GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS HK2 THEO CÔNG VĂN 5512 (2 CỘT) NĂM HỌC 2021-2022 by Dạy Kèm Quy Nhơn Official

GIÁO ÁN TIẾNG ANH GLOBAL SUCCESS

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GIÁO ÁN TIẾNG ANH 6 GLOBAL SUCCESS HK2 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

Peroid 55 :

UNIT 7 : TELEVISION

Lesson 1: GETTING STARTED

WEEK: …

What’s on today?

THIS UNIT INCLUDES: Vocabulary - TV programmes Pronunciation: Sounds: /q / and /ð/ Grammar - Wh - questions - Con junctions in compound sentences:

Date of planning:………….. Date of teaching: ………..…

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Skills: - Reading a TV guide. - Talking about a favourite TV programme. - Listening about different TV programme. - Writing a paragraph about TV-viewing habits. Everyday English Asking for and giving information about TV programme.

and, but, so.

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I. OBJECTIVES: * By the end of this unit, students will be able to: (Over all) - use the words related to TV programmes and people; - pronounce the sounds /q / and /ð/ correctly; - use wh-question words to make questions; - use conjunctions to connect and clauses in compound sentences; - ask for and give information about TV programmes; - read for general and specific information about a TV guide; - talk about a favourite TV programme; - listen for specific information about different TV programmes; - write a paragraph about TV-watching habits 1. Knowledge: - To introduce topic of the lesson Our Tet holiday. To teach listening and reading. + Vocabulary: - use the words related to TV programmes and people; new words : music talent; animated films; cartoons; clever; character; channel; educational. - To pronounce the sounds / q / and /ð/ correctly; + Grammar: - use wh-question words to make questions; - use conjunctions to connect and clauses in compound sentences; 2. Competence:Students will be able to pratice listening and reading the conversation between phong and Hung about TV programmes they like best. 3. Quality/ behavior :- the likes and dislikes TV programmes in their free time. Having a serious behavior toward asking and giving informations about TV programmes , game shows and characters. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, …. - Work Arrangements: T-Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’) Aims: – To create an active atmosphere in the class before the lesson; – To give the teacher and Ss a chance to introduce themselves;

Content

+ Greeting

-T_Ss

- Students (Ss) listen and learn how to do it . - Answer the teacher’s questions and enquirements.

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+ Students (Ss) listen and learn how to do the tasks.

Teacher’s & Student’s activities + Greeting + Ask Ss some questions about class and do the tasks. - Review the previous unit before Ss open their books. Organise a short If you remember game to revise how other countries celebrate their New Years. For example, T can say throwing water on other people and Ss respond Thailand. Continue with about 4-5 countries Ss have learnt from Unit 6. Create a spider web. - To start the lesson, write the word TELEVISION in the centre of the web and ask Ss to call out words related to the topic. - T may allow them to give Vietnamese words and ask other Ss in the class for the English equivalent. Then write in the corner of the board a list of the words Ss don't know and ask them to keep a record for later reference when the unit finishes. - T can list the words in a corner of the board. - Ask Ss to open their books to page 6 . Draw their attention to the yellow box and introduce what they are going to learn in this unit.

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– To lead into the new unit. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions …

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- Open their book and write .

2. PRESENTATION/ NEW LESSON (12’)

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ACTIVITY 1: Aim: To set the context for the introductory text; - To introduce the topic of the unit. * Content: Listen and read conversation to be used to the vocabulary; new grammar points. * Outcome: Reading practice. Finding out new words; Ss become familiar with the new language items. * Organisation : ..…

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Teacher’s & Student’s activities Content 1. Listen and read. 1. Listen and read. - To introduce the topic of the unit. - Set the context for the introductory text: Ask Ss to look at the title of the conversation and the picture. - Ask them some questions like: What do you think they are talking about? Do you like watching TV? Why/ Why not?

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-T_Ss

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- Listen carefully to the context . - Answer the teacher’s questions. - Listen carefully and read aloud.

* Vocabulary - cartoon (n) phim hoạt hình - show (n) cuôc thi, buổi biểu diễn - animated (adj) (– film) phim hoạt hình - character (n) nhân vật - channel (n) Kênh (truyền hình) - educational (adj) mang tính giáo dục…

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How many hours a day do you watch TV? • What channel/programme do you like best? • ... - Encourage Ss to give their answers, but do not confirm whether their answers are right or wrong. - Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the unit's topic while they are listening and reading. - Invite some pairs of Ss to read the dialogue aloud. - Ask Ss what exactly Phong and Hung are talking about. Now confirm the correct answer. (They are talking about their favourite TV programmes.) - Have Ss say the words in the text that they think are related to the topic Television. Quickly write the words on one part of the board. - Quickly teach / introduce the new words if have *) Teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary + Take note. - Call on some pairs of Ss to read the conversation aloud. - Comment on Ss'answers.

- Take note. - Copy

3. PRACTICE (18’)

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ACTIVITY 2: Aim: To help Ss focus on the topic of the lesson. * Content: Listen and read the conversation again and choose the correct answer. * Outcome: Understanding deeply more the content of the conversation. * Organisation : Following clear instructions..

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Teacher’s & Student’s activities 2. Choose the correct answer A,B or C. - Ask Ss to read the questions carefully and choose the correct answers. Encourage them not to look back at the conversation. - Allow Ss to work in pairs if they would like to. - Check their answers as a class. Show them where

Content 2. Choose the correct answer A,B or C.

-T_Ss - Listen carefully to the instructions - Follow the teacher’s instructions

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in the conversation to find the answers. - Explain the meaning of some words if necessary. - Give the answers and check. Ss practise saying the sentences together. * Key: - T gives the correct answers. 1. C 2. A 3. A 4. A - Confirm the correct answers. ACTIVITY 3: Aim: To help Ss learn the names of some TV programmes. * Content: Read and Match learn the names of TV programmes * Outcome: Ss can match correctly and learn some TV programmes. * Organisation : …

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3. Read the conversation again and match 1-5 3. Read the conversation again and match with a-e. 1-5 with a-e. - Encourage Ss to do this activity without looking -T_Ss back at the conversation. If they cannot, let them - Learn how to do it read the conversation again to find the answers. - Ss to work in pairs - Allow Ss to work in pairs if they would like to. - Compare the answers - Check the answers as a class. - Give the answers. - Allow Ss to share answers before discussing as a - Copy them class. Write the correct answers on the board. *Key : - Allow Ss to share answers before discussing as a 1. c 2. a 3. e 4. b 5. d class. - T gives correct answer ACTIVITY 4: Aim: To help Ss focus on the use of adjectives to describe TV programmes and characters. * Content: Listen and read the conversation and write the adjectives which describe theprogrammes * Outcome: Ss can describe the programmes and characters. * Organisation : … 4. Find and write the agjectives in the conversation which describe the programmes and characters below. - Listen carefully and learn how to do. - Work independently - Ss do themselves. Give the answers Key : 1. interesting 3. clever

2. wonderful 4. educational

4. PRODUCTION/ APPLICATION (8’)

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4. Find and write the agjectives in the conversation which describe the programmes and characters below. - Ask Ss to work independently. Guide them to look back at the conversation and find where the names of the programmes / character appear. - Allow Ss to share their answers and discuss. - Check the answers as a class Confirm the correct answers.

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ACTIVITY 5: Aim: To help Ss talk about what TV programme(s) they like. * Content: Interview their partners about favourite TV programmes and report them. * Outcome: Ss can report their favourite TV programmes. * Organisation :... Teacher’s & Student’s activities

Content

5. Work in groups. Interview your partners about their favourite TV programmes and report to the class.

- Group works - Ss play game

- Fulfil the tasks.

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- Listen carefully and learn how to do.

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5. Work in groups. Interview your partners about their favourite TV programmes and report to the class. - T can demonstrate by talking about his / her favourite programme(s) first. For example: I like films about animals in faraway countries like Kenya or India. They are on the Animal Planet. - Then allow Ss some time to discuss in groups before deciding on the programmes they like. - Each group then shares their answers by reading them aloud to the class. The class votes for the group with the most interesting answers. - Go round and help if needed. - Call on some Ss to stand up and read their words. - The class listens and says if it's related to Tet or not.

5. WRAP-UP & HOMEWORK (2’)

- Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson. - If there is a visualizer in the classroom, show the dialogue, highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the wh-question words and conjunctions at the end, and tells Ss that they will learn these language points in the following lessons.

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* HOMEWORK

- Read again the conversation on page 6. - Do more exercises in workbook. - Prepare new lessons.

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Date of planning:………….. Date of teaching: ………..…

Peroid 56 : UNIT

7 : TELEVISION

Lesson 2 : A CLOSER LOOK - 1

WEEK: … THIS UNIT INCLUDES: Vocabulary - TV programmes Pronunciation: Sounds: /q / and /ð / Grammar - Wh - questions - Conjunctions in compound sentences:

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and, but, so.

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I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things: 1. Knowledge: - To introduce topic of the lesson Television. To teach/ introduce how to use the words/ phrases. Ss also learn how to pronounce the sounds /q / and /ð/ correctly. + Vocabulary: -use the words related to TV programmes and people: music talent; animated films; cartoons; clever; character; channel; educational - To pronounce the sounds /q / and /ð/ correctly; + Grammar: - Use Wh- questions - Use conjunctions to connect and clauses in compound sentences;and, but, so. 2. Competence: Students will be able to use the words related TV programme and learn how to pronounce the sounds /q / and /ð/ correctly.To practice pronouncing these sounds. 3. Quality/ behavior :- the likes and dislikes TV programmes in their free time. Having a serious behavior toward asking and giving informations about TV programmes , game shows and characters. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, …. - Work Arrangements: T-Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’- 5’) Aims: Vocabulary - To create a friendly and atmosphere in the class before the lesson; - To lead into the unit * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions... Teacher’s & Student’s activities Content + Greeting + Greeting + Chatting - Teacher (T) asks Ss some questions about them -T_Ss and class. - Students (Ss) listen and learn how to do. - Brainstorm some words/ things that might be

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Content 1. Write the words/ phrases in the box next to the definition. - T_Ss * Vocabulary - viewer (n) người xem - comedy (n) phim hài - talent show (n) cuộc thi tài năng (Trên TV) - compete (v) thi đấu - cute (adj) đáng yêu, dễ thương - boring (adj) chán - funny (adj) buồn cười… + Take note + Students (Ss) listen to the instructions carefully and learn how to do the tasks.

* Key: 1. character 3. comedy

2. educational programme 4. talent show 5. viewer

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Teacher’s & Student’s activities 1. Write the words/ phrases in the box next to the definition. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary - Take note - Ask Ss to read the words / phrases in the box first and see if they can remember some of them from the previous lesson. - Allow Ss to refer to Listen and read if needed to remind them of the context where these words appear (except the words comedy and viewer). - Have Ss read the definitions and do the task. - Allow them to work independently or in pairs. - Check and confirm the answers.

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related to Tet. - Repeat these words. - Ask Ss to open their book and introduce what - Open their book and write . they are going to study…. 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: Aim: To teach Ss some words / phrases related to television. * Content: Introduce some new words related TV. * Outcome: Learning some more new words. * Organisation : ...

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3. PRACTICE (15’) ACTIVITY 2: Aim:To give Ss further practice on using TV-show-related words / phrases in context. * Content: Practice using some new words in contexts.Complete the sentences. * Outcome: Ss learn how to use the words / phrases in contexts. * Organisation :... …

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Teacher’s & Student’s activities 2. Complete the sentences with the words/ phrases in the box. - Ask Ss to read the sentences carefully and choose the correct words / phrases to complete them. (One more new word: game show.)

Content 2. Complete the sentences with the words/ phrases in the box. - Work individually to do this activity - Listen carefully and learn how to do. - Follow the teacher’s instructions

- Give the answers

Key: 1. channel 2. character 3. animated films 4. game show 5. comedies 6. viewers

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- Check their answers as a class. - T may go around to observe and offer help if necessary.

ACTIVITY 3: Aim:To teach Ss more adjectives to describe television programmes and characters. * Content: Introduce some new words . Complete the sentences with adjectives given. * Outcome: Ss learn more new adjectives to describe television programmes and characters * Organisation : ...

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3. Complete the sentences with the adjectives in 3. Complete the sentences with the the box. adjectives in the box. - Teach the new words (live with a different - Listen to the instructions clearly meaning from the one they already know, and - Learn how to do it popular). - Ss to work individually Suggestion: + popular: You play football, I play football, Nam - popular. plays football... -> Football is popular. - live + live: The contest is NOW at the City Hall. We - T_Ss are at home but we can watch what is happening there like the audience at the Hall. -> We are watching the competition live. - Ss do themselves. - T may ask Ss to give the Vietnamese equivalent - Copy them of these words. Key: - Ask Ss to work independently or in pairs. 1. popular 2. boring 3. cute 4. live Encourage them to read the sentences carefully 5. funny 6. educational and look for clues so that they can choose the right word to complete each sentence. - Check their answers as a class. - T may ask other Ss to give comments II. PRONUNCIATION: /q / and /ð/ (10’- 12’) ACTIVITY 4: Aim: To help Ss identify how to pronounce the sounds /q / and /ð/ and practise pronouncing these sounds. * Content: Pronounce the sounds /q / and /ð/. * Outcome: Ss can identify how to pronounce the sounds /q / and /ð/ correctly. * Organisation : ....

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4. Listen and repeat the words. - The /q / and /ð/ sounds are among the most difficult English sounds for Vietnamese Ss as we do not have them in our language. - Ask Ss to read the words first as they are all familiar with Ss. - Play the recording and ask Ss to listen carefully and check if they have pronounced them correctly.

4. Listen and repeat the words. - T_Ss - Listen to the teacher’s instructions carefully - Check the answers - Listen and repeat

* Audio script /q / : theatre, earth, anything, both, through /ð/ : there, them, neither, weather, than

4. PRODUCTION/ APPLICATION (8’)

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- Play the recording again. Ss listen and repeat. - Check their pronunciation by calling some Ss to read the words individually. - Correct Ss' pronunciation. - Call on some pairs to write their answers on the board before checking their answers with the whole class.

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Content 5. Tongue Twister. Take turns to read the sentences quickly and correctly. - T_Ss - Listen to the instructions carefully then do the tasks. - Do the tasks - Listen again and reppeat - Practice the sentences.

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Teacher’s & Student’s activities 5. Tongue Twister. Take turns to read the sentences quickly and correctly. - Don't take this task too seriously. It's a way to make learning pronuciation fun. - Have Ss practise reading the tongue twisters among themselves: slowly at first, then faster and faster. - Tell them to pay attention to the key words with the /q / and /ð/ sounds. - T may also turn it into a competition to see who / which group can read the twisters fast and correctly. - Go around and correct the pronunciation if needed. - Ask for some volunteers to stand up and read the poem aloud. - Comment on their pronunciation.

ACTIVITY 5: Aim: To help Ss pronounce the sounds /q / and /ð/ correctly in context. * Content: Pronounce the sounds /q / and /ð/.Tongue Twister * Outcome: Ss can identify how to pronounce the sounds /q / and /ð/ correctly.Read sentences. * Organisation : ....

5. WRAP-UP & HOME WORK (2’)

- Ask Ss to summarise what they have learnt in the lesson.

* HOME WORK

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- Practice making sentences with new words - Do more exercises in workbook. - Prepare new lesson.

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WEEK: …

Peroid 57: UNIT

7 : TELEVISION

Lesson 3 : A CLOSER LOOK - 2

Date of planning:………….. Date of teaching: ………..…

THIS UNIT INCLUDES: Vocabulary - TV programmes Pronunciation: Sounds: /q / and /ð / Grammar - Wh - questions - Con junctions in compound sentences:

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and, but, so.

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I.OBJECTIVES: By the end of this lesson, students will be able to gain the following things: 1. Knowledge: - To teach grammar, Wh- questions. Use conjunctions to connect and clauses in compound sentences. + Vocabulary: - use the words related to TV programmes and people - To pronounce the sounds /q / and /ð / correctly; + Grammar: - Use Wh- questions - Use conjunctions in compound sentences: and, but, so. 2. Competence:Students will be able to use the words related TV programme and learn how to pronounce the sounds /q / and /ð / correctly.To practice pronouncing these sounds. 3. Quality/ behavior :- the likes and dislikes TV programmes in their free time. Having a serious behavior toward asking and giving informations about TV programmes , game shows and characters. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, …. - Work Arrangements: T-Ss , group works; individual …… III. PROCEDURE:

Grammar

1. WARM UP & INTRODUCTION (3’-5’)

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Aim: To introduce the topic of the lesson . Wh-questions Ss can easily recognise these question words as they have been dealing with them in the previous lessons. So T can go straight into the teaching of this grammar point. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : ..... Teacher’s & Student’s activities Content + Greeting + Greeting - T_Ss + Ask Ss about their class. - Students (Ss) listen and learn how to do it. - Teacher (T) asks Ss some questions about them and class. - Open their book and write . - Ask Ss to open their book and introduce

2. PRESENTATION/ NEW LESSON ( 12’)

what they are going to study…. - Lead in the new lesson.

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Content 1. Read the conversation and underline the question words. - T_Ss - Listen carefully to the teacher’s instructions and learn how to use C and U nouns - Ss work individually - Do the tasks - Compare the answers. - Give the answers * Key : 1) What are you doing tomorrow? 2) Where is it? 3) How long is it on?

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Teacher’s & Student’s activities 1. Read the conversation and underline the question words. * Teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) if have… - Ask Ss to read the conversation and underline the question words. - Check the answers as a class. - Demonstrate some more wh-questions with other wh-words. Ask Ss to answer to make sure that they know what information the question is requiring. For example: Who is standing in this class? How many pictures are there on the wall? etc. - Check their answers as a class. - Confirm the correct answers.

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ACTIVITY 1: Grammar : Wh-questions Aim: To remind Ss of the questions they are familiar with. * Content: Teach grammar: WH- questions. * Outcome: Ss learn how to use each kinds of questions: who, what, which, when, where, why, how, whose…. * Organisation : ...…

3. PRACTICE ( 18’)

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ACTIVITY 2: Aim: To help Ss identify the functions of different question words. * Content: Know how to use the functions of different question words. Do the matching. * Outcome: Ss can learn how to use the different question words correctly. * Organisation : ...…

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Teacher’s & Student’s activities 2. Match each question word with the information it needs. - Allow Ss to read and do the matching Individually or In pairs. - Check their answers as a class. - Explain if Ss have any difficulty understanding how to use the question words. - Check the answers as a class

Content 2. Match each question word with the information it needs. - Ss work individually - Do the tasks - Compare the answers. - Learn how to do.

- Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Confirm the correct answers. * Remmember: Each question word is used for a specific piece of information.

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3. Use the question words in the box to complete the conversations. Then listen and check your answers. - Listen to the instructions clearly - Ss to work in pairs the answers

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3. Use the question words in the box to complete the conversations. Then listen and check your answers. - Allow Ss some time to complete the conversations. Suggest they should look at the answer in order to choose the correct question word from the box. - Play the recording. Ask Ss to listen and check their answers. Also remind them to pay attention to the tune of the wfr-questions (falling at the end). - Check their answers as a class. - Move around to offer help if needed. - Ask other Ss to give comments and correct any mistakes if possible. - Confirm the correct answers * Audio script: Conversation 1 A: How often do you watch TV? B: Not very often. Two or three times a week. A: What do you watch? B: It depends. But I like talent shows the most. Conversation 2 A: Who do you like the most in Doraemon? B: Nobita. He's so funny. Conversation 3 A: When do you play football? B: Usually on Saturday or Sunday. A: Where do you play? B: In the yard.

ACTIVITY 3 Aim: To give Ss more practice with question words. * Content: Complete the conversations using the questions given. * Outcome: Ss can do the filling correctly. * Organisation : Teacher guides step by step …

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* Key : When – time How many – number How often – repetition What – thing Where – place Who – people Why – reason

Key: 1. How often, What 2. Who 3. When, Where

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ACTIVITY 4: Conjunctions in compound sentences Aim: To help Ss identify the meaning and the position of a conjunction. * Content: Introduce the use of the three conjunctions: and, but, so. Do the matching * Outcome: Ss can use the conjunctions correctly. - Ss are expected to know the meanings as well as the use of the three conjunctions: and, but, so. - Write the examples in the Remember! box on the board and underline the conjunctions in the sentences. - Circle the clauses before and after the conjunction. - Draw Ss' attention that conjunctions are used to connect two clauses into a compound sentence. (e.g. I enjoy sports, so I spend a lot of time outdoors.) * Organisation : ... …

Remember!

- Listen to the instructions carefully

- Work individually. - Do themselves - Give the answers

- We use conjunctions to combine two clauses into a compound sentence. Example: - I like watching cartoons, but my brother likes watching sport. - I enjoy sports, so I spend a lot of time outdoor. - I’m helping decorate the house, and my brother is busy cooking. 4. Match the beginnings with the endings. - Have Ss work individually or in pairs. - Ask them to read the clauses in the Beginnings column carefully and find clues in the Endings column for matching. - Check Ss' answers as a class. - Call on some Ss to read the complete sentences out loud. - Ask other Ss to give comments - Check and confirm the correct answers

* Grammar

Content 4. Match the beginnings with the endings. - T_Ss

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Teacher’s & Student’s activities

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- T_Ss

2. a

3. e

4. b 5. d

* Key: 1. c

4. FURTHER PRACTICE/APPLICATION (5’)

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ACTIVITY 5 Aim:To give Ss some practice on the use of conjunctions. * Content: Further practice using and, but, so … * Outcome: Ss can learn and understand more the use of conjunctions. * Organisation : ...

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Teacher’s & Student’s activities 5. Use and, but or so to complete the sentences. - This is a more difficult task as Ss have to decide what conjunction to use for each sentence.

Content 5. Use and, but or so to complete the sentences. - Listen to the instructions carefully

- Work in pairs. - Compare the answers.

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-Work individually or in pairs

E.g. - T: How many - Ss: How many students are there in our class?/How many coloured pencils do you have? E.g : + I'm not big,_______ I'm strong. + She reads a lot,______ she won the game show

5. WRAP-UP & HOME WORK (2’) * HOME WORK

- Revise the form and use of comparative adj. - Do more exercises in workbook. - Prepatre new lessons.

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- Summarisise the main grammar points of the lesson.

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- Give the answers. *Key: 1. so 2. but 3. so 4. but 5. and

- Remind Ss to read each sentence and decide what the relationship of the two clauses is before they choose the correct answer. - Ss work individually or in pairs. They can later exchange and check their answers. - Check their answers as a class. * Say a question word and ask Ss to respond by making a question with it. *Write quickly on the board some sentences with blanks for Ss to fill in using conjunctions.

Date of planning:………….. Date of teaching: ………..…

Peroid 58 : UNIT

7 : TELEVISION

Lesson 4 : COMMUNICATION

WEEK: … THIS UNIT INCLUDES: Vocabulary - TV programmes Pronunciation: Sounds: /q / and /ð / Grammar - Wh - questions - Con junctions in compound sentences:

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and, but, so.

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I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things: 1. Knowledge: - To use everyday English phrases and expressions to develop their language skills, as well as learn about Vietnamese culture and other cultures. Students learn how to ask for and giving information about TV programmes. Read about TV programmmes. + Vocabulary: - use the words related to TV programmes and people - To pronounce the sounds /q / and /ð / correctly; + Grammar: - Use Wh- questions - Use conjunctions in compound sentences: and, but, so. 2. Competence: Students will be able to ask for and giving information about TV programmes. Tell about TV programmes you like or prefer. 3. Quality/ behavior :- the likes and dislikes TV programmes in their free time. Having a serious behavior toward asking and giving informations about TV programmes , game shows and characters. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, …. - Work Arrangements: T-Ss , group works; individual …… III. PROCEDURE:

1. WARM UP & INTRODUCTION (3’-5’)

Everyday English

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Aim: To use everyday English phrases and expressions to develop their language skills. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :...…

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Teacher’s & Student’s activities + Greeting + Chatting - Teacher (T) asks Ss some questions about them and class. - Tell Ss that they are going to learn how to ask

Content + Greeting - Do the tasks - Students (Ss) listen and answer the teacher’s or friend’s questions - T_ Ss

Content 1. Listen and read the conversation. Pay attention to the highlighted words.

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* Vocabulary: - programme (n) chương trình - both cả hai - different (adj) khác nhau - enjoy (v) thích thú

Teacher’s & Student’s activities 1. Listen and read the conversation. Pay attention to the highlighted words. - T_ Ss *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) if have . - Repeat in chorus and individually + Take note.

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for and give directions. - Open their book and write the tittle of the lesson - Ask Ss to open their book and introduce what . they are going to study…. - T leads in the lesson. 2. PRESENTATION/ NEW LESSON ( 12’) ACTIVITY 1 + 2: Aims:To introduce a sample conversation about a TV programme. * Content: Asking for and giving information about TV programmes. Listen and read * Outcome: Ss can answer some information about TV programmes correctly. Make conversations * Organisation : ..…

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*To help Ss practise asking for and giving + Students (Ss) listen to the instructions carefully information about TV programmes. and learn how to do the tasks. 1. Ask Ss to read the conversation as an -Ss work in pairs example. Tell Ss that they can use what, what - Ss may use everyday English to talk to each time, why, etc. to ask about TV programmes. other. +Ask Ss to work in pairs and practise the - Ss work in pairs. conversation. Audio script: + Have Ss practise the conversations in pairs. Call on some pairs to practise the conversations A: What's your favourite TV programme? B: The animal programme. in front of the class A: Why do you like it? 2. Work in pairs. Make a similar B: Because I can see the animals in their real life. conversation about your favourite TV programme. 2. Allow Ss to work in pairs and make a similar 2. Work in pairs. Make a similar conversation about your favourite TV programme. conversation about their favourite TV - Ask Ss to work in pairs to make conversations programme. Encourage them to Include as + Complete the tasks many questions as possible In their conversations. Call on some pairs to act out their conversations In front of the class. Check and correct If needed - Move around to observe and provide help. - Have Ss practise speaking 3. PRACTICE ( 18’) ACTIVITY 3

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Content 3. Work in groups. Discuss and complete the facts with the countries in the box. - Ss work individually - Listen to the teacher’s instructions carefully and learn how to do.

- Ask Ss to work in pairs to ask and tick the questions. * Key : 1. Japan 3. Iceland

2. Viet Nam 4. the USA

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Teacher’s & Student’s activities 3. Work in groups. Discuss and complete the facts with the countries in the box. - Don't turn this task into a serious test of information. - Ss work in groups and help one another to find the answers / make guesses. - Call on some Ss for the answers. Remind them ofthe correct way to give their answers. E.g. Pokemon cartoons are from Japan. (They know the answer.) We think Pokemon cartoons are from Japan. (They make a guess.) - Confirm the answers with the whole class. Note: Pokemon cartoons: Japanese television animation series, typically aimed at adults as well as children. Iceland /'aisland/: Before 1981, there was no TV in July; before 1986, there was no TV on Thursday. It is because people felt they could do without TV once a week! They wanted everyone to spend this time outdoors or with their families. Discovery Channel: an American pay television network. It creates the high quality content. - Check the answers as a class. - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Confirm the correct answers.

Aim: To allow Ss to explore some interesting facts about TV in other countries. * Content: Discussing the facts with countries and TV programmes. * Outcome: Ss can talk about TV programme Pokemon cartoons; Discovery Channel * Organisation : ..…

ACTIVITY 4: Aim:To introduce to Ss some TV programmes for children. * Content: Read and tick some TV programmes for children. * Outcome: Ss can tick the correct programmes by reading. * Organisation : ..…

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4. Read about the two TV programmes and tick (✓) the correct programme in the table. You may tick both. - Ask Ss to read the passages and do the task. Remind them that some facts may refer to both

4. Read about the two TV programmes and tick (✓) the correct programme in the table. You may tick both. - T_ Ss - Listen carefully

- Fulfil the tasks. Key 1. Both programmes 3. Hello Fatty 5. Hello Fatty

4. PRODUCTION / APPLICATION (8’)

- Answer questions individually.

2. Let's Learn 4. Let's Learn

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programmes. - Have Ss work individually or in pairs. - Check their answers as a class. - Ask them where in the text they found the answers - Check and confirm the correct answers

ACTIVITY 5: Aim: To allow Ss an opportunity to practise with the information from the TV programmes in * Content: Further practice about TV programmes they prefer * Outcome: Talking about TV programmes they prefer. * Organisation : ...…

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Content 5. Work in groups. Tell your group which programme in 4 you prefer and why? - T_ Ss - Listen to the teacher’s instructions carefully. - Work in groups

Teacher’s & Student’s activities 5. Work in groups. Tell your group which programme in 4 you prefer and why? - Allow Ss about 3 minutes to refer to 4 and choose the programme they prefer. Encourage them to focus on the reasons why they like it. - Ask Ss to work in groups and share their ideas. Each group then shares their answers with the class. - Make comments and correct any mistakes if there are any. - Choose some Ss to give a presentation to the class.

Example :

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I like Let’s learn because it has cute characters and fun song.

5. WRAP-UP & HOME WORK (2’)

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* Summarise the main points. - Ss summarise what they have learnt in the lesson. * HOME WORK - Practice talking about New Year in different countries. - Do more exercises in workbook ==================================

WEEK: …

Peroid 59 : UNIT

7 : TELEVISION

Lesson 5 : SKILLS-1/ Reading and Speaking

Date of planning:………….. Date of teaching: ………..…

THIS UNIT INCLUDES: Vocabulary - TV programmes Pronunciation: Sounds: /q / and /ð / Grammar - Wh - questions - Con junctions in compound sentences:

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and, but, so.

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I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach reading for general and specific information about TV guide. To practice speaking about their favourite TV programmes. + Vocabulary: - use the words related to TV programmes and people - To pronounce the sounds /q / and /ð / correctly; + Grammar: - Use Wh- questions - Use conjunctions in compound sentences: and, but, so. 2. Competence: Students will be able to ask for and giving information about TV programmes. To practice speaking about their favourite TV programmes. 3. Quality/ behavior :- the likes and dislikes TV programmes in their free time. Having a serious behavior toward asking and giving informations about TV programmes , game shows and characters. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T-Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION(3’- 5’)

Pre – reading

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Aims: - To develop student’s reading skills for specific information (scanning). * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. Scanning * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :...…

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Teacher’s & Student’s activities + Greeting + Review lessons - Teacher (T) asks Ss some questions about them and class.

Content + Greeting - T_ Ss - Students (Ss) listen and answer the teacher’s or friend’s questions

-Answer the questions. - Open their book and write the tittle of the lesson . * Reapeat and learn how to read and use them. - Copy the new words.

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- Encourage Ss to give their answers, but do not confirm whether their answers right or wrong. - Ask Ss to open their book and introduce what they are going to study…. - T leads in the lesson. * Teach some new words in contexts if necessary. - T follows steps to teach new words.

2. PRESENTATION/ NEW LESSON (12’)

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Content 1. Read the first two columns of the TV guide and answer the questions. - T_ Ss * Vocabulary - plants (n) cây cảnh - compete (v) thi đấu - pet (n) con vật nuôi - intelligent (adj)thông minh - dolphin (n) cá heo - laugh (v) cười to ….. + Take note + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Give the answer * Key : 1. (It's) Cuc Phuong Forest 2. Yes, it is. 3. It's on at 10.30 4. No, we can't 5. (It's about) dolphins

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Teacher’s & Student’s activities 1. Read the first two columns of the TV guide and answer the questions. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary - Ask Ss to have a quick look at the TV guide and answer questions like What information do you see? (the time, the name of the programme and its content), What information comes first? What comes next? and What do you look at when you are choosing a programme to watch? This task should be done carefully as it helps do task 2. Note: Explain to Ss so that they can distinguish the name of the programme (e.g. Sports) and the name of the specific event / show / film, etc. on that programme (e.g. The Pig Race). - Allow Ss some time to read the TV guide and answer the questions. - Check the answers as a class.

ACTIVITY 1: While- reading Aim: To teach Ss how to read a TV guide. * Content: Read the TV guide and answer the questions. * Outcome: Ss can answer the questions correctly through TV guide. * Organisation : ...…

3. While- reading (18’)

ACTIVITY 2 : Aim: To show Ss how to find a suitable TV programme for a person.

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Content 2. Read the TV guide in 1 and write the programmes that these people may choose to watch - T_ Ss - Listen to the teacher’s instructions carefully and learn how to do. - Check the meaning of the words - Ss work individually first. - Compare the answers with partners - Give the answers Key: 1. Phong: Children are Always Right 2. Bob: The Fox Teacher 3. Nga: Cuc Phuong Forest 4. Minh: The Pig Race 5. Linh: The Dolphins.

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Teacher’s & Student’s activities 2. Read the TV guide in 1 and write the programmes that these people may choose to watch - Ask Ss to read the information about each person carefully, underline the key word(s) showing what each person likes in order to help them find the answer. - Allow Ss some time to do the task individually. Ask some Ss to share their answers before checking as a class. - Check their answers as a class. - Ask ss to show the evidence to support their answers. - Check and confirm the correct answers.

* Content: Read then write the programmes that people may choose. * Outcome: Ss can write the programmes . * Organisation : ..…

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ACTIVITY 3 : (Follow up activity) Speaking Aim: To allow Ss to talk about what they have done in Reading 2. * Content: Follow up activities . Share the tables in 2 and and express the agreement. * Outcome: Ss can ask and answer about the TV programme or Game Show . * Organisation : ..…

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3. Work in groups. Share your table in 2 with your group and see if they agree with you. - Have Ss work in groups and share their answers in 2 with the groups. Encourage other Ss to say if they agree or disagree with the answers and explain their partners' choice. - Call on some Ss to demonstrate it in front ofthe class. - Go round and offer help if necessary. - Check and confirm the correct answers

3. Work in groups. Share your table in 2 with your group and see if they agree with you. - Work in groups - Listen to the teacher’s instructions carefully and follow them. - Work in groups . - Give the answer .

4. FURTHER PRACTICE/ APPLICATION (8’)

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ACTIVITY 4: Aim: To teach Ss how to talk about their favourite TV programmes. * Content: Practice speaking about their favourite TV programmes, using the cues given. * Outcome: Talking about their favourite TV programmes. * Organisation : ..… Teacher’s & Student’s activities

Content

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4. Work in groups. Tell your group about your favourite TV programme. - Listen to the teacher’s instructions carefully and follow them. - Work in pairs. - Practice speaking in front of the class. - Ss do it - Correct mistakes if have .

Example: A. My favourite programme is…… - It’s on ……………….at 4.30 . - It’s about …………... - I like it because it is ……………

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4. Work in groups. Tell your group about your favourite TV programme. Your talk should include : the name…; the channel…; the content…..; the reason ….. - Ask Ss to read the instructions carefully and allow them some time to prepare their answers. - Tell Ss that the suggested structure can help them organize their ideas. - Have Ss share their answers in groups before calling some of them to present their answers to the class. - Correct any mistakes later. - Encourage them to give as many ideas as possible. - Ask them to share their ideas in pairs before calling some Ss to present in front of the class. - Then give feedback: comment on their strengths and correct a few errors in the target language. - T helps if necessary

5. WRAP-UP & HOME WORK (2’)

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* Have Ss summarise: What they have learnt in the lesson with the two skills; - What words / phrases / sentences for describing television they can remember; - How to talk about a TV programme they like.

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* HOME WORK - Practice describing the room they have designed. - Do more exercises in workbook. - Prepare new lesson. Skills 2

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WEEK: …

Peroid 60 : UNIT

7 : TELEVISION

Lesson 6 : SKILLS-2/ Listening and Writing

Date of planning:………….. Date of teaching: ………..…

THIS UNIT INCLUDES: Vocabulary - TV programmes Pronunciation: Sounds: /q / and /ð / Grammar - Wh - questions - Con junctions in compound sentences:

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and, but, so.

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I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach listening and writing. To develop their listening skill for specific information. Also to write a paragragh about TV- watching habits + Vocabulary: - use the words related to TV programmes and people - To pronounce the sounds / q / and /ð / /correctly; + Grammar: - Use Wh- questions - Use conjunctions in compound sentences: and, but, so. 2. Competence: Students will be able to pratice listening for specific information. and write a paragragh about TV- watching habits . 3. Quality/ behavior :- the likes and dislikes TV programmes in their free time. Having a serious behavior toward asking and giving informations about TV programmes , game shows and characters. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T-Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

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Aims: - To develop student’s listening skills for specific information. It also provides input for the writing skills. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :...… Teacher’s & Student’s activities + Greeting - Teacher (T) asks Ss some questions about them and class. - Ask Ss about the content of the previous

Content + Greeting - T_ Ss - Students (Ss) listen and answer the teacher’s or

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lesson. friend’s questions - Ask Ss to open their book and introduce what they are going to study…. - Listen and know what they are going to learn - T leads in the lesson. - Open their book and write the tittle of the lesson 2. PRESENTATION/ NEW LESSON ( 12’) ACTIVITY 1: Pre-listening Aim: To help Ss develop their skill of listening for specific information. * Content: Listen and tick correct channel for each programme. * Outcome: Ss can tick the channels correctly by listening twice. * Organisation : ...

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Content 1. Listen and tick (✓) the correct channel for each programme. - T_ Ss + Take note

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Teacher’s & Student’s activities 1. Listen and tick (✓) the correct channel for each programme. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) If have . + Follow the steps to teach vocabulary - Repeat in chorus and individually * Allow Ss some time to read the programmes in the table. - Ask them to focus only on the information they need: the channel - Play the recording. Ss listen and tick. - Check the answers as a class.

+ Students (Ss) listen to the instructions carefully and learn how to do the tasks - Do the tasks. Compare the answers. - Give the answer. Key:

- Play the recording one or two times (as needed) and askSs to tick the answers. Check their answers as a class.

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- Play the recording again if needed, stopping at the place where Ss find it difficult to hear. - Confirm the answers.

3. While-listening ( 15’)

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ACTIVITY 2 : While-listening Aim: To help Ss develop their listening skill for specific information. * Content: Listen again to get specific information and tick T/F * Outcome: Ss can tick T/F correctly through listening. Telling freely. * Organisation : ..… Teacher’s & Student’s activities

Content

- Check and confirm the correct answers.

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Audio script:

Here are some interesting TV programmes for you. Green Summer, a music programme, is on channel 1. It starts at eight o'clock. My Childhood is on channel 2. It's the story of a country boy and his dog Billy. On channel 3, you will watch Harry Potter at 8.30. Children all over the world love this film. If you like to learn English, you can go to English and Fun on channel 1. It's at nine o'clock. We hope you can choose a programme for yourself. Enjoy and have a great time.

*Post-listening * T may give some clues - Call on some Ss to speak freely. - Correct pronunciations, grammar, vocab, intonation.

2. Listen again and tick (✓) T (true) or F (False) - T_ Ss - Listen to the teacher’s instructions carefully and learn how to do it. - Fulfil the tasks - Give the answers Key: 1. T 2. F 3. T 4. F

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2. Listen again and tick (✓) T (true) or F (False) - This activity requires Ss to listen more carefully for details. - Allow Ss some time to read the statements first and see if they can answer any of them based on the previous listening. - Draw Ss' attention to the fact that almost all the questions start with the names of the programmes. They are signals that the answers are coming. - Play the recording. Ss listen and tick. - Check their answers as a class. If Ss have difficulty catching the information, determining their answers, pause the recording after each sentence where the information appears.

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ACTIVITY 3 : Writing Aim:To guide and prepare Ss with information for their writing in 4. * Content: Read and circle the right answer to get information for the next writing * Outcome: Ss read and choose the correct answer. * Organisation : ..…

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3. Read the questions and circle the right answers for yourself - Ss have to answer a questionnaire about TVwatching habits. - Let Ss read the questions and choose the most appropriate answers for themselves

3. Read the questions and circle the right answers for yourself - T_ Ss - Listen carefully to the instructions - Work individually * Ss learn how to do the tasks - Ss’ answers

4. PRODUCTION/ APPLLICATION (8’-10’)

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ACTIVITY 4: Aim:To guide Ss how to write a paragraph about TV-watching habits. * Content: Write a paragraph about TV- viewing habits. * Outcome: Ss can write a paragraph completely. * Organisation : ..…

* Post writing

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- Listen carefully and learn how to write - Work individually - Write themselves

*Sample answer I like watching TV, about one hour a day. I only watch TV in the evening. During the day, I go to school. On Saturday and Sunday, I watch more. Sometimes I watch TV when I'm eating, but I never watch TV when I'm studying. I watch Science programme the most. It has interesting educational programmes for children.

