 1:
1-F 2-T 3-T 4-F 5-F 6-F
1.F: The man was worried when his son bought a computer
2 T: The man became worried when his secretary asked him to buy a computer T: The man decided to take some computing lesson
4 F: His son didn’t understand about the computer
5 F: The man understood the lessons very well
6 F: The man continued to learn how to use a computer after a few lessons
(44)questions in the front -Feedback
2.Task 2
Ask sts to listen to the tape again and fill in the blanks
- Listening
- Have sts share their papers to other pairs to correct them
- Writing
- Let sts listen once more and give the right keys
- Listening, Speaking -Feedback
V Post-listening Retell the story
-Have students practice retelling the story in groups
- Sts practice in group, giving the director as much advice as possible
words
1-invited 3-refused 2-still 4-excuse 5-anything
After you listen: Retell the story:
The lesson is about an old man who doesn’t know how to use a computer When his son bought a computer, he wasn’t worried Then one day his secretary asked him to buy a computer He became really worried
Give the old man advice
You should learn and entertain at the same time so that you don’t feel tired You should be more patient
You shouldn’t be shy Give the son advice: You should teach slowly You should explain carefully
Homework: Write a passage retelling the above story or write about how to learn to use a computer the most effective and quickly
Self-evaluation: - Good points: - Time is suitable - Sts are active
- The pictures are beautiful - Weak point: - Some sts are not good at listening
************************************* WEEK 10 - Period 28 Planning date: October 24th , 2009
Lesson 4: WRITING
I Objectives: By the end of the lesson, students will be able to know how to write a set of instructions
1 Knowledge: -Vocabulary: phone card, receiver, dial tone, slot, remote control, cord, to adjust
2 Skills: -Main skills: Writing
(45)3 Educational aims: students should choose the proper and educational programs on TV for themselves
II Method & Techniques: Rearrangement, Ask-answer, Listen-repeat, Pair work, Group work
III Teaching aids: Pictures and real objects
IV Procedure:
Teacher’s & students’ activities Content I Revision (5ms)
-Check vocabulary and the homework II Warm up (10ms)
.Chatting
-Show the picture of a public telephone and a phone card and then ask students questions to set the scene
- What can you see here? - A public telephone
Have you ever used a public telephone? -Yes/ No
- Do you know how to use it?-Yes/ No - What we need when we use it? - What we when we use it?
III Pre-writing (7ms) 1.Preteach Vocabulary - Elicit vocabulary - Explain vocabulary 2 Reading
- Have students read the set of instructions - Elicit the connectors and the imperative form of the verbs from the instructions IV While-writing (15ms)
1.Groupwork
-Show the remote control and ask students to practice asking and answering the questions in groups, using the imperative form of the verbs
Sts talk about how to make effective computing lessons:
We should……… We shouldn’t…………
Task 1: Read the following set of instructions on how to use a public telephone
Vocabulary: instruction (n) receiver(n) dial tone(n) slot(n) to insert to dial to operate to be through volume (n) to adjust
Task 2: Find out the connectors and the imperative forms of the verbs
a Connectors: first, next, then, until
b Imperative form of the verbs: lift, listen, insert, press, wait, dial
Task : Look at the TV and the remote control below and answer the following questions
1-If you want to operate the TV with a remote control, you have to make sure that the cord is plugged in and the main is turned on
2-To turn on the TV, press the power button To turn off the TV, press the power button again
(46)- Some pairs ask and answer the questions in the front
-Feedback 2.Writing
-Have students write a set of instructions on how to operate a TV with a remote control using the picture and the answers above - Present their writing on the board - Correction
-Feedback
V Post-writing (5ms)
-Have students retell a set of instructions on how to operate a TV with a remote control in groups of
- Correct students’ work -Feedback
button
4 To watch VTV1, VTV2, VTV3,VTV4, press button 1, 2, or
5 To adjust the volume, press the volume button
6 To turn of the sound, press mute button Task Write a set of instructions on how to operate a TV with a remote control Use the pictures and the questions above as suggestions:
If you want to operate a TV with a remote control, you must be sure / make sure that the cord is plugged in and the main is turned on To turn on the TV, press power button To choose the program, press program button……
Homework (3ms): -Learn Vocabulary by heart.
-Write a complete set of instructions on how to make tea, use the prompts below - first/ boil water
- next/ rinse / teapot and cups/ hot water - make sure / teapot/ hot
- then/ fill tea - close/ lid
- wait/ three or four minutes
Self-evaluation: - Good points: - Sts understand the lesson. - Suitable method
- Students can write the instructions
- Weak point: Some students are not good at writing time-consuming
Week 10- Period 29 Planning date: October 24th , 2009
Lesson 5: LANGUAGE FOCUS
I Objectives: By the end of the lesson, students will be able to: -pronounce the sounds /u/ and /u:/ exactly
-remember the old knowledge they have learnt
1 Knowledge: -Vocabulary: man-made, satellite, to spill, carpet.
(47)2 Skills: -Main skills: Writing, Listening, Reading, Speaking
II Method & Techniques: Gap Fill, Sentence building, Ask-answer, Listen- repeat. III Teaching aids: Pictures and real objects
IV Procedure:
Teacher’s & students’ activities Content
I Revision (5ms)
-Ask students to tell how to operate a TV with a remote control
-Remark
-Check vocabulary and the homework III Practice (25ms)
1.Pronunciation
-Elicit the words which have the sounds /o/ and/ o:/.
-Have students practice pronouncing these words in pairs
-Elicit the rule
-Have students practice the sentences given
- Have students find out some more words which have the above sounds
2.Grammar and Vocabulary a- Eliciting
-Have students write into their exercise notebooks what they think Tan has done before Quang comes
-Ask some students write their sentences on the board
-Check and remark b-Sentence Building
-Remind students the passive of the present perfect
-Have students make complete sentences using the passive of the present perfect - summarize the usage of the present perfect tense
-Feedback
If you want to operate a TV with a remote control, you must be sure / make sure that the cord is plugged in and the main is turned on To turn on the TV, press power button To choose the program, press program
button…… Pronunciation:
/u/ /u:/ foot, cook food, fruit look put school, June full, pull tooth, afternoon
1 Could you tell me where you’ve put my book?
2 Your bookshelf is full of books Grammar and vocabulary
The present perfect 1-Tan has opened the door 2-Tan has turned the TV on 3-Tan has tidied the house 4-Tan has cleaned the floor Tan has turned on the lights
6 Tan has laid two bottles of water on the table
(-) S - have/ has - p.p (- ) S- haven’t/ hasn’t - p.p (? ) Have/ Has - S - p.p?
2 The present perfect passive
1-A new hospital has been built in our city. 2-Another man-made satellite has been sent up into space
(48)c-Gap fill
- Remind the students the relative clause and relative pronouns Who, Which, That -Ask students to fill in each blank with a suitable word
-Feedback
IV Production (10ms)
-Consolidate all the above teaching points
for wood by farmers
4 Thousands of animals have been killed in the forest fire
S - have/ has - been - p.p
3 Relative pronouns Who, Which, That 1-which/that 6-who/that
2-which/that 7-whom/that 3-which/that 8-which/that 4-who/that 9-which/that 5-who/that 10-who/that Homework (5ms):-Make complete sentences using the passive of the present perfect.
1-Car / repair / the mechanic 2-books / take / away
-Combine the following sentences using relative pronouns.
1-The radio has suddenly stopped working It is not very old 2-The girl sits next to me She is my close friend
Self-evaluation -Good points: - Time is suitable.
