GIÁO ÁN TIẾNG ANH 10 THÍ ĐIỂM SOẠN THEO CÁC HOẠT ĐỘNG CÔNG VĂN 5512 (1 CỘT) NĂM HỌC 2021-2022 (HK1) by Dạy Kèm Quy Nhơn Official

GIÁO ÁN TIẾNG ANH THEO CÔNG VĂN 5512

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Ths Nguyễn Thanh Tú eBook Collection

GIÁO ÁN TIẾNG ANH 10 THÍ ĐIỂM SOẠN THEO CÁC HOẠT ĐỘNG CÔNG VĂN 5512 (1 CỘT) NĂM HỌC 2021-2022 WORD VERSION | 2022 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

ENGLISH 10 ( NEW )

Period : 1

INTRO DUCING THE PROGRAM S OF ENGLISH 10 I. Objectives: 1. K nowledge - Help Ss to know about the English book grade 10 in general. (Including themes, tests, lessons etc. ) - Introduce how to do an oral test, a fifteen - minute testsanda written test. - Some requires o f student to study well English. - To help Ss have the opportunitiesto develop their oralfluency. - To introduce the theme and units. 2. Skills - By the end of the lesson, students will be able to: + Know about the English book grade 10 in general. 3. Attitudes - To help Ss have motivation in learning English II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures, PowerP oint, ,l „ n . - Students: Textbook, notebook, project plans. III. M ethods: - The whole lesson: Integrated, mainly communicative IV. Teaching Procedure Interaction Time/Stages Activities s chatting T <--> Ss 1. W arm -up * Aim: get acquainted Ut theii dail routine Content: ask ss some questions daily ions aLoUt t Ss <--> Ss 15 m inutes * Product: answer the questio on natuiJl * Steps: - introduce - ask ss some questions - ask ss to make friends by asking their partner some questions 1. who is the monitor? 2. How many g i/s ar e there in your class? Group work 3. Do you know what your English teacher’s name is? 4. Lucky Number 5. W h^t do you prepare for this semester? like studying English? Why or Why not? o you learn English well? you speak English fluently? leads Ss in the lesson.

rSx

25 m ;nutes

* Aim: help ss have general information about the book * Content: introduce the content, design, and * Product: understand what they will learn in this book * Steps:

T <-- > Ss

A. Content: Including six topics - T introduces the topics. 1. You and me 2. Education 3. Community 4. Recreation 5. Nature and Environment 6. People and places --> Six topics aredivided into ten units. - T asks Ss to find out the topic through the unit’s name. B. The design o f each unit in textbook: 1. Getting started: Introducing the overall topic of the unit 1

2. Language: Learning vocabulary, grammar and pronunciation 3. Reading: Developing reading skills and providing Ss with language and ideas about the topic 4. Speaking: Developing speaking skills and encouraging Ss to apply and share their own knowledge 5. Listening: Developing listening skills 6.Writing: Developing writing skills and helping Ss cope with ideas and necessary language 7. Communication and culture: providing Ss with an opportunity for further practice and consolidation of the skills and the language learnt previously in the unit. 8. Looking back and project: - Revising and consolidating o f the language in the unit - Providing Ss with an opportunity to apply the language and skills they learnt throughout the unit to perform a task in a realistic situation - After 2 units, Ss have one Period for test themselves. It helps them test themselves about what they’ve learnt. C. Tests: 1- Checking frequency knowledge for the previous lesson. 2- Fifteen minutes test (3 times for each ser 3- Forty minutes test (2 times for each se 4- Semester test (Once for each semest er) D. The new p o in t in learning English 10 - Communicative method /apprc - Task - based method /teachir - The book is designed wit! - Complete and various tests. - Learner - centered approach. E. Some requires of stu dents - Read the lesson before studying in class. - Do all exercise' at home. - It is good to fi nd the meaning and the pronunciation of the new words in the dictionary at home. -Listen to the teacher attentively and take part in the lesson nd creatively. art in the activities that the teacher required such as iairs work, group work or individual ach S has a notebook and book (student book and work took)

'onsolidation 2 minutes 5. H om ework 2 minutes

Ask Ss to consolidate the main contents. Give feedback. Prepare the new words in Unit 1: Family life _______ Lessonl: Getting started____________

D T <--> Ss

T <--> Ss

T <--> Ss T <--> Ss

Period 2

Unit 1: Fam ily life Lesson 1: Getting started

I. Objectives: 1. K nowledge - By the end o f the lesson, students will be able to: + Use some lexical items related to the topic Fam ily life. + Make simple dialogues using the given expressions. + Read about the benefits of sharing household. + Use the words and phrases related to household chores and duties. 2. Skills - Reading for gist and specific information. - Skimming and scanning - getting ready for 4 skills in Unit 1 - learning some lexical items related to the topic Family life. 3. Attitudes - To help Ss raise their awareness of family life and share housework II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. poverp nt lesson, - Students: Textbook, notebook, project plans. III. M ethods: - The whole lesson: Integrated, mainly communicative.

s<<

IV. Teaching Procedures: Time/Stages 1. W arm-up 5 minutes

ew lesson Activity 1 8 minutes

Interactions * Aim: To get Ss to know i c about household chores in family life. * Content: ask and answ answer the questions * Products:practice aski, asking and answering the answers about fam ily life * Steps : L et ss work in pairs, ask and answer the questions given on the screen. 1. Wha. doer your father do? iat does your mother do? often cooks in your family? io does the shopping? 5. Who often earns the most money in your family? 6. Who lays the table every meal? 7. Do you often help your mother to clean the house? 8. Who does the washing up in your family? 9. What do you often do to help your father? - leads in the new lesson. Listen and read: * Aim: - Ss listen to the conversation and practise it with a partner * Content: - Ss listen to the conversation the first time. - Ss practise the conversation in pairs * Products: practice reading the conversation. * Steps: - Ss listen to the teacher’s instructions to know what to do. - T plays the recording, asks Ss to listen and read silently. - Ss listen and read silently.____________________________

T <--> Ss

Ss <-- > Ss

-Teacher to the whole class -whole class -Pair work 3

8 minutes Activity 2

8 minutes Activity 3

12 minu nutess Activ ity ‘

jfr

- T tells Ss to practise the conversation in pairs. - calls one pair to read aloud - gives comments Decide whether the sentences are true, false or not given * Aim: Ss do comprehension reading and know the techniques to complete the task. * Content: - Ss work individually to read the statements given, find out keys words - Ss go back to the conversation to find out information needed. - Ss decide on T, F or NG * Product: The completion of the task with clear evidence found from the conversation to support their choices * Steps: hen - T asks Ss to read the statements individually first. Then have them discuss in pairs and decide whether the statements are true, false or not given. - T encourages Ss to provide reasons for their answers. - T asks them to refer back to the conversation to g et thi necessary information. - Ss show their choices - T checks with the whole class and gives , ^dback. Keys: 1. F 2. NG 3. F 4. T 5. ^ 6. NG

Listen and repeat the words * Aim:help ss know how ^ rp^d the words correctly * Content: listen and repeat the words given * Product: read the words correctly * Steps: - T plays the recording and asks Ss to listen then repeat the words/ phrase s twi ce. - T ask, some Ss to read the words. - T corrects Ss’ pronunciation - 'Texplains the meanings if necessary. *WAriiite the verbs or phrases im: help ss to know more about the words related to ousehold chore hous ** r*Content: Write the verbs or verb phrases that are used with the words or phrases in the conversation. * Product: Verbs / Verb phrases Words 1 split, divide, handle (household) chores 2 take out rubbish 3 do laundry 4 shop for groceries 5 do heavy lifting 6 do washing-up 7 be responsible for household finances * Steps: - T asks Ss to write the verbs or phrases that are used with the words or phrases in the conversation. - T asks Ss to work individually. - T plays the recording again if necessary._______________

T <--> Ss (introduce the task)

Individually aSllsy Ss <-- > e the ( co answ (

T <---> > Ss i( check r»n ♦ the

answers)

T <--> Ss Whole class

Individually

T <--> Ss Whole class Pair work individually 4

- T asks Ss to exchange the answers with their partner. - T gives feedback. 3. Consolidation 2 minutes

Period 3

Unit 1:Family life Lesson 2: Language

Ss <--> Ss

< T

4. Hom ework 1 m inute

* Aim: revise what they have learnt * Content: list all household chores they have learnt * Product: ( students’t answers * Steps: - Ask Ss to work in groups, list all household chores - Give feedback. - T asks Ss to learn by heart the words and phrases related to household chores and duties. - Prepare for the next lesson.

I. Objectives. 1. K nowledge - To teach Ss to pronounce consonant clusters /tr/ , /kr/ and / . \ / c ^ e c tly jn isolation and in context. - To teach Ss the words and phrases related to househo7d choi es and duties. - To teach Ss to use the present simple and the present continuous tense. - By the end of the lesson, students will be able to: + Pronounce consonant clusters /tr/ , /kr/ and / .- / correctly in isolation and in context. + Use the words and phrases related to household chores and duties. + Understand and use the present simple an d the present continuous tense. 2. Skills working;in pairs and groups - To promote Ss to develop the skill of?work 3. Attitudes - Students can know the responsibly of h' Iping parents with household chores. - encourage Ss to work harder - provide Ss some motivation III. Teaching aids and m ateriais - Teacher: tape, board, chaA, textbook, cassette. - Students: textbook, work book, pen, pencil... IV. M ethods. - Integrated, m aiJy communicative. V. Proced Time/Stages

1. warm -up 6 minutes

Activities gam e: who is faster? * Aim: revise voc in getting started * Content: look at the pictures and say the words * Product: words related to household chores * Steps:

Interactio ns

T <--> Ss

- T asks Ss look at the pictures and say the words related to the pictures 1. do (household) chores 2. take out garbage 3. do laundry 4. shop for groceries 5. do heavy lifting 6. do washing-up 5

7. be responsible for household finances - T corrects Ss’ answers and gives mark. 2. New lesson A. Vocabulary: 8 minutes

Task 1: M atch the words and phrases with their m eanings below. * Aim: Ss know how to match each word with its definition and read. * Content: Ss find the meanings o f 5 words by doing the matching then read aloud. * Products: Ss know the meaning and spelling of some new words. 1. f 2. e 3. a 4. h 5.b 6. g 7. d 8. c * Steps: - T asks Ss to read the words and phrases in the box, then discuss and find the meaning for each o f them. - Ss work individually. rtner. - T asks students to compare the answers with a part - T asks some students to read the answers. ■ - Checks and gives the correct answers:

7 minutes

Task 2: List all the household chores that are m entioned in the conversation. Then add m ore chores to the list * Aim: revise and widen vocabulary related to the topic * Content: List all the househc'd chores that are mentioned in the conversation,then add more chores to the list * Product: Chores from the conversation: - prepare dinner - cook (do the cooking) - shop - clean the - take out the - do the laundry - do the wash ng-up - do the heavy lifting be re sponsible for the household i nances 'r chores (examples): >p / sweep / tidy up the house athe the baby - feed the baby - water the houseplants - feed the cat / dog - iron / fold / put away the cl * Steps: - T asks Ss to read the conversation again and get information to do Task 2 individually. - Ss elicit more chores to add to the list. - Ask students to compare the answers with a partner. - Ask some students to read the answers. - Feedback

V individua

Ss <--> Ss

Ts <--> Ss

Activity 3 7 m inutes

individuall y Ss <-- > Ss T <--> Ss

Discussion Work in pairs. Discuss the questions below. 1.What household chores do you usually do?________________ 6

2. How do you divide household duties in your fam ily? * Aim: practice speaking * Content: Discuss the questions * Product: take turns , answer the questions * Steps: - T asks Ss to discuss two questions - Have Ss work in pairs to ask and answer the questions. - T encourages Ss to use the chores in the list in their answers. - T asks some pairs to ask and answer the questions. - T gives feedback. B. Pronunciation: Activity 1. 5 minutes

T <--> Ss

Ss <--> Ss

B. Pronunciation: Listen and repeat: * Aim: Ss listen and repeat. * Content: listen and repeat words. * Products: /tr/

/k r/

/b r /

trash

create

breadwinner

tree

critical

breakfast

train

cream

brown

treat

crane

brot

true

crack

Whole W class

T <--> Ss

individuall y

* Step: - T plays the recording and lei Ss i :sten and repeat. - T plays it again with pau es f" Ss to repeat each word chorally. - T has Ss work in pairs. - T invites two or three Ss read again and then give comment - T gives the meaning o f the words if necessary. - Ss to work in pairs and take turns reading the words. Activity 2 5 minutes

Listen to the sentences and circle the w ord you hear. * Aim: To help students recognise correct clusters nten t: Listen to the sentences and circle the word you * Product: 1. b 2. b 3. c 4. a Steps: T asks to read the words in rows, paying attention to the difference between the sound clusters. T plays the recording and asks Ss to listen then circle the word they hear. - T asks Ss to work individually. - T asks Ss to exchange the answers with their partner. - T checks Ss’ answers by asking them to call out the letter (a, b or c) corresponding to the word they hear.

C. Grammar:

Ts - ss Individuall y Pair work

Activity 1 : Read the text and choose the correct verb form . * Aim: revise present simple and present continuous * Content: choose the correct verb form * Product: 1. does 2. cooks 3. cleans 4. is watching 5. is doing 6. is doing 7. is tidying up 8. is trying * Steps:___________________________________________________ 7

- T asks Ss to read the text once and asks them to pay attention to the words / phrases such as every day, today, at the moment, and asks them what verb forms are often used in the sentences that have these words / phrases. Ask them to choose the correct verb form. - T asks Ss to exchange the answers with their partner. - T checks Ss’ answers and elicits from them the rules of using the present simple and the present continuous tense. - T gives feedback.

Individally < Pair work

3. Consolidation 2 minutes 4. H om ework 1 minute

- Ask Ss to consolidate the main contents. - Give feedback.

, - - .

- T asks Ss to do exercise 2 page 8 at home. - Prepare for the next lesson.

T - .S .

.Period 4 U nit 1:Family life Lesson 3: Reading I. Objectives: 1. Knowledge. - To introduce some new words related to family life and gu'ss the meaning in the context. - To help students to read for specific information about the benefits of sharing housework - To enable students to use new words and to understand the content by asking and answering the questions through passage and making reference fading the text. - To help them know the benefits of sharing housework in the family. - Sts can exchange opinions about household chores. 2. Skills. - Integrated skills - Guessing meaning in ^onu xt, scanning for specific information and passage comprehension 3. Attitudes Students can know the benefits ofsharing household chores. II. Teaching aids and m aterials. - Teacher: H a n d e d , Vxtoook, lesson plan, short videos, pictures. powerpoint lesson, - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Procedures:

es 1. warm up 5 minutes

Activities * picture describing * Aim: To get sts familiar with the topic of the lesson. * Content:.look at the pictures and answer the questions * Products: understand the pictures * Steps: Show the pictures and elicit students by asking them some questions: - 1. What are the people in the picture doing? - 2. Do you think they are happy? Why / Why not?

Interaction s

T <--> Ss

2. New lesson 8 minutes

Lead in the new lesson Vocabulary * Aim: help ss know some new words and phrases * Content:.study new words * Products: understand the vocabulary + enormous ( adj) /i'no:m3s/ ( synonym) khổng lồ, to lớn + sociable (adj) /'ssujsbl/ ( explanation) dễ hòa đồng + vulnerable (adj) /'vAlnsrsbl/ ( translation) dễ bị tổn thương + critical (adj) /'kritiksl/ ( translation) hay chỉ trích * Steps: - shows the words and pictures, ask ss to guess the meanings - Reads new words and asks stude nts to reepeat after the teacher. - Calls some students to read aloud. - Checks the understanding o' ne w vords

7 minutes

7 m inutes

T <--> Ss

individually

Ss <-- > Ss

T <--> Ss

Activity 2: R ead the text below and decide which of the following is the best title for it. a. Doing Fo_sew ork is Good for Children b. H usbaris Who Share Housework Make Their Wives Happy c. Sharing Housework Makes the Family Happier * Aim: To focus on general comprehension * Content:Read the text below and decide which o f the following is the best title for it. Products: find the title for passage( c) teps: - T asks Ss to read the three heading (a-c) first and asks them if they understand the meaning. - Ask Ss to read through the text once without stopping at words that they don’t know the meaning of, and then ask them to work in pairs to decide on the best title for the text. - Remind Ss that the title for the text is the one that gives the general idea of the whole text. - Ask students to compare the answers with a partner. - Check Ss’ answers and guide Ss to the correct choice if necessary by helping them eliminate the sentences that only about one aspect of the text. Key: c Activity 3: Read the text again. Do you understand the words from the context? Tick the appropriate m eaning for each word from the text.

T <--> Ss

Individually Pair work

Ss <-- > Ss

* Aim: guess the meaning of words in context * Content: Read the text again then tick the appropriate meaning for each word from the text. * Products: have the meaning of the words 1.a 2. b 3. b 4. b 5. a * Steps: - Have Ss read the text again and underline the words sociable, vulnerable, critical, enormous and tent when they see them in the text. Then, ask Ss to work in pairs to choose the appropriate meaning for each word from the text. - Explain to Ss how to use context to guess the meaning o f the unknown words if necessary.

3 minutes

Activity 4: W hat does ‘it’ in l i n e ......mean .. * Aim: guess the meaning of words in context * Content: find the m eaning o f the word “it” * Products: have the meaning of the words Key: a. c b. b * Steps: - T asks Ss to continue to work in pairs, and find out what it refers to in each o f the sentences. Let Ss read understand the sentences before and after the one has the word in it to decide ique to get the what it means. Ss can use the eliminati right answer.

T <--> Ss

? D

Individuall Pair work

Ts < -> Ss

7 minutes

5 minutes

Task 5: Answ er the questions. * Aim: read for specific information. * Content: answer the questions * Products: understand che passage and have answers for the question Key: 1. They do better at school, become more sociable, and have better relationships with their teachers and friends. 2. Because it sh .w s that they care about their wives and this makes their wives happy. may fall ill easily or may think about divorce. 4. T h e-' is a positive atmosphere for the family.* Steps: * Steps: - Tut Ss in groups o f three; ask them to read the questions first to make sure they understand what information they need in order to answer the questions. It may help if Ss can understand the key words in the questions. - Ask Ss to read the text again, and locate the part of the text where they can get the answer to each of the questions before they discuss the answers. - Check Ss’ answer by inviting a representative form each group to give the answer to one o f the questions. If the Ss’ answer is incorrect, don’t give the right one at once, but try to elicit it form other Ss. Activity 6 Discuss with a partner. 1. Do you have any problems with sharing housework? 2. What benefits do you get when sharing housework? * Aim: To enable sts to exchange opinions about household chores

T <-- > Ss

Individually Pair work

Ts <-- > Ss

T <-- > Ss 10

3. Consolidation 2 minutes 4. H om ework 1 minute

* Content: discuss 2 questions * Products: freely express their opinions about houseold chores * Steps: - Asks students to work in the groups o f six to discuss the questions. - Gives them some examples o f problems such as problems with time, skills and attitude if they have difficulty with ideas. - Calls the representative of each group to report the discussion results to the class - Ask Ss to consolidate the main contents. - Give feedback. - T asks Ss to do task 6 page 9 at home. - Prepare for the next lesson.__________

Period 5 U nit 1:Family life Lesson 4: Speaking

Individually Pair work

Ts <--> Ss

* <*

T <--> Ss

I. Objectives: 1. Knowledge. . . .doing . . . . .housework. - To help students know their friends’ likes and dislikes in - To help students express and exchange opinio ns ab °ut ho>usework in family life. - To help sts develop the skill of speaking: present their ideas and attitudes towards housework - By the end of the lesson, students will be able *o: + Talk about their home life. + Exchange opinion about househ chores. + Talk about household chores they ften do. + Express their opinions about es they like or dislike 2. Skills. - integrated skills 3. Attitudes -To make students responsible for their household chores, show their care to other members in their families. II. Teaching aids ar d m a ^ a l s . - Teacher: H andout, textbook, lesson plan, short videos, pictures. powerpoint lesson - Students: "e^toook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Piocedures: Time/Stages

1. H om ework 7 minutes

Activities *brainstorming * Aim: To help sts have the household chores in mind * Content: list household chores * Products: have words about household chores * Steps: - T asks Ss to do the brainstorming

Interaction s

T <--> Ss

Doing the laundry

2. New lesson 10 minutes

15 minutes

10 minutes

List three household chores you like and dislike Discuss the reasons Give comments and lead in the lesson 1. Activity 1: W hich household chores do you like doing and which do you dislike? W rite your answers to the questions in the table below and add a reason d

& Indivi dividually

* Aim: help Sts express their opinions about household chor s * Content: say what you like and dislike about house hold chores ike * Products: express what they like and dislike *Steps: ree household Ask Ss work individually to write at least three chores they like or dislike. And then give the reasons. Share the answers with the partn Call some of them to present the orally. Likes Reasons Nam e o f chore Love animals Feed the cats and dogs Like shopping Do the groceries Take out the garbage It is not too hard Dislikes Nam e o f chore Reasons Laundry Take much time and quite Often break things Wash the dishes 3k after the baby Waste time, be tired

Pair work

tivity Below is part of A n na’s interview with Mai. are talking about the household chores M ai likes and dislikes. M atch M ai’s answers with A nna’s questions. Then practise the conversation. * Aim: practice in a conversation * Content: match and practice the conversation * Products: 1. c 2. a 3. d 4. b *Steps: Ask Ss to look at the task 2. Let them some minutes to read the questions first and underline the key words. Ask Ss to work in pairs to match the questions with the answers. Call some of them to read out the questions and answers. Read the questions and underline key words. 1.......................... everyday? 2................. like d o in g ........................?____________________

T <-- > Ss

Pair work

T <-- > Ss

Ss <-- > Ss

T <-- > Ss

Ss <-- > Ss 12

? 3. W hat.................................like 4..................... dislike d o in g ...........? Matching: Suggested answers 1. c 2. a 3. d 4. b Call some of them to read the dialogue orally Practise the dialogue A: What household chores do you do everyday? B: I do the laundry, wash the dishes, and sweep the house. I sometimes do the cooking when my mom is busy A: Which of the chores do you like doing most? B: Well, I think I like sweeping the house A: What do you like about it? B: It’s not too hard, and I like seeing the house clean A: Which of the chores do you dislike most? B: Washing the dishes because I often break things. Give comment or pronunciation correction if necessary.