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- T may display all or some of the Ss' writings on the wall / notice board. T and other Ss give comments. Ss edit and revise their writing as homework. - If time is limited,T may ask Ss to write the final version at home. - Other Ss and T comment on the writing.

Content 4. Write a paragragh of about 50 words about your TV-riewing habits. Use your answer in 3.

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Teacher’s & Student’s activities 4. Write a paragragh of about 50 words about your TV-riewing habits. Use your answer in 3. - Have Ss work individually. Ask them to refer to the questions and their answers in 3 while they are writing. These questions are a very good guide of how to form a sentence and what information they need to complete the sentence. - Go round and offer help if needed. - If time allows, ask some Ss to share their writing with the class. If not, collect some Ss' writings to correct at home. Note: Tell Ss that the information in the questions in 3 has been arranged in a logical order and they can organise their writing by referring to their answers one after another. - Ask Ss to write the first draft individually.

* Write a short paragraph about your favourite TV programme. My favourite TV programme is the game show: Children are Always Right on VTV 3 at 8.30 pm on Saturday. It tests your general knowledge about nature, science..... . I like this programme very much because it is useful, interesting, and exciting. I can learn many interesting facts about the nature, and the world.

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5. WRAP-UP & HOME WORK (2’) * Have Ss summarise what they have learnt with the two skills. - T can instruct them to draw a mind map to summarise the main points of the lesson. * HOME WORK. - Finish writing a diary entry. Copy in the note books. - Do more exercises in workbook. - Prepare new lesson.

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Peroid 61 : UNIT

7 : TELEVISION

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THIS UNIT INCLUDES: Vocabulary - TV programmes Pronunciation: Sounds: /q / and /ð / Grammar - Wh - questions - Con junctions in compound sentences: and, but, so.

Lesson 7 : LOOKING BACK

WEEK: …

Date of planning:………….. Date of teaching: ………..…

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I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their performance and provide further practice. Do some practice exercises. Project helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic + Vocabulary: - use the words related to TV programmes and people - To pronounce the sounds /q / and /ð / correctly; + Grammar: - Use Wh- questions - Use conjunctions in compound sentences: and, but, so. 2. Competence: Students will be able to To help Ss consolidate and apply what they have learnt in the unit. Do practice exercises . Ss can evaluate their performance and provide further practice. Project helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic 3. Quality/ behavior :- the likes and dislikes TV programmes in their free time. Having a serious behavior toward asking and giving informations about TV programmes , game shows and characters. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T-Ss ; group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’)

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Aims: - This is the review and drill section of the unit. Encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. - That will help you and your Ss see how far they have progressed, and which areas need further practice. - Encourage Ss to review and drill section of the unit. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson..

* Organisation :Teacher’s instructions… + Greeting - T_ Ss - Students (Ss) listen and learn how to do.

Content

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Teacher’s & Student’s activities + Greeting + Review the old lessons - Teacher (T) asks Ss some questions about them and class. - Ask Ss to open their book and introduce what they are going to study….

- Open their book and write .

2. PRESENTATION/ NEW LESSON(25’)

PRACTICE EXERCISES

Content 1. Put the words in the box in the correct column. Add more words if you can. - T_ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Answer the teacher’s questions and enquirements. * Key:

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Teacher’s & Student’s activities 1. Put the words in the box in the correct column. Add more words if you can. - Ask Ss to do the task individually. - Allow Ss some time to read the list of the words and write them in the correct place in the table. - Have Ss swap their answers to double check. - Call on some Ss to read aloud their answers before checking them as a class. - Have Ss do exercise individually and then compare their answers.

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ACTIVITY 1: Vocabulary Aim :To help Ss revise the vocabulary about television. * Content: Revise the vocabulary items by putting the words in the correct column. * Outcome: Ss can put the words about TV in the correct column. * Organisation : ..

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- Check and confirm the correct answers

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ACTIVITY 2: Aim: To help Ss revise the vocabulary about television in context. * Content: Complete the text by using the words given * Outcome: Ss can complete the text correctly using the words given * Organisation : ... 2. Use the words in the box to complete the text. - This activity is for the revision of the vocabulary in a contextualized situation. Ss have to be able to recognise the relationship

2. Use the words in the box to complete the text. - Ss work individually. - Do the tasks

- Work individuaaly

* Key: 1. viewers 4. funny

- Share the answers.

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of the target words and their neighbours, the context in which they appear. - Ask Ss to do the task individually. - Have Ss swap their answers to double check. - Call on some Ss to read aloud their answers before checking them as a class. - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Check the answers as a class.

2. animal 3. sports 5. educational

Content 3. Complete each question with a suitale question word. - T_ Ss - Listen to the instructions clearly - Do exercise individually and then compare their answers. - Copy Suggested answers: 1. How many 2. What 3. Why 4. Who 5. How many

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Teacher’s & Student’s activities 3. Complete each question with a suitale question word. - Ask Ss to look at the answers and underline the missing information from the questions so that they can decide which question words to use. - Let Ss do the exercise individually and then compare their answers.

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ACTIVITY 3 : Grammar Aim:To help Ss revise the use of question words. * Content: Revise the use of Wh- questions. Complete each sentences. * Outcome: Ss can complete the sentences to revise the use of Wh- questions. * Organisation : ..….

- Go round and offer help if needed. - Check and confirm the correct answers.

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ACTIVITY 4: Aim: To help Ss revise the use of conjunctions. * Content: Use The conjunctions to connect the sentences. * Outcome: Ss can complete the connect the sentences correctly. * Organisation : ..….

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4. Use the conjunctions provided to connect the sentences. - Ask Ss to read the two sentences in each question and use the conjunctions provided to connect them. - Check their answers as a class. Note: Note that in most sentences, the conjunctions are used to replace the full stop and connect the two sentences. Only in

4. Use the conjunctions provided to connect the sentences. - T_ Ss - Do the tasks - Check the answers - Give the answers * Key: 1. Ocean Life is on at 7.30, and Laughing out Loud comes next at 8.00. 2. I like The Seven Kitties very much, so I watch it

every day. 3. BBC One is a British channel, but VTV6 is a Vietnamese channel. 4. Along the Coast is a famous TV series, but I don't like it. 5. I have a lot of homework tonight, so I can't watch Eight Feet Below.

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Question 4 do Ss have to use Although at the beginning. - Check and confirm the correct answers.

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3. PRODUCTION/ APPLICATION (12’-15’) Aim: Work in groups. Interview your friends, using the questions below. Take notes of their answers and then report the results to the class. * Content: Inter view their friends using the questions that they have prepared at home. * Outcome: Ss work in groups of 4 or 5 .Answer the questions correctly. Ss improve their abilities to work in a group . It extends their imagination in field related to the unit topic. * Organisation : ..…. Teacher’s & Student’s activities

* PROJECT:

- Ss should prepare the project as assign groups in the previous lessons beforehand. - T_ Ss

- This project introduces to Ss a new way of learning and practising their learnt language outside the class. Organise the activity in a way that Ss will be able to go out and ask questions to find out how important TV is to their friends, to take notes of the answers, and to report the results to other people (their classmates). - Divide Ss into groups of four or five and instruct them on what they have to do. Encourage them to reach, out of the classroom (interviewing their parents, siblings, neighbours, etc.). - Ask Ss to share their findings with the class. If time allows, T can use the results of the project for the class discussion to see how much TV watching is enough / good / bad and the role of TV for children. - Don't focus on or correct Ss language mistakes. This is an opportunity for them to experiment with the language. - T comments.

Content

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- Listen to the teacher’s instructions carefully. - Prepare the at home beforehand.

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- Ss should finish the project in class.

4. WRAP-UP & HOME WORK(2’)

* Summarise the main points. - Ask Ss what they have learnt so far. Have them recall the important elements:

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- Ask Ss to complete the self-assessment table. Identify any difficulties and weak areas and provide further practice. * HOME WORK - Do more exercises in workbook. - Make more sentences using should/ shouldn’t

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WEEK: …

Peroid 62 :

UNIT 8 : SPORTS AND GAMES

Lesson 1: GETTING STARTED At the gym

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THIS UNIT INCLUDES: Vocabulary - Sport and games Pronunciation: Sounds: /e/ and /æ/. Grammar - Past simple. - Imperatives.

Date of planning:………….. Date of teaching: ………..…

Skills: - Reading about favourite sports stars. - Talking about a favourite sports, people. - Listening about sport(s)/ game(s). - Writing a paragraph about a sport and game Everyday English Expressing and responding to congratulations.

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I. OBJECTIVES: * By the end of this unit, students will be able to: (Over all) - use the words related to the topic Sports and Games; - pronounce the sounds /e/ and /æ/ correctly; - use the past simple; - use imperatives to tell someone to do something; - express and respond to congratulations; - read for specific information about favourite sports stars; - talk about famous sports people; - listen for general and specific information about sport(s) / game(s); - write a paragraph about a sport / game. 1. Knowledge: - To introduce topic of the lesson Sports and Games. To teach listening and reading. + Vocabulary: - use the words related to the topic Sports and Games;; + New words :aerobic; career; competition, equipment, fit, goggles, gym, karate, marathon, racket, score, shoot, sporty, take place, tournament - To pronounce the sounds /e/ and /æ/ correctly; - express and respond to congratulations; + Grammar: - use the past simple; - use imperatives to tell someone to do something; 2. Competence: Students will be able to pratice listening and reading the conversation between Duong and Mai about tha sports/ games they play. 3. Quality/ behavior :- the love for doing sports and games they play in daily life. Having a good behavior toward sports/ games , the fair play and friend ship in doing sports. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, …. - Work Arrangements: T-Ss , group works; individual ……

III. PROCEDURE:

1. WARM UP & INTRODUCTION (3’-5’)

Content

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+ Greeting + Do the tasks. - T_ Ss - Students (Ss) listen and learn how to do it . - Answer the teacher’s questions and enquirements.

+ Students (Ss) listen and learn how to do the tasks.

Teacher’s & Student’s activities + Greeting + Review the old lessons - Begin the lesson by reviewing the previous unit before Ss open their books. T may have Ss revise the words learnt in Unit 7, or ask them what TV programmes they like to watch, or whether they like to watch sports programmes on TV. - Then lead Ss to the new unit. Write the unit title Sports and Games on the board. - Ask Ss to guess what they are going to learn about in this unit. After Ss give the answers, ask them to open their books to page 16. - Draw their attention to the box and introduce what they are going to learn in this unit

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Aims: – To creat an active atmosphere in the class before the lesson; – To lead into the new unit. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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- Open their book and write .

2. PRESENTATION/ NEW LESSON ( 12’)

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ACTIVITY 1: At the gym Aim: To set the context for the introductory text; To introduce the topic of the unit. * Content: To listen to conversation to get used to the topic; the vocabulary; the grammar points. * Outcome: Know more new words. Understanding the conversation; topic of the lesson, grammar points… * Organisation : ..….

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Teacher’s & Student’s activities Content 1. Listen and read. 1. Listen and read. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary

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- Listen carefully to the context - Answer the teacher’s questions. - Listen carefully and read aloud. Note: - gym - karate - sporty - equipment. - fit - aerobics

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* Vocabulary - gym (n) Trung tâm TDTT - karate (n) môn võ ka-ra-te - equipment (n) thiết bị, dụng cụ - aerobics (n) thể dục nhịp điệu - chess (n) cờ tướng - table tennis (n) bóng bàn - Repeat in chorus and individually + Check vocabulary * To introduce the topic of the unit. - Set the context for the introductory text: Ask Ss to look at the title of the conversation and the picture. - Ask Ss to look at the picture and guess what it shows or what the conversation between Duong and Mai might be about. - Ask Ss questions about the picture. E.g. Who do you see in the picture? Where are they? What do you think they're talking about? - Tell Ss that Duong and Mai are at the gym, talking about the sports / games they play. - Tell Ss to listen to their conversation. - Play the recording two or three times, or more if necessary. Ask Ss to listen and read along. - Have Ss underline the words related to the unit's topic while they are listening and reading. - Call on some pairs of Ss to read the conversation aloud. - Correct pronunciations if needed. - Comment on Ss'answers.

3. PRACTICE ( 15’)

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ACTIVITY 2: Aims: To help Ss practise using words related to the topic Sports and Games; - To help Ss understand the conversation better. * Content: Put the word from conversation in each gaps to practice the use the words. * Outcome: Ss can know more new words and lear how to use them correctly. * Organisation : ..…

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Teacher’s & Student’s activities 2. Put a word from conversation in each gap. - Ask Ss to do this activity independently. Remind them of the ways to do the activity if needed. Ss may refer back to the conversation for the context of the words they need to fill the gaps. - Allow them to share their answers before discussing them in pairs or as a class. - Write the correct answers on the board.

Content 2. Put a word from conversation in each gap. - T_ Ss. - Listen carefully to the instructions - Follow the teacher’s instructions - Give the answers and check.

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3. Name these sports and games, using the words from the box. - Listen to the instructions clearly - Learn how to do it - Ss to work in pairs - Compare the answers - Give the answers. - Copy them *Key : 1. cycling 2. aerobics 3. table tennis 4. swimming 5. chess 6. volleyball

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3. Name these sports and games, using the words from the box. - Ask Ss to label the pictures with the correct words given. Ss can work in pairs. Elicit Ss' answers. - Then provide the correct words. - Ask them for the meanings of the words. Provide them with the meanings of the words they don't know. T may also ask them if they play these sports and games or if people in Viet Nam play them. - Allow Ss to share answers before discussing as a class. - T gives correct answer Watch out! - Help Ss differentiate between a sport and a game: A sport: an activity that you do for pleasure and that needs physical exercise. A game: an activity or a sport with rules in which people or teams compete against each other. - T may ask Ss to give the names of some sports and some games they know. For example: Sports: running, cycling, mountain climbing, ... Games: chess, football, card games, computer games, ...

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- T explains the meanings of some words if * Key: 2. gym 3. table tennis 1. fit necessary. Ss practise saying the sentences 4. Club 5. cycle together. - T gives the correct answers. - Confirm the correct answers. ACTIVITY 3: Aim: To help Ss revise / learn names of some sports and games through pictures. * Content: Names of some sports and games through pictures using the word given * Outcome: Ss understand more about the use of word given. * Organisation : ..…

4. PRODUCTION/ APPLICATION (8’)

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ACTIVITY 4: What is the difference between a sport and game? Aim:To help Ss practise speaking and learn about how sporty they are. * Content: Ask and answer to find out how sporty they are. * Outcome: Ss can answer the questions correctly. * Organisation : ..… 4. Work in pairs. Ask your partner these questions to fine out how sporty they are. - Have Ss work in pairs (or in groups) to ask and answer the questions. Some pairs (or groups) may report their results to the class. (In their groups,

4. Work in pairs. Ask your partner these questions to fine out how sporty they are. - T_ Ss - Listen carefully and learn how to do.

- Ss do themselves. Give the answers

5. WRAP-UP & HOMEWORK (2’)

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how many Ss with answers "A", how many with answers "B" and who is the sportiest in their groups.) - T may want to find out how sporty the class is by writing the results on the board. - Allow Ss to share their answers and discuss. - Check the answers as a class Confirm the correct answers.

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*Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say some words they remember from the lesson. - If there is a visualizer in the classroom, show the dialogue, highlight the key words related to the topic. * HOMEWORK - Read again the conversation on page 6. - Do more exercises in workbook. - Prepare new lessons.

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Date of planning:………….. Date of teaching: ………..…

Peroid 63 : UNIT

Lesson 2 : A CLOSER LOOK -1

WEEK: …

8 : SPORTS AND GAMES

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THIS UNIT INCLUDES: Vocabulary - Sport and games Pronunciation: Sounds: /e/ and /æ/. Grammar - Past simple. - Imperatives.

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I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To introduce topic of the lesson Sports and Games. To teach/ introduce how to able to revise / teach the names of some equipment to be used in some sports / games. Ss also learn how to pronounce the sounds /e/ and /æ/ correctly. + Vocabulary: - use the words related to the topic Sports and Games;; + New words :aerobic; career; competition, equipment, fit, goggles, gym, karate, marathon, racket, score, shoot, sporty, take place, tournament - To pronounce the sounds /e/ and /æ/ correctly; - express and respond to congratulations; + Grammar: - use the past simple; - use imperatives to tell someone to do something; 2. Competence: Students will be able to revise / teach the names of some equipment to be used in some sports / games and learn how to pronounce the sounds /e/ and /æ/ correctly.To practice pronouncing these sounds. 3. Quality/ behavior :- the love for doing sports and games they play in daily life. Having a good behavior toward sports/ games , the fair play and friend ship in doing sports. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, …. - Work Arrangements: T-Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’- 5’) Aims: Vocabulary - To revise/ teach some words/ phrases related to TV programmes * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :.... Teacher’s & Student’s activities

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Content 1. Write the right words under the pictures. - T_ Ss * Vocabulary - racket (n) cái vợt (cầu lông..) - googles (n) kính bơi - sports shoes (n) giầy thể thao - sporty (n) khỏe mạnh , dáng thể thao. - marathon (n) cuộc đua ma-ra-tông - champion (n) vô đich - competition…(n) cuộc đua + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Answer the teacher’s

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Teacher’s & Student’s activities 1. Write the right words under the pictures. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary

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+ Greeting + Greeting + Do the revision - T_ Ss - Teacher (T) asks Ss some questions about them - Students (Ss) listen and learn how to do. and class. - Brainstorm some words/ things that might be related to Tet. - Repeat these words. - Ask Ss to open their book and introduce what - Open their book and write . they are going to study…. 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: Aim: To revise / teach the names of some equipment to be used in some sports / games. * Content: Revise / teach the names of some equipment by writing the words under the pictures. * Outcome: Ss can write the words correctly. * Organisation : ...….

* Key: 1. ball 2. sports shoes 3. boat 4. racket 5. goggles

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- Ask Ss to look at the pictures and see if they can write the words under the pictures. - Have Ss work individually. Tell them to put the words and phrases given under the right pictures. - Check their answers as a class. Explain the meanings to them If necessary. If there Is enough time, have Ss give examples. - Allow them to share their answers before discussing them it as a class. Then have Ss practise saying the words. - Check and confirm the answers.

3. PRACTICE (18’)

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ACTIVITY 2: Aim: To revise / teach the names of some sports / games and the equipment to be used with them. * Content: Do the matching to revise the words. * Outcome: Ss can match the things with a sport correctly. * Organisation : ...….

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Content 2. What sports are these things for? Match each thing in column A with a sport in column B. - Work individually to do this activity.

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Teacher’s & Student’s activities 2. What sports are these things for? Match each thing in column A with a sport in column B. - Tell Ss to do the task independently first. - Call on some Ss to write their answers on the board, then check their answers as a class. - Check their answers as a class. - T may go around to observe and offer help if necessary. * Extension: Ask stronger Ss to name more sports and games and the equipment used with them. For example: - table tennis - bats - running - sports shoes - chess - chessboard + chessmen / chess pieces.

3. a

4. b 5.e

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Key: 1. c 2. d

ACTIVITY 3: Aim: To give Ss practice on how to use words related to sports / games in context. * Content: Further practice the words . Do the filling. * Outcome: Ss can fill the words given correctly. * Organisation : ..….

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3. Fill in each balnk with one of words from the box. - Have Ss read the sentences and fill the blanks with the words given. - Have them read the sentences carefully and look for clues so that they can choose the correct words to complete the sentences. - Have one student write the words on the board. T gives correction. For stronger Ss, ask them to make sentences with the words. Other Ss and T give comments. - Ask Ss to work independently or in pairs. Encourage them to read the sentences carefully and look for clues so that they can choose the

3. Fill in each balnk with one of words from the box. - T_ Ss - Listen to the instructions clearly - Learn how to do it - Ss to work individually - Ss do themselves. - Copy them Key: 1. competition 2. champion 3. congratulations 4. sporty 5. marathon

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II. PRONUNCIATION: /e/ and / æ / (10’)

right word to complete each sentence. - Check their answers as a class. - T may ask other Ss to give comments ACTIVITY 4: Aim: To help Ss identify how to pronounce the sounds /e/ and / æ / - To help Ss practise pronouncing the two sounds in words. * Content: To pronounce the final sounds /e/ and / æ / correctly by listening and reating the words. * Outcome: Lean how to pronounce the final sounds /e/ and / æ / . Practice pronouncing . * Organisation : ..….

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4. Listen and repeat . Pat attention to the sounds /e/ and / æ / - T_ Ss - Listen to the teacher’s instructions carefully - Check the answers - Listen and repeat * Audio script /e/: chess tennis exercise /æ/: racket match marathon

contest active

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4. Listen and repeat . Pat attention to the sounds /e/ and / æ / - Have Ss practise the sounds /e/ and /æ / in isolation first. - Have them observe T's mouth for the correct pronunciation of these two sounds. - Play the recording and ask Ss to listen and repeat the words. - Play the recording as many times as necessary. - Check their pronunciation by calling some Ss to read the words individually. - Correct Ss' pronunciation. - Call on some pairs to write their answers on the board before checking their answers with the whole class.

4. PRODUCTION/ APPLICATION ACTIVITY 5: Aim: To help Ss pronounce the sounds /e/ and /æ/ * Content: To pronounce the final sounds /e/ and / æ / correctly by listening and reating the words. * Outcome: Lean how to pronounce the final sounds /e/ and / æ / . Practice pronouncing . * Organisation : ..….

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Teacher’s & Student’s activities 5. Listen and repeat . Underline the words having the sounds /e/ and / æ / - Play the recording. Have Ss listen and repeat sentence by sentence. - Help them recognise the two sounds, then underline the correct words In the sentences. - Correct their pronunciation and Intonation. Play the recording again for them to practise If necessary. - Go around and correct the pronunciation if needed.

Content 5. Listen and repeat . Underline the words having the sounds /e/ and / æ / - T_ Ss - Listen to the instructions carefully then do the tasks. - Do the tasks - Listen again and reppeat - Practice the sentences. Key + Audio script: 1. They cannot take part in this contest.

They began the match very late. Please get the racket for me. We play chess every Saturday. My grandpa is old, but he's active.

2. 3. 4. 5.

5. WRAP-UP & HOME WORK (2’) * Ask Ss to summarise what they have learnt in the lesson. * HOME WORK - Practice making sentences with new words - Do more exercises in workbook. - Prepare new lesson.

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- Comment on their pronunciation.

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Date of planning:………….. Date of teaching: ………..…

8 : SPORTS AND GAMES

Lesson 3 : A CLOSER LOOK - 2

WEEK: …

Peroid 64 : UNIT

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THIS UNIT INCLUDES: Vocabulary - Sport and games Pronunciation: Sounds: /e/ and /æ/. Grammar - Past simple. - Imperatives.

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I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach grammar: The past simple tense. To practice using the past simple in real situations and the use “Imperative” in different situations. + Vocabulary: - use the words related to the topic Sports and Games;; + New words :aerobic; career; competition, equipment, fit, goggles, gym, karate, marathon, racket, score, shoot, sporty, take place, tournament - To pronounce the sounds /e/ and /æ/ correctly; - express and respond to congratulations; + Grammar: - use the past simple; - use imperatives to tell someone to do something; 2. Competence: Students will be able to learn how to form and use the past simple tense. To practice using the past simple in real situations and the use “Imperative” in different situations. 3. Quality/ behavior :- the love for doing sports and games they play in daily life. Having a good behavior toward sports/ games , the fair play and friend ship in doing sports. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, …. - Work Arrangements: T-Ss , group works; individual …… III. PROCEDURE:

Grammar

1. WARM UP & INTRODUCTION (3’-5’)

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Aim: - To revise the form and use : The past simple tense Introduction - The past simple was already introduced in Tieng Anh 5, so T asks Ss to recall it and give examples. - T may ask them some questions: What did you do last Sunday? etc. - Then encourage Ss to talk about past actions. * Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new lesson

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* Outcome: Having a chance to speak English and focus on the topic . * Organisation : Teacher’s instructions…. Teacher’s & Student’s activities Content + Greeting + Greeting + T_ Ss + Revision - Students (Ss) listen and learn how to do it. - Teacher (T) asks Ss some questions about them and class. - Open their book and write . - Ask Ss to open their book and introduce what they are going to study…. - Lead in the new lesson. 2. PRESENTATION/ NEW LESSON ( 12’) ACTIVITY 1: Grammar : The past simple tense Aim: To revise/ learn how to use and form the correct form of the past simple. * Content: To introduce the form and use the past simple. * Outcome: Ss can learn how to form and use the form of the past simple correctly. * Organisation : Teacher’s instructions… - T asks Ss to give the rule and use of the past simple themselves. Then T explains to them if necessary (use the Grammar box).T can give more examples If necessary. Remind them of using the past simple when something happened (e.g. yesterday, last Sunday, last month, etc.). (+) Positive: I / You / We / They / He / She / It + V-ed (played) (-) Negative: I / You / We / They / He / She / It + did not / didn't V (did not / didn't play) (?)Questions and short answers: Did I / you / we / they / he / she / it + V (play)? Yes, I / you / we / they / he / she / it did. No, I / you / we / they / he / she / it didn't.

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Teacher’s & Student’s activities 1. Choose the correct answer A,B or C. - Have Ss do the task individually and then compare their answers in pairs. - Tell Ss that when they do the multiple choice questions, they should first read the sentences (stems) and the options carefully. Then they should choose the answer that they think is correct by eliminating the wrong answer. Then they get the most likely correct answer. - Check and confirm Ss' answers. * Watch out! - Explain to Ss that many English words have Irregular past forms. Give them examples. Tell them to write down in their notebooks and remember the past form of the verbs they have learnt.

Content 1. Choose the correct answer A,B or C. - T_ Ss - Listen carefully to the teacher’s instructions and learn how to use C and U nouns - Ss work individually - Do the tasks - Compare the answers. - Give the answers * Key : 1. C 2. B

3. C

- be - was/ were. - see -saw- seen - do- did- done - have- had – had - go – went - gone….

4. A

5. B.

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ACTIVITY 2: Aim:To help Ss practise using the past simple in context. * Content: Practice using the past simple by choosing the best answer. * Outcome: Ss can choose the answer correctly. * Organisation : Teacher/s guide…

3. PRACTICE ( 15’)

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Teacher’s & Student’s activities Content 2. Write the correct form of the verbs to 2. Write the correct form of the verbs to complete the conversation. complete the conversation. - Have Ss do the task individually. - Ss work individually - Do the tasks - Ask them to read the conversation first, so - Compare the answers. that they understand the context to use the - Learn how to do. verbs given in the correct form. - T may call on some Ss separately to read out their answers and correct their answers if they're wrong. - T gives explanation if necessary. - Call on some pairs to read the conversation * Key : with the correct verb forms. 1. went 2. had 3. did you do - Correct their pronunciation and intonation if 4. visited 5. ate 6.scored necessary. - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Confirm the correct answers. ACTIVITY 3 Aim: To help Ss practise using the past simple in real situation. * Content:Further practise using the past simple in real situation. * Outcome: Ss understand more about using the past simple tense * Organisation : Teacher’s instructions… 3. Work in groups. Ask and answer 3. Work in groups. Ask and answer questions questions about your last weekend. about your last weekend. - Divide the class into groups of 4 or 5. - Group work. Ss take turns to ask and answer questions about their last weekend. - Encourage them to give as many sentences as possible. Tell them to use all three forms (affirmative, negative, and questions). - Some stronger Ss can report to the class about one of their friends' last weekend. - Move around to offer help if needed. - Ask other Ss to give comments and correct any mistakes if possible. - Compare the answers - Confirm the correct answers

- Tell Ss to work In pairs. Give them about 2-3 minutes to do the task. - Go round, observe the class and give help If necessary. Call on some Ss to read their answers. Check their answers as a class. - Ask other Ss to give comments - Check and confirm the correct answers

We use the impeartives to tell someone to do something, or to give a direct order. - It’s a chewing gum, + Chew it! - Don’t awallow it !

4. Look at each picture and choose the correct answer. - T_ Ss - Listen to the instructions carefully - Work individually. - Do themselves - Give the answers Key: 1. Don't park 2. Close 3. Tidy up 4. Don't use 5. Try

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Remember!

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ACTIVITY 4: Imperatives Aim: To help Ss use correct form of imparatives in different situations. * Content: Use correct form of imparatives in different situations. Choose the correct answer. * Outcome: Ss can learn how to use the correct form of imparatives in different situations * Organisation : Teacher’s instructions…

4. FURTHER PRACTICE/APPLICATION (8’)

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ACTIVITY 5 Aim:To help Ss practise using imperatives to tell someone to do something in a real context. * Content: Practicing the form of imparatives in different situations. Do the rules * Outcome: Ss can learn how to tell friends what to do / not to do at the gym. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 5. Tell your friends what to do and what not to do at the gym. - Have Ss work In pairs or in groups. - Ask them to take turns to tell their friends what to do and not to do at the gym. T gives help and lets them give as many sentences as possible. * If time allows, T may ask Ss to draw a picture illustrating one of the gym rules in the blank space at the bottom of the page in their notebooks. Make sure that Ss write the rules somewhere in the picture. (This may be done as homework.) - Ss work individually or in pairs. They can later exchange and check their answers. - Check their answers as a class.

Content 5. Tell your friends what to do and what not to do at the gym. - Listen to the instructions carefully - Work in pairs or in groups. - Work in pairs. - Compare the answers. - Give the answers. *Key: Some possible sentences: Pay your fee first. • Don't litter. Put on your trainers/sports shoes.• Don't eat or drink at the gym. Listen to the instructor carefully. • ...

5. WRAP-UP & HOME WORK (2’)

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* Summarise the main grammar points of the lesson. - Ask Ss to make sentences about themselves, using the past simple. - Ask Ss to take turns to give an order or tell their friends to do an activity / everyday routine (positive or negative). E.g. Get up early every day; Go to school on time; etc. * HOME WORK - Revise the form and use of comparative adj. - Do more exercises in workbook. - Prepatre new lessons.

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Date of planning:………….. Date of teaching: ………..…

Peroid 65 : UNIT 8 : SPORTS AND GAMES

Lesson 4 : COMMUNICATION

WEEK: …

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THIS UNIT INCLUDES: Vocabulary - Sport and games Pronunciation: Sounds: /e/ and /æ/. Grammar - Past simple. - Imperatives.

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I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To use everyday English phrases and expressions to develop their language skills, as well as learn about Vietnamese culture and other cultures. Students learn how to express and respond to congratulations.Help Ss communicate through a quiz about sports/ games. + Vocabulary: - use the words related to the topic Sports and Games. + New words :aerobic; career; competition, equipment, fit, goggles, gym, karate, marathon, racket, score, shoot, sporty, take place, tournament - To pronounce the sounds /e/ and /æ/ correctly; - express and respond to congratulations; + Grammar: - use the past simple; - use imperatives to tell someone to do something; 2. Competence: Students will be able to express and respond to congratulations. Help Ss learn some knowledge of sports/ games and communicate through a quiz about sports/ games. 3. Quality/ behavior :- the love for doing sports and games they play in daily life. Having a good behavior toward sports/ games , the fair play and friend ship in doing sports. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, …. - Work Arrangements: T-Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

Everyday English

Expressing and responding to congratulations

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Aims: To use everyday English phrases and expressions to develop their language skills. * Content: Having some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new lesson. * Outcome: Having a chance to speak English and focus on the topic . * Organisation : Teacher’s instructions…. Teacher’s & Student’s activities Content + Greeting + Greeting

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Content 1. Listen and repeat the short conversation below, paying attention to the highlighted parts.

Teacher’s & Student’s activities 1. Listen and repeat the short conversation below, paying attention to the highlighted parts. - T _ Ss *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary. * To help Ss practise expressing and responding to congratulations. 1. Have Ss listen and read the short conversation. Tell them to pay attention to the highlighted parts. T may ask Ss to repeat these parts several times. +Ask Ss to work in pairs and practise the conversation. + Have Ss practise the conversations in pairs. Call on some pairs to practise the conversations in front of the class

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+ Do the revision + T _ Ss - Teacher (T) asks Ss some questions about them - Students (Ss) listen and answer the teacher’s or and class. friend’s questions - Tell Ss that they are going to learn how to ask for and give directions. - Open their book and write the tittle of the - Ask Ss to open their book and introduce what lesson . they are going to study…. - T leads in the lesson. 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1 + 2: Aim: To introduce the way of expressing and responding to congratulations. * Content: Expressing and responding to congratulations. Listen and read. * Outcome: Knowing the way to express and respond to congratulations. Make a dilogue * Organisation : Teacher’s instructions….

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* Vocabulary - win- won (v) chiến thắng - take place (v) diễn ra - join (v) tham gia - spare time (n) thời gian rảnh rỗi

- Take note * Students (Ss) listen to the instructions carefully and learn how to do the tasks. -Ss work in pairs - Ss may use everyday English to talk to each other. - Ss work in pairs. *Audio script:

2. Work in pairs. Student A has won a prize in the school’s singing contest/ sport competition. Student B congratualtion him/ her… - Allow Ss to work In pairs and make a similar conversation. Remind them to use the highlighted sentences in 1. Then encourage them to devise different contexts to use the language. - Move around to observe and provide help. - Have Ss practise speaking

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Duong: Last week I played table tennis with Duy, and I won for the first time. Mai: Congratulations! Duong: Thank you, Mai. Mai: So you're our class champion now. 2. Work in pairs. Student A has won a prize in the school’s singing contest/ sport competition. Student B congratualtion him/ her… - Ask Ss to work in pairs to make conversations - Group works + Complete the tasks

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3. PRACTICE (15’)

ACTIVITY 3 The sport/ game you like Aims: To have Ss revise / learn some knowledge of sports / games; - To help Ss communicate through a quiz about sports / games. * Content: Do the quiz. Answer thequestions . * Outcome: Ss can answer the questions to know some knowledge of sports / games; * Organisation : Teacher’s instructions….

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Teacher’s & Student’s activities 3. QUIZ. Work in pairs. Do the quiz. - Ask Ss to work in pairs and find the answers to the quizzes. - Check and give the correct answers. - Check the answers . - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Confirm the correct answers.

Content 3. QUIZ. Work in pairs. Do the quiz. - Ss work individually - Listen to the teacher’s instructions carefully and learn how to do. - Check the meaning if yes - Ask Ss to work in pairs to ask and tick the questions. - Do the tasks if possible. * Key : 1. There are usually 22 players (11 on each side). 2. It normally lasts 90 minutes (divided into two halves). 3. They take place every four years. 4. A marathon is 42.195 kilometres long (26 miles and 385 yards). 5. They took place In Olympia (In Ancient Greece) (In 776 BC).

4. PRODUCTION / APPLICATION (8’)

ACTIVITY 4: Aim: To help Ss ask and answer questions about themselves concerning the field of sports /

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4. Work in groups. Interview your partners using the following questions. You may ask for more information. - T _ Ss - Listen carefully - Answer and answer questions. - Fulfil the tasks.

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- Present in front of the class

4. Work in groups. Interview your partners using the following questions. You may ask for more information. - Divide the class into groups of 5 or 6. - Appoint one student to be the interviewer and the others the interviewees. - Give Ss plenty of time to ask and answer questions. Encourage them to talk and raise as many questions as possible. - Go round the class and give support if necessary. - After a fixed amount of time, choose the interviewer of some groups to present to the class. - T and other Ss listen and make comments. - Check and confirm the correct answers.

5. WRAP-UP & HOME WORK (2’) - Ss summarise what they have learnt in the lesson. * HOME WORK

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- Practice talking about New Year in different countries. - Do more exercises in workbook

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games. * Content: Interviewing the partners about sports or games. * Outcome: Know more some information about sports or games. * Organisation : Teacher’s instructions….

Date of planning:………….. Date of teaching: ………..…

WEEK: …

Peroid 66 : UNIT 8 : SPORTS AND GAMES Lesson 5 : SKILLS 1/READING AND SPEAKING

THIS UNIT INCLUDES: Vocabulary - Sport and games Pronunciation: Sounds: /e/ and /æ/. Grammar - Past simple. - Imperatives.

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I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach reading for general and specific information about Sports and Games. To practice speaking about a famous sportsperson. + Vocabulary: - use the words related to the topic Sports and Games;; + New words :aerobic; career; competition, equipment, fit, goggles, gym, karate, marathon, racket, score, shoot, sporty, take place, tournament - To pronounce the sounds /e/ and /æ/ correctly; - express and respond to congratulations; + Grammar: - use the past simple; - use imperatives to tell someone to do something; 2. Competence: Students will be able to pratice reading and speaking about a famous sportsperson. 3. Quality/ behavior :- the love for doing sports and games they play in daily life. Having a good behavior toward sports/ games , the fair play and friend ship in doing sports. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T-Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION( 3’- 5’)

Pre – reading

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Aim: - To develop student’s reading skills for specific information (scanning). * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :..… Teacher’s & Student’s activities + Greeting + Chatting

Content + Greeting + T _ Ss

- Students (Ss) listen and answer the teacher’s or friend’s questions -Answer the questions.

- Open their book and write the tittle of the lesson . * Reapeat and learn how to read and use them. - Copy the new words.

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- Teacher (T) asks Ss some questions about them and class. - Encourage Ss to give their answers, but do not confirm whether their answers right or wrong. - Ask Ss to open their book and introduce what they are going to study…. - T leads in the lesson. * Teach some new words in contexts if necessary. - T follows steps to teach new words.

2. PRESENTATION/ NEW LESSON (12’)

Content 1. Work in pairs. Discuss the questions. - T _ Ss * Vocabulary - special (adj) đặc biệt - career (n) nghề nghiệp - score (v) ghi bàn, ghi điểm - goal (n) bàn thắng thua - become- became (v) trở nên - national (adj) quốc gia - hero (n) người anh hùng - famous (adj) nổi tiếng * Students (Ss) listen to the instructions carefully and learn how to do the tasks.

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Teacher’s & Student’s activities 1. Work in pairs. Discuss the questions. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary * T may begin by asking Ss to name some famous football players In Viet Nam. - Tell them to work in pairs to discuss the questions in this activity. Encourage them to give their ideas (as many ideas as possible) in front of the class. - Have Ss work In pairs and discuss the questions about Pelé. It Is not Important whether they know much or little Information about Pelé as long as they concentrate and talk with each other. - Check the answers as a class.

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ACTIVITY 1: While- reading Aim: To activate Ss' knowledge of the topic of the reading text. * Content: Discussing the topic about “The King of Footballer” * Outcome: To get some information about Pele. What special about him. * Organisation : ...…

3. While- reading (15’)

ACTIVITY 2 : Aim: To help Ss develop their reading skill for general information (skimming). * Content: Read the dialogue and check information about “The King of Footballer” , Pele. * Outcome: To get some information about Pele. What special about him.

* Organisation : Teacher’s instructions…

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Content 2. Read the dialogue quickly to check your ideas in 1. - T _ Ss - Listen to the teacher’s instructions carefully and learn how to do. - Check the meaning of the words - Ss work individually first. - Compare the answers with partners - Give the answers

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Teacher’s & Student’s activities 2. Read the dialogue quickly to check your ideas in 1. - Tell Ss to read the text quickly and check their Ideas In 1. - Set a strict time limit to ensure that Ss read quickly for information. Encourage Ss to give any piece of information they can remember (and it is not so important what they say as long as they speak English). Example: + ... best footballer + ... from Brazil + ...wonthe WorldCup + ... the King of Football - Check and confirm the correct answers.