- Sts have already learnt this grammar before - Weak point: - No
********************************
Week 10 Period 30 Planning date: October 27th, 2009
Lesson 1 : READING
I Objectives: By the end of the lesson, students will be able to know more about beauty spots in Viet Nam
1 Knowledge: -Vocabulary: lotus, picturesque site, pine forest, excursion, campfire, to persuade
2 Skills: -Main skills: Reading
-Sub-skills: Writing, Speaking, Listening 3 Educational aims: Protect and preserve our beautiful nature
(49)II Method & Techniques: Matching, Multiple choices, Gap Fill, Brainstorming, Pair work, Ask-answer, Listen-repeat,
III Teaching aids: Tape and Pictures
IV Procedure:
Teacher’s & students’ activities Content
I Revision (5ms)
-Ask students to tell the form as well as the use of the present perfect tense , the passive of the present perfect, and the use of relative pronouns who, which, that -Check the homework
II Warm up (5ms) 1.Brainstorming
-Have students name some beauty spots in Viet Nam
- Give students some pictures of beauty spots of Viet Nam
III Pre-reading (10ms) 1.Matching
-Show pictures and ask students to match the pictures with the information given - Ask the students to call the names of the pictures
-Feedback 2 Chatting:
Ask students some questions about the pictures above:
- Which place(s) would you like to visit? Why?
2.Preteach Vocabulary - Elicit vocabulary
- Pre teach vocabulary, using pictures and explanations
-Let students repeat the new words - Check the vocabulary: match 3.Pairwork
-Have students practice asking and answering about which of the places they would like to visit and give reasons
IV While-reading (15ms) 1.Listen
-Set the scene , let students listen to the disc and read
2.Multiple Choice
*1-My car has been repaired by the mechanic 2-The books have been taken away
*1-The radio which/ that is not very old has suddenly stopped working
2-The girl who/that sits next to me is my close friend
Hue Citadel Huong Pagoda
Xuan Huong Lake Ha Long Bay Matching
1-d 2-b 3-a 4-c
1 Thien Mu Pagoda –d Ha Long Bay- b One Pillar Pagoda- a Da Lat - c
Vocabulary: lotus(n) picturesque (adj) pine forest(n) excursion(n) campfire(n)
come to an end = end rock information (n) to persuade(v)
anxious (adj) - worried
Task 1: Choose the best answer 1-C 2-D 3-A
1 Lan wrote the letter to tell Minh about the plan for her class trip.
2 The students decided to go on an excursion because they wanted to
understand their Geography better and relax after work.
3 The students have changed their
destinations as it is impossible to visit the
(50)-Have students choose the best answer for each sentence
- Share their ideas with their partner - Discuss with their partner
- Speaking: present their opinions -Feedback: give the keys
3.Questions
-Have students practice asking and answering the questions in pairs
- Speaking: present the questions and answers in pairs
- Correction
-Feedback: writing and correcting V Post-reading (7ms)
Summary
-Have students fill each blank with a suitable group of words from the box - Discuss with their partner to come to an agreement
- Speaking: Read aloud the sentences -Feedback: give the keys
-Have students retell the main content of the letter
caves near Thay Pagoda. Task 2: Answer the questions
1-When they have some days off after the first term
2-Because they have recently studied rock formations and many of them have never been inside a cave
3-It’s only over 20 kilometers
4 They are going to have a night campfire on a two day trip and they are going to bring food and share the buses with other classes
5 She was anxious about how to get her parents’ permission
After you read: Fill in the blanks in the summary of the letters with a suitable group of words from the box
1-is going to make 5-their trip 2-some caves 6-only problem 3-want to see 7-to persuade them 4-have learnt 8-her classmates Homework (3ms): -Learn vocabulary by heart.
-Exercise 1, Part – A-Reading – Unit – Workbook - Summarize the letter, using the prompts:
Lan’s class/ two- day excursion/ visit/ caves/ near Huong Pagoda They/ want/ understand / geography lesson/ better/ relax They / plan/ trip/ carefully/ However/ Lan/ worried/ get/ her parents’ permission./ She / try/ persuade/ able/ join/ trip
Self-evaluation: - Good points: - The topic is very interesting
- The language is easy for sts to understand - Weak point: No
WEEK 11 Period 31 Planning date: October 31st, 2009
Lesson 2 : SPEAKING
I Objectives: By the end of the lesson, students will be able to speak English well
1 Knowledge: -Vocabulary: sundeck, to get sun burnt, travel sickness, refreshments. 2 Skills: -Main skills: Speaking
-Sub-skills: Writing, Reading, Listening
3 Educational aims: Proper arrangement is important to make yourself and your friends pleased
(51)III Teaching aids: Pictures
IV Procedure:
Teacher’s & student’s activities Content
I Revision (5ms)
-Ask students to read the letter and then ask them some questions
-Check students’ vocabulary -Check the homework
II Warm up (4ms) Chatting
-Show a picture of Lake Michigan, Chicago and ask students some questions Where is it? How you travel if you go on a trip on the lake? Where you want to sit on the boat?
-Set the scene
III Pre-speaking (6ms) Pre teach Vocabulary -Elicit vocabulary -Repeat the new words
-Play guessing game: One student talk about what he or wants, the others tell who he or she is
- Elicit the ways of giving opinions - Present a model conversation IV While-speaking ( 20ms) 1-Groupwork
-Ask students to look at the seat plan and then to decide the best seat for each person
-Feedback and remark 2.Pairwork
-Have students work in pairs to practice asking and answering about which seat they think is the most suitable for them and give the reason why
-Feedback
Checking up:
Why did Lan write a letter to Minh? When is she going to go on a trip? What are their plans for their trip? Vocabulary:
sundeck(n)
to get sun burnt(v) travel sickness(n) refreshments(n) suffer from…
to be by oneself = to be alone Guessing game:
S1: I like to sit in the sun and I want to be by myself Who am I?
S2: Tim Giving opinions:
- I think……… - …… Should………
- …… is better because…… - That’s a good idea
- That’s not a good idea Model conversation:
S1: I think [ Mary] should sit in section [B] S2: [Yes] Put her in seat [16]
S1: [No] That’s not a good idea because [Susan wants to sit near her]
S2: OK [Seat 37] would be better. Mrs Andrew: seats 46, 43, 41, 45, 34 Mary: seats 31, 37, 19, 20, 26, 32. John: seats 10, 11, 12
(52)V Post-speaking (8ms)
-Summarize the teaching points
Sam: seats 16, 29, 34
Homework (2ms): -Learn Vocabulary by heart.