10 minutes

3. Activity 3: Have a sim ilar conversation with a part ner. i Find out which chores she / he likes or dislikes thee m ost st aand why. Report your findings to the class. * Aim: help sts report what the find out * Content: make a similar conversaation * Products: report their findings *Steps: .Ask Ss to use the information above tc make the similar conversation with partner (about themsc’ves) Work in groups of three then present in class. Practise in pairs about their own chores at home. Present orally in pairs. Example: A: What household chores do you do everyday? B: I ................................................... A: Which of the chores do you like doing most? B: Well, I think I lik e ................................... A: What do you like about it? B: B ecaus' ......................................... A: Which of the chores do you dislike most? P: I_ h a te.............................. B ecau se............... - Ask :Ss to consolidate the main contents. feedback.

3. Consolidatio 2 minutes * ______ 4. Homew or k -■T asks Ss to write the dialogue in the notebook 1 min ute1________ : Prepare for the next lesson.__________________

D Pair work

T <-- > Ss

Ss <-- > Ss

T <-- > Ss

Period : 6 U nit 1: Fam ily life Lesson 5: Listening I. Objectives: 1. Knowledge. - To teach Ss to listen a programme about the roles of family members. - To teach Ss about Fam ily life. - By the end o f the lesson, students will be able to: + Develop the listening skills for details and for specific details. + Talk about Family life. + Listen to a programme about the roles of family members. + Listen the monologue and do the true or false exercise and do the gap - filling exerci se. 2. Skills. - integrated skills - Guessing meaning in context, listening for specific information and for identifying new words 3. Attitudes - Students are aware of the importance of equally shared parenting in . am^ies. II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures, P nt lesson, - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicativ IV. Teaching Procedures: Time/Stages 1. warm up 5 minutes

Activities * Checking previous lesson * Aim: revise the lesson * Content: talk about the hi chores you like doing and dislike doing. * Products: freely talk about usehold chores * Steps: - ask ss to talk about their chores - give feedbacks_______________

Interactions

T <--> Ss

2. New lesson 7 minutes

Activity 1 : Look at the chart and discuss the changes in weekly hour" of basic housework by m arried men and m arried wom en in the USA between 1976 2. Guess the reasons for the changes.

Pair work

T <--> Ss

1976

2012

* Aim: practice describing a chart * Content: discuss the changes in weekly hours of basic housework by married men and married women in the USA between 1976 and 2012 * Products: give their opinions and guess the reasons for the changes.

T <--> Ss

The chart illustrates the average hours o f housework p er 14

week done by married women in comparison with married

T <--> Ss

men. In general,married women do more housework than m arried men. The numbers o f weekly housework hours that men and women do is 29 and 6.8 respectively. it takes marrien women ....hours to do housework whereas married men spends ... hours doing housework * Steps: - Ask students to work in pairs, looking at the chart and discussing the changes in the weekly hours of basic housework by married men and married women in the USA between 1976 and 2012. Students don’t have to report the exact number of hours men and women spend on doi housework. They can just talk about the general changes. - Introduce some new words and useful expressions: +the chart shows/presents/ illustrates....... +As can be seen from the chart +According to the chart +In general/generally speaking - Encourage students to guess the reasons for the changes. Ask them to call out their guesses. Write the reasons given by students on a corner o f the board so that they can see if their guesses are correct later, after they listen to the recording

8 minutes

T <--> Ss

- Introduce the content o f the listening that they are going to listen. Activity 2: * Vocabulary * Aim: help ss in ow some new words and phrases * Content: study new words * Products: understand the vocabulary ute to(v) make a great contribution to + kecre ation(n) (formal) fun, relax after work ertainment(n) fun for film, T V ... + entert

* A 10 minutes

+ amusement(n) amust something you like Steps: - shows the words and pictures, ask ss to guess the meanings - Reads new words and asks students to repeat after the teacher. - Calls some students to read aloud. - Checks their understanding o f new words and correct their pronunciation if necessary

T <--> Ss

Ss <-- > Ss

Activity 3 Listen to a fam ily expert talking about how the roles of m en and wom en in fam ilies have changed and decide

T <--> Ss

whether the following statements are true (T) or false (F).

Individually 15

* Aim: Listen for specific information * Content: Listen to a family expert talking about how the

Ss <--> Ss

roles of men and women in families have changed and decide whether the following statements are true (T) or false (F). * Products: 1. T 2. T * Steps:

decide the sentences are true or false 3. T 4. F 5. T

- Tell students that they are going to listen to a fam ily expert talking about how the roles o f men and women in fam ilies have changed. Ask them to read all the statements and guess if they are true or false. Make sure that students understand all the statements. - Play the recording and have students do the exercise. Check students’ answers. & 8 minutes

Activity 4:W ork in pairs. M atch the word / p h r .se wit h its appropriate m eaning. 1. balance 2. nurture 3. equally shared parenting 4. traditionat

; a. a way of solving a problem 1^^ i or dealing with a d ifficu^ ^ ^ ^ situation m i ^ | b. to care for and prottta somebody / while they a|e growing and developi^^ ^ c. sharing housework and ch jkkare ^fcniy d. existing fora long time

5. solution

A ! 7 minutes

wherethings are of equalweight or force

T <--> Ss Individually Ss <-- > Ss

* Aim: guess the meaning of the words. *Content: Match the word / phrase with its appropriate meaning. * Products: Understand the meaning of these words b 3. c 4. d 5. a *StePs: *SU - Lets students work in pairs to match the word/ phrase with appropriate meaning. - Asks them if they know the part of speech o f the word/ phrase given and then choose the meaning. - Calls some students to tell the answer.Give comments Answers: 1. e 2 . b 3. c 4. d 5. a Activity 5: Listen again and answer the questions. T <--> Ss 1. How has the role o f men in the family changed? 2. How have men’s and women’s roles become alike? Individually 3. What is the result of ‘equally shared parenting’? * Aim: listen for specific information. Ss <-- > Ss * Content: Listen again and answer the questions. * Products: get the anwers for the questions 1. They are not the only breadwinner in the family, and they get more involved in housework and parenting._____________ 16

2. Both are responsible for family finances, homemaking and parenting. 3.The families become happier and the divorce rate among them is the lowest *Steps: - Ask students to read the questions carefully. Make sure that they understand what is asked in each question. Have them underline the key words if necessary. Then play the recording and let students listen to it and answer the questions. - Ask students to work with a partner to compare their answers. - Invite representatives from pairs to present the answer to

each o f the questions to the class. Give feedback an correction if necessary. 3. Consolidation 2 minutes 4. H om ework l minute

Period : 7

- Ask Ss to consolidate the main contents. - Give feedback. notebook T asks Ss to write the dialogue in the not Prepare for the next lesson._____

T <-- > Ss

ỈO

U nit l: Fam ily life Lesson ổ: W riting

I. Objectives: 1. Knowledge. + To help students understand tand the meaning me of the saying about sharing the household chores. + To enable students to know how to build a household chore chart. + To help students to write a paragraph about how people in a family share housework. 2. Skills + integrated skills, especially writing 3.Attitude +To raise s' udents’ awareness of the responsibility for sharing the household chores in their family. II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures , PowerPoint lesson, - Students: Textbook, Textbook, notebook. III.. M ethods: et - The whole lesson: Integrated, mainly communicative. IV. Tea ching Procedures:

Time/Stages l . warm -up S minutes

Activities Chatting. * Aim: create the learning environment * Content: talk about family members and their household chores * Products: free talk about the topic *Steps:

Interactions

T <--> Ss

ask ss some questions 2. New lesson 8 minutes

“M any hands m ake light work” 1. Activity 1: Work in pairs. Discuss the meaning of the Pair work saying above. Do you agree with it? How does this saying apply to doing housework in the family? * Aim: to know the meaning of the saying about the T <--> Ss benefits o f sharing housework in a family * Content: Discuss the meaning o f the saying above * Products: - This saying means if many people share a piece o f work, it will become easier for everyone. H ow to apply: If If all family members contribute to Pair work housework, each won’t have too much to do. Each will have more time for relaxation *Steps: - Ask Ss to work in pairs to discuss the meaning of saying - Call some o f them to tell the answers - Ss present the answer - Give comment.

12 minutes Activity 2:Read the text about L am ’s fam; and com plete the chore chart. a family * Aim: help students know how share the household chores and household chore chart. * Content: com plete the ch?~e chart basing on the text * Products: D ad Mending "kings around the house, cleaning the bathroom. M um Doing m ost o f the cooking and grocery shopping. D oing >ie laundry, taking out the Lam garbage and cleaning the fridge, laying the table fo r meals, sweeping the house andf feeding the cat (share with sister) An Helping Mum prepare meals and washing the dishes, laying the table fo r meals and washing the dishes, laying the table fo r meals, sweeping the house and feeding the cat (share with brother

* Steps: - Lets Ss read through the text about Lam’s family and complete the chart below ( Ss are expected to focus on the information needed only) - Asks sts to compare the table with their partners. - Asks sts to provide the information they have found. - Gives Sts chances to do the peer-correction first. -Gives feedback and corrects

T <--> Ss

T <--> Ss Individually Pair work

Activity 3: Read the text again and answer the questions.___________________________________________ 18

10minutes

1. How many people are there in Lam’s family? 2. Why are they very busy? 3. How do they split the housework in the family? 4. What household chores does each member o f the family do? 5. Do the family members enjoy the housework? 6. What are the benei ts o f everyone in the family sharing the housework? : Aim: help students understand more about how members in Lam's family share the household chores and get the structures and ideas to write a paragraph. * Content: answer the questions * Products: get the answers and the outlines 1. There are four people in Lam ’s family. 2. Both parents work and the children spend most o f their time at school. 3. They split the housework equally in the family. 4. D ad mends things around the house, cleaningg the bathroom. Mum does most o f the cooking and gr<ocery shopping....... 5. Yes, they do. They do it willingly. -----J, so ev^ry, 6. The burden is not on one or two members, everyone has time to relax.

* The outline o f the paragraph a b h ow people in the fam ily share the household chores he members are + Introduction: how many pet etc. (questions 1 & 2) How the fam ily members ousework, what each o f them (questions 3 & ) + What fam ily members *hinks o f sharing housework together.(questions 5 & 6) *Steps: - lets Ss to read the questions to know what information they will have to find in the text this time. - Asks Ss to compare the result with their partners. vites some Ss to present their answers in front o f the cJ p ri\es Ss chances to do the peer-correction first. rrects and gives feedback. -Calls some Ss to draw the structures and ideas to write a paragraph - Asks ss to make an outline of the paragraph about how people in the family share the household chores in groups of 4.

Individually

10 minutes

T <--> Ss Whole class

Activity 4: M ake your fam ily chore chart. Then, using the ideas in the chart, write a paragraph about how people in your fam ily share housework based on the ideas in the chart. You can use the questions in 3 as cues for your writing. * Aim: To help students know how to build a family chore chart and write a paragraph about how members in

T <--> Ss individually 19

a family share housework together * Content: Make your family chore chart. Then, using the ideas in the chart, write a paragraph about how people in your family share housework * Products: have their own chart of household chores * Steps: - lets ss make their own household chart individually.

Whole class

- invites some to show their products and asks the class to give comments - gives feedback and corrects

3. Consolidation 2 minutes

- Lets Ss write the paragraph in groups of 4 or 5 in 7 minutes - observes and gives help if necessary - asks Ss to exchange their paragraphs for peer comment. - walks around to give help, noting down good ide well as errors in Ss’ pieces of writing. - gives general comment and writes good ideas in o column and errors in another. My family, like many other ones in a modern shows equality in daily life in term o f sharing ti household chores. We all lead a busy life when my parents go out to work and we spend most o f our time at school. Coming home we share the house hold chores equally among us. My mother is in charge o f going shopping and doing the cook ng. My father usually does the heavy lifting and rep air electronic household appliances. My sister, Linh, likes doing the washing and cleaning the house. She does it very carefully. As the youngest memb °rs in . he family, I ju st do simple things such as watering the flowers, feeding the pets and laying tables fo r neals. We are all happy to perform our duties, and we think a'ch o f us play an important role in keeping the house clean, the home warm and happy_____________ Ss to consolidate the main contents. Ss to tell class how to write a paragraph about how >eople in your family share household work. ive feedback. T asks Ss to write the dialogue in the notebook Prepare for the next lesson.__________________

T <--> Ss

*eriod : 8 U nit 1: Fam ily life Lesson 7: Com m unication and culture I. Objectives: 1. Knowledge. - By the end of the lesson, students will be able to: + Understand and read about inventions in Asian countries. + Talk about family life in different cultures (Viet Nam and Singapore) 20

+ Discuss the sharing household chores in the family. + Get knowledge o f family life in different cultures (Viet Nam and Singapore) 2. Skills + integrated skills, especially listening and reading. 3. Attitude +To raise students' awareness of the responsibility for sharing the household chores in their family. II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures, PowerPoint lesson, - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Procedures:

Time/Stages l.W arm up 1 minute 2. New lesson 6 minutes

8 minutes

Activities

HTInteract actions

* Checking attendance Chatting Communication: Discussion: W ho does what in y family? Activity 1 : Look at the pictures. W hat is the xrson in each picture doing? Do you think they a happy? Why? or W hy not? * Aim: get Ss to tell what each perse / her family does. * Content: describe the picture * Products:

- The man is clean'ng the house, doing the

T <--> Ss Pair work

T <--> Ss

laundry and cooking.The woman is taking care of the baby, cooking, cleaning the hi use at the same time.They are too

pair work

busy with their household chores and certainly unhappy. 10 minutes

l l minutes

* Steps: - Lets sts look at - Gets ans vers -Gives feedback

ictures and answer the above questions.

Listen to the TV talk show. W ho said what? Aim: help students understand the attitude o f each speaker about sharing household duty * Content: Listen to the TV talk show and decide Who said vhat * Products: 1. Mr Pham Hoang. c,e 2. Ms Mai Lan. a,f 3. Mr Nguyen Nam. b,d *Steps: Tell Ss that they are going to listen to a TV talk show and will have to find out who said what in the show. • Ask Ss how many people take part in the talk show and who they are (three, Mr Pham Hoang, Ms Mai Lan, and Mr Nguyen Nam). • Have Ss read the statements (a - g) and make sure that they understand all of them. Check if Ss know the meaning of

T <--> Ss Whole class Pair work

some words and phrases such as household i nancial burden, homemaking, join hands, provider and neat. Help Ss get the meaning if they don’t know the words by asking them questions or by providing them with the Vietnamese equivalents o f the words / phrases. * Play the recording. Have Ss listen and do the activity. Ss may need to listen to the recording more than once to complete the activity .Activity 3: W ork in groups. Discuss the questions. Then, report your group’s opinions to the class. * Aim: to talk about their opinions about sharing housework in the family * Content: Discuss the questions * Products: give their opinions - Ask Ss to work in groups of four to discuss the questions. - Tell Ss to refer back to the ideas in Activity 2 to answer the questions, but they can also express their opinions freely. - Call some groups to report their group’s opinions to tl class. 2. Culture: Read the two texts about fam ily life in S in and in Viet Nam then answer the questions. * Aim: To help students know more about the family life of the two countries * Content: Read the two texts about family life in Singapore and in Viet Nam then answer the questions * Products: understand the passage and have the answers Questions

A 3. Consolidation 2 minutes 4. H om ework 1 minute

In Singapore

nr T <--> Ss Whole class Pair work

In Viet Nam

^ c le a r family

extended family

Who takes care of young^ children when their parents are at work?

. iry minder or child

Grandparents or great grandparents

oks after parents?

Nursing homes

Their children

They take part in the activities of the Parent Support Group or Parent Teacner Association.

They help their children with their homework or give them advice on behaviour.

‘<0

: )rk Group work

Answers

What type of family is popular in the country?

How do the parents contribute to educating their children/

T <--> Ss

*Steps: - Ask Ss to work in pairs. One reads the text about family life in Singapore and the other reads the text about family life in Viet Nam, then each writes down his/ her answers to the questions about his / her text. - Help Ss with some vocabulary. - Ask some Ss to present their answers. - Feedback Ask Ss to consolidate the main contents. Give feedback. T asks Ss to learn the structures and vocabulary. Prepare for the next lesson.___________________

T <--> Ss

T <--> Ss 22

Period : 9 U nit 1 Fam ily life Lesson 8: Looking back and project I. Objectives: 1. Knowledge. - By the end o f the lesson Ss are able to: + Exchange opinions about the household chores. + Use words and phrases related to topic Family life + Pronounce and recognize the words cluster sounds /tr/ , /br/ , / kr /. + Use the present simple and the present continuous tense. 2. Skills + Integrated skills, especially writing 3.Attitude ;y have ’ear learnt To raise the Ss’ awareness of revising and applying the language and the skills they throughout the unit to perform a task in a real-world situation. II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. powerpo.'nc owerpoint lesson. l - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Procedures:

Activities

Time/Stages

Interaction s

* Checking attendance 1. Stabilization (1m)

2. New lesson 7minutes

* 10 minutes

T <--> Ss

Pronunciation: * Aim: help Ss review iew the way to pronounce the three sound clusters /tr/, /kr/ and / br/ Li/, /kv * Content: nt: Listen and underline the words that have the consonantt cluster sounds * Pr /kr/ /br/ /tr' treasure crab brave tractor crown bride S trunk creatu bracelet trampoli re bring crazy ne *Steps: - Introduce the task and play the recording. - T asks Ss to underline the words having cluster sounds /tr/ . /br/ , / kr /. - Call on some Ss to read the sentences.

T <--> Ss Individually

Pair work

Vocabulary: Activity 1: What chores are the people doing? T <--> Ss

Group work 23

V ocabulary What chores are the people doing?Write thenameof the chore under each picture.

T <--> Ss

Pair work

Group work * Aim: revise some of the Vocabulary it unit. * Content: look at the pictures and ■ pictures * Products: say out the chores 1. cooking 2. shopping for groceries 3. doing the laundry/washing clothes 4. taking out the rubb;°h 5. cleaning the toilet 6. washing up/ washing the dishes 7. ironing 8. sw eepiig the >ouse 9. watering h~use plants/ flowers 10. feed'ng the cat/pets 7 \

T <--> Ss chores in the

ve Ss work in pairs to write the name o f chore under each picture. - Check Ss’ answers by asking them to write the names of chores on the board next to the number of the picture. A ctivity 2: Use the words/ phrases in the box in their correct form to complete the text. * Aim: use the voc in context * Content: Use the words/ phrases in the box in their correct form to complete the text * Products: understand the words 1. 3. 5. 7. 9.

does the cooking does the heavy lifting ironing sweeping the house does the washing-up

T <--> Ss

Individually Pair work

2. shops for groceries 4. laundry 6. takes out the rubbish 8. lays the table

*Steps: - Tell Ss to read the text carefully, using the context clues to decide which word / phrase can be used to complete each gap in the text. - Check Ss’ answers and provide correction if necessary.

Individually Pair work

Grammar: Activity 1: Finish the sentences with either the present simple or the present continuous. 1. I (write) to you to tell you how much I (miss) you. 2. Jack is away on business, so I (look after) his dog. 3. Nam always (look) untidy. He (wear) dirty jeans now. 4. I can’t answer the phone now. I (cook) the dinner. 5. Excuse me, you (read) your newspaper? Could I borrow it? 6. What do people in your family (do) in the evening? * Aim: revise the present simple and the present conti tense. * Content: Finish the sentences with either the pres simple or the present continuous. * Products: understand these two tenses 1. am writing, miss 2. am looking 3. looks, is wearing 4. am cooki 5. are you reading 6. *Steps: - T explains the instructions to Ss c. early. - Ss work in pairs to finish 'V sentences. - Ss are required to find out the signals for the two tenses. - T calls Ss to read aloud the sentences with the answers. - T confirms Ss’ understanding by asking others to give comments. - T corrects and gives feedback

7 minutes

5 m inutes y

Activity 3 W c .k in groups. Discuss the following questions. Then report the results to the class * Aim: Review the language they have learnt in the lesson * Con*' nt: Discuss the following questions. * Products: give their opinions Question 1: Yes, we should. Because the housework makes us responsible for the family. That is also a way for us to show love to our parents and our family. Question 2: Due to the limit o f time for study and our age, we can do light work only. Question 3: I usually look after the pets, water flowers, take out the garbage or sweep the floor *Steps: - Ask Ss to work in groups to discuss the questions. - T goes around and helps Ss with the new words or structures. - Call some groups to report the results to the class. - T listens and makes comments.

N T'

Pair work

Project 10 minutes

3. Consolidation 2 minutes 4. H om ework 1 minute

Project * Aim: explore the topic in a collaborative way * Content: Do a survey. Find out ... - how many classmates live in a nuclear family and how many live in an extended family; - how many classmates have both parents working; - how many classmates spend at least one hour a day doing housework; - how many classmates have parents who spend at least one hour a day helping them with their homework; -what your classmates think the ideal family is like. * Products: interview some students *Steps: T tells Ss what they need to do in this activity. - Ss work in groups of 4 or 5 - The survey can be done during in class or during the brea - Ss are told to go around and ask their classmates que to get information for their project. - T also take part in the projects to see how the inter going on. - T is always ready to support if they need ar -T encourages each group member to speak for at least 2 minutes Ask Ss to consolidate the main co Give feedback. T asks Ss to learn the st: Prepare for the next lesson.