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ACTIVITY 3 : (Follow up activity) Speaking Aims: To help Ss develop their reading skill for specific information (scanning); To help Ss broaden and deepen their knowledge of Pelé. * Content: Read again the dialogue and and answer the questions about Pele. * Outcome: To get some information about Pele. What special about him. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 3. Read the text again and answer the questions. - Give Ss some time to practise reading the dialogue. Ss listen to T (or Ss) read aloud while tracking the dialogue with their fingers. - Ask Ss to read in chorus the new and difficult words / phrases in the dialogue. - Check with Ss the meanings ofthe new words. Explain to them If necessary. - Ask Ss to find the key words in each question. Then find the information in the dialogue to answer the questions. - Confirm the correct answers to the class. * Further practice: - If time allows, have Ss talk about Pele (what other information they know about him, whether they like him or not, and why, etc.). - Have Ss talk about famous football players they

Content 3. Read the text again and answer the questions. - T _ Ss - Listen to the teacher’s instructions carefully and follow them. - Work in groups . - Give the answer . Key: 1. Pele was born in 1940. 2. His father did. / His father taught him. 3. He scored 1,281 goals in total. 4. (He became Football Player of the Century) in 1999. 5. They call him "The King ofFootball".

4. FURTHER PRACTICE/ APPLICATION (8’)

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Content 4. Read the follwing facts about two famous sports people. - T _ Ss - Listen to the teacher’s instructions carefully and follow them. - Work individually. - Practice speaking in front of the class. - Correct mistakes if have .

Teacher’s & Student’s activities 4. Read the follwing facts about two famous sports people. - Ss work by themselves and read the fact files of two famous sportspeople. T may ask them whether they know these sportspeople, and what else they know about them. - Explain any new words to Ss if necessary. Make sure Ss understand everything and they can use these facts to prepare for the next speaking activity. - Then give feedback: comment on their strengths and correct a few errors in the target language. - T helps if necessary

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ACTIVITY 4: Speaking Aim: To help Ss practise reading and understand fact files of famous sports people. * Content: Read the facts about two famous sportspeople. * Outcome: To get more information about famous sportspeople. * Organisation : Teacher’s instructions…

know and ask them who they think is the best football player.

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ACTIVITY 5: Aim: To help Ss practise speaking about a famous sportsperson in 4. * Content: Practise speaking about a famous sportsperson in 4. * Outcome: Ss can talk about sportsperson in 4 using the cues given. * Organisation : Teacher’s instructions…

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5. Choose one sportsperson in 4. Talk about him/ her. Use the following cues. - Have Ss work in pairs or groups. Have them take turns to talk about their chosen sportsperson. - Let them have freedom to choose what information to mention. (They can skip some points, or add some of their own.) - While Ss are talking, T goes round the class and monitors. Remember not to stop them in order to correct their mistakes. - When the talking time is over, T collects common errors and discusses them with the whole class. * Further practice: - If there is enough time, have Ss work in pairs. One student is an interviewer and the other is a

5. Choose one sportsperson in 4. Talk about him/ her. Use the following cues. - T _ Ss - Listen to the teacher’s instructions carefully and follow them. - Work individually. - Practice speaking in front of the class. - Correct mistakes if have .

5. WRAP-UP & HOME WORK (2’)

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famous sportsperson. - Ss role-play an interview. - T helps if necessary

* Have Ss summarise what they have learnt in the lesson with the two skills * HOME WORK.

- Practice describing the room they have designed. - Do more exercises in workbook. - Prepare new lesson. Skills 2.

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Date of planning:………….. Date of teaching: ………..…

WEEK: …

Peroid 67 : UNIT 8 : SPORTS AND GAMES Lesson 6: SKILLS 2/ LISTENING AND WRITING

THIS UNIT INCLUDES: Vocabulary - Sport and games Pronunciation: Sounds: /e/ and /æ/. Grammar - Past simple. - Imperatives.

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I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach listening and writing. To develop their listening skills for specific information. Also to write a paragragh about the sport/ game they like. + Vocabulary: - use the words related to the topic Sports and Games;; - express and respond to congratulations; + Grammar: - use the past simple; use imperatives to tell someone to do something; 2. Competence: Students will be able to pratice listening and writing a paragragh about the sport/ game they like. 3. Quality/ behavior :- the love for doing sports and games they play in daily life. Having a good behavior toward sports/ games , the fair play and friend ship in doing sports. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

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Teacher’s & Student’s activities + Greeting + Revision - Teacher (T) asks Ss some questions about them and class. - Ask Ss about the content of the previous lesson. - Ask Ss to open their book and introduce

Content + Greeting + T _ Ss - Students (Ss) listen and answer the teacher’s or friend’s questions - Listen and know what they are going to learn - Open their book and write the tittle of the lesson

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Content 1. Listen to the passages. Who are they about? - T _ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks - Do the tasks. Compare the answers. - Give the answer.

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Teacher’s & Student’s activities 1. Listen to the passages. Who are they about? *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) If have + Follow the steps to teach vocabulary - Repeat in chorus and individually ** Play the recording once only. - Ask Ss to listen and say who are mentioned In the passages. - Confirm the correct answer as a class. - Play the recording again if needed, stopping at the place where Ss find it difficult to hear.

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ACTIVITY 1: Pre-listening Aims: - To activate Ss' knowledge of the topic of the listening text; - To help Ss develop the skill of listening for general information. * Content: Listen and answer; Who are they talking about? * Outcome: To get general information of the passage. * Organisation : Teacher’s instructions…

what they are going to study…. - T leads in the lesson. 2. PRESENTATION/ NEW LESSON ( 12’)

Key: The listening passages are about Hal and Alice.

3. While-listening ( 18’)

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ACTIVITY 2 : (While-listening) Aim: To develop Ss' ability listen for specific information (scanning). * Content: Listen and tick T/F * Outcome: Develop listening skills and tick T/F correctly. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 2. Listen to the passages again and tick (✓) T(True) or F (False) for each sentence. - Ask Ss to read the sentences carefully and find the key words. - Play the recording again.Tell Ss that while they listen, they have to tlckT or F for each sentence.

Content 2. Listen to the passages again and tick (✓) T(True) or F (False) for each sentence. - T _ Ss - Listen to the teacher’s instructions carefully and learn how to do it. - Fulfil the tasks - Give the answers

- Call on some Ss to read the answers and explain to their choice. - Confirm the correct answers as a class. - Check and confirm the correct answers.

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*(Post-listening)

* T may give some clues Key: - Call on some Ss to speak freely. 1. F 2. T 3. T 4. T 5. F - Correct pronunciations, grammar, vocab, intonation. ACTIVITY 3 : Aim: To develop Ss' ability listen for specific information (scanning), and identify the exact words to fill the blanks. * Content: Listen again and complete the sentences. * Outcome: Develop listening skills and get specific information to fill the blanks. * Organisation : Teacher’s instructions…

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3. Listen again and fill each balnk with a word to complete each sentence. - T _ Ss - Listen carefully to the instructions - Work individually * Ss learn how to do the tasks - Ss’ answers Key: 1. volleyball 2. three 3. Alice 4. chess Audio script: Hello. My name's Hai. I love sport. I play volleyball at school and I often go cycling with my dad at the weekend. But my favourite sport is karate. I practise it three times a week. It makes me strong and confident……………

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3. Listen again and fill each balnk with a word to complete each sentence. - Ask Ss to read the sentences and find the key words. - Play the recording a third time (or more If needed). Tell Ss that they have to Identify the exact words In the listening passages to fill the blanks, and that the words must be spelled correctly. Ss can share their answers in pairs before listening to the recording a final time to check the answers as a class.

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ACTIVITY 4: Writing Aims: - To help Ss practise asking and answering questions about their favorite sport and game;- To help Ss brainstorm ideas for their writing. * Content: Ask and answer questions about their favorite sport and game they like; * Outcome: Ss talk about their favorite sport and game they like; * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 4. Work in pairs. Talk about the sport/ game you like. Use the following questions as cues. - Have Ss work in pairs and talk about the sport / game they like. They can use the

Content 4. Work in pairs. Talk about the sport/ game you like. Use the following questions as cues. - Listen carefully and learn how to write - Work in pairs - Write themselves

*Sample answer Hi, This is Alex. He is twenty years old. He is a weight-lifter. He is tall and strong. He spends 2 hours practicing weight-lifting every day. Weightlifting is a hard and dangerous sports to play. Sometimes, Alex hurts himself while doing the sport. But he never gives up. He wants to be a champion in the future. All the family members are proud of him. He will take part in a sport competition next week. Would you want to come along and watch the match?

4. APPLLICATION (8’-10’)

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cues given or their own ideas. - Ask them to note down the important and interesting things in their notebooks. - Go around and give help if necessary. - Call on some Ss to read their notes in front ofthe class. - T and other Ss listen and make comments.

Content 5. Write a paragraph of 40-50 words about the sport/ game you talked about in 4. You can also refer to the listening passages. - T _ Ss - Listen carefully and learn how to write - Write themselves

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Teacher’s & Student’s activities 5. Write a paragraph of 40-50 words about the sport/ game you talked about in 4. You can also refer to the listening passages. - Ask Ss to write a paragraph about the sport / game they talk about in 4. Allow Ss to refer to the listening passages and other sections for useful language for writing. Note interesting expressions and language on the board. - Tell Ss to write a draft first, based on the ideas they have talked about in 4. Then Ss actually write a paragraph of of 40 - 50 words (or more if they can), covering as many ideas as possible. Tell them to pay special attention to punctuation, structural elements, linking words, etc. - Go around and give help If necessary. - Call on some Ss to read their notes in front ofthe class.T and other Ss listen and make comments.

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ACTIVITY 5: Writing Aim: To help Ss practise writing a paragraph about the sport / game they like. * Content: Write a paragraph about the sport / game they like in 4. * Outcome: Ss can write a paragraph about the sport / game they like. * Organisation : Teacher’s instructions…

* Post writing

- T may display all or some of the Ss' writings on the wall / notice board. T and other Ss give comments. Ss edit and revise

*Sample answer

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Write a paragraph to describe a football match. Football is perhaps the most popular game in the world. A football match often lasts about ninety minutes. There are two teams play against each other. Each team has eleven members. The players kick the ball to score goals. There is a goalkeeper to keep the goal safe. The goal-keeper is allowed to touch the ball by hand, while others are not. The team, which scores more goals, is declared the winner. The referee is there to make sure that the game is fair. It’s interesting to watch a football match.

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their writing as homework. - T may collect some Ss'writings and mark them, then give comments to the class. Remember to tell them how to improve their writings. - If time is limited,T may ask Ss to write the final version at home. - Other Ss and T comment on the writing.

5. WRAP-UP & HOME WORK (2’)

* Have Ss summarise what they have learnt with the two skills. * HOME WORK. - Finish writing a diary entry. Copy in the note books. - Do more exercises in workbook. - Prepare new lesson.

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Date of planning:………….. Date of teaching: ………..…

WEEK: …

Peroid 68: UNIT 8 : SPORTS AND GAMES Lesson 7 : LOOKING BACK

THIS UNIT INCLUDES: Vocabulary - Sport and games Pronunciation: Sounds: /e/ and /æ/. Grammar - Past simple. - Imperatives.

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I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their performance and provide further practice. Do some practice exercises. Project helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic + Vocabulary: - use the words related to the topic Sports and Games;; + New words :aerobic; career; competition, equipment, fit, goggles, gym, karate, marathon, racket, score, shoot, sporty, take place, tournament - To pronounce the sounds /e/ and /æ/ correctly; - express and respond to congratulations; + Grammar: - use the past simple; - use imperatives to tell someone to do something; 2. Competence: Students will be able to pratice listening and reading the conversation between Duong and Mai about tha sports/ games they play. 3. Quality/ behavior :- The love for doing sports and games they play in daily life. Having a good behavior toward sports/ games , the fair play and friend ship in doing sports. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’)

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Content

+ Greeting + T _ Ss - Students (Ss) listen and learn how to do.

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Teacher’s & Student’s activities + Greeting + Chatting - Teacher (T) asks Ss some questions about them and class. - Ask Ss to open their book and introduce what they are going to study….

- Open their book and write .

2. PRESENTATION/ NEW LESSON ( 25’)

PRACTICE EXERCISES

Content 1. Fine one odd word/ phrase in each question. - T _ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Answer the teacher’s questions. * Key: 1. C 2. A 3. C 4. B 5. B

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Teacher’s & Student’s activities 1. Fine one odd word/ phrase in each question. - Ss do this task individually. - Call on some Ss to read the answers aloud. - Confirm the correct answers as a class. Have the whole class read the words / phrases correctly. - Check and confirm the correct answers

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ACTIVITY 1: Vocabulary Aim: To help Ss revise they have learnt in the unit. * Content: Revise the vocabulary items they have learnt during the unit to find odd word/ phrase. * Outcome: Ss adapt what they have learnt during the unit to do exercises * Organisation : Teacher’s guide…

ACTIVITY 2: Aim: To help Ss revise the combination of the verbs play, do and go with names of different sports / games. * Content: Revise the combination of the verbs play, do and go. Put the the correct form of the verbs in the blanks. * Outcome: Ss can put the form of verb in the blanks correctly. * Organisation : Teacher’s instructions…

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2. Put the correct form of the verbs play, do or go in the blank. - Tell Ss that In English sports and games may go after one of three verbs: play, do and go. Ss have to remember these combinations. - Allow Ss time to do the task individually. - Call on some Ss to write the answers on the board. Then have the class comment, and give them the correct answers. - T may call on some Ss to read the sentences - Observe and help when and where necessary, and correct Ss'pronunciation and intonation.

2. Put the correct form of the verbs play, do or go in the blank. - Ss work individually. Do the tasks - Work individuaaly - Share the answers. * Key: 1. do 4. went

2. is playing 3. goes 5. played 6. are doing

Content 3. Put the verbs in brackets in the correct form. - T _ Ss

- Listen to the instructions clearly - Do exercise individually and then compare their answers. - Copy Key: 1. took 2. started 3. didn't like 4. did you do; cycled; watched

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Teacher’s & Student’s activities 3. Put the verbs in brackets in the correct form - Have Ss work in pairs and put the verbs in brackets in the correct form of the past simple. - Tell Ss to pay attention to the point of time given in the sentences. - Check their answers as a class. - Go round and offer help if needed. - Check and confirm the correct answers.

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ACTIVITY 3 : Grammar Aim: To help Ss revise the use of the past simple tense in context. * Content: Revision on the past simple tense. * Outcome: Ss can do exercises correctly. * Organisation : Teacher’s instructions…

- Check the answers as a class.

ACTIVITY 4: Aim: To help Ss revise the use of imperatives (positive and negative) in different situations. * Content: Use the imperatives (positive and negative) in different situations.. * Outcome: Ss can use the imperative correctly to talk in situations. * Organisation : Teacher’s instructions…

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4. What do you say in these situations? - Give Ss some time to work by themselves. - Ask them to revise how to use Imperatives (positive and negative) in these situations. - Call on some Ss to read their sentences. - Have other Ss give comments. T confirms the correct sentences. - Check and confirm the correct answers.

4. What do you say in these situations? - T _ Ss; S - Do the tasks - Check the answers - Give the answers Key: 1. Please stop making noise. 2. Go out to play with your friends. 3. Don't feed the animals. 4. Stand in line, boys! 5. Don't touch the dog.

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ACTIVITY 5: Aim: To help Ss revise the vocabulary realated to sports / games in context. * Content: Revise the vocabulary realated to sports / games. * Outcome: Ss use the words they have learnt to fill the blanks. * Organisation : Teacher’s instructions…

5. Fill in each blank with ONE word to complete the passage. - T _ Ss - Do the tasks - Check the answers - Give the answers Key: 2. hear 3. favourite 1. play 4. sports 5. famous

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5. Fill in each blank with ONE word to complete the passage. - Ask Ss to do the task individually first. Then they can check their answers with a partner before discussing as a class. T gives corrections. - Have some Ss read the whole passage aloud (maybe sentence by sentence). The rest of the class should track the text with their fingers as the other Ss read. - Check and confirm the correct answers.

3. PRODUCTION/ APPLICATION (12’-15’)

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Aim:To improve the abilities to work individually and in a team. It extends their imagination in field related to the unit topic * Content: Do the project. * Outcome: Ss know more information about traditional game: Blind man’s buff; Tug of war (rope pulling) * Organisation : … ACTIVITY 1 Aim: To introduce to Ss the traditional team game Blind man's bluff. - Have Ss read the information about a traditional game carefully. Explain new words and anything difficult to Ss. Make sure they understand everything thoroughly: the equipment and location, the rules and different steps. ACTIVITY 2 Aim: To help Ss practise writing about a traditional game (what it needs and its rules). - Each student chooses one of the games given and writes about it, basing themselves on the information in 1 : - Name of the game: - Number of players: - Equipment: - How to play: ACTIVITY 3 Aim: To help Ss practise talking/ giving presentation about a traditional game. Have Ss work in groups of 4 or 5. Let each of them present their talk to the group. T and other Ss make comments.

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4. WRAP-UP & HOME WORK(2’) - Ask Ss what they have learnt in Unit 8. Have them recall the important elements: - words / phrases and combinations related to the topic Sports and Games; - the past simple; imperatives. - Ask Ss to complete the self-assessment table. Identify any difficulties and weak areas and provide further practice. HOME WORK

- Do more exercises in workbook. - Make more sentences .

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WEEK:

Peroid 69 : UNIT 9 : CITIES OF THE WORLD

Lesson 1: GETTING STARTED

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What a nice photos!

Date of planning:………….. Date of teaching: ………..…

THIS UNIT INCLUDES:

Skills: - Reading about a holiday postcard. - Talking about a city - Listening to a description of a city. - Writing a holiday postcard Everyday English Expressing exclaimations with What.

Vocabulary - Cities and landmarks Pronunciation: - Sounds: / əu / and / au / Grammar - Possessive adjectives. - Possessive pronouns.

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I. OBJECTIVES: * By the end of this unit, students will be able to: - use the words related to cities and landmarks; - pronounce the sounds / əu / and / au / correctly; - use possessive adjectives and possessive pronouns; - express exclamations with What; - read for general and specific information about a holiday postcard; - talk about a city; - listen for specific information about a description of a city; - write a holiday postcard. 1. Knowledge: - To introduce topic of the lesson Cities of the world. To teach listening and reading. + Vocabulary: use the words related to cities and landmarks .To pronounce the final sounds / әu / and / au / correctly; + Grammar:- use possesive adjectives. - use possesive pronouns 2. Competence: By the end of the lesson students will be able to pratice reading and listening the conversation between Mai and Tom about cities and landmarks. 3. Quality/ behavior : The love of learning English. The love of the cities and beautiful spots. Having serious attitude to working in groups, individual work, pairwork, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’- 5’) Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new unit. * Content: Review the previous leson or have some warm-up activities to creat a friendly and

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Content + Greeting + Brainstorming - T_ Ss

London

Cities of the world

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relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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- (Ss) listen and learn how to do it . - Open their book and write .

2. PRESENTATION (12’)

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ACTIVITY 1: Aim: To set the context for the introductory text; - To introduce the topic of the unit. * Content: Listen and read conversation to become familiar with the vocab.; new grammar points. * Outcome: Reading and finding out new words; Ss become familiar with the new language items. * Organisation : Teacher’s guide…

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1. Listen and read. 1. Listen and read. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word.

+ Follow the steps to teach vocabulary

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- Repeat in chorus and individually + Check vocabulary * Set the context for the introductory text: Ask Ss to look at the title of the conversation and the picture. Ask them some questions like: What do

- T_ Ss * Vocabulary - landmark (n) công trình thu hút khách du lich - vacation (n) kì nghỉ (hè)

- Answer the teacher’s questions.

- holiday (n)…

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- Find out the words related to the topic.

3. PRACTICE (18’)

you think Mai and Tom are talking about? What city can you recognise from the photos? What is it famous for? etc. - Encourage Ss to give their answers, but do not confirm whether their answers are right or wrong. - Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the unit's topic while they are listening and reading. - Invite some pairs of Ss to read the dialogue aloud. - Have Ss say the words in the text that they have underlined. Quickly write the words on one part of the board. - Comment on Ss'answers.

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ACTIVITY 2: Aim: To help Ss identify the location of the cities mentioned in the conversation on a map. * Content: Write the names of the cities mentioned in the conversation on a map. * Outcome: Ss can write the correct location of the cities mentioned in the conversation on a map. * Organisation : Teacher’s guide… 2. Write the names of the cities in the correct place - T_ Ss - Follow the teacher’s instructions

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2. Write the names of the cities in the correct place - Ask Ss if they know which country each city is in. If needed, help Ss by writing the names of the countries and the cities on the board. - Have Ss look at the map and do the task. - Check their answers as a class.

- Allow them to share their answers before discussing them in groups or as aclass.

- T gives the correct answers.

- Give the answers and check.

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ACTIVITY 3: Aim: To help Ss focus on the use of adjectives to describe cities. * Content: Read and match. * Outcome: Ss read again the conversation and do the matching. * Organisation : Teacher’s guide…

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3. Read the conversation again and match the 3. Read the conversation again and match cities with the adjectives describing them. the cities with the adjectives describing - Ask Ss to work independently. Ask them to look them back at the conversation and find where the names of the cities appear and what adjectives are used to describe them. Underline them.

- Ss share their answers and discuss. - Check their answers as a class.

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- Allow Ss to share answers before discussing as a class. Write the correct answers on the board. - T gives correct answer

- T_ Ss - Learn how to do it. Share the answers - Copy them Key: 1. c, d 2. a 3. b, e

4. Match the cities with their landmarks

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4. Match the cities with their landmarks - Ask Ss to find the word landmark in the conversation and ask them what it is. ( Tom:... Can you see Big Ben? Mai: Yeah... on the River Thames. It's a landmark of London.) - Write the word landmark on the board and ask if they can guess the meaning of the word. ( Emphasise: a place / object that is famous in a city. Tourists want to see.) - Have Ss do the matching. - Allow them to discuss in pairs or groups. - Check the answers as a class.

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ACTIVITY 4: Aim: To help Ss visualise some landmarks of the cities mentioned in the conversation. * Content: Match some landmarks of the cities mentioned in the conversation. * Outcome: Ss can match the cities with the landmarks correctly. * Organisation : Teacher’s guide…

- Ss do themselves. Give the answers Key: 1. c 2. d 3. a 4. b

4. PRODUCTION/ FURTHER PRACTICE (8 ’)

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ACTIVITY 5: Aim: To give Ss a fun time revising what they have learnt so far in the lesson. * Content: Play game.What city is it? to revising what they have learnt so far. * Outcome: Us understand more information about cities in Viet Nam and in the world. * Organisation : Teacher’s guide…

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5. GAME: What city is it? - T_ Ss - Ask and answer Suggested answers: Hue: beautiful, old city London: the red telephone box, Big Ben, double-decker buses Sydney: Sydney Opera House, beautiful / clean beaches New York: Times Square, the Statue of Liberty

5. GAME: What city is it? - Demonstrate by calling three Ss to read the example. - Then allow Ss some time to work in groups. - Go round and offer help If needed. Encourage Ss to talk about other cities they know. Note: The only city that is not in the conversation is Hue. Have Ss talk about what they know about Hue without help since this city is a popular holiday city inViet Nam. - Invite some Ss to talk one of the cities in front of the class.

5. WRAP-UP & HOME WORK (2’)

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* Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson. - If there is a visualizer in the classroom, show the dialogue, highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue possessive adjectives and possessive pronouns at the end, and tells Ss that they will learn these language points in the following lessons. * HOME WORK - Read again the conversation on page 26 - Do more exercises in workbook. - Prepare new lessons

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Peroid 70 :UNIT 9 : CITIES OF THE WORLD

Lesson 2: A CLOSER LOOK 1

THIS UNIT INCLUDES: Vocabulary - Cities and landmarks Pronunciation: - Sounds: / әu / and / au / Grammar - Possessive adjectives. - Possessive pronouns.

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Skills: - Reading about a holiday postcard. - Talking about a city - Listening to a description of a city. - Writing a holiday postcard Everyday English Expressing exclaimations with What.

Date of planning:………….. Date of teaching: ………..…

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I. OBJECTIVE:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To introduce topic of the lesson Cities of the world. To teach some adjectives describing a city. + Vocabulary: use the words related to cities and landmarks. old, friendly, delicious, exciting, helpful, tasty, sunny, rainy…. - To practise the sounds / әu / and / au / correctly; + Grammar:- use possesive adjectives; - use possesive pronouns 2. Competence:Students will be able to know more adjectives describing a city; city, food, people, weather. 3. Quality/ behavior :-The love of the cities and beautiful spots in your countries or in the world. Having serious attitude to working in groups, individual work, pairwork, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’ – 5’) Aim:To revise/ teach some vocabulary. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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Teacher’s & Student’s activities + Greeting + Revise the old lesson - Teacher (T) asks Ss some questions about them and class. - Ask Ss to open their book and introduce what they are going to study….

Content + Greeting + Revision - T_ Ss - Students (Ss) listen and learn how to do. - Open their book and write .

2. PRESENTATION/ NEW LESSON (12’)

ACTIVITY 1: VOCABULARY Aim: To teach Ss some adjectives describing a city.

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Teacher’s & Student’s activities Content 1. Fill in the box with adjective. 1. Fill in the box with adjective. - T_ Ss *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....)

* Content: Do the filling. * Outcome: Ss know more the adjectives describing a city. * Organisation : Teacher’s instructions clearly…

+ Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary

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* Vocabulary - tasty (adj) hương vị - Repeat in chorus and individually - delicious (adj) ngon - stall (n) gian hàng + Check vocabulary - palace (n) cung điện - street food (n) thức ăn đường phố - floating market (n)… chợ nổi *Check if Ss remember which cities Mai and Tom * Students (Ss) listen to the instructions carefully were talking about at the beginning of the unit. and learn how to do the tasks. - Ask them how Tom described the three cities. - Answer the teacher’s questions. -Write the words on the board. - Allow Ss some time to read the adjectives in the Key : city: exciting, old box first. Most of them they may already know (maybe except the word helpful, but don't explain food: tasty, delicious it yet). people: friendly, helpful - Ask them to choose and write the words in the weather: rainy, sunny web. Allow Ss to work together if they would like to. - Check answers as a class. - Have Ss practise reading the adjectives. - If time allows, encourage them to use these words (or the words they know) to describe other cities in Viet Nam or abroad. Note: If Ss cannot guess the meaning of the word helpful by now, T can give the Vietnamese equivalent. - Give the comments. 3. PRACTICE (18’) ACTIVITY 2:

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Content 2. Complete the sentences with the words in 1. - Listen carefully and learn how to do. - Ss work independently. - Give the answers * Key: 1. sunny 2. old 3. exciting 4. friendly 5. delicious / tasty

Teacher’s Student’s activities 2. Complete the sentences with the words in 1 - Ask Ss to work independently. - Ask Ss to read the sentences carefully and complete them with the words in 1. Go around and offer help if needed. - Check their answers as a class. - Ask other Ss to comment. Ask Ss if they can add more things to each room.

Aim: To help Ss use the adjectives in 1 in a context. * Content: Complete the sentences. * Outcome: Ss can complete the sentences correctly * Organisation : Teacher’s instruction …

3. Write the words/ phrases below under the correct pictures.

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3. Write the words/ phrases below under the correct pictures. - Ask Ss to read the words / phrases. - Ask Ss to write the words / phrases under the correct pictures. (Ss can easily do the task since they know all the words except stall. The only word and picture left go together). - Check their answers as a class. - Call on some pairs to practise in front of the class. - Comment on their performance.

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ACTIVITY 3: Aim: To teach Ss some words / phrases related to a city. * Content: Inroduce some words. Write them under the correct pictures. * Outcome: Ss can learn more words and write them under the correct pictures. * Organisation : Teacher’s instruction …

- Ss to work in pairs - Ss do themselves. - Copy them Key: 1. palace 2. floating market 3. street food 4. stall

II. PRONUNCIATION: / әu / and / au /

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ACTIVITY 4: Aim : To help Ss identify and practice the / әu / and / au / sounds * Content: Pronounce the sounds / әu / and / au /. * Outcome: Ss can identify how to pronounce the sounds / әu / and / au / correctly. * Organisation : Follow Teacher’s instructions :

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Teacher’s Student’s activities 4. Listen and write the words in the correct column. Then listen and repeat. - Demonstrate the two sounds with the words cold and our. Write them on the board and say them aloud - Have Ss read and put the words in the correct

Content 4. Listen and write the words in the correct column.Then listen and repeat - T _ Ss - Listen carefully - Check the answers - Listen and repeat

/ әu / boat postcard coast pagoda

* Audio script:

/ au / house crowded town tower

Key :

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columns first. - Ask them to listen to the recording, check their answers and complete what they have not been able to do yet. - Play the recording again for Ss to repeat. - Checktheiranswersasaclass. - Call on some Ss to read the words aloud. - Check the meanings if necessary.

boat house postcard crowded 4. FURTHER PRACTICE (8’)

town coast

tower pagoda

ACTIVITY 5: Aim:To help Ss practise the sounds /au/ and /au/ in sentences. * Content: Practice pronouncing the sounds / әu / and / au /. Listen and repeat the sentences. * Outcome: Ss can pronounce the sounds / әu / and / au / correctly. Listen and repeat * Organisation : Teacher’s instruction …

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5. Listen and repeat. Pay attention to underlined words. - T _ Ss - Listen to the instructions carefully then do the tasks. - Do the tasks

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5. Listen and repeat. Pay attention to underlined words. - Allow Ss some time to read the sentences by themselves first. They can read silently or aloud. - Play the recording. Have Ss listen and repeat the sentences. - Provide further practice by dividing the class Into two groups. Have the groups read alternate lines. - Check by asking Ss to read loudly each underlined word in the sentences. - If time allows, ask Ss to make sentences with words containing /au/ and /au/ sounds and practise saying them in pairs. - Comment on their pronunciation of the final s.

Key : Audio script: 1. The town is crowded at the weekend. 2. There's lots of snow in Tokyo in winter. 3. It's very cold on the boat. 4. He's running around the house. Note: / әu / : snow, Tokyo, cold, boat / au /: town, crowded, around, house

5. WRAP-UP & HOME WORK (2’)

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*Ask Ss to summarise what they have learnt in the lesson. *HOME WORK - remember some adjectives describing the city. - Do more exercises in workbook. - Prepare new lesson. =================

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Date of planning:………….. Date of teaching: ………..…

Peroid 71 : UNIT 9 : CITIES OF THE WORLD

WEEK:

Lesson 3: A CLOSER LOOK 2

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THIS UNIT INCLUDES: Vocabulary Skills: - Cities and landmarks - Reading about a holiday postcard. - Talking about a city Pronunciation: - Listening to a description of a city. - Sounds: / әu / and / au / - Writing a holiday postcard Grammar Everyday English - Possessive adjectives. Expressing exclaimations with What. - Possessive pronouns. I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach Possessive adjectives and possessive pronouns. + Vocabulary: use the words related to cities and landmarks. old, friendly, delicious, exciting,…. - To practise the sounds / әu / and / au / correctly; + Grammar:- use possesive adjectives; - use possesive pronouns 2. Competence: Students will be able to know more adjectives describing a city. 3. Quality/ behavior :-The love of the cities and beautiful spots in your countries or in the world. Having serious attitude to working in groups, individual work, pairwork, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… C. PROCEDURE: 1. WARM UP & INTRODUCTION (3’ – 5’) Aim: Lead in the new lesson * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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Teacher’s & Student’s activities + Greeting + Revion on the old lesson

Content + Greeting + T _ Ss - Students (Ss) listen and learn how to do.

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- Teacher (T) asks Ss some questions about them and class. - Ask Ss to open their book and introduce what they are going to study….

2. PRESENTATION/ NEW LESSON (12’)

Grammar Possessive adjectives * Remember: Possessive adjective is used only when there is a noun following it. Example: I have a pen ‡ This is my pen

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ACTIVITY 1: Aims: To help Ss revise the use of possessive adjective. * Content: Revise / teach the use of possessive adjective. Do the matching. * Outcome: Ss can learn how to form and use of possessive adjective. * Organisation : Follow teacher’s instructions.

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Pronouns Possessive adjectives Possessive pronouns I my mine you your yours he his his she her hers it its its we our ours you your yours they their theirs Teacher’s & Student’s activities Content 1. Match the sentences with the pictures, 1. Match the sentences with the pictures, paying attention to underlined part in each paying attention to underlined part in each sentence. sentence. - Ask Ss to read the sentences first. Tell them to - T _ Ss pay attention to the underlined phrases containing the possessive adjectives. - Have Ss do the matching. - Check Ss' answers as a class. - Then draw Ss' attention to the underlined parts of the sentences. Ask them to circle the subjects of the sentences. Write on the board the subjects and the possessive + Students (Ss) listen to the instructions carefully adjectives in pairs. (E.g. Sue -> her, Billy -> his, and learn how to do the tasks. - Answer the teacher’s questions and The cat -> its, We -> our, They -> their) Don't enquirements. erase them from the board. Key: 1. d 2.e 3. b 4. a 5. c - Give the comments. 3. PRACTICE (15’)

ACTIVITY 2: Aims: To give Ss opportunities to use possessive adjective correctly in context. * Content: Complete the correct possessive adjective in context. * Outcome: Ss can complete the sentences with correct possessive adjective. * Organisation : Teacher’s instruction…

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Content 2. Complete the sentences with the correct possessive adjective. - Listen carefully and learn how to do. - Ss work individually - Follow the teacher’s instructions - Give the answers * Key: 1. My 2. your 3. Its 4. Her 5. Our

Teacher’s Student’s activities 2. Complete the sentences with the correct possessive adjective. - Allow Ss to do the task individually or in pairs. - Ss to read the pair of sentences carefully and find the subject in the first sentence which will determine the possessive adjective to be used to complete the second sentence (e.g. I -> my, The lion -> its). - Ss to swap their answers and have a discussion. - Checks Ss' answers as a class.

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ACTIVITY 3: Possessive pronouns Aims: - To help Ss determine the correct possessive pronoun representing a phrase. * Remember: Possessive pronoun is used alone without a noun following it. Example: This is my book, not your book. ‡This book is mine, not yours. * Content: * Outcome: * Organisation : Teacher’s instruction… 3.Complete the sentences with the correct possessive pronouns. - T _ Ss - Listen to the instructions clearly - Learn how to do it - Ss to work in pairs - Ss do themselves. - Copy them Key: 1. mine 2. theirs 3. yours 4. his 5. ours

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3.Complete the sentences with the correct possessive pronouns. - Use arrows that point my book to mine and your book to yours so that Ss can see how the phrase of a possessive adjective + noun is replaced by a possessive pronoun. - Ask Ss to read the first sentence of each question carefully and underline the words / phrases which determine the possessive pronoun for the second sentence. Then complete the second sentence. - Allow Ss to swap their answers. - Call on some Ss to read aloud their answers. - Check Ss' answers as a class. - Comment on their performance.

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ACTIVITY 4: Aims:To help Ss distinguish and use the correctly possessive adjectives and possessive pronouns * Content: * Outcome: * Organisation : Teacher’s instruction… Teacher’s Student’s activities

Content

* Audio script: Key : 1. its

2. yours

4. Underlined the correct word in brackets to complete each sentence. - Listen carefully - T _ Ss

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4. Underlined the correct word in brackets to complete each sentence. - This activity mixes the use of possessive adjectives and possessive pronouns. - Have Ss do the task individually. - CheckSs'answersasaclass. Note: T may give Ss some tips for this exercise. If there is a noun following, it's the place for a possessive adjective. If not, it's the place for a possessive pronoun.

3. his

4. Our

5. their.

5. Choose the correct word to complete the sentence - T _ Ss - Listen to the instructions carefully then do the tasks.

5. Choose the correct word to complete the sentence - Ask Ss to work individually or in pairs. Ask them to read the sentences carefully and choose the correct answers. - Check thei ranswers as a class. - Comment on their pronunciation of the finals.

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4. FURTHER PRACTICE (8’) ACTIVITY 5: Aim:To give Ss a more difficult task to describe what possessive pronoun/ possessive adjective to use for each sentence. * Content: * Outcome: * Organisation : Teacher’s instruction…

- Do the tasks

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Key : 1. B

2. A

3. B

4. B

5. B

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5. WRAP-UP & HOME WORK ( 2’) * Summarise the main grammar points of the lesson. - Say aloud sentences containing genitive cases and possessive adjectives (e.g. Hoa's hat, our class, etc.) and Ss respond with possessive pronouns. E.g. T: This is Tan's book. Ss: That book is his. * HOME WORK - Remember the use of possessive adj and possessive pronouns. - Do more exercises in workbook. - Prepare new lesson. =================

Date of planning:………….. Date of teaching: ………..…

Peroid 72 : UNIT 9 : CITIES OF THE WORLD

Lesson 4 : COMMUNICATION

WEEK:

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THIS UNIT INCLUDES: Vocabulary Skills: - Cities and landmarks - Reading about a holiday postcard. - Talking about a city Pronunciation: - Listening to a description of a city. - Sounds: / əu / and / au / - Writing a holiday postcard Grammar - Possessive adjectives. Everyday English Expressing exclaimations with What. - Possessive pronouns. I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To use everyday English phrases and expressions to develop their language skills. Expressing exclaimations with What. + What a nice city! + What tall buildings! + Vocabulary: use the words related to cities and landmarks. - To practise the sounds / әu / and / au / correctly. + Grammar:- use possesive adjectives; - use possesive pronouns 2. Competence: By the end of the lesson students will be able to express exclaimations with What. 3. Quality/ behavior :-The love of the cities and beautiful spots in your countries or in the world. Having serious attitude to working in groups, individual work, pairwork, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

Everyday English

Expressing exclaimations with What.

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Aims: To use everyday English phrases to express their appreciation or surprise. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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Teacher’s & Student’s activities Content + Greeting + Greeting + Revise the old lesson + T _ Ss - Teacher (T) asks Ss some questions about them - Students (Ss) listen and learn how to do. and class. - Open their book and write . - Ask Ss to open their book and introduce what they are going to study…. 2. PRESENTATION/ NEW LESSON (12’)

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Content 1. Look at the picture. Listen and read the exclamations. - T _ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks.

Teacher’s & Student’s activities 1. Look at the picture. Listen and read the exclamations. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) if have. - Repeat in chorus and individually * Vocabulary - shell (n) vỏ sò - climb (v) trèo - head (n) cái đầu - proud of (adj)tự hào - ancient (adj) cổ kính, cổ …

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ACTIVITY 1+ 2: Aims:To introduce exclamations with What; - To help Ss practise making exclamations with What. * Content: Introduce some new words. Look and repeat the exclamations * Outcome: Ss can learn some new words and how to form and use exclamations with what:What a nice city!. Make exclamations using the cues given. + What a clear sky! + What tall buildings! * Organisation : Teacher’s instructions…

+ What a nice city! + What a clear sky! + What tall buildings!

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+ Take note - Ask Ss to look at the picture and read the exclamations. Ask them to find the similarity / similarities among the three exclamations. To help them, write the three exclamations on the board since it is easier for Ss to observe. (They all begin with What followed by a noun phrase. An exclamation mark (!) is usually put at the end.) - Present the sentences like the following. + What a nice city! + What a clear sky! + What tall buildings! =>What + adj + noun + exclamation mark (!) - Check the answers - Correct their pronunciation. - Give the comments. 2 . Allow Ss to work in pairs and take turns to make exclamations from the picture. Call on some pairs to say their exclamations aloud in front of the class. Checkand correct ifneeded. Key:

‡What+ adj + noun + exclamation mark (!) Key : Audio script: - What a nice city! - What a clear sky! - What tall buildings! Key: - What happy and beautiful children!

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Content 3. Work in pairs. Write the names of the landmarks under the correct pictures. - Work in pairs to do this activity

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Teacher’s Student’s activities 3. Work in pairs. Write the names of the landmarks under the correct pictures. - Show Ss photos of the four landmarks of different cities and ask Ss what they are. If Ss do not know their names in English, allow them to use Vietnamese. - Have Ss work in pairs. Ask them to read the names in the box (make sure that they pronounce the names correctly) and write them under the correct pictures of the landmarks. - Check Ss'answers as a class. - Elicit from Ss any information they know about the landmarks: Which cities are they in? - Ask other Ss to comment. Ask Ss if they can add more things to each room.