-Write a short passage telling others which seat is suitable for you and explain why, beginning with: I like……… I don’t like………
So I think I should sit in section………… The best seat for me would be………… Self-evaluation: - The structures are simple for sts to practice
- Time is suitable
- Good at pair working and group-working - Weak point: Some students cannot explain their opinion
******************************
Period 32 Planning date: November 1st , 2009
Lesson 3 : LISTENING
I Objectives: By the end of the lesson, students will be able to summarize the main content of the lesson
1 Knowledge: -Vocabulary: glorious, spacious, left-over, Botanical Garden 2 Skills: -Main skills: Listening
-Sub-skills: Writing, Speaking, Reading
3 Educational aims: Going on a picnic is a good way of relaxing and studying the nature II Method & Techniques: Rearrangements, Gap Fill, Pair work, Group work,
(53)Ask-answer, Listen-repeat, III Teaching aids: Tape and Pictures
IV Procedure:
Teacher’s & student’s activities Content
I Revision (5ms)
-Ask students to tell which seat they like to seat on a boat and why
-Check students’ vocabulary and their homework
II Warm up (3ms) Game -Play the game Hanging man. (the word is PICNIC )
III Pre-listening (10ms) 1.Chatting
-Ask students some questions to set the scene:
1-Have you ever gone on a picnic? 2-Who you often go with? What you often bring? 2.Preteach Vocabulary -Elicit vocabulary -Repeat the new words 3 Predict
- Students work in group of four, describe the pictures
- Predict the order of the pictures IV While-listening (18ms) 1.Numbering the pictures
-Let students listen to the tape and then number the pictures in the order they hear (2 times)
- Discussion - speaking -Feedback: key 2.Gap Fill
-Let students listen to the tape again and
I like……… I don’t like………
So I think I should sit in section………… The best seat for me would be………… Vocabulary:
glorious(adj) spacious(adj) left-overs(n)
Botanical Garden(n)
Task 1: Listen and number the pictures in the order you hear
1-A 2-E 3-B 4-C 5-F 6-D
Task 2: Listen again and fill in the blanks with the exact words you hear
Keys:
1-was just a few 3-at the school gate 2-to pay a visit 4-a short tour 5-playing some more games
1 The weekend picnic I enjoyed most was just a few weeks ago
2 My class decided to pay a visit to the Botanical Garden
3 We met at the school gate on time We made a short tour round the garden In the afternoon, we went on playing
some more games Task : Answer the questions 1-It was a glorious day
2-Yes, it was
3-It was a beautiful place
(54)fill in the blanks with the exact words they hear
-Discussion
- Listen again and check -Feedback
3Questions
- Listen again and take note
-ask students to practice asking and answering the questions in pairs
- Speaking: Some pairs ask and answer the front
- Writing: some write the answers on the board
V Post-speaking (7ms) Group work
-Ask students to discuss about what they would plan if their class could go
for a picnic this weekend - Talk about their plans
took photos, sang, danced, played games and enjoyed a meal with a lot of food
Your plan for a picnic this weekend
If your class could go for a picnic this weekend, what would your plan be?
- Place to visit: - Time to meet - Place to meet - Things to bring
- Means of transport to take - Games/ activities to play - Time to leave
Our plan:
If we could go for a picnic this weekend, we would go to/ visit………… we would meet at……… and set off at…… We would bring……… and go by………… There, we would play/ enjoy……… we would leave at………
Homework: -Learn Vocabulary by heart
-Write about your plan for the next picnic, using the suggestions: - Place to visit - Time to meet - Place to meet - Things to bring
- Means of transport to take - Games/ activities to play - Time to leave Self-evaluation: - Good points: - Time is suitable.
- Sts are active
- Weak point: - Some students are not good at listening Period 33 Planning date: November 4th, 2009
Lesson 4: WRITING
I Objectives: By the end of the lesson, students will be able to know how to write a confirmation letter
1 Knowledge: - Language: Request and confirmation expressions
-Vocabulary: to pick S.O up, to be convenient for, bunch of bananas, mango, wildlife, 2 Skills: -Main skills: Writing
-Sub-skills: Listening, Speaking, Reading 3 Educational aims: Volunteer to help friends and other people
(55)II Method & Techniques: Pair work, Group work, Ask-answer, Listen-repeat, III Teaching aids: Pictures letters
IV Procedure:
Teacher’s & students’ activities Content
I Revision (5ms)
-Ask students some questions about the picnic they learned in the part Listening -Check pupil’s vocabulary
-Check the homework
II Warm up (7ms)
1.Chatting: Ask students some questions:
1-Have you ever gone on a picnic? 2-How you prepare for the trip? Who often help you prepare for the trip?
2 Set the scene: If you need any help and you write a request letter to someone, what would you hope to receive?
2.Preteach Vocabulary: -Elicit vocabulary -Repeat the new words III Pre-writing (7ms) Pair work
-Have students read the two letters and then find the requests in Nga’s letter and the confirmation in Hoa’s
- Discuss with other groups
- Elicit confirmation expressions from students
-Feedback/ conclusion
- Help students remember the format of an informal letter
V While-writing (18ms)
Revision and check up:
1 What was the weather that day?
2 How did they get to the Botanical garden? What did the students in the garden? Vocabulary:
-a confirmation letter: a letter that responds to the request or suggestion It confirms whether the help or the agreement is provided or not -to pick S.O up(v)
Ex: I will pick him up at the airport. -to be convenient for(v)
- a bunch of bananas(n) -mango(n)
-wildlife(n)
Task 1: Read the two letters and find the requests in Nga’s letter and the confirmation in Hoa’s
Requests:
- Can you go shopping with me to buy the things we need for the trip?
- I will pick you up at 2:30 p.m tomorrow Is the time convenient for you?
The confirmation:
- Certainly, I will help you to prepare everything you need for the trip
- I’ll be waiting for you at 2:30 p.m tomorrow Useful expressions:
Request expressions: - Can you…?
- Could you…? - Will you…?
Confirmation expressions: - I am sure…
(56).Writing
-Have students work in group of four write a confirmation letter responding to each of them
- Change around and self correct
- Teacher correct some letters as examples
V Post-writing (6ms) Mistake Correction
-Choose some letters to correct them in front of the class
- Speaking
- Call one or two students to give the talk in front of the others
- Speaking
- Ask sts some questions about the content of the letter
- Speaking
- Play a game to help students summarize the content of the lesson
- Would you…? - I’m sorry I can’t
An informal letter: A Heading:
( The writer’s address and the date) B Dear………
C Body( confirmation)
D Closing (Love/ Yours/ your friend/ With love/ See you again…)
Task 2: Read the situation and write a confirmation letter responding to each of them Letter
Lan is going to have a birthday party at 8.00 p.m on Saturday She asks you to buy her two
bunches of bananas, three kilos of oranges, ten mangoes and bring them to her house an hour before the party You agree to help her
Confirmation: Certainly, I will help you to buy everything you need for the party I’ll come at 7p.m.Don’t worry
Homework (2ms): -Learn Vocabulary by heart.
-Write the correct letters into the notebooks
Self-evaluation: - Good points: - Sts practice writing well.
- Suitable method - Time is suitable
- Good pair work and group work
- Weak point: Should give the students jumbled letter for sts to arrange before writing WEEK 12 Period 34 Planning date: November 5th, 2009
Lesson : LANGUAGE FOCUS I Objectives: By the end of the lesson, students will be able to:
-pronounce the sounds / / and / :/ exactly
-remember the use of the present progressive tense with future meaning and BE GOING TO
1 Knowledge: -Grammars: The present progressive tense with future meaning, WILL and BE GOING TO
-Pronunciation: The sounds / / and / :/
(57)2 Skills: -Main skills: Writing, Listening, Reading, Speaking
II Method & Techniques: Gap Fill , Multiple Choice, Pair work, Ask-answer, III Teaching aids: Pictures
IV Procedure:
Teacher’s & students’ activities Content
I Revision (5ms)
-Ask students to tell how to write a confirmation letter
-Check vocabulary and the homework
II Warm up (5ms)
-Play the game Noughs and Crosses
III Practice (25ms) 1.Pronunciation
-Elicit the words which have the sounds / / and/ :/ using pictures.
- Explain how to pronounce / / and / / -Let students repeat the words and practice the sentences given
- Have students find out some more words which have the above sounds
- Find out the rules
2.Grammar and Vocabulary: the future with GOING TO and the present progressive tense with future meaning a-Multiple Choice
-Ask students to read the sentences carefully and then choose the best option for each sentence
-Feedback and explain why
b-Supplying the correct verb form
-Have students put the verbs in brackets in the present progressive or be going to.