Period : 10 U nit 2: your body and you Lesson 1:Getting started I. Objectives: I. K nowledge edg e. ctp " ~ - To teach1 sSss f/\ Loo ItlisLv i:°*en . and read a conversation about Your body and you and do tasks: Listen and repeat and questions 'nd answers. - To teach some lexical items related to the topic Your body and you. - By t^e. ti end o f the lesson, students will be able to: + Use some lexical items related to the topic parts of the body. + Make simple dialogues using the given expressions. '. Skills: ls: Integrated skills Guessing meaning in context, scanning for specific information and passage comprehension 3. Attitude - Students are aware of the responsibility for improving their health II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. powerpoint lesson, - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative.

IV. Teaching Procedures: Time/Stages

1. W arm up 5 minutes

2. New lesson 10 minutes

12 minutes

Activities Brainstorm ing List the part of the body * Aim: revise the words related to body parts * Content: list as many words about the body parts as possible * Products: have a list of words *Steps - Ask students to work in groups, write the words related to the body part. - check their answers ex: nose, eyes, ear, arm, hand, leg, finger... - Lead in: W e’re going to learn about................................... An apple a Day Task 1: Listen and read. * Aim: This activity aims to arouse Ss’ interest in the tie 1top'c the unit * Content: Listen and read. * Products: practice reding the conversation *Steps: - Play the recording. Ask Ss to listen and r e d tiw conversation at the same time. - Tell Ss that they are going to listen a conversation between two friends, Nam and Scott. - Let Ss guess what Nam and S o t t are talking about. - Play the recording. Ss listen to the conversation and read along. Activity 2: W ork in pairs. Read the conversation again and answer the fcMowing questions. * Aim: he’p Ss ^o understand the conversation through comprehe ision questions. * Content: answer the questions * Products: practice asking and answering the questions idents to practise asking and answering the questions. them report the answers and check if they have any ticulty in understanding the conversation. Answers may vary. Walk round and help them Ask some students to stand up to talk again Answers : 1. Better health; good body condition; stronger resistance to illnesses... 2. Lose weight, build healthy bones, and prevent diseases like cancer. 3. Memory or (the) brain. 4. He feels there may be unwanted effects from good things.

8 minutes

Activity 3: Listen and repeat the words. Then answer the questions below.

Interaction s

T <--> Ss

D T <--> Ss

W hole class

Pair work

T <-- > Ss

T <-- > Ss Pair work

Ss <-- > Ss Individuall

y_____

a. Which words did you hear in the conversation? Circle them.

prevent

nervous

disease

bones

balance boost

weight

skeleton

brain

system

lungs

healthy

Pair work W hole class

Put the words into categories as in the table. |

Noun

A djective

Verb

* Aim: To familiarize Ss with the vocabulary related to the topic of the unit helps them improve the recognition of consonant clusters. * Content: Listen and repeat the words, classify the words 3 columns * Products: Noun

Adjective

Verb

disease

bones

nervous

prevent

healthy

balance

weight

skeleton

brain

system

lungs

boost \ \ -

*Steps: -Tell Ss to listen and repeat the - Play the tape. - Ss listen and circle the words they hear. + prevent disease bones weight + brain boo st healthy - Ss work on classifying the words into the corresponding categories. - check their an wers 7 minutes

3. Consolidation 2 minutes 4. Hom ework 1 m inute

A ctivity 4: W ISE WORDS: 'Laughter is the best m edicine.’ Read the com m on saying above. Do you agree? Can you think of a tim e when ;hter was the best m edicine for you? im: get Ss to practise speaking about benefits of laughter. Content: think of a time when laughter was the best medicine for you * Products: free talk *Steps: - Ask Ss to work individually, in pairs or in groups to report on a time when laughter was the best medicine for them. T can assist by giving a list of prompts including occasions like an embarrassing situation, feeling stressful, tired or sick, e tc ... - Summarize the main points of the lesson - Ask students to write a passage about their daily routine (50 words) Prepare for the next lesson.___________________________

Individuall y Pair work W hole class

T <--> Ss

Period : 11 Unit 2: your body and you Lesson 2: Language I. Objectives: 1. K nowledge. - By the end of the lesson, students will be able to: + Understand and use the passive voice with modals. + Use some lexical items related to the topic Your body and you. + Pronounce consonant clusters /pl/ , /pr/ , /gl/, /gr/correctly in isolation and in context + Use the words and phrases related to illnesses and health and system o f the body. + Understand and use the future simple with will and going to; the passive voice 2. Skills + Integrated skills 3.Attitude sts can know a little more about their body. II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. powerpo.'nc lesson, l - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. PROCEDURE

Time/Stages 1. W arm up 5 minutes

Activities Brainstorm ing YOU on the Write the title of the unit YOUR B 'ing fit. board and ask Ss to list some w; * Aim: introduce the topic of t * Content: list some ways of keeping fit * Products: have some ways o f keeping fit *Steps: - ask ss to work i group, too list the ways to keep fit - call some ss to pre: - give feedback

Interactions

T <--> Ss Group work

2. New lesson 5 minutes

5 minutes

A. Vocabu * Aim' To teach Ss the few key words and phrases they will o g et information more easily from the recording it: present some new words lucts: prepare some pictures of the body systems or ans for illustration 'irculatory System Digestive System Respiratory System Skeletal System Nervous System * Steps: - Use pictures of the body systems or organs for illustration - Have Ss work in pairs to practise saying the names of the systems. Remind Ss to pay attention to the stressed syllable(s) in each word - call on some ss to pracice saying the words aloud Activity 2: Look at the phrases below and match each with its definition. * Aim: arouse Ss’ interest in the topic of the unit___________

Whole class

T <--> Ss Pair work individually

Group work

T <--> Ss 29

* Content: match each word or phrase with its definition. * Products: + Circulatory System : c + Skeletal System :e + Digestive System : d + Nervous System :a + Respiratory System : b *Steps:

Pair work

- Ask Ss to match the items in the left column with ones in the right column. - Ask Ss to work in pairs, practise saying the names of the systems. Remind Ss to pay attention to the stressed syllable(s) in each word - Ss work in pairs, practise saying the names of the systems. 5 minutes

5 minutes

5 minu m inutes

Activity 2: W hich system do the followings belong to? Use a dictionary to look up any words you don’t know * Aim: identify the key words and phrases they’ve learned * Content: arrange the body parts into systems * Products: Circulatory System: heart; blood; pump Digestive System: stomach; intestine Respiratory System: breath; air; lung Skeletal System: spine; bone; skull Nervous System: brain; nerves; thinkin *Steps: words - Tell Ss to work on class corresponding systems. - Assist Ss to find the right meanings using a dictionary. B. Pronunciation Activity 1: Listen anc repeat. 1. presentation, print, pr 'ss, proud, preview 2. play, please, place, plum, plough 3. group, gradual, ground, grey, grand 4. glad, g’ance, glue, glow, glass * Aim: help Ss to pronounce the pair /pr/ and /gl/ and the pair /gr/ a d /gl * Content: listen and repeat the words * Prod' ’cts: pronounce these words correctly teps: k Ss to listen and repeat the words. - Help Ss make a clear distinction of the pair /pr/ and /pl/ and the pair /gr/ and /gl/. Allow Ss to repeat a few times. Activity 2: Read these sentences aloud. * Aim: help Ss to practice the sentences with the pair /pr/ and /gl/ and the pair /gr/ and /gl/ * Content: practice the sentences * Products: read the sentences fluently and correctly *Steps: - Ask Ss to listen and practise reading the sentences aloud. Teacher may model first if necessary the draw Ss’ attention to the consonant clusters in focus. Ask Ss to practise the sentences a few times.

Individually Pair work

T <--> Ss

T <--> Ss Whole class Pair work

T <--> Ss

5 minutes

C. Grammar: a. W ill and be going to Task 1: Read the following about will and be going to.

T <--> Ss Whole class

be used to express 'Wi|l'can beuicu

\ ^^req^tsforheip

individually

34 S Ä S ‘be going to'is H“ * for

iS S 3 S 5 « ^ Note:

s s s s s s a s s predictions.

* Aim: To familiarize Ss with the grammar will and be going to * Content: read the usages about will and going to * Products: understand the uses of these tenses *Steps: - Ask Ss to read about the usage of will and be possible, make some examples of their own. - Give explanations and provide help, if ne 5 minutes

5 m inutes

Task 2: Identify the use of ‘w ill’ and ‘be T <--> Ss the sentences below. W rite the type oi use presented in ■ (1-6) next to each se ntence. Whole class * Aim: To get Ss to know a few more about will and going to * Content: Identify the use of ‘w ill’ and ‘be going to’ in Individually the sentences * Products: 1. 1 (promises) 2. 3 (refusals of things) 3. 5 (plans, intentions) 4. 6 (predictions) 5. 2 (offei s and i '-quests for help) *Steps: - Ask Ss to identify the use of Will and going to in the nces and write from 1 to 6 next to each one. s if necessary.

Task 3 Read the following sentences. Put a tick (✓) if it is appropriate, put a cross (x) if it isn ’t. Give explanations for your choice * Aim: to practise will and be going to. * Content: Put a tick (✓) if it is appropriate, put a cross (x) if it isn’t * Products: Key: 1. x 2. V 3. V 4. V 5. V 6. V 7. V 8. V *Steps:

T <--> Ss

individually pair work

- Ask Ss to read the sentences. Put a tick in front o f the 31

sentence if it is appropriate, put a cross if it isn’t. - Ss read the sentences. Put a tick in front of the sentence if it is appropriate, put a cross if it isn’t. Give some explanations for their choice if they can. Key:

5 minutes

Task 4: Complete the following sentences with the right form of ‘w ill’ or ‘be going to’. Som etimes both are correct. * Aim: Encourages Ss to use the newly learnt items. * Content: Complete the following sentences with the right form of ‘w ill’ or ‘be going to’ * Products: 2. won’t 1. will/ is going to 4. are going to 3. will/ is going to 5. will 6. Are going to 8. am going to 7. will * Steps: Ask Ss to complete the sentences with the rights form o . „ ■ and be going to . Remind Ss that sometime both can be use - Check with the whole class

5 minutes

3. Consolidation 2 minutes 4. H om ework 1 minute

Group work

b. The passive Read the surprising facts about yo ur bod y and complete the following sentences using the passive. * Aim: Review passive voice * Content: change the sentences into passive voice * Products: 1. Nerves signals are se it to and from the brain as fast as 170 times per hour. 2. 10 watts is consumed by the brain 3. The blood vessels are damaged 4. The body is made up around 7 octillion atoms 5. 2,000 gallons is pumped through our body 6. 17 muscles are used to smile and 43 to frown 12 minion bacteria are estimated to live on one square inch o f our skin. Emotional tears are produced by humans eps: - Ask Ss to read about the usage of the passive voice. Provide some explanations if necessary to help Ss understand the rules. Have Ss read the surprising facts about human body first, then practise using the passive voice. call on ss to give answers check their answers Ask Ss to consolidate the main contents. Give feedback. T asks Ss to do exercises again at home. Prepare for the next lesson.____________

T <-- > Ss

individually

T <-- > Ss

Period : 12 Unit 2:your body and you 32

Lesson 3: Reading I. Objectives: I. Knowledge. - To introduce some new words related to YO UR BO DY AND YOU and guess the meaning in the context. - To help students to read for specific information about acupuncture. - To enable students to use new words and to understand the content by asking and answering the questions through passage and making reference when reading the text. - Sts can exchange opinions about acupuncture 2.Skills: - Integrated skills - Guessing meaning in context, scanning for specific information and passage comprehens. 3. Attitude - Students can know the benefits of acupuncture. II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. PowerP oint............. l - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Procedures:

1. W arm up 3 m inutes

2. New lesson 36 m inutes

Interactions

Activities

Time/Stages

Picture understanding - Ask Ss to look at the picture in the about what they may already kno history, technique, effects, popJai - introduce the topic of the Reading part

and talk puncture. (its

Vocabulary * Aim: help ss know some new words and phrases * Content: study new words * P r n H i i r t c * .,n n rlp » re ts m rl t h p

vr*r*5iWii1sirv

• W ords/ Phrases 1. O rigin ate (v)

T <--> Ss

• M ean in gs /9'rid3ine^t/

2. Yin and Yang (n.ph

• X u ất h iện lẩn đau tiên • (th u yết) âm d ư on g

T <--> Ss

jin and j £ei)/ 3. N eedle (n )

/'ni:dl/

4. Side effect (n.ph) 5. Inner body parts (n.ph)

6. M ed ical d evice (n) 7. R eliab le (a)

• kim (tiêm , châm cứ u ,...) • Tác dụng phụ • N hững bô phận bên trong của cơ thê • Thiết bị y tế • Đ áng tin cậy

that can be trusted to do something well; that you can rely on

T <--> Ss Group work

T <--> Ss PH

* Steps: - shows the words and pictures, ask ss to guess the meanings - give the meaning of the words - Reads new words and asks students to repeat after the teacher. - Calls some students to read aloud. - Checks the understanding o f new words

Pair work

T <--> Ss

Activity 2: Read the passage below. In pairs, or groups, 33

choose the three m ost interesting things you learnt about acupuncture from the passage and report to the class. * Aim: further involve the Ss in the subject o f the reading * Content: choose the three most interesting things you learnt about acupuncture from the passage and report to the class. * Products: give what they are impressed about accupuncture *Steps: - Ask students to read the passage. In pairs, or in groups choose the three most things they learn about acupuncture. - Ss work pairs, or in groups to discuss what they want to know about acupuncture from then decide on at least three things they want to have more information about. - Ss report their list and compare with others’. - Students read the text quickly and pick out wordss or phrases. Activity 3 Read the text quickly and find words which are re closes in m eaning to the following. * Aim: give Ss an overview of the r vide them with key vocabulary. * Content: Read the text quic id words which are closest in meaning to the fol * Products: Key: 1. ailments . . alternative 2. ease 6. treatment 3. acupoints 7. evidence 4. precaution 8. promote * Steps: - Ask Ss to rea d the text quickly and pick out words or phr. ses (e.g. originating, evidence, enhance, alternative, etc.) - List 'n and repeat the vocabulary

Individually

Pair work T <--> Ss

D Individually

Pair work

T <-- > Ss

A ctivity 4 Read the text again and answer the following questions. * Aim: the purpose o f this activity is the Ss’ thorough comprehension of the reading text. * Content: answer the following questions. * Products: 1. (It’s) promoting harmony between humans and the world around them and a balance between yin and yang. 2. It is believed to promote the body’s natural healing capabilities and enhance its function. 3. There are more than 2000 nowadays. 4. They are soreness, slight bleeding, or discomfort. 5. Those who have electrical or electronic medical device inside them. 6. Acupuncture is considered as a reliable alternative to

Individually

Group work T <--> Ss

modern medicine. *Steps: - Underline the keywords in the question to identify the answers. - Allow Ss to read the text again in depth to find necessary information for the answers - Have Ss work in small groups checking the answers. Ask Ss to make use of the clues in the text and then discuss the statements that make Ss give different answers. Task 5: 3. Consolidation 2 minutes 4. H omework 1 minute

Ask Ss to consolidate the main contents. Give feedback. Summarize the main points of the lesson.

Prepare for the next lesson.

Period : 13 U nit 2 : your body and you Lesson 4: Speaking I. Objectives: 1. Knowledge. - To help students know which bad/good habits their friends have. - To help students express and exchange opinions aL out some bad and good habits. - To help sts develop the skill of speaking: ng: p present -e se their ideas and attitudes towards getting rid of a bad habit 2. Skills: - Integrated skills 3. Attitude -To help students kick a ha ....... II. Teaching aids and m aterials. - Teacher: Handouts, textbook, esson plan, short videos, pictures, PowerPoint lesson, - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Teaching r .ocedures: Time/Stages

Activities

rm up 1. W ar1 5 m i l utes

Brainstorming Good and bad habits - Ask ss to list some good and bad habits

2. New lesson

Talking about some habits Task 1: W hich of the following habits are good and which are bad for you? * Aim: identify good habits and bad habits from some given ones. * Content: decide which habits are good, which are bad * Products:

7 minutes

Interaction s

T <--> Ss

Suggested answers

Good habits: being thankful

keeping a routine

doing regular exercise

never giving up

saving money

reading regularly

Bad habits: leaving things until the last minute

10 m inutes

watching TV all day

littering

*Steps: - Ask students what they think of their habits. - Have Ss look at the list of habits and decide which ones are good. - Ss name the habits they think they have. - Ss look at the list of habits and decide which ones are good. - Ss explain their choice and give rectification if needed. eeded.

Task 2: W ork in pairs or groups and discuss why ny whv som somee some of the habits above are good for you and why are bad for you. * Aim: allow Ss to have more insight into habits and how to kick a bad one. Help Ss develop their confid ence in speaking by giving personal opinions on relevant topics. * Content: discuss why some of the hQbits above are good for you and why some are bad for you. * Products: give personal opinions, evidences on relevant topics *Steps: - Have Ss work in pairs o ' groups and discuss why some of the habits are good and why some are bad by giving evidence and proof to support their ideas. - Have Ss suggest ways to stop the bad habits from their own experience. Examples: to top \ttering Observe rule s and regulations Refrain from throwing rubbish where you like L .ok for a waste bin when you want to throw away something, etc. sT oa Task 3: Look at the following text and read the advice. D o you think you could follow it? W hy or w hy not? Do Aim: assist Ss’ speaking by using relevant information. * * ;Content: read the text quickly and choose the things they think they can or can’t follow * Products: Express their opinions *Steps: Ask Ss to read the text quickly and choose the things they think they can or can't follow. - Then, Ss explain their decision to the class. Task 4: W ork in pairs or groups to choose one bad habit. M ake a list o f Dos and D on ’ts in order to kick that habit. Share the list with others and report to the class. * Aim: develop their ability in free speaking by applying advice to kicking a bad habit * Content: Make a list o f Dos and Don’ts in order to kick

T <--> Ss

Pair worrk

T <--> Ss

Group work

T <--> Ss

Group work

Ss <-- > Ss

3. Consolidation 2 minutes 4. H omework 1 minute

that habit. * Products: present in front of the class *Steps: Have Ss work in pairs or groups to choose one bad habit. Then, Ss make a list of Dos and Don’ts in order to kick that habit. Have Ss share their lists with each other and report to the class. - Ask Ss to consolidate the main contents. - Give feedback. - Summarize the main points of the lesson. - Prepare for the next lesson.

T <--> Ss

T <- -> Ss

Period : 14 Unit 2: your body and you Lesson 5: Listening I. Objectives: 1. Knowledge. for specific information. - To introduce some new words relating to choose - To help the students listen to understand the fo< the food pyramid. - Students communicate in English about the 2. Skills: - Integrated skills Guessing meaning in context, listening l^r specific information and for identifying new words 3. Attitude de Students are aware of the importance o f choosing a healthy diet for specific information II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lessor lesson plan, short videos, pictures. PowerPoint lesson, - Students: Textbook, not ebook. III.M ethods: - The whole lesson: i ntegrated, mainly communicative. IV. Teaching Time/Stages 1. W arm up 5 minutes

<s r

2. New lesson l minutes

Activities Chatting * Aim: engage Ss in the lesson by eliciting their personal eating habits. * Content: answer the questions 1. What do you usually have fo r lunch or dinner? 2. Do you care about the nutritional value o f the things you eat? 3. What kind o f fo o d do you avoid eating ? 4. What kind o f fo o d do you think we should have more ? - Show one picture o f food pyramid and ask Ss to express what they understand from the picture. Task 2: Look at the picture below. W hat do you think the listening is about? * Aim: give Ss a closer look into what they are going to listen to. * Content: guess what they are going to listen to.

Interactions

T <--> Ss

T <--> Ss Pair work 37

* Products: express their opinion about the picture and the topic *Steps: Ask some Ss to talk about what they think the listening may be about. Have Ss respond briefly to give their opinions on the listening they are going to do. Have Ss listen to the recording to see if what they hear matches what they expected. Allow Ss to listen one more time if necessary to build up Ss’ confidence in their listening

D 10 minutes

Task 3: Listen to the recording and decide follow ing statements are true (T) or fa lse * Aim: check Ss’ comprehension. * Content: Listen to the recording ?nc following statements are true (T) or * 1. F (The Healthy Eating Py im p le, reliable guide to choosing a healthy 2. T 3. F (You should eat m o ye foods from the bottom p a rt o f the pyram id and few er f om the top) 4. T 5. F ( Fish, p o u x*ry, be ans, or nuts, can make up the rest) *Steps: - Have students ' eadthe sentences carefully. - Play the rcr~uing again and ask students to listen and decide whether the statements are true or false. s to check their answers. ad the sentences carefully. - I isten to the tape again and decide the statements that are e or false then explain them Task 4: Listen again, divide the plate into sections and label which food should be in each section. * Aim: develop Ss’ skill in listening for detailed information. * Content: divide the plate into sections and label which food should be in each section * Products:

T <-- > Ss Whole class Pair work

T <--> Ss

T <--> Ss Group work

10 minutes

*Steps: - Have Ss listen again and divide the plate into sections with the right labels of the foods they hear. - Ask Ss to show their picture to the others in their seating row. - Check if Ss’ responses are correct.

Individually Pair work

Task 5: W rite som e sentences to describe the plate you have ju st m ade in 4 * Aim: to swap up the listening with an expansion to wJti ,,g using the knowledge and information Ss have just lea rnt. * Content: Write some sentences to describe the plate you have just made in 4 * Products: + H alf your plate is filled with vegetables and fruits. + A quarter o f your plate is fo r whole grains. + Fish, poultry, beans, or nuts, can make up the rest. *Steps: - Ask Ss to write sentences to des^riL^ the plate. - Ask Ss to cross-check. - Play the tape and give feedback. 3. Consolidation 2 minutes 4. H om ework 1 minute

Ask Ss to consolidate the main contents. Give feedback. Summari ze i..* m ^n points of the lesson. - Prepare for the next lesson.