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- What happy and beautiful children! - What a colourful and nice picture! - What a colourful and nice picture! - What sunny and beautiful weather! - What sunny and beautiful weather! - What a small and cute boy! - What a small and cute boy! - What beautiful and colourful apple trees! - What beautiful and colourful apple trees! Note: It's fine if Ss use only one adjective for their exclamations. 3. PRACTICE (18’) ACTIVITY 3: City landmarks Aim: To help Ss get used to some famous landmarks in big cities. * Content: Write the names of the landmarks under the correct pictures. * Outcome: Ss can write the names of the landmarks under correct pictures. * Organisation : Teacher’s instructions…

* Key: 1. Merlion 2. Big Ben 3. Sydney Opera House 4. Eiffel Tower

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ACTIVITY 4: Aim: To help Ss to recognise each landmark through its description. * Content: Write the names of the landmark for the descriptions * Outcome: Ss can know more the landmarks. * Organisation : Teacher’s instructions…

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4.Write the names of the landmarks in 3 for the descriptions. - Have Ss read the descriptions about the four landmarks. Set a time limit. - Have them work individually. Ask them to write the names of the landmarks in 3 next to the descriptions. - Call on some Ss to give their answers. Ask them to support theirs.

4.Write the names of the landmarks in 3 for the descriptions. - T _ Ss - Listen to the instructions clearly - Learn how to do it - Ss to work in pairs - Copy them Key: 1. Big Ben 2. Sydney Opera House

- Comment on their performance.

3. Eiffel Tower

4. Merlion

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ACTIVITY 5: Aim: To check how much Ss know about different cities and their landmarks. * Content: Do the quiz. Read and circle the correct answers. * Outcome: Ss can answer the questions correctly by choosing the A, B or C * Organisation : Teacher’s instructions…

4. FURTHER PRACTICE (8’)

Teacher’s Student’s activities Content 5. QUIZ .Work in pairs. Read the questions 5. QUIZ. Work in pairs. Read the questions and circle the correct answers and circle the correct answers - Have Ss work in pairs. -

- CheckSs'answersasaclass.

- Give some more interesting facts about each landmark if time allows.

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- Ask them to read the questions and circle the correct answers.

Key: 1. B

2. A

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5. WRAP-UP & HOME WORK ( 2’)

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* Ask Ss to summarise what they have learnt in the lesson. * HOME WORK - Practice speaking to express exclamations with What. - Do more exercises in workbook. - Prepare new lesson : Skills 1 ===============

3. C

4. A

Date of planning:………….. Date of teaching: ………..…

WEEK:

Peroid 73 : UNIT 9 : CITIES OF THE WORLD Lesson 5 : SKILLS -1/ Reading & Speaking

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THIS UNIT INCLUDES: Skills: Vocabulary - Cities and landmarks - Reading about a holiday postcard. Pronunciation: - Talking about a city - Listening to a description of a city. - Sounds: / әu / and / au / - Writing a holiday postcard Grammar Everyday English - Possessive adjectives. Expressing exclaimations with What. - Possessive pronouns. I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach reading for general and specific information about a holiday post card . To practice speaking about a city. + Vocabulary: - use the words related to cities and landmarks . + New words : postcard; perfect; fantastic;gym; rent; wear- wore; amazing; wonderful; delicious; - To pronounce the sounds / әu / and / au / correctly; - Expressing exclaimations with What. + Grammar: - use the past simple; - use imperatives to tell someone to do something; 2. Competence: Students will be able to pratice reading and speaking about a city. 3. Quality/ behavior : The love of learning English. The love of the cities and beautiful spots. Having serious attitude to working in groups, individual work, pairwork, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION( 3’- 5’)

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Reading: LOVE FROM SWEDEN Aims: - To develop student’s reading skills for specific information (scanning). * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions… Teacher’s activities

∑ (Pre - reading)

+ Greeting + Revise the old lesson.

Student’s activities + Greeting + T _ Ss - Students (Ss) listen and answer the teacher’s

or friend’s questions -Answer the questions. - Open their book and write the tittle of the lesson .

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- Teacher (T) asks Ss some questions about them and class. - If possible, show the class some real postcards. - Ask Ss where the postcards were sent from. Ask them to guess who wrote the postcard, and to whom; when it was written; what it was written about, etc. - T leads in the lesson. * Teach some new words in contexts if necessary. - T follows steps to teach new words.

* Reapeat and learn how to read and use them. - Copy the new words.

2. PRESENTATION/ NEW LESSON (12’)

Content 1. Work in groups. Look at the potcard and discuss. - T _ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks.

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Teacher’s & Student’s activities 1. Work in groups. Look at the potcard and discuss. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary * Vocabulary - postcard (n) bưu thiếp - wear- wore (v) mặc, đội - palace-Royal palace (n) Cung điện - rent (v) thuê , cho thuê … - Repeat in chorus and individually + Check vocabulary + Take note - Ask Ss to discuss when people write a postcard and what is written on a postcard. - Accept reasonable answers. - Check the answers as a class.

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ACTIVITY 1: While- reading Aim : To help Ss brainstorm and see if they have any idea about potcard. * Content: Teach some new words. Look at postcard and discuss. * Outcome: Ss discuss the questions . Answer them correctly. * Organisation : Teacher’s instructions…

* Suggested answer: When they are away from home, often on holiday or business. They want to tell their family or friends what they see and do, and how they feel about their experience there. The sender often writes about his / her stay in a city or country.

3. While- reading (18’)

ACTIVITY 2 : Aim: To help Ss develop reading skill for general and specific information (multiple-choice). * Content: Read the postcard and answer the questions.

* Outcome: Ss read the postcard and answer the questions correctly. * Organisation : Teacher’s instructions…

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Content 2. Read the potcard and answer the questions . - T _ Ss - Listen to the teacher’s instructions carefully and learn how to do. - Check the meaning of the words - Ss work individually first. - Compare the answers with partners - Give the answers Key: 1. B

Teacher’s & Student’s activities 2. Read the potcard and answer the questions. - Have Ss look at the questions first. Ask them to underline the key words in the questions. - Tell them these key words will help them find the information more easily in the text. - Have Ss read the postcard and answer the questions individually before discussing as a class. - Call on some Ss to read their answers. Encourage Ss to justify their answers. - Check Ss' answers as a class. - Check and confirm the correct answers.

2. A

3. B

4. C

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ACTIVITY 3 : (Follow up activity) Speaking Aim: To help Ss identify different features of a place. * Content: Read and Match. * Outcome: Ss can do the matching and identify different features of a place. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 3. Read the text and match the places with the things they have. - Have Ss read the text again and do the matching. - Check Ss' answers as a class. - Confirm the correct answers to the class.

Content 3. Read the text and match the places with the things they have. - T _ Ss - Listen to the teacher’s instructions carefully and follow them. - Give the answer . Key: 1. b, c 2. a, d, e

4. FURTHER PRACTICE/ APPLICATION (8’)

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ACTIVITY 4: Speaking Aim: To help Ss use what they have learnt so far to talk about a city. * Content: Choose a city . Discuss in groups and answer the questions given. * Outcome: Ss can discuss in groups and answer the questions correctly. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 4. Work in groups. Choose a city you know. Discuss and answer the questions below. - Ask Ss to work in groups. Allow each group some time to choose one city they have learnt about in this unit, or the one they all know / like. - Ask Ss to discuss and make notes of the information they want to share with their class.

Content 4. Work in groups. Choose a city you know. Discuss and answer the questions below. - Listen to the teacher’s instructions carefully and follow them. - Work in groups.

- Practice speaking in front of the class. - Correct mistakes if have .

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- Ask them to refer to the questions in this activity as suggestions for their notes or they can do it their own way. - Go around and offer help if needed. - Then give feedback: comment on their strengths and correct a few errors in the target language. - T helps if necessary

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5. Share the information you have collected in 4 with your class. - T _ Ss - Listen to the teacher’s instructions carefully and follow them. - Practice speaking in front of the class. - Correct mistakes if have . Sample speaking : Nha Trang is a famous - When the talking time is over, T collects common errors and discusses them with the whole seaside city in central Viet Nam. It attracts a lot of tourists from many contries because it has class. beautiful beaches and an exciting atmosphere of a young, growing city. Coming to Nha Trang from January to August, you can enjoy wonderful weather: warm and sunny. It is so good for swimming and sunbathing. Visitors can rent a bike and cycle around the city. Nha Trang is also well-known for its delicious seafood.

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5. Share the information you have collected in 4 with your class. - Ask Ss to use the notes in 4 to share the information of their city with the class. Make sure they speak in full sentences. - Allow Ss to vote for the most interesting and informative presentation.

ACTIVITY 5: Aim : To help ss summarise the information they have to organize a short presentation. * Content: Discuss in groups and answer the questions given.then share with class * Outcome: Ss can discuss in groups and answer the questions correctly, then share with class. * Organisation : Teacher’s instructions…

5. WRAP-UP & HOME WORK (2’)

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* Have Ss summarise what they have learnt in the lesson with the two skills: what words / phrases sentences describing cities and landmarks they can remember; how to talk about a city or a landmark. * HOME WORK. - Practice describing the room they have designed. - Do more exercises in workbook. - Prepare new lesson. Skills 2

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Date of planning:………….. Date of teaching: ………..…

WEEK:

Peroid 74 : UNIT 9 : CITIES OF THE WORLD Lesson 6 : SKILLS -2/ Listening & Writing

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THIS UNIT INCLUDES: Skills: Vocabulary - Cities and landmarks - Reading about a holiday postcard. Pronunciation: - Talking about a city - Listening to a description of a city. - Sounds: / әu / and / au / - Writing a holiday postcard Grammar Everyday English - Possessive adjectives. Expressing exclaimations with What. - Possessive pronouns. I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach listening and writing. To develop their listening skills for specific information about a description of a city. Also to write a holiday postcard + Vocabulary: - use the words related to cities and landmarks - Expressing exclaimations with What. + Grammar: - use the past simple; - use imperatives to tell someone to do something; 2. Competence: Students will be able to listen skills for specific information about a description of a city. Also to write a holiday postcard. 3. Quality/ behavior : The love of learning English. The love of the cities and beautiful spots. Having serious attitude to working in groups, individual work, pairwork, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

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Aim: - To develop student’s listening skills for specific information. It also provides input for the writing skills. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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Teacher’s & Student’s activities + Greeting + Asking Ss some questions - Teacher (T) asks Ss some questions about them and class. - Ask Ss about the content of the previous

Content + Greeting + T _ Ss - Students (Ss) listen and answer the teacher’s or friend’s questions

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lesson. - Ask Ss to open their book and introduce - Listen and know what they are going to learn what they are going to study…. - Open their book and write the tittle of the - T leads in the lesson. lesson 2. PRESENTATION/ NEW LESSON ( 12’)

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ACTIVITY 1: Pre-listening Aim: To help Ss brainstorm about Bangkok. * Content: Discuss in groups and answer the questions. * Outcome: Ss can answer the questions in groups. * Organisation : ....… Teacher’s & Student’s activities Content 1. Work in groups . Discuss and answer the 1. Work in groups . Discuss and answer the questions. questions. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) if have - Repeat in chorus and individually

- Do the tasks. Compare the answers. - Give the answer. Suggested answers: 1. Bangkok is in central Thailand. 2. It's famous for its temples, markets, shopping centres, silk, street food, friendly people, and many types of entertainments.

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* Tell Ss they will listen to a talk about Bangkok, the capital of Thailand. - Ask Ss the two questions and discuss with them to see what they know about Bangkok or Thailand. - Allow Ss to speak in Vietnamese (sometimes) if they do not have enough vocabulary in English. Ask Ss to look at the photos and say what they see, and if it's similar to Viet Nam. - Play the recording again if needed, stopping at the place where Ss find it difficult to hear.

3. While-listening ( 18’)

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ACTIVITY 2 : While-listening Aim: To help Ss develop listening skill for specific information (T / F). * Content: Listen and tick T/ F to get specific information a talk about Bangkok, the capital of Thailand. * Outcome: Ss can tick T/F correctly while they are listening. * Organisation : Teacher’s instructions… Teacher’s & Student’s activities

Content

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2. Listen and Tick (✓) T (True ) or F (False) - T _ Ss - Listen to the teacher’s instructions carefully and learn how to do it. - Fulfil the tasks - Give the answers

* Key: 1. F (markets and street food) 2. F (cheap) 3. F (on the river) 4. T

2. Listen and Tick (✓) T (True ) or F (False) - Ask Ss to go through the statements (1 - 4) to make sure that they understand them and know what information they have to catch for the answers. (Ss may underline the key word(s) in each statement.) - Play the recording. Ask Ss to listen and tick the answers. - Call on some Ss to read aloud their answers and correct the false one(s). - Check and confirm the correct answers.

*(Post-listening)

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* T may give some clues - Call on some Ss to speak freely. - Correct pronunciations, grammar, vocab, intonation.

ACTIVITY 3 : Aim : To help Ss develop listening skill for specific information ( gap- filling) * Content: Listen and fill the gaps. * Outcome: Ss understand more information about Bangkok, the capital of Thailand. * Organisation : Teacher’s instructions…

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3. Listen again and fill each gap with One word/ number. - Ask Ss to read the questions carefully and determine what information they need to fill the gaps (numbers, words). - Play the recording for Ss to fill the gaps. Ask them to exchange answers in pairs before checking their answers as a class. Audio script: Bangkok is famous for its markets and street food. Visit the Chatuchak, the largest weekend market in the world. There are over 15,000 stalls selling nearly everything, at cheap prices. It's only five minutes' walk from the station. When you visit this market, you can see part of Thai people's life.

3. Listen again and fill each gap with One word/ number. - T _ Ss - Listen carefully to the instructions - Work individually * Ss learn how to do the tasks - Ss’ answers 2. 5 3. life 4. Key: 1. 15,000 delicious Audio script: Another interesting type of market is the floating market on the river. Don't forget to try street food in Bangkok. It's easy to find food stalls all around Bangkok, serving different Thai dishes. They are really delicious.

ACTIVITY 4: Writing Aim: To help Ss talk about a holiday city and collect information for their later writing.

- Group works

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Content 4. Work in groups. Talk about a city in your country, using the questions below as a guide - Listen carefullyand learn how to talk.

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- Write themselves *Sample speaking: Hue is a great city. The weather is fine, sunny all the time. The food is cheap and delicious. The people here are friendly and hospitable. The hotel where we’re staying is small but comfortable. Yesterday we visited the historic monuments. Tomorrow we’re going on a trip along Huong River. I bought a small present for you yesterday. You must visit this place/ city someday. You’ll love it. Bye for now!

Teacher’s & Student’s activities 4. Work in groups. Talk about a city in your country, using the questions below as a guide - Ask Ss to work in groups. Choose a city they know and discuss guided by the questions. - Ask Ss to take short notes of the answers for later use. - Go round and help if needed. - Go around and give help If necessary. - Call on some Ss to speak in front ofthe class.T and other Ss listen and make comments.

* Content: Group work and talk about city intheir countryusing questions given. * Outcome: Ss can talk about city they know. * Organisation : ..…

4. APPLLICATION (8’-10’)

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ACTIVITY 5: Aim: To teach Ss how to write a postcard. * Content: Write a postcard about their holiday. * Outcome: Ss can write a postcard completely. Teacher’s & Student’s activities Content 5. Listen again and fill each gap with One 5. Listen again and fill each gap with One word/ number. word/ number. - Ask Ss to use their ideas in 4 to write a - Listen carefully and learn how to write - Write themselves. Ss do it postcard to their family. - Ask Ss to refer to Reading 2 if needed. - If there is time, pair Ss and ask them to write postcards to each other. Have them swap and give feedback on each other's writing once they have finished. - Go around and give help If necessary. - Call on some Ss to read their notes in front ofthe class.T and other Ss listen and make comments.

* Post writing

*Sample answer

Dear Mum and Dad,

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Hue is a great city. The weather is fine, sunny all the time. The food is cheap and delicious. The people here are friendly and hospitable. The hotel where we’re staying is small but comfortable. Yesterday we visited the historic monuments. Tomorrow we’re going on a trip along Huong River. I bought a small present for you yesterday. You must visit this place/ city someday. You’ll love it. Love Trang

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- T may display all or some of the Ss' writings on the wall / notice board. T and other Ss give comments. Ss edit and revise their writing as homework. - T may collect some Ss'writings and mark them, then give comments to the class. Remember to tell them how to improve their writings. - If time is limited,T may ask Ss to write the final version at home. - Other Ss and T comment on the writing.

5. WRAP-UP & HOME WORK (2’)

*Have Ss summarise what they have learnt with the two skills. * HOME WORK. - Finish writing a diary entry. Copy in the note books. - Do more exercises in workbook. - Prepare new lesson.

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Date of planning:………….. Date of teaching: ………..…

WEEK:

Peroid 75 :UNIT 9 : CITIES OF THE WORLD Lesson 7 : LOOKING BACK

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THIS UNIT INCLUDES: Vocabulary Skills: - Cities and landmarks - Reading about a holiday postcard. - Talking about a city Pronunciation: - Listening to a description of a city. - Sounds: / әu / and / au / - Writing a holiday postcard Grammar Everyday English - Possessive adjectives. Expressing exclaimations with What. - Possessive pronouns. I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their performance and provide further practice. Do some practice exercises. Project helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic + Vocabulary: - use the words related to cities and landmarks - Expressing exclaimations with What. + Grammar: - use the past simple; - use imperatives to tell someone to do something; 2. Competence: Students will be able to consolidate and apply what they have learnt in the unit. To practice doing some exercises. 3. Quality/ behavior : The love of learning English. The love of the cities and beautiful spots. Having serious attitude to working in groups, individual work, pairwork, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE:

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1. WARM UP & INTRODUCTION (3’) Aims: - This is the review and drill section of the unit. Encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. - That will help you and your Ss see how far they have progressed, and which areas need further practice. - Encourage Ss to review and drill section of the unit. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

Content

+ Greeting + T _ Ss - Students (Ss) listen and learn how to do.

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Teacher’s & Student’s activities + Greeting + Do the revision - Teacher (T) asks Ss some questions about them and class. - Ask Ss to open their book and introduce what they are going to study….

- Open their book and write .

2. PRESENTATION/ NEW LESSON (25’)

PRACTICE EXERCISES

ACTIVITY 1: Vocabulary Aim : To help Ss revise the adjectives used to describe cities and land marks. *Content:Revise the vocabulary they have learnt during the unit to help them answer the qs. * Outcome: Adapt the vocab. they have learnt during the unit to complete the sentences * Organisation : Teacher’s instructions…

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Content 1. Choose the best two options to complete the sentences. - T _ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Answer the teacher’s questions and enquirements. * Key: 1. A, B 2.A,C 3. A,C 4. A, B 5. B,C

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Teacher’s & Student’s activities 1. Choose the best two options to complete the sentences - Write the four words: city, weather, people, food on the board and elicit from Ss at least three adjectives to describe each word. - Give Ss suffic lenttl me to do the task. - Check Ss' answers as a class. - Confirm the correct answers as a class. Have the whole class read the words / phrases correctly.

ACTIVITY 2: Aim: To help Ss revise the nouns for city landmarks. * Content: Revision on vocabulary. Write the word under the pictures * Outcome: SS can write the word under the pictures correctly. * Organisation : Teacher’s instructions…

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2. Write the words in the box under their pictures - Ask Ss to read the words in the box first and make sure they remember their meanings. - Allow them some time to write the words under the correct pictures. - Check Ss' answers as a class. - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Check the answers as a class.

2. Write the words in the box under their pictures - Ss work individually. Do the tasks - Share the answers.

2. river bank 5. palace

3. beach 6. postcard

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Content 3. Complete the sentences with the correct possessive pronouns in the box. - T _ Ss - Listen to the instructions clearly - Do exercise individually and then compare their answers. - Copy Key: 1. yours 2. theirs 3. mine 4. Ours 5. hers

Teacher’s & Student’s activities 3. Complete the sentences with the correct possessive pronouns in the box. - Ask Ss to complete the sentences individually. They can share their answers with their partners, but they should record their original answers to guide their self-assessment later. - Check their answers as a class. - Go round and offer help if needed. - Check and confirm the correct answers.

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ACTIVITY 3 : Grammar Aim: To help Ss revise the possessive pronouns in context. * Content: Revison on the possessive pronouns. Complete the sentences with correct pp. * Outcome: Ss can complete the sentences with the possessive pronouns correctly. * Organisation : Teacher’s instructions…

* Key: 1. towers 4. night market

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ACTIVITY 4: Aim: To help Ss revise the possessive adjectives and possessive pronouns in context. * Content: Revise the possessive adjectives and possessive pronouns. Read and correct the underlined words. * Outcome: Ss read and correct the underlined words. * Organisation : Teacher’s instructions…

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4. Read the sentences and correct the underlined words. - Write 2 - 3 sentences on the board with similar mistakes to the in Activity 4 and have the class do them together. Explain the answers. - Ask Ss to read the sentences carefully and correct the underlined words. - Check their answers as a class. - Check and confirm the correct answers.

4. Read the sentences and correct the underlined words. - T _ Ss - Do the tasks - Give the answers Key: 1. its

2. our

3. their

4. its

5. our

3. PRODUCTION/ APPLICATION (12’-15’)

Aim: To allow Ss to apply what they have learnt (vocabulary and grammar) into practice through a project. * Work in groups. Choose the city in the world you would like to visit. - Find necessary information for your visit. * Content: Choose the city and talk about it using the questions given.

Content

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- T _ Ss - Ss should prepare the project as assign groups in the previous lessons beforehand.

- Listen to the teacher’s instructions carefully.

- Do the tasks . Prepare the at home beforehand.

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- Ss should finish the project in class, assign groups in the previous lessons.

*Ask Ss to share their findings with the class. If time allows, T can use the results of the project for the class discussion to see how much TV watching is enough / good / bad and the role of TV for children.

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Teacher’s &Student’s activities * PROJECT: - Divide Ss into small groups of 4 or 5.- Ask them to discuss and choose a city in the world they would like to visit. - Ask them to look for necessary information for the visit, basically by answering the suggested questions. - Summarise the information and report the information collected to the class. - Ask the class to listen to the reports and ask questions if they would like to. They may even vote for the best report. - Ask Ss to complete the self-assessment table. Discuss as a class what difficulties remain and what areas Ss have mastered - Do the same as units - Encourage them to reach, out of the classroom (interviewing their parents, siblings, neighbours, etc.). - Don't focus on or correct Ss language mistakes. This is an opportunity for them to experiment with the language. - T comments.

* Outcome: Present the city in the world they would like to visit. * Organisation : Teacher’s instructions…

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4. WRAP-UP & HOME WORK ( 2’) * Have Ss look at Now I can ….. table - Ask Ss to complete the self-assessment table. Identify any difficulties and weak areas and provide further practice. * HOME WORK - Do more exercises in workbook. - Make more sentences using possessive pronouns.

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Date of teaching: ………..…

Peroid 76 : REVIEW 3 (UNIT 7-8-9) Lesson 1: LANGUAGE / Pronunciation-

Vocabulary-Grammar

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WEEK: …

Date of planning:…………..

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I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To revise the language and skills they have learnt in Unit 7-8-9. a) Vocabulary: Ss revise words and phrases about TV programme; Sports and games; Cities and landmarks. b) Grammar : - Review : Wh- Questions; Conjunctions in compound sentences: and, but, so; Past simple, Imperatives; Possessive adjectives, possessive pronouns; c) Writing : - Writing a paragraph about TV-viewing habits; Writing a paragraph about a sport / game; Writing a holiday postcard d) Speaking: Asking for and giving information about TV programme; Expressing and responding to congratulations; Exclamations with What + (a/ an)+ adj + Noun(s)! 2. Competence:Students will be able to revised the language they have learnt and the skills they have practised in Units 7, 8, 9 . They have learnt so far in terms of language and skills . Practising doing exercises. 3. Quality/ behavior : Having the serious attitude toward studying and the love of cities and landmarks….. The love of doing sports/ games. SS are hard- working ; cooperative; sociable; good communication. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’)

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Introduction Aims: - By the end of this review, students will have revised the language they have learnt and the skills they have practised in Units 7, 8, 9 - Ask Ss what they have learnt in terms of language and skills. Summarise their answers in notes and write them In a top corner of the board. Briefly revise some important / difficult items before starting with the review. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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Teacher’s & Student’s activities + Greeting + Review the old lesson. - Teacher (T) asks Ss some questions about them and class. - Ask Ss to open their book and introduce what they are going to study….

Content + Greeting + T _ Ss - Students (Ss) listen and learn how to do. - Open their book and write .

2. PRESENTATION/ NEW LESSON (25’)

A. LANGUAGE: ∑ Pronunciation

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Content 1. Circle the word with the different underlined sound. Listen and check - Answer the teacher’s questions and enquirements. - T _ Ss * Key : 1. C 2. A 3. A 4.C 5. B Audio script: 1. A. tower 2. A. symbol 3. A. farther 4. A. Saturday 5. A. tennis

B. how B. opening B. earth B. racket B. prepare

C. snow C. postcard C. both C. game C.chess

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Teacher’s & Student’s activities 1. Circle the word with the different underlined sound. Listen and check - Write the three pairs of sounds on the board: /q / and /d /; /e/ and /æ/ ; / əu / and / au / - Write one word containing the sound underneath each of them. Ask Ss to read the words aloud. - Ask Ss to do the task by reading aloud each group and circle the odd one out. - Play the recording for Ss to listen and check their answers. - Check Ss' answers as a class. - Play the recording again for Ss to listen and repeat in chorus and Individually. - Check and confirm the correct answers

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ACTIVITY 1: Aim: To help Ss review the pronunciation of the sounds learnt in Units 7-9. * Content: Revision on the pronunciation of the sounds learnt in Units 7-9. * Outcome: Remember how to pronounce these sounds.Circle the correct word. * Organisation : Teacher’s instructions…

PRACTICE EXERCISES

ACTIVITY 2: Vocabulary Aim: To test Ss' ability to choose the correct word to be used in context. * Content: Revision on the vocabulary they have learnt .Choose the words and fill the gaps. * Outcome: Ss can fill the gaps with the correct word. Having anability to choose the correct word. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities

Content

2. Choose A, B, C to fill the gaps in the passage

3. A

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* Key: 1. A 2. C

- Ss work individually. - Do the tasks - Share the answers.

4. C

5. C

2. Choose A, B, C to fill the gaps in the passage - Have Ss do this task separately or in pairs. - Ask Ss to read the passage carefully and pause at each blank to decide which word is the best answer. - Guide Ss to look for clues for their answers. E.g. In sentence 1, we have when the weather is good. It means that these activities depend on the weather. Therefore, the answer must be outdoor. - Ask Ss to exchange their answers with their partners. - Check Ss' answers as a class. - Observe and help when and where necessary, and correct Ss'pronunciation and intonation.

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ACTIVITY 3 : Aim: To help Ss review the words / phrases learnt. * Content: Review the words/ phrases. Complete the sentences. * Outcome: Having an ability to choose the correct word. Complete the sentences. * Organisation : Teacher’s instructions…

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3.Complete the sentences with the words/ phrase in the box. - Ask Ss to read each sentence carefully and choose the correct word / phrase. - Check Ss' answers as a class. - Check and confirm the correct answers.

3.Complete the sentences with the words/ phrase in the box - T _ Ss - Listen to the instructions clearly - Fulfil the tasks - Copy *Key: 1. landmark 2. football 3. television 4. city 5. Summer sports

3. PRACTICE EXERCISES (12’)

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ACTIVITY 4: Grammar Aim: To help Ss revise grammar elements mentioned above. This is a revision of grammar point taught in the three units: wh-questions, conjunctions, possessive adjectives, possessive pronouns, the past simple and imperatives. * Content: Revision of grammar points taught in the three units; Choose the correct answer. * Outcome: Remember the grammar points taught in the three units. Choose the correct answer. * Organisation : Teacher’s instructions…

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Content

4. Choose the correct answer A, B or C. - T _ Ss - Do the task individually. - Listen to the teacher’s instructions carefully. - Do the tasks . - Give the answers * Key: 1. B 2.C 3. A 4. A 5. C 6. B

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4. Choose the correct answer A, B or C. - Have Ss do the task individually or in pairs. - Check Ss'answers as a class. Explain to them howto find the answers. - Have Ss compare their answers with a classmate. - Check and confirm the correct answers.

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5. Correct the underlined question word(s) if needed. - T _ Ss - Listen to the teacher’s instructions carefully. - Do the tasks . Prepare the at home beforehand.

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5. Correct the underlined question word(s) if needed. - Ss should be familiar with and good at using question words. - T may revise by writing a long sentence on the board. (E.g. Yesterday, / went to the cinema and watched The Dolphins with my cousins.) Then underline some words and ask Ss what question word they use to get the answers, which are the underlined words. - Ask Ss to open their books to page 36 and do the task individually. - Check their answers as a class. For the wrong one(s), explain why it is / they are incorrect. - Check Ss'answers. Ask them for explanation if necessary.

ACTIVITY 5 : Aim: To help Ss revise the use of question words. * Content: Revision on the use of question words; Correct the questions. * Outcome: Ss can choose the correct Wh-Q and correct the underlined questions if needed. * Organisation : Teacher’s instructions…

- Give the answers *Key: 1. What 4. How

2. Correct 5. Where

4. WRAP-UP & HOME WORK (2’)

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* Summarise the main points. - Ask Ss what they have learnt so far. Have them recall the important elements: * HOME WORK - Read again the conversation - Do more exercises in workbook. - Make more sentences using adverbs of frequency.

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3. Why

WEEK: …

Peroid 77 : REVIEW 3 (UNIT 7-8-9) Lesson 2: SKILLS / reading- Speaking-

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Listening - Writing

Date of planning:………….. Date of teaching: ………..…

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I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To revise the skills they have learnt in Unit 7-8-9. Reading : Strange sports; Listening to a talk about Singapore and do the tasks. a) Vocabulary: Ss revise words and phrases about TV programme; Sports and games; Cities and landmarks b) Grammar : - Review : Wh- Questions; Conjunctions in compound sentences: and, but, so; Past simple, Imperatives; Possessive adjectives, possessive pronouns; c) Writing : - Writing a paragraph about TV-viewing habits; Writing a paragraph about a sport / game; Writing a holiday postcard d) Speaking: Asking for and giving information about TV programme; Expressing and responding to congratulations; Exclamations with What + (a/ an)+ adj + Noun(s)! 2. Competence:Students will be able to revised the skills they have practised in Units 7, 8, 9 . They have learnt so far in terms of language and skills . Practising doing exercises. 3. Quality/ behavior : Having the serious attitude toward studying and the love of cities and landmarks….. The love of doing sports/ games. Ss are hard- working ; cooperative; sociable; good communication. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE:

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1. WARM UP & INTRODUCTION (5’) Aims: Introduction - By the end of this review, students will have revised the language they have learnt and the skills they have practised in Units 7 – 9. - Ask Ss what they have learnt so far in terms of language and skills. Summarise their answers and add some more information if necessary. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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Teacher’s & Student’s activities Content + Greeting + Greeting + Revision + T _ Ss - Teacher (T) asks Ss some questions about - Students (Ss) listen and learn how to do. them and class. - Ask Ss to open their book and introduce what - Open their book and write . they are going to study…. 2. PRESENTATION/ NEW LESSON (25’)

PRACTICE EXERCISES - SKILLS

Content 1. Read the two descriptions of strange sports and choose titles for them. - T _ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks.

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- Answer the teacher’s questions and enquirements.

Teacher’s & Student’s activities 1. Read the two descriptions of strange sports and choose titles for them. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) if have - Repeat in chorus and individually * Vocabulary - strange sport (n) Môn thể thao kì lạ - cheese (n) pho mai - catch (v) bắt - lock (v) khóa - toes (n) ngón chân - push (v) đẩy …. - Ask Ss to look at the photos and the names of the sports and ask if they know anything about these sports. If they don't, ask them to guess. - Have Ss read the passages individually and do the matching. Ask them to underline 2 - 3 key words for their quick answers. - Check Ss' answers as a class. - Confirm the correct answers

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ACTIVITY 1 : Reading Aim: to help Ss practise reading for general information * Content: Reading strange sports. Choose the correct titles. * Outcome: Developing reading skills.Choose the correct titlemfor each description of strange sports. * Organisation : …

1. B

2. A

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* Key:

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ACTIVITY 2 : Aim: To help Ss practise reading for specific information. * Content: Reading for specific information. read again the two descriptions . Tick the correct box. * Outcome: Develop reading skills. Ss read and tick the correct box. * Organisation : … 2. Use the information from the passages

above to tick (✓) the correct box. - Ask Ss to read the questions and the passages again carefully for details for their answers. - Ask Ss to swap their answers with their partners and show where they find the information for their answers. - Observe and help when and where necessary,

above to tick (✓) the correct box. - Ss work individually first then work in pairs ask and answer the questions - Do the tasks - Share the answers. * Key: 2. Toe Wrestling 1. Cheese Rolling

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2. Use the information from the passages

and correct Ss'pronunciation and intonation. - Check Ss' answers as a class.

3. Cheese Rolling 5. Toe Wrestling

4. Cheese Rolling

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ACTIVITY 3 : Speaking Aim: To help Ss practise asking about their likes for cities, sports, and TV programme. * Content: Group works. Interview their classmates . Take notes.Report it. * Outcome: Ss can answer the questions correctly and report to the class. * Organisation : …

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Teacher’s & Student’s activities Content 3. Work in groups. Interview your classmates 3. Work in groups. Interview your classmates about their likes. Take two notes of their about their likes. Take two notes of their answers and report to the class. answers and report to the class. - This section, again, revises the vocabulary and - Group works grammar items learnt in a more dynamic form: - Listen to the instructions clearly interviewing and reporting the results. - Ask Ss to take turns to ask the questions and - Work in pairs take notes of their partners' answers. Encourage them to add more questions with Why, Where, With whom, etc. - Ss’s answers. - Go round and offer help if needed. - Call on some groups to report their results to the class. ACTIVITY 4: Listening Aim : To help Ss practise listening for specific information ( gap-filling) * Content: Listen and do the filling. * Outcome: Ss can fill the missing information. * Organisation : …

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Teacher’s & Student’s activities 4. Listen to a talk about Singapore and fill the missing information. - Ask Ss to look at the pictures and read the phrases underneath. Ask them if they know what they are. Make sure they pronounce the phrases correctly (which helps make the listening easier). Note: Ss have learnt about Merlion Park in Unit 9 already. - Now ask Ss to read the sentences and determine what information is needed for the blanks. - Play the recording as many times as needed. Allow Ss some time to write the answers. - Check Ss' answers as a class. - Play the recording again and pause when the answers appear if needed.

Content 4. Listen to a talk about Singapore and fill the missing information. - T _ Ss - Listen to the teacher’s instructions carefully. - Check the answers - Give the answers * Key: 1. visitors 2. slowly 3. 35 4. 30 5. little Audio script: Singapore is a small island city-state. It attracts millions of visitors every year. A good way to see the city is by taking a hop-on hop-off bus. The bus goes slowly around the city. It stops at different attractions like Chinatown and Merlion Park. You can get off the bus at any place, and then get on the next bus. The tour

costs 35 dollars, and there is a bus every 30 minutes. This kind of sightseeing is good for people with little time in the city.

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- Compare their answers. - Check and confirm the correct answers.

ACTIVITY 5 : Writing Aim: To help Ss write a paragraph describing a visit to a touristy city, based on the information provided. * Content: Write a paragraph describing a visit to a city, based on the information provided. * Outcome: Ss can write a paragraph completely. * Organisation : …

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Content 5. Look at the information on Mark’s visit to India last summer. Write a paragraph of about 50 words about his visit. - T _ Ss - Listen to the teacher’s instructions carefully. - Do the tasks. Compare the answers. Sample answer: Last summer, Mark visited Delhi in India. He spent seven days there. During his holiday, he went sightseeing around the city. He watched a snake performance, visited some temples, and ate street food. The people he met were friendly and helpful. The only thing he didn't like was the weather. It was very hot.

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Teacher’s & Student’s activities 5. Look at the information on Mark’s visit to India last summer. Write a paragraph of about 50 words about his visit. - - Ask Ss to read the information in the table carefully. - Ask them what tense they shoule use for their writing. - Have Ss write. Go round and offer help if needed. Ss might want to change some details from the table or the order the information appears. Encourage them to do so. * Post writing. - Call on one or two volunteers to read aloud their answers. Call for other Ss'comments. - Collect some writing to correct at home. - Get feedback.

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4. WRAP-UP & HOME WORK (2’) *Summarise the main points. - Ask Ss what they have learnt so far. Have them recall the important elements: + Words / phrases and combinations related to friends… * HOME WORK - Read again the conversation - Do more exercises in workbook. - Make more sentences using adverbs of frequency.

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Date of planning:……… Date of teaching: ………

Peroid 79 :UNIT 10: OUR HOUSES IN THE FUTURE

WEEK:

THIS UNIT INCLUDES: Vocabulary - Types of houses and appliances in the house Pronunciation: - Stress in two-syllable words. Grammar - Future simple. - Might for future possibility

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MY FUTURE HOUSE

Lesson 1: GETTING STARTED

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I. OBJECTIVES: * By the end of this unit, students will be able to: - use the words related to types of houses and appliances in the house; - pronounce the two-syllable words correctly; - use future simple and might for future possibility; expressing surprise; - read for specific information about houses and appliances in the future; - talk about different houses in the future; - listen for specific information about dream houses; - write a paragraph about a dream house. 1. Knowledge: - To introduce topic of the lesson houses and appliances in the house. To teach listening and reading about future house. + Vocabulary: Using the words related to types of houses and appliances in the house; - Stress in the two-syllable words; + Grammar: - The usage of future simple and might for future possibility; expressing surprise; 2. Competence: By the end of the lesson students will be able to pratice reading and listening the conversation between Nick and Phong about Phong’s house in the future. 3. Quality/ behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: I. WARM UP & INTRODUCTION (5’)

Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new unit. * Content: Review the previous lesson . Brainstorm the types of houses . * Outcome: Having a chance to speak English and focus on the topic of the lesson..

* Organisation :Teacher’s instructions… Content

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+ Greeting + T_ Ss

building

Types of houses

cottages

- (Ss) listen and learn how to do it .

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Teacher’s & Student’s activities + Greeting + Brainstorming - Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new class… - T encourages Ss to brainstorm the types of houses they have known. Elicit from Ss. + Lead to the first unit of the new school year. - Write the title of the unit Houses in the Future on the board. Have Ss say something about the houses they are living in and the furniture or appliances they have got. - Tell them to think about the houses and appliances they want in the future.

- Open their book and write .

2. PRESENTATION (12’)

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ACTIVITY 1: Aims: - To set the context for the introductory text; - To introduce the topic of the unit. * Content: Listen and read conversation to get used to the vocabulary; new grammar points. * Outcome: Reading practice. Finding out new words; Ss soon become familiar with the new language items. * Organisation : Teacher’s instructions…

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1. Listen and read. T_ Ss *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary * Have Ss look at the picture. Have them answer some questions, e.g. Who are they? What is Phong doing? What are they talking about? - Focus on some main information about the conversation (They are Phong and Nick. Phong is painting a UFO. They are talking about Phong's house in the future.). - Play the recording for Ss to listen to the whole

1. Listen and read. * Vocabulary - UFO (Unidentified Flying Object) - solar energy (n) năng lượng măt trời - appliance (n) thiết bị - smart (adj) thông minh - ocean (n) đại dương - beach (n) biển - sky (n) bầu trời

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conversation once. - Play the recording again, sentence by sentence, for them to listen and repeat. Have them listen and repeat the conversation more than once, if necessary, until they feel confident. - Have Ss read the conversation in pairs. - Draw Ss' attention to the uses of will (for future) and might (for future possibility) by underlining the sentences with will and might. - Go around and offer help if necessary. * Answer the teacher’s questions. - Get some pairs to read the conversation in front of the class. - Find out the words related to the topic. - Check their pronunciation, if necessary. - Complete the tasks

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3. PRACTICE (18’)

ACTIVITY 2: Aim: To help Ss understand the conversation. * Content: Read again the conversation write down the words or phrases. * Outcome: Ss get more information and undertand more the conversation. * Organisation : Teacher’s instructions… 2. Read the conversation again. Find and write down the words or phrases… - T_ Ss - Follow the teacher’s instructions - Give the answers and check.