I Pronunciation
teacher bird shirt
dirty monitor nurse
sir earth camera
/ /
teacher, pagoda, camera, restaurant
/ : / bird, church,
nurse, shirt,
Pronunciation rules:
- / / is the vowel of a, e, i, o u, ai, au, ar, yr, er, or, ea, oi, eo, ir, er(e), ou(s), ur(e), oar, ou(s), re, when they are not stressed
- / / is the vowel of er, ir, or, ur, ear, in monosyllable words and in polysyllable words when they are stressed
II Grammar Exercise 1
1-are you doing 2-is getting married 3-are you going to watch 4-am going to be
5-is going to rain Exercise 2
1-are going 2-are having
(58)- Speaking- writing
-Feedback and explain why c Complete the sentences
-Remind students of Will, Be going to, and the present progressive with future meaning.
- Sts complete the sentences with present progressive or BE GOING TO
- Speaking- writing d-Pair work
-Have students complete the conversations in pairs
-Feedback
V Production (8ms)
-Consolidate the above teaching points - Have students make their own sentences
4-are you putting 5- isn’t going to give
Exercise 3 1-Are you going to watch/ see it? I’m visiting my grandparents
2-We are going shopping with my friends 3-is he going to do?
He is going to buy a new car Remember:
* The present progressive tense can be used with future meanings when expressing the plans and predictions
Homework (2ms):
Self-evaluation: -Good points: - Time is suitable.
- Sts have already learnt this grammar before - Weak point: - No
******************************
Period 35 Planning date: November 6th , 2009
I Objectives: By the end of the lesson, students will be able to remember the knowledge they learned from unit to unit
1 Knowledge: -Vocabulary: inhabitant, biscuit factory, unfair, 2 Skills: -Main skills: Speaking, Writing, Reading, Listening
II Method & Techniques: Pair work, Gap Fill, Ask-answer, True-False Statements III Teaching aids: Tape, Textbook
IV Procedure:
Teacher’s & students’ activities Content
I Check –up (5ms)
-Ask students to tell the difference
(59)among will, the present progressive with future meaning, and be going to. -Check the homework
II Warm up (5ms)
-Play the game Word square The key word is Reading, Oxford III Listening (7ms)
1-Chatting
-Ask students some questions about two the above cities :
- Have you ever heard about Reading and Oxford?
- What are they famous for?
-Set the scene: Present the requirements of the listening text
2-Listening
-Let students listen to the tape and then complete the table below
-Feedback
- Ask and answer some questions about the content of the listening text
IV Reading (7ms) Silent reading
-Ask students to read the passage carefully and then decide whether the statements are true or false
- Practice speaking- writing - Correct the false sentences -Feedback
V Grammar (10ms)
-Ask students to read the paragraph carefully and to find out the words omitted and explain why
-Feedback
VI Writing (10ms)
- Remind the students some main
predictions
1A 2B 3B LISTENING:
Reading Oxford
Location (1)
50 miles to the west of London
(6) in central England Population (2) 120.000
inhabitants
(7) 90, 000 people Noted for (3) market town
(4)biscuit (5)computer industry
(8)university (9) car factory (10)Crowley Road
READING
1-F 2-F 3-T 4-F 5-T
1 Students are not given much homework Students are given…
2 It is necessary for students to work at home in their free time. unnecessary
3 Students’ homework is not properly prepared by teachers
4 Students not have to repeat tasks they have already done at school Students have to… Most people think that homework is not fair
GRAMMAR
1-by 5-the 9-it 2-for 6-the 10-be 3-there 7-a/ per
4-which/that 8-by
WRITING
Dear uncle……
(60)points of writing a letter -Have students write the letter -Remark
We are staying in the factory the whole morning and visiting the production Can you let us have a guide for the visit? It’ll be great if we can have meetings with workers
If there aren’t any changes, we’ll arrive at about eight in the morning Is everything convenient for you? Please let me know as soon as possible
Love, Nam
Homework (1m): -Write the suggested into the notebook. -Exercise D page 40 Workbook
Self-evaluation: -Good points: - Students could practice listening doing grammar exercises and reading rather well
- Weak point: - shortage of time (not enough for writing and correction) ******************************
WEEK 13 Period 38 Planning date: November 10th, 2009
Lesson : READING
I Objectives: By the end of the lesson, students will be able to know more about TV programs
1.Knowledge:
-Vocabulary: channel, TV series, New Headlines, People Army, Comment, drama. 2.Skills: -Main skills: Reading
-Sub-skills: Writing, Speaking, Listening
3 Educational aims: Watching TV is necessary for everybody but you should choose the suitable channels at proper time so that you can spend time learning your lessons
II Method & Techniques: Pair work, Matching, True-False Statements, Ask-answer, Listen-repeat, Brainstorming III Teaching aids: Tape, Pictures
(61)Teacher’s & students’ activities Content I Check-up Non Check - up
II Warm up (5ms)
-Play the game Lucky Numbers III Pre-reading (10ms)
1-Pairwork
-Have students practice asking and answering questions in pairs
- Practice speaking -Feedback
2.Preteach Vocabulary -Elicit vocabulary -Repeat the new words
- Check the vocabulary: matching IV While-reading (15ms)
1-Matching
-Have students read the text in silent - Discuss with partner
- Match the words in A with their definitions in B
- Practice speaking -Feedback
2.True-False
-Ask students to read the text again,
- Work in pairs, decide the statements are true or false and correct the false statements
- Write their answers on the sub board - Share their opinion with the other pairs - Practice speaking
-Feedback : check and find out evidence
3.Questions
-Ask students to practice asking and answering the questions in pairs
BEFORE YOU READ
Ask and answer the questions When you often watch TV?
When I have free time/ when having meals/ after finishing my homework
2 How many channels are there on our national TV?
There are six( VTV1- VTV6)
3 How many hours per week you watch TV?
For about ten hours Vocabulary: channel(n) TV series(n) New Headlines(n) People Army(n) comment(n)
WHILE YOU READ
Task 1: Match the words with their definitions
1-c 2-a 3-d 4-b 1 Cartoon is a film made by photographing a series of changing drawings
2 Drama is a play for the theater , television or radio
3 Comedy is a film or a play that is
intended to be funny, usually with a happy ending
4 Documentary is a film or TV program giving facts about something
Task 2: Answer true or false 1-T 2-T
(62)- Write their answers on the sub boards
- Share their comprehension with their friends in other groups
- Practice speaking: ask and answer the questions in pairs
-Feedback
V Post-reading (10ms) Speaking
-Have students practice telling in front of the class which TV program they like best and why
-Feedback
documentary program at 15:15 on VTV3) 4-T
5-F (VTV1 starts at 5:35 and the last program starts at 23:30)
Task 3:
1-Five films are on
2-We can watch the news at 9:00a.m, 12:00 at noon, 7:00 p.m, 11:00 p.m on VTV1 and 7:00 p.m on VTV3
3-VTV2
4- It is Quiz Show I’ll watch VTV It is Football Homework: -Learn Vocabulary by heart
-Write a short passage telling others about the TV program you like best Self-evaluation:- Good points: - Sts are active
- Suitable for sts to working in pairs and groups - Weak point: - Some sts are not good at pronunciation
********************************
Period 39 Planning date: November 12th, 2009
Lesson : SPEAKING
I.Objectives: By the end of the lesson, students will be able to ask and answer questions about uses of media
1 Knowledge: -Vocabulary: orally, aurally, visually, distinctive 2 Skills: -Main skills: Speaking
-Sub-skills: Writing, Reading, Listening
3 Educational aims: Usually get information from media, which can help your study. II Method & Techniques: Pair work, Group work, Ask-answer, Listen-repeat. III Teaching aids: Textbook
IV Procedure:
Teacher’s & students’ activities Content
I Revision (5ms)
-Ask students to tell some TV programs
CHECK UP: Questions:
(63)-Check students’ vocabulary -Correct the homework
II Warm-up(5ms) Brainstorming -Ask students to tell where people can get information from
-Feedback
III Pre-speaking (10ms) 1-Pairwork
-Have students work in pairs to pick out the words which are the types of the mass media
- Discuss with other classmates -Feedback
2-Preteach Vocabulary -Elicit vocabulary
-Practice orally: Repeat the new words - Check the vocabulary
IV While-speaking (15ms) 1-Pairwork
-Have students work in pairs to work out what features the types of the mass media have in common and what main features each of them has
- Share their opinions with the other pairs - Practice speaking in pair to the front of the class
- The whole class give remarks - Teacher gives comments -Feedback
2-Groupwork
-Have students work in group, talking about different types of the mass media using the questions given
- Share their opinions with the members
three channels?
