GIÁO ÁN TIẾNG ANH 6 FRIENDS PLUS CẢ NĂM THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2021-2022 by Dạy Kèm Quy Nhơn Official

GIÁO ÁN TIẾNG ANH FRIENDS PLUS

vectorstock.com/7952556

Ths Nguyễn Thanh Tú eBook Collection

GIÁO ÁN TIẾNG ANH 6 FRIENDS PLUS CẢ NĂM THEO CÔNG VĂN 5512 (2 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

Week : 01 Period: 01

Date of preparing: Date of teaching:

INTRODUCTION

QU Y

ƠN

FI CI A

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - know something about England. - understand something about English and have the effective ways to learn it. 2. Qualities: - Having improved their knowledge and understanding of the English language. - Having developed their own reading, writing, speaking and listening skills. - Having developing their ability to use English in the classroom and for other professional contexts. - Having become more fluent and confident in their use of English. 3. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson:

DẠ

KÈ

Teacher’s and Students’ activities Contents BREAKING THE ICE: Snowball fight. ACTIVITY 1: WARM-UP v Aims: Break the ice and make the students feel a lot more enthused and comfortable about learning. v Contents: Students play game. v Products: Students can learn three things about their new friend. v Organization: - Teacher have students write three things about themselves on a piece of paper. Then have them crumble up the paper to resemble a snowball. Let the students have a snowball fight for about one minute. After that, everyone grabs one of the snowballs and has to try and find the person who wrote on it. Once they find their partner, they have to bring that person up in front of the class and explain what they learned about their new friend with the three facts written on the piece of paper.

FI CI A

2. The English 6 – Friends plus: - The Student Book contains: • a Starter unit to revise basic vocabulary and grammar. • eight teaching units; each unit has two vocabulary sections, two or more grammar presentations, and two listening and reading sections. There is practice of the four skills throughout. Each unit has a whole page devoted to speaking skills and a whole page devoted to writing skills. • four Progress Review after every two units with self assessments and I can ... statement and eight CLIL and Culture sections which provide revision of all the language studied up to that point in the book, as well as additional cultural information. • twenty pages of English 6 - Friends Plus Options which include: – eight Extra listening and speaking pages to give further practice in these skills. – eight Puzzles and Games pages to revise language studied. – four Song pages which provide a further opportunity for consolidation. • a Reference section which include. - The Workbook contains: • six pages of additional practice for each of the Student Book units. This comprises exercises for vocabulary, grammar, reading and writing at three levels of difficulty. • four pages of Cumulative review which provide revision of all the language and skills studied up to a particular point in the Student Book.

QU Y

ACTIVITY 3: PRACTICE v Aims: Students can understand something about English 6 – Friends plus books. v Contents: Students work in groups to study about English 6 – Friends plus books. v Products: Students know clearly about Student book & Workbook. v Organization:

1. England: is a country that is part of the United Kingdom. It shares land borders with Wales to its west and Scotland to its north. The Irish Sea lies northwest of England and the Celtic Sea to the southwest. England is separated from continental Europe by the North Sea to the east and the English Channel to the south. The country covers five-eighths of the island of Great Britain, which lies in the North Atlantic, and includes over 100 smaller islands, such as the Isles of Scilly and the Isle of Wight.

ƠN

ACTIVITY 2: KNOWLEDGE FORMATION v Aims: Students can learn something about England. v Contents: Introduce England. v Products: Students’ understanding. v Organization: - Teacher asks students some questions about England: ? What do you know about England? - Students work in groups to talk about England in Vietnamese. - Teacher calls out some students to answer the questions. - Students answer. - Teacher gives students something about England and English.

DẠ

KÈ

- Teacher has students to open and see briefly the student book and workbook. Then ask: ? “What do the student book and work book contain?” - Students work in groups to do the task. - Teacher checks the answer with class. Then, teacher introduces the English 6 – Friends plus: Student book and Workbook. - Students listen carefully.

FI CI A

ƠN

ACTIVITY 5. HOMEWORK - Prepare new lesson.

3. How to learn English well. - English is used all over the world in every aspect of life. - It’s the international language of every fields: communication, trade, economic, cooperation...... - English is not too difficult but it requires your working hard. - Focusing on vocabulary you come across. Write sentence with the new words to understand more - Review the lesson everyday. - Practise English everyday

ACTIVITY 4: PRODUCTION v Aims: Students can use the knowledge which they have learnt to find the way to learn English well. v Contents: Students write sentences about their ways in individual. Then, tell the class about them. v Products: Six sentences about students’ ways to learn English. v Organization: - Teacher asks students work in pairs to find 6 ways to learn English well. - Students work in pairs to do the task. - Teacher calls out some students to answer. Check the answer with class. Add more information.

• a Reference section which includes: additional Language focus practice exercises for each grammar point; a Key phrases section with Key phrases from the Student Book; an Irregular verbs list, and Everyday English phrases.

DẠ

KÈ

QU Y

* Feedback:...................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ........................................................................................................................................................... ...........................................................................................................................................................

Week : Period:

Date of preparing: Date of teaching:

PROGRESS REVIEW 1

ƠN

FI CI A

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to revise the language they have studied from Unit 1. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Contents

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP v Aims: Student can revise their knowledge. v Contents: Students do the exercises individually. v Products: Students’ answer. v Organization: - Teacher allows students have time to do the exercises from 1 to 7. - Students do the task individually.

DẠ

KÈ

ACTIVITY 2: KNOWLEDGE FORMATION v Aims: Revise about the language they have studied in Unit 1. v Contents: Students work in individual. v Products: The knowledge they have studied in Unit 1. v Organization: - Teacher reminds the knowledge to students. - Students listen carefully and copy down into their notebooks.

I. Theory 1. Vocabulary - Places in a town or city restaurant, school, park, etc. 2. Language focus - Is there … ?, Are there … ?. - How many … ? - Comparative adjectives. - Position of adjectives and Compound sentences

FI CI A

READING: A description of a cruise ship 2. Choose the correct answers. Suggested answers 1. b, library 2. a, chefs 3. c, exciting 4. a, cabins 5. c, fantastic 6. a, swimming pools

DẠ

KÈ

QU Y

- Teacher asks students to exchange the answers with partner. - Students share their thinking and check the answers with their partner. - Teachers check the answers again with class.

II. Exercises VOCABULARY: Places in a town or city 1. Complete the words in the text. Suggested answers 1. restaurant 2. café 3. sports centre 4. park 5. hotel 6. cinema 7. theatre 8. school

ƠN

ACTIVITY 3: PRACTICE v Aims: Help students understand their knowledge deeply. v Contents: Students work in pairs. v Products: v Organization:

LANGUAGE FOCUS: Is there … ?, Are there … ?, How many … ? 3. Write questions and short answers. Suggested answers 1. Is there a big cinema in your area? No, there isn’t. 2. Are there any interesting monuments in this town? Yes, there are. 3. Is there a quiet park near the station? Yes, there is. 4. Are there any small shops in that street? No, there aren’t. 5. How many cafés are there near here? There are three. 6. How many students are there in Anna’s class? There are thirty. VOCABULARY AND LISTENING: Comparing places

FI CI A

4. Lucy is a new student at a school. Listen to Lucy talking to her teacher. Match the places in A with the adjectives in B. Suggested answers 1. e, noisy 2. a, quiet 3. f, modern 4. b, pretty 5. c, dangerous 6, d, clean

KÈ

QU Y

ACTIVITY 4: PRODUCTION v Aims: Teacher helps students consolidate the lesson. v Contents: Students work in individually. v Products: Students’ comprehension. v Organization: - Teacher summary the lesson for students. - Students listen carefully.

ƠN

LANGUAGE FOCUS: Comparative adjectives 5. Choose the correct words and write them on the lines. Suggested answers 1. b, than 2. a, better 3. b, friendlier 4. c, more 5. a, bigger 6. c, cleaner

DẠ

ACTIVITY 5. HOMEWORK - Prepare new lesson.

SPEAKING: Asking and saying where places are 6. Put the dialogue in the correct order. number the sentences. Suggested answers a–5 b–4 c–1 d–6 e–3 f–2 WRITING: A description of a town or city 7. order the words to make sentences. Suggested answers 1. Norwich is a very interesting city. 2. It’s in the east of England. 3. It’s got a population of about 200,000. 4. My favourite place is the castle. 5. There are some fantastic shops. 6. There’s a good market too. 7. It’s only thirty-five kilometres from the sea. 8. It’s an exciting place.

Date of preparing: Date of teaching:

PROGRESS REVIEW 1 (Cont’)

Week : Period:

ƠN

FI CI A

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to revise the language they have studied from Unit 2. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Contents

QU Y

I. Theory 1. Vocabulary - Daily routines, get up, have classes, study, etc.

ACTIVITY 3: PRACTICE

II. Exercises

DẠ

KÈ

ACTIVITY 2: KNOWLEDGE FORMATION v Aims: Revise about the language they have studied in Unit 2. v Contents: Students work in individual. v Products: The knowledge they have studied in Unit 2. v Organization: - Teacher reminds the knowledge to students. - Students listen carefully and copy down into their notebooks.

2. Language focus - Adverbs of frequency. - Present simple: affirmative and negative. - Present simple: questions; Simple sentences - “Also”

FI CI A

VOCABULARY: Daily routines 8. Complete the sentences with the words. Suggested answers 1. get 2. have 3. brush; wash 4. go 5. chat 6. help 7. study 8. relax; watch READING: My family 9. Complete the words in the text. Suggested answers 1. brothers 2. mother 3. aunt 4. father 5. grandmother 6. grandfather

- Teacher asks students to exchange the answers with partner. - Students share their thinking and check the answers with their partner.

DẠ

KÈ

QU Y

- Teachers check the answers again with class.

ƠN

v Aims: Help students understand their knowledge deeply. v Contents: Students work in pairs. v Products: v Organization:

LANGUAGE FOCUS: Present simple: af f irmative and negative 10. Make the negative sentences affirmative and the affirmative sentences negative. Suggested answers 1. I like cooking. 2. We play football every afternoon. 3. She washes the car. 4. They don’t help with the housework. 5. My brother doesn’t study in the evenings. 6. You don’t play video games VOCABULARY AND LISTENING: Special days 11. Listen and draw lines from names 1–6 to people a–f in the picture. Suggested answers 1. Dad – e 2. Emma – c 3. Grace – d 4. Holly – b 5. Mum – f 6. Richard – a

FI CI A

LANGUAGE FOCUS: Present simple: questions 12. Read the email and write the questions. Suggested answers 1. What time do you get up? 2. do you have a big breakfast? 3. Does she help at home? 4. does Anna study a lot? 5. When do they get home from work? 6. Do your parents watch TV in the evening?

WRITING: A special day 14. Complete the text with the words. There are five extra words. Suggested answers 1. day 2. streets 3. play 4. also 5. like 15. Choose the best title for the text. Tick (✔) one box. Suggested answers A special day in the USA

QU Y

ƠN

SPEAKING: Making plans and suggestions 13. Complete the dialogue with the phrases. Suggested answers 1. What’s on? 2. What do you want 3. I’m not really interested 4. I like the sound 5. what about 6. Let’s go

KÈ

ACTIVITY 5. HOMEWORK - Prepare for the Mid term I – test.

DẠ

Week : Period:

Date of preparing: Date of teaching:

PROGRESS REVIEW 2

ƠN

FI CI A

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to revise the language they have studied from Unit 3. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Contents

QU Y

DẠ

KÈ

ACTIVITY 2: KNOWLEDGE FORMATION v Aims: Revise about the language they have studied in Unit 3. v Contents: Students work in individual. v Products: The knowledge they have studied in Unit 3. v Organization: - Teacher reminds the knowledge to students. - Students listen carefully and copy down into their notebooks. ACTIVITY 3: PRACTICE

I. Theory 1. Vocabulary - Animals: camel, butterfly, snake, etc. 2. Language focus - Superlative adjectives. - can for ability; might - Questions with How … ? - Giving examples. II. Exercises VOCABULARY: Animals 1. Complete the words in the sentences. Suggested answers

L FI CI A

READING: The ugliest animals? 2. Choose the correct words and complete the text. Suggested answers 1. a, rarest 2. c, beautiful 3. b, ugly 4. c, dull 5. b, colourful 6. a, more common LANGUAGE FOCUS: Superlative adjectives 3. Complete the sentences with a superlative adjective. Suggested answers 1. the quietest 2. the biggest 3. the most interesting 4. the worst 5. the ugliest 6. the most beautiful 7. the most common 8. the best

DẠ

KÈ

QU Y

- Teacher asks students to exchange the answers with partner. - Students share their thinking and check the answers with their partner. - Teachers check the answers again with class.

1. rabbit 2. frog 3. octopus 4. camel 5. butterfly 6. fish

ƠN

v Aims: Help students understand their knowledge deeply. v Contents: Students work in pairs. v Products: v Organization:

VOCABULARY AND LISTENING: Amazing animals 4. Listen to the radio programme about polar Suggested answers 1. False 2. True 3. True 4. False 5. True 6. False LANGUAGE FOCUS: can for ability; Questions with How … ?

FI CI A

5. Write questions and short answers with can. Suggested answers 1. Can Freddie swim? No, he can’t. 2. Can Anna and Kate swim? Yes, they can. 3. Can Freddie speak French? Yes, he can. 4. Can Anna and Kate speak French? No, they can’t. 5. Can Freddie play basketball? No, he can’t. 6. Can Anna and Kate play basketball? Yes, they can.

KÈ

QU Y

ƠN

6. Complete the questions with How and one of the words. Suggested answers 1. How far 2. How tall 3. How fast 4. How heavy 5. How many 6. How rare

DẠ

ACTIVITY 5. HOMEWORK - Prepare new lesson.

SPEAKING: Asking for permission 7. Complete the dialogue with the words. There are five extra words. Suggested answers 1. OK 2. afraid 3. but 4. I 5. can 6. Thanks WRITING: Animals in danger 8. Order the words to make sentences. Suggested answers 1. live in the mountains of China. 2. can weigh up to 160 kilos. 3. panda is now in danger. 4. one of the rarest creatures in the world. 5. worst problem is human activity like farming. 6. can get information from websites such as Save the Panda!

Date of preparing: Date of teaching:

PROGRESS REVIEW 2 (Cont’)

Week : Period:

ƠN

FI CI A

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to revise the language they have studied from Unit 4. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Contents

QU Y

DẠ

KÈ

ACTIVITY 2: KNOWLEDGE FORMATION v Aims: Revise about the language they have studied in Unit 4. v Contents: Students work in individual. v Products: The knowledge they have studied in Unit 4. v Organization: - Teacher reminds the knowledge to students. - Students listen carefully and copy down into their notebooks.

I. Theory 1. Vocabulary - School subjects: maths, English, history, etc. - Verbs: Studying a language 2. Language focus - Present continuous: affirmative and negative. - Present continuous: questions. - Present continuous and present simple. - “So” II. Exercises VOCABULARY: School subjects

FI CI A

9. Look at the photos. Complete the sentences with school subjects or school words. Suggested answers 1. science 2. notebook 3. geography 4. maths 5. History 6. ICT READING: Schools project 10. Choose the correct word. Suggested answers 1. c, boat 2. a, boarding 3. b, private 4. a, primary 5. c, secondary

- Teacher asks students to exchange the answers with partner.

LANGUAGE FOCUS: Present continuous: af f irmative and negative 11. Write affirmative or negative sentences using the present continuous. Suggested answers 1. I’m studying two languages. 2. The students aren’t wearing school uniforms. 3. He’s chatting to his best friend. 4. She isn’t running for the school bus. 5. We’re having a break from the lesson. 6. I’m not learning a musical instrument.

- Students share their thinking and check the answers with their partner.

ƠN

ACTIVITY 3: PRACTICE v Aims: Help students understand their knowledge deeply. v Contents: Students work in pairs. v Products: v Organization:

DẠ

KÈ

QU Y

- Teachers check the answers again with class.

VOCABULARY AND LISTENING: Verbs: Studying a language 12. Listen to Jack talking about his learning strategies and tick (✔) the correct boxes. Suggested answers 1 P write vocabulary in a notebook 2 P repeat new words 3 P practise pronunciation 4 O check words in a dictionary 5 O ask questions in class 6 P read comics 7 g listen to songs 8 O concentrate at home

FI CI A

LANGUAGE FOCUS: Present continuous: questions 13. Order the words to make questions. Suggested answers 1. Are those students having a break? 2. Are we learning these new words? 3. Is Eva making some notes? 4. Why are you running to school? 5. Where are those animals going? 6. What is Robert doing now?

ƠN

14. Complete the sentences using the present continuous or present simple form of the verbs. Suggested answers 1. swims 2. ’re revising 3. Do; like 4. don’t live 5. Is; doing 6. goes 7. isn’t listening

DẠ

KÈ

QU Y

ACTIVITY 5. HOMEWORK - Prepare for the End of term I - test.

SPEAKING: Asking for help when you’re studying 15. Read the dialogue and choose the best answer. Write a letter (A–D) for each answer. Suggested answers 1. B, What are you doing? 2. C, How do you say ‘car’ in French? 3. D, Can you say that again, please? 4. A, How do you spell that? WRITING: An email about your school 16. Complete the text with the words. There are five extra words. Suggested answers 1. happy 2. big 3. so 4. finish 5. break 6. compulsory 7. optional

Week : 01 Period: 02

Date of preparing: Date of teaching:

STARTER UNIT

FI CI A

Lesson 1: Vocabulary Free time

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - Say questions and answers with the correct information. - Develop students’ speaking and listening skills. - Talking about their own hobbies and interests. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Contents - Sing a song:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP ❖ Aims: Students can talk about some activities in their free time. ❖ Contents: Students sing a song “ Free time song” ❖ Products: Some activities in free time. ❖ Organization: - Teacher has students sing the song. - Students sing along. - Teacher calls out some students to answer the question: ? “What do you do in your free time?” (Explain the meaning of “free time”, if necessary). Elicit answers from individual students and write useful vocabulary on the board. (E.g. play football, go shopping..) - Students answer. - Teacher has students ask the other ones in the class.

(https://www.youtube.com/watch?v=lfLGtb258fM)

- T: What do you do in your free time? Sts: I listen to music, watch films, and play games, ...

Suggested answers 1. chatting online 3. meeting friends 5. photography 7. sport 9. music 11. watching TV 13. skateboarding 15. shopping

FI CI A

1. Match the words in the box with pictures 1-15. Then listen and check.

2. reading 4. art 6. cycling 8. animals 10. video games 12. films 14. cooking

ƠN

ACTIVITY 2: KNOWLEDGE FORMATION ❖ Aims: Students can learn some new words about activities in free time. ❖ Contents: Students match the words in the box with pictures, then listen and check. ❖ Products: Students can understand the meaning of new words. ❖ Organization: -Teacher has students work in pairs to match the words with the pictures. - Students do as required. - Teacher plays the audio for students to listen and check their answers. (Explain the meaning of words, if necessary). Then, asks students which of these activities they like doing.

DẠ

KÈ

QU Y

ACTIVITY 3: PRACTICE ❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given. ❖ Contents: - Students read and complete the text with the words in the box. Then read, listen and check their answers. - Students look at the key phrases and listen, then complete the phrases. ❖ Products: Students’ answers. ❖ Organization: - Teacher explains the meaning of some phrases in the text before doing. - Students listen carefully and coppy down in their notebooks. - Teacher calls out some students to read the words aloud. Then, asks students to do the task in individual. - Students do as required. - Teacher has students compare the answers with their partner before checking. Then, plays the audio for students to check their answers. - Teacher reads through the key phrases with the class and make sure students understand them all.