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2. Read the conversation again. Find and write down the words or phrases… - Write on the board Type of house, Location and Appliances in the house. Explain the meaning of the words: type, location and appliances. Have them listen and repeat the words several times. - Work in groups, have Ss read the conversation again and find the words or phrases to show type of the house, the location of the house and its appliances. Then have some Ss say the words and phrases in front ofthe class. Explain UFO (Unidentified Flying Object) if Ss do not know. If there is enough time, ask one student to go to the board and write the words / phrases. - Check the answers as a class.

* Key: - Type of house: UFO - Location: in the mountains - Appliances in the house: some smart TVs and ten robots

ACTIVITY 3: Aim: To help Ss read for specific information about the house and appliances in the house.

* Content: : Read again the conversation and tick T/ F. * Outcome: Ss get more information and undertand more about the house and appliances. * Organisation : Teacher’s instructions…

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3. Read the conversation again and tick (✓) T 3. Read the conversation again and tick (✓) T (True) or F (False). (True) or F (False). - Give time for Ss to read the conversation - T_ Ss independently again and tick (✓) true or false next - Learn how to do it to the statements. - Share the answers - Ask them to share their answers in pairs before - Copy them discussing in groups. - Encourage them to correct the false statements. - Select one student to give his or her answers in Key: front of the class. 1. T 2. T 3. T 4. F - Praise them when they give the correct answers. - Ss share their answers and discuss. - Check their answers as a class. - Write the correct answers on the board. - T gives correct answer ACTIVITY 4: Aim : To help Ss make phrases about places. * Content: Order the words to make a phrase about a place. * Outcome: Ss cam make sentneces using the given words/ phrases. * Organisation : Teacher’s instructions…

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4. Order the words to make a phrase about places. Each group has one extra word. - Explain that Ss have to order the words to make phrases about places. Remind them that each group has one extra word. - Get them to look at the example to Identify how to do the activity. - Have Ss work Individually. Ask them to share their answers In pairs before discussing it - In groups. Go around and offer help If necessary. - Then call on some Ss to write their answers on the board. Check their answers and give explanation if necessary. - Allow them to discuss in pairs or groups. - Check the answers as a class.

4. Order the words to make a phrase about places. Each group has one extra word. - T_ Ss - Group works - Ss do themselves. Give the answers

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Key: 1. in the sea 2. in the city 3. in the town 4. in the mountains 5. in the countryside 6. on the Moon 7. in the sky 4. PRODUCTION/ FURTHER PRACTICE (8’)

ACTIVITY 5: Aim : To help Ss listen and guess the location of houses in the future from the description. * Content: To describe to the classmates the future house. Guess where the house is * Outcome: Ss can describe to the classmates the future house. Other students guess the location of houses.

* Organisation : Teacher’s instructions…

- Work in two teams - Do the tasks

Eg :

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A. outside my window I can see the beach and the water.Where’s my house? B. It’s in the sea. A. Correct.

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5 . WRAP-UP & HOME WORK (2’) * Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say aloud some words they remember from the lesson. * HOME WORK - Read again the conversation on page 26 - Do more exercises in workbook. - Prepare new lessons =====================

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5. In group, describe to your classmates what you can see outside the window of your future house.

5. In group, describe to your classmates what you can see outside the window of your future house. - First, ask Ss to read the example and explain how the task is carried out: Ss work in groups. One group member describes to his / her group what he / she can see outside the window of his / her future house. The other group members try to guess where his / her house is. - Before doing the task, ask one pair of Ss to read aloud the exchange in the example as a model. - Give Ss time to do the task In groups.Then call on some groups to perform the task In front of the class. Ask the class to listen and comment. - This activity can be organized as a competitive game. The class is divided into teams A and B. Team A describes and Team B tries to guess. If the guess is correct, they get one point. Then change roles. The group with the most points is the winner. - Show the winner.

Peroid 81: UNIT 10 : OUR HOUSES IN THE FUTURE

WEEK:

THIS UNIT INCLUDES: Vocabulary - Types of houses and appliances in the house Pronunciation: - Stress in two-syllable words. Grammar - Future simple. - Might for future possibility

Lesson 3 : A CLOSER LOOK - 2

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Date of planning:………….. Date of teaching: ………..…

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I. OBJECTIVE:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach future simple to talk about an action that happens in the future. Modal verb Might to talk about actions that are possible in the future. To practice doing exercises using will/ might … in contexts. + Vocabulary: - Using the words related to types of houses and appliances in the house; - Stress in the two-syllable words ; + Grammar: - The use of future simple and might for future possibility; expressing surprise; 2. Competence:Students will be able to learn how to use future simple to talk about an action that happens in the future. Modal verb Might to talk about actions that are possible in the future. 3. Quality/ behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’) Aims: To help Ss revise the use of Possessive adjectives. * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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Teacher’s & Student’s activities + Greeting + Playing game - Give Ss a few minutes to play Pass the secret or Simon says to revise two-syllable words. - Have Ss look at the GETTING STARTED of Unit 10 and find the two-syllable words and say them aloud in front of the class.

Content + Greeting + Playing game - T_ Ss - Students (Ss) listen and learn how to do. - Eg: picture; bedroom; robot; housewrok; mountain.

- Open their book and write .

Grammar:

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2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: Aims: To help Ss revise the use of Future simple * Content: Form and use the use of Future simple. * Outcome: Ss can how to form and use the use of Future simple. * Organisation : Teacher’s instructions…

- Ask Ss to open their book and introduce what they are going to study….

Future simple

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(+) Positive I / We / You / They / He / She / It + will + V Examples: - My father will travel on the Moon in a super car in the future. - We' ll live in that cottage in the future. ('ll is the short form of will) ( - ) Negative I / We / You / They / He / She / It + will not + V Example: We won't live in that cottage in the future. (won't is the short form of will not) (?) Questions and short answers Will + I / we / you / they / he / she / it + V? Yes, you / we ... will. No, you / we ... won't. Example: Will they live on the Moon? Yes, they will./ No, they won’t Teacher’s & Student’s activities 1. Fill in the blanks with will (‘ll) or won’t to make the sentences true for you.

Content 1. Fill in the blanks with will (‘ll) or won’t to

Future simple

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* Remember! We use the future simple to talk about an action that happens in the future. Example: - My faher will travel on the Moon in a super car in the future. - We’ll live in that cottage next year. (‘ll is the short form of will) - We won’t live in that cottage anytime soon. (won’t is the short form of will not). - Will they live on the Moon? Yes, they will/ No, they won’t. - Have Ss read the instructions to understand how to do the activity (fill the blanks with will ('ll) or won't to make the sentences true for them). - Have Ss read the example as a guide. Then have

- T_ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Answer the teacher’s questions and enquirements.

* Key:

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Content 2. Complete the conversation with will (‘ll) or won’t . - T_ Ss - Listen carefully and learn how to do. - Ss work individually

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Teacher’s Student’s activities 2. Complete the conversation with will (‘ll) or won’t . - Have Ss read the open conversation in pairs first. Then ask them to do the task individually. Remind them of the use of will ('ll) or won't after he and we. Go around and offer help, if necessary. - Ask Ss to exchange their answers in groups. Then call on some Ss to say out their answers in front of the class. T confirms the correct answers and gives explanation if necessary. - Have Ss read again the complete conversation in pairs. T observes and corrects Ss’ pronunciation and verb forms, if necessary. - Checks Ss' answers as a class.

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them read the sentences and fill the blanks to - Ss’ own answer make the complete sentences true for themselves. Go around and offer help, If necessary. - Ask Ss to exchange their answers in pairs or groups. Then call on some Ss to say out their answers in front ofthe class. Checktheir answers. T explains ifnecessary. 3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss use will ('ll) or won't to complete the conversation. * Content: Complete the sentences with will ('ll) or won't * Outcome: Ss understand more using simple future. Complete the sentences correctly. * Organisation : Teacher’s instructions…

- Follow the teacher’s instructions - Give the answers * Key: 1. will (’ll) 2. will 4. won’t 5. will (’ll)

3. will (’ll)

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ACTIVITY 3: Aim: To help Ss write sentences about how appliances will or won't help us in our future houses. * Content: Write sentences, using will or won't and the words given. * Outcome: Ss can make sentences about how appliances will or won't help us in our future houses. * Organisation : Teacher’s instructions…

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3. Write sentences, using will (‘ll) or won’t and the words given. - Have Ss read the instructions of the activity to understand what they are going to do. - Ask Ss to write sentences, using will ('ll) or won't and the words provided. - Give Ss time to do the task Individually. - Get them to swap their answers in pairs or groups. Go around and offer help, if necessary. - If there is time, have some Ss write complete sentences on the board. T and other Ss make

3. Write sentences, using will (‘ll) or won’t and the words given. - Ss to work individually - Ss do themselves. - Copy them Suggested answers: 1. A computer will / won’t help me to do my housework. 2. A robot will help me to water the flowers. 3. A smart TV won’t help me to cook meals. 4. A washing machine will / won’t help me to

iron the clothes. 5. A smartphone won’t help me to take care of the children.

ACTIVITY 4:

Might for future possibility.

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comments. - Check the answers as a class. - Comment on their performance.

T explains how might + V is used (We use might + V to talk about actions that are possible in the future - we are not sure if the actions will happen) and how it is formed (affirmative: I / we / they / you / he / she / it + might + V and negative: I / we / they / he / she / it + might not + V). Then have Ss read the examples in the table. * Remember: We use might + V to talk about actions that are possible in the future (We are not sure if they will happen or not). Example: - We might live in a UFO // They might not travel in cars * Content: To teach the use of might (Modals). Learn how is it formed.Read and tick T/F. * Outcome: Ss can learn how to form and use “ Might + V ”. Read two poems and tick T/F. * Organisation : Teacher’s instructions…

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Teacher’s Student’s activities Content 4. Read the two poems. Tick (✓) T (True) or F 4. Read the two poems. Tick (✓) T (True) or (False). F (False). - Play the recording and ask Ss to listen and read the poems, focusing on the rhythm and intonation. - Ask Ss to read the poems individually and underline all the phrases might + V. - Have Ss do the task below and share their answers together. - Invite one or two Ss to say out their answers in front of the class. - Check the answers as a class. Key: 1. T 2. T 3. F 4. F 5. T 4. FURTHER PRACTICE ( 8’)

6. F

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ACTIVITY 5: Aim : To help Ss say what they might have or do in their future house * Content: Group work. Think about what Ss might do or have in the future. * Outcome: Further practice using ‘ might ’. What Ss might do or have in the future.Think and share the ideas with classmate. * Organisation : Teacher’s instructions…

- Do the tasks

Key : - I might have a smartphone to surf the internet. - We might live with robots.

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5. WRAP-UP & HOME WORK (2’)

* Summarize the main points of the lesson. - Ask Ss to give sentences about themselves, using the future simple. *HOME WORK - Remember the use of possessive adj and possessive pronouns. - Do more exercises in workbook. - Prepare new lesson.

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5. Work in groups. Think about what you might do or have in the future. Share your ideas with your classmate - T_ Ss - Listen to the instructions carefully then do the tasks.

5. Work in groups. Think about what you might do or have in the future. Share your ideas with your classmate - Have Ss read the instructions of the activity to understand what they are going to do. - Ask Ss to read the example and ensure that they know what to do. Then ask them to work in groups. Have them discuss what they might or might not have / do in their future houses, using the phrases in the previous activities. - Then ask Ss to tell their partners about them. T goes round and corrects mistakes or gives help when necessary. - Call on some Ss to share their ideas in front ofthe class. T and other Ss give comments.

Date of planning:…………. Peroid 80: UNIT 10 : OUR HOUSES IN THE FUTURE Date of teaching: ………..… Lesson 2 : A CLOSER LOOK -1

THIS UNIT INCLUDES: Vocabulary - Types of houses and appliances in the house Pronunciation: - Stress in two-syllable words. Grammar - Future simple. - Might for future possibility

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I. OBJECTIVE:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To introduce topic of the lesson houses and appliances in the house. To teach some new words about rooms and names of appliances in the house. Learning how appliances can help. To learn how to identify the stress two-syllable words. + Vocabulary: Using the words related to types of houses and appliances in the house; - Stress in the two-syllable words ; + Grammar: - The usage of future simple and might for future possibility; expressing surprise; 2. Competence: By the end of the lesson students will be able to learn how to use some new words about rooms and names of appliances in the house. Learning how to pronounce two-syllable words which have the first syllable stressed. 3. Quality/ behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’) Vocabulary Aim: - To revise/ teach the names of the rooms in the house. * Content: Review the previous lesson. Guessing game * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions… Teacher’s & Student’s activities + Greeting + Playing game: Guessing game Revising phrases relating to localtions of houses, Eg. In the sea, in the city; in the counryside…

Content + Greeting + Playing game : Guessing game - T_ Ss - Students (Ss) listen and learn how to do.

- Eg: I live in a place. It is very noisy. there are a lot of cars, buses, bicycles; The people are busy. But it’s a nice place to live in; Where is my house? - Open their book and write .

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- Teacher (T) asks guides, gives instructions how to play guessing game. - T confirms the answer: Yes/ No. - Ask Ss to open their book and introduce what they are going to study….

2. PRESENTATION/ NEW LESSON (12’)

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Content 1. Listen and repeat the words/ phrases in the box. Then put them in the appropriate columns.

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Teacher’s & Student’s activities 1. Listen and repeat the words/ phrases in the box. Then put them in the appropriate columns. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary * Vocabulary - dishwasher (n) máy rử chén, bát - electric(adj) thuộc về điện - cooker (n) bếp - washing machine (n) máy giặt - fridge (n) tủ lạnh - wireless (adj) không dây. - Repeat in chorus and individually + Check vocabulary + Take note - Have Ss look at the words and phrases in the box. - Check that Ss understand the meanings of all words / phrases. If not, T may show pictures, give definitions or the Vietnamese equivalents. - Play the recording and have Ss listen to the words and phrases. - Play the recording again with pauses for them to listen and repeat each word or phrase. - Then ask some Ss to read the words and phrases in front of the class. Have class listen and give

ACTIVITY 1: - Aim : To help Ss say the words/ phrases correctly and put them in appropriate column. * Content: Teach some new words . Put them in the correct columns. Use more than ONCE * Outcome: Ss know more new words. Learn how to use them . Put them in the columns correctly. * Organisation : Teacher’s instructions…

- T_ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks. Key : Suggested answer: living room wireless TV electric fan smart clock computer

bedroom

kitchen

wireless TV smart clock computer

electric cooker fridge dishwasher washing machine

washing fridge smart clock

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comments. - Have Ss work in pairs to put the words / phrases ∑ Audio script: in the appropriate columns. Explain to Ss that they electric cooker dishwasher may use some words more than once. Ask them to machine wireless TV share their answers in pairs before discussing electric fan computer them in groups. - If there is enough time, select one student to write his / her answers on the board. - Check the answers as a class. - Give the comments. 3. PRACTICE (15’) ACTIVITY 2: Aim: To help Ss make phrases about how appliances can help us. * Content: Do the matching. Make phrases about how appliances can help us. * Outcome: Ss can make phrases correctly. Learn how appliances can help us. * Organisation : Teacher’s instructions…

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Content 2. Match the appliances in A with what they can help us to di in B. - Ss do it - Listen carefully and learn how to do. - Ss work independently. - Give the answers

* Key: 1. c 2. d

3. b 4. e

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Teacher’s Student’s activities 2. Match the appliances in A with what they can help us to di in B. - Tell Ss to look at the two columns and explain what they can see (e.g. They can see words and phrases relating to appliances in the first column, and words and phrases relating to what each of the appliances can help us to do in the second column). - Have Ss do the task individually, by matching the appliances in A with what they can help us to do in B. - Ask them to share their answers in pairs before checking the answers as a class. Then encourage them to make sentences with matched phrases, e.g. An electric cooker can help us to cook rice. - Call on some Ss to write their sentences on the board. Correct if necessary.

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ACTIVITY 3: Aim : To help Ss ask and answer questions about how appliances can help us. * Content: Ask and answer about appliances. * Outcome: Ss can answer the questions correctly: What can electic cooker help us to do? It can help us to cook rice * Organisation : Teacher’s instructions… 3. work in pairs. Ask and answer questions 3. work in pairs. Ask and answer questions about appliances, using the information in 2. about appliances, using the information in 2. - Ask Ss to read the example first. Ensure that they know what to do. Then have some pairs role- - Ss to work in pairs play the exchange In front ofthe class.

- Copy them

II. PRONUNCIATION: (10’) Stress in two-syllable words

- Ss do themselves.

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- Check pronunclation If necessary. - Have them work in pairs, one points to the appliance in 2 and asks the question, and the other gives the answer about the appliance, using the information in 2. - Call on some pairs to role-playthe exchanges In front ofthe class. - T and other Ss give comments.

Content 4. Listen and repeat the words. - T_ Ss - Listen carefully - Check the answers - Listen and repeat Key : 'picture 'robot 'housework 'palace

'bedroom 'kitchen. 'village 'mountains

* Audio script: 'picture 'robot 'housework 'palace

'bedroom 'kitchen. 'village 'mountains

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Teacher’s Student’s activities 4. Listen and repeat the words. - Explain that most two-syllable nouns and adjectives have stress on the first syllable (e.g. ‘housework, ‘father, ‘brother, ‘pretty, ‘famous, etc.) - Give Ss a few minutes to look at the words. - Explain that these words are all two-syllable nouns.The first syllable of these words is stressed which means it should be pronounced with a louder voice. - Draw their attention to the stress mark on the first syllable. - Play the recording several times If necessary, for Ss to listen and repeat the words. - To reinforce pronunciation, ask them to clap when they say the stressed syllable in the words. - Have Ss practise saying the words in pairs or groups. Go around to offer help or correct pronunciation, if necessary. - Call on some Ss to say the words In front ofthe class. - Check their pronunciation If necessary. - Call on some Ss to read the words aloud.

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ACTIVITY 4: Aim : Stress in two-syllable words which have the first syllable stressed * Content: Listen and repeat the word to pay attention to the stress in two-syllable words. * Outcome: Ss can learn that that most two-syllable nouns and adjectives have stress on the first syllable (e.g ‘pretty, ‘famous….) ; The words are all two-syllable nouns.The first syllable of these words is stressed which means it should be pronounced with a louder voice. ‘father, ‘brother, etc.) * Organisation : Teacher’s instructions…

4. FURTHER PRACTICE (8’)

ACTIVITY 5: Aim: To help Ss say the sentences with the two-syllable words in which the first one is stressed. * Content: Pratice saying the words pay attention to the stress.Listen and repeat.

- Do the tasks

* Key :

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5. Listen and repeat the sentences. Pay attention to the stress of the underlined words. - T_ Ss - S do it. - Listen to the instructions carefully then do the tasks.

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1. The picture is on the wall of the bedroom. 2. The robot helps me to do the housework. 3. There's a very big kitchen in the palace. 4. Their village is in the mountains.

* Audio script 1. The picture is on the wall of the bedroom. 2. The robot helps me to do the housework. 3. There's a very big kitchen in the palace. 4. Their village is in the mountains.

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5. Listen and repeat the sentences. Pay attention to the stress of the underlined words. - Give Ss a few minutes to read the underlined two-syllable words In the sentences. - Encourage some Ss to read aloud the words in front of the class and ask the others to give comments. - Play the recording, sentence by sentence, for Ss to listen and repeat. - Draw their attention to the stress in the first syllable of the underlined words. - Have Ss practise saying the sentences in pairs or groups. Go around to offer help or correct pronunciation, if necessary. - Call on some Ss to read aloud the sentences In front ofthe class. Checkthelr pronunciation If necessary. - If there is time, have Ss make more sentences with two-syllable nouns they know. Then ask them to say their sentences in front of the class. - Comment on their pronunciation .

* Outcome: Ss learn more about the stress in two-syllable words. Make more sentences with twosyllable nouns they know. * Organisation : Teacher’s instructions…

5. WRAP-UP & HOME WORK (2’)

* Ask Ss to summarise what they have learnt in the lesson. * HOME WORK - remember some adjectives describing the city. - Do more exercises in workbook. - Prepare new lesson.

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Date of planning:………….. Date of teaching: ………..…

Peroid 83: UNIT 10 : OUR HOUSES IN THE FUTURE Lesson 5 : SKILLS 1/ Reading and Speaking

WEEK: THIS UNIT INCLUDES: Vocabulary - Types of houses and appliances in the house Pronunciation: - Stress in two-syllable words. Grammar - Future simple. - Might for future possibility

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Skills: - Reading about houses and appliances in the future - Talking about different houses in the future. - Listening to about dream houses - Writing a paragraph about dream house Everyday English Expressing surprise I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach reading for general and specific information about a holiday post card . To practice speaking about different houses in the future + Vocabulary: - Using the words related to types of houses and appliances in the house; + New words : island, helicopter, feed, super smart TV, send, receive, contact, warter the flowers… + Grammar: - The use of future simple and might for future possibility; expressing surprise; 2. Competence: Students will be able to learn how to organize a holiday post card . To practice different houses in the future 3. Quality/ behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION( 3’- 5’)

( Pre – reading )

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Aim: To help Ss understand their knowledge of the topic * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions… Teacher’s activities

+ Greeting + Do the revision. - Ask a few Ss to go to the board and tell class about houses and appliances in the future.

Student’s activities + Greeting - T_ Ss - Students (Ss) listen and answer the teacher’s or friend’s questions

- Answer the questions. - Open their book and write the tittle of the lesson . * Reapeat and learn how to read and use them. - Copy the new words.

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- The class listens and gives comments. - Have Ss open their books to page 44 (SKILLS 1). - T leads in the lesson. * Teach some new words in contexts if necessary. - T follows steps to teach new words.

2. PRESENTATION/ NEW LESSON (12’)

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Content 1. Look at the picture and discuss it with a partner. + Students (Ss) listen to the instructions

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Teacher’s & Student’s activities 1. Look at the picture and discuss it with a partner. - T_ Ss *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: providing explanations of the words; showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary - Ask the class to look at the picture first. Encourage them to focus on the details / Ideas of the picture (type of house, location, surroundings and appliances). - Tell Ss to work in pairs, asking and answering the questions provided. - Accept reasonable answers. - Check the answers as a class. E.g. A: What type of house do you think it is? B: I think it's a villa. A: Where do you think it is? B: I think it's on an island. - Call on some pairs to role-play in front ofthe class. The class makes comments.

ACTIVITY 1: Pre- reading Aim : To help Ss understand their knowledge of the topic * Content: Teach some new words and discuss the two questions to focus on the topic. * Outcome: Ss learn more some new words and answering two questions. * Organisation : Teacher’s instructions…

ACTIVITY 2 :

* Vocabulary - surrounded (adj) xung quanh - helicopter (n ) máy bay lên thẳng - roof (n ) mái nhà - feed (v ) cho ăn - super (adj) siêu đẳng - send (v ) gửi - receive (v ) nhận - contact (v ) liên lạc …… * Take note - Give the answers

3. While- reading (18’)

Aim: To help Ss read for specific information about the house and its appliances in the future. * Content: Read the text and Match . * Outcome: Ss get some specific information about the house and its appliances in the future. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities Content 2. Read the text and match the beginning in A 2. Read the text and match the beginning in with endings in B. A with endings in B. - Set a time limit for Ss to read the text - T_ Ss individually. Help them understand the text by - Listen to the teacher’s instructions carefully giving the meanings of the difficult words, or and learn how to do. explanations, or the Vietnamese equivalents. - Check the meaning of the words Tell them to pay attention to what the robots and - Ss work individually first. the super smart TV will do. T may ask them to - Compare the answers with partners underline the structures or phrases relating to what - Give the answers the robots will do and double-underline the structures or phrases relating to what the super smart TV will do. - Ask Ss to match the beginnings in A with the endings in B. Go around and offer help, If * Key: 1. a, c, e, g, h 2. b, d, f necessary. - Ask Ss to work in pairs to exchange their answers first. Then call on some Ss to read their answers and give explanation for their choice. - Confirm the correct answers as a class. ACTIVITY 3 : Aim: To help Ss develop their reading skill for specific information. * Content: Read the text again and circle the options. * Outcome: Improve reading skills. Ss get more information about houses in the future. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 3. Read the text again and circle the option (A, B or C) to complete the sentences. - Ask Ss to read the incomplete sentences and guess the option (A, B or C) to fill the blanks. Explain that this task helps them focus on the Information they are going to find In the text. - Set a longer time limit for Ss to read the text again. Ask Ss to note or underline where they find the Information that helps them circle the option (A, B or C) to complete the sentences. - Have Ss compare the answers in groups before discussing them as a class. - Confirm the correct answers to the class.

Content 3. Read the text again and circle the option (A, B or C) to complete the sentences. - T_ Ss - Listen to the teacher’s instructions carefully and follow them. - Give the answer .

Key: 1. B

2. A

3. C

4. FURTHER PRACTICE/ APPLICATION (8’)

4. B

Content 4. Work in groups. Ask your partner about his/ her future house. Use the suggested questions. - T_ Ss - Listen to the teacher’s instructions carefully and follow them.

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- Work in pairs A. What type of future house do you think it will be? B. – It’ll be a palace.

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Teacher’s & Student’s activities 4. Work in groups. Ask your partner about his/ her future house. Use the suggested questions. - Have Ss read the instructions to identify how the task is done. - Have Ss read the suggested questions and then think of the answers to these questions. Draw their attention to the type of future house (Question 1), its location (Question 2) its appearance (Question 3), etc. Then tell them that they have to imagine their future houses in order to answer the questions. - Have them work in pairs, asking and answering questions about their future houses. T may ask Ss to refer back to the passage in 2 and the conversation in GETTING STARTED. T goes round and corrects mistakes or gives help when necessary. - Call on some pairs to perform the task In front ofthe class. - T and other Ss listen and make comments. - T helps if necessary

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ACTIVITY 4:(Follow up activity) Speaking Aim : To help Ss ask and answer questions about different houses in the future * Content: Ask and answer about his/ her future houses. * Outcome: Ss can answer thw questions correctly. What type of future house do you think it will be? – It’ll be a palace. * Organisation : Teacher’s instructions…

- Practice speaking in front of the class. - Ss do the task - Correct mistakes if have .

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ACTIVITY 5: Aim: To help Ss talk about different houses in the future. * Content: Telling about their future houses, using information in 4. * Outcome: Sscan tell about their future houses. * Organisation : Teacher’s instructions…

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5. Work in groups. Tell your partners about your future house. You can use the information in 4 . - Have Ss read the example to identify how to do the task. Then have them tell their partners about their future houses using the information they have discussed in 4. - Encourage some Ss to speak in front of the class, the class comments on their classmate's content, pronunciation, fluency, language (grammar, use of words, etc.), body language. T can help the class

5. Work in groups. Tell your partners about your future house. You can use the information in 4 . - T_ Ss - Listen to the teacher’s instructions carefully and follow them. - Practice speaking in front of the class. - Correct mistakes if have . * Sample speaking : My future house will be a palace. It’ll be on the

5. WRAP-UP & HOME WORK (2’)

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give feedback. Moon. There’ll be a super smart TV in the - When the talking time is over, T collects house. It’ll help me to talk to my friends on common errors and discusses them with the whole other planets. class.

* Have Ss summarise what they have learnt in the lesson with the two skills. * HOME WORK.

- Practice telling about your future houses. - Do more exercises in workbook. - Prepare new lesson. Skills 2

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Peroid 82 : UNIT 10 : OUR HOUSES IN THE FUTURE

Lesson 4 : COMMUNICATION

WEEK:

Date of planning:………….. Date of teaching: ………..…

THIS UNIT INCLUDES: Vocabulary - Types of houses and appliances in the house Pronunciation: - Stress in two-syllable words. Grammar - Future simple. - Might for future possibility

Everyday English

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Skills: - Reading about houses and appliances in the future - Talking about different houses in the future. - Listening to about dream houses - Writing a paragraph about dream house Everyday English Expressing surprise I. OBJECTIVE:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To use everyday English phrases and expressions to develop their language skills. Expressing surprise: Wow! Is that your computer? It looks great. + Vocabulary: - Using the words related to types of houses and appliances in the house; - Stress in the two-syllable words ; + Grammar: - The use of future simple and might for future possibility; expressing surprise; 2. Competence: Students will be able to express surprise. 3. Quality/ behavior :The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

Expressing surprise

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Aims: To provide Ss with the way of expressing surprise. + Wow! Is that your mobilephone? It looks great. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. Make sentences with WILL / MIGHT. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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Teacher’s & Student’s activities + Greeting // + Revision - Teacher (T) asks Ss some questions about them and class. - Ask Ss to make sentences with WILL / MIGHT - Ask Ss to open their book and introduce what they are going to study…. ACTIVITY 1+ 2:

Content + Revision

+ Greeting// - T_ Ss - Students (Ss) listen and learn how to do. + Make sentences. We will/ might live on the moon. - Open their book and write .

2. PRESENTATION/ NEW LESSON (12’)

Content 1. Look at the picture. Listen and read the exclamations. - T_ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Answer the teacher’s questions and enquirements.

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(Wow! Is that + object? It looks + adjective). Audio script: David: John! Hello! John: Oh, hi, David. Wow! Is that your computer? It looks great. David: Yes, it's my new computer. My parents gave it to me for my birthday.

E.g. A: Wow! Is that your mobile phone? It looks great. B: Yes, it's my new mobile phone. My grandparents gave it to me for my birthday.

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Teacher’s & Student’s activities 1. Look at the picture. Listen and read the exclamations. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) if have + Follow the steps to teach vocabulary - Repeat in chorus and individually * Vocabulary - surprise (adj) ngạc nhiên - hi-tech (adj) công nghệ cao - space (n) vũ trụ - look after (v) chăm sóc - by the sea bên bờ biển …. 1. Listen and read conversation. - Play the recording and have Ss listen and read the conversation at the same time. Then have them read the conversation sentence by sentence. Draw their attention to the highlighted sentences. - Elicit the structure to express surprise from Ss (Wow! Is that + object? It looks + adjective). Ask them to act out the conversation In pairs. Go around and offer help, If necessary. Check their pronunciation. 2. Work in pairs. Express your surprise. - Have Ss work in pairs, one expresses his / her surprise when he / she sees the other's new things (watch, TV, mobile phone, shoes, etc.). - Ask Ss to use the structure to express surprise in E.g. A: Wow! Is that your mobile phone? It looks great. B: Yes, it's my new mobile phone. My grandparents gave it to me for my birthday.

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Aims: To provide Ss with the way of expressing surprise. * Content: To introduce the way of expressing surprise. Listen and read the conversation . * Outcome: Ss learn some new word and how to express surprise: + Wow! Is that your mobilephone? It looks great. * Organisation : Teacher’s instructions…

3. PRACTICE (18’)

ACTIVITY 3: Houses and appliances in the future Aim: To help Ss identify tasks that appliances can help us to do in the future houses.

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Content 3. Read the questions in the class survey below. Tick (✓) Y (Yes) N (No). - Work in pairs to do this activity - Listen carefully and learn how to do. - Ss work in pairs . - Follow the teacher’s instructions - Give the answers * Key: E.g. Hi. My name's Hoa. In the future, I'll live in a hi-tech house. It'll be in the mountains. I'll have lots of trees and flowers around my house. I'll have a fridge that can cook meals for me...

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Teacher’s Student’s activities 3. Read the questions in the class survey below. Tick (✓) Y (Yes) N (No). - - Have Ss read the questions and explain the new words or phrases (e.g. hi-tech, in space, look after, etc.) if necessary. Then have them answer the questions by ticking (✓) "Yes"or "No". - If time allows, T asks the questions again and have Ss look at the boxes of "Yes" or "No" and give their own answers. - Ask one or two Ss to look at the answers and tell about houses and what appliances will help us to do in future houses. - Ask other Ss to comment. Ask Ss if they can add more things to each room.

* Content: Read and Tick Y(Yes) or N(No) . Houses and appliances in the future. * Outcome: Ss learn how appliances can help us to do in the future houses. * Organisation : Teacher’s instructions…

ACTIVITY 4: Aim: To help Ss practise asking and answering questions about houses in the future. * Content: Ask and answer questions about houses in the future. * Outcome: Ss can answer the questions correctly. * Organisation : Teacher’s instructions…

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4.Work in pairs. Use the questions in 3 to interview your partner. - Have Ss read the conversation In the example. Draw their attention to the type of house (question 1), Its location (question 2 and 3) and how the questions are used. - Ask Ss to work in pairs and use the information from 3 to role-play. To add more variety to the conversation, Ss may add the questions about appliances that the house will have and what these appliances will do for them. - Comment on their performance.

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+ Ask some pairs to role-play in front of the class. T and other Ss give comments. - If time allows, have Ss work in groups, discussing the main content of the conversations they have just practised.

4.Work in pairs. Use the questions in 3 to interview your partner. - T_ Ss - Listen to the instructions clearly - Learn how to do it - Ss to work in pairs - Copy them Key: E.g. A: Will your house have a fridge? B: Yes, it will. A: What will it do for you? B: It will cook my meals. E.g. Type of the house: cottage Location: in the mountains Surroundings: trees, flowers and mountains Appliances: robot (look after the children), fridge (cook meals), computer (send and receive emails), etc.

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ACTIVITY 5: Aim: To help Ss talk about houses and appliances in the future. * Content: Further practice talking about houses and appliances in the future. * Outcome:Improve speaking skills. Talking about houses and appliances in the future. * Organisation : Teacher’s instructions…

4. FURTHER PRACTICE (8’)

Content 5. Tell the class about your interview - T_ Ss - Listen carefully - Work in pairs.heck the answers - Listen and repeat E.g. - Give some more interesting facts about each Type of the house: UFO Location: in space landmark iftime allows. Surroundings: planets Appliances: robot (look after the children), fridge (cook meals), computer (send and receive emails), etc. + Call on some Ss to tell the class about their + Tell the class about their houses. partners' future houses, using the notes they have written. E.g. Hello. I'd like to tell you about Nam's house - T and other Ss listen and make comments. and appliances that will help him to do things in - To add more variety to the interview, T may ask his house... His future house will be a spaceship. Ss to add some more information. It'll be... He might have a robot to help him with his home. Thank you for listening.

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Teacher’s Student’s activities 5. Tell the class about your interview - Ask Ss to read the example to understand how to explain the interview in 4. - Ask Ss to take notes of their partner's answers in 4 as follows:

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5. WRAP-UP & HOME WORK ( 2’) * Have Ss tell you what they have learnt (the way of expressing surprise). * HOME WORK - Practice speaking the houses and appliances in the future. - Do more exercises in workbook. - Prepare new lesson. ================================

Date of planning:………….. Date of teaching: ………..…

Peroid 85: UNIT 10 : OUR HOUSES IN THE FUTURE

Lesson 6 : SKILLS 2/ Listening and Writing

WEEK: THIS UNIT INCLUDES: Vocabulary - Types of houses and appliances in the house Pronunciation: - Stress in two-syllable words. Grammar - Future simple. - Might for future possibility

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Skills: - Reading about houses and appliances in the future - Talking about different houses in the future. - Listening to about dream houses - Writing a paragraph about dream house Everyday English Expressing surprise I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach listening and writing. To develop their listening skills for specific information about their dream houses.Writing a paragraph about dream house. + Vocabulary: - Using the words related to types of houses and appliances in the house; + Grammar: - The use of future simple and might for future possibility; expressing surprise; 2. Competence: Students will be able to get information about their dream houses.Writing a paragraph about dream house. 3. Quality/ behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

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Aims: - To develop student’s listening skills for specific information. It also provides input for the writing skills. * Content: Review the previous leson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. Tell the class about different houses in the future. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

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Teacher’s & Student’s activities + Greeting + Revision on the old lesson - Teacher (T) asks Ss some questions about them and class. - Invite a few Ss to go to the board and tell the class about different houses in the future.

Content + Greeting + T_ Ss - Students (Ss) listen and answer the teacher’s or friend’s questions - Tell about different houses in the future. - Listen and know what they are going to learn

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- Ask Ss to open their book and introduce what - Open their book and write the tittle of the they are going to study…. lesson - T leads in the lesson. 2. PRESENTATION/ NEW LESSON (12’)

ACTIVITY 1: Pre-listening Aim: To help Ss have the ideas of what the conversation is about. * Content: Listen and Write the names under correct picture * Outcome: Ss can get some information the content of the conversation.Choose the correct picture. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities Content 1. Listen to Nick and Linda talking about 1. Listen to Nick and Linda talking about their dream houses.Which house would each their dream houses. Which house would each prefers? Write their names under the correct prefers? Write their names under the correct picture. - T_ Ss *) Teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) if have + Follow the steps to teach vocabulary.

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* Ask Ss to look at the pictures and elicit from Ss the details (types of house, surroundings and locations). Ask Ss the houses they like and why they like them. - Ask Ss to focus on the task they have to do.

- Play the recording. Ask Ss to listen and write the speakers' names under the correct pictures. T checks their answers.

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- If it's necessary, play the recording again and pause the recording after each sentence. - Get feedback.

* Key: Linda: Picture c (a villa by the sea, with a swimming pool and a garden) Nick: Picture a (a flat in the city)

3. While-listening (18’)

ACTIVITY 2 : While-listening Aim: To help Ss listen for specific information about dream house. * Content: Listen conversation and tick the column * Outcome: To get specific information about dream house.Tick the correct column.

* Organisation : Teacher’s instructions…

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Content 2. Listen to the conversation again. What is important to Linda? what is important to Nick? Tick (✓) the column. - T_ Ss - Listen to the teacher’s instructions carefully and learn how to do it. - Fulfil the tasks - Give the answers Key: Linda: sea view, swimming pool, garden Nick: park view, city view

Teacher’s & Student’s activities 2. Listen to the conversation again. What is important to Linda? what is important to Nick? Tick (✓) the column. - Ask Ss to read the information in the first column. Ask them to focus on the information they need only (what are important to Linda and Nick: park view, city view, etc.). - Play the recording again. Ask Ss to listen and tick what are Important to Linda and Nick. - Call on some Ss to give the answers to the class and correct mistakes where necessary. - Check and confirm the correct answers.

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ACTIVITY 3 : Aim: To help Ss listen for specific information about dream houses. * Content: Listen again and answer the questions about dream houses. * Outcome: Listen and answer the questions correctly. * Organisation : Teacher’s instructions…

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3. Listen again and answer the questions abot their drean houses. - Ask Ss to read the questions and underline the key words. Then have them listen to the recording again to answer the questions in pairs or groups. - Ask a few pairs to role-play in front of the class, one asks the questions and the other answers. Other pairs and T listen and comment.

* Post - listening

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Extension: Have some Ss talk about dream houses of Linda or Nick, using the information in 2 and 3. E.g. Hi. Let me tell you about Linda's dream house. It is a big villa by the sea. It has a view of the sea. There's a swimming pool and a garden around her house... Thank you for listening.

3. Listen again and answer the questions abot their drean houses. - T_ Ss - Listen carefully to the instructions - Work individually * Ss learn how to do the tasks - Ss’ answers Key: 1. She has a big villa. 2. Her house / It is by the sea. 3. There's a swimming pool and a garden around her house. 4. He has a flat. 5. It's in the city. Audio script: Nick: Can you tell me about your dream house, Linda? Linda: Well, it's a big villa by the sea. It has a view of the sea. It has a swimming pool and a garden. Nick: My dream house is different. Linda: Really? What's it like? Nick: It's a beautiful flat in the city. It has a parkview in front and a city view at the back.

Linda: Oh, sounds great! Nick: It has a super smart TV. I can watch films from other planets. Linda: That sounds great, too. But I think it'll be ….

ACTIVITY 4: Pre - Writing Aim: to help Ss brainstorm ideas for a dream house. * Content: Group work to discuss the dream houses and fill the table. * Outcome: Discussing and Fill the tables correctly. * Organisation : Teacher’s instructions…

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Content 4. Work in pairs. Discuss your dream house, and fill the table. - Work in pairs - Listen carefullyand learn how to write - Write themselves *Sample: A. What type ofdream house is it? B. It’s a palace A. Where it is? B. It’s in the mountain. …………..

Teacher’s & Student’s activities 4. Work in pairs. Discuss your dream house, and fill the table. - Have Ss look at the table. Draw their attention to the four pieces of Information. Then have them read the exchange in the example to understand how to do the task. - Ask Ss to work in pairs to ask and answer the questions and fill the table. - Call a student to write the answer on the board. - Others write it in their notebooks. - T and other Ss listen and make comments.