2 What time can you watch the news on VTV1?
3 If I want to learn English on TV, what channel you recommend to me? Questions for brainstorming:
Where can you get information from? I can get information from mass media SPEAKING.
Task 1: Types of the mass media: Television
Radio Newspapers Magazines The internet Movies ( Films) Vocabulary:
orally(adv) = through mouth aurally(adv) = through ears visually(adv) = through eyes distinctive (adj)
feature
Task Work out what features the types of the mass media have in common and what main feature each of them has
The features the types of the mass media have in common: presenting information and
entertainments
The distinctive features:
TV presents information and entertainment visually and aurally We receive them through eyes and ears
Task 3: Talk about the different types of the mass media Answer the questions
1 What are different types of the mass media? They are print media ( newspapers and
magazines), audio media ( radio), audio-video media ( TV, the Internet)
(64)of other groups
- Representatives of the groups present the opinions ( answers) of their group - The other groups remark
-Teacher give remarks and conclusion V Post-speaking (8ms)
-Ask students to retell features of the mass media
-Feedback
They deliver information and entertainment to the public
3 What are their distinctive features? - Print media present information and entertainment visually
Audio media present them aurally
Audio- video media present them visually and aurally
Multimedia computer programs also help people learn a lot of things
Homework (2ms): -Learn Vocabulary by heart
-Write a short passage telling others about TV (what features it has in common and what its distinctive features)
Self-evaluation: - Good points: - The structures are simple for sts to practice - Time is suitable
- Good at pair work and group-work
- Weak points: Some students are not good at pronunciation
WEEK 14 Period 40 Planning date: November 13th, 2009
Lesson 3 : LISTENING
I Objectives: By the end of the lesson, students will be able to hear radio news 1 Knowledge: -Vocabulary: flood, view, in spite of.
2 Skills: -Main skills: Listening
-Sub-skills: Writing, Reading, Speaking
3 Educational aims: Should listen to the radio, which can give you more information that other types of media can’t
II Method & Techniques: Pair work, Group work, Gap Fill, Ask-answer, Listen-repeat, III Teaching aids: Tape and Textbook
IV Procedure:
Teacher’s & student’s activities Content
I Revision (5ms)
-Check students’ vocabulary -Check the homework
II Warm up (3ms)
Play the game Bingo (the word is RADIO)
CHECK UP
(65)III Pre-listening (10ms) 1-Pairwork
-Have students practice asking and answering the questions in pairs
- Students present the questions and their answers to the rest of the class
- Compare with the answer of the other pairs -Feedback of the
2-Preteach Vocabulary -Elicit vocabulary -Repeat the new words IV While-listening (15ms) 1-Listening to the radio news
- Have students examine the table carefully before listening
- Have students predict before listening: Which words are in the story 1, what others are in the story
-Have students listen to the tape (twice or three times) to tick the words they hear -Discuss their answers with their classmates -Feedback: Listen again and stop to check 2-Gap Fill
- Have the students skim the two stories carefully and predict before listening
- Discuss with their neighbors
-Ask students to listen to the tape to fill in the blanks with the missing words
- Write their answers on the sub boards - Change the boards to correct themselves - Present their answers to the rest of the class: speaking and writing
-Feedback: listen again and check word by word
3-Questions
-Have students listen again and then practice asking and answering the questions in pairs
internet?
BEFORE YOU LISTEN Answers:
1 I often/ sometimes/ never listen to the radio
2 I listen to it……… hours a week I like listening to……… because… Vocabulary:
flood(n) # drought view(n)
in spite of
rise (v) – rose – risen WHILE YOU LISTEN
TASK 1: Listen and tick the words you hear News story News story healthy strong young cloudy highest wonderful ……… ……V…… ……… …….V…… ……… ……… …… V…… … V ……… ….…V …….V TASK 2: Fill in the missing words
Passage 1:
1-has caused floods 2-have left their homes
3-have risen 4-two meters 5-has stopped 6-cloudy 7-strong wind
Passage 2
1-twenty – third 2-4,418 3-California 4-wonderful TASK 3: Answer the questions
1-Heavy rain has caused floods all over the country during the night
2-Because rivers have risen
3-The old woman has climbed Mount Whitney twenty – three times
(66)- Present the questions and their answers to the rest of the class: speaking and writing -Feedback: listen again and check
V Post-listening:(10ms) Group work -Ask students to choose one of the news stories to tell their classmates about it
- Students read the story they like and retell it
-Feedback: remarks from the teacher and the whole class
of the mount is wonderful and the mount has kept her young and healthy
AFTER YOU LISTEN
News story 1: heavy rain during last night has caused floods all over the country Many people have left their homes because the rivers have risen The rain has stopped but it’s still cloudy and the wind is strong
News story 2: A ninety- year- old woman has climbed mount Whitney in California twenty- three times………
Homework (2ms): -Learn Vocabulary by heart
-Write the answers to questions from to page 78-Textbook into the notebook - Answer the questions: - What you learn from the old woman?
- What is the weather like in the morning, after the heavy rain? Self-evaluation: -Good points: - Students could practice listening rather well
- Weak point: - Some students are not good at speaking, so they cannot retell the story fluently
Period 41 Planning date: November 14th, 2009
Lesson 4 : WRITING
I Objectives: By the end of the lesson, students will be able to know the advantages and disadvantages of the mass media
1 Knowledge:
-Vocabulary: memorable, popularity, aware of, global, responsibility, to interfere. 2 Skills: -Main skills: Writing
-Sub-skills: Listening, Reading, and Speaking
3 Educational aims: Should choose good programs on TV and on the internet to explore, try to avoid bad sides of the mass media
II Method & Techniques: Pair work, Group work, Ask-answer, Listen-repeat, III Teaching aids: Textbook sub boards
IV Procedure:
Teacher’s & student’s activities Content
I Revision (5ms)
-Ask students some questions about TV programs
-Check the homework: retell the stories and write the vocabulary
(67)II Warm up (3ms): Chatting
-Ask students some questions about TV: 1-Do you like watching TV?
2-Are there any advantages and disadvantages of TV?