2. Read and complete the text with the words in the box. Then read, listen and check your answers. New words - be interested in (v) (exp.) - be into (v) (exp.) - be good at (v) (exp.) - favourite (n) (exam)

Suggested answers 1. Music 2. Chatting 3. Video games 4. Skateboarding 5. Reading 6. Photography 7. Cooking 3. Look at the Key Phrases and listen. What do the people say? Complete the phrases. Suggested answers 1. music

2. cycling 3. films and watching TV 4. reading 5. shopping and meeting friends 6. chatting online 7. skateboarding 8. art 9. animals, dogs

ACTIVITY 4: PRODUCTION ❖ Aims: Students can use the knowledge which they have learnt to write and talk about their interests. ❖ Contents: Students write six sentences about their interests in individual. Then, tell the class about them. ❖ Products: Six sentences about students’ interests. ❖ Organization: - Teacher asks students to write six sentences about their interests. Encourage them to use a range of different key phrases. - Students write down and then work in pairs to compare their interests from exercise 4. - Tecaher asks some students to tell the class about their interests. - Student do as required.

4. Write six sentences about your interests. Use the Key Phrases in exercise 3 and the words in exercise 1. (Students’ own answers)

FI CI A

- Students listen carefully and take note. - Teacher plays the audio. - Students listen and complete the phrases. - Teacher play the audio again, if necessary, pausing to allow students time to write. - Teacher has students exchange the answers with their partner. Then, shows the answers with the class and ask students which of the sentences are true for them.

ƠN

Example - I’m into sport. - I’m not good at music.

QU Y

5. USE IT! Work in pairs. Compare your interests in exercise 4. (Students’ own answers)

KÈ

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.4). - Prepare new lesson.

DẠ

Week : 01 Period: 03

Date of preparing: Date of teaching:

STARTER UNIT

FI CI A

Lesson 2: Language focus • Be: affirmative and negative • Subject pronouns and possessive adjectives • Object pronouns

QU Y

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - Learn how to use the verb " to be" in the present time. - Learn how to introduce people. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson:

KÈ

Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP ❖ Aims: Introduce verb “BE”. ❖ Contents: Students find the missing words a, I ....... into going swimming. in individual. ❖ Products: Forms of verb “BE”: is, am, are. ❖ Organization: b, Ana ...... good at cooking. - With books closed, teacher asks students to fill the missing words in some sentences on the board. c, They ..... interested in movie. - Students do as directed. Key: a, am b, is c, are - Teacher elicits that these are forms of the => forms of the verb “BE”. verb “BE”.

DẠ

ACTIVITY 2: KNOWLEDGE FORMATION ❖ Aims: Students can know: - How to use “BE” in affirmative and negative forms.

 Be: affirmative and negative

* Usage: - To describe something or someone. - To talk about names, ages, feeling, nationalities, ... * Form:

L FI CI A

* Note: The short forms (’m, ’s, isn’t, aren’t, etc.) are much more common than the full forms, especially in spoken English.  Subject pronouns and possessive

ƠN

adjectives * Example: - I’m a teacher. It’s my book. - You’re a student. It’s your book. * Usage: - The subject of a sentence is a person or thing that performs the action of the verb. Subject pronouns are used to replace the subject (person or thing) of a verb. - The possessive adjectives are: my, your, his, her, its, our, their, and whose. A possessive adjective sits before a noun (or a pronoun) to show who or what owns it. * Note: The possessive adjective “their” is often confused with the adverb “there” and the verb form “they’re (they are)”. The possessive adjective “its” can be confused with the verb form “it’s (it is)”.

QU Y

- Distinguish the subject pronouns and possessive adjectives from object pronouns. ❖ Contents: - Teacher explains how to use: + Be: affirmative and negative. + Subject pronouns and possessive adjectives. + Object pronouns. - Students listen and coppy down in their notebooks. ❖ Products: Students can understand the usage of: - “BE” in affirmative and negative forms. - Subject pronouns and possessive adjectives. - Object pronouns. ❖ Organization: Be: affirmative and negative - Teacher explains the usage of the verb “BE” and gives the full and short forms of “BE” in affirmative/ negative forms. - Students listen carefully and coppy down in their notebooks. Subject pronouns and possessive adjectives - Teacher holds up a book and say: “I’m a teacher. It’s my book” then points to a student and say: “You’re a student. It’s your book”. After that, write these sentences on the board and give the usage of the subject pronouns and possessive adjectives. - Students listen carefully and coppy down in their notebooks.

KÈ

- Teacher asks students to give some more examples. - Students work in pairs.

Object pronouns

DẠ

- Teacher explains about the object pronouns. - Students listen then coppy down their notebooks. - Teacher calls out some students to give examples. - Students do as required.

 Object pronouns

* Usage: - The object pronouns are: me, you, him, her, it, us, them. - An object pronoun functions as the object of a verb or a preposition. - An object pronoun comes after either a verb or a preposition.

L FI CI A OF

ƠN

1. Complete the table with the words in the box. Then check your answers in the text on page 6. Suggested answer 1. He 2. They 3. not 4. isn’t 5. aren’t

QU Y

ACTIVITY 3: PRACTICE ❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given. ❖ Contents: - Students complete the table with the words then check their answers in pairs. - Students use affirmative and negative forms of the verb “BE” in groups of 4. - Replace the words with subject pronouns in individual. - Match the object pronouns with the subject pronouns in individual. - Circle the word that has different stress from the other three in individual. ❖ Products: Students’ answers. ❖ Organization: Exercise 1: - Teacher asks students to work in pairs to complete the table then check the answers with their partners in the text on page 6. - Students work in pairs to do the task. - Teacher checks answers with the class. (With weaker classes, work through this exercise with the whole class, eliciting the missing words). Exercise 2: - Teacher checks that students understand “zebras”. - Teacher has students work in groups of 4 to complete the sentences with the correct forms so that they are true. - Students work in groups of 4 to do the task. - Teacher checks answers with the class. (With stronger classes, students could write one or two more true sentences using different forms of “BE”).

2. Write true sentences. Use affirmative and negative forms of the verb be. - zebras (n) (exp.) Suggested answer 1. are 2. isn't 3. are/aren't 4. is 5. 'm/am not 6. 'm/am not

DẠ

KÈ

3. Complete the table with the words in blue in the text on page 6. Suggested answer Exercise 3: 1. your - Teacher has students work in pairs to 2. his complete the table with the correct words. 3. her - Students do as required. 4. our - Teacher checks answers with the class. (With 5. your weaker classes, work through this exercise 6. their with the whole class, eliciting the missing words) 4. Replace the words in blue with subject pronouns.

QU Y

FI CI A

Exercise 6: - Teacher allows students time to read the introduction. Model pronunciation of “answer” and “machine”, where the primary stress is on different syllables. Make students pay attention to the fact that in English most two-syllable nouns have the first stress but some have the second stress. - Students listen carefully and do the task as directed.

Exercise 5: - Teacher asks students to work in individual to match the object pronouns with the subject pronouns. - Students do the task. - Teacher check answers with the class.

ƠN

Exercise 4: - Teacher reads out the example. Then, has students work in individual to replace the blue words with the correct pronouns. - Students do the task. - Teacher checks answers with the class.

Suggested answer 1. It 2. they 3.We 4. You 5. Match the object pronouns in the box with the subject pronouns. Suggested answer 1. you 2. it 3. him 4. her 5. us 6. you 7. them 6. Circle the word that differs from the other three in the position of primary stress. * Note: In English, most two-syllable nouns have the first stress but some have the second stress.

DẠ

KÈ

ACTIVITY 4: PRODUCTION ❖ Aims: Students can use the knowledge they have learnt to talk about their interests in the class. ❖ Contents: Students work in pairs to talk then change pairs and say something about their first partner. ❖ Products: Students’ answers. ❖ Organization: - Teacher asks two confident students to read out the example dialogue. - Students work in pairs to tell each other about themselves and their interests using the structures in the table in exercise 1. Then they change pairs and tell their new partner something about their first partner. - Teacher checks and encourages students (gives mark, if they do well).

Suggested answer 1-c 2-d 3-d 5-d 6-b 7-c

4-c 8-b

9-c

7. USE IT! Work in pairs. Talk about you and your interests. Use ideas from exercise 1, page 6. Then change pairs and say something about your first partner. (Students’ own answers)

FI CI A

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.5). - Prepare new lesson.

DẠ

KÈ

QU Y

ƠN

Week : 02 Period: 04

Date of preparing: Date of teaching:

STARTER UNIT Prepositions and everyday objects

FI CI A

Lesson 3: Vocabulary

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to use prepositions to say where things are. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Contents

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP ❖ Aims: Introduce some prepositions and everyday objects. ❖ Contents: Students watch a video clip. ❖ Products: Students know some prepositions; every day objects. ❖ Organization: - Teacher plays the video clip, asks students watch carefully then answer some questions. - Students do as required.

DẠ

- Teacher asks students: ? “Where is her hat?” ? “Where are her glasses?” ........ - Students answer. - Teacher lead in the new lesson.

(https://www.youtube.com/watch?v=PKFgBK5fbfc)

- Where is her hat? It’s under the chair. - Where are her glasses? They’re on the desk. ........ => hat, glasses, coat, table....are everyday objects. => under, on, behind....are prepositions.

FI CI A

1. Match the words in the box with 1–16 in the pictures. Then listen and check.

ƠN

Suggested answer 1. poster 2. speaker 4. table 5. drawer 7. clock 8. board 10. shelf 11. pen 13. desk 14. coat 16. bag

3. laptop 6. mobile phone 9. dictionaries 12. notebook 15. chair

ACTIVITY 2: KNOWLEDGE FORMATION ❖ Aims: Students can know: - Some new words about everyday objects. - The meaning and usage of prepostions. ❖ Contents: - Students work in pairs to match the words with the pictures, then listen and check. - Study the prepositions. ❖ Products: Students can understand the meaning of new words and some prepositions of place. ❖ Organization: - Teacher asks student to look at the pictures, work in pairs to match the words with these objects. - Students do as required. - Teacher plays the audio for students to listen and check their answers. (Explain the meaning of words, if necessary). Then, asks students where they are. (The students’ answers can be in Vietnamese) - Students answer.

QU Y

2. Study the prepositions. Then complete the sentences with the prepositions. Listen and check.  Study the prepositions

- Teacher asks students to focus on the pictures. Then, read out each preposition in turn and elicit the meaning in the students’ own language. - Student do as directed.

KÈ

- Teacher gives an example, then has students take turn to make the sentences with the prepositions above. - Student make more similar examples.

DẠ

ACTIVITY 3: PRACTICE ❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given. ❖ Contents: - Students work in groups to complete the sentences. - Student draw and write sentences about their pictures in individual.

* Example: T: The frog is on the box. St.A: The frog is near the box. St.B: The frog is under the box. ......  Complete the sentences with the

prepositions. Listen and check. Suggested answer 1. on 2. in 3. between 4. under 5. next to 6. on

FI CI A

3. Draw a desk and four other objects. Write sentences about your picture. Beginning with the sentence: In my picture, a laptop is on the.......... (Students’ own answers)

4. USE IT! Work in pairs. Read your sentences in exercise 3 to your partner. Listen and draw your partner’s picture. (Students’ own answers)

KÈ

QU Y

ACTIVITY 4: PRODUCTION ❖ Aims: Students can use the knowledge they have learnt to talk about the positions of the everyday objects. ❖ Contents: Students work in pairs to listen and draw again their partner’s picture. ❖ Products: Students’ pictures. ❖ Organization: - Teacher puts students into pairs. They take turns reading their descriptions to each other and draw their partner’s desk from the description. - Students do the task, then they check their drawings against the originals. See who managed to draw their partner’s desk accurately. - Teacher checks again and encourages students (gives mark, if they do well).

8. near 10. on

- Teacher allows students have time to draw a picture and write about their picture. - Students do as required individually. - Teacher observes students’ working. (When they finish, give some comments with their pictures, if necessary).

7. under 9. opposite

ƠN

❖ Products: Students’ answers. ❖ Organization: - Teacher reads out the first gapped sentence and refer students back to the pictures in exercise 1. Elicit the correct preposition (on). Then, asks students to work in pairs to do the rest of the sentences with the prepositions. - Students listen carefully, then do the task as directed. - Teacher plays the audio for them to check the answers with the class.

DẠ

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.6). - Prepare new lesson.

Week : 02 Period: 05

Date of preparing: Date of teaching:

STARTER UNIT

FI CI A

Lesson 4: Language focus • Possessive ’s • Be: questions • Possessive pronouns

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to ask questions with be about where people and things are. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Contents

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP ❖ Aims: Introduce some “possessive ’s” and “possessive pronouns” ❖ Contents: Ask and answer about students’ objects in the class. ❖ Products: Students know “possessive ’s” and “possessive pronouns” ❖ Organization: - With books closed, teacher asks a student to hold up his/her school bag. ? “Is this your school bag?” - Student A answer. “Yes, it is”. (Repeat the process with another student and his/her partner’s notebook or pen) - Teacher elicits the answer: a. “It’s mine” b. “It’s C’s pen”

Example: a. T: Is this your school bag? St. A: Yes, it is. It’s mine. b T: Is that your pen? St. B: No, it isn’t. My pen is here. It’s C’s pen. => “mine” is possessive pronoun. => “C’s” is possessive ’s  Possessive ’s

Example:

Noun

FI CI A

Noun 's or noun s' Ana's Ana and Emma's My parents' My children's

pen house house toys

* Usage: We use possessive 's to say that something or someone belongs to a person, is connected to a place, or to show the relationship between people. The possessive 's always comes after a noun.

ƠN

 Be: questions

KÈ

QU Y

ACTIVITY 2: KNOWLEDGE FORMATION ❖ Aims: Students can know: - The usage of the possessive ’s. - How to make questions with “be” - The possessive pronouns. ❖ Contents: - Teacher explains how to use: + The possessive ’s. + “Be” in question form. + Possessive pronouns. - Students listen and coppy down in their notebooks. ❖ Products: Students can understand the usage of the possessive ’s, the possessive pronouns and “be” in question form. ❖ Organization: Possessive ’s - Teacher gives some examples and show the possessive ’s. Then, explain the usage of them. - Teacher emphasizes: “In spoken English, there is no difference between the student’s books and the students’ books. When doing listening exercises, students should therefore always think about the number of people being referred to.” - Students listen carefully and coppy down in their notebooks. Be: questions - Teacher reminds students about the usage of “be” in affirmative and negative forms. Then show students where to put “be” in question form. - Students listen carefully and coppy down in their notebooks.

DẠ

Possessive pronouns - Teacher gives students some examples. After that, explain about the possessive pronouns for students. - Students listen then coppy down their notebooks. - Teacher calls out some students to give some more examples. - Students do as required.

- To form questions, we put be before the subject. Example: Are you at home? (NOT You are at home?)  Possessive pronouns

Example: This is our house. It's ours. This is my bedroom. It's mine. This is my brother's bike. It's his. * Note: - The words "mine, yours, his, hers, its, ours, theirs" are possessive pronouns. They show who or what something belongs to. - The possessive pronoun for it is its, but this isn’t often used in natural conversation.

Suggested answer 1. singular 2. plural

FI CI A

1. Look at the examples and complete the Rules with singular and plural.

2. Read and listen to the text. Choose the correct answers. Suggested answer 1. at home 2. in the drawer 3. Charlie’s room

ƠN

3. Read the dialogue again and complete the table.

KÈ

QU Y

ACTIVITY 3: PRACTICE ❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given. ❖ Contents: - Students work in pairs to complete the rules. - Students read and listen to the text in individual to choose the correct answers. - Students work in pairs to complete the table. - Students write phrases with possessive pronouns in individually. ❖ Products: Students’ answers. ❖ Organization: Exercise 1: - Teacher asks students to read the examples, then complete the rules. - Students work in pairs to do the task. - Teacher calls out some students to read through the rules with the class. - Students answer. - Teacher elicits the correct answers. Exercise 2: - Teacher allows students time to read through the three sentences. Then, play the audio. - Students read and listen, then choose the correct answers in individually. - Teacher checks answers with the class. Exercise 3: - Teacher has students read the dialogue again then work in pairs to complete the table. - Students do the task in pairs. - Teacher checks answers with the class. Exercise 4: - Teacher asks students to complete the table with the correct possessive pronouns from the box. - Students do the task in individually. - Teacher checks answers by reading out the possessive adjective and asking volunteers to say the corresponding pronoun. Exercise 5:

DẠ

- Teacher has students practise using the possessive pronouns in sentences. - Students do the task. - Teacher check answers with the class.

Suggested answer 1. Is 2. Are 3. I’m not 4. is 5. aren’t 4. Match the possessive pronouns in the box with the possessive adjectives. Suggested answer 1. his 2. hers 3. ours 4. yours 5. theirs 5. Write phrases with possessive pronouns. Suggested answer 2. This is his. 3. This is hers. 4. This is ours. 5. This is yours. 6. This is theirs

QU Y

FI CI A OF

(Students’ own answers)

ƠN

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.7). - Prepare new lesson.

6. USE IT! Work in pairs. Look at the table below. Choose a person, a city and a place. Then ask questions to find out your partner’s information.

ACTIVITY 4: PRODUCTION ❖ Aims: Students can use the knowledge they have learnt to do the task. ❖ Contents: Students work in pairs to ask questions and guess their partner’s information. ❖ Products: Students’ talking. ❖ Organization: - Teacher puts students into pairs to ask questions and guess their partner’s information. (Teacher could make the activity competitive by telling students to count how many questions they take to guess the answer. The student who uses the fewest questions wins). - Students do as required. - Teacher gives some comments and encourages students to be self-confident.

DẠ

KÈ

Week : 02 Period: 06

Date of preparing: Date of teaching:

STARTER UNIT

FI CI A

Lesson 5: Vocabulary Basic adjectives

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to use basic adjectives to describe things. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Contents

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP ❖ Aims: Introduce some basic adjectives. ❖ Contents: Students compare a motorbike with a Ferrari car. ❖ Products: Some adjectives. ❖ Organization: - With books closed, teacher shows 2 pictures about a motorbike and a Ferrari car. Elicit that they are both vehicles. Ask: ? “What’s the difference between them?” - Students answer. - Teacher elicits a few ideas and elicits adjectives such as: big, small, fast, slow. Then, write these on the board and explain that they are adjectives, and we use them to describe things. ACTIVITY 2: KNOWLEDGE FORMATION ❖ Aims: Students can know some new adjectives.

- Big, small, fast, slow => adjectives. 1. Read the text. Match the words in blue with their opposites in the box. Then listen and check. Suggested answer nice – horrible old – new

ƠN

FI CI A

slow – fast good – bad expensive – cheap small – big popular – unpopular interesting – boring

2. Read the text again and choose the correct answers. Suggested answer 1. b 2. a 3. a * Note: The position of adjectives before the noun. Example: a good camera (NOT a camera good). 3. Study the Key Phrases. Write 8 sentences about the things in the table. Use your ideas and the Key Phrases. * Note: The different adverbs of degree: isn’t very < quite < very < really

DẠ

KÈ

QU Y

❖ Contents: Students work in pairs to match the words in blue with their opposites in the box, then listen and check. ❖ Products: Students can understand the meaning of some new adjectives. ❖ Organization: - Teacher has students read the text and match the adjectives in blue with their opposites in the box. - Students work in pairs to do the task. - Teacher allows students to compare their answers in pairs then play the audio. - Students listen and check their answers. - Teacher checks answers with the class, and check that students understand all the adjectives (Explain the meaning of them, if necessary). ACTIVITY 3: PRACTICE ❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given. ❖ Contents: - Students read the text again and choose the correct answers in individual. - Students study the Key Phrases, then write 8 sentences about the things in the table in individual. ❖ Products: Students’ answers. ❖ Organization: Exercise 2: - Teacher asks students to read the text again and choose the correct answers. - Students do the task in individual. - Teacher checks answers with the class. Point out the position of adjectives before the noun, e.g. a good camera (NOT a camera good). - Students listen carefully and take note. Exercise 3: - Teacher reads through the key phrases with the class. Point out the difference in meaning between the different adverbs of degree. (Teacher could get students to translate the phrases into their own language to check understanding). - Students listen carefully then take note. - Teacher focuses on the table and read out the example answer. Elicit one or two more

Suggested answer 1. Pho is a popular food of Vietnam. 2. This film is so boring. 3. My phone has a good camera.