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* T may give some clues - Call on some Ss to speak freely. - Correct pronunciations, grammar, vocab, intonation.

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4. APPLLICATION (8’-10’)

ACTIVITY 5: While - Writing Aim: To help Ss write a paragraph of about 50 words about a dream house. * Content: Write a paragraph of about 50 words about your dream house. * Outcome: Use information in 4 Ss can write a paragraph about your dream house. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 5. Use information in 4 to write a paragragh of about 50 words about your dream house. - Allow Ss time to write a paragraph (about 50 words) about their dream houses, using the suggested ideas / information in 4. - When they finish, ask some Ss to explain their dream houses to the class. - If time allows, call on one student to write his / her answer on the board. - The class gives their comments.

* Post writing - T may display all or some of the Ss' writings on

Content 5. Use information in 4 to write a paragragh of about 50 words about your dream house. - Listen carefully and learn how to write - Write themselves/ individually

- T may collect some Ss'writings and mark them, then give comments to the class. - Remember to tell them how to improve their writings. - If time is limited,T may ask Ss to write the final version at home. - Other Ss and T comment on the writing.

* Post - Writing

* Sample paragraph: My dream house is a big palace. It is in the mountains. It is surrounded by lots of trees. It has seven rooms: three bedrooms, two bathrooms, one kitchen and one living room. There is a large swimming pool in front of it. I have some robots in the palace. They help me to clean the floor, cook meals, water flowers... I am happy to live in my palace

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* Have Ss summarise what they have learnt with the two skills. * HOME WORK. - Finish writing a diary entry. Copy in the note books. - Do more exercises in workbook. - Prepare new lesson.

5. WRAP-UP & HOME WORK (2’)

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the wall / notice board. T and other Ss give comments. Ss edit and revise their writing as homework.

Date of planning:………….. Peroid 86: UNIT 10 : OUR HOUSES IN THE FUTURE Date of teaching: ………..… Lesson 7 : LOOKING BACK

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WEEK:

THIS UNIT INCLUDES: Vocabulary - Types of houses and appliances in the house Pronunciation: - Stress in two-syllable words. Grammar - Future simple. - Might for future possibility

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Skills: - Reading about houses and appliances in the future - Talking about different houses in the future. - Listening to about dream houses - Writing a paragraph about dream house Everyday English Expressing surprise I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their performance and provide further practice. Do some practice exercises. - Project helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic if possible. + Vocabulary: Using the words related to types of houses and appliances in the house; - Stress in the two-syllable words ; + Grammar: - The usage of future simple and might for future possibility; expressing surprise; 2. Competence:Students will be able to consolidate and apply what they have learnt in the unit . Do some practice exercises. 3. Quality/ behavior : The love of their own houses and appliances in the house. Having serious attitude to imagining the houses in the future ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION(3’)

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Aims: - This is the review and drill section of the unit. Encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. - That will help you and your Ss see how far they have progressed, and which areas need further practice. - Encourage Ss to review and drill section of the unit. * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson..

Content

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+ Greeting - T_ Ss - Students (Ss) listen and learn how to do.

- Some SS tell the class about their dream houses.

- Open their book and write .

* Organisation :Teacher’s instructions… Teacher’s & Student’s activities + Greeting + Revision. - Ask a few Ss to go to the board and tell the class about their dream houses. - Encourage Ss not to refer to the unit pages. Ask them to keep a record of their answers to each task so that they can use their information to complete the self-assessment table at the end of the unit. - Have them open their books to page 46 (LOOKING BACK). - Ask Ss to open their book and introduce what they are going to study….

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2. PRESENTATION/ NEW LESSON ( 25’)

PRACTICE EXERCISES

ACTIVITY 1: Vocabulary Aim: To help Ss revise the words relating to appliances in the future. * Content: Revision on the words . Write the words/ phrases under the correct pictures * Outcome: Review the words/ phrases. Write the words under the pictures correctly. * Organisation : Teacher’s instructions… Content 1. Wrie the words/ phrases under the correct pictures. + Students (Ss) listen to the instructions carefully and learn how to do the tasks.

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Teacher’s & Student’s activities 1. Wrie the words/ phrases under the correct pictures. - T_ Ss - Tell Ss to read the words in the box first. Then ask them to write the words in the box under the pictures. - Give them time to do It Individually.Then compare their answers with their partners. - Ask some Ss to read the words aloud. Then T checks their answers as a class. - Confirm the correct answers as a class. Have the whole class read the words / phrases correctly.

ACTIVITY 2:

* Key: a. computer b. dishwasher d. washing machine e. fridge

c. wireless TV f. smart clock

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2. Think about what the appliances will do in the future. Fill the table. - Ss work in pairs. - Do the tasks

* I think robots will help us do the house work. - I think robots will wash our clothes……

2. Think about what the appliances will do in the future. Fill the table. - Have Ss work in pairs or groups, discussing what each appliance will do in the future and fill in the blanks in the table. - Call on some Ss to tell the class about their answers. E.g. I think robots will look after my future house. - T and other Ss listen and make comments. - Check the answers as a class.

Aim: To help Ss review the phrases about what the appliances will do in the future. * Content: Do the filling.Think what the appliances will do in the future. * Outcome: Thinking and filling the table . * Organisation : Teacher’s instructions…

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ACTIVITY 3 : Grammar Aim: To help Ss revise the use of the future simple in sentences. * Content: Revision on the use of the future simple * Outcome: Ss can complete the sentences using will (’ll ) or won’t correctly. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 3. Complete the sentences with will (’ll ) or won’t. - Have Ss read the instructions to know what they have to do. Draw their attention to some complex sentences with subordinate clauses of time (sentences 2, 4, 5). - T may explain these sentences if necessary. - Ask Ss to complete the sentences with will ('ll) or won't individually first. Then, they can check their answers with a partner before discussing them as a class. - Go round and offer help if needed. - Check and confirm the correct answers.

Content 3. Complete the sentences with will (’ll ) or won’t. - T_ Ss - Listen to the instructions clearly - Do exercise individually and then compare their answers. - Copy * Key: 1. won’t 4. won’t

2. will 5. will

3. will 6. won’t

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ACTIVITY 4: Aim: To help Ss revise the use of might for future possibility. * Content: Revision on the use of might for future possibility. * Outcome: Ss understand more remember the use of might for future possibility. Complete the sentences. * Organisation : Teacher’s instructions…

- Give the answers

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4. Complete the sentnces with might or might not. - T_ Ss - Do the tasks

*Key : 1. might 2. might 3. might not 4. might not 5. might, might

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4. Complete the sentnces with might or might not. - Have Ss read the instructions to understand what they have to do (complete the sentences with might or might not). - Ask them to read and complete the sentences individually. Go around and offer help if necessary. - Have them swap their answers in pairs or groups before checking as a class. Correct mistakes if necessary. - Call on some Ss to read the complete sentences in front of the class. - T and other Ss listen and make comments. - Check and confirm the correct answers.

3. PRODUCTION/ APPLICATION (12’-15’)

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Aim: To helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic if possible. * Content: Prepare the projects and Present them in front of the class. * Outcome: Think about appliances they want to have in the future. + Make a poster about it. To show their posters in front of the class and tell what the appliances will do in their future houses. * Organisation : Teacher’s instructions… Teacher’s & Student’s activities Content * PROJECT: - T_ Ss - Have Ss read the project's instructions. Draw ** Ss should prepare the project as assign their attention to the following steps: groups in the previous lessons beforehand. + Think about one appliance they want to have in the future. - Listen to the teacher’s instructions carefully. + Make a poster about it. + Write the details of the appliance in the poster (what they want to have, what it will help them to do). + Share the poster with their - Do the tasks . Prepare the at home beforehand. class. - Ss should finish the project in class, assign - Have them think about an appliance in their groups in the previous lessons. future house first. - Give them time to make their own posters by drawing their own appliances. - Ask them to look at the details in the bubble as an example. Then have them write what the - Do the same as units appliances will help them to do in their future houses. - Get them to share their posters in pairs or groups.

4. WRAP-UP & HOME WORK(2’)

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- Select some Ss to show their posters in front of the class and tell what the appliances will do in their future houses. - The class gives comments. - Don't focus on or correct Ss language mistakes. This is an opportunity for them to experiment with the language - T comments.

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* Have Ss look at Now I can ….. table - Ask Ss to complete the self-assessment table. Identify any difficulties and weak areas and provide further practice. * HOME WORK - Do more exercises in workbook. - Make more sentences using will/ might

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Peroid 87: UNIT 11: OUR GREENER WORLD Lesson 1: GETTING STARTED

WEEK:

Let’s go green!

Date of planning:………….. Date of teaching: ………..…

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THIS UNIT INCLUDES: Vocabulary Skills: - Things that can be reduced, reused and - Reading about ways to go green. recycled - Talking about tips for going green. - Listening about ideas for a green club. Pronunciation: - Writing a paragraph about ideas for a green club - Rhythm in sentences Grammar Everyday English - Articles Giving warnings - First conditional I. OBJECTIVES: * By the end of this unit, students will be able to: - use the words for things that can be reduced, reused and recycled; - say sentences with correct rhythm; - use the articles correctly; - use the first conditional to talk about possibilities; - give warnings; - read for general and specific information about ways to go green at school; - talk about tips for going green; - listen for details about ideas for a green club; - write a paragraph about ideas for a green club. 1. Knowledge: - To introduce topic of the lesson Our greener world . To teach listening and reading about the ways to do more to protect nature and the environment ‘go green’. + Vocabulary: use the words for things that can be reduced, reused and recycled; - say sentences with correct rhythm; - give warnings; + Grammar: - use the articles correctly; - use the first conditional to talk about possibilities; 2. Competence: Students will be able to pratice reading and listening the conversation between Mi and Nick talked about ways to go green. 3. Quality/ behavior : The awareness of protecting the environment “go green” (to do more to protect nature and the environment). Having serious attitude to go green ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: I. WARM UP & INTRODUCTION (5’)

Content + Greeting - T_ Ss + Revision

smart TV

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appliances in the house

wireless TV

- (Ss) listen and learn how to do it .

Teacher’s & Student’s activities + Greeting + Revision. Do the net work/ brainstorming - Teacher (T) asks Ss some questions about the previous lessons, - Review the previous unit before Ss open their books. Write Our houses in the future on the board and have Ss say all of the words that are related to this topic. - Write Our Greener World on the board. Ask Ss what green means to them. Write their answers on the board. Explain that green has a lot of meanings. In this unit it means relating to the protection of the environment. Write Let's go green! on the board and elicit the meaning of go green from Ss. Tell Ss that go green means: to do more to protect nature and the environment. Have Ss open their books and start the lesson.

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Aims:To create an active atmosphere in the class before the lesson; To lead into the new unit. * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation :Teacher’s instructions…

- Answer the teacher’s questions. - Open their book and write .

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2. PRESENTATION (12’)

ACTIVITY 1: Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new unit. * Content: Listen and read conversation to get used to the vocabulary; new grammar points. * Outcome: Reading practice. Ss learn some new words; become familiar with the new language items. * Organisation : Teacher’s instructions…

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1. Listen and read. * Vocabulary - go green means: to do more to protect nature and the environment. - reusable (adj) có thể dùng lại - go green (v) sống xanh (thân thiện với môi trường) - recycle (v) tái chế - help (v) giúp đỡ - environment (n) môi trường ….

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answer the questions below: 1. Who are they? 2. Where are they? 3. What might they be talking about? - Quickly write Ss' answers to Question 3 on the board. - Play the recording. - Ss listen and read. - Ask Ss if their guesses on the board are correct. - Play the recording twice for Ss to listen and read along. Have Ss underline the words that are related to the topic of the unit while listening and reading. - some pairs of Ss to read the conversation aloud. - Ss what exactly Mi and Nick talked about. Now confirm the correct answer. (They talked about - Complete the tasks ways to go green.) - Have Ss say the words in the text that they think are related to the topic Our greener world. - Quickly write the words on one part of the board. - Get some pairs to read the conversation in front of the class. - Comment on Ss'answers. 3. PRACTICE (18’)

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ACTIVITY 2: Aim: To help Ss understand the text in depth. * Content: Read again the conversation . Complete the sentences . Use no more than 3 words * Outcome: Ss understand more information in the conversation. Do the filling. * Organisation : Teacher’s instructions…

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2. Read the converstion again. Complete the following sentences. Use no more than three words in each blank. - Ask Ss to work independently to fill each blank with the word(s) from the conversation. - Ask them how to do this exercise. T may once again instruct them how to do the exercise: (1) read the sentence and identify the kind of information to fill the blank; (2) read the conversation and locate the place to find the word(s) to fill the blank. - Model with the first sentence. - Allow Ss to share answers before discussing it as a class. - Write the correct answers on the board. - Check the answers as a class. ACTIVITY 3:

2. Read the converstion again. Complete the following sentences. Use no more than three words in each blank. - T_ Ss - Follow the teacher’s instructions - Give the answers and check.

* Key: 1. a picnic 2. plastic one 3. the check-out 4. a reusable 5. she's cycling

3. Based on the ideas in the conversation, match the first half of the sentence in column A with its second half in column B. - T_ Ss - Learn how to do it - Share the answers - Copy them Key : 1. b 2. c 3. a

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3. Based on the ideas in the conversation, match the first half of the sentence in column A with its second half in column B. - First, ask Ss to read column A and B to make sure they understand. Ask Ss to give their answers without reading the conversation again. Then ask them to read the conversation and check their answers. Confirm the correct answers. - Tell Ss that sentences 2 and 3 are first conditional sentences and they will learn about this grammar point in A CLOSER LOOK 2. - Write the correct answers on the board. - T gives correct answer.

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Aims: To help Ss understand the text in depth; - To draw Ss' attention to the first conditional. * Content: Based on the ideas in the conversation . Pay attention to the first conditional. Matching. * Outcome: Do the matching to pay attention to the first conditional. * Organisation : Teacher’s instructions…

ACTIVITY 4: Aim: To develop Ss' knowledge of the vocabulary for how to help the environment. * Content: Do the matching. Learn the vocabulary for how to help the environment. * Outcome: Ss have knowledge of the vocabulary for how to help the environment. Matching. * Organisation : Teacher’s instructions…

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4. Match the pictures with the ways to help the 4. Match the pictures with the ways to environment. help the environment. - Have Ss look at the pictures and discuss what they - T_ Ss can see in each picture in pairs. Invite some pairs to - Ss do the tasks share their answers with the whole class. - Ss do themselves. Give the answers Ask Ss to match the pictures with ways to help the environment. Have some Ss share their answers. Confirm the correct answers. Key : 1. c 2. a 3. b 4. e 5. d Ask Ss to add any other ways to save the environment they know. - Check the answers as a class. 4. PRODUCTION (8’) ACTIVITY 5: Aim: To provide Ss with an opportunity to communicate with each other, using the vocabulary they have learnt. * Content: Play GAME find someone who…. Ask and answer . * Outcome: Ss can ask and answer the questions . Take note . Report infront of the class. * Organisation : Teacher’s instructions…

uses reusable bags cycles walks to school

picks up rubbish

plants trees - Do the tasks

5 . WRAP-UP & HOME WORK (2’)

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*Ask one or two Ss to tell the class what they have learnt. - Ask Ss to say some words they remember from the lesson. *HOME WORK - Read again the conversation on page 48 - Do more exercises in workbook. - Prepare new lessons

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5. GAME. Find some one who… . Work in groups. ask and answer to find some one who does the things in 4. - Work in groups Find someone who ... Names

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5. GAME. Find some one who… . Work in groups. ask and answer to find some one who does the things in 4. - Ask Ss to work in groups. Give each group a handout with the following table: - Model the way to ask questions and answers with a student (e.g. Nam, do you use reusable bags?, etc.). - Ask each group to choose one student to ask the questions and another student to record the answers and report the results. - Give Ss 5 - 7 minutes to ask and answer In groups. - Move around to observe and offer help. - Invite Ss to share their findings to the class.

Peroid 88 : UNIT 11: OUR GREENER WORLD

WEEK:

Lesson 2: A CLOSER LOOK _1

Date of planning:………….. Date of teaching: ………..…

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THIS UNIT INCLUDES: Vocabulary - Things that can be reduced, reused and recycled Pronunciation: - Rhythm in sentences Grammar - Articles - First conditional

Skills: - Reading about ways to go green. - Talking about tips for going green. - Listening about ideas for a green club. - Writing a paragraph about ideas for a green club Everyday English Giving warnings

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I. OBJECTIVE:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To introduce topic of the lesson Our greener world . To teach some new words about things that can be reduced, reused and recycled. Saying sentences with correct rhythm; Learning how to make Rhythm. + Vocabulary: use the words for things that can be reduced, reused and recycled; - say sentences with correct rhythm; - give warnings; + Grammar: - use the articles correctly; - use the first conditional to talk about possibilities; 2. Competence: Students will be able to pratice reading and listening the conversation between Mi and Nick talked about ways to go green. 3. Quality/ behavior : The awareness of protecting the environment “go green” (to do more to protect nature and the environment). Having serious attitude to go green ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’) Vocabulary Aims: - To revise/ teach some new words. * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. Guessing game . * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions… Teacher’s & Student’s activities + Greeting + Playing game:

Content + Greeting + Playing game :

* Guessing game

- T _ Ss - Students (Ss) listen and learn how to do. - Ss answer.

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* Guessing game - Revising phrases relating to localtions of houses, Eg. In the sea, in the city; in the counryside… - Teacher (T) asks guides, gives instructions how to play guessing game. - Ask Ss to open their book and introduce what they are going to study….

- Open their book and write .

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Content 1. The three Rs stand for Reduce- ReuseRecycle. Draw a line from a symbol in column A to its matching word in column B and its

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Teacher’s & Student’s activities 1. The three Rs stand for Reduce- ReuseRecycle. Draw a line from a symbol in column A to its matching word in column B and its meaning in column C. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary * Vocabulary - reduce (v) giảm - reuse (v) dùng lại - recycle (v) tái chế tái sử dụng - rubbish(n) rác thải - wrap (v) gói, bọc … - Repeat in chorus and individually + Check vocabulary - Have Ss read the information in the table and draw a line from a symbol in column A to the matching word in column B and its meaning in column C. Ss work in pairs to compare their answers before giving T the answers. Check and write the correct answers on the board. - For stronger classes, elicit the difference between recycling and reusing from Ss. - Explain the difference between these two terms again if necessary: + Recycling means reprocessing an old item such

2. PRESENTATION (12’) ACTIVITY 1: Aim: To teach the terms reduce, reuse, and recycle. * Content: To introduce some new words and the terms reduce, reuse, and recycle. * Outcome: Ss learn how to use the terms reduce, reuse, and recycle. Know more some words. * Organisation : Teacher’s instructions…

- T _ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks.

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as a newspaper, a glass or a can and turning it into - 3Rs a new product. For example, used paper is brought Key : to a factory where it is reprocessed, cleaned and purified. This paper is then used to make new things such as books or newspapers. + Reusing means avoiding the reprocessing procedure. It is when people use something over and over again until it cannot be used any more. For example, a used plastic bottle can be used again as a flower vase, or a butter container can be used to grow a small plant. - Check the answers as a class.

Content 2. Write the word/ phrase in the box under each picture. - Ss work in pairs - Ss work independently. - Give the answers * Key: 1. rubbish 2. plastic bag 3.glass 4. plastic bottle 5. noise 6. paper 7. water 8. clothes

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Teacher’s Student’s activities 2. Write the word/ phrase in the box under each picture. - Have Ss work in pairs to do this activity. Call on Ss from different pairs to go to the board and write the words. - This activity can also be organized as a competition. Whichever pair finishes the activity first wins and can go to the board to write their answers. Confirm the correct answers - Call on some Ss to write their sentences on the board. Correct if necessary.

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3. PRACTICE (15’) ACTIVITY 2: Aim: To revise / teach the words for things that can be reduced, reused and recycled. * Content: Teach the words for things that can be reduced, reused and recycled. Write the word. * Outcome: Ss can learn some words . Understanding more the things that can be reduced, reused and recycled. * Organisation : Teacher’s instructions…

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ACTIVITY 3: Aim: To help Ss categorize things that can be reduced, reused and recycled. * Content: Pair work . Put the words into groups. * Outcome: Ss can categorize things that can be reduced, reused and recycled. 3Rs * Organisation : Teacher’s instructions…

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3. Work in pairs. Put the words from 2 into groups. Some words can belong to more than one group. - Have Ss work in pairs to put the words from 2 in appropriate groups. Draw the table on the board and call three Ss to go to the board and write their answers. Discuss the answers with the class. - Elicit some more words for each group from Ss.

3. Work in pairs. Put the words from 2 into groups. Some words can belong to more than one group. Reduce rubbish, plastic bag, noise, plastic bottle, paper, water

Reuse plastic bag, glass, plastic bottle, paper, water, clothes

Recycle rubbish, plastic bag, glass, plastic bottle, paper

II. PRONUNCIATION: (10’)

- Ss to work in pairs - Ss do themselves. - Add more words - Copy them

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- Here are some suggested words: + Reduce: electricity, gas + Reuse: envelope, carton box, textbook + Recycle: newspaper, textbook, plastic container - Ask Ss add more words. - T and other Ss give comments.

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Content 4. Listen to these sentences, then repeat. Pay attention to the bold syllables. - T_ Ss - Listen carefully.

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Teacher’s Student’s activities 4. Listen to these sentences, then repeat. Pay attention to the bold syllables. - Tell Ss that in English, the stressed and unstressed syllables combine to make rhythm in a sentence. - Ss have learnt about stress in two-syllable words, so T can remind them of the stress rule in twosyllable words (put stress on the first syllable in nouns and adjectives). - In the sentences the bold parts are the stressed syllables. The aim of this activity is only to raise Ss' awareness of rhythm. It is not necessary to teach them in detail. - Play the recording for Ss to listen to the sentences. Have them pay attention to the bold parts. - Play the recording of each sentence again for Ss to repeat in chorus. Have Ss work in pairs to practise reading the sentences. - Call on some Ss to read the sentences aloud. - Comment on Ss'pronunciation. - Check their pronunciation If necessary. - Call on some Ss to read the words aloud.

ACTIVITY 4: Rhythm in sentences Aim: To get Ss familiar with rhythm in sentences. * Content: In sentence, the stressed and unstressed syllables combine to make rhythm * Outcome: Learn how to make rhythm in sentences . * Organisation : Teacher’s instructions…

Audio script: 1. If you cycle, it'll help the Earth. 2. Water is good for your body. 3. The students are planting trees in the garden. 4. Is it better to use paper bags? 5. We are happy to walk to school

4. FURTHER PRACTICE (8’)

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ACTIVITY 5: Aim: To give Ss further practice with rhythm in sentences. * Content: Practice the conversation with rhythm . Bold syllables * Outcome: Ss parctice the conversation with rhythm with a classmate. * Organisation : Teacher’s instructions… 5. Listen to conversation. Pat attention to the bold syllables. Then practise conversation with

5. Listen to conversation. Pat attention to the bold syllables. Then practise conversation

Audio script: Vy: What are you doing? Mi: I'm writing an article about going green. Vy: Great! I'm writing a poem about the 3Rs. Mi: Let me read it. Vy: I'm still writing. Wait for a minute.

5. WRAP-UP & HOME WORK (2’)

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* Have Ss summarize what they have learnt in this period. * HOME WORK - remember some adjectives describing the city. - Do more exercises in workbook. - Prepare new lesson.

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- Do the tasks

with a classmate. - T_ Ss - Listen to the instructions carefully then do the tasks.

a classmate. - Play the recording for Ss to listen to the conversation. Have them pay attention to the bold parts. - Play the recording of each sentence again for Ss to repeat In chorus. Have Ss work In pairs to practise reading the conversation. - Call on some Ss to read the conversation aloud. - Comment on Ss' pronunciation. - If there is time, have Ss make more sentences with two-syllable nouns they know. Then ask them to say their sentences in front of the class. - Comment on their pronunciation .

Date of planning:………….. Date of teaching: ………..…

Peroid 89 :UNIT 11: OUR GREENER WORLD

Lesson 3: A CLOSER LOOK _2

WEEK:

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THIS UNIT INCLUDES: Vocabulary - Things that can be reduced, reused and recycled Pronunciation: - Rhythm in sentences Grammar - Articles - First conditional

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I. OBJECTIVE:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach a grammar point : articles a, an or the and the first conditional sentence. To practice doing exercises using articles a, an, the in contexts. + Vocabulary: use the words for things that can be reduced, reused and recycled; - say sentences with correct rhythm; - give warnings; + Grammar: - use the articles correctly; - use the first conditional to talk about possibilities; 2. Competence: Students will be able to learn how to use articles a, an or the and the first conditional sentenceto talk about possibilities; To practice doing exercises using articles a, an, the in contexts. 3. Quality/ behavior : The awareness of protecting the environment “go green” (to do more to protect nature and the environment). Having serious attitude to go green ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’)

Articles

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Aims:To help Ss learn how to use articles a, an, the. - Write two sentences with articles on the board. This is a book. /The book on the table is my favourite. - Underline a and the. Explain to Ss the difference between these two articles, telling them that a is an indefinite article and the is a definite article. - Use the information in this table to explain to Ss: There are two kinds of articles In English. 1. Indefinite article: a / an

2. Definite article: the the / d ə / + consonant sound E.g. the bag

the /d i/ + vowel sound (a, e, i, o, u) E.g. the apple

an + vowel sound (a, e, i, o, u) E.g. an apple

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a + consonant sound E.g. a bag

- Have Ss do Activity 1 before drawing their attention to the Grammar box In the book. * Content: Review the old lesson . * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions… Content

+ Greeting + T_ Ss - Students (Ss) listen and learn how to do.

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- Open their book and write .

Teacher’s & Student’s activities + Greeting + Revision - Teacher (T) asks Ss some questions about the previous lessons, - T may introduce some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the subject and new class… - Ask Ss to open their book and introduce what they are going to study….

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2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: Aims: To give practice with a and an. * Content: Introduce the use Article a, an, the . Adapt it to do activity 1. * Outcome: Ss learn how to use Article a, an, the. Remember. Do exercises. * Organisation : Teacher’s instructions… * Remember! Articles There are two kinds of articles in English: the indefinite article (a/ an) and the definite article (the) We use a/ an - with singular countable nouns when we are talking about them in general. Example: An ant is a tiny animal. - after the verbs to be and to have. Example: I’m a student/ I have an eraser. Example: The bike in front of her house is nice. - with nouns which are unique. Example: The air is dirty.

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Teacher’s & Student’s activities - Have Ss do the exercise individually and then compare their answers. - Invite some Ss to read their answers aloud. - Check their answers in front of the class. - Now draw Ss' attention to the Grammar box. - Have Ss read the again if necessary information.

Content

- Ss do the exercise individually + Students (Ss) listen to the instructions carefully and learn how to do the tasks. Key: 1. an 2. a 3. a 4. an 5. a 6. an 7. an 8. a

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- Explain the information necessary. - Go around and offer help, If necessary. - Check their answers. T explains if necessary.

3. PRACTICE (18’)

Content 2. Write a/ an or the - T_ Ss - Listen carefully and learn how to do. - Give the answers * Key: 1. a 2. The; the 3. A; an 4. an 5. the; the

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Teacher’s Student’s activities 2. Write a/ an or the - Have Ss read the sentences and fill each blank with a suitable article. - Check and confirm the correct answers. - Checks Ss' answers as a class.

ACTIVITY 2: Aim: To give further practice with a / an and the. * Content: Further practice with a / an and the. Complete the sentences using a/ an or the. * Outcome: Ss can Complete the sentences using a/ an or the correctly. * Organisation : Teacher’s instructions…

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ACTIVITY 3: First Conditional Aim: To give practice with the first conditional. * Content: To teach the form and use of the first conditional. * Outcome: Ss learn how to form and use the first conditional. * Organisation : Teacher’s instructions… First conditional sentences describe things which are possible and likely to happen in the present or the future: If + subject + V (present simple) , Subject + will/ won’t + V(bare form) . Example : If you use less paper, you will save a lot of trees . 3. Write the correct form of each verb in bracket.

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3. Write the correct form of each verb in bracket. - Have Ss do this exercise quickly then give the answers to T. Write their answers on the board and confirm the correct answers. - Go around and offer help, if necessary. - Check the answers as a class. - Comment on their performance.

Key : 1. is; will go 2. recycle; will help 3. will save; don't waste 4. will have; use 5. isn't / is not; will be.

4. FURTHER PRACTICE ( 8’)

ACTIVITY 5: Aim: To give fun practice with the first conditional. * Content: Do the GAME; Fun matching. * Outcome: Ss understand more the form and use the first conditional. * Organisation : Teacher’s instructions…

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5. GAME. Fun matching. 5. - Divide the class into groups (A and B) and give each student a strip of paper. - Tell Ss from group A to write an if-clause. Ss from group B write a main clause. After 5 minutes have Ss try to make a sentence by matching the clause on their paper with a clause from the other group. - T goes round and corrects mistakes or gives help when necessary. - Call on some Ss to share their ideas in front ofthe class. T and other Ss give comments. tasks. 5. WRAP-UP & HOME WORK (2’) * Summarize the main points of the lesson. - Ask Ss to make sentences, using the first conditional. * HOME WORK - Remember the use of possessive adj and possessive pronouns. - Do more exercises in workbook. - Prepare new lesson.

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Content 4. Combine each pair of sentences below to make a first conditional sentence. - T_Ss - Do the tasks and share the answers. Key: 1. If the air isn't fresh, people will cough. 2. If the water is dirty, a lot of fish will die. 3. Ifwe cut down trees In the forest, there will be more floods. 4. If there is too much noise, people will not / won't sleep. 5. If there is no water, plants will die

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Teacher’s Student’s activities 4. Combine each pair of sentences below to make a first conditional sentence. - If necessary, T can combine the first pair of sentences as an example. - Have Ss do this exercise in pairs. Ask some Ss to write their sentences on the board. - Ask for feedback from other Ss. - Confirm the correct answers. - Invite one or two Ss to say out their answers in front of the class. - Check the answers as a class.

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ACTIVITY 4: Aim: To give further practice with the first conditional. * Content: Further practice. Complete the sentences using the first conditional. * Outcome: Ss can Complete the sentences using the first conditional correctly. * Organisation : Teacher’s instructions…

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Date of planning:………….. Date of teaching: ………..…

Peroid 90: UNIT 11: OUR GREENER WORLD

Lesson 4 : COMMUNICATION

WEEK:

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THIS UNIT INCLUDES: Vocabulary Skills: - Things that can be reduced, reused and - Reading about ways to go green. recycled - Talking about tips for going green. - Listening about ideas for a green club. Pronunciation: - Writing a paragraph about ideas for a green club - Rhythm in sentences Grammar Everyday English - Articles Giving warnings - First conditional I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To use everyday English phrases and expressions to develop their language skills. Learning the ways to go green. Giving warnings: Don’t do that; If you give them too much food, they will die. + Vocabulary: use the words for things that can be reduced, reused and recycled; - say sentences with correct rhythm; - give warnings; + Grammar: - use the articles correctly; - use the first conditional to talk about possibilities; 2. Competence: Students will be able to learn the ways to go green. Giving warnings: 3. Quality/ behavior : The awareness of protecting the environment “go green” (to do more to protect nature and the environment). Having serious attitude to go green ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

Everyday English

Giving warnings

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* Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities + Greeting + Revision - Teacher (T) asks Ss some questions about them and class. - T revises or asks Ss about last lessons. - Ask Ss to open their book and introduce what

Content + Greeting + T_ Ss - Students (Ss) listen and learn how to do. - Do the tasks. - Open their book and write .

they are going to study….

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Content 1. Listen and read the dialogue between Mi and Mike. Pay attention to the highlighted sentences

- T_ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks.

Audio script: Mi: You are giving the goldfish too much food. Don't do that. Mike: Why? Mi: If you give them too much food, they will die. Mike: I see. Thank you.

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Teacher’s & Student’s activities 1. Listen and read the dialogue between Mi and Mike. Pay attention to the highlighted sentences. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) if have . + Follow the steps to teach vocabulary - Repeat in chorus and individually + Take note - do a survey (v) thực hiện khảo sát. - write both side (v) viết cả hai mặt - be in need (v) cần - cycle (v) đạp xe …. * Listen and read conversation. Mi: You are giving the goldfish too much food. Don't do that. Mike: Why? Mi: If you give them too much food, they will die. Mike: I see. Thank you. - Play the recording for Ss to listen and read the dialogue between Mi and Mike at the same time. Ask Ss to pay attention to the highlighted sentences. - Elicit the structures to give warnings (Imperative sentences /first conditional). Have Ss practise the dialogue In pairs. - Call on some pairs to practise the dialogue In front of the class.

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ACTIVITY 1+ 2: Giving warnings Aims: - To introduce two ways to give warnings in English; - To help Ss practise giving warnings. * Content: Read the conversation and Pay attention to the highlighted sentences. Giving warnings: - Don’t do that; - If you give them too much food, they will die. * Outcome: Ss learn how to give warnings. Practice to give some warnings. * Organisation : Teacher’s instructions…

2. PRESENTATION/ NEW LESSON (12’)

2. Work in pairs. Giving warnings. - Ask Ss to work in pairs to make a similar dialogue, using the language for giving warnings.

E.g. Mai: You are wartering flowers, phong Phong: Yes, I am.

Mai: Don’t water flowers at noon. Phong: Why? Mai: If you water plants at noon, they will die. Phong:Thank you. I don’t know about that.

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- Move around to observe and provide help. Call on some pairs to practise In front ofthe class. E.g.

3. PRACTICE (18’)

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Content 3. The 3Rs Club in your school is doing a survey. Answer the following questions by choosing A, B or C. - Work in pairs to do this activity - Listen carefully and learn how to do. - Ss work in pairs . - Follow the teacher’s instructions - Give the answers *

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Teacher’s Student’s activities 3. The 3Rs Club in your school is doing a survey. Answer the following questions by choosing A, B or C. - Review the first conditional sentence before Ss do 3. Revise or teach some vocabulary: do a survey: ask people questions in order to find out about their opinions or behaviour wrap: cover or surround something with paper, cloth or other material be in need: not have enough food, money, clothes, etc. breeze: a light and pleasant wind - Have Ss read the questions quickly and make sure that they know what to do. Ss answer the questions individually, then turn to page 57 to check their answers and count the points. - Ask some Ss to speak out their points. - Ask other Ss to comment. Ask Ss if they can add more things to each room.

ACTIVITY 3: Survey on ways to go green. Aim: To give Ss a chance to know if they are going green. * Content: Do a survey. Ask questions by choosing A, B or C. * Outcome: Ss can ask Questions by choosing the best answer.Check the answer . Count the points and see how green you are. * Organisation : Teacher’s instructions…

4. FURTHER PRACTICE (8’)

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ACTIVITY 4: Aim: To give Ss an opportunity to ask and answer about going green. * Content: Ask and answer about going green.Interview a classmate. * Outcome: Ss can answer questions. Compare the answer. * Organisation : Teacher’s instructions… 4. Interview a classmate, using the questions in 3. Compare your answers. How many different answers do you have?

4. Interview a classmate, using the questions in 3. Compare your answers. How many different answers do you have?

- Listen to the instructions clearly - Ss work in pairs - Copy them Example : A. What’s your answer to Question 1? B. It’s A. What’s your answer? ……….

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- Have Ss work in pairs. One student is the interviewer, and the other is the interviewee. Ask them to do the interview in about 5 - 7 minutes and to note down their friend's answers. The interviewer then shares their answers with their friend and find out how many different answers they have. - Call on some Ss to report the results of their interview to the class.

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5. WRAP-UP & HOME WORK ( 2’) * Have Ss tell you what they have learnt (the way of expressing surprise). * HOME WORK - Practice speaking the names of rooms and the names of the furniture in the house. - Do more exercises in workbook. - Prepare new lesson. =============================

Date of planning:………….. Date of teaching: ………..…

Peroid 91: UNIT 11: OUR GREENER WORLD

WEEK:

Lesson 5 : SKILLS_1/ Reading and Speaking

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THIS UNIT INCLUDES: Vocabulary Skills: - Things that can be reduced, reused and - Reading about ways to go green. recycled - Talking about tips for going green. - Listening about ideas for a green club. Pronunciation: - Writing a paragraph about ideas for a green club - Rhythm in sentences Grammar Everyday English - Articles Giving warnings - First conditional I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach reading to develop the skill of guessing the meaning of words/ phrases in context . To practice discussing their opinions about green tips and sharing the ways to reuse things. + Vocabulary: use the words for things that can be reduced, reused and recycled; - say sentences with correct rhythm; - give warnings; + Grammar: - use the articles correctly; - use the first conditional to talk about possibilities; 2. Competence: By the end of the lesson students will be able to learn how to guess the meaning of words/ phrases in context . To practice discussing their opinions about green tips and sharing the ways to reuse things. 3. Quality/ behavior : The awareness of protecting the environment “go green” (to do more to protect nature and the environment). Having serious attitude to go green ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION( 3’- 5’)

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Aim: Pre - reading To help Ss understand their knowledge of the topic - Tell Ss that they are going to read an interview about ways to go green at school. * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions… Teacher’s activities

Student’s activities

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+ Greeting + Greeting + Revision + Revision - Teacher (T) asks Ss some questions about them - T_Ss and class. - Students (Ss) listen and answer the teacher’s - T revises or asks Ss about last lessons. or friend’s questions - Ask Ss to open their book and introduce what - Open their book and write the tittle of the they are going to study…. lesson . - T leads in the lesson. * Teach some new words in contexts if necessary. - T follows steps to teach new words. 2. PRESENTATION/ NEW LESSON (12’) ACTIVITY 1: While- reading Aim: To develop the skill of locating specific words in the text. * Content: Read the interview. Find the words/ phrases and underline them. * Outcome: Ss can find the words/ phrases and underline them in the interview to developmskills. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities Content 1. A reporter is interviewing Nam, a member of 1. A reporter is interviewing Nam, a member the 3Rs Club. Read the interview. Find the of the 3Rs Club. Read the interview. Find the words or phrases and underline them. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Follow the steps to teach vocabulary * Vocabulary - exchange (v) trao đổi - recycling bin (n) thùng đựng rác tái chế - charity(n) từ thiện - tip (n) mẹo, cách - instead of thay vì - share (v) chia sẻ … - Repeat in chorus and individually + Students (Ss) listen to the instructions + Check vocabulary carefully and learn how to do the tasks. + Take note * Ask Ss to read the interview quickly and locate - Give the answers the words / phrases from the box in the text. - Have Ss highlight the words / phrases they have found. Invite some Ss to share where they have - Complete the tasks found the words / phrases. If T uses slides, show the text with the highlighted words / phrases to prepare for the next activity. - Check the answers as a class. - Gve the comment 3. While- reading (18’)

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ACTIVITY 2 : Aim: To develop the skill of guessing the meaning of words / phrases in context. * Content: Do the matching . Guessing the meaning of words / phrases in context. * Outcome: Ss can match the words/ phrases with their meanings correctly. * Organisation : Teacher’s instructions… Teacher’s & Student’s activities Content 2. Match the words/ phrases with their 2. Match the words/ phrases with their meaning. meaning. - Tell Ss how to do the activity. Remind them to - T_Ss - Listen to the teacher’s instructions carefully look again at the words / phrases that have been and learn how to do. highlighted in 1 and read the surrounding - Check the meaning of the words sentences carefully to get the meaning of each - Ss work individually first. word / phrase, and then match the word / phrase - Compare the answers with partners with the given meaning. - Give the answers - Have Ss do this exercise individually and then compare their answers with a classmate. Ask for Ss' answers. Confirm the correct answers. Ask Ss Key: 1. e 2. d 3. a 4. b 5. c to give some examples with the words / phrases.

ACTIVITY 3 : Aim: To develop the skill of reading for general and specific information. * Content: Further practice reading for general and specific information. * Outcome: Ss understand deeply about the content of the text by answering the questions. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 3. Read the text again. Answer the questions. - Have Ss read the interview again to answer the questions. - Ss can underline parts of the text that helped them with the answers. - Set a strict time limit to ensure Ss read quickly for information. - Have Ss compare their answers before giving the answers to T. - Ask them to cite evidence when giving the answers. - Confirm the correct answers to the class.