T <--> Ss

Period : 15

nit 2: your body and you Lesson 6: W riting

I. Objectives: - Know ledge 0 To help students understand the meaning of what to eat and not to eat. + To enable students to know how to build a food column o + ' 0 help students to write a paragraph about what to eat and not to eat. By the end e of the lesson, students will be able to write a short letter to ask for help and respond to equests in proper dining/ eating. 5 - eSkills + Integrated skills, especially writing - Attitude +To raise students' awareness that we should or shouldn’t eat what. II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures., PowerPoint lesson, - Students: Textbook, notebook. 39

III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Procedures: Time/Stages

Activities Checking students’ attendance

1. stabilization 2 m inutes 2. New lesson 10 m inutes

10 m inutes

inutes 10 min

Interactions

T <--> Ss Activity 1 :Build a list of foods from your own experience that m ay give you - allergies - bad breath - stress - sleeplessness - sleepiness * Aim: have Ss brainstorm and produce a list o f the foods that may give them: allergies, bad breath, stress, sleeplessness, sleepines° * Content: Build a list of foods from your own experienc > that may give you allergies- bad breath- stress- sleeplessness sleepiness * Products: students’ answer *Steps: Ask Ss to work individually to build a list as instructed. Ask Ss to share and compare their list w'th others’. Check if there are similarities and differences, then ask Ss to explain the most prominent similarities and differences.. Task 2: Now, read the facts below. Do you have some of these foods on you • list? W hich ones? * Aim: to provide Ss w 'th input for their practice and production later on. * Content: reaAthe facts below * Produ cts: understand the benefits of some food to health *Steps: -Gi e brief explanations or provide meanings of the dii cult wo words to help Ss when necessary to save time for other act activities. - A,sk Ss to quickly read the facts about the foods provided. Allllow Ss to use a dictionary or ask T for help, if necessary. Task 3: Some people have written in for advice on their diets as they are going to do important things. Work in pairs or groups and write at least one similar inquiry. * Aim: to build up Ss ability when writing a letter requesting help using the given model. * Content: write at least one similar inquiry * Products: have at least 1 similar letter *Steps: -Ask Ss to read the letters from readers and analyze the problems and the writing styles. -Ask Ss to work in pairs or groups to select a problem and write a similar request-for-help letter. -Ask Ss to show the letters they have just written to the class and ask for comments from the class.

T <--> Ss

Individual1/

T <--> Ss

T <-- > Ss

Individually

Ss <-- > Ss

T <-- > Ss

Individually

Ss <-- > Ss

- Provide support and comments when necessary and decide if Ss have met the objective o f the activity. Select one or two o f the best writings to show to the class. T <--> Ss 10 m inutes

3. Consolidation 2 minutes 4. H omework 1 minute

Task 4: You are the food specialist and you are working on the new sletter’s next edition. Read the reply to Scott’s enquiry. Then write your own by responding to one of the other texts from ■ or from your friends’. * Aim: build up Ss’ ability in free letter writing by replying to ‘request-for-help’ letters. * Content: Read the reply to Scott’s enquiry. Then write your own by responding to one of the other texts from 3 or from your friends’. * Products: have a completion of a reply letter *Steps:. -Ask Ss to study the reply to Scott’s letter. Help Ss if necessary to facilitate their acquisition in terms of writing styles, structures, language, and tactics. ed or from f.o -Ask Ss to choose one request from those provided those they produced in the previous activity to write a reply using the model. - Provide help and support, if necessai - Ask Ss to consolidate the main cont - Give feedback. - Summarize the main points of the Prepare for the next les

Individually

ss <--> s s

D T <-- > Ss

T <-- > Ss

Period : 16 iy and you im unication and culture I. Objectives: 1. K nowledge + To help students nderstand more health beliefs and practices in Indo and in Vietnam. + To give students iance to talk about health beliefs and traditional therapy. 2. Skills + Integrated skills, especially listening and reading. 3. Attitude B ’ willing to learn some health traditional beliefs and practices in Viet Nam and Indonesia. II. teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures, PowerPoint lesson, - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Teaching Procedures: Time/Stages l.Stabilisation (1m) 2. New lesson

Activities * Checking students ’ attendance

Interactions

T <--> Ss 1. Communication: Discussion: W hich parts/ systems of 41

7 minutes

Pair work

the body does each activity possibly benefit? Activity 1: * Aim: help Ss have more chances to practise speaking * Content: look at the pictures and answer the questions * Products: talk about the benefits of these activities to systems. *Steps: - Ask Ss to practice speaking. - Call some o f them to tell the answers. - Ask Ss to talk about how the activity (ies) benefit(s) the parts/ systems of the body.

T <--> Ss

Group work

T <--> Ss

7 minutes

Activity 2: In pairs or groups, discuss the activities in the pictures and say why they are healthy. * Aim: to build Ss’ speaking ability by using group discussion. * Content: discuss the activities in the pictures and say they are healthy. * Products: • Sunbathing is helpful because: • get enough vitamin D • stimulate bones ter • help blood circulate better • reduce blood pressure • Doing exercises is good for ourr <.aalth health bbecause: • strengthen our bo~es and muscles control our weight • make us sleep better • reduce stress • digest the food quickly Swimming is healthy because: • help us to control our breath br stimulate bones us burn calories *Steps: - Ask Ss to discuss the activities in the pictures and say why they are healthy. - t pio'ides Ss with some words or phrases if necessary. - Feedback.

Pair work

* Pair work

T <--> Ss Pair work

T <--> Ss

T <--> Ss Pair work

7 minutes

ctivity 3: W ork in pairs or groups, choose a system of the body and m ake a list of all the possible activities that are good for it * Aim: to further develop Ss’ speaking or writing ability.. * Content: choose a system of the body and make a list of all the possible activities that are good for it * Products: present their choice *Steps: - Ask Ss to work in groups of four. Choose a system of the body and make a list of all the possible activities that are good for it. - Call some groups to report their group’s opinions to the class and give reasons for their choices. 2. Culture: Activity 1: Read about som e traditional health beliefs and

Individually

T <--> Ss Individually 42

5 minutes

practices in Viet Nam and Indonesia. * Aim: to provide some information about how traditional healthcare practices (and beliefs) vary in different countries. * Content: Read about some traditional health beliefs and practices in Viet Nam and Indonesia * Products: understand about some traditional health beliefs and practices in Viet Nam and Indonesia *Steps: - Ask Ss to read about health practices and beliefs in the two countries and note the similarities and differences. - Give explanations, if necessary. - Help Ss with some vocabulary. - Ask some Ss to present their answers. - Feedback. Activity 2: W ith a partner, discuss the similarities and differences in health beliefs and practices between the two countries. * Aim: develop Ss’ speaking by comparing facts from ... * Content: discuss the similarities and differences ii beliefs and practices between the two countries. * Products:

Pair work

- < > s. Pair work

similaritier -Ailments are caused by an imbalance o f yin t.nd yang i

-Herbal m edicines and indigenous folk practices used to treat the sick,

litional treatments, herbs and herapies used to treat the sick.

-Goals to restore the yin/yai balance

■Goals to restore normal, proper and comfortable condition

-Previously thought iiKTective but recent evidence shows positive health outcomes

-Efficient, safe, cost-effective, affordable and accessible, especially for the poor.

ifierences^ IN DO NESIA Iments are caused by an balance o f yin and yang

-H erbal medicines and indigenous folk practices used to treat the sick.

-Traditional treatments, herbs and therapies used to treat the sick.

-Goals to restore the yin/yang balance

-Goals to restore norm al, proper and com fortable condition

^-----------------------------------------------------•

-Previously thought ineffective but recent evidence shows positive health outcomes

5 minutes

-Illnesses are caused either naturally or personally

r-Efficient,

safe, cost-effective, affordable and accessible, especially for the poor.

*Steps: - Ask Ss to work with a partner to discuss the similarities and differences in traditional health beliefs and practices in the two countries. - check their answer 43

3. Consolidation 2 minutes 4. H om ework 1 minute

Activity 3: Do you know any traditional therapy (treatm ent without m edicine)? If yes, please share the basic idea o f that therapy. * Aim: to further develop their speaking ability * Content: Do you know any traditional therapy (treatment without medicine) * Products: acupuncture, massage, acupressure, yoga,... * Steps: - Ask Ss to use the information from their reading homework for this activity. - Ask Ss to talk about their chosen traditional therapy. Details may include what the underlying idea/ belief is, how the practice is performed, what the benefits are, who it is suitable for. Ask Ss to consolidate the main contents. Give feedback.

o T <--> Ss

T asks Ss to learn the structures and vocabulary. Prepare for the next lesson.___________________

T <--> Ss -

Period : 17

sL vCT

Unit 2 : your body and you Lesson 8: Looking back ck ant and project ....... ......... : o I. Objectives: 1. Knowledge. + To help students understand the mean' ng of ,he saying about sharing the household chores. + To enable students to know how to build a household chore chart. + To help students to write a paragra ph about how people in a family share housework. - Ss use words and phrases relat'd to upic “Your body and you” - Ss can pronounce and recognize the words cluster sounds /pr/ , /pl/ , / gr / and /gl/. - Ss use be going to, the simple future tense and the passive voice. 2. Skills + Integrated skills, especially writing 3.Attitude +To raise students' awareness of the responsibility for sharing the household chores in their family. II. Teaching lids and m aterials. - Teach“] : H""douts, textbook, lesson plan, short videos, pictures. PowerPoint lesson, - Students' Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. 1. Teaching Procedures: Time/Stages Activities Interactions * Checking previous lesson 1. warm up Write the words related to the topic “ body organs” T <--> Ss (3 minutes) Aim : revise voc Content: write as many words about body organs as possible Whole class Products: sts ’s answers Steps: Take turns go to the board to write the words about the topic Check their answers

2. New lesson Individually Pronunciation: * Aim: help ss practice saying the sentences including these sounds correctly * Content: Listen and repeat the following sentences. * Products: read the sentences correctly * Steps: - Introduce the task and play the recording. - T asks Ss to underline the words having cluster sounds //pr/ . /pl/ , / gr / and /gl/. - Call on some Ss to read the sentences.

5 minutes

10minutes

Vocabulary: * Aim: revise the voc they have learnt in this unit. * Content: Complete the following sentences with a word or phrase about the body. * Products: Students complete the sentences using wor learnt previously in the unit. 1. brain 2. lung/ heart 3. d igstive 4. skeletal 5. respiratory (system) 6. stoi 7. nervous *Steps: - Have Ss work in pairs to complete ces using the words they have learnt. - Move around to provide helj - Check their answers - call on students to read the whole sentences.

10 minutes

z < #

15 m inut

Grammar: Underline the word ;n italics that best com pletes the sentence. * Aim: he lp stuieins use “will and be going to” correctly * Content: choose the correct answer to complete the sentences * Products: have the correct answer for each sentence 1. will become 2. are broken down and converted 3. 's g i n g 4. are stimulated 5. is used 6. won’t go 7. are supported by 8. is going to rain *Steps: - Ask Ss to work in pairs to underline the part in italics that is appropriate in the following sentences. - call on sts to give answers - Check Ss’ answers. - Feedback Project * Aim: speaking practice through doing a survey. * Content: do a survey using suggestions in the book. * Products: have the answers about food habits. *Steps: - Ask Ss to go round the class and conduct a survey. - Have Ss use the information to write a report. - T goes around and helps Ss with the new words or structures. - Call some groups to report the results to the class. - T listens and makes comments.

T <--> Ss

Pair work

T <--> Ss

T< --.> ss

Pair work

Group work

3. Consolidation 2 minutes 4. H om ework 1 minute

- Ask Ss to consolidate the main contents. - Give feedback.

T <--> Ss

- T asks Ss to learn the structures and vocabulary. - Prepare for the next lesson.

T <--> Ss

Period : 18 Unit 3:music Lesson 1:Getting started I. Objectives: 1. Knowledge. -To help learners get started with some language items in Unit 3- For vocabulai phrases related to music - For pronunciation, that is how to pronounce /est, 0nt, eit/ - For grammar, that is compound sentences and infinitives with to By the end of the lesson, students will be able to: - Know some words and phrases related to topic "Music" - Ask and answer simple questions about a pop star 2. Skills: - To help learners get started with 4 skills in Unit 3 - Reading: Read about TV show - Speaking: Exchange opinions about TV show - Listening: Listen to communication about music - Writing: Write a biography 3. Attitudes: - To help Ss get started for Unit 3 with the topic )ic "music" - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 3 - getting started at home III. M ethods: - The whole les on: I ntegrated, mainly communicative. IV. Teaching Procedures:

C>x ■s wordi /ords and

Time/Stages

Activities

Interactio ns

u se

Games: * Aim: help sst to focus on the lesson * Content: listen and guess the name o f the songs. * Products : * Steps: - T plays some pieces of music, songs. - Ss say the name o f the songs - T introduces the topic.

T <--> Ss Whole class

2. New lesson 7 minutes

vocabulary * Aim: provide sts some voc * Content: look, listen and learn new words * Products : + passionate

+ shy

Whole class

+ deceiving

T <--> Ss 46

+ platinum album + talented + solo + single + debut album + release *Steps: - write the words and give examples to illustrate the meaning o f the words. - read the words and ask sts to repeat. - ask sts to practice in pairs. -call on sts to read the words. - Check their pronunciation - T plays the CD - Sts listen and read the dialogue, pay attention to some new words. - Students say the new words, T corrects if necessary. - T checks pronunciation and meaning. 7 m inutes

Task 1: Listen and read * Aim: practice the conversation * Content: listen and read the conversation * Products : in groups, read the conversation *Steps: - T plays the CD - Sts listen and read the dialogue, pay a new words. - Sts work in pairs to read the dialo, - Som e pairs read the dialogue if

T <--> Ss

Ss <--> Ss

Individuall y

7 minutes

Task 2: Read the conservation ag^ n . Then tick true (T) or false (F) * Aim: the activity is f or comprehension * Content: Read the a nversation again. Then tick true (T) or false (F). * Products : 1. T 2. F (His platinum album was My World) 3. F (He became a superstar within two years) 4. F (His home country is Canada)

ain what to do and how to do. ve Ss work individually to tick the statements before they discuss as a class. Ss works in pairs to decide if a statements is True, False Check the answers, and give explanations, if necessary. Task 3: Read the conservation again, and give answers to the following questions. * Aim: this activity focuses on reading comprehension. * Content: Read the conversation again, and give answers to the following questions. * Products : get the correct answers. 1. They are talking about a young pop star. 2. He looks shy and passionate. 3. He won second place in the Idol contest. 4. His mother did. 5. They gained over 10.000.000 views__________________

T <--> Ss

Individual work Pair work T <--> Ss

Individual Pair work

6. He had four singles enter Top 40 before his first album * Steps: - tell Sts to focus on the instructions. - checks Ss understanding of the questions. - get Sts to work in pairs or groups to discuss the answers. - call on sts to give the answers. -check their answers

5 minutes

Task 4: Find Adjectives, then discuss their m eanings * Aim: This activity focuses on dictionary skills * Content: find adjectives in he conversation and discuss the meaning. * Products : know some more adjectives + shy: not at ease with other people + passionate: having a keen enthusiasm or intense desire f< for something. + talented: a person with good natural ability + popular: widely liked or appreciated + well-known: famous *Steps: n. -ask sts to find adjectives in the conversation. - should use a dictionary to look up the m ean ngs words in the webs of the words and write them down before discussing. Check the with the partners - T checks with the whole class Answers: Task 5: Circle the vei bs which are followed by toinfinitives * Aim: this activty ai ms to get Ss’ attention to grammatical int presented in the conversation to-infinitive Content: circle the verbs that are followed by to infi finitive 'rodu 'ts : find the correct verbs as required ieg'n to post... ie first solo artist to have four s in g le s .. teps: ask sts to read the conversation again and find the verbs - compare the answers with a partner. - Check the answers as a class

5 minutes

3. Consolidation 2 minutes 4. H om ework 1 minute

Summarize the main points o f the lesson - Ask students to write a passage about their daily routine (50 words) - Prepare for the next lesson._____________________________

Iraivi viduall P Pair work Whole class

Individuall y Pair work

T <-- > Ss

Period : 19 U nit 3: music Lesson 2:Language I. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - Use words and phrases related to topic "Music" to talk about the music or singer they know - Pronounce and recognize the clusters /est/, / nt/, /eit/ - Identify and make compound sentences, and the verbs followed by the to-infinitive and bare infinitive 2. Skills + Integrated skills 3.Attitude sts can know a little more about MUSIC II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. pow erpoint I - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Procedures:

Activities

Time/Stages 1. W arm up 2 minutes

Checking voc * Aim: revise the voc * Content: listen and write the w o“ds o“c * Products : write the followingg wor words Idol, talent, contest, debut album, release, solo, single, fan * Steps: T says 8 words in Vietnamese Ss write the words in English in groups. The winner the groi_g with most correct words .

Interactions

T <--> Ss

2. New lesson 5 minutes

A. Vocabu Task i: U se the words in the box to com plete the definitions _ ___: The aim of this activity is to help Ss to understand e meaning of some new words by matching the vocabulary s with their meanings. Content: Use the words in the box to complete the definitions. * Products : have the correct answers l.talent 2.pop 3.idol 4.contest 5. fan 6.clip *Steps: - Explain new words if necessary - Set time and let Sts work individually - Check the answer as a class by saying the number, sts say the letter. T can check their understanding by asking "How do you know?" - Ss read and match each word with its definition.

Individually

T <--> Ss

Pair work

Group work 49

5 minutes

Task 2: Give the Vietnam ese equivalents to the words. M atch each of them with the appropriate m eaning * Aim: This activity focuses on the lexical items related to Music. * Content: give Vietnamese meaning to the words them match the words with their meaning in English * Products : 1-c 2- a; 3-b; 4 - d; 5- f; 6- e; 7- g * Steps: - T asks Ss to work in pair to match the word with its meaning - call on sts to give answers - check the answers with the whole class.

Ss <--> Ss

Ss Ss

5 minutes

Task 3: M ake sentences about the m usic or singer * Aim: This task aims to make sentences with the words in activity 2 to understand more about the words * Content: make sentences using the words in activity 2 * Products : sts’ sentences *Steps: - Call on a few Sts to write their sentences on board - Get the class to comment before giving the correct

,<<N'

s<<

5 minutes

Task 4: Expand vocabulary * Aim: This activity enables Ss to review to the topic. * Content: complete the webs * Products :

related Individually

T <--> Ss concert

album

T <--> Ss

minutes

- T divides the class into 4 groups to write the words related to Music and Contest. The winner is the group with most words - check and decide the winner

T <--> Ss

2. Pronunciation Task 1: Read again the conversation in GETTING STARTED. Circle the words that have the ending sounds /est/, /ant/ or /eit/ * Aim: This task focuses on identifying the words having the ending sounds /est/, /snt/, and /eit/ * Content: read the conversation and circle the words that have the sounds above * Products :

T <--> Ss Ss <-- > Ss

+ passionate + talent + contest * Steps: - T sets time and let Sts do the task individually - Check the answers with the whole class.

5 minutes

Task 2: Listen and repeat * Aim: This activity focuses on practicing reading the words * Content: listen and repeat the words * Products : read the words correctly /est/ best, contest, guest, chest, test, rest, crest /snt/ talent, moment, achievement, different, parent, present, current /eit/ educate, late, rate, date, state, commemorate, debate *Steps: - T plays the CD and pause after each word for Ss to) pra practic ' - T asks 5 Ss to read the words in the book and checkk their pronunciation if necessary. - Play the CD and ask sts to write the words - Check the answer • guest; date; Answers: Commemorate; best; talent; test; achievement; parent 2. G ram m ar a. Com pound sentences - review the use o f some conji but and so through examples. Draw S s’ attention to the remi nder box. Remind Ss that they have learnt some o f the coordinating conjunctions in the lower grades such as and, but, and so. Present the new ones: or, yet, and for, using some examples to make clear their uses and meanings. Remin d Ss .hat the use of the conjunction is determined by the ideas of the clauses, and that a comma is added before the coordinating conjunction which joins clauses.

T <--> Ss rkSSss Ss <--> _ Pair work rk

T <--> Ss Ss <-- > Ss Pair work

and so w ith th eir m eanings.

1. 3.

and or but

a . contrast b result c. choice

d an addition of equal importance

* Aim: help sts make sure the use o f so, and, but, or * Content: match the conjunctions with their meanings * Products : 1-d; 2-c; 3-a; 4-b *Steps: - ask sts to work in pairs to m atch the words with their meaings - check the answers - ask sts to make the sentences with these conjunctions

T <--> Ss 5 minutes

Task 2. M atch each heading with the correct end. * Aim: practice the sentences with so, and , but, or * Content: . Match each heading with the correct end. * Products : 1-c; 2-e; 3-a; 4-b; 5-f; 6-d *Steps: - explain new words if necessary + nominate + potential: + persuade: + purchase: - ask sts to work in pairs to match the sentences. - Check the answer with the whole class. - Ask some Ss to read aloud all the completed sentences b. Infinitives * Aim: This activity focuses on the use of to infinitive and bare infinitve. * Content: give the corect form of the verbs * Products : 1. to sing 2. to make 3. to do 4. fall 5. ride 6. to buy *Steps: - ask sts to read “ watch out” - complete the sentences - T checks with the whole class

3. Consolidation 2 minutes 4. H om ework 1 minute

- Ask Ss to consolidate the main - Give feedback. T asks Ss to do exercises aga'n at home. Prepare for the next le, son.____________

Ss <-- > Ss Pair work

Ss <-- > Ss Individually Pair work

T <--> Ss

Period : 20

I. Objectives: I. Knowledge. By the end of the lesson, students will be able to: - Use the w or ds phrases related to words related to music. - Read for general ideas and specific information about TV show - Guess the meaning of a word or a phrase. learnt about the facts and history of successful TV shows such as American Idol, Who Wants to be a Millionaire and Vietnam Idol. I can understand the words in the text such as to air, phenomenon, audience, season and process. Skills + Integrated skills 3.Attitude sts can know a little more about TV game show, the history and fact o f these game shows. Want to discover other game shows. II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. powerpoint lesson, - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. 52

IV. Procedures: D. Procedures: Time/Stages

1. W arm up 5 minutes

2. New lesson 5 minutes

Activities

Interactio ns

Brainstorming * Aim: arouse learning atmosphere T <--> Ss * Content: name the current contest TV * Products : write the following words Idol, talent, contest, debut album, release, solo, single, fan * Steps: - Get Ss to brainstorm the names o f some current contest TV show. - Elicit answers to these questions What are your favourite TV contest show ? What do you think about it?___________________________________ j _ Task 1:

Look at the logos. Are you fam iliar with them ? Tell a partner w hat you know.