FI CI A

4. This castle is old. 5. My dad's laptop is very expensive. 6. My mother buys me a new book. 7. Soccer is an interesting sport. 8. I have a nice dress.

4. USE IT! Work in pairs. Compare your sentences in exercise 3.

ƠN

(Students’ own answers)

QU Y

examples about TV programmes, people, games or films. Then has students write 8 sentences similarly. - Students write their sentences individually. - Teacher allows students time to do the task. After that, ask one or two students to read their sentences to the class. (Correct any errors). ACTIVITY 4: PRODUCTION ❖ Aims: Students can use the knowledge they have learnt to talk about anything in Excercise 3. ❖ Contents: Students work in pairs to compare their sentences in exercise 3. ❖ Products: Students’ sentences. ❖ Organization: - Teacher has students work in pairs to compare their sentences from exercise 3. Ask students if any of their sentences were the same. - Students do the task as directed. - Teacher calls out some pairs to tell their sentences in front of class. (Correct any errors, or give mark if they do well to encourage them to be self-confident). ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.8). - Prepare new lesson.

DẠ

KÈ

Week : 03 Period: 07

Date of preparing: Date of teaching:

STARTER UNIT

FI CI A

Lesson 6: Language focus • This, that, these, those • Have got

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to use “have got” to ask and answer questions about presents. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP ❖ Aims: Introduce some demonstrative pronouns. ❖ Contents: Students watch a video clip, then role – play. ❖ Products: Students’ play. ❖ Organization: - Teacher shows a video clip to students, asks them listen carefully and try to remember what they say. Then choose a role and practice the role – play. https://www.youtube.com/watch?v=eUazfCkQq84 - Students do as directed. - Teacher elecits “this, that” from the video  This, that, these, those clip. Then, explain the meanings. ACTIVITY 2: KNOWLEDGE FORMATION ❖ Aims: Students can know: - The usage of “this, that, these, those”. - How to use “have got”. ❖ Contents: * Note:

FI CI A

 Have got

* Usage: “have got” is used to talk mainly about possessions or personal attributes. * Form:

* Note: - We use “has” not “have” with “he, she, it” forms: She’s got a camera. NOT She have got a camera. - In questions, we put “have / has” before the subject: Have you got a book? NOT You have got a book?

QU Y

Have got - Teacher explains the usage of the verb “BE” and gives the full and short forms of “BE” in affirmative/ negative forms. - Students listen carefully and coppy down in their notebooks.

- Use these/ those to talk about plural objects (more than one thing).

This, that, these, those - Teacher shows a table and asks students to work in pairs to refer the differences between each example. - Students do the task. - Teacher calls out some students to answer. (Students’ answers maybe in Vietnamese). Then, elecit the meaning of “this, that, these, those”.

- Use this/ that to talk about a singular object (one thing).

ƠN

- Teacher explains the meaning of “this, that, these, those” and the usage of “have got”. - Students listen and coppy down their notebooks. ❖ Products: Students’ understanding. ❖ Organization:

between this / that and these / those?

DẠ

KÈ

ACTIVITY 3: PRACTICE ❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given. ❖ Contents: - Students distinguish the difference between this/that and these/those in individual/pairs. - Students use “have got” to do the tasks in individual/pairs. ❖ Products: Students’ answers. ❖ Organization: Exercise 1: - Teacher asks students to look at the pictures and translate the phrases into their own language. Then, answer the question. - Students do the task individually. - Teacher checks the answer with class.

1. Study the pictures. What is the difference

Suggested answer - We use this and these when the object(s) is near. - We use that and those when the object(s) is far away. 2. Choose the correct words.

Suggested answer 1. These 2. this 3. This 4. That 5. Are those

FI CI A

Exercise 2: - Teacher has students choose the correct words to complete the sentences in pairs. - Students work in pairs as required. - Teacher asks some students go to the board and write down their answers. - Teacher checks answers with the class.

DẠ

KÈ

QU Y

ƠN

3. Look at the text and exercise 2 on page 10 Exercise 3: again. Complete the table. - Teacher asks students to look back at the text Suggested answer and exercise 2 on page 10 and find examples 1. ’ve of “have got”. Then, read through the table 2. haven’t and complete it. 3. hasn’t - Students do the task indiviually. 4. Has - Teacher calls out some students to give their 5. haven’t answer. Then, ask another to check if right or wrong. (Corrrect any errors). 4. Complete the dialogue with the correct forms of have got. Then listen and check. Exercise 4: Suggested answer - Teacher has students read the dialogue and 1. Have 2. have complete it with the correct words in pairs. 3. haven’t 4. ’ve - Students do the task as required. 5. Has 6. has - Teacher play the audio for them to listen and 7. ’ve 8. ’ve check. Then, check answers with the class. 5. USE IT! Work in pairs. Look at the miniACTIVITY 4: PRODUCTION dialogue. Prepare and practise new ❖ Aims: Students can use the knowledge dialogues. Use your friends’ names and the they have learnt to do the task. ideas in the pictures. ❖ Contents: Students work in pairs to prepare and practice new dialogues. (Students’ own answers) ❖ Products: Students’ talking. ❖ Organization: - Teacher allows students time to read through the mini-dialogue. Focus on the pictures and make sure students know the words for all the items. Demonstrate the task with a confident student, adding in a name and a possible present. Put students into pairs to prepare and practise new dialogues. Encourage them to swap roles each time, so that they practise both roles. - Students listen carefully and do as required in pairs. - Teacher calls out some pairs to perform one of their dialogues for the class. (Give mark if they do well to encourage them).

FI CI A

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.9). - Prepare new lesson.

DẠ

KÈ

QU Y

ƠN

Week : 03 Period: 08

Date of preparing: Date of teaching:

STARTER UNIT Countries and nationalities

FI CI A

Lesson 7: Vocabulary

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to talk about where people and things are from. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Contents

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP ❖ Aims: Remind students about the names in English of some countries. ❖ Contents: Students work in groups to write as many countries as possible in one minute. ❖ Products: Names in English of some countries. ❖ Organization: - Teacher writes the word “country” on the board and elicit the meaning. Elicit the names of one or two countries (e.g. England, Turkey...). Then put students into 4 groups and give them one minute to write as many countries in English as they can. - Students work in groups as directed. - Teacher brings students’ ideas together on the board and check that they understand all the country names. The group who write the most countries correctly is the winner.

Suggested answer 1. England 2. Turkey 3. Canada 4. Korea 5. Viet Nam 6. ........... 1. Match the countries with the continents.

FI CI A

Suggested answer Africa: Egypt, Morocco America: Canada, the USA Asia: Japan, Thailand, the Philippines, Việt Nam Australasia: New Zealand Europe: Italy, Spain, the UK

2. Check the meanings of the words in blue. Then choose the correct words in the quiz. New words - people (n) (pic.)

ƠN

- flag (n) (pic.)

- sports star (n) (pic.) - capital (n) (exam.) Ha Noi is the capital of Vietnam.

KÈ

QU Y

ACTIVITY 2: KNOWLEDGE FORMATION ❖ Aims: Students can know some new words and some country names. ❖ Contents: - Students works in pairs to match the countries with the continents. - Check the meanings of the words. Then choose the correct words in the quiz in individual. ❖ Products: Students can understand the meaning of some new words, some country names. ❖ Organization: Excercise 1: - Teacher asks students to match the countries with the continents. - Students work in pairs to do the task. - Teacher plays the audio for students to check their answers. Then, check answers with the class and that students understand all the country names. Model and drill pronunciation of country names which students might find difficult (e.g. Egypt) Exercise 2: - Teacher explains the meaning of some new words before doing. Then, call out some students to read the words aloud. - Students listen carefully and coppy down in their notebooks. - Teacher asks students to read through the sentences, then choose the correct words in the quiz in individual. Then, compare with their partner. - Students do the task as required. - Teacher checks answers with the class. See who got all the correct answers.

DẠ

ACTIVITY 3: PRACTICE ❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given. ❖ Contents: - Students write nationalities for the countries in pairs. - Students write true/false information individually.

- Tom Yum (n) (pic.)

- currency (n) (pic.) Suggested answer 1. British 2. Vietnamese 3. Spanish 4. Egyptian 5. Thai 6. Australian 3. Write nationalities for the countries in exercise 1. Use words from the quiz in exercise 2. Suggested answer Country 1. The USA 2. Canada

Nationality American Canadian

4. Italy 5. Japan 6. Morocco

Italian Japanese Moroccan

7. New Zealand 8. Spain 9. Thailand

Egyptian

FI CI A

3.Egypy

New Zealander Spanish Thai

10. The Philippines Filipino 11. The UK British 12. Vietnam Vietnamese

ƠN

4. Write true and false information for 1–5. Example: Brad Pitt is an American sports star. (False) Ferraris are Italian. (True) (Students’ own answers)

5. USE IT! Work in pairs. Compare your sentences in exercise 4. Say if you think they are true or false. (Students’ own answers)

KÈ

QU Y

❖ Products: Students’ answers. ❖ Organization: Excercise 3: - Teacher has students work in pairs and refer to the words in the quiz to write nationalities for the countries in exercise 1. - Students do the task. - Teacher checks answers with the class. Model pronunciation of the nationalities and point out that sometimes the pronunciation of the country and nationality is slightly different, (e.g. Spain /speɪn/, Spanish /ˈspænɪʃ/, Japan /ʤəˈpæn/, Japanese /ʤæpəˈni:z/) - Students listen carefully. Excercise 4: - Teacher reads out the examples and make sure students understand the task. - Students work individually to write their sentences. - Teacher asks some students to read their sentences to the class. (Correct any errors). ACTIVITY 4: PRODUCTION ❖ Aims: Students can use the knowledge they have learnt to talk about where people and things are from. ❖ Contents: Students work in pairs to compare their sentences in exercise 4. ❖ Products: Students’ sentences. ❖ Organization: - Teacher asks two confident students to read out the examples. Put students into pairs to compare their sentences and decide if their partner’s sentences are true or false. See who guessed all the answers correctly. - Students do as required. ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.12). - Prepare new lesson.

DẠ

Week : 03 Period: 09

Date of preparing: Date of teaching:

STARTER UNIT

FI CI A

Lesson 8: Language focus • Question words: Where … ?, What … ?, Who … ? • Conjunctions: and, or, but

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to ask questions and use conjunctions to write an email about themselves. 2. Skills: Reading, listening, writing, speaking. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: textbook, lesson plan, TV 2. Students: students books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: During the lesson 2. New lesson: Contents

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP ❖ Aims: Introduce some questions words. ❖ Contents: Students watch a video clip. ❖ Products: Questions words. ❖ Organization: - Teacher has students watch a video clip about some questions words. Then ask students to try to remember the names of the characters in the clip. - Students watch the clip, then list names of the characters. - Teacher elecits the question words from students’ answers.

DẠ

ACTIVITY 2: KNOWLEDGE FORMATION ❖ Aims: Students can know: - How to use questions words. - The function of conjunctions: and, or, but. ❖ Contents:

https://www.youtube.com/watch?v=Y_E-N5y1r7g

- Who, what, when, where, why, how... => Question words.  Question words: Where?, What?, Who?

Example: Where are the students? ➔They are in the classroom. - Where: is used when referring to a place or location. (= I want to know the place) Example:

What is your name? ➔My name is Mary. - What: is used to refer to specific information. (= I want to know the thing) Example: Who is he? ➔He is my older brother. - Who: is only used to refer to ask a person. (= I want to know a person.)

FI CI A

- Teacher explains the usage of “Where, What, Who”, the meaning and function of conjunctions “and, or, but”. - Students listen and coppy down their notebooks. ❖ Products: Students’ understanding. ❖ Organization:

ƠN

Question words: Where?, What?, Who? - Teacher shows examples, then explains how to use “Where, What, Who”.  Conjunctions: and, or, but - Students listen carefully and write down their - And: is used to add items to a list. notebooks. Example: I am from Vietnam and I am a student. Conjunctions: and, or, but - Or: is used to talk about options. - Teacher gives the meaning of “and, or, but”. Example: Then, ask students: You can have the blue pen or the red pen. ? “When do we use conjunctions?” - But: is used to show contrast. - Students answer. (Maybe in Vietnamese) Example: - Teacher checks answers. Then, elecit the I can speak English, but I am not very function of conjunctions. good at it. - Students listen carefully, then coppy down * Usage: Conjunctions are used to connect two their notebooks. sentences into one long sentence.

DẠ

KÈ

QU Y

ACTIVITY 3: PRACTICE ❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given. ❖ Contents: Students work in individual / pairs / groups to do the tasks. ❖ Products: Students’ answers. ❖ Organization: Exercise 1: - Teacher discusses the meanings of the bold words with the class. - Students answer the questions then compare their answers with a partner. - Teacher checks answers with the class. See who got all the answers right. Exercise 2: - Teacher plays the audio. - Students listen and decide if the people’s answers are right or wrong. - Teacher checks answers with the class. Exercise 3:

1. Check the meanings of the bold words in examples 1–3. Then answer the questions. Compare with a partner. Suggested answer 1. Brazil 2. A Mexican food 3. A sports star 2. Listen to two people talking about the questions in exercise 1. Are their answers right or wrong? Suggested answer - For the first question, the woman is wrong and the man is right. - For the second and the third questions, the woman is right and the man is wrong. 3. Listen again and complete the Key Phrases. Use the words in the box. Suggested answer 1. think 2. you

3. sure 4. right 5. know

FI CI A

4. Read the email and answer the questions. Suggested answer 1. No, she’s from the USA. 2. She’s into music, sport and cooking. 3. Hi, My, Beth, I’m, Boston, USA, I’ve, Cranville High School, Boston, Boston Celtics, What, Email, English, Spanish, I, Italian, Bye, Beth. 4. Students’ own answers

ƠN

* Note: We use capital letters for the names of people, countries / cities, teams, languages / nationalities and the first word of a sentence. 5. Complete the sentences with and, or and but. 1. or 2. and 3. but 4. or

- Teacher puts students into pairs and ask them to try to complete the key phrases from memory. - Students do as directed. - Teacher plays the audio again for them to check and complete their answers. Then, check answers with the class and that students understand all the key phrases. Exercise 4: - Teacher allows students time to read the email and answer the questions. - Students work in groups to do the task. - Teacher gets their sub-boards and checks answers with the class. Then, remind students how to use capital letters. - Students listen carefully, and coppy down. Exercise 5: - Teacher asks students to complete the sentences with the correct conjunctions. - Students do the task individually and compare their answers with their partners. - Teacher checks the answers with the class.

DẠ

KÈ

QU Y

ACTIVITY 4: PRODUCTION ❖ Aims: Students can use the knowledge they have learnt to do the task. ❖ Contents: Students write an email individually. ❖ Products: Students’ email. ❖ Organization: - Teacher refers students back to the email in exercise 5. Read through the key phrases with the class and check that students understand them all. Remind students that they should also use “and, or, but” in their email. - Students do the task individually if have time. (If not, do as their homework.) - Teacher calls out some students to perform one of their writing. (Give mark if they do well to encourage them). ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.11). - Prepare new lesson.

6. USE IT! Write an email for the International friends website. Write about you and your family, your interests and the languages you speak. Use the Key Phrases and the model text. (Students’ own answers)

* Feedback:......................................................................................................................................

Week : 04 Period: 10

Date of preparing: Date of teaching:

UNIT 1: TOWNS AND CITIES

FI CI A

Places in a town or city

Lesson 1: Vocabulary I./. OBJECTIVES

ƠN

1. Knowledge: By the end of the lesson, students will be able to: - get some more knowledge about places in a town or city. - develop students’ speaking and listening skills. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE: 1. Check – up : during the lesson 2. New lesson

DẠ

KÈ

QU Y

Teacher’s and students’ activities Contents ACTIVITY 1: WARM-UP Game “GREEN BAMBOO” v Aims: Students can talk about places in a town or city. v Contents: Students apply their knowledge to the situations, then work in Ë groups to answer the questions. v Products: Students find out the clear picture behind the numbers. v Organization: - Teacher divides class into 2 groups. - There are 12 numbers about places on the screen. There is a hidden picture behind these numbers. Each group will choose a pair of number. With one correct pair, you will get 1 point. - The group has the most correct answers will be the winner. - After revealing the picture, teacher asks students a question: ? “What is the hidden picture about?”

‚

- Teacher shows new words and uses some techniques of teaching vocabulary to teach them, then asks students to listen and repeat.

Ë The hidden picture is “LONDON CITY.”

FI CI A

& New words

` THINK! What famous places are there in your town or city?

- bridge (n) : cây cầu

- monument (n) :đài kỷ niệm - flat (n) : căn hộ

ƠN

- Students answer “LONDON CITY.” - Teacher calls out some students to answer the question. ? “What famous place are there in your town or city?” - Students answer in their own. - Teacher leads in the new lesson. ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Teacher presents new words related to places in a town or city. v Contents: Students listen and repeat new words individual/pairs/groups. v Products: Students can understand the meaning of new words. v Organization:

- office building (n) : cao ốc văn phòng - square (n) : bãi, quảng trường

- Students listen to the teacher and repeat the words.

- shopping centre (n) : trung tâm mua sắm

- Check -up : Matching

QU Y

- Students copy down these words into their notebooks.

DẠ

KÈ

ACTIVITY 3: PRACTICE v Aims: Students can apply the knowledge which they have learnt to do the tasks given. v Contents: Students work in individual/pairs/groups to complete the tasks. v Products: Students’ answers v Organization Exercise 1: - Teacher gives students time to complete the task. (Students can discuss in groups, pairs or work individually). - Students listen and check their answers.

- sports centre (n) : trung tâm thể thao - clean (adj) >< dirty (adj) - dangerous (adj) >< safe (adj) - friendly (adj): behaving in a pleasant, kind way towards someone - modern (adj) >< old (adj) - noisy (adj) >< quiet (adj) - pretty (adj) Ex: That's a pretty hat you're wearing. 1. Match the words in the box with places 1-14 on the map of London below. There are 6 extra words, listen and check. Suggested answers 1. Library 2. Park 3. hotel 4. monument

8. market 9. cinema 10. restaurant 11. station

5. Square 6. shop 7. bus station

12. theatre 13. Bridge 14. Office building

FI CI A

Exercise 2: - Teacher plays the video or audio for Students 2. Watch or listen. Which places from exercise to watch or listen and note down the places 1 do the people mention? that are mentioned. Suggested answers: café, cinema, restaurant, - Students listen and note down the places. sports centre, park, library, bridge, monument, - Teacher plays the video / audio again and bus station, shop. checks students’ answers.

ƠN

Exercise 3: -Teacher allows students time to read the 3. Watch or listen again and complete the gapped sentences. sentences. - Teacher plays the video / audio again for Suggested answers students to complete the sentences. 1 .theatre 2. parks 3. bridge 4. café 5. shops -Teacher checks answers with the class. 4. USE IT! Work in pairs. Talk about places in your town or city. & GRAMMAR: F There is + a /an + singular Noun F There are + plural Noun Ex: There is a cinema. There are two cinemas.

Exercise 4:

- Teacher asks students to work in pairs and talk about the places in their town / city.

KÈ

QU Y

- Teacher suggests some phrases to introduce about places and focus on the grammar points.