-Set the scene
III Pre-writing (10ms) 1-Reading
-Ask students to read the table of the disadvantages and advantages of TV - Discuss with their neighbors and add as much information as possible
2-Preteach Vocabulary -Elicit vocabulary -Repeat the new words IV While-writing (15ms) 1-Pairwork
- Students work in pairs, choosing one of the mass media mentioned in the table -Discuss the disadvantages and advantages of the mass media and write them down in the column
-Remark 2-Writing
- Present a model paragraph about the advantages and disadvantages of Ts - Elicit the useful expressions from the students
- Present how to write a paragraph about advantages and disadvantages
- Provide the students with useful expressions
-Have students write their own paragraphs about the disadvantages and advantages of one of the mass media discussed in task
- Change their sub boards and correct them
News story 2: A ninety- year- old woman has climbed mount Whitney in California twenty- three times………
PRE WRITING Vocabulary: memorable(adj) popularity(n) to be aware of(v) global(n)
responsibility(n) to interfere(n) The Internet
Advantages
- Help us to learn more about the world and to know and see many new things so that we can update our knowledge - Internet entertains us We can listen to music and watch film on the internet
- It makes us aware of
our global
responsibilities
Disadvantages - The internet can make us passive We don’t s[have to think so our brains become lazy
- It takes time away from other physical activities
- Some programs on the internet is far too violent and sexy and harmful to the young USEFUL EXPRESSIONS
- First of all/ Firstly
- In addition/ Moreover/ Furthermore - As a result/ Therefore/
- Finally/ At last - On the whole WRITING
(68)V Post-writing (10ms)
-Correct their writing and remark
result, the internet has become a close friend of many people At last, it makes us aware of our global responsibilities On the whole, the internet is part of our life today
Homework (2ms): -Learn Vocabulary by heart
-Complete the paragraph which you wrote at school Self-evaluation: -Good points: - Students could practice writing heartily
- Weak point: - Some students are not good at writing, so it takes time
*******************************
Period 42 Planning date: November 16th, 2009
Lesson 5: LANGUAGE FOCUS
I Objectives: By the end of the lesson, students will be able to: -remember the old knowledge they learned
-pronounce the sounds / ei /, / ai/, / oi/ exactly
1 Knowledge: -Vocabulary: to quarrel, to demolish, shortage, to live on, bean. -Grammar: The present perfect tense, Because of and In spite of -Pronunciation: the sounds / ei /, / and/ oi/
2 Skills: -Main skills: Listening, Writing, Reading, And Speaking
II Method & Techniques: Pair work, Gap Fill, Matching, Ask-answer, Listen-repeat, III Teaching aids: Textbook and Pictures
IV Procedure:
Teacher’s & students’ Activities Content
I Revision (5ms)
-Ask students to tell the disadvantages and advantages of the Internet
-Check students ‘vocabulary and their homework
II Practice (30ms) 1.Pronunciation
-Elicit the words which have the sounds /ei / , /ai/ and /oi/.
Advantages of the internet
- Helps us to learn more about the world and to know and see many new things so that we can update our knowledge
- Internet entertains us We can listen to music and watch film on the internet
- It makes us aware of our global responsibilities
PRONUNCIATION
/ oi /
(69)-Let students listen to the tape and repeat the words
-Elicit the rules to pronounce these sounds
-Have students practice the sentences given
- Explanation and conclusion 2.Grammar and Vocabulary a-Gap Fill
- Remind the students of the present perfect tense
-Ask students to complete the letter using the present perfect of the verbs in the box
-Feedback
- Elicit the structure of the present perfect and the usage of since, for, ago
-Have students complete the sentences with for, since or ago.
- Practice the sentences: speaking-writing
-Remind students of the teaching points b-Matching
- Give example with because of and in spite of
- Have students examine the exercise carefully
- Do the exercise in groups
-Have students complete the sentences using the information in the box
- Present their work: speaking- writing -Feedback: check and remarks
- Elicit the usage of IN SPITE OF and BECAUSE OF
- Give structures - More exercises * Remember ( 7ms)
-Review the grammar points
toy, enjoy,
destroy newspaper,radio, they
height, buy, type
/ oi / / ei / / /
oi
oy aia
ey , , ei
i ei uy, y GRAMAR AND VOCABULARY
EXERCISE 1-have been 2-has lived
3-have met 4-have done 5-have had 6-have taken 7-have watched
The present perfect:
S - have/ has - past participle Exercise 2
1-since 2-ago 3-for 4-for 5-since 6-for 7-ago 8-ago 9-since 10-since
Since/ For/ Ago
Since For Ago
used in the present perfect tense - a point of time
used in the present perfect tense - a period of time
Used in the simple past tense
- a point of time
Exercise 3 Examples:
1 We didn’t go to the movies because it rained heavily >
I didn’t go to the movies because of the heavy rain.
2 I went to the movies although it rained heavily >
I went to the movies in spite of the heavy rain 1-c/ f 2-b/ d 3-a/ e 4-h/ j 5-i/ g Remember
Because/ As / Since - Clause
(70)Despite/ In spite of - Noun / Noun Phrase/ V-ing Homework (3ms): -I Complete the sentences with because of or in spite of
1 We don’t like to take a walk on this street hideous litter on the sidewalk her poor health, Ann works very hard for the exam
- Make sentences using Adverbial clauses of reason and Adverbial clauses of concession: The people in our community lead a happy life They lack modern conveniences
2 There was a car crash last night The road was slippery
3 The inhabitants here don’t want to leave their village They love their tradition The children were swimming for hours The water was cold
Self-evaluation -Good points: - Time is suitable.
- Sts have already learnt this grammar before
: WEEK 15 Period 43 Planning date: November 20th, 2009
Lesson 1 : READING
I Objectives: By the end of the lesson, students will be able to know the changes of the life in the countryside
1 Knowledge:
-Vocabulary: to make ends meet, in need of many things, to better, straw, mud, farming method, cash crop, bumper crop
- Language: Reported speech and direct speech 2 Skills: -Main skills: Reading
-Sub-skills: Listening, Writing, Speaking
3 Educational aims: Love the farming work, help our country develop its agriculture thanks to science, technology and our knowledge
II Method & Techniques: Pair work, Group work, Matching, Ask-answer, Listen-repeat III Teaching aids: Pictures, Textbook and Tape
IV Procedure:
Teacher’s and students’ activities Content
I Revision( 5’)
-Ask students to tell the form of Adverb clauses of reason and Adverb clauses of concession.
-Check the homework
II Warm up (5’) Game -Play the game “Guessing words” -Feedback
III Pre-reading (7’) 1-Chatting
CHECKING
1 The people in our community lead a happy life in spite of the lack of modern conveniences There was a car crash last night because of the
slippery road
3 The inhabitants here don’t want to leave their village because of their love for their beautiful age- old tradition
(71)-Have students look at the picture and ask them some questions to set the scene:
a-What are the people in the picture doing?
b-How are they working?
c What you think of the crop? d What helps produce good crops? -Feedback
2-Preteach Vocabulary -Elicit vocabulary -Repeat the new words IV While-reading (20’) 1-Matching
-Have students read the text silently and then match the words or phrases in A with their definitions in B
- Discuss with their classmates
-Present their answers: speaking-writing
-Feedback: check the meanings of words
2-Completing the table -Students work in groups
-Have students read the text again and then complete the following table - Change and discuss
- Presentation: speaking- writing
-Feedback: read and find out evidences 3-Questions
-Give students one more chance to read the text again and then practice asking and answering the questions in pairs - Present their answers:
speaking: ask and answer the questions in pairs
writing: write the answers on the board -Feedback: remarks, find out the evidence in the text
BEFORE YOU READ
a- They are collecting rice from the field./ They are harvesting
b-They are working hard c It is a good crop
d Science, technology and good farming method help produce good crops
Vocabulary: to better(v) straw(n) mud(n)
farming method(n)
to export(v) # to import (v) WHILE READING
Task 1: Match the words with their meanings 1-b 2-d 3-a 4-e 5-c
Task 2: Complete the table
Areas of
changes Before Now
houses
made of straw and mud
made of bricks
radio & TV few families had many families have farming
methods old ( backwards) new
crops poor good ( bumper
crop – cash crop)
travel walk, bike motorbike
Task 3: Answer the questions 1-It was poor and simple
2-Because they hope that with an education of science and technology their children could find a way of bettering their lives
3-They introduced new farming methods which resulted in bumper crops They also helped grow cash crops for export
(72)V Post-reading (6’) Group work -Have the students discuss the following question: How can people with an education help make life of their community better?