Pair work T <--> Ss

* Aim: check sts understanding * Content: tell the class what * Products Pop Idol, created by the British enfl tainment executive Simon «Fuller, a music competition which »egan on British ITV on October 6, ?001 to spIpct the best new young pop silver in the^K based on viewer voting and part%pation.

Individual ly

T <--> Ss

Who Wants to be d H U Iio n a ir^ r informally called M illionaire is an American television quiz show based upon^nfiutish pruyjvmme of the same title, which offers a maximum prize of $1,000,000 for correctly answering l^ ffie s of consecutive multiple choice questions. Vietnam la Ê ijs pai The first se< Aug ust 17, 201T

Idol franchise of the original reality programme Pop Idol by Simon Fuller. !etnam Idol aired on May 23, 2007 on HTV9, and the fourth season aired on

me logos s to discuss what they know about the logos. all on a few Ss to report the result o f their discussion Look at the logos and discuss in pairs what they know about them. vocabulary * Aim: provide sts some voc related to the topic * Content: learn voc * Products : - phenomenon(n) - global smash hit. - franchise(n) - audition(n) - contestant(n) - launch(v) *Steps: - write the words and give examples to illustrate the meaning of

T <--> Ss

Ss <-- > Ss

the words. - read the words and ask sts to repeat. - ask sts to practice in pairs. -call on sts to read the words. - Check their pronunciation T <--> Ss 8 minutes

Task 2 Read the text and discuss the signifi cance of these years: 2001, 2002, 2007, and 2012. * Aim: this activity focuses on comprehension and reading for specific information * Content: read the text and discuss the significance of the years * Products : 2001:Tthe year that Pop Idol was first launched in the UK 2002:Tthe beginning o f American Idol 2007: The first season o f Vietnam Idol 2012: The fourth season o f Vietnam Idol. * Steps: - Guide Ss what to do and how to do liy, then - Set a time limit and let Ss do the activity individuali compare the answer in pairs. - Ss do this activity individually then compar the answer with a partner. - Check Ss' answer and give feedback.

Individu al

S , <--> Ss

5 minutes

Task 3: Circle the appropriate m ea ^ n g for each word from the text. * Aim: this activity focusc' on comprehension * Content: circl the meaning of the words * Products : Key: 1-b 2-a 3- a 4- a 5-b *Steps: - Focus Ss’ attention on the instructions and get them to do the task individually. - Have Ss guess fhe meaning o f the word based on the context. - Require Ss to . loose the meaning then compare with a partner. - Ss c hoose the correct option then compare the answer with a tne Ss' answer and give feedback.

T <-- > Ss

Individual ly

►

8 minutes

4: Ask and answer the following questions. Aim: This activity gives Ss further practice on reading for specific information. * Content: answer the questions * Products :have the answers 1. The Idol format 2. It came from the UK 3. 12 years 4. It’s a franchised programme *Steps: - T asks Ss to read all the questions, check if they understand all the questions and underline key words o f each question before finding the answer. - Make sure they understand the words Format: structure Franchise: the right to use a logo and TV show .format_________

ss <-- > Ss

T <-- > Ss

Pair work T <-- > Ss

- Check Ss’ answer if an answer is incorrect, T tries to elicit it from other Ss. 5. Answer vary

Individual ly

T <--> Ss 3. Consolidation 2 minutes 4. H om ework 1 minute

- Summarize the main points of the lesson

T <--> Ss

- Ask students to write a passage about their daily routine (50 words) - Prepare for the next lesson.

T <--> Ss

Period : 21 Unit 3: music Lesson 3: Speaking

I. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - Talk about TV shows - Present their show to the class - Complete the table with the notes fr - Make a list of details about their show 2. Skills + Integrated skills 3.Attitude sts can know a little more about show, the history and fact o f these game shows. Want to discover other game show II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. PowerPoint lesson, - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Procedures: Time/Stages

1. W arm up 5 minutes

<s 2. New lesson 7 minutes

Activities

Games: - Brainstorm the names of TV shows. * Aim: revise the previous lesson * Content: speak out a TV show * Products : * Steps: -T has 4 Ss stand in a line and take turns to speak out a TV show. The winner is the last one standing. vocabulary * Aim: provide sts some voc related to the topic * Content: learn voc * Products : + Celebrity panel: group o f judges including .famous people

Interactio ns

T <--> Ss

T <--> Ss 55

10 minutes

+ VNR Records: names o f a recording company + contract: hợp đồng + Reality TV Show * Steps: - write the words and give examples to illustrate the meaning of the words. - read the words and ask sts to repeat. - ask sts to practice in pairs. -call on sts to read the words. - Check their pronunciation Task 1: Read the following TV blurbs. Complete the table with the notes from each show. Then com pare and contrast the shows with a partner. * Aim: talking about TV shows. * Content: read and complete the table. * Products : W ho wants to be a millionaire - To find a winner who will get a big sum of money - The winner will answer a series of general knowlei s. of - The amount of prize- money increase with thi questions Vietnam Idol - To find a pop star. home - The winner will be chosen by a celebr l viewers. - The winner will get a recording co with VNR Records.

Pair work

T <--> Ss

Individual ly

Ss <-- > Ss

* Steps: - Elicit comments on the -Draw Ss’ attention to th - Explain the words - Go around and o ffe ' help - Call on 2 Ss to write the table on the board - Check S'

20 minutes

»k 2: a. Im agine you are a TV producer. You are ig a new show. M ake a list of details »out your show. im: This activity provides Ss with a model of creating a new ow * Content: Make a list of details * Products : *Steps: - Draw Ss’ attention to the instructions - Make sure Ss understand the activity - Go round and offer help - Write down the facts for their imaginary TV shows. - Share ideas with partners in the group. - Work together to combine ideas into one show Tips f o r presentations + smile, make eye contact + speak clearly, not too quickly + keep notes on small note cards 4. It’s a franchised programme___________________________

T <--> Ss

Group work

Ss <-- > Ss

5. Answer vary 3. Consolidation 2 minutes 4. H om ework 1 minute

- Summarize what they have learnt by asking Ss some questions

T <--> Ss

- Ask students to Exercises in workbook: C1, C3 - Prepare for the next lesson.

T <--> Ss

sỷ ' Ờ

Period :22 Unit 3 music Lesson 5: Listening

I. Objectives: 1. Knowledge. By the end of the lesson, students will be able to - Listen for gist and specific information Anthem - Say how they feel when they hear theNational Ant] - Listen to the song excerpt and say how they feel - Listen and choose the best answer - Listen and answer the questions 2. Skills + Integrated skills 3.Attitude understand a Ss can say how I felt when I heard the National Anthem. I can listen to and conversation about some inspirational soigs .II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. PowerPoint lesson, - Students: Textbook, notebook. III. M ethods: - The whole les son: I. ntegrated, mainly communicative. IV. Procedures:

Time/Stages 1. W arm up 5 m inutes

Activities * Aim: introduce the topic * Content: watch the video and guess the topic. * Products : *Steps: - Show some photos of famous artists and their songs Ask sts to guess the topic

Interactions

T <--> Ss

o 57

2. New lesson 7

m inutes

Task 1: Do you know these artists? W hat are their names? * Aim: have general knowledge about these artists * Content: Do you know these artists? What are their names?

* Products : Key 1. Trim. Cong Son 2. Luu Huu Phuoc 3. Michael Jackson 4. Elton John *Steps: - Show som e photos o f fam ous artists. - Elicit names o f tl 3 artists. - Play som e s ong excerpts by the artists. - Ss listen to ■ 'he songs and tell the nam es o f the songs and the artists

T <--> Ss

Ss <-- > Ss vocabulary Aim: provide sts some voc related to the topic * Content: learn neew words * Products : inspire inspiration - patriotism, - charity - inspirational songs *Steps: - write the words and give examples to illustrate the meaning o f the words. - read the words and ask sts to repeat. - ask sts to practice in pairs. -call on sts to read the words. - Check their pronunciation

Task 2 :Listen to the following song excerpt. Tell your partner what you thought about, and how you felt

T <--> Ss

Ss <-- > Ss

3. Consolidation 2 minutes 4. H omework 1 minute

- Ask Ss to consolidate the main contents. - Give feedback. - Summarize the main points of the lesson.

T <--> Ss

- Prepare for the next lesson.

T <--> Ss

Period : 23 music

Unit 3 Lesson 6

W riting

I. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - Write biographies based on fact files. - Read given paragraphs, match each o f them with the corresponding ng he heading - Answer the questions - Write a biography with given information 2. Skills + Integrated skills 3.Attitude Now students can understand the artists’ biographies such as Van Cao, Luu au Huu Hui Phuoc, and Fé dé ric François Chopin. I can write biographies with p;- cn in formation. .II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. powerpoint lesson, - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, main’y c 'mmunicative. IV. Procedures:

C>^ / y'

Time/Stages 1. W arm up 5 minutes

Activities Guessing games - Play some songs Ly Van Cao - ask some more qu estions to introduce the lesson Who wr ote the songs you have heard? What do you k low about him?

Interactions

T <--> Ss

..J

2. New lesson 35 m inutes

Task 1: vocabulary * Aim: provide sts some voc related to the topic * Content: learn neew words * Products : + national anthem + Socialist + Republic of Vietnam + Composer + Typical Works + renowned + prodigy + innovation + noted figure + prominent cultural figures *Steps: - write the words and give examples to illustrate the meaning of the words. - read the words and ask sts to repeat. - ask sts to practice in pairs. -call on sts to read the words. - Check their pronunciation Task 1 W riting a biography Read the paragraphs and m atch them with headings * Aim: The aim of this activity is to provide Ss with some ideas about biography * Content: Read the paragraphs and match them with headings * Products 4- a 1-b 2-c *Steps:

T <--> Ss

Individually

T <--> Ss

Individually Pair work

Ss <-- > Ss

tention to the photo and the instructions. what to do and how to do the paragraph and match the headings eck the answers with the partner. heck the answers as a class T <-- > Ss Task 2: Answer the questions * Aim: This activity helps Ss to practise reading for specific information. * Content: Answer the questions * Products : Key 1. He was born in 1923 2. He was born in Hai Phong 3. It was “Tien Quan Ca" 4. He died in 1995 in Hanoi 5. Answer vary *Steps: - Draw Ss’ attention to the instructions and questions - Ss work individually to find the answers. - Ss work in pairs to ask and answer the questions - Call on a few Ss to report the answers - check their answers

Ss <-- > Ss

Individually Pair work

3. Consolidation 2 minutes 4. H omework 1 minute

- Ask Ss to consolidate the main contents. - Give feedback. - Summarize the main points of the lesson. - Write a biography of your favourite composer - Prepare for the next lesson.

T <--> Ss

Period : 27 Unit 3 : music Lesson 7: Com m unication and culture I. OBJECTIVES. 1. Knowledge. By the end of the lesson, students will be able to: - Talk about the Vietnamese Quan Ho singing and the Indonesian music Dangdut - Get some knowledge about the lives and works o f some composers andI singers.■ - Match the names with the pictures - Complete the sentences - Listen to the recording. Ask and answer questions d - Read 2 passages about the Vietnamese Quan Ho singing and the Indonesian îdonts music Dangdut and do the task 2. Skills + Integrated skills 3.Attitude Students know about the lives and works of some compos jrs and singers such as Johann Strauss, Tchaikovsky, Elvis Presley,Van Cao, Chopin and Micha'1 j cksoi. they can talk about the Vietnamese Quan Ho Singing and the Indonesian music Dangdu II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, ,h^rt ideos, pictures. powerpoint lesson - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrate d, mainly communicative. IV. Procedures:

Time/Stages

Activities Activity 1: M atch the nam es with th ^ jictu res.

Interactions

7 minutes T <--> Ss

5. Chopin

6, Johann Strauss * Aim: identify the famous artists * Content: Match the names with the pictures. Products : 61

2. New lesson 7 minutes

Key a. Chopin b. Elvis Presley c. M ichael Jackson d. Tchaikovsky e. Johann Strauss f. Van Cao *Steps: - Show some photos - Check answers as a class - T asks Ss to match the names o f the artists with the photos - Check Ss’ understanding o f the artists by asking some questions - Play some song excerpts by the artists Com m unication: Activity 1: Read and complete the sentences * Aim: check their understanding about these artists * Content: complete the sentences with the name of the artists. * Products : Key 1. Johann Strauss 2. Tchaikovsky 3. Elvis Presley 4. Van Cao 5. Chopin 6. M ichael Jackson *Steps: - ask ss to read the sentences - find the artist for the blank - compare the answer with a partner - Check the answer with the whole clas Activity 2: Listen to the recording. Ask an

' the questions

T <--> Ss

Pair work

1. How many speakers are th 2. What are they talking about? 3. Where does the ^vent tAke place? 4. Who will buy the tickets? * Aim: The aim this activity is to help Ss to further improve th ir list ening skills. * Content: Lis' en to the recording. Ask and answer the questions * Products : re are three speakers "hey are talking about a local entertainm ent program m e. Jt is going to take place in the City Opera 4. M ai w ill buy the tickets

Pair work

Steps - Draw Ss’ attention to the instructions and the questions. - Play the recording all the way through. - Replay the recording and set time for Ss to discuss the questions in pairs or groups. - Check answers with the whole class. Key

T <--> Ss

Pair work

2. Culture: Activity 1: Listen and say the nam e of the song * Aim: focus on listening comprehension * Content: Listen and say the name o f the song * Products: Listen and say the name of the song 62

* Steps - Focus on the instructions - Play the recording o f the song - Ask Ss to ask and answer the questions: Do you know this song? What’s the name o f the song? - Check answer with the whole class. Key: “Den Hen Lai Len ” Activity 2: Read and fill the table Dangdut musk

Quan Ho singing Country

Kind of music Number of singers

Musical instruments Ị&camuii

skills and checking Ss’ understanding of the text about Quan ho singing and dangdut music. * Content: .complete the table * Products: _ Quan Ho sin g in g Co u n try

Viet Nam

Kind of m usic

Folk m usic

D angdut m u'

N um ber of singers

Musical instrum ents

Drum s or flutes from a variety o f Asian o r M iddle East countries and m odern instrum ents like electric guitars or organs.

Step: - CheiïcV the text comprehension as a class o write the answers on the board for class checkin

A ctivit ivity 3: Listen and answer the questions Aim : This activity focuses on developing listening comprehension skills * Content: listen and answer the questions . * Products: a. Nhu Co Bac Trong Ngay Dai Thang b. Pham Tuyen c. Answer vary * Steps - Play the recording - Check the answers Key: a. Nhu Co Bac Trong Ngay Dai Thang b. Pham Tuyen c. Answer vary______________________________ Ask Ss to consolidate the main contents. 63

Consolidation 2 minutes 4. H om ework 1 minute E. Experience: * Aim: * Content: . * Products: * Steps:

- Give feedback.

T <--> Ss

- T asks Ss to learn the structures and vocabulary. - Prepare for the next lesson.

T <--> Ss

Period : 28 Unit 3: M usic Lesson 8: Looking back and project I. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - Use words and phrases related to topic “Music" - Pronounce and recognize the words having the ending sounds /est/, / nt/, /eit/ - Use the coordinating conjunctions - Give the correct verb form 2. Skills + Integrated skills 3.Attitude Now students can do research and give presentation aboutt a Quan Ho song / Dangdut song. They can answer questions related to the song. II. Teaching aids and m aterials. - Teacher: Handouts, textbook, lesson plan, short videos, pictures. powerpoint lesson, - Students: Textbook, notebook. III. M ethods: - The whole lesson: Integrated, egrate d, mainly communicative. IV. Procedures:

<5^

Time/Stages

Activities Ask students to write the words related to music.

Interactions

1. H om ework T <--> Ss

2. New lesson 34 minutes

Pronunciation: Activity 1: Listen and repeat * Aim: This activity helps Ss to review the way to pronounce the words containning the sound /est/, / nt/, /eit/. * Content: Listen and repeat * Products: read the words correctly * Steps: - T introduces the task and plays the CD. - Ss underline the words having ending sounds /est/, / nt/, /eit/. - Check the answers. - Read the words - Call on some Ss to read the sentences. Activity 2:Listen and write down the words * Aim: focus on practice listening skills * Content: . Listen and write down the words * Products: / est/ contest, rest, guest / nt/ moment, different, achievement / eit/ commemorate, late, debate, rate * Steps: - Focus on the instructions and phonetic symbol - Point out that Ss should listen and write do- n the words having the ending sounds /est/, / nt/, /eit/ - Check their answers Vocabulary: Activity 1: Com plete the text wi words from the box * Aim: The aim of this activity elp Ss to revise the key vocabulary items in the unit. * Content: Complete the text with the words from the box. * Products: : 1. passionate Talented 3. confident 4. modest * Steps: - T has Ss pairs, read the text carefully and fill in each gap with reiminds Ss that they have to use the correct form of the words ling around and gives helps if necessary. checks with the class by saying the number - check pronunciation and answers Activity 2: Ask and answer the questions * Aim: This activity focuses on speaking skills * Content: Ask and answer the questions. * Products: 1. It came from Bac Ninh in the 13 the century. 2. A pair of female singers sing a challenging phrase, and a pair of male singers respond by singing a matching phrase. The order is reversed in the next round with a diff erent melody. 3. Answers vary. * Steps: - Draw Ss’ attention to the photo and questions. - Elicit answers from the whole class - Call on a few open pairs to ask and answer Grammar:

Individually

T <--> Ss

Pair work

T <--> Ss

3. Consolidation 2 minutes 4. H om ework 1 minute

- Ask Ss to consolidate the main contents. - Give feedback.

T <--> Ss

- T asks Ss to learn the structures and vocabulary. - Prepare for the next lesson.

T <--> Ss

Period : 29

Date o f teaching: Review 1 Lesson 1 Language A. Aim s and Objectives: By the end of the lesson, students will be able to: - Pronounce and recognize the clusters /tr/, /kr/, / pl/, /gl/, /Snt/, /eit/. - Understand and use the future simple with will and going to; present simple; continuous tense; the passive voice B. Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette. - Students: Textbook C. M ethods: - The whole lesson: Integrated, mainly communicative. D. Procedures: Time/Stages 1. W arm up 5 minutes 2. New lesson 37 minutes

Activities - T asks Ss to call out the themes in u grammar parts. - T leads Ss in the lesson. A. Vocabulary: Task 1: M atching * Aim: this activity help s S: Ss to revise the vocabulary taught in the previous units.. * Content: M atching * Products: 1.c 2. d 3. e 4. a 5. b * Steps: - Explain n ew w ords if necessary - Set time and let Sts work individually eck the answer as a class by saying the number, Ss say the l ette r. T can check their understanding by asking "How do know?" y- oSus read and match each phrase in A with their continuation in B. Task 2: Com plete the conversation * Aim: * Content: . * Products: * Steps: - T asks Ss to work individually to use the word in the box to complete the conversation. Answers: 1. lift weights 2. go rollerblading 3. exercise 4. exercise 5. watch TV 2. Pronunciation Task 1:Identify the word having the sounds * Aim:

Individually

T <--> Ss

Individually

T <--> Ss 66

* Content: . * Products: * Steps: Individually - T sets time and let Ss do the task individually. - Check the answers with the whole class. Answer: /tr/ /kr/ /pl/ /dnt/ /gl/ train create glide statement play traffic credit plum glass different travel critical please glue talent movement cream plough glow treat trash crime place globe present - T asks Ss to read these words. 2. Gram m ar Task 1:Correct form * Aim: * Content: . * Products: * Steps:

date fortui passio debat late

T <--> Ss

Individua, ,

T <-- > Ss

Individually

- T elicits the forms and uses o f the present simple ten se; - Check the answers. Answers: ---------------------------------------------------- i O f 1. is coming - don’t want ’t make- am studying . am - ’11 / will bring 3. speaks - is speaking 5. isn’t working/ doesn will fix Task 2: Rewrite * Aim: * Content: * Products * Steps

T <-- > Ss

- T e ,n and use of the passive voice used with the present simple. T exp. ains new words if necessary answers: ds road isn’t used very often. ;. David is not often invited to parties. 3. Fruit juice is included in the menu. 4. Mr Miller’s room is cleaned every day. 5. The music can be heard form far away. Task 3: M atching * Aim: * Content: . * Products: * Steps:

- T elicits the use of so, and, but, and or. - T checks with the whole class Answers: 1. c 2. d 3. e 4. a 5. b Ask Ss to consolidate the main contents. 67

Consolidation 2 minutes 4. H om ework 1 minute E. Experience:

- Give feedback.

T <--> Ss

- T asks Ss to do exercises again at home. - Prepare for the next lesson.