DẠ

ACTIVITY 4. PRODUCTION v Aims: Students can write the sentences about their places in town or city. v Contents: Students work in groups. v Products: Student’s opinions v Organization:

F There are + SOME + plural Noun F There are + NOT + ANY + plural Noun (= there aren’t) Ex: There are some restaurants. There aren’t any restaurants. Suggested answers -There are some café and restaurants serving food all over the world. -There are some cinemas or theatres for you to relax after a hard-working day. -….. µFinish? What are the good and bad things about your town or city? Write sentences. Suggested answers Good things

Bad things

- air pollution - noise pollution - traffic jam in rush hour. …….

ACTIVITY 5. HOMEWORK -Learn by heart all the new words. -Prepare for next lesson – Reading: find out some information about a cruise ship.

- a lot of entertainment facilities such as cinemas, theatres, … - trying new types of food. - earning more money. ……..

FI CI A

- Teacher asks students to work in groups and discuss about the good and bad things in their town / city. - Teacher gives students time to discuss in group and write down their opinions. - Teacher calls out some students to present their opinion in front of class.

DẠ

KÈ

QU Y

ƠN

Week : 04 Period: 11

Date of preparing: Date of teaching:

FI CI A

A description of a cruise ship

UNIT 1: TOWNS AND CITIES Lesson 2: Reading

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - know how to answer specific questions about the text. - find out more about a cruise ship. - use vocabulary items related to the issue of passage. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE: 1. Check – up : during the lesson 2. New lesson:

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP v Aims: Students can predict the content of a text from photo. v Contents: Students work individual/ groups v Products: Students’ answers v Organization:

Contents

Game: What is it? Questions: 1. This is a place where people can eat and drink. 2. People usually stay in this place when they are on vacation. 3. Where you can borrow and read books. 4. Place where you can play sport.

KÈ

- Teacher explains the game

DẠ

- Students have to answer all questions to find the key word. Ë The key word is “SHIP”.

FI CI A

` THINK! Where do you think is a good place for a holiday? Why?

& New words - cruise ship (n) : tàu du lịch - fantastic (adj) Ex: This is a fantastic hotel. - comfortable (adj) Ex: This soft bed is very comfortable.

ƠN

- cabin (n): buồng hàng khách - passenger (n) Ex: There are many passengers on the ship. - chef (n): a person who cooks.

QU Y

ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Teacher presents new words related to a cruise ship. v Contents: Students listen and repeat new words individual/pairs/groups. v Products: Students can understand the meaning of new words. v Organization: -Teacher introduces some new words “Before reading, there are some new words in the text.” - Teacher uses some techniques of teaching vocabulary to teach them, then asks students to listen and repeat. - Students listen to the teacher and repeat the words. - Students copy down these words into their notebooks. - Check-up: What and where

- Teacher shows the picture and leads in the lesson “This is a very special ship; This is a cruise ship.”

DẠ

KÈ

- swimming pool (n)

- climbing wall (n) – show picture.

& Guessing game a) There is a library and a school on the ship. (FALSE) b) There are some swimming pools on the ship. (TRUE) c) There is one café and one restaurant on the ship. (TRUE)

FI CI A

2. Read the Skills Strategy. Then read and listen to the text and answer the questions. Suggested answers 1. Oasis of the Seas 2. More than 2,000 people work on the ship 3. There are 250 chefs. 4. Yes, it is 5. There’s a climbing wall in the sports area.

KÈ

QU Y

Exercise 2: - Teacher read through the questions with the class and make sure students understand everything, then asks them to underline all the key words. - Teacher plays the recording and point out that students need to read and listen to find the specific information. - Students listen and read the text silently. - Teacher plays the recording again if necessary. - Teacher has students reread the text and underline sentences that they find the correct answers. - Teacher invites some students to write their answers and check their work. - Teacher goes back to Guessing game and gives the correct answers. Exercise 3: Optional activity - Teacher writes the numbers on the board: 50; 12.000; 6,360 - Students scan the text as quickly as possible to find out what the numbers prefer to. - Teacher points out that some of the numbers may be written as words in the text. (with stronger classes, teacher sets a time limit to make the activity competitive.) - Students show the answers - Teacher gives feedback.

& Skill Strategy. F How to answer specific questions about a text: - First, identify the key word in the question. - Next, scan the text for the key word. - Finally, you can find the correct answer in the sentence that has the key word.

ƠN

While-reading - Teacher has students open their books to page 16. - Teacher asks students to read the Skills strategy before doing exercise.

DẠ

ACTIVITY 4. PRODUCTION v Aims: Teacher helps students consolidate the lesson v Contents: Students work individual v Products: Students’ comprehension v Organization: Post-reading Exercise 4:

Optional activity. Reading 50; 12.000; 6,360 Suggested answers - 50: the number of real trees on the ship - 12.000: the number of plants on the ship - 6.360: the number of passengers

4.USE IT! Work in pairs. Is the Oasis of the Seas a good place for a holiday? Why / Why not? ( Students’ own answers )

FI CI A

- Teacher gives the question: ? “Is the Oasis of the Seas a good place for a holiday? Why/ Why not?”. - Teacher walks around to monitor the class and offers help. - Students work in groups, they may ask for help if necessary. - Teacher invites two or three students to answer the questions. - Teacher gives feedback.

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook). - Prepare new lesson.

DẠ

KÈ

QU Y

ƠN

Date of preparing: Date of teaching:

UNIT 1: TOWNS AND CITIES Lesson 3: Language focus

FI CI A

ü Is there…?/Are there …?/ How many…? ü Definite and zero article

Week : Period:

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to ask and answer questions about places. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE: 1. Check – up: during the lesson 2. New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP Game : NOUGHTS AND CROSSES v Aims: Teacher elicits the last information from students about the Oasis of the Sea, library 2000 swimming pools then leads in the new lesson. 250 school climbing wall v Contents: Students work in groups v Products: Students’ sentences park 20 6360 v Organization: - Teacher divides class into 2 groups. One Ex: There is a library on the ship. group is “noughts” (O) and the other is There isn’t a school on the ship. “crosses” (X). There are 9 words and numbers about the Oasis of the Sea in the table and students have to use structure “there is/ are…..” to make sentences. - 2 groups take turns to select the boxes and make sentences with those words. The group makes the correct sentence will get an (O) or (X). - The group that has 3 O or X on a horizontal, vertical, or diagonal row will be the winner.

FI CI A

1. Complete the questions. Then choose the correct answers. Suggested answers 1. Is – b 2. Are – a 3. Are – b

& GRAMMAR. Review 1. THERE IS (= THERE’S) (+) : There is + a /an + singular Noun Ex: There is a pen on the desk. (-) : There is + NOT + a/an + singular Noun Ex: There is not a buffalo in the rice field. (?)Is there + a/an + singular Noun ? Ë Yes, there is / no, there isn’t Ex: Is there an eraser in your school bag? Ë No, there is not. Note : “a” : before a consonant “an” : before a vowel

ƠN

- Teacher elicit ideas and write sentences with There is…/There are…on the board, then lead in new lesson. ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Help students revise the structures: There is/are … v Contents: Students work individual v Products: Students’ answers v Organization:

KÈ

QU Y

Exercise 1: - Teacher asks students to complete the sentences in 1 minute. - Teacher checks students’ answers. - Teacher reminds students how to use “There is…/ There are…”

ACTIVITY 3: PRACTICE v Aims: Help students apply the structures they have learnt to do the tasks given. v Contents: Students work in pairs/groups v Products: Students’ answers

DẠ

2. THERE ARE (=THERE’RE) (+) There are + plural Noun Ex: There are three apples in the picnic basket. (-) There are + not + ANY + plural noun (= there aren’t) Ex: There aren’t any books on the desk. (?)Are there + ANY + plural noun? Ë Yes, there are. / no, there aren’t Ex: Are there any swimming pools on the ship? Ë Yes, there are. FAsk and answer about the quantity (?) How many + plural Noun + are there…..? (+) There is/ are … Ex: How many chefs are there on the ship? There are 50 chefs.

2. Choose the correct words in the Rules. Suggested answers 1. any 2. singular nouns 3. plural nouns 4. plural nouns

Exercise 3: - Teacher asks students make questions, then compare their questions in pairs. - Teacher calls some students to answer these questions. - Students answer in their own.

3. Match 1-6 with a-f to make questions. Then write answers about your city/ town. Suggested answers 1c – 2f – 3e – 4a – 5b – 6d

FI CI A

4. Complete the questions with “Is there…?/ Are there…?” and “how many….” Suggested answers 1. Are there 4. Are there 2. Is there 5. How many 3. How many

ƠN

Exercise 4: - Teacher asks students to complete the questions then compare with their partners.

v Organization Exercise 2: - Students choose the correct words to complete the rules then compare their answers in pairs. - Teacher checks grammar with the class.

Exercise 5:

5. Choose the correct words in Rules. - Teacher asks students to complete the rules, Suggested answers The – no article then compare answers in pairs.

QU Y

- Teacher calls some students read aloud the Rules

KÈ

Exercise 6: - Teacher asks students to read the sentences and decide if they need the definite or zero article. - Students compare the answers with partners. - Teacher checks students’ answers.

DẠ

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate the structures: Is there/Are there/How many …? v Contents: Students work in groups v Products: Students’ presentation v Organization: - Teacher asks students to work in groups. (5- 6 students/ groups)

& GRAMMAR: DEFINITE AND ZERO ARTICLE FWe use THE to talk about a particular thing. FWe use ZERO ARTICLE to talk about things in general. 6. Complete the sentences with the or ⏀ Suggested answers 1.The 4. ⏀ 2.The 5. The 3.⏀ 7. USE IT! Work in groups. Ask and answer about an amusement park in your town / city. Use Is there … ?, Are there … ? and How many …? Game “I WANT TO BE A DESIGNER”

FI CI A

µFinish?

(Students’ own description)

ƠN

- Students write their own description, then compare with partners - Teacher asks some fastest students to present their amusement park in front of the class, and encourage other students to ask question about each park and say which one they prefer and why.

- Each group will design their dream amusement park. Then, 2 members will go to the front and the other groups will ask them some questions about their amusement park by using “Is there…/Are there…; How many…?”. - Teacher gives feedbacks to the presentation.

ACTIVITY 5. HOMEWORK - Learn by heart all structures. - Prepare the next lesson

DẠ

KÈ

QU Y

Week : Period:

Date of preparing: Date of teaching:

Comparing places and things

FI CI A

Lesson 4: Vocabulary and Listening

UNIT 1. TOWNS AND CITIES

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - understand people comparing places and things. - develop students’ listening skills. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE: 1. Check – up: during the lesson 2. New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities Contents Game: “OPEN, SESAME!” (exercise 1 / p.18) ACTIVITY 1: WARM-UP v Aims: Help students identify, understand people comparing places and things. v Contents: Students work in groups v Products: Students’ answers v Organization: Ë Í Exercise 1: - Teacher divides class into 2 groups, and explain the rule : There are 12 pictures and adjectives on the screen. Each group will choose a picture and its opposite word to make a complete pair. With one correct pair, you will get 1 point. The group has the most correct answers will be the winner. - Teacher asks students a question: ` THINK! Do you like modern or old places? ? “Do you like modern or old places? Why? Why?” - Students answer in their own. - Teacher leads in the lesson

FI CI A

OF 3. Listen to four street interviews in a radio programme. What do people talk about? Choose four topics from the box and match them to the people. Suggested answers 1. Emma – the park 2. Lukas – buses and bikes 3. Dwayne – New York 4. Chloe and Harriet – restaurants

QU Y

ACTIVITY 3: PRACTICE v Aims: Help students improve their listening skill and apply the knowledge they have learnt to do the tasks given. v Contents: Students work in pairs/groups v Products: Students’ answers v Organization While-listening Exercise 3: - Teacher allows students time to read the introduction and the topics in the box. - Teacher plays the audio 3 times and asks students to listen and find out which topics the people talk about. - Teacher checks students’ answers.

2. Write sentences for the adjectives in exercise 1. Suggested answers The Vietnamese people are friendly. The school yard is noisy at break time. It’s not safe to go out at night. ……

ƠN

ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Help students apply the vocabularies to make sentences. v Contents: Students work individual/pairs v Products: Students’ answers v Organization: Pre-listening Exercise 2: - Students write sentences for the adjectives then compare their sentences in pairs. - Teacher asks some students to read their sentences to class and asks the class to correct any mistakes.

DẠ

KÈ

4. Listen again and write True or False. Correct the false sentences. Suggested answers 1. True 2. True Exercise 4: 3. False (He thinks bikes are more dangerous) - Teacher allows students time to read the 4. True sentence. 5. False (Harriet thinks that Luigi’s pizzas are - Teacher points out that in the fourth bigger) interview, Students will have to listen very carefully to know who is speaking, Harriet or 6. True Chloe. - Teacher plays the audio again. Optional activity: Listening. Answer the questions. Optional activity: 1. Who does Emma meet at the shopping centre? - Teachers asks students to answer some 2. What does Lukas say about the price of the questions buses? - Students work in pairs and discuss the 3. Where is Dwayne from? answers.

4. What does Harriet agree with Chloe about? Suggested answers 1. Her friends 2. They are expensive. 3. New York The pizzas in Gino’s are better, and the people are friendlier.

6. USE IT! Work in groups. Compare your sentences in exercise 5. Which places does your group like and dislike? Compare with other groups.

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate the lesson v Contents: Students work in groups v Products: Students’ opinion v Organization: - Teacher asks students to work in groups and discuss about which place they like and dislike. - Teacher gives students time to discuss in group and write down their opinions. - Teacher calls out some students to present their opinion in front of class.

5. Think of three places that you like in your town / city and three places that you don’t like. Write sentences and say why you like or dislike them. (Students’ own answer )

ƠN

Post-listening Exercise 5: - Students write their sentences. - Teacher asks students to read their sentences to the class. - Students answer in their own.

FI CI A

- Teacher checks students’ answers.

(Students’ own answer )

QU Y

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook). - Prepare new lesson.

DẠ

KÈ

Week : Period:

Date of preparing: Date of teaching:

UNIT 1. TOWNS AND CITIES

FI CI A

Comparative adjectives

Lesson 5: Language focus

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to compare things using comparative adjectives. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1.Check – up: during the lesson 2.New lesson: Contents

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP v Aims: Help students identify and understand the situation of comparing things using comparative adjectives. v Contents: Students work individual v Products: Students’ comparison v Organization: - Teacher shows the pictures and writes on the board the names of two cities that students know, then asks what they think the differences between the two cities. - Students answer on their own - Teacher elicits some examples of comparative adjectives and write them on the board.

DẠ

ACTIVITY 2 : KNOWLEDGE FORMATION

Hà Nội Hồ Chí Minh City Ex. Hà Nội is smaller than Hồ Chí Minh City

& GRAMMAR: COMPARATIVE ADJECTIVES 1) Short adjectives (1-syllable adjectives) S1 + V + Adj-ER+ THAN+ S2 Ex: Bikes are slower than cars. 2) Long adjectives (2 or more syllable adjectives) S1 + V + MORE + ADJ + THAN + S2 Ex: French is more difficult than English. p Some special cases good → better well (healthy) → better

v Aims: Help students identify, understand how to use comparative adjectives. v Contents: Students pay attention to the structures and work individual. v Products: Students understand the structures. v Organization: - Teacher explains the grammar to students.

bad → worse far → farther/further

1. Write the comparative form of the adjectives in the table. Suggested answers cleaner – slower – nicer – safer – friendlier – prettier – bigger – hotter

Exercise 1: - Teacher asks students to complete the table. - Students work themselves ( with weaker classes, students may work in pairs) - Teacher checks the answers.

ƠN

- Students copy down to their notebooks.

FI CI A

pNote: - With some 2-syllable adjectives, we can use “-er” OR “more”: quiet → quieter / more quiet clever → cleverer / more clever narrow → narrower / more narrow simple → simpler / more simple - If the adjective ends in -e, we add -r. (safe ‡ safer) - Final -y changes to -ier. (pretty ‡ prettier) - One – syllable adjective endings with vowel and one consonant, we double the consonant. (big ‡ bigger)

KÈ

QU Y

ACTIVITY 3: PRACTICE v Aims: Help students apply the knowledge they have learnt to do the tasks given. v Contents: Students work in individual/pairs/groups v Products: Students’ answers v Organization Exercise 2: - Teacher reads out the example and elicit another example from the class. - Teacher elicits how students say than in their own language. - Students write the sentences using the comparative form and compare the answer with their partners. - Teacher checks students’ answers.

DẠ

Exercise 3: - Teacher plays the audio once for students to listen. - Teacher plays the audio again, pausing

2. Write sentences using the correct comparative form of the adjectives in brackets. How do you say “than” in your language? Suggested answers 1. It’s more expensive here than in my country. 2. The weather today is worse than it was yesterday. 3. Why is this class quieter than the other class? 4. Are the buildings in New York more modern than the buildings in Oxford? 5. This house is prettier than that house.

& PRONUNCIATION 3. Listen and repeat the example Suggested answers 1d – 2d – 3c – 4d

for students to repeat individually and chorally.

4. Read City of the Sea again. You may discover some letters pronounced differently in different words. Now indicate the word whose bold part differs from the other three in pronunciation. Suggested answers 1. d (cinemas) 2. d (cinema) 3. a (trees) 4. d (answer)

KÈ

QU Y

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate the way the use comparative adjectives to compare things. v Contents: Students work individual/pairs v Products: Students’ comparison v Organization: - Teacher shows some pairs of pictures on the screen. - Each student will choose the number and make sentences about objects or places using comparative adjectives.

µFinish? Make puzzle sentences about objects or places using comparative adjectives. Ex. It’s faster than a car, but slower than a plane. (a train) 1

- Teacher asks students to make their puzzle sentences individual then swap with another fast finisher to guess the answers, then asks them to read their puzzle to the class.

5. USE IT! Work in pairs. Compare your opinions about some of the things in the box. Use the Key Phrases and comparative adjectives. Ex. Student 1: I think Hội An is prettier than Hà Nội. Student 2: Really? I think Hà Nội is prettier …

ƠN

Exercise 5: - Teacher gives students time to practice in pairs about some of the things in the box by using comparative adjectives and the Key Phrases. - Teacher calls some pairs to practice in front of the class and gives feedback.

FI CI A

Exercise 4: - Teacher gives students time to read the introduction. - Teacher models pronunciation of star and cinemas, where their bold parts are different.

DẠ

ACTIVITY 5. HOMEWORK - Learn by heart the structures. - Make sentences about your family using comparative adjectives. - Prepare for next lesson – Speaking

(Students’ own answer)

* Feedback:......................................................................................................................................

Week : Period:

Date of preparing: Date of teaching:

UNIT 1. TOWNS AND CITIES

FI CI A

Asking and saying where places are

Lesson 6: Speaking

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - ask and say where places are. - develop students’ speaking skill. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION: 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1. Check – up: during the lesson 2. New lesson: Contents Game “GUESSING GAME!” * Given words: Bus station, Police station, School, Hospital, Store ..

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP v Aims: Help students brainstorm and lead in new lesson v Contents: Students play the game and use language materials simply. Students work in individual v Products: Students’ performance v Organization: - Teacher invites one student to come to in front of the class. He/She has to use phrases or give examples to explain the words that given by teacher. - Teacher invites some students to answer. - Teacher gives a question before beginning the lesson: ? “ You are a tourist in a new town. Where do you look for information and direction?” - Students answer in their own.

` THINK! You are a tourist in a new town. Where do you look for information and directions? (Students’ own answers.)

FI CI A

ƠN

Suggested answers 1. Are we near 2. the bus station 3. any shops 4. five minutes

1. Complete the dialogue with the phrases in the box. Then watch or listen and check. Are Chris and the woman from the same town?

ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Help students pay attention to the content of the dialogue v Contents: Students complete the dialogue with the phrases in the box in individual v Products: Students’ word-filling v Organization: Pre-speaking Exercise 1: - Teacher gives students time to read through the gapped dialogue. - Teacher plays the video or audio for students to watch or listen and complete the dialogue. - Teacher plays the video again for students to check their answers. - Teacher checks their answer with the class, then ask the questions to the class and elicit the answers.

KÈ

QU Y

ACTIVITY 3: PRACTICE v Aims: Help students ask and say where places are as well as develop speaking skill v Contents: Students work in pairs/groups v Products: Students’ performance v Organization While-speaking Exercise 2: - Teacher plays the audio or video again and tell students to listen carefully for the pronunciation and intonation. Teacher could pause after some of the sentences and questions for students to repeat. - Students work in pairs to practise the dialogue.

DẠ

Exercise 3: - Teacher reads the study strategy with the class then read through the key phrases. - Teacher asks students to find the key phrases in the dialogue and check their understanding. - Students practice the key phrases in pairs. (With weaker classes, when they close their

2. Watch or listen again. Then practice the dialogue in pairs. (Students’ own answers.) 3. Read the study strategy and follow the instructions. Study strategy Learning the Key Phrases It’s a good idea to practise the Key Phrases, so that you can remember them. • Practise the Key Phrases with a partner. • Close your book and try to write them. How many can you remember? Key phrases Asking and saying where places are A : Excuse me. Are we near the … here? B : Yes, look, we’re here.

A : How far is it / the … from here? B : It’s about … minutes on foot / by bus. A : Thanks for your help. B : You’re welcome. (Students’ own answers.)

Optional activity: - Teacher asks students to close their books and write these gapped sentences on the board. - Students work in pairs to complete the sentences with the correct prepositions. - Teacher checks answers with the class

Optional activity: Language focus Fill in the gaps with suitable prepositions 1.How far is the school….. here? 2. It’s about ten minutes …..foot. 3. Are there any shops….. here? 4. It’s five minutes….. bus. 5. Thanks …..your help. Suggested answers 1.from 2.on 3.around 4.by 5.for

FI CI A

ƠN

4. Work in pairs. Practice the dialogue with How far..? and place from 1 to 4. Example. Student 1: Excuse me, how far is the bus station from here? (What is the distance between here and the bus station?) Student 2: It’s about ten minutes on foot. Student 1: Thanks for your help. Student 2: You’re welcome.

Exercise 4: - Teacher asks two confident students to read out the example mini dialogue. - Students work in pairs to practice more mini dialogues. (With weaker classes, allow students time to prepare the dialogues before they practise. With stronger classes, students can go straight into the spoken practice.) - Teacher asks some pairs to perform one of their dialogues for the class.

books, write some key words on the board to help them remember the phrases. Ex. Excuse, near, far. ) - Teacher sees who managed to remember all the phrases.

5. USE IT – Work in pairs. Look at the situation and prepare a new dialogue. Use the dialogue in exercise 1 to help you.

KÈ

QU Y

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate the way to ask and say where places are v Contents: Students work in groups to play the game v Products: Students’ conversation v Organization: Post-speaking Exercise 5: - Students work in pairs to prepare a new dialogue. (With stronger classes, you could teach some more phrases for giving directions. Ex. Turn left / right, Go straight on.) - Students swap roles and practice again.

DẠ

ACTIVITY 5. HOMEWORK - Learn by heart all the structures. - Do exercises (in workbook). - Prepare new lesson.

Example: A: How far is it from here to the park? B1: Sorry I don’t know. B2: (must prepare the answer before): It’s about 10 minutes on foot.

Week : Period:

Date of preparing: Date of teaching:

UNIT 1. TOWNS AND CITIES

FI CI A

A description of a town or city

Lesson 7: Writing

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - write a description of a town or city that they like. - develop students’ writing skill. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1. Check – up: during the lesson 2. New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP v Aims: Help students brainstorm of what they are going to study v Contents: Students observe the pictures/video clip and work in groups v Products: Students’ answers v Organization: - Teacher divides class into groups. - Teacher shows series of pictures of places in Ho Chi Minh city (or a video clip). - Students watch it and write down as many places as they can. - Teacher invites some group to show their works. - Teacher leads in the lesson “Today, we’re studying about how to write a description of a town or a city.” ACTIVITY 2 : KNOWLEDGE FORMATION

Contents

FI CI A

OF 1. Read the description of Hồ Chí Minh City. Which word in the THINK! Exercise are in the text? Suggested answers 1. building 2. amusement park 3. shopping mall

Exercise 1: - Students read the description of Hồ Chí Minh City and answer the questions, then compare their answers in pairs. - Teacher checks answers with the class.

` THINK! Check the meanings of the words in the box. Which has your town or city got?

ƠN

v Aims: Help students have an idea of writing description of a town or a city v Contents: Students work individual to check the meaning of given words v Products: Students can understand the meaning of given words v Organization: Pre-writing - Teacher asks students to use their dictionaries to check the meanings of the words in the box. - Teacher asks the question to the class and elicit answers from individual students. - Teacher asks more questions about the student’s own town or city, ? “What’s your favourite place? Which parts do you never visit? Why?” - Students answer in their own.

DẠ

KÈ

QU Y

ACTIVITY 3: PRACTICE v Aims: Help student how to write a description of a town or city that they like as well as develop writing skill v Contents: Students work in pairs and groups v Products: Students’ answers v Organization While-writing Exercise 2: - Students complete the key phrases. Check answers and check that students understand all the phrases. Exercise 3: - Teacher asks students to focus on the phrases in blue in the text and elicit which are adjectives. - Students read the sentences and choose the correct words.

2. Complete the Key Phrases with words from the text. Suggested answers 1. south/ Việt Nam 2. 9,000,000 (Nine million) 3. modern/ really friendly 4. many good amusement parks, shopping malls/ buildings 5. sometimes visit Vũng Tàu, Phan Thiết and Đà Lạt, …/ Hồ Chí Minh City is more interesting & Language point: Position of adjectives 3. Look at the phrases in blue in the text. Then underline the correct words.

FI CI A

4. Compound sentences. Look at the underlined sentences in the text. Then circle the correct words. Suggested answers 1. similar 2. opposite 3. Hội An Town is an old town, and it’s got a population of about 152,160. 4. Mr Nam sometimes stays in Hà Nội, but he lives in Hồ Chí Minh City.

ƠN

Optional activity: Writing 1.The zoo is really interesting. 2. There are some quite nice shops. 3. There’s a very old castle. 4. The people are really friendly.

- Teacher check answers with the class and check that students understand really, very and quite. Exercise 4: - Teacher gives students two examples of compound sentences, one of which is the combination with “and” and the other with “but”. Make students pay attention to “similar clauses” and “opposite clauses”. - Students work individually to combine the two sentences and volunteer to show them on the board. - Teacher corrects the mistakes if students fail to do any sentences. Optional activity - Teacher asks students to close their books and dictate these sentences to the class. - Teacher checks answers by writing the sentences on the board. Ask students to check their spelling carefully. Point out the double l in really and the silent t in castle. Remind students that they need to pay attention to spelling when they write

5. USE IT! Follow the steps in the writing guide

KÈ

QU Y

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate how to write descriptions about a town or a city v Contents: Students work in groups v Products: Students’ descriptions v Organization: Exercise 5: - Teacher reads the task with the class. - Students answer the questions and plan their description. - Teacher reads through the paragraph structures with the class. - Students write their descriptions. (This can be set for homework. ) - Teacher reminds students to check their grammar and spelling carefully.

DẠ

ACTIVITY 5. HOMEWORK - Do exercises (in workbook). - Prepare new lesson.

(Students’ own answers)

Week : Period:

Date of preparing: Date of teaching:

UNIT 1. TOWNS AND CITIES

FI CI A

Reading a map

Lesson 8: CLIL. Geography

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - ask and answer questions about maps. - develop students’ skills. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1.Check – up: during the lesson 2.New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP v Aims: Help students brainstorm of what they are going to study v Contents: Students work individual to draw picture as requested while others will guess what picture is v Products: Students’ drawing and guessing v Organization: - Teacher invites one student to be a player. Teacher gives him/her a word and he/she has to draw to explain that word. - Teacher invites some students to answer and leads in the lesson. ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Help students understand the idea of a map as well as some symbols used on a map

Contents Game “DRAWING GAME” Suggestion: trees river mountain street train station map,…

QU Y

L FI CI A OF

Exercise 1: - Students work in pairs to check the meanings of the words and match them with the symbols. - Students read the text and check their answers. - Teacher checks answers with the class and make sure that students understand all the words. - Teacher models and drills pronunciation if necessary.

1. Check the meanings of the words in the box and match them with symbols 1–6. Read the text and check your answers.

ƠN

v Contents: Students work individual to match the words with the symbols v Products: v Organization: - Teacher asks students to close their books, then write the word map on the board and elicit the meaning. - Teacher asks students: ? “ What information we can find on maps?” (place, information, direction ,…) ? “When do you use maps, and what kinds of maps do you want to use?” (find place, information ,…/paper, online, …) - Teacher elicits some ideas. - Teacher tells students they are going to practice reading maps in English.

DẠ

KÈ

ACTIVITY 3: PRACTICE v Aims: Help students ask and answer about a map and develop four skills v Contents: Students work in pairs and groups v Products: Students’ performance v Organization Exercise 2: - Students read and listen to the text again. - Teacher elicits what other symbols are mentioned in the text.

Suggested answers 1. river 2. road 3. hill 4. railway 5. forest 6. path

2. Read and listen to the text. What other symbols are on a map? Suggested answers A black circle on a railway is a train station. A red area is a city or town.

Exercise 3: - Students work in pairs to look at map-A and choose the correct words. Check answers with the class.

ƠN

Suggested answers 1. 1:50,000 2. paths 3. hill 4. 156 5. road 6. train station

FI CI A

3. Look at map A and choose the correct words.

4. Look at part of the guide map of Bà Nà Hills Mountain Resort and answer the questions.

Exercise 4:

QU Y

- Students look at map B individually and answer the questions, then compare their answers in pairs. - Teacher checks answers with the class.

DẠ

KÈ

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate how to read a map v Contents: Students work in groups to draw a map v Products: Students’ map drawing v Organization: Exercise 5: - Teacher puts students into pairs to draw their maps. Monitor and help while they are working and encourage them to add a range of features and symbols.

Suggested answers 1. There are 4 cable car stations. 2. Yes, we can. 3. The cable car from Debay station to Morin station. 5. USE IT! Work in pairs. Draw a map of a place you know or an imaginary place. Then take turns asking and answering about your map.

L FI CI A OF PROJECT – DRAW A MAP

QU Y

Optional activity: - For homework, ask students to draw a small section of map or find one online and print it out. Ask them to write a brief description of their map on a separate sheet of paper. Tell them they can use the text in exercise 2 as a model. Tell students not to put their name on the map or the description. - In the next lesson, put students into groups of four and ask them to put their four maps and descriptions together and jumble them up. Then ask them to swap with another group. Students work in their groups to read the descriptions and match them with the maps. Ask each group in turn to present one of the maps to the class and give a description of it. - Teacher asks students to work in groups and draw a map. - Teacher gives students some places that they can draw, for example: school, favorite park, favorite shopping mall, our town, village, … - Teacher gives students deadline.

Optional activity: Speaking

ƠN

- Put pairs together into groups of four to ask and answer about their maps. - Ask some groups to show one of their maps to the class and describe the features on it.

KÈ

ACTIVITY 5. HOMEWORK - Draw a map - Do exercises (in workbook). - Prepare new lesson.

DẠ

Week : Period:

Date of preparing: Date of teaching:

UNIT 1. TOWNS AND CITIES

Lesson 9: Options

FI CI A

Puzzles and games

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - revise all lessons in Unit 1. - develop students’ skills. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1. Check – up: during the lesson 2. New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP Game “GUESSING GAME!” v Aims: Help students warm-up and lead in * Given words: London, cruise, map, station, … the new lesson v Contents: Students work individual to play the game v Products: Students’ guessing v Organization: - Teacher invites 1 student to come to in front of the class. He/She has to use phrases or give examples to explain the words that given by teacher. - Teacher invites some students to answer. ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Help students revise some vocabularies related to places in a town or city v Contents: Students work in pairs to complete the puzzle

L FI CI A

Answers 1. Market; 2. Square; 3. Café; 4. Library; 5. Cinema; 6. theatre Mystery word: RESTAURANT

2. GUESS THE SENTENCE. Follow the instructions.

QU Y

ACTIVITY 3: PRACTICE v Aims: Students can use their knowledge which they have learnt to do the tasks given as well as develop skills v Contents: Students work in pairs and groups to do the tasks v Products: Students’ answers v Organization Exercise 2: - Read out the instructions and check that students understand the game. - Invite a confident student to come to the board and write the first letter of each word in their sentence. - Other students guess the sentence. - Students could also play this game in small groups.

1. Complete the puzzle with places in a town. What is the mystery word in grey?

ƠN

v Products: Students can find the mystery word v Organization: Exercise 1: - Students complete the puzzles and find the mystery word. - Students could work in pairs for this, and you could do it as a race to make it fun. - Check answers with the class.

( Students’ own answers.) 3. SPOT THE DIFFERENCE. Work in pairs. Student A looks at map A. Student B looks at map B. Ask and answer questions to find six differences.

DẠ

KÈ

Exercise 3: - Put students into pairs and ask them to decide which of them is Student A and which is Student B. - Refer them to their map and ask them to use a piece of paper to cover their partner’s map. If possible, students should sit back-to-back for this activity so that they can’t see their partner’s map. - Students ask and answer questions to find six differences between their maps. Ask them to make a note of the differences. - Check answers with the class.

Example T– – – – i– a b– – s– – – – – – – c – – – – – i– m– c – – – (There is a big shopping centre in my city.)

Answers 1. There’s a cinema on map A, but a theatre on map B.

FI CI A

2. There’s a train station on map A, but a bus stop on map B. 3. There’s a shopping centre on map A, but a sports centre on map B. 4. There are two restaurants on map A, but only one on map B. 5. There are two cafés on map A, but three on map B. 6. There isn’t a monument in the park on map A, but there is on map B.

ƠN

4. Find the adjectives in the puzzles Exercise 4: - Students unscramble the letters and find the adjectives for describing a place. - Students could work in pairs for this, and you could do it as a race. - Check answers with the class. - As an extension, ask students to write the opposites of the adjectives.

Answers 1. friendly 4. modern (Opposites: 1. unfriendly 4. old

DẠ

KÈ

QU Y

2. clean 3. dangerous Exercise 5: 5. ugly 6. expensive - Read out the instructions and check that students understand the game. 2. dirty 3. safe - Students write their comparative forms in 5. pretty 6. cheap) the bingo table. - Choose a confident student to be the game 5. COMPARATIVES BINGO. Work in leader or take on this role yourself. The game groups of four. Follow the instructions. leader calls out the comparative forms in a random order. The first student to hear and tick off all their words is the winner. - Students could also play this game in small groups. - Teacher could repeat the game by brainstorming twelve other adjectives that students know, e.g. good, bad, boring, intelligent, tall, short, new, happy, interesting, nice, fast, slow. - Write the adjectives on the board. - Students choose six adjectives and write the (Students’ own answers.) comparative forms, then play the game again.

ƠN

FI CI A

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate the knowledge which they have learnt v Contents: Students work in groups and write down the opinions v Products: Students’ opinions v Organization: - Teacher asks students to work in groups and discuss what they learned in Unit 1. - Teacher gives students time to discuss in group and write down their opinions. - Teacher calls out some students to present their opinion in front of class. ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook). - Prepare new lesson.

DẠ

KÈ

QU Y

Week : Period:

Date of preparing: Date of teaching:

UNIT 2: DAYS

FI CI A

Daily routines

Lesson 1: Vocabulary I./. OBJECTIVES

ƠN

1. Knowledge: By the end of the lesson, students will be able to talk about their daily routines. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1. Check – up : during the lesson 2. New lesson Contents

CHATTING: - T: What did you do before going to school? What the first thing did you do? - Sts: (Students’ own answers in Vietnamese) - T: What did you do next? - Sts: ...... (T writes on the board students’ answer in English) Suggested answers

DẠ

KÈ

QU Y

Teacher’s and students’ activities ACTIVITY 1: WARM-UP v Aims: Students can know what daily routines are. v Contents: Chatting between teacher and students. v Products: Students find out the meaning of the word “daily routines”. v Organization: - Teacher asks the students about what they did before they came to school. (Ask them what the first thing they did that day was.) Elicit from them that the first thing they did was “get up”. Write this on the board, and ask students what they did next. - Students answer. - When having a few activities on the board, teacher shows students that are “daily routines”. Lead in the new lesson. - Teacher uses the TPS (Think – Pair – Share method) to get the answers from students. ? “What's your favourite day? Why?”

get up

brush teeth

have breakfast ............. ==> Daily routines. ` THINK! What's your favourite day? Why?

- Students answer in their own.

(Students’ own answers) & New words 1. brush one’s teeth (v) (pic.) 2. wash one’s face (v) (pic.) 3. have breakfast / lunch / dinner (v) (pic.) 4. study (v) (expl.) 5. go to school (v) (pic.) 6. have classes (v) (expl.) 7. watch TV (v) (pic.) 8. do one’s homework (v) (pic.) 9. help with the housework (v) (pic.) 10. relax (v) (expl.) 11. get home (v) (expl.) 12. play video games (v) (pic.) 13. chat online (v) (pic.) 14. go to beb (v) (pic.) 15. get up (v) (pic.) 16. sleep (v) (pic.)

ACTIVITY 3: PRACTICE v Aims: Students can apply the knowledge which they have learnt to do the tasks given. v Contents: Students work in individual/pairs/groups to complete the tasks. v Products: Students’ answers v Organization Exercise 1: - Teacher lets students work in groups of 3 to complete the table with the verbs in blue in the Days and Nights Quiz. - Students work in groups to do the exercise. - Students listen and check the answers.

1. Complete the table with the verbs in blue in the Days and Nights Quiz. Then listen and check. Suggested answers 1. Start / Finish the day: get up, brush my teeth, wash my face, go to bed, sleep 2. Eat: have breakfast / lunch / dinner 3. Travel: go to school, get home 4. Free time: watch TV, relax, play video games, chat online 5. Work and study: study, have classes, do their homework, help with the housework

QU Y

ƠN

FI CI A

ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Teacher presents new words related to daily routines. v Contents: Students listen and repeat new words individual/pairs/groups. v Products: Students can understand the meaning of new words. v Organization: - Teacher shows new words and uses some techniques of teaching vocabulary to teach them, then asks students to listen and repeat. - Students listen to the teacher and repeat the words. - Students copy down these words into their notebooks. - Check -up : Matching

DẠ

KÈ

Exercise 2: - Teacher calls some students to read the Quiz. - Students do the quiz and say whether the sentences are true or false. - Teacher corrects the answers.

Exercise 3:

2. Read the Days and Nights Quiz. Are the sentences True or False? Compare with a partner using the Key Phrases.

Suggested answers: 1. True 2. True 5. False 6. True 9. False 10. True

3. True 7. False 11. False

4. False 8. True 12. False

- Teacher shows examples, then elecit the meaning and usage of the adverbs of frequency.

QU Y

FI CI A

- Students listen carefully and copy down into their notebooks.