-Feedback : conclusion
- Help the farmers with new farming methods
- Help the poor improve their life by protecting their health, taking care of their children, making their environment more clean and sanitary
- Teach homeless children so that they can get knowledge and become more educated Homework: (2’) -Learn Vocabulary by heart.
-Write a short passage summarizing the changes of the above village Self-evaluation: :- Good points: - Sts are active
- Suitable for sts to working in pairs and groups
Period 44 Planning date: November 22nd, 2009
Lesson 2 : SPEAKING
I Objectives: By the end of the lesson, students will be able to talk about plans and their possible results (in the village)
1 Knowledge:
-Vocabulary: to widen, to raise, to resurface, medical centre, canal, muddy, flooded - Language: Giving opinions
2 Skills: -Main skills: Speaking
-Sub-skills: Listening, Writing, Reading
II Method & Techniques: Pair work, Group work, Matching, Ask-answer, Listen-repeat, III Teaching aids: Pictures, Textbook
IV Procedure:
Teacher’s and students’ activities Content
I Revision (5’)
-Have students read the text and then answer some questions
-Check students’ vocabulary -Check the homework
II Warm up ( 5’) Chatting
-Ask students some questions to set the scene:
CHECKING UP
What are the changes of the village in the reading text?
What can you to help make the life of your community better?
(73)a-How is the life in the countryside today? b-What should we to make life in the countryside better?
III Pre-speaking ( 10’) 1-Preteach Vocabulary -Elicit vocabulary -Repeat the new words
2-Matching
- Students work in pairs
-Have students read the instruction of task and then match each of the plans with its possible result
- Discuss with other pairs
- Present their work: writing- speaking -Feedback
- Elicit the way how to express opinions - Supply useful expressions
IV While-speaking : ( 20’) Group work -Ask students to practice the conservations given in groups and then continue the conservation, using the ideas in the table in Task
-Feedback
V Post-speaking (3’)
-Summarize the teaching points
Vocabulary:
to widen(v) = to broaden/ enlarge(v) to raise(v)
to resurface(v) medical centre(n) canal(n)
muddy(adj) flooded(adj)
Task 1: Match each plan with its result 1-b 2-g 3-d 4-e 5-f 6-c 7-a
1 Widen the roads > cars and lorries can get to the village
2 Raise and resurface the roads > roads will not be muddy and flooded after it rains, and people get around more easily
3 Build medical center > People’s health is looked after
4 Build a football ground > Young people can play sports
5 Grow cash crop > People can export the crops and get money
6 Build a bridge over the canal > Villagers have a shorter way to town
7 Build a new school > Children have better learning conditions
Useful expressions:
-I agree with you because - That’s a good idea Moreover - You are right
Homework: (2’) -Learn Vocabulary by heart
-Make a table in which you write the plans and the possible result for each plan
- Think of what your town/ home village should to improve the community’s life
Self-evaluation: -The class is active and cheerful -Time is suitable
(74)Period 45 Planning date: November 22nd, 2009
Lesson 3 : LISTENING
I Objectives: By the end of the lesson, students will be able to listen to a text about the changes in a town and talk about the changes of their hometown
1 Knowledge:
-Vocabulary: resort, no longer, to pull down, to cut down, suburb, department store - Knowledge: used to talk about the past
2 Skills: -Main skills: Listening
-Sub-skills: Speaking, Writing, Reading
3 Educational aims: Support the changes and remember the traditional values II Method & Techniques: Pair work, True-False Statements, Gap Fill, Ask-answer,
Listen-repeat,
III Teaching aids: Pictures, Tape and Textbook
IV Procedure:
Teacher’s and students’ activities Content
I Revision (5’)
-Ask students to tell some plans to improve their town and the possible result for each plan
-Check vocabulary and the homework
II Warm up (3’)
-Ask students to tell the changes in their hometown
III Pre-listening (10’) 1.Picture Description
CHECKING UP We should
1 Widen the roads so that cars and lorries can get to the village
2 Raise and resurface the roads so that roads will not be muddy and flooded after it rains, and people get around more easily
3 Build medical center so that People’s health is looked after
BEFORE LISTENING
(75)-Have students look at the two pictures of the same town and discuss the changes of the town
- Group work
- Compare their opinions with other groups
- Present their work: speaking -Feedback
2.Preteach Vocabulary -Elicit vocabulary
- Explain the vocabulary -Repeat the new words IV While-listening (20’) 1-True-False Statements
-Let students listen to the tape twice to decide if the following statements are true or false
- Discuss with their partners
-Present their answers: writing- speaking - Correct the false sentences
-Feedback: listen again and check 2-Gap Fill
-Let students listen to the tape again and then complete the passage with the missing words
- Discuss to exchange their opinions
- Present their answers: writing and speaking - Read the whole paragraph
-Feedback: listen again and check V Post-listening ( 5’)
-Have students discuss the changes in their hometown or home village in groups
-Feedback by listening to each other
small houses, but now there are tall buildings
- In the past there weren’t any hotels, but now there is a hotel in the town
- In the past, there used to have a lot of trees but now there are only a few
- In the past, there was a park, but now there are only houses
Vocabulary: resort(n)
no longer(adv) = not any more/ any longer to pull down(v)
to cut down(v) suburb(n)
department store(n) WHILE LISTENING
Task 1: Listen and decide if the following statements are true or false
1-F > South coast 2-F > small quiet town 3-T
4-F > The big trees have been cut down 5-F > Many people
Task 2: Listen to the talk again, and write the missing words
1-houses 2-hotel 3-widened 4-cut 5-car 6-shop 7-department 8-expensive AFTER YOU LISTEN
Discuss the changes in your own hometown or home village
(76)-Write a short passage telling others about the changes of your hometown or your home village
Self-evaluation: Good points: -Students understand the lesson well -Reach the aims
Weak points: - Some students don’t know how their home town/ village has changed, so it takes time *************************
WEEK 16 Period 46 Planning date: November 26th, 2009
Lesson : WRITING
I Objectives: By the end of the lesson, students will be able to know how to write an informal letter: giving directions
1.Knowledge: -Vocabulary: to go over, to walk past, to enclose
-Language: Imperative form; adverbs of places; prepositions of places 2.Skills: -Main skills: Writing
-Sub-skills: Speaking, Listening, Reading
3 Educational aims: Be polite when inviting someone, be careful when giving instructions to someone
II Method & Techniques: Pair work, Ask-answer, Listen-repeat III Teaching aids: Pictures and Textbook
IV Procedure:
Students’ and teacher’s activities Content
I Revision (5’)
-Ask students to tell some changes in their hometown and how they feel
-Check vocabulary and the homework II Warm up (3’) Chatting
-Show a picture of the post office and ask students to tell the way to get there
- Students discuss and say -Feedback
III Pre-writing (8’)
1-Preteach phrases of giving directions -Elicit the phrases of giving directions from the above example and from students
CHECKING UP
In the past, my hometown was There used to be
It was Now, it is There is/ are Useful expressions Asking the way:
Can you show me the way to the… ? Could you tell me how to get to the… ? Giving directions:
come/ get out of
(77)- Supply useful expressions
2-Pairwork
-Introduce the situation
-Ask students to read the letter again and look at the map to find Ann’s house on the map
- Discuss and underline the words and phrases which can be used to give directions
- Present to the front
- Supply the students with ways of asking the way and giving directions
-Feedback
IV While-writing (20’)
-Have students write a letter to Jim, telling him the way to his/ her house (A) from Roston Railway Station
- Teacher: go round to help the students with their writing
V Post-writing ( 6’) Mistake Correction
-Exchange the letters together to correct the mistakes
- Present some letters and correct in the front
-Remark
turn right/ left on X street
keep walking until you reach walk past the
take the first/ second street on the left/ right It’s behind/ opposite/ to the left/ right/ next to / just around/ towards the end of the
Task 1
Where is Ann’s house? Ann’s house is H
Task 2: Underline the words and phrases you use to give directions
- Turn right
- Keep walking for about minutes - Go over the bridge
Task 3: Write a letter to Jim, telling the way to your house from Roston Railway Station
Dear Jim
I am pleased to hear that you have decided to come here for your weekend I am writing to tell you how to get to my house from Roston railway Station
Now, when you come out of the station, turn right Keep walking for about minutes, you’ll see a bridge ahead Go past the street, walk past a medical center Keep walking until you see a car park Go past it and then take the first turning on the left to the Bright Street you will see a shoe store on the left My house is to the right of it the shoe store You can’t miss it I have enclosed a map so that you can follow my directions easily Love,
Nga Homework: (2’) -Learn Vocabulary by heart.