T <--> Ss

Date of teaching:

Period : 30 Review 2 Skills

Lesson 2 A. Aim s and Objectives: By the end of the lesson, students will be able to: - Listen for gist and specific information - Use the words and phrases related to words related to music. - Read for general ideas and specific information about a kind of music - Write about what each person’s daily life is like. B. Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette. - Students: Textbook C. M ethods: - The whole lesson: Integrated, mainly communicativ D. Procedures: Time/Stages Activities - T asks Ss to change the sentences ir;o the passive voice. 1. W arm up 1. They haven’t cleaned the streets ^h^ 5 m inutes 2. He couldn’t repair the broken vase. 3. They’ll have to change the datt of the meeting again. 4. Mr. Dryden mended the ,.r ”h .ng machine._________

o 68

2. New lesson 37 m inutes

I. Reading * Aim: * Content: . * Products: * Steps: II. - T asks Ss to do activities 1 and 2 individually and check their answers with a partner’s. - T gives the correct answers and explanations, if necessary. Activity 1b: 1. c 2. d 3. b 4. e 5. a Activity 2: 1. Country music. 2. When life becomes more complicated and difficult. 3. From the American West. 4. Twenty-four hours a day. II. Speaking * Aim: * Content: . * Products: * Steps:

Individually

T <--> Ss

- T asks Ss to work in groups, the e up takes notes as different Ss ask and answer questi household chores in their family. - T asks each group to choose one student to report interview results to the class. - T asks Ss for their comments and decides which student has the best answers. III. Listening * Aim: * Content: * Products: * Steps:

- T plays the recording once for Ss to listen and choose their an answers. - T plays the recording again, so Ss can check their answers, d then give the correct answers. Alternatively, plays the recording one or more times for Ss to choose the correct answers. Key: 1. T 2. F 3. F 4. T 5. F 6. T IV. W riting * Aim: * Content: . * Products: * Steps: - T asks Ss to write about two types of people who have very different lifestyles. - T asks Ss to write about what each person’s daily life is like. - T asks Ss to write the draft first in class, and then they may write their final versions at home. Ss may start their writing like this: My father and my mother have different lifestyles. My father......................................................................................................

3. Consolidation 2 minutes 4. H omework 1 minute E. Experience:

- Ask Ss to consolidate the main contents. - Give feedback. - Summarize the main points of the lesson.

T <--> Ss

- Prepare for the next lesson.

T <--> Ss

Period : 31 Unit 4

For a better comm unity Lesson 1 Getting started

I. OBJECTIVES 1. Knowledge: - To help learners get started with some language items in Unit 4 For vocabulary, that is words and phrases about volunteer work For pronunciation, that is how to pronounce /nd, ng, nt/ For grammar, that is irregular past tense verbs, the past simple and past p 2. Skills: - To help learners get started with 4 skills in Unit 4 - Reading: Read about why people do volunteer wt - Speaking: Talk about local community develc - Listening: Listen to an announcement for vo^iteers - Writing: Write an application letter for volunt :er work 3. Attitudes: - To help Ss get started for Unit 4 with the topic ' volunteer work" - To provide Ss some motivation II. PREPARATION 1. Teacher: - Teaching aids: textbook, less - Teaching method: Communicative language teaching 2. Students: Read through English Unit 4 - getting started at home III. PROCEDURE Time/Stages Activities PICTURE RECOGNITION * Aim: To introduce sts to the topic o f the unit 4. 1. W arm up - To interes t sts .n the language presented in the upcoming 8 minutes activities o f the lesson. ontent: look at the pictures and tell the activities ducts: es 1: Helping the elderly 2: Teaching children to read and write Picture 3: Cleaning the nursing home. Picture 4: cleaning the environment. * Steps: - show some pictures about voluntary activities and ask Ss to tell the activities in these pictures. - T checks some Ss. -Lead in the new lesson: Activities for a better community______

Interactions

T <--> Ss

2. New lesson 34 minutes

Task 1 vocabulary * Aim: - To introduce new words and help sts to know the content of reading. * Content: Teach sts some new words. - volunteer (v): (explanation) to do something without being paid for it. - volunteer (n) person who does volunteer work -> voluntary (adj.) -> voluntarily (adv.) - charity (n): an institution set up to provide help to the needy. + by chance (explanation) : without planning - disadvantaged ( adj.):not having good living conditions of standard. Ex: disadvantaged children + mean (v) = to express something ->meaningful (adj) >< meaningless (adj) ( translation) * Structures : + It sounds + adj : * Products: - Sts can use the words to make sentences in their communication. * Steps: - give sts some words and explain the meanings of these words - Asks Ss to read the words in chorus - Calls on some Ss to read the words \g n n in front of the class - ask sts to make sentences with the words - Gives feedback. A sk sts to listen and read an d pay attention to these words

Pair work

T <--> Ss

Pair work

Ss <-- > Ss

Task 2: listen and read Pair work * Aim: provide ss a <hance o f listening and reading the dialogue to understand the vocab more * Content: listen and read * Products: in pairs, practice reading the conversation. * Steps: play the recorder and ask ss to follow. - Ask ss to work in pairs to practice the conversation ill 1 pair to read aloud in front of the class. Task 3: Read the conversation again and answer the questions. * Aim: To help sts to understand the content o f lesson by answering the question and enable sts to scan the information to answer the questions. * Content: Read the conversation again and answer the questions * Products: * Suggested answers: 1. At about 2 p.m yesterday afternoon. 2. Hieu was working at the Happy Mind Charity Center. 3. Yes, he was. 4. His job is meaningful because he can help the children to read and write.. 5. The answer may vary. * Steps: -Make sense of the questions in the text. - Have Ss find out the answer for the questions individually. Z-P A

T <--> Ss

3. Consolidation 2 minutes 4. H om ework 1 minute

- Summarize the main points of the lesson. - Ask students to write a passage about their volunteer work (50 words) - Prepare for the next lesson.

T <--> Ss

Period : 32 U nit 4 For a better comm unity Language I. OBJECTIVES OF THE LESSON 1. Language focus: - To help learners get started with some language items in Unit 4 - For vocabulary, that is words and phrases about v o lu r ^ - For pronunciation, that is how to pronounce /nd, ng, nt/ - For grammar, that is irregular past tense verbs, the past simple and past progressive 2. Skills: To promote Ss to develop the skill of working in pai^ and groups 3. Attitudes: - To encourage Ss to work harder - To provide Ss some motivation II. PREPA RATIO N 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 4 - language at home III. PRO CEDURE Time/Stages 1. W arm up 5 minutes

Activities GAME: SLA p THE BOARD * Aim: To help sts to focus on irregular verbs. * Content: SLAP THE PAST FORM OF THE VERBS * K oducts: write, do, cook, give, begin, start * S^eps: - write some verbs on the board - read the infinitive form and ask ss to slap the past form - decide the winner

Interactions

T <--> Ss

o 72

2. New lesson 37 minutes

A. Vocabulary: Task 1: Read the conversation in GETTING STARTED again. Find the adjectives ending with the following suffixes: • -ed ________________________ • -ing________________________ • -ful _______________________ * -less________________________ * Aim: To help students to focus on adjectives ending with the suffixies -ed, -ing, -ful, -less * Content: . Find the adjectives ending with the following suffixes: * Products: - ed: disadvantaged, interested, excited - ing: interesting - ful: useful, helpful, meaningful - less: hopeless * Steps: - Ask Ss to read the conversation again and underlinet the adjectives ending with - ed, -ing, -ful and less - T checks some Ss. - Guide Ss to distinguish the use and meaning or these adjectives. + Adjectives with -ed: Passive, often go with nouns denoting persons. + Adjective with- ing: Active, go with noun denoting things + Adjs with ful have positive m ean ng while adjs with less have negative meaning.

Individually

T <--> Ss

Pair work

Group work

Ss <-- > Ss

Task 2: Use the words n brackets with appropriate endings

from 1 to com plete th ■following sentences * Aim: To help sts know how to use adjectives ending with the suffixies -ed, -ing, -ful, -less in sentences exactly and distinguish the differences in meaning between adjectives ending in thesuffixes ed, -ing , -ful , -less . * Content: complete the following sentences with the appropriate endings -ed, -ing, -ful, -less * oducts: 1. meaningless 2. interested 3. ho;peless 4. useful 5. excited, meaningful 6. exciting. * Steps: - Ask Ss to work individually in 3 minutes then have them compare their answer with their partner. - Check Ss' answers and give explanation if any. - exchange the answers with their partner. - provide the answer. 2. Pronunciation Task 1: listen and repeat /n d /

/0 /

/n r/

second

interesting

announcement

friend

teaching

student

understand

exciting

planned

helping

spent

grand

training

environment

Aim: To help sts pronounce correctly the sounds /-nd/, /-n/ A / -^4- /

T <--> Ss

Individually

T <--> Ss

3. Consolidation 2 minutes 4. H om ework 1 minute

- Ask Ss to consolidate the main contents. - Give feedback.

T <--> Ss

- T asks Ss to do exercises again at home. - Prepare for the next lesson.

T <--> Ss

U nit 4 For a better comm unity Lesson 2

Reading

I. Objectives 1. Knowledge By the end of the lesson, Ss will be able to : + read a text about why people do volunteer work for the main idea and specific info^mau on + talk about benefits o f doing volunteer works + be aware of helping community 2. - Skills + Main skill: Reading + Sub-skills: Listening, Speaking, Writing 3 - Attitude Educate students to be aware of helping community. 4. competency developm ent anguages, and problem solving. Develop the competences o f communication, cooperatio II. PREPARATION 1. Teacher: - Teaching aids: textbook, lesson p

- Teaching method: Communicative language teaching 2. Students: Read through English Unit 4 - Reading at home III. Teaching procedures Time/Stages 1. W arm up 8 minutes

£ A

Activities SHOW THE PICTURES AND ASK SS SOME QUESTIONS 1- What are st ’dents in the pictures doing? 2- Why d< they olunteer? * Aim: - To g e students to know the topic of the lesson * Content: look at the pictures and answer the question. * Products: 1. They are doing volunteer work 2. sts opinions * Steps: - T asks Ss some questions - encourage sts to talk as much as possible - T elicits the answers and leads Ss in the lesson.

Interactions

T <--> Ss

2. New lesson 34 minutes

Activity 1: You are going to read a text about the reasons why people volunteer. Before you read, tick the reasons you think you may find in the text. * Aim: To make Ss discuss and choose the reasons they think they may find in the text * Content: read and tick the reasons you think you may find in the text. * Products: sts’s opinions * Steps: - Introduce the title o f the reading passage and elicit the reasons why people volunteer. - Invite some Ss to share their choices. - Ss give their own ideas by ticking the reasons in the textbook. - Ss exchange the ideas with their partner. Activity 2: Read the text and check if your predictions in

Pair work

T <--> Sss

Individ vidually

are correct * Aim: To helps Ss develop scanning skill by checking if their predictions in 1 are correct * Content: Read the text and check if your prediction , in 1 are correct * Products: a. V b. x c. V d. x e. V f. V * Steps: ir predictions in - Ask Ss to scan the reading text and cl activity 1. - Check Ss' answers and ask them to d u 's from the reading text. - Provide the answers and evidences from the reading text. Activity 3: Read the text. Complete the text by matching sentences a-e with gap. 1-4. There is one extra sentence you do not need * Aim: To he'p Ss r ^member strategies for gapped text or missing sentences * C onten': Rea 1 the text. Complete the text by matching sentences a-e with gaps 1-4. * Products: 2- a 3- b 4- c einind Ss the strategies for Gapped text or Missing sentences. through the sentences in activity 3 and help Ss to make ense o f these sentences. - Ask Ss to do this task individually, then ask them to compare the answer in pairs. - Check Ss' answer and give further explanation. - Do this activity individually then compare the answer with a partner. - Some Ss give the answer by reading the Missing sentences out loud. Activity 4: Look at the highlighted word in the text and choose the correct meaning. * Aim: To develop students’ ability in guessing word meaning in context and helps them know some new words to facilitate their comprehension. * Content: Look at the highlighted word in the text and choose the correct meaning. * Products: 1.A 2 .B 4.B 3.C 5.

T <--> Ss

Pair work

Ss <-- > Ss

3. Consolidation 2 minutes 4. H om ework 1 minute

- Summarize the main points o f the lesson

T <--> Ss

- Ask students to learn by heart the new words. - Prepare for the next lesson.

T <--> Ss

Period : 34 Unit 4 : For a better comm unity SPEAKING 1. Objectives By the end of this lesson, Ss will be able to: - Ss can exchange opinions and talk about local community development. 1- Knowledge + Language items: - Words related to topic, some idioms tuor - Present simple, sentences and expression for giving opinio 2.- Skills + Main skills: Integrated skills, mainly speaking skill. + Sub skills: Reading; Listening; Writing 3.- Attitude: Ss can know information about local community developmi■ r, - Teacher: tape, board, chalk, textbook, cass 'tte. II. Teaching aids:

- Students: textbook, workbook, Pe n, pen cil... III,. Procedures: Time/Stages 1. W arm up 8 minutes

Activities Brainstorm ing : think of volunteer activities ❖ Aim: To raise Ss’ interest in the topic “ Community development” ❖ Content: list volunteer act' ities ❖ Product: sts an w ers ❖ Steps: -Ask sts to work in groups to list the volunteer activities. - Call on sts to give answers. - Check the;r 'nsw ers - These a tivitie s are useful to community - Lead in the ne w lesson.

Interactions

T <--> Ss

O 76

2. New lesson 34 minutes

Task 1: Look at som e activities for comm unity developm ent. Match them with the reasons why they are important ❖ Aim: To understand more about why people volunteer ❖ Content: Look at some activities for community development. Match them with the reasons why they are important ❖ Product: 1.d 2.c 3.e 4. a 5.b ❖ Steps: - Ask Ss to work individually to look at some activities for community development and to match them with the reasons why they are important. - Go round and help if necessary. -Have them compare the answer with others. Check Ss' answers. - Call on individual Ss to read aloud these activities and the why they are important. Task 2: Work in pairs. Discuss why are important for comm unity developm ent ❖ Aim: To practice giving opinions ❖ Content: Work in pairs. Discuss wi above are important for community develop' ❖ Product: + Example: A: I think job training for young people is ver y important. B: I agree. Young people are the futur. oi a country, so training them in the right way is very important. Protecting environment is important, too. A: That’s true. We all need a healthy environment. ❖ Steps: - Have Ss in pairs discuss why the activities in activity 1 are important for community development. - Guide Ss to prepare the ideas to support their reasons. - Invite three pa ;rs to perform the dialogues in front of the class. - Give feedback.

T <--> Ss

Group work Ss <-- > Ss

Task 3: Work in groups. Look again at the activities in ■ . Discuss and decide on the three m ost urgent / important things to do u m your local area and explain why. ❖ Aim: to practice presenting viewpoints to other people Content: Discuss and decide on the three most urgent / important things to do in your local area and explain why. Product: Steps:

<<?

-Have Ss work in groups o f 4 and look at activities for community development in task 1. - Ask members in each group to rank the activities in the order of importance. - Guide Ss some useful expressions in the textbook to express their ideas. Useful p h ra se s: - Our top / first priority i s ......... - The most urgent / important thing to do i s ........ - The secon d ...... - We think / consider...............to be a priority Task 4: Present your group's decisions to the whole class. The class votes for the group with the best decisions ❖ Aim: to practice presenting viewpoints to other people r\ I f' Incc Iû n c in n c ArVinl

3. Consolidation 2 minutes 4. H om ework 1 minute

- Summarize what they have learnt by asking Ss some questions

T <--> Ss

- Ask students to Exercises in workbook: C1, C3 - Prepare for the next lesson.

T <--> Ss

Period : 35 Unit 4 For better comm unity Lesson 5 Listening I. Objectives: I. Knowledge: - Words and phrases related to volunteers and volunteer work - Listening to an announcement for volunteers to get specific information 2.Skills: Listening: Listen to an announcement for volunteers. 3. Attitude: - Students are aware of the importance o f helping the needy. - To provide Ss some motivation II. Methods: Integrated, mainly communicative. III. Teaching aids: - Teacher: tape, board, chalk, textbook - Students: textbook, workbook, IV. P r o c e d u r e s : Interac tions

Time/Stages

1. W arm up 5 m inutes

Task 1:discussion Aim: - To introc topic o f the lesson and to raise students’ interest. Content: discuss th. following questions 1.Are ther_ p e0p'e no need help in your community? 2.If yes, what kind of help do they need? 3. What ar° so me different ways people can help out in their community? a*, .-n fcsor

T <--> Ss

Product Students’ answers Steps: - Asks students to look at the pictures to see what the people in these pictures are doing and some related questions - call on sts to answer - give feedback on their answers. - lead in the new lesson 78

2. New lesson 37 m inutes

Vocabulary ❖ Aim: provide sts som e vocab related to the lesson ❖ Content: learn some vocabulary

❖ Product * d onate (v) /daư'neit/

cho, tặng, quyên gỏ

* non-profit (adj) /non - profit/

phi lợi nhuận

* announcement (n) /8 naưnsmant/

thõng báo

* public service announcement (n.phr)

thong

T <--> Ss

báo vè các

/'pAblik S3:vi£ 0 naunsmant'

■ approach (v) /a prsutị/ đến gần * The needy = the poor ❖ Steps: - tell sts to listen and guess the meaning of the words - give the meaning of the words. - ask sts to listen and repeat the words. - call on sts to read out theses words again.

T <--> S

y,<c*

Task are the ❖ ❖

2: Match the words with their lefmit’on s. What parts of speech of these words? Aim: - To guess the meaning o f the definitions. What Content: Match the words wi are the parts of speech of these ❖ Product: a. public service announcement (noun phrase) b. donate (v) c. non-profit (adj) ❖ Steps: - Tell the students to match the words with their definitions then decide the parts of speech of these words. - Match the words with their definitions and decide their parts of speech and take notes if necessary. Task 3: Listt n to th e announcem ent by the director of Heart to Heart Charity and decide w hether the following statem ents are true (T) or false (F).

T <-- > Ss

Ik^^art to Heart Charity ¡s a non-profit rganisation.

”2 .

Few children or adults in our com m unity are hungry, cold, or sick now adays.

You can donate food but not clothes.

You can't donate m oney.

You can donate tim e and w ork in the office of this organisation.

❖ Aim: To Improve students’ skill o f listening fo r general information. ❖ Content: Listen to the announcement by the director of Heart to Heart Charity and decide whether the following statements are true (T) or false (F). ❖ Product: 1.T 2.F (Many children or adults...) 3.F (You can donate food and clothes t o . ) 4.F (You can donate money t o . )

3. Consolidation 2 minutes 4. H omework 1 minute

- Ask Ss to consolidate the main contents. - Give feedback. - Summarize the main points of the lesson.

T <--> Ss T <--> Ss

- Prepare for the next lesson.

Period : 36 U nit 4: For a better comm unity Lesson 6: W riting

r>'

I. Objectives 1- Knowledge + To help the students to write an application letter applying for a volunteer job b in a for mal tone. 2- Skills: Iintegrated skills , mainly writing -3 Attitude 'etter apply +To enable the Sts to understand more about writing an applica applying for a volunteer job in a formal tone. + To raise the sts’ awareness o f writing about an application lett r appying for a volunteer job in a formal tone. II.MATERIALS 1. Teacher: - Teaching aids: textbook, lesson plan - Teaching method: Communicative language teaching 2. Students: Read through English Unit 4 - Writing at home III.PROCEDURES Time/Stages 1. W arm up 7 m inutes

Activiti tivities GAME: BRAINSTORMÜ.N-C i

❖ Aim: To set Ss to know the topic about the topic ❖ Content: com pete the chart ❖ ProductI R S A V J r. Brainstorm ing

Thanking

I Recom m endation

❖ -

Interactions

T <-- > Ss

Invitation

Jo b application _

Steps: Ask sts to work in groups to list the kinds of letter Check their answers Lead in.

2. New lesson

1: making a mind map tTask -------------------------------------y --------T <--> Ss

35 m inutes

Pair work

❖ Aim: to check sts reading comprehention ❖ Content: read the advertisement and complete the mind map ❖ Product:

Group work (1)JOB

25 Bao Ha m JlHa Noi, j I VietN

T <--> Ss

Pair work

T asks students to look a* the job advertisement and highlight the key information: - Look at the ioL advertisement and focus on some key information and complete the map - check th^ir answers

Task 2: Read the letter. Why did Quan write the letter? ❖ A Aim: This activity aims to provide Ss with a sample letter. Content: Read the letter and answer Why Quan wrote the letter ❖ Product: He wanted to apply fo r the volunteer teaching job. ❖ Steps: - Tell the students to find the purpose of the letter and the comment. - Point out the reason why Quan wrote the letter. Task 3: Answer the questions ❖ Aim: tocheck students’ reading comprehension ❖ Content: Answer the questions ❖ Product: 1. He saw the advertisement in the Young Newspaper on February 22nd. 2. He taught a group o f prim ary students in his area. 3. He taught them fo r two months. 4. He is creative, patient, and has great love fo r children. 5. He can give four references. 6. He can start teaching from next month.

T <--> Ss

3. - Ask Ss to consolidate the main contents. Consolidation T <--> Ss - Give feedback. 2 minutes - Summarize the main points of the lesson. - Write an application letter. 4. H omework T <--> Ss 1 minute - Prepare for the next lesson. Period : 37 Unit 4:For a better comm unity Lesson 7: Com m unication and culture I.Objectives: 1.- Knowledge: By the end of the lesson, students will be able to: + practice speaking about local and global activities for community development + know some information about Mahatma Gandi, who contributed to the development of India and coloured people + talk about a famous person who contributed to the development of their local areas ireas - Skills: integrated skills (intercultural communication skills , cultural understanding w or 1.mg in pairs and groups) - Attitude: + To encourage Ss to learn from good examples of famous people and their contributions as well. + Students are raised an awareness o f community responsibility. II. M aterials - Teacher: Handouts, textbook, pieces of papers. - Students: Textbook . III - The whole lesson: Integrated, mainly communicative. Time/Stages 1. W arm up

Activities W ord game ❖ Aim: revise voc in u .it 4 ❖ Content: in 1 minute, write as many words about volunteer as pos* ible ❖ Product: ❖ Steps: - Call on 4 tude nts to the board to write the words. - check their answers.