4. Check the meanings of the words in the box. Then watch or listen again and complete the sentences. & Language point ADVERBS OF FREQUENCY Example: a) I always have breakfast. b) I’m never late for school. Usage: To say how often we do things, or how often things happen. - always (adv) luôn luôn every time or all the time - normally / usually (adv) thường thường in the way that most often happens - often (adv) thường many times - sometimes (adv) thỉnh thoảng not always or often - never (adv) không bao giờ not at any time Suggested answers 1. sometimes 2. always 3. often 4. normally 5. never 6. usually

Exercise 4:

3. Watch or listen. Which verbs in exercise 1 do the people mention? Suggested answers 1. Paul: get up, have breakfast 2. Lydia: get up, have breakfast, go to school 3. Michelle: relax, watch TV, go to bed 4. Georgia and Sophie: do their homework, watch TV, play video games, have dinner, chat online

ƠN

- Teacher plays the video or audio for students to watch or listen and match the people to the phrases. - Students watch/listen and do the task individually. - Teacher checks answers with the class. (With weaker classes, pause after each speaker to check answers and play the video or audio again if students find the task difficult ).

- Teacher asks students to listen and complete the sentences.

KÈ

- Students check the answer on the screen/board.

DẠ

5. Complete the chart with the words in the Exercise 5: box in exercise 4. Then choose the correct - Teacher asks students to complete the chart words in Rules 1–2. with the correct words. (With weaker classes, Suggested answers do this on the board, with the whole class). - Complete the chart: 1. sometimes - Students do the task individually. 2. often 3. normally

FI CI A

6. USE IT! Write four true and two false sentences about your routines. Then work in pairs and listen to your partner’s sentences. Say if you think they are true or false.

Exercise 6: - Teacher asks students to write four true and two false sentences about their routines individually. Then work in pairs and listen to their partner’s sentences. Say if they think these sentences true/false. - Students do as directed. - Teacher gives students time to do the task. Then ask some students to tell the class something they learned about their partner.

- Teacher checks answers with the class. Then, elecit the note. - Students listen and coppy down into their notebooks.

ƠN

- Teacher asks students to choose the correct words to complete the rules. - Students do the task.

4. always - Rules: 1. after 2. before * Note: - Adverbs of frequency come after the verb “be”. He is always late. (NOT He always is late.) - In negative sentences, we put “don’t / doesn’t” before the adverb of frequency: I don’t often watch TV. (NOT I often don’t watch TV.) - We use “never” with an affirmative verb: I never watch TV. (NOT I don’t never watch TV.)

(Students’ own answers)

KÈ

QU Y

ACTIVITY 4. PRODUCTION v Aims: Students can write the sentences µFinish? Imagine that you are your favourite about their daily routines. celebrity. Write sentences about your daily v Contents: Students work in routines. individual/pairs. v Products: Student’s writing and (Students’ own answers) speaking. v Organization: - Teacher asks students to write their sentences individually. - Students do as required. - Teacher asks them to read their sentences to the class. Then has other students try to guess the celebrities from their routines.

DẠ

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.20). - Prepare new lesson.

Week : Period:

Date of preparing: Date of teaching:

UNIT 2: DAYS

Lesson 2: Reading

FI CI A

A busy day

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - understand the general idea of a text. - develop students’ reading skill. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1. Check – up : during the lesson 2. New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP v Aims: Students can predict the content of a text. v Contents: Students work individually. v Products: Students’ answers v Organization: - Teacher reads the questions with the class. Ask individual students to answer and tell the class about their family. Ask more questions to encourage students to say more. - Students answer. - Teacher leads in the new lesson by showing the picture and say: “This is Radfords with sixteen of their children in 2012. Now, we move to Reading lesson - A busy day - to know what daily routines they do everyday”.

Contents ` THINK! Have you got a big family? How many people live in your house? More questions: - Who do you get on well with in your family? - What things do you do with your brother / sister? - Is anyone in your family annoying? Why? ( Students’ own answers )

FI CI A

OF - organised (adj) (expl.) - help with the housework (v) (expl.)

DẠ

KÈ

QU Y

ACTIVITY 3: PRACTICE v Aims: Students can apply the knowledge which they have learnt to do the tasks given as well as develop reading skill. v Contents: Students work individual/ pairs/ groups. v Products: Students’ answers v Organization Pre-reading Exercise 1: - Teacher reads out the three titles and check that students understand them all. Ask students to look at the photo. Point out to students that for this task they need to understand the general meaning, so they shouldn’t worry if they don’t understand all the details at this point. - Students read the text and choose a title. They can compare their ideas in pairs. - Teacher check answers with the class. While-reading - Teacher has students open their books to page 26.

& New words - son (n) (pic.) - daughter (n) (pic.) - grandchildren (n) (pic.) - brother (n) (pic.) - sister (n) (pic.) - parent (n) (pic.)

ƠN

ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Teacher presents new words related to family. v Contents: Students listen and repeat new words individual/pairs/groups. v Products: Students can understand the meaning of new words. v Organization: -Teacher introduces some new words “Before reading, there are some new words in the text.” - Teacher uses some techniques of teaching vocabulary to teach them, then asks students to listen and repeat. - Students listen to the teacher and repeat the words. - Students copy down these words into their notebooks. - Check-up: What and where

1. Look at the photo. Choose and write a title a–c for the text. Then read the text and check your idea. Suggested answers c. Happy house 2. Read the Skills Strategy. Then read and listen to the text and choose the correct words. & Skill strategy

FI CI A

Optional activity. Suggested answers 1. The children 2. Sue 3. Sue and Noel’s older daughter 4. Sue 5. The young children

3. Use a dictionary to check the meanings of the words in blue in the text. & Vocabulary plus - son (n) con trai - daughter (n) con gái - grandchildren (n) cháu - brother (n) anh/em trai - sister (n) chị/em gái - parent (n) cha, mẹ

Exercise 2: - Teacher reads through the sentences with the class and make sure students understand everything. Point out that for this task students need to read and listen carefully to find specific information. Then, teacher plays the audio. - Students do as directed. - Teacher checks answers with the class. Optional activity - Teacher writes the following questions on the board or dictate them to the class: Who … 1. gets up at 6.45 a.m.? 2. works at home? 3. helps with the housework? 4. doesn’t watch TV a lot? 5. goes to bed at 7 p.m.? - Students work in pairs to answer the questions from memory then scan the text quickly to find out the answers. - Teacher checks answers with the class.

Suggested answers 1. doesn’t have breakfast 2. don’t help 3. at home 4. always

ƠN

- Teacher asks students to read the Skills strategy before doing exercise.

QU Y

DẠ

KÈ

Optional activity - On the board draw two columns, with a stick figure of a man at the top of one, and a stick figure of a woman at the top of the other. Teacher asks students to write the blue words in the correct columns and add more words to each. - Students do as directed. - Teacher checks answers with the class and bring students’ ideas together on the board.

Optional activity Suggested answers Man

Woman

son, brother (father, uncle, grandfather, grandson)

daughter, sister, granddaughter (mother, grandmother, aunt) 4. USE IT! Work in groups. Talk about the Radfords and your daily routines. What are the differences? The Radfords

My family

∑ My father …..

FI CI A

‡ There are some differences between my family and the Radfords routines: First, ……………. Second, …………. Finally, ………… ( Students’ own answers )

ƠN

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.22). - Prepare new lesson.

∑ Noel gets up at 4.45 a.m

ACTIVITY 4. PRODUCTION v Aims: Teacher helps students consolidate the lesson. v Contents: Students work in groups. v Products: Students’ comprehension. v Organization: Post-reading Exercise 4: - Teacher lets students work in group of 4. - Students discuss and write activities in a poster. - Teacher gives students enough time for their presentation in front of the class. - Students reports their posters.

DẠ

KÈ

QU Y

Week : Period:

Date of preparing: Date of teaching:

Lesson 3: Language focus

FI CI A

• Present simple: affirmative and negative

UNIT 2: DAYS

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to talk about facts and routines using the present simple. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1. Check – up: during the lesson 2. New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities Game: Matching ACTIVITY 1: WARM-UP v Aims: Teacher elicits the present simple tense from the game. v Contents: Students work in individually. v Products: Students’ right matching. v Organization: - Teacher cuts out and laminates the 24 game cards. Teacher calls out some volunteer students go to the board and play the game. Divide the cards between the players. Choose a student to lay the first card. The student who has the picture to match the sentence on the laid card places their card next to the previous card (like dominoes). The winner is the first person to use all their cards. (This game can be played with 2-6 players). - Students play the game. - Teacher leads in the new lesson by Example: underlining the verbs and explains that they

Contents

FI CI A

& Grammar THE SIMPLE PRESENT TENSE Usage - We use the present simple to talk about: ¸something that is true in the present: + I'm nineteen years old. + I'm a student. + He lives in London. + The earth goes around the sun. ¸something that happens regularly in the present: + I play football every weekend. + He works in a big bank. + Mary gets up at 6 every morning. + The children don't go to school on Sundays. ¸ Use the simple present with: + Every day/ every morning/... + Day after day/... Form ‡ Affirmative form: (+) S + Verb / Verb -s/-es Ex: They live in Ha Noi. She lives in Ha Noi. ‡ Negative form: (-) S + don't / doesn't + Verb-bare Ex: They don't live in Ha Noi. She doesn't live in Ha Noi. Spelling rules The verbs for he, she and it end differently: - We add -s to most verbs. - We add -es when a verb ends with: -o, -ch, -s, sh, -x or -z. - We remove -y and add -ies when a verb ends with a consonant + y. - We use has instead of have.

- Teacher explains the usage and affirmative/negative forms of the simple present tense.

QU Y

- Students listen carefully and copy down into their notebooks.

ƠN

ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Help students know grammar: The simple present tense. v Contents: Students work individually. v Products: The present simple tense. v Organization:

She watches TV after school. We come home at three o’clock.

are in the present simple tense. Tell students they are going to study this.

DẠ

KÈ

ACTIVITY 3: PRACTICE v Aims: Help students apply the grammar they have learnt to do the tasks given. v Contents: Students work in individual/pairs/groups. v Products: Students’ answers v Organization Exercise 1: - Teacher reads out the sentences and highlight the different forms for I and he / she. - Students match the sentences with the spelling rules. - Teacher checks answers with the class, and checks that students understand all the rules. Exercise 2: - Teacher asks students to choose the correct

1. Compare the sentences. Then match a–d with Spelling Rules 1–4. Suggested answers 1. d 2. c 3. a 4. b 2. Choose the correct verbs.

Suggested answers 1. go 2. relax 3. speaks 4. finishes 5. have 6. studies

Exercise 3: - Teacher explains how to pronounce third person -s. Model pronunciation of the sound.

& Pronunciation: Third person -s 3. Listen to the third person form of the verbs and repeat. Which verbs end with an /ɪz/ sound? * Note + /s/: -p, -k, -t, -f Ex: Stops /stop/ Laughs /læfs/ + /iz/: /s/, /z/, /ʃ/, /tʃ/, /ʒ/, /dʒ/. Ex: Watches / wɑːtʃiz/ Washes /wɑːʃiz/ + /z/: /b/, /d/, /g/, /v/, /ð/, /m/, /n/, /ŋ, /l/, /r/,... Ex: Plays /pleɪz/ Bags /bægz/ Suggested answers 1. c 2. c 3. a 4. c 5. d

Exercise 4: - Teacher has students complete the examples then compare their answers in pairs. - Students do as required. - Teacher checks answers with the class.

KÈ

- Teacher asks students to elicit the rules from this task, then choose the correct words to complete the rules. - Students do the task individually. - Teacher checks answers with the class. Exercise 5: - Teacher reads through the information in the table with the class. Use the pictures to make sure students understand everything.

DẠ

FI CI A

QU Y

- Teacher has students listen to the third person form of the verbs and asks which verbs ends with an /iz/ sound. - Teacher asks students repeat the verbs. - Teacher corrects the mistakes.

ƠN

- Students listen carefully and copy down into their notebooks.

verbs then compare their answers in pairs. - Students do the task. - Teacher checks answers with the class.

4. Complete the examples from the text on page 26. Then choose the correct words in Rules 1–3. Suggested answers Complete the examples 1. don’t help 2. doesn’t watch 3. don’t; go Rules 1. doesn’t 2. don’t 3. never 5. Look at the information in the table. Write affirmative and negative sentences about the people.

FI CI A

µFinish? Write five true sentences about your partner. (Students’ own answers)

QU Y

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate the grammar. v Contents: Students work in individual/pairs. v Products: Students’ sentences. v Organization: - Teacher refers fast finishers to the Finished? activity. - Students can write their sentences individually and compare with another fast finisher. - Alternatively, teacher asks them to read their sentences to the class, adding in one false sentence about their partner. See if the class can guess which sentence is false.

6. USE IT! Work in pairs. What does each person in your family do at home? Tell your partner. Use some of the verbs from pages 24– 25 and exercise 5 (page 25) with adverbs of frequency. (Students’ own answers)

Exercise 6: - Teacher allows students time to prepare their answers individually, then put them into pairs to discuss what happens in their home. - Students do the task. - Teacher asks some students to report back on their partner’s family.

Suggested answers 1. Tom and Mina wash the dishes. Vicky doesn’t wash the car. 2. Tom and Vicky sit on the sofa a lot. Mina doesn’t sit on the sofa a lot. 3. Tom and Vicky don’t make breakfast. Mina makes breakfast. 4. Tom and Mina don’t watch TV a lot. Vicky watches TV a lot.

ƠN

Ask students write sentences individually then compare in pairs. - Students do the task as directed. - Teacher checks the answers.

KÈ

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.19). - Prepare new lesson.

DẠ

Date of preparing: Date of teaching:

UNIT 2. DAYS

FI CI A

Lesson 4: Vocabulary and Listening

Week : Period:

• Special days

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - understand the main ideas in an interview about a celebration. - develop students’ listening skill. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1. Check – up: during the lesson 2. New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities Contents Game: Memorizing ACTIVITY 1: WARM-UP v Aims: Introduce to students about some name in English of special days. v Contents: Students work in individually. v Products: The list of some special days. v Organization: - Teacher asks students to watch the video clip carefully. And then, use their memory to list the name of them in a piece of paper. The winner is the one who list the most correctly names. - Students play the game as directed in a minute. - Time out, teacher checks and declares the (https://www.youtube.com/watch?v=0a15UOja3JM) winner. Then, lead in the new lesson. Teacher uses TPS (Think – Pair – Share) method to ask students answer the questions: ` THINK! What are the most important celebrations in your country? (Students’ own answer)

FI CI A

& New words - celebrate (v) (expl.) - dance (v) (expl.) - costume (n) (pic.) - present (n) = gift (n) (pic.) - special (adj) - firework (n) ( - meal (n) (pic.) - lion (n) (pic.) -e

ƠN

1. Complete the questionnaire with the words in the box. Suggested answers 1. sing, play, dance 2. wear, make 3. give 4. go out 5. visit, invite 6. have 2. Read the Study Strategy. Then look at exercise 3. What is the radio programme about? What topics or words do you need to listen for? & Skill strategy

KÈ

QU Y

? What are the most important celebrations in your country? When is this celebration? Do you like it? Why? ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Teacher presents new words related to special days. v Contents: Students listen and repeat new words individual/pairs/groups. v Products: Students can understand the meaning of new words. v Organization: Pre-listening - Teacher shows new words and uses some techniques of teaching vocabulary to teach them, then asks students to listen and repeat. - Students listen to the teacher and repeat the words. - Students copy down these words into their notebooks. Exercise 1: - Teacher asks students to complete the questionnaire. (With weaker classes, students could work in pairs for this). - Students do the task in individual/pairs. - Check answers with the class. Exercise 2: - Teacher reads the study strategy with the class then ask students to look at exercise 3. Put them into pairs or small groups to brainstorm topics or words they need to listen for. - Students listen carefully, then do as required. - Teacher checks the answers.

DẠ

(Students’ own answer) 3. Read the introduction to the radio programme. Then listen. In what order do they mention the objects in the photos? Suggested answers

4. A

FI CI A

3. C

4. Listen again and write True or False. Suggested answers 1. True 2. False (People clean their houses before Lunar New Year) 3. False (People often eat vegetarian food at Lunar New Year) 4. True 5. False (The lion stops at all the restaurants)

Exercise 4: - Teacher reads through the sentences with the class. Point out that for this task students need to read and listen carefully for specific information. They shouldn’t use prior information. (With stronger classes, teacher could ask students to correct the false sentences). - Students do the task, they can compare their answers in pairs. - Teacher checks answers with the class.

1. D 2. B

ƠN

Exercise 3: - Teacher allows students time to read the introduction. Focus on the photos and elicit what they show. Play the audio. - Students listen and order the objects. - Teacher checks answers with the class.

Optional activity 1. Money 2. The day before Lunar New Year 3. No, she thinks they’re dangerous.

QU Y

Optional activity - Teacher dictates these questions to the class: 1. What kind of present does the speaker prefer? 2. When is the big meal with the family? 3. Does Zoe like fireworks? Why / Why not? - Students discuss the answers to the questions from memory. - Teacher plays the audio again for them to check their answers.

DẠ

KÈ

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate the lesson. v Contents: Students work in groups v Products: Students’ talking. v Organization: Post-listening Exercise 5: - Teacher allows students time to prepare their answers individually.

5. USE IT! Work in groups. Ask and answer the questions in the Happy Days!

(Students’ own answer )

questionnaire in exercise 1. Use adverbs of frequency in your answers.

FI CI A

- Students then ask and answer the questions in pairs. - Teacher monitors while they are working and note down any errors with frequency adverbs to correct at the end. ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.23). - Prepare new lesson.

DẠ

KÈ

QU Y

ƠN

Week : Period:

Date of preparing: Date of teaching:

UNIT 2. DAYS

FI CI A

• Present simple: questions • Simple sentence

Lesson 5: Language focus

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to ask and answer questions about routines and free time. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1.Teacher: book, planning, TV 2.Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1.Check – up: during the lesson 2.New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities Contents Game: Make me say “Yes, I do” ACTIVITY 1: WARM-UP v Aims: Help students identify the question form of the simple present tense. v Contents: Students work in pairs. v Products: Students’ comparison v Organization: - Teacher guides students to play the game. - Students play game in pairs. Student A asks student B “Do you…?” questions and A will get one point for each positive answer, but no points for “No, I don’t” from B. The winner is the one who get the most points. Example: - Teacher may allow questions with the Present Simple of “to be” and get students to - Student A: Do you like milkshake? ask about their partners’ family members...to - Student B: No, I don’t. (0 point) - Student A: Do you eat every day? bring in 3rd person S. - Student B: Yes, I do. (+1 point) - Teacher elecits the question form of the simple present tense from the game. & Grammar

PRESENT SIMPLE: QUESTIONS 1. Yes - no questions a. To be: Am/ Is/ Are + S + O ? Short answer: Yes, S + am/ is / are. No, S + am/ is /are + not. Ex: Are you a student? Yes, I am. / no, I’m not. b. Ordinary verbs:

FI CI A

ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Help students understand how to use simple present tense in questions. v Contents: Students pay attention to the grammar and work individual. v Products: The present simple: Questions. v Organization: - Teacher explains the grammar to students.

Short answer: Yes, S + do/ does. No, S + do/ does + not. Ex: Do you like this celebration? Yes, I do. / No, I don’t

- Students copy down to their notebooks.

Do / Does + S + V + O?

ƠN

2. Wh-questions a. To be: Wh-word + am/ is/ are + S? Ex: Where are you from? Who is he? b. Ordinary Verbs:

DẠ

KÈ

QU Y

ACTIVITY 3: PRACTICE v Aims: Help students apply the knowledge Wh- word + do / does + S + Vinf + O? they have learnt to do the tasks given. Ex: Where do you come from? v Contents: Students work in What does she do? individual/pairs/groups v Products: Students’ answers v Organization: 1. Match questions 1–5 with answers a–e. Exercise 1: Then choose the correct words in Rules 1–4 - Teacher has students match the questions Suggested answers with the answers. Match questions with answers: - Students work in individual to match, they 1. b compare their answers in pairs. 2. c - Teacher checks answers with the class, then 3. e ask students to read the rules and choose the 4. d correct words to complete them. 5. a (With weaker classes, do this exercise with Rules: the whole class. Check answers with the 1. do and does class) 2. don’t add 3. beginning 4. do * Note: - We use do / does to ask questions in the present simple: Do you like fireworks?