Content 3. Read the text again. Answer the questions. - T_Ss. SS do it - Listen to the teacher’s instructions carefully and follow them. - Give the answer . * Key: 1. Ways to become greener at school 2. Recyclng bins 3. Exchange old uniforms with friends or give them to charity 4. Borrow books from the library 5. Reusable water bottles

4. FURTHER PRACTICE/ APPLICATION (8’)

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ACTIVITY 4: (Follow up activity) Speaking Aim: To give Ss a chance to discuss their opinions about green tips. * Content: Discussing to put the tips inorder from the easiest to the most difficult. * Outcome: Ss can put the tips correctly and can add more tips to the list. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities Content 4. Nam mentions the following tips in the 4. Nam mentions the following tips in the interview. Work in groups and discuss to put interview. Work in groups and discuss to put the tips in order from the easiest to the most the tips in order from the easiest to the most difficult. difficult. - Have Ss work in groups to discuss and order the - T_Ss - Listen to the teacher’s instructions carefully tips from the easiest to the most difficult. They also think of ways to explain the reasons for their and follow them. order. - Work in pairs - Ask a member from several of the groups to - Practice speaking in front of the class. write their order on the board. Hold a class - Correct mistakes if have . discussion about the orders. Accept different answers as long as the groups can justify it. - Elicit some other tips from Ss and quickly write them on the board. Ss comment on the tips. - T and other Ss listen and make comments. - T helps if necessary ACTIVITY 5: Aim: To give Ss a chance to share ways to reuse things. * Content: To produce the language / the tip – f– to find creative way to reuse old items. * Outcome: Ss can find creat way to reuse old items. (f. Finding creative ways to reuse old items before throwing them away.) * Organisation : Teacher’s instructions… 5. Tip -f- tells you to find creative ways to reuse old items. Can you think of any ways reuse. - Ss work in groups - Listen to the teacher’s instructions carefully and follow them. - Practice speaking in front of the class. - Correct mistakes if have .

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5. Tip -f- tells you to find creative ways to reuse old items. Can you think of any ways reuse. - Have Ss work in groups and find creative ways to reuse the items indicated in the book. -This activity can be organized as a competitive game. - Give the groups 8 minutes to list out the ways to reuse the items creatively. When the time is up, each group will present their answers. The group having the most creative ways wins.

5. WRAP-UP & HOME WORK (2’)

* Have Ss tell you what they have learnt (ways to go green, tips for going green). * HOME WORK.

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- Practice telling about your future houses. - Do more exercises in workbook. - Prepare new lesson. Skills 2

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Date of planning:………….. Date of teaching: ………..…

Lesson 6 : SKILLS_2/ Listening and Writing

WEEK:

Peroid 92 : UNIT 11: OUR GREENER WORLD

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THIS UNIT INCLUDES: Vocabulary Skills: - Things that can be reduced, reused and - Reading about ways to go green. recycled - Talking about tips for going green. - Listening about ideas for a green club. Pronunciation: - Writing a paragraph about ideas for a green club - Rhythm in sentences Grammar Everyday English - Articles Giving warnings - First conditional I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach listening and writing. To develop their listening skills for specific information about a green club. Writing a paragraph about ideas for a green club. + Vocabulary: use the words for things that can be reduced, reused and recycled; - say sentences with correct rhythm; - give warnings; + Grammar: - use the articles correctly; - use the first conditional to talk about possibilities; 2. Compentence:Students will be able to listen for specific information about a green club. Writing a paragraph about ideas for a green club. 3. Quality/ behavior : The awareness of protecting the environment “go green” (to do more to protect nature and the environment). Having serious attitude to go green ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

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Aims: - To develop student’s listening skills for specific information. It also provides input for the writing skills. - Tell Ss that the 3Rs Club is looking for a new president. Quickly elicit the necessary qualities of the club president from Ss and write them on the board. Have Ss read the advertisement for this position. Ask them what they will do if they become the club president * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions… Teacher’s & Student’s activities

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Content 1. Listen to two students talking about what they will do if they become the president of the club. Fill each blank with a wordmor a number. - T_ Ss * Vocabulary - president (n) chủ tịch - creative (adj) sáng tạo - raise (v) nâng lên - fair (n) hội chợ - encourage (v) cổ vũ ….

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Teacher’s & Student’s activities 1. Listen to two students talking about what they will do if they become the president of the club. Fill each blank with a wordmor a number. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Follow the steps to teach vocabulary - Repeat in chorus and individually

ACTIVITY 1: Pre-listening Aim: To develop listening for specific information. * Content: Listen and fill the blank with a word oe a number. * Outcome: Ss listen and can fill each blank correctly. * Organisation : Teacher’s instructions…

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+ Greeting + Greeting + Revision + T_ Ss - Students (Ss) listen and answer the teacher’s or - Teacher (T) asks Ss some questions about them and class. friend’s questions - Ask Ss to open their book and introduce - Listen and know what they are going to learn what they are going to study…. - Open their book and write the tittle of the - T leads in the lesson. lesson 2. PRESENTATION/ NEW LESSON (12’)

- Do the tasks.

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+ Take note * Have Ss read the instructions of the first activity. - Have Ss guess the word / number to fill each blank and write their guesses on the board. - Play the recording and ask Ss to listen to fill the blanks and check their guesses. - Ss work in pairs to compare their answers before T plays the recording the second time for pairs to check their answers. - Ask for Ss' answers. Confirm the correct answers and write them on the board next to their guesses.

* Key : 1.6A 4. 6E

2. recycling 5. bus

3. book 6. uniform

3.While-listening (18’)

ACTIVITY 2 : While-listening Aim: To develop the skill of listening for specific information. * Content: Listen again and tick T/ F . * Outcome: Ss understand more about the content of the conversation. Tick T/ F correctly.

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* T may give some clues - Call on some Ss to speak freely. - Correct pronunciations, grammar, vocab, intonation.

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*(Post-listening)

Content 2. Listen again and tick (✓) T (True) or F (False). - Ss do the tasks - Listen to the teacher’s instructions carefully and learn how to do it. - Give the answers Key: Key: 1. F 2. T 3. F 4. T Audio script: Mi: I'm Mi from class 6A. If I become the president of the Club, I'll first talk to my friends about putting a recycling bin in every classroom. We can reuse the things we have in these bins. Secondly, I'll organise some book fairs. Students can exchange their used books at these fairs. Nam: I'm Nam from class 6E. If I become the president of the Club, I'll encourage students to go to school by bus. It'll be fun and help the environment. Next, I'll organise some uniform fairs. This is where students can exchange used uniforms with other students.

* Organisation : Teacher’s instructions… Teacher’s & Student’s activities 2. Listen again and tick (✓) T (True) or F (False). - T_ Ss - Have Ss read the statements in 2 and tick T or F at the end of each statement without listening to the recording. If they have any difficulty doing this, play the recording again. - Have Ss compare their answers in pairs before submitting answers. Write the correct answers on the board - Check and confirm the correct answers.

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ACTIVITY 3 : Writing Aim: To help Ss generate ideas for their writing. * Content: Interview a classmate . Ask him/ her two things if he/ she becomes the president of the 3Rs club. * Outcome: Ss can get more ideas for the writing. * Organisation : …. * In this writing part, Ss are asked to write about a classmate's ideas if he / she becomes the president of the club. - Ask Ss to read the Study skill - Writing! box. T may explain the use of connectors to show sequence by referring to the listening part. Also tell them that when they write they should give explanations and examples to support their ideas. Have them look at the example in the Study skill - Writing! box. ∑ Study Skill-Writing + Giving explanations and/ or examples is an important writing skill. + You should give explanations and/ or examples to support your ideas. Example: Firstly, I ……… Secondly, I’ll organise some book fairs. at these events students can exchange their used books. 3. Interview a classmate. ask him/ her what two things he/ she will do if he/ she becomes the president of 3Rs Club. Take notes below. ∑ Study Skill-Writing

3. Interview a classmate. ask him/ her what two things he/ she will do if he/ she becomes the president of 3Rs Club. Take notes below. - T_ Ss - Listen carefully to the instructions

- Work individually

* Ss learn how to do the tasks

- Ss’ answers Idea 1 : _____________________ . Idea 2 : _____________________ If I become the president of our club , I will put the recycling bin in every classroom. I will encourage students to use bus or organise uniform fairs……

4. APPLLICATION (8’- 10’)

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………….. - Have Ss work in pairs and interview each other to find out the two things they will do if they become the club president. - Ask Ss to take notes of each other's ideas. - Ask Ss to expand their ideas by explaining the idea and/ or giving examples. - If time allows, have some Ss present their friend's ideas or write the ideas on the board.

Content 4. Write a paragraph about your classmate’s ideas in 3. Write about 50 words. - T_ Ss - Listen carefully and learn how to write. - Ss write individually - Write themselves

Teacher’s & Student’s activities 4. Write a paragraph about your classmate’s ideas in 3. Write about 50 words. - Have Ss write individually based on the ideas they have had in 3. If time allows, ask one student to write it on the board. Other Ss and T comment on the paragraph on the board. Then T collects some writings to correct at home. - Alternatively, ask Ss to work In groups and choose the two best Ideas to write about. Give each group a large piece of paper to write on.

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ACTIVITY 4: While- writing Aim: To help Ss practise writing a paragraph about their classmates' ideas for the 3Rs club. * Content: Write a paragraph about their classmates' ideas for the 3Rs club. * Outcome: Ss can write a paragraph about their classmates' ideas for the 3Rs club completely. * Organisation : Teacher’s instructions…

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* Student’s answer. My classmate is …….. . If he/ she become the president of the 3Rs Club, He/ she will do two things. Firstly, he/ she …………………………. * If I become the president of our club , I will put the recycling bin in every classroom. I will * Post writing encourage students to use bus or organise - If time allows, have some Ss present their uniform fairs…… friend's ideas or write the ideas on the board. - Ask one or two groups to stick their product * There are some ways to do it: - Using the recycled book. on the board. - Other Ss and T give comments. Ss copy their - Throwing rubbish into the right bin. group's writing into their notebooks and revise - Using reusable bags for shopping. - Turning off the tap while brushing the teeth. as homework. - Turning off the fan before leaving the - T and other Ss listen and make comments. classroom….. 5. WRAP-UP & HOME WORK (2’) - Have Ss summarise what they have learnt with the two skills. * HOME WORK. - Finish writing a diary entry. Copy in the note books. - Do more exercises in workbook. - Prepare new lesson.

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Date of planning:………….. Date of teaching: ………..…

Peroid 93 : UNIT 11: OUR GREENER WORLD

Lesson 7 : LOOKING BACK

WEEK:

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THIS UNIT INCLUDES: Vocabulary Skills: - Things that can be reduced, reused and - Reading about ways to go green. recycled - Talking about tips for going green. - Listening about ideas for a green club. Pronunciation: - Writing a paragraph about ideas for a green club - Rhythm in sentences Grammar Everyday English - Articles Giving warnings - First conditional I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their performance and provide further practice. Do some practice exercises. - Project helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic if possible. + Vocabulary: use the words for things that can be reduced, reused and recycled; - say sentences with correct rhythm; - give warnings; + Grammar: - use the articles correctly; - use the first conditional to talk about possibilities; 2. Competence:Students will be able to consolidate and apply what they have learnt in the unit 11 . Do some practice exercises. 3. Quality/ behavior : The awareness of protecting the environment “go green” (to do more to protect nature and the environment). Having serious attitude to go green ; Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION ( 3’)

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Aims: - This is the review and drill section of the unit. Encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. - That will help you and your Ss see how far they have progressed, and which areas need further practice. - Encourage Ss to review and drill section of the unit. * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson.

Content

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+ Greeting - T_Ss - Students (Ss) listen and learn how to do. -

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Teacher’s & Student’s activities + Greeting + Do the revision - Ask a few Ss to go to the board and tell the class about their dream houses. - Encourage Ss not to refer to the unit pages. Ask them to keep a record of their answers to each task so that they can use their information to complete the self-assessment table at the end of the unit. - Have them open their books to page 46 (LOOKING BACK). - Ask Ss to open their book and introduce what they are going to study….

* Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions…

2. PRESENTATION/ NEW LESSON(25’)

PRACTICE EXERCISES Vocabulary

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ACTIVITY 1: Aim: To revise the words Ss have learnt in the unit. * Content: Revison on the vocabulary. Complete the word webs. * Outcome: Revision the vocabulary. Add more words to complete the wordwebs. * Organisation : Teacher’s instructions… Content 1. Add more words to the word webs below. - T_Ss - Ss do this activity individually + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Answer the teacher’s questions and enquirements. *

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Teacher’s & Student’s activities 1. Add more words to the word webs below. - Have Ss do this activity individually then compare their answers with a partner. - Ask three Ss to go to the board, each writing a word web on the board. - Elicit other words from Ss to add to the webs. - Confirm the correct answers as a class. Have the whole class read the words / phrases correctly.

ACTIVITY 2: Grammar Aim: To help Ss practise using the articles a / an and the.

2. Write a/ an or the - Ss work individually - Do the tasks Key: 1. a 2. an 3. The

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2. Write a/ an or the - Have Ss do this exercise individually and then give the answers to the T. - Confirm the correct answers. - If necessary, ask Ss to tell about the use of the articles before doing the exercise. - T and other Ss listen and make comments. - Check the answers as a class.

* Content: Further practice using the articles a / an and the. * Outcome: Ss can do the exercises correctly. The use of articles : a/ an/ the * Organisation : Teacher’s instructions…

4. The

5. a; an

Content 3. Write the correct form of each verb in brackets. - T _ Ss - Listen to the instructions clearly - Do exercise individually and then compare their answers. - Copy * Key : 1. build; will be 2. will save; reuse 3. grow; will be 4. don't have; will be 5. are; will be

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Teacher’s & Student’s activities 3. Write the correct form of each verb in brackets. - Have Ss revise the form and use of the first conditional. - Ask them to do this exercise individually then compare their answers with a partner. - Call on some Ss to write their answers on the board. - Confirm the correct answers. - Check and confirm the correct answers.

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ACTIVITY 3 : Aim: To provide practice on the first conditional. * Content: Revision on Conditional sentences Type 1. Real condition . * Outcome: Further practice using Conditional sentences Type 1. Complete the sentences. * Organisation : Teacher’s instructions…

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ACTIVITY 4: FURTHER PRACTICE Aim: To provide further practice on the first conditional. * Content: Revision on Conditional sentences Type 1. Real condition . * Outcome: Further practice using Conditional sentences Type 1. Combine each pair of sentences to make a first conditional sentences. * Organisation : Teacher’s instructions… 4. Combine each pair of sentences below to 4. Combine each pair of sentences below to make a first conditional sentence. make a first conditional sentence. - T _ Ss *Key : 1. If we walk or cycle, we will be healthy. - Have Ss do this exercise individually then 2. If we use the car all the time, we will make the compare their answers with a partner. air dirty. - Invite some Ss to write their answers on the 3. If you reuse paper, you will save trees. board. 4. If you make noise, your sister will not / won't - Give feedback and confirm the correct sleep. sentences. 5. If I see a used bottle on the road, I will put it in - Check and confirm the correct answers.

the bin.

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- T _ Ss ** Ss should prepare the project as assign groups in the previous lessons beforehand. - Listen to the teacher’s instructions careful

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Teacher’s & Student’s activities * PROJECT: - Ask Ss to look at the pictures and discuss the two questions in pairs. - Elicit the answers from Ss. Now ask Ss to work in pairs or groups to do the project. Ss follow the instructions in the book. - Remember to have a 'Show and tell' session and vote for the best product(s). - If time is limited, T can assign the project in earlier lessons such as in GETTING STARTED lesson. - Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK), ask Ss to present their products to the class. - The class gives comments. - Don't focus on or correct Ss language mistakes. This is an opportunity for them to experiment with the language - Do the same as units - T comments.

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3. APPLICATION (12’-15’) Aim: To helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic if possible. * Content: Prepare the projects and Present them in front of the class. * Outcome: Discuss the two questions . Creative ideas about reusing old things. * Organisation : Teacher’s instructions…

- Do the tasks . Prepare the at home beforehand. - Ss should finish the project in class, assign groups in the previous lessons.

4. WRAP-UP & HOME WORK(2’)

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Date of planning:………….. Date of teaching: ………..…

WEEK:

Peroid 94: UNIT 12: ROBOTS

Lesson 1: GETTING STARTED

At an International Robot Show

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THIS UNIT INCLUDES: Vocabulary - Daily activities Pronunciation: - Tones in statement. Grammar - Superlative adjectives: short adjectives (smallest, tallest, ect )

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I. OBJECTIVES: * By the end of this unit, students will be able to: - use the words for daily activities; - say statements with correct tones; - compare people and things using superlative adjectives; - express agreement and disagreement about something; - read for specific information about an international robot show; - talk about what robots can do; - listen for specific information about what robots can do; - write a paragraph about a robot one would like to have 1. Knowledge: - To introduce topic of the lesson Robots. To teach listening and reading about types of robots; what robots can do at home , in factories, in hospitals. Practice reading the conversation between Nick, Phong, and Dr Adams about Robots. Talking about what the robots in the show can do. + Vocabulary: - Use the words for daily activities; - Say statements with correct tones; - Expressing agreement and disagreement about something; - Newwords: robot, human, feelings, guard, age, height, weight, useful; do the dishes; iron clothes; do the washing; make meals; repair; broken machines… + Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect ) - Compare people and things using superlative adjectives; 2. Competence: By the end of the lesson students will be able to learn what robots can do at home , in factories, in hospitals. 3. Quality/ behavior : The awareness of doing daily activities. Having good attitude to doing the housework. Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual ……

III. PROCEDURE: I. WARM UP & INTRODUCTION (5’)

Content

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+ Greeting + Revision - T_ Ss - (Ss) listen and learn how to do it .

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Teacher’s & Student’s activities + Greeting + Revision - Teacher (T) asks Ss some questions about the previous lessons. Review the previous unit before Ss open their books. T may organize a short vocabulary game, e.g. Alphabet Race or Slap the Board, etc. to revise the words Ss have learnt in Unit 11. - Lead to the new unit. Write the unit title Robots on the board. Ask Ss to guess what they are going to learn about in this unit. After Ss respond, ask them to open their books to page 58. Draw their attention to the This Unit includes... box and introduce what they are going to learn in Unit 12. * T may introduce some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. - Have Ss open their books and start the lesson.

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Aims: - To create an active atmosphere in the class before the lesson; - To lead into the new unit. * Content: Review the previous lesson . Tmay organize a short vocabulary game, e.g. Alphabet Race or Slap the Board, etc. to revise the words Ss have learnt in Unit 11. * Outcome: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions…

- Open their book and write .

2. PRESENTATION (12’)

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ACTIVITY 1: Aims: - To set the context for the introductory text; - To introduce the topic of the unit. * Content: Listen and read conversation to get used to the vocabulary; new grammar points. * Outcome: Reading. Ss learn some new words; become familiar with the new language items. * Organisation :Teacher’s instructions…

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1. Listen and read. 1. Listen and read. * Vocabulary *) Pre- teach vocabulary: - Teacher uses different techniques to teach - International Robot Show - Robot (n) người máy vocabulary (situation, realia, translation .....) - do the dishes (v) rửa bát đĩa + Teacher may introduce the vocabulary by: - iron (v) là (quần áo) - providing explanations of the words; - put away(v) cất, dọn - showing picture illustrating the word.

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+ Take note

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- repair (v) sửa chữa - broken machines (v) máy hỏng - human (n) con người …

- Answer the teacher’s questions. - Find out the words related to the topic. - Learn how to read and use them. - Copy - New Word: robot, human, feelings, useful; do the dishes; iron clothes; do the washing; make meals; repair; broken machines… - Pair work - Act out the conversation.

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+ Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary + Ask Ss to take note * Set the context for the introductory text by asking Ss questions such as Where are Nick, Phong and Dr Adams?, What are they talking about? - T can ask Ss to guess Dr Adams' job. T can also ask Ss to share any recent experiences of visiting a show: Have you ever been to a show?, Where and when?, What did you see there? - Encourage Ss to give T their answers, but do not confirm whether their answers are right or wrong. - Ask them to talk a bit about types of robots they know. - Play the recording twice for Ss to listen and read along. - Have Ss underline the words that are related to the topic of the unit while they are listening and reading. - Invite some pairs of Ss to read the dialogue aloud. - Ask Ss what exactly Nick, Phong, and Dr Adams are talking about. Now confirm the correct answer (They are talking about what the robots in the show can do). - Have Ss say the words in the text that they think are related to the topic Robots. - Quickly write the words on one part of the board. - Comment on Ss'answers. - Get some pairs to read the conversation in front of the class. - Check their pronunciation, if necessary.

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3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss understand the text. * Content: Read and tick T/ F. * Outcome: Ss understand more the content of the text. * Organisation : Teacher’s instructions…

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2. Read the conversation again and tick (✓) T (True) or F (False). - Have Ss look at the statements in this activity.Tell them how to do it. - Give them some strategies to do the exercise (e.g. reading the statements, underlining the key words, reading the text paying attention to the key words,

2. Read the conversation again and tick (✓) T (True) or F (False). - T_ Ss - Follow the teacher’s instructions

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3. Complete the following sentences , using the adjectives in the box. - T_ Ss - Ss work independently - Learn how to do it - Share the answers - Copy them

3. Complete the following sentences , using the adjectives in the box. - Ask Ss to work independently to fill each blank with the adjective in the box from the conversation. T may instruct them how to do the exercise: (1) read the sentence with the blank and try to work out the meaning from the whole sentence; (2) find the adjective in the box that bests the blank meaningfully. Model with the first sentence. - Allow Ss to share answers before discussing as a class. - Write the correct answers on the board. - T gives correct answer.

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deciding if each sentence is true or false). - Give the answers and check. - Set a time limit for Ss to do the activity * Key: independently. When the time is up, have Ss share 1. T 2. F 3. T 4. F 5. T their answers in pairs. - Invite some pairs to give their answers and confirm the correct ones. - For stronger classes, ask Ss to correct the false sentences. - Check the answers as a class. ACTIVITY 3: Aim: To help further Ss understand the text. * Content: Read and complete the sentences. * Outcome: Ss can complete the sentences, using adjectives in the box. * Organisation : Teacher’s instructions…

2. fast 5. heavy

3. strong

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* Key : 1. useful 4. smart

ACTIVITY 4: Aim: To develop Ss' knowledge of vocabulary about daily activities. * Content: To introduce revise some vocabulary about daily activities. Do the matching. * Outcome: Ss have some knowledge of vocabulary about daily activities. * Organisation : Teacher’s instructions… 4. Match the following activities with the

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4. Match the following activities with the pictures - Have Ss quickly match each activity with the picture individually. - Then ask Ss to check their answers with their partners. - Ask some Ss to read out their answers or write them on the board. Check the answers as a class. - With weaker classes, ask for the translation of the activities. With stronger classes, T may ask some additional questions, e.g. Can you iron clothes / make meals...? Who often makes meals in your family? etc.

- Ss do themselves.

- Confirm the correct answers. - Check the answers as a class.

* Key: 1. b

2. c

3. e

4. d 5. f

6. a

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4. PRODUCTION/ FURTHER PRACTICE (8’) ACTIVITY 5: Aim: To help Ss practise saying phrases of daily activities introduced in 4. * Content: Play GAME. Miming to practice some phrases of daily activities. * Outcome: Ss work in groups . Mime activities . others try to guess to revise some phrases of daily activities. * Organisation : Teacher’s instructions…

5. GAME . Miming

Work in groups. A student mimes one of activities in 4 and the others try to guess. The swap. - Demonstrate the game to the class first. Ask a stronger student to help you. - Ask Ss to play in groups. In a weaker class, T may work together with Ss first: miming one or two activities in 4 and eliciting the answers. When they know exactly what to do, ask them to work in groups. - Move around to observe and offer help. - Invite Ss to share their findings to the class.

Work in groups. A student mimes one of activities in 4 and the others try to guess. The swap. - T – Ss

5. GAME . Miming

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- Work in groups

- Do the tasks

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5 . WRAP-UP & HOME WORK (2’)

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* Ask one or two Ss to tell the class what they have learnt. Ask Ss to say some words they remember from the lesson. - If there is a visualizer in the classroom, show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the superlative adjectives and tells Ss that they will learn these language points in the following lessons. HOME WORK - Read again the conversation on page 48 - Do more exercises in workbook. - Prepare new lessons =====================

WEEK:

Peroid 95: UNIT 12: ROBOTS

Lesson 2: A CLOSER LOOK _1

Date of planning:………….. Date of teaching: ………..…

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THIS UNIT INCLUDES: Vocabulary - Daily activities Pronunciation: - Tones in statement. Grammar - Superlative adjectives: short adjectives (smallest, tallest, ect )

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Skills: - Reading about an Internationa Robot Show. - Talking about what robots can do. - Listening about what robots can do. - Writing a paragraph about a robot you would like to have. Everyday English Expressing agreement and disagreement. I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To introduce topic of the lesson Robots . To teach some new words related to Robots can do or cannot do. To practse saying falling tone in statements. + Vocabulary: - Use the words for daily activities; - Say statements with correct tones; - Expressing agreement and disagreement about something; - New words: do the dishes; iron clothes; do the washing; make meals; repair; broken machines… + Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect ) - Compare people and things using superlative adjectives; 2. Competence: Students will be able to learn some new words related to Robots can do or cannot do. To practse saying falling tone in statements. 3. Quality/ behavior : The awareness of doing daily activities. Having good attitude to doing the housework. Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’) Aims: Vocabulary - To revise/ teach the names of other daily activities * Content: Listen and read conversation to get used to the vocabulary; new grammar points. * Outcome: Reading . Ss learn some new words; become familiar with the new language items. * Organisation :Teacher’s instructions… Teacher’s & Student’s activities + Greeting + Playing game: Guessing game

Content + Greeting + Playing game : - T – Ss . Ss-Ss Guessing game

Guessing game - Students (Ss) listen and learn how to do. - Ss answer.

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- Revising phrases relating to localtions of houses, Eg. In the sea, in the city; in the counryside… - Teacher (T) asks guides, gives instructions how to play guessing game. - Ask Ss to open their book and introduce what they are going to study….

- Open their book and write .

2. PRESENTATION/ NEW LESSON (12’)

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Content 1. Match the verbs in column A to the wordr or phrases in column B . Then listen and repeat. * Vocabulary - guard (n) bảo vệ - pick (v) nhặt - mood (n) tâm trạng - make meals (v) nấu ăn …. - Ss do it + Students (Ss) listen to the instructions carefully and learn how to do the tasks. * Key : 1. c 2. a 3. b 4. e 5. d

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Teacher’s & Student’s activities 1. Match the verbs in column A to the wordr or phrases in column B . Then listen and repeat. - T – Ss *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary + Take note - Have Ss quickly match the verbs in column A to the words / phrases in column B individually. Explain the words / phrases if necessary. - Play the recording for Ss to check their answers. - Pause the recording after each phrase and ask them to repeat chorally and Individually. - Correct their pronunciation. With a weaker class, ask for translations to check understanding. With a stronger class, ask some additional questions, e.g. Can you do the washing?, Can your dog understand your feelings? etc. - Check the answers as a class. - Give the comments.

ACTIVITY 1: Aim: To teach/ revise the names of other daily activities. * Content: Do the matching to revise the names of other daily activities. * Outcome: Ss learn more some new words and the names of other daily activities. * Organisation : Teacher’s instructions…

Audio script: 1. understand our feelings 2. pick fruit 3. do the washing 4. water plants 5. work as a guard

3. PRACTICE (15’)

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ACTIVITY 2: Aim: To help Ss practise describing people's abilities, using the modal can / can't and the phrases they have learnt in 1. * Content: Pair work . Tell the partner the activities in 1 they can or can’t do now. * Outcome: Telling to practise describing people's abilities, using the modal can / can't. * Organisation : Teacher’s instructions…

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Content 2. Work in pairs . tell your partner the activities in 1 you can or can’t do now. - Work in pairs - Listen carefully and learn how to do. - Ss work independently. - Give the answers

Teacher’s Student’s activities 2. Work in pairs . tell your partner the activities in 1 you can or can’t do now. Exanple : I can pick fruit but I can’t understand your feelings. - Help Ss recall the use of can to talk about ability in the present and have some Ss give examples. - Ask a stronger student to tell what activities in 1 he / she can or can't do. Ask Ss to do the same in pairs. - T may go around to help weaker Ss.

3. Work in pairs . Read the information about what V10, a robot , can or can’t do. Ask and answer questions - Ss to work in pairs - Ss do themselves. - Add more words - Copy them

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3. Work in pairs . Read the information about what V10, a robot , can or can’t do. Ask and answer questions. - First, model this activity with a stronger student. - Remind Ss that they only use the information from the table to ask and answer about what the robot V10 can or can't do. - Then ask Ss to work in pairs. -Call on some pairs to practise in front of the class. - T and other Ss give comments.

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ACTIVITY 3: Aim: To give Ss further practice on asking and answering about abilities, using the modal can and daily activities. * Content: Read the information . Ask and answer the questions. * Outcome: Ss further practice on asking and answering about abilities. * Organisation : Teacher’s instructions…

II. PRONUNCIATION: (10’)

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ACTIVITY 4: Falling tone in statements. Aim: To help Ss identify how to say statements with the correct tone. * Content: Listen and repeat to know when we use falling tone at the end of a statement. * Outcome: Ss can say statements using falling tone at the end of a statement. * Organisation : Teacher’s instructions…

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Teacher’s Student’s activities 4. Listen and repeat the following sentneces . - Model the statement "I often water plants after school." first, and then askSs to identify the tone. Briefly explain to them that we use falling tone at the end of a statement. Ask Ss to practise falling tone with the example in the Remember! box. * Remember! Our voice often goes down at the end of the

Content 4. Listen and repeat the following sentneces - T-Ss

* Audio script: 1. I often water plants after school. 2. Shifa can do many things like humans. 3. My dad makes delicious meals at weekends. 4. WB2 is the strongest of all the robots. 5. H8 is a home robot.

4. FURTHER PRACTICE (8’)

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statement. Example : We go to school every morning. - Play the recording and ask Ss to listen and repeat the statements. Play the recording as many times as necessary. - Ask some Ss to read out the statements and invite comments from other Ss.

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5. Practice saying the statements in the following paragraph. Then listen and repeat - Listen to the instructions carefully then do the tasks._ T _ Ss Audio script: My robot is Jimba. It's a home robot. It's very helpful. It can do the housework. It can also water plants and pick fruit. It can work as a guard. I love my robot very much. Ask Ss to summarise what they have learnt in the lesson.

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5. Practice saying the statements in the following paragraph. Then listen and repeat - Have Ss say the statements in the paragraph in pairs: one reads out the statements and the other comments. - Play the recording for Ss to listen and compare with their partner's pronunciation. - Play the recording again for Ss to repeat each statement of the paragraph. - Call on some Ss to read out the paragraph. - Comment on their pronunciation ofthe falling tone atthe end ofeach statement.

ACTIVITY 5: Aim: To help Ss practise saying statements with the correct tone in context. * Content: Saying the statements . Listen and repeat. * Outcome: Ss practise saying statements with the correct tone. * Organisation : Teacher’s instructions…

5. WRAP-UP & HOME WORK (2’)

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* Have Ss summarize what they have learnt in this period. * HOME WORK - remember some adjectives describing the city. - Do more exercises in workbook. - Prepare new lesson. ======================

Lesson 3 : A CLOSER LOOK _2

WEEK:

Peroid 96 : UNIT 12: ROBOTS

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Date of planning:………….. Date of teaching: ………..…

THIS UNIT INCLUDES: Vocabulary - Daily activities Pronunciation: - Tones in statement. Grammar - Superlative adjectives: short adjectives (smallest, tallest, ect )

Grammar:

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Skills: - Reading about an Internationa Robot Show. - Talking about what robots can do. - Listening about what robots can do. - Writing a paragraph about a robot you would like to have. Everyday English Expressing agreement and disagreement. I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach a grammar point : Superlative adjectives: short adjectives. To practice doing exercises using superlative form of adjectives. + Vocabulary: - Use the words for daily activities; - Say statements with correct tones; - Expressing agreement and disagreement about something; + Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect ) - Compare people and things using superlative adjectives; 2. Competence:Students will be able to learn how to use and form superlative form of adjectives. To practise doing exericses with comparative or superlative form of adjectives. 3. Quality/ behavior : The awareness of doing daily activities. Having good attitude to doing the housework. Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’)

Superlative adjectives: short adjectives

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Aim: To help Ss form and use the superlative form of adjectives: Short adjectives. - Choose three or more Ss of very different heights and ask them to come to the front and line up. T asks the class: Who is the tallest? Indicate tall and tallest with your hands and arms. Ask Ss to say what tallest is in Vietnamese. T introduces the subject of the lesson: superlative adjectives, and asks for the equivalent in Vietnamese (Cấp so sánh cao nhất của tính từ). - Have Ss look at the Remember! box about the use of superlative adjectives. - To explain to them that superlative adjectives are used to compare more than two people or things, expressing the highest degree. Explain that the superlative of short adjectives is constructed in several different ways in English, and that some of those ways are presented in the Grammar box below.

two syllables

Rule

fast

fastest

+ est

large

largest

+ st

hot

+ test

noisy

noisiest

y -> iest

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one syllable

Superlative

Positive

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Content + Greeting + Revision - T- Ss - Students (Ss) listen and learn how to do. - Open their book and write .

2. PRESENTATION/ NEW LESSON (12’)

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ACTIVITY 1: Aim: To help Ss practise forming the correct form of superlative adjectives. * Content: Introduce the superlative adjectives. Short adjectives. Write the superlative form of adjectives. * Outcome: Learn how to form and use the superlative adjectives. Short adjectives * Organisation : Teacher guides.

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∑ Remember! We use superlative adjectives to compare three or more People or things. Examples: Tom is the tallest in his class Example: This is the biggest of the three bags.

Teacher’s & Student’s activities 1. Write the superlative form af adjectives in

Content 1. Write the superlative form af adjectives in

- Ask Ss to do the exercise individually and then compare their answers with a classmate.

the table below. - T- Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Answer the teacher’s questions * Key :

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the table below. - Ask Ss to read the instruction. Tell Ss what they should do. (With a weaker class, do the first word as an example).

Superlative form

fast

fastest

- Check the answers as a class.

tall

tallest

- Confirm the correct answers.

noisy nice hot

Adjectives

noisiest nicest

hottest

lightest

quiet

quietest

heavy

heaviest

large

largest

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light

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3. PRACTICE (18’) ACTIVITY 2: Aim: To help Ss practise forming the correct form of superlative adjectives in the sentences. * Content: Complete the sentences, using superlative adjectives. * Outcome: Ss can complete the sentences, using superlative adjectives correctly * Organisation : Teacher’s instructions…

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Teacher’s Student’s activities 2. Compelte the following sentences with superlative form of adjectives in brackets. 1 is an example - Ask Ss to read the instruction. Tell Ss what they should do. The first sentence is done as an example. - Ask Ss to do the exercise individually and then compare their answers with a classmate. - Check the answers as a class. - Confirm the correct answers.

Content 2. Compelte the following sentences with superlative form of adjectives in brackets. 1 is an example. - T- Ss - Listen carefully and learn how to do. - Follow the teacher’s instructions * Key: 2. smartest 3. tallest 4. smallest

5. cheapest

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ACTIVITY 3: Aims: - To help Ss practise forming the correct form of superlative adjectives; - To help Ss revise the form and use of comparative adjectives; - To help Ss distinguish between comparative adjectives and superlative adjectives. * Content: Complete the sentences using comparative adjectives and superlative adjectives.

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3. Complete the following sentences with comparative or superlative form of adjectives in brackets. - Ss work individually - Ss do themselves. Key : 1. tidier 2. hottest 3. faster 4. tallest 5. smarter

3. Complete the following sentences with comparative or superlative form of adjectives in brackets. - Have Ss do this exercise individually. Call on two Ss to write their answers on the board. - Draw all Ss'attention to the board and checkthe answers together. Confirm the correct answers.

* Outcome: Ss can do exercises using comparative adjectives and superlative adjectives correctly. * Organisation : Teacher’s instructions…

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ACTIVITY 4: Aim: To give Ss further practice on using superlative adjectives * Content: Further practice . Look at information and talk about them using superlative adjectives * Outcome: Ss can talk about three robots using superlative adjectives * Organisation : Teacher’s instructions…

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Teacher’s Student’s activities Content 4. Work in pairs. Look at the informationof the 4. Work in pairs. Look at the informationof three robots: M10, H9 and A3 to talk about the three robots: M10, H9 and A3 to talk each of them, using superlative adjectives. about each of them, using superlative

- Do the tasks and share the answers. A. A3 is the tallest of the three robots. B. M10 is the youngest of the three robots.

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- Ask Ss to look at 4 and explain what they have to do. First, model this activity with a stronger student. - Remind Ss that they only use the information from the table to describe the three robots using superlative adjectives. - T may explain the meaning of the words age, weight, height, price and ask Ss to elicit the adjectives they can use to describe each row. - Have Ss work in pairs to say sentences comparing the three robots. Move around to offer help if needed.

4. FURTHER PRACTICE ( 8’)

ACTIVITY 5: Aim: To give Ss further practice on using superlative adjectives.

5. GAME. Find someone who….. work inpairs. Ask your partner to find in your class someone who is - T _ Ss - Listen to the instructions carefully then do the tasks. Key :

- Do the tasks

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5. GAME. Find someone who….. work inpairs. Ask your partner to find in your class someone who is : - the tallest . – the shortest - the oldest. – the biggest …. - First, model the game Find someone who... with a stronger student. - Have Ss work in pairs to ask and answer questions to find out the student who is the shortest / tallest / smartest, etc. in their class. - Move around to offer help if needed. - If there is enough time, ask Ss to compare their findings with other pairs'. - T and other Ss give comments.

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* Content: Play GAME. Find some one who …. to practice on using superlative adjectives. * Outcome: Ss work in pairs and ask the partner to find someone who is …. the tallest/ the oldest/ the shortest…. * Organisation : Teacher’s instructions…

5. WRAP-UP & HOME WORK (2’)

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* Summarize what they have learnt in the lesson. Ask Ss to give some sentences with superlative form of short adjectives. * HOME WORK - Remember the use of possessive adj and possessive pronouns. - Do more exercises in workbook. - Prepare new lesson. ===================================

WEEK:

Peroid 97: UNIT 12: ROBOTS

Lesson 4 : COMMUNACATION

Date of planning:………….. Date of teaching: ………..…

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THIS UNIT INCLUDES: Vocabulary - Daily activities Pronunciation: - Tones in statement. Grammar - Superlative adjectives: short adjectives (smallest, tallest, ect )

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Skills: - Reading about an Internationa Robot Show. - Talking about what robots can do. - Listening about what robots can do. - Writing a paragraph about a robot you would like to have. Everyday English Expressing agreement and disagreement. I. OBJECTIVE: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To use everyday English phrases and expresses to express agreement and disagreement. Also practice asking and answering robots’ abilities. + Vocabulary: - Use the words for daily activities; - Say statements with correct tones; - Expressing agreement and disagreement about something; + Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect ) - Compare people and things using superlative adjectives; 2. Competence: By the end of the lesson students will be able to expresses agreement and disagreement. Also practice asking and answering robots’ abilities: What robots can do or can’t do ? 3. Quality/ behavior : The awareness of doing daily activities. Having good attitude to doing the housework. Imagining what robots will do in the future . Having serious attitude to working in groups, individual work, cooperative learning. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

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Everyday English

Expressing agreement and disagreement.

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* Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Output: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions… Teacher’s & Student’s activities + Greeting + Do the revision - Teacher (T) asks Ss some questions about them and class.

Content + Greeting + Review old lesson - T _ Ss - Students (Ss) listen and learn how to do.

- Do the tasks. - Open their book and write .

2. PRESENTATION/ NEW LESSON (12’)

- T revises or asks Ss about last lessons. - Ask Ss to open their book and introduce what they are going to study….