Interactions

T <--> Ss

-------------

2. New lesson 35 minutes

1. Communication: Activity 1: Think global, act local Look at the list of activities. Which of them are necessary for community developm ent in your area? Put them in the order of importance with 1 being the m ost important and 5 the least important ❖ Aim: To help Ss practice integrated skills (reading and speaking) ❖ Content: Look at the list of activities. Which of them are necessary for community development in your area? Put them in the order of importance with 1 being the most important and 5 the least important ❖ Product: sts’ opinions ❖ Steps: T guides Ss how to do the exercise. - T let Ss rank the activities in the order of importance as Group discussion - T asks Ss to work in groups consisting of Ss coming froi different parts of the country and exchange their opim - T calls some groups to ask them to perform in fiont o f the whole class. - T gives comment. A ctivity 2: Exchange yo u r opinion Example:

What is the most important volunteer activity in j Student B: I think taking part in directing the traffic is the most important. Student C: :hink Student A:

Aim: To

s’s speaking skills through working in groups Ss to present their ideas in front of their

classmates. C '*n*ent: Exchange your opinion Product: sts’ presentation iteps: ave students form groups consisting o f students coming from different parts for the districts. Ss work in groups to exchange their points of view based on the example. Go around to offer helps and comments. Check answers with the whole class. 2. Culture: W ise words Vocabulary ❖ Aim: learn some new words ❖ Content: new words related to the lesson ❖ Product

vocab lawyer coloured people, white people treat fight for the rights of

luật sư người da màu, người da trắng Đối xử đấu tranh cho quyền của

Pair work T <--> Ss

Group work T <--> Ss Group wo

< : „

T <--> Ss

3. Consolidation 2 minutes 4. H om ework 1 minute E. Experience:

- Ask Ss to consolidate the main contents. - Give feedback.

T <--> Ss

- T asks Ss to learn the structures and vocabulary. - Prepare for the next lesson.

T <--> Ss

Period : 38 U nit 4:For a better comm unity Lesson 8: Looking back and project I. OBJECTIVES: -1 Knowledge: This lesson will help Ss review what they have learnt in the unit. They can use words and phrases about volunteer work and community development. They know how to u ,e the past simple and the past continuous to talk about past experiences. 2- Skills: The Ss will practice speaking by talking about past experiences ..n^ w Sting with application letter applying for volunteer work. 3- Attitude: The Ss will be raised an awareness of helping commur II. Preparations: - Teacher: Handouts, textbook, pieces of papers, ca - Students: Textbook III.. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Procedures: Time/Stages Activities Interactions * Checking 1. W ARM UP ❖ Aim: To create friendly atmosphere and to review T <--> Ss th • pronunciation, vocabulary, grammar sections o f unit 4 ❖ Content: List some volunteer activities ❖ Pr oduct: sts’s answers ❖ Steps: - T asks Ss to work in 2 teams to write volunteer activities. The winner is the team who writes more words in the shortest time. - T gives presents for the winner - T leads into the new lesson

o 84

2. New lesson

Pronunciation:

34 minutes

Activity 1: Listen and circle the words you hear in the sentences

Individually

❖ Aim: To review sound clusters: /est/, /9nt/, / e i t /

T <--> Ss

❖ Content: Listen and circle the words you hear in the sentences ❖ Product: A

end

ant

mend

meant

ring

rink

sting

stink

lend

lent

spend

spent

2. A 4. B B : 1. B 3. B 5. B ❖ Steps: - T introduces the task and plays the CD. ntences. - Ss underline the words that Ss can hear - Check the answers. - Read the words - Call on some Ss to read the wc Vocabulary: A ctivity 1: Choose the wor ds from the box to com plete the following sentences. ❖ Aim: To revie w adjectives o f attitude and words related to m usic ❖ Content: Cho ose the words from the box to complete the fo'low'ng s entences. ❖ Product: 1. m eanngless 2. excited 3. meaningful -. interesting 5. donate 6. disadvantaged ps: s work in pairs, read the text carefully and fill in each ith a word. reminds Ss that they have to use the correct form of the words when filling T goes around and gives helps if necessary. - T checks with the class by saying the number - Check pronunciation and answers Grammar: Activity 1: Write the sentences. Use the past sim ple or the past continuous form of the verbs ❖ Aim: To review past sim ple and past continuous tenses. ❖ Content: Complete the following sentences using the past simple or the past continuous form o f the verbs ❖ Product: : 1. The telephone rang while we were having dinner. 2. I was waiting at the bus stop when I received his text message. 3. It started to rain while we were walking home from school. 4. Were you listening when the teacher called your name? 5. He was walking along the corridor when he saw a job advertisement on the notice board.

Pair w >rk

c> <-- > Ss '

T <-- > Ss

Group work

3. Consolidation 2 minutes 4.Hom ework 1 minute

- Ask Ss to consolidate the main contents. - Give feedback.

T <--> Ss

- T asks Ss to learn the structures and vocabulary. - Prepare for the next lesson.

T <--> Ss

Period : 40 Unit 5 :Inventions Lesson 1:Getting started I. Objectives: I.Knowledge: By the end of the lesson, students are able to: + Use words and phrases related to the topic Inventions + Role play, practicing listening and speaking 2.Skills: - Skills: integrated skills 3.- Attitude: - To encourage Ss to know the way to choose and use effectively the in/enti - To help Ss get started for Unit 5 with the topic "Inventions" To provide Ss some motivation II. Preparations: - Teacher: Handouts, textbook, pieces of papers, cassett - Students: Textbook III. M ethods: - The whole lesson: Integrated, mainly c IV. Procedures: Time/Stages Activities

1. W arm up

ID E n

GAME ❖ Aim: To get Ss to know the topic about inventions ❖ Content: TIFY THE INVENTIONS ❖ Product: laptop, video game, e-book reader, smartphone ❖ Steps: - Ask Ss to look at the picture and tell the inventions - Call on ss to give answers. - Lea d in the new lesson.

Interacti ons

T <--> Ss

2. New lesson 34 minutes

Vocabulary ❖ Aim: provide sts some vocab related to the lesson ❖ Content: learn som e vocabulary ❖ Product 9 .-versatile (a) = having 1. Economical (a) many different use; 2. reward (v, n) 10-definitely (adv) 3. -laptop (n) 11-research (v) 4 . -generous (a) 12.-researcher (n) 5. -rather (adv) quite 13.-assignment (n) 6. -wise (a) -assign (v) 7. -portable (a) = easy to carry around 8. -economical (a)

Pair work

T < -> S

O ,<cN: c?

❖ Steps: - tell sts to listen and guess the meaning of the words - give the meaning o f the words. - ask sts to listen and repeat the words. - call on sts to read out these words again. Task 1: Listen and read Aim: To help Ss practice somegue skillss (reading and listening) Content: Listen and read Product: understand the dialo Steps: - Play the recording, and ask S° to read "^ad the conversation. - Let Ss, in pairs, practise reading tht dialogue aloud. - Call on some pairs, give comment on Ss’ pronunciation.

Task 2: Work in pairs. Ask and answ er the questions. 1. What did Phong’s father promise Phong? 2. Why doesn’t Phong choose a smartphone as a reward? 3. Give evident ’ to support Phong’s father’s idea that computers have changed people’s lives. 4. What wil- Phong use his laptop for? agree with Phong’s father that Phong has ¡e choice? Why or why not? im: To focus on comprehension Content: Work in pairs. Ask and answer the questions. Product: . He promised to reward Phong if he passed the English test. 2. Because his old mobile phone is still good. 3. Computers have changed our lives in many ways: faster communication, free entertainment and convenient shopping. 4. He will use his laptop for listening to music, playing games, chatting with his friends, researching topics on the Web and typing his assignment. ❖ Steps: - Ask Ss to read the conversation again and think o f the answers to the questions. - Have Ss work with a partner and switch roles to ask and answer. - Assist Ss to understand the questions and key words in Activity 2 - Get Ss, in pairs, to ask and answer questions about the conversation. - Call several pairs to read the questions and their answers. Ask the others to give comment. - Check the answers and provide the correct ones if necessary. - Provide final feedback. * Suggested answers:

Pair work

T <--> Ss

Individu ally

3. Consolidation 2 minutes 4. H om ework 1 minute

- Summarize the main points of the lesson. - Ask Ss to learn by heart important words with the topic and do part 1 in student’s book. - Prepare for the next lesson.

T <--> Ss T <--> Ss

Period : 42 Unit 5: Inventions Lesson 2: Language I. Objectives I. Knowledge: + To understand the formation o f compound nouns and their meanings + To identify the stress patterns o f compound nouns and noun groups + To use the gerunds and infinitives to talk about the uses of purposes of somethin^ bu having a + To use the present perfect tense to describe an event or action happening in the past but result in the present 2.Skills: Integrated skills.(- To promote Ss to develop the skill o f workirg in p ir s and groups) 3. Attitude: To encourage Ss to work harder II. Preparations: - Teacher: Handouts, textbook, pieces of papers, cassette. - Students: Textbook III. M ethods: - The whole lesson: Integrated, mainly com:municative. IV. Procedures:

Time/Stages 1. W arm up 5 minutes

Activities - Give some pictures and asks Ss in two teams to write a compound noun to describe each picture. - Check Ss’ work and co mment. * Answer: School-boy, box -sen ool, blackboard, laptop, headphone. - Lead in the new less on

Interactions

T <--> Ss

2. New lesson 37 minutes

A. Vocabulary: Task 1: Use a dictionary to find the m eanings of the following compound nouns and their parts. Write them in the appropriate columns ❖ Aim: To introduce about compound noun ❖ Content: Use a dictionary to find the meanings of the following compound nouns and their parts ❖ Product: 1. video game: a game in which players control and move images on a screen - video: film or image - game: something you play for fun 2. smartphone: a mobile phone that has some functions o f a computer - smart: intelligent, computer-controlled - phone: a telephone 3. laptop: a portable, small computer that can work with a battery - lap: top part of your leg - top: upper surface 4. e-book: a book that is displayed on a computer screen or an electronic device - electronic: using microchips to contr lectric current - book: a written work 5. e-mail: a way o f sending mesi by using computer - electronic: using microchips to control a small electric current - mail: post letters ❖ Steps - Explain to Ss that the m 'aning of a compound noun is not always based on the meanings of its parts. Help them to use the dictionary to loo k for the meanirgs fiv^ compound nouns and their parts. • Prepare some p ;ctures of a video game, a smartphone, a laptop, and an e-book reader for illustration, if Ss don't know these thing.. Ss to give the meaning of the compound nouns and their

ll some Ss to write on the board and give comment. - Help Ss to realize that most o f compound nouns have the meanings as a combination o f their parts, however, some words have different meaning like “ laptop” T checks some Ss. - Check answer as a class. Task 2: Below are parts of som e other compound words. Match the first parts of the words with the second ones. ❖ Aim: To help sts know the formation of compound nouns ❖ Content: Below are parts of some other compound words. Match the first parts of the words with the second ones. ❖ Product: 1. pencil case 2. blackboard 3. washing machine 4. headphones 5. food processor ❖ Steps - Have Ss, in pairs, to match the first part o f words with the second ones.

Individually

T <-- > Ss

£3 Pair work

Individual

Ss <-- > Ss

Pair work

T <--> Ss

Ss <--> Ss

Individually

T <--> Ss

3. Consolidation 2 minutes 4.Hom ework 1 minute E. Experience:

- Ask Ss to consolidate the main contents. - Give feedback. - T asks Ss to do exercises again at home. - Prepare for the next lesson.

Period : 43 Unit 5: Inventions Lesson 2: Reading

T <--> Ss

Date o f testing

O bjectives: 1. Knowledge: By the end o f the lesson, students are able to: - Use words and phrases related to the topic Inventions - Read a text about inventions based on nature for the main idea and specific information - Read for general ideas and for specific information about natural world as inspiration for inventions and match the words with their definition and answer the questions. -Know about some inventions inspired by nature. 2. Skills: Reading: Read about natural world as inspiration for inventions. 3. Attitude : - To help Ss get started for Unit 5 with the topic "Inventions" - To provide Ss some motivation II. M ethods: Integrated, mainly communicative. III. Teaching aids: - Teacher: ape, board, chalk, textbook, cassette.

- Stu aems: textbook, workbook, pen, pencil... IV. P rocedures: Tim e/Stages

I ^ Y X

Activities

Interactions

1. W arm up 8 minutes

W onderful nature Activity 1: What can the animals or the leaves in the pictures do that people can't? Name som e things people have invented to make up for what they cannot do. Discuss your ideas with a partner and then read the text. ❖ Aim: to introduce the topic “ wonderful nature” ❖ Content: What can the animals or the leaves in the pictures do that people can’t?

V If 4k Product: * Suggested answer: Picture a: a bird can fly Picture b: a dolphin can stay under water for a l Picture c: a lotus leave doesn’t get wet. -> People have invented an aeroplane, a ship or submarine, and a waterproof raincoat to make up for what t h y can’t do. ❖ Steps Have Ss look at the pictures in the textbook and tell: 1. What can the animals or leaves Ao that people can’t? 2. What objects have people inventt d to make up for what they can’t do? - Assist Ss with useful words to express their ideas. - Ss look at the p ic tu ^ and tell the abilities of the creatures and leaves mentioned in the textbook.

2. New lesson 7 minutes

Activity 2:vocabulary ❖ Aim: provide sts some vocab related to the lesson ❖ Content: learn some vocabulary ❖ Product [0 'bz0 :v]

Observe(v) imitate(v) 10 minutes

[ ['¡miteitiQ

tourism(n)

quan sát, theo dõi bắt chước, làm theo

[treid]

thương mại, sự buôn bán

undersea(n)

['Andesi:]

dưới mặt biển, ngầm dưới

[ 'distens]

faste n(v)

■fa:sn]

hook(n)

[huk]

Pair wo

khoảng cách buộc chặt, trói chặt

<--> Ss

cái móc

❖ Steps: - tell sts to listen and guess the meaning of tl - give the meaning of the words. - ask sts to listen and repeat the words. - call on sts to read out these words - Check some Ss and ask the friends’ answers

5 minutes

T <--> Ss

ngành nghề du lịch

trade(n)

distance(n)

12 minutes

[’tuerizenri]

Individually

Pair work

comment on their

T <--> Ss

Activity 3: What is the most suitable title of the text? ❖ Aim: focus on ski mming skill to choose the best title from three options ❖ Content: choo se the m ost suitable title of the text ❖ Product: imitati ig Nature. ❖ Ste - Ask Ss text quickly to choose the most suitable title for i Che 'k and explain to skim the text and choose the best answer. vity 3: Match the words with their meanings. Aim: Develops students’ ability in guessing word meaning in context and helps them know some new words to facilitate their comprehension Content:

Group work

Match the words w ith th eir m eanings.

1. inspire

a. cloth or material for making clothing, curtains, etc.

2. fastener

b. give someone a desire to do something well

3. fabric

c. thread or fibre with a curved end

4. hook

d. special clothing for an astronaut

5. loop

e. device used to close a piece of clothing

1 cn^roci lit

f. thin thread or fibre in the

T <--> Ss

3. Consolidation 2 minutes 4. H om ework 1 minute

- Summarize the main points of the lesson

T <--> Ss

- Ask students to learn by heart the new words. - Do exercise in reading part in student workbook. - Prepare for the next lesson.

T <--> Ss

Period : 44 Unit 5 : Inventions Lesson 3: Speaking I. Objectives: 1. Knowledge:

By the end o f the lesson, students are able to: - Use words and phrases related to the topic Inventions - Practise a dialogue with a partner about a 3-D printer - Discuss about inventions - Introduce some inventions in front of tl 2. Skills: Speaking: Talk about Inventions, their uses and their benefits. 3. Attitude : - To help Ss get started for Unit 5 with the topic "In To provide Ss some motivation II. Methods: Integrated, mainly communicative. III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, p e n c il. Time/Stages 1. W arm up 2 minutes

Activities -name inventions ❖ Aim: revise the inventions ❖ Content: look at the pictures and nam e the inventions ❖ Product: ❖ Steps Ask sts to look at the pictures and name the inventions Check with the whole class.

Interactions

T <--> Ss

2. New lesson

vocabulary Pair work

10 minutes

Aim: provide sts some vocab related to the lesson Content: learn some vocabulary Product T <--> Ss Vocabulary

12 minutes

1.3-D printer 2. Machine( n) [msjiin] 3. 'Solid(a) [ solid] đặc; không 4. Similar to = the same as 5. Spoon (n)

e P ề ■É M ầ

6. .characteristic (n) đặc điậcn 7. charger(n) bộ nạp điện £ Soiar charger 8 . data(n) 35 |jệU d ữ |jệU

T <--> Ss

9. produce(v) pr0'du:s] Product (n) ['prodsktl 13 minutes

10 minutes

❖ Steps: - tell sts to listen and guess the meaning - give the meaning o f the words. - ask sts to listen and repeat the words. - call on sts to read out these words agai k the othe give comment on their - Check some Ss and ask friends’ answers Task 1: Practise the conv<ersation with a partner. ❖ Aim: To help practice some skills (speaking and reading) ❖ Content: Practise t'e conversation with a partner ❖ Product: sts practice ❖ Steps: - Asks the sts to read conversation and pays attention to some structures - W hat’s it used for? t’s used to + Vo it’s used for + V ing...... It’s bigger / heavier / sm aller /.... Call some pairs to practice

Group work

Ss <-- > Ss

Pair work

Task 2: Complete the table with the information about the invention m entioned in the conversation above. a. Name û fînvention b. Characteristics

T <--> Ss bigger and heavier than a normal printer

c. Use d. Benefits Aim: focus on reading for main information. Content: Complete the table with the information about the invention mentioned in the conversation above. Product: 94

3. Consolidation 2 minutes 4. H om ework 1 minute

- Summarize what they have learnt by asking Ss some questions - Ask students to learn by heart the expressions. - Prepare for the next lesson. - Prepare a small talk to introduce a new item to the class in the next Period .

Period : 46 Unit 5: Inventions Lesson 5: Listening I.

Objectives: 1. Knowledge:

By the end o f the lesson, students are able to: - Use words and phrases related to the topic Inventions - Discuss about inventions 2. Skills: Listening: Listen for specific information from an interview.. 3. Educational aims: - To help Ss get started for Unit 5 with th - To provide Ss some motivation II. Methods: Integrated, mainly communicative. III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassei.°.

T <--> Ss

c> ventions"

- Students: textbook, workbook, pen, pencil... IV. Procedures: Time/Stages

Activities

Interactions

Chatting 1. W arm up 5 m inutes

T <--> Ss

2. New lesson

vocabulary

13 m inutes

❖ Aim: provide sts some vocab related to the lesson ❖ Content: learn some vocabulary

T <--> Ss

❖ Product 1. traffic ja m s (n) / traefik

d 3aem /

2 traffic co n g estio n (n) /traefik k en 'd jestjn / 3. c o lla p s e (v) / ka'laeps I 4 .c o lla p s ib le (a) / k e'laep seb l I 5

17 m inutes

gallon (n)= I 'gaelen / =4.54.i ¡n the uk ,=3.7s i ¡n the usa

6. g a ra g e ( n) I 'g aera :3 / 7 .ru n a w a y (a) I 'rA naw ei I 8.

ru n w a y (n) / 'rA nw ei /

❖ Steps: - tell sts to listen and guess the meaning of the words - give the meaning o f the words. - ask sts to listen and repeat the words. - call on sts to read out these words again. - Check some Ss and ask the other to give comme n on their friends’ A ctivity 1: Look at the picture and discuss partner what this flying car (or aerocar and cannot do. ❖ Aim: To help students know t o f the lesson ❖ Content: Look at the p discuss with a partner what this flying :rocar) can and cannot do ❖ Product: ❖ Steps:

7 minutes

<-- > Ss

<<&

e picture and answer the guiding - Ask Ss to look questions. ing car have on both sides of its body 1.What does ? 2. Does it have wheels? it fly? it take off without a runway? 5. Can it run on the ground? 6. Can it move in water? encourage them to talk give feedback.

T <--> Ss

Pair work

A ctivity 2: Listen to an interview with Mr Brown, a spectator at a test flight of a flying car. Tick the words or phrases that you hear

Aim: Helps Ss practice listening skill Content: listen and tick the word you hear PrnHnpt*

3. Consolidation 2 minutes 4. H omework 1 minute

- Ask Ss to consolidate the main contents. - Give feedback. - Summarize the main points of the lesson.

T <--> Ss

- Prepare for the next lesson.

T <--> Ss

V D

Period : 47 Unit 5 :Inventions Lesson 6:W riting I.

Objectives: 1. Knowledge: By the end o f the lesson, students are able to: - Use words and phrases related to the topic Inventions pecific information - Write about inventions based on nature for the main : 2. Skills: Writing: write a paragraph about benefits 3. Attitude : - To help Ss get started for the topic "Inventions" - To provide Ss some motiv Hi II. Methods: Integrated, mainly communicative.. Is: - Teacher: tape, board, chalk, textbook, cassette. III. Teaching aids:

- Students: textbook, woAb ? o \ pen, p e n c il. IV. Procedures: Time/Stages

1. W arm up 4 m inutes

Activities

Inform the class of the lesson objectives: writing a paragraph with details or examples as supporting ideas. \ _____________________________________________________

Interaction s

T <-- > Ss

2. New lesson 18 m inutes

H ow good is it? Task 1: Which of these audio devices do you have or want to have? Discuss with a partner.