QU Y

FI CI A

Exercise 3: - Teacher asks students to look at ex.2 to complete the key phrases. - Students do the task individually. - Teacher checks the answers with class. - Teacher explains the time expressions to students. Add more possible time phrases (in January, in the morning, at midday, at night) - Students copy down to their notebooks.

3. Look at exercise 2. Complete the Key Phrases. Add more words to the list.

ƠN

Exercise 2: - Students read the sentences and choose the correct words. They can compare their answers in pairs. - Teacher checks answers with the class.

2. Choose the correct words. Suggested answers 1. Do 2. do 3. Does 4. have 5. does

NOT You like fireworks? - We don’t add -s with he / she / it forms: Who does she invite? NOT Who does she invites?

4. Work in pairs. Have a question competition. Write questions with words from the grid. How many questions can you make in five minutes? (Students’ own answer)

KÈ

Exercise 4: - Teacher focus on the grid and make sure students understand “Where, When and How” often. Elicit a few example questions from the class, (e.g. How often do you help at home?) Put students into pairs and give them five minutes to write their questions. - Students do the task as required. - Teacher asks some pairs to read their questions to the class. Correct any errors, and see which pair wrote the most correct questions.

Suggested answers 1. in 2. at 3. on 4. at

DẠ

Exercise 5: - Teacher gives the definition of a simple sentence.

5. Choose the correct word. & Simple sentence: A simple sentence consists of one independent clause(s). Suggested answers

FI CI A

6. USE IT! Work in pairs. Complete questions 1–7 with time expressions from the Key Phrases. Ask and answer the questions. (Students’ own answer)

µ Finish? Write six questions for an interview with your favourite celebrity. Then act out your interview with a partner. (Students’ own answer)

Exercise 6: - Teacher asks two confident students to read out the example question and answer. - Students work in pairs to complete the questions. - Teacher asks some students to read their questions to the class. Correct any errors. - Students ask and answer their questions in pairs. - Teacher asks some students to tell the class something they learned about their partner.

Choose the correct word: - one Choose and tick (✓) the simple sentences. 1. √ 2. _ 3. _ 4. √ 5. _

ƠN

- Students listen then copy down into their notebooks. - Teacher asks students to do the task individually. - Students do as required. - Teacher checks the answers with class.

KÈ

QU Y

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate the way the use comparative adjectives to compare things. v Contents: Students work individual/pairs v Products: Students’ comparison v Organization: - Teacher refer fast finishers to the Finished? activity. - Students can write their questions individually then act out an interview with another fast finisher. - Alternatively, teacher ask fast finishers to hand their questions to a classmate. Their classmate reads out the questions and the fast finisher role-plays the part of their celebrity. See if other students can guess the celebrity from the interview.

DẠ

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook p.21). - Prepare new lesson.

Week : Period:

Date of preparing: Date of teaching:

UNIT 2. DAYS

FI CI A

• Making plans and suggestions

Lesson 6: Speaking

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - practise making plans and suggestions. - develop students’ speaking skill. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1.Teacher: book, planning, TV 2.Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1.Check – up: during the lesson 2.New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP v Aims: Help students get comfortable with classmates and focus their brains on content of the new lesson. v Contents: Students work in individual. v Products: Students’ talking. v Organization: - Teacher asks students to watch a video clip. Then read the question with the class and ask students to note down three things they do with their friends at the weekend. Put students into small groups to ask and answer (https://www.youtube.com/watch?v=UKvEQfqFrqg) the question and find out who has similar answers. Ask some students to tell the class ` THINK! What do you usually do with your what they do and who in their group does friends at the weekend. similar things. (Students’ own answers) - Students do as directed. ACTIVITY 2 : KNOWLEDGE 1. Look at the programme for Special days at FORMATION Highfield School. Check any new words.

FI CI A

Which activities interest you? Which don’t interest you? & New words - competition (n) (expl.) => dance competition (n) => costume competition (n) - culture (n) (expl.)

ƠN

(Students’ own answers)

2. Watch or listen and complete the dialogue. What do Daisy and Gareth decide to do? Suggested answers 1. cooking class 2. concert 3. disco 4. dance competition 5. disco They decide to go to the dance competition and the concert, and the disco in the evening

QU Y

v Aims: Help students pay attention to the content of the dialogue v Contents: Students work in individual/ pairs. v Products: Students’ understanding. v Organization: Pre-speaking Exercise 1: - Teacher allows students time to read the programme. Students can use their dictionaries to check the meanings of new words. (With weaker classes, read the programme with the class and explain any new words). - Students read and check the meanings of new words in pairs. - Teacher asks individual students which activities interest them and which don’t interest them. Exercise 2: - Teacher allows students time to read through the gapped dialogue. Play the video or audio for students to watch or listen and complete the dialogue. - Students do the task individually. - Teacher plays the video or audio again for students to check their answers. Check answers with the class, then ask the question to the class and elicit the answer about what Daisy and Gareth decide to do.

DẠ

KÈ

ACTIVITY 3: PRACTICE v Aims: Help students develop speaking skill. v Contents: Students work in pairs/groups v Products: Students’ performance v Organization While-speaking Exercise 3: 3. Watch or listen again. Then practise the - Teacher plays the audio or video again. Tell dialogue students to listen carefully for the (Students’ own answers) pronunciation and intonation. - Students work in pairs to practise the dialogue.

L FI CI A

(Students’ own answers)

5. USE IT! Work in pairs. Look at the cinema programme. Prepare and practise a new dialogue. Use the dialogue in exercise 2 and the Key Phrases. (Students’ own answers)

QU Y

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate the way to make plans and suggestions v Contents: Students work in groups. v Products: Students’ conversation. v Organization: Post-speaking Exercise 5: - Teacher asks students work in pairs to prepare a new dialogue. - Students swap roles and practise again. - Teacher asks some students to perform their dialogues for the class. Optional activity: - With stronger classes, students could work in pairs and make a poster for a special day at their school. - Teacher monitor and help while they are working. They could swap posters with another pair and practise a new dialogue using the poster they have been given. Ask some pairs to perform their dialogues for the class.

4. Study the Key Phrases. Then complete the mini-dialogue. Use some of the ideas from the Family Fun Day programme in exercise 1.

ƠN

Exercise 4: - Teacher reads through the key phrases with the class. Ask students to find the key phrases in the dialogue, and check they understand everything. Remind students that they should try to learn key phrases. - Students complete the mini-dialogue. (With weaker classes, students could work in pairs to complete this activity).

KÈ

ACTIVITY 5. HOMEWORK - Learn by heart all the structures. - Do exercises (in workbook p.37). - Prepare new lesson.

DẠ

Date of preparing: Date of teaching:

FI CI A

UNIT 2. DAYS

Week : Period:

Lesson 7: Writing • A special day

QU Y

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - write a description of a celebration or special day. - develop students’ writing skill. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: during the lesson 2. New lesson: Contents

DẠ

KÈ

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP v Aims: Help students brainstorm of what they are going to study. v Contents: Students observe the pictures/video clip and work in groups v Products: Students’ answers v Organization: - Teacher asks students to watch a video clip. And show students that is “Notting Hill Carnival” - Students pay attention to the video clip. - Then, teacher asks the question to the class and elicit answers from individual students. Ask more questions to encourage students to speak more, (e.g. Why do you like this special day? Who do you celebrate with? What do you do?)

(https://www.youtube.com/watch?v=zOl-PDc75ME) ` THINK! What is your favourite special day or celebration? (Students’ own answers)

ƠN

FI CI A

1. Check the meanings of the words in the box. Then describe the photo using the words & New words - celebration (n) (expl.) - parade (n) (pic.) - costume (n) (ex.)

- Students work in individually. ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Help students have an idea of writing description of a celebration or special day. v Contents: Students work individual to check the meaning of given words. v Products: Students can understand the meaning of given words. v Organization: Pre-writing Exercise 1: - Students check the meanings of the words in their dictionaries. - Teacher model pronunciation of the words, if necessary. - Students work in pairs to describe the photo using the words. - Teacher elicits sentences describing the photo from individual students and, as a class, build up a description of the photo.

2. Read the description. Where and when is the carnival? What do people do? Suggested answers - The carnival is in Notting Hill, London in August. - People wear costumes, play music and dance. 3. Look at the text and complete the Key Phrases.

KÈ

QU Y

ACTIVITY 3: PRACTICE v Aims: Help student how to write a description of a celebration or special day as well as develop their writing skill. v Contents: Students work in pairs and groups. v Products: Students’ answers. v Organization While-writing Exercise 2: - Teacher checks that students understand Caribbean and carnival. - Students read the description and answer the questions. - Teacher checks answers with the class.

(Students’ own answers)

DẠ

Exercise 3: - Students look at the text and complete the key phrases. - Teacher checks answers and check that students understand all the key phrases.

Suggested answers 1. the Notting Hill Carnival 2. Caribbean culture 3. big parades 4. fun

4. Look at the words in blue in the text. How do you say also in your language? Then choose the correct words. & Language point - “Also” is used in positive sentences, to show agreement or something in common. - “Also” comes before a single action verb. Except… “Also” comes after a modal or “to be” verb, and before the infinitive.

- Students choose the correct position for also in the sentences then compare their answers in pairs. - Teacher checks answers with the class.

Suggested answers 1. We also have 2. There’s also 3. I also like 4. is also

FI CI A

ƠN

Optional activity 1. I love the costumes and I also enjoy the music. 2. The carnival is colourful and it’s also fun. 3. People sing in the streets and they also dance. 4. At the end of the day I’m very happy and I’m also tired.

QU Y

Optional activity - With books closed, teacher dictates these sentences to the class: 1. I love the costumes and I enjoy the music. 2. The carnival is colourful and it’s fun. 3. People sing in the streets and they dance. 4. At the end of the day I’m very happy and I’m tired. - Teacher asks students to rewrite the sentences adding “also” to each one. - Students work in pairs for this. - Teacher checks answers with the class.

Exercise 4: - Teacher focuses on the word in blue in the text and elicit how students say it in their language. - Students answers. - Teacher explains how to use “also” in English. - Students listen carefully and copy down into their notebooks.

5. USE IT! Follow the steps in the writing guide.

DẠ

KÈ

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate how to write descriptions about a celebration or special day. v Contents: Students work in groups v Products: Students’ descriptions v Organization: Exercise 5: - Teacher reads the task with the class. - Students answer the questions and plan their description. - Teacher reads through the paragraph structure with the class. - Students write their descriptions. This can be set for homework.

(Students’ own answers)

FI CI A

- Teacher remind students to check their grammar and spelling carefully. ACTIVITY 5. HOMEWORK - Do exercises (in workbook p.23). - Prepare new lesson.

DẠ

KÈ

QU Y

ƠN

Week : Period:

Date of preparing: Date of teaching:

FI CI A

Lesson 8: CLIL • Geography: Time zones

UNIT 2. DAYS

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - talk about time zones. - develop students’ skills. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1.Check – up: during the lesson 2.New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP v Aims: Help students brainstorm of what they are going to study. v Contents: Students work individual. v Products: Students’ answers. v Organization: - With books closed, teacher asks: ? “What time is it now”? - Students answers. - Teacher elicits the answer, then ask: ? “What time is it in New York?/London?/Brisbane?” - If students have smartphones with them, they can find the times on their phones. If not, teacher tells students they should know the answers by the end of the lesson. Write time zones on the board and explain that different parts of the world are in different

Contents TIME ZONES

time zones. Tell students they are going to learn about these now.

ƠN

FI CI A

1. Check the meanings of the words in the box. Read the text and match the words to numbers 1–7 on the map. & New words - longitude (n) (object) - Prime Meridian (n) (object) - Greenwich Mean Time = GMT (n) (expl.) (Greenwich Mean Time was originally developed as a tool for British mariners. It was officially adopted as the legal time throughout Great Britain in 1880, and adopted as an international standard in 1884. It has now been replaced as the official international time standard by Coordinated Universal Time, abbreviated to UTC, but it is still commonly referred to.) - east (n) (object) - west (n) (object) - north (n) (object) - south (n) (object)

QU Y

ACTIVITY 2 : KNOWLEDGE FORMATION v Aims: Help students understand the meaning of new words. v Contents: Students work in pairs to match the words with numbers. v Products: Students’ understanding. v Organization: Exercise 1: - Teacher uses a globe to teach new words. Explain the word “Greenwich Mean Time” clearly for students, give more information of this word. - Students listen carefully then copy down in their notebooks. - Teacher asks students read the text and match the words to the numbers on the map. - Students do the task in pairs. - Teacher checks answers with the class and make sure that students understand all the words. Model and drill pronunciation, if necessary, especially of “Greenwich /grenɪʧ/”.

DẠ

KÈ

ACTIVITY 3: PRACTICE v Aims: Help students know more about time zones. v Contents: Students work in individual/ groups. v Products: Students’ answers. v Organization Exercise 2: - Students read and listen to the text again and decide if the sentences are true or false. - Teacher points out that they need to correct the false sentences. They can compare their

Suggested answers 1. Prime Meridian 2. Greenwich Mean Time 3. north 4. west 5. east 6. south 7. longitude

2. Read and listen to the text and write True or False. Correct the false sentences. Suggested answers 1. False (They go from north to south.) 2. False (The Prime Meridian is the line at 0° longitude.) 3. True 4. False (The time in places east of the Prime Meridian is ahead of GMT.)

FI CI A

3. Look at the clocks and answer the questions. Suggested answers 1. England, the USA, Spain, Brazil, Australia, Việt Nam. 2. It’s behind. 3. It’s seven hours ahead. 4. It’s three hours behind. 5. It’s 10 p.m. 6. No, because it’s 2 a.m

ƠN

Optional activity 1. The Earth rotates 15° longitude every hour. 2. The Earth has 24 time zones. 3. Rio is 45° west of the Prime Meridian. 4. Istanbul is 30° east of the Prime Meridian.

answers in pairs. Check answers with the class. Exercise 3: - Students work in pairs to look at the clocks and answer the questions. - Teacher checks answers with the class. If students didn’t use their phones to answer the questions in the Warm-up, ask them again now what time it is in New York, London and Hà Nội. Optional activity: - Teacher writes these numbers on the board. 1. 15 2. 24 3. 45 4. 30 - Then, teacher asks students to scan the text quickly and write a sentence explaining the meaning of each number. - Students do the task in groups. - Teacher checks the answers.

4. USE IT! Work in pairs. Complete the table. Then ask and answer questions about the time in the different cities. Suggested answers Tokyo: 10 p.m. Mexico City: –7 Sydney: +10 Rio: 10 a.m. Hà Nội: 8 p.m.

KÈ

QU Y

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate about the time in the different cities. v Contents: Students work in groups. v Products: Students’ conversation. v Organization: Exercise 4: - Students work in pairs to complete the table. - Teacher check answers with the class, then ask two confident students to read out the example dialogue. - Students ask and answer questions. Once students have asked questions using the times in the table, they can take turns to choose a different time for London, so their partner has to work out the time in one of the other cities.

DẠ

ACTIVITY 5. HOMEWORK - Draw a map - Do exercises (in workbook). - Prepare new lesson.

(Students’ own answers)

Week : Period:

Date of preparing: Date of teaching:

UNIT 2. DAYS

Lesson 9: Options

FI CI A

Puzzles and games

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - revise all lessons in Unit 2. - develop students’ skills. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1. Check – up: during the lesson 2. New lesson: Contents 1. Look at the code and write the sentences.

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP v Aims: Help students warm-up and lead in the new lesson v Contents: Students work individual to play the game. v Products: Students’ sentences. v Organization: - Teacher demonstrates how the puzzle works using the example answer. Students could work in pairs for this, and teacher could do it as a race to make it fun. - Teacher checks answers with the class. As an extension, students could work in pairs and write the code for another phrase for daily routines from pages 22 and 23. They could then swap with another pair and solve the puzzle they are given. ACTIVITY 2 : KNOWLEDGE FORMATION

Suggested answers 1. I get up at six. 2. I sometimes go to school on foot. 3. My mum doesn’t watch TV

ƠN

FI CI A

2. SENTENCE NOUGHTS AND CROSSES. Work in pairs. one of you is a nought (0) and the other is a cross (X). Take turns saying sentences about your partner. Use the present simple affirmative or negative. If your sentence is true, write a 0 or a X in the table.

v Aims: Help students revise the present simple affirmative or negative. v Contents: Students work in pairs to play the game. v Products: Students’ speaking. v Organization: Exercise 2: - Teacher reads out the instructions and check that students understand the game. With weaker classes, brainstorm some sentences that students could use in the game, (e.g. You sometimes watch TV. You never play football.) Point out that they must try to think of sentences that are true for their partner. - Students play the game. Students could repeat the game with a new partner for extra practice. - This time, teacher could specify that all the sentences must be negative, or instead of sentences, students must ask questions which elicit the answer ‘yes’.

3. THE LONGEST SENTENCE. Work in two teams. Each student says a word to make a team sentence. Use the adverbs of frequency in the box. Which team can make the longest sentence?

DẠ

KÈ

QU Y

ACTIVITY 3: PRACTICE v Aims: Students can use their knowledge which they have revised to do the tasks given as well as develop skills. v Contents: Students work in pairs/teams. v Products: Students’ answers v Organization Exercise 3: - Teacher divides the class into two teams. Explain that each student in turn must say one word, and the idea is to keep the sentence going to make it as long as possible. Elicit some words for making a sentence longer, (e.g. and, but, also). - Teams take turns making their longest sentence. The other team can listen and count the words in the sentence. Students could also play this game in small groups. - Teacher sees which group manages to make the longest sentence. Exercise 4:

(Students’ own answers)

FI CI A

OF 5. TRUE OR FALSE GAME. Work in pairs. Take turns asking and answering questions. Follow the instructions.

(Students’ own answers)

KÈ

QU Y

ACTIVITY 4. PRODUCTION v Aims: Help students consolidate the knowledge which they have learnt. v Contents: Students work in pairs. v Products: Students’ speaking. v Organization: Exercise 5: - Teacher read out the instructions and check that students understand the game. - Students write their questions. - With stronger classes, students could use their own ideas, as well as the ideas in the box. - With weaker classes, teacher puts students into pairs to write their questions, then put them into different pairs to ask and answer. Students work in pairs to ask and answer their questions and guess the false answers. Students could swap roles and play the game again. - Teacher sees who managed to guess the false answers

4. Find eight verbs about celebrations in the grid. Each verb is in a different colour. Then match the verbs to pictures 1–8. Suggested answers 1. wear crazy clothes 2. give presents 3. have a special meal 4. dance 5. visit family 6. play music 7. celebrate 8. make costumes

ƠN

- Teacher reads out the instructions and look at the example. Point out that the circled letters make up the example. - Students work in pairs to find the verbs and match them to the pictures. - With weaker classes, teacher could allow students to refer back to page 26 to help them. - With stronger classes, teacher could specify that students mustn’t look back, and teacher could do it as a race. - Teacher checks answers with the class

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook). - Prepare new lesson.

DẠ

Week : Period:

Date of preparing: Date of teaching:

I./. OBJECTIVES

FI CI A

Lesson 1: Vocabulary Animals

UNIT 3: WILD LIFE

ƠN

1. Knowledge: By the end of the lesson, students will be able to: - get some more knowledge about animals. - develop students’ speaking and listening skills. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1.Check – up: during the lesson 2.New lesson: Contents

DẠ

KÈ

QU Y

Teacher’s and students’ activities ACTIVITY 1: WARM-UP ❖ Aims: Students can talk about animals ❖ Contents: Students apply their knowledge to the situations, then work in pairs to answer the questions. ❖ Products: Students call out the name as many animals as they can ❖ Organization: -Teacher puts students into pairs and set a time limit of two or three minutes for them to name as many animals as they can. -Teacher brings students’ ideas together on the board and check that they understand all the animal words. See which pair named the most animals correctly. ACTIVITY 2 : KNOWLEDGE FORMATION ❖ Aims: Teacher presents new words related to animals.