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Content 1. Listen and read the dialogues. Pat

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Teacher’s & Student’s activities 1. Listen and read the dialogues. Pat attention to the highlighted sentences *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Follow the steps to teach vocabulary - Repeat in chorus and individually * Vocabulary - Express agreement/ disagreement - I agree with you/ I don’t agree with you. - use (v) dùng, sử dụng - electricity (n) điện Act.1. Play the recording for Ss to listen and read the two short dialogues between A and B at the same time. Ask Ss to pay attention to the highlighted sentences. - Elicit the structures to express agreement and disagreement from Ss (/ agree/disagree with ...). Have Ss practise the dialogues In pairs. - Call on some pairs to practise the dialogues in front ofthe class. Act .2. Work in pairs. Express your opinions about the following statement. - Have Ss read the instruction and given statements. - Ask Ss to work in pairs to make similar dialogues, using the structures for expressing agreement and disagreement. - Move around to observe and provide help. - Call on some pairs to practise in front ofthe class. - Comment on their performance.

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ACTIVITY 1+ 2: Aims: To introduce two ways to express agreement and disagreement in English; - To help Ss practise expressing agreement and disagreement. * Content: Listen and read. To express agreement and disagreement in English. * Output: Ss can express agreement and disagreement: I agree with you; I don’t agree with you. And Learn how to express the opinions about the statements. * Organisation : Teacher’s instructions…

- T _ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Answer the teacher’s questions and enquirements. Audio script: A: I think robots can help us a lot in our daily life. B: I agree with you. A: Petersays robots can do everything like humans. B: I don't agree with him. * Work in pairs - Do the tasks

3. PRACTICE (18’)

Content 3. Listen to the radio programme from 4TEEN News. Then fill the blanks with the words you hear. - T _ Ss - Listen carefully and learn how to do. - Ss work in pairs . - Give the answers 3. put 4.

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Key: 1. understand 2. smartest water 5. guard

* Audio script: Speaker: Today we ask our friends: Tom from Australia, Linh from Viet Nam and Nobita from Japan to tell us about their robots. Tom, would you like to start? Tom: Well, my robot can understand what I say. It can also understand my feelings. It's the smartest robot. Speaker: Linh? Linh: My robot is my best friend. It does a lot for me: clean the floor, put my toys away, and ... Speaker: And Nobita? Nobita: My robot is very useful. It helps me a lot. It can water my plants and even work as a guard.

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Teacher’s Student’s activities 3. Listen to the radio programme from 4TEEN News. Then fill the blanks with the words you hear. - First, play the recording and ask Ss to listen only. Then play the recording again and allow Ss to fill the blanks as they listen. - Ask Ss to share their answers in pairs, before playing the recording a final time to allow the pairs to check their answers. - Ask Ss to read the radio programme again, paying attention to the use of the words of daily activities. - Ask other Ss to comment. Ask Ss if they can add more things to each room.

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ACTIVITY 3: My robot's abilities Aim : To help Ss practice using some grammar points and vocabulary related to the topic. * Content: Listen and fill the blanks with the word Ss hear * Output: Ss listen carefully and can fill the blanks correctly. * Organisation : Teacher’s instructions…

4. FURTHER PRACTICE (8’)

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ACTIVITY 4: Aims: - To help Ss practise asking and answering about robots' abilities; - To help Ss gain information for their report on robots' abilities. * Content: Interview. Ask and answer about robots' abilities; * Output: Ss can answer the questions correctly.Note the answers in the table. * Organisation : Teacher’s instructions… 4. Interview three friends about what abilities 4. Interview three friends about what they want their robots to have. Note their abilities they want their robots to have. Note answers in table below. their answers in table below.

5. Report your results to the class. - Listen to the instructions clearly - Ss do the tasks Hai Anh says that his robot can understand what he says. It can also understand his feelings. It's the smartest robot. Linh says that her robot is her best friend. It does a lot for her: clean the floor, put my toys away, and ... Hung says that his robot is very useful. It helps him a lot. It can water his plants and even work as a guard….

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5. Report your results to the class. - Choose some Ss to report the results of their interviews in front of the whole class. After each student has finished his / her report, - Invite some comments from other Ss. - Make comments and correct any common errors.

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ACTIVITY 5: Aim: To help Ss practise reporting the results of their interviews. * Content: Report the results. * Output: Ss use the notes in 4 . Report it.To impprove speaking skills. * Organisation : Teacher’s instructions…

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- Have Ss move around and ask three classmates what abilities they want their robots to have. - Remind them to write the names of the people they interview and note the answers in the table in - When they have finished the interviews, T may have Ss practise reporting the results of their interviews in pairs or in groups.

5. WRAP-UP & HOME WORK ( 2’)

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* Have Ss say what they have learnt in the lesson * HOME WORK - Practice speaking the names of rooms and the names of the furniture in the house. - Do more exercises in workbook. - Prepare new lesson. =============================

WEEK:

Peroid 98 : UNIT 12: ROBOTS

Lesson 5 : SKILLS_1/ Reading and Speaking

Date of planning:………….. Date of teaching: ………..…

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THIS UNIT INCLUDES: Vocabulary - Daily activities Pronunciation: - Tones in statement. Grammar - Superlative adjectives: short adjectives (smallest, tallest, ect )

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Skills: - Reading about an Internationa Robot Show. - Talking about what robots can do. - Listening about what robots can do. - Writing a paragraph about a robot you would like to have. Everyday English Expressing agreement and disagreement. I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach reading for specific information (scanning) . To practice describing what robots can do. + Vocabulary: - Use the words for daily activities; - Say statements with correct tones; - Expressing agreement and disagreement about something; + Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect ) - Compare people and things using superlative adjectives; 2. Competence: By the end of the lesson students will be able to read for specific information (scanning) . To practice describing what robots can do. 3. Quality/behavior : The awareness of doing daily activities. Having good attitude to doing the housework. Imagining what robots will do in the future . Having serious attitude to working in groups, individual work, cooperative learning. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION( 3’- 5’)

Pre – reading

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Aim: To help Ss understand their knowledge of the topic * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Output: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions… Teacher’s activities Student’s activities + Greeting + Greeting + Revise or ask Ss about last lessons. + Do the revision

- Students (Ss) listen and answer the teacher’s or friend’s questions - T_ Ss - Answer the questions. - Open their book and write the tittle of the lesson .

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- Teacher (T) asks Ss some questions about them and class. - T revises or asks Ss about last lessons. - Ask Ss to open their book and introduce what they are going to study…. - T leads in the lesson. * Teach some new words in contexts if necessary. - T follows the steps to teach new words.

2. PRESENTATION/ NEW LESSON (12’)

Content 1. Work in pairs . Discuss the following questions. * Vocabulary - useful (adj) hữu ích - choice (n ) lựa chọn - improve (v ) hoàn thiện - build houses (v ) xây dựng nhà - look after (v ) trông nom, chăm sóc - space stations (v ) trạm vũ trụ

+ Students (Ss) listen to the instructions carefully and learn how to do the tasks. - Ss work in pairs

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Teacher’s & Student’s activities 1. Work in pairs . Discuss the following questions. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation .....) + Teacher may introduce the vocabulary by: - providing explanations of the words; - showing picture illustrating the word. + Follow the steps to teach vocabulary - Repeat in chorus and individually + Check vocabulary + Take note - Ask Ss to work in pairs discussing questions about their knowledge of robots. - Ask some Ss to say their answers in front of the class. - T may ask some other questions about the activities each type of robots can or can't do. - Check the answers as a class. - Gve the comment

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ACTIVITY 1: While- reading Aim: To help Ss understand and activate their knowledge of the topic. * Content: Pair work to discuss the questions. * Output: Ss can answer the questions properly. * Organisation : Teacher’s instructions…

3. While- reading (18’)

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ACTIVITY 2 : Aim: To help Ss develop reading for specific information (scanning). * Content: Read the text and choose the best answer. * Output: Ss read the text and choose the best answers correctly. * Organisation : Teacher’s instructions…

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Content 2. Read the text and choose the best answer to each of questions - T_ Ss - Listen to the teacher’s instructions carefully and learn how to do.

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Teacher’s & Student’s activities 2. Read the text and choose the best answer to each of questions - Have Ss read the text in detail to answer the questions. - Ask them how to do this kind of exercise. Explain the strategies if necessary (e.g. reading the questions and the options (A, B, C), underlining the keywords in the questions and options, locating the key words in the text, and then reading that part and answering the questions). - Tell them to underline parts of the passage that help them with the answers. Set a strict time limit to ensure Ss read the text quickly for information. - Tell them to compare their answers in pairs before giving their answers to the T. - Ask them to give evidence when giving the answers. - Check as a class.

* Key : 1. B

2. C

3. C

4. C

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ACTIVITY 3 : Aim: To help Ss further develop reading for specific information (scanning). * Content: Read again the text and do the filling. * Output: Read the text and fill the table correctly. * Organisation : Teacher’s instructions… Content 3. Read the text again and fill the table below - T_ Ss - Listen to the teacher’s instructions carefully and follow them. - Give the answer . * Key:

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Teacher’s & Student’s activities 3. Read the text again and fill the table below - Ask Ss to scan the text again and find the detailed information to complete the table. - Ask Ss to note where they have found the information. After they finish, Ss can compare their answers before discussing them as a class. - Ask them to cite evidence when giving the answers. - Confirm the correct answers to the class.

∑ Post reading

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- Ask Ss to talk about types of robots, based on the text.

4. FURTHER PRACTICE/ APPLICATION (8’)

ACTIVITY 4: (Follow up activity)

Speaking

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Content 4. Work in pairs. Discuss what you think robots can do in the following places. - T_ Ss - Work in pairs - Listen to the teacher’s instructions carefully and follow them. - Work in pairs - Practice speaking in front of the class. - Correct mistakes if have .

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Teacher’s & Student’s activities 4. Work in pairs. Discuss what you think robots can do in the following places. - Ask Ss to work in pairs asking and answering about what robots can do in the places given in the first column of the table. - Move around to observe and provide help. - Call on some pairs to practise In front of the class. - Comment on their performance. - T and other Ss listen and make comments. - T helps if necessary

Aim: To help Ss prepare ideas for the next activity. * Content: Work in pairs. Discuss what robot can do at home; at school; in the factory… * Output: Ss can talk what robot can do in different places * Organisation : Teacher’s instructions…

ACTIVITY 5: Aim: To provide an opportunity for Ss to practise describing what robots can do. * Content: Group work to talk about robots and what you think they can do. * Output: Ss can talk about robots and practise describing what robots can do. * Organisation : Teacher’s instructions… 5. Work in groups. Take turns to talk about robots nad what you think they can do . Can you think of other types of robots - Work in groups - Listen to the teacher’s instructions carefully and follow them. - Practice speaking in front of the class.

- Free talk

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5. Work in groups. Take turns to talk about robots nad what you think they can do . Can you think of other types of robots - T may ask a strong student to model this activity in front of the class. Then have Ss work in groups while T circulates and monitors. - If there is enough time, call some Ss to talk before the whole class. - Invite some positive comments from other Ss.

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5. WRAP-UP & HOME WORK (2’)

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* Have Ss tell about what types of robots there are and what they can do. * HOME WORK. - Practice telling about your future houses. - Do more exercises in workbook. - Prepare new lesson. Skills 2.

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WEEK:

Peroid 99 : UNIT 12: ROBOTS

Lesson 5 : SKILLS_2/ Listening and Writing

Date of planning:………….. Date of teaching: ………..…

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THIS UNIT INCLUDES: Vocabulary - Daily activities Pronunciation: - Tones in statement. Grammar - Superlative adjectives: short adjectives (smallest, tallest, ect )

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Skills: - Reading about an Internationa Robot Show. - Talking about what robots can do. - Listening about what robots can do. - Writing a paragraph about a robot you would like to have. Everyday English Expressing agreement and disagreement. I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To teach listening and writing. To develop their listening about what robots can do. Writing a paragraph about a robot you would like to have. + Vocabulary: - Use the words for daily activities; - Say statements with correct tones; - Expressing agreement and disagreement about something; + Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect ) - Compare people and things using superlative adjectives; 2. Competence: Students will be able to listen about what robots can do. Writing a paragraph about a robot you would like to have. 3. Quality/ behavior : The awareness of doing daily activities. Having good attitude to doing the housework. Imagining what robots will do in the future . Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (3’-5’)

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Aims: - To develop student’s listening skills for specific information. It also provides input for the writing skills. * Content: Review the previous lesson . To start this lesson, ask Ss about the content of the previous lesson. T may ask Ss to tell about what types of robots there are and what they can do. * Output: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions Teacher’s & Student’s activities + Greeting + Revision

Content + Greeting + T- Ss

- Students (Ss) listen and answer the teacher’s or friend’s questions - Listen and know what they are going to learn - Open their book and write the tittle of the lesson 2. PRESENTATION/ NEW LESSON (12’)

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Content 1. Listen to the conversation between Khang and Dr. Adams and tick (✓) the phrases you hear.

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Teacher’s & Student’s activities 1. Listen to the conversation between Khang and Dr. Adams and tick (✓) the phrases you hear. *) Pre- teach vocabulary: - Teacher quickly uses different techniques to teach vocabulary (situation, realia, translation .....) if have . * First, ask Ss to underline the key words in each of the five given phrases and guess which phrases will appear in the conversation. - Play the recording and askSs to tick the phrases they hear from the conversation.Then ask two or three Ss to write their answers on the board. - Play the recording again for Ss to check the answers. If time Is limited, T may only play the recording once. - T may pause at the sentences that include the information Ss need for their answers. - Ask for Ss' answers. Confirm the correct answers and write them on the board next to their guesses.

ACTIVITY 1: Pre-listening Aims: - To help Ss understand the gist of the conversation; - To help Ss develop the skill of listening for specific information. * Content: Listen and tick the phrases. * Output: To improve listening skills. Tick the phrases correctly. * Organisation : Teacher’s instructions…

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- Teacher (T) asks Ss some questions about them and class. - Ask Ss to open their book and introduce what they are going to study…. - T leads in the lesson.

- T_ Ss; Do the tasks. - Give the keys. * Key : - look after sick people ✓ - understand what we say ✓ - build the very high buildings ✓ - teach many subjects ✓ - move heavy things 3.While-listening (18’)

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ACTIVITY 2 : While-listening Aim: To help Ss develop the skill of listening for specific information. * Content: Listen again the conversation and tick T/F . * Output: Ss can understand more and get specific information, tick the correct answer . * Organisation : Teacher’s instructions…

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Content 2. Listen to the conversation between Khang and Dr. Adams and tick (✓) the phrases you hear. - T_ Ss - Listen to the teacher’s instructions carefully and learn how to do it. - Fulfil the tasks - Give the answers Key: 1. F (Robots can do quite a lot today) 2. T 3. T 4. T 5. F (No, not everything. They can’t understand our feelings or play football) Audio script: Khang: Dr Adams, please tell me something about robots. Dr Adams: Sure. Robots can do quite a lot today. Home robots can do housework. Doctor robots can look after sick people. And ... Khang: Can robots build houses? Dr Adams: Yes. Worker robots can even build the very high buildings. Khang: Can they teach? Dr Adams: Yes. Teacher robots can teach many subjects in a classroom or online. Khang: Can they understand what we say? Dr Adams: Yes, they do. They can even speak to us. Khang: Robots can do everything like humans? Dr Adams: No, not everything. They can't understand our feelings or play football.

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Teacher’s & Student’s activities 2. Listen to the conversation between Khang and Dr. Adams and tick (✓) the phrases you hear. - Have Ss look at the statements in this activity. - Ask them how to do it. - Give them some strategies to do the exercise (e.g. reading the questions, underlining the key words, listening to the text paying attention to the key words, deciding if each sentence is true or false). - Play the recording twice for Ss to do exercise 2. For stronger classes, ask Ss to take notes of the information to explain why a sentence is false. - Have Ss share their answers in pairs. Invite some pairs to give their answers and confirm the correct ones. - Play the recording again if needed, stopping at the place where Ss find it difficult to hear. For a better class, ask Ss to correct the false sentences. - If there is time, invite one ortwo students to briefly tell about robots focusing on their abilities. - Check and confirm the correct answers.

*Post-listening

* T may give some clues - Call on some Ss to speak freely. - Correct pronunciations, grammar, vocab, intonation.

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ACTIVITY 3 : Writing Aim: To help Ss generate ideas for their writing. * Content: Imagine a robot they would like to have. Make note. * Output: Ss get more ideas for the writing. * Organisation : Teacher’s instructions…

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3. Writing a robot you would like to have. Make notes about it. - Ask Ss to describe a robot they want to design (its name, type of robot, where it can work and what it can do). - Remind them that they do not have to write

3. Writing a robot you would like to have. Make notes about it. - T_ Ss - Listen carefully to the instructions - Work individually * Ss learn how to do the tasks

- Ss’ answers

I agree with the idea that in the future robots will be very useful to us. Firstly, home robots will be able to do all of our housework. Secondly, teaching robots will be able to help children do their homework. Next, worker robots will be able to build houses in the air; doctor robots will be able to help sick people; space robots will be able to build space stations on many other planets. Finally, robots will be able to do dangerous work for us. For these reasons, I think that robots will be useful in our future.

4. APPLLICATION (8’- 10’)

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full sentences and they can use abbreviations. - Ask Ss to share their notes with their partners. - T may read out the notes from some stronger Ss to the whole class. - If time allows, have some Ss present their friend's ideas or write the ideas on the board.

Content 4. Now write a paragraph of 50-60 words about the robot you would like to have. Use the information in 3 to help you - T_ Ss - Listen carefully and learn how to write - Write themselves

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Teacher’s & Student’s activities 4. Now write a paragraph of 50-60 words about the robot you would like to have. Use the information in 3 to help you - Set up the writing activity: - T reminds Ss that the first thing is always to consider what they are going to write. Ss can use the ideas they have prepared in 3. - T asks Ss to brainstorm for the ideas and the language needed to write. - T may ask Ss to refer back to the reading for useful language and ideas, and write some useful expressions and language on the board. - Ask Ss to write the first draft individually. - Ask Ss to work in pairs making peer corrections. - Have them write their final version. - T may display all or some of Ss' writings on the wall / notice board. - T and other Ss give comments. Ss edit and revise their writings. - If time is limited, T may ask Ss to write the final version at home.

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ACTIVITY 4: Aim: To help Ss practise writing a paragraph about a robot they want. * Content: Write a paragraph about the robot Ss would like to have. Use the information in 3. * Output: Ss can write a paragraph about the robot they would like to have. * Organisation : Teacher’s instructions…

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* Post writing

- If time allows, have some Ss present their friend's ideas or write the ideas on the board. - Ask one or two groups to stick their product on the board.

* Student’s answer. I agree with the idea that in the future robots will be very useful to us. Firstly, home robots will be able to do all of our housework. Secondly, teaching robots will be able to help children do their homework. Next, worker robots will be able to build houses in the air; doctor robots will be able to help sick people; space robots will be able to build space stations on many other planets. Finally, robots will be able to do dangerous work for us. For these reasons, I think that robots will be useful in our future.

* My future robot' s name is Lucas. It is a housework robot. It can help me to do every housework such as: washing, cleaning, decorating....my house. In the future, it will be able to do more and more, it'll become a vehicle to get me to school or can help me to do my homework. It isn't dangerous for people, it's very friendly. I love my future robot so much . * Robot is very useful . My robot is home robot.

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- Other Ss and T give comments. Ss copy their group's writing into their notebooks and revise as homework. - T and other Ss listen and make comments.

Its name is Linda, My robot is my best friend. It does a lot for me. It can clean the house, it can cook meal , do the washing up and iron my clothes…… 5. WRAP-UP & HOME WORK (2’)

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* Have Ss summarise what they have learnt with the two skills. * HOME WORK. - Finish writing a diary entry. Copy in the note books. - Do more exercises in workbook. - Prepare new lesson.

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WEEK:

Peroid 100: UNIT 12 : ROBOTS

Lesson 7 : LOOKING BACK

Date of planning:………….. Date of teaching: ………..…

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THIS UNIT INCLUDES: Vocabulary - Daily activities Pronunciation: - Tones in statement. Grammar - Superlative adjectives: short adjectives (smallest, tallest, ect )

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Skills: - Reading about an Internationa Robot Show. - Talking about what robots can do. - Listening about what robots can do. - Writing a paragraph about a robot you would like to have. Everyday English Expressing agreement and disagreement. I. OBJECTIVES:By the end of this lesson, students will be able to obtain the following things : 1. Knowledge: - To help Ss consolidate and apply what they have learnt in the unit. Ss can evaluate their performance and provide further practice. Do some practice exercises. - Project helps Ss improve their abilities to work individually and in a team. It extends their imagination in field related to the unit topic if possible. + Vocabulary: - Use the words for daily activities; - Say statements with correct tones; - Expressing agreement and disagreement about something; + Grammar: - Superlative adjectives: short adjectives (smallest, tallest, ect ) - Compare people and things using superlative adjectives; 2. Competence:Students will be able to consolidate and apply what they have learnt in the unit 12 . Do some practice exercises. 3. Quality/ behavior : The awareness of doing daily activities. Having good attitude to doing the housework. Having serious attitude to working in groups, individual work, cooperative learning and working. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE:

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1. WARM UP & INTRODUCTION(3’) Aims:This is the review and drill section of the unit. Encourage Ss not to refer back to the unit pages. Instead they can use what they have learnt during the unit to help them answer the questions. That will help you and your Ss see how far they have progressed, and which areas need further practice. Encourage Ss to review and drill section of the unit. * Content: Review the previous lesson. Ss to go to the board and tell the class about robots they have written last lesson. * Output: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions…

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Content

- Students (Ss) listen and learn how to do. - Open their book and write .

Teacher’s & Student’s activities + Greeting . + Revision.Retelling - Ask a few Ss to go to the board and tell the class about robots they have written last lesson. - Encourage Ss not to refer to the unit pages. Ask them to keep a record of their answers to each task so that they can use their information to complete the self-assessment table at the end of the unit. - Have them open their books to page 46 (LOOKING BACK). - Ask Ss to open their book and introduce what they are going to study….

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2. PRESENTATION/ NEW LESSON(25’)

PRACTICE EXERCISES Vocabulary

ACTIVITY 1 +2 : Aim: To help Ss revise the vocabulary items they have learnt in the unit. * Content: Revise what they have learnt during the unit to help them to do exercises, * Output: Ss can adapt what they have learnt during the unit to do exercises correctly. * Organisation : Teacher’s instructions… Content 1. Write the correct words to complete the phrases. - T_ Ss + Students (Ss) listen to the instructions carefully and learn how to do the tasks. * Key: Activity 1 1. iron 2. move 3. pick 4. washing 5. do 2. Fill the balnks with the verbs from the box 2. Fill the balnks with the verbs from the box Activity 2 1. work - Do the same as activity 3 2. make 3. repair 4. understand 5. water

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Teacher’s & Student’s activities 1. Write the correct words to complete the phrases. - Have Ss do these activities individually then compare their answers with their partners. - Ask for Ss'answers or ask one student to write his / her answer on the board. - Confirm the correct answers as a class.

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ACTIVITY 3 + 4 : Aim: To help Ss revise the form and use of superlative adjectives. * Content: Revision on the form and use of superlative adjectives. Complete the paragraph. * Output: Ss can complete the paragraph and the sentences correctly using the superlative adj. * Organisation : Teacher’s instructions… Teacher’s & Student’s activities 3. Use the correct form of the adjectives in

Content 3. Use the correct form of the adjectives in

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brackets to complete the paragraph. - T_ Ss - Do exercise individually and then compare their answers. - Copy * Key : Activity 3 1. smartest 2. smallest 3. lightest 4. strongest 5. cheapest 4. Complete the following sentences with superlative form of adjectives in brackets. - Do the same as Activity 3 Activity 4 1. highest 2. largest 3. longest 4. widest 5. hottest

brackets to complete the paragraph. - For these exercises, have Ss do them individually first. Then they can check their answers with a partner before discussing the answers as a class. However, tell Ss to keep a record of their original answers so they can use that information in their Now I can... statements. - Check and confirm the correct answers. 4. Complete the following sentences with superlative form of adjectives in brackets. - Do the same as Activity 3

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3. PRODUCTION/ APPLICATION (12’-15’)

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Teacher’s & Student’s activities * PROJECT: This is to introduce Ss to another way of practising talking about the skills and abilities of the robots they will design. ACTIVITY 1 - Ask Ss to work in groups, discussing what the robot they are designing will be like. Ss may use their imagination to design a robot with the most useful skills and abilities. - Write the description of their robot in the table given. - Remind them that they do not have to write full sentences and they can use abbreviations. Finally, draw their robot in the space provided. ACTIVITY 2 - Ask each group to show the picture and the description of their robot and present their design to the whole class. When all groups have presented their designs, T may display all or some of the designs on the wall or notice board and have the whole class vote on the best

Content ** Ss should prepare the project as assign groups in the previous lessons beforehand. - Listen to the teacher’s instructions carefully. - Do the tasks . Prepare the at home beforehand.

- Ss should finish the project in class, assign groups in the previous lessons.

- Do the same as units

4. WRAP-UP & HOME WORK(2’)

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robot. - If T thinks there may be limited time in this lesson for the project, T can assign the project in earlier lessons such as in GETTING STARTED lesson. Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK), ask Ss to present their robots to the class.

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Date of teaching: ………..…

Peroid 103 : REVIEW 4 (UNIT 10-11-12) Lesson 1: LANGUAGE / Pronunciation-

Vocabulary-Grammar

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WEEK: …

Date of planning:…………..

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I. OBJECTIVES: By the end of this lesson, students will be able to gain the following things : 1. Knowledge: - To revise the language and skills they have learnt in Unit 10-11-12. a) Vocabulary: Ss revise words and phrases about types of houses and appliances in the house; Things that can be recycled. reused, and recycled b) Grammar : - Review : Future simple; Might for future possibility; Articles, first conditional; Superlative adjectives/ short adjectives; c) Writing : - Writing a paragraph about a dream house - Writing a paragraph about ideas for a green club. - Writing a paragraph about a robot you would like to have. d) Speaking: Expressing surprise; giving warnings; Expressing agreement and disagreement 2. Competence: Students will be able to revised the language they have learnt and the skills they have practised in Units 10, 11, 12 . They have learnt so far in terms of language and skills . Practising doing exercises. 3. Quality/ behavior : Having the serious attitude toward studying and the protection the environment; … SS are hard- working ; cooperative; sociable; good communication. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE: 1. WARM UP & INTRODUCTION (5’)

KÈ

Introduction Aims: - By the end of this review, students will have revised the language they have learnt and the skills they have practised in Units 10, 11, 12 - Ask Ss what they have learnt in terms of language and skills. Summarise their answers in notes and write them In a top corner of the board. Briefly revise some important / difficult items before starting with the review. * Content: Review the previous lesson .Teacher (T) asks Ss some questions about last lesson. * Output: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities + Greeting + Revise the last lessons - Teacher (T) asks Ss some questions about them and class. - Ask Ss to open their book and introduce what they are going to study….

Content + Greeting + Do the revision. - T_ Ss - Students (Ss) listen and learn how to do. - Open their book and write .

2. PRESENTATION/ NEW LESSON (25’)

PRACTICE EXERCISES

A. LANGUAGE: ∑ Pronunciation

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- Check Ss' answers as a class. - Check and confirm the correct answers

Content 1. Circle the word with the different stress pattern. Listen, check and repeat the words. - T_ Ss - Answer the teacher’s questions and enquirements. * Key : 1. C 2. B 3. A 4. C 5. A Audio script 1. A. picture B. village C. reuse 2. A. robot B. exam C. rubbish 3. A. control B. water C. paper 4. A. mountain B. housework C. reduce 5. A. repair B. bottle C. doctor b. Listen and repeat the sentences, paying attention to the bold syllables and tone in each sentence. Audio script: 1. My robot helped me repair the broken cooker.

Teacher’s & Student’s activities 1. Circle the word with the different stress pattern. Listen, check and repeat the words. Ask Ss to do this exercise individually, and then share their answers with a partner before listening to the recording to check the answers. Write the correct answers on the board. Play the recording again for Ss to repeat the words.

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ACTIVITY 1: Aim: To help Ss review the stress pattern in two-syllable words learnt in Unit 10. * Content: Circle the word with the different stress patern. Listen , check, repeat …. * Output: Ss listen and circle the words correctly. Repeat the sentences, paying attention to the tone, the bold syllables. * Organisation : Teacher’s instructions…

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b. Listen and repeat the sentences, paying attention to the bold syllables and tone in each sentence. Aim: To help Ss review the rhythm in sentences and the tones in statements learnt in Units 11 and 12. - Play the recording and askSs to repeat In chorus.Tell them to pay attention to the bold syllables and tone of the sentences. Then call on some Ss to read out the three sentences in front of the whole class. Invite comments from other Ss.

2. It is better to reuse these shopping bags. 3. My future house will have solar energy.

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ACTIVITY 2: Vocabulary Aim: To give Ss more practice on how to use some verbs they have learnt in Units 10 - 12. * Content: Complete the sentences . Give the correct form of verbs. * Output: Ss practice giving the correct form of the verbs. recycle; receive; I’m surfing; reduce * Organisation : Teacher’s instructions… 2. Complete each sentence with the correct form of the verbs from the box.

2. Complete each sentence with the correct form of the verbs from the box.

3. surfing

- Ss work individually. - Do the tasks - Share the answers. * Key: 1. recycle 2. receives 4. reduce 5. reuse

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- Ask Ss to do this exercise individually and then share their answers with a partner. - T may ask a student to write his / her answers on the board. - Check the answers with the whole class. - Check Ss' answers as a class. - Observe and help when and where necessary, and correct Ss'pronunciation and intonation.

- Check and confirm the correct answers.

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3. Choose the correct words. - Listen to the instructions clearly. - Do this exercise individually - Copy *Key: 1. feelings

3. Choose the correct words. - After Ss do this exercise individually, quickly check Ss' answers. T may have to explain to Ss how to use these pairs of words in sentences if necessary. - Check Ss' answers as a class.

ACTIVITY 3 : Aim: To help Ss distinguish between some pairs of words, and know how to use them correctly in context. * Content: Choose the correct answer between two words. * Output: Distinguish between some pairs of words, and know how to use them correctly. * Organisation : Teacher’s instructions…

2. guard

3. make

4. do

3. PRACTICE EXERCISES (12’)

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ACTIVITY 4: Grammar This is a revision of grammar pointd taught in the three units:

Aim: To help Ss review the form and use of comparative and superlative adjectives. * Content: Complete the sentences using comparative or superlative forms of adjectives. * Output: Ss Revise the form and use of comparative and superlative adjectives; Ss can complete the sentences correctl : taller; faster… * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities 4. Complete the sentences using the comparative or superlative form of adjectives in brackets. - Elicit the form and use of comparative and superlative adjectives. - T may call a student to do the exercise on the board while other Ss also do It. - Check Ss' answers. Ask them for explanations if necessary. - Check and confirm the correct answers.

Content 4. Complete the sentences using the comparative or superlative form of adjectives in brackets. - T_ Ss - Listen to the teacher’s instructions carefully. - Do the tasks . - Give the answers Key : 1. closest 2. taller 3. oldest 4. faster 5. greatest

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ACTIVITY 5 : Aim: To help Ss review the use of the articles a / an and the. * Content: Revision the articles. Complete the sentences . * Output: Ss can do exercises correctly using a/an and the. * Organisation : Teacher’s instructions… 5. Write a/ an or the 5. Write a/ an or the - T_ Ss - Elicit the use of a / an and the. Ask Ss to do - Listen to the teacher’s instructions carefully. this exercise individually and then share their answers with a partner. - Do the tasks . Prepare the at home beforehand. - T may ask a student to write his / her answers on the board. - Give the answers - Check the answers with the whole class. *Key: - Check their answers as a class. For the wrong 1. a 2. the 3. an 4. The one(s), explain why it is / they are incorrect. 5. The – the - Check Ss'answers. Ask them for explanation if necessary.

ACTIVITY 6 Aim : To help Ss review the use of might, and the use of the simple present and simple future in context. * Content: Review some grammar points .Choose the correct options to complete the sentences . * Output: Ss can do the exercises correctly.If – Clause; might; will+ V; …. * Organisation : Teacher’s instructions… 6. Choose the correct option in brackets to complete each sentence. - T_ Ss - Do the tasks Key : 1. protect 4. have

2. might 5. will

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6. Choose the correct option in brackets to complete each sentence. - Elicit the form and use of might. Ask Ss to tell you the differences between the use of will and might. - T may call a student to do the exercise on the board while other Ss also do this. - Check Ss' answers. Ask them for explanation if necessary.

4. WRAP-UP & HOME WORK (2’)

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3. might

WEEK: …

Peroid 104 : REVIEW 4 (UNIT 10-11-12) Lesson 1: SKILLS / Reading, Speaking,

Listening and writing

Date of planning:………….. Date of teaching: ………..…

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I. OBJECTIVES:By the end of this lesson, students will be able to gain the following things: 1. Knowledge: - To revise the skills they have learnt in Unit 10-11-12. Reading : What will our houses in the future be like? Listening to what people from Youth Eco- Parliament advise us to do for our environment; Writing a paragraph about what you think we should do to improve the environment…. a) Vocabulary: Ss revise words and phrases about types of houses and appliances in the house; Things that can be recycled. reused, and recycled b) Grammar : - Review : Future simple; Might for future possibility; Articles, first conditional; Superlative adjectives/ short adjectives; c) Writing : - Writing a paragraph about a dream house - Writing a paragraph about ideas for a green club. - Writing a paragraph about a robot you would like to have. d) Speaking: Expressing surprise; giving warnings; Expressing agreement and disagreement 2. Competence: Students will be able to revised the language they have learnt and the skills they have practised in Units 10, 11, 12 . They have learnt so far in terms of language and skills . Practising doing exercises. 3. Quality/ behavior : Having the serious attitude toward studying and the protection the environment; … SS are hard- working ; cooperative; sociable; good communication. II. TEACHING AIDS: - Teacher: Text book, laptop, louspeaker, projector… - Students : Text books, studying equipments…. - Work Arrangements: T_Ss , group works; individual …… III. PROCEDURE:

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1. WARM UP & INTRODUCTION (5’) Aims: Introduction - Ask Ss what they have learnt so far in terms of language and skills. Summarise their answers and add some more information if necessary. * Content: Review the previous lesson or have some warm-up activities to creat a friendly and relaxed atmostphere to inspire Ss to warm up to the new lesson. * Output: Having a chance to speak English and focus on the topic of the lesson.. * Organisation : Teacher’s instructions…

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Teacher’s & Student’s activities + Greeting + Revision - Teacher (T) asks Ss some questions about them and class. - Ask Ss to open their book and introduce what they are going to study….

Content + Greeting + Revision - T_ Ss - Students (Ss) listen and learn how to do. - Open their book and write .

2. PRESENTATION/ NEW LESSON (25’)

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ACTIVITY 1 : Reading Aim: To give Ss more practice on reading for specific information. * Content: Practice reading. Read the text and choose the correct answers. * Output: Ss improve reading skills. Read and choose the answer correctly.. * Organisation : Teacher’s instructions…

PRACTICE EXERCISES - SKILLS

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Teacher’s & Student’s activities Content 1. Read the text and choose the correct 1. Read the text and choose the correct answer A, b, or C for each of the question. answer A, b, or C for each of the question. *) Pre- teach vocabulary: - Teacher uses different techniques to teach vocabulary (situation, realia, translation ....) * Vocabulary - eco-friendly (adj) thân thiện - energy (n) năng lượng - solar (adj) mặt trời - wind (n) gió - comfortable (adj) tiện nghi - change (v) thay đổi ….. - Repeat in chorus and individually + Take note + Students (Ss) listen to the instructions - Ask Ss to do the task Individually and check carefully and learn how to do the tasks. their answers with a partner before giving their answers to T to confirm the correct answers. * Key - Check Ss' answers as a class. 1. A 2. B 3. A 4. A - Confirm the correct answers ACTIVITY 2 : Speaking Aim: To give Ss more practice on describing their future houses. * Content: Group work. Take turn describe the future house using the cues given. * Output: Practice reading . Ss can describe their future houses. * Organisation : Teacher’s instructions… 2. Work in groups. Take turns to describe 2. Work in groups. Take turns to describe your future house… your future house… - T_ Ss - Have Ss work in groups, taking turns - Work in groups describing their future houses and try to persuade their group members to live in it. Then - Ss work individually first then work in pairs ask each group to choose a student who has the ask and answer the questions best future house in the group to talk about his / - Do the tasks her future house in front of the class. Ask some - Share the answers. other Ss to give comments and decide which student has the best future house in the class. - Observe and help when and where necessary, and correct Ss'pronunciation and intonation. - Check Ss' answers as a class.

- Go round and offer help if needed. - Call on some groups to report their results to the class.

Content 3. Listen and tick (✓) what people from the Youth Eco- Parliament advise us to do for our environment. - Listen to the instructions clearly - Work in pairs * Key: 1, 2, 4, 5 Audio script: In 2004, 120 young people from ten European countries met in Berlin at the first Youth EcoParllament. They gave ideas for Improving the environment. Here are some of the things they advised us to do: - Recycle more rubbish (for example, glass, paper and plastic, etc.). - Pick up rubbish in parks or in the streets. - Save energy - turn off lights and TVs when you're not using them. - Use reusable bags instead of plastic bags.

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Teacher’s & Student’s activities 3. Listen and tick (✓) what people from the Youth Eco- Parliament advise us to do for our environment. - T_ Ss - Play the recording once for Ss to listen and tick the sentences. - Play the recording again for Ss to check their answers. Give the correct answers to Ss. With a weaker class. - T may play the recording as many times as possible until Ss have chosen all their answers.

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ACTIVITY 3 : Listening Aim: To give Ss more practice on listening for specific information. * Content: Practice listening . Listen and tick . * Output: Improve listening skills. Ss can listen for specific information and tick . * Organisation : Teacher’s instructions…

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ACTIVITY 4: Writing Aim: To help Ss practise writing a paragraph about how to improve the environment. * Content: Write a paragraph about how to improve the environment. * Output: Ss can write a paragraph of 50- 60 words about what they think they should do to improve the environment using information in 3 . * Organisation : Teacher’s instructions… Content 4. Write a paragraph of 50- 60 words about what you think we should do to improve the environment. - T_ Ss - Listen to the teacher’s instructions carefully.

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Teacher’s & Student’s activities 4. Write a paragraph of 50- 60 words about what you think we should do to improve the environment. - Set up the writing activity. T reminds Ss that the first and most important thing is always to consider what they are going to write about. In this case, Ss may use the ideas given in 3 or their own ideas. - T may brainstorm with Ss the language necessary for writing and note some useful language on the board. Ask Ss to write the draft first.

- Check the answers

- T may display all or some of the paragraphs on the wall / notice board. - Other Ss and T give comments. Ss edit and revise their writing as homework. - Compare their answers. - Check and confirm the correct answers.

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* Post - writing

* Suggested writing 1. I think we can do many things to improve the environment around us. Firstly, we can use reusable bags in stead of plastic bags. Secondly, we should turn off lights and TVs when you’re not using them to save energy. Finally, we should cycle to school or walk to school to reduce polluted air.

- Ask Ss to work in pairs making peer corrections. - Have them write their final version in class or at home. If they write in class, they can also do it in pairs or groups.

4. WRAP-UP & HOME WORK (2’)

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* Summarise the main points. - Ask Ss what they have learnt so far. Have them recall the important elements: + Words / phrases and combinations related to friends… * HOME WORK - Read again the conversation - Do more exercises in workbook.

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* Suggested writing

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2. Nowadays, the development of human world causes causes many bad effects to the environment. We throw garbage everywhere, exploit too much natural resources or contaminate the air. Therefore, our environment is being seriously polluted and we need to protect it from now. First of all, we should reduce, reuse and recycle. Instead of using plas bags, we can use leaves to wrap food. We can recycle plas bottles, cans, paper to reduce garbage. Using public transports and decreasing the number of motorbikes and cars are also good ways to reduce carbonic in the air. Besides, we should purify contaminated lakes or rivers in order to lessen the pollution in the water. Last but not least, the gorvernment should propagandize about protecting the environment to everybody so that they can aware of it. Especially, we need to punish people who contaminate the environment with great severity. In conclusion, the Earth is our home so protecting it is everyone's responsibility.