-Write a letter to your close friend telling him/ her the way to your house from Kon Tum bus stop, enclosed a street map
(78)Weak points: No
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Period 47 Planning date: November 24th, 2009 Lesson : LANGUAGE FOCUS
I Objectives: By the end of the lesson, students will be able to: -pronounce the sounds / au / and / u / exactly
-remember the old knowledge they learned about Reported speech and Conditional sentence type
1 Knowledge: -Grammar: Reported speech and Conditional sentence type -Pronunciation: The sounds / au / and / u/
2 Skills: -Main skills: Writing, Listening, Reading, and Speaking
3 Educational aims: When you report something, it correctly so that there isn’t any misunderstanding
II Method & Techniques: Gap Fill, Sentence Transformation, Pair work, Ask-answer. III Teaching aids: Pictures and Textbook
IV Procedure:
Teacher’s and students’ activities Content
I Revision (5’)
-Ask students to tell the ways to ask and give directions
-Check students’ vocabulary -Check the homework
III Practice
1.Pronunciation (10’)
-Elicit the words which have the sounds /au/ and / u /.
-Let students repeat the words -Elicit the rules
-Have students practice the sentences given
- have students find out the words which have the above sounds
2.Grammar (20’) Reported speech
a-Sentence Transformation
CHECKING UP Giving directions: come/ get out of
Go straight ahead for then turn right/ left on X street
keep walking until you reach walk past the
take the first/ second street on the left/ right It’s behind/ opposite/ to the left/ right/ next to /
just around/ towards the end of the PRONUNCIATION
/ au/
cow, town, house, couch, mouse
/ u/
coat, phone, bowl window, note / au/
is the sound of ow, ou
/ u/
is the sound of o, oa, ou, ow, ew, au, eau, eu GRAMMAR
(79)-Ask students to report the statements using the verbs suggested
- Discuss to correct themselves - Practice speaking and writing -Feedback
b-Grammar review
- Elicit the grammar points from students -Review the grammar points
c-Gap Fill
-Have students complete the sentences using the correct form of say, tell or talk -Feedback
Conditional sentence type Grammar review
-Review the old knowledge about conditional sentence type
-Give examples and explain Making sentences
-Have students look at what Ha Anh hopes will happen in the future and make sentences using IF……… will………. -Feedback
d-Gap Fill
-Have students read the sentences and then fill in each blank with IF or When. IV Production (5’) Game
-Divide the class into groups: one group makes If Clause and the other group will make Main Clause
-Ask students to combine their sentences randomly and read them aloud in front of the class
2-She said she was going to Ho Chi Minh City soon
3-I thought the film would be interesting
4-She said she couldn’t help me because she had too much to
Form:
said/ (that) - S - V (hạ thì) S- told S.O
**Changes in tense:
Direct Speech Reported Speech Simple Present Tense Simple Past Tense Present Progressive
Tense Past Progressive Tense Simple Future Tense Would - V(bare inf) Present Perfect Tense Past Perfect Tense Simple Past Tense Past Perfect Tense Exercise 2
1-told 3-said 5-talked 2-said 4-told
Type I Conditional Sentence: Present / Future Real Condition
If Clause Simple Present
Main Clause Simple Future Simple Present Exercise 3
Ex: If I buy that hat, I will give it to you
If I don’t go out so much, I’ll more homework If I more homework, I’ll pass the exam
If I pass the exam, I’ll go to medical college If I go to medical college, I’ll study medicine Exercise 4
1-If 2-When 3-if 4-If 5-when Homework: (5’) -Exercise pages 50, 51 Workbook
Complete the exchanges below, using the appropriate form of the verb in parentheses A: I don’t think we can catch the bus
B Well, if we (hurry), we (catch) one A: Are you going to the new small?
B: I (go) if I (finish) this work in the afternoon A: Why did you quit your job?
B: I want to find another one I (have) more free time if I (work) on a different job
Complete the sentences to report what someone said
(80)“ I’ve got many friends” Mary said that
Self- evaluation: -Good points: - Students have learned the grammar points to some extent - Students understand the lesson and work hard
- Weak points: The lesson is rather long so time is not adequate
Period 48 Planning date: November 26th, 2009
I Objectives: By the end of the lesson, students will be able to remember all the knowledge they learned from unit to unit
1 Knowledge: -Vocabulary: to queue, to play an important role, politics, to dominate - Knowledge: Verb form (present perfect, conditional sentence)
2 Skills: -Main skills: Speaking, Writing, Reading, And Listening
3 Educational aims: Should chose good TV program to watch and arrange suitable time for it
II Method & Techniques: Pair work, Gap Fill, Ask-answer, True-False Statements III Teaching aids: Tape, Textbook
IV Procedure:
Teacher’s and students’ activities Content
I Revision (5’)
-Ask students to tell the use of the conditional sentence type and changes in tense, adverbs of time, places in reported speech
-Check the homework II Listening (10’)
1-Listening to decide true-false statements
-Let students listen to the tape twice or three times in order to decide whether the statements are true or false
-Feedback 2-Gap Fill
-Let students listen to the tape again and fill in each blank with the word they hear -Feedback
CHECKING UP conditional sentence hurry- will catch will go- finish will have- work Reported speech
1 Jim told me that Ann was coming to the party 2.I thought you said Bill hadn’t the examination 3.Mary said that she didn’t have many friends LISTENING
A:1-F : a village called Henfield 2-F : never have to
3-T 4-T 5-T B:1-aren’t 2-evenings 3-cinemas 4-theatres 5-knows
(81)III Reading (13’) 1-Preteach Vocabulary -Elicit vocabulary -Repeat the new words
2-Questions
-Have students read the text again in order to answer the questions given in pairs
-Feedback
IV Grammar (7’)
-Have students fill each blank with the correct form of a verb in the box
- Students explain -Feedback
V Writing ( 10’) Writing the directions
-Have students look at the map and use the cues given to write the directions for their friend as the instruction
-Feedback
READING Vocabulary: to queue(v)
to play an important role(exp) politics(n) political(adj) to dominate(v)
Answers
1-TV is a convenient and rather cheap source of entertainment because it is more convenient as well as cheaper to sit at home than to go out People don’t have to arrange transport and pay for expensive seats at the theater or in the cinema either
2-People can see plays, films of every kind and the latest exciting football matches
3-The TV viewer is completely passive because he needs to nothing and he doesn’t even use his legs
4 if we like watching TV too much, it can begin to dominate our lives
5 It is neither good nor bad It depends on how we use it in our daily life
GRAMMAR
1-have been - haven’t had 3-said 2-haven’t given - have paid 4-had taken 5-thought – would come
6-told – have got
Homework: -Write a passage telling others where you like to live: in a countryside or in the city
Self-evaluation: -the lesson is too long for the teacher to teach in one period