THINK! How many animals can you name in thirty seconds? Game: NAME ANIMALS  New words

-camel (n)

-bat (n)

-crocodile (n)

-butterfly (n)

-frog (n)

FI CI A

-wolf (n)

- Check -up : Matching

-giraffe (n)

QU Y

ƠN

-eagle (n)

-gorilla (n)

-octopus (n)

-ostrich (n)

-scorpion (n)

1. Look at the photos and watch or listen to three conversations. Which animal is correct for each conversation?

KÈ

ACTIVITY 3: PRACTICE ❖ Aims: Students can apply the knowledge which they have learnt to do the tasks given. ❖ Contents: Students work in individual/pairs/groups to complete the tasks. ❖ Products: Students’ answers ❖ Organization Exercise 1: - Teacher asks students to focus on the photos and check that students know what the animals are. - Teacher plays the video or audio for students to watch or listen and decide which animal is correct for each conversation. - Teacher check answers with the class.

DẠ

v Contents: Students listen and repeat new words individual/pairs/groups. ❖ Products: Students can understand the meaning of new words. ❖ Organization: - Teacher shows a poster of animals and uses some techniques of teaching vocabulary to teach new words, then asks students to listen and repeat. - Students listen to the teacher and repeat the words. - Students copy down these words into their notebooks.

Suggested answers 1. a fish ; 2. a wolf ; 3. a camel

FI CI A

Suggested answers 1. it is; 2. I’ve got; 4. a dog; 5. an elephant .

3. a frog;

 PRONUNCIATION: sentence stress 3. Look at the questions and sentences. Listen and repeat. Underline the stressed words. Suggested answers 1. What do you think it is? 2. It looks like a camel. 3.It sounds like a cat. 4. Is it a dog? 5. Maybe it's a giraffe.

KÈ

QU Y

Exercise 3: - Teacher gives students enough time to read through the questions and sentences. - Teacher checks they understand what sentence stress is. Demonstrate sentence stress in the students’ own language, if necessary. - Teacher plays the audio, pausing after each question or sentence for students to repeat. Play the audio again for students to underline the stressed words. - Teacher checks answers with the class - Students listen to the audio and follow the teacher’s guide

2. Watch or listen again and complete the Key Phrases.

ƠN

Exercise 2: - Teacher allows students time to read through the gapped key phrases. Then plays the video or audio again for students to complete the phrases. - Teacher checks answers with the class, and check that students understand all the phrases. ( With stronger classes, students could complete the key phrases from memory, then watch or listen again to check.) - Students listen to the audio and complete the Key Phrases

(With weaker classes, pause after each conversation to check answers and play the video or audio again if students find the task difficult.) - Students listen to the audio and choose the matching pairs

DẠ

Exercise 4: - Teacher reads through the animal names in the box with the class and check that students understand them all. Teacher could ask students to check the meanings in their dictionaries, or explain the meanings. - Teacher models pronunciation of the words. Read out the quiz title Creature close-ups and point to the photos. Explain

4. Play the Creature close-ups game. Follow the instructions. Then listen and check Suggested answers 1. frog 2. elephant 4. snake 5. gorilla 7. rabbit 8. whale 10. ostrich 11. bat

3. butterfly 6. eagle 9. crocodile

FI CI A

that creature is another word for animal, and explain the meaning of close-up. - Teacher put students into teams and give them a few minutes to look at the animals in their teams and decide which ones they can guess. Ask teams in turn to choose a photo and say what they think it is. If they are correct, they get a point. If not, do not give the answer away, but turn to the next team and ask them to choose an animal to identify. Continue until all the animals have been guessed. See how many points each team has. - Students guess the photos in turn

5. Listen and identify the animal sounds. Compare your ideas with a partner's. Use the Key Phrases.

Optional activity: -Teacher asks students to choose three animals from exercise 4 and write them as jumbled words. Ex. awehl (whale). When they have finished, ask them to close their books and swap words with a partner. They try to unscramble the words they have been given. Students could repeat with a different partner for more practice -Students follow to the teacher’s guide

Optional activity: Vocabulary Example. awehl (whale).

KÈ

QU Y

ƠN

Exercise 5: -Teacher plays the audio for students to identify the animal sounds. Play the audio again, pausing after each sound. Put students into pairs to compare their ideas. Ask them to use the key phrases. Check answers with the class -Students listen and try to guess the animal sounds

DẠ

Exercise 6: -Teacher reads through the questions with the class and elicit or explain the meanings of the words in blue. Ask two confident students to read out the questions and answers, and ask other students to guess the animal. (With weaker classes, use the

Suggested answers : 1. camel 2. whale 4. eagle 5. frog

3. monkey 6. bat

QU Y

ACTIVITY 5. HOMEWORK -Learn by heart all the new words. -Prepare for next lesson

ƠN

FI CI A

questions to remind students how to form 6.Look at the questions and check the questions in the present simple) meanings of the words in blue. What do you -Students work in pairs to ask and answer the think the animal is? question, then present in front of the class Suggested answers : a crocodile ACTIVITY 4. PRODUCTION ❖ Aims: Students can write the sentences about their places in town or city. ❖ Contents: Students work in groups. 7.USE IT! Work in pairs. Play a guessing ❖ Products: Student’s opinions game. Think of an animal in exercise 4. Ask ❖ Organization: questions to identify your partner’s animal. - Read out the instructions and check that students understand them. Students look at the example question and answer. Demonstrate if necessary by thinking of an animal yourself and getting students  Finish! Look at the animals in exercise 4. to ask you questions to guess what it is. Which animals live in water, on land or both? Students play the guessing game in pairs. See who guessed correctly. ( Students’ own answers)

DẠ

KÈ

Week : Period:

Date of preparing: Date of teaching:

FI CI A

Lesson 2: Reading The ugliest animals ?

UNIT 3: WILD LIFE

QU Y

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - know how to answer specific questions about the text. - find out more about the blobfish. - use vocabulary items related to the issue of passage. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1. Check – up: during the lesson 2. New lesson:

DẠ

KÈ

Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP ❖ Aims: Students can predict the content of  THINK! Look at the animals in the box. a text from photo. Which animals do you think are ugly? ❖ Contents: Students work in pairs ❖ Products: Students’ opinions ❖ Organization: eagle gorilla frog - Teacher reads the question with the class and check that students understand ugly. Put students into pairs to discuss which animals in the box are ugly. Teacher could ask them to list the animals in order, from spider bat crocodile ugly to not ugly. Ask pairs to report back to (Students’ own answers.) the class, and ask other students to say if they agree or disagree. Encourage as many students as possible to join in and express their opinions - Students work in pairs and give opinions

FI CI A

the ugliest animal in the world

1+3. Check the meanings of the words in blue in sentences 1–3. Then read the text. Which sentences does the writer agree with?  New words

-blobfish (n): cá giọt nước -protect (v): to make sure that somebody or something is not harmed, injured, damaged, etc. -species (n) a group into which animals, plants, etc. -become extinct: bị tuyệt chủng -in danger : gặp nguy hiểm -help (v) : giúp đỡ (n): sự giúp đỡ -ugly (adj) >< beautiful (adj) -common (adj) : chung -colourful (adj): full of bright colours or having a lot of different colours -rare (adj) : hiếm, hiếm có

QU Y

ACTIVITY 2 : KNOWLEDGE FORMATION ❖ Aims: Teacher presents new words related to the blobfish. ❖ Contents: Students listen and repeat new words individual/pairs/groups. ❖ Products: Students can understand the meaning of new words. ❖ Organization: Pre-reading -Teacher asks students to read the three sentences and check the meanings of the words in blue. -Teacher introduces some new words, uses some techniques of teaching vocabulary to teach them, then asks students to listen and repeat. - Students listen to the teacher and repeat the words. - Students copy down these words into their notebooks. - Check-up: Rub out and remember

➔ To day we will learn about the blobfish -

ƠN

- Teacher shows the picture of blobfish and leads in the lesson: “To day we will learn about the blobfish the ugliest animal in the world.”

DẠ

KÈ

Exercise 1: -Teacher reads out the sentences and check that students understand everything. Read out the question and point out to students that for this task they need to think about the writer’s point of view. ? “ Read the text quickly and tell me which sentences does the writer agree with?” -Students read the text and answer the Suggested answer question. They can compare their ideas in The writer agrees with sentences 1 and 3 pairs. -Teacher checks answers with the class, encouraging students to point to sentences in the text which confirm the answer.

ACTIVITY 3: PRACTICE

L FI CI A

Suggested answer 1.True 2 .False (It lives 1,000 metres under the sea.) 3 .True 4 .False (We often see information.)

Optional activity: Vocabulary plus

Optional activity: Vocabulary plus -Teacher asks students to make pairs of opposites with the adjectives in blue -Students work in pairs to do the teacher’s task. -Teacher checks answers with the class.

2. Read and listen to the text and write True or False.

ƠN

v Aims: Help students read and listen carefully for specific information ❖ Contents: Students work individual/ pairs/ groups. ❖ Products: Students’ answers ❖ Organization While-reading Exercise 2: -Teacher reads through the sentences with the class and make sure students understand rare. -Teacher points out that for this task students need to read and listen carefully for specific information, to find out if the sentence is true or false. (With stronger classes, teacher could ask students to correct the false sentences.) -Students read the text and work in pairs to decide which statement is true or false -Teacher checks answers with the class.

QU Y

Suggested answer beautiful – ugly, common – rare, dull – colourful

DẠ

KÈ

ACTIVITY 4. PRODUCTION ❖ Aims: Teacher helps students consolidate the lesson ❖ Contents: Students work individual ❖ Products: Students’ comprehension ❖ Organization: Post-reading Exercise 4: -Teacher gives the questions: ?” Do you know the names of any animals in danger? Do you think which ones are ugly and which ones are beautiful?” - Teacher allows students time to prepare their answers to the questions individually. -Students discuss the questions in pairs.

4. USE IT! Work in pairs. Do you know the names of any animals in danger? Do you think which ones are ugly and which ones are beautiful? ( Students’ own answers )

FI CI A

-Teacher asks some students to report back to the class, and discuss as a class which animals are in danger and which animals are ugly or beautiful.

DẠ

KÈ

QU Y

ƠN

ACTIVITY 5. HOMEWORK - Learn by heart all the new words. - Do exercises (in workbook). - Prepare new lesson.

Week : Period:

Date of preparing: Date of teaching:

FI CI A

Lesson 3: Language focus Superlative adjectives

UNIT 3: WILD LIFE

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to talk about your country using superlative adjectives 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./. PROCEDURE 1.Check – up: during the lesson 2.New lesson:

DẠ

KÈ

QU Y

Teacher’s and Students’ activities Contents ACTIVITY 1: WARM-UP Brainstorm ❖ Aims: Teacher elicits the information Example : bear, snake, octopus from students about the comparision, then leads in the new lesson. ❖ Contents: Students work in groups ❖ Products: Students’ sentences ❖ Organization: -Teacher asks students to close their book and writes the names of three animals on the board, for example: bear, snake, octopus, then asks: ? “Which are ugly and which are beautiful? Is a snake uglier than an octopus? Is a bear more beautiful than a snake?” -As students answer, teacher writes sentences with comparative adjectives on the board, then asks: ? “Which is the ugliest of the three? Which is the most beautiful?”

L FI CI A

ƠN

 Change into comparative adjectives New -> newer Nice -> nicer Friendly -> friendlier Fit -> fitter Comfortable -> more comfortable  GRAMMAR. Superlative adjectives  With short adjectives: S + be + the + short adj-est.  With long adjectives: S + be + the most + long adj. Language note -For most short adjectives, we form comparatives and superlatives by adding -er and -est: old – older – oldest. -The adjective ends in -e, we just add -r and -st: safe – safer – safest. -Final -y changes to -ier and -iest: pretty –prettier – prettiest. -We sometimes double the final consonant: big – bigger – biggest. -Some comparative and superlative adjectives are irregular: good – better – best, bad – worse – worst. -We use THE with superlative adjectives: It’s the ugliest animal. (NOT It’s ugliest animal.) Suggested answer the weirdest, the slowest, the rarest, the safest, the ugliest , the prettiest, the biggest, the hottest, the most common, the most expensive, the best

QU Y

-Teacher elicits answers and writes sentences with superlative adjectives on the board. -Teacher underlines the comparative and superlative adjectives and tell students they are going to study these now. ACTIVITY 2 : KNOWLEDGE FORMATION ❖ Aims: Help students understand the rules of superlative adjectives ❖ Contents: Students pay attention to the teacher’s guide and work in pairs ❖ Products: Students’ note taking ❖ Organization: -Teacher asks students if they can remember the rules to form comparative adjectives. Write these adjectives in a column on the board: new, nice, friendly, fit, comfortable. Elicit the comparative form of each one: newer, nicer, friendlier, fitter, more comfortable, and the spelling rules, and write them on the board.

DẠ

KÈ

Exercise 1: -Teacher asks students complete the table of superlatives. -Students do the task in pairs -Teacher highlights the use of THE before each superlative adjective and points out that they do not use THAN after a superlative. -Teacher asks students to write the superlative forms of the adjectives in the box. (With weaker classes, do this exercise with the whole class. Check answers with the class)

L FI CI A

Suggested answer 1. hottest 2. warmest 3. coldest 4. best 5. highest 6. the most interesting

 STUDY STRATEGY Improving your grammar Inventing sentences is a good way to remember grammar rules and improve your grammar

3.Read the Study Strategy. Then write five sentences with your ideas. Use the adjectives and the topics in the boxes. Compare with a partner.

QU Y

Exercise 3: -Teacher asks student to read aloud the Study strategy -Students read and remember how to remember grammar rules and improve grammar -Teacher gives an example and ask students to write sentences with their own ideas, using the adjectives and topics in the box -Students write their sentences individually, then compare with their partners. -Teacher calls some students to write the sentences and give feedback

2.Complete the text using the superlative form of the adjectives in brackets.

ƠN

ACTIVITY 3: PRACTICE ❖ Aims: Help students apply the structures they have learnt to do the tasks given. ❖ Contents: Students work in pairs/groups ❖ Products: Students’ answers ❖ Organization Exercise 2: -Students read and complete the text, then compare their answers in pairs. -Teacher checks grammar with the class.

KÈ

Exercise 4: -Teacher allows students time to prepare their answers individually. Put students into groups to ask and answer the questions -Students work in groups -Teacher asks students to ask and answer then gives feedback

DẠ

ACTIVITY 4. PRODUCTION ❖ Aims: Help students consolidate the superlative adjectives ❖ Contents: Students work individual ❖ Products: Students’ sentences

Example : I think the best football team is Arsenal. In my opinion, the most horrible animals are spiders. ( Students’ own answer)

4. USE IT! Work in pairs. Read the text in exercise 2 again. Ask and answer questions with superlative adjectives for clues 1 – 6. ( Students’ own answer)

µ Finish? Write sentences about another national park in your country using the questions in exercise 4. ( Students’ own answer)

FI CI A

v Organization: - Students can write their sentences individually and compare with another fast finisher. -Alternatively, teacher asks them to read their sentences to the class.

DẠ

KÈ

QU Y

ƠN

ACTIVITY 5. HOMEWORK -Learn by heart all structures. -Prepare the next lesson

Week : Period:

Date of preparing: Date of teaching:

FI CI A

Lesson 4: Vocabulary and Listening Amazing animals

UNIT 3: WILD LIFE

ƠN

I./. OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: - understand a podcast about animal skills - develop students’ listening skills. 2. Skills: Speaking, listening, reading, writing. 3. Attitude: Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language…… II./. PREPARATION 1. Teacher: book, planning, TV 2. Students: books, notebooks III./. TEACHING METHODS Communicative approach, group Ss and T’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practicing, discussion group, technical present…. IV./.PROCEDURE 1. Check – up: during the lesson 2. New lesson: Contents

DẠ

KÈ

QU Y

Teacher’s and Students’ activities ACTIVITY 1: WARM-UP ❖ Aims: Help students identify, understand the situation and lead in new lesson ❖ Contents: Students work individual ❖ Products: Students’ answers ❖ Organization: -Teacher reads the sentence with the class and elicits responses from individual students. ? “Can you name three fast-running animals?” -Teacher asks more questions to encourage longer answers. For example: “ How fast do you think ostriches can run? What other animals can run fast?”

 THINK! Name three fast-running animals. (Students’ own answers.)

L FI CI A

ƠN

1.Check the meanings of the verbs in the box. Look at the quiz and complete the questions with eight of the verbs. Listen and check your answers.  New words -communicate (v): to share information with others by speaking, writing, moving your body, or using other signals -fly (v): When a bird, insect, or aircraft flies, it moves through the air -jump (v): to push yourself suddenly off the ground and into the air using your legs -survive (v): to continue to live or exist, especially after coming close to dying or being destroyed or after being in a difficult or threatening situation -kill (v): to cause someone or something to die -climb (v): to go up, or to go towards the top of something -grow (v): to increase in size or amount, or to become more advanced or developed -move (v): to go to a different place to live or work

QU Y

ACTIVITY 2 : KNOWLEDGE FORMATION ❖ Aims: Help students understand the vocabularies to do a quiz. ❖ Contents: Students work individual/pairs ❖ Products: Students’ answers ❖ Organization: Pre-listening -Teacher leads in the new lesson: “Some animals are fast, some are big and strong. Some are intelligent, some are dangerous. What do you know about animals and their skills? We will find out in this lesson” Exercise 1: -Teacher checks that students understand skills. -Students use their dictionaries to check the meanings of the verbs in the box and complete the questions in the quiz. ( With weaker classes, students could work in pairs for this.) -Teacher presents some new words and asks students to listen and repeat -Students listen and repeat, then copy down -Teacher plays the audio for students to check their answers. -Teacher gives feedback

DẠ

KÈ

ACTIVITY 3: PRACTICE ❖ Aims: Help students improve their listening skill and apply the knowledge they have learnt to do the tasks given. ❖ Contents: Students work in pairs/groups ❖ Products: Students’ answers ❖ Organization While-listening Exercise 2: -Teacher allows students time to read again the quiz, then asks them to work in pairs -Students work in pairs to answer the questions in the quiz.

Suggested answers 1. hear 2. grow 5. survive 6. see

3. kill 4. drink 7. see 8. fly 9. run

2.Work in pairs. Answer questions 1–6 in the quiz

FI CI A

Suggested answers 1a ; 2c ; 3c ; 4b ; 5b ; 6c

4. Read the Skills Strategy and listen again. What two extra pieces of information do you hear? Choose from a–d  SKILLS STRATEGY How to do the listening quiz: • First, read all the questions and options. • Next, predict the general meaning of the text. • Then, focus on the detail you need and then choose the correct option

Exercise 3: -Teacher plays the audio. -Students listen and check their answers to the quiz. -Teacher points out that students must listen very carefully to hear the details of each answer. -Teacher checks answers with the class. See which pair got the most correct answers, and ask students : ? “Which animal do you think is the most amazing and why?” Exercise 4: -Teacher asks students to read the skills strategy before doing exercise 4. Allow students time to read the sentences. Point out that students must listen very carefully to hear the specific information they need. -Teacher play the audio again. -Students decide which extra pieces of information they hear. -Teacher checks answers with the class. (With weaker classes, play the audio again, if necessary, pausing after the relevant parts for students to hear the extra information.)

3.Listen to a podcast about the animals in the quiz and check your answers. How many correct answers have you got?

ƠN

-Teacher does not check the answers at this stage

b and c

QU Y