Pair work

T <--> Ss

20 m inutes

5 ,

speakers headphones earbuds ❖ Aim: Helps Ss feel excited and interested in the lesson. ❖ Content: talk about theses devices ❖ Product: + The speaker can produce sounds loud enough for everybody in a large room to hear. + Headphones and earbuds do not disturb other people listen to music; earbuds are more convenient than heai because they are smaller in size. ❖ Steps : - Have Ss work in pairs and discuss whether or no o f the audio devices illustrated by the pictures. - Encourage Ss to extend their discussion to benefits o f device. * Expected answers: Task 2: The following text is about earbuds and their three benefits. Below it are the details supporting each benefit. Put the details in the appropriat ❖ Aim: The focus of l'us task is on how to develop a paragraph ❖ Content: Put the deta ie appropriate gaps. ❖ Product: Key: .c 2.a 3.b ❖ Steps : - Explain to Ss that one way to support an idea in a paragraph is to give further explanation or an example. - Ask Ss to rea d a paragraph about benefits o f earbuds and match the details with the benefits - Call on some students to answer and give feedback. Task. 3: Complete the following outline for the p n agraph on earbuds in 2 Ta Aim: to analyse the structure of a paragraph step by step Content: Complete the following outline for the paragraph on earbuds in 2 ❖ Product: a. Topic: The benefits o f earbuds b. Thesis sentence (Topic sentence): what are its benefits? c. Supporting idea 1 and further explanation: small, light, p o rta b le ^ p u t in a bag or pocket Supporting idea 2 and further explanation: not costly ^ a b o u t 100,000 VND Supporting idea 3 and further explanation: used everyw h ere^ w ill not disturb anybody ❖ Steps - Have Ss read the paragraph about earbuds again and complete the outline of this paragraph. - Help Ss to analyse the structure o f a paragraph step by step. - If necessary, explain to students. - analyze the form of a complete paragraph

Group work

Individually

T <--> Ss

3. Consolidation 2 minutes 4. Homework 1 m inute

- Ask Ss to consolidate the main contents. - Give feedback. - Summarize the main points of the lesson. - Write the text again at home. - Prepare for the next lesson.

T <--> Ss

Period : 48 Unit 5 : Inventions Lesson 7: Com m unication and culture I. Objectives : 1.- Knowledge: + To teach Ss about inventions in Asian countr + To teach Ss to talk and read about inventions ir ^sian countries. 2.- Skills: + Talk about about inventions in Asian countries and the reason why they vote for an invention. 3.- Attitude : + Ss will understand and read about t inve ntions in Asian countries. + They will get to know abou' some inventions in T hailand w h ic h co n trib u te to agricu ltu re d e v e lo p m e n t and en v iro n m e n ta l p ro tectio n . II. Preparations: - Teacher: H anduts, texbook and pieces of papers. - Students: Textbook III. M ethods: - The whole lesson: Integrated, mainly communicative. IV. Procedui es: Tim e/Stages Activities Interactions GAME : T <-- > Ss

2. New lesson

Aim: raise interest in the lesson Content: nam e the inventions SOLAR CHARGER ^

Tn PRINTEI

SMARTPHONE

4 SPEAKERS

(il

;»

« DIGITAL CAMERA

USB STICK

Whole class

|||

T <--> Ss

LAPTOP

Individually

8 Aa WASHING MACHINE

TELEVISION ❖ Product: ❖ Steps Ask sts to look at the pictures and name the inventions - check with the whole class.

15 minutes

1. Communication: Gender equality in Viet Nam Activity 1: In groups, vote for the best i_ those in the list below. The best inver cion needs to m eet the four criteria liste d in the voting sheet. Tick the app^ opriat e boxes. ❖ Aim: Helps Ss find out choice for the best invention ❖ Content: vote for the be^ * vention among those in the list below ❖ Product:

Pair work

T <--> Ss

Voting sheet useful Lo not a lot of expensive people

easy to use

awailabl? I easy to buy

Pair work

10 minutes ptop

T <--> Ss

smartphone 6.

television

7 . washing machine

❖ Steps - Explain to Ss that they need to consider all four criteria when voting for the best invention. - To give Ss more freedom, allow them to choose another invention not mentioned in the list. - Focus on four criteria. Inform Ss that they will have more chances to practice speaking. Activity 2: Report and explain your group's results to the whole class. ❖ Aim: Helps Ss know how to make a report___________ 100

❖ Content: report the results o f act 1 to the class ❖ Product: Example: ❖ W e vote for digital cameras because they are very useful W e use them to take pictures o f people we spend tim e with or beautiful places we visit W hat’s more, a digital camera does not cost too much and we don’t have to buy rolls o f film for it ❖ Steps

- Have Ss prepare a talk about the best invention. - Call some Ss to present. - Ss can follow the model: We vote fo r ................................................because they are very..... We use them to.....................W hat’s m ore,..........................

I Useful expressions Talking about your choice: I/We vote for....... because S+V Ex: We vote for digital cameras because they are useful. Talking about the use o f sth: We use + Obj + to V/ For + V-ing OR S+ is/are + used + To S+ is/are + used for + V-ing Ex: Digital cameras are used for taking pictures o f people and things. Digital cameras are used to take pictures o f people and things. We use digital cameras to take pictures of people and things. Talking about the benefits of sth: S+ is/are (not) + ADJ Ex: Digital cameras are not very expensive. Ex: Digital cameras are portable. S+ is/are + ADJ + To V E i : Digital cameras are easy to use. Ex: Digital cameras are easy to buy. We don’t have to +V Ex: We don’t have to buy rolls o f films. Ex: We don't have to pay much for it.

- Go around to offer ''elps and comments. - Check answers with he whole class. 2. Culture: Activity 1: Do you know which countries these inve..Mons are from? Match the country nam es with the inventions.

Countries

Inventions

1 . China

a . medka! in tub ¿Lor

2 Japan

b . PC sound card

3 . Singapore

c. chopsticks

4 . The Philippines

dL instant noodles

Aim: focus on the origin o f these inventions Content: Match the country names with the_ 101

inventions. ❖ Product: 1. China: (c) 2. Japan: (d) 3. Singapore: (b) 4. The Philippines: (a) ❖ Steps - Ask Ss to look at the pictures and discuss with a partner what the inventions are for. Them have them guess which countries these inventions are from. Activity 2: Read the text and answer the questions. ❖ Aim: focus on reading for specific information ❖ Content: Read the text and answer the questions ❖ Product: 1. The two issues are agriculture development and environmental protection 2. a. rain-making technique; b. biodiesel; c. Chaipattana Aerator 3. Chaipattana Aerator and rain-making techniques 4. All three inventions have helped to protect the environment: + Chaipattana A e r a to r s cleans wastewater + Rain-making techn iques^ improves forest conditu + b io d ie se l^ reduce the use o f fossil energy ❖ Steps : Bhumibol - Tell Ss some important information Adulyadej. Explain to Ask Ss if they know the meaning oi them that an inventor needs to get a patent for his invention to protect his/her idea. - For more advanced classes, extend the activity by letting Ss discuss whether there are patents in Vietnam. - Ask Ss to read the text and answer the questions Give Ss time to read the text. Pre-teach some words that might be new to Ss. - Walk round to moni» or the class and offer help, if necessary. - Read the text on their own, find information to answer questions, and compare with other students. tes if necessary. students' answers and comments. 3. Consolida 2 m irutes 4. H om ework 1 m in u > E. Experience:

sk Ss to consolidate the main contents. Give feedback.

T <--> Ss

T asks Ss to learn the structures and vocabulary. Prepare for the next lesson.___________________

T <--> Ss

102

Period : 49 Unit 5 Inventions Lesson 8: Looking back and project I. Objectives: 1. Knowledge: By the end o f the lesson, students are able to: - Revise stress pattern with compound nouns and noun groups. - Recall how to use the present perfect and gerund and infinitives. 2. Skills: 3. Attitude :

Integrated skills. - To help Ss get started for Unit 5 with the topic "Inventions" - To provide Ss some motivation II. Methods: Integrated, mainly communicative. III. Teaching aids: - Teacher: tape, board, chalk, textbook, cassette.

- Students: textbook, workbook, pen, pencil... IV. Procedures:

Time/Stages l.w arm up

Activities Checking previous lesson

2. New lesson 7 minutes

Pronunciation: Activity 1: These words below are co nouns or noun phrases. Put them in th columns according to their stress patter first one in each column is an ex 'mple. food processor

correction pen

laptop

digital camera

earbuds

solar charger

washing m achine

runw ay

Individually

T <--> Ss

smartpl

Whole class 12 minutes Aim: Helps the Ss to review the stress patterns of compound nouns and noun phrases Content: Put them in the correct columns according to their stress patterns. The first one in each column is an example. Product: •

•

Pair work

food processor, smartphone, laptop, washing machine, earbuds, runway

• •

T <--> Ss

solar charger, correction pen, digital

Pair work ❖ Steps - Ask Ss to pick out compound nouns and put them in the first column. The other words are noun groups and are put in the second column. 103

- check their answers Activity 2: Listen and repeat these words. ❖ Aim: Help sts to read the compound nouns ❖ Content: Listen and repeat these words. ❖ Product: •

•

food processor, smartphone, laptop, washing machine, earbuds, runway

• •

solar charger, correction pen, digital camera

❖ Steps - Play the recording. Ask Ss to listen and repeat the words.

3 minutes

II. Vocabulary: A ctivity 1: Complete these sentences using the words given in the box. Make changes where necessary invention economical

portable expensive

ben

1. A digital camera is more camera: You don't have to buy rolls of filn 2. Our teacher gave us an assignment on modern of the 21st century.

^ k

3. Modem inventions tend toote to be small a arn d ____________ , so they can be taken along and used everywhere.

4. Even the best ?st iiinvention m ay have both and drawb

5. It's di fficult to look for products of high quality w hich are not

❖ Aim: Helps Ss to review the vocabulary ❖ Content: Complete these sentences using the words given in the box. Make changes where necessary 2. invention ; Product: 1. economical 3. portable 4. benefits 5. expensive Steps - The five words in the box are the most commonly used ones in the unit. Have Ss put them in the gaps of the five sentences. - Have Ss read the exchange once to grasp the general idea. Then have them work with a partner and discuss which word should be used in each gap. - T has Ss work in pairs, read the sentences carefully and choose the words to complete the sentences. - T goes around and gives helps if necessary. - T checks with the class. III. Grammar: A ctivity 1:______________________________________ 104

Read th e fo llow in g sh o rt exchan g e. Fill in the gaps w ith th e p re se n t p erfect or the present sim p le form s o f th e ve rb s in brackets.

Kim : Help me, Eric. My party (1. b e )_____________next week and I (2. not p lan )_____________the menu yet. I (3. w aste)_____________ three days worrying. and I still (4. not have) _

any ideas.

What should I do?

Eric:

Don't

panic.

Your

guests

(5.

not

start)

_ arriving yet, so ask everyone to bring something. Then you can order some pizzas or buy spring rolls from a Vietnamese takeaway. Nobody (6. s a y ) _____________no to pizzas or spring rolls. I'm sure.

❖ Aim: review present tenses ❖ Content: Fill in the gaps with the present perfect or the present simple forms of the verbs in brackets ❖ Product: 1. is 2. haven’t planned wasted 4. don’t have started 6. says ❖ Steps: - Have Ss read the exchange once to g a sp the general idea. Then have them work with a partner and discuss which verb should be use d in each gap. - T has Ss work in pairs, read the sentences carefully and choose the words to complete the sentences. - T goes around and g;v< s helps if necessary. - T checks with the class. A ctivity 2: Answer these "t; jn s, using the gerund or infinitive forms of verbs to describe functions or purposes. 1. Wi at is a washing machine used for? a solar charger be used for? lo you use to listen to music and watch ideos? rhat is a correction pen used for? i. What do you use a 3-D printer for? Aim: review the gerund or infinitive forms in the answers to describe functions or purposes of thing ❖ Content: Answer these questions, using the gerund or infinitive forms of verbs to describe functions or purposes. ❖ Product: 1. A washing machine is used fo r washing clothes 2. A solar charger can be used fo r charging mobile devices 3. I use a laptop (smartphone, ipad,..) to listen to music and watch video. 4. A correction pen is used fo r covering a writing error. 105

5. I use a 3-D printer to produce/make solid objects (O R:...forproducing solid objects) ❖ Steps - Ask Ss to use the gerund after ‘be used for’ and infinitive form after ‘be used to” to describe functions or purposes of things. - Have Ss do the exercise individually first. Then ask them to work in pairs to practice asking and answering the questions. - Ask Sts to underline the words in italics that best complete the sentence - Call some o f them to tell the answers. - Give comment if necessary

3. Consolidation 2 minutes 4.Hom ework 1 minute E. Experience:

IV. Project: Think about an imaginary invention that may be useful to you or other people. Consider these questions: 1. What is it used for? 2. Who can use it? 3. Where may it be used? 4. Is it expensive? 5. Is it easy to use? Students do the survey in PROJECT in o break time. Teacher design the form a students ignment. hand in the results in written form as - Ask Ss to consolidate the main i - Give feedback.

T <--> Ss

- T asks Ss to learn - Prepare for the ne

T <--> Ss

and vocabulary.

Period : 50 Review 2 Lesson 1: Language I. Objectives ctives wledge 1.- Knowledge - Revise la’ guage and sskills Ss have learnt and practised in Units 4 - 5. vise the language - Check their knowledge and ability to have a suitable adjustment. - Practice more with the exercises. 2.- Skills Inte grating skills ttitude dents are aware o f the importance of revising the old knowledge and preparing the lessons re going to school. . Preparations: - Teacher: Handouts, textbook, pieces of papers and cassette. - Students: Textbook III. M ethods: - The whole lesson: Integrated, mainly communicative. V. Procedures:

106

Interaction s

Time/Stages

Activities

1. W arm up

- T asks Ss to call out the themes in unit 4 and 5 and the grammar parts. - T leads Ss in the lesson.

5 minutes

T <--> Ss

< $y c> & Ô

o 107

2. New lessor 17 minutes

❖ Aim: ❖ Content: ❖ Product ❖ Steps: A. Vocabulary: Task 1: ❖ Aim: ❖ Content: ❖ Product ❖ Steps:

Individually

T <--> Ss

Individually

7 minutes

13 minutes

- Explain new words if necessary - Set time and let Ss work individually - Check the answer as a class. Answers: 1. boring - bored 2. interested - interesti 3. parentless - homeless 4. useful 5. disappointed - hopeful Task 2: Complete the sentences ❖ Aim: ❖ Content: ❖ Product ❖ Steps:

- T asks Ss to work individ ually to use the words in the box to complete the sentences. te the answers on the board. T asks Ss to write T reads aloud each answer and asks the class if they agree or not, then confirms the correct one. Answers: 1. smart phone 2. e-books 3. online games 4. laptop 5. mobile phones 2. Pronunciation ronun Task 1 Sttress * A m: % Content: ❖ Product A Steps:

T < -> Ss

Individually

T <-- > Ss

Individually

T <-- > Ss

Individually - T sets time and let Ss do the task individually. - Check the answers with the whole class. Answer: O O O O Electronic book Washing machine Food processor Solar charger Immune system Medical mirror Laptop Mobile phone Hearing aid Online game - T asks Ss to read these words. 2. Gram m ar Task 1:Correct form ❖ Aim: ❖ Content: ❖ Product

T <-- > Ss

Individually

T <-- > Ss 108

3. Consolidation 2 minutes 4. H om ework 1 minute E. Experience:

- Ask Ss to consolidate the main contents. - Give feedback.

T <--> Ss

- T asks Ss to do exercises again at home. - Prepare for the next lesson.

T <--> Ss

e Vi

Period : 51 Review 2 Lesson 2 Skills A. Aim s and Objectives: - To revise the language and skills Ss have learnt and practised in units 4 -5. - By the end o f the lesson, students will be able to: + Listen for specific information + Use the words and phrases related to words related to Invention. + Read for general ideas and specific information about Inventi + Summarise their answers. + Write about the benefits o f a handheld device. B. Preparations: - Teacher: Handouts, textbook, pieces of papers and cas - Students: Textbook C. M ethods: - The whole lesson: Integrated, mainly com mi D. Procedures: Time/Stages

1. W arm up 5 m inutes

- Inform the class of the lesson objectives: Reading about Up in the sky, speaking a b o ’t activities for your community, listening about volunteer work children in Viet Nam and writing about the benefits of a handheld device.

Interaction s T <--> Ss

109

2. New lesson 10 m inutes

7 minutes

10 m inutes

3. Consolidati 2 minutes 4. Homew 1 minuté Period : 52

I. Reading - T asks Ss to do activities 1 and 2 individually and check their answers with a partner’s. - T gives the correct answers and explanations, if necessary. Activity 1b: 1. c 2. d 3. b 4. e 5. a Activity 2: 1. Country music. 2. When life becomes more complicated and difficult. 3. From the American West. 4. Twenty-four hours a day. II. Speaking - T asks Ss to work in groups, the entire group takes notes ns different Ss ask and answer questions about household chores in their family. - T asks each group to choose one student to report the interview results to the class. - T asks Ss for their comments and decides which student h has the best answers. III. Listening choose their - T plays the recording once for Ss to answers. eir answers, and - T plays the recording again, so Ss plays the recording then give the correct answers. Al one or more times for Ss to choose the correct answers. Key: 1. T 2. F 3. F 4. T 5. F 6. T IV. W riting - T asks Ss to write about two types o f people who have very different lifestyles. - T asks Ss to write about what each person’s daily life is like. - T asks Ss to writ'. the draft first in class, and then they may write th' ir fin l versions at home. Ss may start their writing like this: father and my mother have different lifestyles. My father. to consolidate the main contents. feedback. marize the main points of the lesson. - Prepare for the next lesson.

Individually

T <--> Ss

V up work

T <--> Ss

revision A. Aim s : To practice speaking, reading, listening and writing. To make Ss feel confident o f their ability in order to understand and speak English by setting tasks within their competence. To help Ss have the opportunities to develop their oral fluency. To introduce some words and phrases. By the end o f the lesson, students will be able to: + Listen for specific information to do the written test. + Read for general ideas and specific information. + Speak English by setting tasks within their competence. + Write correct sentences in isolation and in contexts. 110

* Language focuses: - Tenses (The present perfect tense) - The passive voice - Infinitives with and without to, gerund. - Stress in compound nouns and noun phrases. B. Preparations: - Teacher: Handouts, textbook, sub boards and colored chalks. - Students: Textbook. C. M ethods: - The whole lesson: Integrated, mainly communicative. - Grammar: Revision - Exercises: Practice and production D. Procedures:

Time/Stages

Activities

1. W arm-up

- Greeting and checking attendance. X - Inform the class of the lesson objectives: Revise thi vocabulary, grammatical parts and phonetics in units I. Speaking: - Ask Ss to revise the words and structures to ta’k about their daily routines, their favourite musician s/ songs, how to keep fit, what kind of volunteer work they would like to do, what they have done to make their community better and which modern inventions they li II. Listening: - Ask Ss to revise the words and . tructures related to the topic Fam ily life. III. Reading: - Ask Ss to revise the Wo "ds and structures related to the topic M usic and Volunteer work. IV. Phonetics and gr ammar: - Ask Ss t o revis e stress in compound nouns and noun phrases. 1. T he present perfect tense Công thức (+) S + has/ have + Ved2 S ' has/ have + Ved2 Have/ Has + S + ved2? . Cách sử dụng U s - Diễn tả hành động xảy ra trong ở quá khứ và liên quan đến hiện tại. 1.3. Trạng ngữ - just, already, since, for, yet, before, recently, up to now, up to present, lately...... 2. Present sim ple tense: a. Form: (+) S + V(s/es) (-) S + do/ does + not + Vo (?) Do/ Does + S + Vo? 3. The passive voice 2.1. Công thức S + be + Ved2 + (by O) 4. Purpose: - Be used for + V-ing - To infinitives

5 minutes 2. New lesson 8 m inutes

10 minutes

C>Y Interactions

T <--> Ss

T <-- > Ss

Ss <-- > Ss

111

17 minutes

3 minutes

3. Homework: 2 minutes 7

5. Verbs: - Infinitives with to - Infinitives without to - Gerunds V. Exercises: Exercise 1: Use the correct tense of verbs in brackets: 1. Mr. Jackson (paint).......................... his house since last month. 2. I (read)........the novel written by Jack London several times before. 3. The sun (warm) ............... the air and (give) ........................... us light. 4. He is in Hanoi now. He (be) ........there since I (leave)..................... 5. Ann usually (do)..............the shopping but today I (do).................. it. 6. When winter (com e)........, they usually (go)........................skiing. 7. The teacher (not arrive)........................... yet. Exercise 2: Supply the correct verb form: 1. Don’t forget.......................................(phone) yoi moth 2. I l o v e ............ (be) on my own a n d .............. .. (listen) to music. 3. Would you like ............................. (go) to th( beach this afternoon? 4. I enjoy .................................. (read) your letters very much. 5. He promised (help).................................................... me do the homework. 6. Mathew suggested (go) out for a meal but I wanted (stay) at home. 7. She couldn’t .................(reply) because she didn’t know what to say. 8. My frie id let m e .................................... (drive) her car. 9. She doesn’t allow .................................... (smoke) in the house. 10. I wish that dog would (stop) (bark). It’s driving me mad. 11. The film was very sad. It made m e .................................... . (cry). 3. Change the sentences into the passive voice. 1 . The maid hasn't washed the dishes. 2. They have received an important person. 3. People don't use this road very often. 4. People speak English here. III. Consolidation: - T gives comments - Teacher asks Ss to give examples for the grammatical parts above. - Ask Ss to consolidate the main contents. - Give feedback. - Summarize the main points of the lesson. - Prepare for the written test._________________________

T <--> Ss

E. Experience: 112

Period : 53 The first term test- 45' A. Aim s and objectives: - To check Ss’ understanding. - To give marks. - By the end of the lesson, students will be able to: + Improve their techniques of doing the simple tests + Improve their knowledge through the test. B. Preparations: - Teacher: Sheets of papers and written tests. - Students: Pens. C. Language focus: * Listening: * Phonetics: Stress * Vocabulary: * Reading: * Grammar: - Tenses, gerunds, infinitives, adjectives and conjunctions. . Writing:

113

Ờ

o 114